全新版《大学英语》第一册教案

全新版《大学英语》教案

课程名称：全新版大学英语综合教程1，听说教程1

教员名称：

授课对象：

主要内容：

教案目的:

引导学生了解大学英语的学习特点和规律，培养他们自主

学习的能力，通过听、说、读、写、译等多种训练途径，

以及对语言点的讲解，使学生掌握英语语言工具，从而培

养学生的学习兴趣和养成良好的学习习惯，为以后奠定语

言知识和语言能力基础。

教学内容及步骤：

课文讲解：包括Text A课文背景、结构划分、阅读训练、

语言点讲解、写作手法分析等。

习题讲解：解决学生提出的习题中遇到的突出问题。

小组讨论：课文讲解及习题结束后学生小组讨论与本单元

主题相关的问题及话题，加深对主题的理解，为课后写作

提供素材。

听力训练: 听说教程每单元的交际功能、听力策略以及听

力任务部分。

作文互评：教师辅助下的同伴互助学习，修改讨论作文

教学方法：

讲授法、讨论法、听说法、同伴互助法

教学手段：

黑板、粉笔、手机、扩音宝

教学时间分配：

每单元6个学时

Period 1教师辅助下的同伴作文互评（前一单元作文）；课文讲解（新单元）

Period 2课文讲解

Period 3课文讲解

Period 4课文讲解；检查习题完成情况；习题讲解；布置讨论准备任务

Period 5习题讲解；小组讨论；布置写作任务

Period 6 听力训练；布置预习任务

Useful English Learning Resources:

Magazines: English Language Learning, College English, English Salon, English Weekly, The world of English, English Digest, Overseas English

Newspaper: 21st Century, China Daily

Websites: https://www.sodocs.net/doc/8312468625.html, (英语比萨园地);

https://www.sodocs.net/doc/8312468625.html, (听力快车); https://www.sodocs.net/doc/8312468625.html, (普特英语听力); https://www.sodocs.net/doc/8312468625.html, (英文写作网); https://www.sodocs.net/doc/8312468625.html, (旺旺英语); https://www.sodocs.net/doc/8312468625.html, (中国日报); https://www.sodocs.net/doc/8312468625.html, (英国卫报) https://www.sodocs.net/doc/8312468625.html, (华盛顿邮报)

注：听力训练采用的教材为全新版大学英语听说教程2，每次一个单元，由于时间有限只做PartA及Part B 的Listening Tasks部分。由于结构及操作简单，因此教学计划不在该教案中详细列出。

Unit 1 Writing For Myself

教学目标及基本要求：

Objectives:

Students will be able to:

1)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 narrative skills demonstrated in the text (selection of details, repetition and

the use of synonyms.)

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.

Pre-reading Tasks:

1) Students listen to the recording and do the pre-reading task on page 2 of their book.

2) Warm-up Questions

Students are required to scan the text and answer the following questions:

a)Suppose you were the writer, would you enjoy writing “The Art of Eating

Spaghetti / noodles”? Why / Why not?

b)Why does the author enjoy writing this? In which paragraph lies the answer?

c)Look at the title and find out in which paragraph a similar phrase appears.

Read this paragraph and explain in your own words what the author means by saying “write for myself.”

3) Main idea and text organization

Please go through the whole text within 3 minutes and circle all the time words, phrases and clauses, and then answer the following questions:

a)From which point on does the author start talking about his new experience?

b)Where does he stop writing about this new experience?

Do Text Organization Exercise on P. 9.

4) Text analysis

Selection of details: the author is very good at selecting details to prove his point. But how? Please think about the following questions.

a)What details are selected to show “I’d been bored with everything associate d

with English courses”?

b)What details are given to show that Mr. Fleagle was dull and rigid?

c)By which sentences does the author manage to give us the impression that his

essay was very good?

While-reading Tasks:

1) Text Analysis

Repetition:Please think about the following questions:

a)How many “prim” or “primly” does the author use in para.2?

b)How many “I wanted” are there in para.5?

c)What’s the use of repetition?

2) Synonymous words & phrases:

The author is also very good at avoiding repetition by employing synonymous words and phrases. Please look for synonyms of the following words and phrases.

1) tedious 2) write 3) anticipate 4) prim 5) recall

6) recapture 7) delight 8) contempt 9) topic

3) Language points

The teacher explains the following language points to the students:

Off and on; take hold; bore; turn out (turn up; turn down; turn over; turn in; turn away); bore; anticipate; rigid; severe; tackle; face up to; scan; recall; violate; hold back; avoid; career; inspire; associate. (refer to the Teacher’s Manual of Unit 1)

Post-reading Tasks

1) Students are required to discuss the following questions in pairs:

According to Mr. Fleagle, what is the very essence of the essay?

