全新版《大学英语》第一册教案

全新版《大学英语》教案
课程名称：全新版大学英语综合教程1，听说教程1
教员名称：
授课对象：
主要内容：
教案目的:
引导学生了解大学英语的学习特点和规律，培养他们自主
学习的能力，通过听、说、读、写、译等多种训练途径，
以及对语言点的讲解，使学生掌握英语语言工具，从而培
养学生的学习兴趣和养成良好的学习习惯，为以后奠定语
言知识和语言能力基础。

教学内容及步骤：
课文讲解：包括Text A课文背景、结构划分、阅读训练、
语言点讲解、写作手法分析等。

习题讲解：解决学生提出的习题中遇到的突出问题。

小组讨论：课文讲解及习题结束后学生小组讨论与本单元
主题相关的问题及话题，加深对主题的理解，为课后写作
提供素材。

听力训练: 听说教程每单元的交际功能、听力策略以及听
力任务部分。

作文互评：教师辅助下的同伴互助学习，修改讨论作文
教学方法：
讲授法、讨论法、听说法、同伴互助法
教学手段：
黑板、粉笔、手机、扩音宝
教学时间分配：
每单元6个学时
Period 1教师辅助下的同伴作文互评（前一单元作文）；课文讲解（新单元）
Period 2课文讲解
Period 3课文讲解
Period 4课文讲解；检查习题完成情况；习题讲解；布置讨论准备任务
Period 5习题讲解；小组讨论；布置写作任务
Period 6 听力训练；布置预习任务
Useful English Learning Resources:
Magazines: English Language Learning, College English, English Salon, English Weekly, The world of English, English Digest, Overseas English
Newspaper: 21st Century, China Daily
Websites: (英语比萨园地);
(听力快车); (普特英语听力); (英文写作网); (旺旺英语); (中国日报); (英国卫报) (华盛顿邮报)
注：听力训练采用的教材为全新版大学英语听说教程2，每次一个单元，由于时间有限只做PartA及Part B 的Listening Tasks部分。

