大学体验英语第一册)教案

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教案大学体验英语1wayto success

My Advice to Students: Education CountsText analysisIt is lesson 2 in unit 5, of Experiencing English Integrated Coursebook 2. The passage is from one of Bill’s speech. The topic is that education counts. This lesson is the emphasis of this unit. It’s a imed to lead students to realize the importance of education, and then make plan by themselves. It also tells them to think over before making decision.Students analysisThey are aged between 17-20, usually with strong curiosity but little attention on t ext. So it’s necessary to give them chances to show themselves in relax atomosphere. ObjectivesCognitive: 1. to be able to use new words and phrases2. to be able to analyze the structure of article and summarize the main idea3. to be able to process informationAffective: 1. to appreciate importance of education2. to participate in classroom discussionPsychomotor: 1. to develop commuincation competence2. to be able to think over before making decisionProcedureⅠ. Lead in (2-3min)Last class, a reporter had an interview with Bill Gates. Do you remember some matters or sth. else? (education experience→didn’t finish college.) How do you think about it(his education)?Let’s read Bill’s opinions.II. A. skimming & scanning (in 10min)1.Why do many students and parents write to Bill?2.What advice does Bill give?3.How does Bill treat the education?After listening to the materials (4 min), ask 3 one’s to answer. (if one can’t answer, ask the whole class. All shouldn't stand while speaking.)B.background briefly introducingHarvard: history, famous people; USA educationIII. intensive reading (in 15min)A.ask students devide it into several parts, reasons1-4: give advide5-10: discourage students from dropping out of school.11-17: education should be broadB. key words and experissions (PPT)(any questions?)IV. discussion & rolr play (15-20min)Discuss 2 topics in groups:1.if you come across a big chance for work now, will you drop out pf your recenteducation?2.what will you do in your clooege life?Please discuss for 5 minutes. The representatives of each group stand in a line in the front of class, accepting interviews from the whole class. Students can ask one of them to answer a certain questions. Ask the whole class to record for home work.V. homeworkAccording to the role playing, write a passage to plan for your college. Your can use the experissions in page 101.Do you have any questions for this class?。

大学体验英语综合教程1第三版课程设计

大学体验英语综合教程1第三版课程设计课程简介《大学体验英语综合教程1》是一本专门为大学本科生编写的英语综合教材。

与传统的英语教材不同的是，《大学体验英语综合教程1》以学生中心为导向，注重培养学生的语言综合能力和文化背景知识，课程设计更为全面、细致。

本课程设计的目的是在《大学体验英语综合教程1》的基础上进行深入教学，以达到让学生掌握丰富的英语知识和技能，培养良好的英语交际能力和全球视野。

教学目标1.掌握英语基础语法知识和基本词汇。

2.学习语言表达技巧和口语聆听技巧。

3.学习英语翻译和口译技能。

4.开拓视野，了解英语国家的历史、文化、社会等知识。

5.促进学生的跨文化交流能力，拓展学生的国际视野。

6.培养学生自主学习的能力，提高综合语言运用能力。

课程内容Module 1：基础语法和词汇1.复习动词的时态、语态等基础语法知识。

2.学习日常常用短语和常用单词。

3.课文阅读理解和语法练习。

Module 2：口语表达技巧1.听力练习，提高口语聆听能力。

2.学习口语表达技巧和实用短语。

3.口语练习和对话情景模拟。

Module 3：英语翻译和口译技能1.学习英语翻译和口译的基本技能和方法。

2.练习英语翻译和口译。

3.解读英语文化和背景知识。

Module 4：英语国家的历史、文化和社会1.学习英语国家的历史、文化、社会等知识。

2.学习英语宗教、礼仪和风俗。

3.学习英语政治、法律和经济。

Module 5：全球视野和跨文化交流1.培养学生的全球视野。

2.探讨和理解跨文化交流的重要性和技巧。

3.练习国际交流和合作。

教学方法1.活动教学法：通过小组讨论、自由讲解、课堂演讲等互动方式，激发学生兴趣，提高他们的学习积极性和参与度。

2.情景模拟法：通过角色扮演、对话等形式，让学生身临其境地感受英语口语场景，增强语言应用的实践体验。

3.讨论教学法：通过针对课文和教材内容的讨论和分析，引导学生自主探究，发现问题，探索答案。

课程评估方式1.平时成绩占比50%：包括考试、随堂测验、作业、小组讨论等。

大学体验英语教案讲稿

课时：1课时年级：大学一年级教材：《大学体验英语》第一册教学目标：1. 让学生掌握基本的英语问候和自我介绍；2. 培养学生的英语口语表达能力；3. 提高学生的听力理解能力；4. 培养学生的跨文化交流意识。

教学内容：1. 问候和自我介绍；2. 常用英语表达；3. 听力练习。

教学步骤：一、导入1. 教师与学生用英语进行问候，活跃课堂气氛；2. 教师简要介绍本节课的教学内容。

二、新授1. 教师讲解问候和自我介绍的基本句型，如：Hello, my name is...；Nice to meet you.；How are you?；I'm fine, thank you. And you?;2. 教师带领学生练习这些句型，让学生熟练掌握；3. 教师展示一些常用的英语表达，如：Good morning/afternoon/evening；May I have your name, please?；Where are you from?；What's your major?;4. 教师带领学生练习这些表达，让学生学会在实际交流中使用。

