1《大学英语三》教学设计级普本.docx

1《大学英语三》教学设计级普本.docx

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1《大学英语三》教学设计级普本

附件1：

南京审计学院教学设计方案

2014—2015学年第1学期

课程名称：

大学英语三

总课时／周课时：

54/3

授课专业年级班级：

2013级普本英语三级各班

授课教师姓名陆荣荣、王晨曦、唐晓磊、梁君、李兰、郝义侠、李梦醒等

授课教师职称：

副教授、讲师

大学外语部

第　2　周第　1　次教学设计方案（课时:

　2　）

题目

CourseDescriptionofCollegeEnglishIII

Introductiontothesyllabusofthiscourse

Pre-courselessons

Unit1LovewithoutLimitations

教学目标与要求

1.Showthestudentstheimportanceoflovebyreflectionsonthememoriesoftheparent,brotherorsisterandbythestudyofthemovingstoryofSectionA.

2.Graspfastreadingskill---scanning

3.Learntowritewith“theproblem-response-evaluation”pattern

教学内容与教学方法

CourseDescriptionofCollegeEnglishIII

I.In-classTasks:

Intensivereading：

NHCEreadingandwriting,Book3:

Units1,3,4,5,6,8&9

IntensivelisteningNHCEviewing,listeningandspeakingBook3:

Units2,3,4,5,6,8,&10

II.TimeArrangement

◆Intotal--17teachingweeks--51academichours--7units

◆6teachinghoursoneachunit

Requirements

I.Previewandreviewyourlessonsregularly

II.Activelyparticipateintheclassroomactivities

III.Devoteyourselftoautonomouslearningon-line

大学英语测试网 

新视野大学英语教学网 

Evaluation

I.DailyPerformance30%

Attendanceandparticipation（10%）

RecordofAutonomousLearning,inquiry-learningproject（10%）

Assignments:

writingsandtranslations（10%）

II.Threeonlinequizzes（20%）

III.FinalExamination（50%）

1.Warming-up20’

Step1.Guessthetheme

Lookatthefollowingpicturesthatsharethesametheme.Whatisit?

Step2.Familylove（optional）

Watchamovieclipandanswerthequestionsfollowed.

2TextStudy60’

Step1.Pre-reading（optional）10’

Step2.Questionasking20’

Q1.HowdidJimmygethisbraindamaged?

Q2.Howdidthewriterdescribeherfather?

Q3.HowmuchwasJimmychangedafterhisfather’sdeath?

Q4.WhatdidthewriterthinkofhercaringforJimmy?

Q5.WhydidthewriterinviteherfriendstoJimmy’sbirthdayparty?

Q6.Whatdidthepartyremindthewriterandherfriendsof?

Step3.Structureanalysis15’

Withherlifetimeexperience,theauthortellsustherehaveneverbeenanylimitationstolovewhateverlifemaypresent.Thewritingmethodofthistextis:

“Problem+Response+Evaluation”

Step4.Summary15’

Askstudentstofillintheblankswiththeproperwordsorphrases.

课后要求

1.PrepareanoralreportontheenvironmentalproblemsinNAU

2.FinnishonlineregistrationofITESTandNHCE

3.ReviewthewordsandexpressionsofSectionA

4.DoexercisesofSectionA

第　2　周第　2　次教学设计方案（课时:

　2　）

题目

Unit1LovewithoutLimitations

教学目标与要求

1.ShowthestudentsHOWTOLOVE,byreflectionsonthememoriesoftheparent,brotherorsister,andbythestudyofthemovingstoryofSectionA.

2.Graspfastreadingskill---scanning

3.Learntowrite“theproblem-response-evaluation”pattern

教学内容与教学方法

I.Notestothetext20’

Step1.Activeexpressions10’

Step2.Focusstudy10’

PayattentiontosomesentencestructureswhichareverycommonlyusedinEnglish.

e.g.

1…soIurgedtheneighborhoodkidstocometomyhouseforsomeout-of-controlkid-centeredfun.

out-of-controlkid-centeredfun

=tohaveasmuchfunasthekidslike

out-of-control和kid-centered是复合形容词

moreexamples:

up-to-date;color-coded;student-centered

2.Usuallyveryagreeable,henowquitspeakingaltogetherandnoamountofwordscouldpenetratethevacantexpressionheworeonhisface.

noamountofwordcouldpenetratethevacantexpressionheworeonhisface

=nothingcouldchangetheemptylookonhisface

3.Ihiredsomeonetolivewithhimanddrivehimtowork,butnomatterhowmuchItried

tomakethingsstaythesame,evenJimmygraspedthattheworldhe’dknownwasgone.

nomatter（how,who,what,where,etc.）=however,whoever,whatever,wherever

staythesame=keepthingsastheywere

grasp=understand

4.Justasmyfather’sdeathhadchangedtheworldovernight,September11thchangedourlives;theworldwe’dknownwasgone.

“justas”=“inthewaythatsomeonesays,orinthesameconditionsomethingisin”.

e.g.Justaswegainedfameinvictory,welostnothingindefeat.

II.WordsandExpressions10’

Step1.WordUsing5’

Choosesomewordsforexplanationandpractice,suchas

justicen.

e.g.Everyoneshouldbetreatedwithjustice.

Atlastthecriminalsarebeingbroughttojustice.

Step2.OldtoNew5’

III.IdeaSharing10’

Step1.Groupwork

Studentscanworkingroupbydiscoingthefollowingquestions.

Whatis“love”likeinyourmind?

Useonewordoronethingtodescribe“love”.Andwhyisthat?

Shareyourthoughtswithyourgroupmembers.

Step2.Presentation

Arepresentativefromeachgroupisgoingtoshowthegroup’sideaafter

discussion.

