全新版《大学英语》教案
课程名称：大学英语（一级）
专业：建筑城规、土木、自动化、光电、电气和数理等学院年级：2007级
学年：2007-2008
学期：第一学期
任课教师：全新版《大学英语》板块任课教师
编写时间：2007年9月
Course Schedule
Aims:
1）帮助学生尽快适应大学英语教学模式、要求、特点和方法。从一开始就培养学生良好的语言学习习惯和独立自主的学习方法，树立良好的学风，要求学生积极参与英语课堂教学活动和实践活动，营造良好的英语学习氛围，调动学生英语学习的积极性。2）巩固语法知识，扩大学生词汇量，加强阅读及阅读技能训练。重视听说能力的培养以及初步的写作及做课堂笔记的能力。
3）通过教师监督和学生分组相互检查的方式督促学生保证每天有半小时至一小时的听力训练，为听力的提高奠定基础。
4）通过快速阅读训练提高学生的阅读速度，督促学生完成泛读文章，扩大阅读量。
Required course materials:
College English (New Edition Book 1)
—Integrated Curse, Listening and Speaking Course, Reading Course
Note: The Reading Course B ook is used as Ss’ self-access material.
Useful English Learning Resources:
Magazines: English Language Learning, College English, English Salon, English Weekly, The world of English, English Digest, Overseas English
Newspaper: 21st Century, China Daily
Websites: https://www.doczj.com/doc/c38138347.html, (英语比萨园地); https://www.doczj.com/doc/c38138347.html, (听力快车); https://www.doczj.com/doc/c38138347.html, (普特英语听力); https://www.doczj.com/doc/c38138347.html, (英文写作网); https://www.doczj.com/doc/c38138347.html, (旺旺英语); https://www.doczj.com/doc/c38138347.html, (中国日报); https://www.doczj.com/doc/c38138347.html, (英国卫报) https://www.doczj.com/doc/c38138347.html, (华盛顿邮报)
新版《大学英语》一级教学日历（2007.10-2008.1）
Unit 1 Writing For Myself
1.教学目标及基本要求：
Objectives:
Students will be able to:
1)grasp the main idea (the essence of writing is to write what one enjoys writing) and
structure of the text (narration in chronological sequence);
2)appreciate the narrative skills demonstrated in the text (selection of details, repetition and
the use of synonyms.)
3)master the key language points and grammatical structures in the text;
4)conduct a series of reading, listening, speaking and writing activities related to the theme of
the unit.
2. 教学内容及学时分配：
Time allotment:
1st period: pre-reading; text organization
2nd period: while-reading
3rd period: post-reading activities
4th period: reading practice
5th period: speaking
6th period: writing
3. 教学重点及难点：
Important language points and grammatical structures in the text
4. 教学内容的深化及拓宽：
Students conduct a series of reading, listening, speaking and writing practice to deepen their understanding of the points taught in class.
5. 教学方式及在教学中应注意的问题：
A combination of traditional teaching methods with the communicative approach will be adopted. Special attention should be paid to classroom interaction. Give students time to adapt to the new teaching mode in the university that are quite different from the one they were used to in the middle school. More encouragement is needed and more guidance will be given to them in their extracurricular study.
6. 主要参考书目：
季佩英，吴晓真，2001，《全新版大学英语综合教程1－教师用书》。上海：上海外语教育出版社。
柯彦玢，张砚秋，2002，《全新版大学英语阅读教程1－教师用书》。上海：上海外语教育出版社。
朱万忠，2002，《大学英语阅读进阶1》。重庆：重庆大学出版社。
7. 思考题和习题：
《全新版大学英语综合教程1》第一单元Text A后的所有习题。
阅读第一单元Text B，完成后面的相关练习。
《全新版大学英语阅读教程1》第一单元及相关练习。
《大学英语阅读进阶》第一单元及相关练习
Writing Assignment
1st Period:
1. Pre-reading Tasks:
1) Students listen to the recording and do the pre-reading task on page 2 of their book.
(15 minutes)
2) Warm-up Questions (10 minutes)
Students are required to scan the text and answer the following questions:
a)Suppose you were the writer, would you enjoy writing ―The Art of Eating Spaghetti /
noodles‖? Why / Why not?
b)Why does the author enjoy writing this? In which paragraph lies the answer?
c)Look at the title and find out in which paragraph a similar phrase appears. Read this
paragraph and explain in your own words what the author means by saying ―write for myself.‖
2. Main idea and text organization (10 minutes)
Please go through the whole text within 3 minutes and circle all the time words, phrases and clauses, and then answer the following questions:
a)From which point on does the author start talking about his new experience?
b)Where does he stop writing about this new experience?
Do Text Organization Exercise on P. 9.
3. Text analysis (10 minutes)
Selection of details: the author is very good at selecting details to prove his point. But how? Please think about the following questions.
a)What details are selected to show ―I’d been bored with everything associated with English
courses‖?
b)What details are given to show that Mr. Fleagle was dull and rigid?
c)By which sentences does the author manage to give us the impression that his essay was
very good?
2nd Period
1. Text Analysis
1) Repetition:Please think about the following questions: (7 minutes)
a)How many ―prim‖ or ―primly‖ does the author use in para.2?
b)How many ―I wanted‖ are there in para.5?
c)What’s the use of repetition?
2) Synonymous words & phrases:(8 minutes)
The author is also very good at avoiding repetition by employing synonymous words and phrases. Please look for synonyms of the following words and phrases.
1) tedious 2) write 3) anticipate 4) prim 5) recall
6) recapture 7) delight 8) contempt 9) topic
2. Language points (30 minutes)
The teacher explains difficult sentences and important language points to the students:
Off and on; take hold; bore; turn out (turn up; turn down; turn over; turn in; turn away); bore; anticipate; rigid; severe; tackle; face up to; scan; recall; violate; hold back; avoid; career; inspire; associate. (see the courseware of Unit 1)
3rd Period
Post-reading Tasks
1) Students are required to discuss the following questions in pairs: (15 minutes) According to Mr. Fleagle, what is the very essence of the essay?
