全新版大学英语第三册教案.doc

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1、全新版大学英语第三册教案Unit 1Changes in the Way We LiveSuggested Teaching Plan (5 Periods)ObjectivesStudents will be able to:1. grasp the main 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 various tec

2、hniques employed by the writer (comparison and contrast, topic sentences followed by detail sentences, use of transitional devices, etc.);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

3、 theme of the unit.Time Allotment1st period2nd period3rd period4th period5th periodPre-reading;While-reading (4-Part division, Part I)While-reading (Parts I - III)While-reading;Post-reading (comparison & contrast)Post-reading;Check on Ss home reading (Text B)Theme-Related Language Learning TasksPre-

4、reading tasks1. T asks Ss the following questions on the song Out in the Country: (5 minutes)- What is the song about? (taking a break from city life, escaping from the crowd)- How is the song related to the theme of this unit? (The singer needs a break because the pace of life has quickened, the en

5、vironment has been changed, and the old life style is gone.)2. 1) Ss divide into three large groups, under each group smaller sub-groups may form. Each large group is assigned one of the following discussion topics:- Why do so many migrant workers (民工) move from the country to the city?- Why do city

6、 people buy apartments or houses in the suburbs, even in the countryside?- Why are tours of Zhou Zhuang (周庄), Li Jiang (丽江)or any other old towns so popular? Why are tourists willing to pay to spend a day in a farmers house? 2) After the discussion, speakers of some sub-groups report to class. 3) T

7、may sum up like this: People change their places of living because they look for things that their previous life is unable to provide. However, once life has been changed, they miss the good old days. (20 minutes)3. Ss do Cloze B in after-text exercises to learn about Americans ideal of a country li

8、fe. Then T leads in to the study of Text A. (10 minutes)While-reading tasks1. T tells Ss how to divide the text into four parts, and that they are to sum up the main idea of each part as they read along (see Text Organization Exercise 1). (2 minutes)2. Ss read the first sentences of Paragraphs 1-3 a

9、nd sum up the main idea of this part. (3 minutes)3. T explains language points in this part and gives Ss practice (see Language Study). (15 minutes)4. T explains language points in Part II and gives Ss practice. (see Language Study).(20 minutes)5. Ss re-read Part II and make a summary of each paragr

10、aph in it. T writes down their summaries on the blackboard. Then, based on paragraph summaries, Ss will come up with a summary of Part II. (8 minutes)6. Ss read the first sentences of Paragraphs 8-11 and sum up the main idea of this part. (3 minutes)7. T explains the language points in this part and

11、 gives Ss practice (see Language Study). (20 minutes) 8. T explains language points in Part IV and gives Ss practice (see Language Study). (20 minutes)9. Ss find out the two special qualities that make a country life possible. (2 minutes)the Study of Language Points1. get by: be good enough but not

12、very good; manage to live or do things in a satisfactory way e.g: My parents managed to get by on a small amount of money. It is a little bit difficult for the old couple to get by on such a small pension. We can get by with four computers at the moment, but well need a couple more when the new staf

13、f members arrive.2. haul: 1) transport, as with a truck, cart, etc. e.g: The farmers haul vegetables to the market on a truck every morning. The rescue team hauled medical supplies and food to the flooded villages. 2) pull or drag sth. with effort or force e.g: A carne had to be used to haul the car

14、 out of the stream. Rescue workers hauled passengers out of the crashed train. 3. purse: follow e.g: After graduation Martin chose to purse the same career as his father as a minister. College students are advised to purse a wide range of subjects. Public evening classes allow people to earn a livin

15、g during the day and purse vocational and intellectual interests in their spare time.4. get through: come successfully to the end e.g: The local government has taken some measures to ensure that all the people will get through the winter. She got through the entrance examination and was accepted by

16、the college.5. illustrate: provide with visual features; clarify by use of example, etc. e.g: Let me use another example to illustrate this difficult point. The editor has illustrated the book with black-and-white photographs.6. generate: bring into existence, produce e.g: The widespread use of Span

17、ish in some American cities has generated a public debate over language use in the country. Space technology has generated thousands of products for everyday use such as lightweight materials in running shoes.7. premium: a sum of money that you pay regularly to an insurance company for an insurance

