全新版《大学英语》综合教程第一册教案.docx
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全新版《大学英语》综合教程第一册教案.docx
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全新版《大学英语》综合教程第一册教案
18、建立自然保护区是保护生物多样性的有效方法,我国的九寨沟、长白山、四川卧龙等地都建立了自然保护区,自然保护区为物种的生存、繁衍提供了良好的场所。
7、我们每个人应该怎样保护身边的环境?
一、填空:
2、你知道哪些昆虫?
2、你知道哪些昆虫?
二、问答题:
6、蚜虫是黄色的,在植物的嫩枝上吸食汁液,每个蚜虫只有针眼般大小,在10倍放大镜下我们可以看清它们的肢体。
答:
连接北斗七星勺形前端的两颗星,并将连线向勺口方延长约5倍远,处于此位置的那颗星就是北极星。
24、目前,我国的航天技术在世界上占有相当重要的位置。
“长征四号”运载火箭的顺利发射,载人飞船“神舟”五号和“神舟”六号和“神舟”七号也已经发射成功,“嫦娥”一号探月卫星又发射成功。
答:
①可以节约能源;②减少对环境的污染;③降低成本。
Unit1Growingup
TextAWritingforMyself
I.TeachingPlan
1.Objectives
1)Graspthemainidea(theessenceofwritingistowritewhatoneenjoyswriting.)Andstructureofthetext(narrationinchronologicalsequence);
2)Appreciatethenarrativeskillsdemonstratedinthetext(selectionofdetails,repetition,coherence.);
3)Masterthekeylanguagepointsandgrammaticalstructuresinthetext;
4)Conductaseriesofreading,listening,speakingandwritingactivitiesrelatedtothethemeoftheunit.
2.Timeallotment
1stperiod
2ndperiod
3rdperiod
4thperiod
5thperiod
Pre-reading;
While-reading
(Textstructure;
Culturalnotes;
Languagepoints)
While-reading
(Languagepoints)
While-reading(languagepoints;
Grammatical
Structures)
While-reading
(Grammatical
Structures;
Details,synonyms;
Coherence)
Checkon
Students'home
Reading(TextB);
Post-reading
(Theme-related
LanguageLeaning
3.Pre-readingtasks
1)HaveyoulistenedtoJohnLennon'sBeautifulBoy?
(2minutes)
Theteacher(T)mayaskseveralstudents(Ss)thisquestion:
__WhatdoesLennonthinkofgrowingup?
(Possibleanswers:
Lifebetterasonegrowsup;ittakestimetogrowup;lifeisnotalwayswhatonehasplanned,butisfullofsurprises;lifeisadventurous.)
2)Theartofeatingspaghetti(15minutes)
a)Beforeclass,Tcutsasheetofpaperintomanylong,thinstrips,whichhe/shebringstoclasstogetherwithfork(Or:
ifpossible,Tbringsaplatterofboilednoodlestoclasstogetherwithafork).
b)TexplainsthatspaghettiisItalian-stylenoodles,andthatunlikesomeChinesenoodles.Itwillnevertastepulpyandisusuallyservedwithsauce,notinsoup.SeveralSsareinvitedtocomeupwith“properwaysofeatingspaghetti”anddemonstratetotheclass,usingthefork.
c)TdictatesthefollowingpassagetoSs(pre-teachsomewordslike“poke”,“scoop”,“prong”,“twirl”ifnecessary):
i.Holdtheforkinyourhandasiftopokethespaghetti.
ii.Scoopupasmallamountofspaghettionyourforkandraiseitabout30cmaboveyourplate.
iii.Makesurethespaghettionyourforkiscompletelydisconnectedfromtheremainderonyourplate.
iv.Puttheprongsoftheforkatanedgeoftheplatethatisfreeoffood.
v.Quicklypointtheprongsoftheforkstraightdowntowardtheplateandplacethepointsontheplate.
vi.Twirltheforktogatherthespaghettiaroundtheprongs.
vii.Withaquickscoopingmovement,gatheruptherollaroundtheprongsandplaceitinyourmouth.
viii.Gentlygatherupanystrayspaghettiendsthatdon'tmakeitallthewayintoyourmouth.
d)TasksoneStocomeupanddemonstratetherightwayofeatingspaghetti.