What tense should you use to describe a memorable incident?
2) Translation: The teacher guides the students through the translation of the useful expressions in the CD ROM. (15 minutes)
3) Dictation: Studetns do the spot dictation task in the CD-ROM. (15 minutes)
4th Period
1) Uncle Jim’s Wink at Life (Reading Course)
Group discussion:What is a thesis? (5 minutes)
Pair Work: Students discuss the following questions in pairs: (15 minutes)
a)The author begins this story with a childhood experience. When Uncle Jim knew about his
lie, what did he say?
b)What did the boy do when he found Mrs. Jameson’s gloves?
c)What did he get for his honesty in returning the gloves to the right owner?
d)What did Uncle Jim tell about his baldhead?
e)How did Uncle Jim treat his friends?
f)What lesson did the boy learn from the bet?
g)Can you try to tell what lessons the boy learned from Uncle Jim and in what way Uncle Jim
taught him the lesson?
h)Can you find a sentence in our text to indicate what the boy learned from Uncle Jim? Exercise:Students do the context-clue exercise in their book. (15 minutes)
2) Students do the fast-reading exercises in College English Progressive Reading. (10 minutes)
5th Period
Speaking: Introduction
1. The teacher explains some important points about introduction to the students
(10 minutes)
Introduction
a) How to Introduce People
In introducing two people, the general rule is: Introduce other people to the person you wish to honor. The old are honored in the West as in China. Women have been honored in the West since the days of knighthood.
b) Rising at Introduction
A man always rise for an introduction, except that it is sometimes all right for an elderly man to remain seated when a young man is introduced to him. The hostess always rises for an introduction.
c) Introducing Yourself
If you want to meet someone, it is better to ask a friend who know him to introduce you. But sometimes at a meeting or gathering it is all right to introduce yourself to a fellow-student, or to one of the same sex and position.
2. Task: Role-Play (25 minutes)
1) Imagine you’re showing a group of English-speaking visitors around your laboratory
in China. As you go from department to department, you meet various people whom
you would like to introduce to the visitors.
2) You are having dinner with a friend in a restaurant. Another friend walks into the restaurant alone. You ask him to join you and then introduce your companion to him.
3. Task: Group Discussion: (10 minutes)
Have you got any plan for the coming college life? What is your plan for English study?
6th Period
Writing
1. Topic: Students read the following instructions individually. (5 minutes)
Some intensive English programs in the United States offer a foreign student the option of living with an American family while he or she is studying abroad. Many students feel that such a home-stay program is a valuable part of their total learning experience. However, others may
feel that such a plan offers little value. In a short essay, discuss one or two advantages of living with an American family and then state one or two disadvantages. Tell whether you are in favor of or opposed to the idea of home-stay. Give examples to support your opinion.
2. Students discuss the advantages of living with an American family. (10 minutes)
· Opportunity to learn about American customs
· Environment to improve English
3. Students discuss the disadvantages of living with an American family (10 minutes) · Lack of privacy and independence
· Being treated like a child
4. Students draft their essay individually. (20 minutes)
Unit 2 Friendship
1. 教学目标及基本要求
Objectives:
Students will be able to:
a)grasp the mail idea (never delay expressing your true feelings to a friend) and structure of
the text (developing a story around a letter);
b)appreciate that spoken English is much more informal than written English;
c)master key language points and grammatical structures in the text;
d)conduct a series of reading, listening, speaking and writing activities related to the theme of
the unit.
2. 教学内容及学时分配：
Time allotment:
1st period: pre-reading; text organization; text analysis
2nd period: while-reading
3rd period: Post-Reading Activities
4th period: Reading
5th period: Speaking
6th period: Writing
3. 教学重点及难点：
Important language points and grammatical structures in the text
4. 教学内容的深化及拓宽：
Students conduct a series of reading, listening, speaking and writing practice to deepen their understanding of the points taught in class.
5. 教学方式及在教学中应注意的问题：
A combination of traditional teaching methods with the communicative approach will be adopted. Special attention should be paid to classroom interaction. More encouragement and guidance will be given to the students in their extracurricular study.
6. 主要参考书目：
季佩英，吴晓真，2001，《全新版大学英语综合教程1－教师用书》。上海：上海外语教育出版社。
柯彦玢，张砚秋，2002，《全新版大学英语阅读教程1－教师用书》。上海：上海外语教育出版社。
朱万忠，2002，《大学英语阅读进阶1》。重庆：重庆大学出版社。
7. 思考题和习题：
《全新版大学英语综合教程1》第二单元Text A后的所有习题。
阅读第二单元Text B，完成后面的相关练习。
《全新版大学英语阅读教程1》第二单元及相关练习。
《大学英语阅读进阶》第二单元及相关练习
Writing Assignment
1st Period
Pre-reading Tasks:
1) Introduction (10 minutes)
Students listen to the recording and then answer the questions on page 32.
2) Warm-up Questions: (15 minutes)
a)Do you have any friends?
b)Why do you think we need friends?
c)What kind of people can be regarded as our true friends?
d)How do you understand friendship?
3) The text can be divided into 3 parts. Students skim the text and try to find out the main idea for each part (10 minutes)
4) Students scan the text and then answer the questions on page 38. (10 minutes)
2nd Period
The teacher explains difficult sentences and the following language points to the students(45minutes)
Be lost in / lose oneself in; available; or something; estimate; not much of a; correspondence; kind of / sort of; come up; urge; postpone; reference; hang out; mostly; awful; choke up; skip ; keep in/ get in / lose / be in touch with sb. practically
3rd Period
1. Sentence Translation: (15 minutes)
Students are required to translate the following sentences into English.
a) 请注意,这种车票仅在发售当天有效。
Attention, please. These tickets are available on (the) day of issue only.
b) 这道甜食我还是不吃了吧。
I might as well give the sweet course a miss.
c) 艰难的重担；可怕的冒险
an awful burden; an awful risk.
d) 他住在一所旧房子里。
He hangs out in an old house.
e) 商店把投诉转交给制造商。
The shop referred the complaint to the manufacturers.
f) 我们把比赛从3月5日推迟到3月19日举行。
We postponed the match from March 5th to March 19th.
g) 她和我说话的神情，好像她早就认识我似的。
She spoke to me as if she knew me.
h) 敌人空袭后通信中断了。
The correspondence dropped after the enemy’s air-raid.
i) 疯子把他自己的孩子掐死了。
The madman choked his own child to death.
j) 当我的老朋友布赖恩怂恿我接受一支香烟时,我实在熬不住了。
When my old friend Brian urged me to accept a cigarette, it was more than I could bear.
