全新版《大学英语》教案 课程名称:大学英语(三级) 专业:建筑城规、土木、自动化、光电、电气和数理等学院 年级: 2003 学年 2004-2005 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:2004年9月
全新版《大学英语》教案 课程名称： 大学英语（三级） 专业： 建筑城规、土木、自动化、光电、电气和数理等学院 年级： 2003 学年： 2004-2005 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：2004 年 9 月
教学日历 eeks Teaching Content Periods Outside Class Listening wek1总结上学期期末考试情况,帮助学生找薄弱环|1 96912节,明确本学期的教学目标及教学重点,难点 帮助学生制定学习计划。 ges in the Way We Speaking practice week2 Unitl Changes in the Way We Live+《阅读进阶》2 Autonomous Listening 3 Week 3 Unit 2 Civil-Rights heroes Autonomous Listening 3 9.20-9.26 Speaking practice Week 4 Uni2 Civil-Rights Heroes+《阅读进阶》 Autonomous Listening 3 9.27-10.3 National Day ek 5 Unit 3 Security Autonomous Listening 3 10.4-10.10 Speaking practice wek6|Umi3 Security+《阅读进阶》 Autonomous Listening 3 10.11-10 17 Speaking practice Week 7 Unit 4 Extraterrestrials Autonomous Listening 3 10.18-10.24 Speaking practice Week 8 Umi4 Extraterrestrials+《阅读进阶》 Autonomous Listening 3 10.25-10.31 Speaking practice Week 9 Unit 5 How to Celebrate Holidays Autonomous Listening 3 11.01-11.07 Speaking practice WeekI Uni5 How to Celebrate Holidays+《阅读进阶》2 Autonomous Listening 3 11.08-11.14 Speaking practice Week 11 Unit 6 The Human touch Autonomous Listening 3 11.15-11.21 Speaking practice week12Uni6 The Human touch+《阅读进阶》 Autonomous Listening 3 11.22-11.28 Speaking practice Week 13 Unit 7 Making a Living Autonomous Listening 3 11.29-12.05 Speaking practice Weck4|m7 Making a living+《阅读进阶》 Autonomous Listening 3 12.06-12 12 Speaking practice Week 15 Unit 8 Cloning wek16Um8 Cloning+《阅读进阶》 Autonomous Listening 3 1220-12.27 Speaking practicet(口语考试)
1 教学日历 Weeks Teaching Content Periods Outside Class Listening Week 1 9.6-9.12 总结上学期期末考试情况，帮助学生找薄弱环 节，明确本学期的教学目标及教学重点，难点。 帮助学生制定学习计划。 Unit1 Changes in the Way We Live Speaking practice 1 2 1 Week 2 9.13-9.19 Unit1 Changes in the Way We Live +《阅读进阶》 Speaking practice 2 1 Autonomous Listening 3 Week 3 9.20-9.26 Unit 2 Civil-Rights Heroes Speaking practice 2 1 Autonomous Listening 3 Week 4 9.27-10.3 Unit 2 Civil-Rights Heroes +《阅读进阶》 National Day 2 Autonomous Listening 3 Week 5 10.4-10.10 Unit 3 Security Speaking practice 2 1 Autonomous Listening 3 Week 6 10.11-10.17 Unit 3 Security+《阅读进阶》 Speaking practice 2 1 Autonomous Listening 3 Week 7 10.18-10.24 Unit 4 Extraterrestrials Speaking practice 2 1 Autonomous Listening 3 Week 8 10.25-10.31 Unit 4 Extraterrestrials+《阅读进阶》 Speaking practice 2 1 Autonomous Listening 3 Week 9 11.01-11.07 Unit 5 How to Celebrate Holidays Speaking practice 2 1 Autonomous Listening 3 Week10 11.08-11.14 Unit 5 How to Celebrate Holidays+《阅读进阶》 Speaking practice 2 1 Autonomous Listening 3 Week 11 11.15-11.21 Unit 6 The Human Touch Speaking practice 2 1 Autonomous Listening 3 Week 12 11.22-11.28 Unit 6 The Human Touch+《阅读进阶》 Speaking practice 2 1 Autonomous Listening 3 Week 13 11.29-12.05 Unit 7 Making a Living Speaking practice 2 1 Autonomous Listening 3 Week 14 12.06-12.12 Unit 7 Making a Living+《阅读进阶》 Speaking practice 2 1 Autonomous Listening 3 Week 15 12.13-12.19 Unit 8 Cloning Speaking practice 2 1 Autonomous Listening 3 Week 16 12.20-12.27 Unit 8 Cloning+《阅读进阶》 Speaking practice(口语考试) 2 1 Autonomous Listening 3
Unit 1 Changes in the way we live Objectives: Students will be able to: 1)grasp the mail idea( tolerance for solitude and energy made it possible for the writers family to enjoy their pleasant but sometimes harsh country life 2)appreciate the various techniques employed by the writer(comparison and contrast, topic entences followed by detail sentences, use of transitional devices, etc. 3)master 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 Time allotment It period: pre-reading: 2nd period: while-reading 6th period: extensive reading Key words and phrases: get by make it get through on balance pick up aside from cut back dine out on a small scale supplement pursue illustrate boundary generate Insurance suspect Further Development 通过本课的学习,进一步了解比较对照型文章的写法,并付诸实践。 Method: pair work, group work and student-centered activities References: The Oxford-Duden Pictorial English-Chinese Dictionary Longman Dictionary Contemporary English Exercises In what ways does the author think that the quality of life has improved for him and his family? In your opinion, which is better, living in the city or living in the country? Give reasons What do you think are possible ways to improve the quality of our lives?
