教案 - web.bdxy.com.cnweb.bdxy.com.cn/jpk/dxwy/upfiles/news/20141120193407134.doc · Web view（ 2013 -2014 学年第一学期）课程名称：大学英语 . 总学时：

授课教案（ 2013 -2014 学年第一学期）

课程名称：大学英语总学时： 72 学时授课年级： 2013 级授课专业：开课单位：基础部制定人：审核人：制定时间： 2013 年 10 月 10 日

教案授课时间 2013 年 9 月 16 日/ 17 日/ 日　　　　授课学时： 2 学时

教学内容（章节） Unit 1 text A 课型新授课

教学目标 Help students learn and master the basic techniques of those A students from the text.

教学重、难点 1. Usage of new words and useful expressions and sentence structure.

2. Comprehension of the text.

教学方法及手段讲授法，多媒体教学。教学准备 1. A small mental test

2. Some related pictures

教学过程

I. Self-introduction of the teacher and students

II. Pre-reading Activities：A small mental test---Interaction between students

and the teacher.

III. Listening Comprehension

a. First Listening: Before listening to the tape, have a quick look at the

following words

grade

concentrate

schedule

pressure

selectively

relevant

skip over

approach

b. Second Listening: Listen to the tape again. Then, choose the best answer to each

of the following questions.

1. A) to describe college life

B) to give advice for college success

C) to warn against being lazy at college

D) to increase college enrollment (入学人数)

2. A) asking questions in class

B) doing assignments ahead of time

教学过程

Pre-reading questions:

1. To be an “A” student, is hard-working the only important thing?

2. Do you think extracurricular activities do help to be an “A” student?

VI Intensive Study(para1-6)

A. Background Knowledge

1. grading system

2. speed-reading

3. students at universities

4. Edwin H．Kiester ＆ Sally Valentine Kiester

5. Cambridge

6. Manchester

7. Bristol University

8. Arizona

9. New Mexico

10. University of California at Berkeley

11. China’s socialist market economy

B. Language Points

1.Brains aren’t the only answer.

2. The most gifted students do not necessarily perform best in exams.

3. make the most of (sth./sb.)=make good use of

4. count for much／little／nothing

5. Hard work isn’t the whole story either.

6. put in

7. concentrate

8. Once the books are opened, phone calls go unanswered, TV unwatched and

newspapers unread.

9. focus （the comparison between focus and concentrate ）10. stick (stuck, stuck)

11. bathroom

12. get one’s hands on 练习设计

教学反思 The teacher should offer some help to the study of related vocabulary in advance.

授课时间 2013 年 9 月 23 日/24 日/ 日　　　　授课学时： 2 学时教学内容（章

节） Unit 1 text A 课型新授课教学目标 Help students learn and master the basic techniques of those A students from the

text.



教学方法及手段讲授法，多媒体教学。教学准备 Some related video clips

教学过程

Text A Intensive Study(para6-12)

I. Take a quick review of the passages learned.(para1-6)

II. Text analysis


B. Language Points

1. write up

2. Meet the deadline

3. work／do wonders (in)

4. relevant (ant. irrelevant)

5. rather than

6. put away

7. approach n. / v.

C. Grammar focus

1. go + (un) p.p.

2. used to + infinitive

Comparison between “used to do” and “be/get used to doing”

III. Questions for Text A

1. Who is Alex and who is Amanda?

2. What did Alex and Amanda have in common in high school?

3. What is the key to success in college according to the authors?

4. How do some students get to the top of the class?

教学过程

5. What do the authors mean by concentrating?

6. Why is it important to organize your materials?

7. Why does Amanda’s study schedule include breaks every two hours?

8. How to read effectively according to Amanda?

9. How does Amanda take her notes in class?

10. Why is asking questions important?

11. What are the benefits of studying together?

IV. Structure Analysis

The authors of this article list several ideas for getting good grades.

Each suggestion is presented the same way, from general advice to specific

examples.

Examples:

General Advice Specific Examples

1. Concentrate. Not to answer the phone or watch TV

or read the newspaper while you

study, plan your study time.

2. Study anywhere – or everywhere Memorize vocabulary while you

exercise; stick a vocabulary list on

the wall.

练习设计

教学反思 The teacher should offer some guidance to the study of pronunciation now and then.

3. Organize your materials.

4. Organize your time.

5. Learn to read.

6. Take good notes.

7. Ask questions.

8. Study together.

授课时间 2013 年 9 月 25 日/ 日/ 日　　　　授课学时： 2 学时教学内容（章

节） Unit 1 text A 课型练习课教学目标 Help students learn and master the basic techniques of those A students from the text.



教学方法及手段讲授法，多媒体教学。教学准备

教学过程

Text A Secrets of A Students

Exercises

I Vocabulary

a. Fill in the blanks with the words given below. Change the forms where

necessary.

approach assign deadline draft stick

due essentials ignore manage

necessarily persuade retain solution

b. Replace the underlined parts in the following sentences with words or

expressions from the text that best keep the original meaning.

1. The doctor suggested that both of them spend 20 minutes a day doing

taijiquan.

2. Tom studied hard. He wanted to make the best use of his time in college to

learn as much as he could.

