教案大学英语综合教程3.docx
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教案大学英语综合教程3.docx
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教案大学英语综合教程3
保定学院
教案
2013---2014学年第一学期
课程名称:
大学英语(3)
所属系部:
外语系
授课专业:
管理系人力资源管理
授课班级:
2012级人力资源管理二班
授课教师:
关晨
保定学院课程教案(首页)
系别:
大学外语教研室:
大学外语
课程名称
大学英语综合教程
课程类别
必修课(*)限选课()公共任选课()
总学时
58
学分
4
讲授
学时
实践
学时
实验
学时
授课专业
管理系
授课班级
2012级人力资源管理二班
任课教师
关晨
职称
讲师
教学目的和要求
《全新版大学英语》旨在通过教师的“精讲”和学生的“多练”,通过读听说写译全方位的各种形式的课堂内外的实践,培养学生具有较扎实的英语语言基础和较强的英语综合应用能力。
教学重点和难点
1.教学过程中,提倡自主学习,教师组织好学生对所学语言进行操练以及模拟真实的语境引导学生学以致用,同时在学习方法上给学生以指导,使其养成良好的自学习惯。
2.结合教师的“精讲”和学生的“多练”,通过读听说写译全方位的各种形式的课堂内外的实践,培养学生具有较扎实的英语语言基础和较强的英语综合应用能力。
3.采用交互方式(interaction),如pairwork,groupdiscussion,debate等,或采用“任务”方式,将语言学习贯穿在教学过程中的每一环节。
教材和
参考书
(全新版)大学英语综合教程(学生用书)及教师用书
保定学院教案(章节备课)
授课题目(章节)
Unit1ChangesintheWayWeLive
授课类型
理论及练习课
授课时间
第1周至第2周共6学时
教学目的及要求:
Studentswillbeableto:
1.graspthemainidea(toleranceforsolitudeandenergymadeitpossibleforthewriter’sfamilytoenjoytheirpleasantbutsometimesharshcountrylife);
2.appreciatethevarioustechniquesemployedbythewriter(comparisonandcontrast,topicsentencesfollowedbydetailsentences,useoftransitionaldevices,etc.);
3.masterthekeylanguagepointsandgrammaticalstructuresinthetext;
4.conductaseriesofreading,listening,speakingandwritingactivitiesrelatedtothethemeoftheunit.
教学重点和难点:
1.appreciatethevarioustechniquesemployedbythewriter(comparisonandcontrast,topicsentencesfollowedbydetailsentences,useoftransitionaldevices,etc.);
2.masterthekeylanguagepointsandgrammaticalstructuresinthetext;
教学方法与手段:
TguidesSsthroughallthetasksbyquestions,groupdiscussion,explanationandsummarization.
教学进程(含课堂教学内容、教学方法、师生互动、时间分配、板书设计等):
1-2period:
pre-reading;while-reading(CulturalNotes,TextOrganization&vocabularyprediction,PartI)
3-4period:
while-reading(TextUnderstanding,LanguageStudy&AdditionalExercises)
5-6period:
Post-reading;Checkonafter-textexercises&Ss’homereading(TextB);Theme-RelatedLanguageLearningTasks
1-2period:
pre-reading;while-reading(TextOrganization,CulturalNotes&TextReading)
Pre-readingtasks
1.TasksSsthefollowingquestionsonthesongOutintheCountry:
(5minutes)
----Whatisthesongabout?
(takingabreakfromcitylife,escapingfromthecrowd)
----Howisthesongrelatedtothethemeofthisunit?
(Thesingerneedsabreakbecausethepaceoflifehasquickened,theenvironmenthasbeenchanged,andtheoldlifestyleisgone.)
2.1)Ssdivideintothreelargegroups,undereachgroupsmallersub-groupsmayform.Eachlargegroupisassignedoneofthefollowingdiscussiontopics:
----Whydosomanymigrantworkers(民工)movefromthecountrytothecity?
