《大学英语》课程教学大纲A

《大学英语A(全新版)》教学大纲 一、课程代码 33010001 二、课程名称 《大学英语》 (1)中文名 《大学英语》 (2)英文名 College Enzlish 三、课程管理院（系）及教研室 外语学院大学英语教研室 因、大说明 1、适用专业、层次 大学英语实行分级教学，本大纲适用于06级非英语专业的大学英语(《班)学生，要求学生在网上自 主学完牧材第一用，误堂教学从第二册开始。 2、学时与学分数：学时为周四，第一学期为56学时，第二、三、四学明分别为64学时，共计学时248， 学分16分 3 课程的性质、目的与任务 大学英语教学是高等教育的一个有机组成部分，是大学生的一门必修的恭础深程。大学英语是以英语 言知识与应用技能、学习策略和跨文化交际为主要内容，以外语教学理论为指导，并集多种教学模式和教学 手段为一体的教学体系。 大学英语的教学目标是培养学生的英语综合应用能力，特别是听说能力，使他们在今后工作和社会交往 中能用英语有效地进行口头和节面的信息交流，同时增强其自主学习能力，提高综合文化素养，以适应 腹国杜会发展和国际交流的要。 因班学生英语基础较好，从教材算二册开始学习。在通过两年的大学英语学习后，学生在听、说、 读、写、译各个方面能有所提高，达到国家教育部布的《大学英语课程要求》中的一般要求，部分学生 能达到（伏学英蹈深程要中的较高要求。 ,先行、后续程 学生完成了高中阶段的英语学习，掌握了000左右词汇，具备了一定的英语学习基础.在学完大学英 语课程后，学生可选择英语提高课。 5、考试方式与成绩评定 大学英语测试采用笔试和口试与多媒休自主学习中心学生的自主学习记录相结合的形式进行，竖持教 考分离制度，学生必须参加所这英语课程的考试，考试不及格者重悠。 期末考试分为笔试与口试两大部分。笔试部分由听力(30%)、阅读(30)、英汉互译(10)、语法词江 (10%)、写作(1%)、五部分组成。口语考试(1%)。口语考试中，学生按每三人一组进行，两名教师同时 对他们的口头表达进行综合评分。考试形式分为：朗读、对话、主题讨论。笔试和口试均围绕视听说和读写译 教材展开。 第一学期：Bok2 unitl-unit6 第二学期：B6ok3 unitl-unit8 第三学期：B0ok4 unitl-unit8 第四学期：Book5nitl-unit8 每册书的剩余单元由学生通过安装在教学网络平台上的教学软件自主学习，教师给予指导，自学内容拿入期末 老试中。 学期 Unit I Ways of Learning [教学目的1： 。pw )and s e can st the b)App by-point Master the key language points and gramn d uct a senes [教学重点与难点]：portant langua8 point5 in the tex对

《 大学英语 A(全新版) 》教学大纲 一、课程代码    33010001 二、课程名称 《 大学英语 》 （1）中文名   《 大学英语 》 （2）英文名     College English 三、课程管理院（系）及教研室： 外语学院大学英语教研室 四、大纲说明 1、 适用专业、层次 大学英语实行分级教学，本大纲适用于06级非英语专业的大学英语（A 班）学生，要求学生在网上自 主学完教材第一册，课堂教学从第二册开始。 2、 学时与学分数：学时为周四，第一学期为56学时，第二、三、四学期分别为64学时，共计学时248， 学分16分。 3、 课程的性质、目的与任务 大学英语教学是高等教育的一个有机组成部分，是大学生的一门必修的基础课程。大学英语是以英语语 言知识与应用技能、学习策略和跨文化交际为主要内容，以外语教学理论为指导，并集多种教学模式和教学 手段为一体的教学体系。 大学英语的教学目标是培养学生的英语综合应用能力，特别是听说能力，使他们在今后工作和社会交往 中能用英语有效地进行口头和书面的信息交流，同时增强其自主学习能力，提高综合文化素养，以适应 我国社会发展和国际交流的需要。 因A班学生英语基础较好，从教材第二册开始学习。在通过两年的大学英语学习后，学生在听、说、 读、写、译各个方面能有所提高，达到国家教育部颁布的《大学英语课程要求》中的一般要求，部分学生 能达到《大学英语课程要求》中的较高要求。 4、 先行、后续课程： 学生完成了高中阶段的英语学习，掌握了2000左右词汇，具备了一定的英语学习基础。在学完大学英 语课程后，学生可选择英语提高课。 5、考试方式与成绩评定 大学英语测试采用笔试和口试与多媒体自主学习中心学生的自主学习记录相结合的形式进行，坚持教 考分离制度，学生必须参加所选英语课程的考试，考试不及格者重修。 期末考试分为笔试与口试两大部分。笔试部分由听力（30%）、阅读（30%）、英汉互译（10%）、语法词汇 （10%）、写作（10%）、五部分组成。口语考试（10%）。口语考试中，学生按每三人一组进行，两名教师同时 对他们的口头表达进行综合评分。考试形式分为：朗读、对话、主题讨论。笔试和口试均围绕视听说和读写译 教材展开。 五、纲目 第一学期：Book 2 unit1-unit6 第二学期：Book 3 unit1-unit8 第三学期：Book 4 unit1-unit8 第四学期：Book 5 unit1-unit8 每册书的剩余单元由学生通过安装在教学网络平台上的教学软件自主学习，教师给予指导，自学内容拿入期末 考试中。 第一学期 Unit 1 Ways of Learning [教学目的]： Students will be able to: a) Grasp the main idea (that it would be ideal if we can strike a balance between the Chinese and the Western learning styles) and structure of the text (introduction of the topic by an anecdote—elaboration by comparison and contrast); b) Appreciate the difference between comparison and contrast, as well as different ways to compare and contrast (point￾by-point method or one-side-at-a-time method); c) Master the key language points and grammatical structures in the text; d) Conduct a series of reading, listening, speaking and writing activities related to the theme of the unit. [教学重点与难点]： Important language points in the text

