《大学英语I》课程基本信息 (一)课程名称:《大学英语I》 (二)学时学分:周4学时,4学分 (三)预修课程 (四)使用教材 李荫华等主编:《大学英语》(全新版)(第1版),上海外语教育出版社,2002 年1月版 (五)教学参考书(3本以上) 1.郑树棠等著:《新视野大学英语》(第1版),外语教学与研究出版社,2003 年1月1版 2.丁往道等著:《英语写作手册》(第2版),外语教学与研究出版社,1994 年6月第2版; 3.方梦之等著:《英语翻译教程》(第1版),上海外语教育出版社,2004年3 月第1版。 (六)教学方法:课堂讲授,启发式教学,课堂讨论,当堂测试,提问式教学,学生 讲授,师生互动 (七)教学手段:多媒体教学,传统讲授,网络教学,VCD。 (八)考核方式:闭卷考试,口试。 (九)学生创新精神与实践能力的培养方法:通过课堂的启发,引导学生对所学内容 进行深入的思考,同时通过课堂教学使学生提高英语的综合能力,包括听说读 写译等方面。最终培养学生英语的学习兴趣和自学能力,使学生的英语水平达 到一个本质的提高。 (十)其它要求:要求学生做好预习和复习工作,课堂上积极参与课堂活动,多与老 师和同学交流
1 《大学英语Ⅰ》课程基本信息 （一）课程名称：《大学英语Ⅰ》 （二）学时学分：周 4 学时，4 学分 （三）预修课程： （四）使用教材 李荫华等主编：《大学英语》（全新版）（第 1 版），上海外语教育出版社，2002 年 1 月版。 （五）教学参考书（3 本以上） 1．郑树棠等著：《新视野大学英语》（第 1 版），外语教学与研究出版社，2003 年 1 月 1 版； 2．丁往道等著：《英语写作手册》(第 2 版)，外语教学与研究出版社，1994 年 6 月第 2 版； 3．方梦之等著：《英语翻译教程》（第 1 版），上海外语教育出版社，2004 年 3 月第 1 版。 （六）教学方法：课堂讲授，启发式教学，课堂讨论，当堂测试，提问式教学，学生 讲授，师生互动。 （七）教学手段：多媒体教学，传统讲授，网络教学，VCD。 （八）考核方式：闭卷考试，口试。 （九）学生创新精神与实践能力的培养方法：通过课堂的启发，引导学生对所学内容 进行深入的思考，同时通过课堂教学使学生提高英语的综合能力，包括听说读 写译等方面。最终培养学生英语的学习兴趣和自学能力，使学生的英语水平达 到一个本质的提高。 （十）其它要求：要求学生做好预习和复习工作，课堂上积极参与课堂活动，多与老 师和同学交流
《大学英语1》教学进度计划表 周 教学内容 作业要求备注 第 第 第 第四 第五 第六 Unit One Growing 预习课文 第七| Unit One Growing 复述课文 Unit Two Friendshi 第八| Unit Two Friendship 作文 第九| Unit Three Under Science 预习课文 第 Unit Three Under Science 复述课文 Unit Four American Dream 听写 Unit Four American Dream 讨论 第十 Unit Five Romance 预习课文 第十三 Unit Five romance 复述课文 Unit Six Animal Intelligence 听写 第十四「 Unit Siⅸ Animal Intelligence 作文 第十五 Unit Seven Emergency 预习课文 第十六 Unit Seven Emergency 复述课文 Unit Eight Coping with an Educational Problem翻译 第十七 Unit Eight Coping with an Educational Problem|讨论 第十八| General Revision
2 《大学英语 1》教学进度计划表 周 数 教 学 内 容 作业要求 备 注 第 一 周 第 二 周 第 三 周 第 四 周 第 五 周 第 六 周 Unit One Growing Up 预习课文 第 七 周 Unit One Growing Up Unit Two Friendship 复述课文 听写 第 八 周 Unit Two Friendship 作文 第 九 周 Unit Three Under Science 预习课文 第 十 周 Unit Three Under Science Unit Four American Dream 复述课文 听写 第 十 一 周 Unit Four American Dream 作文 讨论 第 十 二 周 Unit Five Romance 预习课文 第 十 三 周 Unit Five Romance Unit Six Animal Intelligence 复述课文 听写 第 十 四 周 Unit Six Animal Intelligence 作文 第 十 五 周 Unit Seven Emergency 预习课文 第 十 六 周 Unit Seven Emergency Unit Eight Coping with an Educational Problem 复述课文 翻译 第 十 七 周 Unit Eight Coping with an Educational Problem 讨论 第 十 八 周 General Revision
Unit 1 Growing Up L. Teaching Plan for Parts L,Il, IV(6 periods) Objectives: Students will be able to 1. grasp the main idea(the essence of writing is to write what one enjoys writing)and structureofthe text(narration in chronological sequence); 2. appreciate the narrative skills demonstrated in the text(selection of details repetition, coherence); 3. master the key language points and grammatical structures in the text 4. conduct a series of listening, speaking and writing activ ities related to the theme of the unit Time allotment Ist period 2nd period 3d&4h 5th period 6th period Pre-reading; I While-reading While-reading While-reading Post-reading While-reading(language(language (grammatical (theme-related (text oints) points, tructures language structure grammatical details learning cultural notes structures) synonyms tasks) language coherence points) Post-reading 3
3 Unit 1 Growing Up I. Teaching Plan for Parts I, II, IV (6 periods) 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, coherence); 3. master the key language points and grammatical structures in the text; 4. conduct a series of listening, speaking and writing activities related to the theme of the unit. Time allotment 1 st period 2 nd period 3 rd ＆4 th 5 th period 6 th period Pre-reading ; While-reading (text structure; cultural notes; language points) While-reading (language points) While-reading (language points; grammatical structures) While-reading (grammatical structures; details; synonyms; coherence) Post-reading Post-reading (theme-related language learning tasks)
