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1、写在本套教案的前面北京语言大学英语系三年级的重要课程“英语高级阅读”一年两本教科书共2 4 篇课文的教案由我们的有关老师分头完成了。并提供给其他老师间接使用或参考。教学，是一项非常个体化的工作。它是科学和艺术的有机结合。同一门课程，同一种教材;同一篇课文，每个老师，根据自己的经验、理解、水平和学生的情况，都有不同的处理。甚至不同的课文，处理也是不尽相同。所以，我们在尽量统一教案的格式并且提供一套完 整 的 教师用书的同时，也尊重和允许不同的老师有自己的教案格式和内容。教案内容和格式，完全一样，既不科学,也不真实，甚至是对教师个体性、创造性和独立性的抹杀；其教学成果，可以想象。相信，任何懂一些教
2、学的人，都理解这一点。本课程负责人李燕姝课程：高级英语阅读教学对象：英语本科三年级学生周学时：4主导教材：大学高级英语阅读（上、下两册）大部分课文时间：三年级全年上、下两个学期（注：教案中提供的多媒体课件只是老师所准备的一部分，如有必要，我们将提供全部多媒体课件）(第一学期)TEACHING NOTESAdvanced College Reading(Book one)Lesson One:A World AwakenArchipelago Earth(Supplementary Article)Class hours needed for the lesson:5 class hoursTi
3、me:Week oneDate:September 2nd-9thPurpose and requirement:To help students understand this sophisticated editorial;to further educate students in the area of environmental and ecological protectionFocus and difficulty:Language difficulty and content focus.Time allocation:Introduction to this course t
4、o the textbooks,1 class hours.Analysis and discussion of“A World Awakens”,2 class hours and halfDoing some of the exercises,30 minutesSupplementary text,1 hourThe main idea of“A World Awakens”:(Ask students first to sum up the main ideaof this article,then the teacher can offer the following answer)
5、.Regarding theenvironmental issue though there are still problems and indifference,ordinary peopleare beginning to value the environment above economic growth,as the dangers ofdevelopment become more obvious.Teaching process:1.Related questions,which can be asked to students before coming to the tex
6、t:1)Do you have any ideas on how to conserve the giant panda?2)Is there a danger that the spread of English is destructive to other others andlanguages?3)Which should be given priority,esp.in developing countries:economicdevelopment or environmental protection?4)What did Marshall McLuhan mean by the
7、 global village”？Consider(1)religious fundamentalism;(2)Coca Cola;(3)the Internet;(4)McDonalds;(5)global warming.2.Summing up the main idea of paragraphs(Always ask students to do first).1)Problems and pessimistic predictions regarding the serious environmental vicein the USA before the 1980s(paras.
8、1-2)2)The pulse of environmental awareness surging around the world(paras.3-4)3)Positive(Mauritius)and negative(Babylon)examples in this regard,(paras.5-6).4)Signs of action since 1970s(para.7)5)Despite the fact that some of the poorer nations are repeating he mistakes of theindustrial countries,the
9、 general belief being that pollute first and pay later ischanging,(paras.8-9)6)Some additional factors which contribute to the awakening:the discovery of thedanger of some seemingly innocuous chemical compounds,our further realizedresponsibility to the earth brought about by the space programs,etc.(
10、paras.10-13)7)Such changes notwithstanding,the overall decline of the biosphere going on.(para.14)3.Detailed analysis of the Text(omitted and refer to the Teachers Book)4.Doing some of the exercises:1.Questions for discussion of 46A World Awakens2.Multiple choice itemsl3.Advanced Grammar Practice5.C
11、oming to the Supplementary Text:Archipelago Earth”1).About the author,Marshall McLuhan2).Special points needing to be made for this article:(1)disadvantages of setting up natureconservation areas;(2)importance of biodiversity and culture diversity6.Written assignment：Write an essay on:The Changes of
12、 my HomesteadTEACHING NOTESAdvanced College Reading(Book One)Lesson 2 Atomic Bombing of Nagasaki Told by a Fight MemberClass hours needed for the lesson 5 class hoursTime allocationOral presentation(by 2 students,20 minutes)Analysis and discussion of the text,180 minutesDoing some of the exercises,3
13、0 minutes.Quiz,20 minutesTeaching objectivesThe students are required to comprehend the text material in an explicit way,beingaware of the historical background information.The students are capable ofexpressing their point of views orally on this atomic bombing event,which arerecorded in an after-cl
14、ass essay.Teaching MethodWith multi-media presentation,the instructor leads the students to a goodcomprehension of the text,encouraging the participation of the students in theclassroom activities,which includes student presentations and group discussions.Teaching Procedures1.Presentations given by
15、the students at the beginning of the classA.Atomic bombing of Nagasaki:the background,outline and expressionsof the textB.William L.Laurence and the Pulitzer Prize2.Questions for discussionA.Do you know anything about the atomic bombings in World War II?What is your view about the bombings?B.Does La
