全新版大学英语教案第三册.docx

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1、全新版大学英语第三册教案Unit 1 Changes in the Way We Live Suggested Teaching Plan (5 Periods) ObjectivesStudents will be able to:1. 1. grasp the main idea ( tolerance for solitude and energy made it possible for the writerJ s family to enjoy their pleasant but sometimes harsh country life);2. appreciate the var

2、ious techniques employed by the writer (comparison and contrast, topic sentences followed by detail sentences, use of transitional devices, etc.);2. 3. master the key language points and grammatical structures in the text;4. conduct a series of reading, listening, speaking andwriting activities rela

3、ted to the theme of the unit.Time Allotment1st periodPre-reading;While-reading (4-Part division, Part1st periodPre-reading;While-reading (4-Part division, PartI)2nd periodWhile-reading(Parts I - III)3rd periodWhile-reading; Post-reading (comparison & contrast)4th periodPost-reading;Check onSs home r

4、eading (Text B)5th periodTheme-RelaLanguageLearningTasksPre-reading tasks1. 1. T asks Ss the following questions on the song Out in the Country: (5 minutes)What is the song about (taking a break from city life, escaping from the crowd)How is the song related to the theme of this unit (The singer nee

5、ds a break because the pace of life has quickened, the environment has been changed, and the old life style is5. Ss do Cloze B to get a better understanding of the Underground Railroad. (15 minutes)While-reading tasks1. Ss scan the text to see if there is any natural division between parts of the te

6、xt. (There is a blank line between each part.) (2 minutes)1. 2. T explains the key language points in Part I and gives Ss practice (See Language Study). (10 minutes)3. Ss sum up the main idea of this part (see Text Organization Exercise 1), then identify the sentence which connects this part with th

7、e following parts (Last sentence in Paragraph 5 - I was intent on telling their stories. ) (3 minutes)2. 4. T explains the key language points in Part II and gives Ss practice (see Language Study). (15 minutes)5. Ss sum up the main idea of this part (see Text Organization Exercise 2). (3 minutes)3.

8、6. T explains the key language points in Part III and gives Ss practice (see Language Study). (15 minutes)7. Ss sum up the main idea of this part (see Text Organization Exercise 2). (3 minutes)4. 8. T explains the key language points in Part IV and gives Ss practice (see Language Study). (15 minutes

9、)9. Ss sum up the main idea of this part (see Text Organization Exercise 2). (3 minutes)10.10. T make Ss realize that the last three parts are all “stories” supporting Parti.(2 minutes).11. T draws Ss attention to the two different usages of but in the text - There was room for all but two” and Josi

10、ah Henson is but one name on a long list. Ss then do after-text Exercise IL Words with Multiple M eanings. (15 minutes)Language Studyslender: (of people) slim; not very wide but comparatively long or highe.g: Although her face was quite plain, she had long, slender expressive hands, like a concert p

11、ianist.King crabs have long, slender legs, with a span over 1 meter(3 feet).1. confident: feeling or showing trust in oneself or ones ability(usu. followed by about/of/that clause)e.g: Michael was confident that he would be enrolled by HarvardU niversity .The more familiar you are with this machine,

12、 the more confident you will be about using it.The soccer team is quite confident of being able to win this important game.2. ironically: it seems ironic (that)e.g: Ironically the widespread use of antibiotics seems to be causing a lot of unexpected health problems.Ironically it is often the poorer

13、people who give the most.3. forge: (fig) create by means of much hard worke.g: The two countries agreed to forge closer economic ties.She forged a new career for herself as a singer.4. be intent on doing sth.: be eager and determined to do sth. e.g: Working day and night, Janet seems intent on break

14、ing the record in the Guinness Book of Records.5. peer: look closely or carefully, esp. as if unable to see well (followed by at/through/into, etc.)e.g: Stephen had been peering at a computer printout that made no sense at all.Hawking was a typical grind, underweight and awkward and peering through

15、eye-glasses.6. capture: capturing or being capturede.g: Rebel forces captured the city after a week-long battle.Some of the terrorists who were involved in the 9.11 event were captured by the FBI.7. religious: of religione.g: Daoism (Taoism) is one of the three main religious and philosophical tradi

16、tions, the other being Confucianism and Buddhism.The local government wants to increase the amount of religious education in schools.8. impose: 1) place a (penalty, tax, etc.) officially on sb./sth. e.g: The government has made a decision to impose a further tax on wines and spirits.The local govern