(main idea Pre-reading tasks: 1. Have you listened to John Lennons Beautiful Boy?(2 minutes) The teacher (T)may ask several students(Ss)this question What does Lennon think of growing up (Possible answers: Life becomes better as one grows up; it takes time to grow up; life is not always what one has planned, but is full of surprises; life is not easy; life is adventurous. 2. The art ofeating spaghetti(15 minutes (1)Before class, T cuts a sheet of paper into many long, thin strips, which he/she brings to class together with a fork(Or: if possible, T brings a p latter of boiled noodles to class together with a fork) (2)T explains that spaghetti is Italian-style noodles, and that unlike some Chinese noodles, it will never taste pulpy and is usually served with sauce, not in soup Several ss are invited to come up with proper ways of eating spaghetti"and demonstrate to the class, using the fork ( T dictates the following passage to Ss(Pre-teach some words like poke scoop”, prong,“ twirl if necessary) a. Hold the fork in your hand as if to poke the spaghetti
4 Pre-reading tasks: 1.Have you listened to John Lennon’s Beautiful Boy? (2 minutes) The teacher (T) may ask several students (Ss) this question: --- What does Lennon think of growing up? (Possible answers: Life becomes better as one grows up; it takes time to grow up; life is not always what one has planned, but is full of surprises; life is not easy; life is adventurous.) 2.The art of eating spaghetti (15 minutes) (1)Before class, T cuts a sheet of paper into many long, thin strips, which he/she brings to class together with a fork (Or: if possible, T brings a platter of boiled noodles to class together with a fork) (2)T explains that spaghetti is Italian-style noodles, and that unlike some Chinese noodles, it will never taste pulpy and is usually served with sauce, not in soup. Several Ss are invited to come up with “proper ways of eating spaghetti” and demonstrate to the class, using the fork. (3)T dictates the following passage to Ss (Pre-teach some words like “ poke”, “ scoop”, “ prong”, “ twirl” if necessary): a. Hold the fork in your hand as if to poke the spaghetti. (main idea; exercises)
b Scoop up a small amount of spaghetti on your fork and raise it about 30 cm bove your plate C. Make sure the spaghetti on your fork is completely disconnected from the remainder on your plate d Put the prongs ofthe fork at an edge of the plate that is free of food e. Quickly point the prongs of the fork straight down toward the p late and place the points on the plate f. Twirl the fork to gather the spaghetti around the prongs g. With a quick scoop ing movement, gather up the roll around the prongs and place it in your mouth h. Gently gather up any stray spaghetti ends that dont make it all the way into your mouth (4)T asks one s to come up and demonstrate the right way ofeating spaghetti 3.T asks Ss the following questions: (8 minutes) Would you enjoy writing The Art of Eating Spaghetti"? Why or why not? Why did russell Baker enjoy writing The Art of Eating Spaghetti"?(Hint Para. 4) Look at the title of Text A, and then find out in which paragraph a similar phrase appears. Read that paragraph carefully and exp lain in your own words what the author means by saying write for myself.(Hint: Para. 5) While-reading tasks: 1. Grasping the structure of the text(15 minutes) ()Ss circle all the time words, phrases and clauses in Text a(They include: since my childhood in Belleville, until my third year in high school, until then, when our class was assigned to Mr. Fleagle for third-year English, late in the year, until the night before the essay was due, when I finished, next morning, two days passed, when I saw him lift my paper from his desk., when Mr Fleagle finished ). When they finish, T asks several Ss to read aloud what they have
