2015年大学英语教案

a

a

课程教案

2009〜2010学年第一学期

课程编号19004101

课程名称大学英语

主讲教师张晨霞

职称讲师

系（部）名称公共外语教学研究部

课程编号19004101课程名称大学英语

公共必修课（V）专业必修课（）

课程类型专业限选课（）专业选修课（）

公共选修课（）

总学时/学期学时342/90总学分/学期学分20/6

学时分配课堂讲授学时：60实验（实践）学时：30

物理系/09级物理学本科1班/25人

授课学生系别/专业班级/人数

化学化工系/09级化学本科1班/24人

考核方式考试（V）考查（）

1、李荫华，《大学英语综合教程》，上海：上海外语教育出版社，

2001年。

教材名称

2、虞苏美，《大学英语听说教程》，上海：上海外语教育出版社，

2001年。

1、季佩英，《大学英语综合教程（教师用书）》，上海：上海外语

教育出版社，2001年。

2、虞苏美，《大学英语听说教程（教师用书）》，上海：上海外语

教育出版社，2001年。

3、张成炜，《大学英语语法手册》（全新版），上海：上海外语教

教育出版社，2004年。

学4、董亚芬，《大学英语・快速阅读》（修订本），上海：上海外语

参教育出版社，2001年。

考

书

授课教师姓名张晨霞授课教师姓名张晨霞

从事专业英语教育从事专业英语教育

一、章（节、目）授课计划第页

授课

授课章节名称Unit1TextA:WritingforMyself2

时数

教

学

Throughthestudyofthetext,learningtowriteanarrativebyuseofthewayof

目

contextandselectionofdetails.

的

1.graspthemainidea(theessenceofwritingistowritewhatoneenjoys

writing)andstructureofthetext(narrationinchronologicalsequence);

教

2.appreciatethenarrativeskillsdemonstratedinthetext(selectionofdetails,

学

repetition,coherence);

要

3.masterthekeylanguagepointsandgrammaticalstructuresinthetext;

求

4.conductaseriesofreading,listening,speakingandwritingactivitiesrelatedto

thethemeoftheunit.

教

学TalkwiththestudentsaboutthedifferentwaysoflearningEnglishinthemiddle

重

点schoolandcollege.

教

学

TrytomakestudentsspeakEnglishbravely.EncouragestudentstolearnEnglish

难

点well.

教学

explanation,presentation,exemplification

方法与

手段

作业与

PreparetheText,rememberwords

思考题

阅读

季佩英，《大学英语综合教程（教师用书）》，上海：上海外语教育出版社，

书目或

2001年。

参考

资料

教

学

后

记

一

二、课时教学内容第页

教学内容

ILTheexplanationofthetextandLanguageStudy

1.Theideaofbecomingawriterhadcometomeoffandonsincemychildhoodin

Belleville,butitwasn'tuntilmythirdyearinhighschoolthatthepossibilitytook

hold.•一EversinceIwasachildinBelleville,Ihadthoughtofbecomingawriterfromtime

totime,butIdidn'tmakeupmyminduntilIwasintheeleventhgrade.

offandon(oronandoff):fromtimetotime,nowandagain,irregularly

e.g.Asherpatientsleptsoundlyduringthenight,NurseBettywasabletodozeoffandon

inabedsidechair.

e.g.IsthereanypossibilityoflifeonMars?

takehold:becomeestablished

e.g.TheideaofonechildonlyhastakenholdinmanyChinesefamilies.

Oldhabitsdiehard.Thafswhyyoushouldstopsmokingbeforethehabittakeshold.

2.UntilthenI'dbeenboredbyeverythingassociatedwithEnglishcourses.upto

thenIhadlostinterestinthingsrelatedtoEnglishcourses.

bore:make(sb.)feeltiredandloseinterest

e.g.Thespeakerwentonandon,andtheaudiencegrewboredbyhisspeech.

TomSawyergrewboredwithpaintingthegardenfence,sohethoughtofawayto

makeotherspaintforhim.

associate(with):joinorconnecttogether,connectorbringinthemind

e.g.WeassociateEgyptwithpyramids.

Jimwishedtoforgeteverythingassociatedwithhisformerlife.