3. In taking notes, you don’t have to write down everything the teacher says.

4. Active reading, according to education experts, will result in a better

understanding of what is being read.

II Word Building

The suffixes ( 后缀 ) -ment, -ation, -tion, -sion and ion are used to form nouns from

verbs. Study the table below and then give the noun form of each of the following

verbs. Make changes in the spelling where necessary.

III Structure

教学过程

1. announce __________ 2. collect _________

3. examine __________ 4. develop __________

5. connect __________ 6. imagine __________

7. govern __________ 8. discuss _________

9. organize __________ 10. improve __________

III. Structure

a. Complete the following sentences, using thus, so that or while.

b. Make sentences after the model, using the given words and expressions.

Eg. a couple of days read round the subject and make notes

Alex would spend a couple of days reading round the subject and making notes.

c. Complete the following sentences after the model.

Example: Once the books are open, telephone calls go unanswered. (answer)

IV. Cloze

V. Translation

1. 汤姆是个非常好奇的男孩，他不仅对“是什么”感兴趣，而且也对“为什么”和“怎么会”感兴趣。A very curious boy, Tom, is interested not only in whats but also in whys and hows.

2. 据史密斯教授说，幸福就是你能充分利用你所有的一切Happiness, according to Prof. Smith, is the ability to make the most of what you

have.

3. 你最好把这本书放在你 15 岁的儿子找不到的地方。You’d better keep the book where your 15-year-old son can’t get his hands on.

4. 这故事非常滑稽，比尔一边读一边不停地笑。The story was very funny and Bill kept laughing while reading it.

5. 成绩优秀的学生未必比他们得分较低的同学在学习上花费更多的时间High-achieving students do not necessarily put in more time at their studies than

their lower-scoring classmates.

练习设计

教学反思 The teacher should teaches some translation skills in the class.

授课时间 2013 年 10 月 9 日/ 17 日/ 日　　　　授课学时： 2 学时教学内容（章

节） Unit 2 text A Conversational Ballgames 课型新授课

教学目标 Help students know the difference between western and Japanese style conversation.



教学方法及手段讲授法，多媒体教学。教学准备 1. The introduction of East Asian Games

2. Some related pictures

教学过程

Unit 2 text A Conversational BallgamesI. Pre-reading Activities

a. vocabulary explanation

b. the introduction of East Asian Games

II. Listening Comprehension


following words

conversation

comment on

bowling

lane

connect

converse

switch

b. Second Listening: Listen to the tape again. Then, choose the best answer to each

of the following questions.

1. What was the main cause of the problem discussed in the listening?

2. Which of the following comparisons does the listening make about Japanese

and Western conversational styles?

3. The author considers the Western conversational style to be _____ .

3. A) Organize your time and materials.

B) Write down every word the professor says in class.

教学过程

4. The author considers the Japanese conversational style to be _____.

5. The author concludes that _____.

III Pre-reading Activities

Look at the title and guess what this passage

is about.

Have you ever talked with a native speaker of English? What problems

have you encountered in talking with a foreigner? What’s the reason?

IV Intensive Study(para 1-6)

a. Text analysis and explanation

b. Language Points

1. the point where/of — until, to the extent that, up to the time when something

develops or is achieved

2. join in

— take part in (an activity)

3. startle

— make someone suddenly surprised or slightly shocked

4. come to a halt/stop

— a) to slow down and stop

b) to stop operating or continuing

5. “(just) as … , so … ”

6. There’s no waiting in line.

— It’s not possible or necessary to wait in line.

练习设计


授课时间 2013 年 10 月 12 日/22 日/ 日　　　　授课学时： 2 学时教学内容（章

节） Unit 2 text A Conversational Ballgames 课型新授课

教学目标 Help students know the difference between western and Japanese style conversation.




教学过程



II. Text analysis


B. Language Points

1. whoever

2. be responsible for

— a) have the duty of looking after someone or something

b) be the cause of

3. TENNIS

4. bowling

5. previous

— happening, coming, or being earlier in time or order

6. knock down

— a) strike a person or object to the ground

b) destroy or remove

7. no/little/small wonder

— (especially spoken) used to say that you are not surprised by something

Questions for Text A

1. Who is Alex and who is Amanda?

2. What did Alex and Amanda have in common in high school?

3. What is the key to success in college according to the authors?

教学过程

III. Structure analysis

Part I (para1-3): Introduction

Part II (para4-9): Comparisons

Part III (para10-11): Influence

Part IV (para12): Conclusion

IV. Questions for Intensive Study

Please read Part One (para. 1-3) --- an introduction of the topic, and then answer

the following questions.

1.Judging from the first paragraph, why do you think the author moved to

Japan and lived there? What does the author work as in Japan?

2.What made other people “look startled” when the author joined in their

conversation?

Please read Para 4-6 --- Focus on the comparison between the western-style

conversation and tennis.

3 .In the author’s description, a western-style conversation is like ?

I introducing a topic is like ?

making a proper response is like?

carrying on a conversation is like

If the conversation involves more than two people, then it is like ?

4. A Japanese-style conversation is like ?

waiting for your turn to speak is like waiting for your turn to ?

when and how an opinion is to be voiced depends mainly on ?