5 b. Scoop up a small amount of spaghetti on your fork and raise it about 30 cm above your plate. C. Make sure the spaghetti on your fork is completely disconnected from the remainder on your plate. d. Put the prongs of the fork at an edge of the plate that is free of food. e. Quickly point the prongs of the fork straight down toward the plate and place the points on the plate. f. Twirl the fork to gather the spaghetti around the prongs. g. With a quick scooping movement, gather up the roll around the prongs and place it in your mouth. h. Gently gather up any stray spaghetti ends that don't make it all the way into your mouth. (4) T asks one S to come up and demonstrate the right way of eating spaghetti 3.T asks Ss the following questions: (8 minutes) --- Would you enjoy writing “TheArt of Eating Spaghetti”? Why or why not? --- Why did Russell Baker enjoy writing “The Art of Eating Spaghetti”? (Hint: Para. 4) --- Look at the title of Text A, and then find out in which paragraph a similar phrase appears. Read that paragraph carefully and explain in your own words what the author means by saying “write for myself”. (Hint: Para. 5) While-reading tasks: 1.Grasping the structure of the text (15 minutes): (1)Ss circle all the time words, phrases and clauses in Text A (They include: since my childhood in Belleville, until my third year in high school, until then, when our class was assigned to Mr. Fleagle for third-year English, late in the year, until the night before the essay was due, when I finished, next morning, two days passed, when I saw him lift my paper from his desk…, when Mr. Fleagle finished). When they finish, T asks several Ss to read aloud what they have
circle (2)T draws Ss attention to Text Organization Exercise 2, reads its instructions and asks them these two questio refer to the time words /phrases/clauses you have just circled and tell from which point on Baker starts talking about his new experience.(Hint: the paragraph containing later in the year") Starting from which paragraph does baker stop writing about his new experience?(Hint: the paragraph containing when I finished"and"next morning) (3)In this way Ss will be able to div ide the text into 3 parts and sum up the main ide eas (4)Several Ss report the main ideas they have summed up to the class 2. Cultural background- T exp lains the u.s grade school system and how school teachers are dressed(see Cultural Notes)(3 minutes) 3. T exp lains language points and gives Ss practice. (See Language Study )(60 minutes) 4. Grammatical structures(25 minutes) (1)T asks Ss to form pairs and ask each other questions based on Para. 2 using the structure"sb. /sth. is said/believed/reported to do/be?. T may offer the following model What kind of person is Mr Fleagle? He was said/reported/believed to be very formal, rigid and hopelessly out-of-date Afterwards, a pair or two may repeat their questions and answers to the class (2)Ss do Structure Exercise 2 in the textbook 5. T draws Ss attention to Writing Strategy in Theme-related Language Learning Tasks, especially the part about details(Also see Text Analysis ) T then asks the following questions In Part 1, what details are selected to show "Id been bored with everything 6
6 circled. (2)T draws Ss attention to Text Organization Exercise 2 , reads its instructions, and asks them these two questions: ----Refer to the time words/phrases/clauses you have just circled and tell from which point on Baker starts talking about his new experience. (Hint: the paragraph containing “later in the year”) ---- Starting from which paragraph does Baker stop writing about his new experience? (Hint: the paragraph containing “when I finished” and “next morning”) (3)In this way Ss will be able to divide the text into 3 parts and sum up the main ideas. (4)Several Ss report the main ideas they have summed up to the class 2.Cultural background – T explains the U.S grade school system and how school teachers are dressed (see Cultural Notes) (3 minutes) 3. T explains language points and gives Ss practice. (See Language Study) (60 minutes) 4. Grammatical structures (25 minutes) (1) T asks Ss to form pairs and ask each other questions based on Para. 2 using the structure “sb. /sth. is said/believed/reported to do/be”. T may offer the following model: ---- What kind of person is Mr. Fleagle? ---- He was said/reported/believed to be very formal, rigid and hopelessly out-of-date. Afterwards, a pair or two may repeat their questions and answers to the class. (2) Ss do Structure Exercise 2 in the textbook. 5. T draws Ss attention to Writing Strategy in Theme-related Language Learning Tasks, especially the part about details (Also see Text Analysis). T then asks the following questions: ---- In Part 1, what details are selected to show “I’d been bored with everything