3.Ihatedtheassignmentstoturnoutlong,lifelessparagraphsthatwereagonyfor

teacherstoreadandformetowrite.1founditpainfultowritelong,boringessaysas

requiredbyteachers;neitherdidteachersenjoywhatIwrote.

turnout:produce

e.g.Newcomputersaresoonoutdatedsincenewermodelsareturnedoutconstantly.

Americanfilmstudiosturnouthundredsoffilmseveryyear.

二、课时教学内容第页

教学内容

4.WhenourclasswasassignedtoMr.Fleagleforthird-yearEnglishIanticipated

anothercheerlessyearinthatmosttediousofsubjects.•一WhenitwasdecidedthatMr.

FleaglewouldteachusEnglishduringmythirdyearinhighschool,IexpectedtheEnglish

coursetobeasboringasbefore.

anticipate:expect(usu.followedbygerundorthat-clause)

e.g.TheyanticipatethatdeathsfromAIDSwillhavedoubledby2002.

Weanticipaterunningintoproblemsincarryingoutthemedicalwelfarereform.

5.inspire:fill(sb.)withconfidence,eagerness,etc.

e.g.MartinLutherKing,Jr'sspeechesinspiredpeopletofightforequaltreatmentof

AfricanAmericans.

Thelastleafonthetreethatneverfelloffinspiredthedyingpatientwiththewillto

liveon.

6.rigid:(oftendisapproving)fixedinbehavior;basedoncorrectoracceptedrules

e.g.Ifhehadbeenalittlelessrigidaboutthings,hisdaughterwouldnothavelefthomeat

suchayoungage.

Therigidheadmasterwouldbuttonuphisclothesevenonthehottestdays.

7.outofdate:old-fashioned

e.g.Newwordsareconstantlyaddedtoourvocabularywhilesomeoldwordsgooutof

date.

Althoughherclotheswereoutofdate,theoldwomanappearedcleananddignified.

8.severe:1)completelyplain

e.g.EarnestHemingwayisknownfbrhisseverewritingstyle.

2)stern,strict

e.g.FuLeiwassoseverewithhissonthatevenhiswifewouldcry.

3)causingverygreatpain,difficulty,worry,etc.

e.g.Afactorymustturnoutnewerandbetterproductstowinintheclimateofsevere

businesscompetition.

二、课时教学内容第页

教学内容

9.Lateintheyearwetackledtheinformalessay.•—Lateintheyearwelearnedhowto

writeinformalessaysandpracticedwritingthem.

tackle:dealwith

e.g.Toshiba(东芝)recentlydesignedarobotthatcantacklealmostanykindsof

housework.

Theclassroomwasquietasstudentswerebusytacklingthefinalexam.

10.finally:atlast(usu.usedinthefollowingsituations:indicatingthatsth.isthelastone

inaseriesofthingsorevents;introducingafinalpoint,askingafinalquestion,or

mentioningafinalitem,whensth.happensthatyouhavebeenwaitingforalongtime,you

cansaythatitfinallyhappens)

e.g.Mr.SmithlivedinTurkey,France,andNorwaybeforefinallysettlinginMexico.

Finally,Ishouldliketothankyouallforcomingandtowishyouapleasantjourney

home.

Finallyhecametorealizehismistakeandapologizedtohisparents.

Afteryearsofwarthetwocountriesfinallysignedapeaceagreement.

11.faceupto:bebraveenoughtoacceptordealwith(aproblemordifficulty)

e.g.YeltsinfaceduptothefactthathewasnolongerfitfortheRussianpresidencyand

resignedonNewYear*sEve.

Nowthatyourdaughterisbom,you'llhavetofaceuptotheresponsibilitiesofbeing

afather.

12.scan:lookthroughquickly

e.g.Thebankerscannedthefinancialsectionofadozennewspapersoverbreakfast.

Scanthetableofcontentsandtellmehowmanychaptersareonchilddevelopment.

13.Thistitleproducedanextraordinarysequenceofmentalimages.—Atthesightof

thetitleIsawanunusualseriesofpicturesinmymind*seye.

sequence:connectedlineofevents,ideas,etc.

e.g.AsequenceofbadharvestsforcedsomeAfricancountriestoaskfbrforeignaid.

