21世纪大学英语教案unit 1.docx

21世纪大学英语教案unit 1.docx

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21世纪大学英语教案unit1

河池学院课时计划（教案）

学院

（系）

专业

年级

（班级）

课程

名称

大学英语

任课教师

及职称

时间

使用教材

书名

编（著）者

版别及出版年月

21世纪大学英语

读写教程第三册

瞿象俊

郑树棠

2008年4月第二版

课题

（章节）

Unit1TextAHowIGotSmart？

课时安排

8

教学

目的

1.Understandtheaudiomaterialsofthisunit.

2.Graspthekeywords,phrasesandstructure.

3.Mastertheskillsofwritingandreadinginthisunit.

1）Developingpassagesbeginningwithmisconceptionsandfollowedbypresentingtheories,argumentsandopinions.

2）Appreciatingfigurativelanguageinreadingmaterials.

教学

重点

难点

1.Newwordsandphrases.

2.Longdifficultsentences.

3.Hardstructures.

4.UnderstandingoftheText.

教学

方法

TheGrammar-TranslationMethod&Task-BasedLearning.

教学

内容

及过

程

1.Lead-inActivities

2.TextOrganization

3.SkillLearninginWritingandReading

4.LanguagePoints（keywords,phrasesanddifficultsentences）

5.GrammarFocus（theuseofratherthan,themake+noun/pronoun+pastparticiplestructure）

6.GuidedPractice（exercises,oralpracticeandgroupwork）

作业

或思

考题

教学

后记

Unit1HowIGotSmart

TeachingProcess

1.Warm-upQuestions/Activity

1）Unit1TextAHowIGotSmart（Book3）

Introduction:

Doyourememberyourfirstlove?

Allthoseexcitingandwonderfulnewemotions---thewayyourheartracedwhenthatspecialpersonwasnear---thoseanxious,awkwardmomentswhenyoudidn’tknowwhattosayordo?

Andthen（formostofus）thatsadmomentwhenforonereasonoranotheritallcametoanend…ErnestHemingwayoncesaid,“Everylovestoryendsastragedy”---butthatauthorsofthetextsinthisunithaveadifferentpointofview.TextAfocusesontheunexpectedsideeffectsoftheauthor’sfirstventureintoromance.

2）Questionsfordiscussion:

------Doyourememberthefirsttimeyoufellinlove?

Didyouletthepersonknowhowyoufelt?

Didyoulearnanythingfromtheexperience,orwasitjustasillyincident?

------whatdoyouthinkofcollegelove?

Isitanincentiveoranobstruction?

2.TextOrganization

Thetextcanbedividedintothreeparts:

PartI（para1-2）Thereisamisconceptionabouttheteacher—teachersareprodigies.

PartII（para3-33）Mylovestoryinmysophomoreyear.

PartIII（para34）Theaftereventsofthestory.

3.SkillLearninginWritingandReading

1）WritingSkill:

Developingpassagesbeginningwithmisconceptionsandthenfollowedbypresentingtheories,argumentsandopinions.

Example:

Acommonmisconceptionamonguniversityteachersisthatcertainstudentswerebornwithatalentforinterruptinglessonswithstrangequestions.Whoelsebutaborntroublemaker,withnoneofthenormalschoolgirl’stendencytositthrougheachclassinshysilence,wouldgrowuptobeanactivestudent?

I’vetriedtoconvincemyteachersthattheimagetheyhaveofmeasanoisy,undisciplinedkidisoutoffocus.Inreality,IwassoquietasachildthatsomepeoplewonderedifIcouldspeakatall.

Butthenoneday,duringafourth-gradehistorylesson,somethinghappenedthatchangedmyclassroombehaviorforever.Ihadbeengazingquietlyintospaceasusual,whenInoticedsomefinelinesintheceilingjustovertheteacher’shead.

2）ReadingSkill:

Appreciatingfigurativelanguageinreadingmaterials.

