大学英语教案1
成人高考现场确认-武警医学院
大学英语教案
2学时 Unit 1 On
Campus
Teaching
content
Teaching
materials and 《Beyond Oxford 2》
（Student’s
Book; Teachers’ Book）
Topics: On Campus
Part One : Campus Life
Part Two: Campus
Study
reference book
Teaching
objectives
With
the aims of:
1. Teach the students language
knowledge,
grammar and intonation.
2.
Cultivating students’ listening,
speaking,
reading and writing skills;
3. Motivating
students’ English learning
interests.
Teaching methods
Listening; Discussion;
role-play; task-based
Teaching
time arr
teaching method and exercises.
Every unit occupies about two-three weeks
angement
Teaching steps 见附录
Unit
One
Moving Stories 2 感人故事2
(2
periods)
Human Touch 人间真情
Time Allotment
of the Unit
Six teaching periods are needed to
cover the whole unit, among which students will
have a
series of listening, speaking, reading
and writing activities related to the theme of the
unit.
Moving Stories 1 感人故事1
(2 periods)
S: A song: My Heart
W
ill
G
o
O
n
5 mins
S: Generation gap
5
mins
10 mins
10 mins
15 mins
15
mins
10 mins
25 mins
L: Holding on
and never giving
10 mins L: Simba disobeys
his father
up (1) (1)
L: Holding on and
never giving up
10 mins L: Simba disobeys his
father
(2) (2)
S: Telling a story
R:
It was worth every penny
W: Writing a thank-
you letter
R: Kindness
Unconditional love
15 mins
S:
30 mins W: Writing a memo
15 mins
R: Corporate benefits
5 mins
Grammar: 时间状语从句与
地点状语从句
Section
One: Moving Stories 1 感人故事1
A. Objectives
Students will be able to:
1. be familiar
with the expressions about human touch.
2.
master the techniques of giving encouragement in
English.
3. share stories of helping others
with classmates.
4. write a thank-you letter.
B. Teaching Procedures
Step One:
Starter—A song: My Heart Will Go On
A. Ask
students the following questions before playing
the tape:
a) Which do you think is the most
important in one’s life, faith, hope, or love?
b) Do you think love begins at home?
c) Do you agree that “Love is all we
need”?
B. Have students listen to the song
and finish the exercise.
C. Check the answers
with students.
Step Two: Holding on and
never giving up (1)
A. Ask students the
following questions before playing the tape:
a) Have you ever seen the film Titanic?
b) What do you think of the story?
c)
Were you moved by the story?
B. Give some
background information about the movie and ask
students to listen
to the tape, and do the
exercise.
C. Explain the main language points
about the dialogue.
D. Have students listen to
the dialogue again and check answers with
students.
Notes
1. It’s going to
take them a couple of minutes to get the boats
organized... 组织到船得需要几分
钟„„
*organize vt.
组织，安排
e.g.
The course was organized
by a training company.
该动词的名词形式是organization。
2. I don’t know
about you, but I intend to write a strongly worded
letter to the White Star Line
about all this.
不知道你会怎么做，反正我想写一封措辞强烈的信给白星航运公司投诉这
件事。
*intend
v.
打算，计划
e.g.
I
intend to get there as soon after 5 o’clock as I
can.
a strongly worded letter 一封措辞强烈的信
此处word 是一个动词，意思是“措词，用词”。
e.g.
How can
we word the letter so as not to offend the
parents?
3. I love you, Jack. 我爱你，杰克。
西方
人习惯在弥留之际对自己的亲人说“我爱你”。由此可见露丝觉得自己快坚持不下
去了，她在向杰克告别
。
4. You’re going to go on and you’re going to
make lots of babies and you’re going to watch them
grow and you’re going to die an old, old lady,
warm in your bed.
你一定能活下去，生许多
孩子，看着他们长大。你能活到很大年纪，在自己温暖的床上老去。
old lady在该句中为谓语补语，形容词也可以有类似用法。
e.g.
He died young.
5. You must do me this honor.
你要答应我。
do sb. an honor 赏光，给某人一个面子
e.g.
Will you do me the honor of becoming my wife?
6. You must promise me that you will
survive ... that you won’t give up ... no matter
how
hopeless. 答应我活下去„„无论发生什么„„无论多么绝望„„决不放弃。
*survive v. 生存，活下去，幸存下来
e.g.
In
the jungle, they were driven to extremes in order
to survive.