【[教学方法与手段]：教学采用交互式、讨论式、启发式等教学方法激励学生的学习，手段为多媒体教学，自主学 习中心教师辅导. [教学时数]：6 periods Listen to the following quotation from《文汇读书周报》（自主教有：‘管'还是‘不管”“），take sone notes,and then Till invite some Ss to sumarize in English how Chen Yuhua's parents handle her education. Step Tw 01g Listen to the song and answer the questions according to it. -Tho should teach whoa?Is learning a one-way street? Can you guess what the theme of this unit,ways of learning,refers to? Step Three 1)ss skin Paral-5 and be 3)T tells Ss that there are many ways of introducing a topic.Ss will decide which way is adopted by Howard Gardner: Step Five work:consult the dictionar 2 Sentence translation:translate the five sentences in the first part of text. 3rd and 4th Periods Step One attach not in the least assuming that superior energe initial on occasion neglect throw/shed/cast light 00 apply one in due course critical in retrospect performance so mch so that priority Comparison and Contrast Step Three Sun up the contrast between Chinese and Western vays to learn to fulfill a task: Sun up the coatrast between the Chinese and Nestern attitudes toward creativity and basic skills 2 Essay writing:How I Learn at College At least five new vocabulary on pl3 should be included in the writing. 5th and 6th Periods Without conclusion.an essay lacks a sense of completeness.A conclusion may be a restatenent of the nain points previously entioned,a proposed solution a quotation fro some book or person,a prediction of future developaents,a sugestion for furthe nts and reverses,but somnchow we keep moving ahead.In this text,the autho Step Tsd sugs in the form of a questio Learn to use reflexive pronouns:Oneself:by oneself:on one'sown Step Three Check the the ortant points. Step Five Check the hoee-reading Step Six

[教学方法与手段]：教学采用交互式、讨论式、启发式等教学方法激励学生的学习，手段为多媒体教学，自主学 习中心教师辅导。 [教学时数]： 6 periods 1st and 2 nd Periods Step One Summarize in English:    Listen to the following quotation from 《文汇读书周报》（"自主教育：‘管’还是‘不管’"）， take some notes, and then T will invite some Ss to summarize in English how Chen Yuhua’s parents handle her education. Step Two Song Listening:    Listen to the song and answer the questions according to it. -Who should teach whom? Is learning a one-way street? -Can you guess what the theme of this unit, ways of learning, refers to? Step Three Skimming 1) Ss skim Para1-5 and be ready to answer questions: 2) T asks some S pairs to report to the class, one asking the above questions and the other providing the answers. 3) T tells Ss that there are many ways of introducing a topic. Ss will decide which way is adopted by Howard Gardner: Step Five Text organization. Assignments 1 Dictionary work: consult the dictionary and master the newly-learned vocabulary. 2 Sentence translation: translate the five sentences in the first part of text. 3rd and 4th Periods Step One Word Study bustle      attach       not in the least     assuming that.:    superior      emerge     pick up initial      somewhat    on occasion       neglect            throw/shed/cast light on     apply on one’s own   in due course   critical     in retrospect   performance    so much so that   priority Step Two Comparison and Contrast Step Three Sum up the contrast between Chinese and Western ways to learn to fulfill a task: Sum up the contrast between the Chinese and Western attitudes toward creativity and basic skills Assignments 1 Review the vocabulary and the difficult sentences. 2 Essay writing: How I Learn at College At least five new vocabulary on p13 should be included in the writing. 5th and 6th Periods Step One Conclusion     Without conclusion, an essay lacks a sense of completeness. A conclusion may be a restatement of the main points previously mentioned, a proposed solution, a quotation from some book or person, a prediction of future developments, a suggestion for further study, etc. Text B, unit3, Book1 ends by giving a simile, comparing scientific research to mountain climbing, "a process filled with disappointments and reverses, but somehow we keep moving ahead." In this text, the author makes a suggestion in the form of a question. Step Two Learn to use reflexive pronouns: Oneself; by oneself; on one’s own Step Three Check the translation work, emphasizing the important points. Step Four Debate: Should we develop children’s creativity first or train them in basic skills first? Step Five Check the home-reading Step Six Review what has been learnt in Unit1 Assignments

