大学英语精读3教案.doc

Unit1 A Brush With The LawI. Objectives: Students are required to be able to1. grasp the main idea and analyze the structure of the text; 2. appreciate the writing skills demonstrated in the text;3. master the key language points and grammatical structures in the text;4. conduct a series of listening, speaking and writing activities related to the theme of the unit.II. Importance:Word-building: the negative prefixes of “un-” and “counter-” ;III. Difficulties: 1. Analysis of some complex sentences;2. Appreciation of the writing skills demonstrated in the text;IV. Teaching methods:1. Multi-media (to display a short video reflecting American law system); 2. Blackboard (with detailed explanations and analysis of the text);3.Discussion (to divide students to several groups to discuss the advantages and disadvantages of law system of America and that of China)V. Teaching-steps:1. Overall impression of the text, including general idea and the text structure (1 class) To guide students to seize key sentences and factors of a story and to conclude the significance of the text. 2. Detailed explanations and analysis of the text (2 classes) 1).Leading-in (warm-up questions): a. Have you ever been stopped by the police? If yes, for what? And how did you feel then? b. Do you think that everyone is equal in the eyes of the law? Explain. c. What do you think of the law system of America and that of China? State their advantages and disadvantages. 2).Give a brief introduction of the general idea of the story told in this text. 3).Ask students to read through the text and then divide the passage into several parts. 4).Learn the passage and give specific analysis and explanations.3. Exercises related to the text, reading activity and guided writing (3 classes) 1).Ask students to do the exercises before the class, and then check the answers in class, offering necessary guides and explanations. 2).Basic reading skill-How to Use a Dictionary. 3).Guided writing.VI. Global analysis and Language points:Key factors and structure:5 Ws of the storyWhenFebruary about 12 years agoWhereStreets, police station, courtWhoA young manWhatwhy19, a successful student waiting to go to university, respectable middle-class parents, bit of antisocialStructure: Cause: (Paras 1-3) I was strolling along the streets.Developing: (Paras 4-16/17-18/19) I was questioned and arrested.- I was questioned and charged.- I was trialed and released.End: (Paras 20-21) One policeman complained.Words and sentences:1. brush: a short fight or quarrel; an argument or disagreement-to have a brush with the police/the Customs men/the enemy-It is his third brush with the law in less than a year.2. take sb. to court: take legal action against sb.-I told him that I would take him to court if he did not repay the money in a week.-If you go on ill-treating your wife like this, you will be taken to court.3. it makes a good story now: it provides material for a good story now.Here the verb “to make” means “to have the qualities needed for (sth. good)”.Examples:- Iced tea makes an excellent drink in summer.- The wall calendar makes a nice new year gift.4. What makes it rather disturbing was the arbitrary circumstances both of my arrest and my subsequent fate in court:The author was arrested simply because the policemen thought he intended to steal milk bottles and later in court he was released from the charge just because he had the “right” accent, respectable middle-class parents, reliable witnesses and so on. That is to say, he was arrested arbitrarily and released arbitrarily. And it is this arbitrariness of both his arrest and his release that the author thinks rather disturbing.arbitrary: based on ones own wishes or will rather than reason- If a leader makes decisions without conducting investigations, he is being arbitrary.- The arbitrary decisions of the factory owners caused dissatisfaction among the workers.circumstances: conditions, facts, etc. connected with an event or a person - We can not expect him to continue these activities under such unfavorable circumstances.- Because of circumstances beyond our control the meeting was cancelled.subsequent: coming after, followingExamples:- Subsequent events proved that my judgment of the situation was right.- The story will be continued in subsequent issues of the magazine.5. and was not due to go to university until the following October:In Britain the university terms are: October-December; January-March;April-June.due:1) expected or scheduled to arrive or be ready; supposed (to)- The train from Beijing is due at 1:30.- The next train to Nanjing is due to leave at ten.- The young man is due to appear in the Magistrates Court next Monday.2) to be paid or returned- When is the rent due?- The books are due today but I want to renew some of them.7. It must have been this obvious aimlessness that led to my downfall.:Im sure my arrest was the result of my wandering in the streets without any definite purpose.obvious: easy to see or understand; clear-It was obvious that the policeman mistook me for a thief.-For obvious reasons, the magistrate dismissed the case after fifteen minutes.8. this time in uniform:the second policeman was wearing uniform while the first was obviously in plain clothesuniform: a certain type of clothing which all members of a group or organization wear-Policemen wear uniform(s); so do soldiers; postmen and Customs men.-The boys and girls take great pride in wearing school uniforms.9. I was left in no doubt:I became completely certain of the seriousness of the matter; I realized that it was no joke and they meant business.10. commit an arrestable offence:commit an offence which is serious enough for one to be arrestedcommit: do (sth. wrong, bad, foolish, or unlawful)-If we fail to understand this, we shall commit a lot of mistakes.