16、urence have any political or moral attitudes towards thebombing?Why?3.Text comprehension and analysisA.Backgrounda.Atomic bomb and the Manhattan ProjectOn August 2,1939,just before the beginning of World War II,AlbertEinstein wrote to then President Franklin D.Roosevelt.Einstein andseveral other sci
17、entists told Roosevelt of efforts in Nazi Germany to purifyuranium-235,which could be used to build an atomic bomb.It was shortlythereafter that the United States Government began the seriousundertaking known then only as The Manhattan Project.*Simply put,theManhattan Project was committed to expedi
18、ting research that wouldproduce a viable atomic bomb.b.Pulitzer PrizeIn the latter years of the 19th century,Joseph Pulitzer stood out as the veryembodiment of American journalism.Hungarian-born,an intenseindomitable figure,Pulitzer was the most skillful of newspaper publishers,a passionate crusader
19、 against dishonest government,a fierce,hawk-likecompetitor who did not shrink from sensationalism in circulation struggles,and a visionary who richly endowed his profession.His innovative NewYork World and St.Louis Post-Dispatch reshaped newspaper journalism.Pulitzer was the first to call for the tr
20、aining of journalists at the universitylevel in a school of journalism.And certainly,the lasting influence of thePulitzer Prizes on journalism,literature,music,and drama is to beattributed to his visionary acumen.In writing his 1904 will,which madeprovision for the establishment of the Pulitzer Priz
21、es as an incentive toexcellence,Pulitzer specified solely four awards in journalism,four inletters and drama,one for education,and four traveling scholarships.B.Main theme:an account of the atomic bombing mission of a majorJapanese city underlined by a curious aesthetic sense.C.Outline of the texta.
22、Introduction of the bombing mission and the preparatory work(Paragraph 1-10)b.The journey starts and the moments before the bombing(Paragraph11-32)c.The bombing(Paragraph 33-50)D.Explain the following expressions:b.man-made meteorc.the bomb assemblyd.bail oute.eerie lightf.fifteen bursts of flakE.Pa
23、raphrase the following sentences:a.Into its design went millions of man-hours of what is without doubtthe most concentrated intellectual effort in history.(Paragraph 4)b.It takes no mind reader to read his thoughts.(Paragraph 21)c.The winds of destiny seemed to favor certain Japanese cities that mus
24、tremain nameless.(Paragraph 36)4.ExercisesA.Vocabulary buildingB.ParaphraseC.Multiple choicesD.Advanced grammar practiceAfter-class assignmentReview the text and write an essay stating ones own point of views on theatomic bombing of Hiroshima and Nagasaki.After-class analysisLesson 2 in Advanced Col
25、lege Reading(I)is a Pulitzer Prize account of the atomicbombing event in World War IL The level of difficulty is fair to the third year studentsof English Major.The students learned more about the historical event and learned toappreciate the journalistic style of writing.TEACHING NOTESAdvanced Coll
26、ege Reading(Book One)Lesson Three:Obligation to EndureClass hours needed:5 Class hoursTime:Week threeDate:September 20-27Time allocation:oral presentation(by 2 students),20 minutes;introduction to theauthor and the book Silent Spring,15 minutes;offering an outline of the article(either at the beginn
27、ing or at the end of the lesson(Students may be asked to do this asan in-class writing practice),30 minutes;detailed analyses and explanation of the text,120 minutes;doing some of the exercises,30 minutes.Purpose and focus:to get students acquainted with,understand this important articleby the famou
28、s writer.To offer students some further education on environmentalprotection.In order to understand the language,the first important thing is to askstudents,or offer to students,to write an outline of the article.An Outline of Obligation to Endue”：(For the facility of teaching and learning of this r
29、ather long and complex article,an outline isnecessary to be given and to bear in mind when doing the text analyses)1.Mans power to assault nature and alter the nature of the world(paras.1-6)1).This power being acquired only in the recent century,(para.1)2).The biggest assault on nature:contamination
30、 of air,water,and underground,(paras.2-4)3)Chemicals and“insecticides“being the important source of pollution andbiocides.(para.5-para 6)2.Specific harms done by those man-made substances,(paras.7-.11)1)The likelihood of killing all life.2)The world being caught up in an endless spiral(para 8)3)The
31、possibility of causing gene mutation(paras.9-10)4)Worsening the main problem of overproduction,(para 11)3.Other ways in which man helps increase insect problem(para 12-1)The conflicts between man and insects(para.13-14)2)Single-crop farming(paras.15)3)Importation of plants and animals(paras.16-20)4.
