第1篇：现代大学英语听力2 教案
《现代大学英语》 听力2课程教案
授课时间：2014-2015第二学期
授课班级：英1243
授课人：何林
Unit 1 教案
【Task 1】
Warm up Exercises: A.1)She wanted to see St.Paul’s Cathedral.2)She was so surprised because she saw so many Englishmen who looked alike.3)They were all wearing dark suits and bowler hats, carrying umbrellas and newspapers.4)Because she had often read about them and seen photographs of them, who all looked as if they were wearing a uniform.5)No, he didn’t.6)He used the English saying “It takes all kinds to make a world” to prove his opinion.B.If all the seas were one sea, what a great sea it would be!And if all the trees were one tree, what a great tree it would be!And if this tree were to fall in the sea, what a great splash there would be!【Teaching materials】
Yesterday morning Gretel went to the City of London.She wanted to see St.Paul's Cathedral.She was surprised to see so many Englishmen who looked alike.They were all wearing dark suits and bowler hats.They were all carrying umbrellas and newspapers.When she returned home she asked Mr clark about these strange creatures."They must be typical English gentlemen," she said." I have often read about them and seen photographs of them.They all look as if they are wearing a uniform.Does the typical English gentleman still exist?"
Mr.Clark laughed."I've never thought about it," he answered." It's true that many of the men who work in the City of London still wear bowler hate and I suppose they are typical Englishmen.But look at this." Mr.Clark picked up a magazine and pointed at a photo of a young man."He's just as typical, perhaps.It seems as if there is no such thing as a 'typical' Englishman.Do you know the English saying 'It takes all kinds to make a world'? That's true of all countries-including England."
“Oh, just like the poem ‘If All the Seas Were One Sea’,” Gretel began to hum happily.If all the seas were one sea, what a great sea that would be!If all the trees were one tree, what a great tree that would be!And if this tree were to fall in the sea, what a great splash that would be!” Task 2 【Teaching materials】 A.1)people were much busier 2)colder than England;minus thirty degrees;last longer 3)much more mountainous;much higher and much more rocky;more beautiful
4)tend to be more crowded 5)the houses;smaller B.1)T 2)T 3)F 4)F 5)F 【teaching steps】
John is British but has worked in Japan.Etsuko is Japanese from Osaka, but she is studying in Britain.In the following paage you are going to hear, they are comparing life as they see it in the two countries.But before listening to it, think of the two countries and try to answer the following pre-listening questions.John: I found that living in Japan, people were busier.They seem to work the whole day.Etsuko: Yes, that’s right.We work from Monday through Saturday, even in summer.You know, summer in Japan is just horrible.It’s very, very humid and hot, and you need to shower three times a day.John: So you find it cooler in England? Etsuko: Yes, that’s right.John: Where I was living in Japan, in the North, it was much colder than England, especially in winter, minus thirty degrees centigrade.Does the winter in Osaka last longer than the winter in England? Etsuko: No, I don’t think so.December, January, February, March.John: Yes.It’s a little bit shorter if anything.Etsuko: Ever since I came here, I noticed that the countryside here in England is very beautiful.John: It’s much flatter than in Japan.Etsuko: Yes.Japan is a mountainous country and our cities are full of people.There are lots of people in a limited flat area.John: Yes, I found Japan much more mountainous than Britain, especially in the north.The mountains are much higher and much more rocky.I found it more beautiful than Britain, I think.Etsuko: Yes, if you like mountains.John: And therefore the towns and villages tend to be more crowded.Etsuko: Yes, that’s right.John: Yes.So because the cities are more crowded, the houses tend to be smaller, don’t they? Etsuko: Yes, they are very compact, and we don’t have a lot of space.In big cities we have a lot of taller buildings now.John: Is this a problem because there are more earthquakes in Japan? Etsuko: Yes, that’s right and… Task 3 【exercises】 A.1)In the US, people usually dance just to enjoy themselves;they don’t invite other people to watch them.2)Usually eight people dance together.3)Because people form a square in dancing with a man and a woman on each side of the square.4)He usually makes it into a song.5)They wear old-fashioned clothes.B.1)F 2)T 3)F 4)F 5)T C.1)eight people form a square;on each side of the square 2)what they should do;makes it into a song;sings it 3)don’t have much time to think 4)old-fashioned clothes 【teaching materials】
Rosa: Why don’t you have folk dances in the United States? Most countries have special dances that the people have done for many years.The dancers wear clothes from the old days.Everyone likes to watch them dance.Steve: We have folk dances, too.A lot of people belong to folk dancing groups.But when they dance, they usually do it just to enjoy themselves.They don’t invite other people to watch them.Rosa:
Is there a folk dancing group here? Steve: I think so.There must be.There’s one in almost every city, and some big cities have several.Rosa:
What are the dances like? Steve: Usually eight people dance together, four men and four women.When they start, they form a square, with a man and a woman on each side of the square.That’s why it’s called square dancing.Then there’s a man who tells the dancers what they should do.He usually makes it into a song.He sings it while they dance.Rosa:
Oh, that should make the dances easy!
Steve:
Yes, but they are very fast.They don’t have much time to think.I like to watch them, though.The dancers wear old-fashioned clothes.That makes the dances pretty to watch.Rosa:
I’d like to watch a group dance.Steve:
I’ll take you sometime.Task 4 【teaching task】
1)It was a time to celebrate the end of winter and the beginning of spring.2)They burned the picture of their kitchen god to bring good luck.3)The custom said the brides must wear “something old, something new, something borrowed, and something blue” to bring good luck.4)Because they could not eat meat, eggs or dairy products during Lent, so they tried to use up these things before Lent began.5)It was a straw man made by children in Czech;it was a figure of death.6)People brought their animals to church.And before the animals went into the church people dreed them up in flowers and ribbons.【teaching materials】
1)On the evening of February 3rd, people in Japanese families took one dried bean for each year of their age and threw the beans on the floor, shouting "Good luck in!Evil spirits out!" This was known as "Setsubun", a time to celebrate the end of winter and the beginning of spring.2)Before the Chinese Lunar New Year in the old days, many Chinese families burned the picture of their kitchen god to bring good luck.When Lunar New Year's Day came, they put ancw picture of the kitchen god on the wall.3)When American women got married, they sometimes followed an old custom in choosing what to wear on their wedding day.The custom said the bride must wear "something old, something new, something borrowed, and something blue".This was to bring good luck.4)Before Lent(a time on the Christian calendar), the people of Ponti, Italy ate an omelet made with 1,000 eggs.People could not eat meat, eggs or dairy products during Lent, so they tried to use up these things before Lent began.5)When winter ended in Czech, the children made a straw man called "Smrt", which was a figure of death.They burned it or threw it in the river.After they destroyed it, they carried flowers home to show the arrival of spring.6)January 17th was St.Anthony's Day in Mexico.It was a day when people brought their animals to church.But before the animals went into the church, the people dreed them up in flowers and ribbons.This ceremony was to protect people's animals.Task 5 【exercises】 A.1)F 2)T 3)F 4)T 5)F 6)T 7)T B.Advantages Disadvantages Lots of servants to do the work Terrible life for servants beautiful clothes to wear very uncomfortable clothes lots of tea parties boring and formal tea parties—often no men being invited life being slower much more illne plenty of time to talk to each other children left with servants all day
very poor education
no freedom for women 【teaching materials】
Man: Well, I think life used to be much more fun than it is now.I mean, look at the Victorians.They had lots of servants to do all the work;they never had to do any cooking or cleaning;they just wore those beautiful drees and went to tea parties.Woman: You must be joking!Their clothes were terribly uncomfortable and their tea parties were very formal and boring.They used to wear their hats and long gloves even when they were eating cakes and biscuits.And men were not usually invited.Man: Really? Weren't they? Woman: And think of the poor servants.What a terrible life—just cleaning and cooking for other people all the time!