----Whydocitypeoplebuyapartmentsorhousesinthesuburbs,eveninthecountryside?
----WhyaretoursofZhouZhuang(周庄),LiJiang(丽江)oranyotheroldtownssopopular?
Whyaretouristswillingtopaytospendadayinafarmer’shouse?
2)Afterthediscussion,speakersofsomesub-groupsreporttoclass.
3)Tmaysumuplikethis:
Peoplechangetheirplacesoflivingbecausetheylookforthings
thattheirpreviouslifeisunabletoprovide.However,oncelifehasbeenchanged,theymiss
thegoodolddays.(20minutes)
3.SsdoClozeBinafter-textexercisestolearnaboutAmericans’idealofacountrylife.ThenTleadsintothestudyofTextA.(10minutes)
3-4period:
while-reading(TextUnderstanding,LanguageStudy&AdditionalExercises)
While-readingtasks
1. TtellsSshowtodividethetextintofourparts,andthattheyaretosumupthemainideaofeachpartastheyreadalong(seeTextOrganizationExercise1).(2minutes)
2. SsreadthefirstsentencesofParagraphs1-3andsumupthemainideaofthispart.(3minutes)
3. TexplainslanguagepointsinthispartandgivesSspractice(seeLanguageStudy).(15minutes)
4. TexplainslanguagepointsinPartIIandgivesSspractice.(seeLanguageStudy).(20minutes)
5. Ssre-readPartIIandmakeasummaryofeachparagraphinit.Twritesdowntheirsummariesontheblackboard.Then,basedonparagraphsummaries,SswillcomeupwithasummaryofPartII.(8minutes)
6. SsreadthefirstsentencesofParagraphs8-11andsumupthemainideaofthispart.(3minutes)
7. TexplainsthelanguagepointsinthispartandgivesSspractice(seeLanguageStudy).(20minutes)
8. TexplainslanguagepointsinPartIVandgivesSspractice(seeLanguageStudy).(20minutes)
9. Ssfindoutthetwospecialqualitiesthatmakeacountrylifepossible.(2minutes)
theStudyofLanguagePoints
1.getby:
begoodenoughbutnotverygood;managetoliveordothingsinasatisfactoryway
e.g:
Myparentsmanagedtogetbyonasmallamountofmoney.
Itisalittlebitdifficultfortheoldcoupletogetbyonsuchasmallpension.
Wecangetbywithfourcomputersatthemoment,butwe'llneedacouplemorewhenthenewstaffmembersarrive.
2.haul:
1)transport,aswithatruck,cart,etc.
e.g:
Thefarmershaulvegetablestothemarketonatruckeverymorning.
Therescueteamhauledmedicalsuppliesandfoodtothefloodedvillages.
2)pullordragsth.witheffortorforce
e.g:
Acarnehadtobeusedtohaulthecaroutofthestream.
Rescueworkershauledpassengersoutofthecrashedtrain.
3.purse:
follow
e.g:
AftergraduationMartinchosetopursethesamecareerashisfatherasaminister.
Collegestudentsareadvisedtopurseawiderangeofsubjects.
Publiceveningclassesallowpeopletoearnalivingduringthedayandpursevocationalandintellectualinterestsintheirsparetime.
4.getthrough:
comesuccessfullytotheend
e.g:
Thelocalgovernmenthastakensomemeasurestoensurethatallthepeoplewillgetthroughthewinter.
Shegotthroughtheentranceexaminationandwasacceptedbythecollege.
5.illustrate:
providewithvisualfeatures;clarifybyuseofexample,etc.
e.g:
Letmeuseanotherexampletoillustratethisdifficultpoint.
Theeditorhasillustratedthebookwithblack-and-whitephotographs.
6.generate:
bringintoexistence,produce
e.g:
ThewidespreaduseofSpanishinsomeAmericancitieshasgeneratedapublicdebateoverlanguageuseinthecountry.
