Book 1 (Unit1—Unit 10)
Unit1 How to Improve Study Habits
Teaching Time: 4 hours
Students’ level: freshmen for non-English majors Teaching Objectives:
1. Teach the students how to study in the college. 2. Let the student share their good study habits with others.
3. Make the students understand the structure pattern of an expository writing.
4. About the text, Ss should grasp the text content, text structure, basic vocabularies and
required grammatical points of the section.
1) Words:
average;case;commit;occupy;concentrate;enable;adequate;organize;double;mention; confuse; purpose; permanent 2) Phrases & Expression:
fill in; decide on ; be aware of; set aside; as well; look over; make use of ; go over; lead to
3) Grammar: as well, so…that…; too…to …; as…as…
5. Ss should know the skill of reading for ― How to read a text (Part I) (P 11).
6. About the writing skill, Ss should grasp one skill of paragraph developing—using
Connectives (P 15). Make Ss understand the structure pattern of an expository writing. 7. About the listening, Ss finish the Unit 1 instructed by teacher.
Teaching Procedures:
I. Pre-reading Activities Step one (presentation)
1. Make sure that they can pronounce each new word in the vocabulary
大学英语教案 第一册 西北师范大学外国语学院 大学英语教学部
2. Explain the important words with examples
Vocabulary: average: a. 1) ordinary; normal
e.g. What is the monthly income of an average family in Lanzhou?
I was average in my class though I had hoped I would better?
2) mean(平均的)
e.g. The average age of the students in that class is 20.
The average income of these teachers is 1000 yuan per month. n. (collocation) on (the) average: taking account over a period
e.g. When he was a student in that university, he failed one subject per year on
average.
Tom buys a book every week on average. case: (multimodal word)
1. actual condition, actual state of affairs.
e.g. Is it the case that you fail the examination? 2. (collocations):
in any case: whatever happens or may have happened
e.g. in any case, I will arrive there at 8 tomorrow.
In no case: in no circumstances.
e.g. In no case should we give in .(predicate use inversion) in case: because of the possibility of sth. happening.
e.g. Take an umbrella with you in case it (should) rain/rains. in case of: if sth. happens
e.g. In case of the rain, take a shelter. In the case of: as to
e.g. In the case of my elder sister, she doesn’t like surfing the net addition: n.(1) in addition: besides.
e.g. In addition, he studies French well .
(2)in addition to sb./sth.
大学英语教案 第一册 西北师范大学外国语学院 大学英语教学部
e.g. When I was a middle school student I read a romantic novel in
addition to a hysterical novel every month.
commit: vt.(1) decide to give (time,money,etc.) for special usage.
e.g. They are committing money to offer the opportunity education of
accepting to the poor children.
(2) perform: e.g. commit suicide, errors, a crime, a mistake. (3) commit oneself to: make oneself responsible; under take.
e.g. She has committed herself to give birth to a child for him.
occupy: take up, fill
(1)be occupied in (doing) sth.: involved or busy.
e.g. He is occupied in translating the modern Chinese novel into English. (2)occupy oneself in (doing) sth: fill one’s time or keep oneself busy.
e.g.The young man occupied himself in making experiments.
entertain: (1)entertain sb. at/to dinner;
(2) entertain sb. With
e.g. The householder/host entertain the guests with a feast/big dinner.
aware: be/ become aware of :
e.g.Lin fully aware of the gravity of the situation.
enable: (1)enable sb. to do sth.
e.g. The student’s identity cards enable the students to travel by train on half
price.
(2) enable sth.e.g.The support of the committee members enabled the passage of the bell.
(3) ―en+ noun/adjective‖: change the word to be verb , meaning ‖ e.g . en+large=enlarge(to make large) en+rich=enrich( to make rich)
adequate: (1) as much as one needs:
a. suggesting the amount is satisfactory
e.g. There hundred yuan per month is not adequate to support a family of
three in a city.
b. enough:(of quality) as great as is needed. It is the most general term.
大学英语教案 第一册 西北师范大学外国语学院 大学英语教学部
e.g. Live got enough of you.(too much complaint) c. sufficient: enough, written language.(literary language)
e.g. Toby’s father has saved sufficient money to support his college study. (2)suitable ; fit collocation: be adequate to (doing) sth.
e.g. Do you think he is adequate to (accomplishing) the task?
concentrate(on/upon):
vi. pay close attention to
vt. come or bring together at one place. e.g. concentrate all the forces.
content: what is written in a book, etc.
e.g. The contents of the book is printed in bold type
portion: a portion of …, (a series of, a species of)
e.g. A large portion of his articles was published.
A large number of his articles were published.
mention: (1) vt. Speak or write about sth. In a few words.
e.g.Do not mention to his wife that he started smoking again. (2) n. referring to
e.g. At the mention of the headmaster, the pupil’s heart sank. (3) not to mention + v.ing
e.g.He can not walk, not to mention running.
confused: adj. Be confused about.
e.g. Lin confused about the difference between these expressions.
attitude:(1) What are thinks about sth. or sb.
attitude towards/to/about attitude of sb.
e.g. What’s your attitude to/about/toward women’s rights?
attitude towards the students attitude of the students
(2) pose, manner of hiding one’s body. e.g. He stood there in a menacing attitude.
大学英语教案 第一册 西北师范大学外国语学院 大学英语教学部
Phrases: fill in: (1)write in; put in
e.g. You should fill in all the blanks on the examination paper. (2)to be used as a temporary substitute.
e.g. The teacher was sick and Mr.Toby filled in for him.
decide on: make a choice or decision about sth.
e.g. He has decided on a date for departure.
set aside: (1)save for a special purpose.
e.g. Let’s set aside one hour a day for review purposes. (2)put sth. aside; ignore sth.
e.g.A rational man (would /should like to) make a decision by setting
(3)cancel; claim sth. to be of no avail.
e.g. The decision of the lower court was set aside by the judge.
as well: also; too
e.g. With the changes ih their social role, women’s position in the family has been improved as well.
be aware of : have knowledge of ; realize
e.g Are you aware of your mistakes?
When ―be aware‖ is followed by a that –clause, the preposition ―of‖ should be dropped out;
e.g. He is fully aware that he is late for the meeting.
concentrate on: keep or direct all one’s efforts; thoughts, attention, etc. to: e.g. He
concentrated on his reading so that he could understand the story. e.g. Saul usually can not concentrate on his study in the afternoon.
look over: (1) examine; inspect
e.g. They looked over several kinds of new mobile phones before making
up their minds to buy .
(2)Ignore sth , forgive sb..
e.g. You have done wrong, but I shall look over it this time.
go over: read again; review; examine
大学英语教案 第一册 西北师范大学外国语学院 大学英语教学部
e.g. After you finish the test paper. go over it again to look for mistakes
II. While-reading Activities 1. Ss have the silent reading on the text (10 mins)
2. Let the students read the questions after the text first. Then explain the text to the
students. The following are the difficult sentences:
a. sounds too good to be true.(Introduction) b. This is not necessarily the case, however.(L.3)
c. Yes, even students of average intelligence can be top students without
additional work.
d. Fill in committed time such as eating, sleeping, meetings, classes,
etc.(L.6-7)
e. Skimming helps double your reading speed and improve you
comprehension as well.
f. Review important points mentioned in class as well as points you remain
confused about.
After that, let the students answer those questions.