Inunit6,Book2,weworkedwithfiguresofspeech:

languagethatusesimagesormentalpicturestoappealtoreaders’imaginations,andtoallowwriterstocreatecomplexassociationsthatgobeyondthepowerofliterallanguage.Effectivereadersknowhowtorecognizeandinterpretfiguresofspeechinordertounderstandtheauthor’smeaningmoredeeplyandthinkaboutideasinnewways.

4.LanguagePoints:

1）Acommonmisconceptionamongyoungstersattendingschoolisthattheirteacherswerechildprodigies.（para1）

Prodigy:

n.apersonwhohasunusualandverynoticeableabattoirs,usuallyatanearlyage

奇才，天才

Examples:

anextraordinaryprodigy奇迹，奇欢，奇物

auniqueprodigy罕见的奇才

achild/infantprodigy神童

2）Whoelsebutabookworm,withnoneofthenormalkid’stendencytoplayratherthanstudy,wouldgrowuptobeateacheranyway?

（para1）

tendency:

n.partofaperson'scharacterthatmakeshimlike（todo）sth.

Examples:

Histendencytoexaggerateiswellknown.

anyway:

ad.（oftenusedinconversationwithoutaddingmuchmeaningtowhatisbeingsaid）inanycase,anyhow

Examples:

Whatwashedoingwithsomuchofthecompany'smoneyinhispersonalaccountanyway?

3）…thattheimagetheyhaveofmeasanenthusiasticdevoteeofbooksandhomeworkduringmyadolescencewasabitoutoffocus.（Para2）

devotee:

n.apersonwhostronglydevotedtosthorsb热爱……的人，献身于……的人

Examples:

adevoteeofBach巴赫乐曲的爱好者

adevoteeoffootball足球爱好者

[派生]devote:

v.bedevotedtosth/doingsth;devoteoneself/sth（time,money）tosth/doing

devoted献身的，专心于……的；devotion献身，忠诚，挚爱；

devotional专心的，忠诚的

outoffocus:

notclearlyseen;notsharplydefined

Examples:

Thechildren'sfaceswerebadlyoutoffocusinthephotograph.

Hispersonalityisstillabitoutoffocus.

4）Ihatedcompulsoryeducationwithapassion.（para2）

Paraphrase-----Istronglyobjectedtorequirededucation.

compulsory:

a.requiredbylaworarule义务的，强制的，必修的，规定的

Examples:

EnglishcompositionisacompulsorycourseinAmericancolleges.

compulsorymilitaryservice义务兵役

compulsorysubject必修科目

compulsorylegislation强制性立法

[反义]optionaladj可选择的，非强制的；optionalcourses选修课

5）Cupidaimedhisarrowandstruckmerightintheheart.（para3）

Paraphrase-----Ifellinlove.

6）.....ifonlytogazeatthelovelyfaceinEnglishII.（para3）

Paraphrase-----eveniftheonlypurposewastogetalonglookatthelovelyfaceofthegirlintheclassofEnglishII.

ifonly:

（usedtointroducewhatonethinksafairlygoodreasonfordoingsomething,althoughonerealizesitmaynotbeaverygoodreason）eveniftheonlyreasonis...哪怕只是为了......

Examples:

Ithinkyoushouldgetajobifonlytostopyourselfgettingsoboredathome.

C.fifonlyandonlyif

7）Debbiewasfarbeyondmywildestdreams.（para4）

beyondaperson'swildestdreams:

betterthanhecouldhaveimaginedorhopedfor.

Example:

Thelibrarywasenlargedandenrichedbeyondourwildestdreams.

8）Itwasasmilethatsignaledhopeandmademetemporarilyforgettheintellectualgulfthatseparatedus.（para5）

intellectualgulf:

differenceinmentalability

gulf--n.areaofdivisionordifference,esp.betweenopinions

Examples:

Thereisawideninggulfbetweenthemiddleclassesandthepoorestsectionsofsociety.

