全新版大学英语第三册教案
Unit 1 Changes in the Way We Live Suggested Teaching Plan (5 Periods) Objectives
Students will be able to:
1. 1. grasp the main idea ( tolerance for solitude and energy made it possible for the writer’s family to enjoy their pleasant but sometimes harsh country life);
2. 2. appreciate the various techniques employed by the writer (comparison and contrast, topic sentences followed by detail sentences, use of transitional devices, etc.);
3. 3. master the key language points and grammatical structures in the text;
4. 4. conduct a series of reading, listening, speaking and writing activities related to the theme of the unit.
Time Allotment 1st period Pre-reading; 2nd period 3rd period 4th period 5th period While-reading While-reading; Post-reading; Theme-Related Post-reading Check on Ss’ Language Learning Tasks While-reading (Parts I - III) (4-Part division, Part I) (comparison & home contrast) reading (Text B) Pre-reading tasks
1. 1. T asks Ss the following questions on the song Out in the Country: (5 minutes)
---- What is the song about? (taking a break from city life, escaping from the crowd)
---- How is the song related to the theme of this unit? (The singer needs a break because the pace of life has quickened, the environment has been changed, and the old life style is gone.)
2. 2. 1) Ss divide into three large groups, under each group smaller sub-groups may form. Each large group is assigned one of the following discussion topics:
---- Why do so many migrant workers (民工) move from the country to
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the city?
---- Why do city people buy apartments or houses in the suburbs, even in the countryside?
---- Why are tours of Zhou Zhuang (周庄), Li Jiang (丽江)or any other old towns so popular? Why are tourists willing to pay to spend a day in a farmer’s house?
2) After the discussion, speakers of some sub-groups report to class. 3) T may sum up like this: People change their places of living because they look for things
that their previous life is unable to provide. However, once life has been changed, they miss
the good old days. (20 minutes)
3. 3. Ss do Cloze B in after-text exercises to learn about Americans’ ideal of a country life. Then T leads in to the study of Text A. (10 minutes)
While-reading tasks
1. T tells Ss how to divide the text into four parts, and that they are to sum up the main idea of each part as they read along (see Text Organization Exercise 1). (2 minutes)
2. Ss read the first sentences of Paragraphs 1-3 and sum up the main idea of this part. (3 minutes)
3. T explains language points in this part and gives Ss practice (see Language Study). (15 minutes)
4. T explains language points in Part II and gives Ss practice. (see Language Study).(20 minutes)
5. Ss re-read Part II and make a summary of each paragraph in it. T
writes down their summaries on the blackboard. Then, based on paragraph summaries, Ss will come up with a summary of Part II. (8 minutes)
6. Ss read the first sentences of Paragraphs 8-11 and sum up the main
idea of this part. (3 minutes)
7. T explains the language points in this part and gives Ss practice
(see Language Study). (20 minutes)
8. T explains language points in Part IV and gives Ss practice (see
Language Study). (20 minutes)
9. Ss find out the two special qualities that make a country life possible. (2 minutes)
the Study of Language Points
1.
get by: be good enough but not very good; manage to live or do things
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in a satisfactory way
e.g: My parents managed to get by on a small amount of money. It is a little bit difficult for the old couple to get by on such a
small pension.
We can get by with four computers at the moment, but we'll
need a couple more when the new staff members arrive.
2. haul: 1) transport, as with a truck, cart, etc.
e.g: The farmers haul vegetables to the market on a truck every morning.
The rescue team hauled medical supplies and food to the flooded villages.
2) pull or drag sth. with effort or force
e.g: A carne had to be used to haul the car out of the stream. Rescue workers hauled passengers out of the crashed train. 3. purse: follow
e.g: After graduation Martin chose to purse the same career as his
father as a minister.
College students are advised to purse a wide range of subjects. Public evening classes allow people to earn a living during the
day and purse vocational and intellectual interests in their spare time.
4. get through: come successfully to the end
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e.g: The local government has taken some measures to ensure that
all the people will get through the winter.
She got through the entrance examination and was accepted by the college.
5. illustrate: provide with visual features; clarify by use of example, etc. e.g: Let me use another example to illustrate this difficult point. The editor has illustrated the book with black-and-white
photographs.
6. generate: bring into existence, produce
e.g: The widespread use of Spanish in some American cities has
generated a public debate over language use in the country.
Space technology has generated thousands of products for
everyday use such as lightweight materials in running shoes.
7. premium: a sum of money that you pay regularly to an insurance
company for an insurance policy
e.g: The employers make the employees pay for a large portion of
their health insurance premium.
Some people are complaining that car insurance premiums have
increased too much this year.
8. dine out: eat a meal away from home (usu. in a restaurant)
e.g: With the improvement of living standards, more people dine out at weekends.
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It's my daughter's birthday today, so we're dining out tonight. 9. patronize: go to as a customer
e.g: When he was a student, Sterling often patronized the little restaurant near the school.
They no longer patronize the local department store because of its poor service.
10. temptation: the feeling of being tempted to do sth. that you know
might be wrong or harmful; the thing you want to have (uncount or count)
e.g: The kids can't resist the temptation of McDonald's.
In my view students should resist the temptation to take part-time
jobs in their first two years at college.
Post-reading tasks
1. 1. 1) Ss work in pairs to finish Text Organization Exercise 2. Later some of them may report to class. 2) T guides Ss through Writing Strategy.
3) T urges Ss to use comparison and contrast more effectively in their own writing. (15 minutes)
2. 2. 1) T asks Ss to re-read Paragraph 2 and analyze the relationship among its sentences (one topic sentence –―It’s a self-reliant sort of life.‖— followed by three detail sentences).
2) Ss re-read the rest of the text to find similar patterns. Then they would report their findings to class (see Text Analysis).
3) T encourages Ss to model their own writing after this pattern. (15 minutes)
3. 3. T guides Ss through some after-text exercises. (25 minutes) 4. 4. T checks on Ss’ home reading. (3 minutes)
5. 5. Ss do Part IV: Theme-Related Language Learning Tasks. (1 period)
6. 6. T asks Ss to prepare for the next unit: (2 minutes) 1) 1) do the pre-reading task;
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