2.Translation: Students are required to translate the useful expressions in the CD-ROM. (15
minutes)
3.Dictation:Students do the dictation exercise in the CD-ROM. (15 minutes)
4th Period Reading Practice
Reading:
1. The teacher explains the important reading skills to the students. (30 minutes)
This part will introduce you several reading skills which will prove to be helpful in your English reading if you master them skillfully and use them creatively.
Now let’s see what these magic shills are.
The first skill named main idea, by main idea, we mean what one’s idea about one topic, as a further step, to know one’s idea about one topic, we also need to know what kinds of details are used to support one’s idea.
For example, if one’s say ―Beckham is always in the center of admiration, he is a handsome guy, and scores or helps others to score in every match‖(example 1 below). Then his topic is Beckham, and the main idea is Beckham is in the center of admiration, and the details here used to support that main idea is ―he is a handsome guy, and scores or helps others to score in every match‖
So a very simple definition of main idea, topic and detail can be given as follow:
Main idea is the comment or thought one made about something.
Topic is the thing one makes comments.
Details are some factual events one used to support one’s main idea.
But attention should be given to the fact that sometimes, people make comments without giving any support, for example: ―A friend in need is a friend indeed‖ (example 2). Its topic is about friend, it main idea is ―a friend in need is a friend indeed‖, while no details are given to support this main idea. In other cases, the main idea is not so obvious, you must make some effort to draw a conclusion, or try to infer what the author is intended to say, for example, here is Socrates’joke about marriage ―By all means marry, if you get a good wife, you will become happy; if you get a bad one, you will become a philosopher.‖ (example 3).Here you must draw a conclusion from these details by yourself; a possible main idea is that ―marriage is a good thing‖. Of course, topic can sometimes be another problem; it may also not be so clear what a paragraph is talking about after reading it. This will be clear when you proceed with this course.
Another trick in finding the main idea of a passage is that in a paragraph, the most possible places for main idea are the beginning, or the end and less likely, in the middle of a paragraph. To give you an overall picture of main idea, topic and detail, a longer example taken from the text is given below (example 4)
Example 1
Beckham is always in the center of admiration, he is a handsome guy, and scores or helps others to score in every match.
Example 2
A friend in need is a friend indeed.
Example 3
―By all means marry, if you get a good wife, you will become happy; if you get a bad one, you will become a philosopher.‖
Example 4
As we begin to separate ourselves and grow away from our families in adolescence, friendships become even more important to us as sources of support. However, in late adolescence and early adulthood, friendship can take a back seat to romantic relationships. Marriage can disrupt friendships: our interests change, and we begin to form relationship with other couples. In the
same way divorce can disrupt the friendships we formed as couples
Can you tell the topic and main idea and identify the details that are used to support the idea in the above paragraph. Let’s do it together, firstly, we should tell what the topic is, it seems stupid to ask such a question, because it is obvious that the topic is friendship. While that may seem to be true superficially, when we give it another thought, we will find this obvious answer is somewhat odd, because the whole text is about friendship, not just this paragraph. A closer look will lead us to the fact that there are several different time indicators, that is ―adolescence‖，late adolescence, and early adulthood, marriage and divorce. In this different time of life, friendship is different , so we may well say that the topic is ― change of friendship in different time of life‖, and the corresponding main idea is ―on different stages of life, friendship may have different form.‖And the detail used to support the main idea is ―in adolescence, friendships become even more important to us‖―in late adolescence and early adulthood, friendship can take a back seat (后退) to romantic relationships.‖―marriage and divorce(离婚) can disrupt the friendships we formed as couples‖
2. Exercise: Students do the following exercises individually. (15 minutes)
Now maybe you are eager to have a try on this reading skill by yourself, so do the following exercise: try to find the topic, main idea, and supporting details of the following paragraphs.
a) What is remarkable about the history of toys is not so much how they changed over the centuries but how much they have remained the same. The changes have been mostly in terms of crafts ship, mechanics, and technology. It is the universality of toys with regard to their development in all parts of the world and their persistence to the present is amazing. In Egypt, the America, China, Japan and among the arctic( 北极的)peoples, generally the same kinds of toys appeared. Variations depended on local customs and ways of life because toys imitate their surroundings. Nearly every civilization had dollars, little weapons, toy soldiers, tiny animals and vehicles.
b) A young college student is constantly discouraged, irritable( 烦躁)，and unable to sleep. Frequent crying spell have ended, but she is still very unhappy. A middle-aged man has become increasingly indecisive in business affairs. He has strong feelings of worthlessness and guilt, and has lost interest in everything. An elderly complains of pain and lack of appetite. Her weight has been dropping steadily. Three different problems? Not really. These people------and millions like them------ suffer from the most common problem: depression.
5th period Speaking:
Expressing Likes and Dislikes
Starting from the first item on your list, ask your partner if he/she likes it too. If he/she does, ask about his/her favorites. If he/she doesn’t, go on to the next item until you find something you both like. (15 minutes)
3. Task Two
First look at the lists below. Then ask your partner about the kinds of music, books, movies, etc. that he/she likes. (20 minutes)
6th Period: Writing
1. Students read the following sample letters and then answer the questions. (10 minutes)
Read the following letter, and decide weather it is a business letter or a personal one. Why?
