全新版大學英語教案第三冊

1、全新版大學英語第三冊教案Unit 1Changes in the Way We LiveSuggested Teaching Plan (5 Periods)ObjectivesStudents will be able to:1. 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. 2. appreciate the vario

2、us techniques employed by the writer (comparison and contrast, topic sentences followed by detail sentences, use of transitional devices, etc.);3. 3. master the key language points and grammatical structures in the text;4. 4. conduct a series of reading, listening, speaking and writing activities re

3、lated to the 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 Learni

4、ng TasksPre-reading tasks1. 1. 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 qu

5、ickened, the environment has been changed, and the old life style is gone.)2. 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

6、city?- Why do city people buy apartments or houses in the suburbs, even in the countryside?- Why are tours of Zhou Zhuang (周莊), Li Jiang (麗江)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 repo

7、rt to class. 3) T 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. 3. Ss do Cloze B in after-text exercises to learn about Americans

8、ideal of a country life. 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 sentence

9、s of Paragraphs 1-3 and 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 s

10、ummary of each paragraph 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 po

11、ints in this part and 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

12、 good enough but not 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 m

13、ore when the new staff 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

14、 used to haul the car 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 p

15、eople to earn a living 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

16、 and was accepted by 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 w

17、idespread use of Spanish 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 comp

18、any for an insurance 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 improveme

19、nt of living standards, 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 bec

20、ause of its poor service.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 the

21、ir first two years at college.Post-reading tasks1. 1. 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. 2. 1) T

22、 asks Ss to re-read Paragraph 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).

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

24、nit: (2 minutes)1) 1) do the pre-reading task;2) 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

25、proven effective for learner writers like our 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 sent

26、ence states that Sandy, the wife, is also busy. 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 “

27、I suspect not everyone who loves the country 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.

28、 Sometimes there is no transitional devices between 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 “l(fā)ater this month”, resp

29、ectively. To be sure, other conjunctions scatter the text, like “first”- “then” “then” “eventually” in Paragraph 7.Unit 2Civil Rights HeroesSuggested Teaching Plan (5 periods)ObjectivesStudents will be able to:1. 1. understand the main idea (early civil-rights struggles in the U.S., esp. the Undergr

30、ound Railroad);2. 2. learn to use library resources and other resources for information;3. 3. grasp the key language points and grammatical structures in the text;4. 4. conduct a series of reading, listening, speaking and writing activities related to the theme of the unit.Time Allotment1st period2n

31、d period3rd period4th period5th periodPre-readingPre-reading (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. 1. T asks Ss the following questions on the re

32、cording (5 minutes):- What are the special contributions of Abraham, John and Martin to the Americans?(They all advocated black civil rights.)- How did they die? (They were all assassinated.)2. 2. Knowledge of American geography1) 1) T brings a map of the USA to class, hangs it in the front of the c

33、lassroom.2) 2) T explains that the USA was divided after the Abolition Act (廢除黑奴制法案): the Northern States supported it, while the Southern States disapproved of it. 3) 3) T circles out the Southern States (Alabama, Arkansas, Florida, Georgia, Louisiana, Mississippi, North Carolina, South Carolina, T

34、ennessee, Texas, and Virginia) and the Deep South states (Alabama, Florida, Georgia, Louisiana, and Mississippi) on the map.4) 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., Ni

35、agara River) and locate them on the map. T may invite Ss to come up to the map and trace the Hensons escape route (i.e., the last section of the text) on it. (10 minutes)3. 3. Knowledge of Christianity1) 1) T explains that, for historical reasons, many black slaves believed in Christianity, like Unc

36、le Tom in Uncle Toms Cabin. Therefore, in black writings there are frequent references to Christianity.2) 2) T writes down the following vocabulary items on the blackboard: the Creator, an African American Moses, Quaker, Bible, Methodist minister, Bethlehem, salvation.3) 3) Ss self-study their meani

37、ngs by reading the New Words and Expressions and Proper Names sections following the text.4) 4) T check Ss understanding and, if necessary, give further guidance (see Text Analysis). (10 minutes)4. 4. Out-of- class research projects: T guides Ss through Writing Strategy, then tells them to form grou