二、课时教学内容第页

教学内容

e.g.TheFalloftheRomanEmpirewaswritteninhistoricalsequence.

image:apictureformedinthemind

e.g.Manypopstarstrytoimprovetheirpublicimagebyparticipatingincharityevents.

ThroughmonthsofletterwritingJohnformedanimageofhispenpal.

14.recall:bringbacktothemind;remember(usu.followedbynoun/gerund^or

that-clause)

e.g.Idon'trecallevermeetingher.

Sherecalledthatshehadtoseethedoctoragainthatafternoon.

15.putdown:writedown

e.g.Whafstheuseofapasswordtoyourcomputerifyouputitdownonapieceofpaper

stucktothecomputerscreen?

Thehousekeeperputdownthedailyexpensesinalittlenotebook.

16.violate:actagainst

e.g.Speedingindowntownareasviolatestrafficregulations.

Acountryisn'trespectedifitviolatesaninternationalagreement.

17.turnin:handin(workthatonehasdone,etc.)

e.g.Foryourfinalgrade,eachofyoumustturnina7paper.

Itissaidthatifapolicemanisorderedtoturninhisgun,itismeantasapunishment.

18.1waspreparingmyselfforacommandtoreporttoMr.Fleagleimmediatelyafter

schoolfordiscipline...:•一IexpectedthatMr.Fleaglewouldordermetoseehimsoonafter

schoolfbrthepurposeofpunishingme...

command:1)n.order

e.g.Thecommandergavethecommandthatallprisonersofwarshouldbewelltreated.

2)v.giveanorderto

e.g.Thecaptaincommandedhismentoleavetheshipimmediately.

Thekingcommandedthatthevictorydaybecomeanationalholiday.

(Aswiththeverbs^suggest,demand”,subjunctivemoodisusedinathat-clauseafter

二、课时教学内容第页

教学内容

command^

19.whafsmore:inaddition,moreimportantly

e.g.Howcanyoulovethisman?HewatchesTValldaylong,andwhafsmore,heseems

nottohavebrushedhisteethformonths!

Ms.StewartmanagesasuccessfulbusinessandgivesaweeklyTVcookingshow.

What'smore,shehasalreadypublishedthreebooksongardening.

20.holdback:preventtheexpressionof(feelings,tears,etc.)

e.g.Peoplecouldhardlyholdbacktheirangerwhentheyfoundthatmillionsofdollarsof

publicfundshadbeenusedtobuildluxurioushousesforcityofficials.

Johnnycriedbitterlyintheclassroom,notevenattemptingtoholdbackthetears.

21.avoid:keeporgetawayfrom(usu.followedbynoun/gerund)

e.g.Thelittleboywhohadbrokenaneighbor'swindowranawaytoavoidpunishment/

beingpunished.

Hestayedawayfromthecafesothathecouldavoidrunningintohisformergirl

friend.

22.Intheeleventhgrade,attheeleventhhourasitwere,Ihaddiscoveredacalling.一

Inmyeleventhgrade,andonemightsayatthelastpossiblemoment,Ihadfound

somethingIwishedtotakeupasacareer.

theeleventhhour:thelastmomentbeforesth.importanthappens

e.g.Thepresidentsvisitwascalledoffattheeleventhhour.

23.congratulation:expressionofjoyforsb.*ssuccess,hick,etc.(usu.inpluralform,

followedbyon)

e.g.TheyofferedtheircongratulationsontheartisfswinningtheLifeAchievementAward.

IheardthatyouhavebecomeCEO(ChiefExecutiveOfficer执行总裁)ofa

high-techcompany.Congratulations!

24.discipline:punishment;orderkept(amongschool-children,soldiers,etc.)

e.g.Thecommitteemettoconsiderdisciplinefbrthetwostudents.

二、课时教学内容第页

教学内容

e.g.Wehavehighstandardsofdisciplineatthisschoolthatmustbemaintained.

25.set/putthesealon:tomakesomethingdefiniteorcomplete

e.g.Theexperiencesetthesealontheirfriendship.

TheEnglishteamanticipatedwinningthegame,butalast-minutegoalputthesealon

Holland'svictory.