2 Unit 1 Changes in the Way We Live Objectives: Students will be able to: 1) grasp the mail idea ( tolerance for solitude and energy made it possible for the writer’s family to enjoy their pleasant but sometimes harsh country life ); 2) appreciate the various techniques employed by the writer (comparison and contrast, topic sentences followed by detail sentences, use of transitional devices, etc.) 3) master 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. Time allotment 1 st period: pre-reading; 2 nd period: while-reading 3 rd period: while-reading 4 th period: post-reading 5 th period: writing 6 th period: extensive reading Key words and phrases: get by make it get through on balance pick up aside from cut back dine out on a small scale supplement pursue illustrate digest boundary generate insurance suspect resist profit Further Development: 通过本课的学习，进一步了解比较-对照型文章的写法，并付诸实践。 Method: pair work, group work and student-centered activities References: The Oxford-Duden Pictorial English-Chinese Dictionary Longman Dictionary of Contemporary English Exercises: In what ways does the author think that the quality of life has improved for him and his family? In your opinion, which is better, living in the city or living in the country? Give reasons. What do you think are possible ways to improve the quality of our lives?
Pre-reading Tasks: (45ms) 1. Listen to the recording and then think over the following questions: (20ms) 1)What is the song ab 2) When does the singer of the song feel the need to get out in the country? 3)According to the song, what can life in the country offer us the city lacks? 4) Is the song related to the theme of this unit---changes in the way we live? How? 2. Warm-up Questions(25ms) Scan the text and do cloze b in after-text exercises to learn about Americans'ideal of a country While-reading Tasks(90ms) Main idea and text organization (25 ms) I)T tells Ss how to divide the text into four parts, and that they are to sum up the main idea of each part as they read along 2)Ss read the first sentences of Paras 1-3 and sum up the main idea of this part 3)Do Text Organization Exercise on P10 2. Do reading comprehension exercise on P38(20ms) 3. Homework: Ask the students to do the exercises on page 43-49 after class 4. Detailed explanation of the text and Language points: (45ms)(see the courseware Post-reading Tasks(45ms) Introduce some reading skills: Identify the topic, main idea and supporting ideas. (see the courseware) 2. Check the exercises 3. Homework: read Text B Writing Task(45ms) Writing Strategy: Using comparison and contrast in essay writing Write an essay entitled Recent Changes in Chinese family Life Extensive Reading Tasks(45ms) Explain the useful phrases and expressions in text B
3 Pre-reading Tasks: (45ms) 1. Listen to the recording and then think over the following questions:(20ms) 1) What is the song about? 2) When does the singer of the song feel the need to get out in the country? 3) According to the song, what can life in the country offer us the city lacks? 4) Is the song related to the theme of this unit---changes in the way we live? How? 2. Warm-up Questions (25ms) Scan the text and do Cloze B in after-text exercises to learn about Americans’ ideal of a country life. While-reading Tasks(90ms) 1. Main idea and text organization (25 ms) 1) T tells Ss how to divide the text into four parts, and that they are to sum up the main idea of each part as they read along. 2) Ss read the first sentences of Paras 1-3 and sum up the main idea of this part. 3) Do Text Organization Exercise on P10. 2. Do reading comprehension exercise on P38. (20ms) 3. Homework: Ask the students to do the exercises on page 43-49 after class. 4.Detailed explanation of the text and Language points: (45ms) (see the courseware) Post-reading Tasks (45ms) 1. Introduce some reading skills: Identify the topic, main idea and supporting ideas.(see the courseware) 2. Check the exercises. 3. Homework: read Text B Writing Task (45ms) Writing Strategy: Using comparison and contrast in essay writing. Write an essay entitled Recent Changes in Chinese Family Life. Extensive Reading Tasks (45ms). Explain the useful phrases and expressions in text B