注：CSA:加拿大电器安全规格检验，（Canadian Standards Association）
UL：美国电器安全规格检验，（Underwriters’ Laboratories）
CEO:行政执行首长，（Chief Executive Officer）
3. Writing Assignment:(The teacher explains the writing assignment to the students)(5 minutes)
Write a letter in the name of Ed(now in heaven). You see your friend Tom is sorrowful and regrets for not writing to you. Write to him and tell him not to be sad anymore.
4. Students draft their letter. (20 minutes)
Unit 3 Understanding Science
1.教学目标及基本要求：
Objectives:
Students will be able to:
a)understand the main idea ( to ensure the survival of human civilization, measures must be
taken to help the public understand science ) and structure of the text ( introducing a topic, developing the topic with supporting details, supplying a conclusion );
b)appreciate the style differences between narrative writing and expository writing;
c)master key language points and grammatical structures in the text;
d)conduct a series of reading, listening, speaking and writing activities related to the theme of
the unit.
2. 教学内容及学时分配：
Time Allotment
1st period: pre-reading task; Text Organization
2nd period: while-reading task
3rd period: Post-reading task
4th period: Reading Practice
5th period: Speaking
6th period: Writing
3. 教学重点及难点：
Important language points and grammatical structures in the text
4. 教学内容的深化及拓宽：
Students conduct a series of reading, listening, speaking and writing practice to deepen their understanding of the points taught in class.
5. 教学方式及在教学中应注意的问题：
A combination of traditional teaching methods with the communicative approach will be adopted. Special attention should be paid to classroom interaction. More encouragement and guidance will be given to the students in their extracurricular study.
6. 主要参考书目：
季佩英，吴晓真，2001，《全新版大学英语综合教程1－教师用书》。上海：上海外语教育出版社。
柯彦玢，张砚秋，2002，《全新版大学英语阅读教程1－教师用书》。上海：上海外语教育出版社。
朱万忠，2002，《大学英语阅读进阶1》。重庆：重庆大学出版社。
7. 思考题和习题：
《全新版大学英语综合教程1》第三单元Text A 后的所有习题。
阅读第三单元Text B，完成后面的相关练习。
《全新版大学英语阅读教程1》第三单元及相关练习。
《大学英语阅读进阶》第三单元及相关练习
Writing Assignment
1st Period
1. Pre-reading task
1) Task One: Students listen to the recording two or three times and then think over the following questions: (10 minutes)
---- What questions interest Hawking?
---- When did the illness start to affect him?
---- Does Hawking give himself in to the disease?
---- What makes his achievements so remarkable?
---- Is there anything else you know about Hawking?
2) Task Two: Mention some of the scientific and technological discoveries that have changed or will change the way people live. Students write down on a sheet of paper some of the scientific and technological discoveries that have changed or will change the way people live. When they finish, teacher may invite some of them to read out to the class. Then teacher writes down some discoveries on the blackboard. （7 minutes）
3) Task Three: Pointing at the discoveries noted down on the blackboard, teacher asks students: In what way do these discoveries change our lives for the better? In what ways do these discoveries change our lives for the worse? (8 minutes)
4) Teacher makes a conclusion (5 minutes)
2. Text Organization: The teacher guide students through the text organization exercise on page 69. (15 minutes)
2nd Period:
1. Detailed reading: Questions about text (15 minutes) The teacher guides the students through the following comprehension questions.
Part one:
Paragraph 1:
a)In what way have science and technology changed the world we live in? Give examples.
b)What is the attitude of some people towards the changes brought about by science and
technology?
c)What does ―a privileged minority‖ in line 5 refer to?
d)What was life like before science and technology began to change our way of life?
Paragraph 2:
a)What would happen if all government money for research were cut off?
b)What is the function of the imaginary ―global state‖?
c)What does ―this‖ in ―even this wouldn’t succeed‖ refer to?
d)How do you understand ―human initiative and inventiveness are such that even this wouldn’t succeed.‖?
Paragraph 3:
a)What does the author think we should do about science and technology?
b)Why is it necessary for the public to have a basic understanding of science?
c)In your own words, explain what Hawking means by saying that ―the public is in two
minds about science.‖
d)Have you ever read the terror story of Frankenstein? Why does the author use this
example?
e)How do you understand ―It is also an important element behind support for the Green
Parties.‖?
Part Two
Paragraph 4
a)How is science taught in schools?
b)What does the author think of equations as a way of expressing scientific ideas?
Paras. 5-6
a)What limited role can books and magazines play in popularizing scientific ideas?
b)What is the responsibility of TV science program producers?
Part Three
a)What is the sick joke about?
b)What does the author think of the future of human civilization?
Language Points: (30 minutes)
The teacher explains difficult sentences and important language points to the students: attitude; likely; do without; highly; anyway; cut off; bring about; moreover; inquire; initiative; ensure (assure; insure); informed (inform); steady; audience; lie in; in terms of; tend; grasp; sufficient; convey; put across; slow down
3rd Period
1. Text analysis
1) The teacher explains stylistic features of the text to the students: (5 minutes)
This text is a piece of expository writing. Exposition is the process of making a statement and then supporting it with evidence. In expository writing, the topic sentences are usually presented in the first or second sentences of a paragraph, followed by supporting details.
2) The teacher explains the style differences between narration and exposition. (15 minutes)
Read the first 10 lines of both All the Cabbie Had Was a Letter and Public Attitudes Toward
What are the major differences between narrative and expository writing?
Expository writings usually employ longer paragraphs in which there are longer and more involved sentences. Simply glance over the first page of Text A, Unit 2 and the first page of Text A, Unit 3, and you will see the latter is more closely packed than the former. For the purpose of objectivity, third-person narration is often adopted in exposition. Meanwhile, sentences in the passive voice appear regularly.
3) Debate: Should cloning of human beings be banned? (25 minutes)
Students are divided into two groups, each assigned a position either for or against human cloning. Each group brainstorm to find out arguments in their favor, and propose counter-arguments against what the opposite side might bring up.
