大学英语教案

大学英语教案 授课班级 管理学院05.6、7 授课地点 东校区1号楼410 授课教师 郭晓辉 授课日期 2005. 10. 10—10(19 教 材 全新版《大学英语》综合教程 ,1,～上海外语教育出版社 授课内容 Unit 1 Growing Up 学时 5 Students will be able to 1. grasp the main idea and structure of the text; 2. appreciate the narrative skills demonstrated in the text; 教学目的 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. 教学重点text analysis; Language points and sentence patterns 与难点 explanation; New College English: Teachers’ Book 教学方法教学参考 书 关于书的成语关于读书的排比句社区图书漂流公约怎么写关于读书的小报汉书pdf discussion; New College English: Integrated Course 与手段 和网络资源 exemplification On-line resources: English on line 教 学 进 程 First period Step 1: Pre-reading tasks (25 minutes) 1. Have you listened to John Lennon’s Beautiful Boy? (2 minutes) The teacher (T) may ask several students (Ss) this question: --- What does Lennon think of growing up? 2. The art of eating spaghetti (15 minutes) 3. T asks 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) Teaching method: listening, group work Teaching aids: Multimedia Step Two: Text Analysis(25 minutes) 1. Grasping the structure of the text (20 minutes): (1) Ss circle all the time words, phrases and clauses in Text A. When they finish, T asks several Ss to read aloud what they have circled. (2) T draws Ss attention to Text 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. ---- Starting from which paragraph does Baker stop writing about his new experience? (3) In this way Ss will be able to divide the text into 3 parts and sum up the main ideas. (4) Several Ss report 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) (5 minutes) Teaching method: scan, ask questions, report Teaching aids: textbook, blackboard, multimedia Second Period T explains language points in Part I, II, III and gives Ss practice. (see Language Study) (50 minutes) 1. off and on 2. take hold 3. bore: 4. associate: 5. turn out: 6. assign 7. anticipate: Expect, anticipate, hope, await 8. tedious: boring, monotonous, tedious, irksome, tiresome, humdrum. 9. reputation: 10. inability: Lack of ability or means. 11. inspire: 12. formal 13. rigid 14. out of date: 15. comic: 16. tackle 17. distribute 18. face up to: 19. scan 20. humor 21. recall: 22. argument: argument, dispute, controversy 23. respectable: Teaching method: scan, ask questions, report ( ask the student to scan the text and find out some of the above useful expressions) Teaching aids: textbook, blackboard, multimedia Third Period Step 1: Language points (10 minutes) T explains language points in Part IV and gives Ss practice. (see Language Study) (10 minutes) 1 put down: 2. recapture: 3.compose: compose, consist of, comprise, constitute 4.turn in: 5. what’s more 6. contempt: 7. hold back: 8. congratulation: Teaching method: scan, ask questions, report ( ask the student to scan the text and find out some of the above useful expressions) Teaching aids: textbook, blackboard, multimedia Step 2: Grammatical structures (25 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 some model: ---- What kind of person is Mr. Fleagle? Afterwards, a pair or two may repeat their questions and answers to the class. 2. Ss do Structure Exercise 2 in the textbook. Step 3: Writing Strategy (15 minutes) 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 questions: Teaching method: scan, pair work, ask questions, report Teaching aids: textbook, blackboard Fourth Period Step 1: Synonymous words or phrases in this text (15 minutes) 1. T chooses one word from each group of synonyms listed in Text Analysis, 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? Teaching method: pair work, ask questions, report Teaching aids: textbook, blackboard Step2: Importance of coherence in writing. (5 minutes) When T and Ss come to the sentence ― In the 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 wasn’t until my third year in high school that the possibility took hold.‖) By this T will show Ss the importance of coherence in writing. Teaching method: pair work, ask questions, report Teaching aids: textbook, blackboard Step 3: Think alone (5 minutes) According to Mr. Fleagle, what is the very essence of the essay? Then T invites several Ss to give their opinions. T may sum up by this sentence – The essence of good essays is to write what one enjoys writing about. Step 4: Post-reading activities (25 minutes) T checks if Ss have done the rest of the after-text exercises in their spare time, and discuss some common errors that crop up. Fifth Period Step 1: Part IV (1 period) Do: Theme-related Language Learning Tasks in class Assignment 1.review 2.preview the next unit This text is the first piece of expository writing in our textbook series, therefore it 课后分析 is important to note the style differences between narration and exposition. 教研室主任审阅: 年 月 日 大学英语教案 管理学院东校区1号楼授课班级 授课地点 05.6、7 410 授课教师 郭晓辉 授课日期 2005(10(20—10(30 教 材 全新版《大学英语》综合教程 ,1,～上海外语教育出版社 授课内容 Unit 2 Friendship 学时 5 1.grasp the main idea (never delay expressing your true feeling to a friend) and structure of the text 教学目的 2. appreciate that spoken English is much more informal than written English 3. master key language points 4.conduct reading, listening, etc. 教学重点text analysis; Language points and sentence patterns 与难点 explanation; New College English: Integrated Course1 教学方法教学参考书discussion; Teachers’ Book 与手段 和网络资源 exemplification On-line resources: English on line 教 学 进 程 First period Step1.Free talk(5 minutes) Students are expected to have a free talk about anything they are interested in. Teaching method: presentation, report Teaching aids: blackboard Step2.Lead-in: Listen to the tape and answer some questions: (10 minutes) 1. Have you ever heard of Dionne Warwich? 