全新版大学英语综合教程第一册教案Word格式.doc

1、1st period2nd period3rd period4th period5th periodPre-reading;While-reading（Text structure;Cultural notes;Language points）（Language points）While-reading （language points;GrammaticalStructures）（Grammatical Structures;Details, synonyms;Coherence） Check onStudents homeReading （Text B）;Post-reading（Them

2、e-relatedLanguage Leaning3. Pre-reading tasks1） Have you listened to John Lennons Beautiful Boy? （2 minutes）The teacher （T） may ask several students （Ss） this question:_What does Lennon think of growing up?（Possible answers: Life better as one grows up; it takes time to grow up; life is not always w

3、hat one has planned, but is full of surprises; life is adventurous.）2） The art of eating spaghetti （15 minutes）a） Before class, T cuts a sheet of paper into many long, thin strips, which he/she brings to class together with fork （Or: if possible, T brings a platter of boiled noodles to class togethe

4、r with a fork）.b） T explains that spaghetti is Italian-style noodles, and that unlike some Chinese noodles. It will never taste pulpy and is usually served with sauce, not in soup. Several Ss are invited to come up with “proper ways of eating spaghetti” and demonstrate to the class, using the fork.c

5、） T dictates the following passage to Ss （pre-teach some words like “poke”, “scoop”, “prong”, “twirl” if necessary）:i. Hold the fork in your hand as if to poke the spaghetti.ii. Scoop up a small amount of spaghetti on your fork and raise it about 30 cm above your plate.iii. Make sure the spaghetti o

6、n your fork is completely disconnected from the remainder on your plate.iv. Put the prongs of the fork at an edge of the plate that is free of food.v. Quickly point the prongs of the fork straight down toward the plate and place the points on the plate.vi. Twirl the fork to gather the spaghetti arou

7、nd the prongs.vii. With a quick scooping movement, gather up the roll around the prongs and place it in your mouth.viii. Gently gather up any stray spaghetti ends that dont make it all the way into your mouth.d） T asks one S to come up and demonstrate the right way of eating spaghetti. 3） T asks Ss

8、the following questions:（8 minutes）_Would you enjoy writing “The Art of Eating Spaghetti”? Why or why not?_Why did Russell Baker enjoy writing “The Art of Eating Spaghetti”? （Hint: Para.4）_Look at the title of Text A, then find out in which paragraph a similar phrase appears. Read that paragraph car

9、efully and explain in your own words what the author means by saying “write for myself”. （Hint: Para.5）4. While reading tasks1. Grasping the structure of the text: （15 minutes）1） Ss circle all the time words, phrases in Text A （They include: since my childhood in Belleville, until my third year in h

10、igh school, until then, when our class was assigned to Mr. Fleagle for third-year English, late in the year, until the night before the essay was due, when I finished, next morning, two days passed, when I saw him lift my paper his desk when Mr. Fleagle finished）. When they finish, T asks several Ss

11、 to read aloud what they have circled.2） T draws Ss attention to Organization Exercise 2 , reads its instructions, and asks them these two questions:_Refer to the time words/phrases/clauses you have just circled and tell from which point on Baker starts talking about his new experience. （Hint: the p

12、aragraph containing “later in the year”）_Starting from which paragraph does Baker stop writing about his new experience? （hint: the paragraph containing “when I finished” and “next morning”3） In this way Ss will be able to divide the text into 3 parts and sum up the main ideas.4） Several Ss report t

13、he main ideas they have summed up to the class.2. Cultural background-T explains the U.S. grade school system and how school teachers are dressed. （see Cultural Notes） （3 minutes）3. T explains language points and gives Ss practice. （see Language Study） （60 minutes）4. Grammatical structures. （25 minu

14、tes）1） T asks Ss to form pairs and ask each other questions based on Para. 2 using the structure “sb./ sth. is said/believed/reported to do/be”. T may offer the following model: _What kind of person is Mr. Fleagle?_He was said/reported/believed to be very formal, rigid and hopelessly out-of-date.Afterwards, a pair or two may repeat their questions and answers to the class. 2） Ss