当代大学英语

当代大学英语

三级

教学计划及教案

大英二系大学英语３级（第二、第三层次）教学安

排

2003—2004学年第一学期

2002级本科班

1．教学重点：加强阅读技能训练；巩固语法知识，扩大词汇量，强化听力；

训练基本的写作技能，培养应用写作能力。

2．教学安排：

1）本期共16周，64学时，国庆节和元旦放掉大约4学时，还剩60学

时。

2）Comprehensive English完成10个单元；Enrichment Reading完成

9个单元；听说教程完成9个单元。

3）３课时完成1单元Comprehensive English，1课时完成1单元

Enrichment Reading，2课时完成1单元听说教程。

3．教研活动：每单周四下午2:30—4:00，地点随机。 4．成绩分配比例：平时成绩占20%，期末成绩占80%。

平时成绩包括：

1）听写，9分。Comprehensive English课文中的单词或句子，共10

次，正确率在70%以上记1分，70%以下记0分。 2）Enrichment Reading练习，5分。 3）听说教程随堂检查，2分。 4）课堂表现（包括小组活动表现）、完成作业情况，4分。要有给分的依据。

5）全勤（即无任何事、病假），奖励1分。

注：旷课每节扣1分，迟到或早退每次扣0.5分。扣满10分为止。 5．课外听音：

1）时间：星期一至星期五下午3:30——4:30, 4:30——5:30。 2）地点：A区：五教学楼、理科大楼；

B区：1教学楼、3教学楼。

3）内容：自主听力，3-16周。

4）请老师们督促学生安排好课外听音,期末考试听力部分就在课外听力中。

6．认真参照教学大纲执行。

附：参考教学周历

课程名称：大学英语三级 周 次 教 学 内 容 课时 课 外 听 力 第一周 介绍本学期教学安排； 3 9.1~9.7 Comprehensive English Unit 1 1 Listening and Speaking Unit 1 Listening and Speaking Unit 1 1 第二周 Enrichment Reading Unit 1 1 9.8~9.14 Comprehensive English Unit 2 2 第三周 9.15~9.21 第四周 9.22~9.28 第五周 9.29~10.5 第六周 10.6~10.12 第七周 10.13~10.21 第八周 10.20~10.26 第九周 10.27~11.2 第十周 11.3~11.9 第十一周 11.10~11.16 第十二周 11.17~11.23 第十三周 11.24~11.30 第十四周 12.1~12.7 第十五周 12.8~12.14 第十六周

Comprehensive English Unit 2 Listening and Speaking Unit 2 Enrichment Reading Unit 2 Comprehensive English Unit 3 Listening and Speaking Unit 3 国庆放假 Enrichment Reading Unit 3 Listening and Speaking Unit 3 Comprehensive English Unit 4 Comprehensive English Unit 4 Listening and Speaking Unit 4 Enrichment Reading Unit 4 Comprehensive English Unit 5 Enrichment Reading Unit 5 Listening and Speaking Unit 5 Test Comprehensive English Unit 6 Listening and Speaking Unit 6 Listening and Speaking Unit 6 Enrichment Reading Unit 6 Comprehensive English Unit 7 Comprehensive English Unit 7 Listening and Speaking Unit 7 Enrichment Reading Unit 7 Comprehensive English Unit 8 Enrichment Reading Unit 8 Listening and Speaking Unit 8 Comprehensive English Unit 9 Comprehensive English Unit 9 Listening and Speaking Unit 9 Enrichment Reading Unit 9 Comprehensive English Unit 10 Revision 1 2 1 3 1 1 1 2 1 2 1 3 1 2 2 3 1 1 1 2 1 2 1 3 1 2 2 1 2 1 3 1 自主听力 自主听力 自主听力 自主听力 自主听力 自主听力 自主听力 自主听力 自主听力 自主听力 自主听力 自主听力 自主听力 自主听力

当代大学英语 二年级 第一学期

Unit one of book 2:

课程名称：College English 适用年级：Band 3

学年学期：2003/2004学年第一学期 任课教师：当代大学英语课程组 编写时间：2003.8.30

Comprehensive reading

A: The target

reading: reading for gist and detail

writing: writing consistent and complete paragraphs, a paragraph with a topic

sentence, developing sentences and a concluding sentence, and in good order.