由于结构及操作简单，因此教学计划不在该教案中详细列出。

Unit 1 Writing For Myself
教学目标及基本要求：
Objectives:
Students will be able to:
1)grasp the main idea (the essence of writing is to write what one enjoys writing) and
structure of the text (narration in chronological sequence);
2)appreciate the narrative skills demonstrated in the text (selection of details, repetition and
the use of synonyms.)
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.
Pre-reading Tasks:
1) Students listen to the recording and do the pre-reading task on page 2 of their book.
2) Warm-up Questions
Students are required to scan the text and answer the following questions:
a)Suppose you were the writer, would you enjoy writing “The Art of Eating
Spaghetti / noodles”? Why / Why not?
b)Why does the author enjoy writing this? In which paragraph lies the answer?
c)Look at the title and find out in which paragraph a similar phrase appears.
Read this paragraph and explain in your own words what the author means by saying “write for myself.”
3) Main idea and text organization
Please go through the whole text within 3 minutes and circle all the time words, phrases and clauses, and then answer the following questions:
a)From which point on does the author start talking about his new experience?
b)Where does he stop writing about this new experience?
Do Text Organization Exercise on P. 9.
4) Text analysis
Selection of details: the author is very good at selecting details to prove his point. But how? Please think about the following questions.
a)What details are selected to show “I’d been bored with everything associated
with English courses”?
b)What details are given to show that Mr. Fleagle was dull and rigid?
c)By which sentences does the author manage to give us the impression that his
essay was very good?
While-reading Tasks:
1) Text Analysis
Repetition:Please think about the following questions:
a)How many “prim” or “primly” does the author use in para.2?
b)How many “I wanted” are there in para.5?
c)What’s the use of repetition?
2) Synonymous words & phrases:
The author is also very good at avoiding repetition by employing synonymous words and phrases. Please look for synonyms of the following words and phrases.
1) tedious 2) write 3) anticipate 4) prim 5) recall
6) recapture 7) delight 8) contempt 9) topic
3) Language points
The teacher explains the following language points to the students:
Off and on; take hold; bore; turn out (turn up; turn down; turn over; turn in; turn away); bore; anticipate; rigid; severe; tackle; face up to; scan; recall; violate; hold back; avoid; career; inspire; associate. (refer to the Teacher’s Manual of Unit 1)
Post-reading Tasks
1) Students are required to discuss the following questions in pairs:
According to Mr. Fleagle, what is the very essence of the essay?
What tense should you use to describe a memorable incident?
2) Translation: The teacher guides the students through the translation of the useful expressions in the CD ROM.
3) Dictation: Studetns do the spot dictation task in the CD-ROM.
Retrieval tasks
Task 1, What happiness and troubles have you met during the period of your growing up?
Task 2, Who played a major role in your development from a child into a well-educated young person? What did they say or do to influence you?
Task 3, copy some sentences related to growing up from famous figures, or some Chinese and English proverbs related to growing up.
Essay writing task assignment：
A Memorable birthday party ,
A Memorable examination ,
A Memorable extra curricular activity ,
Ss can also choose a title themselves that is related to the Unit topic.
Unit 2 Friendship
教学目标及基本要求
Objectives:
Students will be able to:
a)grasp the mail idea (never delay expressing your true feelings to a friend) and
structure of the text (developing a story around a letter);
b)appreciate that spoken English is much more informal than written English;
c)master key language points and grammatical structures in the text;
d)conduct a series of reading, listening, speaking and writing activities related to
the theme of the unit.
Pre-reading Tasks:
1) Introduction
Students listen to the recording and then answer the questions on page 32.
2) Warm-up Questions:
a)Do you have any friends?
b)Why do you think we need friends?
c)What kind of people can be regarded as our true friends?
d)How do you understand friendship?
3) The text can be divided into 3 parts. Students skim the text and try to find out the main idea for each part
4) Students scan the text and then answer the questions on page 38.
While-reading Tasks
The teacher explains the following language points to the students
Be lost in / lose oneself in; available; or something; estimate; not much of a; correspondence; kind of / sort of; come up; urge; postpone; reference; hang out; mostly; awful; choke up; skip ; keep in/ get in / lose / be in touch with sb. practically
Post-reading Tasks:
1) Sentence Translation:
Students are required to translate the following sentences into English.
a) 请注意,这种车票仅在发售当天有效。

Attention, please. These tickets are available on (the) day of issue only.
b) 这道甜食我还是不吃了吧。

I might as well give the sweet course a miss.
c) 艰难的重担；可怕的冒险
an awful burden; an awful risk.
d) 他住在一所旧房子里。