Man: But you hate housework!Woman: Yes, I know, but there are lots of machines now to help you with the housework.People don't need servants.Man: Maybe they don't, but life then was much slower than it is now-people nowadays are always rushing, and they never have time to stop and enjoy themselves.Woman: Life then was fine for the rich, but it was dreadful for the poor.There was much more illne.They didn't have the money to pay doctors, and they often used to die of illnees that don't exist in England now.Man: Maybe.But people used to talk to each other, play the piano or play cards together.Nowadays people just sit in front of the television for hours and never talk to each other.Woman: I agree with you about television;but what about their children? They left their Children with the servants all day.Children hardly ever saw their parents!And the clothes they had to wear!Horrible, tight, uncomfortable, grown-up clothes.Children have a much better life now than they used to, and schools and education are much better too.Man: I hate school.Woman: And look at opportunities for women.In those days, women used to stay at home, play the piano, change their clothes several times a day and have tea parties.What a life!They didn't have any freedom at all.I'm very happy living now.I can work, have a career, do what I want to.Man: You mean you can work hard all your life like a Victorian servant.Woman: Life isn't all tea parties, you know.Task 6 【exercises】 A.1)b 2)a 3)c 4)a B.1)family unit;proce;change;used to be;the extended;the nuclear
2)job patterns;progreed;agricultural;industrial;forced;job opportunities;split up 3)traditional;family;expanded;other living arrangements C.1)mother, father, children, and some other relatives, such as grandparents, living in the same house or nearby 2)only the parents and the children 3)previously married men and women marry again and combine the children from former marriages into a new family 【teaching materials】
The American family unit is in the proce of change.There used to be mainly two types of families: the extended and the nuclear.The extended family most often included mother, father, children, and some other relatives, such as grandparents, living in the same house or nearby.Then as job patterns changed and the economy progreed from agricultural to industrial, people were forced to move to different parts of the country for job opportunities.These moves split up the extended family.The nuclear family became more prevalent;this consisted of only the parents and the children.Now besides these two types of traditional groupings, the word "family" is being expanded to include a variety of other living arrangements.Today's family can be made up of diverse combinations.With the divorce rate nearly one in two, there is an increase in single parent homes: a father or mother living with one or more children."Blended families" occur when previously married men and women marry again and combine the children from former marriages into a new family.On the other hand, some couples are deciding not to have any children at all, so there is an increase in childle families.There are also more people who live alone: single, widowed, divorced.Now one in five Americans lives alone.Task 7 【keys】 A.Men Women Both Study subjects like history or English
√
Study engineering √
Go to university to get good jobs
√
Look for a good job because they want a good husband
√
Look for a good job because they want to be succeful √
Work for a lifetime √
Work up to ten years √
Get married by twenty-seven √
Cook the meals √
Look after the children √
Go out for a drink after work √
Come home by four o'clock in the afternoon √
B.1)c 2)c 3)a 4)b 5)c 6)c 7)c 【keys】
In Japan both men and women go to university and both men and women study the arts such as history or English.But very few women study science, medicine or engineering.In engineering claes of thirty or forty students, there may be only one or two women.Men and women both go to university in order to get good jobs: men want to work for a big company, be succeful, earn a lot of money and support a family;women, on the other hand, want to work for a big company because they have a better chance of meeting a succeful man and getting married.This is changing, however, as Japanese women begin to think about their own careers.They have began to take jobs which they like rather than jobs in order to find a husband.Men work for their whole lives and usually stay with the same company.A woman may work up to ten years, but after that she usually gets married.Most women are married by the age of twenty seven, then they stay at home and look after the children.A man does not cook or look after the children.When he comes home, his meal must be ready.The woman may go out in the afternoon, shopping with her friends or having a chat, but she must go back home by four o'clock to prepare the meal.Then she may have to wait a long time for her husband to come home.Often he has to go out for a drink after work: if he doesn't he may not rise very high in the company.After her children grow up, a woman can go back to work, but it is not easy.If her former company takes older women back, she might be lucky.But most women find it difficult to find a job when they are older.Task 8 【keys】 A.1)a 2)c 3)b 4)c 5)c 6)b 7)c 8)b B.1)T 2)T 3)F 4)F 5)T 6)F 7)F 8)F 9)T 10)F 【teaching materials】
Matthew: Geth, how do people set about getting married in England?
Geth: I suppose the most common way is still for people to go home.For example, people who live in London now will go back to their homes in the provinces where they'll meet all their relatives and their parents, and they'll get married in a church, with the bride wearing white, the traditional white.Then they'll go off and have a booze-up with their relatives and friends and a jolly good time will be had by all.Otherwise you can get married in a registry office, which means you turn up with your bride-to-be or bridegroom-to-be with two witnees only.The ceremony takes about five minutes, I suppose.You sign the form and that's it.Matthew: There are many today who say that marriage is a complete waste of time.What's your view of marriage in the twentieth century?
Goth: Well, I live in London as you know.I think in London, the tendency is to...for a...boy and girl, man or woman to live together before marriage and often to live together without any prospect of marriage at all.I think this probably is...is true of London and the other big cities than elsewhere, because after all people in London are living in a big place where home ties are obviously le restrictive.They can do more or le as they please and I think this is the pattern.Matthew: But do you think it helps for people to live together before taking their vows?
Geth: I think in a sense the habit of living together before marriage may, in a strange sort of way, make marriage stronger, because after all the people will know each other better when they do get married and it might be suggested that divorce would be le likely between such a couple.Matthew: Sue, you've been married for two or three years now.How's it working out?
Sue: I think it's a succeful marriage.It's...I mean, it's difficult to say why, because we basically suit each other very much.We have a good friendship, apart from anything else, and, you know, we just go together very well because we respect each other's freedom and individuality, but on the other hand we really need each other, you know, it's...Matthew: What about.., have you thought of having children?
Sue: Well, obviously, like most young couples, we have thought about it, but, you know, we both feel rather, sort of, loath to lose our freedom just yet.I think we'll probably wait another few years.Matthew: Is it easy in England today to people to get divorced, or is that quite difficult?
Chris: I think technically it's probably fairly easy, I think, because I'm not English but, I think technically it's fairly easy to be...to get divorced.But it's not just the technicality of it which is the problem.Divorce is...is a social stigma which people can probably Cope with to varying degrees, but it's also a lot easier for the man because the woman, after she is divorced is, in fact, frowned upon by...by a lot of people in society.She is...is...at a...a much more difficult social position in terms of...of meeting other men, or whatever, simply because she is a divorcee.Task 9 【keys】
Social customs and ways of behaving change.But they do not necearily always change for the better.Things which were considered impolite many years ago are now acceptable.Just a few years ago, it was considered impolite behaviour for a man to smoke on the street.No man who thought of himself as being a gentleman would make a fool of himself by smoking when a lady was in the room.The important thing to remember about social customs is not to do anything that might make other people feel uncomfortable—especially if they are your guests.There is a story about a rich nobleman who had a very formal dinner party.When the food was served, one of the guests started to eat his peas with a knife.Other guests were amused or shocked, but the nobleman calmly picked up his knife and began eating in the same way.It would have been bad manners to make his guest feel foolish or uncomfortable.