1 Previes Unit2,collecting stories,news reports,pictures,books of rich people. [教学目的] ould be ideal if we can strike a balance between the Chinese and the wester and contrast) b)Appreciate the diff e between comparison and contrast,as well as different ways to compare and contras in the 【教学重点与难点】1 npor tant1ang o noints in tho tovt [教学方法与手段]：教学采用交互式、讨论式、启发式等教学方法激励学生的学习，手段为多媒体教学 自主学习中心师特号 教学时致]6 period Ist and 2hd Periods Step One Passage listening Cloze R(n8) Step Three Discussion and presentation:Rich people I kno Step Five Vocabulary preparation 2 Summarize the text.(200 words) 3rd and 4th Periods Step One blend in/inte hold to on the run be liable to bone qualify and the like cultivate reward retire deserve Step Two Step Three Indirect description in portraying a person A5sign南ents Sth and 6th Periods Sten One Translation (p9) Step Txo Write invitations(p6l) Formal invitations and formal Informal invitations and informl acknowledgenents Listening Practice

1 Preview Unit2, collecting stories, news reports, pictures, books of rich people. 2 Create a short story with the given words: discount, treatment, reporter, loyalty, reward, deserve Unit 2 Values [教学目的] Students will be able to: a) Grasp the main idea (that it would be ideal if we can strike a balance between the Chinese and the Western learning styles) and structure of the text (introduction of the topic by an anecdote—elaboration by comparison and contrast); b) Appreciate the difference between comparison and contrast, as well as different ways to compare and contrast (point-by-point method or one-side-at-a-time method); c) Master the key language points and grammatical structures in the text; d) Conduct a series of reading, listening, speaking and writing activities related to the theme of the unit. [教学重点与难点] Important language points in the text. [教学方法与手段]：教学采用交互式、讨论式、启发式等教学方法激励学生的学习，手段为多媒体教学， 自主学习中心教师辅导。 [教学时数] 6 periods 1st and 2 nd Periods Step One Passage listening Listen to the recording two or three times and then try to answer the f questions. Step Two Cloze B(p48) Step Three Discussion and presentation: Rich people I know Step Four Text Organization Step Five Vocabulary preparation 1) Pronunciation 2) Exercises p43 Assignments 1 Remember the vocabulary 2 Summarize the text. (200 words) 3rd and 4th Periods Step One Word study discount    treatment    by/from all accounts   blend in/into   throw one’s weight around   reserve hold to    on the run    steer clear of     be liable to    as laid down.:   cut prices and margins to the bone qualify      and the like      cultivate     reward           retire       deserve Step Two Find synonyms or synonymous phrases for "down-home" Step Three Indirect description in portraying a person Assignments 1 Revise the notes 2 Finish the exercises 5th and 6th Periods Step One Translation (p49) Step Two Check the exercises Step Three Write invitations(p61) Formal invitations and formal acknowledgements Informal invitations and informal acknowledgements Sample letters Step Four Listening Practice

