大学英语精读3教案.docx

1、大学英语精读3教案Unit1 A Brush With The LawI. Objectives: Students are required to be able to1. grasp the main idea and analyze the structure of the text; 2. appreciate the writing skills demonstrated in the text;3. master the key language points and grammatical structures in the text;4. conduct a series of

2、 listening, speaking and writing activities related to the theme of the unit.II. Importance:Word-building: the negative prefixes of “un-” and “counter-” ;III. Difficulties: 1. Analysis of some complex sentences;2. Appreciation of the writing skills demonstrated in the text;IV. Teaching methods:1. Mu

3、lti-media (to display a short video reflecting American law system); 2. Blackboard (with detailed explanations and analysis of the text);3.Discussion (to divide students to several groups to discuss the advantages and disadvantages of law system of America and that of China)V. Teaching-steps:1. Over

4、all impression of the text, including general idea and the text structure (1 class) To guide students to seize key sentences and factors of a story and to conclude the significance of the text. 2. Detailed explanations and analysis of the text (2 classes) 1).Leading-in (warm-up questions): a. Have y

5、ou ever been stopped by the police? If yes, for what? And how did you feel then? b. Do you think that everyone is equal in the eyes of the law? Explain. c. What do you think of the law system of America and that of China? State their advantages and disadvantages. 2).Give a brief introduction of the

6、general idea of the story told in this text. 3).Ask students to read through the text and then divide the passage into several parts. 4).Learn the passage and give specific analysis and explanations.3. Exercises related to the text, reading activity and guided writing (3 classes) 1).Ask students to

7、do the exercises before the class, and then check the answers in class, offering necessary guides and explanations. 2).Basic reading skill-How to Use a Dictionary. 3).Guided writing.VI. Global analysis and Language points:Key factors and structure:5 Ws of the storyWhenFebruary about 12 years agoWher

8、eStreets, police station, courtWhoA young manWhatwhy19, a successful student waiting to go to university, respectable middle-class parents, bit of antisocialStructure: Cause: (Paras 1-3) I was strolling along the streets.Developing: (Paras 4-16/17-18/19) I was questioned and arrested.- I was questio

9、ned and charged.- I was trialed and released.End: (Paras 20-21) One policeman complained.Words and sentences:1. brush: a short fight or quarrel; an argument or disagreement-to have a brush with the police/the Customs men/the enemy-It is his third brush with the law in less than a year.2. take sb. to

10、 court: take legal action against sb.-I told him that I would take him to court if he did not repay the money in a week.-If you go on ill-treating your wife like this, you will be taken to court.3. it makes a good story now: it provides material for a good story now.Here the verb “to make” means “to

11、 have the qualities needed for (sth. good)”.Examples:- Iced tea makes an excellent drink in summer.- The wall calendar makes a nice new year gift.4. What makes it rather disturbing was the arbitrary circumstances both of my arrest and my subsequent fate in court:The author was arrested simply becaus

12、e the policemen thought he intended to steal milk bottles and later in court he was released from the charge just because he had the “right” accent, respectable middle-class parents, reliable witnesses and so on. That is to say, he was arrested arbitrarily and released arbitrarily. And it is this ar

13、bitrariness of both his arrest and his release that the author thinks rather disturbing.arbitrary: based on ones own wishes or will rather than reason- If a leader makes decisions without conducting investigations, he is being arbitrary.- The arbitrary decisions of the factory owners caused dissatis

14、faction among the workers.circumstances: conditions, facts, etc. connected with an event or a person - We can not expect him to continue these activities under such unfavorable circumstances.- Because of circumstances beyond our control the meeting was cancelled.subsequent: coming after, followingEx

15、amples:- Subsequent events proved that my judgment of the situation was right.- The story will be continued in subsequent issues of the magazine.5. and was not due to go to university until the following October:In Britain the university terms are: October-December; January-March;April-June.due:1) e

16、xpected or scheduled to arrive or be ready; supposed (to)- The train from Beijing is due at 1:30.- The next train to Nanjing is due to leave at ten.- The young man is due to appear in the Magistrates Court next Monday.2) to be paid or returned- When is the rent due?- The books are due today but I wa

