大学体验英语教案第4册

College English Four-- Experiencing English 4Experiencing English Teaching GroupCollege of Foreign Languages, Chongqing University重庆大学2007-2008学年度第二学期教学日历课程名称：大学英语（4）任课教师姓名：韩萍课程类别：必修课教材名大学体验英语（4）主编姓名：余渭深出版时间：2003年9月称授课对2006级象：Notes:在本教案中的“上课步骤(Teaching Procedure)‖一栏中应用到了以下缩写：T→Ss:表示由教师向学生传授T←→Ss: 表示教师引导学生共同探讨Ss←→Ss: 表示学生进行小组讨论S→Ss: 表示由学生面向全班做陈述Ss: 表示由学生独立完成任务Unit One Men and Women’s Prejudices1.Teaching Objectives:In This unit, the students will:·listen and then talk about job prejudice·read about men's roles at home·learn new words and expressions·write about the differences between men and women·practice reading skills: Recognizing generalizations·practice translating skills: Multiples·practice describing structures of an organization·write a job advertisement·visit culture salon for a discussion on computers and the changes in women's employment2.Main contents and hours distribution:1)Lead in: Listen and Talk / 1 period2)Read and Explore (passage A and B) / 3 periods or more3)Write and Produce / 1 period4)Oral activities / 1 period5)Culture Salon / off class3.Main focus and points:1)Speaking:talk about prejudices against certain kinds of jobs, such as lawyers, nurses,teachers and so on.2)Words and expressions:to put forward a phenomenon and illustrate it from differentaspects, such as, criticize, mirror, trend, be bombarded by, syndrome, imply, call for, widespread agreement, obsolete, acknowledge, strive, recognition etc.3)Reading skills: recognizing generalizations4)Translating skills: Multiples5)Writing skills: description of structure and organization and writing job advertisements 4.Extended contents:Passage C and D in Extended Book5.Teaching methods:Multimedia teaching tool. Student-centered and task-based teaching methods.6.Reference books: / 7.Exercises and practice:Exercises 3, 4, 5, 6, 7, 9, and 12, 13, 14, 16.8.Further thinking:(Refer to the courseware)9.Teaching procedures:The first two periods (90m)1)(T←→Ss) Lead in / discussion: what prejudices do people have about certain kinds ofjob? What kind of words would you use to describe the following jobs, such as, lawyer, nurse, teacher, architect and engineer? (10m)2)(T←→Ss) Listening to the passage on page9 (10m)3)(Ss←→Ss) Communicative task 1: read dialogue 1, learn some tips and practice in pairs.(14m)4)(Ss←→Ss) Communicative task 2: read dialogue 2, learn some tips and practice in pairs.(11m)5)Passage A:Pre-reading tasks1.(T←→Ss) What does father mean to you? Use one sentence to describe.2.(T←→Ss), (Ss←→Ss)Share your ideas:What kind of man could be called ― agood family man‖? Is your father a good family man? Do you want to be /marry agood family man? Why?While reading tasksQuestions for thinkingThe first reading: reading through text A for reading comprehension in exercise 3.The second reading: fill in the blank about the detailed information of text A.Words and expressions: pick out some valuable sentences and words for students toanalyze and remember. Encourage them to use these expressions while writing.Reading reflectionGeneralizing main ideaRead the passage and generalize its main idea.( It’s mainly about some media trends toward diminishing the importance of fathers inthe U.S.)Sum up the media trends towards fatherhood.Marginalizing fathers;abusive husbands/deadbeat dads;At-home dads and working mothers are praised.At-home mothers and breadwinner fathers are devalued.At-home wives are regarded as ―status symbols‖, etc.Find words or expressions in t he text which show the author’s attitude towards themedia trend of marginalizing fathers.6.(T←→Ss) Assignment: writing a composition on prejudices against men/women injob-hunting.The third period (45m)1)(Ss←→Ss) Prepare as many questions as possible about the roles of the father in the familyand interview your classmates with the help of the tips given on page 17.2)(Ss←→Ss) In groups of 4, interview your group members and write down their answers.