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1、课程名称：College English授课教师授课对象授课时间Six Periods授课题目Unit One Growing Up Text A课型Integratedcourse使用教具Tape Recorder教学目的1. To train the students step by step to get familiar with the new teaching mode on college campus.2. To help students to develop the five language basic skills,3. . To foster communicativ
2、e efficiency in both spoken and written modes,4. To cultivate the ability to study independently.教学重点和难点1. Grasp the main idea (the essence of writing is to write what one enjoys writing) and structure of the text(narration in chronological sequence);2. Appreciate the narrative skill demonstrated in
3、 the text (selection of details, repetition, coherence);3. Conduct a series of reading, listening, speaking and writing activities related to the theme of the unit;master the key language points and grammatical structures in the text.参考教材College English Teachers Book)；New College English；Survey of B
4、ritain and America教学内容时间分配及备注Pre-reading tasks1. First congratulate each student in the classroom on being enrolled in the tertiary education. T draws Ss attention to some warming-up questions: What do you enjoy in your spare time?How do you like the college campus?Can you say something about your c
5、lassmates?What is your major? Why did you choose it?Since most of you were bom in 1980s, can you say something about Gen*80 characteristics?T sum up and leads Ss into the first unit by saying: Different people have different views. No one has the right to label a whole generation taking into account
6、 individual tastes and differences between people of the same age or backgroundAnyway, youve grown up, what do you think of growing up? Is it easy or full of adventures? We all have unforgettable experiences at each stage of our lives. Memories of some events are still fresh in our minds. Let *s see
7、 what Baker discovered during his high school years.2. T asks Ss to look at the title of Text A9 then find out in which paragraph a similar phrase appears. Read that paragraph carefully and explain what the author means by saying “writing for myself9.First periodPre-reading tasksWhile-reading tasksG
8、rasping the structure of the text:1) Ss circle all the time words, phrases and clauses in Text A. when they finish, T asks several Ss to read aloud what they have circled.2) T draws Ss attention to text organization Exercise 2, reads its instruction, and asks them these two questions:Refer to the ti
9、me words/phrases/clauses you have just circled and tell from which point on Baker starts talking about his new experience.-Starting from which paragraph does Baker stop writing about his new experience?3) In this way Ss will be able to divide the text into 3 parts and sum up the main ideas4) Several
10、 Ss report the main ideas they have summed up to the class. Language study (part one) T explain language points and gives Ss practice.Paras 1-21. The idea of becoming a writer had come to me off and on since my childhood in Belleville, but it wasnt until my third year in high school that the possibi
11、lity took hold.: Ever since I was a child in Belleville, I had thought of becoming a writer from time to time, but 1 didnt make up my mind until I was in the eleventh grade.off and on: from time to time, now and againExample: It has been raining on and off for a week. Thats why the clothes feel damp
12、.take hold: become establishedExample: Old habits die hard. Thats why you should stop smoking before the habit takes hold.2. Until then Id been bored by everything associated with English courses.: Up to then I had lost interest in things related to English courses.associate(with): join or connect t
13、ogether; connect or bring in the mindExample: We associate Egypt with pyramids.3. I hated the assignments to turn out long, lifeless paragraphs that were agony for teachers to read and for me to write.: I found it painful to write long, boring essays as required by teachers; neither did teachers enj
14、oy what I wrote.4. When our class was assigned to Mr. Fleagle for third-year English I anticipated another cheerless year in that most tedious of subjects.: When it was decided that Mr. Fleagle would teach us English during my third year in high school, I expected the English course to be as boring
15、as before.anticipate: expect( usu. Followed by gerund or that-clause)Second periodWhile reading tasksLanguage points课程名称：College English授课教师授课对象授课时间Six Periods授课题目Unit One Growing Up Text A课型Integratedcourse使用教具Tape Recorder教学目的1. To train the students step by step to get familiar with the new teach
16、ing mode on college campus.2. To help students to develop the five language basic skills,3. . To foster communicative efficiency in both spoken and written modes,4. To cultivate the ability to study independently.教学重点和难点1. Grasp the main idea (the essence of writing is to write what one enjoys writi