He hangs out in an old house.
e) 商店把投诉转交给制造商。

The shop referred the complaint to the manufacturers.
f) 我们把比赛从3月5日推迟到3月19日举行。

We postponed the match from March 5th to March 19th.
g) 她和我说话的神情，好像她早就认识我似的。

She spoke to me as if she knew me.
h) 敌人空袭后通信中断了。

The correspondence dropped after the enemy’s air-raid.
i) 疯子把他自己的孩子掐死了。

The madman choked his own child to death.
j) 当我的老朋友布赖恩怂恿我接受一支香烟时,我实在熬不住了。

When my old friend Brian urged me to accept a cigarette, it was more than I could bear.
2)Translation: Students are required to translate the useful expressions in the
CD-ROM.
3)Dictation: Students do the dictation exercise in the CD-ROM.
Retrieval tasks
Task 1, find out various kinds of definition to friend and friendship , or define them in your own words. Define the two words by yourself.
Task 2, copy some sentences related to friend or friendship from famous figures, or some Chinese and English proverbs related to friend and friendship. Express your idea.
Task 3, questions 1 How are you getting along with your friends?
Question 2 what do you think is real friendship?
Essay writing task assignment：
Write a letter to your friend telling him or her about your life on campus ,
or Ss can also choose a title themselves that is related to the Unit topic.
Unit 3 Understanding Science
教学目标及基本要求：
Objectives:
Students will be able to:
a)understand the main idea ( to ensure the survival of human civilization, measures must be
taken to help the public understand science ) and structure of the text ( introducing a topic, developing the topic with supporting details, supplying a conclusion );
b)appreciate the style differences between narrative writing and expository writing;
c)master key language points and grammatical structures in the text;
d)conduct a series of reading, listening, speaking and writing activities related to the theme of
the unit.
Pre-reading task
1) Task One: Students listen to the recording two or three times and then think over the following questions:
---- What questions interest Hawking?
---- When did the illness start to affect him?
---- Does Hawking give himself in to the disease?
---- What makes his achievements so remarkable?
---- Is there anything else you know about Hawking?
2) Task Two: Mention some of the scientific and technological discoveries that have changed or will change the way people live. Students write down on a sheet of paper some of the scientific and technological discoveries that have changed or will change the way people live. When they finish, teacher may invite some of them to read out to the class. Then teacher writes down some discoveries on the blackboard.
3) Task Three: Pointing at the discoveries noted down on the blackboard, teacher asks students: In what way do these discoveries change our lives for the better? In what ways do these discoveries change our lives for the worse?
4) Teacher makes a conclusion
5) Text Organization: The teacher guide students through the text organization exercise on page 69.
While-reading Tasks:
1) Detailed reading: Questions about text
Part one:
Paragraph 1:
a)In what way have science and technology changed the world we live in? Give
examples.
b)What is the attitude of some people towards the changes brought about by
science and technology?
c)What does “a privileged minority” in line 5 refer to?
d)What was life like before science and technology began to change our way of
life?
Paragraph 2:
a)What would happen if all government money for research were cut off?
b)What is the function of the imaginary “global state”?
c)What does “this” in “even this wouldn’t succeed” refer to?
d)How do you understand “human initiative and inventiveness are such that even this wouldn’t succeed.”?
Paragraph 3:
a)What does the author think we should do about science and technology?
b)Why is it necessary for the public to have a basic understanding of science?
c)In your own words, explain what Hawking means by saying that “the public is
in two minds about science.”
d)Have you ever read the terror story of Frankenstein? Why does the author
use this example?
e)How do you understand “It is also an important element behind support for
the Green Parties.”?
Part Two
Paragraph 4
a)How is science taught in schools?
b)What does the author think of equations as a way of expressing scientific
ideas?
Paras. 5-6
a)What limited role can books and magazines play in popularizing scientific ideas?
b)What is the responsibility of TV science program producers?
Part Three
a)What is the sick joke about?
b)What does the author think of the future of human civilization?
Language Points:
The teacher explains the following language points to the students:
attitude; likely; do without; highly; anyway; cut off; bring about; moreover; inquire; initiative; ensure (assure; insure); informed (inform); steady; audience; lie in; in terms of; tend; grasp; sufficient; convey; put across; slow down
Post-reading Tasks
1) Style and Text analysis
The teacher explains stylistic features of the text to the students:
This text is a piece of expository writing. Exposition is the process of making a statement and then supporting it with evidence. In expository writing, the topic sentences are usually presented in the first or second sentences of a paragraph, followed by supporting details.
2) The teacher explains the style differences between narration and exposition.
Read the first 10 lines of both All the Cabbie Had Was a Letter and Public Attitudes Toward Science. Then fill in the table.
Expository writings usually employ longer paragraphs in which there are longer and more involved sentences. Simply glance over the first page of Text A, Unit 2 and the first page of Text A, Unit 3, and you will see the latter is more closely packed
