第一學(xué)年第1學(xué)期__基礎(chǔ)英語(yǔ)1__課程教案總學(xué)時(shí)／周學(xué)時(shí)：96/8開(kāi)課時(shí)間：第一學(xué)年第1學(xué)期授課年級(jí)、專(zhuān)業(yè)：英語(yǔ)專(zhuān)業(yè)一年級(jí)使用教材：《現(xiàn)代大學(xué)英語(yǔ)精讀1》（_第二版）系（院）別/教研室：外國(guó)語(yǔ)言系/英語(yǔ)教研室授課教師：本課程（模塊）教學(xué)目標(biāo)基礎(chǔ)英語(yǔ)的主要目的在于培養(yǎng)和提高學(xué)生綜合運(yùn)用英語(yǔ)的能力。本課程主要通過(guò)語(yǔ)言基礎(chǔ)訓(xùn)練與篇章講解分析，使學(xué)生逐步提高語(yǔ)篇閱讀理解能力，了解并掌握英語(yǔ)各種文體的表達(dá)方式和特點(diǎn)，擴(kuò)大詞匯量和熟悉英語(yǔ)常用句型，具備基本的口頭與寫(xiě)作表達(dá)能力。教師應(yīng)鼓勵(lì)學(xué)生積極參與課堂的各種評(píng)議交際活動(dòng)以獲得基本的交際技能，并達(dá)到新《大綱》所規(guī)定的聽(tīng)、說(shuō)、讀、寫(xiě)、譯等技能的要求?；A(chǔ)英語(yǔ)屬于英語(yǔ)專(zhuān)業(yè)技能課程范疇。它熔聽(tīng)、說(shuō)、讀、寫(xiě)、譯五項(xiàng)技能培養(yǎng)于一爐，在基礎(chǔ)階段課程設(shè)置中起著主導(dǎo)作用。而第一年的任務(wù)是幫助學(xué)生全面完成基礎(chǔ)階段的訓(xùn)練。具體包括：1.語(yǔ)音：能自覺(jué)地模仿和正音，正確掌握多音節(jié)單詞、復(fù)合詞和句子的常見(jiàn)重音模式；初步掌握朗讀和說(shuō)話的節(jié)奏感，并注意輕重變化對(duì)意義表達(dá)的影響；初步掌握語(yǔ)流中的語(yǔ)音變化規(guī)律、連續(xù)、輔音爆破和語(yǔ)音同化的技巧以及陳述句、疑問(wèn)句和祈使句的語(yǔ)調(diào)。2.語(yǔ)法：掌握主謂一致關(guān)系、表語(yǔ)從句、賓語(yǔ)從句、定語(yǔ)從句和狀語(yǔ)從句等句型、直接引語(yǔ)和間接引語(yǔ)的用法、動(dòng)詞不定式和分詞的用法、各種時(shí)態(tài)、主動(dòng)語(yǔ)態(tài)、被動(dòng)語(yǔ)態(tài)和構(gòu)詞法。3.詞匯：通過(guò)基礎(chǔ)英語(yǔ)課、閱讀課和其他途徑認(rèn)知詞匯達(dá)4000個(gè)—5000個(gè)（其中含中學(xué)已學(xué)2100個(gè)），正確而熟練地使用其中的2000個(gè)—2500個(gè)及其最基本的搭配。4.翻譯：能獨(dú)立完成課程中的各種翻譯練習(xí)，要求理解準(zhǔn)確、語(yǔ)言通順；能借助詞典將難度相當(dāng)于所學(xué)教材里的英語(yǔ)對(duì)話、短文、一般性題材的文字材料譯成漢語(yǔ)，翻譯速度為每小時(shí)約220個(gè)英語(yǔ)單詞，要求譯意準(zhǔn)確，文字通順；能借助詞典將內(nèi)容熟悉的漢語(yǔ)文字材料譯成英語(yǔ)，翻譯速度為每小時(shí)約170個(gè)漢字，要求譯意準(zhǔn)確，文字通順。5．工具書(shū)使用：能熟練地使用《英漢大詞典》等英漢詞典和簡(jiǎn)易的英英詞典（如OxfordAdvancedEnglishDictionary以及LongmanDictionaryofContemporaryEnglish），獨(dú)立解決語(yǔ)言問(wèn)題。6.資料獲?。耗塥?dú)立的從圖書(shū)館和互聯(lián)網(wǎng)獲取必要的學(xué)習(xí)資料。7.文化素養(yǎng)：熟悉中國(guó)文化傳統(tǒng)，具有一定的藝術(shù)修養(yǎng)；對(duì)英語(yǔ)國(guó)家的地理、歷史、發(fā)展現(xiàn)狀、文化傳統(tǒng)、風(fēng)俗習(xí)慣等有一定的認(rèn)識(shí)；具有一定的人文知識(shí)和科技知識(shí)；具有一定的漢語(yǔ)口頭和書(shū)面表達(dá)能力；具有較強(qiáng)的創(chuàng)新意識(shí)和一定的創(chuàng)新能力。本課程（模塊）教學(xué)方法這門(mén)課程最突出的特點(diǎn)是教師與學(xué)生的互動(dòng)教學(xué)。教師應(yīng)當(dāng)調(diào)動(dòng)學(xué)生學(xué)習(xí)積極性，啟發(fā)學(xué)生思考問(wèn)題并養(yǎng)成主動(dòng)學(xué)習(xí)的習(xí)慣。因此掌握合理的教學(xué)方法也是很重要的一環(huán)。根據(jù)大綱的要求和學(xué)生實(shí)際情況，我們采用了以下一些教學(xué)方法與教學(xué)活動(dòng)。課堂講解。在教師指導(dǎo)下，以學(xué)生為中心，采用互動(dòng)式的教學(xué)方法，課內(nèi)開(kāi)展各種有趣的語(yǔ)言交際活動(dòng)。采用多媒體輔助教學(xué)。糾正學(xué)生語(yǔ)音語(yǔ)調(diào)。采用提問(wèn)、口頭報(bào)告、聽(tīng)寫(xiě)、背誦等方式檢查學(xué)生對(duì)已學(xué)知識(shí)的熟練程度。課內(nèi)和課外有機(jī)結(jié)合，重在培養(yǎng)學(xué)生的自學(xué)能力。課堂上組織學(xué)生進(jìn)行各種聽(tīng)說(shuō)交際活動(dòng)，如圍繞課本展開(kāi)討論和辯論，運(yùn)用課文內(nèi)的主題進(jìn)行演講、游戲、講故事、演短劇等等。多媒體教學(xué)、教輔書(shū)自學(xué)和教師授課相結(jié)合。加強(qiáng)學(xué)生實(shí)踐：采用互動(dòng)式的教學(xué)方法如小組討論、雙人對(duì)話、模擬活動(dòng)、表演等方式。課堂鞏固和總結(jié)報(bào)告：采用翻譯、聽(tīng)寫(xiě)、口頭報(bào)告、提問(wèn)等方式。學(xué)生創(chuàng)新精神和實(shí)踐能力培養(yǎng)方法采用多媒體教學(xué)、課外自學(xué)和課堂教學(xué)相結(jié)合的方法。重點(diǎn)是開(kāi)展以培養(yǎng)學(xué)生交際能力為中心的各種活動(dòng)，如：組織視聽(tīng)活動(dòng)、圍繞課本主題展開(kāi)討論和辯論等。教師講解與學(xué)生實(shí)踐相結(jié)合，體現(xiàn)“以學(xué)生為中心”的思想，把學(xué)生的生活、學(xué)習(xí)和興趣融入教學(xué)中，所有課程實(shí)現(xiàn)比較人性化的小班教學(xué)，加強(qiáng)師生互動(dòng)。課堂上以學(xué)生為主體，采用互動(dòng)式的教學(xué)方法，教師起到啟發(fā)、引導(dǎo)、組織和監(jiān)督的作用。