38、ps to research into the discussion questions in Part IV: Theme-Related Language Learning Tasks by using 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. 5. Ss do Cloze B to get a

39、 better understanding of the Underground Railroad. (15 minutes)While-reading tasks1. 1. Ss scan the text to see if there is any natural division between parts of the text. (There is a blank line between each part.) (2 minutes)2. 2. T explains the key language points in Part I and gives Ss practice (

40、See Language Study). (10 minutes)3. 3. Ss sum up the main idea of this part (see Text Organization Exercise 1), then 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. 4. T explains the key lan

41、guage points in Part II and gives Ss practice (see Language Study). (15 minutes)5. 5. Ss sum up the main idea of this part (see Text Organization Exercise 2). (3 minutes)6. 6. T explains the key language points in Part III and gives Ss practice (see Language Study). (15 minutes)7. 7. Ss sum up the m

42、ain idea of this part (see Text Organization Exercise 2). (3 minutes)8. 8. T explains the key language points in Part IV and gives Ss practice (see Language Study). (15 minutes)9. 9. Ss sum up the main idea of this part (see Text Organization Exercise 2). (3 minutes)10. 10. T make Ss realize that th

43、e last three parts are all “stories” supporting Part I. (2 minutes)11. 11. T draws Ss attention to the two different usages of “but” in the text “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 m

44、inutes)Language Study1. slender: (of people) slim; not very wide but comparatively long or high e.g: Although her face was quite plain, she had 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 showi

45、ng 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 University. 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 t

46、his important game.3. ironically: it seems ironic (that) e.g: Ironically the widespread use of antibiotics seems to be causing a lot of unexpected 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 agre

47、ed 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 sth. 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

48、 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 we

49、ek-long battle. Some of the terrorists who were involved in the 9.11 event were captured by the FBI.8. religious: of religion e.g: Daoism (Taoism) is one of the three main religious and philosophical traditions, the other being Confucianism and Buddhism. The local government wants to increase the am

50、ount of religious education in schools.9. impose: 1) place a (penalty, tax, etc.) officially on sb./sth. e.g: The government has made a decision to impose a further tax on wines and spirits. The local government tried to impose fines on the factories which poured untreated waste into the river. 2) t

51、ry to make sb. accept (an opinion or belief) e.g: I wouldnt want to impose my religious convictions on anyone.It may not be wise for parents to impose their own tastes on their children.10. make the best of: accept an unsatisfactory situation cheerfully and try to manage as well as you can e.g: I kn

52、ow its cold and raining but were here now, so lets just make the best of it. The living conditions in the village were very poor, but we had to make the best of it.Post-reading tasks1.1) Ss form groups to discuss the following questions:- Among so many participants of the Underground Railroad, why w

53、ere John parker, Levi Coffin and Henson chosen as their representatives? Who do they each represent?- We learn about Henson in Part I, then why is his story delayed until the last part?- Why does the author sometimes quote directly from characters in the stories?(The answers to these questions are d

54、iscussed below in Text Analysis.)2) Some Ss group report discussion results to class. (see Text Analysis) (20 minutes)2. T guides Ss through some after-text exercises. (20 minutes)3. T checks on Ss home reading (Text B). (3 minutes)4. 4. Ss do Part IV: Theme-related Language Learning Tasks by drawin

55、g on their out-of class research project. (1 period)5. 5. T asks Ss to prepare the next unit (2 minutes):1) 1) do the pre-reading task;2) 2) preview Text A.Text AnalysisWhen we learn a foreign language, we must also learn the culture of the speakers of that language. Text A in this unit is a good ca

56、se in point. Readers need some basic knowledge of Christianity. Some terms in this text are markedly Christian, like “Methodist Minister”, “Bible”, “Quaker”. Others refer to characters or places from Biblical stories, such as Moses who led the Jewish people out of slavery in Egypt, or Bethlehem, a holy city for Christians.The author tells three stories about the Underground Railroad and the early Black civil rights movement. The three stories are chosen because they are representative of al