第2篇：《现代大学英语精读5》教案
英语专业精读授课教案（第五册）
Leon One Where Do We Go from Here
Teaching aims: 1.fully understand the article
2.grasp the rhetorical device in the text
Teaching difficulties: how to identify the rhetorical device in the sentence and understand the
implication for some sentences
Time distribution: eight periods
Teaching method: students-centered
Teaching procedures:
I.Background information:
The 1960s were turbulent times for the United States.The anti-war movement, the Civil Right movement, the counter-culture movement, the feminist movement were all unfolding in this period of time.The civil Rights movement was a major movement which began with the Supreme Court decision of Brown v.Board of Education of Topeka in 1954 and the Montgomery bus boycott of 1955.Martin Luther King jr.(1929-1968), as a key leader of the movement, played a significant and irreplaceable role.His name is aociated with the march on Washington in 1963 and his famous speech ― I have a dream‖, delivered in front of the Lincoln Memorial.He was awarded Nobel Peace Prize in 1964.this speech, delivered in 1967, in more on the side of reasoning and persuasion and le on emotional appeal.Thus his analysis of riots and revolution in the united states in his speech is sound and convincing.On the night of April4.1968, King was shot dead, as he stood o the balcony of his hotel in Memphis, Tenneee.Part II.Details studies of the text
Part III.Structure of the text:
Part i.Para.1—2 Martin Luther King link the theme of the speech with the question of "Where we are now".That is, in order to know where we go from here we must first recognize where we are now.Without knowing our present situation, how can we design a policy for the future?
Part ii Para.3--5 This is a transitional paragraph to call for all the African-American must ―rise up with an affirmation of his own Olympian manhood‖.Part iii(Para.6--9)In this part the author puts forward the second task: how to organize the strength of the Negro in terms of economic and political power.Then the author goes on to define power and points out the consequence of the misinterpretation of power.Part iv(Paras.10--15)This part deals with economic security for the Negro Americans.The speaker advocates guaranteed annual income which he thinks is poible and achievable.He also deals on the advantages of this security.Part v(paras.16—20)In this part, Martin reaffirms his commitment to nonviolence.He explains why he thinks violence is no solution to racial discrimination.He refutes the idea of Black revolution.Part vi(para 21—25)In this part, Dr.King raises a fundamental question—the restructuring of the whole of American society.He points out that the problem of racism.The problem of economic exploitation and the problem of war are tied together.They are the triple evils of the society.Part vii.(para 26—28)This part serves as the concluding remark for the speech: we shall overcome.Leon Two Two Kinds
Teaching aims: 1.fully understand the article
2.present their viewpoint on generation gap
Teaching difficulties: how to identify the development of a story
Time distribution: eight periods
Teaching method: students-centered
Teaching procedures:
Part I.Background information:
The Joy Luck Club, from which ―Two Kinds‖ is taken, explores conflicts between two generations and two different cultures.Set in China and in the United States, the novel is woven by stories of four Chinese mothers and their four daughters.Four Chinese women, who have just arrived in the United States and who are drawn together by the shadow of their past—meet in San Francisco to play mah-jongg, eat dim sum and tell stories.They call their gatherings the Joy Luck Club.While they place high hopes on their daughters, the youger generation think of themselves as Americans and resist their mothers’ attempts to change them into obedient Chinese daughters.Only after they have grown up and become more mature do they realize that the legacy left by their mothers is an important part of their lives, too.The noivel stayed on the best-selling book list of The New York Times for 9 months.A finalist for the national Book Award and the National Book Critics Circle Award, it has been translated into about 20 languages and made into a Hollywood movie.Part II.Detailed Study of the Text
Part III.The Structure of the text:
Part i(paras.1—3)the beginning part of the story provides the reader with some background information.It tells about the mother and her hopes for her daughter.This paves the way ofr the development of the conflict between the daughter and the mother.Part ii(paras.4—11)this part is about the mother’s unsucceful attempt to change her daughter into a Chinese Shirley Temple.In the beginning the child was as excited as the mother about becoming a prodigy.At this point, the conflict between mother and daughter was not visible.Part iii(paras12—20)in this part we learn that the mother was trying very hard to train her daughter to be a genius.As the tests got more and more difficult, the daughter lost heart.She decided that she would not let her mother change her.This change of attitudes would lead to the gradual development of the conflict.Part iv(paras 21—28)while watching a Chinese girl playing the piano on an Ed Sullivan Show, a new idea flashed into the mother’s head.With the new plan introduced, the ocnflict would develop further.Part v(paras 29—46)it tells about how the girl was made to learn the piano under the instructions of Old Chong.The relationship between mother and daughter was getting more and more tense.Part vi(para.47—60)Jing-mei was to perform in a talent show held in the church.Jing-mei started all right and soon made a me of her performance.Undoubtedly this was a heavy blow to her mother.The crisis of the story is about to come.Part vii(para 61—76)the girl aumed that her failure at the show meant she would never have to play the paino.Yet two days later her mother urged her to practice as usual.She refused and the mother insisted.They had the most fierce quarrel they had ever had.This is the crisis or climax of the story.Part viii(77—93)this concluding part is narrated from a different point of view.Now the daughter had grown up form a little girl to a mature woman.Part IV.Discuion about generation gap.Part V.Complete the exercises of the text.A report about generation gap
Leon Three
Goods Move.People Move.Ideas Move.And Cultures Change.Teaching aims: 1.fully understand the article
2.How to develop an argument
Teaching difficulties: how to develop an argument
Time distribution: eight periods
Teaching method: students-centered
Teaching procedures:
Part I.Lead-in : Globalization has become one of those words with the highest frequency of appearance but at the same time it is also a most controversial iue in terms of content, implication and consequence.Since the early 1990s, globalization has developed rapidly and brought great changes to the world.However, groups of people for various reasons oppose globalization and point to the negative effects of globalization.So when we face an article of such an important and sensitive iue, we are apt to ask:
What is the author’s attitude towards globalization? What makes her adopt such an attitude? How does she present her argument?
