重庆大学：《大学英语》课程电子教案（二级）Unit 1 Ways of Learning Unit 2 Values Unit 3 The Generation Gap Unit 4 The Virtual World Unit 5 Overcoming Obstacles.doc_大学文库

4 3. Participation (Classroom discussion/ presentation): 10% 4. Assignments (personal essay, group contribution): 10% 5. Class attendance: 5% Note: Individual assignments will be graded using the scale: Excellent: A+, A, A- // Good: B+, B, B- //Pass: C+, C, C- //Fail: F Teaching and Learning: 1. Keep in mind that it is YOU who have to study to improve your English. If you do not study by yourself, there is no use in coming to class. In other words, just listening to the teacher and other students in class does not help you improve your English. 2. Be well prepared when you come to class. It is of great importance for you to preview the course materials before class according to the course schedule. If not, you’ll find it very difficult to follow the class. 3. Class participation is vital. You should actively join in pair work or group discussion and do oral presentation before class. 4. It is important to turn in any assignments by the due date. If you know that you have a circumstance which will makes it impossible for you to turn in your assignment by the due date, you can and should come to consult with me about your problem beforehand. 5. Your essays should be done in a loose-leaf notebook so as to hand in your assignments by a loose paper. 6. Since attendance/absence is part of evaluation, keep in mind that your absence will reduce your evaluation. 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: http://epizza.nease.net (英语比萨园地); http://www.listeningexpress.com (听力快车); http://www.putclub.com ( 普特英语听力 ); http://www.4ewriting.com ( 英文写作网 ); http://www.wwenglish.com ( 旺旺英语 ); http://www.chinadaily.com.cn ( 中国日报 ); http://www.guardian.co.uk (英国卫报) http://www.washingtonpost.com (华盛顿邮报) http://www.guardian.co.uk/ 英国卫报 http://www.washingtonpost.com 华盛顿邮报

1)Grasp the mail idea and structure of the text; 2) Appreciate the difference between comparison and contrast, as well as different ways to compare and contrast 3)Master key language points and grammatical structures in the text 4)Conduct reading, speaking and writing activities related to the theme of the unit The Focus and difficult points: The main idea and structure of text a 2. The understanding of text A including some difficult expressions 3. The follow-up activity: debate on education( Should we develop children's creativity first train them in basic skills first?) Time Allocation and Course arrangement Pre-reading Tasks:(30 1. Deliver handout on American education and ask Ss to skim for main idea and main facts. (5) 2. Pair work: briefly talk about the features of American education based on the handout. (15) 3. Ask several pairs to report their discussion. (10) 4. Ts feedback (5) While-reading Tasks:(60 min) 1. Ask Ss to skim Para l--5 and do pair work to answer the following questions: (25) 1)Where and when did the incident take place? 2)Who are the main characters in this incident? 3)What is the attitude of the author and his wife toward Benjamin's efforts in inserting the 4)What is the attitude of the hotel staff toward Benjamins efforts? 2. T introduces ways of introducing a topic(writing strategy 1) 3. Ask Ss to underline the following expressions in your books be attached to // position /not in the least∥/ find one' s way to∥/ phenomenon- phenomena∥ initial∥asst∥ await /on occasion∥ neglect∥ be relevant to∥ 4. Ask Ss to skim Para 6-10 and discuss the following questions: (25) 2)How do Americans and Chinese differ in their attitudes to creativity one sens 1)What does the author mean by saying this incident was key in more than 3)What suggestion is made about seeking a better way for fostering skills and creativity? 5. T introduces comparison and contrast(writing strategy 2) 6. Ask Ss to underline the following expressions in your books exception / ultimate /l on one's own / accomplish∥/ proceed to∥ in due course∥ critical∥/ principal∥ child earing∥ make up for / figure out∥ In retrospect∥ come to sb' s rescue∥ extreme∥ faci lity∥mold∥ shape∥so much so that∥ continual∥appl∥ work on 7. Ask Ss to summarize the main idea and structure of the text. (10) Deliver handouts about language points and ask Ss to review them after class