该动词的名词形式是survival。
e.g.
A lot of small companies
are having to fight for survival.
give
up放弃；认输
e.g.
The patient was dying,
but the doctors didn’t give up on him.
*hopeless
a.
无望的
e.g. We tried
to stop the flames from spreading, but we knew it
was hopeless.
7. Promise me now, Rose, and
never let go of that promise. 答应我，露丝，永不放弃。
let
go (of) 放弃；松手；对„„不予追究或考虑
e.g.
However
hopeless it is, we will hold on and never let go.
Step Three: Holding on and never giving
up (2)
A. Ask students to listen to the
dialogue again and write down the missing words.
B. Explain the expression about perseverance
in the dialogue, such as “never give
up, never
let go”.
C. Have students listen to the
dialogue again and check the answers with
students.
Step Four: Telling a
story
A. Have students put the given sentences
in the correct order to form a story.
B. Check
answers with students.
C. Explain the words in
the story, such as senior, package, appreciate,
extra,
grocery, toss, insure.
D. Ask
students to write down their own experience of
helping others and read
out in the class.
Reference answer
2—4—6—1—5—3
Step
Five: It Was Worth Every Penny
A. Text
Comprehension: ask students to read the text and
then proceed to the
detailed study of the
text.
B. After-text exercise: have students
complete the exercises after the text and
check the answers with students.
B.
Find synonyms for the following words in the
passage
1. shocked
3. unwilling
stunned
reluctant
2. surprise
amazement
4. seize grab
5.
dislike disgust
Notes
1. It Was
Worth Every Penny 物有所值
worth在这里作介词，通常有下列两种用法：
1) be worth sth. 值„„
e.g.
One of the pictures is worth £50,000.
2) be
worth doing (something)（某事）值得去做
该短语表示某事有趣、有帮助或
者有意义。同时还用来表示某人应该去做某事，并从
中获得某些东西。
e.g.
The film is well worth seeing.
worth也可以作名词，意为“价值”，但用来谈论某物值多少钱，常用value。
e.g.
The value of the property has
doubled.
2. She approached the owner of
the store and asked if he would let her charge a
few
groceries. 她来到店主面前，恳求他让她赊点杂货。
☆approach vt. 靠近
e.g. As I approached
the house, I noticed a light on upstairs.
该词还可以作不及物动词，同样表示“接近，靠近”。
e.g. She heard
footsteps approaching.
approach
也可以作及物动词，表示“to begin to deal with a situation or
problem in a
particular way or with a
particular attitude (动手处理)”，后面通常接problem, task,
matter
等名词作宾语。
e.g. It might be possible
to approach the problem in a different way.
approach 也可以作可数名词，表示“a method of doing
something or dealing with a
problem
(方法)”，常与介词to 连用。
e.g.
This is a new
approach to teaching languages.
BFB*charge
vt.
赊购
该词常用的结构是：charge something to
somebody’s account, etc.
e.g. Wilson charged
the drinks to his room.
3. John Longhouse,
the grocer, laughed at her and requested that she
leave his store at once.
杂货商约翰·朗浩斯嘲笑她，并要求她立刻离开他的店。
*request
vt.
请求，要求
e.g.
To request more
information, please call our toll-free number.
request后面通常可以接宾语从句。
e.g.
The
prosecutor has requested that all charges against
Gonzales
be dropped.
request
后面可以跟宾语加不定式作宾语补语。
e.g.
All club
members are requested to attend the annual
meeting.
请注意以下同义词用法上的区别：
request
表示正式的请求；demand 表示强硬地要求；beg plead 表示焦急、急切地要
求。
4. Having the family’s needs in mind, she
said„ 想到家人的需求，她说道„„
在该句中，Having the family’s
needs in mind 相当于As she had the family’s needs in
mind，作句子的状语。
have sth. in mind想到
e.g.
Camping in summer is just what I have in
mind.
5. The grocer refused to give her
credit, as she did not have a charge account at
his store. 杂货商拒
绝让她赊购，因为他的店里没有她的赊账记录。
☆credit
n. 信用，赊购能力
该词通常与介词on 搭配使用。
e.g. Most new cars are bought on
credit.
6. Standing beside the counter was
a customer who overheard the conversation between
the two. 柜
台旁站着一位顾客，他无意中听到了他们俩的谈话。
这是一个倒装句，standing beside the counter
是句子谓语的一部分，即：a customer … was
standing beside
the counter。
7. The customer walked forward
and told the owner that he would stand good for
whatever she
needed for her family.