Part II.Detailed study of the text
Part III.Structure of the text
Part i(para 1—3)Globalization is a reality but it is not something complietly new.What is new is the speed and scope of changes.Part ii(para 4—6)this part deals with different views on globalization.Part iii(para 7—9)three points are made in this part:
a.Westernization is not a straight road to hell, or to paradise either.b.Cultures are as resourceful, resilient, and unpredictable as the people who compose them.c.Teenagers are one of the powerful engines of merging global cultures.Part iv(para 10—13)this part tells of the author’s experience with Amanda Freeman.Part v(para 14—19)in order to prove fusion is the trend, the author used Tom Soper and mah-jongg as an example.Part vi(para 20—24)this part describes the cultural trends in Shanghai.Part viii(para25—28)the author used the experience at Shanghai Theatre Academy to illustrate the point that the change is at the level of ideas.Part ix(para 29—34)the author in this part introduced Toffler’s view on conflict, change and world order.Part x(para35—36)the main idea is there will not be a uniform world culture in the future;the cultures will coexist and transform each other.Part xii(37—39)the author again used an example in Shanghai to illustrate the transformation of culture.Part IV.Complete the exercises in the textbook
Part V.collect their viewpoints about attitude towards globalizaion.Leon Four
Profeions for Women
Teaching aims: 1.fully understand the article
2.grasp the rhetorical device in the text
Teaching difficulties: how to understand the poetic and symbolic sentences in the article
Time distribution: eight periods
Teaching method: students-centered
Teaching procedures:
Part I.Background information: Virginia Woolf is generally regarded as one of the greatest writers of modernism as well as one of the pioneers of women’s liberation from patriarchy.She is known for her experimentation and innovation in novel writing.In her novel, emphasis is on the psychological realm of her characters and the moment-by-moment experience of living, which are depicted by the techniques of interior monologue and stream of consciousne.In this eay, Virginia Woolf gives a clear and convincing presentation of the obstacles facing profeional women.Part II.Detailed study of the text
Part III.General analysis of the text
Para 1: In the profeion of literature, the author finds that there are fewer experiences peculiar to women than in other profeion because many women writers before her have made the road smooth.Para 2: the author responds to the host’s suggestion that she should tell the audience something about her own profeional experiences.So she now tells her own story –how she became a book reviewer when she was a girl.Para 3.the speaker focuses on the first obstacle to becoming a profeional women writer.She uses a figure of speech ―killing the Angel in the House‖ in describing her determination to get rid of the conventional role of women in her writing.Para 4.after the Angel was dead, the question which remains to be answered is ―what is a woman?‖ it is a transitional link between the quthor’s first and second experience.Paragraph 5.In this paragraph the author talks about her second experience in her profeion of literature.As a novelist, she wished to remain "as unconscious as poible" so that nothing might disturb or disquiet the imagination.But she was faced with the conflict between her own approach to art and the conventional approach expected of her by male critics.She believed that sex-consciousne was a great hindrance to women's writing.To illustrate this point, she employs a second figure of speech, "the image of a fisherman lying sunk in dreams on the verge of a deep lake."
Para 6.This paragraph sums up the author's two experiences, pointing out that the second obstacle is more difficult to overcome than the first.Women have many prejudices to overcome in the profeion of literature and especially in new profeions that women are entering.Para.7.In this last paragraph Woolf concludes her speech by raising some important questions concerning the new role of women and the new relationship between men and women.Part IV.Complete the exercise of the text
Part V.a report on the profeional women in China
Leon Five
Love Is a Fallacy
Teaching aims: 1.fully understand the article
2.grasp the rhetorical device in the text
Teaching difficulties: how to identify the rhetorical device in the sentence and understand the
implication for some sentences
Time distribution: eight periods
Teaching method: students-centered
Teaching procedures:
Part I.Lead-in:
This is a humorous eay in which the narrator tells his failure to win the heart of a young woman with the force of logic, which therefore proves to him that "love is a fallacy"--"it is inconsistent with logic."
Part II.Detailed study of the text
Part III.Question on Appreciation:
1.How did the narrator describe himself? What does it show? How does the author bring out the pomposity of the narrator? What makes the satire humorous?
2.why was the narrator interested in Polly Espy? What kind of girl was she.3.How did the narrator's first date with Polly Espy go?
4.How does the language used by Polly strike you? Find some examples from the text and explain what effect her language creates.5.Why did the narrator teach Polly Espy logic? Did he succeed?
6.Did the narrator love Polly Espy? How did he try to "acquaint her with his feeling"?
7.How did Polly respond to the narrator's arguments for going steady with her? Why did she reject him? What does it show? As the story progrees, Polly turned out to be smarter than the narrator had previously thought.How does this contrast contribute to the humor of the piece?
Part IV complete the exercise in the text
Leon Six
Life Beyond Earth
Teaching aims: 1.fully understand the article
2.learn to analyze the text
Teaching difficulties: how to learn to analyze the text and understand the implication for some sentences
Time distribution: eight periods
Teaching method: students-centered
Teaching procedures:
Part I.General introduction:
The author deals with recent developments in the search for alien organisms.He discues various arguments about alien civilization.He does not think that such belief and search is irrational or even crazy.He writes that most people with such belief ―operate from the same instinct, which is to know the truth about the universe‖.At the same time he maintains a scientific attitude, pointing out that although there are many persuasive arguments, there is still no hard evidence to prove the existence of alien life.Yet he does not stop there.He further points out that since the world we live in—the only inhabitable world in the universe so far—is still far from perfect, people in the world need to direct more energy to making it better.Life on Earth is his greater concern.Part II.Detailed study of the text:
Part III.Organization of the piece:
1.Analysis of the text:
(1)Paras.1--2
the emergence of life
(2)Para.3
(transition)What else is alive out
(3)Paras.4--10
search for life
(4)Paras.11--23
search for intelligence
(5)Paras.24--42
Mars.(6)Paras.43--45
Dyson's argument
(7)Paras.46--52
conclusion
2.Questions to discu:
1)What do you think of the opening paragraph? Does the author begin the article in a forceful way?
2)What role does this paragraph play? What is meant by "the enveloping nebula of uncertainties"? What is the contrast involved as imroduced by "despite"?
3)What new idea is introduced in Paras.17--19?
4)Comment on the first sentence in Paragraph 21.5)Comment on the role of Paragraph 35.6)What is the conclusion of the author? What would the author expect of people investigating extraterrestrial life?
Leon Seven
Invisible Man
Teaching aims: 1.fully understand the article
2.grasp the implied meaning of some sentences
Teaching difficulties: how to identify the implied meaning in the sentence
Time distribution: eight periods
Teaching method: students-centered
Teaching procedures:
Part I.Background Information: 1.about the author
2.about the article
Part II.Detailed study of the text
Part III.Analysis of the text:
Para 1.From this opening paragraph we readers can learn a number of important things:
(l)By saying "It goes a long way back, some twenty years," the author tells us that the story took place in the past.(2)The "I' here is the narrator, not the author, of the story, and the author is using the first-person narration in telling the story.As we read On, we will find this narrator is also the main character, the protagonist, of the story.(3)Words like "I was looking for myself" and "I am nobody but myself" point out the central theme of the novel--searching for self-identity.Para.2
This paragraph tells us a bit about the historical background against place.It also introduces a new character--the narrator's grandfather.On his deathbed, he said something that alarmed and puzzled the whole family.Para 3
This paragraph is about the tremendous effect of the grandfather's words upon the narrator, Those words became a constant puzzle for him.As the old man said these words ironically, the boy couldn't understand him.Although the grandfather did not appear in the battle royal scene or any other events in the rest of the book, his words haunted the narrator at every important moment in his life.Para 4
It tells us about the setting of the battle royal.The narrator was to give his speech at a smoker in a leading hotel in the town.The time is round 1950, the place is a hotel in a Southern town, and the occasion is a gathering of the leading white men of the town.Bearing these in mind will help us readers understand why things happened that way and what was the meaning of all this.Para.5 Besides giving more details about the place, this paragraph introduces the people involved in the incident the town's big shots, who were "wolfing down the buffet food, drinking beer and whisky and smoking black cigars," and the other black boys who were to take part, who were "tough guys".Para 6 to 9
The main body of the battle royal incident is from Paragraph 4 to paragraph 9.It can be further divided into 4 subsections: the naked white girl's dance;the fight itself;the grabbing for the prize money;the narrator's speech.Paragraphs 6 to 9 form the first subsection in which the author describes the white girl's dance.Paras.10--28 They form the second subsection of the battle royal incident violent and brutal fight itself.Pay attention to the use of specific words narration realistic and vivid.Paras.29--46 They describe how the white men further humiliated the black boys even after the battle royal was over.Instead of giving the money the boys were supposed to get for their performance, the white men made fun of them by making them scramble for the money on an electrified rug.This part adds to the general chaos of the whole scene.Para 47--90 They form the last subsection of the whole battle royal incident.In this part the narrator finally got his chance to deliver his well-prepared speech.However, in the middle of his speech, he made a mistake, but everything went well in the end and he was given an award--a scholarship for college.Para.91—94 They bring the story to a final end.The narrator was overjoyed with his triumph, and that night he dreamed of his grandfather and awoke with the old man’s laughter rining in his ears.Part IV.Complete the exercise in the text
Part V.Do some translation work.Leon Eight
The Merely Very Good
Teaching aims: 1.fully understand the article
2.grasp the development of the text
Teaching difficulties: how to analyze the development of the article and the implied meaning for some sentences
Time distribution: eight periods
Teaching method: students-centered
Teaching procedures:
Part I.Information on the author:
Jeremy Bernstein(1929-): profeor of physics and writer.After getting his Ph.D.in physics at Harvard, he spent time at the institute for advanced study in Princeton and at the National Science Foundation.He taught physics for 5years at New York University and then at Stevens Institute of Technology, Hoboken, New Jersey.But Jeremy Bernstein has also spent more than 30 years on the staff of The New Yorker magazine, writing mostly about physics, computers, and other topics in physical science.He moves as comfortably among sentences and paragraphs as among equations.Part II.Detailed study of the text:
Part III.Questions about the article
1.Oppenteimer is called ― Father of the Atomic Bomb‖ and had been in charge of the Los Alamas nuclear laboratory for many years.Yet the author considers him as merely very good.Do you think the author is right and fair in relegating Oppenheimer to the merely very good?
