新視野大學(xué)英語(yǔ)第三版讀寫教程第一冊(cè)Unit-2教案

Unit2,BookOneSectionA:Lovingparents,lovingchildren1.TeachingObjectives:TotalkaboutthelovebetweentheparentsandchildrenTounderstandthelovebetweenthemotherandthedaughterinthetextToapplythephrasesandpatternsTowriteanessaycreativelybasedontheunderstandingofthetext2.TimeAllotment:SectionA(3periods):1st---2ndperiod:Pre-readingactivities(theme-relatedquestionsforwarmingup;)While-readingactivities(culturalnotes;usefulwordsandexpressions;difficultsentences)3rdperiod:While-readingactivities(textstructure;mainideas)Post-readingactivities(comprehensionquestions;exercises)SectionB(1period):4thperiods:Practiceofthereadingskill(readingforthekeyideainasentence);TchecksonSs’homereadingbyaskingquestionsbasedonthepassage.Texplainssomedifficultsentences3.TeachingProcedures:Pre-readingActivitiesStep1.GreetingsGreetthewholeclasswarmly.Step2.Lead-inandpreparationforreadingLetthemhaveasurveySurvey:Howcloseareyouandyourparents?Check(√)thestatementswhicharetrueforyou.IhavebeenmissingmyparentsalotsinceIleftforcollege.Ioftenchatwithmyparents.Ilikesharingmyjoysandsorrowswithmyparents.Ialwaysremembermyparents’birthdays.Iknowaboutmyparents’hobbies.Myparentsallowmetomakemyowndecisions.Askaquestion:Towhatextentareyouclosetoyourparents?belikefriends;neverkeepsecretfromthem;askthemforadvice;givemedirectionsaboutlife…Step3.FastreadingAsktheStudentstoreadthepassageasquicklyastheycanandthenanswerthequestionsonthescreen.Letthemgetthemainideaofeachparagraphandmakeclearaboutthetextstructure.Textstructure:(structuredwriting)Thepassagecanbedividedinto3parts.Part1(para.1-4)

OpeningpartofthewelcomespeechGeneralsituation&myresponses.Part2(para.5-12)Themessleftinmydaughter’sbathroomandmyresponses.Part3(Para.13-22)

Concludingpart:Thechangesofmyattitude.Purpose:Improvethestudents’readingandwritingabilityandunderstandthegeneralideaofeachparagraph.Method:Readthetextindividuallyandtalkingroups;Usetask-basedlanguageteachingmethod,readingapproach,communicativeapproachandtotalphysicalresponsemethod.Step4.PreparationfordetailsofthetextonthescreenStudentsarerequiredtolookattheWordsandPhrasesonthescreenandgiveabriefpresentationinclass.WordsandPhrases:Purpose:TraintheStudents’abilityofunderstandingandusingforeignlanguage.Method:Talkingroups,Usetask-basedlanguageteachingmethod,communicativeapproachandtotalphysicalresponsemethod.1.(Para.1)makeit.成功；準(zhǔn)時(shí)到達(dá)Withbloodpouringfromhisleg,hemadeittoanearbyhouse.他腿上流著血，支撐著走到附近的一所房子。2.(Para.1)(be)freeof/from免于……Ironically,almostallmanufacturersclaimthattheirdrinksarefreeofartificialcolorings.具有諷刺意味的是，幾乎所有的生產(chǎn)商都聲稱他們的飲料不含人工色素。3.(Para.5)embarrassment:n.1)[C]sb.orsth.thatcausesproblemsormakesyoufeelashamed讓人難堪的人；使人為難的事Heissuchanembarrassmenttohisfamily.他讓她的家人感到非常難堪。2）[U]afeelingofbeingnervousorshamedbecauseofwhatpeopleknoworthinkaboutyou尷尬；難堪；窘迫Toherterribleembarrassment,thereweremanypeoplearoundwhenoneofherhighheelsbrokeoff.她一只高跟鞋的鞋跟斷了，當(dāng)時(shí)周圍有許多人，這讓她很尷尬。4.(Para.5)mismatched:a.notmatchedornotsuitablymatched不配對(duì)的Meaning:IchangemymindandbringbackthegarbagebagsIhaveputinthecarandatthecurb.Step6:Typicalpatterns:Purpose:Furtherunderstandthetext（Trainfurtherreadingability）tofindoutsomedifficultsentencesanddetailsofthetext.Method:Readthetexttogether;Usetask-basedlanguageteachingmethod,readingapproach,communicativeapproach,grammar-translationapproachandtotalphysicalresponsemethod.Typicalpatterns：1.Icatchmyselfreadingthroughpoemsandessays,admiringhighscoresontestsandreadinghername,….（L2,Para.6）我發(fā)現(xiàn)自己竟然在翻看她的詩(shī)歌和作文，欣賞著考卷上的高分，端詳著她的名字……Sb.catchoneselfdoingsth.用于表達(dá)“突然意識(shí)到自己在做某事”。應(yīng)用：當(dāng)突然意識(shí)到自己犯了和他一樣的錯(cuò)誤時(shí)，她羞得滿臉通紅。Whenshecaughtherselfmakingthesamemistakeashedid,sheblushed.2.ThejobgrowslargerthelongerIamatit.(L2,Para.9)我越理，要理的東西就越多。Themore…,themore….用于表達(dá)“越……越……”。應(yīng)用：讀這本書越久，就越能領(lǐng)會(huì)其韻律和情感。Thelongeryoureadthisbook,themoreyougetintoitsrhythmandmood.3.Tokensofherchildhoodwillawaither.Sowillwe,withopenarms.(L2,Para.22)家里有她童年的紀(jì)念品在等著她。我們也在等著她，在張開雙臂等她回來(lái)。sb.dosth.So/Neither/Norwill/do/does/didsb.else.用于表達(dá)“同樣的情況也適用于其他人”。應(yīng)用：那次事故之后他父親對(duì)他不報(bào)太高的期望了，他母親也一樣。Hisfatherdidn’thavegreathopeforhimafterthataccident.Nordidhismother.Step7.ConsolidationRetellthepassageaccordingtothetopicsentences.Purpose:Toknowifthestudentsunderstandthewholetext.Atthesametime,Toshowthetextstructureonthescreen,sothattheycanretelliteasily.Method:Readthetextstructuretogether;Usetask-basedlanguageteachingmethod,readingapproach,communicativeapproachandtotalphysicalresponsemethod.Step8.DiscussionIfyouwerethedaughter,whatresponsewouldyouhavewhenyoureadthearticle?Someyoungpeoplerefusetotaketheirparents’adviceorevendotheoppositeastheythinktheyareadults.Howdoyouthinkaboutit?Somesayagoodrelationshipstartswithgoodcommunication.Whatcanyoudotostrengthencommunicationwithyourparents?Step9.AssignmentsReviewthekeypointsofSectionA;Finishtheexercisesafterclass;Finishonlinehomework;PreviewSectionB.Writeanessayonthefollowingt