应用型大学英语综合教程1教案

应用型大学英语综合教程1教案

Unit One

Before teaching

Objectives of this unit

1. Content

1) Don‘t let anyone steal your dreams: Persevering（persevere in, at, with 坚持，不屈不饶）in your heart with your own dreams of life.

2) Discussion: Our dreams of life and the way to realize them. 3) A dialogue: About one‘s expectations. 4) A welcome speech for freshmen. 2. Key language points

1) The modal verb will in the conditional clause.

2) Hyphenated（用连字号连接的）words as pre-modifiers.

3) Particles（小品词，如yes, no；虚词；不变词，如冠词、介词、连接词等；词缀，如un-，-ness）in phrasal verbs. 4) The simple sentence structure. 3. Vocabulary

Basic requirements: 65 new words. Intermediate requirements: 7 new words. Advanced requirements: 4 new words.

4. Comprehensive skills

1) Understanding of a passage of 560 words at the pre-intermediate（intermediate中间的，居间的）level of difficulty. 2) Writing a 150-word summary of a passage of about 600 words at the pre-intermediate level of difficulty.

3) Exchanging expectations about the new semester with classmates.

4) Internet skills: Surfing the Internet to collect information about Harvard University. 5) Research project: Giving a speech introducing a student organization. 5. Functions

1) Insisting on one‘s goal of life.

2) Socializing during the freshman orientation week.

3) Persuading fellow students into joining students‘ organizations.

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Part 1 Language Skills Development, p. 1~14

1. Starter

A. Read the lyrics（抒情诗）of a song. Listen to the tape or the CD and sing in chorus. P.2 B. Listen to a short passage entitled ―My Dream‖ and answer the following questions. P. 3 1. What was Martin Luther King‘s dream?

Martin Luther King‘s dream was to have justice for all people. 2. What was Lincoln‘s dream？

Lincoln‘s dream was to set the slaves free. 3. What is the speaker‘s dream?

The speaker‘s dream was to help those people who need help.

Tapescript: My Dream

Dreams are the wind for our sails on the ocean. Dreams kindle a flame to illuminate our dark roads. Dreams protect our hearts. Martin Luther King had a dream— it was to have justice for all people. Lincoln had a dream— it was to set the slaves free. They sought their dreams and finally made them come true. I have a dream, which is to help those people who need help. There are too many wars and disasters. About 16,000 people have died in the Iraq War and one child dies every eight seconds in Africa because of starvation. I have dreams, you have dreams and they have dreams too. We should help them. We should save their lives so they can pursue their own dreams. As the lyric of a song goes, ―We are the ones who make a brighter day, so let‘s start giving.‖ Well, that‘s my dream, a simple but meaningful dream. 2. Text:

Don’t Let Anyone Steal Your Dreams不要让别人偷走你的梦想

1. 我有个朋友叫蒙蒂·罗伯兹，他在圣伊斯德罗有个牧马场。他把住宅借给我举办募捐活动，为问题青少年项目筹备基金。

2. 上次我在那里时，他介绍我时这样说：“知道我为什么让杰克借用我的房子吗？”这要从一个男孩的故事说起。男孩的父亲是位巡回驯马师，经常在不同的马厩、赛马场、农场和牧场之间来回奔波。因此，男孩的中学学业经常中断。读毕业班时，有一天老师让写一篇文章，讲述长大之后的理想。

3. 那晚他写了七张纸，描述他的梦想，那就是拥有一个属于自己的牧马场。他很详细地描写了他的梦想，甚至画了一张占地200英亩的马场的设计图，上面标有所有建筑物、马厩、跑道等的位置。在这个200英亩的梦想农场中他要建一个4,000平方英尺的房子，并且画了一个详细的平面图。

4. 他花了好大心血把文章写完，第二天交给了老师。两天后他拿回了文章。见文章的第一页上打了一个又红又大的F，旁边还写了一行字：“下课后来见我。”

5. 这个满怀梦想的男孩下课后去见了老师，问道：“您为什么给我不及格？”

6. 老师说：“对你这样的一个男孩来说，这个梦想是不现实的。你没有钱。你来自一个巡回驯马师的家庭，你没有背景。拥有一个牧马场需要大量的钱，你要买地，一开始得买繁殖用的马群，以后还得付高额的配种费。你不可能做到这些。”然后老师又加了一句，“如果你愿意重新写一篇目标比较现实的作文，我会重新考虑你的分数。”