这位顾客走过来告诉店主，他愿意为她家里需要的一切东西买单。
good for 意为“able
to pay or contribute”。
e.g. Is she good for
the money you lent her?
8. The grocer said
in a very reluctant voice, “Do you have a grocery
list?” Sara replied, “Yes, sir.”
“OK,” he
said, “put your grocery list on the scales and
whatever your grocery list weighs, I will
give
you that amount in groceries.” 杂货商不情愿地说道：“你有购物单吗？”
萨拉回
答说：“有的，先生。”“那好。”约翰说，“把你的购物单放到这台天平上，你的购物
单有多重，我就给你多重的食品。”
put … and I will…近似于 if you
put…, I will…；如果中间的连词是or，而不是and，
则前半部分近似于否定条件句。
☆reluctant a.
不情愿的，勉强的
e.g. It is
late Friday afternoon, time to fulfill a reluctant
promise.
*weigh v. 重„„；称„„的重量
该词可以作联系动词（linking verb）。
e.g. The young
birds weigh only a few grams.
weigh还可以作及物动词。
e.g. He weighed some potatoes on the scales.
注意：weigh的名词形式是weight。
e.g. He has put on
weight since I last saw him.
9. Sara
hesitated for a moment, and then wrote something
on a piece of paper. She laid it on the
scales
carefully with her head bowed.
萨拉迟疑了一下，在一张纸上写下了一些字。然后，
她低着头，把这张纸小心地放在了天平上。
*hesitate
vi.
犹豫，迟疑不决
e.g. Kay
hesitated for a moment and then said, “Yes.”
凯迟疑了一下，然后说：“是的”。
该词常与介词 about和over 搭配使用。
e.g. He was still hesitating over whether to
leave or not.
hesitate的名词形式是hesitation。
e.g.
She answered without hesitation.
with her head bowed是一个由“with
+名词+过去分词”构成的独立主格结构，在句中作
状语。bow是及物动词，其过去分词作补语。
10. The grocer, staring at the scales,
started putting the groceries on the other side of
the scales.
约翰盯着天平，开始往另一端放食品杂货。
staring
at the scales 这个分词短语作伴随状语，表示约翰往天平秤上放物品时的神态。
11. The grocer, in utter disgust, grabbed the
piece of paper from the scales and looked at it
with
greater amazement.
杂货商恼羞成怒，一把抓起天平中的纸。看着上面的字，他露出了
更加惊讶的神色。
☆disgust n. 气愤；厌恶
e.g. Sam threw
his books down in disgust and stormed out of the
room.
12. The grocer gave her the groceries
and stood in stunned silence.
店主把食品递给她，惊愕
不已地站在那里，一言不发。
△stun vt.
使惊吓，目瞪口呆
e.g. I was stunned to hear the
news of his death.
in stunned
silence这个短语的意思是“so surprised at the unusual
outcome that he became
speechless
(惊愕不已地站在那里，一言不发)”。
13. It was some time later
that John Longhouse discovered the scales were
broken. 过了一段时
间之后，约翰·朗浩斯才发现，原来天平已经坏掉了。
这是一个强调句型，被强调部分是some time later。
e.g.
It was in the forest that I saved the lion
from danger.
Step Six: Writing a
thank-you letter
A. Acquaint students with the
basics of writing thank-you letter.
Have
students read the letter in Exercise A and answer
the questions.
1. Whom was this thank-you
letter addressed to?
Margaret.
2. Why
did Helen write this thank-you letter?
Because
she wanted to thank Margaret for sending her the
“perfectly beautiful little
music box” as her
birthday gift.
B. Ask students to
complete the letter in Exercise B according to the
situation.
Step Seven: Read
me!
A. Have students read and listen to a poem
on kindness.
B. Acquaint students with the
theme of this unit.
Section Two: Moving Stories 2 感人故事2
A.
Objectives
Students will be able to:
1.
be further familiar with the expressions about
human touch and try to use them.
2. master the
techniques of communicating with others in
English.
3. acquaint students with the moving
stories between parents, friends and comrade in
army.
4. write a memo in simple
words in English.
5. acquire the related
grammar points: Adverbial Clause of Time.
B. Teaching Procedures
Step One:
Starter—Generation gap
A. Ask students to look
at the given pictures and ask them the question
“Do you
think there is generation gap between
you and your parents?”
