基礎(chǔ)英語(yǔ)2 教案

第一學(xué)年第2學(xué)期基礎(chǔ)英語(yǔ)2課程教案總學(xué)時(shí)／周學(xué)時(shí)：128/8開課時(shí)間：第一學(xué)年第2學(xué)期授課年級(jí)、專業(yè)：英語(yǔ)專業(yè)一年級(jí)使用教材：《現(xiàn)代大學(xué)英語(yǔ)精讀2》(_第二版)系（院）別/教研室：____外國(guó)語(yǔ)言系/_英語(yǔ)教研室____授課教師：___________本課程（模塊）教學(xué)目標(biāo)基礎(chǔ)英語(yǔ)的主要目的在于培養(yǎng)和提高學(xué)生綜合運(yùn)用英語(yǔ)的能力。本課程主要通過(guò)語(yǔ)言基礎(chǔ)訓(xùn)練與篇章講解分析，使學(xué)生逐步提高語(yǔ)篇閱讀理解能力，了解并掌握英語(yǔ)各種文體的表達(dá)方式和特點(diǎn)，擴(kuò)大詞匯量和熟悉英語(yǔ)常用句型，具備基本的口頭與寫作表達(dá)能力。教師應(yīng)鼓勵(lì)學(xué)生積極參與課堂的各種評(píng)議交際活動(dòng)以獲得基本的交際技能，并達(dá)到新《大綱》所規(guī)定的聽、說(shuō)、讀、寫、譯等技能的要求?；A(chǔ)英語(yǔ)屬于英語(yǔ)專業(yè)技能課程范疇。它熔聽、說(shuō)、讀、寫、譯五項(xiàng)技能培養(yǎng)于一爐，在基礎(chǔ)階段課程設(shè)置中起著主導(dǎo)作用。而第一年的任務(wù)是幫助學(xué)生全面完成基礎(chǔ)階段的訓(xùn)練。具體包括：1.語(yǔ)音：能自覺地模仿和正音，正確掌握多音節(jié)單詞、復(fù)合詞和句子的常見重音模式；初步掌握朗讀和說(shuō)話的節(jié)奏感，并注意輕重變化對(duì)意義表達(dá)的影響；初步掌握語(yǔ)流中的語(yǔ)音變化規(guī)律、連續(xù)、輔音爆破和語(yǔ)音同化的技巧以及陳述句、疑問(wèn)句和祈使句的語(yǔ)調(diào)。2.語(yǔ)法：掌握主謂一致關(guān)系、表語(yǔ)從句、賓語(yǔ)從句、定語(yǔ)從句和狀語(yǔ)從句等句型、直接引語(yǔ)和間接引語(yǔ)的用法、動(dòng)詞不定式和分詞的用法、各種時(shí)態(tài)、主動(dòng)語(yǔ)態(tài)、被動(dòng)語(yǔ)態(tài)和構(gòu)詞法。3.詞匯：通過(guò)基礎(chǔ)英語(yǔ)課、閱讀課和其他途徑認(rèn)知詞匯達(dá)4000個(gè)—5000個(gè)（其中含中學(xué)已學(xué)2100個(gè)），正確而熟練地使用其中的2000個(gè)—2500個(gè)及其最基本的搭配。4.翻譯：能獨(dú)立完成課程中的各種翻譯練習(xí)，要求理解準(zhǔn)確、語(yǔ)言通順；能借助詞典將難度相當(dāng)于所學(xué)教材里的英語(yǔ)對(duì)話、短文、一般性題材的文字材料譯成漢語(yǔ)，翻譯速度為每小時(shí)約220個(gè)英語(yǔ)單詞，要求譯意準(zhǔn)確，文字通順；能借助詞典將內(nèi)容熟悉的漢語(yǔ)文字材料譯成英語(yǔ)，翻譯速度為每小時(shí)約170個(gè)漢字，要求譯意準(zhǔn)確，文字通順。5．工具書使用：能熟練地使用《英漢大詞典》等英漢詞典和簡(jiǎn)易的英英詞典（如OxfordAdvancedEnglishDictionary以及LongmanDictionaryofContemporaryEnglish），獨(dú)立解決語(yǔ)言問(wèn)題。6.資料獲?。耗塥?dú)立的從圖書館和互聯(lián)網(wǎng)獲取必要的學(xué)習(xí)資料。7.文化素養(yǎng)：熟悉中國(guó)文化傳統(tǒng)，具有一定的藝術(shù)修養(yǎng)；對(duì)英語(yǔ)國(guó)家的地理、歷史、發(fā)展現(xiàn)狀、文化傳統(tǒng)、風(fēng)俗習(xí)慣等有一定的認(rèn)識(shí)；具有一定的人文知識(shí)和科技知識(shí)；具有一定的漢語(yǔ)口頭和書面表達(dá)能力；具有較強(qiáng)的創(chuàng)新意識(shí)和一定的創(chuàng)新能力。本課程（模塊）教學(xué)方法這門課程最突出的特點(diǎn)是教師與學(xué)生的互動(dòng)教學(xué)。教師應(yīng)當(dāng)調(diào)動(dòng)學(xué)生學(xué)習(xí)積極性，啟發(fā)學(xué)生思考問(wèn)題并養(yǎng)成主動(dòng)學(xué)習(xí)的習(xí)慣。因此掌握合理的教學(xué)方法也是很重要的一環(huán)。根據(jù)大綱的要求和學(xué)生實(shí)際情況，我們采用了以下一些教學(xué)方法與教學(xué)活動(dòng)。