18、policy e.g: The employers make the employees pay for a large portion of their health insurance premium. Some people are complaining that car insurance premiums have increased too much this year.8. dine out: eat a meal away from home (usu. in a restaurant) e.g: With the improvement of living standard

19、s, more people dine out at weekends. Its my daughters birthday today, so were dining out tonight.9. patronize: go to as a customer e.g: When he was a student, Sterling often patronized the little restaurant near the school. They no longer patronize the local department store because of its poor serv

20、ice.10. temptation: the feeling of being tempted to do sth. that you know might be wrong or harmful; the thing you want to have (uncount or count)e.g: The kids cant resist the temptation of McDonalds. In my view students should resist the temptation to take part-time jobs in their first two years at

21、 college.Post-reading tasks1. 1) Ss work in pairs to finish Text Organization Exercise 2. Later some of them may report to class.2) T guides Ss through Writing Strategy. 3) T urges Ss to use comparison and contrast more effectively in their own writing. (15 minutes)2. 1) T asks Ss to re-read Paragra

22、ph 2 and analyze the relationship among its sentences (one topic sentence “Its a self-reliant sort of life.” followed by three detail sentences).2) Ss re-read the rest of the text to find similar patterns. Then they would report their findings to class (see Text Analysis).3) T encourages Ss to model

23、 their own writing after this pattern. (15 minutes)3. T guides Ss through some after-text exercises. (25 minutes)4. T checks on Ss home reading. (3 minutes)5. Ss do Part IV: Theme-Related Language Learning Tasks. (1 period)6. T asks Ss to prepare for the next unit: (2 minutes)1) do the pre-reading t

24、ask;2) preview Text A.Text AnalysisThe author writes his piece in a clear and logical way. In many instances he employs the pattern of “ one topic sentence + several detail sentences” structure. Its easy for readers to grasp the main idea, and it is also proven effective for learner writers like our

25、 students.Sometimes the detail sentences run parallel to each other, like those in Paragraph 2. In some other paragraphs the detail sentences have their own hierarchy. Take Paragraph 5 for example. The first sentence tells how busy “I” am. The second sentence states that Sandy, the wife, is also bus

26、y. The final sentence is a kind of summary nobody can relax. Yet following the second sentence there are a few more detail sentences showing exactly how tight a schedule Sandy has. Take Paragraphs 12-13 for another example. The topic sentence therein is “I suspect not everyone who loves the country

27、would be happy living the way we do. It takes a couple of special qualities.” Then there are two sub-topic sentences: “One is a tolerance for solitude”; “The other requirement is energy a lot of it.” Each sub-topic sentence has its own supporting details. Sometimes there is no transitional devices b

28、etween detail sentences, sometimes there are, the most frequently used one of which is time words or phrases. For example, the detail sentences in Paragraph 4 begin with “three months ago”, “three months from now”, “recently”, and “later this month”, respectively. To be sure, other conjunctions scat

29、ter the text, like “first”- “then” “then” “eventually” in Paragraph Unit 2Civil Rights HeroesSuggested Teaching Plan (5 periods)ObjectivesStudents will be able to:1. understand the main idea (early civil-rights struggles in the U.S., esp. the Underground Railroad);2. learn to use library resources a

30、nd other resources for information;3. grasp 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.Time Allotment1st period2nd period3rd period4th period5th periodPre-readingPre-readin

31、g (Cloze B);While-reading (natural division, Part I Part III)While-reading (continued)Post-reading;Check on students home reading (Text B)Theme-Related Language Learning TasksPre-reading tasks1. T asks Ss the following questions on the recording (5 minutes):- What are the special contributions of Ab

32、raham, John and Martin to the Americans?(They all advocated black civil rights.)- How did they die? (They were all assassinated.)2. Knowledge of American geography1)T brings a map of the USA to class, hangs it in the front of the classroom.2)T explains that the USA was divided after the Abolition Ac

33、t (废除黑奴制法案): the Northern States supported it, while the Southern States disapproved of it. 3)T circles out the Southern States (Alabama, Arkansas, Florida, Georgia, Louisiana, Mississippi, North Carolina, South Carolina, Tennessee, Texas, and Virginia) and the Deep South states (Alabama, Florida, G

