新视野大学英语第三册教案.doc

此文档收集于网络，如有侵权，请联系网站删除大学英语教案授课教师 授课班级管理学院 授课地点 授课日期 教 材全新版大学英语综合教程（3），上海外语教育出版社授课内容Unit 1 Changes in the Way We Live学时 5教学目的1.Grasp the main idea(tolerance for solitude and energy made it possible for the writers family to the enjoy their pleasant but sometimes harsh country life)2. Scan the text and understand the structure of the text.3. Understand the main idea of the text and the devices for developing it.4. Grasp some useful language points and some useful sentence patterns. 5. Conduct a series of reading, listening, speaking and writing activities to the theme of unit.教学重点与难点text analysis; Language points and sentence patterns教学方法与手段explanation; discussion; exemplification教学参考书和网络资源New College English Integrated Course 3 Teachers BookOxford Advanced English-Chinese DictionaryOn Line: material resources教 学 进 程First periodStep 1 Pre-reading tasks (35 minutes)1. T asks Ss the following questions on the song Out in the Country: (5 minutes) What is the song about? How is the song related to the theme of this unit? 2. 1) Ss divide into three large groups, under each group 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 city? Why do city people buy apartments or houses in the suburbs, even in the countryside? Why are tours of Zhou Zhuang (周庄), Li Jiang (漓江) or any other old towns so popular? Why are tourists willing to pay to spend a day in a farmers house?2) After the discussion, speakers of some sub-groups report to class.3) T may sum up like this: People change their places of living because they look for things that their previous life is unable to provide. However, once life has been changed, they miss the good old days. (20 minutes) Teaching method: lecture, group discussion, students reporting or presentationTeaching aids: multimedia, blackboard Step 2 Lead-in to Text A (15 minutes)1. 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) 2. T 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). (5 minutes)Second periodStep 1 Analysis of Part I (20 minutes)1. Ss read the first sentences of Paras 1-3 and sum up the main idea of this part. (5 minutes) 2. T explains language points in this part and gives Ss practice. (15 minutes)1) get by2) self-reliant3) providewith4) frustration5) suburban6) make itTeaching method: scan, report ( ask the student to scan the text and find out some of the above useful expressions) Teaching aids: textbook, blackboardStep 2 Analysis of Part II (30 minutes)1. T explains language points in Part II and gives Ss practice. (20 minutes) 1) when it was 30 below 2) cultivate 3) long-overdue 4) supplement 5) indoor 6) pursue 7) tend 8) overflow 9) fill up with2. Ss re-read Part II and make a summary of each paragraph in it. T writes down their summaries on the blackboard. Then, based on paragraph summaries, Ss will come up with a summary of Part II. (10 minutes)Teaching method: scan, report ( ask the student to scan the text and find out some of the above useful expressions) Teaching aids: textbook, blackboardThird periodStep 1 Analysis of Part III (23 minutes)1. Ss read the fast sentences of Paras 8-11 and sum up the main idea of this part. (3 minutes)2. T explains the language points in this part and gives Ss practice. (20 minutes) 1) get through2) Will there ever be a better time?3) on balance4) illustrate5) hitch up6) when it comes to7) at that point8) pick up9) minor10) aside from11) set aside12) make up13) cut back 14) dine out Teaching method: scan, report ( ask the student to scan the text and find out some of the above useful expressions) Teaching aids: textbook, blackboardStep 2 Analysis of Part IV (22 minutes)1. T explains language points in Part IV and gives Ss practice. (20 minutes)1) suspect2) not everyone3) It takes a couple of special qualities.4) requirement5) on a tight budge6) be involved in7) resist8) temptation9) invest in10) profit2. Ss find out the two special qualities that make a country life possible. (2 minutes)Teaching method: scan, report ( ask the student to scan the text and find out some of the above useful expressions) Teaching aids: textbook, blackboardFourth periodStep 1 Comparison and contrast (15 minutes)1. Ss work in pairs to finish Text Organization Exercise 2. Later some of them may report to class.2. T guides Ss through Writing Strategy.3. T urges Ss to use comparison and contrast more effectively in their own writing. Teaching method: lecture, group discussion, students reporting or presentationTeaching aids: multimedia, blackboardStep 2 One topic sentence followed by detail sentences (15 minutes)1. T asks Ss to re-read Para 2 and analyze the relationship among its sentences (one topic sentence Its a self-reliant sort of life. followed by three detail sentences).2. Ss re-read the rest of the text to find similar patterns. Then they would report their findings to class.3. T encourages Ss to model their own writing after this pattern.Teaching method: scan, report ( ask the student to scan the text and find out some of the above useful expressions) Teaching aids: textbook, blackboardStep 3 After-text exercises (25 minutes)T guides Ss through some after-text exercises. Fifth period Step 1 T checks on Ss home reading. (10 minutes)Step 2 Ss do Part IV: Theme-Related Language Learning Tasks. (40 minutes)AssignmentT asks Ss to prepare for the next unit 1) do the pre-reading task;2) preview Text A.