(15m)3)(Ss←→Ss) Discuss in groups about your answers and draw a conclusion.4)(S←→Ss) Report to the whole class about your group’s opinions.The fourth and fifth periods (90m)1)(Ss←→Ss) Passage B: Discuss the following questions: would you like to change careers oreven give up jobs at the request of your spouse? Why or why not? (5m)2)(T←→Ss) Read through the text and in your own words generalize its main idea.3)(T←→Ss)Read the passage more carefully and try to complete the summary. (Seecourseware)4)(T←→Ss) Words and expressions: analyze some valuable sentences in passage B. (15m)5)(Ss) Exercises: 4, 5, 6, 12, 13, 14. (30m)6)(T←→Ss) Reading skills: recognizing generalizations and exercise 15. (15m)7)(T←→Ss) General writingDescription of structure and organizationFirst, read the introduction on p. 26.Study the expressions on p. 26.Write a description of an organization in your college or at the University such as the Students’Union, Science Association, etc. Be prepared to make an oral presentation on your work.The sixth period (45m)1) Role-play•Role A•Y ou are a young person who has decided to marry someone you love who comes from another country (e.g., America). Today you'll tell one of your parents of this decision, and ask for his/her approval. Below are some of the reasons why you think your international marriage will be successful (think of other reasons by yourself):•Y ou feel that in such a marriage, you will:•develop a broader point-of-view•enjoy more straightforward, honest communication•share cultural backgrounds•have a chance to travel or live overseas•be able to raise bilingual children•Y ou will speak first. Say, "Mother (or Father), I have decided to marry a man(or woman)from (name of country). I hope that you will give your approval."•Role B•Y ou are the mother or father of a young person who has decided to marry someone who comes from another country (e.g., America). Today your child will tell you of this decision, and ask for your approval. Below are some of the reasons why you think this international marriage will not be successful (think of other reasons by yourself). Argue against the marriage, but in the end, decide for yourself whether or not to give your approval. Below are some of your concerns (think of others by yourself):Y ou worry that in such a marriage, your child will- quarrel too much over different ways of thinking- have a limited relationship because of language barrier- have difficulty with different customs, foods, etc.- risk being separated from family and relatives- raise children who are confused about their cultural identity (which culture they belong to) Y our child will speak first. Listen, then think and respond to what he or she says.2) Comments and suggestionsUnit Two Culture1. T eaching Objectives:In this unit, the students will∙first listen, and then talk about different cultures∙ read information about aspect of culture∙ learn more words and expressions∙ practice reading skills: distinguishing fact from opinions∙ practice translation skills: numbers∙ learn how to write a program for performance and a passage to introduce the internet∙learn to talk about ― Is it necessary to protect traditional culture?‖ (e.g. on protecting old buildings)∙ visit culture salon for information about Chinese dragon culture2. Main Contents and Hours Distribution:1)Introduce the course and listening and speaking practice / 1 period2)Read and Explore (Passage A and B) / 4 periods3)Exercises / 1 period4)Write and Produce / 1 period5)Culture Salon / off class3. Main Focus and Points:1)Listening: for specific information2)Speaking: Inviting a friend to celebrate the Dragon Boat Festival3)Reading: Distinguishing fact from opinion4)Writing: Forming compound and complex sentences5)Language points: alter, compel, deceive, inflict, misrepresent, option, be capable of, betaken in, loud and clear, thanks to, with the exception of4. Extended Contents:Passages C and D in Extended Book5. T eaching Methods:Teacher’s instruction and students’ discussion6. T eaching Procedures:The first two periods (90m)Task 1: (T←→Ss) Lead-in questions: Here are typical symbols of some major cultures.What do you think they represent respectively?Would you prefer to live in a monoculture or multi-racial society? Why?Visit Culture Salon about ―Chinese Dragon Culture‖.Task 2: (Ss ←→Ss)Sharing experienceThink about the question: Have you ever experienced any kind of culture shock? Tell your story to your classmates.Task 3: Talk About ItListen to Dialogue Sample 2 and try to answer the following questions.What time should a guest arrive?What generally does the guest first do when he/she arrives?If the guest is caught in a traffic jam, what should he/she do?If the guest has accepted an invitation and can’t make it, what should