26.assign:1)giveasashareorduty

e.g.Jan'sbeenassignedtotheAsianAffairsBureau.

2)(formal)togivemoney,equipmentetc.tosomeoneordecideitshouldbe

usedforaparticularpurpose

e.g.TheUShasalreadyassignedalargepartofitsforeignaidbudgettoRwanda.

27.distribute:divideandgiveoutamongpeople,placesetc.

e.g.Clothesandblanketshavebeendistributedamongtherefugees.

Thedemonstratorsweredistributingleafletstopassersby.

28.TowriteitasIwanted,however,wouldviolatealltherulesofformalcomposition

Pdlearnedinschool,andforalongtimewasnotdisappointed-ButifIwrotewhatI

wanttowrite,wouldbreakalltherulesofformalcompositionI'dlearnedinschool,and

Mr.Fleaglewoulddefinitelygiveitaverylowscore.

29.AllthegoodhumorofUncleAllen'shousereawokeinmymindasIrecalledthe

laughingargumentswehadthatnightaboutthesociallyrespectablemethodfbrmoving

spaghettifromplatetomouthWhenIrememberedtheamusingargumentsaboutthe

sociallyproperwaytoeatSpaghetti,thefunnysituationatUncleAllen'shomethatnight

broughtbackagaintothemind.

一、章（节、目）授课计划第页

授课

授课章节名称Listening-Unit1StudyingEnglish2

时数

Studentswillbeableto:

教

学1.betrainedtolearntheefficientwaystoreadandlistening.

目2.masterthe"UsefulExpressionsforGreetingandIntroductions^^

的

3.learntograspthemainideaoflisteningmaterials.

教Studentswillbeableto:

学

1.betrainedtolearntheefficientwaystoreadandlistening.

要

求2.masterthe"UsefulExpressionsforGreetingandInt^oductions^^

3.learntograspthemainideaoflisteningmaterials.

教

学TalkwiththestudentsabouttheskillsoflisteningEnglish.

重

点

教

1.Inthefixedtimefinishthereadingpassages.

学

难2.Listentothetapeandcompletethedialogues,(partA)

点

3.Listenandfillin.(partC)

教学

方法与

Explain.Listenbymediumcomputer.Askquestionsandanswerquestions.

手段

作业与

HomeListeningEnglishPronunciation

思考题

阅读

书目或虞苏美，《大学英语听说教程（教师用书）》，上海：上海外语教育出版社，

参考2001年。

资料

教

学

后

记

一

二、课时教学内容第页

教学内容

TeachingSteps

Step1:PartA-CommunicativeFunction:GreetingsandIntroductions

ListeningStrategy:DetectingIncompletePlosive

Step2:PartBListeningTasks:Text■--TalkingaboutStudyingEnglish

Step3:PartCAdditionalListening:HowtoImproveListeningComprehension

Step4:PartDHomeListening:EnglishPronunciation

Step5:PartBSpeakingtasks

一、章（节、目）授课计划第页

授课

授课章节名称Unit1TextA:WritingforMyself2

时数

教

学

Throughthestudyofthetext,learningtowriteanarrativebyuseofthewayof

目

contextandselectionofdetails.

的

1.graspthemainidea(theessenceofwritingistowritewhatoneenjoys

writing)andstructureofthetext(narrationinchronologicalsequence);

教

2.appreciatethenarrativeskillsdemonstratedinthetext(selectionofdetails,

学

repetition,coherence);

要

3.masterthekeylanguagepointsandgrammaticalstructuresinthetext;

求

4.conductaseriesofreading,listening,speakingandwritingactivitiesrelatedto

thethemeoftheunit.

教

学

1.Thestructureofthetext.

重

点2.WritingStrategy:learntowriteparagraphwithcomparisonandcontrast

教

学

1.ThemainideaandstructureofTextA.

难

点2.TheunderstandingoftextAincludingsomedifficultexpressions.

