大学英语泛读第一册电子教案

江西外语外贸职业学院教案备课纸（2）
主任审阅授课教师年月日年月日
授课内容
Text 1 My Uncle Theo
Information related to the text:
Job interview: in order to make a solid impression, you’d better keep the following two rules in mind. One is to present yourself in a favorable way. Stress your professional competence and show confidence in yourself and your ability to do the job. However, dont exaggerate the truth; just be honest. Second, do more listening than talking. Listen carefully and get involved in what the interviewer is saying. ....
Sumerian civilization::
It is the oldest civilization in the Middle East. It emerged upon the flooded plain of the lower reaches of the Tigris and Euphrateds Rivers about 4000 BC....
words and expressions:
1. admire sb for sth 因…崇拜某人
2. work at做工作
3. a sense of safety安全感
4. do sth from memory 凭记忆做某事
5. sit up熬夜
6. cultivate a hobby 培养一种兴趣爱好（Ex.p7）
7. all the same尽管8. put one’s thoughts表达想法
9. read one’s thoughts看出某人的意思（补充搭配）
10. where sth. is concerned 就…而言
11. (on) second thoughts （经过重新考虑后）改变的想法（补充搭配）
12. on-the-job smoking上班时吸烟（Ex.p7）
13. create / leave an impression on sb 给某人留下印象（补充搭配）
Sentensed for the students to use as models
1. ... and this was so full that they had to put many of the candidaties two in a room.
2. ...and, as a result of this interview, the number was reduced to two...
3. adams didnt seem to do any preparation at all.
4. even Theo had to admit that he couldn’t have read it nearly so eloquently himself.
5. his mind was too much upset to put the same thoughts in another way.
6. ...and what a memory Mr. Hobdell must have!
7. that is why we decided that Mr. Hobdell was exactly the man we wanted.
Some proverbs for the students to remember
1. As you sow, so will you reap.
2. He who laughs last laughs the longest.
3. Better beg than steal.
4. Honesty is the best policy.
Questions for thought
1. what lesson do we learn from Adams’failure to win the post?
Text 2 Never late---The Flying Bluebird
Summary of the text:
The ability to give an accurate summary requires accurate comprehension of the passage, distinguishing between essential and secondary information, and skill in composing a clear, economical text. Students should be encouraged to practice this technique, either in spoken or written language.
Questions to check their reading skills
1. what is the story about?
2. where did the story take place?
3. why did the narrator have to get off at Mendova?
4. what was the name of the train?
5. what did the narator think of the train?
6. why was the journey tiring to the narrator that day?
7. what happened when the train reached Mendova/
8. what did the narator do when the train began to move?
9. what happened then?
10. who ws that fat man in blue?
11. why was he so angry?
12. what did he want to do to the narrator?
13. who came then?
14. what did the officer do?
15. did he take the narrator to the police station after he looked into the matter? And why?
16. who was going to the police station instead?
Sentensed for the students to use as models
.. it was impossible for any more travellers to get into the train.
“how long does it take you to get there?”
And the train did not stop again until it reached Endoran.
Some proverbs for the students to remember
Questions for thought
what lesson do we learn from Adams’failure to win the post?
江西外语外贸职业学院教案备课纸（2）
主任审阅授课教师年月日年月日
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Text 4 The winter’s snow
Informatiion related to the text
Dress codes vary from culture to culture. One of the signs of a well-dressed man in European and American culture is clean and polished shoes. Polished shoes communicate selfrespect and an awareness of proper dress codes. People notice how you dress and evaluate your place in society by such things as how you care for your shoes dirty or scuffed shoes communicate a careless attitude and poor training. Dress codes are so important in Western culture that there are popular books for sale which relate scientific studies of the effect of colors, and clothing styles upon other people. One wellknown book is entitled dress for success.
Reading skills:
Extracting main ideas: ask students to give one sentence in each paragraph which best expresses its main point.