Learning: a: how to use some prefixes to form words

b: how to find the topic sentence in each paragraph and decide on

its topic.

c: vocabulary notebooks

B: Arrangement:

Comprehensive English 4 classes, one for new words explanation, two for text analysis ( warm-up activities: 10-20 minutes; understanding the text:30-40 minutes; detailed study of the language: 45 minutes), one for exercises. Enrichment Reading 1 class Listening and Speaking 1 class

C: The important and difficult points for Unit One:

receptive words and phrases: be faced with, provide sb with sth, be expected to do sth, vary from… to…, assess, require, be concerned with, relevant, heading, in comparison with,

productive words and phrases: it is essential/ important / necessary to do sth, cope with, differ from, chapter, it is up to you to…, develop the ability to do sth, refer to, make notes, cover, up-to-date, preface, purpose, contents page, summary, get a clear picture of, compare… with….

Grammar: the simple present tense; the simple past tense; the first conditional sentences

Warm-up questions:

Ask students individually how they usually decide whether a book is useful and relevant to their current needs.

Ask students to work in pairs to make a list of problems they have reading.

Ask students to work in groups to discuss: 1) how to overcome problems with reading, 2) how to select the most useful book among many in the shortest possible time.

Understanding the text:

The text looks at the problems students may have when reading and provides solutions to them which are very helpful to their studies. Therefore, start the

students thinking at the warm-up stage, then focus on understanding the text and using the techniques the author provides. Some activities need to be organized to this end.

Activities:

Ask the students to read the text for gist ( using the skills learnt in previous books ) and do Task 1: Ex. 2.

Ask the students to summarize the main points of how to choose books efficiently.

Ask the students to read the text for details: answer the “plain sense questions” in Working on information.

Ask the students to comment on the author’ advice. do you believe these strategies will work? Will you use them later in your studies? Give reasons for your answers.

Is there anything the author has failed to mention which you think is worth noting?

Enrichment Reading 1 class

I focus on Part 2 of the unit and leave Part 1 and Part 3 for self-study. In this case, I would ask students to finish Part 1 and Part 3 before they come to class.

1. lesson objectives

In this unit, the students are expected to

review words and ideas treated in Comprehensive English. Practice survey and faster reading skill.

Read extracts about Canada, and recent law-enforcement problems. Practice note-making skills.

3. Classroom discourse

Lead-in: Ask for students’ knowledge about Canada and clarify terms like the Dominion, the commonwealth of Nations; homework checking can be built into it.

Activity 1: discuss the questions in “before you read”

Activity 2: first reading: faster reading for gist, and do the exercises after it Activity 3: second reading: working on information, and the exercises after it. Activity 4: Necessary explanation of the text

Activity 5: do the exercises in the Teachers’ Guide

Listening and Speaking 1 class

Do you think parents’ love for their children is the greatest love in the world? Why?

Do you always remember your parents’ birthdays? What do you usually do for your parents on their birthdays?

What is your father like? Do you turn to your father for help when you have problems? Why or why not?

Is there a generation gap between you and your parents? How do you resolve your differences?

Do you and your parents believe in different values? Are your parents living models of their system of values?

Teaching Steps

introduce some background information about the unit.

Play the tape of Text 1 once and ask the students to do Exercise 1. Tell them to concentrate on understanding the text as a whole at this stage.

Ask the students if they have any difficulties with language or cultural points in the text. Explain them if necessary.

Play the tape once again and ask the students to do Exercise 2. Do the same with Text 2.