associated with English courses In Part 1, what details are given to show that Mr Fleagle was dull and rigid? --- In Part 2, which sentences show that at first baker was unwilling to write the In Part 3, the author didnt tell us directly that his essay was very good By which sentences did he manage to give us the impression that his essay was very good?(12 minutes) 6. Synonymous words or phrases in this text(see Text Analysis) (1)T chooses one word from each group of synonyms listed in Text Analysis, and asks Ss to scan for respective synonyms. If Ss' findings are inconclusive, T may reveal those they haveneglected (2)T may further provoke Ss thinking by this question: Why does russell Baker employ all these synonymous words and phrases? (15 minutes) 7. When t and Ss come to the sentence"In the eleventh grade, at the eleventh hour as it were, I had discovered a calling. in Para. 9, T may ask Ss to recall a similar sentence they have read (Para. 1, The idea of becoming a writer had come to me off and on since my childhood in Belleville, but it wasnt until my third year in high school that the possibility took hold. By this t will show Ss the importance of coherence in writing. (5 minutes) Post-reading tasks: 1. Think alone: According to Mr. Fleagle, what is the very essence of the essay?(5 minutes Then T invites several Ss to give their opinions. T may sum up by this sentence The essence of good essays is to write what one enjoys writing about 2.T checks if Ss have done the rest of the after-text exercises in their spare time and discuss some common errors that crop up. (15 minutes) 3. Do Part IV: Theme-related Language Learning Tasks in class(l period) 7
7 associated with English courses? ---- In Part 1, what details are given to show that Mr. Fleagle was dull and rigid? ---- In Part 2, which sentences show that at first Baker was unwilling to write the essay? ---- In Part 3, the author didn’t tell us directly that his essay was very good. By which sentences did he manage to give us the impression that his essay was very good? (12 minutes) 6. Synonymous words or phrases in this text (see Text Analysis): (1) T chooses one word from each group of synonyms listed in Text Analysis, and asks Ss to scan for respective synonyms. If Ss’ findings are inconclusive, T may reveal those they have neglected. (2) T may further provoke Ss thinking by this question: Why does Russell Baker employ all these synonymous words and phrases? (15 minutes) 7. When T and Ss come to the sentence “In the eleventh grade, at the eleventh hour as it were, I had discovered a calling.” in Para. 9, T may ask Ss to recall a similar sentence they have read (Para. 1, “The idea of becoming a writer had come to me off and on since my childhood in Belleville, but it wasn’t until my third year in high school that the possibility took hold.”) By this T will show Ss the importance of coherence in writing. (5 minutes) Post-reading tasks: 1.Think alone: According to Mr. Fleagle, what is the very essence of the essay? (5 minutes) Then T invites several Ss to give their opinions. T may sum up by this sentence – The essence of good essays is to write what one enjoys writing about. 2.T checks if Ss have done the rest of the after-text exercises in their spare time, and discuss some common errors that crop up. (15 minutes) 3. Do Part IV: Theme-related Language Learning Tasks in class (1 period)