Unit 2 The freedom givers Obiectives: Students will be able to: Understand the main idea(early civil-rights struggles in the US, esp. the Underground road 2. Learn to use library resources and other resources for information 3. Grasp the key language points and grammatical structures in the text. 3. Conduct a series of reading, listening, speaking and writing activities related to the theme of Time allotment I period: pre-reading 2nd period: while-reading 3 dperiod: while-reading 5 n period: writing 6 period: extensive reading 7th& 8th period: listening(unit two) Key words and phrases: confident symbolize historic authorize exploit conviction disguise abolish compel give up stand up be intent to on the side close in as for the eyes of Further development: In this Unit, students should be encouraged to use library resources to write a paper on a serious and complex topic Method: pair work, group work and student-centered activities References: The Oxford-Duden Pictorial English-Chinese Dictionary Longman Dictionary of Contemporary English Exercises Both Josiah Henson and Uncle Tom are slaves. But in the eyes of barbara Carter. they are
4 Unit 2 The Freedom Givers Objectives: Students will be able to: 1. Understand the main idea (early civil-rights struggles in the US, esp. the Underground Railroad ); 2. Learn to use library resources and other resources for information; 3. Grasp the key language points and grammatical structures in the text. 3. Conduct a series of reading, listening, speaking and writing activities related to the theme of the unit Time allotment 1 st period: pre-reading; 2 nd period: while-reading 3 rd period: while-reading 4 th period: post-reading 5 th period: writing 6 th period: extensive reading 7 th & 8th period: listening (unit two) Key words and phrases: confident symbolize historic authorize exploit conviction impose disguise abolish compel give up stand up be intent to on the side close in as for make the best of at risk in the eyes of pass for Further Development: In this Unit, students should be encouraged to use library resources to write a paper on a serious and complex topic. Method: pair work, group work and student-centered activities References: The Oxford-Duden Pictorial English-Chinese Dictionary Longman Dictionary of Contemporary English Exercises: Both Josiah Henson and Uncle Tom are slaves. But in the eyes of Barbara Carter, they are
different. In what way is Josiah Henson different from Uncle Tom? We know slavery was abolished more than one hundred years ago. Why does the author want to remind Americans of that part of history now? Black Americans have made great progress in getting full equality. Do you think there is still much left to be done? Give examples to support your point of view Pre-reading Tasks: (45ms) 1. Listen to the recording and then think over the following questions: (20ms) 1). Can you guess who Abraham, Martin, John and Bobby are? 2)What did these people stand for? 3). Do you know why they all died young and who killed them? 4). Can you guess what the texts in this unit are going to be about? 2. Warm-up Activity(25ms Scan the text and do cloze a in after-text exercises While-reading tasks(90ms) 1. Main idea and text organization(25 ms) 1). Scan the text to see what serves as a cue dividing it into different parts 2). The text is divided into four parts naturally. Which parts switch from the first person to the third person? What is the relationship between the first part and the last three parts? 3) Do Text Organization Exercise on P47 2. Do reading comprehension exercise on P46.(20ms) 3. Home work: Ask the students to do the exercises on page 43-49 after class 4. Detailed explanation of the text and language points: (45m )(see the courseware) Post-reading Tasks(45ms) Text Analysis 1) Among so many participants of the Underground Railroad, why were John Parker, Levi Coffin and Henson chosen as their representatives? Who do they each represent? 2) Underline quotations in the three stories. Why does the author sometimes quote directly from characters in the stories? The author uses these synonyms and synonymous phrases to avoid repetition and vary his 2. Check the exercises 3. Homework: Read Text B Writing Task(45ms) Writing Strategy: Using library resources
5 different. In what way is Josiah Henson different from Uncle Tom? We know slavery was abolished more than one hundred years ago. Why does the author want to remind Americans of that part of history now? Black Americans have made great progress in getting full equality. Do you think there is still much left to be done? Give examples to support your point of view. Pre-reading Tasks: (45ms) 1. Listen to the recording and then think over the following questions: (20ms) 1).Can you guess who Abraham, Martin, John and Bobby are? 2) What did these people stand for? 3). Do you know why they all died young and who killed them? 4). Can you guess what the texts in this unit are going to be about? 2. Warm-up Activity (25ms) Scan the text and do Cloze A in after-text exercises. While-reading Tasks(90ms) 1. Main idea and text organization (25 ms) 1). Scan the text to see what serves as a cue dividing it into different parts. 