B. Ask students to
answer the question and give some examples of
generation gap.
Step Two: Simba
disobeys his father (1)
A. Refer to Info Box
and inform students of the background of the movie
Lion
King
.
B. Have students listen
to the tape or CD and fill in the blanks.
C.
Give explanation to the key language points.
D. Re-play the tape or CD and check answers
with students.
Notes
1. I’m very
disappointed in you. 你令我非常失望。
*disappointed
a.
失望的
e.g.
Local residents were
disappointed with the decision.
2. You
could have been killed. 你差点就没命了。
could have
done 表示虚拟，有“本可能会发生某种情况”之意。
e.g.
I could
have laughed to hear him talk like that.
could have done 还可以用于对事实的描述。
e.g.
How
could he have forgotten such an important thing?
3. You deliberately disobeyed me. 你故意违抗我的命令。
☆deliberately ad. 故意地；深思熟虑地，从容地
e.g.
The fire was started deliberately.
He shook
his head slowly and deliberately.
☆disobey
v.
违背，不听从
e.g.
He was punished
for disobeying orders.
4. And what’s worse,
you put Nala in danger. 更糟的是，你让娜拉也陷入了险境。
what’s worse 更糟的是
e.g.
He is stupid;
what is (far) worse, he doesn’t study.
put ... in danger 使„„陷入危险
e.g.
His
own words put him in danger.
5. I was just
trying to be brave like you. 我只是想跟你一样勇敢。
这是辛巴在为自己刚才的所作所为进行辩解，所以应该用过去进行时。
6. I
thought I might lose you. 我以为我会失去你。
该句表达了说话人讲话前的想法，应该用过去时。例：I thought you would
not come. 我
还以为你不会来了呢（事实上已经来了）。
Step Three: Simba disobeys his father
(2)
A. Have students listen to the tape or CD
and fill in the blanks.
B. Give explanation
to the key language points.
C. Re-play the
tape or CD and check answers with students.
Notes
1. But you know what? 不过你知道吗？
口语中常可用陈述句语序表示疑问，朗读时用升调。例：You’re hungry? 相当于Are
you
hungry?
2. I think those hyenas were
even scareder! 我想那些鬣狗刚才更害怕呢。
scared作形容词时一般不能在词尾加后缀-er构成比较级，所以其比较级应该是more
scared，但是辛巴当时还很小，所以他会把more scared说成scareder。
3. Because nobody messes with your dad!
因为没人敢招惹你爸爸！
mess with 招惹；瞎摆弄
e.g.
Don’t mess with him when he’s angry.
Don’t
mess with the things you don’t understand.
4.
Look at the stars, the great kings of the past
look down on us from those stars.
抬头看看星
星，过去那些伟大的君王正从那些星星上面看着我们。
look down
on的引申义为“轻视，瞧不起”。
e.g. She looks down on
people who haven’t been to college.
5. And
so will I. 我也一样。
1) so后接助词be，have，do或情态动词表示“„
„同样，„„也一样”，用倒装句式。
注意与neither或nor类似用法的区别，后者表示否定的
一致。
e.g.
If he is allowed to do it
this way, so should I be.
2)
so后接正常语序表示强调，有“确实、的确”之意。
e.g. A: You
promised me.
B: So I did.
Step
Four: Unconditional love
A. Divide the
students into groups to put the dialogue in
correct order.
B. Check answers and ask them
to role-play the dialogue in pairs.
Step Five: It’s Worth It
A. Text
Comprehension: ask students to read the text and
then proceed to the
detailed study of the
text.
B. After-text exercise: have students
complete the exercises after the text and
check the answers with students.
Notes
1. A young man joined the army
when his country was engaged in World War I.
一位年轻人的
祖国卷入了第一次世界大战，于是，他加入了军队。
☆engage vt.
使卷入，使参加
该词常常与介词in搭配使用。
e.g. Pat
engaged her mother-in-law in conversation.
engage的形容词形式是engaged。
engaged如果和to搭配有“与„„订婚的”意思，其名词形式为engagement。
e.g. Kate’s engaged to Mark.
在英式英语里engaged 还表示“电话占线”的意思。
e.g. She rang
Mrs. Brown but the line was engaged.
2. He
fought battle after battle and many of his
companions were killed.
经历了一次又一次的
战斗，年轻人的很多战友都牺牲了。
battle after
battle 表示“一场接一场的战斗”，这种句型有“continuously for a very
long
time”的意思。
e.g. He’s worked in that
same office week after week, year after year,
since he was 18.
