全新版大学英语 综合教程教案 Book1 Unit.docx

全新版大学英语 综合教程教案 Book1 Unit.docx

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全新版大学英语综合教程教案Book1Unit

教材

全新版大学英语

（一）

Unit5

Romance

1.教学目的

Graspthemainideaofthetext.（thenatureofaheartisseeninitsresponsetotheunattractive）

2.教学内容及学时分配

1.culturalbackground（1stperiod）

2.textanalysis（2nd,3rd,）

3.assignment（4thperiod）

4.post-reading（5thperiod）

3.教学重点及难点

Appreciatethenarrativeskillsdemonstratedinthetext：

thechangeofnarrators,somerhetoricaldevicesandsomelanguageandgrammaticalpoints.

4.教学方式

多媒体及CAI课件

讲授法、归纳法、问答式、讨论式、示例法

5.教学内容的深化及拓宽

Conductaseriesofreading,listening,speakingandwritingactivitiesrelatedtothethemeoftheunit.

6.教学步骤

I.TheoriginsofValentine,thenarrativeskills

II.Thedetailedstudyofthetext

2.1Tellthemainideaofthetext.

2.2.Thechangeofnarrators.

2.3.Therhetoricaldevices:

Simile,metaphor,euphemismparallelismandinversion.

3.4.Thelanguageandgrammaticalpoints

III.Theculturalnotes

IV.Summary

V.Homework

Unit5Romance

TextAAValentineStory

I.TeachingPlan

1.教学目标及基本要求：

Objectives:

Studentswillbeableto:

1）graspthemainidea（thenatureofaheartisseeninitsresponsetotheunattractive）andstructureofthetext;

2）appreciatethenarrativeskillsdemonstratedinthetext（switchbetweentenses,changeofnarrators）,somerhetoricaldevices（simileandmetaphor）andtheuseofinformallanguageinconversations;

3）masterthekeylanguagepointsandgrammaticalstructuresinthetext;

4）conductaseriesofreading,listening,speakingandwritingactivitiesrelatedtothethemeoftheunit.

2.教学内容及学时分配：

TimeAllocationandCourseArrangement:

1）Pre-readingtasks:

（1stperiod）

Textelicitationandbackgroundinformation

2）While-readingtasks:

（2nd,3rdperiod）

Textorganization,textanalysis,languagelearning,summaryaboutthewholetext

3）Post-readingtasks:

（4th,5thperiod）

Writingandhomework

SpeakingandDiscussion

3.教学重点及难点：

Difficultiesandkeypointsinteaching:

Appreciatethenarrativeskillsdemonstratedinthetext：

changeofnarrators,somerhetoricaldevicesandsomelanguageandgrammaticalpoints.

4.教学内容的深化及拓宽：

Abilityimprovement

Studentsconductaseriesofreading,listening,speakingandwritingpracticetodeepentheirunderstandingofthepointstaughtinclass.

5.教学方式及在教学中应注意的问题：

Teachingmethodsandproblemsshouldbepaidattentionto:

1）Acombinationoftraditionalteachingmethodswiththecommunicativeapproachwillbeadopted.

2）Specialattentionshouldbepaidtoclassroominteraction.

3）Moreencouragementandpraiseshouldbegiventostudentsfortheirvoluntaryanswersandopinions.

4）Moreencouragementisneededandmoreguidancewillbegiventothemintheirextracurricularstudy.

II.TeachingProcedures教学过程:

Pre-readingActivities:

1.Isromancedifferentfromlove?

Andifyes,how?

2.Didyoueverputatestonsomeoneyouliketodecideifheorshetrulylovesyou?

CulturalBackgroundInformation

（1）.StValentine’sDay

ItfallsonFebruary14th,whenvalentinesareexchanged.Valentine’sDayisthefeastdayofSaintValentine.