than the former. For the purpose of objectivity, third-person narration is often adopted in exposition. Meanwhile, sentences in the passive voice appear regularly.
3) Debate: Should cloning of human beings be banned? (25 minutes) Students are divided into two groups, each assigned a position either for or against human cloning. Each group brainstorm to find out arguments in their favor, and propose counter-arguments against what the opposite side might bring up. Retrieval tasks
Task 1, Write down some of the scientific and technological discoveries/inventions that have changed or will change the way people live.
Task 2, In what ways do these discoveries/inventions change our lives for the better? Give examples to explain your opinion.
Task 3, In what ways do these discoveries/inventions change our lives for the worse? Give examples to explain your opinion.
Task 4, If there were no TVs/computers/cell phones/cars…in this world, what would happen?
Task 5, Find out some famous people’s attitudes towards science, and present your attitude toward science.
Essay writing task assignment：
How Science Changes Our Lives
My Attitude Towards Science
If There Were No TVs/Computers/Cell Phones/Cars…in This World,
or Ss can also choose a title themselves that is related to the Unit topic.
Unit 4 American Dream
教学目标及基本要求：
Objectives:
Students will be able to:
a)understand the main idea (Tony Trivisonno realized his American Dream through his own
efforts) and structure of the text (one part telling the story of Tony’s life and the other giving the author’s comments on it).
b)learn to describe a person by his/her characteristic features, together with supporting details
which demonstrate the features.
c)grasp the key language points and grammatical structures in the text.
d)conduct a series of reading, listening, speaking and writing activities centered upon the
theme of the unit.
Pre-reading task
Questions: Students answer the following questions after they listen to the recording.
a)What did American Dream mean to Dr. Hertz’s grandparents?
b)Why does Dr. Hertz say that the American Dream is in one’s head and in one’s pocket?
c)Why does Dr. Hertz say that the American Dream is in one’s head and in one’s pocket?
2) Ask students do Cloze B on page 106 to have a better understanding of the American Dream.
3) Based on the above two activities, the class will have a discussion about American Dream.
4) Text Organization: Students are required to do the text organization exercises on page 98.
While-reading Tasks:
The teacher explains the text and relevant language points to the students.
Language Points to be covered:
turn away; work out; do with; determination; personnel & personal; capacity & ability; turn down; call on; loan; discard; abandon; property; sponsor; approach; above all; weekly; clean up; for sale / on sale; send for; hunt (for); sometime / sometimes / some time
Post-reading Tasks:
1) The teacher explains stylistic features of the text to the students. Style of the article : Narration-A story narrated according to time sequence
The writer employs time words and phrases in narration. Time words and phrases serves as transitional devices by which an author switches from one event to another. The latter event may take place either before or after the former, which allows an author freedom in narration. Text A in Unit 1 is a good example of narration interspersed with flashbacks, and in this text the writer is able to keep his narration concise by simply recounting Tony’s steps toward success, since the time phrases make it unnecessary to squeeze in too many details about how he succeeded during each step.
Questions:
a) Ask students to read the text again quickly to find the time words and phrases
b) Ask students to try to think of other time words and phrases as many as possible which are often used in their usual practice.
(for example: first, ...second, lastly...; firstly, secondly, lastly; to begin with,...next,...finally,...;first,...then, and then...;at the beginning, later, ultimately)
Careful and successful use of details
Not all the details are not important. Some vital details are very important to the development of the story or the description of the characters. Can you find some example to show the writer’s craftsmanship? For example:
a) Tony’s faulty English sentence “I mow your lawn” was repeated four times to show Tony’s determination in finding a job and his optimistic view that people would help a man who needed a job.
b) The writer does not make a statement claiming that Tony is a good worker, he makes the reader infer from other people’s compliments.( e.g. “my wife said he was very helpful”, the personnel department “said Tony was a very good worker”; “ I got a report that he had graduated as a skilled grinder”; When Tony died, people found “the farm green with vegetables, the little house livable and homey. There were a tractor and a good car in the yard. The children were educated and working, and Tony didn’t owe a cent.’
c) The three instances when Tony’s physical appearance is described present an increasingly well-to-do Tony. Please notice that Tony had remained standing when he talked to Mr. Crawford until in Line 65 “we sat down and talked’? Tony’s social statu s improved enough to allow him to sit down with Mr. Crawford.
2) Translation:
Students translate the following phrases into English
1) 梦想成真２）结结巴巴的英语３）雇不起保姆
4）拒绝一个需要帮助的人 5）夸奖某人的工作 6）割草坪
7）一小笔微薄的周薪 8）人事部 9）一栋待售的房子
10）拜访一个朋友 11）贷款 12）满自信的样子 13）首付
14）寻找一份体面的工作 15）他的形象在我心目中越来越高大。