5. According to the author, why is it almost impossible to get a western-style

conversation or discussion going with Japanese students of English?

6. Can a westerner get used to a Japanese-style conversation? What is the

author’s conclusion?

练习设计



节） Unit 2 text A Conversational Ballgames 课型练习课

教学目标 Help students learn and the master the basic techniques of those A students from the text.



教学方法及手段讲授法，多媒体教学。教学准备

教学过程

Unit 2 text A Conversational Ballgames Exercises

I Vocabulary

a. Fill in the blanks with the words given below. Change the forms where

necessary.

simply challenge responsible objection

startle original halfway entirely

related join in just as back and forth

fall aparteven if knock down come to a halt

b. Replace the underlined parts in the following sentences with words or


1. The idea is that by being taught math and science in English, the students

will unknowingly acquire the language.

2. What did you say in reply to his suggestion?

3. Bill said he learned more about Chinese economic development during his

most recent trip to Pudong than on his last visit.

4. I couldn’t think of anything proper to give them as a wedding present.

II Word Building

The suffix -ance and -ence can replace -ant and -ent in certain adjectives to form

nouns with the meaning having the quality or being in the condition of the root word.

verbs. Make changes in the spelling where necessary.

III Structure

教学过程

1) absent 8) confident

2) convenient 9) evident

3) independent 10) intelligent

4) patient 11)present

5) distant 12) violent

6) excellent 13) significant

7) silent 14) different

The prefix dis- can be added to verbs, nouns or adjectives to make the meaning of

a word just the opposite.

Fill in the blanks with appropriate forms of the words given below.

disappear disadvantage disagree disbelief dislike

disorder dishonest discomfort disobey dissatisfied

III. Cloze

V. Translation

1. 在谈及美国英语和英国英语的差别时，他说：“美国和英国毕竟是两个不同的国家Referring to the differences between American English and British English, he

said, “The United States and Britain are, after all, two different countries.”

2. 史密斯教授鼓励他的学生独立思考。他常说：“即使你们对我提出质疑或者完全不同意我的看法，我也同样高兴。”Prof. Smith encourages his students to think for themselves. “I am just as happy,”

he often says, “even if you challenge me or completely disagree with me.”

You’d better keep the book where your 15-year-old son can’t get his hands on.

3. 我们请他参加我们关于流行音乐的谈话，但他一参加进来就引入一个新的话题，谈起了上周的 NBA 决赛。We called on him to take part in our conversation about pop music, but as soon as

he joined in, he introduced a new topic and referred to the NBA finals of the

previous week.

练习设计

教学反思 The teacher should teaches some translation skills in the class.


节）U n i t 3 S t e v i e W o n d e r : s u n s h i n e i n t h e s h a d o w 课型新授课

教学目标 H e l p s t u d e n t s k n o w t h e l i f e a n d c a r e e r o f S t e v i e W o n d e r .



教学方法及手段讲授法，多媒体教学。教学准备 Some related pictures of famous disabled people.

教学过程

Unit 3 text A Stevie Wonder: Sunshine in the Shadow I. Pre-reading Activities


b. the introduction of famous disabled people



following words

Amaze

drum

harmonica

rock and roll music

porch

audition

hit

album

influential

encounter

charts

b. Second Listening: Listen to the tape again. Then, choose the best answer to

each of the following questions.

1. The main purpose of the listening passage is ___________.

bout Japanese and Western conversational styles?

3. The author considers the Western conversational style to be _____ .

教学过程

2. Stevie’s career as a pop musician can be described as __________.

3. Which of the following problems did Stevie NOT have to overcome?

4. Which of the following best describes Stevie Wonder?

III Pre-reading Activities

Look at the title and guess what this passage

is about.



b. Language Points

1. likely would always be that way

2. break into sth.

－to suddenly begin to do something

3. Blind and black and poor

— being blind and black and poor

4. in one’s wildest dreams

— the expression is used to imply that a particular thing is so strange or so

unlikely that one has never thought of it.

5. beyond one’s wildest dreams

— to a degree or in a way you had never thought possible:

6. He was brought up among church-going people whose faith helped them bear

the poverty.

7. faintly— slightly; mildly　轻微地；微弱地；8. resemble

— to look like or be like someone or something:

9.wear out— 1) become useless or worthless as the result of use 用坏，用破　 2) tire sb. greatly; cause to become exhausted 疲乏，疲倦

疲乏，疲倦

练习设计


授课时间 2013 年 10 月 23 日，11 月 5 日　　　　授课学时： 2 学时教学内容（章

节） Unit 3 text A Stevie Wonder: Sunshine in the Shadow 课型新授课教学目标 H e l p s t u d e n t s k n o w t h e l i f e a n d c a r e e r o f S t e v i e

W o n d e r .




教学过程



II. Text analysis


B. Language Points

1. as/so far as I know

— used to say what he thinks is true, although he does not know all the facts:

2. clap time to the beat

3. Ronnie White and the Miracles

4. Motown Records

5. At first, they were being nice.

6. congratulate

— to praise someone and say that you approve of or are pleased about a special or

unusual achievement

7. with ease

— without difficulty

8. The name stuck.

— people have since called him by this name.