三、听力练习1. 教师播放一段听力材料，让学生听并回答问题；2. 教师讲解听力材料，帮助学生理解内容；3. 教师再次播放听力材料，让学生跟读并模仿发音。

四、巩固练习1. 教师让学生进行分组练习，互相用英语问候和自我介绍；2. 教师巡回指导，纠正学生的发音和语法错误。

五、总结1. 教师总结本节课所学内容，强调重点和难点；2. 教师布置课后作业，让学生复习所学知识。

教学评价：1. 观察学生在课堂上的参与程度，评价学生的口语表达能力；2. 检查学生的课后作业，评价学生对所学知识的掌握程度。

教学反思：1. 本节课的教学内容是否符合学生的实际需求；2. 教学方法是否能够激发学生的学习兴趣；3. 教学效果是否达到预期目标。

大学体验英语电子教案第一册

Unit 1 College LifeObjectives:After finishing this unit, students will be able to:● get familiar with college life: what they can learn; what activities they can participate in, etc.● learn to use the key words and expressions in this unit● learn how to form compound and complex sentences● learn to adopt the reading skill Skimming or Scanning while reading● learn to fill in registration forms and design name cardsPeriod1 Section I Listen and TalkStep 1 Lead in1.Warm up questions:What are your main activities in college life?Can you describe them?2.Listening: (Listen to the passage and fill the missing words in the blanks. Listenthree times)Keywords: spend, golden, explore, experience, lifelong, various, develop, scholars, lay, open3. Words and Phrasesgolden: adj. 黄金的，宝贵的lifelong: adj. 终生的，一生的keep a good balance: 保持良好的平衡lay a solid foundation: 打下坚实的基础4. Talking about the pictures or say something about your college life (Pair-work)Keywords: discuss, meet, chat, communicateStep 2 Dialogues1. Listen to the two sample dialogues and try to answer some questionsDialogue 1 Meeting on CampusWho is Mike?What help did Mike need?Who is Mr. Wang?Dialogue 2 At the Registration DeskWhere are the two speakers?What are they doing?Which elective course does Mike choose at last?2. PracticeRead two dialogues in pairs (pair work)3. Learn some useful phrases and expressions:have been looking forward to doing sth.: 一直希望着I’m here to see whether you need any help. 我能帮你什么忙吗？show sb. the way: 带某人去both … and …: 既有…也有…drop out: give uprefund: pay backfill in the forms: 填表格Step 3 Communicative TasksWork in pairs and act the dialogues to the whole class.Task 1: Meeting with a foreign student and talking about studiesTips:Glad to meet you.Where are you from?Which are you in?I’m majoring in …Task 2: Helping a foreign friend select his course at the registration office Tips:So far, what’s your favorite subject …What course do you like most?insightful, informative, boring, practical, fantastic, be interested inStep 4 Assignments1. Read the dialogues and practice communicative tasks2. Preview new words in Passage A.Period 2 Section II Read and ExplorePassage A: So Much to LearnStep 1 Pre- reading Tasks (15 mins)1. Greetings and a brief revision (pair work or group work)Ask one or two pairs (groups) to act out their own dialogues2. Lead-in questions:What do you expect to learn at college?3.Culture notes:Types of Examination Questions in the US and the UKThe two main types of examination questions are multiple choice and essay, but other types are blank-filling and matching, and different teachers use different types, e.g., a typical exam might consist of 50 multiple choice questions for one point each and two essay questions for 25 points each.Step 2 While- reading Tasks1. Read the text as quickly as possible and try to find the answer to the following questions:1)What exam were the students going to take?2) How did the students feel about this exam before they took it?They were confident and felt ready for the exam.3) Did the questions turn out to be easy or difficult? How do you know?4) What did the professor say about the result of the exam? Were the studentsable to pass the course?5) Why did the professor set such a test paper?2.Skim the text and try to find the main idea:Main idea: Students learn a lot at college, but when they move forward to their careers, they will quickly discover how much they still have to learn. College can only set the stage for their future learning.3.Scan It – Find the structure of the textSection1 (Para.1): Introductory paragraph (who, when, where, what)Section2 (Para.2-14): The body of the story (how)before the examduring the examafter the examSection3 (Para.15): Concluding paragraph (impression)4. Language points1) huddle: to cause to crowd together, in a group or in a pile 使挤作一团，聚成一堆e.g. We all huddled around the radio to hear the news.我们聚在收音机旁听新闻2) due: expected; supposed to3) talk of: talk aboute.g. We were just talking of the matter before you came in.4) pass out: to give out; to distributee.g. He is standing in front of the supermarket,passing out flyers to customers.Please pass out these sheets to the students in the lecture hall.5) no longer: not any more; not at the present timee.g. He has no longer driven to work ever since his doctor told him to exercisemore.6)survey: to look at, examine or consider as a whole审视e.g. You can survey the countryside from the top of the hill.She surveyed herself in the mirror before going out.7) impress upon/on: to make the importance of sth. clear to sb.e.g. His songs are strongly impressed on my memory.8) I just want to impress upon you that…: I just want to make you rememberthat…9)obscure: to hide; to make difficult to see or understande.g. The moon was obscured by clouds.We mustn’t let these minor details obscure the main issue.10)T he years have obscured the name of this professor, but not the lessonshe taught.After all these years, I don’t remember clearly the name of the professor, butI do remember clearly the lesson she taught.Step 3 Post-reading Tasks (individual work)1.Summarize the passageSummary: When students finish college, they have mastered a quite a lot ofinformation, but not as much as they may think they have. Furthermore, they have little experience in using the information. When they move forward to their careers, they will quickly discover how much they still have to learn. College can only the set the stage for their future learning. There is now way it can give them all the information they need, because there is too much of it and it is expanding too rapidly. A good teacher like the one in the story should make this clear to the students in a memorable way that they can take with them after graduation. This is way graduation is sometimes called “commencement”.2.Check the answers of Ex. 4, 5 and 6Step 4 Assignments1. Oral Practice---Talk about it2. General writing---My Most Memorable ExaminationPeriod 3 Passage B Wish for the Freshman YearStep 1 Pre-reading Tasks1.Greetings and a brief revision(individual work)Ask students present their dialogues according to “Talk About It”2.Lead-in questions:How do you think you’ll feel after four year of college?3.Culture NotesGrading System in the U.S.Most colleges use letter grades like A, B, C, D, F, and some use plus or minuslike B-or C+. To computer students’ averages they say A=4, B=3, C=2, D=1, F=0. It takes an average of 2.0 to graduate. Grades of F must be repeated to get credit. Most students take 5 or occasionally 6 courses per semester, and most courses are 3 credits. It usually takes between 120 and 130 credits to graduate. A few colleges use numerical grades instead of letters. If so, most likely A=90, B=80, C=70, D=60, F=50, but this may be up to the professor.Step 2 While-reading Tasks1.Read the text as quickly as possible and try to find the answer to the followingquestions:1)Why was the author less eager to graduate than his classmates?2)What was he thinking about while he was taking a walk on campus?3)What is the main idea of the passage?2. Read again and find the key words from each paragraph.Para.1: introductory paragraph. Author’s attitude (envy)Para 2: sophomore year (remarkable year)Para 3: soul-searching (reminiscing)Para 4: queasy feelingPara 5: a torture ideaPara 6: concluding paragraph. Cherish3. Language points:1)look back (on sth.): to review the past; to think of what has happenede.g. Looking back on the past, I can now see that I have wasted so much ofmy precious time.He looks back at the four years of college with satisfaction.2)schedule of classes: a timetable on which class times are marked out 课表3)envy:n. a feeling you have towards someone that you wish you could havethe same thing or quality they havev. to feel envy of sb. or at sth.4)turn back: to (cause to) returne.g. We’d better turn back. It’s getting dark.5) remarkable: worth mentioning; unusuale.g. a remarkable person/feat/event/career/talent/achievementShe is remarkable for her sweet temper.6)come to: to learn to, to grow toe.g. He had come to like the city better after living here for three years.7) involve: to have as a part or resulte.g. Taking the job would involve living abroad.8)find oneself doing…e.g. I find myself reading alone in the library.9)reminisce (about sth/sb): to talk or think about past experience, esp.pleasant onese.g. The two friends were reminiscing about their youth.10)at the idea of: at the thought ofe.g. Smiles boarded on my mother’s face, she just couldn’t help it atthe idea of the family reunion.11) queasy feeling: an uneasy feeling12)feel like: to have a wish for; wante.g. It is such a fine day. I do feel like going out for a picnic.13) contemplate: to think deeply and thoughtfullye.g. The doctor contemplated the difficult operation he had to perform.14) torture: n. the act of causing someone sever physical paine.g. It was sheer torture to have him play the violin so badly.The interview was sheer torture from start to finish.15) cherish: to care for tenderly; love; to keep a feeling deeply and firmly in minde.g. The old man cherished the girl as if she were his daughter.Children need to be cherished.Step 3 Post-reading Tasks1.Summarize the passageSummary: College is safe laboratory in which to experiment with new things. There are no parents around to control you or make all decisions for you. Butmost of the decisions you make don’t have as great a risk as they will have after college. Being a student is a real career but only a temporary one. Teachers can give some guidance without being either parents or bosses. Classmates can set either a good or a bad example, and you can learn to tell the difference. What happens outside the classroom is an important part of the college experience. Students should cherish all of this like the student in the story, because they may never have such and opportunity again.2.Check the answers of Ex.12, 13 and 14Step 4 Assignments1.Read Passage B.2.Review the words and phrases in Passage BPeriod 4 Section III Write and ProduceStep 1 RevisionDictation of words and phrases in P assage A and BStep 2 Grammar1.Forming compound and complex sentencesSimple sentence: Birds sing. S + VCompound sentence:It was late, so we went home.S + V S + VHere “so” is a conjunction.2.Conjunctionsthat, before, whether, if, although, because, as long as, as soon as, since, after, who, which, whom, those, why, where, how, when3.Do Ex.17 and 18 and check the answers.4.Pair works. Do Ex.19 in pairs.Step 3 Practical Writing1.Registration FormsThink about it: What is registration form?How to fill registration form?2.Work in pairs. Make a registration form for your friend. CardsWhat’s name card?eful abbreviationsAdd. Tel. Email O.H. P.C. Fax5.Do Ex. 20 and check the answer (personal work)Step 4 AssignmentsEx.21. Design a business card.Unit 2 Study OnlineObjectives:After finishing this unit, students will be able to:● get some idea of online education● talk about the strong and weak points of online education and conventional classroom education● learn to use the key words and expressions in this unit● learn to write with correct numbers of nouns and articles● learn to adopt the reading skill Prediction while readingPeriod 1 Section I Listen and Talk (2 periods)Step 1 Lead in (20 Mins)1. Warm up questions:What do you usually read on line?Have you ever studied online? Please describe.2. Listening: (Listen to the passage and fill the missing words in the blanks) Key: ocean, handy, serve, communicate, post, chat room, taking advantage of3. Words and expressions:handy: adj. 便利的，方便的serve you just fine: 很好的为你服务online learning programs: 在线学习课程relics: 遗迹4. Look at the pictures and try to say something about online learning experience. Brain storm questions:How to start chatting online?Can you name some online learning website?Step 2 Dialogues (30 Mins)1. Listening to the two sample dialogues and learning some useful phrases and expressionsDialogue 1 First Time in a Chat roomDialogue 2 Seeking Overseas Help2. Post- listening questionsHow can you begin to chat online?How to ask for help online?3. Phrases and expressions:participate: take part ininvention competition: 发明比赛inventors and inventresses: 发明家和女发明家gadget: 小器具LOL: laugh out and loudLTNS: long time no seeStep 3 Communicative Tasks (40 Mins)Work in pairs and act the dialogues to the whole class.Task 1: Chatting online with an English studentTips:Wanna talk with me?I am not sure about my major.Know something about China?Hope to see it with my own eyes.Task 2: Chatting with an international studentTips:What are you from?How do you like it?Any tips to improve my English?You speak very good English.Step 4 Assignments1. Read the dialogues and practice communicative tasks2. Preview new words of Passage APeriod2 Section II Read and ExplorePassage A Internet and EducationStep 1 Pre-reading Tasks (10 mins)1.Greetings and a brief revisionAsk one or two pairs (groups) to act out their own dialogues2.Lead-in questions:1)How is learning made more convenient through the Internet?2) Why does online education often cost less to the students than classroom-based education?3.Culture notes:Development Background of Distance LearningTypically we perceive that higher education has always used the lecture method to deliver material. In reality, this is a relatively new phenomenon. For centuries, knowledge was passed from a master to a pupil in a one-to-one or one-to-few arrangement (apprenticeship form of education). This method is still used in most Ph.D. programs today. Over time, the lecture method of arranging a meeting at a given place and time with many students was adopted and has now become the primary educational delivery method. However, classroom lecture has not singularly been used for educational delivery in the twentieth century. Distance learning through the use of closed circuit television has existed for over 25 years. In addiction, correspondence courses have existed for over 50 years. Generally, these methods have not been perceived as providing the same learning impact as the lecture method.In the United States, formal education fifty years ago was basically the province of a privileged few in our society. However, as the American economy has changed form an agrarian mode, then to the industrial mode, through the information age, and now in the telecommunication age, formal education, which includes exposure to the liberal arts and technology, has become essential for the economic success of individuals, organizations and countries. The undergraduate student population three decades ago was basically single, residential, full-time, and 18-23 years old. As we enter the telecommunication age, with its vastlyexpanded employment skill sets, the undergraduate student population has changed to include older, married employed, and non-residential stude nts. The American work force must continuous be retained as a result of technological changes.Step 2 While-reading Tasks1. Read the text as quickly as possible and try to find the answer to the following questions:1) What characteristics are typical of the traditional classroom?2) Why is completing a program no longer a problem for an online student?3) How do online students interact with their classmates?4) Are there any limitations for the students to register for an online course? Why or why not?5) According to the author, what is the future of online education?2. Skim the passage and try to find the main idea:Main idea:Online education is cheaper and more convenient than classroom-based learning. Time and money are saved on travel, classroom space, books. Almost anyone can take almost any class whenever they wish. All students can benefit, and some students could not take classes any other way.nguage Points1) play a role: play a part in a play; take part in and make changes happene.g. play a leading/ minor/ key roleShe plays the leading role in a television show.Does religion have a role to play in society today?2)extend: 1) (to cause) to reach, stretch, continue; to add to in order to makebigger or longere.g. The forest extends in all directions as far as the eye can see.We have planned to extend our publishing of children’s books.2) to offer or givee.g. I should like to extend my thanks to you for your kindness.The bank has agreed to extend us money to buy our house.3)explore: to search and discovere.g. Let’s explore this issue/ question/ topic/ idea more fully.If I have time in the summer, I’d like to explore some of the less well-known areas of the country.4)interaction: communication or reactione.g. Language games are usually used to encourage students’interaction.There is not enough interaction between the management and theworkers.5)approach: n. the way to deal with somethinge.g. Since our research so far has not produced any answers to thisproblem, we need to adopt a different approach to it.n. coming neare.g. Many kinds of birds fly south at the approach of winter.v. to deal with somethinge.g. We needs to find the best way of approaching the problem.v. to come near or nearer to in space, time, quality, or amounte.g. We could just see the train approaching in the distance.6)conventional: in the way which is accepted by most people in a particular societye.g. As an artist I find him very dull and conventional—he’s not preparedto try anything new.In some countries, it’s conventional for guests to wear black or dark-colored clothes.7) accessible: easy to reach, get into, obtain, use, or talk toe.g. The resort is easily accessible by road, rail, and air.I think you will find she’s very accessible.8)issue: a subject or problem which people are thinking and talking aboute.g. environmental/ scientific/ personal/ family/ ethical issueThe group had prepared a report on the i ssues of management andstaff training.The burning issue (= what we are discussing at present) is whether we should buy a new car.9) source: the place sth. comes from or start at, or the cause of sth.e.g. Oranges are a good source of vitamin C.The reporter refused to disclose her sources of information.10) available: able to be obtained, used or reachede.g. Is this dress available in a larger size?I’m afraid that I’m not available to do the show on the 19th.11)exchange: change sth. for sth. elsee.g. They exchanged heated words, and finally came to a blow.Where can I exchange dollars for pounds?12)in addition to: besides; furthermoree.g. He’s now running his research company—that’s in addition to his jobin the university.In addition to apples you asked for, I bought you some oranges. 13)project: a piece of planned work or activity which is completed over a periodof time and intended to achieve a particular aime.g. He was employed by the company to work on a housing project.In our third year at college everyone had to do a special project.14)register: to put information into an official recorde.g. She bought a new car and registered it in her name.How many students have registered for the online course?Step 3 Post-reading Tasks1.Summarize the passageSummary: The author says online education is cheaper and more convenient than classroom-based learning. Time and money are saved on travel, classroom space, books, etc. Almost anyone can take almost any class whatever they wish. Accessto much information and to teachers or classmates is quickly and easy. All students can benefit, and some students could not take classes any other way, the increase of online education is certain to occur, and the author clearly feels that this is a very good thing.2.Check the answers of Ex.4, 5 and 6Step 4 Assignments1.Read the text2.Review the language points3. Memorize the new words and expressions and prepare for dictationPeriod 3 Passage B Kelley McKeeStep 1 Pre-reading Tasks (15 mins)1. Greetings and a brief revisionDictation of the words and expressions in Passage A2. Lead-in questions:How can a person start over when his or her life is changed by unexpected events? 3. Culture Notes:Perceptions of Distance LearningStudents’ perceptions: Student opinion is mixed, and we lack the range and quantity of data that lets us draw any clear conclusions. In general, all students seem to like the scheduling convenience offered by asynchronous distance Learners (DL). Many like working with and through computer technology. And many like the additional opportunity for discussion with peers and chances toreview material. However, other students have difficulties with technology, find the television or computer mediation uncomfortable and unfamiliar, and appear to need the structure of the traditional classroom for motivation or contact with the instructor and peers. Based on what little evidence is available, it seems that those most satisfied with DL are professionals who already have a substantial grasp of the disciplinary boundaries, methods of investigation, and forms of communication within their field. There are many successes in management and engineering education. Those least satisfied include students just beginning serious study of an area or having little experience in higher education.Faculty’s perception: Faculty opinion, like student opinion, tends to be mixed. On one hand, many faculty see DL as an opportunity to reach more students, not only non-traditional students, but also students temporarily off campus on co-o[s and internships or on-campus students whose class or work schedule prevents them form taking a class as its regularly scheduled time. They also see the opportunities in hybrid course in which students complete outside of class the material traditionally presented in lectures, thus leaving class time free for discussion and further exploration of the material. And they see advantages in the use of DL tools to repeat class material for students who have missed class or who want to review. On the other hand, faculty are concerned that DL will change the learning experience in unexpected and perhaps unfavorable ways. They point to the absence of adequate research on course effectiveness in specific disciplines. And they are concerned that some college administrators will use DL as way ofsubstantially increasing class size and replacing faculty with DL systems.Step 2 While-reading Tasks1.Read the text as quickly as possible and try to find the answers to the followingquestions:1) Why did Kelley McKee study for a degree when she already had a businessschool certificate?2) How did she hope to use what she learned?2. Language points:1) intention: a plan or purposee.g. It wasn’t my intention to exclude her from the list—I just forgot her.I’ve no intention of changing my plans just to fit his.2) obtain: to get sth. esp. by asking for it, buying it, working for it orproducing it from sth.e.g. First editions of these books are now almost impossible to obtain.In the second experiment they obtained a very clear result.3) get around: move or travel from place to place or within a given placee.g. It’s hard to get around in some foreign cities if you don’t knowthe language.With his good sense of direction he could quickly and easily getaround in most new cities.4) previous: happening or existing before the one mentionede.g. The previous owner of the house had an extension at the back.Training is provided, so no previous experience is required forthe job.5) open up: display, present, appeare.g. The road opens up ahead.All sorts of possibilities began to open up.6) worthwhile: deserving the time, money, or energy given to ite.g. The time and expense involved in keeping up to date with all thechanges has been worthwhile.If you want him to help you with the project, you’ve got to make it financially worthwhile for him.7) comment: v. to express an opinione.g. She declined to comment on the matter.I don’t feel I can comment on their decision.n. an opinione.g. I suppose his criticism was fair comment.She made helpful comments on my work.8) pursue: to follow or search for, in order to catch or kill; to try to form aromantic relationship withe.g. He was killed by the driver of a stolen car who was being hotlypursued by the police.Ben was been pursuing Elaine for months, but she won’t go outwith him.I don’t’ think the idea is worth pursuing any further.9) note: v. to take notice of; to give attention to, or make a record of sth.e.g. Please note that the bill must be paid within 10 days.v. to mention sth. because it is important or interestinge.g. The report noted a complete disregard for the safety regulations.n. sth, is to give it attention esp. because it is important; having fame or importancee.g. You should take note of what she tells you because she knowstheir strategy well.10) circumstance: (plural) the conditions that affect a situation, action, event, etc.e.g. The rules can only be waived in exceptional circumstances.The meeting has been cancelled due to circumstances beyond our control.11) counsel: v. to give advice esp. on social or personal problemse.g. My job involves counseling unemployed people on how to find work.The police have counseled caution in dealing with kidnapper.n. advicee.g. I should have listened to my father’s wise counsel.a counsel of despair: advice accepts that sth. is too difficult to achievea counsel of perfection: advice that is good, but is difficult or impossibleto followStep 3 Post-reading Tasks1.Summarize the passageSummary:Kelley McKee was paralyzed in an accident and she must use a wheelchair. Her hands are only able to work a computer with some difficulty. But she has returned to school as an online student, and is doing very well. This has helped her in several ways, and her attitude is optimistic. When she finished her bachelor’s degree she hopes to earn a master’s degree online and then get a job as a counselor of other injured or disabled people.2.Check the answers of Ex.12, 13 and 14Step 4 AssignmentsReview Passage BPeriod 4 Section III Write and Produce (2 periods)Step 1 Revision (10 mins)Dictation of words and phrases in Passage A and BStep 2 Grammar (35 mins)1.Number of NounsWe all know that most English nouns are countable, and there are also some uncountable nouns, but unfortunately we seem to forget the rules while writing. Usually we find sentences with incorrect use of forms of nouns in student’s writing. See if you can find the mistakes in the following sentences.。

