《大学英语I》课程基本信息 (一)课程名称:《大学英语I》 (二)学时学分:周4学时,4学分 (三)预修课程 (四)使用教材 李荫华等主编:《大学英语》(全新版)(第1版),上海外语教育出版社,2002 年1月版 (五)教学参考书(3本以上) 1.郑树棠等著:《新视野大学英语》(第1版),外语教学与研究出版社,2003 年1月1版 2.丁往道等著:《英语写作手册》(第2版),外语教学与研究出版社,1994 年6月第2版; 3.方梦之等著:《英语翻译教程》(第1版),上海外语教育出版社,2004年3 月第1版。 (六)教学方法:课堂讲授,启发式教学,课堂讨论,当堂测试,提问式教学,学生 讲授,师生互动 (七)教学手段:多媒体教学,传统讲授,网络教学,VCD。 (八)考核方式:闭卷考试,口试。 (九)学生创新精神与实践能力的培养方法:通过课堂的启发,引导学生对所学内容 进行深入的思考,同时通过课堂教学使学生提高英语的综合能力,包括听说读 写译等方面。最终培养学生英语的学习兴趣和自学能力,使学生的英语水平达 到一个本质的提高。 (十)其它要求:要求学生做好预习和复习工作,课堂上积极参与课堂活动,多与老 师和同学交流
1 《大学英语Ⅰ》课程基本信息 （一）课程名称：《大学英语Ⅰ》 （二）学时学分：周 4 学时，4 学分 （三）预修课程： （四）使用教材 李荫华等主编：《大学英语》（全新版）（第 1 版），上海外语教育出版社，2002 年 1 月版。 （五）教学参考书（3 本以上） 1．郑树棠等著：《新视野大学英语》（第 1 版），外语教学与研究出版社，2003 年 1 月 1 版； 2．丁往道等著：《英语写作手册》(第 2 版)，外语教学与研究出版社，1994 年 6 月第 2 版； 3．方梦之等著：《英语翻译教程》（第 1 版），上海外语教育出版社，2004 年 3 月第 1 版。 （六）教学方法：课堂讲授，启发式教学，课堂讨论，当堂测试，提问式教学，学生 讲授，师生互动。 （七）教学手段：多媒体教学，传统讲授，网络教学，VCD。 （八）考核方式：闭卷考试，口试。 （九）学生创新精神与实践能力的培养方法：通过课堂的启发，引导学生对所学内容 进行深入的思考，同时通过课堂教学使学生提高英语的综合能力，包括听说读 写译等方面。最终培养学生英语的学习兴趣和自学能力，使学生的英语水平达 到一个本质的提高。 （十）其它要求：要求学生做好预习和复习工作，课堂上积极参与课堂活动，多与老 师和同学交流
《大学英语1》教学进度计划表 周 教学内容 作业要求备注 第 第 第 第四 第五 第六 Unit One Growing 预习课文 第七| Unit One Growing 复述课文 Unit Two Friendshi 第八| Unit Two Friendship 作文 第九| Unit Three Under Science 预习课文 第 Unit Three Under Science 复述课文 Unit Four American Dream 听写 Unit Four American Dream 讨论 第十 Unit Five Romance 预习课文 第十三 Unit Five romance 复述课文 Unit Six Animal Intelligence 听写 第十四「 Unit Siⅸ Animal Intelligence 作文 第十五 Unit Seven Emergency 预习课文 第十六 Unit Seven Emergency 复述课文 Unit Eight Coping with an Educational Problem翻译 第十七 Unit Eight Coping with an Educational Problem|讨论 第十八| General Revision
2 《大学英语 1》教学进度计划表 周 数 教 学 内 容 作业要求 备 注 第 一 周 第 二 周 第 三 周 第 四 周 第 五 周 第 六 周 Unit One Growing Up 预习课文 第 七 周 Unit One Growing Up Unit Two Friendship 复述课文 听写 第 八 周 Unit Two Friendship 作文 第 九 周 Unit Three Under Science 预习课文 第 十 周 Unit Three Under Science Unit Four American Dream 复述课文 听写 第 十 一 周 Unit Four American Dream 作文 讨论 第 十 二 周 Unit Five Romance 预习课文 第 十 三 周 Unit Five Romance Unit Six Animal Intelligence 复述课文 听写 第 十 四 周 Unit Six Animal Intelligence 作文 第 十 五 周 Unit Seven Emergency 预习课文 第 十 六 周 Unit Seven Emergency Unit Eight Coping with an Educational Problem 复述课文 翻译 第 十 七 周 Unit Eight Coping with an Educational Problem 讨论 第 十 八 周 General Revision
Unit 1 Growing Up L. Teaching Plan for Parts L,Il, IV(6 periods) Objectives: Students will be able to 1. grasp the main idea(the essence of writing is to write what one enjoys writing)and structureofthe text(narration in chronological sequence); 2. appreciate the narrative skills demonstrated in the text(selection of details repetition, coherence); 3. master the key language points and grammatical structures in the text 4. conduct a series of listening, speaking and writing activ ities related to the theme of the unit Time allotment Ist period 2nd period 3d&4h 5th period 6th period Pre-reading; I While-reading While-reading While-reading Post-reading While-reading(language(language (grammatical (theme-related (text oints) points, tructures language structure grammatical details learning cultural notes structures) synonyms tasks) language coherence points) Post-reading 3
3 Unit 1 Growing Up I. Teaching Plan for Parts I, II, IV (6 periods) Objectives: Students will be able to 1. grasp the main idea (the essence of writing is to write what one enjoys writing) and structure of the text (narration in chronological sequence); 2. appreciate the narrative skills demonstrated in the text (selection of details, repetition, coherence); 3. master the key language points and grammatical structures in the text; 4. conduct a series of listening, speaking and writing activities related to the theme of the unit. Time allotment 1 st period 2 nd period 3 rd ＆4 th 5 th period 6 th period Pre-reading ; While-reading (text structure; cultural notes; language points) While-reading (language points) While-reading (language points; grammatical structures) While-reading (grammatical structures; details; synonyms; coherence) Post-reading Post-reading (theme-related language learning tasks)
(main idea Pre-reading tasks: 1. Have you listened to John Lennons Beautiful Boy?(2 minutes) The teacher (T)may ask several students(Ss)this question What does Lennon think of growing up (Possible answers: Life becomes better as one grows up; it takes time to grow up; life is not always what one has planned, but is full of surprises; life is not easy; life is adventurous. 2. The art ofeating spaghetti(15 minutes (1)Before class, T cuts a sheet of paper into many long, thin strips, which he/she brings to class together with a fork(Or: if possible, T brings a p latter of boiled noodles to class together with a fork) (2)T explains that spaghetti is Italian-style noodles, and that unlike some Chinese noodles, it will never taste pulpy and is usually served with sauce, not in soup Several ss are invited to come up with proper ways of eating spaghetti"and demonstrate to the class, using the fork ( T dictates the following passage to Ss(Pre-teach some words like poke scoop”, prong,“ twirl if necessary) a. Hold the fork in your hand as if to poke the spaghetti