-During their occupation of China, the Japanese invaders committed many horrible crimes against the Chinese people.-The detective concluded that the murder was committed in this very room.-Can you tell us why the gifted American poet committed suicide (killed himself) at the peak of his fame?11. perfectly straight face: a face showing no emotion or humor; a very serious looking faceperfectly: very; completely-Youre perfectly right.-Im perfectly satisfied with your arrangements.12.in the most casual and conversational tone I could manage:trying to sound as unconcerned and informal as I couldcasual: relaxed and unconcerned about what is happening or what one is doing-Because of his casual attitude toward work, he was fired.13.it confirmed them in their belief that I was a thoroughly disreputable character:it reinforced their belief that I was a very disreputable person.confirm:1) strengthen; make firmer-The sudden snowstorm during the night confirmed my decision not to leave.2) prove to be true or correct-The Mayor confirmed the report that his son had been kidnapped.14. Aha, I could see them thinking, unemployed:Judging by the look on their faces, the author realized that the policemen must be reasoning like this: Aha, youre unemployed. Thats why you are stealing.The word aha is used here to express the satisfaction and joy of the policemen in finding out the “reason” for the young mans supposed theft.15. Given the obscure nature of the charge:Considering the obscure nature of the chargeThe charge against the narratorwandering with intent to commit an arrestable offencewas very vague or unclear. The magistrate might find him guilty if he had a criminal record, or the magistrate might find him innocent if he had reliable witnesses to prove his good character.given: considering, if one takes into account-Given their inexperience, theyve done a good job.VII. Reference books:1. Unit1 of College English Book3 (Teachers book).2. Online library (information concerning to American law system).VIII. Homework:Think: What are your suggestions to improve the law environment in China?Unit2 Fruitful QuestionsI. Objectives: Students are required to be able to1. grasp the main idea and structure of the text; 2. appreciate the writing skills demonstrated in the text;3. master the key language points and grammatical structures in the text;4. conduct a series of listening, speaking and writing activities related to the theme of the unit.II. Importance: Word-building: the suffix of “-eer” (volunteer, engineer, pioneer, etc.) ; III. Difficulties: 1. Analysis of some complex sentences;2. To learn to appreciate the writing skills demonstrated in the text;IV. Teaching methods:1. Multi-media (to display a segment of the film “Gone with the wind” reflecting American Civil War); 2. Blackboard (with detailed explanations and analysis of the text);3.Discussion (to divide students to several groups to discuss the virtue of , sometimes, NOT telling truth).V. Teaching-steps: 1. New words and phrases of the text (one class) To pay much attention to word-building of the key words and the part of speech, making sentences if necessary. 2. Detailed explanations and analysis of the text (2 classes) 1). Leading-in (warm-up questions): a. Have you ever told a lie? And why did you do that? b. Do you insist that we should never tell lies or sometimes its a kind of virtue not to tell the truth? Explain. 2). Give a brief introduction of the general idea of the story narrated in this text. 3). Ask students to read through the text and then divide the passage into several parts. 4). Learn the passage and give specific analysis and explanations.3. Exercises related to the text, reading activity and guided writing (2 classes) 1).Ask students to do the exercises before the class, and then check the answers in class, offering necessary guides and explanations. 2).Basic reading skill-Scanning. 3).Guided writing.VI. Language points:1.But I could picture her as she was in the story she told me.:But I could form a picture in my mind of what she looked like in the story she told me.Picture: imagine; form a picture of in the mindExample:-I couldnt see his face in the dark, but I could somehow picture his expression.2. in the stained blue uniform:Blue was the color of the uniforms worn by Union soldiers while the Confederates wore gray uniforms.3. Thats what war is really like, child; no bugles and banners. Just pain and filth, futility and death.:Here Aunt Bettie is saying that war is not so glorious or romantic as some people describe it. In reality it only brings about pain and filth, futility and death.4. 11th Bermont Volunteers:On April 15, 1861, three days after the Confederates fired the first shots of the Civil War, President Lincoln issued his call for 75,000 volunteers. Answering his call, many young people joined the Northern army to “save the Union and free the slaves” and many regiments of volunteers were formed. The 11th Vermont Volunteers means the 11th Regiment of volunteers from the state Vermont.5. should report the presence of this Union officer to the Confederate army:should report to the Confederate army that there was a Union officer in her farmhouse.presence: the fact or state of being presentExample:-Jane was so quiet that her presence was hardly noticed.6.James Van Metres wife fanned the spark of life that flickered in Henry Bedell:She brought the dying man(Henry Bedell) back to life in the way that she would fan a dying fire into flame again.7. flare up: suddenly become angry, fierce or