在課題上組織開(kāi)展各種有趣的語(yǔ)言交際活動(dòng)，如圍繞課文主題展開(kāi)討論，運(yùn)用課文中的詞語(yǔ)結(jié)構(gòu)等進(jìn)行游戲，雙人對(duì)話，小組討論，演講辯論，集體表演等，鼓勵(lì)學(xué)生積極參與，培養(yǎng)學(xué)生的語(yǔ)言應(yīng)用能力。同時(shí)充分利用現(xiàn)代化的教學(xué)設(shè)施和多媒體網(wǎng)絡(luò)技術(shù)，開(kāi)展視聽(tīng)說(shuō)練習(xí)，豐富課堂活動(dòng)和內(nèi)容，激發(fā)學(xué)生學(xué)習(xí)英語(yǔ)的興趣。注重課內(nèi)和課外的有機(jī)結(jié)合，積極開(kāi)展課外語(yǔ)言學(xué)習(xí)和應(yīng)用環(huán)境的建設(shè)，盡可能多地為學(xué)生提供接觸和操練英語(yǔ)的場(chǎng)所和機(jī)會(huì)，培養(yǎng)學(xué)生的自學(xué)能力。指導(dǎo)學(xué)生進(jìn)行課外閱讀，要求學(xué)生自主閱讀量大約為課內(nèi)閱讀量的兩倍以上；指導(dǎo)學(xué)生聽(tīng)英語(yǔ)調(diào)頻節(jié)目，如CRI、VOA、BBC等；鼓勵(lì)學(xué)生積極參加外文系舉辦的各種活動(dòng)，如英語(yǔ)沙龍，英語(yǔ)角，英語(yǔ)競(jìng)賽等。進(jìn)一步建設(shè)和完善多媒體網(wǎng)絡(luò)教學(xué)系統(tǒng)，使學(xué)生可以在多媒體自學(xué)中心或通過(guò)校園網(wǎng)，隨時(shí)隨地進(jìn)行符合個(gè)人需求的自主學(xué)習(xí)，并有可能通過(guò)網(wǎng)絡(luò)平臺(tái)進(jìn)行師生間、同學(xué)間的交流和提問(wèn)答疑。教材選用原則教材內(nèi)容覆蓋面廣泛：故事類(lèi)，文學(xué)類(lèi)，哲學(xué)類(lèi)等2.課后配有大量練習(xí)，題型多樣，內(nèi)容突出本課的重點(diǎn)詞匯及語(yǔ)法，適合學(xué)生課后自主學(xué)習(xí)，并且有討論習(xí)題可幫助學(xué)生提高表達(dá)能力?？己朔绞奖菊n程的測(cè)試著重檢查學(xué)生的英語(yǔ)語(yǔ)言基礎(chǔ)和運(yùn)用能力?？己瞬扇煞N形式：形成性考核和課程終結(jié)考試，即:學(xué)生最終成績(jī)=N+2形成性考核：包括參與面授輔導(dǎo)及其他平時(shí)學(xué)習(xí)的情況，主要由課堂呈現(xiàn)（10%）、平時(shí)的小測(cè)試（20%）、專(zhuān)項(xiàng)練習(xí)（20%）幾部分組成。占最終總成績(jī)50%。課堂筆記占10%。課程終結(jié)性考試：每學(xué)期期末均安排考試，考試形式為閉卷筆試?？荚噧?nèi)容以所指定教材為基本依據(jù)，測(cè)試范圍教材內(nèi)容約占50-60%；考試題型應(yīng)注意客觀型試題、主觀型試題、記憶型試題和分析型試題的適當(dāng)比例，避免過(guò)多使用選擇題的偏向；同時(shí)，還有注意對(duì)學(xué)生的理解能力和表達(dá)能力進(jìn)行全面的考核和評(píng)估。此部分成績(jī)占總成績(jī)40%。教學(xué)參考資料楊立民，現(xiàn)代大學(xué)英語(yǔ)精讀1（教師用書(shū)）》.北京：外語(yǔ)教學(xué)與研究出版社,2010，8.KayCullen、HowardSargeant.《錢(qián)伯斯英語(yǔ)短語(yǔ)動(dòng)詞詞典》.北京：外語(yǔ)教學(xué)與研究出版社,1998，12.PennyHands.《錢(qián)伯斯英語(yǔ)慣用語(yǔ)詞典》.北京：外語(yǔ)教學(xué)與研究出版社,1998，12.胡文仲.《英美文化辭典》.北京：外語(yǔ)教學(xué)與研究出版社,1997，3.J．CharlesAlderson、CardineClaphamandDianneWall.《語(yǔ)言測(cè)試的設(shè)計(jì)與評(píng)估》.外語(yǔ)教學(xué)與研究出版社,2000，8.5．《劍橋國(guó)際英語(yǔ)詞典》（英漢雙解）、《英漢大詞典》和簡(jiǎn)易的英英詞典（OxfordAdvancedEnglishDictionary以及LonmanDictionaryofContemporaryEnglish）等各類(lèi)英語(yǔ)詞典；6．大學(xué)英語(yǔ)語(yǔ)法（講座與測(cè)試）；7．有關(guān)英語(yǔ)專(zhuān)業(yè)書(shū)籍等。對(duì)教案的分析總結(jié)本課程是一門(mén)英語(yǔ)專(zhuān)業(yè)基礎(chǔ)技能課，其主要目的在于主要通過(guò)語(yǔ)言基礎(chǔ)訓(xùn)練與篇章講解分析，傳授系統(tǒng)的基礎(chǔ)語(yǔ)言知識(shí)，綜合訓(xùn)練基本語(yǔ)言技能，使學(xué)生逐步提高語(yǔ)篇閱讀理解能力，了解英語(yǔ)各種文體的表達(dá)方式和特點(diǎn)，擴(kuò)大詞匯量和熟悉英語(yǔ)常用句型，具備基本的口頭與筆頭表達(dá)能力，培養(yǎng)和提高學(xué)生運(yùn)用英語(yǔ)進(jìn)行交際的綜合能力，指導(dǎo)學(xué)習(xí)方法，培養(yǎng)其邏輯思維能力和自學(xué)能力。在文化素養(yǎng)方面也不能忽視。在非外語(yǔ)環(huán)境中，基礎(chǔ)階段的學(xué)習(xí)在很大程度上是要通過(guò)課堂教學(xué)進(jìn)行的。課堂中必須堅(jiān)持精講、多練、以練為主的原則。結(jié)合實(shí)際吸收各種教學(xué)法的優(yōu)點(diǎn)。注重對(duì)學(xué)生創(chuàng)新精神和實(shí)踐能力的培養(yǎng)。教案中要有細(xì)節(jié)和重點(diǎn)的劃分，同時(shí)也要體現(xiàn)出該班學(xué)生的學(xué)習(xí)等特點(diǎn)，因材施教。每講解完一個(gè)單元要有總結(jié)，針對(duì)個(gè)別問(wèn)題提出解決辦法，適時(shí)適當(dāng)?shù)馗淖兘虒W(xué)方式，以更好適應(yīng)教學(xué)目的。該教案的編寫(xiě)清晰合理科學(xué)，充分考慮了老師和學(xué)生之間的互動(dòng)關(guān)系，尊重教學(xué)規(guī)律，具有較強(qiáng)的實(shí)踐性。