全新版《大学英语》综合教程第一册教案.docx

1、全新版大学英语综合教程第一册教案18、建立自然保护区是保护生物多样性的有效方法，我国的九寨沟、长白山、四川卧龙等地都建立了自然保护区，自然保护区为物种的生存、繁衍提供了良好的场所。7、我们每个人应该怎样保护身边的环境？一、填空：2、你知道哪些昆虫？2、你知道哪些昆虫？二、问答题：6、蚜虫是黄色的，在植物的嫩枝上吸食汁液，每个蚜虫只有针眼般大小，在10倍放大镜下我们可以看清它们的肢体。答：连接北斗七星勺形前端的两颗星，并将连线向勺口方延长约5倍远，处于此位置的那颗星就是北极星。24、目前，我国的航天技术在世界上占有相当重要的位置。“长征四号”运载火箭的顺利发射，载人飞船“神舟”五号和“神舟”六号

2、和“神舟”七号也已经发射成功，“嫦娥”一号探月卫星又发射成功。答：可以节约能源；减少对环境的污染；降低成本。Unit 1 Growing upText A Writing for MyselfI. Teaching Plan1. Objectives1) Grasp the main idea (the essence of writing is to write what one enjoys writing.) And structure of the text (narration in chronological sequence);2) Appreciate the narrativ

3、e skills demonstrated in the text (selection of details, repetition, coherence.);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.2. Time allotment1st period2nd period3

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

5、(Theme-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 alw

6、ays what 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 to

7、gether 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 f

8、ork.c) 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 spaghe

9、tti on 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

10、 around 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 ask

11、s Ss 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 paragrap

12、h carefully 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

13、 in high 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 sever

14、al Ss 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:

15、the paragraph 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 rep

16、ort the 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

17、 minutes)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-dat

18、e.Afterwards, a pair or two may repeat their questions and answers to the class. 2) Ss do Structure Exercise 2 in the textbook.5. T draws Ss attention to Writing strategy in Theme-related Language Learning Tasks, especially the part about details. (also see Text Analysis) T then asks the following q

19、uestions:_In Part 1, what details are selected to show “I d been bored with everything associated with English courses”?_In Part 1, what details are given to show that Mr. Fleagle was dull and rigid?_In Part 2, which sentences show that at first Baker was unwilling to write the essay?_In Part 3, the

20、 author didnt tell us directly that his essay was very good. By which sentences did he manage to give us the impression that his essay was very good? (12 minutes)6. Synonymous words or phrases in this text (see Text Analysis):1) T chooses one words from each group of synonyms listed in Text Analysis

21、, and asks Ss to scan for respective synonyms. If Ss findings are inconclusive, T may reveal those they have neglected.2) T may further provoke Ss thinking by this question: Why does Russell Baker employ all these synonymous words and phrases? (15 minutes)7. When T and Ss come to the sentence “In th

22、e eleventh grade, at the eleventh hour as it were, I had discovered a calling.” In Para. 9, T may ask Ss to recall a similar sentence they have read. (Para.1, “The idea of becoming a writer had come to me off and on since my childhood in Belleville, but it wasnt until my third year in high school th

23、at the possibility took hold.”) By this T will show Ss the importance of coherence in writing. (5 minutes)5. Exercises1. Think alone: According to Mr. Fleagle, what is the very essence of the essay? (5 minutes)Then T invites several Ss to give their opinions. T may sum up by this sentence-The essenc

24、e of good essay is to write what one enjoys writing about.2. T checks if Ss have done the rest of the after-text exercises in their spare time, and discusses some common errors that crop up. (10 minutes)3. T checks on Ss home reading (Text B). (3 minutes)4. Ss do Part Iv: Theme-related Language Lear

25、ning Tasks in class. (1 period)5. T asks Ss to prepare the next unit:1) Do the pre-reading task;2) Preview Text A. (2 minutes)6. Confusable phrases.Severe, stern & strictSevere: 作“严厉”解时，可以来形容人（severe father）,人的面貌（severe look 严厉的神色），人的态度（the teacher is severe with his students.教师对学生很严厉。Stern 与severe相

26、近，但用途比较窄，一般用于人的容貌或态度。例如 a severe father和 a stern father都可以用，但含义稍有有同：a severe father指对于子女有严厉的要求，积极的意义较多；a stern father则指对子女不含温情，要他们服从，消极的意味较多。Strict 相当于汉语的“严格的”，须先假定有一种客观的标准（如规章、纪律、定义、真理等）。例如：The teacher is strict with his students. There is a strict regulation against smoking in the auditorium.6. Wr

27、iting StrategyHow to write a narrative (记叙文) （1）The essay are going to write is, in a sense, an account of what once happened to you in your life. Writings of this kind usually take the form of narration. When planning a narrative, you should consider the following points: ContextWhen, where, and to

28、 whom the action of a narrative happened is often made clear at the beginning of the narrative. This will provide the reader with a context so that he may have no difficulty in understanding the whole story. Selection of Details A narrative comprises details. It is important to remember only those d

29、etails that help bring out the main idea of the narrative are useful and effective. When selecting details, therefore, you should keep in mind your purpose in writing the narrative.Homework writing: My favorite teacherII. Text AnalysisRussell Baker is very good at selecting details (see Part Iv Writ

30、ing Strategy) to prove his point. For example, in Para. 2 he creates an unfavorable image of Mr. Fleagle by describing his “formal, rigid and hopelessly out-of-date” eyeglasses, hairstyle, clothes, jaw, nose, and manner of speaking.Whats more, Russell Baker employs repetition not only to make it eas

31、y for readers to follow what he is saying, but also to impress them more deeply. For example, in Para. 2, there are 9 prims or primlys in as few as 3 sentences! Thus readers will have in their mind a vivid picture of what Mr. Fleagle looked like. Another example of such repetition can be found in Pa

32、ra. 5. Count how many I wanteds there are in this paragraph (Therere 5!). They help to emphasize Russell Bakers strong desire to write for himself. On the other hand, where this stylistic device is not justified, Baker is also expert in avoiding repetition by employing synonymous words and phrases. Here are some examples:a. dull, lifeless, cheerless, tedious b. turn out, write, compose, put downc. antic