大学高级英语阅读教案.docx

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1、写在本套教案的前面北京语言大学英语系三年级的重要课程“英语高级阅读” 一年两本教科书共 24篇课文的教案由我们的有关老师分头完成了。并提供给其他老师间接使用或参考。教学，是一项非常个体化的工作。它是科学和艺术的有机结合。同一门课程，同一种教材，同一篇课文，每个老师，根据自己的经验、理解、水平和学生的情况，都有不同的处理。甚至不同的课文，处理也是不尽相同。所以，我们在尽量统一教案的格式并且提供一套完整的教师用书的同时，也尊重和允许不同的老师有自己的教案格式和内容。教案内容和格式，完全一样，既不科学, 也不真实，甚至是对教师个体性、创造性和独立性的抹杀；其教学成果，可以想象。相信，任何懂一些教学的

2、人，都理解这一点。本课程负责人李燕姝课程：高级英语阅读教学对象：英语本科三年级学生周学时：4主导教材：大学高级英语阅读（上、下两册）大部分课文时间：三年级全年上、下两个学期（注：教案中提供的多媒体课件只是老师所准备的一部分，如有必要，我们将提供全部多媒体课件）(第一学期)TEACHING NOTESAdvanced College Reading (Book one )Lesson One: A World AwakenArchipelago Earth (Supplementary Article)Class hours needed for the lesson: 5 class hour

3、sTime: Week oneDate: September 2nd- 9thPurpose and requirement: To help students understand this sophisticated editorial; to further educate students in the area of environmental and ecological protection Focus and difficulty: Language difficulty and content focus.Time allocation: Introduction to th

4、is course to the textbooks, 1 class hours.Analysis and discussion of “A World Awakens”, 2 class hours and half Doing some of the exercises, 30 minutes Supplementary text, 1 hourThe main idea of “A World Awakens : (Ask students first to sum up the main idea of this article, then the teacher can offer

5、 the following answer). Regarding the environmental issue though there are still problems and indifference, ordinary people are beginning to value the environment above economic growth, as the dangers of development become more obvious.Teaching process:1. Related questions, which can be asked to stu

6、dents before coming to the text:1) Do you have any ideas on how to conserve the giant panda?2) Is there a danger that the spread of English is destructive to other others and languages?3) Which should be given priority, esp. in developing countries: economic development or environmental protection?4

7、) What did Marshall McLuhan mean by the global village”？ Consider (1) religious fundamentalism; (2) Coca Cola; (3) the Internet; (4) McDonalds; (5) global warming.2. Summing up the main idea of paragraphs (Always ask students to do first).1) Problems and pessimistic predictions regarding the serious

8、 environmental vice in the USA before the 1980s (paras. 1-2)2) The pulse of environmental awareness surging around the world (paras. 3-4)3) Positive (Mauritius)and negative (Babylon) examples in this regard, (paras. 5-6).4) Signs of action since 1970s (para. 7)5) Despite the fact that some of the po

9、orer nations are repeating he mistakes of the industrial countries, the general belief being that pollute first and pay later is changing, (paras. 8-9)6) Some additional factors which contribute to the awakening :the discovery of the danger of some seemingly innocuous chemical compounds, our further

10、 realized responsibility to the earth brought about by the space programs, etc. (paras. 10-13)7) Such changes notwithstanding, the overall decline of the biosphere going on. (para. 14)3. Detailed analysis of the Text (omitted and refer to the Teachers Book)4. Doing some of the exercises: 1. Question

11、s for discussion of 4iA World Awakens”2. Multiple choice items3. Advanced Grammar Practice5. Coming to the Supplementary Text: Archipelago Earth”1) . About the author, Marshall McLuhan2) . Special points needing to be made for this article: (1) disadvantages of setting up nature conservation areas;

12、(2) importance of biodiversity and culture diversity6. Written assignment： Write an essay on :The Changes of my Homestead”TEACHING NOTESAdvanced College Reading (Book One)Lesson 2 Atomic Bombing of Nagasaki Told by a Fight MemberClass hours needed for the lesson 5 class hoursTime allocationOral pres

13、entation (by 2 students, 20 minutes)Analysis and discussion of the text, 180 minutesDoing some of the exercises, 30 minutes.Quiz, 20 minutesTeaching objectivesThe students are required to comprehend the text material in an explicit way, being aware of the historical background information. The stude

14、nts are capable of expressing their point of views orally on this atomic bombing event, which are recorded in an after-class essay.Teaching MethodWith multi-media presentation, the instructor leads the students to a good comprehension of the text, encouraging the participation of the students in the