2). The text is divided into four parts naturally. Which parts switch from the first person to the third person? What is the relationship between the first part and the last three parts? 3). Do Text Organization Exercise on P47. 2. Do reading comprehension exercise on P46. (20ms) 3. Home work: Ask the students to do the exercises on page 43-49 after class. 4. Detailed explanation of the text and language points: (45m.) (see the courseware) Post-reading Tasks (45ms) 1. Text Analysis 1) Among so many participants of the Underground Railroad, why were John Parker, Levi Coffin and Henson chosen as their representatives? Who do they each represent? 2) Underline quotations in the three stories. Why does the author sometimes quote directly from characters in the stories? The author uses these synonyms and synonymous phrases to avoid repetition and vary his writing. 2. Check the exercises. 3. Homework: Read Text B Writing Task (45ms) Writing Strategy: Using library resources
Write an essay on Sino-Japanese Wars. You should do some library research on this issue Extensive Reading Tasks(45ms) Explain the useful phrases and expressions in text B
6 Write an essay on Sino-Japanese Wars. You should do some library research on this issue. Extensive Reading Tasks (45ms). Explain the useful phrases and expressions in text B
Unit 3 Security Objectives: Students will be able to: 1). Grasp the main idea(America is deteriorating into"the most insecure nation)and the structure of the text(opening--body--conclusion 2). Learn to use cause and effect patterns in writing 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 Time allotment 5n period: writing 6h period: extensive reading Key words and phrases: vulnerable tranquil electroni feature transform barrier wander lyze reflection puzzle on the latch ose up build in hold sb at bay without so much as be bathed in with large margin look back on Further development: In this Unit, students should be encouraged to use cause and effect patterns in writing Method: pair work, group work and student-centered activities Reference books: The Oxford-Duden Pictorial English-Chinese Dictionary Longman DictionaryofContemporary English Exercises What do you think has led to deterioration in security in the US? Is there a similar problem in other parts of the world today? If so, what can be done to better the
7 Unit 3 Security Objectives: Students will be able to: 1).Grasp the main idea (America is deteriorating into “the most insecure nation”) and the structure of the text (opening--body--conclusion); 2).Learn to use cause and effect patterns in writing. 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. Time allotment 1 st period: pre-reading; 2 nd period: while-reading 3 rd period: while-reading 4 th period: post-reading 5 th period: writing 6 th period: extensive reading Key words and phrases: vulnerable tranquil electronic premise feature transform barrier wander analyze reflection puzzle on the latch close up hook up to build in hold sb. at bay without so much as be bathed in with large margin look back on Further Development: In this Unit, students should be encouraged to use cause and effect patterns in writing. Method: pair work, group work and student-centered activities Reference books: The Oxford-Duden Pictorial English-Chinese Dictionary Longman Dictionary of Contemporary English Exercises: What do you think has led to deterioration in security in the US? Is there a similar problem in other parts of the world today? If so, what can be done to better the
What do you understand by the authors remark We have become so smart about self-protection that in the end. we have all outsmarted ourselves"? Pre-reading Tasks: (45ms) Listen to the recording and then think over the following questions: (20ms) 1) Have you ever been the victim of crime or do you know someone who has? 2)Do you think crime is increasing or decreasing? 3)What can be done to reduce crime? Is punishment the answer or prevention? 4)What is the message of the song? 2. Warm-up Activity(25ms Scan the text and do cloze a in after -text exercises While-reading tasks(90ms) 1. Main idea and text organization(25 ms) 1) How many parts can the text be divided into? What is the main idea for each part? 2)Do Text Organization Exercise on P. 79 2. Do reading comprehension exercise on P77-78(20ms) 3. Homework: Ask the students to do the exercises on page 82-83 after class 4. Detailed explanation of the text and language points: (45ms)(see the courseware) Post-reading Tasks(45ms) Group discussion 1) Students form groups to discuss either of the following two questions ------In our families, what measures do we take to prevent burglaries In our contact with the outside world, what precautions do we take to steer clear of danger? 2) Some students are required to report discussion results to the whole class. 2. Check the exercises 3. Homework: Read Text B Writing Task(45ms) Writing Strategy: Using cause and effect in essay writing Write an essay entitled Why We Are for Gun Control or Why We Are against Gun Control Extensive Reading Tasks(45ms) Explain the useful phrases and expressions in text B