Step Five home-reading Extra reading:find some articles from recent magazines for Ss to read. Assignments [教学目的： to the Ch b)Appreciate thdiff betweencmisad costs well as different waystocmreandcs 「学面占与走古1： [教学方法与手段] 教学采用交互式、讨论式、启发式等教学方法励学生的学习，手段为多媒体教学 自主学习中心教师轴导 [教学时数]：6 periods lst and 2nd Periods Step One Pair interview piaotctiomtoplhn Step Iw Text organization Step Four Arrangements for Ss'stage performance: Step One Stage performance Three groups go to the stage to act out the play.Judges take notes. in unison consist of a san-to-man talk fade trade sth.for sth.else keep/leave sb. in suspense distract alorious hand domn Why back in my day at any rate welfare narrow down exhaust come over interference constant fill out talented Assignments 1.Review the words: There of the play Step Txo Understand the characters in the play epThree non errors Step Four rcises,pointing out the Ss finish translation exercises,and T helps Ss to grasp the usages of some words and phrases. Step Five Check Ss home-reading e you are Father,briefly arrate the three stories froyour understanding 2 Review the unit

Step Five Check on Ss’ home-reading Step Six Extra reading: find some articles from recent magazines for Ss to read. Assignments Ss preview the next unit. Unit 3 The Generation Gap [教学目的]: Students will be able to: a) Grasp the main idea (that it would be ideal if we can strike a balance between the Chinese and the Western learning styles) and structure of the text (introduction of the topic by an anecdote—elaboration by comparison and contrast); b) Appreciate the difference between comparison and contrast, as well as different ways to compare and contrast (point-by-point method or one-side-at-a-time method); c) Master the key language points and grammatical structures in the text; d) Conduct a series of reading, listening, speaking and writing activities related to the theme of the unit. [教学重点与难点]: Important language points in the text: [教学方法与手段]：教学采用交互式、讨论式、启发式等教学方法激励学生的学习，手段为多媒体教学， 自主学习中心教师辅导。 [教学时数]: 6 periods 1st and 2 nd Periods Step One Pair interview Step Two A brief introduction to plays Step Three Text organization Step Four Arrangements for Ss’ stage performance: Assignments Understand the text and prepare for the performance. 3rd and 4th Periods Step One Stage performance Three groups go to the stage to act out the play. Judges take notes. Step Two embarrass     dumb     in unison   consist of   a man-to-man talk   fade    trade sth. for sth. else keep/leave sb.   in suspense    interrupt    distract    glorious   hand down   Why back in my day at any rate     welfare    narrow down     exhaust    come over    interference   constant   fill out    talented   Step Three Conflicts of the play Assignments 1. Review the words; 2. Do after-class exercises. 5th and 6th Periods Step One Theme of the play Step Two Understand the characters in the play Step Three Check the exercises, pointing out the common errors. Step Four Ss finish translation exercises, and T helps Ss to grasp the usages of some words and phrases. Step Five Check Ss’ home-reading Assignments: 1 Writing: Suppose you are Father, briefly narrate the three stories from your understanding. 2 Review the unit

「教学日的]： Students vill be able to (poin-byontmeth-time mthd) Condunlisteningritngactivite rethe theme ofthent d [教学重点与难点] Iaportant language points in the text. [教学方法与手段]：教学采用交互式、讨论式、启发式等教学方法激励学生的学习，手段为多媒体教学， 自主学习中心教师辅导。 [教学时数]：6 periods Listen to the poen Surfing the Internet and answer the questions Step Two onle can do on the Intarnet Step Three Inaginative writing ep Fou ization 1 Read aloud paral and learn it by heart. virtual interpret stretch submit edit at times take in spit line conversely but then jar suck in in sight cue rely on/upon restore arrange interview 1 They are not useful to me.-They are of no use to me 2 find oneself tadj.past participle/present participle Step Three 1 Revise the class notes 2 Finish the afterclass exercises. 5th and 6th Periods d para-10.ork in pairs to find out consequences life,using the structure of"find oneself Sten Txo Translation pl16 Step Three rite an essay entitled The Internet Will Isolate Us fron One Another or The Internet Will Not Isolate Us fro One Another. 2 Review what has been learnt in Unit