Unit Two:

课程名称：College English 适用年级：Band 3

学年学期：2003/2004学年第一学期 任课教师：当代大学英语课程组 编写时间：2003.9.10 A: The target

Reading: reading for gist, detail and inference

writing: writing paragraphs about traditional festivals in China. Learning: a: how to take notes

b: some suffixes to form words; some new words and expressions. c: some differences between British English and American English.

B: Arrangement:

Comprehensive English 4 classes, one for new words explanation, two for text analysis ( warm-up activities: 10-15 minutes; understanding the text:30-40 minutes; detailed study of the language: 45 minutes), one for exercises. Enrichment Reading 1 class Listening and Speaking 1 class

C: The important and difficult points for Unit One:

receptive words and phrases: religion, origin, enthusiasm, center around, at a peak, prosperous, in this respect, be central to, stuffing,

productive words and phrases: holiday, have sth/nothing to do with,

celebration, exchange, gift, present, shopping, take place, popular, strike, vacation days, be similar to, Thanksgiving, harvest feast, generous.

3. Grammar: adverbial clauses of time; adverbial clauses of concession; conditional sentences.

Warm-up questions:

This text is culture-oriented. It is intended to introduce students to some basic knowledge about public holidays in America: 1) their origins, 2) celebrations. As the saying goes, “ reading without reflecting is like eating without digesting”; I should use various means to encourage my students to talk about what they’ve read and compare American holidays with major Chinese festivals. Therefore, the warm-up activities should center around 1) eliciting from students what they

already know about holidays in America and holidays in the UK or in other Western countries; 2) encouraging students to think of the most important festivals celebrated in China and to find any differences as well as similarities between Chinese and America holidays. The purpose of these activities are: 1) to arouse students’ interest in finding out how Americans celebrate their important festival and the differences as well as similarities between holidays in the two countries; 2) to encourage students to use the language learned in this lesson to talk about certain topics.

Understanding the text:

As the students have been nicely warmed up, I can move on to the text, letting them check with the text about the knowledge they have on Christmas, etc, and make comparisons between American and Chinese holidays. Activities:

Ask the students to survey the text for gist.

Ask the students to read the text slowly to answer the questions within a limited time.

Ask the students to compare public holidays in the US and those in China. Single out the important ones to compare, such as Christmas and Spring Festival.

Detailed study of the text Enrichment Reading 1 class

1. Lesson planning and preparation

I can focus on part 2 of the unit and leave part 1 for self-study. In this case, ask the students to finish part 1 before they come to class. 2. Lesson objectives

In this unit, the students are expected to

review words and ideas treated in Comprehensive English. Practice survey and faster reading skills. Read articles about new York, NY Learn to detect bias, or its absence. Practice word-inference skills.

3. Lesson arrangements. opening (10 minutes)

lead-in: introductory words that are supposed to arouse the students’ interest in the topic of the unit; homework checking can be built into it. Stating lesson objectives the body (25 minutes)

Activity 1: discuss the questions in “before you read”

Activity 2: first reading: faster reading for gist, and do the exercises after it Activity 3: second reading: working on information, and the exercises after it. Activity 4: Necessary explanation of the text

Activity 5: do the exercises in the Teachers’ Guide closing (10 minutes) Question time Summarizing

Checking the objectives

Listening and Speaking 1 class

1. 1. Arrange the students in pairs and ask them to discuss the questions in their books.

2. Bring the students attention to the language Focus box and tell them that they can use the sentences and structures in the box in their conversations. 3. Give general help to the students, especially the weaker ones.

4. If time permits, or if the students belong to a more advanced group, ask them to discuss the additional questions. Questions for discussion

1. What is coincidence? Give an example to illustrate it.

2. Have you ever experienced or read about an amusing case of coincidence? What is it?

3. How do people react to coincidences? How important are they in human life? Can coincidences be explained? Why or why not?