周次第6周至第7周授課時(shí)間章節(jié)名稱(chēng)Unit1HalfaDay授課方式理論課（√）、實(shí)驗(yàn)課（）上機(jī)（）、其他方式（）教學(xué)時(shí)數(shù)14教學(xué)目標(biāo)Learnnewwordsandexpressions,andbeabletousetheminactualsituationsGraspthemainideaofthetext,andbeabletoanswertherelatedquestionsDevelopthestudents’abilityoflisteningandspeakingCultivateproperhabitsinreadingandwritingToimprovereadingskillsToimproveskillsinspeaking,writingandtranslationthroughexercisesToexpandvocabularyTostrengthengrammaticalapplicationwithemphasisonsentencestructure&pointsusuallyfounddifficultbyChineselearnersToworkindependently教學(xué)重點(diǎn)難點(diǎn)1.Understandingofthelanguage2.Analysisoflongsentences3.Thestudyofthecorewordsandexpressions教學(xué)方法GrammaticalteachingapproachCommunicativeteachingapproachMulti-mediateaching教學(xué)過(guò)程I.Warm-upactivities1.AsktwoSstogivetheirsummariesofthetext.2.Introducethetext:Thetexttellshowaboyfeltwhenhewastoleavehomeandgotoschoolforthefirsttimeinhislife.Maybeyou’llfindyoujusthavesimilarfeelingsastheboyhad.3.Formostofyou,thisisthefirsttimeforyoutoleavehomeandcometothiscollege.HereareafewQsforyou:3.1Wasithardforyoutoleavehomeforthefirsttimeinyourlife?3.2Didyoufeelyouwereastrangerthefirstdayyouarrived?3.3Didyoufindthecollegejustasyouhadimagined?Inwhatwayitwas,andinwhatwayitwasn’t?(Wereyoudisappointedwhenyoufounditwasn’tasgoodasyouhadexpected?)II.DetailedstudyoflanguageIwalkedalongsidemyfather,clutchinghisrighthand.Thisisapresentparticipleusedtomodifythemainverb“walked”showingthemannerinwhichthenarratorwalked.Theydidnotmakemehappy,however,asthiswasthedayIwastobethrownintoschoolforthefirsttime.Qs:Whatdoes“they”referto?Thisisnotacommoncollocation.Thewriteruses“tobethrowintoschool”toshowthatthelittleboyinthestorydidn’twanttogotoschool.Hewasforcedbyhisfathertodoso.Mymotherstoodatthewindowwatchingourprogress,andIturnedtowardsherfromtimetotime,hopingshewouldhelp.Q:ourprogress:ourslowanddifficultmovementtowardstheschool.(Mymotherwasanxioustoknowmyfatherwouldgetmetogo.)Whyschool?Itisanellipticalquestion.WhydoIhavetogotoschool?/Whyareyougoingtothrowmeintoschool?WhathaveIdone?Thisisarhetoricalquestion:onethatexpressesstrongfeelingoropinionanddoesn’trequireananswer.It’susedtosaysth.Morepositivelythaninastatement.It’saplacethatmakesusefulmenoutofboys.Cf:make…into….tomake……become……(makeboysbecomeusefulmen)Ididnotbelievetherewasreallyanygoodtobehadintearingmeawayfrommyhomeandthrowingmeintothehuge,high-walledbuilding；Thereisnogoodtobehadindoingsth.：Itisnogood/usedoingsth.Iwasnotconvinced.Ididn’tfeelcertainthattheschoolwassuchaplaceandmyfatherwaspunishingme.convincesb.ofsth./that:tomakesomeonecertain;topersuade.使確信，使信服，說(shuō)服9.Ididnotbelievetherewas……Ididnotthinkitwasusefultotakemeawayfromhomeandputmeintothatbuildingwithhighwalls.(theschoolbuildinglookedlikeaprisontotheboy.)thereisnogoodtobehadindoingsth.orItisnogood/usedoingsth.:itisnotusefultodosth.10.Beaman.(Thismeansthatyourcarefreedaysaregoneforever.Startingfromtoday,youhavegotsomethingimportanttodo—tolearnandtoprepareyourselfforyourcareer.)11.IfeltIwasastrangerwhohadlosthisway.:becomelostInthisstrangeplaceIfeltconfusedanddidn’tknowwhattodo.Q:Didyoufeelyouwereastrangerthefirstdayyouarrived?12.glanceat:giveaquicklook瞥視，匆匆一看eg.glanceattheclock./glanceoverorthroughaletter./glanceroundaroomglancealsocanbeusedasanoun,quicklook.13.burstinto(tears,sobs;laughter,aguffaw,song)begin,suddenlyand/orviolently,tocry,laugh,singetc.14.