3. Teacher asks Ss to come out the main idea, the structural organization of the text. (10 mins)
4. Teacher summarizes the main idea, the structures of the Section A. (5 mins) The structure of the text:
a. introduction (para.1) b. Body (Para.2-7) c. Conclusion (para.8)
III. Post-reading Activities 1. Let the students do the exercises in the text-book that are related to the new words. 2. Ss hand in the summary of the text.
3. Ss discuss the questions on the topic related to the text. Do you have any other effective study habits or techniques? Divide the class into small groups. Each group is about 5-6 students.
大学英语教案 第一册 西北师范大学外国语学院 大学英语教学部
In the group, one will be appointed group leader, another secretary and a third oral
reporter.
4. Let the students do the other exercises in the test book and check the answers together under the instruction of the teacher.
大学英语教案 第一册 西北师范大学外国语学院 大学英语教学部
Unit 2 Sailing Round the World
Teaching Time: 4 hours
Students’ level: freshmen for non-English majors Teaching Objectives:
1. Let the students learn to appreciate the story of Francis Chichester and have the courage to struggle against tremendous odds. 2. Consolidate the usage of subjunctive mood 3. Teach Ss the following grammar points
Words:adverture;surprise;fall;enjoy;determine;vayage;damage;cover;attempt;wel
come; rough; contact; accomplish; conquer
Phrases & Expressions: set out; give up; carry up; all by oneself; set off; in spite
of; turn over; wake up; can not help
Grammar: a. emphatic sentence pattern; the very+n.
b. the usage of oppositive element
c. subjunctive mood
4. Ss should know the skill of reading for ―How to read text‖ (Part II) (P 27). 5. About the writing skill, Ss should grasp one skill of sentence
developing—contraction.
6. About the listening, Ss finish the Unit 2 of listening instructed by teacher.
Teaching Procedures: I. Pre-reading Activities 1. Step one (Revision) Dictate some important words and phrases of unit 1. 2. Step Two (Presentation)
(1) Teach the pronunciation of the new words. Then ask them to read by themselves for
several minutes.
(2) Explain the key words with examples:
single-handed:done by on person without help from others.(adj&adv).
e.g the job can’t be done single-handed.(adv.)
大学英语教案 第一册 西北师范大学外国语学院 大学英语教学部
determined:with one’s mind firmly made up a determined fighter; determine:v.decide ;fix precisely
e.g the government is determined to further the reform. ①He determined to give a lesson to Bob ②They determined on a early start.
③The failure of the examination determined him to concentrate on study.
retire: (a)give up one’s job because of old age e.g. Professors usually retire at 60 in China.
(b)(go away) ; withdraw
e.g. Each side retired 15 miles from the frontier.
(c)go to bed
e.g. The writer usually retires at midnight . damage : n. 1.cause harm or injury to ) harm, injury e.g. The flood brought great damage to the crops. What’s the damage? What’s the cost?
e.g. --- I need a set of computer. ---Oh yes? What’s the damage?
damage: suggests causing harmer injury party , not completely
e.g. The damage to the house was not serious.
destroy: suggests complete destroyed the whole city.
cover: n. (1).things that cover; binding of a book,magazine,etc.
e.g. The book’s cover has got lost.
[phr.] from cover to cover; from beginning to the end
[idiom]cover girl; girl who poses for photographs to be used on the cover of a magazine.
(2).place or area giving shelter or protection [phr.]under cover of : with a pretence of . e.g. He cheated me under cover of friendship. vt. 1.travel (a certain distance)
e.g. By sunset we had covered thirty miles.
大学英语教案 第一册 西北师范大学外国语学院 大学英语教学部
(3.place sth. over or in front of (another thing) [phr.]be covered with (we have learned) attempt: （1）.vt. try ,make a start at doing sth.
e.g. The prisoners attempt an escape but failed. （2）.n. [phr.] attempt to sth.
e.g. They made no attempt to change their mind .
dissuade: vt. Prevent from doing sth. by reasoning
e.g. They dissuaded her from leaving school.
rough: adj.（1.）not l.level, smooth or polished. e.g. He has a rough face.
（2）not calm or gentle; moving or acting violently e.g. The sea is rough .
（3）.made or done without attention to detail, esp. as a first attempt. e.g. I only want to have a rough translation of the document .
\\ （4）.harsh; discordant
e.g. She spoke in a rough voice since she caught a cold. contact: (1).n.state of touching or communication
e.g. Many people are a afraid of contact with AIDS patients.
(2).meeting with a person, person one has met or willl meet e.g. He made many useful social contacts while he was in paris.
set out: (1).begin a course of action:
e.g. The day was drawing close for us to set out.
(2.)plant e.g. The farmers set out the young sprouts in the rice field. give up : (1). stop doing
e.g. you’d better give up smoking. (2).allow sb. to possess it. (all) by one self: done, without any help
e.g. She was there all by herself.
in spite of : not taking notice of; not caring about, regardless of
e.g. The children went to school in spite of the storm.
大学英语教案 第一册 西北师范大学外国语学院 大学英语教学部
by far : by a large amount or degree (usually used to modify a superlative or
comparative degree adjective or adverb). far more than
e.g. This is by far the better of the two.
turn over: (1)all over; upset e.g. The bike hit a rock and turned over. (2)deliver to , had over
II. While-reading Activities 1. Ss have the silent reading on the text (10 mins)
2. T asks Ss to come out the main idea, the structure (10 mins) 3. T summarizes the main idea, the structure of the Section A. (5 mins)
III. Post-reading Activities 1. Let the students do the exercises in the textbook which are related to the new words. 2. Ss answer questions
a. In August, 1996, at the age of nearly sixty-five, on age when many men retire,
he began the greatest voyage of his life. (L.9-13)
b. This was more than twice the distance anyone had previously sailed alone.(L23-24)
c. Soon, he was away in his new 16-metre boat, Gipsy Moth. (L13-15) d. Chichester covered 14,100 miles before stopping in Sydney.(L22-23) e. The nest night, the blackest he had ever known, the sea became so rough that the boat almost turned over.(L34-35)
f. I feel as if I had wakened from a nightmare.(L.43-44)
g. Wild horses could not drag me out of Cope Horn and that sinister Southern
Ocean again (L44-45)
h. Queen Elizabech II knighted him wirth the very sword that Queen Eliztech
I had used almost 400 years earlier to knight Sir Francis Drake after he had sailed round the world for the first time.(L48-50)
3. Ss hand in the summary of the text.
The text described the story of Sir Froncis Chichester who finished the sailing round the world singled-handed at the age of 65 when he had lung cancer. The first half of his
大学英语教案 第一册 西北师范大学外国语学院 大学英语教学部
voyage was from Britain to Australia. The second half was from Australia to Britain, during which he sailed round the treacherous Cope Horn. When he finished the first half, he covered 14,100 miles and was exhausted, But he went on in spite of his friends’ attempts to dissuade him, Finally , he realized his dream of sailing round the world. The text vividly the Chichesser’s psychdogical movement when struggling against the rough sea, saying highly his bravery of facing the danger and his determination of challenging himself.
4. Let the students do the other exercises in the textbook check the answers together.
大学英语教案 第一册 西北师范大学外国语学院 大学英语教学部
Unit 3 The Present
Teaching Time: 4 hours
Students’ level: freshmen for non-English majors Teaching Objectives:
1. To make students knows something about the western culture.
2. To make students understand the truth of the saying that blood is thicker than water.
3. Teach Ss the following points
Words: relative; present; rare; occasion; content; primary; arrange; operate;
efficient; endure; extra; disappoint; reluctant; tear; fold
Phrases & Expressions: get up ; at other times; even if; round the corner; put
on ; after all; turn round ; pick up
Grammar:
a. until…
b. different expressions between British English and American English c. sentence inversion d. absolute construction.