2. What does a weather friend mean? 3. What does Dionne Warwich think friends are for? 4. Does the song give you any idea of what the stories in this unit will be about? Teaching method: listening, pair work, discussion Teaching aids: multimedia Step3. Background knowledge(15 minutes) 1. Halloween 2.The Australian bush Teaching method: Group discussion, students’ reporting or presentation Teaching aids: textbook, blackboard Step 4. Language points: (15 minutes) 1.be lost in / lose oneself in: be absorbed in 2.available: able to be used 3. go ahead: continue, begin 4.know/learn by heart: Memorize 5.estimate: form a judgment about 6.might/may as well 7.keep up: 8.kind of or sort of 9. lose touch with sb. 10.come up 11.reference 12. hang out Teaching method: scan, report ( ask the student to scan the text and find out some of the above useful expressions) Teaching aids: textbook, blackboard Step5. Summary: (5minutes) Step6. Assignment (5minutes) 1.Review what we learned today 2.Preview the text Second period Step1. Watch a video clip. (10 minutes) 1. What information can you get from the video clip? 2. Ask students to play the roles. Teaching method: video-watching, pair work Teaching aids: multimedia Step2 Text analysis: (20 minutes) 1. What does the story begin with? 2. What helped start a conversation between the cab driver and the passenger? 3. What was their conversation centered on? 4. How does the author get to learn more about the friendship between the driver and Ed? Teaching method: Group discussion, students’ reporting or presentation Teaching aids: textbook, blackboard Step 3 While-reading tasks: (10 minutes) Skim the text and find out how many questions the narrator asked the cabbie and what were the latter’s responses. Teaching method: scan, work in pairs, report Teaching aids: textbook, blackboard Step 4 Language practice(10 minutes) Make sentences with the following phrases and expressions. 1.be lost in/lose oneself in 2.or something 3.go ahead 4.learn by heart 5.might/may as well 6.not much of a 7.keep up 8.loose touch with 9.keep in touch with 10.every now and then Teaching method: group discussion, students’ reporting or presentation Teaching aids: textbook, blackboard Third period Step1.Free talk(5 minutes) Students are expected to have a free talk about anything they are interested in. Teaching method: presentation, report Teaching aids: blackboard Step2.Listen to the English song “That’s What Friends are for” (5 minutes) 1.What is a fair weather friend? 2.According to the song, what are friends for? Teaching method: listening, pair work Teaching aids: multimedia Step 3.Summary of the text(15 minutes) Using some words and expression to make up the story Step 4. Do some of the exercises (10 minutes) Step 5. Language sense enhancement (5 minutes) 1.Read aloud paras 6—15 and learn them by heart 2.Try to recite the poem ―A Friend Like You‖.(p.41) 3.Try to learn the quotations by heart. (p.42) Step 5. Theme-related language learning tasks Group discussion (10 minutes) In the text only part of the letter is revealed , complete the letter if you can. 1. find out and write down all the sentences from the letter 2. brainstorm in what way you can complete the letter. Assignment 1.review 2.preview the writing strategy. Fourth Period Step 1. Writing Strategy(10 minutes) How to write a personal letter Two types of letters: business letters and personal letters Step 2.Give advice on the students’ composition (10 minutes) 1. Go through your letter carefully and then answer the questions on Page 59. 2.Exchange letters with another group and check each other’s work. Teaching method: lecture, pair work Teaching aids: multimedia Step 3.Ask some of the students to read their letters to the class(10 minutes) Comment on the letters Step 5.All the remaining exercises (20 minutes) Explain some difficult points. Teaching method: pair work, group discussion Teaching aids: textbook, blackboard Assignment 1.review the writing strategy 2.preview text B Fifth period Step1. Free talk (5 minutes) Students are expected to have a free talk about anything they are interested in. Teaching method: presentation, report Teaching aids: blackboard Step2. Text B. Never Let A Friend Down (45 minutes) Assignment 1.review 2.preview the next unit The students appreciated that spoken English is much more informal than written 课后分析 English. But they are expected to make full use of library and Internet resources to enrich their knowledge. 教研室主任审阅: 年 月 日 大学英语教案 管理学院东校区1号楼授课班级 授课地点 05.6、7 410 授课教师 郭晓辉 授课日期 2005.11.1---2005.11.9 教 材 全新版《大学英语》综合教程 ,1,～上海外语教育出版社 授课内容 Unit 3 Understanding Science 学时 5 1 To promote the students to think about the effective way of learning English. 2 Scan the text and understand the structure of the text 教学目的 3 Understand the main idea of the text and the devices for developing it. 4 Grasp some useful language points and some useful sentence patterns. 教学重点text analysis; Language points and sentence patterns 与难点 explanation; 教学方法教学参考书1. College English: Teacher’s Book1 discussion; 与手段 和网络资源 2. On-line resources: English on line exemplification 教 学 进 程 First period Step 1 Lead-in: Asking questions to check if students have listened to the tape recording on Stephen Hawking.