17、ng) and structure of the text(narration in chronological sequence);2. Appreciate the narrative skill demonstrated in the text (selection of details, repetition, coherence);3. Conduct a series of reading, listening, speaking and writing activities related to the theme of the unit;master the key langu
18、age points and grammatical structures in the text.参考教材College English Teachers Book)；New College English；Survey of Britain and America教学内容时间分配及备注1. When our class was assigned to Mr. Fleagle for third-year English I anticipated another cheerless year in that most tedious of subjects.: When it was de
19、cided that Mr. Fleagle would teach us English during my third year in high school, I expected the English course to be as boring as before.anticipate: expect( usu. Followed by gerund or that-clause) Example: They anticipate that deaths from AIDS will have doubled by 2002.tedious: boring and lasting
20、for a long timeExample: The movie was so tedious that many viewers left before it was over.2. reputation:(an) opinion (about sb. or sth.) held by others Example: Premier Zhu Rongji has a high reputation as a statesman in the world.3. inspire: fill (sb.) with confidence, eagerness, etc.Example: Marti
21、n Luther King. Jr/s speeches inspired people to fight for equal treatment of African Americans.4. rigid:(often disapproving) fixed in behavior; based on correct or accepted rulesExample: The rigid headmaster would button up his clothes even on the hottest day.Third period While-reading tasks (Langua
22、ge points)5. out of date: old-fashionedFourth periodAppreciate theExample: New words are constantly added to our vocabularywhile some old words go out of date.narrative skillsdemonstrated in the6, severe:1) completely plaintext(selection ofExample: Earnest Hemingway is known for his severe writingde
23、tails, repetition,style.2) strictExample: Fu Lei was so severe with his son that even his wife would cry.3) causing very great pain, difficulty, worry, etc.Example: The severe chest pain experienced by the Vice-President proved to be a heart attack.7. I prepared for an unfruitful year with Mr. Fleag
24、le and for a long time was not disappointed.: I expected that things wouldnt improve with Mr. Fleagle as our English teacher, and for a long time I was right in my expectations.Example: Now that your daughter is bom, youlll have to face up to the8. Late in the year we tackled the informal essay.: La
25、te in the year we learned how to write informal essays and practiced writing them.tackle: deal withExample: Toshiba recently designed a robot that can tackle almost any kinds of housework.9. face up to: be brave enough to accept or deal with( a problem or difficulty)the responsibilities of being a f
26、ather.10. This title produced an extraordinary sequence of mental images.: At the sight of the title I saw an unusual series of pictures in my minds eye.11. violate: act againstExample: Speeding in downtown areas violates traffic regulations.12. I was preparing myself for a command to report to Mr.
27、Fleagle immediately after school for discipline.: I expected that Mr. Fleagle would order me to see him soon after school for the purpose of punishing me.13. In the eleventh grade, at the eleventh hour as it were, I had discovered a calling.: In my eleventh grade, and one might say at the last possi
28、ble moment, I had found something I wished to take up as a career.the eleventh hour: the last moment before sth. important happens The presidents visit was called off at eleventh hour.coherence)课程名称：College English授课教师授课对象授课时间Six Periods授课题目Unit One Growing Up Text A课型Integratedcourse使用教具Tape Record
29、er教学目的1. To train the students step by step to get familiar with the new teaching mode on college campus.2. To help students to develop the five language basic skills,3. To foster communicative efficiency in both spoken and written modes,4. To cultivate the ability to study independently.教学重点和难点1. G
30、rasp the main idea (the essence of writing is to write what one enjoys writing) and structure of the text(narration in chronological sequence);2. Appreciate the narrative skill demonstrated in the text (selection of details, repetition, coherence);3. Conduct a series of reading, listening, speaking
31、and writing activities related to the theme of the unit;master the key language points and grammatical structures in the text.参考教材教学内容时间分配及备注T draws Ss attention to Writing Strategy in Theme-related Language Learning Tasks, especially the part about details. T then asks the following questions:- -一
32、In part 1, what details are selected to show I d been bored with everything associated with English courses”?- - In part 1, what details are given to show that Mr. Fleagle was dull and rigid?- - In part 2, which sentences show that at first Baker was unwilling to write the essay?- -In part 3, the au