4 Pre-reading tasks: 1.Have you listened to John Lennon’s Beautiful Boy? (2 minutes) The teacher (T) may ask several students (Ss) this question: --- What does Lennon think of growing up? (Possible answers: Life becomes better as one grows up; it takes time to grow up; life is not always what one has planned, but is full of surprises; life is not easy; life is adventurous.) 2.The art of eating spaghetti (15 minutes) (1)Before class, T cuts a sheet of paper into many long, thin strips, which he/she brings to class together with a fork (Or: if possible, T brings a platter of boiled noodles to class together with a fork) (2)T explains that spaghetti is Italian-style noodles, and that unlike some Chinese noodles, it will never taste pulpy and is usually served with sauce, not in soup. Several Ss are invited to come up with “proper ways of eating spaghetti” and demonstrate to the class, using the fork. (3)T dictates the following passage to Ss (Pre-teach some words like “ poke”, “ scoop”, “ prong”, “ twirl” if necessary): a. Hold the fork in your hand as if to poke the spaghetti. (main idea; exercises)
b Scoop up a small amount of spaghetti on your fork and raise it about 30 cm bove your plate C. Make sure the spaghetti on your fork is completely disconnected from the remainder on your plate d Put the prongs ofthe fork at an edge of the plate that is free of food e. Quickly point the prongs of the fork straight down toward the p late and place the points on the plate f. Twirl the fork to gather the spaghetti around the prongs g. With a quick scoop ing movement, gather up the roll around the prongs and place it in your mouth h. Gently gather up any stray spaghetti ends that dont make it all the way into your mouth (4)T asks one s to come up and demonstrate the right way ofeating spaghetti 3.T asks Ss the following questions: (8 minutes) Would you enjoy writing The Art of Eating Spaghetti"? Why or why not? Why did russell Baker enjoy writing The Art of Eating Spaghetti"?(Hint Para. 4) Look at the title of Text A, and then find out in which paragraph a similar phrase appears. Read that paragraph carefully and exp lain in your own words what the author means by saying write for myself.(Hint: Para. 5) While-reading tasks: 1. Grasping the structure of the text(15 minutes) ()Ss circle all the time words, phrases and clauses in Text a(They include: since my childhood in Belleville, until my third year in high school, until then, when our class was assigned to Mr. Fleagle for third-year English, late in the year, until the night before the essay was due, when I finished, next morning, two days passed, when I saw him lift my paper from his desk., when Mr Fleagle finished ). When they finish, T asks several Ss to read aloud what they have
5 b. Scoop up a small amount of spaghetti on your fork and raise it about 30 cm above your plate. C. Make sure the spaghetti on your fork is completely disconnected from the remainder on your plate. d. Put the prongs of the fork at an edge of the plate that is free of food. e. Quickly point the prongs of the fork straight down toward the plate and place the points on the plate. f. Twirl the fork to gather the spaghetti around the prongs. g. With a quick scooping movement, gather up the roll around the prongs and place it in your mouth. h. Gently gather up any stray spaghetti ends that don't make it all the way into your mouth. (4) T asks one S to come up and demonstrate the right way of eating spaghetti 3.T asks Ss the following questions: (8 minutes) --- Would you enjoy writing “TheArt of Eating Spaghetti”? Why or why not? --- Why did Russell Baker enjoy writing “The Art of Eating Spaghetti”? (Hint: Para. 4) --- Look at the title of Text A, and then find out in which paragraph a similar phrase appears. Read that paragraph carefully and explain in your own words what the author means by saying “write for myself”. (Hint: Para. 5) While-reading tasks: 1.Grasping the structure of the text (15 minutes): (1)Ss circle all the time words, phrases and clauses in Text A (They include: since my childhood in Belleville, until my third year in high school, until then, when our class was assigned to Mr. Fleagle for third-year English, late in the year, until the night before the essay was due, when I finished, next morning, two days passed, when I saw him lift my paper from his desk…, when Mr. Fleagle finished). When they finish, T asks several Ss to read aloud what they have