課堂講解。在教師指導(dǎo)下，以學(xué)生為中心，采用互動(dòng)式的教學(xué)方法，課內(nèi)開展各種有趣的語(yǔ)言交際活動(dòng)。采用多媒體輔助教學(xué)。糾正學(xué)生語(yǔ)音語(yǔ)調(diào)。采用提問(wèn)、口頭報(bào)告、聽寫、背誦等方式檢查學(xué)生對(duì)已學(xué)知識(shí)的熟練程度。課內(nèi)和課外有機(jī)結(jié)合，重在培養(yǎng)學(xué)生的自學(xué)能力。課堂上組織學(xué)生進(jìn)行各種聽說(shuō)交際活動(dòng)，如圍繞課本展開討論和辯論，運(yùn)用課文內(nèi)的主題進(jìn)行演講、游戲、講故事、演短劇等等。多媒體教學(xué)、教輔書自學(xué)和教師授課相結(jié)合。加強(qiáng)學(xué)生實(shí)踐：采用互動(dòng)式的教學(xué)方法如小組討論、雙人對(duì)話、模擬活動(dòng)、表演等方式。課堂鞏固和總結(jié)報(bào)告：采用翻譯、聽寫、口頭報(bào)告、提問(wèn)等方式。學(xué)生創(chuàng)新精神和實(shí)踐能力培養(yǎng)方法采用多媒體教學(xué)、課外自學(xué)和課堂教學(xué)相結(jié)合的方法。重點(diǎn)是開展以培養(yǎng)學(xué)生交際能力為中心的各種活動(dòng)，如：組織視聽活動(dòng)、圍繞課本主題展開討論和辯論等。教師講解與學(xué)生實(shí)踐相結(jié)合，體現(xiàn)“以學(xué)生為中心”的思想，把學(xué)生的生活、學(xué)習(xí)和興趣融入教學(xué)中，所有課程實(shí)現(xiàn)比較人性化的小班教學(xué)，加強(qiáng)師生互動(dòng)。課堂上以學(xué)生為主體，采用互動(dòng)式的教學(xué)方法，教師起到啟發(fā)、引導(dǎo)、組織和監(jiān)督的作用。在課題上組織開展各種有趣的語(yǔ)言交際活動(dòng)，如圍繞課文主題展開討論，運(yùn)用課文中的詞語(yǔ)結(jié)構(gòu)等進(jìn)行游戲，雙人對(duì)話，小組討論，演講辯論，集體表演等，鼓勵(lì)學(xué)生積極參與，培養(yǎng)學(xué)生的語(yǔ)言應(yīng)用能力。同時(shí)充分利用現(xiàn)代化的教學(xué)設(shè)施和多媒體網(wǎng)絡(luò)技術(shù)，開展視聽說(shuō)練習(xí)，豐富課堂活動(dòng)和內(nèi)容，激發(fā)學(xué)生學(xué)習(xí)英語(yǔ)的興趣。注重課內(nèi)和課外的有機(jī)結(jié)合，積極開展課外語(yǔ)言學(xué)習(xí)和應(yīng)用環(huán)境的建設(shè)，盡可能多地為學(xué)生提供接觸和操練英語(yǔ)的場(chǎng)所和機(jī)會(huì)，培養(yǎng)學(xué)生的自學(xué)能力。指導(dǎo)學(xué)生進(jìn)行課外閱讀，要求學(xué)生自主閱讀量大約為課內(nèi)閱讀量的兩倍以上；指導(dǎo)學(xué)生聽英語(yǔ)調(diào)頻節(jié)目，如CRI、VOA、BBC等；鼓勵(lì)學(xué)生積極參加外文系舉辦的各種活動(dòng)，如英語(yǔ)沙龍，英語(yǔ)角，英語(yǔ)競(jìng)賽等。進(jìn)一步建設(shè)和完善多媒體網(wǎng)絡(luò)教學(xué)系統(tǒng)，使學(xué)生可以在多媒體自學(xué)中心或通過(guò)校園網(wǎng)，隨時(shí)隨地進(jìn)行符合個(gè)人需求的自主學(xué)習(xí)，并有可能通過(guò)網(wǎng)絡(luò)平臺(tái)進(jìn)行師生間、同學(xué)間的交流和提問(wèn)答疑。教材選用原則教材內(nèi)容覆蓋面廣泛：故事類，文學(xué)類，哲學(xué)類等2.課后配有大量練習(xí)，題型多樣，內(nèi)容突出本課的重點(diǎn)詞匯及語(yǔ)法，適合學(xué)生課后自主學(xué)習(xí)，并且有討論習(xí)題可幫助學(xué)生提高表達(dá)能力。考核方式本課程的測(cè)試著重檢查學(xué)生的英語(yǔ)語(yǔ)言基礎(chǔ)和運(yùn)用能力。考核采取兩種形式：形成性考核和課程終結(jié)考試，即:學(xué)生最終成績(jī)=N+2形成性考核：包括參與面授輔導(dǎo)及其他平時(shí)學(xué)習(xí)的情況，主要由平時(shí)小測(cè)試（20%）、專項(xiàng)練習(xí)（20%）和課堂呈現(xiàn)（10%）三部分組成，占最終總成績(jī)50%。課堂筆記占10%。