32、The authors arguments regarding the whole issue(paras.21-26)1)Failure to apply the necessary ecological knowledge(para21)2)Insensitivity to bad conditions(para 22)3)The public kept in darkness(23-24)4)Obligation to endure meaning having the right to know(paras.25-26)Teaching process:1.Introduction t
33、o the author,Rachel Carson:founder of contemporary environmentalmovement,author of Silent Spring,advocate of nature and environmental ethics,againstthe misuse of chemical pesticides,breast cancer survivor and best selling nature writer.About the book Silent Spring：an epoch-making book that has chang
34、ed our age.2.Detailed analyses of the text.(Please refer to the Teachers Book for the mainpart.).3.Doing some of the exercises in class orally1.Multiple choiceAdvanced grammar practice4.Some key questions for students to answers:(1)What was the relationship between man and nature before 20tlicentury
35、?(2)What are the consequences of using insecticides like DDT?(3)What does Miss Carson consider as the central problem of our age inthe USA?(4)How does man assist the increase of insect population and invasion?(5)What role in the view of the author should the public play inconnection with the problem
36、?5.Written Assignment to students:Write a two-layered outline of thelesson.Teaching Notes Advanced College Reading(Book One)Lesson 4：The Mystery of RommePs Missing TreasureClass hours needed for the lesson 6 class hoursTime allocationOral presentations on Treasure Search Project(by 6 students,60 min
37、utes)Analysis and discussion of the text,180 minutesDoing some of the exercises,30 minutes.Review and Discussion of the assignments,30 minutesTeaching objectivesThe students are required to comprehend the text material in an explicit way,beingaware of the historical background information.The studen
38、ts are capable of proposinga project to investigate the puzzle of the missing treasure,which are presented inform of oral presentations.Teaching MethodWith multi-media presentation,the instructor leads the students to a goodcomprehension of the text.The students were classified into six groups with
39、differentwork focuses on a project proposal,Treasure Search Project,which aims at theinvestigation of the missing treasure.Each group reviewed the relevant literature andpresented their research results and plans in form of presentations.Teaching Procedures1.Questions for discussionA.What is the cla
40、im of the author regarding the missing treasure?B.Say something about the military situation at the time when Rommel wasforced to bury his treasure.2.Text comprehension and analysisA.Background:Field Marshal Erwin RommelField Marshall Erwin Rommel was one of the most celebrated Nazicommanders during
41、 World War II,a sly tactician whose exploits in NorthAfrica earned him the nickname The Desert Fox.”Rommel joined theGerman army in 1910 and served with distinction during World War I,incampaigns in France,Romania and Italy.In late 1943 Rommel was sent toFrance to direct the defenses for an expected
42、 Allied invasion.In July 1944a British aircraft fired on RommeFs car,killing his driver and causing acrash that gave Rommel a serious head injury.While recuperating hefound out he had been implicated in a plot to assassinate Hitler(an attempton 20 July 1944 by Claus von Stauffenberg failed).Rather t
43、han face trial,Rommel was allowed to take a fatal dose of poison on 14 October 1944.B.Main theme:introduction of Rommels treasure as a historical puzzle andthe claim made by the author about the missing treasure.C.Outline of the texta.Introduction of the missing treasure(Paragraph 1-3)a.The historic
44、al background of the missing treasure.(Paragraph 4-7)b.An eyewitness account of the event.(Paragraph 8-15)c.The assumption of the author about the missing treasure.(Paragraph 9-22)D.Explain the following expressions:a.insurmountable oddsb.on the vergec.skin diversd.a diversionary tactice.palm-studde
45、d oasisE.Paraphrase the following sentences:a.Just as the dreaded ides of March had oce come for the indomitableJulius Caesar,so too,were they about to descend upon the illustriousField Marshal Erwin Rommel.(Paragraph 3)b.But it was to no avail.(Paragraph 4)c.The Sahara is a pitiless inferno and yet
46、,it is not without anintrinsic though solitary and lonely beauty.(Paragraph 21)3.Presentations for the Treasure Search ProjectA.Background and geographical information(by the Information Group)B.Analysis of the location of the treasure(by the Research Group)C.Cost-benefit analysis of the project(by
47、the Finance Group)D.Challenge for the project(by the Advisory Group)E.To be equipped for the project(by the Service Group)F.Agenda designed for the project(by the Management Group)3.ExercisesA.Vocabulary buildingB.ParaphraseC.Multiple choicesD.Advanced grammar practiceAfter-class assignmentReview th
48、e text and write a report of your research as a group of the.After-class analysisLesson 2 in Advanced College Reading(I)is an article presenting the missing treasurepuzzle and the assumption of the author about this puzzle.The classes were organizedalong the proposed Treasure Search Project,where th
49、e students are well motivated todo research and gave presentations on the topics.The text was well studied and thestudents learned to work as a team and to propose a research project.Teaching Notes Advanced College Reading(Book One)Lesson 5：How to win friends and influence peopleBy Dale CarnegieClas
50、s hours needed for the lesson 5 class hoursTime allocationOral presentation(by 2 students,20 minutes)Analysis and discussion of the text,180 minutesDoing some of the exercises,30 minutes.Quiz,20 minutesTeaching objectivesThe students are required to comprehend the text material in an explicit way,be