3 Preview Unit4. Unit 4 The Virtual World [教学目的]: Students will be able to: a) Grasp the main idea (that it would be ideal if we can strike a balance between the Chinese and the Western learning styles) and structure of the text (introduction of the topic by an anecdote—elaboration by comparison and contrast); b) Appreciate the difference between comparison and contrast, as well as different ways to compare and contrast (point-by-point method or one-side-at-a-time method); c) Master the key language points and grammatical structures in the text; d) Conduct a series of reading, listening, speaking and writing activities related to the theme of the unit. [教学重点与难点]: Important language points in the text. [教学方法与手段]：教学采用交互式、讨论式、启发式等教学方法激励学生的学习，手段为多媒体教学， 自主学习中心教师辅导。 [教学时数]: 6 periods 1st and 2 nd Periods Step One Listen to the poem Surfing the Internet and answer the questions. Step Two Ss look at the theme of this unit (The Virtual World) and the title of Text A (A Virtual Life), then try to: -find antonyms of "virtual world" and "virtual life"; -suggest synonyms for "virtual world" -say what people can do on the Internet. Step Three Imaginative writing Step Four Text organization Assignments 1 Read aloud para1 and learn it by heart. 2 Study the new words. 3rd and 4th Periods Step One Word study virtual      interpret      stretch     submit    edit    at times    take in    spit    on line symptom    conversely     but then    jar     suck in     in sight      emotional      cue routine     rely on/upon    abuse      restore    arrange    interview   appointment   tune Step Two Structure 1 They are not useful to me. →They are of no use to me. 2 find oneself +adj./ past participle/ present participle Step Three Text study Assignments 1 Revise the class notes 2 Finish the after-class exercises. 5th and 6th Periods Step One Ss re-read para4-10, work in pairs to find out consequences of "my" virtual life, using the structure of "find oneself." Step Two Translation p116 Step Three Learn some computer-related vocabulary items Step Four Writing    Write an essay entitled The Internet Will Isolate Us from One Another or The Internet Will Not Isolate Us from One Another. Assignments 1 Review the unit 2 Review what has been learnt in Unit1-4

〔教学目的]： able to nd ronttas) b)Appre ate the differ ce between co (point-by-point method or one-side-at-a-time method. alsuctursinthetet age in the text. [教学方法与手段]：教学果用交互式、讨论式、启发式等教学方法激励学生的学习，手段为多媒休教学 自主学习中心教师辅导。 【教学时数]：6 periods Ist and 2d Periods Sten One Do you know these proverbs? 1)T dictates the following proverbs to Ss Text Organization Step Three Language points Assignments 1 Revise the notes 2 Review the learnt points Understanding more about the text Step Two 二n -Ss do the after-text Usage exercise on work Step Three Finding out detail out those details about Michael Stone that shows hi to be is others boy or his father's boy. Sone pairs report to the class their findings T asks Ss:Dreaming and hard work.which is more important to Nichael's success?Why? I Uoderatand therthe by heart s of Gettysburg Add alternate oincide passion intensity fantasy 5th and 6th Periods Step On 1)T introduces the idea that many vords have more than one meaning and can remind one of a nuber of different ideas and events all at once. 2)5s read the first three sent ces of the text to find ou where the author uses a word in two different senses(the word thitng hig and one meaning?

3 Preview the next unit. Unit 5 Overcoming Obstacles [教学目的]: Students will be able to: a) Grasp the main idea (that it would be ideal if we can strike a balance between the Chinese and the Western learning styles ) and structure of the text (introduction of the topic by an anecdote—elaboration by comparison and contrast); b) Appreciate the difference between comparison and contrast, as well as different ways to compare and contrast (point-by-point method or one-side-at-a-time method); c) Master the key language points and grammatical structures in the text; d) Conduct a series of reading, listening, speaking and writing activities related to the theme of the unit. [教学重点与难点]:Important language points in the text. [教学方法与手段]：教学采用交互式、讨论式、启发式等教学方法激励学生的学习，手段为多媒体教学， 自主学习中心教师辅导。 [教学时数]: 6 periods 1st and 2 nd Periods Step One Do you know these proverbs? 1) T dictates the following proverbs to Ss 3) Ss scan Text A to find a similar saying by Michael’s father, which is in italics. 4) T leads in to the text: Step Two Text Organization Step Three Language points bear out     grace   mere   fantasy    numerous   passion   detail   recur coincide alternate vain   be ashamed of    startle   tense    bring sb back to earth     in one’s mind’s eye Assignments 1 Revise the notes 2 Review the learnt points 3 Extra reading: Gettysburg Address 3rd and 4th Periods Step One Understanding more about the text Step Two Usage -Ss scan the text again to find out the three instances where "work" is used as a verb. -T asks Ss to explain in English the three different meanings of "work" -Ss do the after-text Usage exercise on "work" Step Three Finding out details -T introduces the activity: A child usually inherits characteristics from both his/her father and mother. So does Michael Stone. Michael’s mother is romantic and passionate, while his father is a hard-core realist. Work with a partner, find out those details about Michael Stone that shows him to be his mother’s boy or his father’s boy. -Some pairs report to the class their findings -T asks Ss: Dreaming and hard work, which is more important to Michael’s success? Why? Assignments 1 Understand the first two paragraphs of Gettysburg Address, and learn them by heart 2 Describe a person with a strong character, using the following words alternate   coincide   passion   intensity   fantasy 5th and 6th Periods Step One Post-reading Play on the meaning of words 1) T introduces the idea that many words have more than one meaning and can remind one of a number of different ideas and events all at once. 2) Ss read the first three sentences of the text to find out where the author uses a word in two different senses(the word "hot" meaning respectively "having high temperature" and "fierce, intense") 3) Ss give individual opinion on this question: How do you understand the title of this text? Does it also carry more than one meaning?