…fromeachfloorwewereoverlookedbyalongbalconyroofedinwood.…ononesideofthecourtyardwasabuildingwithalongwood-roofedbalconyoneachfloorwherewecouldbeseen.Or…fromthebalconyoneachfloorofthebuildingpeoplecouldseethepatternintowhichweformed.15.Fromthefirstmoments……WhenIfoundschoolwasaniceplacetobein,Ibegantobehavelikeaman—makingfriendsandfallinginlove.Thisisahumorousremarktosuggestthattheboy'sattitudetowardsschoolchangedagreatdeal.16..Ourpath,however,wastotallysweetandunclouded.Schoollifewasnotjustfunandpleasure.(Therewereserioustasksandunpleasantthings.too)17.Rivalriescould……Whentwoormoreboysfellinlovewiththesamegirl,itmightcausetheboystosuffer,ortohateeachother,ortofight.bringabout:tocausesomethingtohappen引起，導(dǎo)致，致使giveriseto:cause,suggest,引起，招致27.Inaddition,thetimeforchangingone’smindwasoverandgoneandtherewasnoquestionofeverreturningtotheparadiseofhome.Besides,itwasimpossibleforustoquitschoolandreturntothegoodolddayswhenwestayedhomeplayingandfoolingaroundallday.Ourchildhoodwasgone,nevertocomeback.18.Nothinglayaheadofusbutexertion,struggle,andperseveranceWewouldhavetodoourbestandkeepworkingveryharduntilwefinishedschool.ThisiswhatIimaginedourschooldayswouldbelike.OrThekindoflifethatwaswaitingforusatschoolwouldbefullofexertion,struggleandperseverance.19.Thosewhowereabletookadvantageoftheopportunitiesforsuccessandhappinessthatpresentedthemselves.Iftherecameopportunities,capablestudentswouldseizethemtoachievesuccessandhappiness.20.…h(huán)ereandtherestoodconjurersshowingofftheirtricks,ormakingsnakesappearfrombaskets.(Invertedsentences)Conjurersstoodeverywhere.Theywereshowingofftheirtricksormakingsnakesappearfrombaskets.21.invain:withoutsuccess/resultinspiteofyourefforts=1\*GB3①I(mǎi)fsomethingisinvain,itisunsuccessful.徒然，白費(fèi)的=2\*GB3②ifyoudosomethinginvain,youdoitunsuccessfullyoruselessly沒(méi)做成的，白費(fèi)力的22.Highbuildingshadtakenover:Highbuildingsnowstoodwherethereusedtobefieldsthatborderedthestreet.totakeover:totakecontrolofsthIII.UnderstandingthetextStructuralanalysisofthetext:Thetextcanbedividedintothreeparts.The1stpart(Para.1—7):Itisabouttheboy’smisgivingsaboutschool.Hefoundithardtobeawayfromhomeandmom,andthoughtschoolwasapunishment.The2ndpart(Para.8—16):Itdescribeshowtheboyfeltaboutschool.Hefoundthatlifeatschoolwasrichandcolorfulinmanyways,althoughitalsorequireddisciplineandhardwork.The3rdpart(Para.17—20):Theboywalkedoutoftheschooltofindthattheoutsideworldhadchangedbeyondmeasureandthathehadgrownintoanoldman.2.Appreciation:Thecommonstructureofastory:Beginning--risingaction--climax--fallingaction--endThestory“HalfaDay”doesn’thavethiscompletestructureofastory.Itendsabruptly,reachingclimaxatthesametime.Sotheendofthestoryissuspenseful.Youmaygivearealendingtothisstory.Exercise:ExercisesfromP11toP20.