7. 男孩回到家后，冥思苦想了很长时间。他问他的父亲应该怎么做。父亲说：“听着，儿子，你要自己拿主意。但这对你来说是个非常重要的决定。”

8. 男孩想了整整一个礼拜，最后又把原稿一字未改地交给了老师。他告诉老师说：“您可以保留这个F，但我将保留我的梦想。”

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9. 说道这里，蒙蒂转向众人，说道：“我之所以告诉你们这个故事，是因为你们现在就坐在这个占地200英亩的牧马场中的4,000平方英尺的房子里。那篇作文我一直保留到现在，它就镶在壁炉上方。”他接着又说道：“下面是这个故事最为精彩的部分：两年前这位老师带领30个孩子到我的牧场来野营一周。走到时候，这位老师对我说：‘蒙蒂，现在我可以告诉你，当我是你的老师的时候，我可以说是专偷别人梦想的小偷。那些年我偷走了不少孩子的梦想。幸运的是，你有足够的冲劲，没有放弃你的梦想。’”

10. 千万别让任何人偷走你的梦想。无论发生什么，你都要坚持自己的梦想。

Structure:

Introduction: Para.1: Introduction to the hero of the story: Monty Roberts, who owns a horse ranch;

Body: Paras. 2~9: Monty had a dream of owning a horse ranch, even when he was a senior in high school.

Paras. 2~3: Monty wrote a paper to express his dream.

Paras. 4~6: The teacher failed him and required him to rewrite the paper. Paras. 7~9: Monty persevered in his dream until he realized it.

Conclusion: Para. 10: Don‘t let anyone steal your dreams. Follow your heart, no matter what.

Info（== information）Box:

1. Jack Canfield Affectionately（充满深情地，出于柔情地，亲切地）known as ―America‘s Success Coach‖, Jack studied and reported on what makes successful people different. He knows what motivates （促动，激发）them, what drives them, what inspires them. He brings this critical insight to countless audiences internationally— sharing his success strategies in the media, with companies, universities and professional associations in over 20 countries around the world.

Jack is a Harvard graduate with a Master‘s Degree in Psychological Education and one of the earliest champions of peak-performance（peak最高点，高峰，顶端；performance成绩，功绩；peak-performance最成功的地方）, developing the specific methodology（方法论，方法学，某一学科的一套方法）and result-oriented activities to help people take on greater challenges and produce breakthrough results.

He‘s personally taught millions of individuals his unique and modernized formulas（formula，pl., formulas或formulae，公式，程式；处方，配方）for success and has packaged them in his latest book The Success Principles: How to Get from Where You Are to Where You Want to Be. This new self-improvement standard contains 64 powerful principles of success utilized by top achievers（事业成功的人）from all walks of life（all walks of life各行各业，各界人士）and all areas of commerce. The Success Principles— and the entire empire of ―Principles‖ books, products, coaching programs and branched（分支，分叉，分门）retail merchandise— is Mr. Canfield‘s next offering to the more than 100 million readers he currently reaches worldwide.

Mr. Canfield‘s other best-selling books— The Power of Focus. The Power of Focus, The Aladdin Factor and Dare to Win— have generated millions of bookstore and Internet sales, and have launched complementary（补足的，补充的，互补的）products such as audio programs, video programs, corporate training programs and syndicated（syndicate，n. 辛迪加，企业联合组织；syndicate，v.把??组成辛迪加，使处于联合管理之下）columns to enthusiastic corporate buyers. His audio program, Maximum Confidence, has sold more than 350,000 copies through

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Nightingale-Conant alone.

2. Academic grading in the United States The most commonly used index（索引；指标，标准，标志；指数；食指）in the U.S. educational system uses five letter grades. Historically, the grades were A, B, C, D, and F— A being the highest and F denoting（denote指示，表示，意味着）failure, the lowest. In the mid-twentieth century, many American educational institutions— especially in the Midwest (particularly the state of Michigan)— began to use the letters A, B, C, D, and E. The only difference here is that failure is denoted by E instead of F, which is not used by these schools. By comparison, the grade E is sometimes used in Canada as a conditional failing grade. No grades awarded（授予，判给，给予）on American quality indices（index n. pl. indexes or indices [′indisi:z] 指数）are conditional, except special grades like I（incomplete）and Y（the course on non-traditional calendar, assigned to the regular term in which the student enrolls（报名，登记，注册）in the course）. The A— F (A— E) quality index is typically quantified（确定[或表示]??的数量，用数量表示）by correlation to a five-point numerical（数的，示数的；数字）scale as follows:

A == 4.0 B == 3.0

C == 2.0 D == 1.0 F == 0.0 Chromatic（色彩的；半音的）variants（不同的，变异的，差别的；变体，异体）, represented by + and – commonly used. They are most commonly quantified as x.3 and y.7, e.g., B == 3.0, so B+ == 3.3 and B– == 2.7. A few institutions use only a single mid-point between the major points on the scale; that is, they regard an A– as effectively the same grade as B+. in those cases, an AB replaces the options of A– and B+ and is quantified as 3.5; a BC replaces B– and C+, with a value of 2.5; and a CD replaces C– and D+, worth 1.5.this approach is unusual and is most notably（显著地，著名地）typified（作为??的典型，代表；象征）by institutions in the state of Wisconsin.

The grade A+ is novelty（新颖，新奇）in American condition. The minority of institutions that use it may quantify the grade as 4.3 or 4.5, but many of them quantify A+ as 4.0on the theory that a 4.0 scale cannot go higher than 4.0. By convention（惯例，常规）, quantitative scales are called by the highest whose number, so there is— at least, conventionally— no such scale based on 4.3 or 4.5, but it is still a 4.0 or 4-point scale because the fraction is ignored in naming the scale. D– is also rarely found, under the assumption that anything less than D is by definition failure.

American high schools and universities sometimes weigh their GPAs（平均积分点）. 3. GPA（Grade Point Average<美>（学生各科成绩的）平均积分点） Grade Point Average（GPA）is a number that represents the average of student‘s grades during his or her time at an institution. Usually it is weighed by the number of credits given for the course.

Most high schools and nearly all colleges in the United States use a four-point system. Universities in Hong Kong and Canada, as well as some schools in Singapore also use this system. Numerical（a.数的，示数的；n.数字）values（Numerical values数值）are applied to grades as follows:

A == 4 B == 3 C == 2

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D == 1

F == 0

F/G (if given) == 1

This allows grades to be easily averaged. Additionally, many schools add 0.3 for a + and subtract 0.3 for a – grade. Thus, a B+ yields a 3.3 whereas an A– yields 3.7. A+s, if given, are usually assigned a value of 4.0 (equivalent to an A) due to the common assumption that a 4.0 is the best possible grade-point average, although 4.3 is awarded at some institutions. In some places, 0.25 or 0.33 instead of 0.3 is added for a + grade and subtracted for a– grade. 4. Weighted GPA

Some high schools, to reflect the varying skill required for different level courses and to discourage students from selecting easy. As, will give higher numerical（数字的，用数字表示的；数值的）grades for difficult courses, often referred to as a weighted GPA. For example, two common conversion systems used in honors and advanced placement courses are:

A == 5 or 4.6

B == 4 or 3.5 C == 3 or 2.1

D == 1 F == 0

Another policy commonly used by 4.0-scale schools is to mimic（模仿，模拟；细致地临摹；酷似）the eleven-point weighting scale by adding a 0.33（one third of a letter grade）to an honors or advanced placement class. (For example, a B in a regular class would be a 3.0, but in an honors or AP class it would become a B+, or 3.33.)

Sometimes a 5-based weighting scale is used for AP courses and a 4.6-based scale for honors courses, but often a school will choose one system and apply it universally to all advanced courses. A small number of high schools use a 5-point scale for honors courses, a 6-point scale for AP courses, and a 3-point scale for courses of below average difficulty.

Language Points：

1. Para. 1, lines 1~2: He has let me use his house to put on fund-raising events to raise money for youth at risk programs. 他把住宅借给我举办募捐活动，为问题青少年项目筹备基金。 Meaning: He has allowed me to collect funds to finance social services for those young people who are in danger of going astray（astray ad.迷路，入歧途，离开正道，犯错误；go astray走入迷路，走入歧途）/ becoming juvenile（juvenile adj.青少年的；n. 青少年）delinquents(n.违法者[特指少年犯罪者])（juvenile delinquents青少年犯罪分子）.

put on:

1) to produce or present (an exhibition, a play, etc.)举办（展览等）；演出（戏剧等） e.g. The gallery will put on an exhibition of his latest works this weekend.本周末画廊将举办

一场它近期的作品。

The local drama group are putting on Macbeth at the Playhouse.当地剧团正在普赖豪斯剧院演出《麦克佩斯》。

2) to clothe oneself with穿上，戴上

e.g. Please put on your overcoat when you go to work.你去上班时穿上大衣。

The fire suddenly broke out. She did not have the time to put socks on.火起得很突然，她没有来得及穿上袜子。

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