9.hit/smash/smash hit

— a great success of a new play, film, book, etc.

10.winning — 1) attractive or persuasive 迷人的，动人的

教学过程

11. strike　— cause (a person or place) to suffer severely from the effects of something very

unpleasant that happens suddenly

12. involve　— to include someone or something in something, or to make them take part in or

feel part of it:


Para. 1~4 Born black and blind

Para. 5~7 Early days showing music talents

Para. 8~12 First hit as Stevie Wonder

Para. 13~14 Success as an independent musical artist

Para. 15~17 Car accident and a different life after it

Para. 18 Conclusion: Sunshine in the shadow


1.What was the difference between the way Stevie’s mother responded to his

blindness and the way Stevie did? 2.What made other people “look startled” when

the author joined in their conversation?

2. What musical instruments did Stevie learn to play?

3 .What was the first place where Stevie performed?

4. How did Stevie get his nickname?

5.What conflict did Stevie have with Motown Records?

6.How different were the records Stevie made after turning 21?

练习设计



节） Unit 3 text A Stevie Wonder: Sunshine in the Shadow 课型练习课教学目标 H e l p s t u d e n t s k n o w t h e l i f e a n d c a r e e r o f S t e v i e

W o n d e r .




教学过程

Unit 3 text A Stevie Wonder: Sunshine in the Shadow


II. Text analysis（16-18）III. Fill in the blanks with the words given below. Change the forms where

necessary

wear out bear racial mature

draw conquer break into pay attention to

aspect perform as far as get tired of

IV. Replace the underlined parts in the following sentences with words or


1. Having grown up in a church-going family, Bill is friendly, polite and

willing to help anyone in need.

2. As soon as he turned into a side road, he started to run.

3. The teacher was very much surprised to find that the laziest student in

her class had received a grade of 100 on an important test.

4. Mr. Johnson had made up his mind to go to Africa with the medical

team. His wife could do nothing but help him to pack up.

5. The twin brothers are like each other not only in appearance but also in

character.

6. Bob was intelligent and capable of passing his exams without difficulty.

教学过程

V. Now form adjectives by adding -ous or -al to the nouns given below and then

fill in the blanks in the following sentences with some of them. Make changes in

spelling where necessary

VI . Add –ness to the adjectives given below and then fill in the following sentences

with some of them. Change the form where necessary.

VII. Complete the following sentences, using go on with the proper forms of the

verbs given in parentheses.

VIII. Rewrite the following sentences according to the model.

IX. Model: I realized that I was blind only after I was about four.

→ I didn’t realize that I was blind until I was about four.

X. Complete the following sentences, using as … as.

XI. Cloze

XII. Translation

1. 据我所知，他们必须做的只是来见一见他们想抚养的孩子，并填写一份表格。2. 随着他对世事的了解越来越多，他终于厌倦了对名利的追求。 3. 小女孩的歌声给老人带来了欢乐，帮助他忍受住种种生活的艰辛。4. 人们纷纷前来向他们祝贺又一座黄浦江大桥的胜利建成。5. 这个十岁的男孩小提琴拉得如此娴熟，在场的人都惊叹不已。 6. 车祸之后，史蒂威重新评价了自己的人生目标，决定更多地注意外部世界。

7. 母亲即使做梦也没想到她的儿子会成为一名世界著名的钢琴家。

8. 当听到他们的老师已摆脱了死亡的阴影时，学生们都大声欢呼起来。

练习设计


授课时间 2013 年 11 月 4 日, 11 月 14 日　　　　授课学时： 2 学时教学内容（章

节） U n i t 4 T h e w a s h w o m a n 课型新授课教学目标 Help students learn the importance of self-esteem by studying the story of the old

washwoman.



教学方法及手段讲授法，多媒体教学。教学准备 Some related pictures on the life of those old people.

教学过程

Unit 4 text A The Washwoman I. Pre-reading Activities


b. the introduction the life of old people



following words

wrinkled

laundry

bundle

complain

respond



1. which of the following best describes the washwoman?

2 why did the family appreciate the washwoman so much?

3. why did the family become worried about the washwoman?

4, what happened to the washwoman at the end of the story?

III. Do your grandparents live with your parents? Are there any advantages and

disadvantages of elderly people living with their children’s families?

教学过程



b. Language Points

1. sickly

—habitually ill, weak and unhealthy

2. lean on/against

—rest in a reclining position for support

3. count out

— count things one by one, esp. slowly

4. … small and thin as she was…

—although she was small and thin

5. accumulate vt/vi

—gradually get or gather an increasing number or quantity of (sth.); get something

in this way

6. She was a real find.

7. And the drying!

8. attic

— a room or space just below the roof of a house, often used for storing things

9 .Only God knows…

—It is impossible to say

练习设计



节） Unit4 Text A The wash woman 课型新授课教学目标 Help students learn the importance of self-esteem by studying the story of the old

washwoman.