Para 1. in winter the streets in the county were covered with snow but it was warmer i london. Par, 2 Thomas carrington travelled every day by train between his office in London and his home in the suburb.(he was a commuter.)
Para.3. Carrington took great care with his qppearance and he was a gentleman in the eyes of the railway men.
Para 4. carrington was ashamed to walk about london in his dirty shoes.
Para. 5 carrington decided to do something to improve his apprarance.
Pars. 6-9. carrington worked out aplan.
Pars. 10-13. carringtons plan worked well and he was very satisfied.
Para.14 carrington was invited to dinner one evening and went to bed late that nigt.
Para 15 he awoke late the next mornig and hurried to the station in his old shoes.
Para 16-19 he was just in time for the train . he jumped on and threw the shoes out to Fred.
Para 20-21 carrington made a terrible mistake: in his hurry he had forgotten to put his claean shoes in the bag.
Some proverbs for the students to remember:
1.fine feathers make fine birds.
2.clean and whole makes poor clothes shine.
3.never judge from appearances.
4.it is not the gay coat that makes the gentleman.
5.clothes do not make the man.
6.don’t throw out your dirty water until you get in fresh.
Ask students to organize these sentences and give a brief summary of the text orally.
Thomas carrington travelled every day by train betweent his office in London and his home at Hill Park forty miles away. In winter snow fell heavily in the countryside carrington had o walk every morning to the station through deep snow and often got his hsoes dirty and wet. As he was a man who took great care with his appearance, the thought of having to walk about London and sit in the office the whole day in those dirty shoes troubled....
Comments
The author begins his story by stressing the fact that Mr. Carrington always takes care over his appearance. In this way he builds the reader’s curiosity as to what will happen. The story ends in a humorous way. The idea that Mr Carrinton will have to walk about in his stocking feet is quite funy. The embrrassment will be great as people look at him with curiosity and amusement. Initiate a discussion about the following topics.
1.nowadays many people commute from home to work. How do you like commuting?
2.have ou ever had he humorous but embarrassing experience related to clothing?
3.do you feel it si proper to judge someone by what he wrs? Can theway a person cares for his
shoes reveal his charater?
Text 5 The Four Seasons in England
Information related to the text
The climate of British Isles is generally mild, not very cold in winter, and never very hot in summer. The rivers seldom freeze in winter, and snow never lies on the ground for long, except in the north, especially in the Highlands of Scotland. Sheep and cattle can graze on ....
Warm-up qustions:
1.what is a diary?
2.are you keeping a diary? In english or in chinese?
3.what are the good points of keeping a diary?
This diary begins in spring and ends in winter. While explaining the text, the teacher should draw the students’ attention to the following aspects:
Spring: the weather is changeable. The sun shines brightly in the morning but in the afternoon the sky becomes cloudy and it looks like rain. People are busy sowing seeds and cuting the grass in their gardens.
Summer: the weather is warm and children go swimming in the river.
Autumn: it’s beginning to get quite cold. People have a wood or electric fire in their houses. Winter: it snows a lotl christmas falls in this season. Peole go to town to buy presents for the family members. When it freezes people put out a lot of bread for the birds.
The style of this passage: descriptive analysis.
Questions for discussion:
1.what kind of life does Mr. Walton live?
2.what are the things that Mr. Walton values?
3. A lot of changes have taken place in the last thirty years in this smll village. What are these
changes?
江西外语外贸职业学院教案备课纸（2）
江西外语外贸职业学院教案备课纸（3）
主任审阅授课教师
年月日年月日
江西外语外贸职业学院教案备课纸（4）
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Text 7 A useful stick
Infromation related to the text:
1.London ranks as one of the world’s oldest and most historic cities. It is the capital of the
United Kingdom of Great Britain and Northern Ireland. The city was founded about 43 AD, when the armies of the Roman Empire conquered Britain.
2.The English policeman has several nicknames but the most frequently used are ―copper’ and
―bobby‖. The frist name comes from the verb to ―cop‖, meaning to ―take‖ or ―capture‖, and the second comes from the first name of Sir Robert Peel who reorganized the London police force.