What tense should you use to describe a memorable incident?

2) Translation: The teacher guides the students through the translation of the useful expressions in the CD ROM.

3) Dictation: Studetns do the spot dictation task in the CD-ROM.

Retrieval tasks

Task 1, What happiness and troubles have you met during the period of your growing up?

Task 2, Who played a major role in your development from a child into a well-educated young person? What did they say or do to influence you?

Task 3, copy some sentences related to growing up from famous figures, or some Chinese and English proverbs related to growing up.

Essay writing task assignment：

A Memorable birthday party ,

A Memorable examination ,

A Memorable extra curricular activity ,

Ss can also choose a title themselves that is related to the Unit topic.

Unit 2 Friendship

教学目标及基本要求

Objectives:

Students will be able to:

a)grasp the mail idea (never delay expressing your true feelings to a friend) and

structure of the text (developing a story around a letter);

b)appreciate that spoken English is much more informal than written English;

c)master key language points and grammatical structures in the text;

d)conduct a series of reading, listening, speaking and writing activities related to

the theme of the unit.

Pre-reading Tasks:

1) Introduction

Students listen to the recording and then answer the questions on page 32.

2) Warm-up Questions:

a)Do you have any friends?

b)Why do you think we need friends?

c)What kind of people can be regarded as our true friends?

d)How do you understand friendship?

3) The text can be divided into 3 parts. Students skim the text and try to find out the main idea for each part

4) Students scan the text and then answer the questions on page 38.

While-reading Tasks

The teacher explains the following language points to the students

Be lost in / lose oneself in; available; or something; estimate; not much of a; correspondence; kind of / sort of; come up; urge; postpone; reference; hang out; mostly; awful; choke up; skip ; keep in/ get in / lose / be in touch with sb. practically

Post-reading Tasks:

1) Sentence Translation:

Students are required to translate the following sentences into English.

a) 请注意,这种车票仅在发售当天有效。

Attention, please. These tickets are available on (the) day of issue only.

b) 这道甜食我还是不吃了吧。

I might as well give the sweet course a miss.

c) 艰难的重担；可怕的冒险

an awful burden; an awful risk.

d) 他住在一所旧房子里。

He hangs out in an old house.

e) 商店把投诉转交给制造商。

The shop referred the complaint to the manufacturers.

f) 我们把比赛从3月5日推迟到3月19日举行。

We postponed the match from March 5th to March 19th.

g) 她和我说话的神情，好像她早就认识我似的。

She spoke to me as if she knew me.

h) 敌人空袭后通信中断了。

The correspondence dropped after the enemy’s air-raid.

i) 疯子把他自己的孩子掐死了。

The madman choked his own child to death.

j) 当我的老朋友布赖恩怂恿我接受一支香烟时,我实在熬不住了。

When my old friend Brian urged me to accept a cigarette, it was more than I could bear.

2)Translation: Students are required to translate the useful expressions in the

CD-ROM.

3)Dictation: Students do the dictation exercise in the CD-ROM.

Retrieval tasks

Task 1, find out various kinds of definition to friend and friendship , or define them in your own words. Define the two words by yourself.

Task 2, copy some sentences related to friend or friendship from famous figures, or some Chinese and English proverbs related to friend and friendship. Express your idea.

Task 3, questions 1 How are you getting along with your friends?

Question 2 what do you think is real friendship?

Essay writing task assignment：

Write a letter to your friend telling him or her about your life on campus ,

or Ss can also choose a title themselves that is related to the Unit topic.

Unit 3 Understanding Science

教学目标及基本要求：

Objectives:

Students will be able to:

a)understand the main idea ( to ensure the survival of human civilization, measures must be

taken to help the public understand science ) and structure of the text ( introducing a topic, developing the topic with supporting details, supplying a conclusion );

b)appreciate the style differences between narrative writing and expository writing;

c)master key language points and grammatical structures in the text;

d)conduct a series of reading, listening, speaking and writing activities related to the theme of

the unit.

Pre-reading task

1) Task One: Students listen to the recording two or three times and then think over the following questions:

---- What questions interest Hawking?

---- When did the illness start to affect him?

---- Does Hawking give himself in to the disease?

---- What makes his achievements so remarkable?

---- Is there anything else you know about Hawking?

2) Task Two: Mention some of the scientific and technological discoveries that have changed or will change the way people live. Students write down on a sheet of paper some of the scientific and technological discoveries that have changed or will change the way people live. When they finish, teacher may invite some of them to read out to the class. Then teacher writes down some discoveries on the blackboard.