IV.Writing40’

Step1.AProblem–Response–EvaluationStructure（SeeProjects）.

ThisisaverycommonlyusedstructureinEnglish.Normally,somepartof

asituationisintroducedbeforetheproblem.Then,solutionsaretakento

solvetheproblem.Afterwards,someevaluationmightoccurintheactionstaken.

Step2.Writingmodels（Seeprojects）

Step3.Tipsforwriting

a.understandingthesituationbeingfaced; 

b.analyzingthespecificproblemtobetackled; 

c.creating,analyzing,andrefiningasolution; 

d.furtherevaluating,improving,andimplementing.

课后要求

1.Writing:

LoveandHappiness

2.After-ClassReading:

SectionB

第　3　周第　1　次教学设计方案（课时:

　2　）

题目

1.UnitIOurGlobeisinDanger

教学目标与要求

2.Toknowaboutenvironmentalcrisisandhumanendeavortocompensatedamagesdonetotheecologicalsystem

3.Todiscussissuesofenvironmentalprotection

教学内容与教学方法

ListeningandSpeaking:

60’

1.ListeningIn15’

Task1:

Weshouldhaveproperrespectfornature

1.Wordtips,languageandculturetips

2.Letthestudentlistentothepassage.

3.Havethestudentsfillinthemissinginformation.

4.Checktheanswers.

Task2:

RiverPollution15’

1.Wordtips,languageandculturetips

2.Letthestudentlistentothepassage.

3.Havethestudentsfinishmultiplechoiceexercises.

4.Checktheanswers

Task3:

Curbingcarbonemissions15’

1.Wordtips,languageandculturetips

2.Letthestudentlistentothepassage.

3.Havethestudentsfinishmultiplechoiceexercises.

4.Checktheanswers.

2.Let’sTalk15’

Disappointmentoverclimatenegotiation

课后要求

Practicespeakingwithpartnerontheissueofenvironmentalprotection

第　4　周第　1　次教学设计方案（课时:

　2　）

题目

Unit3SectionAWherePrinciplesComeFirst

教学目标与要求

1.ToknowandtalkaboutHydeSchool;

2.Todevelopaparagraphbylisting;

3.TostudythestructureofTextA

4.Tomastertheskillsofpredictingtheauthor’sideas.

5.Tolearntowriteapassagebyusing“questions-answers”pattern.

教学内容与教学方法

1.Pre-classTask

1）Libraryorinternetwork:

ThestudentsarerequiredtofindsomeinformationaboutTheHideSchool,Bath,BaltimoreandNewHaven.

2）Dictionarywork:

ThestudentsarerequiredtofindthepronunciationofthenewwordsinSectionsAandreadthewordscorrectlyandfluently.

2.Warm-upactivities10’

Forwhatdoyoucometocollege?

Tips:

1）Somemayfocussomuchoftheirtimeonacademicachievementthat…

2）Somemaybuilduptheirabilityinlivingontheirown,soasto…

3）Somemayextendtheirtalentforaspecialtyinorderto…

4）Somemayattachmoreweighttotheromanceandpleasure…

3.Listentothepassageandanswer

WhatdoestheHydeSchoolvalue?

Why?

Tips:

1）Attitudeoraptitude?

2）Abilityoreffort?

3）Intelligenceorcharacter?

4）Conscienceorachievement?

Whatisthebiggestchallengetotheachievement

oftheirgoal?

Why?

Tips:

）Difficultyingettingthestudentstoaccepttheirsystem;

2）Strongoppositionfromtheteachersofotherschools;

3）Inactivecommitmentofthestudents’parentstotheirprogram;

4.Globalreading

Studythetextandtrytofind:

1）FiveprinciplesofHideSchool

2）Celebrities’self-discovery

3）Discovermyself:

whoamI?

课后要求

Practicereadingthetextaloud

第　4　周第　2　次教学设计方案（课时:

　2　）

题目

Unit3SectionAWherePrinciplesComeFirst

教学目标与要求

1.ToknowandtalkaboutHydeSchool;

2.Todevelopaparagraphbylisting;

3.ToexaminethestructureofTextAfromtheperspective

ofquestionsandanswers;

4.Tomastertheskillsofpredictingtheauthor’sideas.

5.Tolearntowriteapassagebyusing“questions-answers”pattern.

教学内容与教学方法

1.Detailedreading40’

a.Answerquestionslike:

WhatdoyouthinkthestudentsoftheHydeSchoolwillgetfromtheirprogram?

Tips：

1）Ifbroughtupincourage,studentswill…

2）Ifraisedinintegrity,studentswill…

3）Ifcultivatedinleadership,studentswill…

4）Iffilledwithcuriosity,studentswill…

5）Ifendowedwithconcern,studentswill…

6）Ifenrichedwithalltheabove,studentswill

b.StructureStudy

Howdoesthewriterdevelopthetopicintoanarticle?

Tips：

Thewriterdevelopedthetopicbyemployingthereadingtechniqueof“questionsandanswers”，withwhichthewriter,onbehalfofthereader,askshimselfonequestionafteranotherfirst,andthenanswersthemonebyoneuntilhisideasaremadecleartothereader.Thisisaveryimportanttechniqueofbringingouttherelationshipbetweentheparagraphs,asshownbelow.

c.LanguageStudy

e.g.childrentendtodotheirutmostwhentheyseetheirparentsmakingsimilarefforts.

Sb.tendtodosth.when/once…当······时，某人会······

Sentencemaking:

Parentstendtothinktheirownchildissmarterthanotherchildren.

d.Composition40’

Writeacompositionaboutyouropiniontowardseducationinnovationinlessthan150words.