Step Two T guides s throgh soe after-texteerse Ichecks Ss'boe reading Test B. Step Four Vocabulary Checking Step Five instorn together how to briefly describe Mr.Maring fro another angle-in the third person singular. I Preview Unit 6 Half the Sky 教学目的 ill he able to a Grasp the min idea（the belief in sup encourages averag toachieve their gols and structure of the text: b)Appreciate how the author achieves coberence for the essav: [教学重点与难点]： Important language points in the text [教学方法与手段]：教学采用交互式、讨论式、启发式等教学方法激励学生的学习，手段为多煤体教学 自主学习中心教师辅导。 [教学时数]；6 periods Tasks 5s the questions on the song I Am Toman Step Two Free Kritingk Group Discussion Step Three 2)5s read the first two paragraphs to understand why a friend said that "if I believed everything in the report,she had a bridge in Brooklyn she's like to sell me" 3 T invites sor Dsa the textand derline satences containing the sord "tridge": Sten four Text Organization T draw Ss's attention to Text Organization Exercise 1.Ss vill notice that the appearance of the word bridge oincides with a new part of the text I Find out the informtion sbout Feminisn fron the interne 2Understand the text according to the text organization 3 Learn the new words 3rd and 4th Periods Step Two Word Study selling the Brooklyn Bridge to somebody skeptical sophisticated move on to Step Three ssigncnt

Step Two T guides Ss through some after-text exercises. Step Three T checks Ss’ home reading Text B. Step Four Vocabulary Checking Step Five Theme-related discussion Go over Text B and brainstorm together how to briefly describe Mr. Manwaring from another angle-in the third person singular. Assignments 1 Preview Unit 6 2 Learn the new vocabulary Unit 6 Women, Half the Sky [教学目的]: Students will be able to: a) Grasp the main idea (the belief in superwomen encourages average women to achieve their goals and structure of the text; b) Appreciate how the author achieves coherence for the essay; c) Master key language points and grammatical structures in the text; d) Conduct a series of reading, listening, speaking and writing activities related to the theme of the unit. [教学重点与难点]: Important language points in the text. [教学方法与手段]：教学采用交互式、讨论式、启发式等教学方法激励学生的学习，手段为多媒体教学， 自主学习中心教师辅导。 [教学时数]: 6 periods 1st and 2 nd Periods Step One T asks Ss the questions on the song I Am Woman: Step Two Free Writing& Group Discussion Step Three Understand the title: what is "the Brooklyn Bridge"? 1)T asks Ss to speculate on the meaning of the title of Text A, I’m Going to Buy the Brooklyn Bridge; 2)Ss read the first two paragraphs to understand why a friend said that "if I believed everything in the report, she had a bridge in Brooklyn she’s like to sell me"; 3)T invites some Ss to give alternative terms for "a bridge in Brooklyn"; 4)Ss scan the text and underline sentences containing the word "bridge"; 5)T explain these two sentences to Ss. Step Four Text Organization T draw Ss’s attention to Text Organization Exercise 1. Ss will notice that the appearance of the word "bridge" coincides with a new part of the text Assignments 1 Find out the information about Feminism from the internet 2 Understand the text according to the text organization 3 Learn the new words 3rd and 4th Periods Step One Ss report their findings on Feminism Step Two Word Study draft     undo    selling the Brooklyn Bridge to somebody    hit/strike home   skeptical   consume I wondered aloud    reproach       by nature        get one’s act together       investment put pencil to paper   remainder   interval    set aside    race the clock        bide one’s time have sth./little/much/nothing to do with    achieve/have one’s heart’s desire(s)      a piece of cake sophisticated     move on to Step Three Structure: "Getting to" Assignments