大学体验英语第一册教案

Experiencing English 1—Integrated CourseLesson Plan for Unit 1—College LifePart I: Introduction1. Overview and class demographics•Topic of lesson: on and off campus life•Primary skills: speaking/reading/writing•Proficiency level of students: low intermediate•Number of students: 100 students•Length of class time: 270 minutes, split into 6 segments of 45 minutes each2. Objectives1) Language skillsa. terminal objectives:Students will be able to:•talk about, describe and write on-and-off campus life•form compound and complex sentencesb. enabling objectives:Students will be able to:•listen to the Lead in part and fill in the missing words•scan passage A and passage B for specific information•skim passage A and passage B for main idea•read the passages thoroughly and organize information in it by writing a summary •do Language Focus to consolidate the learning•do Write About It to further understand the passages•practice on the practical writing of Registration Form and Name Cards•focus on Culture Salon for College Life in the U.S2) Cognitive learning strategy students will use:Students will be able to:1. use prior knowledge to talk about2. reorganize data from passages in practice3. use context to deduce the meaning of words4. recognize and use patterns in the formation of compound and complex sentencesPart II: Procedures1. Transition and warm-up [10 minutes]•Tell the students that you will be leading an integrated lesson on college life •Ask for volunteers to explain the meanings of "college life"•Ask the students for examples of related information they have encountered •Make a list of the college lives2. Pre-reading activities [10 minutes]•Ask a student to read aloud the 3 questions in passage A – Think about it•Ask other students to read the questions in Read and Think3. Scanning [20 minutes]•Explain to the students that the text for this reading lesson is a piece of narration. They will begin by scanning the passage for certain specific pieces of information, just as they would scan a newspaper article or a story before they start reading.•Ask the students whether they need definitions for any other words used in questions.•Try to elicit definitions of the new vocabulary from students.4. Skimming [20 minutes]•draw the students' attention to the first question on p. 13•Ask the students to work with their partners for about one minute to make a list of different tests in college•Ask for volunteers to share their responses to the question.•Now ask the students to skim the passage quickly and answer the next question and so on.5. Reading for details [160 minutes]•Assure the students that they do not have to understand everyone word in the passages. •Understand their meaning through context.•Give the students 30 minutes (15 minutes for each passage) to find the difficult points. •Circulate quickly throughout the classroom to make sure that everyone understands the task, then return to help students who are having difficulty.6. Closure activity [20 minutes]•Ask for a volunteer to summarize the passages.•Show students the sample of the summary of the passages.7. Homework [10 minutes]•Remind the students the theme of the unit.•Ask a volunteer to explain how college life can influence their future.•Require the students to read the passage aloud twice.•Tell the students their written work is Ex 6 on Page 14.•Remind the students that you will be collecting their written work next time.•Require the students to spend at least two hours learning Passage C and D in the Extended Book, finishing the exercises in the book and checking the answers.8. Evaluation[20 minutes]•Collect the students' homework at the beginning of the next class.•Comment on good points and also improper point in students’ worksPassage A So Much to LearnRelated InformationTypes of Examination Questions in the US and the UK:The two main types of examination questions are multiple choice and essay, but other types are blank-filling and matching, and different teachers use different types, e.g., a typical exam might consist of 50 multiple choice questions for one point each and two essay questions for 25 pointseach.考试题型主要有两种形式：多项选择题和论文，但也有填空和配对。