What can coincidences do? Are they mostly beneficial or harmful? Purpose:

To train the students’ ability to understand the main idea and grasp important details of the listening texts. Teaching steps:

1. Introduce some background information about the unit.

2. Play the tape of text 1 once and ask the students to do Exercise 1. Tell them to concentrate on understanding the text as a whole at this stage.

3. Ask the students if they have any difficulties with language or cultural points in the text. Explain them if necessary.

4. Play the tape once again and ask the students to do Exercise 2. 5. Do the same with Text 2. Speaking Tasks

to give the students a chance to exchange views on the texts they have just heard so as to enable them to have a deeper understanding of the texts.

To cultivate the students’ ability to express and defend their opinions on issues related to what they have heard on the tape.

Arguments for or against “believing in the supernatural”.

Arguments for or against “the view that one’s fate is a decisive factor in one’s life”.

Arguments for or against “fortune telling”

Unit 3 of Book 3

课程名称：College English 适用年级：Band 3

学年学期：2003/2004学年第一学期 任课教师：当代大学英语课程组 编写时间：2003.9.28 Objectives：1. Skills

Reading: reading for gist, detail and inference; Writing: writing reports

learning: a. detecting bias, or its absence

b. developing learning strategies

2. Vocabulary development --- word power

A. Learning useful words and expressions used in talking about sweatshops

and social injustice in general.

B. Word inference: learning to infer the meaning of new words and expressions from the context

3. Listening and speaking: Preparing the students for the topic Marriage.

Teaching arrangement:

1. Text “Another view of America ” --- 135 minutes 2. Listening and speaking: 45 minutes

Procedure:

I. Text ---- Another view of America (135 minutes) 1. Warm-up activities: 15 minutes 2. Understanding the text:30 minutes A. main idea (5 minutes) Scan the text in two minutes and say what you think it is about. B. working on information (15 minutes) Short answer questions (P 32)

C. making notes (10 minutes; P35)

3. Detailed study of the language: 60 minutes 4. Exercise: 30 minutes

II. Listening and speaking (45 minutes) Listening and Speaking Course 3 1. Pre-listening Task: 10 minutes Purpose:

To prepare the students for the topic “marriage”, which will be the focus of this unit.

Procedure:

A) Ask the students to form pairs and discuss the questions in their books.

B) Bring the student’ attention to the Language Focus box and tell them that they can use the sentences and structures in the box in answering the questions. C) Give general help to the students, especially the weaker ones. (Questions and reference keys are on the CD-Rom) 2. Listening Tasks: 25 minutes 3. Speaking Tasks: 10 minutes III. Homework of the Unit

Write a report based on information on page 40.

Listen to the Additional Listening of Unit three of Listening and Speaking course three.

Unit 4 of Book 3

课程名称：College English 适用年级：Band 3

学年学期：2003/2004学年第一学期 任课教师：当代大学英语课程组 编写时间：2003.10.12 Objectives：1. Skills

A. Reading：reading for gist, for detail and for inference

B. learning: learning to make notes and to use discourse markers

appropriately

2. Vocabulary development --- word power

A. Learning words and expressions used in talking about some topics on sea rise in general.

B. Word inference: learning to infer the meaning of new words and expressions from the context

3. Grammar: discourse markers

4. Listening and speaking: Preparing the students for the topic Stress. Teaching arrangement:

1. Text “rising sea levels” --- 135 minutes 2. Listening and speaking: 45 minutes Procedure:

I. Text ---- rising sea levels (135 minutes) 1. review: 10 minutes

2. Warm-up activities: 5 minutes Background knowledge (5 minutes) scientists watching sea level rise have different perceptions. Some scientists are voicing profound doubts, while some other predict sea levels are about to rise and food low-lying coastal lands. Let students guess and discuss what a 19-inch rise in sea level can mean:

3. Understanding the text: 40 minutes (1) part 1

A. reading for inference(5 minutes) as we have seen in previous units, it is important to be able to infer the meaning of words from the way they are used. Read through Part 1 and do exercise1 on page 46.