Clues to Mrs. Frobisher’s problems.
Health problems: she had a bad leg and had to walk with the help of a stick.
Financial problems: she was not well-off. She could not afford the entrance tickets to parks; she wore a pair of old shoes and longed for a good pair; it was getting colder but she had not enough clothes to warm herself.
Emotional problems: she felt lonely and depressed. She was reluctant to be out of her flat; her days were long and dull; she had no interest in life.
Ask the students to use four adjectives to describe what Mrs. Frobisher thought of herself. (Old, poor, sick, and useless)
How did mrs. Frobisher change her view about herself?
(she helped the policemen to catch the criminal. This caused her to look at herself with fresh eyes; she was not as useless as she used to think.)
Some proverbs for the students to remember.
1.If you wish good advice, consult an old man.
2.Years know more than books.
3.The best wine comes out of an old vessel.
4.Never too old to learn.
5.As the old cock crows, so crows the young.
6.An old man never wants a tale to tell.
7.You can’t teach an old dog new tricks.
Comments
Old people sometimes feel useless. The story ends with the statement: ― i’ m not as useless as i used to think,‖Mrs, Frobisher told herself. What value is an old person to society? What contributions can they make to enrich the lives of others around them? Is the feeling of ― being useless‖ something the old have decided about themselves or is it reality? Ask the students to tell of an old person who greatly influenced them.
Sentences for the students to use as models
(Line 18, 46, 77, 82, 97, 137)
Text 8 Travelling LightC
Information related to the text:
Travel: humans have travelled ever since they first appeared on the earth. I primitive times they did not travel for pleasure but to find new places where their herds could feed, or to escape fro unfriendly neighbours, or to find more favourable climates. They travelled on foot and their journeys were long, tiring, and full of dangers. Being wise and inventive, human beings soon discovered easier ways of travelling. They rode on the backs of horses and donkeys; they made canoes out of tree trunks to travel across water. Later, they travelled, not from necessity, but for fun and excitement of seeing and experiencing new things.
T-shirt: for many years, t-shirts wre simple short-sleeved undershirts for men and boys. T-shirts came in only one color—white. And since they were worn under sweaters or shirts, they were generally not seen. Although t-shirts are now available in a wide variety of bright materials and styles, the most popular kind is the traditional cotton version, which resembles the old t-shirt but with a slogan or picture printed on it. Such t-shirts may bear a single word, a popular phrase, pictures of rock musicians, or an advertisement. With the increasing popularity of tshirts, new ideas to beautify them appear all the time.
Warm up questions:
1.for what purposes do people travel nowadays?
(for pleasure or recreation; for health reasons; to visit friends and relatives; on business)
2.what are the advantages of travelling?
(to meet new people, make new friends and share new experiences with them; to enjoy the beautiful scenery of the world and the wonders of mankind; to learn about the local customs and cultures; to widen one’s horizon and make one more openminded.)
Some fmiliar proverbs related to travelling.
1.Travel broadens the mind.
2.He that travels far, knows much.
3.He who does not travel will not know the value of men.
4.Noting is so necessary for travellers as languages.
5.The heaviest baggage for a traveller is an empty purse.
A good title is usually short but suggests a lot. Ask the students to paraphrase the title of this text in simple Englsih.
(it is best to take as little as possible for your trip.)
Questions to grasp the main idea.
1.what is the simple rule you have to follow while packing for your trip (pack light)
2.what are the four tips given by the writer in this text?(make a list of what you need during
your trip.Prepre and take what is essential for everyday use.Bring only the most suitable and necessary clothes and shoes for your trip.Make sure all your possessions are well packed in your simple, light bag.)
江西外语外贸职业学院教案备课纸（2）
主任审阅授课教师年月日年月日
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Text 10 Cowboys
Information related to the text:
A cowboy is a hired hand, especially in the western united states, who tends cattle and performs many of his duties on horseback. The American cowboy, who was the product of the opening up of the vast central plains of the US after the Civil War, has become a legendary folk hero, celebrated in many films and novels....