大学体验英语第一册)教案

教案2014～2015学年度第一学期本课程教学总体安排课程名称：大学英语课程性质与类型：公共必修课总学时、学分：56学时，4学分教学目的与要求：在遵循现代外语教学理念、严格遵照教学大纲和教学要求、充分运用先进信息技术的基础上，注重为学生创造自主学习环境，强调个性化学习，努力培养学生对基本写作理论的准确理解能力和灵活应用能力，使他们在高年级课程及深造中能用英语有效地进行口头和书面的信息交流，增强其自主学习能力，提高综合文化素养及素质。

同时，课程还要求对学生进行学习方法指导，使学生具有阅读和翻译与本专业有关的英文资料的能力，并为进一步学习英语打下一定的基础。

根据教育部大学英语有关大纲的要求，使学生学习英语的基本知识，培养学生应用英语的基本能力，并掌握一定的英语学习能力。

教材及参考书目：教材：《大学体验英语综合教程1（第三版）》主编：宁春岩出版社：高等教育出版社；2012年3月第3版《大学体验英语听说教程1（第三版）》主编：李霄翔出版社：高等教育出版社；2013年1月第1版参考书目：《大学体验英语综合教程1（第三版）》（教师参考书）主编：宁春岩出版社：高等教育出版社；2012年3月第3版考核方式及成绩计算方法：总成绩＝期末成绩（70％）＋平时成绩（30％）课程教学日历课程名称：大学英语授课学期：2014－2015学年第一学期第一章教学安排的说明章节题目：Unit 1 College Life 学时分配：8本章教学目的与要求：Students should be able to1. get familiar with college life: what they can learn; what activities they can participate in, etc.2. use the key words and expressions in this unit;3. form compound and complex sentences;4. adopt the reading skill of skimming or scanning while reading;5. fill in registration forms and design name cards;6. make greetings and comment their college life.课堂教学方案课题名称：Unit 1 College Life 授课时数：6学时授课类型：理论课教学方法与手段：讲授、讨论、指导、练习、问答、多媒体教学目的要求：了解美国的大学生活特征、掌握本单元词汇及语法结构和英语复杂句的构成；学习阅读中略读的阅读技巧；教学重点、难点：Master the key language points and grammatical structures in the text;Compound and complex sentences;Reading skill: Skimming or Scanning.教学内容及组织安排：1. Listen and Talk (Lead in, Dialogue Samples, Communicative Tasks)2. Detailed Study of Passage A (Read and Explore)3. Introduce vocabulary items in the text and assign vocabulary exercises as a follow-up. (Language Points)4. Offer a summary of the passage. (Summary)5. Do exercises after the passage and check the answers.Section I Listen and TalkStep 1 Lead in1) Warm-up questions:What are your main activities in college life? Can you describe them?2) Listening: (Listen to the passage and fill the missing words in the blanks. Listen th ree times)3) Talk about pictures or say something about college life (Pair-work)Step 2 Dialogues1. Listen to the two sample dialogues and try to answer some questions Dialogue 1. Meeting on CampusDialogue 2. At the Registration Office2. Practice: Read the two dialogues in pairs (pair work)3. Learn some useful phrases and expressions:Step 3: Communicative tasksWork in pairs and act the dialogues to the whole class.Task 1: Meeting with a foreign student and talking about studies TTask 2: Helping a foreign friend select his course at the registration office Tips:Step 4 Assignments1. Read the dialogues and practice communicative tasks2. Preview new words in Passage A.Section II Read and Explore Passage A: My First Week at HarvardStep 1. Pre-reading Tasks1. Lead-in questions:What do you expect to learn as a freshman?How do you guess the author of the passage would feel about her first week at Harvar d, a world-famous university?2. Introduction of College Life1) Course: required (compulsory) course and elective (optional) course. Required course, studying for a degree or diploma; Elective course, not studying for a degree or diploma.2) Students’ name: Freshman, Sophomore, Junior, Senior3) College students’ psychological changingFreshman: Don’t know you don’t know yourself.Sophomore: Don’t know you know yourself.Junior: Know you don’t know yourself.Senior: Know you know yourself.4) Education:Junior college student; Undergraduate student; Postgraduate (master student and doctor student)5) Degree:Bachelor’s degree, Master’s degree, Doctor’s degree6) T eacher’s professional title: Instructor or lecturer; Associate professor; Professor7) Some other aspects of college life: Extracurriculum Activities; Leisure Time;8) Culture notes:1) Harvard Universit y2) Shopping WeekShopping Week is a special time for freshmen at college to sample classes, which could help them decide which courses they are going to take in the beginning of a sch ool year.Step 2. While-reading Tasks1. Read the passage as quickly as possible and try to find the answer to the following questions:1) What did the author think of being a freshman at Harvard?Answer: She thought it was very pleasant and lucky to be a freshman at Harvard.2) How did the author get along with her roommates?Answer: She got along with them very well and they had helped her a lot.3) What difficult decisions did the girl have to make in the “Shopping Week”? Answer: She had to decide what classes to take.4) What did the author think of eating on campus for a freshman at Harvard? Answer: Eating is one of the highlights for freshmen at Harvard.5) How did the author appreciate meeting the other students at Harvard?Answer: Appreciating and being surrounded by so many gifted people was what had made her first week at Harvard a truly priceless experience.2. Language Points1. The day a freshman moves into Harvard Yard is said to always be a gorgeous o ne and this was certainly true of my first day at Harvard: It is always said that the day a freshman starts college life in Harvard is very exciting and pleasant and theauthor thought this was also true of her own day at Harvard.move into: to start living inExamples:She decided not to move into the new apartment until she had finished decorating .We’re excited to move into a new home.Harvard Yard: the main campus of Harvard Universitygorgeous: extremely pleasant or enjoyable.Examples:John said that he met a gorgeous girl at the party last night.Do you want to sample some of the jam? It is gorgeous.2.historic: famous or important in historyExamples:Today is a historic occasion for our country.It was difficult for the enterprise to expand during a time of historic change. cf. historical: connected with the past, or connected with the study of the past. Examp les:Can you tell me something about the historical background to the Civil War?They went to Yuelu Academy to do some historical research.Notes:Historic is usually used to describe something so important that is likely to be remembered, while historical usually describes something that is connected with the past or with the study of history, or something that really happened in the past.3. I gazed out the window at the capivating scene and thought to myself “No freshman should be so lucky!”:The author looked out through the window of the car at this fascinating scene and had a thought in her mind: “ I should be the luckiest freshman!”think (sth) to oneself: to have a thought in one’s mind, but not tell it to anyone. Exa mples:After listening to the professor’s suggestion, Jane thought to herself,“I’m sure I wil l make it.”He gazed out the window at this boundless grassland and thought to himself, “Wha t a beautiful scenery it is!”4. I’m sharing a suite with four other girls that has four single bedrooms and a large common room: The author is living in a suite with other four girls, and the suite consists of four single bedrooms and a large common room.share with: to use, participate in, enjoy, receive, etc., jointly. Examples: The two chemists shared the Nobel Prize.Kate is a very gorgeous girl, for she always shares what she has with others.5.We’re all completely different in terms of background, ethnicity, religion, and interests—we refect the diversity that Harvard is so proud of: The author and the other four girls are quite different in terms of background, ethnicity, religion, and interest, which is reflection of the variety that Harvard is proud of.in terms of: with regard to the particular aspect or subject specified. Examples:He is quite rich in terms of money, but not in terms of happiness.It is difficult to express it in terms of science.diversity: a range of different people or things; variety. Examples:Diversity is conducive to the learning environment.We should get through understanding about the cultural diversity of the United States.6.During this first week, it’s a relief to have four girls I can call friends and that can help me through this adjustment process which is quite difficult at time: In the first week, I am lucky to have the four girls that I can call friends. It is them who helped me through this adjustment process, which is rather hard sometimes.it is a relief to (do sth.): to have a feeling of comfort when something frightening, worrying or painful has ended or has not happened. Examples:I hate to say it, but it was a relief to have him out of the house.It is a relief to see you get through those terrible days.7. Thankfully, Harvard allows freshmen to sample classes during “Shopping Week”.sample: to try an activity, go to a place etc. to see what it is like. Examples: We sampled the stuff and found it satisfatory.I sampled several classes and decided to choose four of them this semester.8. Which to get involved in?get involved in: to take part in an activity or event. Examples:I got involved in a quarrel about the price.He regretted that he got involved in that matter.9. …but it’s where we eat that’s truly remarkableremarkable: unusual or surprising and therefore deserving attention or praise. Examples:She is remarkable for her sweet temper.When we went swimming last summer, we saw the most remarkable sunset at the beach.10. Our dining hall is more like a church or a museum than a cafeteria: The dining hall is like a church or a museum rather than a cafeteria.11. … and is filled with status and protraits of famous figures from Harvard’s past.be filled with: to become completely full. Examples:After reading his poems, I was filled with admiration.I didn’t go last time because my hands were filled with the paper work.12. All of these first-week experiences will makegreat life-time memories but thebest assets Harvard has offered me thus far have been the other students I’ve met: The first week experiences will make a life-time impression on me, but the most valuable thing Harvard University has offered me so far has been the students I have met on campus.13. I’m blown away.be blown away: to be extremely impressed. Examples:Students were blown away by his speech.Everyone I told that story to, I mean everyone, is just blown away.14. One week down, four more years to go—I can’t wait: One week haad passed, and the author was looking forword to the coming four years.Section IV Summary of the Passage:The first day is gorgeous for a freshman at Harvard. The author lived with four girls, who helped her through the difficult adjustment process. Freshmen at Harvard can sample classes during “Shopping Week”. Eating is one of the most important and enkoyable highlights for students at Harvard. The best assets for harvard students according to the author is to have met so many gifted people.Section V Post-reading TasksCheck the answers of Content AwarenessStep 4 Assignments1.Review the language points;2. Memorize the new words and expressions and prepare for dictation;3. Finish Language Focus;4. Read Passage B after class课堂教学方案课题名称Unit 1 Greetings “How’s it going?”授课时数：2学时授课类型：理论课教学方法与手段：指导、练习、问答、多媒体教学目的要求：学习英语问候的口语表达及相关听说操练；升调、降调、音节重音、连读。