課程終結(jié)性考試：每學(xué)期期末均安排考試，考試形式為閉卷筆試?？荚噧?nèi)容以所指定教材為基本依據(jù)，測(cè)試范圍教材內(nèi)容約占50-60%；考試題型應(yīng)注意客觀型試題、主觀型試題、記憶型試題和分析型試題的適當(dāng)比例，避免過(guò)多使用選擇題的偏向；同時(shí)，還有注意對(duì)學(xué)生的理解能力和表達(dá)能力進(jìn)行全面的考核和評(píng)估。此部分成績(jī)占總成績(jī)40%。教學(xué)參考資料楊立民，現(xiàn)代大學(xué)英語(yǔ)精讀1（教師用書）》.北京：外語(yǔ)教學(xué)與研究出版社,2010，8.KayCullen、HowardSargeant.《錢伯斯英語(yǔ)短語(yǔ)動(dòng)詞詞典》.北京：外語(yǔ)教學(xué)與研究出版社,1998，12.PennyHands.《錢伯斯英語(yǔ)慣用語(yǔ)詞典》.北京：外語(yǔ)教學(xué)與研究出版社,1998，12.胡文仲.《英美文化辭典》.北京：外語(yǔ)教學(xué)與研究出版社,1997，3.J．CharlesAlderson、CardineClaphamandDianneWall.《語(yǔ)言測(cè)試的設(shè)計(jì)與評(píng)估》.外語(yǔ)教學(xué)與研究出版社,2000，8.5．《劍橋國(guó)際英語(yǔ)詞典》（英漢雙解）、《英漢大詞典》和簡(jiǎn)易的英英詞典（OxfordAdvancedEnglishDictionary以及LonmanDictionaryofContemporaryEnglish）等各類英語(yǔ)詞典；6．大學(xué)英語(yǔ)語(yǔ)法（講座與測(cè)試）；7．有關(guān)英語(yǔ)專業(yè)書籍等。對(duì)教案的分析總結(jié)本課程是一門英語(yǔ)專業(yè)基礎(chǔ)技能課，其主要目的在于主要通過(guò)語(yǔ)言基礎(chǔ)訓(xùn)練與篇章講解分析，傳授系統(tǒng)的基礎(chǔ)語(yǔ)言知識(shí)，綜合訓(xùn)練基本語(yǔ)言技能，使學(xué)生逐步提高語(yǔ)篇閱讀理解能力，了解英語(yǔ)各種文體的表達(dá)方式和特點(diǎn)，擴(kuò)大詞匯量和熟悉英語(yǔ)常用句型，具備基本的口頭與筆頭表達(dá)能力，培養(yǎng)和提高學(xué)生運(yùn)用英語(yǔ)進(jìn)行交際的綜合能力，指導(dǎo)學(xué)習(xí)方法，培養(yǎng)其邏輯思維能力和自學(xué)能力。在文化素養(yǎng)方面也不能忽視。在非外語(yǔ)環(huán)境中，基礎(chǔ)階段的學(xué)習(xí)在很大程度上是要通過(guò)課堂教學(xué)進(jìn)行的。課堂中必須堅(jiān)持精講、多練、以練為主的原則。結(jié)合實(shí)際吸收各種教學(xué)法的優(yōu)點(diǎn)。注重對(duì)學(xué)生創(chuàng)新精神和實(shí)踐能力的培養(yǎng)。教案中要有細(xì)節(jié)和重點(diǎn)的劃分，同時(shí)也要體現(xiàn)出該班學(xué)生的學(xué)習(xí)等特點(diǎn)，因材施教。每講解完一個(gè)單元要有總結(jié)，針對(duì)個(gè)別問(wèn)題提出解決辦法，適時(shí)適當(dāng)?shù)馗淖兘虒W(xué)方式，以更好適應(yīng)教學(xué)目的。該教案的編寫清晰合理科學(xué)，充分考慮了老師和學(xué)生之間的互動(dòng)關(guān)系，尊重教學(xué)規(guī)律，具有較強(qiáng)的實(shí)踐性。周次第1周至第2周授課時(shí)間章節(jié)名稱Unit1AnotherSchoolYear–Whatfor?授課方式理論課（√）、實(shí)驗(yàn)課（）上機(jī)（）、其他方式（）教學(xué)時(shí)數(shù)12教學(xué)目標(biāo)Understandtheoccasionandstylisticfeaturesofthespeech;Haveaclearideaofthepurposeofuniversityeducation;Knowsomethingabouttheauthor;4.Understandsomeconceptsinthetext;5.Masterthelanguageitemslisted;教學(xué)重點(diǎn)難點(diǎn)1.Understandingofthelanguage2.Analysisoflongsentences3.Thestudyofthecorewordsandexpressions4.Wordformation（Nounsuffixes:-ence;-ance;-ation;-sion