Itishopedthatthepeaceplanwillbridgethegulfbetweenthegovernmentandtherebels.

9）…sothatIcouldgetallthefactsinbeforewereachedthecashregister.（para12）

getsth.in:

managetofindtimefordoingorsayingsth.

Example:

Johntalkssomuchthatit'simpossibletogetawordin.

10）“Whynot?

”saidDebbie,playingrightintomyhands.（para17）

play（right）intosb.'shands:

dosth.whichgivessb.anadvantage;helpsb.whoisone'sopponentagainstoneself

Example:

MaryandBobbybothwantedthelastpieceofcake,butBobbyplayedintoMare'shandsbytryingtograbit.（FathergavethecaketoMarybecauseBobbytriedtograbit.）

11）…soIhadtostepituptogetthenativesin.（para20）

stepup:

increaseinsize,amountorspeed

Example:

Thepaceofthereformsisbeingsteppedup.

12）Debbieseemedtorelishourlittleconversationsandhungonmyeveryword.（para26）

hangon:

listenveryattentivelyto

Example:

Annhangsoneverywordofherhistoryteacherandtakesverycarefulnotes.

13）IsneakedalookatDebbieandgaveherabigwink.（para30）

sneakalookat:

looksecretlyat

sneak:

vt.takesecretly（oftenwithoutpermission）

Example:

sneakalookthroughthekeyhole

14）WhatIfailedtoperceivewasthat…（para31）

perceive:

vt.notice;beconsciousof

Ifyouperceivesomething,yousee,noticeorbecomeawareofit,esp.whenitisnotobvioustootherpeople.

Examples:

perceivesthbytheear/eye耳闻/目睹某事

perceivetocarcomingtoward看到一辆车朝……驶来

Hewasabletoperceivethedangeroftheirsituation.

Cfperceive,conceiveanddeceive

15）Althoughtheoriginalincentivewasgone….（para34）

incentive:

n..thatwhichincites,rousesorencouragesaperson刺激，动机，鼓励

Examples:

ecnomicincentive经济刺激

offeranincentive给予鼓励

manyincentivestoworkhard努力工作的动力

givesb.incentivetosth/todosth/todoingsth激发某人做某事

[同义]motiven.动机，主旨，目的stimulusn.刺激，刺激物

16）Drinkdeep,ortastenotthePersianspring.（para34）

Paraphrase----Learningintensively,orgiveuplearningatall.

Pierian:

a.belongingtoPieria,aregionofancientMacedonia,thereputedhomeoftheMuses,henceallusivelyinreferencetopoetryandlearning.

5.GrammarFocus

1）Theuseof“ratherthan”

ratherthan用于平行结构表示不做什么而做什么，有时用作介词连接名词，有时用作连词后接不定式或从句。

使用ratherthan必须注意它所接名词或短语要用与主句的与之平行部分相同的形式，另外ratherthan后加不定式todo（更正式）或不带to的不定式或动词过去式都有可能，只要主句有此结构。

Examples:

Hewaspitiedratherthandislikedbyhisfriends.

他朋友同情他而不是不喜欢他。

Helikesstartingearlyratherthanstayinglate.

他喜欢早起不喜欢晚睡。

Whydon’tyouweartheblackshoesratherthanthebrownones?

为什么你不穿棕色鞋而穿黑色鞋。

Helayratherthansatinhisarmchair.

他躺下了没有做在轮椅上。

I’dliketostayathomethiseveningratherthango/togo/goingout.

我不想出去我要呆在家里。

Ratherthancausetrouble,heleft.

没有引起什么乱子，他走了。

2）the“make+noun/pronoun+pastparticiple”structure

The“make+noun/pronoun+pastparticiple”structureisusedtomean“gettingpeopletodosomething”whenthelogicalsubjectoftheverbinthepastparticipleformisunknown,lessimportantorwhenitinvolvesthegeneralpublicorpeopleingeneral.

Examples:

TheywenttotheAmbassadortomakethemselvesknowntohim.

Ican