教学过程



II. Text analysis


B. Language Points

1. endure

—— suffer or undergo (sth. painful or uncomfortable) patiently

2. could have done

3. be blessed with

— be lucky enough to have

4. ashamed

— feeling shame, embarrassment

5. … see her son lead the bride to the altar

6. speak of

— give proof or evidence of

7. stubborn

8. stagger

—move or stand unsteadily, as if under a great weight

9. At (the ) most

— not more than, if not less

10. catastrophe

教学过程

— a sudden event that causes very great trouble or destruction

11. premonition　—— a feeling that sth. is going to happen, especially sth. unpleasant

12. mourn

—— feel or express great sadness, especially because of someone’s death

13. mumble: v.

— to speak or say sth. in a quiet voice in a way that is not clear

14. recover

— return to the usual state of health, strength, ability, etc


Para. 1~3 Description of what the washwoman looks

like and how she does the laundering

Para. 4~13 The author relates some of the actions

that reveal her character.

Para. 14 Conclusion


1. What was the washwoman like? Would you please enumerate some words

used to describe the washwoman?

2. How does the author contrast the washwoman with other old women?

3. What does the sentence “My mother had never been so pleased with any

washwoman” mean? Why was the old washwoman considered “a real find”?

4. Why was laundering not easy in those days?

5. Why didn’t the old woman beg at the church door or enter a home for the

aged?

6 How was the old woman treated by her son? And how did she treat her son?

7. Find out the words or expressions describing the washwoman when she came

to the narrator’s house one day.

练习设计



节） Unit 4 text A The Washwoman 课型练习课教学目标 Help students learn the importance of self-esteem by studying the story of the old

washwoman.




教学过程

Unit 4 text A The Washwoman


II. Fill in the blanks with the words given below. Change the forms where

necessary

possess utter mourn collapse property

somewhat inform tremble wrinkled endure

recover drive stagger contribute accumulate fulfill

III. Replace the underlined parts in the following sentences with words or


1. In Britain, women usually retire at the age of 60. But Mrs. Handel

retired 5 years earlier for reasons of health.

2. Prof. Wilson works seven days a week and six of them until midnight. He

seems to have unflagging (不减弱的) energy.

3. On weekends, our landlady provided dinner in addition to breakfast.

4. Everything at the party showed the hostess’ thoughtfulness.

5. You can never be a competent manager if you spend a lot of time on

trifles (小事).

6. The auto repairman estimated that the repairs to my car would cost no

more than $ 150.

教学过程

IV. The suffix –ed can be added to nouns to form adjectives with the

meaning having… or having the characteristics of …

V. Now translate the following phrases into English using adjectives

formed from the nouns given below.

VI. The suffix –less can be added to nouns to form adjectives with the

meaning of having no…

VII. Now complete the following sentences with the given words in their

proper forms.

VIII. Now Combine words in Column A with words in Column B to form

compound nouns.

IX. Complete the following sentences, using nor.

X. Rewrite the following sentences after the model.

XI. Cloze

XII. Translation

1. 虽然祖母体弱多病，她却承担起了家里的所有家务。2. 唱片公司从未对任何歌手这样满意过。对他们来说, 史蒂威 · 旺达确实是个难得的人才。3. 他们住的地方没有自来水，也没有煤气和电这类生活上的便利设备。4. 六年过去了，接着七年、八年过去了，那位法国艺术家仍杳无音信。看来他肯定已离开这个国家去了唯有上帝知道的什么地方。5. 那年夏天他病得很厉害，但秋天他刚感到好些了，便又重新开始写作，并在两个月内完成了他的最后一部小说。6. 在坚强意志的推动下，亚历克斯终于完成了他所承担的任务。

7. 在医生和护士们的帮助下，那位病人恢复得很快，几星期后便再一次站了起来。

8. 望着老人那张满是皱纹的脸真是叫人难过，因为它说明了老人一辈子所经历的一切。

练习设计



节）U n i t 5 T h e L a n g u a g e o f C o m p r o m i s e 课型新授课

教学目标 L e a r n t h e s i g n i f i c a n c e o f t h e l a n g u a g e u s e d t o c o m p r o m i s e .



教学方法及手段讲授法，多媒体教学。教学准备 Some related pictures on the marriage and married couple.

教学过程

Unit 5 text A The Language of CompromiseI. Pre-reading Activities


b. the introduction some background information of marriage



following words

compromise

give away

tradition

individual



1. A compromise is an agreement in which __________.

2. Ted and Mary took their first vacation in the mountains so that _______

3. What problem did they have with their first child?

4. How did Ted and Mary decide on their son’s name?

III. Pre-Reading Activities: Lead-in Questions

Nowadays a lot of couples are struggling in their marriage, and they don’t know

how to handle the difficult situation. While others stay happily married. Do you

know their secrets? In order to find the answer, let’s come to Text A.

教学过程



b. Language Points

1. be prepared to

— be willing to (if necessary)

2. give way

— yield

3. go off

— depart

4. But that, strangely, was when the problem arose.

— “that” refers to the fact that they had a baby.

5. call at

— pay a short visit to (a place)

6. resist

— keep oneself from having, doing, taking (sth.)

7. Johann Sebastian

8. hiking & hiker

9 . The feminist movement

10. snobbish ----like a snob

11. William Shakespeare (1564-1616

12.There are such lovely names for girls — Heather, Rosemary, Lily, Fen, Daisy.

练习设计



节） Unit 5 text A The Language of Compromise 课型新授课

教学目标 L e a r n t h e s i g n i f i c a n c e o f t h e l a n g u a g e u s e d t o c o m p r o m i s e .




教学过程



II. Text analysis


Leslie Dunkling 莱斯莉·邓克林The Saint Gotthard Pass is one of the Alps’ notable tunnels. Grenoble.

Innsbruck, and Bolzano are major Alpine cities.

B. Language Points

1. Charles (1948-) , Prince of Wales

2. sort out

— 1) organize or tidy

— 2) arrange according to characteristics, etc.

3. 汉民族的姓氏, 英语国家的姓氏4. compromise

5. — 1) n. act of settling an argument by taking a middle course acceptable to

all sides; settlement reached in this way

— 2) v. settle an argument of differences of opinion by taking a middle course

acceptable to all sides.

6. be prepared to

— be willing to (if necessary)

教学过程

7. give way

— yield

8. go off

— depart

9. But that, strangely, was when the problem arose.

— “that” refers to the fact that they had a baby.

10.have something in mind

— intend or want to do something

11. call at

— pay a short visit to (a place)


Para. 1 The author gives the definition of compromise

Para. 2~3 The author presents and analyze the first example

Para. 4~18 The author presents and analyze the second example


1. What kind of vacation did Mary want?

2. What kind of vacation did Ted want? Why?

3. How did vacation in the Alps represent a compromise on this question?

4. Why did naming their child represent such a difficult issue for Ted and Mary to

compromise on?

5. What name did Mary prefer? Why?

练习设计



节） Unit 5 text A The Language of Compromise 课型练习课教学目标 L e a r n t h e s i g n i f i c a n c e o f t h e l a n g u a g e u s e d t o

c o m p r o m i s e .




教学过程

Unit5 text A The Language of Compromise



necessary

unique attractive energetic

individual gamble compromise tradition

afterwards arise content unfortunately spin



1. Robert was sick yesterday, but he is slightly better today.

2. You can program a computer to paint, play games and do other things

like that.

3. Tom is the captain of our football team and he is on the basketball team,

too.

4. The discussion ended without any result as neither side would yield to

the other.

5. Electricity flows through a wire just as water flows through a pipe.

6. I could see he was not telling me all he was thinking about.

教学过程

IV. Fill in the blanks with words given below together with some suitable

prepositions. Change the forms where necessary.

V. The prefixes un-, in-, im-, il- and ir- can be used before adjectives to make

them negative in meaning, e.g.,

VI. The suffixes –er and –or can be added to verbs to form agent nouns ---

names of persons performing an act. Now find such nouns in the text with

the help of the verbs given below.

VII. Now form nouns by adding –er or –or to the verbs given below and define

them in English.

VIII. Complete the following sentences, using what a pity…

IX. Fill in the blanks with that’s where / when / how / why / what.

X. Cloze

XI. Translation

1. 他们是玛丽的儿子罗伯特和劳伦斯 , 一个起的是她父亲的名字, 另一个是她祖父的名字。2. 他对已有的一切还不满足。他从来不懂“知足常乐”, 真遗憾。3. . 她参与课堂活动非常积极。我相信她将来可以成为一名好教师。4. 你也许有不同的看法，但不喜欢劝酒，尤其是在宴会上更是如此。5. 我们准备在一些枝节问题上对他们做些让步，但决不在重大的原则问题上与他们妥协。6. 整整一年中罗伯特通常得不到多少运动，而他的妻子玛丽却大部分时间一直站着。这就是为什么他们不可能或至少很难找到一个两人都喜欢的地方去休假的原因。

7. 戴维是个自视甚高的青年作家。他认为他的写作风格是独特的，高雅的。但遗憾的是，情况并非如此。8. 我想说的只是，作为个人我们享有很多不同的权利，但却无权做任何对社会有害的事。

练习设计



节）U n i t 6 N e r d s a n d G e e k s 课型新授课

教学目标 H e l p s t u d e n t s c l e a r t h o s e m i s u s e o f n e r d s a n d g e e k s .



教学方法及手段讲授法，多媒体教学。教学准备 Some related pictures and videos

教学过程

Unit 6 text A Nerds and GeeksI. Pre-reading Activities


b. the introduction the words “nerds” and “geeks” and the misuse of them.



following words

insult

bite

prefer

constructive

rival professional

ignore



1. The main purpose of this listening passage is to _____.

2. What is the meaning of the words “nerd” and “geek” ?

3. The passage says that in nations other than the U.S., _____.

4. The passage suggests that the words “nerd” and “geek” should _____.

教学过程

III. Pre-Reading Activities: Lead-in Questions.

1. Are there any negative terms in China that are used in connection with a fellow

student? What values do they express? Are they used for hard working students?

2. Do you know the terms “nerds” and “geeks”? If not, skim through the first two

paragraphs to guess their meanings.



b. Language Points

1. …a society that has only unkind terms like nerd and geek for the intellectually

curious and academically serious.

2. Webster’s New World Dictionary

3. dedicate v. — to devote致力；献身

4. pursuitn. — the act of looking for or trying to find sth..

5. compare to ---regard as similar, claim a similarity between6. Havard 7. admit ---state or agree to the truth of

8. prefer to do rather than do ---in preference to ; instead of

9 . look down (up)on --- have or show a low opinion of

10. snobbish ----like a snob

11. While athletes are made heroes of --- while athletes are praised or considered as

heroes.

12. outcast --- a person who has no place in their society or in a particular group,

because the society or group refuses to accept them

练习设计



节） Unit 6 text A Nerds and Geeks 课型新授课

教学目标 H e l p s t u d e n t s c l e a r t h o s e m i s u s e o f n e r d s a n d g e e k s .




教学过程



II. Text analysis

B. Background Knowledge

Leonid Fridman

Max Weber, 1864-1920

III. Language Points

1. look down (up)on --- have or show a low opinion of

2. While athletes are made heroes of --- while athletes are praised or considered

as heroes.

3. deprivev. — to take away from, prevent from using

4. outcast --- a person who has no place in their society or in a particular group,

because the society or group refuses to accept them

5. Enough is enough.6. conform to ---- act in accordance with, be in agreement with符合；遵照

7. least of all

— especially not (used after a negative statement

8. stay afloat / keep afloat9. lie with 是…的责任；取决于 — be the responsibility of, to rest with

教学过程

IV. Structure analysis

Para. 1-5 Explanation of the prevailing anti-intellectualism in American society.

Para. 6~10 Author’s view on anti-intellectualism and why the problem should be

solved.

Para. 11~13 Cause of the anti-intellectual value and restatement of the necessity

to do away with it.

V. Questions for Intensive Study

1. In your opinion, What is “the system of values in a society” ?

2. Could you describe the system of values in our society ?

3. What do the words “nerd” and “geek” mean in American slang ?

4. Could you explain what is “anti-intellectualism” ?

5. What is meant by “Enough is enough” ?

6. What does the author see as the cause of anti-intellectualism in the U.S. ?

7. How does he suggest it should be fought ?

8. How do the introduction and the conclusion of the text work together to support

each other ?

练习设计


授课时间 2013 年 12 月 9 日　　　　授课学时： 2 学时教学内容（章

节） Unit 6 text A Nerds and Geeks 课型练习课教学目标 H e l p s t u d e n t s c l e a r t h o s e m i s u s e o f n e r d s a n d

g e e k s .




教学过程

Unit6 text A Nerds and Geeks



necessary

prestigious import pursue acquire average

prefer shock pursuit compete

bite extent admit constantly

cultivate typical intelligent



1. That famous professor has devoted her entire life to the improvement of

our educational system.

2. The teacher told Bob that if he started working hard right now, he still

had hope of passing the final exam.

3. In this university high-achieving students are taken as examples for other

students to follow.

4. No one from the community, especially the community leaders,

supported his argument that the public should be held responsible the current

problems.

5. If the essay does not meet university requirements, then the student

cannot receive his or her degree.

教学过程

IV. The suffixes –hood and –ship can be added to nouns to form new

nouns whereas the suffix al is used to form nouns from verbs

and the suffix –dom to form nouns from either adjectives or

nouns. Study the table below and give the noun forms of the

following words. Make changes in spelling where necessary and

pay attention to the meanings of the new words.

V. Rewrite the following sentences using the words and phrases in

brackets. Make the new sentences as similar as possible in

meaning to the original ones.

VI. Translate the following into English using the structure of the

model..

VII. Fill in the blanks in the following sentences with either stop to do

sth. or stop doing sth...

VIII. Combine the following pairs of sentences, using as…as or not so

much ... as after the models.Fill in the blanks with that’s where /

when / how / why / what.

IX. Cloze

X. Translation

1. 问题在于人们如何看待那些专心追求知识的学生。2. 我国政府已决定向教育投入比过去多得多的钱。3. 我们得培养更多一流的工程师参与同日本的技术竞争。4. 求知好学和勤奋用功的学生应该受到表扬并被树立为其他学生的榜样。 5. 直到我们消除排斥知识的现象, 我们才有希望保持世界级强国的地位。6. 我们必须使自己适应时代的要求,否则我们就会落后于世界上其他工业国家。7. 其他孩子在踢足球, 而他们的儿子却在学英语, 做父母的为此感到骄傲。8. 你真的期望不花费更多的时间学习就能提高你的英语水平？

练习设计


授课时间 2013 年 12 月 16 日, 　　　　授课学时： 2 学时教学内容（章

节）U n i t 7 I B e c a m e H e r T a r g e t 课型新授课

教学目标 Help students have a be tter understanding of independent th inking .



教学方法及手段讲授法，多媒体教学。教学准备 Some related pictures and videos

教学过程

Unit 7 text A I Became Her TargetI. Pre-reading Activities


b. the introduction of background information of the situation of black people in

early USA.



following words

chase

back up

eraser

incredibly

incident b. Second Listening: Listen to the tape again. Then, choose the best answer to


1. How did their new white neighbors treat the author’s family?

2. How did Miss Bean treat the black student in class?

3. How did Miss Bean teach the author to think for himself?

4. After Miss Bean threw the eraser, how was the school different?

教学过程

III. Pre-Reading Activities: Lead-in Questions.

Watch the video. Then try to find the answers to the following questions.

1. What’s his dream, according to the speech delivered by Martin Luther

King Jr.?

2. In order to realize their dream, what should black people do?



b. Language Points

1. Roosevelt, Franklin Delano (1882-1945)

2. a school that was otherwise all white3. be ignorant of / about －not have much knowledge about; not know about4. prevailing wisdom— usual or most common opinion (especially of a group of people on a particular subject)5. compare to ---regard as similar, claim a similarity between6. but nothing much came of it— but nothing serious happened as a result of the angry talk 7. chase

1) run after sb. in order to catch him /her/it

　 2) try to get sth. that is difficult to obtain

8. go at

— make an attack at, rush at

9 . deplore---feel or express one’s strong disapproval of sth

10. be for — be in favor of

11. among other things— This expression is used to say that there are more facts,

things, etc. like the one or ones mentioned but that the speaker chooses not to

discuss them in detail.

练习设计



节） Unit 7 text A I Became Her Target 课型新授课





教学过程



II. Text analysis

C. Background Knowledge

Roger Wikins

Grand Rapids

III. Language Points

1. battle one’s way

— making one’s way by fighting a series of battles

2. a school that was otherwise all white.

3. They did establish the fact that I could speak English. 4. dimension

— the magnitude of something in a particular direction (especially length or width or height); aspect5. Thus, the teacher began to give me human dimensions, though not perfect ones for an eighth grader. 6. Jefferson (1743-1826)Jefferson (1743-1826) 7. Harlem

8. Like our high schoolbuilding, he just was.

9. The Louisiana Purchase 10. venture

— proceed somewhere despite the risk of possible dangers; put forward, of a

guess, in spite of possible refutation

教学过程

11. by chance

— by accident, in an unplanned way

12. That was the ice breaker

13. I became just another kid in school.

IV. Structure analysis

Para. 1-3 I suffered from prejudice in my new neighborhood and new school.

Para. 4~6 Miss Bean went right at me by giving me chances to answer questions.

Para. 7~11 Miss Bean encouraged me to think for myself.

Para. 12~14 Miss Bean finally helped me to be accepted by my classmates by

becoming “Old Dead-Eye”.

V. Questions for Intensive Study

1. What was the attitude of the neighbours towards the Wilkins family?

2. How was the behavior of the children different from that of the adults?

3.What subject and at what level did Dorothy Bean teach?

4. What was Miss Bean’s attitude towards black people?

5. How did Miss Bean treat Roger Wilkins on the day the first reading assignment

was due?

6. How did she “teach him to think”?

7. Why did she throw the eraser at him?

8. How did this event change his relationship with the other kids in school?

练习设计



节） Unit 7 text A I Became Her Target 课型练习课





教学过程

Unit7 text A I Became Her Target



necessary

confident venture previously liberal

presence roar creep ignorant

chase merely spoil whereas

III. Complete the following sentences with phrases and expressions given below.

Change the forms where necessary

throw…at establish oneself as come up to stare at

move in be for among other things view…as

come of by chance

IV. Study the examples given below and then give the adjective form of each

of the following words. Make changes in spelling where necessary.

V. Make both affirmative and negative responses to the following questions

after the given model, using the verbs in brackets.

VI. Complete the following sentences after the model, using do to give

emphasis to the main verb

VII. Complete the following sentences after the model, using do to give

emphasis to the main verb.

教学过程

VIII. Cloze

IX. Translation

1. 史密斯先生被认为是一位十分开明的人，除了别的之外，他还认为在法律面前人人平等。2. 他获奖并非偶然; 他的成功来自艰苦的训练。3. 老师跟白人孩子们谈了很多，试图使他们相信人人生而平等，但在最初的几个星期里，似乎没有多少效果。4. 因为我刚来到这所学校，所以有一段时间我感到孤独，也没有朋友。5. 伟明日复一日坚持与威尔逊夫人进行交谈，他的英语口语变得越来越流利，越来越自然。6. 尽管(whereas) 在最初那几个星期一些孩子对我很不客气，一个白人小姑娘却特别友好。7. 我后来才知道那位看起来又老又满脸皱纹的人才 45 岁左右8. 大学毕业之后不久，他便证明自己是一个称职而负责的英语老师。IX. Reading and Writing

Reading Analysis

Throughout Text A, Wilkins uses the technique of making a statement or

generalization and then supporting it with a specific example or explanation. By

doing so, he makes his ideas more convincing and also easier to understand.

With a partner, find in the text the examples or explanations given by Wilkins to

illustrate his statements or generalizations.

Structured Writing:

Write a short passage about a time you learned an important lesson. This could

have occurred in school or outside of school. Structure your passage in the

following way. First, explain the lesson you learned. Then tell the story by using

details so that the reader can actually see a picture of what happened.

练习设计


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教 案 - web.bdxy.com.cnweb.bdxy.com.cn/jpk/dxwy/upfiles/news/20141120193407134.doc · Web view（ 2013 -2014 学年第一 学期） 课程名称： 大学英语 . 总 学 时：

教案 - web.bdxy.com.cnweb.bdxy.com.cn/jpk/dxwy/upfiles/news/20141120193407134.doc · Web view（ 2013 -2014 学年第一学期）课程名称：大学英语 . 总学时：