he/she do?Need the guest bring any gifts?Task 4: (T←→Ss) How much do you know about Shakespeare?Discuss the short paragraph on P 34 with your neighbor and point out the errors.Then look at the pictures of Shakespeare’s life and make comments based on these pictures.Task 5: (Ss ←→Ss) Lead-in listening (textbook)Ss are going to listen to an interesting short play about visiting Shakespeare’s house. Try to answer the questions on P34 and fill in the blanks in the paragraph on P34 (listen to the play for three times)Passage D Appreciating Cultural Differences Makes Good Business SenseTask 1. Skimming and Scanning1. It’s essential to understand the cultural differences if you want to be proved more reliablein commercial relationships.2. Japanese, Latins and Germans are playing vital roles in international business and trade.3. Latins like physical touching and small personal distance, so are Germans.4. Latins tend to be much more casual and informal than Germans and Japanese in manners.5. If you stare at your Japanese business associate at a meeting, he is most likely to turn awayhis eyes.6. Germans place both hands above the table when they are having dinners.7. It’s considered acceptable for the guests to make some negative comments about the foodserved if it is really badly cooked.Task 2. V ocabulary DevelopmentEach of the verbs and nouns in the following lists occurs in this passage. Choose the nounthat you think collocates with each verb and write it in the blank. If you think more than one noun is possible, write them down.Task 3. Read and SimulateThe third period (45m)Culture Shock1. Watch a video in which 6 people describe their cross cultural experiences abroad. Finish the following tasks.2. Listen to three people describing unique customs they observed while traveling. Complete the chart in the next page.The 4th 5th periods (90m)1) (T←→Ss) Reading skills practice: Distinguishing facts from opinion2) (Ss) Read Passage B on cultural differences and answer the questions.3) (Ss) Translate the sentences into Chinese.4) (T←→Ss) V ocabulary Development5) Read and simulate6) (T←→Ss) Language points7) (Ss) Exercise 12, 13, 148) (T←→Ss) Assignment:Choose one aspect of culture in China or other countries and prepare a presentation to the class. The 6th period (45m)1)(Ss←→Ss) Ss’ presentation of different cultures in different countries.2)(T←→Ss) Comments and suggestions.Unit Three Copyright1. T eaching objectivesThis unit will1) provide students with materials to learn about Copyright;2) provide students with useful information about Copyright;3) provide students with practical reading skills: making references;4) provide students with translating skills: negatives;5) provide students with practical describing advantages and disadvantages;6) provide students with writing a letter of complaint;7) provide students with cultural information for a discussion on academic honesty.2. Course Arrangements and main contents1st period: Cultural salon + talk about it (half class)2nd period: Cultural salon + talk about it (another half class)3rd period: Listening comprehension, vocabulary of passage A (whole class)4th period: Analysis of passage A (whole class)5th period: Practical writing + communicative skills (half class)6th period: Practical writing + communicative skills (another half class)7th period: Passage A: exercises, Passage B: vocabulary (whole class)8th period: Passage B (whole class)3. Extended Contents:Passages C and D in Extended Book4. T eaching Methods:Teacher’s instruction and students’ discussion5. T eaching proceduresThe First and Second Periods (90m)Task 1: Warm-up questions1) Where do you get your favorite MP3 or mobile phone?2) Have you ever bought any fake products or pirated products? What are they?3) Why do you think people ignore or violate copyright?Task 2: Listen and fill inTask 3: Listen to the long conversation, and answer the following questions.Task 4: Read Dialogue 2 in the textbook on page 56. And try to find the meaning of the following expressions:1. 商标______2. 消协_____________3. 假货________4. 备份文件_________ Task 5: Read Dialogue 1 loudly, and find the English version of the following phrases:1. 盗版软件___________2. 正版产品___________3. 升级__________4. 