;Derivatives）&Grammar（Futureexpressions&Correlativeconjunction）5.Understandingofthepurposeofuniversityeducation教學(xué)方法1.Textanalysis2.Communicativeteachingapproach3.Multi-mediateaching教學(xué)過(guò)程1.Warming-up:1)Students’presentation2）Pre-readingactivitiesListentotherecordingandfillintheblanksonpage10.3)Abriefdiscussiononthefollowingtopics:a.Iscollegeusefulinyouropinion?Whyorwhynot?b.Whatdoyouthinkuniversityeducationcanoffer?2.Skimmingthetextin5-10minutes:Mainideaofthetext:thepurposeofauniversity3.Textstructure:PartI:Thewriter’sencounterwithastudent.(paras.1-8)PartII:Fourteenyearslater,hisconvictionaboutthepurposeofauniversityremainsthesame.(paras.9-14)4.Detaileddiscussionoflanguagepointsandsentences1).Verbalaffixes-ize/ise tocausetobe;tomake;tobecome modernize/stablize/realize/crystalize/materialize standardize/computerize/idealize/capitalize toputintostatedplace hospitalize/centralize/socialize -fytocausetobe purify/simplify/clarify/justify/notify/simplify/ classifyidentify/terrify/qualify/terrify-en tobecome darken/weaken/blacken/sadden tobemadeof wooden/golden/woolen2)…IwasfreshoutofgraduateschoolstartingmyfirstsemesterattheUniversityof…IhadjustcompletedmygraduatestudiesandbeganteachingattheUniversityof3)NewasIwastothefaculty,Icouldhavetoldthisspecimenanumberofthings.ThoughIwasanewteacherIknewIcouldtellhimwhatauniversitywasfor,butIdidn’t.Thewriterreferredtoastudentasaspecimeninahumorousway,meaninghewasatypicalofatypeofstudentswhocametoauniversityjusttogettrainingforacareer.4)Itwouldcertifythathehadspecializedinpharmacy,butitwouldfurthercertifythat…withinitshistory.TheBScertificatewouldbeofficialproofthattheholderhadspecialknowledgeofpharmacy,butitwouldalsoprovethathehadlearnedsomeprofoundideasofthepast.5)Thatistosay,hehadnotenteredatechnicaltrainingschoolbutauniversityandin…andeducation.Educationhereinnotonlytheprocessofacquiringknowledgeanddevelopingskills,butalsothatofimprovingthemind.Question:whatisthedifferencebetweentrainingandeducation?Trainingispreparationforajob,oracareer,suchastraininginacertainskill.Education,ontheotherhand,islearningtodevelopone’smentalandmoralpowers.6)Youwillseetoitthatthecyanidestaysoutoftheaspirin,thatthebulldoesn’tjumpthefence…asaresultofyourincompetence.Youhavetotakeresponsibilityfortheworkyoudo.Ifyou’reapharmacist,youshouldmakesurethataspirinisnotmixedwithpoisonouschemicals.Asanengineer,youshouldmakesurethatthefenceyoudesignwillsuccessfullykeepoutbulls.Ifyoubecomealawyer,youshouldmakesureaninnocentpersonisnotsentencedtodeathbecauseyoulackadequatelegalknowledgeandskilltodefendyourclient.7)Willthechildreneverbeexposedtoareasonablypenetratingideaathome?Willyourchildreneverhearyoutalkaboutsomethingprofoundathome?8)Willtherebeapaintingareasonablysensitivemancanlookatwithoutshuddering?Willyouhaveapaintinginyourhousethatshowsgoodtaste?9)…“becauseyou’regoingtobebadlystuckforsomethingtodowhenyou’renotsigningchecks.”Ifyoudon’thaveanygoalinlifeapartfrommakingmoneytosatisfyyourdesireformaterialriches,goaheadandmakealotofit.Signingchecks:payingforwhatyou’veboughtbysigningchecks10)Youareonyourwaytobeingthatnewspeciesofmechanizedsavage,thepush-buttonNeanderthal.Youwillsoonbecomeanuneducated,ignorantpersonwhocanonlyworkmachinesandoperatemechanicalequipment(onewhodoesn’tknowanythingaboutliterature,music,thefinearts,cultureingeneral,etc.).Youwillbenodifferentfromsavagesexceptforthefactthatyoucanpushbuttonsandoperatemachines.11)Ourcollegesinevitablygraduateanumberofsuchlifeforms,butitcannotbesaidthat…withoutmakingcontact.Anumberofsuchpush-buttonsavagesgetcollegedegrees.Wecannothelpthat.Butevenwiththeirdegrees,wecannotsaythesepeoplehavereceivedapropercollegeeducation.Itismoreaccuratetosaythattheypassthroughcollegewithoutlearninganything.12)Foragoodbookisnecessarilyagift;itoffersyoualifeyouhavenotthetimetoliveyourself,andittakesyouintoaworldyouhavenotthetimetotravelinliteraltime.Becauseagreatbookissomethinggiventousasagifttoenrichourlives.Itpresentstoyouakindoflifeyoudon’thaveachancetoexperienceyourself,anditdescribesforyouplacesyoudon’thavetimetovisit.13)Thefaculty,byitsveryexistence,saysimplicitly:“wehavebeenaidedbymanypeople,andbymanybooks,inourattempttomakeourselvessomesortofstorehouseofhumanexperience…”Theexistenceofthefacultyoftheliberalartscollegeitselfsaysclearly:“inourefforttomakeourfacultyaplacewhereourstudentscanexperienceavarietyoflifetheydon’thavetimetolivethemselves,wegetalotofhelpfrommanypeopleandbooks,presentandpast.”5.Exercisesinthetextbook;6.WritingTask:Ideaofuniversityeducation周次第3周至第4周授課時(shí)間章節(jié)名稱Unit2SayYes授課方式理論課（√）、實(shí)驗(yàn)課（）上機(jī)（）、其他方式（）教學(xué)時(shí)數(shù)12教學(xué)目標(biāo)1.Knowsomethingabouttheauthorandhisworks;2.GathersomebackgroundinformationaboutracismandsexismintheUS;3.Learntoappreciatetheshortstory;4.Masterthelanguageitemslisted;5.Understandthestoryandappreciateitssubtletyasmuchaspossible;6.Thinkaboutthethemeofthestoryandformtheirownopinions;教學(xué)重點(diǎn)難點(diǎn)1.Understandingofthelanguage2.Analysisoflongsentences3.Thestudyofthecorewordsandexpressions4.Wordformation（Suffixes:-ware,-ic,-ical,-ics