Spacetechnologyhasgeneratedthousandsofproductsforeverydayusesuchaslightweightmaterialsinrunningshoes.
7.premium:
asumofmoneythatyoupayregularlytoaninsurancecompanyforaninsurancepolicy
e.g:
Theemployersmaketheemployeespayforalargeportionoftheirhealthinsurancepremium.
Somepeoplearecomplainingthatcarinsurancepremiumshaveincreasedtoomuchthisyear.
8.dineout:
eatamealawayfromhome(usu.inarestaurant)
e.g:
Withtheimprovementoflivingstandards,morepeopledineoutatweekends.
It'smydaughter'sbirthdaytoday,sowe'rediningouttonight.
9.patronize:
gotoasacustomer
e.g:
Whenhewasastudent,Sterlingoftenpatronizedthelittlerestaurantneartheschool.
Theynolongerpatronizethelocaldepartmentstorebecauseofitspoorservice.
10.temptation:
thefeelingofbeingtemptedtodosth.thatyouknowmightbewrongorharmful;thethingyouwanttohave(uncountorcount)
e.g:
Thekidscan'tresistthetemptationofMcDonald's.
Inmyviewstudentsshouldresistthetemptationtotakepart-timejobsintheirfirsttwoyearsatcollege.
5-6period:
Post-reading;Checkonafter-textexercises&Ss’homereading(TextB);Theme-RelatedLanguageLearningTasks
Post-readingtasks
1. 1)SsworkinpairstofinishTextOrganizationExercise2.Latersomeofthemmayreporttoclass.
2)TguidesSsthroughWritingStrategy.
3)TurgesSstousecomparisonandcontrastmoreeffectivelyintheirownwriting.(15minutes)
2. 1)TasksSstore-readParagraph2andanalyzetherelationshipamongitssentences(onetopicsentence–“It’saself-reliantsortoflife.”—followedbythreedetailsentences).
2)Ssre-readtherestofthetexttofindsimilarpatterns.Thentheywouldreporttheirfindingstoclass(seeTextAnalysis).
3)TencouragesSstomodeltheirownwritingafterthispattern.(15minutes)
3. TguidesSsthroughsomeafter-textexercises.(25minutes)
4. TchecksonSs’homereading.(3minutes)
5. SsdoPartIV:
Theme-RelatedLanguageLearningTasks.(1period)
6. TasksSstoprepareforthenextunit:
(2minutes)
1)1) dothepre-readingtask;
2)2) previewTextA.
TextAnalysis
Theauthorwriteshispieceinaclearandlogicalway.Inmanyinstancesheemploysthepatternof“onetopicsentence+severaldetailsentences”structure.It’seasyforreaderstograspthemainidea,anditisalsoproveneffectiveforlearnerwriterslikeourstudents.
Sometimesthedetailsentencesrunparalleltoeachother,likethoseinParagraph2.Insomeotherparagraphsthedetailsentenceshavetheirownhierarchy.TakeParagraph5forexample.Thefirstsentencetellshowbusy“I”am.ThesecondsentencestatesthatSandy,thewife,isalsobusy.Thefinalsentenceisakindofsummary–nobodycanrelax.YetfollowingthesecondsentencethereareafewmoredetailsentencesshowingexactlyhowtightascheduleSandyhas.TakeParagraphs12-13foranotherexample.Thetopicsentencethereinis“Isuspectnoteveryonewholovesthecountrywouldbehappylivingthewaywedo.Ittakesacoupleofspecialqualities.”Thentherearetwosub-topicsentences:
“Oneisatoleranceforsolitude”;“Theotherrequirementisenergy—alotofit.”Eachsub-topicsentencehasitsownsupportingdetails.
Sometimesthereisnotransitionaldevicesbetweendetailsentences,sometimesthereare,themostfrequentlyusedoneofwhichistimewor
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