7 1) Grasp the mail idea and structure of the text; 2) Appreciate the difference between comparison and contrast, as well as different ways to compare and contrast; 3) Master key language points and grammatical structures in the text; 4) Conduct reading, speaking and writing activities related to the theme of the unit. The Focus and difficult points: 1. The main idea and structure of Text A. 2. The understanding of text A including some difficult expressions. 3. The follow-up activity: debate on education (Should we develop children’s creativity first or train them in basic skills first?) Time Allocation and Course Arrangement: Pre-reading Tasks: (30 minutes) 1. Deliver handout on American education and ask Ss to skim for main idea and main facts. (5’) 2. Pair work: briefly talk about the features of American education based on the handout. (15’) 3. Ask several pairs to report their discussion. (10’) 4. T’s feedback. (5’) While-reading Tasks: (60 min) 1.Ask Ss to skim Para 1--5 and do pair work to answer the following questions: (25’) 1) Where and when did the incident take place? 2) Who are the main characters in this incident? 3) What is the attitude of the author and his wife toward Benjamin’s efforts in inserting the key into the slot? 4) What is the attitude of the hotel staff toward Benjamin’s efforts? 2. T introduces ways of introducing a topic (writing strategy 1). 3. Ask Ss to underline the following expressions in your books: be attached to // position // not in the least // find one’s way to // phenomenon- phenomena // initial // assist // await // on occasion // neglect // be relevant to // 4. Ask Ss to skim Para 6-10 and discuss the following questions: (25’) 1) What does the author mean by saying this incident was key in more than one sense? 2) How do Americans and Chinese differ in their attitudes to creativity? 3) What suggestion is made about seeking a better way for fostering skills and creativity? 5. T introduces comparison and contrast (writing strategy 2). 6. Ask Ss to underline the following expressions in your books: exception // ultimate // on one’s own // accomplish // proceed to // in due course // critical // principal // child rearing // make up for // figure out // in retrospect // come to sb’s rescue // extreme // facility // mold // shape // so much so that // continual // apply // work on 7. Ask Ss to summarize the main idea and structure of the text. (10’) Homework: 1. Deliver handouts about language points and ask Ss to review them after class

2. Finish exercises of unit 1 3. Finish reading Text B 4. Ask Ss to search on Internet about education and take notes to prepare the follow-up discussion on Should we develop children s creativity first or train them in basic shills first After-reading Tasks:(90 min) Based on the information searched on Internet, Ss hold group discussion on the topic Should we develop childrens creativity first or train them in basic skills first.(15) 2. The class is divided into two groups based on different ideas and debate on the topic (30) 3. Two Ss represent each side to summarize their ideas. (15) 4. Check on Text B and exercises. (30) Speaking Course(two periods) Objectives: Familiarize Ss with vocabulary on sports and discuss concerned topics 2. Familiarize Ss with vocabulary on weather and discuss concerned topic C 1. Deliver handout on expressions of sports and familiarize Ss with vocabulary on sports. (10) 2. Conduct group discussion based on questions:(20 min) A. Do you like sports? What are your favorite sports? B. Why do people need to play sports? C. What do you know about Olympic Games? 3. Group leaders report to the class. (15) 2 period Deliver handout on expressions of weather and familiarize Ss with vocabulary on weather (10) 2. Leaders of each group casually pick out a scrip from Ts with two questions on it and discuss questions.(20°) What's your favorite season and why? -Are there any special traditions associated with different season in your country? What crops are produced in which seasons in your country Do you think weather patterns are changing? If so, why do you think this is? -Do you have snow in your -Do you think that in recent years we are losing our four distinct seasons what kind of climate do you prefer when choosing a place to go on vacation? -In your opinion, which season is the most beautiful? e you concerned with weather? How do you get weather information -Do you like the climate of the city where you live? Why or why not? -Is weather forecasting important in modern life? Why or why not?

8 2. Finish exercises of unit 1. 3. Finish reading Text B. 4. Ask Ss to search on Internet about education and take notes to prepare the follow-up discussion on Should we develop children’s creativity first or train them in basic skills first. After-reading Tasks: (90 min) 1. Based on the information searched on Internet, Ss hold group discussion on the topic Should we develop children’s creativity first or train them in basic skills first. (15’) 2. The class is divided into two groups based on different ideas and debate on the topic. (30’) 3. Two Ss represent each side to summarize their ideas. ( 15’) 4. Check on Text B and exercises. (30’) Speaking Course (two periods) Objectives: 1. Familiarize Ss with vocabulary on sports and discuss concerned topics. 2. Familiarize Ss with vocabulary on weather and discuss concerned topics. Course Arrangement: 1 st period: 1. Deliver handout on expressions of sports and familiarize Ss with vocabulary on sports. (10’) 2. Conduct group discussion based on questions: (20 min) A. Do you like sports? What are your favorite sports? B. Why do people need to play sports? C. What do you know about Olympic Games? 3. Group leaders report to the class. (15’) 2 nd period: 1. Deliver handout on expressions of weather and familiarize Ss with vocabulary on weather. (10’) 2. Leaders of each group casually pick out a scrip from Ts with two questions on it and discuss the questions. (20’) — What’s your favorite season and why? —Are there any special traditions associated with different season in your country? —What crops are produced in which seasons in your country? —Do you think weather patterns are changing? If so, why do you think this is? —Do you have snow in your country? (Do you have hail?) Describe it. —Do you think that in recent years we are losing our four distinct seasons? —What kind of climate do you prefer when choosing a place to go on vacation? —In your opinion, which season is the most beautiful? —Are you concerned with weather? How do you get weather information? —Do you like the climate of the city where you live? Why or why not? —Is weather forecasting important in modern life? Why or why not?