5th and 6th Periods Step One What makes this text a coherent essay? 》T wraps up Step Two Sten Four Essay writing Based on what have been learnt in this uit,Ss are supposed torite a short essay Up Half in ab ccordance with the following outline 3)What brings about this problem and bow to solve it Assignments )Unit I Changes in the Way e Live [教学目的1 grasp the aail idea tolerance for solitude and energy made it possible for the writer's family to enjoy their pleasant but sometimes harsh country life): conduct a series of reading,listening,speaking and vriting activities related to the theme of the unit. 【[教学重点与难点]Important上anguage points in the text: [教学时数】6 periods Step Two Group Discussion and report Step Three Cloze B Ss do the exercises to learn about American's ideal of a country life. Assignments and Periods Word Study get by haul wicked illustrate insurance spray pursue stack cut back aside from dine out patronize invest prinarily Step Three Text Study Assignments

1 Revise the in-class notes 2 Synonyms p189 3 Read the Para11 and learn it by heart 5th and 6th Periods Step One What makes this text a coherent essay? 1)Ss read Writing Strategy. 2)Ss form groups of four to find out the devices used to achieve coherence in Text A 3)Some groups report to the class 4)T wraps up Step Two T guides Ss through some after-text exercises Step Three T checks on Ss’ home-reading(Text B) Step Four Essay writing Based on what have been learnt in this unit, Ss are supposed to write a short essay entitled "Women Hold Up Half the Sky" in about 150 words in accordance with the following outline 1) Men and women are created equal 2) Women’s unfavorable social status 3) What brings about this problem and how to solve it Assignments 1 Review the whole unit 2 Preview Unit7 第二学期 4) Unit 1 Changes in the Way We Live [教学目的] grasp the mail idea ( tolerance for solitude and energy made it possible for the writer’s family to enjoy their pleasant but sometimes harsh country life ); appreciate the various techniques employed by the writer (comparison and contrast, topic sentences followed by detail sentences, use of transitional devices, etc.) c) master key language points and grammatical structures in the text; d) conduct a series of reading, listening, speaking and writing activities related to the theme of the unit. [教学重点与难点] Important language points in the text: [教学时数] 6 periods 1 st and 2 nd periods Step One Listening Step Two Group Discussion and report Step Three Skimming and Exercise Step Four Cloze B Ss do the exercises to learn about American’s ideal of a country life. Assignments 1 Dictionary work: consult the dictionary and master the newly-learned vocabulary. 2 Know about Ivy League: 3 rd and 4 th Periods Step one Word Study get by   haul    supplement   wicked   illustrate    generate   insurance   premium spray   pursue   stack       cut back   aside from   lower     dine out    patronize suspect invest   primarily Step Two Text Organization and summery Step Three Text Study Assignments

1The rest of the after-text exercises ring the new vo cabulary,and pose problens if there is any. tence not only at the very beginning ofa passage but also Step Two Check Text B 2 Collecting stories,news reports,pictures,books of personal heroes or prepare a brief report on one's ovn understanding of civil rights. v学日的 The Freedon Givers [教学时数]6 periods Ist and 2n4 Periods Step One Introduce the thene of the unit by presentations or reports from the Ss and a brief conclusion from the T Step Three ford Study slender forge be intent on doing sth. terninal transport disguise abolish compe. starve 1 Dictionary work:consult the dictionary and master the nevly-learned vocabulary. 2Sentence translation:translate some sentences with the new words in. 3rd and 4th Periods Step One Scan Part I and identify the sentence which connects Part I with the following parts. Step Two ational structure of the passage and the main idea of text. 1 Review the vocabulary and the difficult sentences. 2 Sentence making with the new vocabularies. 5th and 6th Periods Step One Group discussion 1)or gr scuss the the ound Railroad,whyere John Parker,Levi Coffin and Henon ther?h o they each repre Ne learn about Henson in Part I,then why is his story delayed until the last part? 3) Why does the author sonetimes quote directly from characters in the stories? Step Three Text B 1 The rest of the after-test exereises Unit 3 Security 〔教学目的 Ihe able to