大学体验英语绘本教案

课时：2课时年级：大学一年级教学目标：1. 通过绘本阅读，提高学生的英语阅读理解能力。

2. 培养学生运用英语进行思考和表达的能力。

3. 增强学生对大学学习和生活的兴趣，激发学生的探索精神。

教学重点：1. 理解绘本内容，掌握关键信息。

2. 学会运用绘本中的词汇和句型进行表达。

教学难点：1. 学生对绘本内容的理解程度。

2. 学生运用绘本中的词汇和句型进行实际表达。

教学准备：1. 绘本《大学体验英语》一本。

2. 多媒体课件。

3. 词汇卡片。

教学过程：第一课时一、导入1. 教师简要介绍绘本《大学体验英语》的主题和内容。

2. 学生自由阅读绘本封面，猜测绘本可能讲述的故事。

二、阅读理解1. 学生分组阅读绘本，每组选一名代表朗读，其他组员聆听。

2. 教师提问，检查学生对绘本内容的理解：- 故事的主人公是谁？- 故事发生在哪里？- 故事主要讲述了什么？三、词汇学习1. 教师引导学生从绘本中找出关键词汇，如：campus, dormitory, university, professor等。

2. 教师带领学生学习和运用这些词汇，通过造句、翻译等方式巩固。

四、口语练习1. 学生分组，根据绘本内容进行角色扮演，模拟大学学习和生活场景。

2. 教师巡回指导，纠正发音和语法错误。

第二课时一、复习导入1. 教师简要回顾上一节课的内容，检查学生对绘本的理解。

2. 学生分享角色扮演的经历，分享在模拟场景中的感受。

二、拓展阅读1. 学生阅读绘本中的其他章节，了解大学学习的不同方面。

2. 教师提问，引导学生思考：- 大学学习与高中学习的区别是什么？- 如何适应大学生活？三、词汇复习1. 教师带领学生复习上一节课学过的词汇，巩固记忆。

2. 学生进行词汇接龙游戏，提高词汇运用能力。

四、总结与作业1. 教师总结本节课的学习内容，强调绘本阅读的重要性。

2. 学生完成以下作业：- 用英语写一篇关于大学生活的短文。

- 分享自己在大学学习中的心得体会。

大学体验英语教案第册精简版

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 reflection❖Generalizing 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 the text which show the author’s att itude 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 t o 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•You 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):•You 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•You 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•You 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):You 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) Your child will speak first. Listen, then think and respond to what he or she says.2) Comments and suggestionsUnit Two Culture1. Teaching 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. Teaching Methods:Teacher’s instruction and students’ discussion6. Teaching 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) Vocabulary 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. Teaching 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. Teaching Methods:Teacher’s instruction and students’ discussion5. Teaching 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. Defendant s 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 advertising10)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 copyright protection law s good or bad for poor countries?”2) Comments and suggestions.Unit Four Language and Economy1. Teaching 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) Translation 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. Teaching 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. Teaching 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 closely 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 o f 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 Text (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 article, 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. Teaching 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. Teaching 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. Teaching 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)Vocabulary 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 pu rpose (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. Teaching 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. Teaching Methods:Student-centered and task-based teaching methods6. Reference Books: / 7. Exercises and Practice:Exercise 2-188. further thinking:Refer to the courseware9. Teaching Procedures:The first two periods (90m)1) (T←→Ss) Introduction to the contents of the unit (5m)2) (Ss) Task 1: Listening Practice for brainstorming (10m)3) (Ss) Task 2: Reading Practice (10m)Passage A: (T←→Ss) Questions for thinking (3m)(Ss←→Ss) The first reading: Get the main idea (5m)(Ss←→Ss) Understanding the details of the passage (10m)(T←→Ss) Difficult sentences (10m)(T←→Ss) Language Points (25m)(Ss←→Ss) Summary of the Text (10m)5) (T←→Ss) Homework assignment (3m)The third period (45m): impromptu writing(Ss←→Ss) Ss write an essay to your classmates and remind them to beware of drugs.The fourth and fifth periods (90m)1)(T←→Ss) Lead in questions and discussion (10m)2)(T←→Ss) Language focus and difficult sentences of Passage B (30m)3)(Ss←→Ss) Exercises 11, 15, 17, 19 (40m)4)(T←→Ss) Solve the questions students ask (15m)5)(T←→Ss) Homework assignment: Culture Salon (5m)The sixth period (45m) Oral English practice1) (Ss←→Ss) Preparation before class:Ss are required make a set of questionnaire on certain topics they are interested in.2)(Ss←→Ss) During class: Make a survey among the class, and prepare a reportof 2-3 minutes based on the research.。

大学体验英语第一册)教案

同时，课程还要求对学生进行学习方法指导，使学生具有阅读和翻译与本专业有关的英文资料的能力，并为进一步学习英语打下一定的基础。

根据教育部大学英语有关大纲的要求，使学生学习英语的基本知识，培养学生应用英语的基本能力，并掌握一定的英语学习能力。

大学体验英语第一册unitone教案

Unit OneCollege LifeL i s t e n a n d T a l kІ. ListenDirections: Listen to the following passage and try to fill the missing words in the blanks.Script: Hi, welcome to our college. You will spend at least four years here. College days will be the golden time in your life. There are many opportunities for you to explore the unknown and you can experience a lot. You can make lifelong friends; you can enjoy various kinds of activities; you can develop your personal interests; and you will meet some outstanding scholars. Keep a good balance and lay a solid foundation. There are many doors to your dreams. You decide how many you can open.Key to Exercise:1. explore2. experience3. various4. develop5. scholars6. lay П. TalkDirections: Answer the following questions and work with your partner. Questions:• 1. What are your best and worst subjects? Why?• 2. What courses will help you most?Tips: interesting, boring, funny…Passage AR e a d a n d E x p l o r eSo Much to LearnІ. Culture Notes1. Types of Examination Question in the US and UKThe two main types of examination questions are multiple choice and essay. Other types include blank-filling and matching. Different teachers use different types, e.g., a typical exam might consist of 50 multiple choice questions for one point each and two essay questions for 25 points each.2. Essay-Type QuestionsThese are also called discussion questions, because the student is expected to discuss a topic and provide facts, reasons, examples, etc. to support the answer, with the grade depending mainly on how well the answer is supported not just on the student’s opinion.П. Words and Expressions1. assurance: n.a firm statement that sth is certainly true or will certainly happen; promise; confident belief in one’s own ab ility and powers 担保，保证，确信辨析：assurance, insurancesure----assure: v.保证，确信，担保----assurance: n.保证，确信sure----insure: v. 投保，保险----insurance: n.保险1) give sb an assurance that …= assure sb that …向某人保证…E.g. The manager gave her his assurance that her complaint would be investigated.2) with assurance=with confidence 充满信心的E.g. “She’ll like that,” said Dick with assurance.2. broaden: v.to make or become broader 加宽，（使）变宽，是扩大adj.+en----v.使……（widen, fasten, sharpen, lighten, deepen, heighten, strengthen…）E.g. For college students to do a part-time job will broaden their outlook.The road broadens after this bend.3. confidence：n. a calm unworried feeling or manner based on a strong belief in one’s abilities; self-assurance 信心；把握；自信辨析：belief, faith, trust, confidence都含有“相信”的意思。

大学体验英语英语第一册教案

Review what we have learnt today Memorize all the new words and understand their usage Prepare the exercises of passage A from 1 to 9
Background information is very important in comprehension.
教学内容与过程 Step 1: Warming-up exercises: Volunteers are welcome to deliver a speech about his own expecting of their college life.(Students should have prepared for this part and they can also refer to the four pictures listed on the book) Step 2: Listening practice: 1.Play the tape recorder for students to listen for three times First time for students to get the general idea and the second time to write down as quickly as possible, the third time to complete 2. Play the tape again to check answers with students and at the same time find out students’ disadvantage and help to improve. Step 3. Dialogue samples: 1. Allow students to listen first and then follow and imitate in a low voice aiming at rectifying their pronunciation. 2. Pick out some key words to give a brief explanation and ask students to remember and learn to use in writing and speaking. 3. Give students five minutes to practice and then ask someone to perform the two dialogues. Step 4. Communicative Tasks: Students are allowed to choose one of the tasks to cooperate with his desk-mate in a few minutes and then make out a short dialogue using the given information and tips.