3) Dictation
Students do the dictation exercise in the CD-ROM.
Retrieval task
Task 1, In what ways can a person be considered as being successful?
What is the key to success?
Tell a story of a successful person.
Task 2, Do you have a dream? If you have, how do you try to fulfill it?
Task 3, What is the American Dream in your opinion?
Task 4, What is China dream? Are there any differences between China dream and American dream?
Task 5, extract some proverbs or quotations related to success from famous figures Writing task:
The Key to Success
I Have a Dream
China Dream and I
A Comparison Between China Dream and American Dream
Unit 5 Romance
教学目标及基本要求：
Objectives:
Students will be able to:
a)grasp the main idea (the nature of a heart is seen in its response to the
unattractive) and structure of the text;
b)appreciate the narrative skills demonstrated in the text (switch between tenses,
change of narrators), some rhetorical devices (simile and metaphor) and the use of informal language in conversations;
c)master the key language points and grammatical structures in the text;
d)conduct a series of reading, listening, speaking and writing activities related to love and
growth.
Pre-reading Tasks
1) A brief introduction to the Valentine’s Day
2) Students do the pre-reading task on page 136 of their book.
3) Students scan the text and answer the following questions.
a)How had Blanchard and Miss Maynell come to know each other?
b)How had Blanchard and Miss Maynell got in touch with each other?
c)Why did Miss Maynell refuse to send Blanchard a photograph? How do you understand
Miss Maynell’s words in Para4? What do you think of her?
d)How would Blanchard recognize Miss Maynell at their first meeting?
e)What did the young girl look like? What was Blanchard’s response? And what did “Miss
Maynell” look like? How di d Blanchard feel toward his “valentine”?
f)Why didn’t Blanchard turn away from “Miss Maynell”?
g)How come the middle-aged woman was wearing the rose?
h)What did Miss Maynell want to find out through the test? Do you like Miss Maynell’s test? While-reading Tasks
The teacher explains the text and the language points in detail.
Language points to be covered:
straighten (broaden…); make one’s way to; absorb ( be absorbed in / by); reflect & respond; thoughtful; previous; locate; correspond; schedule; sustain; slim; split; identify & identity ; in respond to; as though; be supposed to; company;
Post-reading Tasks
Text Analysis
1) Simile and Metaphor The teacher explains the features of simile and metaphor to the students.
What are simile and metaphor?
A simile i s a comparison of one thing to another, using words “like” or “as” , e.g., “her hair was black as night”; “in her green suit she was like springtime come alive”.
A metaphor is a suggested but not stated comparison of one thing to another, e.g. “…while I felt choked by the bitterness of my disappointment”.
Read the following sentences and decide whether they are similes or metaphors.
a)He is as brave as a lion.
b)Her husband is walking wallet that will pay for whatever she likes.
c)All the world is a stage, and all the men and women are merely players.
d)The man sleeps like a baby.
2) Selection of Details. The teacher explains features of detail selection in the text. Questions:
What details are given to show that Blanchard fell in love with the girl who he had never seen?
a)His interest in her had begun twelve months before… Taking a book off the
shelf he soon found himself absorbed……
b)With time and effort he located her address. He wrote her a letter introducing himself and
inviting her to correspond.
What sentences to show the sharp contrast between the young girl and “Miss Maynell”
a)Her eyes were blue as flowers;
b)Her lip and chin had a gentle firmness;’
c) A small, provocative smile curve her lips.
d)“Miss Maynell”
e)She was more than a little overweight, her thick-ankled feet thrust into low-
heeled shoes;
f)Her pale, round face was gentle and sensible, her gray eyes had a warm and
kindly glow.
What were Blanchard’s feelings towards the two women?
a)For the young and beautiful girl:
b)“I started toward her, entirely forgetting to notice that she was not wearing
a rose.”
c)“Almost uncontrollable I made one step closer to her…”
d)For “Miss Maynell”:
e)“This would not be love, but it would be something precious, something
perhaps even better than love, a friendship for which I had been and must ever be grateful.”
f)“…while I spoke I felt choked by the bitterness of my disappointment.”What’s his last choice? How do you feel about Blanchard?
3) Dictation: Students do the dictation exercise on their CD-ROM.