Warm- up questions:
1.what is a cowboy?
(a man who herds cattle on horseback)
2.what does a typical cowboy look like?
(He wears a broad-trimmed hat, a brithtly coloured kerchief around his neck, blue jeans and high-heeled riding boots.)
3.what kind of life did a cowboy lead?
(he moved from place to place on horseback, tending large herds of cattle. He had to battle with the bad weather, wild animals and sometimes with Indians. So his life was full of hardships and adventures.)
The main idea of the text:
1.The cattle ahd to be driven to twon as there were no buyers on the ranges and no lorries or
railways to carry the meat to towns if the cattle were killed there.
2.the jorney to the market often took many weeks and it was full of dangers.
3.the cowboys lived a very hard life on the trail. They had to put up with all kinds of dangers.
4.railways changed coboys’ way of life. They provided a quicker and more efficient means of
binging cattle to town.
Sentences for the students to use as models:
1.it was no good killing them on the ranges...
2.... perhaps a rain storm caused a river to flood so that the herd could not cross...
3.the cows would become so frightened or wild that they would rush away before the men
could stop them.
4.... it might take days to round up the cattle after they had stampeded.
Summary of the text : This text presents us one aspect of the life cowboys lived- getting the cows form ranges to the market. The jorney was long and dangerous: cows might fall sick and die: the weather was bad and changeable; Indians sometimes attacked; and the greatest danger was that the cows might stampede and cowboys would be hurt or even killed if such a thing took place. So the cowboys lied a very hard life on the journey. When railways were built, they took the place of cowboys. They took the cowherd to the amrket very quickly, and saved the cowboys a long, insecure journey to town.
Text 11 The Garden of Eden
Information related to the text:
Bible: the bible, a collection of sacred books of Judaism and Christianity, consists of the Old Testament and the New Testament. The old Testament was originally written in Hevrew and later it was translated into Greek and Latin. The Old Testament is traditionally divided into three parts: the law, the prophets and the writings.
The bible is not only a sacred book, it is also important literature and a source of literary inspirations. Many great poets, wirters and painters created masterpieces based on the bible and its stories, among which are milton’s long poems paradise lost and paradise regained, and Leonardo da Vinci’s painting The last supper.
Warm up questions:
Have you ever read any Bible stories?
If they have, ask them to name some of them.
(the Garden of Eden; Noah’s Ark; The prodigal Son; The last supper; the death of Jesus) According to Gensis, God created the world in severn days.
The first day: god created Day and night.
The second day: god created sky.
The third day: dry land, the earth, and seas.
The fourth day: great light, such as sun, moon and stars.
The fifth day: living things in the air and sea.
The sixth day: the land animals and the first man.
The seventh day: god rested and called the day holy.
Some proverbs for the students to remember:
1.when Adam delved and Eve span, who was then a gentleman?
2.the tree that god plants, no wind hurts it.
3.sow the wind and reap the whirlwind.
4.man does what he can, and god what he will.
Quesitons for understanding:
1.how did god make the man and the woman?
2.where did the man and the woman live?
3.what was God’s warning to Adam and Eve?
4.How did the snake trick Eve into eating the forbidden fruit?
5.waht happened to Adam and Eve agter they ate the forbidden fruit?
6.how did god punish the snake for what he had done?
7.how did god punish Adam for listening to his wife and eating the forbiden fruit?
8.what did god then do to adam and eve?
9.why did god have to do so?
Sentences for the students to use as models:
(Line 15, 30, 33, 71, 80, 92.)
江西外语外贸职业学院教案备课纸（2）
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Text 13 Socrates
Informaton related to the text:
1.socrates: he was a great Greek philosopher and the teacher of Plato. To the best of our
knowledge he wrote nothing of his own. Much of his life and thought is vividly recorded in the dialogues of plato. It is well-known that socrates made two fundamental contributions to Western philosophy by shifting the focus of Greekphilosophy from cosmology to ethics and developing ....