3) Task Three: Pointing at the discoveries noted down on the blackboard, teacher asks students: In what way do these discoveries change our lives for the better? In what ways do these discoveries change our lives for the worse?

4) Teacher makes a conclusion

5) Text Organization: The teacher guide students through the text organization exercise on page 69.

While-reading Tasks:

1) Detailed reading: Questions about text

Part one:

Paragraph 1:

a)In what way have science and technology changed the world we live in? Give

examples.

b)What is the attitude of some people towards the changes brought about by

science and technology?

c)What does “a privileged minority” in line 5 refer to?

d)What was life like before science and technology began to change our way of

life?

Paragraph 2:

a)What would happen if all government money for research were cut off?

b)What is the function of the imaginary “global state”?

c)What does “this” in “even this wouldn’t succeed” refer to?

d)How do you understand “human initiative and inventiveness are such that even this wouldn’t succeed.”?

Paragraph 3:

a)What does the author think we should do about science and technology?

b)Why is it necessary for the public to have a basic understanding of science?

c)In your own words, explain what Hawking means by saying that “the public is

in two minds about science.”

d)Have you ever read the terror story of Frankenstein? Why does the author

use this example?

e)How do you understand “It is also an important element behind support for

the Green Parties.”?

Part Two

Paragraph 4

a)How is science taught in schools?

b)What does the author think of equations as a way of expressing scientific

ideas?

Paras. 5-6

a)What limited role can books and magazines play in popularizing scientific ideas?

b)What is the responsibility of TV science program producers?

Part Three

a)What is the sick joke about?

b)What does the author think of the future of human civilization?

Language Points:

The teacher explains the following language points to the students:

attitude; likely; do without; highly; anyway; cut off; bring about; moreover; inquire; initiative; ensure (assure; insure); informed (inform); steady; audience; lie in; in terms of; tend; grasp; sufficient; convey; put across; slow down

Post-reading Tasks

1) Style and Text analysis

The teacher explains stylistic features of the text to the students:

This text is a piece of expository writing. Exposition is the process of making a statement and then supporting it with evidence. In expository writing, the topic sentences are usually presented in the first or second sentences of a paragraph, followed by supporting details.

2) The teacher explains the style differences between narration and exposition.

Read the first 10 lines of both All the Cabbie Had Was a Letter and Public Attitudes Toward Science. Then fill in the table.

Expository writings usually employ longer paragraphs in which there are longer and more involved sentences. Simply glance over the first page of Text A, Unit 2 and the first page of Text A, Unit 3, and you will see the latter is more closely packed

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ⅠAbout the author ★Naguib Mahfouz was born on the 11th Dec. 1911 in an old quarter of Cairo, the youngest son of a merchant. （mummies and pyramids / sphinx 狮身人面）★He worked in university administration（行政部门）and then in 1939 he worked for the Ministry of Islamic Affairs.（Buddhism Christianity Islam） ★He was later Head of the State Cinema Organization at the Ministry of Culture(文化部）. He also worked as a journalist（记者）. ★He is married, has two daughters and lives in Cairo. ★He was the first Arab to win the Nobel prize for literature He is now the author of no fewer than 30 novels, more than 100 short stories, and more than 200 articles. Half of his novels have been made into films which have circulated （流通；传播）throughout the Arabic-speaking world. The Cairo Trilogy（三部曲）is a tale of the lives of a Muslim family and spans （跨过）the first half of the 20th century. Palace Walk 《宫间街》Palace of Desire 《思官街》Sugar Street 《甘露街》How does he picture the world? 1 The world is very gloomy（阴沉的令人沮丧的）though not completely disappointing. 2 The author’s social utopia (乌托邦）is far from being realized. 3 Time is the bringer of change and change is a very painful process. 4 Life is a tragedy. ⅡText Appreciation 1 structure 2 Further discussion Can you recall your first day’s experience at primary school? Did you feel you were a stranger the first day you arrived at this university? Was it hard for you to leave home for the first time in your life? What do you think is the business of university? What do you expect to learn here? 3 Theme of the story The following are a few possible understandings of the message the story conveys. Which one do you agree with? Argue with your group partners. Time and tide wait for no man. Life is a tragedy. There is nothing permanent in life but change. Education can never keep up with changes in society. Life is short and time is precious. Life is a dream. Do not take anything seriously. 4 Structure of the text Part 1 (para. 1- 7 ) about:The boy’s misgivings about school Part 2 (para. 8-16 ) about: How the boy felt about school. Part 3 (para. 17-20 ) about: Walking out of the school, he found time had changed everything.

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