大学英语3级课程教案UNIT ONE READING (4 periods)Teaching Procedures:Step 1 Warming-up1.Talk and discuss the topic—Love2. Pre-reading1.Why didn’t the speaker’brother have the chance to go to a regular school orcompete for a decent job?2.What did the speaker’s brother give first priority to?3. Who has encouraged you most when it comes to being a loving and caring individual?Step 2. Understanding the text A1. while-readingAsk students to skim the text in ten minutes and try to answerQ1. How did Jimmy get his brain damaged?Q2. How did the writer describe her father?Q3. How much was Jimmy changed after his father’s death?Q4. What did the writer think of her caring for Jimmy?Q5. Why did the writer invite her friends to Jimmy’s birthday party?Q6. What did the party remind the writer and her friends of?2. Structure analysisWith her lifetime experience, the author tells us there have never been any limitations to love whatever life may present. The writing method of this text is: “Problem + Response + Evaluation”Step 3. Detailed studies of the text A1. The StructureWith her lifetime experience, the author tells us there have never been any limitations to love whatever life may present. The writing method of this text is: Problem + Response + EvaluationPart I (Para.1~3): All family members took good care of Jimmy.Part II (Paras. 4~ 7): I looked after Jimmy alone after parents’ death.Part III (Paras. 8~ 9): Jimmy’s 57th birthday was a success.Part IV (Para. 12): Conclusion: Love without limitations2. Active ExpressionsIn English, you may find some expressions formed by very common words, but they are active and powerful.Find out the active expressions:1. I was in charge outside where…2. Jimmy grasped that the world he’d known was gone.3. This hit home a few days after…4. That was super!Practice:1.一位有经验的工程师负责这项工程。
An experienced engineer is in charge of this project.2.你不在时，要我帮你处理业务吗？Shall I deal with your business while you are gone?3. 你的评论确实切中要害。
Your comments really hit home.4.这简直好极了。
Now that’s absolutely super!More Practice1.这个班谁负责？Who is in charge of this class?2. 天晓得她跑到什么地方去了。
Heaven knows where she is gone .3.当经理说他们工作不努力，他的话触到了他们的痛处。
The manager's remarks hit home when he said that they did not work hard.4.我们在海边度过了美好的一天。
We had a super day at the seaside.3. Word Using1. justice n. the quality of being just; fairnessAt last the criminals are being brought to justice.这个罪犯终于要依法惩处了。
2. wreck n. a badly damaged ship, car or plane; sb. who is tired or unhealthy他们潜入水下寻找一艘西班牙沉船中的黄金。
They are diving for gold from a Spanish wreck.如果她继续焦虑下去，她会得精神病。
If these anxieties continue, she will become a nervous wreck.3. beneath prep. in or to a lower position than sth.;or directly under sth.我们在树下荫凉处休息一下好吗？Shall we rest in the shade beneath these trees?4. disguise n.＆v. sth. that is worn to hide who one really is; to hide or change sb.’s appearanceThe thief wore a false beard and glasses as a disguise.那贼乔装打扮带上了假胡须和眼镜。
这位妇女强作欢笑以掩饰内心的悲伤。
The woman tried to disguise her sadness in cheerfulness.5. penetrate v.to enter sth. or pass through it; to see into or through sth.The sunshine could not penetrate where the trees were thickest.她戴了一顶假发，但是我们很快就识穿了她的伪装。
She has a wig on, but we soon penetrate her disguise.6. grasp v. to understand; to take hold of sb. or sth.Grasp the shadow and let go the substance.舍本逐末。
7. reckon with to take account of in one’s planWe hadn’t reckoned with the possibility that it might rain.我没料到要等这么长时间。
8. drain v. to cause to flow off gradually or completelyThese children drain my energy.这些孩子让我筋疲力尽。
9. restrain v. to prevent sb. from doing sth.听到这消息我无法控制我的兴奋之情。
I cannot restrain my excitement about the news.10. end up (doing) sth.to be in the end ( in a stated place or condition)We didn’t like it at first, but we ended up cheering.如果你不努力的话，你将一事无成。
If you don't work hard, you'll end up nowhere11. get (sb.) through to help sb. deal with a difficult situationHer mother’s support got her through her depression.妈妈的支持让她走出了忧郁。
Step 4. Written workExcise III, IV, and V.第二次课Step 1 reviewNew word learned in this unitStep 2 Focus studyPay attention to some sentence structures which are very commonly used in English.e.g.1… so I urged the neighborhood kids to come to my house for some out-of-control kid-centered fun.out-of-control kid-centered fun= to have as much fun as the kids likeout-of-control和kid-centered是复合形容词more examples: up-to-date; color-coded; student-centered2. Usually very agreeable, he now quit speaking altogether and no amount of words could penetrate the vacant expression he wore on his face.no amount of word could penetrate the vacant expression he wore on his face= nothing could change the empty look on his face3. I hired someone to live with him and drive him to work, but no matter how much I triedto make things stay the same, even Jimmy grasped that the wor ld he’d known was gone.no matter (how, who, what, where, etc.) = however, whoever, whatever, whereverstay the same = keep things as they weregrasp = understand4. Just as my father’s death had changed the world overnight, September 11th changed our lives; the world we’d known was gone.“just as” = “in the way that someone says, or in the same condition something is in”.e.g. Just as we gained fame in victory, we lost nothing in defeat.Step 3 Written work:Exercises from those on page 10 to those on page 14.Step 4. Structured reading and WritingA Problem – Response – Evaluation StructureThis is a very commonly used structure in English. Normally, some part of a situation is introduced before the problem. Then, solutions are taken to solve the problem. Afterwards, some evaluation might occur in the actions taken.Sample 1—Part 1 of the TextProblem ---------Jimmy, was born with brain damage due to a lack of oxygen at his birth.Response--------My life revolved around Jimmy’s.My mother taught Jimmy practical thingsMy father held the family together with his patience andunderstanding.I protected Jimmy when the kids picked on him.Evaluation----- My father and Jimmy were inseparable and did everything together. Tips for writing1. Understanding the situation being faced;2. Analyzing the specific problem to be tackled;3. Creating, analyzing, and refining a solution;4. Further evaluating, improving, and implementing.Step 5. Assignments1). Write a paragraph with a problem-response-evaluation structure.Topics:a. The Fight Against Air Pollutionb. The region has been seriously polluted by harmful smogII.LISTENING AND SPEAKING (2 periods)IV. TEACHING PROCEDURES1. LISTENINGStep 1. Warming up (5 minutes)Ss will hear a conversation. Listen carefully and mark the following statements T, F or NG according to what you hear. (On Page 2)Step 2. ListeningA. Understanding short conversations 15 minutesNow you will hear ten short conversations. A question will follow each conversation.B. Listen carefully and choose the best answer from the four possible choices. Understanding a long conversation 10 minutesC. Now you will hear a long conversation followed by five questions. Listen carefully and choose the best answer from the four possible choices.D. Understanding a passage 15minutesNow you will hear a passage by five questions. Listen carefully and choose the best answer from the four possible choices.Step 3. Speaking1.Practice conversational skills 25 minutesWork in pairs. One of you will take the part of A, and the other B. A and B meet each other on the street and discuss about a particular topic (there are five on page 9). They find that they cannot agree on anything. First, please study those patterns and examples on page 7 and 8.2.To love or to spoil 20 minutesNow listen to a passage and give a speech in response to the questions asked. your speech should be no shorter than ten sentences.HomeworkLanguage Sense EnhancementListen to a poem and try to imitate the recite on page 12。