不道德的___________Passage A: 10 Big Myths About Copyright1. Key words and expressionscopyright notice 版权标识violation 侵权Berne copyright convention 伯尔尼版权协定Usenet 世界性的新闻组网络系统fair use 合理使用civil law 民事法sue 起诉commercial value 商业价值2. Is it true? Please give the reasons.1) If it doesn’t have a copyright notice, it’s not copyrighted.2) If I don’t charge for it, it’s not a violation.3)If it’s posted to Usenet it’s in the public domain.4)My posting was just fair use.5)If you don’t defend your copyright you lost it. --- Somebody has that name copyrighted.6)If I make up my own stories, but base them on another work, my new work belongs tome.7)They can’t get me. Defendants in court have powerful rights.8)Oh, so copyright violation isn’t a crime or anything.9)It doesn’t hurt anybody–in fact it’s free adve rtising10)They e-mailed me a copy, so I can post it.3. Read and thinkWhat do the members of the Dawson community value and respect?What is the pledge of the members?What kinds of behaviors are considered as plagiarism?What do you think is academic dishonesty? Please list some forms of it.The third period (454m)(T←→Ss)Practical writing + communicative skills1) Practical writing: Letter of ComplaintWriting a letter of complaint is a serious matter, which should sound much more formal than a personal letter, because it handles something that might hurt the good relations. Therefore, your letter should sound firm in giving a justified complaint while at the same time restrained and polite in using language.The 4th and 5th periods (90m)1. (Ss←→Ss) Reading skills practice: Making inferences + exercise 152. (T←→Ss)Content awareness questions:Why does the passage say the copyright owners are becoming more aggressive?Why do some managers encourage their people to do illegal copying?What is the lower limit set for severe punishment of copyright violation in the USA?What is the purpose for the TMA to offer fines?What does the two-month review of comments posted to Listservs show?3. (Ss) Read Passage B and translate the following sentences into Chinese.1)It’s getting more tempting to infringe on … Web content. (para.1)2)Some do it knowingly, assuming their chances of … prefabricated content.(para.4)3)The reality is: Whether the bulk of … paying a stiff fine.‖ (para.7)4)ASCAP and BMI, two organizations … are properly licensed to do so.‖ (para.10)5)Although many cases of abuse undoubtedly … among frequent presenters.‖ (para.12)4. Choose 3-5 sentences for others to remember, and give the reasons for your choice.5. Finish Exercises 10,12, 13.6.Assignment: Based on the information of Passages A,B, C and D and other sources ofinformation, prepare for a debate on a the topic:“Are copyright protection laws good or bad for poor countries?”The 6th period (45m)1) (Ss Ss) Ss’debate on the topic : ―Are copyri ght protection laws good or bad for poor countries?‖2) Comments and suggestions.Unit Four Language and Economy1. T eaching Objectives:1) This unit provides guidance to learners to listen and talk about the importance of English2) This unit tells learners the problems connecting with the development and influence ofEnglish3) This unit provides students with new words and expressions4) This unit broadens learners’ horizon in relation between language and economy2. Main contents and Hours Distribution:1) Listen and Talk / 1 period2) Read and Explore ( Passage A and B) / 4 periods3) Write and Produce / 1 period4) Culture Salon / off class3. Main Focus and Points:1) Speaking: talk about influence of English and language and society2) T ranslation Skills Practice: translation of relative clauses3) Reading Skills: identifying tone4) Writing Skills: describing sizes and shapes5) Key words and expressions: in the name of, count, to a large extent, instead of, multiplicity,identify, claim, beyond.4. Extended Contents:Passage C and D in Extended Book5. T eaching Methods:Student-centered and task-based teaching methods6. Reference Books:7. Exercises and Practice:Exercises 3,4,5,6 and 12,14,16,178. Further ThinkingSee PowerPoint9. T eaching Procedures:The first two periods (90m)1) (T←→ Ss)Introduction to the contents of the unit (5m)Britain’s colonial expansion established the pre-conditions for the global use of English, taking the language from its island birthplace to settlements around the world. The English language has grown up in contact with many others making it a hybrid language that can rapidly evolve to meet new cultural and communicative needs. In the 20th