教学

方法与communication,discussion,presentation,task-based

手段

作业与1.Reviewthetext

思考题2.Doingexercises

阅读

季佩英，《大学英语综合教程（教师用书）》，上海：上海外语教育出版社，

书目或

2002年。

参考

资料

教

学

后

记

一

二、课时教学内容第页

教学内容

I.CulturalNotes

X.GradeschoolsintheU.S.:Itisnecessarytohavesomeknowledgeofgradeschools

intheU.S.becauseSshavetorealizethat"thethirdyearinhighschool”(Para.1)equals

"theeleventhgrade1'(Para.9).U.S.studentsgenerallygothroughelementaryschools

(kindergartento5thor6thgrade),middleschools(grades6-8)orjuniorhighschools

(grades7-9),andhighschools(grades9-12or10-12).

2.WhatAmericanteacherswearinschool:Nowadays,peopleintheU.S.loveto

dresscasually.Evenamongthosecompanieswitharigiddresscodesomenowallow

employeesnottowearsuitsonFridays.U.S.teacherswearfairlyformalclothestoschool,

butnotnecessarilysuitsandties.Bowtiesareconsideredevenmoreold-fashionedthan

ties.

3.Spaghettiandtheproperwayofeatingit:SpaghettiistheItalian-stylethinnoodle,

cookedbyboilingandservedwithsauce.Usuallyyouwouldputaforkintoaplateof

spaghetti,turntheforkseveraltimessothatspaghettiwillwindaroundthefork,thenplace

theforkintoyourmouth.Ifsimpolitetosuck.

4.Gradesforhomework:InAmericanschools,theteacheroftenhashomeworkforthe

studentstodooutofclass.Thehomeworkcanbeacompositionorreport,orevena

displayofsomeinformation.Theteacheralwaystriestoreadthestudents9homeworkand

usuallywillgivethestudentsagradefbrcompletingtheirwork.Thegradeforhomework

mightreceive30%ofthefinalscore.Thesegradescanbeinnumbersfbrtotalpointsorin

lettergrades(A=90%-100%B=80%-90%C=70%-80%D=60%-70%F=under60%).

Goodgradesbecomeimportantthroughoutalloflifefromelementaryschoolthrough

middleschoolandfbrmanystudents,universityeducation.

II.TextOrganizationandAnalysis

RussellBakerisverygoodatselectingdetails(seePartIVWritingStrategy)toprove

hispoint.Forexample,inPara.2hecreatesanunfavorableimageofMr.Fleagleby

二、课时教学内容第页

教学内容

describinghisuformal,rigidandhopelesslyout-o&date"eyeglasses,hairstyle,clothes,jaw,

nose,andmannerofspeaking.

What'smore,RussellBakeremploysrepletionnotonlytomakeiteasyfbrreadersto

followwhatheissaying,butalsotoimpressthemmoredeeply.Forexample,inPara.2,

thereare9prim"sorprimly"sinasfewas3sentences!Thusreaderswillhaveintheir

mindavividpictureofwhatMr.Fleaglelookedlike.Anotherexampleofsuchrepetition

canbefoundinPara.5.CounthowmanyIwanted^thereareinthisparagraph(thereare

5!).TheyhelptoemphasizeRussellBaker'sstrongdesiretowritefbrhimself.

Ontheotherhand,wherethisstylisticdeviceisnotjustified,Bakerisalsoexpertin

avoidingrepetitionbyemployingsynonymouswordsandphrases.Herearesome

examples:

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

PartsParagraphsMainIdeas

BakerwasboredbyeverythingassociatedwithEnglish

PartOneParas1-2

courses,includingessaywriting.

Bakerfoundhimselfattractedbyoneparticulartopicand

PartTwoParas3-5

wroteaboutitfbrhisownjoy.

Theexperienceofwritingtheessayhelpedhimdiscover

PartThreeParas6-9histalentforwritingandrealizewhathewishedtodoin

life.

一、章（节、目）授课计划第页

授课

授课章节名称Unit1TextAWritingforMyself2

时数

教

学

目Toconsolidatetheknowledgeofthetextthroughtheexercises

的

教

学

要Toconsolidatetheknowledgeofthetextthroughtheexercises

求

教

学

重WritingStrategy:learntowriteanarrative

点

教

学

难WritingStrategy:learntowriteanarrative

点

教学

方法与Question,Discussion,Task-based

手段

作业与1.Translation

思考题2.Writing-Writinganarrative

阅读

季佩英，《大学英语综合教程（教师用书）》，上海：上海外语教育出版社，

书目或

2002年。

参考

资料

教

学

后

记

二、课时教学内容第页

教学内容

Exercises:

•LVocabulary

l.l)Fillingthegaps

2)Rewritingsentences

3)Completingthesentencesusingthewordsorphrasesinbrackets.