U nIt 2 Friendship Obiectives: Students will be able to 1. Know the personal letter writing format and wr ite a letter to an old friend about the new school and new life 2. Retell the story with some of the newly learned words and relate to the class their own understanding of true friendship 3. Read additional theme-related articles provided and answer the questions(t checks in class) Warm up Before starting the unit, ask Ss to talk a little bit about their friends or long-time friendship with someone and then sum up with the expression A friend is Friendship is.. The following is for reference) e.g. 1)Friend is someone who drives away the clouds and brings a smile to our lives. They share our joys, sorrows, secrets and triumphs 2)A friend is one of most important ingredients in this recipe of life Whatis friendship Friendship is an in-depth relationship. Friendships are comfortable and
8 Unit 2 Friendship Objectives: Students will be able to: 1. Know the personal letter writing format and write a letter to an old friend about the new school and new life 2. Retell the story with some of the newly learned words and relate to the class their own understanding of true friendship 3. Read additional theme-related articles provided and answer the questions (T checksin class) I. Warm up Before starting the unit, ask Ss to talk a little bit about their friends or long-time friendship with someone and then sum up with the expression A friend is… / Friendship is…(The following is for reference) e.g. 1) Friend is someone who drives away the clouds and brings a smile to our lives. They share our joys, sorrows, secrets and triumphs. 2) A friend is one of most important ingredients in this recipe of life. What is friendship? Friendship is an in-depth relationship. Friendships are comfortable and
relaxed. Friendship requires meeting the needs of both friends. It is an in-depth relationship combining trust, support, communication, loyalty, understanding, empathy and intimacy. being able to trust and relax with your best friend is a b part offriendship. Friendships are relationships Friendship is a comfy situation like home. You get home, kick off your shoes relax and sigh, "Ahh, home But no one can form a friendship until he/she realizes that the basis of being friends is meeting the needs of the other person. One must be a fr iend to have one Never forget that friends relate. Relating is the basis of friendship True friendship True friendship isn 't seen with the eyes; it's felt with the heart when there trust, understanding, secrets, loyalty, and sharing Friendship is a feeling rarely found in life, but when it is found it has a profound impact on one's well being, strength, and character a true friendship does not need elaborate gifts or spectacular events in order to be valuable or valued To ensure long lasting quality and satisfaction, a friendship only needs certain key ingredients: undying loyalty, unmatched understanding, unsurpassed trust deep and soulful secrets, and endless sharing These ingredients, mixed with personality and sense of humor, can make friendship last a lifetime II Difficult sentences 1. He must have been completely lost in something he was reading ..(L 1)He must have been fully occupied with what he was reading 2. He sounds as if he had a cold or something.(L5)it seems that he is very sad 3. At least they do with me because I'm on the road so much. (L9-10)At least they mean a lot to me since I travel a lot 4. I'm not much of a hand at writing.(L. 15)I am not good at writing letters
