大学英语全新版教案3文档格式.docx

1、Teaching ContentPeriodsOutside Class ListeningWeek 19.6-9.12总结上学期期末考试情况，帮助学生找薄弱环节，明确本学期的教学目标及教学重点，难点。帮助学生制定学习计划。Unit1 Changes in the Way We LiveSpeaking practice 1 21Week 29.13-9.19Unit1 Changes in the Way We Live +阅读进阶Autonomous Listening 3Week 39.20-9.26Unit 2 Civil-Rights HeroesWeek 49.27-10.3Uni

2、t 2 Civil-Rights Heroes +阅读进阶National Day Week 510.4-10.10Unit 3 SecurityWeek 610.11-10.17Unit 3 Security+阅读进阶2Week 710.18-10.24Unit 4 ExtraterrestrialsWeek 810.25-10.31Unit 4 Extraterrestrials+阅读进阶Week 911.01-11.07Unit 5 How to Celebrate HolidaysWeek1011.08-11.14Unit 5 How to Celebrate Holidays+阅读进

3、阶Week 1111.15-11.21Unit 6 The Human TouchWeek 1211.22-11.28Unit 6 The Human Touch+阅读进阶Week 1311.29-12.05Unit 7 Making a LivingWeek 1412.06-12.12Unit 7 Making a Living+阅读进阶Week 1512.13-12.19Unit 8 CloningWeek 1612.20-12.27Unit 8 Cloning+阅读进阶Speaking practice（口语考试）Unit 1 Changes in the Way We LiveObje

4、ctives:Students will be able to:1） grasp the mail idea （ tolerance for solitude and energy made it possible for the writers family to enjoy their pleasant but sometimes harsh country life ）;2） appreciate the various techniques employed by the writer （comparison and contrast, topic sentences followed

5、 by detail sentences, use of transitional devices, etc.）3） master key language points and grammatical structures in the text;4）conduct a series of reading, listening, speaking and writing activities related to the theme of the unit.Time allotment1st period: pre-reading;2nd period: while-reading3rd p

6、eriod:4th period: post-reading5th period: writing6th period: extensive readingKey words and phrases:get by make it get through on balance pick up aside from cut back dine out on a small scale supplement pursue illustrate digest boundary generate insurance suspect resist profitFurther Development: 通过

7、本课的学习，进一步了解比较-对照型文章的写法，并付诸实践。Method: pair work, group work and student-centered activitiesReferences:The Oxford-Duden Pictorial English-Chinese Dictionary Longman Dictionary of Contemporary EnglishExercises:In what ways does the author think that the quality of life has improved for him and his fami

8、ly?In your opinion, which is better, living in the city or living in the country? Give reasons.What do you think are possible ways to improve the quality of our lives?Pre-reading Tasks: （45ms）1. Listen to the recording and then think over the following questions:（20ms）1） What is the song about?2） Wh

9、en does the singer of the song feel the need to get out in the country?3） According to the song, what can life in the country offer us the city lacks?4） Is the song related to the theme of this unit-changes in the way we live? How?2. Warm-up Questions （25ms）Scan the text and do Cloze B in after-text

10、 exercises to learn about Americans ideal of a country life.While-reading Tasks （90ms）1. Main idea and text organization （25 ms）1） T tells Ss how to divide the text into four parts, and that they are to sum up the main idea of each part as they read along. 2） Ss read the first sentences of Paras 1-3

11、 and sum up the main idea of this part. 3） Do Text Organization Exercise on P10.2. Do reading comprehension exercise on P38. （20ms）3. Homework: Ask the students to do the exercises on page 43-49 after class.4.Detailed explanation of the text and Language points: （45ms） （see the courseware）Post-readi

12、ng Tasks （45ms）1. Introduce some reading skills: Identify the topic, main idea and supporting ideas.（see the courseware）2. Check the exercises. read Text BWriting Task （45ms）Writing Strategy: Using comparison and contrast in essay writing. Write an essay entitled Recent Changes in Chinese Family Lif

13、e.Extensive Reading Tasks （45ms）. Explain the useful phrases and expressions in text B. Unit 2 The Freedom Givers1. Understand the main idea （early civil-rights struggles in the US, esp. the Underground Railroad ）;2. Learn to use library resources and other resources for information;3. Grasp the key

14、 language points and grammatical structures in the text. 3. Conduct a series of reading, listening, speaking and writing activities related to the theme of the unit7th & 8th period: listening （unit two） confident symbolize historic authorize exploit conviction impose disguise abolish compel give up

15、stand up be intent to on the side close in as for make the best of at risk in the eyes of pass for Further Development:In this Unit, students should be encouraged to use library resources to write a paper on a serious and complex topic.Both Josiah Henson and Uncle Tom are slaves. But in the eyes of

16、Barbara Carter, they are different. In what way is Josiah Henson different from Uncle Tom?We know slavery was abolished more than one hundred years ago. Why does the author want to remind Americans of that part of history now?Black Americans have made great progress in getting full equality. Do you

17、think there is still much left to be done? Give examples to support your point of view. （20ms）1）.Can you guess who Abraham, Martin, John and Bobby are?2） What did these people stand for?3）. Do you know why they all died young and who killed them?4）. Can you guess what the texts in this unit are goin

18、g to be about?2. Warm-up Activity （25ms）Scan the text and do Cloze A in after-text exercises.1）. Scan the text to see what serves as a cue dividing it into different parts.2）. The text is divided into four parts naturally. Which parts switch from the first person to the third person? What is the rel

19、ationship between the first part and the last three parts?3）. Do Text Organization Exercise on P47.2. Do reading comprehension exercise on P46. （20ms）3. Home work:4. Detailed explanation of the text and language points: （45m.） （see the courseware）1. Text Analysis 1） Among so many participants of the

20、 Underground Railroad, why were John Parker, Levi Coffin and Henson chosen as their representatives? Who do they each represent? 2） Underline quotations in the three stories. Why does the author sometimes quote directly from characters in the stories?The author uses these synonyms and synonymous phr

21、ases to avoid repetition and vary his writing. Read Text B Using library resourcesWrite an essay on Sino-Japanese Wars. You should do some library research on this issue.Unit 3 Security1）.Grasp the main idea （America is deteriorating into “the most insecure nation”） and the structure of the text （op

22、ening-body-conclusion）;2）.Learn to use cause and effect patterns in writing.3）.Master the key language points and grammatical structures in the text;4）.Conduct a series of reading, listening, speaking and writing activities related to the theme of the unit.vulnerable tranquil electronic premise feat

23、ure transform barrier wander analyze reflection puzzle on the latch close up hook up to build in hold sb. at bay without so much as be bathed in with large margin look back onIn this Unit, students should be encouraged to use cause and effect patterns in writing.Reference books:What do you think has

24、 led to deterioration in security in the US?Is there a similar problem in other parts of the world today? If so, what can be done to better the situation?What do you understand by the authors remark “We have become so smart about self-protection that, in the end, we have all outsmarted ourselves”?1） Have you ever been the victim of crime or do you know someone who has?2） Do you think crime is increasing or decreasing?3） What can be done to reduce crime? Is punishment the