2.SynonymsinContext

3.Collocationadjective+preposition

•ILStructure

1.Itis/was+p.p.+that-clause

2.theconjunction"as"

•III.Comprehensiveexercises

1.Cloze(A)(B)

2.Translation

•IV.EssayWriting——Writinganarrative

一、章（节、目）授课计划第页

授课

授课章节名称ListeningUnit2FunwithLanguage2

时数

Studentswillbeableto:

教

学1.betrainedtolearntheefficientwaystoreadandlistening.

目2.masterthewayofopeningandclosingaconversation

的

3.learntograspthemainideaoflisteningmaterials.

教Studentswillbeableto:

学

1.betrainedtolearntheefficientwaystoreadandlistening.

要

求2.masterthewayofopeningandclosingaconversation

3.learntograspthemainideaoflisteningmaterials.

教

学TalkwiththestudentsabouttheskillsoflisteningEnglish.

重

点

教

1.Inthefixedtimefinishthereadingpassages.

学

难2.Listentothetapeandchoosethebestanswer.

点

3.Listenandfillin.

教学

方法与

Explain.Listenbymediumcomputer.Askquestionsandanswerquestions.

手段

作业与HomeListeningBesideOneself

思考题StudyingintheU.S.

阅读

书目或虞苏美，《大学英语听说教程（教师用书）》，上海：上海外语教育出版社，

参考2001年。

资料

教

学

后

记

一

二、课时教学内容第页

教学内容

TeachingSteps

Step1:PartA-CommunicativeFunction:Openingandclosingaconversation

ListeningStrategy:Distinguishbetweensimilarsounds

Step2:PartBListeningTasks:TextHowtoimproveyourconversationskills

Step3:PartCAdditionalListening:Smilewhenyoureadthis

Step4:PartDHomeListening:BesideOneself

StudyingintheU.S.

Step5:PartBSpeakingtasks

一、章（节、目）授课计划第页

授课

授课章节名称Unit2TextAAllTheCabbieHadWasaLetter2

时数

教

学

目Makestudentslearntodevelopastoryaroundaletter.

的

Studentswillbeableto:

1.graspthemainidea(neverdelayexpressingyourtruefeelingstoafriend)and

教

structureofthetext(developingastoryaroundaletter);

学

2.appreciatethatspokenEnglishismuchmoreinformalthanwrittenEnglish;

要

3.masterkeylanguagepointsandgrammaticalstructuresinthetext;

求

4.conductaseriesofreading,listening,speakingandwritingactivitiesrelatedto

thethemeoftheunit.

教1.Learntodevelopastoryaroundaletter.

学

重2.Learntowriteapersonalletter.

点

教

学1.Learntodevelopastoryaroundaletter.

难

点2.Learntowriteapersonalletter.

教学

explanation,presentation,exemplification

方法与

手段

作业与

PreparetheText,rememberwords

思考题

阅读

季佩英，《大学英语综合教程（教师用书）》，上海：上海外语教育出版社，

书目或

2001年。

参考

资料

教

学

后

记

一

二、课时教学内容第页

教学内容

I.TheexplanationoftheTextA:(languagestudy)

1.belostin/loseoneselfin:beabsorbedin,befullyoccupiedwith

e.g.Hewaslostinplayingcomputergamessohewasunawareofmyenteringtheroom.

Shewaslostinhernovel.

2.available:abletobeused,had,orreached

e.g.Ifyoudon'twanttobuyakite,youcanmakeyourownusingdirectionsavailableinthe

book.

Wehavealreadyusedupalltheavailablespace.

3.Hesoundedasifhehadacoldorsomething.:Thissentenceimpliesthesadstateof

mindthetaxidriverwasin.

orsomething:usedwhenyouarenotverysureaboutwhatyouhavejustsaid

e.g.Theairfarewasahundredandninety-ninepoundsorsomething.

Here*ssomemoney.Getyourselfasandwichorsomething.