3. By fortune of some
sort, he survived. But his heart was gripped with
horror as he saw his
lifelong friend fall in a
battle.
也不知走的什么运气，他没有死。但是当他看到自己从小
到大的好友倒在战场上时，他满心恐惧。
*fortune n. 运气；命运；财富
e.g. I had the
good fortune to work with a brilliant head of
department.
Sickness or ill fortune could
reduce you to a needy situation.
My first
painting sold for £25, a small fortune then for an
art student.
by fortune of some sort
表示“凭借某种运气”。该短语中的of some
sort用来强调你不
知道的某种类型的东西。也可以说成by some sort of
fortune。some 在此处不是“一些”
的意思，而是“某个，某种”的意思。
by fortune 凭借运气
e.g.
I avoided
injury by fortune, though the car was seriously
damaged.
△grip vt. 紧抓；受„„的感染
，吸引
e.g.
Many a country was gripped by economic problems.
Panic suddenly gripped me when it was my turn
to speak.
grip常常与tightly或firmly等副词连用。
e.g.
I gripped the rail firmly and
tried not to look down.
The woman moved
closer to Mary, gripping her arm tightly.
4.
Caught in a trench with continuous gunfire
whizzing over his head, the soldier asked his
lieutenant if he might go out into no-
man’s-land between the trenches to bring his
fallen
friend back. 躲在壕沟里，炮火不断地从头上呼啸而过，士兵向中尉请示
，问他是否可
以进入战壕之间的“无人区”，把倒下的朋友背回来。
caught in a
trench是一个过去分词短语，用作句子的让步状语，相当于一个从句：although
he
was caught in a trench。
with continuous
gunfire whizzing over his head是由“with
+名词+现在分词”构成的独立
主格结构，因为gunfire 和whizz over
是主动关系，故用现在分词。
his fallen friend
中fall是一个不及物动词，所以它表示一个已经完成的行为，但不表示
被动。
*continuous a. 连续的
e.g.
I had
six continuous hours of meetings.
使用该词时，要注意它和continual的区别：
continual
和continuous 都可以用来描述不停发生的事情。continuous表示事件或活动
持续
了相当长一段时间而没有间断；continual用来描述重复发生的事情，还常常用来表
示某事令人
厌烦或不好。
e.g. The patient is seriously ill and
is being kept under continuous observation.
She was fed up with the continual arguments.
△whizz
vi.
飕飕地移动，飞速行驶
e.g.
A bullet whizzed past my ear.
5.
The Lieutenant’s words didn’t matter, and the
soldier went anyway. 士兵没有理睬中尉的
话，执意去找他的朋友了。
*anyway
ad.
不管怎样
e.g.
Catherine wasn’t sure the book was the right
one, but she bought it anyway.
6.
Miraculously, he managed to reach the place where
his friend, who was dying, lay, raised
him
onto his shoulder, returned under the enemy’s
gunfire, and brought him back to their
company’s trench. 奇迹般地，他设法冲到了他奄奄一息的朋友躺着的地方，把他架
在肩
膀上，顶着敌人的炮火往回冲，将朋友带回到了连队所在的壕沟。
该句中的where
引导一个定语从句修饰land，who 引导的是一个定语从句修饰his
friend，lay是
where所引导的定语从句的谓语动词。注意：这个句子很长，除去内嵌的
定语从句之外，有数个动词
并列：raised，returned，brought都作并列谓语。一系列简短
的动词渲染了当时
情况的危急和士兵救朋友的急切心情。
☆miraculously ad. 奇迹般地
e.g.
The only survivor was
miraculously unharmed.
7. He received
fatal wounds on the journey. 但他却在途中受到了致命的创伤。
☆fatal a. 致命的
e.g. Death is instantaneous
in a fatal accident.
Step Six:
Writing a memo
A. Acquaint students with the
basic structure and character of a memo.
B.
Have students write a memo according to the given
information.
C. Give the example answer to
students and remind them the main points they
should
pay attention to.
Step Seven: Read me!
A. Have students
read the passage and then complete the exercise
after the
passage.
B. Check answers with
students.
Step Eight:
Grammar
A. Explain the basic usage and
structure of Adverbial Clause of Time and give
examples to help the students understand and
master it.
B. Have students complete the
grammar exercises.
Check answers with students
and give explanation to the key points.