4th Period Reading Practice
How to be scientist in the Reading Course
1. Reading Skill: conclusion
The teacher explains features of conclusion. (5 minutes)
2. Task : Students discuss in pairs how the text is concluded. (10 minutes)
How to Tell in What Way the Text Is Concluded
With a conclusion, the essay is brought to its end; without a conclusion, it lacks a sense of completeness. A conclusion may be a summary of the main points, a prediction of the future, a recommendation of a solution or a quotation to make the whole thing clear.
How is this text concluded?
3. Students discuss the following questions in small groups for general Comprehension of the Text (20 minutes)
a) What do science majors expect from a life of scientist?
b) What do researchers tell about their life?
c) What do leading scientists do instead of working in the lab?
d) Why did Dr. Shirley Tilghman say that she should be ―a psychology major‖in order to become a ―principal scientific investigator‖?
e) According to Dr.Ponzy Lu, what was the most useful thing he learned at Cal Tech?
f) What is the reason some successful scientists are delighted to leave the laboratory?
g) Why are they loath to admit that they are delighted to leave the laboratory?
h) Why did Dr.Arthur Skoultchi tell Dr. Gross to enjoy the laboratory work while he could?
i) From what time on does their time spent in the lab dwindle to nothing?
j) What did those leading scientists find themselves to be in the end?
k) According to Dr.Lu, how can a scientist get influence and power?
l) From what sources can the researching groups get money or funds to support their research? m) What are the difficulties of becoming a leading scientist?
4.Context clues: Students do the context clue exercise in their book. (10 minutes)
5th Period: Speaking:
1. Students practice the useful expressions for making phone calls in pairs. (10 minutes)
2. Task: Students make up dialogues based on the following situations. (20 minutes)
a)You wish to speak to Charlie Brown, but the person who answers the call doesn’t
know anyone by that name.
b)You are in your office at the university and your roommate is at home. You call him/her to
discuss what the two of you have at home to eat for dinner and what you should buy on the way home.
c)You ring your friend about a book you lent him two weeks ago. Now the book is due, but
your friend is not in. His/ her father answers the phone. He would like to take a message for you.
d)You call a friend, Steve, to ask if he can go with you to a disco tonight. Your friend answers
the phone and discusses other ways of entertainment tonight.
3. The teacher invites some groups to act out the situations for the class. (15 minutes)
6th Period Writing
1. Group Discussion: (15 minutes)
Pick one or two scientific discoveries, the computer or genetic engineering for example, that have had a great impact on our lives and talk about it.
2. Useful Words and Expressions (10 minutes)
Teaching Planning & Teaching Lectures New Horizon College English IV Unit 5 1.教学目标及基本要求： Objectives: Students will be able to: 1)Grasp the main idea (that it would be ideal if we can strike a balance between the Chinese and the Western learning styles) and structure of the text (introduction of the topic by an anecdote—elaboration by comparison and contrast); 2)Appreciate the difference between comparison and contrast, as well as different ways to compare and contrast(point-by-point method or one-side-at-a-time method); 3)Master the key language points and grammatical structures in the text; 4)Conduct a series of reading, listening, speaking and writing activities related to the theme of the unit. 2. 教学重点及难点： Important language points in the text: 3. 教学内容的深化及拓宽： Students conduct a series of reading, listening, speaking and writing practice to deepen their understanding of the points taught in class. 4. 教学方式及在教学中应注意的问题： A combination of traditional teaching methods with the communicative approach will be adopted. Special attention should be paid to classroom interaction. Give students time to adapt to the new teaching mode in the university that are quite different from the one they were used to in the middle school. More encouragement is needed and more guidance will be given to them in their extracurricular study. 5. 教学内容及学时分配： Time allotment: 1st period: pre-reading; text organization 2nd period: while-reading (Paras 1-5) 3rd period: while-reading (Paras 6-13) 4th period: while-reading (Paras 6-13 continued, Para 14) 5th period: post-reading activities (Debate; Exercises) 6th period: Check on students’ home reading (Text B); Theme- Related Language Learning Tasks)
授课题目：Language in Mission 授课时间：第____周第____周 授课类型：理论课 授课时数：4 教学目的： After finishing this unit, students will be able to: 1.To talk about way of learning English; 2.Get deeper insights into the text; 3.Make creative use of words, phrases and sentence patterns; 4.Be able to write an essay with three main parts “introduction, body and conclusion”; 5.To read with the skill “reading for the key ideas in sentences”. 教学重点和难点： 1.To further understand the text; 2.To apply the words, phrases and sentence patterns. 3.To read wit h the skill “reading for the key ideas in sentences”; 4.To write an essay with three main parts “introduction, body and conclusion”; 教学方法和手段： Various kinds of teaching methods are used: 1.Teaching in class. Explain the profound theoretical knowledge in class; 2.Case study. Provide case study during teaching, and make the students to discuss about the case; 3.Bilingual and full English teaching; 4.Applying modern multimedia teaching technologies; 5.Taking advantage of abundant network teaching resources. 教学内容和过程：