4. Ss should know the skill of reading for ―How to read text‖ (Part II)
5. About the writing skill, Ss should grasp one skill of sentence developing—contraction. 6. About the listening, Ss finish the Unit 3 of listening instructed by teacher.
Teaching Procedures: I. Pre-reading Activities 1. Step One (Revision) Dictate some important words and phrases of Unit 2. 2. Step two
(1)Teach the pronunciation of the new words, then let them to read by themselves for several minutes.
(2)Explain the key words and phrase with examples
大学英语教案 第一册 西北师范大学外国语学院 大学英语教学部
relative(1).n.person to whom one is related
e.g. She is one of my relatives. (2).adj. comparative e.g.She is one of my relatives.
relative to: referring to having a connection with
e.g. There are the facts which one relative to the problem. present: (1)n. gift
e.g.Do you think this dictionary will make a great Christmas /Birthday present?
[phr.]make sb.a present of sth.:give sb. sth. (2)adj. Being in the place in question
e.g. Were you present at the ceremony of the anniversary of the founding of the Northwest Normal University?
occasion: n. special time; time when sth. happens on occasion :now and then; whenever the need arises on the occasion of sth.: at the time of ( a certain event)
e.g. on the occasion of his son’s birthday party.
content: adj. (1) content to(do sth.): pleased to (do sth.) satisfied to (do sth.) e.g.
No one is content to live in poverty.
(2) content with : not wanting more: satisfied with what one has
primary: adj. (1) first , earliest (as in order, time place)
e.g. Do you know the primary meaning of this word : If you don’t ,
consult a big dictionary. the primary education is compulsory in our country.
(2)main; find in importance.
e.g.Blue ,yellow and red are three primary colors
arrange : vi arrange for: make preparations for
e.g. she has arranged for her secretary to meet you at the airport.
minor: adj. Smaller, less important or serious
e.g. The house is in good condition ; it needs just a few minor repairs.
大学英语教案 第一册 西北师范大学外国语学院 大学英语教学部
operate: vi. Perform surgery, work
e.g. The spy has been operating in this region for 5 years. vt. Manage; make…work
e.g. It is Mr. Greenwood who owns and operates this farm. efficient : (1) capable; able to perform duties well e.g. My teacher is very efficient in saving time.
(2).producing a desired or satisfactory result.
e.g. From years of teaching experience, he has get an efficient method of
teaching.
endure: vt. Bear, put up with (pain, suffering, etc) e.g I don’t endure the dust storm weather.
vi. (1) suffer, undergo pain, hardship, etc
e.g. Give me a pain killer. I can’t endure any longer.
extra: adj. Additional e.g. Students do not welcome extra homework.
adv. Especially e.g Mr. Johnson wears extra large clothes
n. additional thing e.g. Her income includes salary, investment returns and extras.
reluctantly: adv. Unwillingly e.g. The child turned off the TV reluctantly.
reluctant: adj. Reluctant to do sth. slow to act because unwilling or disinclined; offering
resistance.
e.g. He is reluctant to get up early.
at other times: on either occasions
e.g. She smiled cheerfully, which was rare at other times.
round/around the corner; very near in distance or time
e.g. My home is not far away. It is just round the corner. after all: (1)in spite of everything ;(2)it must be remembered;
e.g. He failed after all.
pick up : (1) take hold of and lift up from a surface
e.g. She picked up the baby , changed its napkin, and kissed it fondly. (2)gain, acquire;
大学英语教案 第一册 西北师范大学外国语学院 大学英语教学部
e.g. She planned to pick up a foreign language from then on .
II. While-reading Activities 1. Ss have the silent reading on the text (10 mins)
2. T asks Ss to come out the main idea, the structure (10 mins) 3. T summarizes the main idea, the structure of the Section A. (5 mins)
The text described a story of an old lady celebrating her 8-year-old birthday. The
old lady lived alone, and hoping her daughter, her only relative, to come and celebrate her birthday, or to mail her a nice present. But here was only disappointment. Her daughter neither came to her place, nor mailed her a present, but only sent her a check. Ironically, her daughter had won a medal for her work for the aged. The story indicates he cold relationship between the family members in the western society. Where money can buy everything, except the old today’s happiness.
III. Post-reading Activities 1. Let the students do the exercises in the textbook which are related to the new words. 2. Ss hand in the summary of the text.
4. Ss discuss the questions on the topic related to the text.
5. Let Ss do the exercises in the text book which are mainly related to the new
words and topic.
6. Let the students read the questions after the text and keep them in mind first.
Then explain the text to the students. The following are the difficult sentences: a. From the second floor flat she could see the postman when he come down the
street, and the little boy form the ground floor brought up her letters on the rare occasions when anything came.(L2-5)
b. Her husband had been made Mayor, and Myra herself had got a medal for her
work for the aged.(L8-9) c. Two years age that was…(L20)
d. After all, eighty was a special birthday; another decade lived or endured just
as you choose to look at it. (L23-24)
大学英语教案 第一册 西北师范大学外国语学院 大学英语教学部
e. Two spots of colour brightened her checks (L26). f. Then clatter, clatter up the stairs (L43)
g. Written on the card was a message under the printed Happy Birthday-Buy
ourself something nice with the cheque, Myra and Hardd(L53). h. Her present , her lovely present .(L57)
After that, let the students answer those questions.
大学英语教案 第一册 西北师范大学外国语学院 大学英语教学部
Unit 4 Turning off TV: A quiet hour
Teaching Time: 4 hours
Students’ level: freshmen for non-English majors Teaching Objectives:
1. to make the students know the bad effect of watching too much TV on the daily life so
as to teach them to cultivate more interests and educational entertainment.
2. About the text, Ss should grasp the text content, text structure, basic vocabularies and
required grammar points of the section.
4. About the reading, Ss should acquire the reading skill—using context clues for word meanings (PartI, P64).
5. About the writing, Ss should get to know the writing skill—using avoiding redundancy (P69).
Teaching Procedures: I. Pre-reading Activities 1. Background information:
The generation gap is one of the most widely discussed and controversial problems of
recent years. Some doubt whether such a gap exists. They don’t believe the young generation is set apart from the old generation by a wide gap. Many others, on the other hand, insist a gap between young and the old generation is unavoidable and generation gap today, if anything, is worse than before. The reason they give is that the tremendous explosion of knowledge in the 20 century has made life for young people today so different from life as it was when their parents were young.
2. Warm-up activities: Let Ss discuss the advantages and disadvantages of TV
II. While-reading Activities I. Ss have the silent reading on the text (10 mins) II. Language points:
大学英语教案 第一册 西北师范大学外国语学院 大学英语教学部
Vocabulary:
1. worthwhile: adv. worthy of time, efforts, etc.
e.g. Can you recommend me some worthwhile books to read. Worthwhile and worthy can be used as an attributive
Worth 后接名词主动形式表示被动意义。不接动词不定式。 Structure: It is worthwhile doing/ to do sth.