(5 minutes) Step 2 Ss write down on a sheet of paper some of the scientific and technological discoveries that have changed or will change the way people live. Then some Ss are invited to read out the class. (10 minutes) Step 3 T concludes by saying: The same scientific and technological discovery can bring us good things and bad things. According to Stephen Hawking, author of the text, it’s up to us to make changes head forwards changing our lives for the better. If you turn to the Language Sense Enhancement section after this text, you will find a quotation that expresses the same idea: ―People must understand that science is inherently neither a potential for good nor for evil. It is a potential to be harnessed by man to do his bidding.‖ (5 minutes) Teaching method: listening, pair work Teaching aids: Multimedia Step4 text analysis: (25 minutes) 1. Background Information: 1) Stephen Hawking (1942- ); 2) Frankenstein 3) The Sky at Night 4) Albert Einstein (1879-1955) Teaching method: Group discussion, students’ reporting or presentation Teaching aids: textbook, blackboard Second period Step 1 Understanding text structure (20 minutes) 1)This text is the first piece of expository writing in our textbook series…..(See Reference P.27), then do Text Organization Exercise 1. 2)In expository writing, the structure of a paragraph is usually similar to that of the text, i.e. the topic sentences are presented in the first of second sentences of a paragraph, followed by supporting details. Step 2 The style differences between narration and exposition (15 minutes) 1)Draw the following table on the backboard rdText A ParagrapSentence Simple Any Any Any 3 h length length or passive dialogueperson compouvoice? ? narrator? nd sentence s? Unit 2 shorter shorter simple no yes no Unit 3 longer longer compouyes no yes nd 2)T sums up the differences then stresses the importance of applying different styles for different contexts. Step 3 T explains the language points in Part I and gives Ss practice. (10 minutes) 1(attitude 2(likely 3. privilege 4.do without5. 5.highly: 6.anyway 7.put/ turn the clock back 8.cut off 9.bring about: Teaching method: Group discussion, students’ reporting or presentation Teaching aids: textbook, blackboard Third period Step1.Free talk(5 minutes) Students are expected to have a free talk about anything they are interested in. Teaching method: presentation, report Teaching aids: blackboard Step 2 T continues to explain the language points in Part I and gives Ss practice. (15 minutes) 10.at the moment 11.inquire 12.inquire into 13.and human initiative and inventiveness are such that even this wouldn’t succeed. such… that 14.Initiative 15.slow down 16.rate 17.ensure Cf: assure, reassure, insure, ensure, make sure 18.informed 19.steady 20.It is also an important element behind support for the Green parties.: The public’s distrust of science is also an important factor that leading to support for the political parties whose main concern is to protect the environment. 21.audience Teaching method: Group discussion, students’ reporting or presentation Teaching aids: textbook, blackboard Step 3 T explains the language points in Part II and gives Ss practice. (25 minutes) 22(It is also an important element behind support for the Green parties.: 23(basis 24.lie in 25.in terms of 26.brief 27.accurate 28.Maybe I would have sold twice as many copies without it. 29.tend 30.in the form of 31. precise: 32.grasp 33.sufficient Word choice: adequate, sufficient, enough, good enough, satisfactory, (will) do 34.convey 35.put across 36.proportion 37.Only television can reach a truly mass audience. 38.fit into 39.educate Teaching method: Group discussion, students’ reporting or presentation Teaching aids: textbook, blackboard Fourth period Step1 Ss do text organization Exercise 2 (10 minutes) text analysis: Part I (Paras1-3): To make informed decisions about change, the public needs a basic understanding of science. Part II (Paras4-6): What can done to educate the public about science. Part III (Para7): With an informed public, human civilization will survive. Step 2 Guide Ss through Part III. ( 5 minutes) Step 3 Summary (10 minutes) 1. Main idea: To ensure the survival of human civilization, measures must be taken to help the public understand science. 2. Structure: introducing a topic; developing the topic with supporting details; supplying a conclusion. Teaching method: scan, report ( ask the student to scan the text and find out some of the above useful expressions) Teaching aids: textbook, blackboard Step 4 Debate: Should cloning of human beings be banned? (20 minutes) Teaching method: Group discussion, students’ reporting or presentation Teaching aids: textbook, blackboard Fifth period: Exercises Step 1 Guide students through several after-text exercises (20 minutes) Step 2 Check student’s home reading (text B) (3 minutes) Step 3 Ss do Part IV: Theme-related Language Learning Tasks in class (20 minutes) Step 4 Ask the students’ to prepare the next unit (2 minutes) Teaching method: Explaining, writing Teaching aids: blackboard, exercise-book This text is the first piece of expository writing in our textbook series, therefore it is important to 课后分析 note the style differences between narration and exposition. 教研室主任审阅: 年 月 日 大学英语教案 授课地授课班级 管理学院05.6、7 东校区1号楼410 点 授课教师 郭晓辉 授课日期 2005(11(10—20 教 材 全新版《大学英语》综合教程,1,～上海外语教育出版社 授课内容 Unit 4 Text A American Dream 学时 5 1.Grasp the main idea and structure of the text; 2.Master the key language points and grammatical structures in Text A; 3.Learn to describe a person by his/her characteristic features, together with 教学目的 supporting details which demonstrate the features; 4. Conduct a series of reading, listening and speaking activities related to the theme of the text. 1. The structure of the text; 教学重点2. The language points 与难点 explanation; New College English: Teachers’ Book 教学方法教学参考书和网络discussion; New College English: Integrated Course 与手段 资源 exemplification On-line resources: English on line 教 学 进 程 First period Step 1 Lead- in (20 minutes) 1. Listen to the tape and answer some questions: (5 minutes) 1) What did American Dream mean to Dr. Hertz’s grandparents? 