大学英语全新版教案3.docx

1、大学英语全新版教案3全新版大学英语教案课程名称： 大学英语（三级）专业： 建筑城规、土木、自动化、光电、电气和数理等学院年级： 2003学年： 2004-2005学期： 第一学期任课教师：全新版大学英语板块任课教师编写时间：2004年9月教学日历 WeeksTeaching 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

2、29.13-9.19Unit1 Changes in the Way We Live +阅读进阶Speaking practice 21Autonomous Listening 3Week 39.20-9.26Unit 2 Civil-Rights HeroesSpeaking practice 21Autonomous Listening 3Week 49.27-10.3Unit 2 Civil-Rights Heroes +阅读进阶National Day 2 Autonomous Listening 3Week 510.4-10.10Unit 3 SecuritySpeaking pra

3、ctice 21Autonomous Listening 3Week 610.11-10.17Unit 3 Security+阅读进阶Speaking practice21Autonomous Listening 3Week 710.18-10.24Unit 4 ExtraterrestrialsSpeaking practice21Autonomous Listening 3Week 810.25-10.31Unit 4 Extraterrestrials+阅读进阶Speaking practice21Autonomous Listening 3Week 911.01-11.07Unit 5

4、 How to Celebrate HolidaysSpeaking practice21Autonomous Listening 3Week1011.08-11.14Unit 5 How to Celebrate Holidays+阅读进阶Speaking practice21Autonomous Listening 3Week 1111.15-11.21Unit 6 The Human TouchSpeaking practice21Autonomous Listening 3Week 1211.22-11.28Unit 6 The Human Touch+阅读进阶Speaking pra

5、ctice21Autonomous Listening 3Week 1311.29-12.05Unit 7 Making a LivingSpeaking practice21Autonomous Listening 3Week 1412.06-12.12Unit 7 Making a Living+阅读进阶Speaking practice21Autonomous Listening 3Week 1512.13-12.19Unit 8 CloningSpeaking practice21Autonomous Listening 3Week 1612.20-12.27Unit 8 Clonin

6、g+阅读进阶Speaking practice(口语考试)21Autonomous Listening 3Unit 1 Changes in the Way We LiveObjectives: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 v

7、arious techniques employed by the writer (comparison and contrast, topic sentences followed 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

8、 the theme of the unit.Time allotment1st period: pre-reading;2nd period: while-reading3rd period: while-reading4th 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 sup

9、plement pursue illustrate digest boundary generate insurance suspect resist profitFurther Development: 通过本课的学习，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 Engl

10、ishExercises: In what ways does the author think that the quality of life has improved for him and his family?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

11、. Listen to the recording and then think over the following questions:(20ms)1) What is the song about?2) When 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

12、 unit-changes in the way we live? How?2. Warm-up Questions (25ms)Scan the text and do Cloze B in after-text 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 th

13、ey are to sum up the main idea of each part as they read along. 2) Ss read the first sentences of Paras 1-3 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 43-4

14、9 after class.4.Detailed explanation of the text and Language points: (45ms) (see the courseware)Post-reading Tasks (45ms)1. Introduce some reading skills: Identify the topic, main idea and supporting ideas.(see the courseware)2. Check the exercises.3. Homework: read Text BWriting Task (45ms)Writing

15、 Strategy: Using comparison and contrast in essay writing. Write an essay entitled Recent Changes in Chinese Family Life.Extensive Reading Tasks (45ms). Explain the useful phrases and expressions in text B. Unit 2 The Freedom GiversObjectives:Students will be able to: 1. Understand the main idea (ea

16、rly 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 language points and grammatical structures in the text. 3. Conduct a series of reading, listening, speaking and writing activities related to

17、the theme of the unitTime allotment1st period: pre-reading;2nd period: while-reading3rd period: while-reading4th period: post-reading5th period: writing6th period: extensive reading7th & 8th period: listening (unit two) Key words and phrases:confident symbolize historic authorize exploit conviction

18、impose disguise abolish compel give up 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.Method: pair work, group

19、work and student-centered activitiesReferences: The Oxford-Duden Pictorial English-Chinese Dictionary Longman Dictionary of Contemporary EnglishExercises: Both Josiah Henson and Uncle Tom are slaves. But in the eyes of Barbara Carter, they are different. In what way is Josiah Henson different from U

20、ncle 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 think there is still much left to be done? Give examples to support your point of

21、 view.Pre-reading Tasks: (45ms)1. Listen to the recording and then think over the following questions: (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 thi

22、s unit are going to be about?2. Warm-up Activity (25ms)Scan the text and do Cloze A in after-text exercises.While-reading Tasks (90ms)1. Main idea and text organization (25 ms)1). Scan the text to see what serves as a cue dividing it into different parts.2). The text is divided into four parts natur

23、ally. Which parts switch from the first person to the third person? What is the relationship 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: Ask the students to do the exercises on page 43-49 af

24、ter class.4. Detailed explanation of the text and language points: (45m.) (see the courseware)Post-reading Tasks (45ms)1. Text Analysis 1) Among so many participants of the Underground Railroad, why were John Parker, Levi Coffin and Henson chosen as their representatives? Who do they each represent?

25、 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 phrases to avoid repetition and vary his writing.2. Check the exercises.3. Homework: Read Text BWriting Task (45ms)Writing Strateg

26、y: Using library resourcesWrite an essay on Sino-Japanese Wars. You should do some library research on this issue.Extensive Reading Tasks (45ms). Explain the useful phrases and expressions in text B. Unit 3 SecurityObjectives:Students will be able to: 1).Grasp the main idea (America is deteriorating

27、 into “the most insecure nation”) and the structure of the text (opening-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 t

28、o the theme of the unit.Time allotment1st period: pre-reading;2nd period: while-reading3rd period: while-reading4th period: post-reading5th period: writing6th period: extensive readingKey words and phrases:vulnerable tranquil electronic premise feature transform barrier wander analyze reflection puz

29、zle 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 onFurther Development:In this Unit, students should be encouraged to use cause and effect patterns in writing.Method: pair work, group work and student-centered activitiesReferen

30、ce books: The Oxford-Duden Pictorial English-Chinese Dictionary Longman Dictionary of Contemporary EnglishExercises: What do you think has 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

31、you understand by the authors remark “We have become so smart about self-protection that, in the end, we have all outsmarted ourselves”?Pre-reading Tasks: (45ms)1. Listen to the recording and then think over the following questions:(20ms)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