2. program: n. list of items for TV or radio broadcasting, concert, etc. e.g. What is the next item on the theatre program? plan or strategy
e.g. According to the government report, the reemployment program is going on well. set of instrument that a computer follows in order to perform e.g. Billgates built his company by designing software program. v. give (a computer) a set of instrument to make it able to perform
e.g. The robot is programmed to do dangerous jobs in place of men. 3. current : adj. of the present time
e.g. The woman in blue over there is the current chairman of our department. generally accepted or in fashion
e.g. The current belief is that human being evolved from monkeys. n. stream of flowing water, air, etc. tendency
e.g. Newspapers influence the current of public opinion. go with/ against the current 顺应/ 违背历史潮流 4． Social: adj. of or in society
e.g. Single-parent families bring about many social problems. for companionship
e.g. Young ladies over interested in social gatherings are called social butterflies. 4. propose: v. suggest, put forward
e.g. He proposed that we (should) go there on foot.
propose后接从句时应该是以should加动词原形的虚拟语气结构。同时如果是它
大学英语教案 第一册 西北师范大学外国语学院 大学英语教学部
的名词也适用这样的句型。
e.g. His proposal was that we should make an early start. proposal: n. suggestion, offer of marriage
e.g. The princess has had a number of proposals this year. 5. prohibit: v. forbid (prohibit sb from doing sth)bi e.g. In some countries women are prohibited from walking out without a veil. prohibit, a formal word, indicating sth is not allowed to do by rules and regulations, even law.
ban, order with authorities that sth not be done (ban sb from doing sth)
forbid, general term for minor things, order not to do sth, order that sth shall not be done (forbid sb to do sth )
e.g. The father forbids his son to smoke.
6. communicate: vi. share or exchange opinions, ideas, etc. (communicate with sb ) e.g. We can communicate with people in most parts of the world by telephone. be connected
e.g. My garden communicates with the garden next door by means of a gate. vt. pass the news or information, feelings, etc to the other people e.g. He immediately communicate the news to all the classmates. 7. disturb: vt. make sb worried, upset break the quiet, calm, peace of order of
e.g. She opened the door quietly so as not to disturb the sleeping child. I am disturbed by the bad news that he died last night. disturb the peace (扰乱治安)
8． emotional: adj. of, directed to the emotion
having emotions that are easily excited, etc.
e.g. He displayed an emotional appeal to his girlfriend.
She is an emotional girl and cannot help crying when seeing this scene.
8. involve: vt. have as a part or result (be involved in) e.g. To apply to a university studies involves taking the College Entrance Examinations.
大学英语教案 第一册 西北师范大学外国语学院 大学英语教学部
cause to be mixed up in sth
e.g. It is said that many politicians were involved in the drug traffic. 9. invent: vt. produce sth for the first time
make up
e.g. Thomas Edison invented the first light.
He invented a story to explain why his watch was missing. Rumor is invented by ill-intentioned people. 10. in part: in some degree, partly
e.g. My success in part is owing to his help. We planted the garden in part with flowers. 11. come up with: think of, produce an idea, etc.
e.g. Scientists will have to come up with the method of increasing the world’s food supply.
12. at first glance: seeing at the first time
e.g. He believes that love at first glance is for kids only.
I do not believe that someone can fall in love with someone at first glance. 13. have a ball: enjoy oneself, have a good time e.g. Last night we all had a ball at her home. After their parents left, they had a ball.
III. T asks Ss to come out the main idea, the structural organization of the text. (10 mins) IV. T summarizes the main idea, the structure of the text. (5 mins)
III. Post-reading Activities 1. Let the students do the exercises in the textbook which are related to the new words. 2. Ss hand in the summary of the text.
3.Ss discuss the questions on the topic related to the text.
4.Let Ss do the exercises in the text book which are mainly related to the new words and topic.
.
大学英语教案 第一册 西北师范大学外国语学院 大学英语教学部
Unit 5 A Miserable, Merry Christmas
Teaching Time: 4 hours
Students’ level: freshmen for non-English majors Teaching Objectives:
1. Let the students get some knowledge in the western countries about the Christmas. 2. Ss try to fee the process of the little boy from sorrow to happiness and to get a good understanding of the Christmas Present.
3. About the text, Ss should grasp the text content, text structure, basic vocabularies and
required grammar points of the section.
4. About the reading, Ss should acquire the reading skill—using context clues for word meanings ( P83).
5. About the writing, Ss should get to know the writing skill—combination (P86) 6. About the listening, Ss finish the Unit 5 directed by teacher..
Teaching Procedures: I. Pre-reading Activities 1. Background information:
Christmas, December 25, is the most important festival in the Christian world, although it is about certainly not the day on which Jesus Christ was born. Originally Christmas Day was a religious day and it did not become a fixed holiday until 440 A.D. Today it is still observed as an anniversary of the birthday of Christ, but its religious aspect diminishes with the commercialization. The celebration always includes an exchange of presents among relatives and friends, decorating the rooms with a Christmas tree and a feast featuring a turkey or goose
2. Warm-up activities: Let Ss discuss anything about the Christmas.
II. While-reading Activities I. Ss have the silent reading on the text (10 mins) II. Language points:
大学英语教案 第一册 西北师范大学外国语学院 大学英语教学部
Vocabulary:
1. miserable: adj. very unhappy, pitiable poor in quality e.g. The sick child looked pale and miserable.
What a miserable meal! misery: n. unhappiness
2. merry: adj. cheerful, bright and gay e.g. I wish you a merry Christmas! 3. indignant: adj. angry at sth unfair
e.g. The old man was indignant at his grandson’s wastefulness. He felt most indignant about her immoral behaviors. She was indignant with the cruel man. This word is always followed by at, over, with. 4. rude: adj. not at all polite
e.g. In western countries it is rude to ask a woman’s age. roughly made, simple
e.g. There are the rude weapons made by people 2000 years ago. He lived in a rude cabin he had built himself.
5. lest: conj. in order not to, in case. It is always used to introduce a subordinate clause in the subjunctive mood.
e.g. The children kept quiet lest they (should) wake up their mother.
The mother crept through the room lest she should disturb the sleeping child. 6. scarcely: adv. barely, almost not
e.g. Upon hearing the joke, the teacher could scarcely keep a serious face. only, just
e.g. It is scarcely April, and you are wearing mini-skirts! absolutely not e.g. This is scarcely true.
7. stick to: refuse to change or leave, continue one’s efforts at e.g. We should always stick to the facts.
insist on: indicating people’s attitude towards sth
大学英语教案 第一册 西北师范大学外国语学院 大学英语教学部
persist in: indicating to do sth, continuously without change or stop e.g. He insisted on leaving at once. He persisted in doing it that way. 8. or sth: similar to the kind mentioned before e.g. His father is the chairman or something. He is sometimes stupid or something. 9. catch sight of: see esp. suddenly or briefly
e.g. I turned around and caught sight a man greeting me. She caught sight a man stealing. 10. break into: give sudden utterance to
e.g. As the famous actress appeared, the waiting crowd broke into loud cheers. At the bad news she broke into tears. force one’s way to
e.g. His house was broken into last night, but fortunately nothing was missed.
occupy, take up
e.g. Social duties break into my leisure 11. in place: in the right place
e.g. I like to have everything in place.
suitable and appropriate
e.g. She is the only person who wears the formal dress, which makes her feel not in
place. (out of place)
III. Post-reading Activities 1. Let the students do the exercises in the textbook which are related to the new words. 2. Ss hand in the summary of the text.