SeveraldifferentstoriesaretoldabouttheoriginofSaintValentine’sDay.OnelegenddatesasfarbackasthedaysoftheRomanEmpire.Accordingtothestory,Claudius,theEmperorofRome,wantedtoincreasethesizeofhisarmy.Heknewthatitwouldbeeasiertogetyoungmenwhowerenotmarriedtojoin.Thereforehemadearulethatnoyoungmancouldmarryuntilhehadservedacertainnumberofyearsinthearmy.

ApriestnamedValentinebroketheruleandsecretlymarriedagreatmanyyoungpeople.Finally,ClaudiusfoundoutaboutValentineandputthepriestinprison,whereheremaineduntilhisdeathonFebruary14.

Afterhisdeath,Valentinewasmadeasaint,andthedayofhisdeathwasnamedSaintValentine’sDay.Itbecamethecustomforloverstosendeachothermessagesonthisday.NowSaintValentine’sDayisatimeforpeopletogiverosesorchocolatesandtosendgreetings.Nowinthewest,peoplechoosethisdayasengagement,weddings;universitiesandmiddleschoolsandsomeclubsholddancingpartyforlovers,storessellpresentsexpressingtenderlove,theatreshowslovethemeperformances,journalsonthehistoryofromance.

（2）.LearnsomeProverbsaboutLove,RomanceandValentine

（Chineseproverb）Anoldmaninloveislikeaflowerinwinter.

（Welshproverb）Lovingawomanwhoscornsyouislikelickinghoneyfromathorn.

（Japaneseproverb）Amaninlovemistakesaharelip（兔唇）foradimple（酒窝）.

（Englishproverb）Lovelivesincottagesaswellasincourt.

（Italianproverb）Thereisnolovelikethefirstlove.

（Swedishproverb）Alifewithoutloveislikeayearwithoutsummer.

（African-Americanproverb）Tellmewhomyoulove,andI'lltellyouwhoyouare.

（FrenchProverb）Trytoreasonaboutloveandyouwillloseyourreason.”

（LatinProverb）Loveandacoughcannotbehid.

（Proverb17thcentury）Lovemakestheworldgoround.

（Proverb14thcentury）Loveisblind.

（GreekProverb）Theheartthatlovesisalwaysyoung.

（FrenchProverb）Lovemakesthetimepass.Timemakeslovepass.

While-readingActivities:

1.Thistextisanarration.Fromthedescriptioninthefirstparagraph,whatdoyouthinkMr.Blanchardwasdoing?

（Hewasexpectingsomeone.）

2.Inthesecondparagraph,theauthornarratedthat“Helookedforthegirlwhoseheartheknew,butwhosefacehedidn’t,thegirlwiththerose”.HowcomeMr.Blanchardknewherheartwithoutevenknowingherface?

（Theykeptcorrespondingforayearbutneverseeneachother.）

3.WhatkeptMr.BlanchardfromseeingMissMaynell?

（HewasshippedoverseasforserviceinWorldWarII.）

4.Paragraph4tellsusthereasonwhyMissMaynellrefusedtogiveMr.Blanchardaphotograph.Whatisit?

（Shethoughtwhatshelookeddidnotmattertotheirfeelingsforeachother.）

5.Fromthelettershewrotetohim,HowwouldMr.BlanchardrecognizeMissMaynellattheirfirstmeeting?

（Shewouldbewearingaredroseonherlapel.）

6.Inparagraph7,theauthorchangedthenarratorandletMr.Blanchardtellhisownstory.Why?

（Hewantedtomakethestorymorerealandvividbylettingtheherotellhisownstory.）

7.Compareparagraph7and10,12andsaywhatyourfeelingisafterreadingthetwoparagraphs.

8.WhatwasMr.Blanchard’sfeelingwhenhesaw“MissMaynell”?

（Hefeltverydisappointed.）

9.Whydidn’tMr.Blanchardturnawayfrom“MissMaynell”?

10.Didtheelderladyknowwhatwasgoingon?

