全新版大学英语综合教程第一册教案Word文档下载推荐.doc

全新版大学英语综合教程第一册教案Word文档下载推荐.doc

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（Textstructure;

Culturalnotes;

Languagepoints）

（Languagepoints）

While-reading（languagepoints;

Grammatical

Structures）

（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?

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:

lContext

When,where,andtowhomtheactionofanarrativehappenedisoftenmadeclearatthebeginningofthenarrative.Thiswillprovidethereaderwithacontextsothathemayhavenodifficultyinunderstandingthewholestory.

lSelectionofDetails

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.anticipate,preparefor

d.formal,rigid,prim,correct,proper,respectable

e.vividmemoriesofsth.comefloodingbacktosb.,sth.reawakesinone'

smind,sb.Recallssth.

f.recapture,relive

g.pleasure,delight,happiness

h.contempt,ridicule

i.topic,title

III.CulturalNotes

GradeschoolsintheU.S.:

Itisnecessarytohavesomeknowledgeofgradeschool