周次第7周至第9周授課時(shí)間章節(jié)名稱(chēng)Unit2TheBoyandtheBankOfficer授課方式理論課（√）、實(shí)驗(yàn)課（）上機(jī)（）、其他方式（）教學(xué)時(shí)數(shù)14教學(xué)目標(biāo)Learnnewwordsandexpressions,andbeabletousetheminactualsituationsGraspthemainideaofthetext,andbeabletoanswertherelatedquestionsDevelopthestudents’abilityoflisteningandspeakingCultivateproperhabitsinreadingandwritingToimprovereadingskillsToimproveskillsinspeaking,writingandtranslationthroughexercisesToexpandvocabularyTostrengthengrammaticalapplicationwithemphasisonsentencestructure&pointsusuallyfounddifficultbyChineselearnersToworkindependently教學(xué)重點(diǎn)難點(diǎn)1.Understandinghistoryofbanks2.Understandingtheplotandwritingdevice3.Learningwaysofdescribingaperson教學(xué)方法GrammaticalteachingapproachCommunicativeteachingapproachMulti-mediateaching教學(xué)過(guò)程Warm-upactivities(Checkonpreview/Warm-up/)1.GetSstoretellthestory/torole-play.2.Howdoyouunderstandtheauthor’sfriend’sattitudetowardbanks?Theauthor’sfriendhatesbankssayingthattheyactlikechurches.Andtheauthorobviouslyshareshisfriend’sview.Whattheyaretryingtosayhereperhapsisthatthebankisjustanordinarystore;itmustnotactasifitrepresentsAlmightyGod;ithasnorighttotellpeoplewhattodoandwhatnottodo.Detailedstudyoflanguage—(In-classactivities)1…acandystoreor…Candystore:astorewhichsellssweetfoodmadeofsugarorchocolateGrocerystore:(AmE)astorethatsellsfoodandotherdailythingsusedinthehome;asupermarket2.Theonlydifferenceis…2.1goods:thingsproducedinordertobesold;commodity;merchandise2.2happen(to):occurbychance,takeplace;todoortobebychance;偶然，碰巧2.3inthefirstplace:3…asmall,overlighted…3.1overlighted:havingtoomuchlight;toobrightlylit,3.2branchoffice:throughoutthecommunityforthecustomer’sconvenience分/支行branch:asmallerlessimportantpartofsth.Thatleadsawayfromthelargermoreimportantpartofit.支流，支脈4．TheWestside:Itisaratherbetter-offneighborhoodinNYCitywheremanybusinessesandshopsarelocated.5.Ihadcometoopen…5.1openanaccount:tostarttohave/keepone’smoneyatabank.開(kāi)一個(gè)賬戶(hù)，closeanaccount:結(jié)束賬戶(hù)settlean/one’saccount(向商人等)結(jié)清欠賬，結(jié)賬5.2acheckingaccountcantakemoneyoutofatanytime(活期)＝（BrE）acurrentaccountasavingsaccount:(AmE)abankaccountthatpaysinterestonconditionthatyoukeepmoneythereforaparticularlengthoftime.(定期)＝（BrE）adepositaccount.6.…theonlyofficerondutywasafortyishblackman…6.1pressedhair:akindofhairstyle,withthehairuncurled;aneatlypressedbrownsuit:awell-ironedbrownsuit;withoutfolds6.2a7．Everythingabouthim…Everythingabouthim–hisclothes,hismanner,etcindicatedthathewasacarefullydressedmanwhohadanimportantpositionandpower.Itisimportant,formthebank’spointofviewforitsofficerstogivecustomersthisimpression.V-neckedsweater:asweaterwiththeopeningfortheneckshapedlikedtheletterVT-shirt.sweater-thesuffix”-er”oftenreferstothingsratherthanpeople.akidfromaprepschool:prepschool:preparatoryschool①aprivateschoolintheUSthatpreparesstudentsforcollege.預(yù)科。②aprivateschoolinBritainforchildrenb/wtheageof8and13.預(yù)備學(xué)校。11.Nowifyouwillexcuseme.Thisexpressionisusedwhenonewantstogobacktoone’swork,ortoattendtoothercustomers,orjusttoendtheconversation.12.thinktwiceabout/doingsth:thinkcarefullybeforedecidingtodosthYoushouldthinktwiceaboutemployingsomeoneyou’venevermet.13.Iwasgoingto…Payattentiontothetense“Ioriginallyplannedtoopenanaccount,butnowI’vechangedmymind.”Excuseme?Thisisusedwhenyoudisagreewithsb,butstillwanttobepoliteaboutit.Itmeans“Butwhy?Idon’tunderstand.”15.Itmay…but“May…but…”isusedtoshowthatalthoughonethingistrue,sthelseseemsverydifferentisalsotrue.Eg:Youmayberich,butyoucan’tbuyeverything.16.Ihavenootherchoice…Ican’tbutoutaccordingtotherules.Imovedinforthekill.moveinforsth:becomeactiveindoingsthIbegantopreparetokill,destroyordefeatmyenemy.moveinonsb/sth:convergeonsb/sth,esp.inamenacingway