violent, especially of a person, fire, battle, etc.Example:-I dont like to see you flare up so easily.8. see that/see to it that: make sure that; take care thatExample:-I promise to see that the fee is paid without delay.9. brush aside: disregard, ignoreExample:-He brushed aside all our objections/suggestions.10. disaster: a great or sudden misfortune; a terrible accidentExample:-Every year throughout the world natural disasters such as earthquakes and volcanic eruptions cause heavy losses of life and property.11. Only an hour from the Union lines: When they came to a place which was only an hours drive from the lines of defense of the Union Army, Here “ an hour” means “ the distance which can be travelled in an hour”. VII. Reference books:1. Unit2 of College English Book3 (Teachers book).2. American Novel: Gone with the wind.VIII. Homework:To write a letter (Exercise2 of Guided Writing on page 41 of the students book)Unit3 Why I teachI. Objectives: Students are required to be able to1. grasp the main idea and structure of the text; 2. appreciate the writing skills demonstrated in the text;3. master the key language points and grammatical structures in the text;4. conduct a series of listening, speaking and writing activities related to the theme of the unit.II. Importance: Word-building: the prefix “re-” (again or back) and suffix “-ship” (status or condition) ;III. Difficulties: 1. Analysis of some complex sentences;2. To learn to appreciate the writing skills demonstrated in the text;IV. Teaching methods:1. Multi-media (to display some pictures of both Chinese and foreign educators); 2. Blackboard (with detailed explanations and analysis of the text);3.Discussion (to divide students to several groups to discuss whether they like to be a teacher in the future)V. Teaching-steps: 1. New words and phrases of the text (one class): To pay much attention to word-building and part of speech of the key words and make sentences if necessary. 2. Detailed explanations and analysis of the text (2 classes) 1).Leading-in (warm-up questions): a. Would you like to be a teacher? Why or why not? b. What do you think are the advantages of being a teacher? What are the disadvantages? c. What qualities does a good teacher need? 2).Give a brief introduction of the general idea of this text. 3).Ask students to read through the text and then divide the passage into several parts. 4).learn the passage and give specific analysis and explanations.3. Exercises related to the text, reading activity and guided writing (2 classes) 1).Ask students to do the exercises before the class, and then check the answers in class, offering necessary guides. 2).Basic reading skill-Scanning(2). 3).Guided writing.VI. Language points:1. I didnt want to be considered for an administrative position:I didnt want to be a candidate for an administrative position, such as the president or vice-president of a university, the dean of a college, the chairman of a department, etc.2. Certainly I dont teach because teaching is easy for me.:Certainly I teach not because teaching is easy for me.3. teaching is the most difficult of the various ways I have attempted to earn my living: mechanic, carpenter, writer.:I have tried many other ways to make a living. I have worked as a mechanic, a carpenter, a writer, and now I am working as a teacher. Of all these professions, teaching is the most difficult for me.4. For me, teaching is a red-eye, sweaty-palm, sinking-stomach profession.:Teaching is a profession that makes my eyes red for lack of sleep, my palms sweaty because of nervousness and my stomach sinking because I often feel so disappointed with my lectures.l Here, “stomach” means “spirit, heart”. A persons stomach sinks when he is upset, fession: job that needs formal qualifications after training, e.g. law, medicine, teaching, acting.Example:-As a sophomore, I still dont know what profession would suit me best.5. because I have knowledge I feel compelled to share:because I have knowledge (that) I feel compelled to share (with my students).compel: make (sb.) do sth. by or as if by forceExample:-Having found himself out of gas, the driver was compelled to walk several miles to the nearest village.6. freshman: a student in the first year of collegesophomore: a student in the second year of collegejunior: a student in the third year of collegesenior: a student in the fourth year of college7. to ask questions that students must struggle to answer:To ask difficult, thought-provoking questions which the students must think hard about before they can answer.8. The world is full of right answers to bad questions:Here “bad questions” means “meaningless questions or simple questions” that everyone can answer easily.9. I teach because I enjoy finding ways of getting myself and my students out of the ivory tower and into the real world.:Institutions like universities and colleges are often referred to as “ivory towers” where professors and their students study only book knowledge and have little to do with the practice of everyday life. What the author tries to do is to help the students go out of the ivory tower and into the real world, learn to solve practical problems and prepare themselves for the life they will encounter after graduation.10. variety: state of varying; a number of different kinsExample:-My job lacks variety; I am doing the same things all the time.11. But I was there when :But what was really rewarding was to be there when12.because he decided the liked people better than things:A student of English studies mainly literature, which reflects mans life and thought, while an engineering student concerns himself mainly with the marking of things.13. Being a teache