Unit 5 I PURPOSE 1.To grasp the important words and phrases and understand the text; 2.To grasp the writing skill--- double clue 3. To grasp the reading skill--- understanding idiomatic expressions. II IMPORTANT AND DIFFICULT SPOTS 1.Words: Section A decay, preceding, secure, drip, slide, injure, hint, outline, interval, emotion, priviledge, episode, association Section B make oneself understood, on one?s own, be dependent, treat with, come along, condemn sb. to sth. take its course, fight off, in vain, come by, chances are, confront with, come down to, bar… from 2.Sentences: L1. As I stand there, the smell hits my nose, and I close my eyes as I remember the smell of decay from past experience. L2. The head seems usually large on a skeleton body; the skin is dark yellow and hangs loosely around exaggerated bones that not even a blanket can hide. L3. Taking a glass of water from the table, I put my finger over the end of the straw and allow a few drops of the cool moisture to slide into her mouth and ease her thrist. L4. Placing a pillow between her legs, I notice that these too are ice cold, and not until I run my hand up over her knees do I feel any of the life-giving warmth of blood. L5. Having spent her last ounce of strength she cannot go on, but I have understood what she has done. L6. Our eyes meet and somehow, together, we become aware that this is a special moment between two human beings. L7. Some unknown interval of time passes before her eyes open again, only this time there is no response in them, just a blank stare. L8. Mrs. Clark spared her family an episode that perhaps they were not equipped to handle and instead shared it with me. B L1. Assume for a moment that your 90-year-old mother has recently suffered a stroke. L2. When I say better, I mean she?ll go on as she has—until some other germ comes along. L3. I?ll tell you which choice I would make in this theoretical situation. L4. Sometimes such a transparent decision is more difficult to come by. L5. Let me sound one note of warning. SECTION A Graceful Hands
《新视野大学英语﹒读写教程》第四册教案 课程名称：大学英语读写课 授课对象：二年级全校公共课学生 授课教师： 职称： 教材版本：《新视野大学英语﹒读写教程》第四册 参考资料：教学光盘，教学参考书（外语教学与研究出版社） 教学方法：计算机辅助多媒体教学手段授课。（大班上课，小班辅导，上机自主学习）交际法与翻译法。 教学周次：4x18 教学手段：多媒体教室，电子备课材料（移动硬盘），教材 教学目标及要求： 1.掌握每一单元的Section A中心思想、了解篇章结构，写作特点、 文化背景知识。 2.掌握并背诵每一单元的Section A的核心词汇和短语、核心句型。 并能举一反三，熟练运用。写出较通顺的短文。 3．自学Section B 和Section C 的内容。 4．课后自己做《新视野大学英语﹒综合练习》第四册
新视野大学英语教案 Unit One (Book Four) 一、教学内容（Content of the Course） Section A. The Temptation of a Respectable Woman （精讲） Section B. The Obligations and Responsibilities to Marriage（略讲） Section C. The Positive Meanings of Love （泛读） 二、教学对象（Audience） 三、教学时间（Teaching Span） 6-7学时 四、教学目的（Teaching Aims） 1．Appreciate the text to know sth. about what happened between Mrs. Baroda and her husband’s friend. 2. Learn to use some important words, expressions and sentence patterns. 3. Practice listening, speaking, reading and writing. 4. Learn some translation skills 五、教学任务及步骤（Instruction Objectives &. Teaching Procedures） Step One Pre-reading Activities (导入) 文章主题（Themes）10 minutes 课文A向我们讲述了一位女性与她丈夫的一位生性沉默的朋友一起度过的一段时间，描写了她对这位朋友在感情上发生的变化。因为这位特殊的朋友首先令她吃惊不已，然后又深深地吸引了她。 课文B讨论的是两种不同的家庭：基于浪漫基础之上的“情爱家庭”和基于婚姻基础上的家庭。 课文C探讨了“爱”这一概念的方方面面。同时也探讨了婚姻伴侣的行为是如何影响其他人的感情和个人发展的。 Step Two While-reading Activities Language Points ( 语言知识) 140 minutes 1、重点单词及短语( Key words &. Expressions) idle penetrate impose presence keen nonsense deserve propose for the most part count on/upon make a fuss about run down object to a succession of yield to
课程名称新视野大学英语1 授课专业和班级 教师专业技术职务学时 授课内容 （题目、章、节） Unit1 Fresh Start 教学目的与要求1.To know the meaning and usage of some important words, phrases and patterns 2.To study Passage A and understand the main idea of the text 3.To understand the structure of the text and the devices for developing it 4.To talk about college education 教学重点及难点1.The structure of the whole passage discussed and the writing ways mentioned in this passage 2.The reading skills mentioned in this unit 3.Listening practicing related to the contents learned in this unit 4.Talking about college education. 5.Writing paragraphs with the structure “a general statement supported by details”. 6.Applying the phrases and patterns. 教学方法 教学过程、内容及时间分配 1. Warming-up activities for Section A (0.5 period) a. What is the ideal university like in your eyes? b. What are your expectations of your college life? c. Listen to an interview about tips for freshman students and do the following exercise.
教师学科教案[ 20 – 20 学年度第__学期] 任教学科：_____________ 任教年级：_____________ 任教老师：_____________ xx市实验学校
Unit 1 (2) Section A Going Out on Dates Ⅰ. Text Structure Analysis (20 min) 约会 When I was a young fellow, about thirteen, I had a group of friends who were a little older 当我还是个13岁左右的年轻小伙子时，我有一群年龄比我稍大、经than I was, and more experienced. They knew a lot of different girls, and would 验比我丰富的伙伴。他们认识许多不同的女孩，经常在天气宜人的日often go to the beach with them if the weather was good. 子里和她们一块儿到海滩上去玩。 One time we were at the beach, and most of the guys had gone out on some rocks, with the 有一次我们在海滩上时，大多数小伙子都和那些姑娘们到海边的礁girls. I was interested in a particular girl a little bit, and said to myself: "I think I'd like to 石上玩去了。我对其中一个女孩颇感兴趣，自言自语道："我想带芭芭take Barbara to the movies…" 拉去看电影……" That's all I had to say, and the guy next to me got all excited. He marched out onto the 我想说的就是这句话,而旁边那个家伙听了兴奋不已。他迈开大步走rocks and found her. He pushed her back to the beach, allthe while saying in a loud voice, 到礁石上，找到了她。他一个劲地催她回到海滩上, 一路上大声说: "Feynman has something to say to you, Barbara!" It was most embarrassing. "芭芭拉, 范曼有事要对你说。" 那情形真令人尴尬极了。 Pretty soon the guys were all standing around me, making a scene, and saying, "Well, say 不一会儿，大伙儿都围着我站了一圈，吵吵嚷嚷，对我说："好的，it, Feynman!" So I invited her to the movies. It was my first date. 范曼，说出来呀！" 于是，我邀请她去看电影。这是我的第一次约会。
Book 2 Unit 4 College sweethearts 教学重点： 1.To talk about romantic love 2.To learn and apply the words and phrases of the text 3.Master the key language points and grammatical structures in the text 教学难点： 1.apply the phrases and patterns 2.to listen and discuss the importance of humanities 3.To critically think what makes wonder in their crisis-ridden marriage 教学过程： Task 1 Lead-in (Ss work in groups to discuss the following questions) 1.What are the modern dating practices? Tips: casual dating, formal dating, speed dating, online dating, double dating, group dating, blind date… 2. Do you think it’s a good idea to date someone at college? Why or why not? Tips: Yes, because: ? it’s an ideal place to fi nd someone who has the same aspirations. ?through years of studying together, students get to know each other well. ? college has more choices than the workplace. ? love starting on campus is romantic and pure. ? No, because students need to concentrate on study, not to waste time dating. 3. In your opinion, what are the important qualities an ideal date should possess? Tips: responsible, smart, honest, considerate, understanding, diligent, rich, good-looking, funny, having the same interest…… 4.Which is more important when it comes to marriage, one’s appearance or character? Why? Tips: Appearance, because I like to see someone who is good-looking. Character, because appearance will change as time goes by, while one’s character is essential to marriage. Task 2 Text study 1.Ss read the passage and discuss the following questions in groups a.How do you understand the sentence “In a way, love just happens when you least expect it”?