3)TasksSsthefollowingquestions:
(8minutes)
__Wouldyouenjoywriting“TheArtofEatingSpaghetti”?
Whyorwhynot?
__WhydidRussellBakerenjoywriting“TheArtofEatingSpaghetti”?
(Hint:
Para.4)
__LookatthetitleofTextA,thenfindoutinwhichparagraphasimilarphraseappears.Readthatparagraphcarefullyandexplaininyourownwordswhattheauthormeansbysaying“writeformyself”.(Hint:
Para.5)
4.While–readingtasks
1.Graspingthestructureofthetext:
(15minutes)
1)Sscircleallthetimewords,phrasesinTextA(Theyinclude:
sincemychildhoodinBelleville,untilmythirdyearinhighschool,untilthen,whenourclasswasassignedtoMr.Fleagleforthird-yearEnglish,lateintheyear,untilthenightbeforetheessaywasdue,whenIfinished,nextmorning,twodayspassed,whenIsawhimliftmypaperhisdesk…whenMr.Fleaglefinished).Whentheyfinish,TasksseveralSstoreadaloudwhattheyhavecircled.
2)TdrawsSs'attentiontoOrganizationExercise2,readsitsinstructions,andasksthemthesetwoquestions:
__Refertothetimewords/phrases/clausesyouhavejustcircledandtellfromwhichpointonBakerstartstalkingabouthisnewexperience.(Hint:
theparagraphcontaining“laterintheyear”)
__StartingfromwhichparagraphdoesBakerstopwritingabouthisnewexperience?
(hint:
theparagraphcontaining“whenIfinished”and“nextmorning”
3)InthiswaySswillbeabletodividethetextinto3partsandsumupthemainideas.
4)SeveralSsreportthemainideastheyhavesummeduptotheclass.
2.Culturalbackground---TexplainstheU.S.gradeschoolsystemandhowschoolteachersaredressed.(seeCulturalNotes)(3minutes)
3.TexplainslanguagepointsandgivesSspractice.(seeLanguageStudy)(60minutes)
4.Grammaticalstructures.(25minutes)
1)TasksSstoformpairsandaskeachotherquestionsbasedonPara.2usingthestructure“sb./sth.issaid/believed/reportedtodo/be”.Tmayofferthefollowingmodel:
__WhatkindofpersonisMr.Fleagle?
__Hewassaid/reported/believedtobeveryformal,rigidandhopelesslyout-of-date.
Afterwards,apairortwomayrepeattheirquestionsandanswerstotheclass.
2)SsdoStructureExercise2inthetextbook.
5.TdrawsSs'attentiontoWritingstrategyinTheme-relatedLanguageLearningTasks,especiallythepartaboutdetails.(alsoseeTextAnalysis)Tthenasksthefollowingquestions:
__InPart1,whatdetailsareselectedtoshow“I'dbeenboredwitheverythingassociatedwithEnglishcourses”?
__InPart1,whatdetailsaregiventoshowthatMr.Fleaglewasdullandrigid?
__InPart2,whichsentencesshowthatatfirstBakerwasunwillingtowritetheessay?
__InPart3,theauthordidn'ttellusdirectlythathisessaywasverygood.Bywhichsentencesdidhemanagetogiveustheimpressionthathisessaywasverygood?
(12minutes)
6.Synonymouswordsorphrasesinthistext(seeTextAnalysis):
1)TchoosesonewordsfromeachgroupofsynonymslistedinTextAnalysis,andasksSstoscanforrespectivesynonyms.IfSs'findingsareinconclusive,Tmayrevealthosetheyhaveneglected.
2)TmayfurtherprovokeSs'thinkingbythisquestion:
WhydoesRussellBakeremployallthesesynonymouswordsandphrases?