3. Ss discuss the questions on the topic related to the text.
4. Let Ss do the exercises in the text book which are mainly related to the new words and topic.
大学英语教案 第一册 西北师范大学外国语学院 大学英语教学部
Unit6 Sam Adam, Industrial Engineer
Teaching Time: 4 hours
Students’ level: freshmen for non-English majors Teaching Objectives:
1. Instruct the students to form the ability to observe, analyzes and solve the problems. 2.About the text, Ss should grasp the text content, text structure, basic vocabularies and required grammar points of the section.
Words: neat; elementary; expert; quality; career; project; graduation; consult; amaze; curious; whatsoever; inspect; relieve; boring; dull; absent-minded; assembly; observation; major; design; achieve; decrease; management; frequent; promote. Expression: find out; turn out; quality control; as result; expert for; go on strike; hold up; result in; talk over; keep up with
Grammar; (1) to spend time /money/ reading doing something.
(2) ―except‖ and ―except for‖ (3). Used to
3. About the reading, Ss should acquire the reading skill—Main idea ( Part I , P109). 4. About the writing, Ss should get to know the writing skill—combination: subordinate conjunction.
5.About the listening, Ss finish the Unit 6 directed by teacher..
Teaching Procedures: I. Pre-reading Activities 1. Step one (Revision) Dictate some important words and phrases of Unit 5. 2. Step Two (Presentation)
(1) Teach the pronunciation of the new words. Then ask them to read by themselves for
several minutes.
(2) Explain the key words with examples 3.Step Three ( Practice)
Let the students do the exercises in the textbook which are related to the words and
大学英语教案 第一册 西北师范大学外国语学院 大学英语教学部
expressions that they are just learned. And the check the answers together. 4. Step Four –Background introduction
A word about the American educational system:
In the United States, education is the responsibility of individual states, not of the federal government, so requirements may vary from one state to another, the following is a generalization:
Kindergarten Grade 0 5 years old Elementary school grade 1-6 6---11years old Junior high or middle school Grade 7-8 12---13 years old Senior high school Grade 9-12 14---17 years old College four years for a B.A or B.S.degree
university 2---3 years for an M.A or M.S.; 2—8 years for a Ph.D. Industrial engineer
Industrial engineering is the detailed analysis of the use and cost of men, materials and equipment in an organization with a view to increasing its productivity, profit and efficiency. Those who are involved in this kind of analysis are called industrial engineers.
II. While-reading Activities I. Ss have the silent reading on the text (10 mins) II. Teacher’s presentation
Ask the students to keep the questions which are listed after the text in the mind first. Then explain the text in detail to the students. The following are the difficult sentences: <1> I
f you ask my mother how I happened to become an industrial engineer,
she’ll tell you that I have always been one.
<2>I Used to organize my father’s tools, my mother’s kitchen utensils, my sister’s boyfriends.
<3> so he asked me to come in on a short-term basis as a consultant.
大学英语教案 第一册 西北师范大学外国语学院 大学英语教学部
<4> most curious of all, there was no quality control whatsoever.
<5> Except for a half hour at lunch time, there were no breaks in the day to relieve the boring work..
<6> I covered my major points by telling him the following.
<7> If excellent work results in frequent pay increases or promotions, the workers will have greater incentive to produce.
<8> we want to keep up with the times. Then ask the students to Grade years old give the answers to the questions.
III. Language points:
The new words and expressions of unit 6 1, efficient: the ability to do something well. n.
e.g. She booked the plane ticket for us with great efficiency. 2. neat: adj. <1>Tidy
e.g. Mrs. Frank keeps a neat house. <2> cleverly said or done.
e.g. The Foreign Minister spokesman gave the reporter a neat answer. You have done neat job.
3. expert: <1> a person with special training in a certain field.
e.g. Nie weiping is an expert at chess. <2> special
e.g. Nie weiping is an expert at \\ in playing chess.
4. quality : <1> high degree of goodness. e.g. It is quality, not quantity, that is important.
<2> special characteristic of something, or somebody.
e.g. The Chinese people are praised for their qualities such as bravery and
diligence.
5. basis: foundations. n
e.g. The two countries established diplomatic relations on the basis of equality and mutual benefits.
On the basis of students’ score in this exam, we can tell that the exam is too difficult.
大学英语教案 第一册 西北师范大学外国语学院 大学英语教学部
6. consult : v. to go ( a person, book, etc.) for information, advice, etc. e.g. Have you consulted your doctor about your illness?
7. whatsoever: adj. Come emphatic than whatever, usually used in negative consult with at all.
e.g. he will come for the meeting. There can be no doubt whatsoever about it. Nothing whatsoever can prevent us from carrying out this plan. 8. inspect: <1> exam
e.g. the policeman stopped his car and demanded to inspect his driver’s license.
Her job is to inspect the service quality of all KFC stores in shanghai.
<2> visiting officially
e.g. the troops are ready for the visiting president to inspect the troops. 9. miss: vt. <1> usually in a continuous tense. lack. e.g. my wallet is missing.
<2> fail to see , hit , hold , catch , etc. e.g. he fired but missed the target.
<3> realize and feel sorry about the absence of. e.g. all of us miss you. Come back as soon as you can Janet missed home a lot when she was studying in France. 10. relieve : vt. <1> make less or easier
e.g. Aspirin usually relieve a person’s headache.
We are relieved to hear that he returned safe and sound. <2> give help to those in need.
e.g. keep fighting for an hour or two. More soldiers will sent to relieve you.
11. boring. Adj. Un interesting and tiresome.
e.g. the lecture was so boring that half of the students fell asleep. 12. dull. Adj. <1> not bright nor clear.
e.g. It is fashion for young girls to be dressed in dull colors. The candle gave out a dull light.
<2> uninteresting.
大学英语教案 第一册 西北师范大学外国语学院 大学英语教学部
e.g. a dull lecture\\ book \\ film \\ party
<3> not sharp. E.g. a dull knife \\ pain \\ blade <4> slow in understanding.
e.g. all work and no play makes jack a dull boy. Her mind is dull after years’ suffering. 13. flow: <1> n. smooth movement.
e.g. I picked up the phone and was amazed at a flow of angry words from the other end.
<2> vi. Move smoothly
e.g. Tears flowed down the champion’s face when she watched the rising national
flag.
<3> vi. Hang loosely. e.g. the flag flows in the breeze.
She stood on the plank and let her hair flow.
14. absent-minded: adj. So concerned with one’s thoughts as to notice what is happening, what one is doing.
e.g. the absent-minded Ampere threw his watch instead of the stone into the river. IV. Teacher asks Ss to come out the main idea, the structure of the text. (10 mins) V. Teacher summaries the main idea (5 mins).
This story is about Sam Adams, a ―born‖ industrial engineer. When a boy, he was neat well organized and efficient. After graduation from college he was asked wok as a ― consultant‖ in a shirt factory; he was amazed at what he saw in that factory; he made many suggestions concerning the improvement of production, and his suggestions were well-received by the owners. But he was also bossy and wasn’t a very good listener. So when he made his suggestions, he didn’t make the workers and management seriously be involved in working out to solve the problems.
III. Post-reading Activities 1. Let the students do the exercises in the textbook which are related to the new words. 2. Ss hand in the summary of the text.
大学英语教案 第一册 西北师范大学外国语学院 大学英语教学部
3.Ss discuss the questions on the topic related to the text.
4.Let Ss do the exercises in the text book which are mainly related to the new words and topic.