;in-,un,im

;Derivatives）&Grammar（With+complexobjects

&Functionsof“theway+relativeclauses”）5.Understandingofracialprejudice教學(xué)方法1.Textanalysis2.Communicativeteachingapproach3.Multi-mediateaching教學(xué)過(guò)程1.Warming-up:1)Students’presentation2）Pre-readingactivitiesListentotherecordingandfillintheblanksonpage39.3)Abriefdiscussiononthefollowingtopics:a.Isthereanyracialprejudice?b.Whatshouldwedowithsuchprejudice?2.Skimmingthetextin5-10minutes:Mainideaofthetext:racialprejudice3.Textstructure:PartI:Annandherhusbandargueaboutmarriagesbetweenblacksandwhites.(paras.1-13)PartII:Astheirargumentintensifiesitbecomespersonal.(paras.14-46)PartIII:Hegivesinandtheirargumentisseeminglysettled.(paras.47-57)4.Detaileddiscussionoflanguagepointsandsentences1)pitchin:toofferhelpandsupport;2)congratulatesbondoingsth:givesbone’sgoodwisheswhensthspecialorpleasanthashappenedtothem;Eg:Theyallcongratulatedmeonwinningthefirstprize.3)whetherwhitepeopleshouldmarryblackpeople:whetheritisadvisableoragoodideaforwhitepeopletomarryblackpeople;Hereweshouldpayattentiontotheuseof“should”.4)…andI’veworkedwithblacksandwe’vealwaysgottenalongjustfine.Noticehowthemantriedtoshowthathewasnotaracist.Themanofcoursewasbynomeanstheworstkindofracist.Infact,hewouldbeconsideredquiteliberal.Butitispreciselythefactthatevendecentpeoplearedeeplyinfluencedshowstheseriousnessofthematter.5)Theydon’tcomefromthesameculture.Asracialdiscriminationbasedoncolordifferenceisnowtotallydiscredited,todaymanypeopletrytojustifytheirprejudicesbyculturaldifferences.6)He’dactedoutofconcernforher,hethoughtthatitwouldbeanicegestureonherparttostartupthatconversationagain.Themanhadshownconcernforhiswife,andhehopedthathiswifewouldshowherconcerninreturnbynotcontinuingthisunpleasantconversation.Outof:becauseof;outofcuriosity/interest/carelessness/stupidity;7)corner:v.toputapersonintoadifficultsituation;Differentmeaningsof“corner”.8)snapthroughthepages:toturnthepagessuddenly,makingshortandsharpnoises;snaptwotwigsoffatree;snapherbriefcaseshut;snapatme;snapafewpictures;AtfirstItreateditasajoke,butthenIsuddenlysnapped.9)beatit:tobeinacontinuousstateoractivity:beatwork;beatwar;beatpeace;10)…thewayitlookedwhentheywerefirstshownthehouse.Intherelativeclausesfollowingsuchnounsasway,reason,time,day,therelativeadverbsareusuallyomitted.Idon’tliketheway(how)hetalkstopeople.Idon’tknowthereason(why)sheturnedtownthatoffer.Doyourememberthetime(when)wewenttoHuashatogether?Theday(when)Iwenttoschool,Iwasbothexcitedandscared.11)makeituptosb:todosthgoodforsbbecauseyoufeelresponsibleforsthbadthathappenedbetweenyou;makeitupwithsb:reconcilewith(與某人和好)；12)“Allright,”hesaid.Helaythere,butnothinghappened.WhenAnntoldherhusbandtoturnoffthelight,shemadehimfeelthatshehadforgivenhimandwouldsoonjoinhim.Butnothinghappened.Shedidn’tcometobed.5.Exercisesinthetextbook;6.WritingTask:Ideaofracialprejudice周次第5周至第6周授課時(shí)間章節(jié)名稱Unit3TheRiteofSpring授課方式理論課（√）、實(shí)驗(yàn)課（）上機(jī)（）、其他方式（）教學(xué)時(shí)數(shù)12教學(xué)目標(biāo)1.Knowsomethingabouttheauthorandhisworks;2.Knowtheimplicationofthetitle;3.Learntoappreciatethistextandknowtheattractionsofgardening;4.Masterthelanguageitemslisted;5.Understandthestyleofexpositionandtrytowriteone;教學(xué)重點(diǎn)難點(diǎn)1.Understandingofthelanguage2.Analysisoflongsentences3.Thestudyofthecorewordsandexpressions4.Wordformation（Compoundwords