2) Why does Dr. Hertz say that the American Dream is in one’s head and in one’s pocket? 2. Based on the above activity, T asks Ss’ opinion on the essence of the American Dream. (10 minutes) 3. Sum up and leads in to the text (5 minutes) Teaching method: listening, pair work Teaching aids: Multimedia Step 2 Text Organization: (30 minutes) 1. Scan the text to circle all the time words, phrases or sentences and draw Ss’ attention to Text Organization Exercise 2. (10 minutes) 2. Ask them to complete some part of Text Organization Exercise 2.( 5 minutes) Teaching method: Group discussion, students’ reporting or presentation, explanation Teaching aids: textbook, blackboard Second period Step 1 Language points ( 30 minutes) 1. talent and hard work can take you from log cabin to White House 2. to come from a rocky farm 3. to mow your lawn 4. Depression Day 5. to turn away 6. to assume 7. to try to rebuild one’s business 8. to compliment sb. on the work sb. had done 9. to work out some kind of small weekly pay 10. the opportunity to make a better life for themselves 11. do with such determination and hope 12. cleaned up the yard and took care of any little tasks 13. rise quite so high 14. manage to make his own dream come true. 15. heavy objects to lift or things to fix. 16. Summer passed into fall 17. My wife and I …end of the story. Teaching method: scan, report ( ask the student to scan the text and find out some of theabove useful expressions) Teaching aids: textbook, blackboard Step 2 Pairing (10 minutes) 1. Try to pair the verbs in Column A with objects in Column B. A B to mow the garden to weed the yard to sweep the lawn to clean up any little tasks to take care of heavy objects to lift the walks to fix things Step 3 Summing up (10 minutes) Sum up what Tony achieved during this time interval. Third period Step 1 Language points ( 30 minutes) 1. turn down 2. learn to read the millionths of an inch on the micrometer and to shape grind wheel with an instrument set with a diamond. 3. personnel department 4. a house for sale a complete wreck 5. loan money on character 6. a hard-working man, a man of character 7. discarded odds and ends 8. a look of confidence 9. to amaze 10. send for his wife and son and daughter back in Italy 11.to abandon 12.to pass away 13. to grow in stature in my mind. 14.to reach their success by the same route and by the same values and principles 15. he created it for himself 16. The only difference ….the decimal point. Teaching method: scan, report (ask the student to scan the text and find out some of the above useful expressions) , explaining Teaching aids: textbook, blackboard Step 2 Summing up (20 minutes) 1. Sum up what Tony achieved during this time interval and the main idea of this text. 2. Remember something associated with the character. vision, determination, self-control, optimism, self-respect and, integrity. Fourth period Step 1 (15 minutes) 1. Ask some questions: (1) Do you think the successful persons reached their success by the same route and by the same values and principles? If yes, what are they? (2) Do you think what the most important is? Teaching method: listening, pair work Teaching aids: blackboard Step 2 (20 minutes) Scan the text again to find out all descriptions of physical appearance. Teaching method: listening, pair work, discussion Teaching aids: blackboard Step 3 (15 minutes) Do several after-text exercises. Teaching method: reading, pair work, discussion Teaching aids: blackboard Fifth period Step 1 Text Analysis (13 minutes) This text employs time words and phrases in narration. Teaching method: Explaining Teaching aids: blackboard Step 2 Essay Writing (35 minutes) 1. Writing strategy----How to write a personal description (10minutes) 2. Follow-up work (25minutes) Teaching method: Explaining, writing Teaching aids: blackboard, exercise-book Step 3 Homework (2minutes) (1)do the pre-reading task; ( 2) preview Text A. The students can master most of them and they should speak aloud when they 课后分析 answer questions. 教研室主任审阅: 年 月 日 大学英语教案 授课地东校区1号楼授课班级 管理学院05.6、7 点 410 授课教师 郭晓辉 授课日期 2005(11(21—30 教 材 全新版《大学英语》综合教程,1, 授课内容 Unit 5 Romance 学时 5 1.Grasp the main idea and structure of the text; 2.Master the key language points and grammatical structures in Text A; 3. Appreciate the narrative skills demonstrated in the text, 教学目的 4. Conduct a series of reading, listening and speaking activities related to the theme of the text. 教学重点1. The structure of the text; 与难点 2. The language points: explanation; New College English: Teachers’ Book 教学方法教学参考书和网络discussion; New College English: Integrated Course 与手段 资源 exemplification On-line resources: English on line 教 学 进 程 First period Step 1 Lead- in (25 minutes) 1.Look at the three pictures which are related to romance and say something about them.(3 minutes) 2.Asks five questions:(7 minutes) 1) What day is the holiday for lovers? 2) When is Valentine’s Day celebrated? 3) How do people celebrate Valentine’s Day nowadays? 4) Do you know any Valentine traditions? 5) Why is the holiday named after the man, St. Valentine? 3.Gives an introduction to some Valentine traditions. (8 minutes) 4.Listen to the St. Valentine Story and answer the four questions:(7 minutes) 1) What was Valentine? 2) When did he live? 3) What did he do to help young lovers? 