century English was c losely linked to the rise of the US as a superpower. Its influence has extended beyond language itself to economics, technology and culture. In the same period, the international importance of other European languages, especially French, declined. Languages were not equal in political or social status, particularly in multilingual contexts. From the trend, English seems set to play an ever more important role in world communication, international business, and social and cultural affairs.2) (Ss)Listening practice task: Lead-in listening for brainstorming (10m)3) (Ss←→ Ss)Oral practice task: Speaking Practice referring the expressions in Communicative Tasks(10m)4) Passage A: (Ss←→ Ss)The first reading: Understanding the general ideas of the passage (15m)Questions for thinking (5m)1. ―Why does the author think of English as a lingua franca for the smooth functioning of the EU institutions?‖According to the author, for a smooth functioning of the EU institutions, the use of English as a lingua franca would be infinitely better.2. ―What the author’s conclusion about English as a lingua franca?‖English should be used as a lingua franca in Europe simply because it may be ―owned‖ by all Europeans — not as a cultural symbol, but as a means of enabling understanding.(T←→ Ss)Difficult sentences (8m)1. ―Powerful translators’ lobbies fight for their raison d'etre‖Paraphrase: The translators want to translate a variety of languages to make a living. Here,―raison d’etre‖ is a French word, which means reason for of justification of sb’s/sth’s existence.2. ―In the name of the high ideal of linguistic equality a time-consuming, expensive and increasingly intractable translation machinery is maintained that is doing its best to translate the illusion of equality into illusions of multilingualism and translatability.‖Paraphrase: For keeping the cumbersome illusion of making all the languages equal, some huge translation machinery is maintained to translate the various languages, which costs a lot of time and money.(T←→ Ss)Language Points (25m)(Ss←→ Ss)Summary of the T ext (10m)The European Union(EU) decides to adopt a multi-linguistic approach in its organizations, therefore requiring all of its documents to be translated into each of the official languages of the EU. While this is a costly, and somewhat inefficient system, it does allow the EU to present an image of linguistic equality, which is symbolic of wider equality between its member states.In this a rticle, the author severely challenges the EU’s language policy , by presenting the reasons why English would be a more appropriate choice as Europe’s lingua franca. He states that English is suitable due to its flexibility, its wide usage and is diversity.The author argues against the common fears that a widespread use of English in EU member states will change other European languages, or destroy the identities of these languages altogether. He also addresses the concern that English carries a cultural identity which will be used as a form of cultural domination over non-native speaking countries. The author concludes that English has great potential for uniting the people of Europe, promoting mutual and could in fact strengthen their own national identities at the same time.The third period (45m)1) (Ss) Exercises 3, 4, 5, 6, (15m)2) (T←→ Ss) Reading Skills Practice: Identifying tone by using the title of Passage B (5m)3) (Ss)Reading Passage B and completing Exercise 10, 11 (25m)4) (T←→ Ss)Homework assignment12, 13, 14The fourth and fifth periods (90m)1) (Ss←→ Ss)Talk about Passage B (20m)2) (T←→ Ss)Language Points of Passage B (20m)3) (Ss) Exercises 12, 13, 14 ,16, 17, 18 (30m)4) (T←→ Ss)Solve the questions students ask (15m)5) (T←→ Ss)Homework assignment: Culture Salon (5m)The sixth period (45m)(Ss←→Ss)Discussion: Do you think Chinese English should be accepted as a variety of English1) Brainstorming (5m)2) Discussion (20m)3) Reporting (15m)4) Summarizing (5m)Unit Five Business Ethics1. T eaching Objectives:11)The students are informed of the ethics (such as morality, fairness, responsibility, charity,honesty, etc.) in business12)The Unit impresses learners with a proved conclusion that morality will never beoutdated and it is closely related to business success.13)The Unit rectifies the prejudice in business and set up confidence