17、ment tried to impose fines on the factories which poured untreated waste into the river.2) try to make sb. accept (an opinion or belief)e.g: I wouldnl want to impose my religious convictions on anyone.It may not be wise for parents to impose their own tastes on their children.10.make the best of: ac

18、cept an unsatisfactory situation cheerfully and try to manage as well as you cane.g: I know its cold and raining but were here now, so lefs just make the best of it.The living conditions in the village were very poor,but we had to make the best of it.Post-reading tasks1) Ss form groups to discuss th

19、e following questions:Among so many participants of the Underground Railroad, why were John parker, Levi Coffin and Henson chosen as their representatives Who do they each represent We learn about Henson in Part I, then why is his story delayed until the last partWhy does the author sometimes quote

20、directly from characters in the stories(The answers to these questions are discussed below in Text Analysis.)2) Some Ss group report discussion results to class. (see Text Analysis) (20 minutes)1. T guides Ss through some after-text exercises. (20 minutes)2. T checks on Ss home reading (Text B). (3

21、minutes)4. Ss do Part IV: Theme-related Language Learning Tasks by drawing on their out-of class research project. (1 period)3. 5. T asks Ss to prepare the next unit (2 minutes):1) 1)do the pre-reading task;2) 2)preview Text A.Text AnalysisWhen we learn a foreign language, we must also learn the cul

22、ture of the speakers of thatlanguage. Text A in this unit is a good case in point. Readers need some basic knowledge of Christianity. Some terms in this text are markedly Christian, like Methodist Minister”， “Bible , “Quaker” . Others refer to characters or places from Biblical stories, such as Mose

23、s who led the Jewish people out of slavery in Egypt, or Bethlehem, a holy city for Christians.The author tells three stories about the Underground Railroad and the early Black civil rights movement. The three stories are chosen because they are representative of all participants in this movement: Jo

24、hn Parker is a freed slave who later turned into a courageous “conductor” ; Levi Coffin is a brave white “conductor” ; Josiah Henson is a slave who struggled his way to freedom with the help of the Underground Railroad.We learn about the name of Josiah Henson at the beginning of the text, yet his fu

25、ll story is not told until the lastpart. In this way the author achieves coherence of text.Direct speeches are more convincing than indirect speech, especially when it comes to expressing personal beliefs. For example, the text quotes Levi Coffin saying ,The Bible, in bidding us to feed the hungry a

26、nd clothe the naked, said nothing about color.”On other occasions, direct speech make a story more vivid. For example, in the John Parker story, characters spoke short sentences to stress the urgency of the situation. For another example, Josiah Henson threw himself to the ground and shouted to asto

27、nished onlookers: Oh, no! Don t you know I m free!” His joy affects us all.Unit 3 SecuritySuggested Teaching Plan (5 periods)ObjectivesStudents will be able to:1. 1. grasp the main idea (America is deteriorating into “the most insecure nation ) and the structure of the text (opening - body - conclus

28、ion);2. learn to use comparison and contrast in writing more effectively and to use keywords for more efficient reading;2. 3. master the key language points and grammatical structures in the text;4. conduct a series of reading, listening, speaking and writing activities related to the theme of the u

29、nit.Time AllotmentPre-reading tasks1st period2nd period3rd period4th period5th periodPre-reading;While-readingWhile-reading;Post-reading;Theme-RWhile-reading(understandingPost-readingCheck onLanguage(understandingtext title, Part I,(cause&studentsLearningtext title)Part II)effect, comparison & contr

30、ast)homereading (TextB)Tasks1. 1. T asks Ss the following questions on the recording:Who is Mr. Saturday Night Special (the gun)What is the message of the song (It s dangerous to have guns.) (5 minutes)2. 2. The security measures we take:1) 1) Ss form groups to discuss either of the following two qu

31、estions:In our families, what measures do we take to prevent burglaries For example, is there an anti-burglary door at your apartmentIn our contact with the outside world, what precautions do we take to steer clear of danger For example, do we speak to strangers2) Some Ss report discussion results t

32、o class. (20 minutes)3. 3. T may lead in to the text by saying: Once upon a time in China, no one picked up and pocketed anything lost on the road, while no family had the need to bolt the doors at night (路不拾遗，夜不闭户). However, this is no longer true nowadays. The same change has taken place in the US

33、. Let s see how insecure a nation the US has become. (2 minutes)While-reading tasks1. 1. Understanding text title1) T invites several Ss to interpret the title The Land of the Lock in their own words in English.1) 2) Ss scan the text to underline sentences containing the word “lock or the word root