4) When was he killed? Teaching method: listening—answering , pair work Teaching aids: Multimedia Step2 Text Organization:( 25 minutes) . Part 1: John Blanchard was expecting someone at Grand Central Station. Part2: How Blanchard had fallen in love with Miss Maynell. Part3: Miss Maynell put Blanchard to a test. Part4: It was wise of Miss Maynell to give such a test. Teaching method: Group discussion, students’ reporting or presentation, explanation Teaching aids: textbook, blackboard Second period Step 1 Language points ( 30 minutes) 1. to make their way through Grand Central Station. 2. He looked for…with the rose 3. to find himself absorbed, 4. to pencil in the margin. 5. Each letter was a seed falling on a fertile heart 6. a seed falling on a fertile heart. 7. to correspond with his old friends 8. the previous owner’s name 9. to take a chance on sth. 10. to schedule 11. to sustain 12. Suppose I’m beautiful. I’d always…would disgust me. Teaching method: scan, report ( ask the student to scan the text and find out some of the above useful expressions), explaining Teaching aids: textbook, blackboard Step 2 (10 minutes) Read aloud and pay more attention to the change of narrator. Step 3 (10 minutes) Sum up the main idea of these parts and write it down in Text Organization Exercise 2. Third period Step 1 Language points ( 30 minutes) 1. her hair was black as night 2. like springtime come alive 3. to pin up 4. more than a little overweight 5. to thrust into low—heeled shoes 6. so keen …. 7. to square one’s shoulder 8. while I spoke….. of my disappointment 9. ― Going my way, sailor?‖ 10. ― son‖, ― go and tell‖ 11. the true nature of heart. 12. in one’s response to the … Teaching method: scan, report ( ask the student to scan the text and find out some of the above useful expressions) ,explaining Teaching aids: textbook, blackboard Step 2 Summing up (20 minutes) Listen and try to find out answers to questions of content. Fourth period Step 1 Simile and metaphor (35 minutes) 1. Explain the concepts of simile and metaphor. (15 minutes) He is as brave as a lion. (simile) Her husband is a walking wallet that will pay for whatever she likes. (metaphor) Childhood is like a swiftly passing dream. (simile) He has a heart of stone. (metaphor) All the world is a stage, and all the men and women merely players. (metaphor) The man sleeps like a baby. (simile) 2. Find the some examples of simile and metaphor in this text and explain them.( 10 minutes) 3. Explain the real meaning of these sentences and learn them by heart. ( 10 minutes) ― The true nature of a heart is seen in response to the unattractive .‖ -----The way one reacts to unattractive people reveals one’s character. ― Tell me whom you love, and I will tell you who you are.‖ -----I can judge you by the person you love. Teaching method: listening, discussion, explaining Teaching aids: blackboard Step 2 After-text exercises (15 minutes) Do several after-class exercises. Teaching method: reading, pair work, discussion Teaching aids: blackboard Fifth period Step 1 Text Analysis (13 minutes) In this text there are some examples of simile and metaphor. Notice also that the characters talk in a rather informal way. Teaching method: Explaining Teaching aids: blackboard Step 2 Essay Writing (35minutes) 1. Writing strategy----How to write a narrative 2. Follow-up work Teaching method: Explaining, writing Teaching aids: blackboard, exercise-book Step 3 Homework (2minutes) (1) do the pre-reading task; (2) preview Text A. Some students are shy and the teacher should encourage them speak more in the 课后分析 class. 教研室主任审阅: 年 月 日 大学英语教案 授课班级 管理学院05.6、7 授课地点 东校区1号楼410 授课教师 郭晓辉 授课日期 2005(11(12(1—12(11 教 材 全新版《大学英语》综合教程 ,1,～上海外语教育出版社 Unit 6 Section A 授课内容 学时 5 What Animals Really Think Students will be able to : 1. understand the main idea ( some animals seem capable of thinking when it is in their own interests to do so) and structure of the text ( introduction, 3 subheadings to give 3 supporting examples, conclusion); 教学目的 2. appreciate the importance of examples in exposition; 3. grasp the key language points and grammatical structures in the text; 4. conduct a series of reading, listening, speaking and writing activities centered upon the theme of the unit. 教学重点text analysis; Language points and sentence patterns 与难点 explanation; New College English (Integrated Course 1) 教学方法教学参考书discussion; College English: Integrated Exercises 与手段 和网络资源 exemplification On-line resources: English on line 教 学 进 程 First period Step 1 Lead-in (8 minutes) Listen to the tape and answer some questions: 1) How does Michael Jackson feel about Ben? Why? 2) Is the song related to the theme of this unit---animal intelligence? How? Step 2 Ranking (25 minutes) 1) T dictates the following names of animals to Ss: pig, hen , dog, dolphin, elephant, monkey, rat, parrot, cat, ant. 2) Students form groups to rank those animals according to their intelligence, and get ready to explain the rationale behind the ranking. Ss may cite examples, anecdotes, personal experiences, scientific findings, etc. 3) T invites speakers from several groups to report to the class. Step 3 (2 minutes) T leads into the text by saying: As you all agree, animals do display intelligence in some areas. Let’s read the text and find out more examples of animal intelligence. Teaching method: listening, pair work Teaching aids: Multimedia Step 4 Text analysis (15 minutes) 1. Ss read the instructions for Text Organization Exercise 2 to grasp the three-part structure of the text 2. T draw Ss’ attention to the three subheadings in the text, and explains the functions of headings: suggest to the reader the contents of each section. Teaching method: Group discussion, students’ reporting or presentation Teaching aids: textbook, blackboard and Multimedia Second period Step 1 Analysis of Part I (20 minutes) 1. T explains the key language points in Part I and give Ss practice. 