Unit 1: brighter future for all 教学重点： 1. The structure of the whole passage discussed and the writing ways mentioned in this passage 2. The reading skills mentioned in this unit 3. listening practicing related to the contents learned in this unit 教学难点： 1.Talking about college education. 2.Writing paragraphs with the structure “a general statement supported by details”. 3.Applying the phrases and patterns. 教学过程： 1. Warming-up activities a. What is the ideal university like in your eyes? b. What are your expectations of your college life? c. Listen to an interview about tips for freshman students and do the following exercise. d. Listen to a short passage concerning college education and fill in the missing information. 2. Text study
教案2016 ～2017 学年度第一学期 课程名称大学英语 学时学分 70学时4.5学分专业班级 授课教师 系部外语系
本课程教学总体安排 课程名称：大学英语 课程性质与类型：公共必修课 总学时、学分：70学时，4.5学分 教学目的与要求： 1.通过本学期的学习，使学生进一步加强基础知识。 2.扩大词汇量，熟悉并掌握大学英语教学大纲中规定的单词、词组和结构的用法，达到大学英语一级的水平及要求。 3.进一步提高学生的听力、阅读及写作技巧。 4.进一步加强学生的语言实际应用能力，尤其是听说能力和篇章理解分析能力。 教材及参考书目： 1. 《新视野大学英语》（第三版）读写教程（第1册第1单元—第8单元）2．《新视野大学英语》（第三版）听说教程（第1册第1单元—第8单元） 3. 《新视野大学英语》（第三版）教师用书 4．《新视野大学英语》（第三版）配套光盘 5. 牛津英汉双解词典 考核方式及成绩计算方法： 综合成绩＝期末成绩*60％＋听力成绩*15%+读写成绩*10%+平时成绩*15%
课程教学日历 课程名称：大学英语授课学期：2016－2017学年第一学期
第一章教学安排的说明 章节题目：Book 1 Unit 1 Fresh start Text A Toward a brighter future for all 学时分配：8 本章教学目的与要求（分了解、熟悉、掌握三个层次）： 一、了解课文有关的背景知识 二、熟悉文章的中心思想和篇章结构 三、熟悉文中所体现的记叙技巧 四、掌握大学英语教学大纲中规定的单词和词组及其搭配 五、掌握文中所包含的主要语法结构： 其它： 课堂教学方案 课题名称、授课时数：大学英语、8课时 授课类型：理论课、技法课、习题课 教学方法与手段：讲授、讨论、指导、多媒体等 教学目的要求： Students should be able to 1. grasp he main idea and structure of the text; 2. give reasons when they do the ranking activities and make predictions; 3. master the key language points and grammatical structures in the text; 4. conduct a series of reading, listening, speaking and writing activities related to the theme of the unit.
Book4 Unit 3 I. Teaching Objectives 1. To know the meaning and usage of some important words, phrases and patterns 2. To be familiar with the writing skills of the text and make use of it in writing 3. To improve Ss reading skills by studying section B 4. To respond and cooperate with classmates willingly 5. To participate actively 6. To read sentences and texts with proper intonation 7. To write smoothly and legibly II.Teaching Focus 1. Useful words, phrases and sentence structures; 2. Reading skill: Understanding Figurative Language; 3. Writing skill: Structured Writing (P 69) III .Main Teaching Methods and Techniques Use the CAI (PPT software) and group work; use task-based language teaching method, communicative approach and audio-visual method. V. Teaching Procedures Section A: Longing for a New Welfare System (Four Periods) Step 1: Pre-reading Activities: 1.1 Greetings Greet the whole class Review (1). Ask students some questions to review the last lesson（show them on the
B1U1-新视野大学英语第一册教案
U n i t1F r e s h S t a r t I.T e a c h i n g o b j e c t i v e s By the end of the class, the students are supposed to: Know something basic information about college education Further understand the text Apply the phrases and patterns Master the paragraph writing skill I I.T e a c h i n g m e t h o d:task-based approach I I I.T i m e a l l o t m e n t：4 hours I V.T e a c h i n g c o n t e n t: 1.B a c k g r o u n d I n f o r m a t i o n 1.1I n the United States, the choices students have after high school include going to college, going straight to the workforce, attending a two-year community college before applying to a university. 1.2M ajor criteria for university admission include: A student’s high school course of study; High school Grade Point Average (GPA); Participation in extracurricular activities; SAT or ACT exam scores, a written essay; A personal interview with a representative from the admissions office. 1.3 Extracurricular activities students can participate in include Scholastic clubs, athletic teams, student government, and philanthropic (慈善) clubs. Through their voluntary participation in these kinds of activities, they can learn valuable life lessons, such as teamwork, leadership, or civic (公民) responsibility. 1.4 Vera Wang Vera Ellen Want (王薇薇, 1949-) is a Chinese-American fashion designer. She was born and raised in New York City. While trained as a