大学英语教案 第一册 西北师范大学外国语学院 大学英语教学部
Unit 7 The Sampler
Teaching Time: 4 hours
Students’ level: freshmen for non-English majors Teaching Objectives:
1. Let the students get some culture in the western countries.
2. About the text, Ss should grasp the text content, text structure, basic vocabularies and
required grammar points of the section.
4. About the reading, Ss should acquire the reading skill—Main ideas ( Part II. P128). 5. About the writing, Ss should get to know the writing skill—ellipsis. 6. About the listening, Ss finish the Unit 7 directed by teacher..
Teaching Procedures: I. Pre-reading Activities 1. Warm-up questions: 1. What does ―sampler‖ mean?
2. When, where and what kinds of products can people go sampling?
3. Why do stores offer free samples? Is it possible that people just sample them without buying?
4. Is the ―sampler‖ in the text old or young? What kind of sampler is he?
The article tells a story that happened between an old and a young man in a shop, during the Christmas season. The young man in the story was offering to buy the old man a pudding out of sympathy and kindness, which was taken as an insult by the old man. How so? Let’s look at the story together. 2. Study of the words and phrases Key words and expressions: Old words or expressions pleasing to one’s taste too rich, as in food New words or expressions delicious heavy 大学英语教案 第一册 西北师范大学外国语学院 大学英语教学部
now and then man, fellow among kindness prick or hurt form lines in skin honor, self-respect take back what is said desire strongly talk very quietly stop for a moment certainly most loved walk lamely 一番好意 一字排开 合口味 无意做某事 乘机利用 情况确实如此 得到一份优惠 而且 一瘸一拐地走过来 自始自终 家道败落 不相称 突然动了恻隐之心 脸涨得通红 就其外表而言 occasionally chap amidst benevolence sting wrinkle dignity unsay long for whisper break off undoubtedly favorite limp good intentions lay out in a row to one’s taste have no intention of take advantage of it’s indeed the case get one’s share of the privilege what’s more limp up to all the time come down in the world out of place in a burst of benevolence blood rushed into one’s face concerning one’s appearance 大学英语教案 第一册 西北师范大学外国语学院 大学英语教学部
认错人 荣幸，赏脸 以示尊严 挽回面子 被迫买 渴望 走开 收回不得体的话 mistake someone for someone else give somebody pleasure with dignity save one’s ―honor‖ be forced into a purchase long for walk away unsay the tactless words II. While-reading Activities 1. Ss have the silent reading on the text (10 mins)
2. Ss answer the following questions by the second reading (30 mins) Lines 1~7
1) When is the Christmas season? See Note I.1. in Teacher’s Book.
2) Why are customers allowed to sample before buying? The stores use the method of free sampling to promote sales. 3) What decisions do people usually make before buying?
They usually decide what kind of product to buy, whether they like it or not, how many, and the like.
4)What does ―take advantage of the privilege‖ mean?
To go to the store again and again and sample the products one after another without intending to buy anything.
5)What kind of people do you think might take advantage of sampling? Those who are poor or dishonest. Lines 8—20
1) Why did the shop girl speak of the old man as a ―gentleman‖? She is being polite.
2)What does ―it‖ refer to in the phrase ―if he wants it‖? To come and sample the puddings.
大学英语教案 第一册 西北师范大学外国语学院 大学英语教学部
3) ―Get his share‖ of what? His share of the privilege.
4) What do ―they‖ and ―it‖ in the sentence ―they can afford it‖ refer to?
―They‖ refer to the shops. ―It‖ refers to the old man’s sampling without buying the puddings.
5) What was the girl’s attitude towards the old man? She was quite kind-hearted and sympathetic to him. Lines 21—32
6) What can we learn of the old man from his dress?
He was poor but still minds his appearance or image. He had dignity and self-respect. 7) What do you think of the old man’s comments on the puddings?
a) He was an expert in the making and the tasting of puddings.
b) He pretended to be serious about choosing a puddings as if he were going to buy
one.
c) We could find the old man’s strong sense of dignity.
8) Do you think he was aware or unaware of cheating the store? Why or why not? 9) What are the author’s thoughts about the old man? Say it in your own words. It seems that the days were gone when the old man could select a good pudding. He was left with the right to sample but not to buy. Lines33—53
10) What do happy prosperous Christmas shoppers look like?
They are sampling, feeling content about their lives and excited about the holiday. They pick out Christmas gifts and pay generously. 11) Why did the old man seem out of place?
Compared to the others, the old man did not look like a shopper, but a beggar, instead. 12) Can you paraphrase ―in a burst of benevolence‖? A sudden strong desire to help him.
13) Why did the author say ―Will you do me a favor‖ rather than ―May I do you a favor‖? This is a language strategy and he is psychologically considerate. If he said in the latter way, it might imply ―You need some favor.‖
大学英语教案 第一册 西北师范大学外国语学院 大学英语教学部
14) Why did the old man react the way he did?
He realized that he had been seen through and accordingly felt his pride had been hurt. He took the offer for an insult. Lines54—65
15) What can we infer from the old man’s ―worn little black pocketbook‖ and the
―shillings and pennies‖ in it?
Those are the signs of poverty. He was really poor. He had only coins of ―shillings and pennies‖ rather than paper money.
16) How did the author feel when he realized that because of his offer, the old man had
been forced into a purchase he could not afford?
He felt very guilty, sorry and uneasy, and regretted what he had said. 17) What was the result of his offer? It turned out contrary to his kind intention.
18) Why couldn’t the old man understand the girl saying that he should pay at the desk? He was so disturbed that he could not understand what others were telling him 19) Why did the old man never show up again?
He would not remind people of his shame. He would not be able to face the humiliation.
3. T asks Ss to come out the main idea, the structure (10 mins)
What do you think of the old man? Give evidence to support your conclusion. Is he typical in the west? Do you know anything about old people in the West? 4. Teacher summarizes the main idea.
The young man was trying to help the old man by offering to buy him a pudding. But his kind behavior was regarded by the old man as a kind of insult. To save his face, the old man was forced to buy an expensive pudding which he could not afford. The young man’s kind intentions had produced unintended and unpleasant results.
III. Post-reading Activities 1. Let the students do the exercises in the textbook which are related to the new words. 2. Ss hand in the summary of the text.
大学英语教案 第一册 西北师范大学外国语学院 大学英语教学部
3.Ss discuss the questions on the topic related to the text.
4.Let Ss do the exercises in the text book which are mainly related to the new words and topic.
大学英语教案 第一册 西北师范大学外国语学院 大学英语教学部
Unit 8 You Go Your Way, I’ll Go Mine
Teaching Time: 4 hours
Students’ level: freshmen for non-English majors Teaching Objectives:
1. About the text, Ss should grasp the text content, text structure, basic vocabularies and
required grammar points of the section.
2. About the reading, Ss should acquire the reading skill—recognizing important facts and details ( P145).
3. About the writing, Ss should get to know the writing skill—contraction. 4. About the listening, Ss finish the Unit 8 directed by teacher..
Teaching Procedures: I. Pre-reading Activities Warm-up questions:
1. What does war bring to people?
2. Can you describe people’s feelings when they have lost someone they love? 3. Is there any way to soften the impact of tragic news?