大学体验英语教案一 unit 2-Passage A -

Mr. Green: Thank you. I love Chinese tea.
• Exercise 1Exercise 2 │Exercise 3 │Exercise 4
• 1 How does Mr. Green feel about his busy life in the college?
playground.
• In the evening, he learns Chinese with Lily and Xiao Yang. • At weekends, Mr. Wang, his old friend, often shows him
around the city带领他参观这座城市. Now they are talking happily.
• Reference 1 He likes the life and feels very happy. 2 No. He gets up early in the morning.
• 3 No. He usually teaches in the morning and does other things in the afternoon.
Mr. Wang: Oh, yes. You are the coach of the class team 班队的教练 . Mr. Green: Yeah. Do you want to join us?
Mr. Wang: Not this time. I have got some very good green tea 绿茶 from my hometown. Come for a drink 来喝一杯after the game.
大学体验英语一
Unit 1 一.Teaching contents

大学体验英语第一册)教案教学内容

同时，课程还要求对学生进行学习方法指导，使学生具有阅读和翻译与本专业有关的英文资料的能力，并为进一步学习英语打下一定的基础。

根据教育部大学英语有关大纲的要求，使学生学习英语的基本知识，培养学生应用英语的基本能力，并掌握一定的英语学习能力。

教材及参考书目：教材：《大学体验英语综合教程1（第三版）》主编：宁春岩出版社：高等教育出版社；2012年3月第3版《大学体验英语听说教程1（第三版）》主编：李霄翔出版社：高等教育出版社；2013年1月第1版参考书目：《大学体验英语综合教程1（第三版）》（教师参考书）主编：宁春岩出版社：高等教育出版社；2012年3月第3版考核方式及成绩计算方法：总成绩＝期末成绩（70％）＋平时成绩（30％）课程教学日历课程名称：大学英语授课学期：2014－2015学年第一学期周次章节及教学内容累计学时1234 Unit1 College life ( Listening and Text Analysis)Listening & Speaking: Unit1 Greetings4 5 Unit1 College life ( Exercise) 86Unit2 Song of the Soul(Listening and Text Analysis)Listening & Speaking: Unit 2 Home127 Unit2 Song of the Soul ( Exercise) 168Unit3 Leisure Activities(Listening and Text Analysis)Listening & Speaking: Unit3 Clothing209 Unit3 Leisure Activities ( Exercise Part 1) 2410 Unit3 Leisure Activities ( Exercise Part 2) 2811Unit4 Living on Your Own(Listening and Text Analysis)Listening & Speaking: Unit4 Nationalities3212 Unit4 Living on Your Own ( Exercise Part1) 3613 Unit4 Living on Your Own ( Exercise Part2)4014Unit5 Sources of Information(Listening and Text Analysis)Listening & Speaking: Unit5 People4415 Unit5 Sources of Information (Exercise) 4816Unit6 V olunteering(Listening and Text Analysis)Listening & Speaking: Unit6 Family5217 Unit6 V olunteering ( Exercise) 56第一章教学安排的说明章节题目：Unit 1 College Life 学时分配：8本章教学目的与要求：Students should be able to1. get familiar with college life: what they can learn; what activities they can participate in, etc.2. use the key words and expressions in this unit;3. form compound and complex sentences;4. adopt the reading skill of skimming or scanning while reading;5. fill in registration forms and design name cards;6. make greetings and comment their college life.课堂教学方案课题名称：Unit 1 College Life 授课时数：6学时授课类型：理论课教学方法与手段：讲授、讨论、指导、练习、问答、多媒体教学目的要求：了解美国的大学生活特征、掌握本单元词汇及语法结构和英语复杂句的构成；学习阅读中略读的阅读技巧；教学重点、难点：Master the key language points and grammatical structures in the text;Compound and complex sentences;Reading skill: Skimming or Scanning.教学内容及组织安排：1. Listen and Talk (Lead in, Dialogue Samples, Communicative Tasks)2. Detailed Study of Passage A (Read and Explore)3. Introduce vocabulary items in the text and assign vocabulary exercises as a follow-up. (Language Points)4. Offer a summary of the passage. (Summary)5. Do exercises after the passage and check the answers.Section I Listen and TalkStep 1 Lead in1) Warm-up questions:What are your main activities in college life? Can you describe them?2) Listening: (Listen to the passage and fill the missing words in the blanks. Listen th ree times)3) Talk about pictures or say something about college life (Pair-work)Step 2 Dialogues1. Listen to the two sample dialogues and try to answer some questions Dialogue 1. Meeting on CampusDialogue 2. At the Registration Office2. Practice: Read the two dialogues in pairs (pair work)3. Learn some useful phrases and expressions:Step 3: Communicative tasksWork in pairs and act the dialogues to the whole class.Task 1: Meeting with a foreign student and talking about studies TTask 2: Helping a foreign friend select his course at the registration office Tips:Step 4 Assignments1. Read the dialogues and practice communicative tasks2. Preview new words in Passage A.Section II Read and Explore Passage A: My First Week at HarvardStep 1. Pre-reading Tasks1. Lead-in questions:What do you expect to learn as a freshman?How do you guess the author of the passage would feel about her first week at Harvar d, a world-famous university?2. Introduction of College Life1) Course: required (compulsory) course and elective (optional) course. Required course, studying for a degree or diploma; Elective course, not studying for a degree or diploma.2) Students’ name: Freshman, Sophomore, Junior, Senior3) College students’ psychological changingFreshman: Don’t know you don’t know yourself.Sophomore: Don’t know you know yourself.Junior: Know you don’t know yourself.Senior: Know you know yourself.4) Education:Junior college student; Undergraduate student; Postgraduate (master student and doctor student)5) Degree:Bachelor’s degree, Master’s degree, Doctor’s degree6) T eacher’s professional title: Instructor or lecturer; Associate professor; Professor7) Some other aspects of college life: Extracurriculum Activities; Leisure Time;8) Culture notes:1) Harvard Universit y2) Shopping WeekShopping Week is a special time for freshmen at college to sample classes, which could help them decide which courses they are going to take in the beginning of a sch ool year.Step 2. While-reading Tasks1. Read the passage as quickly as possible and try to find the answer to the following questions:1) What did the author think of being a freshman at Harvard?Answer: She thought it was very pleasant and lucky to be a freshman at Harvard.2) How did the author get along with her roommates?Answer: She got along with them very well and they had helped her a lot.3) What difficult decisions did the girl have to make in the “Shopping Week”? Answer: She had to decide what classes to take.4) What did the author think of eating on campus for a freshman at Harvard? Answer: Eating is one of the highlights for freshmen at Harvard.5) How did the author appreciate meeting the other students at Harvard?Answer: Appreciating and being surrounded by so many gifted people was what had made her first week at Harvard a truly priceless experience.2. Language Points1. The day a freshman moves into Harvard Yard is said to always be a gorgeous o ne and this was certainly true of my first day at Harvard: It is always said that the day a freshman starts college life in Harvard is very exciting and pleasant and theauthor thought this was also true of her own day at Harvard.move into: to start living inExamples:She decided not to move into the new apartment until she had finished decorating .We’re excited to move into a new home.Harvard Yard: the main campus of Harvard Universitygorgeous: extremely pleasant or enjoyable.Examples:John said that he met a gorgeous girl at the party last night.Do you want to sample some of the jam? It is gorgeous.2.historic: famous or important in historyExamples:Today is a historic occasion for our country.It was difficult for the enterprise to expand during a time of historic change. cf. historical: connected with the past, or connected with the study of the past. Examp les:Can you tell me something about the historical background to the Civil War?They went to Yuelu Academy to do some historical research.Notes:Historic is usually used to describe something so important that is likely to be remembered, while historical usually describes something that is connected with the past or with the study of history, or something that really happened in the past.3. I gazed out the window at the capivating scene and thought to myself “No freshman should be so lucky!”:The author looked out through the window of the car at this fascinating scene and had a thought in her mind: “ I should be the luckiest freshman!”think (sth) to oneself: to have a thought in one’s mind, but not tell it to anyone. Exa mples:After listening to the professor’s suggestion, Jane thought to herself,“I’m sure I wil l make it.”He gazed out the window at this boundless grassland and thought to himself, “Wha t a beautiful scenery it is!”4. I’m sharing a suite with four other girls that has four single bedrooms and a large common room: The author is living in a suite with other four girls, and the suite consists of four single bedrooms and a large common room.share with: to use, participate in, enjoy, receive, etc., jointly. Examples: The two chemists shared the Nobel Prize.Kate is a very gorgeous girl, for she always shares what she has with others.5.We’re all completely different in terms of background, ethnicity, religion, and interests—we refect the diversity that Harvard is so proud of: The author and the other four girls are quite different in terms of background, ethnicity, religion, and interest, which is reflection of the variety that Harvard is proud of.in terms of: with regard to the particular aspect or subject specified. Examples:He is quite rich in terms of money, but not in terms of happiness.It is difficult to express it in terms of science.diversity: a range of different people or things; variety. Examples:Diversity is conducive to the learning environment.We should get through understanding about the cultural diversity of the United States.6.During this first week, it’s a relief to have four girls I can call friends and that can help me through this adjustment process which is quite difficult at time: In the first week, I am lucky to have the four girls that I can call friends. It is them who helped me through this adjustment process, which is rather hard sometimes.it is a relief to (do sth.): to have a feeling of comfort when something frightening, worrying or painful has ended or has not happened. Examples:I hate to say it, but it was a relief to have him out of the house.It is a relief to see you get through those terrible days.7. Thankfully, Harvard allows freshmen to sample classes during “Shopping Week”.sample: to try an activity, go to a place etc. to see what it is like. Examples: We sampled the stuff and found it satisfatory.I sampled several classes and decided to choose four of them this semester.8. Which to get involved in?get involved in: to take part in an activity or event. Examples:I got involved in a quarrel about the price.He regretted that he got involved in that matter.9. …but it’s where we eat that’s truly remarkableremarkable: unusual or surprising and therefore deserving attention or praise. Examples:She is remarkable for her sweet temper.When we went swimming last summer, we saw the most remarkable sunset at the beach.10. Our dining hall is more like a church or a museum than a cafeteria: The dining hall is like a church or a museum rather than a cafeteria.11. … and is filled with status and protraits of famous figures from Harvard’s past.be filled with: to become completely full. Examples:After reading his poems, I was filled with admiration.I didn’t go last time because my hands were filled with the paper work.12. All of these first-week experiences will makegreat life-time memories but thebest assets Harvard has offered me thus far have been the other students I’ve met: The first week experiences will make a life-time impression on me, but the most valuable thing Harvard University has offered me so far has been the students I have met on campus.13. I’m blown away.be blown away: to be extremely impressed. Examples:Students were blown away by his speech.Everyone I told that story to, I mean everyone, is just blown away.14. One week down, four more years to go—I can’t wait: One week haad passed, and the author was looking forword to the coming four years.Section IV Summary of the Passage:The first day is gorgeous for a freshman at Harvard. The author lived with four girls, who helped her through the difficult adjustment process. Freshmen at Harvard can sample classes during “Shopping Week”. Eating is one of the most important and enkoyable highlights for students at Harvard. The best assets for harvard students according to the author is to have met so many gifted people.Section V Post-reading TasksCheck the answers of Content AwarenessStep 4 Assignments1.Review the language points;2. Memorize the new words and expressions and prepare for dictation;3. Finish Language Focus;4. Read Passage B after class课堂教学方案课题名称Unit 1 Greetings “How’s it going?”授课时数：2学时授课类型：理论课教学方法与手段：指导、练习、问答、多媒体教学目的要求：学习英语问候的口语表达及相关听说操练；升调、降调、音节重音、连读。