课后分析教研室主任审阅： 年 月 日 大学英语教案授课教师郭晓辉授课班级管理学院05.6、7授课地点东校区1号楼401授课日期2006914924教 材全新版大学英语综合教程（3），上海外语教育出版社授课内容 Unit 2 Civil-Rights Heroes学时 5教学目的1.grasp the main idea and structure of the text2.help the students learn something about the American Civil War, civil-rights movement and civil-rights heroes such as Abraham, Martin and John3. master key language points4.conduct reading, listening, etc教学重点与难点text analysis; Language points and sentence patterns教学方法与手段explanation; discussion; exemplification教学参考书和网络资源New College English Integrated Course 3 Teachers BookOxford Advanced English-Chinese DictionaryOn Line: material resources教 学 进 程First period Step1. Free talk (5 minutes)Students are expected to have a free talk about anything they are interested in.Teaching method: presentation, report Teaching aids: blackboardStep 2 Lead-in (15 minutes)1. Listen to the tape and answer some questions1) Can you guess who Abraham, Martin, John and Bobby are?2) What did these people stand for?3) Do you know why they all died young and who killed them?4) Can you guess what the texts in this unit are going to be about?2. Comprehension Questions1) Why did Barbara Carter speak proudly of her great-great-grandfather?2) Why did the author travel to Hensons last home?3) What was the Underground Railroad? Who forged it?4) How did John Parker win his freedom?5) Why did some people try to capture John Parker?Teaching method: listening, pair work Teaching aids: MultimediaStep 3. Background Information(30)1. Freedom and rights2. the civil rights movement3. the Civil Rights Act of 19644. Uncle Toms Cabin5. Slavery7. Quaker8. MethodistTeaching method: lecture, group discussion, students reporting or presentationTeaching aids: multimedia, blackboard Second periodStep 1. Language points: (15 minutes)T explains language points in this part and gives Ss practice1. stand up for2. give up3. Underground Railroad4. be intent on5. on the side6. close in on /around7. as for8. make the best of9. at risk Teaching method: scan, report ( ask the student to scan the text and find out some of the above useful expressions) Teaching aids: textbook, blackboardStep 2. Text Analysis: (35 minutes)The text can be divided into 2 partsPart One (Paras 1-5) It is high time to honor the heroes who helped liberate slaves by forging the Underground Railroad in the early civil-rights struggles in America.Part Two (Paras 6-23) By citing examples the author praises the exploits of civil-rights heroes who helped slaves travel the Underground Railroad to freedom. In the second part of the text the author tells the stories of 3 civil-rights heroes.Story 1 Paras 6-10Story 2 Paras 11-15Story 3 Paras 16-23Teaching method: Group discussion, students reporting or presentationTeaching aids: textbook, blackboard Assignment 1.Review what we learned today2.Preview the textThird periodStep 1. Free talk (5 minutes)Students are expected to have a free talk about anything they are interested in.Teaching method: presentation, report Teaching aids: blackboardStep2 A video clip(Gone with the wind) (10 minutes)1. What information can you get from the video clip?2. What do you think is the major issue that Scarlett and Franken quarreled over?3. Do you understand what a “free hand ” means in the context?Step 3 While-reading tasks: (20 minutes)1. Skim the text and grasp the main function of each part.2. Scan the text again.3. Explain the key language points in each paragraph.4. Sum up the main idea of the text.Teaching method: scan, report ( ask the student to scan the text and find out some of the above useful expressions) Teaching aids: textbook, blackboardStep 4. Important language points (10 minutes)Make sentences using the phrases and expressions1.stand up for2.give up3.be intent on4.on the side5.close in on /around6.as for7.make the best of8.at riskTeaching method: listening, pair work Teaching aids: multimediaStep 4. Assignment (5 minutes)1. Review what we learned today.2. Preview the exercises.Fourth periodStep 1. A song related to the unit (10 minutes)The song you are going to listen to is called Abraham, Martin and John, sung by Dion1. What information can you get from the song?2. Who are Abraham, Martin and John?3. Why did they die young?Teaching method: listening, pair work Teaching aids: multimediaStep 2. Language Practice(10 minutes)Make up a story using the following words and expressions.settlement painful capture underground racial conviction disguise abolish liberate close in onTeaching method: group discussion, pair work and students presentationTeaching aids: textbook, blackboardStep 3. A speech context- the theme-related language learning tasks(10 minutes)1. When were the first black people brought to America?2. How did black people live in the U.S. after slavery ended?3. What give rise to the .the civil-rights movement?4. What has the civil-rights movement help bring about?5. Why is it believed that much remains to be done before black people enjoy full equality?Teaching method: group discussion, pair work and students presentationTeaching aids: textbook, blackboardStep 4. Writing