Thepolicemovedinontheterrorists.Theauthorwasusingthisexaggeratedexpressionforahumorouseffect.Whathemeantwasthathethoughtnowhehadastrongargumenttosilencethebankofficer.zeroinonsb/sth:aimguns,etc.ataparticulartarget--fix

attentiononsb/sth;focusonsb/sthLook,we’rejustwastingeachother’stime…Youarejusttalkingnonsense.Idon’twanttolistentoyouanymore.21.…h(huán)asbeenshaking……h(huán)asbeengettingmoneyformtheboyusingthreatsshakesb.down:①togetmoneyformsb.bythreats,violenceetc.②shakesb/sthdown:searchhim/itthoroughlyExercise:Quiz1(Lesson1and2)周次第9周至第10周授課時(shí)間章節(jié)名稱(chēng)Unit3MessageoftheLand授課方式理論課（√）、實(shí)驗(yàn)課（）上機(jī)（）、其他方式（）教學(xué)時(shí)數(shù)12教學(xué)目標(biāo)Learnnewwordsandexpressions,andbeabletousetheminactualsituationsGraspthemainideaofthetext,andbeabletoanswertherelatedquestionsDevelopthestudents’abilityoflisteningandspeakingCultivateproperhabitsinreadingandwritingToimprovereadingskillsToimproveskillsinspeaking,writingandtranslationthroughexercisesToexpandvocabularyTostrengthengrammaticalapplicationwithemphasisonsentencestructure&pointsusuallyfounddifficultbyChineselearnersToworkindependently教學(xué)重點(diǎn)難點(diǎn)Vocabulary:ImportantwordsinGlossary;WordFormation(suffixful;prefixun;n.&adj.);Variouswaysofusingthewords:leave,hope;VerbPattern:vt.+n./pron.+to-infinitive;Grammar:FigureofSpeechSimile,Metaphor,theusageofsimplepresent,presentcontinuousandpresentperfect;theusageofsubjunctivemoodintroducedbyunrealconditions;Text:tolearnwhatanessayisinthebroadsenseoftheword教學(xué)方法GrammaticalteachingapproachCommunicativeteachingapproachMulti-mediateaching教學(xué)過(guò)程I.Warm-upactivities1.Questions:1.1AskoneStoretellthetext.(Whatisthetextabout?)1.2Isthestyleofthistextthesameastheprevioustwo?1.3Whatarethequalitiesyouknowaboutthecouple?Whatabouttheirchildren?Inthecouplewefindtraitsthataresharedbymanywhotilltheland—loveofland,loveofphysicallabor,andaboveall,loveoffamily.Wearealsoimpressedbytheirhonestyandkindnessaswellastheirsimplelife.Whiletheirchildrenarequitedifferent.Thewaytheyleavethelandistypicalofmanyyoungpeoplebornandbroughtupinthecountryside.Theydon'tseeanyattractioninfarming,andassoonaspossible,leaveforthecitytoseektheirfortune.Asaresult,farmingislefttooldpeople.ThisistruenotonlyinThailandbutalsoinmanyothercountries.Alltheserapidchangesthathavetakenplaceinpeople'sviews,attitudesandlifestylehaveconfusedmanyoldpeople.1.4Citylifeorcountrylife,whichonedoyouprefer?Why?Detailedstudyoflanguage(In-classactivities)1.……itwasIwhostayedwithmyparentstilltheydied.Let’sreviewhowtousetheemphaticform：It(is/was)+強(qiáng)調(diào)部分+that/who+其他部分…2.Myhusbandmovedinto……Whenwegotmarried,myhusbandcametoliveinourhouse.ItwasthetraditionhereinEsarnthatthebridegroomshouldcometolivewiththebride'sfamily.3.Twodiedininfancyfromsickness.:diedwhentheywereveryyoungbecauseofdiseasedieof+interiorreasonssuchasillness/disease,sadness/grief,hunger;diefrom+exteriorreasonssuchaswound/injuries,overeating;of/fromhunger/cancer/aheartattack/herinjuries4.There5.beoff:be+adv,beaway/on/over/6.