B. making notes (5 minutes) Survey part 1 and make a list of the advantages of living by the sea, according to the writer. Pay attention to such discourse markers as in addition, furthermore, etc.

(2) part 2

Working on information (10 minutes) Reading for detail (on page 48) (3) part 3

A making notes (10minutes) Make notes on the three options suggested by the scientists working for the Intergovernmental Panel on Climate Change, using the framework on page 51. B word inference (on page 52; 10 minutes) 4. Detailed study of the language: 60 minutes 5. Exercise: 20 minutes

A. using discourse markers ( on page 53&54) B. translation ( on page 52) II. Listening and speaking (45 minutes) Listening and Speaking Course 3 1. Pre-listening Task: 10 minutes Purpose:

To prepare the students for the topic Stress, which will be the focus of this unit. Procedure:

A) Ask the students to form pairs and discuss the questions in their books.

B) Bring the student’ attention to the Language Focus box and tell them that they

can use the sentences and structures in the box in answering the questions. C) Give general help to the students, especially the weaker ones. (Questions and reference keys are on the CD-Rom) 2. Listening Tasks: 25 minutes Purpose:

To train the student’s ability to understand the main idea and grasp important details of the listening text. 3. Speaking Tasks: 10 minutes III. Homework of the Unit

1. Review the grammar --- discourse markers

2. Listen to the Additional Listening of Unit four of Listening and Speaking course three.

Unit 5 of Book 3

课程名称：College English 适用年级：Band 3

学年学期：2003/2004学年第一学期 任课教师：当代大学英语课程组 编写时间：2003.10.30 Objectives：1. Skills

Reading: reading for gist, detail and inference;

Writing: writing stories; knowing the major elements in writing a story learning: learning how to tell a story

2. Vocabulary development --- word power

A. Learning useful words and expressions used in talking about science fiction B. Word inference: learning to infer the meaning of new words and expressions from the context

3. Listening and speaking: Preparing the students for the topic Youth.

Teaching arrangement:

1. Text “war of the worlds” --- 135 minutes 2. Listening and speaking: 45 minutes

Procedure:

I. Text ---- War of the worlds (135 minutes) Review (5 minutes)

Warm-up activities: (10 minutes) Purposes:

The warm up activities focus on arousing the students’ interest in science fiction. Here are some questions for group discussion. 1.What does the term \"science fiction\" mean? 2.Do you like science fiction? Why or why not?

3.Do you think there are any creatures living on another planet on outer space? 4.If you think there are, what do you think the creatures look like? If you think there are not, why not?

5.Have you ever imagined that the earth might be invaded by creatures from other plants?

6.If you should meet some creatures from other plants, what would you do? 3. Understanding the text:30 minutes

A. main idea (5 minutes) Scan the text in two minutes and say what you think it is about. B. working on information (20 minutes) Reading for detail (P61)

C. Prediction (P62 5 minutes) What do you think happens next? Do you think the Handling Machine finds Bailey? If so, what happens to him? If not, how does Bailey manage to escape? In Wells' book, the Martians almost defeated mankind because of their superior technology: however, their immune systems could not withstand earthly bacteria, so in the end, the human race was saved by microscopic organism 4. Detailed study of the language: 60 minutes 5. Exercise: 30 minutes

II. Listening and speaking (45 minutes) Listening and Speaking Course 3 1. Pre-listening Task: 10 minutes Purpose:

To prepare the students for the topic “Youth” , which will be the focus of this unit. Procedure:

A) Ask the students to form pairs and discuss the questions in their books.

B) Bring the student’ attention to the Language Focus box and tell them that they can use the sentences and structures in the box in answering the questions. C) Give general help to the students, especially the weaker ones. (Questions and reference keys are on the CD-Rom) 2. Listening Tasks: 25 minutes 3. Speaking Tasks: 10 minutes III. Homework of the Unit

Write a science fiction based on the pictures on page 67. Do the exercise of translation on page 62.