The boy in this story was a messenger. He was delivering a telegram. What was the telegram about? To whom was the telegram being delivered? What does the tilte mean? Let’s find out in the text. Study of the words and phrases I. Key words and expressions: Old words or expressions make soft sad, miserable person carrying message at once within New words or expressions soften tragic messenger immediately inside 大学英语教案 第一册 西北师范大学外国语学院 大学英语教学部
holy meaning unpleasant surprise examine carefully take…to people’s houses uncomfortable directly, straight hold out stop for a short time break in uneasy rapidly middle point crush food with teeth shame cry, weep ……的打击 噩耗 人世间的残杀 不慌不忙 在世上无所畏惧 嘴边总挂着微笑 凶多吉少 大吃一惊 直截了当地说 递给 用颤抖的手 陆军部 置若罔闻 saintly implication shock study deliver awkward right extend pause interrupt nervous swiftly center chew disgrace sob the blow of tragic news murder in the world be no hurry have nothing in the world to fear one’s lips were set in a ….smile be full of terrible implications be shocked to see come right out and say extend to with nervous fingers War Department pretend not to hear 大学英语教案 第一册 西北师范大学外国语学院 大学英语教学部
尽量克制 余生 站起来 在心里 察言观色 这是给谁的？ 玩腰拾起 撕破的信封 拂展
hold in the rest of one’s life get to one’s feet in one’s heart study one’s eyes Who is it for? stoop to pick up the torn envelope smooth something out II. While-reading Activities 1. Ss have the silent reading on the text (10 mins)
2. Ss answer the following questions by the second reading (30 mins) Questions to the text: Lines 1~11
1. What’s the job of a messenger?
To deliver letters, parcels, telegrams, etc. 2. What does ―murder in the world‖ mean?
War and misfortune, people’s mistreatment of each other. 3. How was the door opened? Quickly but calmly.
4. Why was the opening of the door described in such detail?
The author was trying to show something about the character of the woman. Lines 12~27
1. What does ―it‖ refer to in ―after years of it‖? Being patient.
2. What can we conclude from the description of the woman’s appearance? She was beautiful, patient, gentle and saintly.
3. Why is the appearance of a messenger full of terrible implications?
大学英语教案 第一册 西北师范大学外国语学院 大学英语教学部
At the time of the story, i.e. during WWII, the arrival of a uniformed telegram messenger meant something terrible to those with relatives serving in the armed forces. Something tragic has most probably happened to a family member. 4. Why did she study Homer’s eyes?
To get information from his eyes to confirm her worry. 5. Did shi get the answer? How do you know? Yes, she did. She asked for the telegram. Lines 28~41
1. Why did Homer think he was part of the mistake?
He delivered the bad news, the news of war and death, which would break the woman’s heart, and that made him feel as if he were responsible for her misfortune. 2. Why is ―alone‖ stressed?
Those responsible for the war, and the bad news, were not there to explain. Only he was forced to face the woman as she learned the news.
3. Why did Homer want to say that ―I’m only a messenger…to do so.‖?
He wanted to relieve his sense of guilt, to explain that he bore no responsibility. 4. Why did she ask ―Who is it for?‖
She hoped the boy had delivered it to the wrong person. 5. Why didn’t she touch the telegram?
It seemed that she wanted to avoid facing the reality.
6. Why was the boy ―standing awkwardly as near the door as he could be and still be inside the house‖?
The boy wanted to avoid the very unhappy and awkward situation. He stood as near the door as he could. So he could escape as soon as he had delivered the telegram. Meanwhile he couldn’t refuse the woman’s invitation. Lines 42~58
1. Why did the woman interrupt Homer?
She wanted to delay the hearing of the tragic news as long as possible. 2. Why did Homer know the content of the telegram without opening it? He had delivered many similar telegrams. He knew what was inside it.
大学英语教案 第一册 西北师范大学外国语学院 大学英语教学部
3. Did the old woman really believe the telegram was from her son Juan? No, I don’t think so. She was only trying to avoid hearing the sad news. 4. What telegram might the War Department have sent? Information of the death of a family member.
5. Why did the Mexican woman pretend not to hear when Homer told her the news? He wanted to reveal the news and at the same time say it might be a mistake. So that he could get rid of the burden of carrying the news all by himself. Lines 59~73
1. Why did the woman say ―do not be afraid‖?
She was telling the boy not to be afraid to come in. But actually she wanted his company.
2. Why did the woman invite the boy in, make him sit and bring him candies?
She was trying to make Homer feel at ease. But actually she was managing to hold herself back.
3. Why did the woman say ―All boys like candy‖? The messenger reminded her of her won boy----Juanito.
4. Do you know anything about the strange kind of candy made from cactus? A traditional Mexican candy made from cactus plant. Lines 74~83
1. Why did Homer know he would stay although he wanted to go? He wanted to comfort the woman, though he didn’t know how. 2. Why did he think he might stay the rest of his life?
He was so considerate and sympathetic that he could feel the woman’s pain of losing her son.
3. What does ―the foolishness of this intention‖ refer to?
To correct what could not be corrected, to be the son she had lost. Summary questions:
1. What do you think of Homer?
2. What does the title ―You go your way, I’ll go mine‖ mean?
This is a vivid story describing a young man who delivers the sad news of a Mexican
大学英语教案 第一册 西北师范大学外国语学院 大学英语教学部
woman’s son’s death in the war. We can sense how the two characters feel n that situation from the writing.
III. Post-reading Activities 1. Let the students do the exercises in the textbook which are related to the new words. 2. Ss hand in the summary of the text.
3. Ss discuss the questions on the topic related to the text.
4. Let Ss do the exercises in the text book which are mainly related to the new words and topic.
大学英语教案 第一册 西北师范大学外国语学院 大学英语教学部
Unit 9 The Brain
Teaching Time: 4 hours
Students’ level: freshmen for non-English majors Teaching Objectives:
1. About the text, Ss should grasp the text content, text structure, basic vocabularies and
required grammar points of the section.
2. About the reading, Ss should acquire the reading skill—topic sentences ( P167). 3. About the writing, Ss should get to know the writing skill—combination: appositive.. 5. About the listening, Ss finish the Unit 9 directed by teacher..
Teaching Procedures: I. Pre-reading Activities Warm-up questions:
1. What can the human brain do? 2. How dies the brain work?
3. Do you agree that as one grows older, the power of the brain decreases?
4. Which one do you think is more sophisticated and more powerful, a computer or the human brain?
5. Can you think of some similarities and differences between computers and the brain?
Man used to think the heart was the center for human mental activities. Gradually man began to realize that it is the brain that controls the workings of the mind as well as other parts of the human body. Yet, there is still a long way to go for man to explore the whole mystery of the workings of the human brain and make full use of its potential. Study of the words and phrases I. Key words and expressions: Old words or expressions be different possibility for development New words or expressions differ potential 大学英语教案 第一册 西北师范大学外国语学院 大学英语教学部
of the body of the mind examine if 多少世纪以来 使某人正确了解 脑力活动 寓于 思想活动 对人脑的研究 回忆起信息 储存在大脑里 更好地运用 人脑的机能 头脑敏捷 体力劳动 全部潜力 记笔记
physical mental look into as long as throughout the ages give someone a true idea of mental activity be based in the workings of mind research being done on the brain recall the information stored in the brain put …to better use the power of the human brain have a quick mind physical work full potential make notes II. While-reading Activities 1.Ss have the silent reading on the text (10 mins)
2.Ss answer the following questions by the second reading (30 mins) Questions to the text: Lines 1—11
1. Is the brain the most powerful and complex part of the body?
All the human beings’ creations are the outcomes of the workings of the brain. But no one knows how the brain works.