9 relaxed. Friendship requires meeting the needs of both friends. It is an in-depth relationship combining trust, support, communication, loyalty, understanding, empathy, and intimacy. Being able to trust and relax with your best friend is a big part of friendship. Friendships are relationships. Friendship is a comfy situation like home. You get home, kick off your shoes, relax and sigh, "Ahh, home." But no one can form a friendship until he/she realizes that the basis of being friends is meeting the needs of the other person. One must be a friend to have one. Never forget that friends relate. Relating is the basis of friendship. True friendship True friendship isn't seen with the eyes; it's felt with the heart when there is trust, understanding, secrets, loyalty, and sharing. Friendship is a feeling rarely found in life, but when it is found it has a profound impact on one's well being, strength, and character. A true friendship does not need elaborate gifts or spectacular events in order to be valuable or valued. To ensure long lasting quality and satisfaction, a friendship only needs certain key ingredients: undying loyalty, unmatched understanding, unsurpassed trust, deep and soulful secrets, and endless sharing. These ingredients, mixed with personality and sense of humor, can make friendship last a lifetime. II Difficult Sentences 1. He must have been completely lost in something he was reading… (L 1) He must have been fully occupied with what he was reading. 2. He sounds as if he had a cold or something. (L. 5) it seems that he is very sad. 3. At least they do with me because I’m on the road so much. (L.9 -10) At least they mean a lot to me since I travel a lot. 4. I’m not much of a hand at writing. (L. 15) I am not good at writing letters
5. We were kids together, so we go way back. (L. 18)we had long been friends since we were kids 6.... you kind of lose touch even though you never forget. (L. 26)... even though you do not want to forget your friends, you don t seem to hear from them 7.... Old Ed was still on his mind. (L. 33)... Old ed was still thinking of it 8. But things come up.(L. 37)but things happen unexpectedly 9. It had references to things that probably meant something to the driver ..(L 48 the letter mentioned things that were memorable to the driver 10.... we hung out on the same corner..(L63).we played together in the same p 11..your friendship over the years has meant an awful lot to me. (L 71)... your friendship over the years has been very important to me 12.... he seemed to be all choked up..(L. 75)... he seemed too upset to speak III After text exercise a. Translate the following paragraph from Chinese to English with the words gl Iven on one's mind available by correspondence practically awful come up hang out ceep in touch a couple of every now ar 你知道他们是你的终身朋友。他们可以不介意在凌晨一点接听你的电话, 因为你有满腹心事睡不着。你知道如果你这儿发生了什么不好的事情,他们 总会在你旁边。他们会给你一个拥抱,抽出时间来跟你在一起。即使你们相 距千里,你们仍保持通信,因为距离几乎在你们的友情中算不了什么。时而 的问候与关心让你在情绪极度低落时,感到友情的珍贵。人生有几个知己足 矣! You know they are your lifetime friends when they don' t mind picking up your phone at one in the morning because you have a lot on your mind and cant
10 5. We were kids together, so we go way back. (L. 18) we had long been friends since we were kids. 6. …you kind of lose touch even though you never forget. (L. 26) …even though you do not want to forget your friends, you don’t seem to hear from them… 7. …Old Ed was still on his mind ... (L. 33) …Old Ed was still thinking of it … 8. But things come up … (L. 37) but things happen unexpectedly… 9. It had references to things that probably meant something to the driver… (L. 48) the letter mentioned things that were memorable to the driver… 10.…we hung out on the same corner … (L.63) …we played together in the same place… 11.…your friendship over the years has meant an awful lot to me… (L. 71) …your friendship over the years has been very important to me… 12.…he seemed to be all choked up… (L. 75) …he seemed too upset to speak… III After text exercise a. Translate the following paragraph from Chinese to English with the words given. on one's mind available by correspondence practically awful come up hang out keep in touch a couple of every now and then 你知道他们是你的终身朋友。他们可以不介意在凌晨一点接听你的电话， 因为你有满腹心事睡不着。你知道如果你这儿发生了什么不好的事情，他们 总会在你旁边。他们会给你一个拥抱，抽出时间来跟你在一起。即使你们相 距千里，你们仍保持通信，因为距离几乎在你们的友情中算不了什么。时而 的问候与关心让你在情绪极度低落时，感到友情的珍贵。人生有几个知己足 矣！ You know they are your lifetime friends when they don't mind picking up your phone at one in the morning because you have a lot on your mind and can't