1) intelligence 2) controversy 3)surround 4) explore 5)obvious 6) serve one’s own purpose 7)encounter 8) … the lack of it 9) reveal 10) convince 11)dominant 2. Ss scan the text to sum up the main idea of Part I, then invite some of them to tell the summary to the class. Step 2 Analysis of Part II (25 minutes) 1. T explains some of the key language points in Part II and gives Ss. Practice 1) make a deal of 2) … only to be met with a blank stare 3)negotiate 4) maintain 5)relieve 6) undertake 7)figure out 8)extent 9) expand 10) switch 11)envy 12)cooperate 13)in sb’s interest(s) 14)This is true, but I don’t think goes far enough. 15)assess 2. Ss scan the text to sum up the main idea of Part II, then invite some of them to tell the summary to the class. Step 3 Summary (3 minutes) In this period, we have read and analyze the structure of the text and select some useful expressions. In next period we shall explain the language points and some useful expressions in Part II. Homework(2 minutes) 1) go over the language points and some useful expressions in Part I; 2)preview Part II (2 minutes) Teaching method: scan, report ( ask the student to scan the text and find out some of the above useful expressions) Teaching aids: textbook, blackboard and Multimedia Third period Step 1 (5 minutes) Greetings and revising the language points in Part I and Part II. Step 2 Analysis of Part II (23 minutes) T explains the rest of the key language points in the rest of Part II and gives Ss. Practice 16)judgment 17)Like the time he helped save a family member 18) at first 19)emergency 20)go wrong 21)size up 22)release 23)evidence 24)deceive 25)look sb. in the eye(s) 26)give in (to sb./sth.) 27)underneath Step 3 (20 minutes) 1. Ss sum up the main ideas of the parts under the three subheadings respectively, then T invites some of them to give their summary to the class. 2. Ss read writing Strategy in Part IV, and answer the following questions : ---- How many kinds of animals are mentioned in Part II ? What are they? ---- Why does the author mention these animals in his article? Step 4 Summary (2 minutes) In this period, we have studied the language points in Part II and sum up the main idea of Part II and . In next period we shall explain the language points and some useful expressions in Part III. Teaching method: scan, report ( ask the student to scan the text and find out some of the above useful expressions) Teaching aids: textbook, blackboard and Multimedia Fourth period Step 1 Analysis of Part IV (15 minutes) 1. T explains the language points in Part III and gives Ss practice. (10 minutes) 1)survive 2)wipe out 3)… even if their horizons are more limited than ours. 4)be meant to 2. Ss sum up the main idea of Part III, then some of them report their summary to the class.( Some animals are intelligent.) Step 2 Post-reading tasks (35minutes) 1. Besides headings, What are other ways of transition? 1) Ss answer the following questions: What does ―it‖ in the first line of para.10 refer to? What does ―the problem‖ in the first line of Para. 12 refer to? What does ―this whole trick‖ in the first line of Para. 12 refer to? 2) T points out that the use of anaphora is a common transitional device. 3) T introduces some other transitional devices used in this text. 2. T guides Ss through some after-text exercises. Homework 1) go over the language points and some useful expressions in the text; 2)do the after-text exercises. Teaching method: scan, report Teaching aids: textbook, blackboard and Multimedia Fifth period Step 1 Greetings and review of the useful expressions in the text. (5 minutes) Step 2 T checks on Ss’ home reading(3 minutes) Step 3 .Ss do Part IV : Theme –related language learning Task. (35 minutes) Homework T asks Ss to prepare the next unit: 1) do the pre-reading task; 2) preview Text A. (2 minutes) Teaching method: discuss, report Teaching aids: textbook, blackboard and Multimedia Ss understand the main idea and structure of the text and they know about the importance of examples in exposition; they can also grasp the key language points 课后分析 and grammatical structures in the text. 教研室主任审阅: 年 月 日 大学英语教案 管理学院授课地东校区1号楼授课班级 05.6、7 点 410 授课教师 郭晓辉 授课日期 2005(12(12—12(21 教 材 全新版《大学英语》综合教程,1, 授课内容 Unit7 Emergency 学时 5 1. understand the main idea( Anthony Falzo saved two children in a courageous deed) and structure of the text (three parts---what happened before, during and after the incident); 2. appreciate the advantages of specific words over general words; 教学目的 3. grasp the key language points and grammatical structures in the text; 4. conduct a series of reading, listening, speaking and writing activities centered upon the theme of the unit. 