(15minutes)
7.WhenTandSscometothesentence“Intheeleventhgrade,attheeleventhhourasitwere,Ihaddiscoveredacalling.”InPara.9,TmayaskSstorecallasimilarsentencetheyhaveread.(Para.1,“TheideaofbecomingawriterhadcometomeoffandonsincemychildhoodinBelleville,butitwasn'tuntilmythirdyearinhighschoolthatthepossibilitytookhold.”)BythisTwillshowSstheimportanceofcoherenceinwriting.(5minutes)
5.Exercises
1.Thinkalone:
AccordingtoMr.Fleagle,whatistheveryessenceoftheessay?
(5minutes)
ThenTinvitesseveralSstogivetheiropinions.Tmaysumupbythissentence---Theessenceofgoodessayistowritewhatoneenjoyswritingabout.
2.TchecksifSshavedonetherestoftheafter-textexercisesintheirsparetime,anddiscussessomecommonerrorsthatcropup.(10minutes)
3.TchecksonSs'homereading(TextB).(3minutes)
4.SsdoPartIv:
Theme-relatedLanguageLearningTasksinclass.(1period)
5.TasksSstopreparethenextunit:
1)Dothepre-readingtask;
2)PreviewTextA.(2minutes)
6.Confusablephrases.
Severe,stern&strict
Severe:
作“严厉”解时,可以来形容人(severefather),人的面貌(severelook严厉的神色),人的态度(theteacherisseverewithhisstudents.教师对学生很严厉。
Stern与severe相近,但用途比较窄,一般用于人的容貌或态度。
例如aseverefather和asternfather都可以用,但含义稍有有同:
aseverefather指对于子女有严厉的要求,积极的意义较多;asternfather则指对子女不含温情,要他们服从,消极的意味较多。
Strict相当于汉语的“严格的”,须先假定有一种客观的标准(如规章、纪律、定义、真理等)。
例如:
Theteacherisstrictwithhisstudents.
Thereisastrictregulationagainstsmokingintheauditorium.
6.WritingStrategy
Howtowriteanarrative(记叙文)
(1)
Theessayaregoingtowriteis,inasense,anaccountofwhatoncehappenedtoyouinyourlife.Writingsofthiskindusuallytaketheformofnarration.Whenplanninganarrative,youshouldconsiderthefollowingpoints:
●Context
When,where,andtowhomtheactionofanarrativehappenedisoftenmadeclearatthebeginningofthenarrative.Thiswillprovidethereaderwithacontextsothathemayhavenodifficultyinunderstandingthewholestory.
●SelectionofDetails
Anarrativecomprisesdetails.Itisimportanttorememberonlythosedetailsthathelpbringoutthemainideaofthenarrativeareusefulandeffective.Whenselectingdetails,therefore,youshouldkeepinmindyourpurposeinwritingthenarrative.
Homeworkwriting:
Myfavoriteteacher
II.TextAnalysis
RussellBakerisverygoodatselectingdetails(seePartIvWritingStrategy)toprovehispoint.Forexample,inPara.2hecreatesanunfavorableimageofMr.Fleaglebydescribinghis“formal,rigidandhopelesslyout-of-date”eyeglasses,hairstyle,clothes,jaw,nose,andmannerofspeaking.
What'smore,RussellBakeremploysrepetitionnotonlytomakeiteasyforreaderstofollowwhatheissaying,butalsotoimpressthemmoredeeply.Forexample,inPara.2,thereare9prim'sorprimly'sinasfewas3sentences!
ThusreaderswillhaveintheirmindavividpictureofwhatMr.Fleaglelookedlike.AnotherexampleofsuchrepetitioncanbefoundinPara.5.CounthowmanyIwanted'sthereareinthisparagraph(There're5!
).TheyhelptoemphasizeRussellBaker'sstrongdesiretowriteforhimself.
Ontheotherhand,wherethisstylisticdeviceisnotjustified,Bakerisalsoexpertinavoidingrepetitionbyemployingsynonymouswordsandphrases.Herearesomeexamples:
a.dull,lifeless,cheerless,tedious
b.turnout,write,compose,putdown
c.antic
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