全新版大学英语综合教程第一册Unit One Growing upWord文档格式.docx
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全新版大学英语综合教程第一册Unit One Growing upWord文档格式.docx
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教学方法与手段
Task-basedApproach;
CommunicativeLanguageTeaching;
ActivityTeachingApproach;
Question-answerTeachingApproach.
Multi-mediaVideoPPTPictureBlackboard
课
堂
进
程
次序
内容
1
第1—2节:
TextALead-in,Culturenotes,Globalanalysisofthetext
2
第3—4节:
DetailedReading
3
第5-6节:
DetailedReading,Post-readingtasks
TeachingProcedure:
Period1–2
I.Lead-in:
(15minutes)
Discussion
A)WhatdoyourgrouplikeordislikeaboutEnglish?
Givetwoorthreereasons.
B)Englishisarequiredcourseformostcollegestudents.Apartfrompassingexams,arethereanyotherreasonsforstudyingEnglish?
2)Listentoasongandaskinformationaboutthesong.
3)AndaskSstoguesswhatthetextisaboutbasedonthetitle.
4)Givesomebackgroundinformation:
gradingsystem,WhatAmericanteacherswearinschool,Spaghettiandtheproperwayofeatingit
II.Culturalnotes(5minutes)
1.GradeschoolsintheUS.:
ItisnecessarytohavesomeknowledgeofgradeschoolsintheU.S.becauseSshavetorealizethat“thethirdyearinhighschool”(para.1)equals“theeleventhgrade”(para.9).U.S.studentsgenerallygothroughelementaryschools(kindergartento5thor6thgrade),middleschools(grades6-8)orjuniorhighsschools(grades7-9),andhighschools(grades9-12or10-12).
2.WhatAmericanteacherswearinschool:
Nowadays,peopleintheU.S.lovetodresscausally.EvenamongthosecompanieswitharigiddresscodesomenowallowemployeesnottowearsuitsonFridays.U.S.teacherswerefairlyformalclothestoschool,butnotnecessarilysuitsandties.Bowtiesareconsideredevenmoreold-fashionedthanties.
3.Spaghettiandtheproperwayofeatingit:
SpaghettiistheItalian-stylethinnoodle,cookedbboilingandservedwithsauce.Usuallyyouwouldputaforkintoaplateofspaghetti,turntheforkseveraltimessothatspaghettiwillwindaroundthefork,thenplacetheforkintoyourmouth.It’simpolitetosuck.
III.GlobalReading:
WritingforMyself(60minutes)
1.Scanning
ScanTextAandfindoutallthetimewords,phrasesandclauses.
sincemychildhoodinBelleville(LL.1-2)
untilmythirdyearinhighschool(L.2)
untilthen(L.3)
whenourclassedwasassignedtoMr.Fleagleforthird-yearEnglish(L.7)
lateintheyear(L.17)
untilthenightbeforetheessaywasdue.(LL20-21)
whenIfinished(L.40)
nextmorning(L.42)
twodayspassed(L.42)
whenIsawhimliftmypaperfromhisdesk…(L.45)
whenMr.Fleaglefinished(L.58)
2.Partdivisionofthetext
Parts
Lines
Mainideas
PartI
1-15
BakerwasboredbyeverythingassociatedwithEnglishcourses,includingessaywriting.
PartII
16-39
Bakerfoundhimselfattractedbyoneparticulartopicandwroteaboutitforhisownjoy.
PartIII
40-60
Theexperienceofwritingtheessayhelpedhimdiscoverhistalentforwritingandrealizewhathewishedtodoinlife.
3.Trueorfalse
1).Bakerhadneverthoughtofbecomingawriteruntilhewasintheeleventhgrade.(F)
AsachildinBelleville,hehadthoughtofbecomingawriterfromtimetotime.
2).Teachersfounditpainfultoreadstudents’longandlifelessessays.(T).
3).BeforeMr.FleaglebecametheEnglishteacherforBaker’sclass,theEnglishcoursehadbeeninteresting.(F).
Fromthewords“anothercheerlessyear”wecanseetheEnglishcoursehadbeenquiteboring.
4).InBaker’sopinion,Mr.Fleaglewasreallyaformal,rigidandout-of-dateteacheronlybecauseofFleagle’smannerofspeaking.(F)
Besidesthemannerofspeaking,Fleagle’sappearanceanddressalsoshowedthathewasadullandrigidteacher.
4.Multi-choice
1)Atfirst,BakerthoughtMr.Fleagle’sEnglishcoursewas_b__.
a)interesting
b)dull
c)hopeful
d)attractive
2)InBaker’sopinion,thetitleofthecomposition“WhatIdidonMySummerVacation”was_d__.
a)dull
b)unfruitful
c)difficult
d)foolishanddull
3)Bakerlikedtowriteacompositionwiththetitle“TheArtofEatingSpaghetti”because_c__.
a)neitherBakernorDorishadevereatenspaghettibefore.
b)theyarguedwitheachotheratthesupper.
c)itremainedhimofthepleasureofthatevening.
d)spaghettiwasfromItalyandquitenewthen.
4)WhichofthefollowingstatementsisTRUE?
_a__.
a)You’llnotwriteagoodcompositionuntilyoulikethetopic.
b)WhenBakerwrotetheessay,hethoughthisteacherwouldlikeit.
c)Mr.FleaglehadlikeBaker’scompositionsbefore.
d)Bakersucceededinwritingtwocompositions.
5.Questionsandanswers
1.Asastudent,Bakerwaslongboredbywritingcompositions.Later,however,hisattitudechangedcompletely.Whatdoyouthinkbroughtaboutthischange?
Byreadingthetext,itseemsthattheassignmenttowriteanessayledtothechange.However,theassignmentwasstillthereasitusedtobeaswellasMr.Fleagle.Nothingbuthisownunderstandingtowardwritinganessaychanged.
2.Mr.Fleaglesays“it’softheveryessenceoftheessay”,yethegivesnofurtherexplanation.Thinkitover.Whatdoeshemean?
AfterreadingtheclassBaker’sessay,Mr.Flealgetoldthestudents“it’softheveryessenceoftheessay”.Itwasclearenoughforthestudentstounderstandwhattheessencewas.Fortheyenjouedtheessaysomuchthattheyshouldhavegotaclueofhowtomketheessay.JustlikewhatBakerhaddone,towriteasthethingsareandtowriteforyourownjoy,mightbewhatMr.Fleaglewantstoillustrate.
3.Howdoyouunderstandthetitle”WritingforMyself”?
Towriteforoneselfmaybeagoodwayinmakingsomecertainarticlessuchasessayprpoemandsoon.Forbyreadingsuchanessay,thereadersexpectofnothingbutoftheauthor’sindividualfeelingstowardcertainmatters.
Period3–4
DetailedStudy
TasksSstoreadPartonecloselyandbereadytoanswerthefollowingquestions:
(30minutes)
1)HowdidBakerusetofeelaboutEnglishcourses?
(HehadbeenboredbyeverythingassociatedwithEnglishcourse.HefoundEnglishgrammardullanddifficult.)
2)Whendidhebegintothinkitpossibleforhimtobecomeawriter?
(TheideaofbecomingawriterhadcometohimoffandonsincehischildhoodinBelleville,butitwasn’tuntilhisthirdyearinhighschoolthatthepossibilitytookhold.)
3)WhatdidBakerhearaboutMr.Fleagle?
(Mr.Fleaglehadareputationamongstudentsfordullnessandinabilitytoinspire.Hewassaidtobeveryformal,rigidandhopelesslyoutofdate.)
4)WhatwashisownimpressionofhisnewEnglishteacher?
(Helookedtobesixtyorseventyandexcessiveprime.-----thatheseemedacomicantique.)
Texplainslanguagepointsandkeysentencesinparagraphone:
1.TheideaofbecomingawriterhadcometomeoffandonsincemychildhoodinBelleville,butitwasn’tuntilmythirdyearinhighschoolthatthepossibilitytookhold:
EversinceIwasachildinBelleville,Ihadthoughtofbecomingawriterfromtimetotime,butIdidn’tmakeupmyminduntilIwasintheeleventhgrade.
offandon(oronandoff):
fromtimetotime,nowandagain,irregularly
Examples:
Ithasbeenrainingonandoffforaweek.That’swhytheclothesfeeldamp.
possibility:
stateofbeingpossible;
(degreeof)likelihood(usu.followedbythat-clauseorof)
IsthereanypossibilityoflifeonMars?
Theyhaven’tarrived.Thereisapossibilitythattheyhavetakenthewrongroad.
takehold:
becomeestablished
TheideaofonechildonlyhastakenholdinmanyChinesefamilies.
Oldhabitsdiehard.That’swhyyoushouldstopsmokingbeforethehabittakeshold.
2.UntilthenI’dbeenboredbyeverythingassociatedwithEnglishcourses:
UptothenIhadlostinterestinthingsrelatedtoEnglishcourses.
bore:
make(sb.)feeltiredandloseinterest
Thespeakerwentonandon,andtheaudiencegrewboredbyhisspeech.
associate(with):
joinorconnecttogether;
connectorbringinthemind
WeassociateEgyptwithpyramids.
Ican’tassociatethisgentleyoungwomanwiththeradicalpoliticalessaysshehaswritten.
Jimwishedtoforgeteverythingassociatedwithhisformerlife.
3.Ihatedtheassignmentstoturnoutlong,lifelessparagraphsthatwereagonyforteacherstoreadandformetowrite:
Ifounditpainfultowritelong,boringessaysasrequiredbyteachers;
neitherdidteachersenjoywhatIwrote.
turnout:
produce
Newcomputersaresoonoutdatedsincenewermodelsareturnedoutconstantly.
Americanfilmstudiosturnouthundredsoffilmseveryyear.
agony:
Thesufferingofintensephysicalormentalpain.
Hislastagonywasover.他临死的挣扎已经过去了。
Hewasinanagonyofremorse.他处于极端悔恨之中
beinagony苦恼不安
deathagony(=agonyofdeath)临死时的痛苦,垂死的挣扎
inagonyofpain在痛苦的挣扎中
inanagonyof处在极端...状态中
Tasksstudentstogiveaheadingofparagraphone.(Baker’sfeelingsaboutEnglishcourses.)
Texplainslanguagepointsandkeysentencesinparagraphtwo:
1.WhenourclasswasassignedtoMr.Fleagleforthird-yearEnglishIanticipatedanothercheerlessyearinthatmosttediousofsubjects.:
Whenitwasdec
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