2.Do you think it is right to say to be highly focused or not is the cause separating the great ones from the merely very good? What is your view?
3.How does the author manage to bring the people he wants to compare into the article?
Oppenheimer’s anecdote: Oppenheimer and dirac meeting
Gottingen, talking about poetry and physics
His decision to go to the conference
Spender’s being at the conference—Spender’s obseion with Auden—great versus merely very good.4.How does the author develop the article?
He uses the 1981 conference as the benchmark and goes back to earlier times and in the last two paragraphs returns the scene to the time of writing.This technique of montage is used largely in cinema.For example:
The 1981 conference and the author’s indecision—(flashback to 1925—1927)earlier life of Oppenheimer and his relations with Dirac—(back to 1981)the author’s decision: Spender and Auden—(flashback)Spender and Oppenheimer(1956)—(1958)Oppenheimer, Dirac and the author—(back to 1981)meeting with Spender—(bringing the scene to 1996)concluding remarks.Leon Nine
The Way to Rainy Mountain
Teaching aims: 1.fully understand the article
2.grasp the rhetorical device in the text
Teaching difficulties: how to identify the rhetorical device in the sentence and understand the
implication for some sentences
Time distribution: eight periods
Teaching method: students-centered
Teaching procedures:
Part I.About the Author
N.Scott Momaday was born in Lawton, Oklahoma in 1934.Momaday belongs to a generation of American Indians born when most tribal communities had long ceased to exist as vital social organizations.His Kiowa ancestors shared with other Plains Indians the horrors of disease, military defeat, and cultural and religious deprivation in the 19th century.Their only chance of survival was to adapt themselves to new circumstances.Momaday’s grandfather, for example, adjusted to changing conditions by taking up farming, a decision preed upon him by the General Allotment Act of 1887.Part II.Detailed study of the text
Part III.The analysis of the text
Para 1.the opening paragraph of the eay is a lyrical description of the author’s ancestral land, which plays a key role in his exploration of his Kiowa identity.Para 2.the author explains his purpose of his visit to Rainy Mountain: to be at his grandmother’s grave.Para 3.it sums up the history of the Kiowas as a Plains Native culture—the golden time and the decline in their history.Para 4.it is about how the Kiowas migrated from western Montana and how the migration transformed the Kiowas.Para 5.the author returns to his grandmother again.Since she is the immediate reason for him to come to Rainy Mountain, she is the link between the author and his ancestors.Para 6.The Kiowas felt a sense of confinement in Yellowstone, Montana.Para 7.this paragraph is a depiction of the landscape which they came upon when they got out of the highlands in Montana.Para 8.in this para the author describes Devil’s Tower and tells the Kiowas’s legend about it.Para 9.the author tells about the last days of the Sun Dance culture by using his grandmother as a witne.Para 10.for the first time, the author concentrates only on his grandmother’s story rather than mixing it with the history of the whole Kiowa tribe.Also for the first time, the author shifts the focus of depicting the lanscape to describing a person—his grandmother Aho as an old woman.Para 11—12 paragraph 11 is about the old houses at Rainy Mountain, which the author’s grandmother and other Kiowas used to live in, but which are now empty.This paragraph serves as a transition between the depiction of Grandma Aho and the reunion at her house.Para 11 and 12 describe the reunions that were once held at the grandmother’s house when the author was a child.We can see the author accepts change and lo as facts of life.He neither denies nor defies them.Imagination helps him strike a balance between them.So, after depicting his dead grandmother’s old house, he brings to life the joy and activity that once filled it.As a child Momaday took part in those events.By re-creating those scenes, he reminds himself of who he is.Part IV.Complete the exercise of the text
第3篇：少 儿 英 语 教 案 模 板
少 儿 英 语 教 案 模 板
一、Teaching Demands and Aims(教学目标）
二、Teaching important and difficult point(教学重点）
1、words
2、sentences
3、grammars
三、Teaching Aids(教具)
四、Teaching procedures(教学过程）Greeting(问候）warm up(热身）Review(复习）New Leon(新课）Step One: Step Two: Step Three: Follow up(叮咛）
五、Homework(作业布置）
作 业 的 布 置
一、书面作业
1、每节课后教师可适当选择课后习题(书本或课外参考书）及字母作业。
2、低年纪的孩子适合听磁带读课文、画图、连线、写字母等简单作业；每学期两次测试：半期考和期末考试。
3、高年纪的孩子要求抄单词、背单词、背课文等书面作业；每节课前可做适当的听写练习；每个月可做适当的单元测试；期间两次大考：半期考和期末考。
二、磁带作业
1、适时布置(条件允许可每周一次）：将本周学习的内容录进磁带，下周上交。
2、录制要求：首先让学生和老师打招呼，接着报朗诵单元，然后录作业内容，最后与老师说再见。(如：Hello!Amanda.I am Go go.This is Unit 11„„„ Goodbye!Amanda!)
3、听音修正：
(1)书面记录：边听边把学生的错音登记在学生手册上。(2)修正过程：
A：打招呼，先表扬肯定，后提出错误，注意错音的跟读 B：说悄悄话，增进师生感情交流 C：提出问题。
D：结束Say:“ Good bye!”
