当代大学英语.docx

当代大学英语.docx

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当代大学英语

当代大学英语

三级

教学计划及教案

大英二系大学英语３级（第二、第三层次）教学安排

2003—2004学年第一学期

2002级本科班

1．教学重点：

加强阅读技能训练；巩固语法知识，扩大词汇量，强化听力；训练基本的写作技能，培养应用写作能力。

2．教学安排：

1）本期共16周，64学时，国庆节和元旦放掉大约4学时，还剩60学时。

2）ComprehensiveEnglish完成10个单元；EnrichmentReading完成9个单元；听说教程完成9个单元。

3）３课时完成1单元ComprehensiveEnglish，1课时完成1单元EnrichmentReading，2课时完成1单元听说教程。

3．教研活动：

每单周四下午2:

30—4:

00，地点随机。

4．成绩分配比例：

平时成绩占20%，期末成绩占80%。

平时成绩包括：

1）听写，9分。

ComprehensiveEnglish课文中的单词或句子，共10次，正确率在70%以上记1分，70%以下记0分。

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

ListeningandSpeakingUnit1

EnrichmentReadingUnit1

ComprehensiveEnglishUnit2

1

1

2

第三周

9.15~9.21

ComprehensiveEnglishUnit2

ListeningandSpeakingUnit2

EnrichmentReadingUnit2

1

2

1

自主听力

第四周

9.22~9.28

ComprehensiveEnglishUnit3

ListeningandSpeakingUnit3

3

1

自主听力

第五周

9.29~10.5

国庆放假

自主听力

第六周

10.6~10.12

EnrichmentReadingUnit3

ListeningandSpeakingUnit3

ComprehensiveEnglishUnit4

1

1

2

自主听力

第七周

10.13~10.21

ComprehensiveEnglishUnit4

ListeningandSpeakingUnit4

EnrichmentReadingUnit4

1

2

1

自主听力

第八周

10.20~10.26

ComprehensiveEnglishUnit5

EnrichmentReadingUnit5

3

1

自主听力

第九周

10.27~11.2

ListeningandSpeakingUnit5

Test

2

2

自主听力

第十周

11.3~11.9

ComprehensiveEnglishUnit6

ListeningandSpeakingUnit6

3

1

自主听力

第十一周

11.10~11.16

ListeningandSpeakingUnit6

EnrichmentReadingUnit6

ComprehensiveEnglishUnit7

1

1

2

自主听力

第十二周

11.17~11.23

ComprehensiveEnglishUnit7

ListeningandSpeakingUnit7

EnrichmentReadingUnit7

1

2

1

自主听力

第十三周

11.24~11.30

ComprehensiveEnglishUnit8

EnrichmentReadingUnit8

3

1

自主听力

第十四周

12.1~12.7

ListeningandSpeakingUnit8

ComprehensiveEnglishUnit9

2

2

自主听力

第十五周

12.8~12.14

ComprehensiveEnglishUnit9

ListeningandSpeakingUnit9

EnrichmentReadingUnit9

1

2

1

自主听力

第十六周

ComprehensiveEnglishUnit10

Revision

3

1

自主听力

当代大学英语二年级第一学期

Unitoneofbook2:

课程名称：

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:

课程名称：

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：

2003.9.10

A:

Thetarget

Reading:

readingforgist,detailandinference

writing:

writingparagraphsabouttraditionalfestivalsinChina.

Learning:

a:

howtotakenotes

b:

somesuffixestoformwords;somenewwordsandexpressions.

c:

somedifferencesbetweenBritishEnglishandAmericanEnglish.

B:

Arrangement:

ComprehensiveEnglish4classes,onefornewwordsexplanation,twofortextanalysis（warm-upactivities:

10-15minutes;understandingthetext:

30-40minutes;detailedstudyofthelanguage:

45minutes）,oneforexercises.

EnrichmentReading1class

ListeningandSpeaking1class

C:

TheimportantanddifficultpointsforUnitOne:

receptivewordsandphrases:

religion,origin,enthusiasm,centeraround,ata

peak,prosperous,inthisrespect,becentralto,stuffing,

productivewordsandphrases:

holiday,havesth/nothingtodowith,

celebration,exchange,gift,present,shopping,takeplace,popular,strike,vacationdays,besimilarto,Thanksgiving,harvestfeast,generous.

3.Grammar:

adverbialclausesoftime;adverbialclausesofconcession;conditionalsentences.

Warm-upquestions:

Thistextisculture-oriented.ItisintendedtointroducestudentstosomebasicknowledgeaboutpublicholidaysinAmerica:

1）theirorigins,2）celebrations.Asthesayinggoes,“readingwithoutreflectingislikeeatingwithoutdigesting”;Ishouldusevariousmeanstoencouragemystudentstotalkaboutwhatthey’vereadandcompareAmericanholidayswithmajorChinesefestivals.Therefore,thewarm-upactivitiesshouldcenteraround1）elicitingfromstudentswhattheyalreadyknowaboutholidaysinAmericaandholidaysintheUKorinotherWesterncountries;2）encouragingstudentstothinkofthemostimportantfestivalscelebratedinChinaandtofindanydifferencesaswellassimilaritiesbetweenChineseandAmericaholidays.Thepurposeoftheseactivitiesare:

1）toarousestudents’interestinfindingouthowAmericanscelebratetheirimportantfestivalandthedifferencesaswellassimilaritiesbetweenholidaysinthetwocountries;2）toencouragestudentstousethelanguagelearnedinthislessontotalkaboutcertaintopics.

Understandingthetext:

Asthestudentshavebeennicelywarmedup,Icanmoveontothetext,lettingthemcheckwiththetextabouttheknowledgetheyhaveonChristmas,etc,andmakecomparisonsbetweenAmericanandChineseholidays.

Activities:

Askthestudentstosurveythetextforgist.

Askthestudentstoreadthetextslowlytoanswerthequestionswithinalimitedtime.

AskthestudentstocomparepublicholidaysintheUSandthoseinChina.Singleouttheimportantonestocompare,suchasChristmasandSpringFestival.

Detailedstudyofthetext

EnrichmentReading1class

1.Lessonplanningandpreparation

Icanfocusonpart2oftheunitandleav