2.Athens: it is the capital of Greece, on the southwestern side of the Attica peninsula. Already
and important city by 1500 BC, it reached its poitical peak after the Persian Wars.
Warm- up questions:
1.who was socrates?
(an ancient Greek philosopher)
2.when and where did he live?
(nearly 500 years before the birth of Christ in Athens, Greece.)
3.what do people think of him?
(one of the wisest and braaest teachers the world has ever known)
4.what kind of man was Socraes?
(wise, brave and good at teaching)
5.why was he put to death by the rulers of Athens?
(He encouraged people to ask questions)
6.could you name some other ancient Greek philosophers?
(plato, Aristotle.)
The three aspects of Scrates
1.his teaching method: he never told his studentss what to do and think, but led them to their
own conclusions.
2.his view on being free: only a man who can understand and control himself is really free.
3.his behavior in the face of death: he remained calm, cheerful and controlled.
Summary of the text
This is a historical essay. Socrates was one of the wisest and bravest teachers the world has ever known. He was famous for teaching by questioning his listeners, and showing them how inadequate their answers were. Because of his unusual teaching methods, unorthodox views on religion, and disregard of public opinion, he made enemies among influential Athenians. He was arrested and brought to trial on the charge of corrupting the youth and showing disrespect for religious tradtitions. He was sentenced to death. He refused several opportunities to escape from prison, and carried out the sentence by calmly drinking a cup of hemlock poison.
Soem proverbs for the students to remember:
1.courage and resolution are the spirit and soul of virtue.
2.knowledge is the mother of all virtue; all vice proceeds from ignorance.
3.knowledge is power.
4.doubt is the key of knowledge.
5.wisdon is a treasure for all time.
6.without wisdom, wealth is worthless.
7.wisdom and virture are like the two wheels of a cart.
8. a wise man is a great wonder.
Text 14 The Date Father Didn’t Keep
Information related to the text:
Denmark: the kingdom of Denmark, almost surrounded by water, is situated in northwestern Europe, sonsisting of a peninsula and 482 nearby islands. It is the smallest of the Scandianavian countries with a population of 5,353,000 and Copenhagen as its capital. During the Second world War Denmark was occupied by Germany. It recovered rapidly after the war. As a charter member of the UN in 1945, it broke a long tradition of neutrality by joining the North Atlantic Treaty Organization in 1949 and the European Economic Community in 1972. in the late 1980s Denmark allowed its military forces t decline below NATO requirements. It is famous for its butter, cheese, bacon, ham , and other procesed food. The people of Denmark are prosperous, and they have one of the world’s highest standards of living, a highly developed state education system, and advanced social security schemes. Warm- up questions?
1.Where is Denmark?(in northwestren Europe)
2.What is its capital?(Copenhagen)
3.What do we call the people of Denmark?(Danes)
4.what is its official language?(Danish)
5.is it a large or small country? (the smallest of the Scandinavian countries)
questions while reading
1.where did the story take place?
2.had father visited Denmark before? And when?
3.who did Father see in the inn?
4.did the woman recognize Father? Why not?
5.what happened when Father, a young student then, met the Danish girl?
6.how did their famillies react to their romance?
7.why did Father go back to America?
8.faher did not keep the date. Did he do so intentionally?
9.what was the misunderstanding?
10.how did father feel when he met his old lover unexpectedly thirty years later?
11.did father feel disapointed when the woman did not recognize him?
12.do you think the Danish girl had forgotten all about her youthful romance?
13.were both of them sorry for not having mareied each other?
江西外语外贸职业学院教案备课纸（2）
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Text 16 The Record
Information related to the text
Schumann: robert Alexander Schumann was a major German composer, music critic and leader of the romantic movement. His compositions and music journal greatly influenced the music of his time. Though he wrote orchestral and chamber music, he best expressed his ardent romanticism in his piano works and songs. Most of the latter were composed in 1840. and many of his best known piano pieces were written for his wife, the pianist Clara schumann.
