当代大学英语Word格式文档下载.docx
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当代大学英语Word格式文档下载.docx
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2)EnrichmentReading练习,5分。
3)听说教程随堂检查,2分。
4)课堂表现(包括小组活动表现)、完成作业情况,4分。
要有给分的依据。
5)全勤(即无任何事、病假),奖励1分。
注:
旷课每节扣1分,迟到或早退每次扣0.5分。
扣满10分为止。
5.课外听音:
1)时间:
星期一至星期五下午3:
30——4:
30,4:
30——5:
30。
2)地点:
A区:
五教学楼、理科大楼;
B区:
1教学楼、3教学楼。
3)内容:
自主听力,3-16周。
4)请老师们督促学生安排好课外听音,期末考试听力部分就在课外听力中。
6.认真参照教学大纲执行。
附:
参考教学周历
课程名称:
大学英语三级
周次
教学内容
课时
课外听力
第一周
9.1~9.7
介绍本学期教学安排;
ComprehensiveEnglishUnit1
ListeningandSpeakingUnit1
3
1
第二周
9.8~9.14
EnrichmentReadingUnit1
ComprehensiveEnglishUnit2
2
第三周
9.15~9.21
ListeningandSpeakingUnit2
EnrichmentReadingUnit2
自主听力
第四周
9.22~9.28
ComprehensiveEnglishUnit3
ListeningandSpeakingUnit3
第五周
9.29~10.5
国庆放假
第六周
10.6~10.12
EnrichmentReadingUnit3
ComprehensiveEnglishUnit4
第七周
10.13~10.21
ListeningandSpeakingUnit4
EnrichmentReadingUnit4
第八周
10.20~10.26
ComprehensiveEnglishUnit5
EnrichmentReadingUnit5
第九周
10.27~11.2
ListeningandSpeakingUnit5
Test
第十周
11.3~11.9
ComprehensiveEnglishUnit6
ListeningandSpeakingUnit6
第十一周
11.10~11.16
EnrichmentReadingUnit6
ComprehensiveEnglishUnit7
第十二周
11.17~11.23
ListeningandSpeakingUnit7
EnrichmentReadingUnit7
第十三周
11.24~11.30
ComprehensiveEnglishUnit8
EnrichmentReadingUnit8
第十四周
12.1~12.7
ListeningandSpeakingUnit8
ComprehensiveEnglishUnit9
第十五周
12.8~12.14
ListeningandSpeakingUnit9
EnrichmentReadingUnit9
第十六周
ComprehensiveEnglishUnit10
Revision
当代大学英语二年级第一学期
Unitoneofbook2:
CollegeEnglish
适用年级:
Band3
学年学期:
2003/2004学年第一学期
任课教师:
当代大学英语课程组
编写时间:
2003.8.30
Comprehensivereading
A:
Thetarget
reading:
readingforgistanddetail
writing:
writingconsistentandcompleteparagraphs,aparagraphwithatopicsentence,developingsentencesandaconcludingsentence,andingoodorder.
Learning:
a:
howtousesomeprefixestoformwords
b:
howtofindthetopicsentenceineachparagraphanddecideon
itstopic.
c:
vocabularynotebooks
B:
Arrangement:
ComprehensiveEnglish4classes,onefornewwordsexplanation,twofortextanalysis(warm-upactivities:
10-20minutes;
understandingthetext:
30-40minutes;
detailedstudyofthelanguage:
45minutes),oneforexercises.
EnrichmentReading1class
ListeningandSpeaking1class
C:
TheimportantanddifficultpointsforUnitOne:
receptivewordsandphrases:
befacedwith,providesbwithsth,beexpectedtodosth,varyfrom…to…,assess,require,beconcernedwith,relevant,heading,incomparisonwith,
productivewordsandphrases:
itisessential/important/necessarytodosth,copewith,differfrom,chapter,itisuptoyouto…,developtheabilitytodosth,referto,makenotes,cover,up-to-date,preface,purpose,contentspage,summary,getaclearpictureof,compare…with….
Grammar:
thesimplepresenttense;
thesimplepasttense;
thefirstconditionalsentences
Warm-upquestions:
Askstudentsindividuallyhowtheyusuallydecidewhetherabookisusefulandrelevanttotheircurrentneeds.
Askstudentstoworkinpairstomakealistofproblemstheyhavereading.
Askstudentstoworkingroupstodiscuss:
1)howtoovercomeproblemswithreading,2)howtoselectthemostusefulbookamongmanyintheshortestpossibletime.
Understandingthetext:
Thetextlooksattheproblemsstudentsmayhavewhenreadingandprovidessolutionstothemwhichareveryhelpfultotheirstudies.Therefore,startthestudentsthinkingatthewarm-upstage,thenfocusonunderstandingthetextandusingthetechniquestheauthorprovides.Someactivitiesneedtobeorganizedtothisend.
Activities:
Askthestudentstoreadthetextforgist(usingtheskillslearntinpreviousbooks)anddoTask1:
Ex.2.