8 situation? What do you understand by the authors remark “We have become so smart about self-protection that, in the end, we have all outsmarted ourselves”? Pre-reading Tasks: (45ms) 1. Listen to the recording and then think over the following questions:(20ms) 1) Have you ever been the victim of crime or do you know someone who has? 2) Do you think crime is increasing or decreasing? 3) What can be done to reduce crime? Is punishment the answer or prevention? 4) What is the message of the song? 2. Warm-up Activity (25ms) Scan the text and do Cloze A in after-text exercises. While-reading Tasks(90ms) 1．Main idea and text organization (25 ms) 1) How many parts can the text be divided into? What is the main idea for each part? 2) Do Text Organization Exercise on P.79. 2. Do reading comprehension exercise on P77-78. (20ms) 3. Homework: Ask the students to do the exercises on page 82-83 after class. 4. Detailed explanation of the text and language points: (45ms) (see the courseware) Post-reading Tasks (45ms) 1. Group discussion: 1) Students form groups to discuss either of the following two questions: ------ In our families, what measures do we take to prevent burglaries? ------ In our contact with the outside world, what precautions do we take to steer clear of danger? 2) Some students are required to report discussion results to the whole class. 2. Check the exercises. 3. Homework: Read Text B Writing Task (45ms) Writing Strategy: Using cause and effect in essay writing Write an essay entitled Why We Are for Gun Control or Why We Are against Gun Control. Extensive Reading Tasks (45ms). Explain the useful phrases and expressions in text B
Unit 4 Extraterrestrials Objectives: Students will be able te 1). Understand the main idea and structure of the text(narration in time sequence) 2). Appreciate the difference between formal speech and informal speech 3). Grasp 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 Time allotment I period: pre-reading 2nd period: while-reading 3 period: while-readir 4 period: post-reading 5 period: writing 6 period: extensive reading 7th&8th period: listening(unit two) Key words and phrases: pessimistic pension veteran complexion isolate adopt supreme on account of work u knock off hit the sack go regardless of at sb's come around leave. alone make like knock down catch sight of fade out Further Development Distinguish between formal and informal speech; key language points and grammatical structures in the text Method: pair work, group work and student-centered activities References The Oxford-Duden Pictorial English-Chinese Dictionary Longman DictionaryofContemporary English Exercises Do you think the story sounds plausible? Why or why not? Do you think there exist extraterrestrials? Give reasons?
9 Unit 4 Extraterrestrials Objectives: Students will be able to: 1). Understand the main idea and structure of the text (narration in time sequence). 2). Appreciate the difference between formal speech and informal speech. 3). Grasp 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. Time allotment 1 st period: pre-reading; 2 nd period: while-reading 3 rd period: while-reading 4 th period: post-reading 5 th period: writing 6 th period: extensive reading 7 th & 8th period: listening (unit two) Key words and phrases: pessimistic pension veteran complexion isolate adopt supreme on account of work up knock off hit the sack go over go for regardless of at sb’s service come around leave…alone make like knock down catch sight of fade out Further Development: Distinguish between formal and informal speech; key language points and grammatical structures in the text Method: pair work, group work and student-centered activities References: The Oxford-Duden Pictorial English-Chinese Dictionary Longman Dictionary of Contemporary English Exercises: Do you think the story sounds plausible? Why or why not? Do you think there exist extraterrestrials? Give reasons?