2. Aristotle, the great ancient Greek philosopher, thought that ―the mind was based in the heart‖. Is there any similar thought in ancient China? Can you give any examples?
大学英语教案 第一册 西北师范大学外国语学院 大学英语教学部
The ancient Chinese also believed the heart was the centre of mental activity, which was reflected in their language, for example, ―心想‖，―牢记于心‖… 3. What’s the main idea of the first three paragraphs?
Our ideas about the brain are changing but we still don’t know very much about it. Lines 12~24
1. Why do people believe that we are only now starting to learn about the brain? Only now does science permit progress in the study of the brain. 2. What can we learn from the findings of the mathematicians?
The human brain is extremely complicated, more so than the most complex 3. What kinds of scientists do research on the brain? Why? Chemists: chemical reactions; 4. What’s the main idea of this paragraph?
Modern research has just started to uncover the brain’s complexity. Lines 25~32
1. What’s the difference between some children and other in language learning sooner Some learn language at a much earlier age than others. 2. What is this paragraph about?
The signification of possible discoveries about the brain. Lines 33—38
What’s the situation in which the power of a person’s brain may be decreasing? When his memory deteriorates. When thinking becomes slower, etc. Lines 39~47
1. If we are really using only 1% of our brain’s full potential, can you imagine what might happen if we were about to use the rest of the potential?
Scientific and technological progress based on the one percent of our brain’s potential is already quite fantastic. The outcome of it’s full potential will be beyond imagination. 2. Is it possible to teach children those ―how-to’s‖ of, say, learning language? No, they are still a mystery.
3. What’s the main idea of this paragraph?
Scientists are searching for ways to help people make better use of the brain.
大学英语教案 第一册 西北师范大学外国语学院 大学英语教学部
Lines 48~50
1. Can you name some discoveries about the universe---the world outside man? The activities of the sun, the moon, the other planets, space, the ocean, the poles, etc. 2. Why is the human brain called a universe?
It is a complex system, and it makes up the interior world we each live in. 3. T summarizes the main idea. (5 mins) Summary questions:
1. Why is the study of the human brain significant?
2. Can you describe briefly the development of the research on the human brain? 3. In what stage is the research?
The article introduces several different ideas about the workings of the human brain. Some of the present research by scientists on the brain is explained. Yet, man still has a long way to go to fully explore and utilize the potential of his brain.
III. Post-reading Activities 1. Let the students do the exercises in the textbook which are related to the new words. 2. Ss hand in the summary of the text.
3.Ss discuss the questions on the topic related to the text.
4. Let Ss do the exercises in the text book which are mainly related to the new words and topic.
大学英语教案 第一册 西北师范大学外国语学院 大学英语教学部
Unit 10 Going Home
Teaching Time: 4 hours
Students’ level: freshmen for non-English majors Teaching Objectives:
1. About the text, Ss should grasp the text content, text structure, basic vocabularies and
required grammar points of the section.
2. About the reading, Ss should acquire the reading skill—full understanding ( P185). 3. About the writing, Ss should review all the writing skills learned in this semester. 4. About the listening, Ss finish the Unit 10 directed by teacher..
Teaching Procedures: I. Pre-reading Activities Warm-up questions:
1. Do you like American pop music? Have you heard a song called ―Tie a yellow Ribbon Round the Old Oak Tree‖?
2. How do you usually feel in the way home?
Going Home is a moving story that is widely known. What’s the story about? Who is going home? Let’s find out in the text.
II. While-reading Activities 1. Ss have the silent reading on the text (10 mins)
3. Ss answer the following questions by the second reading (30 mins) Questions to the text: Lines 1~8
1. What were the boys and the girls doing? They were going on a vacation. 2. Why was New York gray?
The tall buildings, the early spring climate.
大学英语教案 第一册 西北师范大学外国语学院 大学英语教学部
3. What do you think of Vingo according to the description? He is poor, miserable, dirty, quiet, humble, nervous, uneasy, etc. 4. Why was he like that? Let’s move on and see. Lines 9~21
1. Why did the young people imagine Vingo was one of the three kinds of man? The three types mentioned are lonely men and appeal to the imagination.
2. How did the girl start the conversation? Why didn’t she start by asking ―Are you OK?‖ or that sort of a question?
To start a conversation with a stranger in the public, Westerners like to talk about places rather than people, which is a safe topic.
3. Why did the conversation between Bingo and the girl last only for a while? Vingo was not very sociable and seemed unwilling to talk. Lines 22~30
1. What does ―join them‖ mean? To sit with them at the same table. 2. Why did the girl sit with Vingo again?
She wanted to get to know Vingo so she could learn about his life. She was curious about him.
3. Why did Vingo tell her the story?
Vingo felt comfortable as the girl was friendly and seemed to care about him. 4. Why do you think he didn’t know whether he was married or not? Let’s move on and see. Lines 31~37
1. How did the girl feel about his answer? Curious.
2. What does ―going to be away‖ mean here? To be absent from home.
3. What does ―it‖ refer to in the sentences of ―if she couldn’t stand it‖ and ―if it hurt her too much‖?
大学英语教案 第一册 西北师范大学外国语学院 大学英语教学部
―It‖ means his absence, his imprisonment, and his kids’ and other people’s reactions. 4. What questions might children ask?
Where is my Daddy? Why can’t we see him? Why hasn’t he come back? What happened to Dad? Etc. Lines 38~46
1. What does ―yeah‖ mean?
Yes, I’m going home without knowing about her situation.
2. Why did Vingo tell his wife to put a handkerchief on the big oak tree instead of telling him by her?
If the answer is no, they would avoid the embarrassment of seeing each other. 3. Why did the girl exclaim ―wow‖?
She thought his story was very romantic, especially the part about the yellow handkerchief. And she had become more curious about what would happen. Line 47~54
1. Can you paraphrase ―all of them were in it, caught up in the approach of Brunswick‖? They all learnt Vingo’s story and were interested to see what would happen. 2. Why did they care so much about the coming of Brunswick?
They wanted to see if there would be a yellow handkerchief on the oak tree in front of it.
3. Why were the snapshots much-handled?
Vingo must have looked at them a million times, because he still loved his family and thought about them often. Lines 55~62
1. Why did they move over to the window seats?
Because they had seen many handkerchiefs on the oak tree and they were happy for Vingo.
2. What do you think of Vingo’s expression?
He didn’t expected his wife to accept him back so enthusiastically.
3. Why were the young people screaming and shouting and crying and dancing? They mean he was not only welcomed home, but warmly welcomed home.
大学英语教案 第一册 西北师范大学外国语学院 大学英语教学部
4. Why was Vingo stunned?
Yellow is a nice color. It’s the color he had asked for. 3. Teacher asks Ss to work out the summary of the text. Summary questions: 1. What kind of story is it?
2. What do you think of Vingo’s wife?
Above is the story of Vingo on his way home from jail. Sometimes now, in the west, if someone has been away from home for a long tome and is coming back, the family and friends might put some yellow ribbons on a tree at home to show their welcome.
III. Post-reading Activities 1. Let the students do the exercises in the textbook which are related to the new words. 2. Ss hand in the summary of the text.
3. Ss discuss the questions on the topic related to the text.
4. Let Ss do the exercises in the text book which are mainly related to the new words and topic.
因篇幅问题不能全部显示，请点此查看更多更全内容