strategy(20 minutes)Using library resources The following basic resources which help you locate the information you need1. general references2. index, catalogs3. abstracts4. biographies5. InternetAssignment 1. Prepare a speech context- the theme-related language learning tasks2. Do the remaining exercisesFifth periodStep 1. Free talk (5 minutes)Students are expected to have a free talk about anything they are interested inTeaching method: presentation, report Teaching aids: blackboardStep 2. Essay writing (10 minutes)Write a composition according to your speech (There is a model paper for your reference.Appendix1)Teaching method: lecture, group discussion, pair work Teaching aids: textbook, blackboardStep 3. Some advice on the students composition (10 minutes)1. Is the history of the civil-rights movement briefly presented?2. Are there enough facts or data to support the authors view?3. Are there any mistakes in spelling?4. Are there any mistakes in grammar?Teaching method: group discussion, pair work and students presentationTeaching aids: textbook, blackboardStep 4. Text B The Dream, The Stars and Dr. King (25 minutes) Assignment1.Review Text B2.Preview next unit课后分析Students have so little knowledge about American culture such as the Bible, Christianity, the American civil-rights movement and so on that they should learn to use library resources and other resources for information and they are supposed to grasp the key language points and grammatical structures in the text;教研室主任审阅： 年 月 日 大学英语教案授课教师郭晓辉授课班级管理学院05.6、7授课地点东校区1号楼401授课日期20069251011教 材全新版大学英语综合教程（3），上海外语教育出版社授课内容Unit 3 Security学时5教学目的1. grasp the main idea and the structure of the text;2. learn to use comparison and contrast in writing more effectively and to use key words for more efficient reading;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 unit. 教学重点与难点text analysis; language points; comparison and contrast 教学方法与手段explanation; discussion; exemplification教学参考书和网络资源1. New College English Integrated Course 3 2. Teachers Book3. 全新版大学英语精析第三册4. On-line resources: English on line教 学 进 程First period Step 1Lead-in(10 minutes)Listen to the recording and think over the following questions: 1. Have you ever been the victim of crime? 2. Do you think crime is increasing or decreasing? 3. What can be done to reduce crime?4. What is the message of the song? Teaching method: listening, pair work Teaching aids: MultimediaStep 2 The security measures we take:1) 1) Ss form groups to discuss either of the following two questions:- In our families, what measures do we take to prevent burglaries? For example, is there an anti-burglary door at your apartment?- In our contact with the outside world, what precautions do we take to steer clear of danger? For example, do we speak to strangers?2) 2) Some Ss report discussion results to class. (20 minutes)Step 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. Lets see how insecure a nation the US has become. (2 minutes) Teaching method: group discussion, pair work and students presentationTeaching aids: textbook, blackboardWhile-reading tasks Step 4Understanding text title(20 minutes)3) 1) T invites several Ss to interpret the title The Land of the Lock in their own words in English.4) 2) Ss scan the text to underline sentences containing the word “lock” or the word root “lock”.5) 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. 4)- The lock is a new symbol of America. (Para. 6)- a picture of a childs bicycle with the now-usual padlock attached to it (Para. 6)- the transformation of America from the Land of the Free to the Land of the Lock (Para. 7)- we devise ways to lock the fear out (Para. 16)- We may have locked the evils out, but in so doing we have locked ourselves in. (Para. 18)6) 4) T asks Ss to go over these sentences again, paying special attention to tense changes.7) 5) Based on these sentences, Ss summarize the main idea of this text. (see Text Analysis) Second periodStep 1 T guides Ss through the directions for Text organization Exercise 2, so that they understand the three-part structure of the text. (3 minutes) Step 2T explains key language points in Part I and gives Ss practice (see Language Study). (10 minutes) 1. on the latch: (of a door) closed but not locked 2. vulnerable: exposed to danger or attack; unprotected3.tranquil:a. calm, quiet and undisturbedStep 3 Ss sums up the main idea of Part I. (2 minutes)Step 4 T explains key language points in Part II and gives Ss practice (see Language Study) (30 minutes) 4. build in/into: make (sth.) as part of the structure5. premise: 1) (pl) all the buildings and land that an institution occupies on one site 2) sth. that you accept as true and use as a basis for another idea or way of thinking (usu. followed by that clause)6. put up: build or erect7. barricade: a barrier of large objects, intended to stop an enemy; block with a barricade8. hold/keep (sb.) at bay: 9 be bathed in: cover or envelop as if with liquid10. with/by a small/large margin Third periodStep 1 Ss do Text Organization Exercise 1. (10 minutes) Step 2T explains key language points in Part III and gives Ss practice (see Language Study). (10 minutes) 11. look back on: think about (sth.) in ones past12. outsmart oneself1