（No,butshetoldMr.BlanchardwhyshewaswearingtheredroseandaskedhimtomeetMissMaynell.）

11.HowcometheelderladyworetheroseinsteadoftherealMissMaynell?

（ItwasatestMissMaynellputtoMr.Blanchard.）

12.Paraphrasethesecondsentenceofparagraph16andseethepurposeofthetestMissMaynellputtoMr.Blanchard.

13.Whatdoesthelastparagraphmeanandhowisitrelatedtothestory?

2.TextAnalysis（20minutes）

A.RhetoricDevices.

Inthistext,therearesomerhetoricdevices.

Simile:

afigureofspeech,using“like”or“as”,inwhichonethingiscomparedtoanother,whichonlyresemblesinoneorasmallnumberoftheways.

e.g.Hereyeswereblueasflowers.（Para7L35-36）

Andinherpalegreensuitshewaslikespringtimecomealive.（Para7L36-37）

Metaphor-afigureofspeech,inwhichaqualityorcharacteristicisgiventoapersonorthingbyusinganame,image,adjective,etc.Itisnormallyusedsomethingelsewhichhasgreatlysimilarqualities.

e.g.Eachletterwasaseedfallingonafertileheart.（Para4L15）

Paraphrase:

Eachletterfromonewouldbringforthawarmresponsefromtheother,justasaseedfallingonfertilesoilislikelytogrowintoaplant.

WhileIspokeIfeltchokedbythebitternessofmydisappointment（Para14L58-59

Metaphoriscomposedof2parts,tenor（本体）andvehicle（喻体）.Tenoristhethingwearetalkingabout;vehicleisthattowhichwearecomparingit.

Twokindsofmetaphors:

i.Judgingmetaphor

ii.Qualifiedmetaphor.

InA,thetenorandvehiclearelinkedbytheverbtobe.

e.g.Lifeisashortsummer.（Johnson）

Alltheworldisastage.（Shakespeare）

InB,therelationshipbetweentenorandvehicleistoqualifyandbequalified,andislinkedbyof.

Ifmusicisthefoodoflove,playon.（Shakespeare）

Thesimilaritybetweentenorandvehiclemaybebasedonlikenessinform/appearance.

e.g.theeyeofaneedle,theteethofacomb,theneckofabottle.

Onaresemblanceinrelativeposition.

e.g.thefootofapage,thesideofahill

Sometimestheresemblancemaybeinquality/infunction.

e.g.bookworm---apersondevotedtoreadinginthepipeline.

C.NarrativeSkills

1.SwitchbetweentensesPara6frompasttensetofuturetense,Para14,Para16presenttense…

2.changeofnarrator:

3rdpersonnarrator（Para2,3,,4）,1stpersonnarrator（Para8,9,13,14）,omniscientnarrator（Para3,4,5,11,16）.

TextOrganization

Parts

Paragraphs

MainIdeas

PartOne

Para.1

JohnBlanchardwasexpectingsomeoneatGrandCentralStation

PartTwo

Paras2-6

HowJohnBlanchardhadfalleninlovewithMissMaynell.

PartThree

Paras7-15

MissMaynellputBlanchardtoatest.

PartFour

Paras16-17

ItwaswiseofMissMaynelltogivesuchatest.

LanguagePoints:

WordsandExpression

（1）straighten:

v.（causeto）becomestraightorlevel

e.g.:

Theroad~edafteraseriesofbends.

Womenusedtouseahotironto~theirhair.

Theprofessorwould~histiebeforeenteringtheclassroom.

→~sth.out:

settleorresolvesth.;removedifficultiesfromsth.

e.g.:

Let’strytostraightenoutthisconfusion.

→~sb.out:

（infml.）removethedoubtorignoranceinsb.’smind

e.g.:

You’reclearlyrathermuddledaboutofficeprocedurebutI’llsoonstraightenyouout.

（2）ma