1 The rest of the after-text exercises 2 Review the vocabularies and text. 3 Read Text B, remembering the new vocabulary, and pose problems if there is any. 5 th and 6 th Periods Step One The conclusion to the writing strategy of using topic sentence not only at the very beginning of a passage but also for each paragraph and encourage the Ss to adopt it in their own writings. Step Two Check Text B Assignments 1 Preview Unit 2. 2 Collecting stories, news reports, pictures, books of personal heroes or prepare a brief report on one’s own understanding of civil rights. Unit 2 The Freedom Givers [教学目的] Students will be able to: a) Understand the main idea (early civil-rights struggles in the US, esp. the Underground Railroad ); b) Learn to use library resources and other resources for information; c) Grasp the key language points and grammatical structures in the text. a) Conduct a series of reading, listening, speaking and writing activities related to the theme of the unit [教学重点与难点] Important language points in the text: [教学时数] 6 periods 1 st and 2 nd Periods Step One Introduce the theme of the unit by presentations or reports from the Ss and a brief conclusion from the T Step Two The Text Organization exercise Step Three Word Study slender   forge    be intent on doing sth.    terminal    impose    transport disguise   abolish    compel    starve Assignments 1 Dictionary work: consult the dictionary and master the newly-learned vocabulary. 2 Sentence translation: translate some sentences with the new words in. 3 rd and 4 th Periods Step One Scan Part I and identify the sentence which connects Part I with the following parts. Step Two The organizational structure of the passage and the main idea of text. Assignments： 1 Review the vocabulary and the difficult sentences. 2 Sentence making with the new vocabularies. 5 th and 6 th Periods Step One Group discussion Ss form groups to discuss the following questions: 1) Among so many participants of the Underground Railroad, why were John Parker, Levi Coffin and Henson chosen as their representatives? Who do they each represent? 2) We learn about Henson in Part I, then why is his story delayed until the last part? 3) Why does the author sometimes quote directly from characters in the stories? Step Two The writing strategy for this unit on Page 69 and the basic idea of more complex or academic writings. Step Three Text B Assignments 1 The rest of the after-text exercises 2 Review the vocabularies and text. 3 Preview Unit 3 Unit 3 Security [教学目的] Students will be able to:

Gaspthe(rica is deteriorating intothe st insecure nation)and there of the text [教学时数6 periods Ist and 2nd Periods Step One Step Two Understanding text title Step Three ng the text orgnnization Step Four on the latch close up vulnerable statistics hook up to build in into paste barrier hold/keep (sh.at bayr sideways stand for civilize Dictionary work:consult the dictionary and master the nexly-learned vocabulary. 2. Sentence translation 3rd and 4th Periods Step One Sentence Understanding Step Two ding the text and answering the questions 1.Review the vocabulary and the difficult sentences ead lext B,remer ering the new vocabulary.and do the exercises after it. 5th and 6th Periods Step One Cause and effect Step Three Exercises checking reading Text B Step Five Reviex what has been learnt in Unitl Assignment “2 Essay riting:hy Ve Are for Gun Control or Thy e Are against Gun Control Extraterrestrials [教学目的] b)Apprecie the dfferee between fomal spechadnspeech atical structures in the tex 教学重点与难点] anguage points in the text [教学时数]6 periods 1st and 2n4 Periods Step One Passage listening: sten to the r ording and think over questions

a) Grasp the main idea (America is deteriorating into "the most insecure nation") and the structure of the text (opening-body-conclusion); b) . Learn to use cause and effect patterns in writing. c) Master the key language points and grammatical structures in the text; d) Conduct a series of reading, listening, speaking and writing activities related to the theme of the unit. [教学重点与难点] Important language points in the text: [教学时数] 6 periods 1 st and 2 nd Periods Step One Song listening: 1 Explanation 2 Question Step Two Understanding text title Step Three Understanding the text organization: Step Four Word study on the latch       close up      vulnerable     statistics       hook up to      build in / into paste        feature     barrier     hold/keep (sb.) at bayr      sideways     stand for be bathed in   reflection        civilize Assignments 1. Dictionary work: consult the dictionary and master the newly-learned vocabulary. 2. Sentence translation 3 rd and 4 th Periods Step One Sentence Understanding Step Two Understanding the text and answering the questions Assignments 1. Review the vocabulary and the difficult sentences 2. Do all the exercises after the text. 4. Read Text B, remembering the new vocabulary, and do the exercises after it. 5 th and 6 th Periods Step One Comparison and contrast Step Two Cause and effect Step Three Exercises checking Step Four Check Home reading (Text B) Step Five Review what has been learnt in Unit1 Assignment 1. Essay writing: Why We Are for Gun Control or Why We Are against Gun Control. 2. Do preparation for Listening Practice Unit 4 Extraterrestrials [教学目的] Students will be able to: a) Understand the main idea and structure of the text (narration in time sequence). b) Appreciate the difference between formal speech and informal speech. c) Grasp the key language points and grammatical structures in the text. d) Conduct a series of reading, listening, speaking and writing activities related to the theme of the unit. [教学重点与难点] Important language points in the text: [教学时数] 6 periods 1 st and 2 nd Periods Step One Passage listening: Listen to the recording and think over questions: