大学英语全新版第一册unit 1 教案.doc

授 课标 题Unit One Growing Up授 课教 师系别班级授 课时 间 教学目标 Teaching ObjectivesStudents will be able to:1. Grasp the main idea and structure of the text.2. Appreciate the difference between comparison and contrast, as well as different ways to compare and contrast (point-by-point method or one-side-at-a-time method).3. Master the key language points and grammatical structures in the text. Conduct a series of reading, listening, speaking and writing activities related to the theme of the unit.文化背景 Cultural Notes1. Michael Dorris 1945-1997Michael Dorris was born on January 30, 1945. Dorris graduated from GeorgetownUniversity in 1967 with an English and Classics major. He then went to Yale University where he earned a graduate degree in Anthropology. Dorris' ancestry, part American Indian, led him to ethnographic fieldwork in an Athapaskan village of Tyonek, Alaska. In 1970, he earned an M.Phil. degree from Yale and then taught at Franconia College for a year.Dorris' final position was at Dartmouth College. He began teaching there in 1972. His major accomplishment at Dartmouth College was the founding of the Native American Studies Program. Dorris took his own life on April 11, 1997.Books written by Michael Dorris are:The Broken Cord: Fetal Alcohol Syndrome and the Loss of the Future Native Americans Five Hundred Years After (with photographer Joseph Farber, 1975) A Yellow Raft in Blue Water (1987) A Guide to Research on North American Indians (with Mary Byler and Arlene Hirschfelder, 1988) The Crown of Columbus (with Louise Erdrich, 1991) Working Men (1993) Rooms in the House of Stone (1993) Paper Trail (a collection of essays, 1994) Cloud Chamber (1997) 2. US grade school system: Grade schools in the US: “The third year in high school (para.1)”equals “the eleventh grade”. (para. 9). US students generally go through elementary schools ( kindergarten to 5th or 6th grade), middle schools( grades 6-8) or junior high schools ( grades 7-9), and high schools ( grades 9-12 or 10-12).3. What American teachers wear in school: Nowadays, people in the US love to dress casually. US teachers wear fairly formal clothes to school, but not necessarily suits and ties.4. Spaghetti and the proper way of eating it: Spaghetti is the Italian-style thin noodle, cooked by boiling and served with sauce. Usually you would but a fork into a plate of spaghetti, turns the fork several times so that spaghetti will wind around the fork, then place the fork into your mouth.课前导学Warm-up Task1. Circle all the time words, phrases and clauses in the text.2. Refer to the time words you have just circled and tell me from which point on Baker starts talking about his new experience (Para. 3 Later in the year).3. In this way students will be able to divide the text into 3 parts and sum up the main ideas.教学难点Teaching Point Style of writing : narration Main idea of the text: Writing is to write what one enjoys writing.Structure of the text: narration in chronological order.语言分析Language Analysis1. The idea of becoming a writer . took hold. Ever since I was achild in Belleville, I had thought of becoming a writer from time to time, but I didnt make up my mind until I was in the eleventh grade. 2. off and on from time to time, now and again, irregularly. e.g.It has been raining on and off for a week. Thats why the clothes feel damp. 3. take hold become established e.g.The idea of one child only has taken hold in many Chinese families.4.Until then Id been bored by everything associated with Englishcourses.Up to then I had lost interest in things related to English courses.5. associate with join or connect together e.g.I cant associate this gentle young woman with the radical political essays she has written.Jim wished to forget everything associated with his former life.6. I hated the assignments to turn out long to write. I found it painful to write long, boring essays as required by teachers; neither did teachers enjoy what I wrote. 7. turn out produce e.g.New computers are soon outdated since newer models are turned out constantly.8. When our class was assigned to .most tedious of subjects. When it was decided that Mr. Fleagle would teach us English during my third year in high school, I expected the English course to be as boring as before.9.tedious boring and lasting for a long time e.g.The movie was so tedious that many viewers left before it was over.Laura found George to be tedious and decided not to see him any more.10. anticipate expect (-doing sth ; -that) e.g. The police had anticipated trouble from the soccer fans and were at the ground in large numbers.They anticipate that deaths from AIDS will have doubled by 2002.We anticipate running into problems in carrying out the welfare reform. 11.inspire fill sb. with confidence, eagerness e.g.Martin Luther Kings speeches inspired people to fight for equal treatment of African Americans.12. rigid fixed in behavior ; based on correct or accepted rules e.g.If he had been a little less rigid about things, his daughter would not have left home at such a young age. 13. severe 1) completely plain e.g.Earnest Hemingway is known for his severe writing style.2) stern, strict e.g.Those who have undergone severe training can be accepted into the air.3) force，causing very great pain e.g.A factory must turn out newer and better products to win in the climate of severe business competition.14. I prepared for an unfruitful not disappointed. ( a touch ofirony) I expected that things wouldnt improve with Mr. Fleagle as.our English teacher, and for a long time I was right in my expectations15. Late in the year we tackled the informal essay. We learned how to write informal essays and practiced writing them. 16. tackle deal with e.g.The classroom was quiet as students were busy tackling the final exam.17. face up to be brave enough to accept or deal with a problem ordifficulty e.g.Yeltsin faced up to the fact that he was no longer fit for the Russian presidency and resigned on New Years Eve.18. This title produced an extraordinary sequence of mental images.At the sight of the title I saw an unusual series of pictures in my minds eye. 这个题目在我脑海里唤起了一连串不同寻常的图像.19. sequence connected line of events, ideas etc. e.g.A sequence of bad harvests forced some African countries to ask for foreign aid. in alphabetical (historical) sequence. 按字母 （年代）顺序。20. I was preparing myself for discipline. I expected that Mr. Fleagle would order me to see him soon after school for the purpose of punishing me21.command 1) n. order e.g.The commander gave the command that all prisoners of war be well treated.2) v. give an order to ( subjunctive mood )The king commanded that the victory day become a national holiday. 22.whats more in addition; more importantly e.g.She manages a successful business and gives a weekly TV cooking show. Whats more, shes already published three books on gardening.23.hold back prevent the expression of feelings, tears e.g.People could hardly hold back their anger when they found that millions of dollars of public funds had been used to build luxurious houses for city officials.24. In the eleventh grade discovered a calling. In my eleventh grade, and one might say at the last possible moment, I had found sth. I wished to take up as a career.25. the eleventh hour the last moment before sth. important happens The presidents visit was called off at the eleventh hour.篇章结构Text OrganizationWriting for myselfThe essence of the writing is to write what one enjoys writing. Part 1Baker was bored by everything associated with English courses, including his new English teacher. Bakers impression of his new English teacher Para. 2Bakers feelings about English courses Para. 1 Part 2Baker found himself attracted by one particular topic and wrote about it for his own job.A topic that attracts Bakers attention Para. 3Vivid memories the title brought back Para. 4Bakers sudden desire to write about that topic Para. 5Part 3The experience of writing the essay helped him discover his talent for writing and realize what he wished to do in life.Anticipating punishmentPara. 6Mr. Fleagles announcement Para. 7Classmates response to the essayPara. 8What Baker discoveredPara. 9课后作业After-class Assignment1. Group discussion Telling stories about the college entrance examination 2. Text B Summer Reading Self study with teachers assistance and a reference book.3. Essay writing ( 150 words ) An experience that impressed me most in the college entrance exam.4. Exercises of Text A & B 补充材料 Supplementary MaterialsI. What is a Narrative?To begin, this is probably the type of writing with which you are most familiar, both as a reader and a writer. Basically a narrative is a story, and most of us were raised on stories, from childrens books to the novels and short stories we read today, both for class and for pleasure. Most of us have also been writing or dictating narratives of one form or another since we began to connect words into sentences. Think back to first grade when you drew the pictures on the top half of the page and wrote the accompanying story down below in the large blue lines that helped you keep your letters consistently sized. You were writing narratives.A narrative has a beginning, a middle, and an end. It is governed by plot, it moves through events, usually in a rough chronological order, and one thing seems to follow another in some logical sequence. A story isn't really worth writing about unless there is some larger truth that can be gained from the events themselves. There must be movement or growth from the beginning to the end; things are not the same at the end of the tale as they were at the beginning. It should also be evident that the writer has given thought to the relationship between the events of the narrative. This reflection on and careful reconstruction of events is what makes for a good narrative.Appropriate Topic Selection: Pick an event that you can transform into an engaging story. The scope of this event should not be too broad or too narrow. An example of a topic too broad for a 1-2 page essay would be your entire experience at summer camp one year, while one too narrow might be a short conversation with another person. Keep the length of your assignment in mind when you select a topic.In addition to picking a topic of appropriate scope, also be sure that you are writing a narrative essay, not a description. For example, the subject of a descriptive essay could be, “When I was a kid, I always used to ride my bike around the neighborhood”; a narrative essay topic, in contrast, might be, “Once when I was five, I rode my bike” and something significant happened on that one particular bike ride. The topic should be a specific, one-time event with a distinct beginning, middle, and end. Appropriate Point of View: If you are writing fiction, you can choose in whose shoes you will stand to tell the story. With the nonfiction narrative essay, however, you must use the first person, "I," since you are a key player in the action and your viewpoint is the lens through which your reader will see the experience. Element of Conflict: A good story includes some kind of conflict, some complication that the protagonist (main character) runs up against. This doesn't necessarily have to be an external struggle between two people; it could also be an internal conflict (e.g. the struggle going on inside of the protagonist between what he/she wants as an individual and what he/she knows is best for the larger community). In the sample essay by George Orwell, the external conflict is between the narrator and the elephant, but the more significant conflict is internal: the struggle between the narrator's need to save face and his desire to get out of there, to avoid killing the elephant.Climax: The climax of a story is defined as the place at which the conflict comes to a point of crisis, a high point in the tension, an important turning point. After this high point, the narrative has some kind of resolution. However, resolution does not mean everything has to wrap up happily and neatly. Nonetheless, there does need to be a sense of having arrived at a new level of understanding or awareness.Selection of Significant Details: When you write about your event, you will not include every little thing that happened. A narrative is not an exact transcription. It is up to you to determine which of the many parts of the experience are important. But how do you make that choice? What are you trying to illustrate with your story? Which of the details are essential to getting that idea across? Keep those. Which parts are unrelated to, even distracting from the main idea? Omit those. Rythm: Selecting the significant details is essential, but it is also important to think about how you move through the event in the retelling. You may spend one sentence quickly summarizing a week in which not much happened, and then invest four paragraphs on a five-minute interaction or event, if that is the top moment of the experience. It is also important to think about the order in which you present the events, saving the key, climactic episode for last. This is called "climactic sequencing."Use of Description: A good story also makes use of description. When a character or setting is introduced, by all means, use some of your freshly-learned vocabulary in a description. “I was strolling leisurely on the path when .” is richer than “I was walking on the road”. But do so only if the idea about that person or place you are conveying is in some way related to the point of your story. Be careful not to let the descriptive mode take over the narrative.Use of Appropriate Dialogue: Although not required, most stories include the actual words of people involved in the event-fragments of conversations that actually happened. Dialogue can enhance the reader's sense of "being there" in the moment with the narrator. Be careful, however, not to put in dialogue for the sake of having dialogue. Just as you select significant details, so too should you select only significant parts of dialogue. Dull dialogue is an instant turn off. What if you can't remember the exact words? Don't worry, so long as you are true to the voice of the speaker and content of what was said.II. Writing skills1. Selecting details to prove his point1)What details are selected to show “I had been bored with everything associated with English courses”? ( grammar assignments paragraphs