34、eorgia, Louisiana, and Mississippi) on the map.4)Ss scan the text to find out all place names (Dresden Ontario, Ripley Ohio, Ohio River, Kentucky, North Carolina, New Port Indiana, Maryland, Cincinnati, Buffalo N.Y., Niagara River) and locate them on the map. T may invite Ss to come up to the map an

35、d trace the Hensons escape route (i.e., the last section of the text) on it. (10 minutes)3. Knowledge of Christianity1)T explains that, for historical reasons, many black slaves believed in Christianity, like Uncle Tom in Uncle Toms Cabin. Therefore, in black writings there are frequent references t

36、o Christianity.2)T writes down the following vocabulary items on the blackboard: the Creator, an African American Moses, Quaker, Bible, Methodist minister, Bethlehem, salvation.3)Ss self-study their meanings by reading the New Words and Expressions and Proper Names sections following the text.4)T ch

37、eck Ss understanding and, if necessary, give further guidance (see Text Analysis). (10 minutes)4. Out-of- class research projects: T guides Ss through Writing Strategy, then tells them to form groups to research into the discussion questions in Part IV: Theme-Related Language Learning Tasks by using

38、 library resources, the Internet and other resources. Each group member may focus on only one discussion question. They will share findings in a later class. (9 minutes)5. Ss do Cloze B to get a better understanding of the Underground Railroad. (15 minutes)While-reading tasks1. Ss scan the text to s

39、ee if there is any natural division between parts of the text. (There is a blank line between each part.) (2 minutes)2. T explains the key language points in Part I and gives Ss practice (See Language Study). (10 minutes)3. Ss sum up the main idea of this part (see Text Organization Exercise 1), the

40、n identify the sentence which connects this part with the following parts (Last sentence in Paragraph 5 “I was intent on telling their stories.”) (3 minutes)4. T explains the key language points in Part II and gives Ss practice (see Language Study). (15 minutes)5. Ss sum up the main idea of this par

41、t (see Text Organization Exercise 2). (3 minutes)6. T explains the key language points in Part III and gives Ss practice (see Language Study). (15 minutes)7. Ss sum up the main idea of this part (see Text Organization Exercise 2). (3 minutes)8. T explains the key language points in Part IV and gives

42、 Ss practice (see Language Study). (15 minutes)9. Ss sum up the main idea of this part (see Text Organization Exercise 2). (3 minutes)10. T make Ss realize that the last three parts are all “stories” supporting Part I. (2 minutes)11. T draws Ss attention to the two different usages of “but” in the t

43、ext “There was room for all but two” and “Josiah Henson is but one name on a long list.” Ss then do after-text Exercise II. Words with Multiple Meanings. (15 minutes)Language Study1. slender: (of people) slim; not very wide but comparatively long or high e.g: Although her face was quite plain, she h

44、ad long, slender expressive hands, like a concert pianist. King crabs have long, slender legs, with a span over 1 meter (3 feet).2. confident: feeling or showing trust in oneself or ones ability(usu. followed by about/of/that clause) e.g: Michael was confident that he would be enrolled by Harvard Un

45、iversity. The more familiar you are with this machine, the more confident you will be about using it. The soccer team is quite confident of being able to win this important game.3. ironically: it seems ironic (that) e.g: Ironically the widespread use of antibiotics seems to be causing a lot of unexp

46、ected health problems. Ironically it is often the poorer people who give the most.4. forge: (fig) create by means of much hard work e.g: The two countries agreed to forge closer economic ties. She forged a new career for herself as a singer.5. be intent on doing sth.: be eager and determined to do s

47、th. e.g: Working day and night, Janet seems intent on breaking the record in the Guinness Book of Records.6. peer: look closely or carefully, esp. as if unable to see well (followed by at/through/into, etc.) e.g: Stephen had been peering at a computer printout that made no sense at all. Hawking was a typical grind, underweight and awkward and peering through eye-glasses.7. capture: capturing or being captured e.g: Rebel forces captured the city after a week-long battle. Some of the terro