Concerto: concerto is a musical composition for one or more solo instruments supported by an orchestra. The three-movement orchestral form ws elaborated by German compsoser Jojann sebastian bach....
As a warm-up, the teacher may begin by asking the students if they are interested in classical music and then ask them, if they are, to name some great composers.
This story is written with a touch of humour, built on a series of misunderstandings on the part of the author because of his eagerness to help his friend enjoy music. Ask the students to find examples in the text which reflect the misunderstnadings.
1.he took the different expression on his friend’s face, the bright eyes and the smile for the
effect that the music had on him; so he came to the conclusion that ― he had been listening!‖2.when he found Fred holding he recod in his big hands, he thought his friend appreciated the
record. This discovery made hime too pleased to tell hime to be careful aobut the record.
3.when he asked Fred if he enjoyed it, he meant if Fred enjoyed the music. Fred’s affirmative
answer created another misunderstanding on the part of the author. This misunderstanding led him to offer the record to Fred.
This story has a surprise ending: the present Fred gave the author turned out to be made out of the recor. Ask the students if they expect such an dending as they read the story, and then see how many examples of foreshadowing they can find in the text to justify their answer.
1.the author spent hours pointing out the beauties of a particular piece, but all the time Fred
was gazing at the little black statue of monkey on the mantelpiece and hadn’t been listening to a word the wuthor said.
2.fred once told the author that he would loe to make a copy of the little monkey some day.
3.the different expression on his face, the bright eyes and the smile after Fred saw the record
imply that he had discovered something: the record was the very thing he could use to reproduce the statue. When the author offered him the record, he hesitated to take it, after all it ws a precious record and it would be a pity to melt it.
Lead a discussion about the following two questions:
1.what kind of man is the author?
2.how do you think the author felt when he was given the ―present‖?
Text 17 The Seven Gifts
Synopsis: abt two million years ago, a chage of climate set in, and the world entered a time known as the Ice Age. During this period of time, nearly half the world was covered with ice. So life was extremely hard for the first people. Compared with the animals around them, they were only poor, feeble creatures, unprotected against a bitter climate and a large number of antural enemies. Yet, man survived the dangers of the Ice Age, because he alone was possessor of the seven gifts—his upright posture, his two legs, arms, hands, his vision, his huam brain—the greatest of the seven—and the power of speech.
Warm-up questions:
1.what are the seven gifts?
2.who has the seven gifts?
3.what role did the seven gifts play in man’s struggle against the hardships of the Ice Age? The structure of the text:
The first part: from the beginnig to para 4---describes the harsh climate of the ice age and man’s disadvantages in this bitter environmet.
The second part: from para. 5 to the last para. but one.---the seven gifts and their funcitons in man’s struggle for existence are explained one after another in simple and claear terms.
In the last para. The author ends the story by pointing out that it was the seven gifts that made it possible for man to conquer a hostile environment and prosper.
Ask the students to retell in simple and clear English the functions of the seven gifts.
With the upright posture, early men could see far and wide.
With two legs, they could walk long distanc and outwalk any animal.
With hands and arms, they could hold things and use tools.
With their vision, early men could see in depth and fix their sight on the object.
With the human brain, they could remember past experiences and learn from them to plan for the future.
With the power of speech, they could communicate in words and pass on wisdom and experience to the next generations.
Some rhetoricald devices used in the text.
1.Simple but vivid expressions
Eg. Line 5, 6, 25
2.Parallel consturcitons for emphasis
Eg. Line 19, 26, 79
Sentences for the students to use as models
1.Nature gave them no warm fur pelts against the cold, no swiftness to escape any enemy, no
weapons for fighting.
2.they could remember experiences from the past and learn from them for the future.
3.although the beasts could also communicate with each other by voice, ...only people could
communicate in words.。