33、thor didnt tell us the impression that his essay was very good. By which sentences did he manage to give us the impression that his essay was very good.?-Baker is also expert in avoiding repetition by employing synonymous words and phrases. Ask Ss to scan for examples. If Ss finding are inconclusive
34、, T may reveal those they have neglected. T may further provoke Ss thinking by this question: why does Baker employ all these synonymous words and phrases?When T and Ss come to the sentence “In the eleventh grade, at the eleventh hour as it were, I had discovered a calling. in para.9, T may ask Ss t
35、o recall a similar sentence they have read. By this T will show Ss the importance of coherence in writing.Fifth period Appreciate the narrative skills demonstrated in the text(selection of details, repetition, coherence) Post-reading tasksIf time permits, Ss may listen to John Lennons song “Beautifu
36、l Boy”Post-reading tasks1. Think alone: According to Mr. Fleagle, what is the very essence of the essay?Then T invites several Ss to give their opinions. I may sum up by this sentence -The essence of good essays is to write what one enjoys writing about.2. T checks if Ss have done the after-text exe
37、rcises in their spare time, and discusses some common errors that crop up.3. T checks on Ss? home reading (Text B).4. T asks Ss to write an essay after class in 120 words or so about an experience that impressed them most at certain stage of their lives.5. T asks Ss to prepare the next unit after cl
38、ass.Sixth period for listening course课后小结Teaching Plan for the first unit has been carried out smoothly in the classroom. All the students were fully prepared for the first unit, so the majority of them were active in classroom activities. However,20 percent had difficulty understanding teachers tal
39、k due to their weakness in listening. Learning that English teachers delivered their lectures mostly in Chinese in secondary school, I will call on the more able students before calling on the weaker ones. In this way, the latter group can practice responses. I will try my best to tailor the course
40、to the students of different interests, environment and abilities.课程名称：College English授课教师Huangliping授课对象Freshman授课时间Six Periods授课题目Unit 8 Coping with an Education Problem Text A课型Integrated course使用教具Tape Recorder教学目的1. To train the students step by step to get familiar with the new teaching mode o
41、n college campus.2. To help students to develop the five language basic skills,3. To foster communicative efficiency in both spoken and written modes,4. To cultivate the ability to study independently.教学重点和难点1. understand the main idea and structure of the text;2. learn the way to write a cause-and-
42、effect analysis;3. grasp the key language points and grammatical structures in the text;4. conduct a series of reading, listening, speaking and writing activities centred on the theme of the unit.参考教材(College English Teachers Book；New College English；Survey of Britain and America教学内容时间分配及备注Pre-readi
43、ng Tasks1. T asks the following questions to check if the students have listened to the tape recording:一What was the riddle:一 Why did the teacher ask his class this riddle?2. 1) Ss work in groups and discuss the following three topics:- How has the United States developed into the sole superpower in
44、 the world?一 How did Japan manage to rebuild itself after the devastation of WWII一 How will China grow into a prosperous and well-respected country?2) Speakers for each group report their answers to the class.3) T sums up by stressing that almost all groups mentioned the importance of education, whi
45、ch is closely related to the theme of this unit.While-reading tasks1. 1) T asks Ss the following questions:-What is a fable?First Period Pre-reading Tasks While-reading Task (part one)Tell us the titles of some fables you know.- Do fables state the moral lessons directly or let the reader deduce?2)
46、Ss read the title of Text A and try to predict the possible consequences of laziness.3) T leads in by saying: In the first part of this text, the author brings up a problem: idleness and ignorance among a great many U.S. teenagers. In the second part he offers a fable trying to teach a lesson.2. T e
47、xplains the language points in Part One and gives Ss practice.1) run out of : use up or finish a supply of sth.Example: I was late today because my car ran out of gas on the way here.2) in amazement: with a feeling of great surprise or disbelief Example: All the spectators stared at the magician in
48、amazement when the rabbit in his hands suddenly vanished.Synonyms ： surprise , astonishment , awe , bewilderment3) upset: make (sb.) worry or feel unhappy (usu. used in the pattern: be upset by/about)Example: He was very upset by the news that his application had been turned down.Synonyms ： depress , disturb , disconcert4) ignorant ： knowing little or nothin