17、nt to renew some of them.7. It must have been this obvious aimlessness that led to my downfall.:Im sure my arrest was the result of my wandering in the streets without any definite purpose.obvious: easy to see or understand; clear-It was obvious that the policeman mistook me for a thief.-For obvious

18、 reasons, the magistrate dismissed the case after fifteen minutes.8. this time in uniform:the second policeman was wearing uniform while the first was obviously in plain clothesuniform: a certain type of clothing which all members of a group or organization wear-Policemen wear uniform(s); so do sold

19、iers; postmen and Customs men.-The boys and girls take great pride in wearing school uniforms.9. I was left in no doubt:I became completely certain of the seriousness of the matter; I realized that it was no joke and they meant business.10. commit an arrestable offence:commit an offence which is ser

20、ious enough for one to be arrestedcommit: do (sth. wrong, bad, foolish, or unlawful)-If we fail to understand this, we shall commit a lot of mistakes.-During their occupation of China, the Japanese invaders committed many horrible crimes against the Chinese people.-The detective concluded that the m

21、urder was committed in this very room.-Can you tell us why the gifted American poet committed suicide (killed himself) at the peak of his fame?11. perfectly straight face: a face showing no emotion or humor; a very serious looking faceperfectly: very; completely-Youre perfectly right.-Im perfectly s

22、atisfied with your arrangements.12.in the most casual and conversational tone I could manage:trying to sound as unconcerned and informal as I couldcasual: relaxed and unconcerned about what is happening or what one is doing-Because of his casual attitude toward work, he was fired.13.it confirmed the

23、m in their belief that I was a thoroughly disreputable character:it reinforced their belief that I was a very disreputable person.confirm:1) strengthen; make firmer-The sudden snowstorm during the night confirmed my decision not to leave.2) prove to be true or correct-The Mayor confirmed the report

24、that his son had been kidnapped.14. Aha, I could see them thinking, unemployed:Judging by the look on their faces, the author realized that the policemen must be reasoning like this: Aha, youre unemployed. Thats why you are stealing.The word aha is used here to express the satisfaction and joy of th

25、e policemen in finding out the “reason” for the young mans supposed theft.15. Given the obscure nature of the charge:Considering the obscure nature of the chargeThe charge against the narratorwandering with intent to commit an arrestable offencewas very vague or unclear. The magistrate might find hi

26、m guilty if he had a criminal record, or the magistrate might find him innocent if he had reliable witnesses to prove his good character.given: considering, if one takes into account-Given their inexperience, theyve done a good job.VII. Reference books:1. Unit1 of College English Book3 (Teachers boo

27、k).2. Online library (information concerning to American law system).VIII. Homework:Think: What are your suggestions to improve the law environment in China?Unit2 Fruitful QuestionsI. Objectives: Students are required to be able to1. grasp the main idea and structure of the text; 2. appreciate the w

28、riting skills demonstrated in the text;3. master the key language points and grammatical structures in the text;4. conduct a series of listening, speaking and writing activities related to the theme of the unit.II. Importance: Word-building: the suffix of “-eer” (volunteer, engineer, pioneer, etc.)

29、; III. Difficulties: 1. Analysis of some complex sentences;2. To learn to appreciate the writing skills demonstrated in the text;IV. Teaching methods:1. Multi-media (to display a segment of the film “Gone with the wind” reflecting American Civil War); 2. Blackboard (with detailed explanations and an

30、alysis of the text);3.Discussion (to divide students to several groups to discuss the virtue of , sometimes, NOT telling truth).V. Teaching-steps: 1. New words and phrases of the text (one class) To pay much attention to word-building of the key words and the part of speech, making sentences if nece

31、ssary. 2. Detailed explanations and analysis of the text (2 classes) 1). Leading-in (warm-up questions): a. Have you ever told a lie? And why did you do that? b. Do you insist that we should never tell lies or sometimes its a kind of virtue not to tell the truth? Explain. 2). Give a brief introduction of the general idea of the story narrated in this text. 3). Ask students to read through the text and then divide the passage into several parts. 4). Learn the passage and give specific analysis and explanations.3. Exercises related to the text, reading