Listen to the Additional Listening of Unit five of Listening and Speaking course three.

Unit 6 of Book 3

课程名称：College English 适用年级：Band 3

学年学期：2003/2004学年第一学期 任课教师：当代大学英语课程组 编写时间：2003.11.10 Objectives：1. Skills

A. Reading：reading for gist, for detail and for inference

B. Writing: writing letters of advice, and using thought connectors C. learning: learning to make notes

2. Vocabulary development --- word power

Learning words and expressions used in talking about computers.

3. Grammar: verbs followed by adverbial particles (V+A) and the subjunctive

4. Listening and speaking: Preparing the students for the topic “the natural

world”.

Teaching arrangement:

1. Text “the world of computer” --- 135 minutes 2. Listening and speaking: 45 minutes Procedure:

I. Text ---- the world of computers (135 minutes) 1. review: 10 minutes

2. Warm-up activities: 5 minutes

3. Understanding the text: 30 minutes Reading for detail (20 minutes) 4. Detailed study of the language: 60 minutes II. Listening and speaking (45 minutes) Listening and Speaking Course 3 1. Pre-listening Task: 10 minutes 2. Listening Tasks: 25 minutes 3. Speaking Tasks: 10 minutes III. Homework of the Unit 1. Translation on page 75

2.. Listen to the Additional Listening of Unit six of Listening and Speaking course three.

Unit7 of Book 3

课程名称：College English 适用年级：Band 3

学年学期：2003/2004学年第一学期 任课教师：当代大学英语课程组 编写时间：2003.12.1

Objectives： 1. Skills

A.Reading：reading for detail, gist and inference; reading critically B. Writing: writing summaries using notes C. learning: how to improve writing

2. Vocabulary development --- word power

A. Learning useful words and expressions that appear in the text:

B. Word inference: learning to infer the meaning of new words and expressions from the context 3. Grammar: omission

4. Listening and speaking: Preparing the students for the topic courage

Teaching arrangement:

1. Listening and speaking: 45 minutes 2. Text “happiness” --- 135 minutes 3. intensive reading:45min

Procedure:

II. Listening and speaking (45 minutes) Listening and Speaking Course 7 1. Pre-listening Task: 10 minutes Purpose:

To prepare the students for the topic courage, which will be the focus of this unit. Procedure:

A) Ask the students to form pairs and discuss the questions in their

books.

What is courage? can you give an example of an act of courage? Do you see yourself a courageous person? why or why not? Are you willing to take risk for the welfare of others?

B) Bring the student’ attention to the Language Focus box and tell them that they can use the sentences and structures in the box in answering the questions.

C) Give general help to the students, especially the weaker ones. (Questions and reference keys are on the cd-rom)

2. Listening Tasks: 25 minutes Purpose:

To train the student’s ability to understand the main idea and grasp important details of the listening text. Procedure:

A) Introduce some background information about the unit.

B) Play the tape of the text once and ask the students to do Exercise 1. C) Ask the students if they have any difficulties with language or cultural poionts in the text. Explain them if necessary.

4. Play the tape once again and ask the students to do Exercise 2. Notes

1. Background information(see cd-rom)

2.immediate family:somebody’s immediate family is hes direct family members, such as his spouse, parents and children.

3. completely detached on three sides, the huge slab..the huge ceiling was hanging loose on three sides.

4. to an observer…to someone who saw (the ceiling) 3. Speaking Tasks: 10 minutes Purposes:

A. To give the students a chance to exchange views on the story they have just heard so as to enable them to have a deeper understanding of the story.