;nouns-verbs

;verbs-nouns

;synonymandantonym

）&Grammar（Nounclausesintroducedbywh-words

;theuseofgerund）5.Understandingoftheattractionsofgardeningfortheauthor教學(xué)方法1.Textanalysis2.Communicativeteachingapproach3.Multi-mediateaching教學(xué)過(guò)程1.Warming-up:1)Students’presentation2）Pre-readingactivitiesListentotherecordingandanswerthefollowingquestionsonpage67.3)Abriefdiscussiononthefollowingtopics:What’syourhobby?Why?2.Skimmingthetextin5-10minutes:Mainideaofthetext:attractionsofgardening3.Textstructure:PartI:Gardeningasawayofcelebratingthecomingofspring.(paras.1-2)PartII:Reasonsforkeepingagarden.(paras.3-10)PartIII:Gardeningenablespeopletostayhopefulforthefuture.(paras.11-12)4.Detaileddiscussionoflanguagepointsandsentences1)relativelyeasy:notrelativelyeasier;2)Whyraisethem?Thisisanellipticalsentence.Whydoweraisethem?3)tell…apart:totell/recognizethedifferencebetweentwopeopleortwothingsthataresimilar;Ican’ttellJapaneseapartfromChineseinappearance.Somecropsandweedsarehardtotellapartwhenyoung.4)Thereisahumaninstinctatworkhere,akindofback-breakingmake-believethathasnoreality.Theauthorthinksthatitisperhapspartlyhumannaturewhywelikegardening.Itishumaninstincttobeactiveandpretendthatwhatyouhavedoneisbetterthanitreallyis.Atwork:havingaparticulareffectorinfluence;5)Asitis,though,IcannotdenythatwhenAprilcomesIfind...,resolvingwithallmyrationalpowersnottoplantitagain.“That”isusedastheobjectoftheverb“deny”.Thisobjectclauseconsistsof“Ifindmyselfgoingout”,themainclauseanditsadverbialclauseoftime“whenAprilcomes”.“Toleanonthefenceandlookatthatmiserableplotofland”servesastheadverbialofpurposeoftheverb“goingout”.“Resolving…nottoplantitagain”isapresentparticiplephraseusedasanadverbialofmanner.6)Itisnotonlypleasure…,itisreallyconflict.Thiscanbetakenasanellipticalsentence.Itisnotonlypleasurethatsendsmebacktostareatthatplotofsoil,itisreallyconflict.7)thesamegoesforsb/sth:thesameappliesto/istruefor;8)neurotic:itisusuallyusedinanegativesense.Theauthor,forhumorouseffect,keepsusingsuchwordsandexpressionstohidehisintenseinterestandfullappreciationofthesignificanceofgardening.9)comeintoplay:tostarttohaveaneffect;10)thestake:股權(quán)；(beatstake)處于危險(xiǎn)之中；賭注；11)standondignity:tomakeitcleartosbthathemusttreatyouwithdignity;12)characterbuilding:developingone’sgoodpersonalmoralqualities;5.Exercisesinthetextbook;6.WritingTask:Yourhobby周次第6周至第7周授課時(shí)間章節(jié)名稱Unit4TheManintheWater授課方式理論課（√）、實(shí)驗(yàn)課（）上機(jī)（）、其他方式（）教學(xué)時(shí)數(shù)12教學(xué)目標(biāo)1.Knowsomethingabouttherealaccidentinthetext;2.Understandthetruemeaningofheroism;3.Learntoappreciatethistextandknowthebattlebetweennatureandman;4.Masterthelanguageitemslisted;5.Understandthestyleofnarration;教學(xué)重點(diǎn)難點(diǎn)1.Understandingofthelanguage2.Analysisoflongsentences3.Thestudyofthecorewordsandexpressions4.Wordformation（Compoundnounsmadeupof“verb+adverb”;prefixesim-andin-;suffixes–ee,-eer,ess;）&Grammar（Appositiveclauses