34、lock.2) 3) Ss read out those sentences to T, who copies them down on the blackboard in order: the door was closed but not locked (Para. 1) doors do not stay unlocked (Para. 2)It has been replaced by dead-bolt locks, security chains, electronic alarm systems- (Para.3)4) he lock is a new symbol of Ame

35、rica. (Para. 6)5) a picture of a child s bicycle with the now-usual padlock attached to it- (Para. 6)6) -the transformation of America from the Land of the Free to the Land of the Lock(Para. 7)7) we devise ways to lock the fear out (Para. 16)8) e may have locked the evils out, but in so doing we hav

36、e locked ourselves in. (Para. 18)4) T asks Ss to go over these sentences again, paying special attention to tense changes.9) 5) Based on these sentences, Ss summarize the main idea of this text, (see Text Analysis) (20 minutes)2. T guides Ss through the directions for Text organization Exercise 2, s

37、o that they understand the three-part structure of the text. (3 minutes)2. 3. T explains key language points in Part I and givesSs practice (see Language Study). (10 minutes)4. 4. Ss sums up the main idea of Parti.(2 minutes)5. 5. T explains key language points in Part II and givesSs practice (see L

38、anguage Study) (30 minutes)6. 6.Ss do Text Organization Exercise 1. (10 minutes)7. 7.T explains key language points in Part III and givesSs practice (see Language Study). (15 minutes)8. 8. Ss sum up the main idea of Part III. (3 minutes)Language Study1. on the latch: (of a door) closed but not locke

39、d e.g: Let yourself in; the door is on the latch.Dont forget to leave the front door on the latch if you go to bed before I come back.2. vulnerable: exposed to danger or attack; unprotectede.g: Intruders are developing techniques to harness the power of hundreds of thousands of vulnerable systems on

40、 the Internet.Compared with Saudi Arabian soccer team, the Chinese team is more vulnerable.Museums in the developing world often have fewer security measures and thus remain more vulnerable to thefts.3. tranquil: calm, quite and undisturbede.g: The hospice aims to bring peace and comfort to the dyin

41、g by offering expert care and a tranquil atmosphere.Visitors like to stay in this hotel because it is beautiful and located in a tranquil lake area.4. build in/into: makefsth.) as part of the structuree.g: The cupboards in the kitchen are all built in.We are having shelves built into the wall over t

42、hebed.5. premise: 1) (pl) all the buildings and land that an institution occupies on one sitee.g: There is a kitchen on the premises.The shop sells food but doesnt allow it to be eaten on the premises.The company is looking for new premises.2) sth. that you accept as true and use as a basis for anot

43、her idea or way of thinking (usu. followed by that clause)e.g: The corporation operates on the premises that family life directly affects business results.The program started from the premise that men and women are on equal terms in this society.6. put up: build or erecte.g: He put up a new fence ar

44、ound his house.Most of the old buildings were pulled down so that blocks of apartments could be put up.7. barricade: a barrier of large objects, intended to stop an enemy; block with a barricadee.g: The rioters barricaded streets with piles of blazing tyres. Protesters have been putting up barricade

45、s across agone.)2. 2.1) Ss divide into three large groups, under eachgroup smaller sub-groups may form. Each large group is assigned one of the following discussion topics:Why do so many migrant workers (民工)move from the country to the cityWhy do city people buy apartments or houses in the suburbs,

46、even in the countryside Why are tours of Zhou Zhuang (周庄)，Li Jiang (丽江)or any other old towns so popular Why are tourists willing to pay to spend a day in a farmer s house2) After the discussion, speakers of some sub-groups report to class.3) T may sum up like this: People change their places of liv

47、ing because they look for thingsthat their previous life is unable to provide. However, once life has been changed, they missthe good old days. (20 minutes)3. Ss do Cloze B in after-text exercises to learn about Americans ideal of a country life. Then T leads in to the study of Text A. (10 minutes)W

48、hile-reading tasksT tells Ss how to divide the text into four parts, and that they are to sum up the main idea of each part as they read along (see Text Organization Exercise 1). (2 minutes)1. Ss read the first sentences of Paragraphs 1-3 and sum up the main idea of this part. (3 minutes)T explains language points in this part and gives Ss practice (see Language Study). (15 minutes)2. T explains language points in Part II and gives Ss practice, (see Language Study).(20 minut