……andtellustheyaredoingwell,Iknowthisisnotalwaystrue.Althoughtheyalwaystellusthateverythingisfinewiththem,Iknowtheyalsohavedifficultiesandproblems.Theyjustdonottellusbecausetheydon'twantustoworry.7.It'seasierformyhusband……Newsaboutmychildren'sproblemsdoesn'tmakemyhusbandassad.Hedoesn'tbotheraboutwhatishappeningaroundusandtoourchildren,hesaysnothingaboutthem.8.Onlytenyearsago,youcouldbarterforthings……Justtenyearsago,wecouldexchangeonethingforanother,buttodaywehavetousemoneytogeteverythingweneed.tobarter:toexchangegoodsforothergoods;tobarter……for……9.Menusedto…,butnolonger.usedtodo……butnolonger……:beusedtoshowachange;Theyusedtocomeandseetheirparentseveryweek,butnolonger.10.Shopshavesprungup……Shopshavesuddenlyappearedinthevillages.Theyarefilledwithattractiveplasticthingsandgoods.Butthesearethingswedon'tneed.11.Inmyday……WhenIwasyoungIsurelywouldbepunishedbyGodifIeverworethekindoftrouserstheyweartoday.Thismeansthatinthosedaysitwasconsideredveryimproperforgirlstowearsuchtrousers.InsomeAsiacountries,tobestruckdeadbylightningisbelievedtobeapunishmentbyGod.12.……butcertainthingsshould…………butweshouldn'tabandon/giveupcertainthings,forexample,ourdutytoourparents,ourreligiousbelief,oursympathyforothers,etc.13.Youngpeopletendto……andit’sashame.It'sshamefulthatyoungpeopledon'tdothesethings,thinkingthattheyareonlyfortheold.14.Thisquestion……Ihaveneveraskedmyself/thoughtaboutthequestion—whetherornotI'mhappy.15.Yes,thisbagofbones……It'strueIamnotstrongandmyclothesarefullofholes,butIcanstillworkinthericefieldsallday.(soaperson'sworthdoesnotlieinhis/herappearancebutinthestrengthwithin.)16.Disease,wounds,hardshipandscarcity……AllmylifeIhavesufferedfromdisease,wounds,hardshipsandshortage,andIhavebecomeusedtothem.Idon'tcomplainbecauseIknowsuchislife.Lifeisalwaysafiercestruggle.17.Myeyesdosee…..I'mnotwhatmywifesaysIam.Idoseeandhear—Iseeandheartoomuchevil,toomanyuglyandterriblethings,thingsthatIwishIdidnothavetoseeandhear.Andthisisnotgoodforme.18.Iknoweveryinchofit.Iknowourlandthoroughly.19.Stillthelandcouldnot……Mychildrengrewupandhadhappydaysonthisland.Butthiscouldn'tpreventthemfromleavingormakethemreturn.20.Wheneachofthemhas…..Assoonastheyhavethechance,theyjustgoaway.(Thejeanshereservesasasymbol)21.Sicknesscomesand……Weoftenfallill,andwearewellagainandabletostandupandgoaboutourbusiness.22.……sothatIcan……SothatIcantellthemwhatthislandmeanstous.Itisourhistory,ourculture,ourtradition,andourlife.UnderstandingthetextStructuralanalysisofthetext.Thetextcanbedividedintotwoparts:thewife’s&farmer’sspeech.Thewife’sspeechconsistsof2parts.Inpara.1—3,thewifebrieflytellsusabouteachmemberofherfamilyandhowallherchildrenleft.Therest(para.4—7)dealswiththechangesthatshefindsshecannotadjustto.Thefarmer'sshorterspeech(para.8—11)touchessomethingdeeper—whathethinksaretherootsofallevils.Healsotellsuswhatjoyshefindsinlifeandinfarming.Exercise:RetellingWorkinpairs:

Supposeyouaretheinterviewerandtellthelifestoryoftheoldcoupletoyourcolleagues.