教学重点text analysis; Language points and sentence patterns 与难点 Speech, Discussion, College English: Teachers’ Book 教学方法Communication, 教学参考书College English: Integrated Exercises 与手段 Debate, Brain-storming, 和网络资源 On-line resources: English on line Translation, Paraphrase, Explanation 教 学 进 程 First Period Step 1 Pre-reading tasks T asks Ss the following questions on the recording: (5 minutes) ---- How did the father understand courage at first? ---- What did courage mean to the father after the fire was put out? ---- The poet says that firemen fight a war they can never win. What does he mean? ---- How does courage as described in the poem relate to the theme of the unit-emergency? Step 2 Ss are offered a fragment of a movie with three questions. After finishing it, Ss will watch it again with subtitles and get a better understanding. (15 minutes) Step 3 group discussion: what qualities are necessary for a person to handle emergencies successfully an why. (10 minutes) Step 4 Cultural Notes: Emergency services (5 minutes) Teaching methods: listening, watching a film, pair work, group discussion, brain-storming Teaching aids: Multimedia, textbook, Compact Disc Step 5 predictions (20 minutes) ---Who might have uttered the exclamation ―Kids on the Track‖? ---Why does the author describe how Kate carried the groceries from her car to the house? ---Why does the author mention a train horn, Conrail, and the lack of a fence between the Prichard’s yard and the railway? ---Why does the author include in the story the ages of Todd and Scott? Second Period While-reading tasks Global Reading Step 1 Text structure ( 5 minutes ) Parts Paragraphs Main Ideas Part One Paras 1-13 While Kate was putting the groceries away and her two sons were heading for the railroad, a train was approaching. Part Two Paras 14-33 Anthony prevented a horrible railroad accident and saved the lives of the Pritchard children at the risk of his own. Part Three Paras 34-35 Anthony and the Pritchard became great friends. Teaching methods: listening, pair work, group discussion, brain-storming Teaching aids: Multimedia, textbook, Compact Disc Step 2 .Ss read the instructions for Text Organization Exercise 1 to learn the three-part structure of the text. They will complete this exercise as they go through the text.(5 minutes) Step 3 T explains the language points in Part I and gives Ss practice. (20 minutes) Language points: 1) trunk 2)struggle 3) locomotive 4)nearby 5)gesture 6)echo 7) steep 8)kneel 9) overhead 10)signal 11)out of the way 12)resume 13) medium 14)mess 15)cool down Step 4 Ss sum up the main idea of part I, then some of them report their summary to the class.(5 minutes) Teaching method: scan, ask questions, report ( ask the student to scan the text and find out some of the above useful expressions) Teaching aids: textbook, blackboard, multimedia Assignment 1.review 2.preview the writing strategy. Third period Step1 .Free talk(5 minutes) Students are expected to have a free talk about anything they are interested in. Teaching method: presentation, report Teaching aids: blackboard Step2 T explains the language points in Part II and gives Ss practice. I t might be important to mention that 14 inches equal approximately 35 cm. During the process, pay special attention to the verbs that describes a succession of actions taken by Rich and Anthony. T MAY ASK Ss what more general synonyms could replace those in the text(see Language Study).(30 minutes) 16) spot 17) instant 18) pull on 19) with all one’s strength 20) explode 21.) sway 22) flash 23) calculate 24)leap 25) grab 26)loose 27) crash 28) reach out 29) clear of 30) scrape 31)punch 32) horror 33)up and down 34)injure 35)visible 36)twist 37)via 38)internal 39)risk 40) no way Step 3 Ss do the Usage Exercise and learn about the advantages of specific words over general ones. (10 minutes) Teaching method: group discussion, students’ reporting or presentation Teaching aids: textbook, blackboard Fourth period Step 1 Ss sum up the main idea of Part II, then do Text Organization Exercise 2. They will compare their answers with each other.(15 minutes) Step 2 T explains the language points in Part III and gives them practice.(5 minutes) 41) incident 42) shelter Step 3 Ss sum up the main idea of Part III, then some of them report their summary to the class. (5 minutes) Step 4 Ss re-form groups, which are the same as those in Pre-reading Activities No. 2, to discuss the valuable qualities Anthony possessed. They must give examples to support their findings (10 minutes) Teaching methods: scanning, group discussion, students’ reporting or presentation, translation, paraphrase, explanation Teaching aids: Multimedia, textbook, Compact Disc Step5 Post-reading tasks Ss re-read the first sentence of the text, Paragraphs 9-13, Paragraph 28, and answer the following questions:: ---Does the description of the weather have anything to do with the story? ---Why is the small talk between Rich and Anthony relevant to the story? ---How do Scott and Kate’s reactions to the accident compare with Anthony’s ? Teaching methods: group discussion, report, debate, Teaching aids: Multimedia, textbook, Compact Disc Fifth period Step 1 Free talk (5 minutes) Students are expected to have a free talk about anything they are interested in. Teaching method: presentation, report Teaching aids: blackboard Step 2 T guides Ss through some other after-text exercises. (15 minutes) Step 3 T checks on Ss’ home reading ( Text B ) (2 minutes ) Step 4 Ss do Part ?: Theme-related Language Learning Tasks.(20 minutes) Teaching methods: group discussion, report, debate, Teaching aids: Multimedia, textbook, Compact Disc Step5 Assignment (3 minutes) Students are able to grasp the language points and skills if they work hard enough, but as to whether they can use the learning skills they read about in the text, there’s a 课后分析 long way to go. It is up to both teachers and students to improve learning efficiency. For us Chinese teachers, we should put more emphasis on cultivating students’ imagination and expressive skills. 