大学体验英语1教案

课程目标：1. 学生能够掌握基本的英语问候语和自我介绍。

2. 学生能够理解并运用简单的日常用语进行交流。

3. 培养学生的听、说、读、写基本技能。

4. 提高学生的英语学习兴趣和自信心。

教学内容：1. 问候语和自我介绍2. 常用日常用语3. 听力练习4. 口语练习教学重点：1. 问候语和自我介绍的表达方式2. 常用日常用语的掌握3. 听力理解能力的提高4. 口语表达能力的提升教学难点：1. 问候语和自我介绍的连贯性2. 常用日常用语的语境运用3. 听力练习中的信息捕捉4. 口语练习中的语言流畅性和准确性教学过程：一、导入（5分钟）1. 教师与学生进行简单的英语问候，营造轻松的学习氛围。

2. 引导学生进行自我介绍，让学生熟悉课堂环境。

二、新课导入（10分钟）1. 教师展示问候语和自我介绍的例句，让学生跟读。

2. 学生模仿教师进行自我介绍，教师进行点评和纠正。

三、听力练习（15分钟）1. 教师播放听力材料，学生认真聆听。

2. 学生回答听力问题，教师检查答案并讲解。

四、口语练习（15分钟）1. 教师提出一些简单的日常用语，让学生进行情景对话。

2. 学生分组进行角色扮演，教师巡视指导。

五、课堂小结（5分钟）1. 教师总结本节课所学内容，强调重点和难点。

2. 学生回顾所学知识，提出疑问。

六、课后作业（5分钟）1. 复习本节课所学内容，熟记问候语和自我介绍。

2. 每天进行口语练习，提高口语表达能力。

教学反思：本节课通过问候语和自我介绍的学习，让学生初步掌握了基本的英语交流技巧。

在听力练习和口语练习中，学生能够积极参与，提高了听、说、读、写的基本技能。

在教学过程中，教师要注意以下几点：1. 营造轻松的学习氛围，让学生在愉悦的氛围中学习。

2. 注重学生的个体差异，因材施教，使每个学生都能有所收获。

3. 加强课堂互动，鼓励学生积极参与，提高课堂效果。

4. 注重课后作业的布置，巩固所学知识，提高学生的自主学习能力。

体验大学英语1教案

课程名称：大学体验英语听说教程1授课班级：XX级XX班授课教师：XXX教学目标：1. 培养学生的英语听说能力，提高学生的英语综合运用能力。

2. 通过听力和口语训练，增强学生的英语思维能力和表达能力。

3. 培养学生的跨文化意识，提高学生的国际交流能力。

教学内容：1. 单元主题：日常生活2. 听力材料：关于日常生活场景的对话和短文3. 口语练习：模拟日常生活场景进行对话教学过程：一、导入1. 老师简要介绍本节课的主题和教学目标。

2. 学生自由交流，分享自己对日常生活的看法和经历。

二、听力训练1. 老师播放听力材料，学生认真听并完成听力练习。

2. 老师对听力练习进行讲解和点评，帮助学生掌握听力技巧。

三、口语练习1. 老师引导学生进行口语模拟练习，如：购物、点餐、问路等场景。

2. 学生分组进行口语对话，互相纠正发音和语法错误。

3. 老师对学生的口语表达进行点评和指导。

四、课堂小结1. 老师对本节课的学习内容进行总结，强调重点和难点。

2. 学生分享自己的学习心得和收获。

五、课后作业1. 完成课后听力练习。

2. 准备下节课的口语练习话题。

教学方法：1. 互动式教学：通过提问、讨论、模拟练习等方式，激发学生的学习兴趣，提高学生的参与度。

2. 任务型教学：设计具有实际意义的任务，让学生在完成任务的过程中学习英语。

3. 翻转课堂：将课堂学习与课后学习相结合，鼓励学生自主学习和探究。

教学评价：1. 听力测试：考察学生的听力理解和获取信息的能力。

2. 口语测试：考察学生的口语表达能力和实际运用英语的能力。

3. 课后作业完成情况：考察学生的学习态度和自主学习能力。

教学反思：本节课通过听说训练，帮助学生提高了英语综合运用能力。

在教学过程中，要注意以下几点：1. 注重学生的个体差异，因材施教。

2. 创设真实的语言环境，让学生在实际运用中学习英语。

3. 鼓励学生积极参与课堂活动，提高学生的自信心。

通过本节课的学习，希望学生能够在日常生活中更加自信地运用英语进行交流，为今后的学习和生活打下坚实的基础。

大学体验英语视听说教程第二版第1册课程设计

大学体验英语视听说教程第二版第1册课程设计1. 课程背景大学体验英语视听说教程第二版第1册是适合非英语专业学生学习的教材，旨在提升学生的英语交际能力，为日后英语学习打下基础。

2. 教学目标本课程的教学目标是：•让学生了解英语语音、语法和表达技巧；•提高学生的英语听、说、读、写能力；•培养学生的英语交际能力，使其能够应对现实生活中的英语交流。

3. 教学内容和时间分配本课程共分为10个单元，每个单元的教学内容和时间分配如下：单元1：英语学习概述•知识点：英语学习方法、学习资源、学习目标；•时间分配：2课时。

单元2：英语发音•知识点：英语语音、重音、音素；•时间分配：6课时。

单元3：英语语法•知识点：英语基本语法、句型、时态；•时间分配：8课时。

单元4：英语词汇•知识点：英语单词、词根、词缀；•时间分配：6课时。

单元5：英语阅读•知识点：英语阅读技巧、阅读理解；•时间分配：8课时。

单元6：英语写作•知识点：英语写作技巧、写作范文；•时间分配：8课时。

单元7：英语听力（上）•知识点：英语听力技巧、听力材料；•时间分配：8课时。

单元8：英语听力（下）•知识点：英语听力技巧、听力材料；•时间分配：8课时。

单元9：英语口语（上）•知识点：英语口语技巧、口语材料；•时间分配：8课时。

单元10：英语口语（下）•知识点：英语口语技巧、口语材料；•时间分配：8课时。

4. 教学方法和手段本课程将采用以下教学方法和手段：•视听结合：通过观看视频、听取录音等多媒体手段来理解和掌握英语知识；•任务式教学：通过开展多种语言任务，为学生提供语言输入和输出的机会；•讨论式教学：通过灵活的课堂互动和语言讨论，激发学生的学习兴趣和思维能力；•评估式教学：通过考试、测验等方式对学生进行综合评估和反馈。

5. 教学评估和考核方式本课程的评估和考核方式将包括以下几个方面：•平时成绩：习题、小作文、听力、口语等各项内容的日常作业成绩，占据总分的30%；•期中考试：覆盖全年度教学内容的综合测验，占据总分的30%；•期末考试：覆盖全年度教学内容的综合考试，占据总分的40%。

体验第一册第1课教案

Free discussion and interaction.
教学过程
1.Warm-up activities
2.Understanding the text
(Ask the students some questions related to the text.)
3. Detailed studies of the text
3.Guide students to the correct use of the words, expressions in the textbydoing the related exercises.
4.Lead discussions among students oncollege life.
Step 2:Introduction
1.What do you expect to learn as a freshman?
2.How do you guess the author of the passage would feel about her first week at Harvard, a world famous university?
3.Guide students to the correct use of the words, expressions in the text through doing the related exercises.
III. Detailed studies of the text
1.look back
II. Understanding the text
1. Analyze the structure of the passage.
2.Introduce the main idea of thePassage B. Explain and illustrate the cultural background and language points in the text.

大学体验英语第一册Unit-1 Collage Life

大学体验英语第一册电子教案Unit 1 Collage LifeI. Listen and TalkNew wordscampus v. the grounds and buildings of a university, college or school 校园elective n. a course that you can choose to study because you are interested in it, while you are studying for a degree in a different subject选修课refund n. a sum of money that is given back 退款registration n. the act of recording names and details on an official list 登记,注册sample n. a small part or amount of something that is examined in order to find out something about the whole样品，标本，试样semester n. either of the two periods into which a year at universities esp. in the U.S. is divided (尤指美国大学的）一学期，半学年withdraw v. to take money out of a bank account 提取(银行存款)martial arts a sport such as JUDO or KARATE, in which you fight with your hand and feet, and which was developed in Eastern countries (东方国家的)武术(如柔道,空手道等)Dialogue 1 Meeting on CampusKey words and patterns:Excuse me, aren't you …May I …We've been looking forward to …That's very kin d of…How about…Dialogue 2 At the Registration DeskKey words and patterns:course 课程elective 选修的credit 学分refund 退款withdraw 撤销martial arts 武术Passage ASo much to learnThink About It1. What do you expect to learn at college?The answer may vary. The most important thing a student can learn is to learn how to learn.2. What do the students in the passage think they have learned after four years' study at college? The answer may vary. They think they have learned everything and are able to conquer the world. Related InformationTypes of Examination Questions in the US and the UK:The two main types of examination questions are multiple choice andessay, but other types are blank-filling and matching, and different teachersuse different types, e.g., a typical exam might consist of 50 multiple choicequestions for one point each and two essay quest ions for 25 points each.考试题型主要有两种形式：多项选择题和论文，但也有填空和配对。