15、 classroom activities, which includes student presentations and group discussions.Teaching Procedures1. Presentations given by the students at the beginning of the classA. Atomic bombing of Nagasaki: the background, outline and expressions of the textB. William L. Laurence and the Pulitzer Prize2. Q

16、uestions for discussionA. Do you know anything about the atomic bombings in World War II?What is your view about the bombings?B. Does Laurence have any political or moral attitudes towards the bombing? Why?3. Text comprehension and analysisA. Backgrounda. Atomic bomb and the Manhattan ProjectOn Augu

17、st 2, 1939, just before the beginning of World War II, Albert Einstein wrote to then President Franklin D. Roosevelt. Einstein and several other scientists told Roosevelt of efforts in Nazi Germany to purify uranium-235, which could be used to build an atomic bomb. It was shortly thereafter that the

18、 United States Government began the serious undertaking known then only as The Manhattan Project.” Simply put, the Manhattan Project was committed to expediting research that would produce a viable atomic bomb.b. Pulitzer PrizeIn the latter years of the 19th century, Joseph Pulitzer stood out as the

19、 very embodiment of American journalism. Hungarian-born, an intense indomitable figure, Pulitzer was the most skillful of newspaper publishers, a passionate crusader against dishonest government, a fierce, hawk-like competitor who did not shrink from sensationalism in circulation struggles, and a vi

20、sionary who richly endowed his profession. His innovative New York World and St. Louis Post-Dispatch reshaped newspaper journalism. Pulitzer was the first to call for the training of journalists at the university level in a school of journalism. And certainly, the lasting influence of the Pulitzer P

21、rizes on journalism, literature, music, and drama is to be attributed to his visionary acumen. In writing his 1904 will, which made provision for the establishment of the Pulitzer Prizes as an incentive to excellence, Pulitzer specified solely four awards in journalism, four in letters and drama, on

22、e for education, and four traveling scholarships.B. Main theme: an account of the atomic bombing mission of a majorJapanese city underlined by a curious aesthetic sense.C. Outline of the texta. Introduction of the bombing mission and the preparatory work (Paragraph 1-10)b. The journey starts and the

23、 moments before the bombing (Paragraph 11-32)c. The bombing (Paragraph 33-50)D. Explain the following expressions:b. man-made meteorc. the bomb assemblyd. bail oute. eerie lightf. fifteen bursts of flakE. Paraphrase the following sentences:a. Into its design went millions of man-hours of what is wit

24、hout doubt the most concentrated intellectual effort in history. (Paragraph 4)b. It takes no mind reader to read his thoughts. (Paragraph 21)c. The winds of destiny seemed to favor certain Japanese cities that must remain nameless. (Paragraph 36)4. ExercisesA. Vocabulary buildingB. ParaphraseC. Mult

25、iple choicesD. Advanced grammar practiceAfter-class assignmentReview the text and write an essay stating ones own point of views on the atomic bombing of Hiroshima and Nagasaki.After-class analysisLesson 2 in Advanced College Reading (I) is a Pulitzer Prize account of the atomic bombing event in Wor

26、ld War II. The level of difficulty is fair to the third year students of English Major. The students learned more about the historical event and learned to appreciate the journalistic style of writing.TEACHING NOTESAdvanced College Reading (Book One)Lesson Three: Obligation to EndureClass hours need

27、ed: 5 Class hoursTime: Week threeDate: September 20-27Time allocation: oral presentation (by 2 students), 20 minutes; introduction to the author and the book Silent Spring , 15 minutes; offering an outline of the article (either at the beginning or at the end of the lesson (Students may be asked to

28、do this as an in-class writing practice), 30 minutes; detailed analyses and explanation of the text, 120 minutes; doing some of the exercises, 30 minutes.Purpose and focus: to get students acquainted with, understand this important article by the famous writer. To offer students some further educati

29、on on environmental protection. In order to understand the language, the first important thing is to ask students, or offer to students, to write an outline of the article.An Outline of “Obligation to Endue”：(For the facility of teaching and learning of this rather long and complex article, an outli

30、ne is necessary to be given and to bear in mind when doing the text analyses)1. Mans power to assault nature and alter the nature of the world (paras. 1-6)1) . This power being acquired only in the recent century, (para. 1)2) . The biggest assault on nature: contamination of air, water, and undergro

31、und, (paras. 2-4)3) Chemicals and “insecticides“ being the important source of pollution and biocides. ( para. 5-para 6)2. Specific harms done by those man-made substances, (paras. 7-. 11)1) The likelihood of killing all life.2) The world being caught up in an endless spiral (para 8)3) The possibili