三、电话教学
1、时间安排：每月两次的电话教学，每生教学时间不超过8分钟。
2、教学内容：
(1)本周学习单词及课文的朗诵。(2)词句的翻译。(3)疑难解答。(4)家长的经验交流。
第4篇：现代大学英语中级写作课程教案
《现代大学英语中级写作》，徐克容，外语教学与研究出版社
英语写作中级（上）课程教案
I 授课题目：Unit One We Learn As We Grow
一、教学目的、要求：
（一）掌握：
1、To learn the basics of exemplication: → Definition → Kinds of examples → Sources of examples
2、To learn to outline expositive eays
知识点： → The definition and introduction of exposition and eay.→ Exposition is explanatory writing.It‟s purpose is to explain or clarify a point.→ An eay is a related group of paragraphs written for some purpose
（二）熟悉: → Practice the basics of exemplification
→ Practice outlining 知识点：→ Patterns of exposition, the choice of examples, the choice of appropriate examples, the organization of an exemplification eay:
→Types of eays, basic structures of an expositive eay, elements of the expositive eay → Types of outline, rules concerning outline
（三）了解：→Patterns of exposition, types of eays, types of outline proce analysis, cause-effect analysis, Comparison and contrast, claification, definition and analogy，narrative eays, descriptive eays, expositive eays and argumentative eays
二、教学重点及难点：
重点：Exemplification, types of outline； 难点：Sentence outline and topic outline
三、课时安排：共4课时
四、授课方式：讲授、课堂快速阅读练习、课堂提问、写作实践讲解
五、教学基本内容
1 第一課
Exemplification
第一課 Elements of the Eay: Outlining
六、参考书目：《英语写作手册》，《美国大学英语写作》
七、作业和思考题：
第一次：Read on the subject and write an example paper of 200-250 words on the given topic.第二次：Read on the subject and write an eay of 200-250 words on the given topic, using either a single extended example or two or three short ones to develop your thesis statement.第三次： Ask students to practice outlining
八、课后小结：Emphasis on the writing procedure →
Prewriting-choosing a topic and exploring ideas
→
Drafting: getting your ideas on paper
→
Revising: strengthening your eay
→
Editing and proofreading: eliminating technical errors
II 授课题目：Unit Two
I Made It
一、教学目的、要求：
（一）掌握：
1、To learn the basics of proce analysis → Definition → Uses → Types → Methods
2、To learn to write thesis statement
知识点：→ The definiton and introduction of proce analysis → The function of proce analysis
→ The differences between thesis statement vs.topic sentence
（二）熟悉:
→ The areas the proce analysis is usually used.知识点: → Functions of proce analysis:giving instructions, giving information and giving the history
→
Major types of proce analysis: directive analysis, informative proce analysis
→
Writing an effective thesis statement
（三）了解：The basics of proce writing and thesis statement
二、教学重点及难点：
重点：Organization of a proce paper, practice of effective thesis statement； 难点：Guidelines on proce analysis, writing effective thesis ststement
三、课时安排：共4课时
四、授课方式：讲授、课堂快速阅读练习、课堂提问、写作实践讲解
五、教学基本内容 第二課
Proce Analysis
第二課
Elements of the eay: The Thesis Statement
六、参考书目：《英语写作手册》，《美国大学英语写作》
七、作业和思考题：
第一次：Read on the subject and write an informative proce paper describing how you succeeded in doing something
3 第二次：Read on the subject and write a directive proce paper telling first-year students how to adjust to life at college.第三次：Ask students to practise writing the thesis statement
八、课后小结：Emphasis on the writing procedure → Prewriting-choing a topic and exploring ideas
→
Drafting:getting your ideas on paper
→
Revising: strengthening your eay
→
Editing and proofreading: eliminating technical errors
4 授课题目：Unit Three College Is Not a Paradise
一、教学目的、要求：
（一）掌握：
1、To learn the basics of Cause-Effect analysis → Definition → Uses → Patterns
2、To learn to write an introduction to expositive eays → What to include in the introduction → How to write effective introduction
知识点：→ The definiton and introduction of cause-effect analysis → The function of cause-effect analysis
→ The writing of effective introduction
（二）熟悉:
→ The functions and areas the cause-effect analysis is usually used.知识点: → Functions of cause-effect analysis: explaining why certain things happen, analyzing what will happen as a result
→
Major types of cause-effect analysis: focusing on cause and focusing on effects，→
How to start and write effective introduction
（三）了解： the basics of cause-effect analysis and writing effective introduction
二、教学重点及难点：
重点：How to focus on cause or effects, How to start and write effective introduction； 难点：How to focus on cause or effects, How to start and write effective introduction
三、课时安排：共4课时
四、授课方式：讲授、课堂快速阅读练习、课堂提问、写作实践讲解
五、教学基本内容
第三課
Cause-Effect Analysis
第三課
Parts of the eay: The Introduction
六、参考书目：《英语写作手册》，《美国大学英语写作》
七、作业和思考题：
第一次：Read on the subject and write an eay on any of the given topics analyzing cause.5 第二次：Read on the subject and write, from your own experience, an eay analyzing the effects of anthing taught in cla.第三次：Ask students to practise writing the introduction
八、课后小结：Emphasis on the writing procedure → Prewriting-choing a topic and exploring ideas
→
Drafting: getting your ideas on paper
→
Revising: strengthening your eay
→
Editing and proofreading: eliminating technical errors
6 授课题目：Four What Makes the Differences
一、教学目的、要求：
（一）掌握：
1、To learn the basics of Comparison and Contrast → Definition → Uses → Patterns → Methods
2、To learn to develop the body of expositive eays → What its structure looks like? → What it includes
知识点：→ The definiton and introduction of Comparison and Contrast → The function of cause-effect analysis
→ The writing of effective introduction
（二）熟悉:
→ The functions and areas the comparison/contrast is usually used., the general structure of the body of an eay 知识点: → Functions of comparison/contrast: clarifying something unknown, bringing one or both of the subject into sharper shape
→
Three patterns of comparison/contrast: subject by subject, point by point, mixed sequence
→
Familiarity of the general structure of the body of an eay
（三）了解： The basics of Comparison and Contrast and the general structure of the body of an eay
二、教学重点及难点：
重点：Three patterns of comparison/contrast: subject by subject, point by point, mixed sequence
General structure of the body: Beginning, Body and End
难点： How to organize a comparison/contrast eay, How to develop body paragraphs
三、课时安排：共4课时
四、授课方式：讲授、课堂快速阅读练习、课堂提问、写作实践讲解
五、教学基本内容
7 第四課
Comparison/Contrast 第四課 Parts of the eay: The Body
六、参考书目：《英语写作手册》，《美国大学英语写作》
七、作业和思考题：
第一次：Read on the subject and write a subject-by-subject eay of comparison/contraston any of the given topics
第二次：Read on the subject and write a point-by-point eay of comparison/contraston any of the given topics
第三次：Ask students to practise writing the body of the eay
八、课后小结：Emphasis on the writing procedure → Prewriting-choing a topic and exploring ideas
→
Drafting:getting your ideas on paper
→
Revising: strengthening your eay
→
Editing and proofreading: eliminating technical errors
授课题目：Unit Five It Takes All Sorts to Make a World
一、教学目的、要求：
（一）掌握：
1、To learn the basics of Claification → Definition → Uses → Methods
2、To learn to write the conclusion of expositive eays → What is claification? → What is claification used for?