;indefinitepronounsderivedfromsome,any,no,every）5.Understandingofthetruemeaningofheroism教學(xué)方法1.Textanalysis2.Communicativeteachingapproach3.Multi-mediateaching教學(xué)過(guò)程1.Warming-up:1)Students’presentation2）Pre-readingactivitiesListentotherecordingandthenfillintheblanksonpage95.3)Abriefdiscussiononthefollowingtopics:Whoisyourhero?Why?2.Skimmingthetextin5-10minutes:Mainideaofthetext:humannaturerosetotheoccasion.3.Textstructure:PartI:Humannaturerosetotheoccasionintheaircrash.(paras.1-2)PartII:Howhumannaturerosetotheoccasion.(paras.3-8)PartIII:Humannatureenableshimtodefydeath.(paras.9)4.Detaileddiscussionoflanguagepointsandsentences1)asdisastersgo:comparedwiththeaveragedisasterofthistype;2)ablastofrealwinter:asuddenstrongandreallycoldwind;3)Andtherewastheaestheticclashaswell—blue-and-greenAirFlorida,…sunkdownamonggraychunksoficeinablackriver.Whentheaircrashoccurred,itwasnotjustaclash(aloudsoundmadebytwoobjects)ofmetalagainstthebridge,butalsoaclashbetweencolors:theblue-greencoloroftheplaneandthegrayandblackcoloroftheiceandriver.Chunk:afairlylargeamountof;4)Why,then,theshockhere?Whywastheresuchashockhere?5)gropingandstruggling:gropingforthefloatationringsandstrugglingintheicywater,butthesetwowordsmayalsobeinterpretedfiguratively,referringtohumannature.6)It’ssomethingIneverthoughtIwoulddo.IneverthoughtIwouldhavethecouragetojumpintotheicywatertorescuesomebody.Itreferstohisheroicdeed.7)…deliveringeveryhero’slinethatisnolessadmirableforbeingrepeated.…sayingsomethingthathasbeensaidbeforebymanypeopleinsimilarsituations,butitisstilladmirable.deliveraline:tomakearemarkEg.deliveraspeech;deliveralecture;8)…responsiblefortheemotionalimpactofthedisaster.…beingthereasonfortheemotionalimpactofthedisaster.9)commitment:astrongsenseofresponsibilityorloyalty;Eg.WTOcommitsChinatotreatingallforeignbusinesspeopleinChinaasnationals.Chinaiscommittedtoloweringitstariffs.WehaveastrongcommitmenttoWTOrules.10)Hisselflessnesswasonereasonthestoryheldnationalattention;hisanonymityanother.Thefactthatthemaninthewaterwhohaddisplayedsuchheroismdidnotleavehisname,wasanotherreasonwhythewholenationfeltsotouchedbythisstory.Itshowedthatthemanwasaveryordinarycitizen.Italsoprovedthathedidwhathedidnotforfameoranything.11)Still,hecouldneverhaveimaginedsuchacapacityinhimself.However,itwasimpossibleforhimtoknowthathewouldbecapableofsuchheroism.Whatthemandidwasthenaturalresponsetothecriticalsituation.12)Foratsomemomentinthewaterhemusthaverealizedthathewouldnotliveifhecontinuedtohandovertheropeandringtoothers.Hehadtoknowit,nomatterhowslowtheeffectofthecold.Obviouslyitrequiresmuchmorecouragetofacesuredeathknowingthatyouhaveachoicethantofacethepossibilityofdeath.Themaninthestorydidnotactonimpulse.Hedidnotpassonhisringstootherswithatotalunawarenessoftheconsequences.Atsomepointhemusthaveknownthathewasfreezingtodeathandwouldgounderanymoment.Buthestillgavethechanceofsurvivaltothenextperson.13)Hewasthere,intheessential,classiccircumstance.Whathappenedthatdaywasatypicalsituationinwhichnatureandmanfoughteachother.Andwhennaturebeginstoshowitspower,youalwaysfindmanfightingback.Heisalwaysthere.Wecanalwaysexpecttofindsuchahero.14)Inreality,webelievetheopposite,andittakestheactofthemaninthewatertoremindusofourtruefeelingsinthismatter.Actually,thedeathofthemandidnotmeanthathumanbeingshadlostthebattle.Inamoralsense,manhadwon,becauseman’scouragetodefydeathwasalsoatremendouspower.Therefore,whathappenedtothismaninthewatershouldfilluswithprideratherthansadness.15)Ifthemaninthewatergavealifelinetothepeoplegaspingforsurvival,hewaslikewisegivingalifelinetothosewhowatchedhim.Inthisarticle,theauthorisgivingtheman’sactionasymbolicmeaning.Whenthemanwasgivingalifelinetothepeoplegaspingforsurvival,wemightsaythathewasalsogivingthechancetolivetoeveryoneofus.Hewasshowingbyhisownexamplethemeaningoflife,thedignityofhumanexistence,andthepowerofnoblehumancharacter.5.Exercisesinthetextbook;6.WritingTask:Yourhero周次第8周至第9周授課時(shí)間章節(jié)名稱Unit5QuickFixSociety授課方式理論課（√）、實(shí)驗(yàn)課（）上機(jī)（）、其他方式（）教學(xué)時(shí)數(shù)12教學(xué)目標(biāo)1.Knowsomethingaboutthewayofparagraphdevelopment;2.Understandthelifestylesnowadays;3.Learntoappreciatethistextandformtheirownideasaboutthelifepace;4.Masterthelanguageitemslisted;5.Understandthefeaturesofquickfixsociety;教學(xué)重點(diǎn)難點(diǎn)1.Understandingofthelanguage2.Analysisoflongsentences3.Thestudyofthecorewordsandexpressions4.Wordformation（Compoundwordsmadeupofmorethantwowords