Unit 5 Section A Spend or save — The student's dilemma 花钱还是存钱，学生进退维谷 1 Do you feel as confused and manipulated as I do with this question, "Should I spend or should I save?" I think that the messages we get from our environment seem to defy common sense and contradict each other. The government tells us to spend or we'll never get out of the recession. At the same time, they tell us that unless we save more, our country is in grave danger. Banks offer higher interest rates so we increase savings. Then the same banks send us credit card offers so we can spend more. 1 你是不是跟我一样对“我应该花钱还是存钱”这个问题感到困惑，且有被操纵的感觉？我觉得我们从生活的环境里所获得的信息似乎是有违常识、互相矛盾的。政府告诉我们要花钱，否则我们将永远走不出衰退；与此同时，他们又告诉我们，除非我们节省更多的钱，否则我们的国家会处于严重危险之中。银行提供较高的利率以增加储蓄。然后，同样是这些银行又提供信用卡让我们可以花更多的钱。 1 Do you feel as confused and manipulated as I do with this question, “Should I spend or should I save?” (Para. 1) Meaning: When asking yourself whether you should spend or save, do you feel puzzled and controlled as I do? Meaning beyond words: According to the conventional concept, we are the master or the boss of the money we have earned. It is up to us to decide how to use our money. However, the sentence gives us the hint that we are actually no longer in control of our money. 2 I think that the messages we get from our environment seem to defy common sense and contradict each other. (Para. 1) Meaning: In my opinion, the messages we get in our daily life about the question “Should I spend or should I save?” are against common sense and they often don’t agree with each other. Usage note: defy, deny defy和deny都是及物动词，词形相近，但实际上两者词义有别，用法也不同。 1 defy主要表示“违抗；反抗；蔑视”，后接名词；而deny主要表示“否认；拒绝承认”，后接名词或that引导的从句。 Nearly 11 thousand people have been arrested for defying the ban on street trading. 近一万一千人因违抗在街上交易的禁令而被捕。 The government has denied that the authorities have uncovered a plot to assassinate the president. 政府已否认当局发现了一个暗杀总统的阴谋。 2 defy后接动词不定式表示“挑战；刺激某人做某事”时，不能用动名词形式；deny表示“否
全新版《大学英语》教案 课程名称：大学英语（二级） 专业：建筑城规、土木、自动化、光电、电气和数理等学院 年级： 2007级 学年： 2007-2008 学期：第二学期 任课教师：全新版《大学英语》板块任课教师 编写时间：2008年1月
Course Schedule Aims: 1）在上学期学习的基础上，根据学生的学习情况和考试情况，帮助学生找出薄弱环节，有意识地查缺补漏，继续复习巩固语法知识，扩大学生词汇量。加强词汇的记忆，听写以及同义词，拼写相似的词语，容易混淆的词语的对比学习和实际运用，增强学生记忆和运用词汇的能力。 2）加强阅读及阅读单项技能的训练。一是完成第二册所有阅读教程的单项阅读技能的训练，二是复习巩固第一册所学过的单项阅读技能及其综合运用。并认真督促学生完成泛读任务，扩大阅读量。 同时要在课堂上进行快速阅读训练。 3）加强汉英及英汉翻译练习。督促学生完成综合教程每课后的段落翻译。翻译练习有助于学生写作能力的提高。 4）重视写作能力的培养和写作方法的训练。让学生具有初步的记叙文、说明文和议论文的写作概念和经验。 5）督促学生认真做好课外听音，保证每天有半小时
至一小时的听力训练。 Required course materials: College English (New Edition Book 2) —Integrated Curse, Listening and Speaking Course, Reading Course Note: The Reading Course Book is used as Ss’ self-access learning material. Useful English Learning Resources: Magazines: English Language Learning, College English, English Salon, English Weekly, The world of English, English Digest, Overseas English Newspaper: 21st Century, China Daily Websites: https://www.doczj.com/doc/c38138347.html, (英语比萨园地); https://www.doczj.com/doc/c38138347.html, (听力快车); https://www.doczj.com/doc/c38138347.html, (普特英语听力); https://www.doczj.com/doc/c38138347.html, (英文写作网); https://www.doczj.com/doc/c38138347.html, (旺旺英语); https://www.doczj.com/doc/c38138347.html, (中国日报);
教案 Practical College English 新认知大学实用英语综合教程 教研室：公共课部教师姓名：freefishwang 授课专业和班级11机电01、02、03 课程名称Practical College English 授课学时 6 授课内容Unit 1 Bill Gates in His Boyhood 教学目的Understand the main ideas of text A and text B, grasp the words, expressions, structures and word formations used in the text, and discuss the text among students and offer their opinions on the topic of learning styles and techniques. 教学重点Study the language points and know how to write a letter in English. 教学方法Student-oriented communicative teaching, free discussion and interaction. 教学过程 1.Warm-up activities (10 minutes) 2.Understanding the text (15 minutes) (Ask the students some questions related to the text.) 3. Detailed studies of the text(50 minutes) 4. Grammar and exercises(30 minutes) 5. Writing skills introduction (20 minutes) 作业Assign homework: 1. how to make friends. 2. Translation and after-class reading. 辅助手段Multimedia software 教学内容 1.Warm-up activities Introductory Remarks: Step 1: Show some pictures and watch a video, discuss in groups. Step 2: 1.Are you familiar with Bill Gates? Please say something about him. 2.Please list some other successful persons’ names and give a brief comment on them. 3.People often say that family education plays an important role in one’s life, what’s your opinion about it? II. Understanding the text 1. Analyze the structure of the passage. 2. Introduce the main idea of the Text A. Explain and illustrate the cultural background and language points in the text.