大学体验英语教案第一册(精简版)

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大学体验英语教案第一册编号：E1-5-1
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大学体验英语教案第一册编号：E1-7-1
大学体验英语教案第一册编号：
E1-7-2
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大学体验英语教案第一册编号：E1-8-1
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大学体验英语教案第一册编号：E1-8-4。

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同时，课程还要求对学生进行学习方法指导，使学生具有阅读和翻译与本专业有关的英文资料的能力，并为进一步学习英语打下一定的基础。

根据教育部大学英语有关大纲的要求，使学生学习英语的基本知识，培养学生应用英语的基本能力，并掌握一定的英语学习能力。

教材及参考书目：教材：《大学体验英语综合教程1（第三版）》主编：宁春岩出版社：高等教育出版社；2012年3月第3版《大学体验英语听说教程1（第三版）》主编：李霄翔出版社：高等教育出版社；2013年1月第1版参考书目：《大学体验英语综合教程1（第三版）》（教师参考书）主编：宁春岩出版社：高等教育出版社；2012年3月第3版考核方式及成绩计算方法：总成绩＝期末成绩（70％）＋平时成绩（30％）课程教学日历课程名称：大学英语授课学期：2014－2015学年第一学期第一章教学安排的说明章节题目：Unit 1 College Life 学时分配：8本章教学目的与要求：Students should be able to1. get familiar with college life: what they can learn; what activities they can participate in, etc.2. use the key words and expressions in this unit;3. form compound and complex sentences;4. adopt the reading skill of skimming or scanning while reading;5. fill in registration forms and design name cards;6. make greetings and comment their college life.课堂教学方案课题名称：Unit 1 College Life 授课时数：6学时授课类型：理论课教学方法与手段：讲授、讨论、指导、练习、问答、多媒体教学目的要求：了解美国的大学生活特征、掌握本单元词汇及语法结构和英语复杂句的构成；学习阅读中略读的阅读技巧；教学重点、难点：Master the key language points and grammatical structures in the text; Compound and complex sentences;Reading skill: Skimming or Scanning.教学内容及组织安排：1. Listen and Talk (Lead in, Dialogue Samples, Communicative Tasks)2. Detailed Study of Passage A (Read and Explore)3. Introduce vocabulary items in the text and assign vocabulary exercises as a follow-up. (Language Points)4. Offer a summary of the passage. (Summary)5. Do exercises after the passage and check the answers.Section I Listen and TalkStep 1 Lead in1) Warm-up questions:What are your main activities in college life? Can you desc ribe them?2) Listening: (Listen to the passage and fill the missing w ords in the blanks. Listen three times)3)Talk about pictures or say something about college life (Pa ir-work)Step 2 Dialogues1.Listen to the two sample dialogues and try to answer some questionsDialogue 1. Meeting on CampusDialogue 2. At the Registration Office2. Practice: Read the two dialogues in pairs (pair work)3. Learn some useful phrases and expressions:Step 3: Communicative tasksWork in pairs and act the dialogues to the whole class.Task 1: Meeting with a foreign student and talking about studies TTask 2: Helping a foreign friend select his course at the registration office Tips:Step 4 Assignments1. Read the dialogues and practice communicative tasks2. Preview new words in Passage A.Section II Read and ExplorePassage A: My First Week at HarvardStep 1. Pre-reading Tasks1. Lead-in questions:What do you expect to learn as a freshman?How do you guess the author of the passage would feel abou t her first week at Harvard, a world-famous university?2. Introduction of College Life1) Course: required (compulsory) course and elective (optional) course. Required course, studying for a degree or diploma; Elective course, not studying for a degree or diploma.2) Students’name: Freshman, Sophomore, Junior, Senior3) College students’ psychological changingFreshman: Don’t know you don’t know yourself.Sophomore: Don’t know you know yourself.Junior: Know you don’t know yourself.Senior: Know you know yourself.4) Education:Junior college student; Undergraduate student; Postgraduate (master student and doctor student)5) Degree:Bachelor’s degree, Master’s degree, Doctor’s degree6) T eacher’s professional title:Instructor or lecturer; Ass ociate professor; Professor7) Some other aspects of college life: Extracurriculum Activities; Leisure Time;8) Culture notes:1) Harvard Universit y2) Shopping WeekShopping Week is a special time for freshmen at collegeto sample classes, which could help them decide which cour ses they are going to take in the beginning of a school y ear.Step 2. While-reading Tasks1. Read the passage as quickly as possible and try to find the answer to the following questions:1)What did the author think of being a freshman at Harvard?Answer: She thought it was very pleasant and lucky to be a freshman at Harvard.2) How did the author get along with her roommates?Answer: She got along with them very well and they had hel ped her a lot.3)What difficult decisions did the girl have to make in the “Shopping Week”?Answer: She had to decide what classes to take.4)What did the author think of eating on campus for a freshm an at Harvard?Answer: Eating is one of the highlights for freshmen at Har vard.5)How did the author appreciate meeting the other students at Harvard?Answer: Appreciating and being surrounded by so many gifted people was what had made her first week at Harvard a truly priceless experience.2. Language Points1. The day a freshman moves into Harvard Yard is said toalways be a gorgeous one and this was certainly true of my first day at Harvard: It is always said that the day a freshman starts college life in Harvard is very exciting and pleasant and the author thought this was also true of her own day at Harvard.move into: to start living inExamples:She decided not to move into the new apartment until sh e had finished decorating.We’re excited to move into a new home.Harvard Yard: the main campus of Harvard University gorgeous: extremely pleasant or enjoyable.Examples:John said that he met a gorgeous girl at the party las t night.Do you want to sample some of the jam? It is gorgeous.2.historic: famous or important in historyExamples:Today is a historic occasion for our country.It was difficult for the enterprise to expand during a time of historic change.cf. historical: connected with the past, or connected with t he study of the past. Examples:Can you tell me something about the historical background to the Civil War?They went to Yuelu Academy to do some historical researc h.Notes:Historic is usually used to describe something so importa nt that is likely to be remembered, while historical usually describes something that is connected with the past or with the study of history, or something that really happened in the past.3. I gazed out the window at the capivating scene and thought to myself “No freshman should be so lucky!”:The author looked out through the window of the car at this fascinating scene and had a thought in her mind: “I should be the luckiest freshman!”think (sth) to oneself: to have a thought in one’s mind, but not tell it to anyone. Examples:After listening to the professor’s suggestion, Jane thought to herself,“I’m sure I will make it.”He gazed out the window at this boundless grassland and thought to himself, “What a beautiful scenery it is!”4. I’m sharing a suite with four other girls that has four single bedrooms and a large common room: The author is living in a suite with other four girls, and the suite consists of four single bedrooms and a large common room.share with: to use, participate in, enjoy, receive, etc., jointly. Examples:The two chemists shared the Nobel Prize.Kate is a very gorgeous girl, for she always shares what she has with others.5.We’re all completely different in terms of background, ethnicity, religion, and interests—we refect the diversity that Harvard is so proud of: The author and the other four girls are quite different in terms of background, ethnicity, religion, and interest, which is reflection of the variety that Harvard is proud of.in terms of: with regard to the particular aspect or subjec t specified. Examples:He is quite rich in terms of money, but not in terms of happiness.It is difficult to express it in terms of science.diversity: a range of different people or things; variety. Examples: Diversity is conducive to the learning environment.We should get through understanding about the cultural diversity of the United States.6.During this first week, it’s a relief to have four girls I can call friends and that can help me through this adjustment process which isquite difficult at time: In the first week, I am lucky to have the four girls that I can call friends. It is them who helped me through this adjustment process, which is rather hard sometimes.it is a relief to (do sth.): to have a feeling of comfort when something frightening, worrying or painful has ended or has not happened. Examples:I hate to say it, but it was a relief to have him out of the house.It is a relief to see you get through those terrible days.7. Thankfully, Harvard allows freshmen to sample classes during “Shopping Week”.sample: to try an activity, go to a place etc. to see what it is like. Examples:We sampled the stuff and found it satisfatory.I sampled several classes and decided to choose four of them this semester.8. Which to get involved in?get involved in: to take part in an activity or event. Examples:I got involved in a quarrel about the price.He regretted that he got involved in that matter.9. …but it’s where we eat that’s truly remarkableremarkable: unusual or surprising and therefore deserving attention or praise. Examples:She is remarkable for her sweet temper.When we went swimming last summer, we saw the most remarkable sunset at the beach.10. Our dining hall is more like a church or a museum than a cafeteria: The dining hall is like a church or a museum rather than a cafeteria.11. … and is filled with status and protraits of famous figures from Harvard’s past.be filled with: to become completely full. Examples:After reading his poems, I was filled with admiration.I didn’t go last time because my hands were filled with the paper work.12. All of these first-week experiences will makegreat life-time memories but thebest assets Harvard has offered me thus far have been the other students I’ve met: The first week experiences will make a life-time impression on me, but the most valuable thing Harvard University has offered me so far has been the students I have met on campus.13. I’m blown away.be blown away: to be extremely impressed. Examples:Students were blown away by his speech.Everyone I told that story to, I mean everyone, is just blown away.14. One week down, four more years to go—I can’t wait: One week haad passed, and the author was looking forword to the coming four years.Section IV Summary of the Passage:The first day is gorgeous for a freshman at Harvard. The a uthor lived with four girls, who helped her through the difficult adjustment process. Freshmen at Harvard can sample classes during “Shopping Week”. Eating is one of the most important and enkoyable highlights for students at Harvard. The best assets for harvard students according to the author is to have met so many gifted people.Section V Post-reading TasksCheck the answers of Content AwarenessStep 4 Assignments1.Review the language points;2. Memorize the new words and expressions and prepare for d ictation;3. Finish Language Focus;4. Read Passage B after class课堂教学方案课题名称Unit 1 Greetings “How’s it going?”授课时数：2学时授课类型：理论课教学方法与手段：指导、练习、问答、多媒体教学目的要求：学习英语问候的口语表达及相关听说操练；升调、降调、音节重音、连读。