;prefixes

:micro-,super-,pre-,bi-,inter-

）&Grammar（Gerundvs.Infinitive

;Attributivemodifiers）5.Understandingofsuchquickfixsociety教學(xué)方法1.Textanalysis2.Communicativeteachingapproach3.Multi-mediateaching教學(xué)過(guò)程1.Warming-up:1)Students’presentation2）Pre-readingactivitiesListentotherecordingandthenfillintheblanksonpage122.3)Abriefdiscussiononthefollowingtopics:Whatarethefeaturesofsuchasociety?2.Skimmingthetextin5-10minutes:Mainideaofthetext:lifestyleinmodernsociety3.Textstructure:PartI:Thewriter’sreflectiononthelifestyleofAmericansafterhertrip:hercountryhasbecomeanationinsearchofthequickfix.(paras.1-3)PartII:Threefeaturesofthequickfixsociety.(paras.4-6)PartIII:Thewriter’sappealtoherfellowcountrymentoreturentolifeintheslowlane.(paras.7-8)4.Detaileddiscussionoflanguagepointsandsentences1)can’twait/canhardlywaittodosth:Shecouldn’twaittotellmethegoodnewsthatshegotthefirstprize.2)Forfourhours,ouronlyrealamusementconsistedofcountingexitsignsandwonderingwhatitwouldfeelliketoholdstillagain.The4-hourdriveonfastroadswastedious;andtheonlyfunwehadwascountingtheexitsignswewerepassingandfiguringouthowwe’dfeelifwestoppedagain.3)outlet:ashop/storethatsellsgoodsofparticularmakeatreducedprices;批發(fā)商店；出口；發(fā)泄的方法；4)Westuffedourselveswithspicysaladsandhomemadebreadinanall-you-can-eatfarmhouserestaurant,thenwanderedoutsidetoenjoythesunshineandtheherdsofcows—nolittledotsthistime—lyinginit.Wehadamealinafarmhouserestaurantwhereacertainamountofmoneyyoucouldeatasmuchasyouwanted,andwefedourselveswithlotsofspicysaladsandhomemadebread.Afterthemeal,wewalkedleisurelyoutdoorstoadmirethesunshineandwatchtheherdsofcows—thistimetheydidnotseemlikelittledots—lyinginthesunshine.Stuffisusedhumorously,meaningtheyateuntiltheirstomachswerefull.5)Andwereturnedhomerefreshed,revitalizedandreeducated.Whenwegothome,wenotonlyfeltfreshandenergetic,butalsofeltthatwehadlearnedalot.6)fix:solutiontoaproblem,esp.aneasyandtemporaryone;Don’texpectaquickfixforthefinancialcrisis.7)Americansunderstoodtheprincipleofdeferredgratification.Americanswerepatienttohavetheirdesiressatisfied.Weknewittooktimeforourdreamstocometrue.8)saveupfor:tokeepandaddtoanamountofmoneyforaparticularpurpose;I’msavingupformyretirement.They’resavingupforatriptoAmerica.9)Andifwe’reinahurrytoloseweight,wetrythelatestmiraclediet,guaranteedtotakeawaytenpoundsintendays…unlesswe’rerichenoughtoaffordliposuction.Ifwewanttoloseweightquickly,wetrythemostrecentmiracledietwhichissaidtobeeffectiveandissuretomakeusloseapoundperday.Ifwearerichenoughtopayfortheoperation,wecanhaveourunneededfatremovedfromourbodies.10)fast:usedfourtimesinpara.5,emphasizingthegeneralimpatienceofAmericans;11)Welikeourinformationfast,too:messagesflashedonacomputerscreen,documentsfaxedfromyourtelephone…toBicentennialMinutes.Forinformation,wenolongerreadnewspapers,magazines,books,etc.,patiently.WewanttogetitfastbyskimmingthroughwhatishappeningathomeandabroadthroughTVprogramssuchasEyewitnessNews,throughwhichwegetverybriefaccountsofcurrentevents.Welearnthehistoryofthepast200yearsquicklyfromBicentennialMinutes.12)HowdareanyonekeepAmericawaitinglongerthanovernight?Thisrhetoricalquestionisusedtoconcludethesecondpartofthebody,impressingonthereaderthegeneralimpatienceofAmerican:theslightestdelaywouldmakethemangrybeyondmeasure.13)What’smore,wedon’tevenwantallofit.What’smoreimportant,wenotonlywanttogetinformationfast,butalsojustwanttogetagistofit—wenolongerwan