Supposeyouareoneoftheoldcouple’schildrenandtellthestoryofyourfamilytoyourfriendsinthecity.周次第11周至第13周授課時(shí)間章節(jié)名稱(chēng)Unit4MidnightVisitor授課方式理論課（√）、實(shí)驗(yàn)課（）上機(jī)（）、其他方式（）教學(xué)時(shí)數(shù)16教學(xué)目標(biāo)Learnnewwordsandexpressions,andbeabletousetheminactualsituationsGraspthemainideaofthetext,andbeabletoanswertherelatedquestionsDevelopthestudents’abilityoflisteningandspeakingCultivateproperhabitsinreadingandwritingToimprovereadingskillsToimproveskillsinspeaking,writingandtranslationthroughexercisesToexpandvocabularyTostrengthengrammaticalapplicationwithemphasisonsentencestructure&pointsusuallyfounddifficultbyChineselearnersToworkindependently教學(xué)重點(diǎn)難點(diǎn)偵探小說(shuō)寫(xiě)作技巧；通過(guò)討論精彩段落寫(xiě)作的要素和手段，幫助學(xué)生掌握偵探小說(shuō)的寫(xiě)作技巧與欣賞。教學(xué)方法GrammaticalteachingapproachCommunicativeteachingapproachMulti-mediateaching教學(xué)過(guò)程I.Warm-upactivitiesTalkAboutitCharacteristicsofSpyWhatdoyouthinkarethebasicqualificationsofaspy?AndWhy?Isspyfarawayfromyou?Whatdoyouthinkaspycangetfromyou?II.Detailedstudyoflanguage(In-classactivities)1.PhrasesofbodylanguageInthisstory,you’llreadthemeaningofeveryone’sbehaviors.Thespecialmeaningembodiedinsomegesturesisregardedasbodylanguage.Itisanimportantpartofcommunication.1.tonodtoconsent點(diǎn)頭表示同意2.tonodone’sfarewell點(diǎn)頭表示告別3.tonodasasignofagreementorasafamiliargreeting4.toholdone’sheadhigh昂首挺胸（趾高氣揚(yáng)）5.toshakeone’sfist揮動(dòng)拳頭（表示威脅）6.toshakeone’shead7.toshowaVsign8.towinkataperson向某人眨眼睛9.toshrugone’sshoulders(表示冷淡或懷疑)10.tomakeaface面部露出厭惡的表情11.tocrookafinger朝某人彎曲食指（招人過(guò)來(lái)）12.tothumbone’snose表示輕蔑或嘲弄（以大拇指按鼻，其余四指張開(kāi)）13.totwiddleone’sthumbs無(wú)聊地繞動(dòng)兩個(gè)大拇指（無(wú)所事事）14.thumbsdown表示反對(duì)或拒絕15.thumbsup表示贊成或夸獎(jiǎng)16.tothumbalift請(qǐng)求搭便車(chē)2.TextAppreciationPlot:Ausableappearshelpless,buthegetsridofhisdeadlyenemywithoutliftingafinger.Setting:aFrenchhotelroomProtagonists:Ausable,MaxandawaiterStructureofthetext:PartI(paras1-5):WhoAusableisandwhyFowlerwantstoseehimPartII(paras6-16):TheunexpectedvisitofA’sadversaryMax.PartIII(paras17-26):HowAoutwitsMaxandmakeshimjumponthe“balcony”Exercise:RetellingDramatizethestoryAssumearoleofAusable,Fowler,orMaxandretellthestoryImagineyourselftobeFowler,thewriter,andretellyourexperienceonthenightyouspentwithAusable.周次第13周至第14周授課時(shí)間章節(jié)名稱(chēng)Unit5TheNightingaleandtheRose授課方式理論課（√）、實(shí)驗(yàn)課（）上機(jī)（）、其他方式（）教學(xué)時(shí)數(shù)16教學(xué)目標(biāo)Learnnewwordsandexpressions,andbeabletousetheminactualsituationsGraspthemainideaofthetext,andbeabletoanswertherelatedquestionsDevelopthestudents’abilityoflisteningandspeakingCultivateproperhabitsinreadingandwritingToimprovereadingskillsToimproveskillsinspeaking,writingandtranslationthroughexercisesToexpandvocabularyTostrengthengrammaticalapplicationwithemphasisonsentencestructure&pointsusuallyfounddifficultbyChineselearnersToworkindependently教學(xué)重點(diǎn)難點(diǎn)1.課文相關(guān)詞匯，習(xí)慣用法的掌握；2.Personification;Simile;Metaphor;Climax;Anticlimax等修辭手法；教學(xué)方法GrammaticalteachingapproachCommunicativeteachingapproachMulti-mediateaching教學(xué)過(guò)程BackgroundInformationFairyTalesWhatisyourfavouritefairytale?Whatisit?????WitchesandQueensgiantsandelves(精靈)princesandprincessestalkinganimalsMarvelousandmagicalthingshappen:aboymaybecomeabirdaprincessmaysleepforahundredyearsAlwayssameendingandsimilartheme:truthprevailsoverdeceptiongenerosityisultimatelyrewardedhardworkovercomesobstacleslove,mercyandkindnessarethegreatestpowersofallHansChristianAndersen“TheKingofTales”TheLittleMermaidTheEmperor’sNewClothesTheUglyDucklingThePrincessandThePeaGrimmBrothersCinderellaSleepingBeautyTheFrogKingTheFisherman&HisWifeSnowWhiteLittleRed-CapFeaturesoffairytalesfrequentuseofpersonificationsymbolicmeaninggiventowordsvivid,simplenarrationrepetitivepatternusedOscarO’WildeIrish-bornnovelist,playwright,poet,andcriticKnownforwitty,oftenparadoxical,sayingsthatlampoonthesocialmodesandbehavioroftheEnglishupperclassesofhistimeChampioningtheaestheticmovement,whichisbasedontheideaofartforart’ssake“Asayoungsterhewasexposedtothebrilliantliterarytalkofthedayathismother’sDublinsalon