教研室主任审阅: 年 月 日 大学英语教案 管理学院东校区1号楼授课班级 授课地点 05.6、7 410 授课教师 郭晓辉 授课日期 2005(12(21——29 教 材 全新版《大学英语》综合教程 ,1,～上海外语教育出版社 Unit 8 Coping with an 授课内容 学时 5 Educational Problem Students should be able to: 1. understand the main idea (teenagers’ idleness and ignorance will seriously affect themselves and society in general) and structure of the text ( two parts---the author’s corner and his proposed remedy); . 教学目的 2. learn the way to write a cause-and-effect analysis; 3. grasp the key language points and grammatical structures in the text; 4. conduct a series of reading, listening, speaking and writing activities centered on the theme of the unit. 教学重点text analysis; Language points and sentence patterns 与难点 教学方法explanation; 教学参考书New College English Integrated Course 3 与手段 discussion; 和网络资源 Teacher’s Book exemplification On-line resources: English on line 教 学 进 程 First period Step One: Pre-reading tasks 1. T asks several Ss the following questions to check if they have listened to the taped recording: (5minutes) ----What was the riddle? ----Why did the teacher ask his class this riddle? 2. Group discussion: (25minutes) 1) Ss are divided into three large groups. Each is assigned one of the following topics for discussion: How has the United States deve1oped into the sole superpower in the world? How did Japan manage to rebuild itself after the devastation of World War II? How will China grow into a prosperous and well-respected country? 2) Speakers for each group report their answers to the class. 3) T sums up by stressing that almost all groups mentioned the importance of education, which is closely related to the theme of this unit? Teaching method: listening, group work Teaching aids: Multimedia Step Two: Text Analysis 1. Organization and main idea (10minutes) 2. Title: Fable of the Lazy Teenager (10minutes) 1) T asks SS the following questions: What is a fable? Do fables state the moral lessons directly or let the reader deduce? 2) Ss read the title of Text A and try to predict the possible consequences of laziness. 3) T leads in by saying: In the first part of this text, the author brings up a problem: idleness and ignorance among a great many U.S. teenagers. In the second part he offers a fable trying to teach a lesson. Teaching method: Group discussion, students’ reporting or presentation Teaching aids: textbook, blackboard, multimedia Second Period Step One: Language points in Part I (20 minutes) T explains language points in Part I and gives Ss practice (see Language Study). 1) run out of 2) a handful of 3) make 4) in amazement 5) be upset by/about 6) be ignorant of 7) sum up 8) prefer (not) to do 9) compete with 10) drive … home Teaching method: scan, ask questions, report ( ask the student to scan the text and find out some of the above useful expressions) Teaching aids: textbook, blackboard, multimedia Step Two: Cataphoric referents in Part I(15minutes) Ss review cataphoric referents by finding out: The meaning of "that" in Para.3.(hint: the author's doing mental arithmetic) The meaning of "such an experience" in Para-6.(hint: the salesgirl's ignorance) The meaning of "this "in Para.7.(hint: students inability to perform even the simplest calculations) The meaning of "all this ignorance, ,in Para.8.(hint: students' inability to calculate, and their poor knowledge of world history or geography) The meaning of his young man, in Para.9.(hint: a friend's bright, lazy 16-yeardd son) The meaning of "this message, in Para.10.(hint: teenagers, ignorance leads to serious consequences) Teaching method: Group discussion, students’ reporting or presentation Teaching aids: textbook, blackboard, multimedia Step Three: Analysis of Part II (15 minutes) Ss skim Pad II to find out how many Kevin Hanleys there are in this part, and how they live. (hint: There are 7. Kevin1835,a poor peasant in Island; Kevin1928, a steel-mill worker in Pittsburgh, U.S.A. KeviI11945,a soldier fighting the Japanese army; Kevin1966,a student who studies all the time so as to get into college and law school; Kevin1990,a cleaner in a Japanese-owned factory; Kevin 2020,a porter in a hotel for wealthy Europeans and Asians; Kevin 2050, living in a slum and slum and searching through trash piles for food.) Teaching method: scan, ask questions, report ( ask the student to scan the text and find out how many Kevin Hanleys) Teaching aids: textbook, blackboard, multimedia Third Period Step One: Language points in Part II (40 minutes) T explains language points in this part and gives Ss practice(see Language Study). 1) insist that … 2) search for 3) lie in 4) better off 5) wake up 6) is relieved to do 7) survive 8) befriend 9) be astonished 10) break down 11) scared 12) make a living by Teaching method: scan, ask questions, report ( ask the student to scan the text and find out some of the above useful expressions) Teaching aids: textbook, blackboard, multimedia Step Two: Summary (10 minutes) Ss conclude the moral lesson from Part II Fourth Period Step One: After-text exercises (3Ominutes) T guides SS through some after-text exercises. Step Two: Text Organization Exercise 2 (15minutes) After reading Writing Strategy in Theme-related Language Learning Tasks, Ss work in pairs to finish Text Organization Exercise 2. Step Three: T checks on Ss home reading (Text B). (5 minutes) Fifth Period Step One: Ss do Part IV: Theme-Related Language Learning Tasks. (1 period) Step Two: T asks SS to prepare the next unit: (2minutes) l) do the pre-reading task; 2) preview Text A The students appreciated that spoken English is much more informal than written 课后分析 English. But they are expected to make full use of library and Internet resources to enrich their knowledge. 教研室主任审阅: 年 月 日