and methods for thosewho are dealing with business.14)The Unit provides learners with brand-new, practical words and expressions15)This Unit exercises appositive translation and letter of apology.16)The Unit informs us of the importance of corporate culture.2. Main Contents and Hours Distribution:1) Listen and Talk / 1 period2) Read and Explore (Passage A and B) / 4 periods or more3) Write and Produce / 1 period4) Culture Salon / off class3. Main Focus and Points:1)Speaking: talk about merits and demerits in businessThe words and expressions which should be mastered:Well, I suppose the most important thing is ...It was far worse that that.Well, to begin with ...Yes, it was certainly a bad start.And take the tourist agency to court!Well it was like a nightmare!The main/essential/crucial/interesting thing is ...I can’t comment on that.I wouldn’t know about that.2）Grammar: Appositive Translation3）Reading skills: identify the author’s purpose4）Writing skills: Three paragraph Writing5）Key words and expressions: represent, consist of, establish, elect, facility, demonstrate, enrich, on the basis of, aim at, at large, apply for.4. Extended Contents:Passages C and D in Extended Book5. T eaching Methods:Student-centered and task-based teaching methods6. Reference Books: / 7. Exercises and Practice:Exercise 3, 4, 5, 6 and 11, 15, 17 19.8. Further thinking:See PowerPoint9. T eaching Procedures:The first two periods (90m)1)(T→Ss) Teacher’s introduction of ethics and virtue in business (10m)Business Ethics, according to Cambridge International Dictionary of English, is a system of accepted beliefs in business, which controls behavior, esp. such a system based on morals in business. It has been a very popular topic recently. Business ethics examines morality, honesty, and virtues, etc in business. More and more people, esp. some CEOs in big companies have realized the importance of business ethics by trial and error. On the other hand, the traditional focus of business ethics is on the morality of action. This results in conclusions about which business practices are acceptable and which are not. For example, employees have ethical rights. When a business practice violates these rights, this practice is unethical.a)(T←→Ss) The pre=listening material (15m)b)(T←→Ss)Teacher’s remark of the passage A (5m)c)(Ss)Students’ skimming for the whole text and do exercise 3 (15m)d)(T←→Ss)Some questions about the content are raised (25m)e)(T←→Ss)Word class transference (10m)f)(S s←→Ss)The textual analysis (10m)The third period (45m)1)(S s←→Ss)A check of exercises 4,5,6 &20 (15m)2)(S s←→Ss) Oral Practice: Faithfulness in Business(1)Teacher’s summarization (5m)(2)The present situation of marketing economy (5m)(3)V ocabulary laying-off (5m)(4)Students’ individual lecture (15m)The fourth and fifth periods (90m)1)(S s←→Ss) Talk about the content of passage B (15m)2)(T←→Ss)Some involved sentences to translate (10m)3)(T←→Ss)Language points (65m)The sixth period (45m)1)(T←→Ss)Check of the exercises of Passage C and D (10m)2)(T←→Ss) Exercise of identifying the author’s purpose (the tone, point of view,attitude, etc.) (15m)3)(S s←→Ss) Writing skills mastery: Three paragraph Writing (Introduction,development and conclusion) (20m)Unit Six Psychological Health1. T eaching Objectives:a) The students are to test their own psychological situations with several questionnaires.b) The Unit impresses learners with different kinds of psychological problems and theimportance of being psychologically healthy.c) The Unit present learners with a new look of life.d) The Unit provides learners with brand-new, practical words and expressionse) This Unit exercises noun clauses translation skills and the way to make anquestionnaire.f) The Unit informs us of Weird Dresser2. Main Contents and Hours Distribution:a) Listen and Talk / 1 periodb) Read and Explore (Passage A and B) / 4 periods or morec) Write and Produce / 1 periodd) Culture Salon / off class3. Main Focus and Points:1)Speaking: Psychological problems2) Reading skills: Drawing Conclusion3) Writing skills: Write a passage Based on the Graph.4) Key words and expressions: abandon, arouse, conflict, markedly, self-esteem, root for,back up, stave off etc.4. Extended Contents:Passages C and D in Extended Book5. T eaching Methods:Student-centered and task-based teaching methods6. Reference Books: / 。