知识点： → The definiton and introduction of claification → The function of claification
→ The writing of effective claification
（二）熟悉:
→ The functions and areas the claification is usually used., the conclusion of expositive eays 知识点: → Functions of claification:
To organize and perceive the world around us
To present a ma of material by means of some orderly system
To deal with complex or abstract topics by breaking a broad subject into smaller, neatly sorted categories.→
The general pattern of claification
→
sentence patterns in claification
→
Familiarity of the the conclusion of expositive eays
（三）了解： The functions and areas the claification is usually used., the conclusion of expositive eays
二、教学重点及难点：
重点：some sentence patterns in claification
the conclusion of expositive eays 9
难点： Parts of the conclusion: a summary of the main points, or restatements of your thesis in different work.三、课时安排：共4课时
四、授课方式：讲授、课堂快速阅读练习、课堂提问、写作实践讲解
五、教学基本内容 第五課
claification
第五課 Parts of the eay: The conclusion
六、参考书目：《英语写作手册》，《美国大学英语写作》
七、作业和思考题：
第一次：Read on the subject and write a claification eay on any of the given topics 第二次：Write an eay of 200-250 words on any of the given topics.第三次：Ask students to practise writing the conclusion of the eay
八、课后小结：Emphasis on the writing procedure → Prewriting-choing a topic and exploring ideas
→
Drafting:getting your ideas on paper
→
Revising: strengthening your eay
→
Editing and proofreading: eliminating technical errors
10 授课题目：Unit Six
一、教学目的、要求：
What Does It Mean
（一）掌握：
1、To learn the basics of Definition → Definition → Types → Methods of Organization
2、To learn to write the title of expositive eays → What is definiton → Types of definition
知识点： → The Standard /Formal Definition → The Connotative/Personal Definition
→ The Extended Definition
（二）熟悉:
→ The functions and areas the definition is usually used., the title of expositive eays 知识点:
→
Functions and patterns of definition:
→ The Standard /Formal Definition is used to explain a term or concept your audience or reader may not know or understand, → The Connotative/Personal Definition is used to explain any word or concept that doesn‟t have the same meaning for everyone.→ The Extended Definition is used to explore a topic by examining its various meanings and implications.（三）了解： How to write an extended definition
How to organize an extended eay
二、教学重点及难点：
重点：Functions and patterns of definition
How to write an extended definition
How to write the title of an expositive eay 难点：How to organize an extended eay
How to write the title of an expositive eay
三、课时安排：共4课时
四、授课方式：讲授、课堂快速阅读练习、课堂提问、写作实践讲解
五、教学基本内容 第六課
definition
第六課 Parts of the eay: The Title
六、参考书目：《英语写作手册》，《美国大学英语写作》
七、作业和思考题：
第一次： Read on the subject and write a definition eay on any of the given topics 第二次：Write an eay of 200-250 words on any of the given topics.第三次：Ask students to practise writing the title of the eay
八、课后小结：Emphasis on the writing procedure → Prewriting-choosing a topic and exploring ideas
→
Drafting: getting your ideas on paper
→
Revising: strengthening your eay
→
Editing and proofreading: eliminating technical errors
Unit Six
Task One Definition I What is definition?
In talking with other people, we sometimes offer informal definitions to explain just what we mean by a particular term.That is, to avoid confusion or misunderstanding, we have to define a word, term, or concept which is unfamiliar to most readers or open to various interpretations.Suppose, for example, we say to a friend:” Forrest is really an inconsiderate person.” We might then explain what we mean by “ inconsiderate” by saying, “He borrowed my accounting book overnight but didn‟t return it for a week.And when I got it back, it was covered with coffee stains.Definition is the explanation of the meaning of a word or concept, and it is also a method of developing an eay.II.The ways to define a word or term
There are three basic ways to define a word or term
A.To give a synonym For example: „ To mend is to repair.”
Or “ A fellow is a man or a boy.”
B.To use a sentence(often with an attributive clause)For example, ink may be define in a sentence: “Ink is colored water which we use for writing.”
C.To write a paragraph or even an eay But a synonymy or a sentence cannot give a satisfactory definition of an abstract term whose meaning is complex.We have to write a paragraph or an eay with examples or negative examples(what the term does not mean), with analogies or comparisons, with claification or cause-effect analysis.III.When we give a definition, we should observe certain principles: 1.First, we should avoid circular definitions.“Democracy is the democratic proce.” And “astronomer is one who studies astronomy” are circular definition.2.Second, we should avoid long lists of synonyms if the term to be defined is an abstract one.For example: By imagination, I mean the power to form mental images of objects, the power to form new ideas, the gift of employing images in writing, and the tendency to attribute reality to unreal things, situations and states.13(picking up words, expreions from a dictionary , in the hope that one will hit)3.Third, we should avoid loaded definition, Loaded definitions do not explain terms but make an immediate appeal for emotional approval.A definition like:‟ By state enterprise, I mean high cost and poor efficiency.” is loaded with pejorative emotional connotation.Conversely, “ By state enterprise, I mean one of the great bleing of democratic planning” is loaded with favorable emotional connotation.Such judgements can be vigorious to a discuion, but they lead to argument, not clarification, when offered as definition.IV.Types of definition 1.Standard/ Formal definition---denotation is a word‟s core, direct, and literal meaning.2.Connotative/Personal meaning---Explains what you mean by a certain term or concept that could have different meanings for others.On the other hand, connotation is the implied, suggested meaning of a word;it refers to the emotional response stimulated by aociations the word carries with it.A.For Americans, Water gate is aociated with a political scandal that means dishonesty.And more words are created with the suffix—gate to mean some scandal in English now, thus, Iran Gate, Intelligence Gate B.Dogs, in Chinese culture, may be quite a negative image.It is insulting to call someone a dog.What about the western people? In their eyes, dog is lovely and has good aociated meanings.They say “ Love me, love my dog.”
C.Imperialism means to us Chinese quite negative.Some of the western people may be proud of being imperial and imperialism itself.D.People everywhere may also share some connotations for some words.They are general connotations.Mother means love, care, selfle, etc.E.Let‟s get the gang together for a party tonight.(a group)Don‟t go around with that gang or you‟ll come to no good.(degraded group of people or group of criminals)Connotation can make all the difference.It is the mirror of your attitude.14 3.Extended definition---is an eay length piece of writing using this method of development.V.How to write an extended definition
Follow 4 rules for a good definition:
1.Don‟t use the words “when “„where”, giving a definition.A common practice is to define the noun with a noun, adjective with adjective and so on.2.Remember, that definition is not a repetition.3.Use simple and well-known term in your explanation.4.Point out the distinguishing features of the term.Unit Six
Task Two: The Title I.What is title? A title is a very brief summary of what your paper is about.It is often no more than several words.You may find it easier to write the title after you have completed your paper.A title may be a phrase which can indicate a topic of interest(i.e.your focus)and at the same time point towards a particular kind of discuion(your mode of argument).Accordingly, your title needs not only to indicate what the eay will be about, but also to indicate the point of view it will adopt concerning whatever it is about.II.The purpose of the title To give the reader an idea of what the eay is about To provide focus for the eay To arouse the reader‟s interest
III.How to write a good title Make it clear, concise and precise Use a phrase rather than a sentence Exclude all extra words IV.Other rules to obey Center it at the top of the first page.Use no period at the end or quotation marks Capitalize the first and last words Capitalize all other words except articles(a, the) the to in infinitives prepositions containing one syllable
15 coordinating conjunctions(and, but, or, etc)
A title leads, but a poor title misleads.Be sure that it is appropriate.Besides, be careful with the capitalization.Write an appropriate title for each of the introductory paragraphs that follow.1.Title: _____Reactions to Disappointment___________________
Ben Franklin said that the only sure things in life are death and taxes.He left something out, however: disappointment.No one gets through life without experiencing many disappointments.Strangely, though, most people seem unprepared for disappointment and react to it in negative ways.They feel depreed or try to escape their troubles instead of using disappointments asan opportunity for growth.2.Title: ____Annoying People_____________________
President Richard Nixon used to keep “enemies list” of all the people he didn‟t especially like.Iam ashamed to confe it, butI, too, have an enemies list—a mental one.On this list are the people I would gladly live without , the ones who cause my blood preure to rise to the boiling point.The top three places on the list go to people with annoying nervous habits, people who talk in movie theatres, and people who talk on car phones while driving.3.Title: ___The Meaning of Maturity______________________ Being a mature student does not mean being an old-timer.Maturity is not measured by the number of years a person have lived.Instead, the yardstick of maturity is marked by the qualities of self-denial, determination, and dependability.4.Title: _____College Stre____________________
Jack‟s heart pounds as he casts panicky looks around the claroom.He doesn‟t recognize the profeor, he doesn‟t know any of the students, and he can‟t even figure out what the subject is.In front of him is a test.At the last minute his roommate awakens him.It‟s only another anxiety dream.The very fact that dreams like Jack‟s are common suggests that college is a streful situation for young people.The cause of this stre can be academic, financial, and personal.5.Title: __How to Complain_______________________
I‟m not just a consumer—I‟m a victim.If I order a product, it is sure to arrive in the wrong color, sixe, or quantity.If I hire people to do repairs, they never arrive on the day scheduled.If I owe a bill, the computer is bound to overcharge me.Therefore, in self-defense, I have developed the following consumer‟s guide to complaining affectively
16 授课题目：Unit Seven The Insight I Gained
一、教学目的、要求：
（一）掌握：
1、To learn the basics of Analogy → Definition → Uses → Methods of Organization
2、To learn to use transitions → What is analogy → The difference between analogy and comparison
知识点： → The field analogy is used
→ The difference between analogy and comparison
→ The patterns of analogy
（二）熟悉:
→ The functions and areas analogy is usually used., to learn to use transition 知识点:
→
Functions and patterns of analogy:
→ A comparison explains two obviously similar things and considers both their differences and similarities → An analogy compares two apparently unlike things, and focus only on their major similarities
→
An analogy is thus an extended metaphor—the figure of speech that declares one thing to be another
（三）了解： How to organize an analogy by the way---subject by subject
How to organize an analogy by the way—point by point
二、教学重点及难点：
重点：Functions and patterns of definition
The differences between comparison and analogy
How to learn to use transition
How to organize an analogy by the way---subject by subject How to organize an analogy by the way—point by point
难点：How to learn to use transition
How to organize an analogy by the way---subject by subject How to organize an analogy by the way—point by point
三、课时安排：共4课时
四、授课方式：讲授、课堂快速阅读练习、课堂提问、写作实践讲解
五、教学基本内容 第六課
definition
第六課 Parts of the eay: The Title
六、参考书目：《英语写作手册》，《美国大学英语写作》
七、作业和思考题：
第一次： Read on the subject and write a definition eay on any of the given topics 第二次：Write an eay of 200-250 words on any of the given topics.第三次：Ask students to practise writing the title of the eay
八、课后小结：Emphasis on the writing procedure → Prewriting-choing a topic and exploring ideas
→
Drafting: getting your ideas on paper
→
Revising: strengthening your eay
→
Editing and proofreading: eliminating technical errors 18
第5篇：现代大学英语精读
对《大学英语精读》教材进行评价
《现代大学英语精读》是我们大家熟悉的一本教材。精读课，也就是我们上的基础英语课，是高校英语专业基础阶段的一门核心课程，是帮助学生掌握听、说、读、写、译等基本语言技能的基础课。精读教材主要是培养学生的语用能力，使学生能够从书中有所感悟，把所学到的语言知识与生活实际结合起来，使学习过程生活化。该教材还能培养学生的英语思维能力和创新能力，而不是使学生拘泥于书本知识，主要的教学任务不是积累知识，而是开发学生的思维，该教材秉着以学生为中心的教学思想，教材的选材非常广泛,符合学生兴趣，是一本符合当代大学生的优秀教材。
一本好的教材有以下几点特征；(1)、教学内容和语言能够反映快速变化的时代(2)、要处理好专业知识，语言训练和相关学科之间的关系(3)、教材不仅着眼于知识的传授而要有助于学生的鉴赏批评能力、思维能力和创新能力的培养(4)、教学内容要有较强的实用性和针对性。而《现代大学英语精读》教材充分表现出一本好的教材的特点，在英语教学中起着积极的作用，主要表现在以下几个方面。
1、教材具有权威性。教材的权威性主要在于它努力体现新大纲的要求，任何教材的编写都要相对应的教学大纲作指导，而衡量教材的好坏的一个重要标准就是看他是否符合大纲的具体要求。大学英语精读教材是根据国家或地方教育部门颁发的教学大纲或课程标准编写的，能够较好的体现教学大纲或课程标准规定的教学目的、教学目标、教学内容以及教学方法，所以大学英语精读教材完全符合大纲中有关教材的规定，有利于教学大纲和课程标准的有效实施。教材的权威性还取决于编写人员的能力和素质。现代《 现代大学英语精读》教材是北京外国语大学多名教授共同研究而成，这些教授具有丰富的教学经验和深厚的语言功底，而且教材有国内著名的外语出版社出版，还是普通高等教育“十五”国家级规划教材。所以，现代大学英语精读教材在一定程度上能够保证教学内容、教学过程和教学方法的科学性和合理性，从而保证教学质量和教学效果。
2、教材具有系统性。从整体上看，教材体系完整，内容丰富，有利于学生系统的学习语音、词汇、语法等语言知识；材内容从易到难，是一个逐步推进的过程。第一年的教材主要任务是巩固高中所学的内容，这主要是考虑到大学新生需要时间来克服高中阶段应试教学的影响，要尽快帮助他们熟悉大学学习方法，养成良好的学习习惯，纠正他们的语音语调，鼓励他们克服汉语方言对应于发音的负面影响，同时，要让学生意识到学习英语的目的关键是运用，而不是为了做题。第二年的教材，主要是知识积累，要运用各种方法扩大词汇量，提高对语法的掌握和运用能力，还要加强写作和翻译的训练，因为这两种技能需要从实践中得到提高，而不是拘泥于书本知识，第三年的教材主要是培养学生的阅读水平，学生能够独立完成一个章节的阅读，教材增加了阅读的难度，这样有助于提高学生的阅读水平，第四年的精读教材主要是使学生的听、说、读、写、译这五种能力得到全面的培养，是学生对这几种基本技能同时得到训练。
3、教材选文具有多样性。《现代大学英语精读》教材克服了传统教学理念的缺陷，教材编写体现了以应用为本，听、说、读、写、译等多位一体的教材设计理念，把提高学生综合运用能力放在首位。该系类教材的指导思想就是在课堂上创造一个真实的语言教学环境，使学生得各种语言技能得到充分的训练。教材中覆盖的词汇量超过大学英语四六级的水平，在教材的使用中学生强化了对单词的复现率，该教材词汇丰富，词汇重复出现有助于强化记忆。阅读理解的任务活动可以帮助学生检测和深化对课文的理解，掌握各种阅读技巧。在每一章节的联系中还涉及了汉译英和英译汉的翻译练习，这样有助于训练学生的翻译能力。而且，教材中选取的文章题材多样，风格各异，内容丰富，涉及了政治、经济、文化语言、科技、体育、风俗人情等各方面。所以，该教材有利于学生更好地了解世界文化，培养跨文化意识和跨文化交际的能力。
总体来说，《现代大学英语精读》教材合理的教学布局，能够使学生的综合能力得到全面的培养,听、说、读、写、译等各项语言技能在教材中得到了综合呈现,该教材注重语言技能的培养、注重学生独立学习能力的提高。但教材中也有一些不足之处，比如关于综合技能的整体训练,以及学习技能和学习策略的建议有些不足。但整体上该教材是目前最适合大学生学习的一本优秀教材。