Retrieval task
Task 1, Enjoy a Poem The Wasted Tears
The first line is : They were newly married couple
Task 2, Make a definition of workaholic. How many types of workaholics can you figure out?
Task 3, What is the distinction between working hard and being a workaholic? Task 4, There is an old saying “All work and no play makes Jack a dull boy.” What do you think of this saying? Do you think work and play contradict each
other?
Group A: We should do more work.
Group B: We should spare enough time for play.
Task 5, Suggestion to deal with workaholism
Writing task:
Why Do We Work
How to Maintain a Proper Work-Life Balance
P.146 A Letter of Sympathy or Condolence
Get up,
Unit 6 Animal Intelligence
Objectives
Students will be able to:
1.Understand the main idea (some animals seem capable of thinking when it is in
their own interests to do so) and structure of the text (introduction, 3 subheadings to give 3 supporting examples, conclusion);
2.Appreciate the importance of examples in exposition;
3.Grasp the key language points and grammatical structures in the text;
4.Conduct a series of reading, listening, speaking and writing activities centered
upon the theme of the unit.
Pre-reading tasks
1.T asks Ss the following questions to check if they have listened to the tape recording:
How does Michael Jackson feel about Ben? Why?
Is the song related to the theme of this unit—animal intelligence? How?
2.T elicits or offers a definition of intelligence: the power of perceiving, learning, understanding; knowing; mental ability.
3.Ranking
T dictates the following names of animals to Ss: pig, hen, dog, dolphin, elephant, monkey, rat, parrot, cat, ant.
Ss form groups to rank those animals according to their intelligence, and get ready to explain the rationale behind the ranking. Ss may cite examples, anecdotes, personal experiences, scientific findings, etc.
T invites speakers from several groups to report to the class.
4.T leads into the text by saying: As you all agree, animals do display intelligence in some areas. Let’s read the text and find out more examples of animal intelligence.
While-reading Tasks
1.Ss read the instructions for Text Organization Exercise 2 to grasp the three-part structure of the text. T tells them that they will complete this exercise as they go through the txt.
2.T draws Ss’ attention to the three subheadings in the text, and explains the functions of headings: suggest to the reader the contents of each section; enhance the formal appearance of an essay; eliminate the need for wordy transitional devices between sections.
3.T explains the key language points in Part I, and gives Ss practice.
4.Ss sum up the main idea of Part I, then T invites some of them to tell their summary to the class. (Some animals demonstrate intelligence when dealing with captivity and human beings.)
5.T explains the key language points in Part II and gives Ss practice.
6.Ss sum up the main ideas of the parts under the three subheadings respectively, then T invites some of them to give their summary to the class.
(Let’s Make a Deal—Some animals are intelligent enough to know how to bargain with people; Tale of a Whale—Animals like whales can assess a situation and act accordingly; Primate Shell Game—Animals can sometimes be tricky.)
7.Ss read Writing Strategy in Part IV, and answer the following questions:
How many kinds of animals are mentioned in Part II? What are they? (a gorilla, 3 orangutans, a killer whale)
Why does the author mention these animals in his article? (to support his point advanced in Part I.)
8.T explains the language points in Part III and gives Ss practice.
9.Ss sum up the main idea of Part III, then some of them report their summary to the class. (Some animals are intelligent.)
Post-reading Tasks
1.Besides headings, what are other ways of transition?
Ss answer the following questions:
A.What does “it” in the first line of Para. 4 refer to? (t he key chain held by Colo)
B.What does “the problem” in the first line of Para. 10 refer to? (The keepers couldn’t reach the baby whale to help it.)
C.What does “this whole trick” in the first line of Para. 12 refer to? (Melati deceived her keeper into giving her two oranges instead of one.)
T points out that the use of anaphora (前指) is a common transitional device.
T introduces some other transitional devices used in this text.
2.T guides Ss through some exercises.
3.Text B
4.Writing
Text Analysis
As students will learn how to support a topic with examples by studying Writing Strategy in this unit, we are not going to dwell upon this point here. Instead, we will focus on the various transitional devices employed in the text.。