32、ty of causing gene mutation (paras. 9-10)4) Worsening the main problem of overproduction, (para 11)3. Other ways in which man helps increase insect problem (para 12-1) The conflicts between man and insects (para. 13-14)2) Single-crop farming (paras. 15)3) Importation of plants and animals (paras. 16

33、-20)4. The authors arguments regarding the whole issue (paras. 21-26)1) Failure to apply the necessary ecological knowledge (para21)2) Insensitivity to bad conditions (para 22)3) The public kept in darkness (23-24)4) Obligation to endure meaning having the right to know (paras. 25- 26)Teaching proce

34、ss:1. Introduction to the author, Rachel Carson: founder of contemporary environmental movement, author of Silent Spring, advocate of nature and environmental ethics, against the misuse of chemical pesticides, breast cancer survivor and best selling nature writer. About the book Silent Spring： an ep

35、och-making book that has changed our age.2. Detailed analyses of the text. (Please refer to the Teachers9 Book for the main part.).3. Doing some of the exercises in class orally1. Multiple choiceAdvanced grammar practice4. Some key questions for students to answers:(1) What was the relationship betw

36、een man and nature before 20lh century?(2) What are the consequences of using insecticides like DDT?(3) What does Miss Carson consider as the central problem of our age in the USA?(4) How does man assist the increase of insect population and invasion?(5) What role in the view of the author should th

37、e public play in connection with the problem?5. Written Assignment to students: Write a two-layered outline of the lesson.Teaching Notes Advanced College Reading (Book One)Lesson 4： The Mystery of RommePs Missing TreasureClass hours needed for the lesson 6 class hoursTime allocationOral presentation

38、s on Treasure Search Project (by 6 students, 60 minutes)Analysis and discussion of the text, 180 minutesDoing some of the exercises, 30 minutes.Review and Discussion of the assignments, 30 minutesTeaching objectivesThe students are required to comprehend the text material in an explicit way, being a

39、ware of the historical background information. The students are capable of proposing a project to investigate the puzzle of the missing treasure, which are presented in form of oral presentations.Teaching MethodWith multi-media presentation, the instructor leads the students to a good comprehension

40、of the text. The students were classified into six groups with different work focuses on a project proposal, Treasure Search Project, which aims at the investigation of the missing treasure. Each group reviewed the relevant literature and presented their research results and plans in form of present

41、ations.Teaching Procedures1. Questions for discussionA. What is the claim of the author regarding the missing treasure?B. Say something about the military situation at the time when Rommel was forced to bury his treasure.2. Text comprehension and analysisA. Background: Field Marshal Erwin RommelFiel

42、d Marshall Erwin Rommel was one of the most celebrated Nazi commanders during World War II, a sly tactician whose exploits in North Africa earned him the nickname The Desert Fox. Rommel joined the German army in 1910 and served with distinction during World War I, in campaigns in France, Romania and

43、 Italy. In late 1943 Rommel was sent to France to direct the defenses for an expected Allied invasion. In July 1944 a British aircraft fired on Rommefs car, killing his driver and causing a crash that gave Rommel a serious head injury. While recuperating he found out he had been implicated in a plot

44、 to assassinate Hitler (an attempt on 20 July 1944 by Claus von Stauffenberg failed). Rather than face trial, Rommel was allowed to take a fatal dose of poison on 14 October 1944.B. Main theme: introduction of Rommels treasure as a historical puzzle and the claim made by the author about the missing

45、 treasure.C. Outline of the texta. Introduction of the missing treasure (Paragraph 1-3)b. The historical background of the missing treasure. (Paragraph 4-7)c. An eyewitness account of the event. (Paragraph 8-15)d. The assumption of the author about the missing treasure. (Paragraph 9-22)D. Explain th

46、e following expressions:a. insurmountable oddsb. on the vergec. skin diversd. a diversionary tactice. palm-studded oasisE. Paraphrase the following sentences:a. Just as the dreaded ides of March had oce come for the indomitable Julius Caesar, so too, were they about to descend upon the illustrious F

47、ield Marshal Erwin Rommel. (Paragraph 3)b. But it was to no avail. (Paragraph 4)c. The Sahara is a pitiless inferno . and yet, it is not without an intrinsic though solitary and lonely beauty. (Paragraph 21)3. Presentations for the Treasure Search ProjectA. Background and geographical information (b

48、y the Information Group)B. Analysis of the location of the treasure (by the Research Group)C. Cost-benefit analysis of the project (by the Finance Group)D. Challenge for the project (by the Advisory Group)E. To be equipped for the project (by the Service Group)F. Agenda designed for the project (by the Management Group)3. ExercisesA. Vocabulary buildingB. ParaphraseC. Multiple choicesD. Advanced grammar practiceAfter-class assignmentReview the text and write a report of your research as a group