B. To cultivate the students’ ability to talk about pictures, which tell of a person who is as good a friend to others as Jack was to Ben in the

story

Procedure:

1. Make the teaching purposes known to the students.

2. Ask the students to get into pairs and explain to them how to carry out Speaking Task A --- Reflections on the text.

3. Go around the classroom to supervise the students’ discussions. If necessary, you may even throw in one or two challenging questions to draw them out/

4. Select a pair to present their views before the class. III. Homework of the Unit

1. Review the grammar ---omission

2. Write one or two paragraphs about examples of body language that you have experienced, or which you use.

3. Listen to the Additional Listening of Unit seven of Listening and Speaking course

I. comprehensive:Text ---- happiness (135 minutes)

1. Warm-up activities: 15 minutes 2. Understanding the text: 40 minutes

3.Detailed study of the language: 60 minutes

Unit 8 of Book 3

课程名称：College English 适用年级：Band 3

学年学期：2003/2004学年第一学期 任课教师：当代大学英语课程组 编写时间：2003.12.25

Objectives：1. Skills

A. Reading: reading for gist, detail and inference

B. Writing: writing a summary, practicing some personal writing

C. Learning: how to write a report

2. Vocabulary development － word power

A. Learning useful words and expressions that appear in the text:

B. Word inference: learning to infer the meaning of new words and expressions from the context 3. Grammar: direct speech

Teaching arrangement:

1. Text: Women still face “glass ceiling” at top level

(135 minutes)

2. Listening and speaking: 45 minutes

Procedure:

I. Text: Women still face “glass ceiling” at top level (135 minutes) 1. Warm-up activities: 15 minutes Background knowledge (10 minutes) Read the following handout

2. Understanding the text: 40 minutes Preview (15 minutes) Answer the questions without looking at your book. (15 minutes) 3. Detailed study of the language: 60 minutes 4. Exercise: 40 minutes

Outside Classroom Composition Women in the Modern World

II. Listening and speaking (45 minutes) Listening and Speaking Course 3 1. Pre-listening Task: 10 minutes Purpose:

To prepare the students for the topic Left-handedness.

Procedure:

A) Ask the students to form pairs and discuss the questions in their books.

B) Bring the students’ attention to the Language Focus box and tell them that they can use the sentences and structures in the box in answering the questions.

C) Give general help to the students, especially the weaker ones. (Questions and reference keys are on the CD-Rom) 2. Listening Tasks: 25 minutes 3. Speaking Tasks: 10 minutes

III. Homework of the Unit

1. Review the grammar --- Direct Speech

2. Write a composition: Women in the Modern World

3. Listen to the Additional Listening of Unit 8 of Listening and Speaking course 3.

Unit 9 of Book 3

课程名称：College English 适用年级：Band 3

学年学期：2003/2004学年第一学期 任课教师：当代大学英语课程组 编写时间：2003.12.30

Objectives：1. Skills

A. Reading: quickly get the main idea, detail and inference

B. Writing: write informal letters

2. Vocabulary development － word power

A. Learning useful words and expressions that appear in the text:

B. Word inference: learning to infer the meaning of new words and expressions from the context 3. Grammar: reported speech

Teaching arrangement:

1. Text: City Life － 135 minutes 2. Listening and speaking: 45 minutes

Procedure:

I. Text: City Life (135 minutes) 1. Warm-up activities: 10 minutes

Ask students to report the advantages and disadvantages of city life on the Internet.

2. Understanding the text: 40 minutes Preview (40 minutes) 1. Read the passage quickly, and then discuss the following questions.(20 minutes)

2. Note-making (10 minutes)

3. Detailed study of the language: 60 minutes

4. Exercises (40 minutes)

II. Listening and speaking (45 minutes) Listening and Speaking Course 3 1. Pre-listening Task: 10 minutes 2. Listening Tasks: 25 minutes 3. Speaking Tasks: 10 minutes

III. Homework of the Unit

1. Review the grammar --- Reported Speech

2. Write a composition: Would You Prefer City Life or Country Life 3. Listen to the Additional Listening of Unit 9 of Listening and Speaking course 3.