Askthestudentstosummarizethemainpointsofhowtochoosebooksefficiently.
Askthestudentstoreadthetextfordetails:
answerthe“plainsensequestions”inWorkingoninformation.
Askthestudentstocommentontheauthor’advice.
doyoubelievethesestrategieswillwork?
Willyouusethemlaterinyourstudies?
Givereasonsforyouranswers.
Isthereanythingtheauthorhasfailedtomentionwhichyouthinkisworthnoting?
EnrichmentReading1class
IfocusonPart2oftheunitandleavePart1andPart3forself-study.Inthiscase,IwouldaskstudentstofinishPart1andPart3beforetheycometoclass.
1.lessonobjectives
Inthisunit,thestudentsareexpectedto
reviewwordsandideastreatedinComprehensiveEnglish.
Practicesurveyandfasterreadingskill.
ReadextractsaboutCanada,andrecentlaw-enforcementproblems.
Practicenote-makingskills.
3.Classroomdiscourse
Lead-in:
Askforstudents’knowledgeaboutCanadaandclarifytermsliketheDominion,thecommonwealthofNations;
homeworkcheckingcanbebuiltintoit.
Activity1:
discussthequestionsin“beforeyouread”
Activity2:
firstreading:
fasterreadingforgist,anddotheexercisesafterit
Activity3:
secondreading:
workingoninformation,andtheexercisesafterit.
Activity4:
Necessaryexplanationofthetext
Activity5:
dotheexercisesintheTeachers’Guide
ListeningandSpeaking1class
Doyouthinkparents’lovefortheirchildrenisthegreatestloveintheworld?
Why?
Doyoualwaysrememberyourparents’birthdays?
Whatdoyouusuallydoforyourparentsontheirbirthdays?
Whatisyourfatherlike?
Doyouturntoyourfatherforhelpwhenyouhaveproblems?
Whyorwhynot?
Isthereagenerationgapbetweenyouandyourparents?
Howdoyouresolveyourdifferences?
Doyouandyourparentsbelieveindifferentvalues?
Areyourparentslivingmodelsoftheirsystemofvalues?
TeachingSteps
introducesomebackgroundinformationabouttheunit.
PlaythetapeofText1onceandaskthestudentstodoExercise1.Tellthemtoconcentrateonunderstandingthetextasawholeatthisstage.
Askthestudentsiftheyhaveanydifficultieswithlanguageorculturalpointsinthetext.Explainthemifnecessary.
PlaythetapeonceagainandaskthestudentstodoExercise2.
DothesamewithText2.
UnitTwo:
2003.9.10
Reading:
readingforgist,detailandinference
writingparagraphsabouttraditionalfestivalsinChina.
Learning:
howtotakenotes
b:
somesuffixestoformwords;
somenewwordsandexpressions.
somedifferencesbetweenBritishEnglishandAmericanEnglish.
10-15minutes;
religion,origin,enthusiasm,centeraround,ata
peak,prosperous,inthisrespect,becentralto,stuffing,
holiday,havesth/nothingtodowith,
celebration,exchange,gift,present,shopping,takeplace,popular,strike,vacationdays,besimilarto,Thanksgiving,harvestfeast,generous.
3.Grammar:
adverbialclausesoftime;
adverbialclausesofconcession;
conditionalsentences.
Thistextisculture-oriented.ItisintendedtointroducestudentstosomebasicknowledgeaboutpublicholidaysinAmerica:
1)theirorigins,2)celebrations.Asthesayinggoes,“readingwithoutreflectingislikeeatingwithoutdigesting”;
Ishouldusevariousmeanstoencouragemystudentstotalkaboutwhatthey’vereadandcompareAmericanholidayswithmajorChinesefestivals.Therefore,thewarm-upactivitiesshouldcenteraround1)elicitingfromstudentswhattheyalreadyknowaboutholidaysinAmericaandholidaysintheUKorinotherWesterncountries;
2)encouragingstudentstothinkofthemostimportantfestivalscelebratedinChinaandtofindanydifferencesaswellassimilaritiesbetweenChineseandAmericaholidays.Thepurposeoftheseactivitiesare:
1)toarousestudents’interestinfindingouthowAmericanscelebratetheirimportantfestivalandthedifferencesaswellassimilaritiesbetweenholidaysinthetwocountries;
2)toencouragestudentstousethelanguagelearnedinthislessontotalkaboutcertaintopics.
Asthestudentshavebeennicelywarmedup,Icanmoveontothetext,lettingthemcheckwiththetextabouttheknowledgetheyhaveonChristmas,etc,andmakecomparisonsbetweenAmericanandChineseholidays.
Askthestudentstosurveythetextforgist.
Askthestudentstoreadthetextslowlytoanswerthequestionswithinalimitedtime.
AskthestudentstocomparepublicholidaysintheUSandthoseinChina.Singleouttheimportantonestocompare,suchasChristmasandSpringFestival.
Detailedstudyofthetext
1.Lessonplanningandpreparation
Icanfocusonpart2oftheunitandleav
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