新編大學(xué)英語-2-Unit-5-教案

UnitFiveLanguageI.Theoreticalbasis:CollegeEnglishSyllabus(1999);CollegeEnglishCurriculumRequirements(2004)II.TeachingAims:Inthisunitstudentsarerequiredto:1)gettoknowsomeusefulinformationconcerningthetopicofthereadingpassagesinthisunitandtoknowmoreaboutEnglishculture;2)dosomepreparationactivitiessuchasdiscussion,groupwork,etc.topracticetheirspokenskillandcommunicativeskills;3)graspsomenewwordsandtrytousethesewordswhichhelpthemtoenrichtheirvocabulary;4)readthein-classreadingpassageinalimitedtimeandgraspsomeexpressionsandgrammaticalpointsinthein-classreadingpassagetoimprovetheirreadingcomprehension;5)dosomepost-readingexercisesandsomeafter-classreadingtopracticewhattheyhavegottoknowinclasstoimprovetheirEnglishcomprehensiveskills.;6)translatesometypicalsentencesintoChineseorEnglishbyusingsomeexpressionslearnedinthereadingpassagestoacquiresometranslatingskillsandbettertheirtranslatingabilities.III.TeachingMethodologyMainlyapplyingtask-basedapproachandcommunicativeonetoconstructastudent–centeredclassroomThewholelearningandteachingproceedistendedtofollowthemodelofpre-tasktaskcyclepost-taskIV.TimeDistributionAccordingtoSs’Englishlearningtraitsandregulations,thefocusofthelearningstrategies,andtheEnglishlevelofcurrentstudents;wearegoingtofinishthisunitin8periods:Listening&Speaking(2periods);In-classReading(2periods);Exercise&After-classReading(2periods);FurtherDevelopment&Writing(2periods).PeriodI&IIlisteningandspeakingI、TeachingContent1)T’sbackgroundknowledgeintroductionasrecruitmentandSs’discussiononthetopicoflearningskills,andenlargetheirvocabularyonthisunit.2)Listeningof2passagesII、TeachingdesignPartOne:PreparationAnswerthefollowingquestions?1.Abouthowmanymostwidelyusedlanguagesarethereintheworld?(About100mostwidelyusedlanguages)Whatlanguagesareusedbymoresecond-languagespeakersthannative-speakersasaresultoftheimperialexpansion?(EnglishandFrench)SaysomethingaboutHelenKeller.1)WhendidHelenKellerbecomecompletelyblind?2)WhatwasHelenlikebeforeAnneMansfieldSullivanbecameherteacher?3）HowdidHelenmanagetolearn?4）HowmanyforeignlanguagesdidHelenlearn?Whatarethey?HelenKeller(1880-1968),authorandlecturer,who,thoughblindanddeafsincetheageoftwo,graduatedwithhonorsfromRadcliffe(1904)andbecameaprominentworkerforsocialreforms.Herbooksinclude:TheStoryofMyLife(1902);TheWorldILivein(1908);Outofthedark(1913);MyReligion(1927);Midstream-MylaterLife(1929);LetUsHaveFaith(1940);SketchforaPortrait(1956)WhatlanguagesareusedbytheUnitedNations?TheyareEnglish,French,Chinese,RussianandSpanish.PartTwo:Listening-centeredActivitiesListeningIExplainnewwords(soap,critic,represent,balanced,crisis,loyalty,wooden,endlessly,cause)Listentothepassageandanswerthequestionsyouhearonthetape(seepage115).Listentothepassageagainandfillintheblankswithwhatyougetfromthetape(seepage115).ListeningIIExplainthenewwords(desirable,interpreter,ultimate,mimic,imitate,dueto,numerous,identity)Listentoaninterviewonlanguagelearning.Notedownintheblanksthethreequestionstheinterviewerasked(seepage116).Listentotheinterviewagain.ThenreadthechoicesprovidedinExercise1andchoosetherightanswersaccordingtowhattheintervieweesaid.PartThree:Assignmentstateddirectionbyfeelingorsearching摸索著向某方向走e.g.togropeone’swayalongadarkenedcorridor在黑暗的走廊里摸索著前進(jìn)Thensheblewoutthecandleandgropedherwayintobed.Igropedmywaytoaseatinthecinema.6.Before(conj.)…（之后）才e.g.Itmaybemanyyearsbeforewemeetagain.大概要過許多年后我們才見面。Itwillbealongtimebeforewefinishthedictionary.Itwasgoingtobesometimebeforehewouldseehisfatheragain.7.toimpresssthon/uponsb:tomakesbawareofsth;tofixsthinone’smind是某人銘記某物，使某人深深意識到某物e.g.Youimpresssth.on/uponsb.whenyoumakethemunderstandthatitisveryimportant.Hiswordsimpressedthemselvesonmymemory.他的話銘記在我的記憶中。Hiswordswerestronglyimpressedonmymemory.Themanagerimpressedhisofficestafftheimportanceofkeepingaccuraterecords.經(jīng)理讓辦公室職員認(rèn)識到做精確的紀(jì)錄的重要性。toimpresssbwithsth:haveafavoriteeffectonsb給于某人深刻的影響Thegirlimpressedherfiancérelativewithhersenseofhumor.Iwasimpressedwith/byhisperformance.8.topersistinsth/doingsth:torefusetochange(whatoneisdoing)e.g.Youpersistinacourseofactionortypeofbehaviorwhenyoucontinuewithitevenwhenotherpeopleopposeyouorsaythatyouarewrong.Itisnousebeingsorryifyoupersistindoingit.Ifyoupersistinbreakingthelaw,you’llgotoprison.Despitehardships,shepersistedinhereffortstogetacollegeeducation.*insistpersistinsiston(doingsth.)persistin(doingsth.)insist堅持自己的看法、意見、主張；對…采取堅定的立場，或堅決要求別人做某事[sameasassert,stress]Youinsistthatsomethingistruewhenyoustatefirmlythatitistrue,refusingtobepersuadedthatitisnot.Sheinsistsshehasn’tseenhimformonths.YouinsistonsthwhenyoustatefirmlythatYouwanttohaveordoit,refusingtoacceptanyalternative.Hestillinsistedonthetruthofhisstory.Sheinsistedonmycomingwithher.persist著重強(qiáng)調(diào)不顧困難、反對或警告，仍然堅持做某事，但所堅持做的事不一定是好的或正確的。9.onlytodosth.不料（表結(jié)果）e.g.IarrivedattheshoponlytofindIhadleftallmymoneyathome.Ireturnedbackhomefromholidaysonlytofindmyhousehadbeenbroken.10.intime:earlyorsoonenough[oppositetoolate]e.g.YouareintimeforsthifyouarriveearlyenoughtohaveitortakepartinIntimemeanssufficientlyearlysoasnottobelate.Thedoctorcameintimetosaveherlife.*intime:soonerorlater,eventuallyYou’lllearnhowtodoitintime.Intimehewillseewhatisright.Intimehewillseewhoishistruefriend.Intimeheforgotallabouther.11.togivebirthtosb/sth:producee.g.Awomangivesbirthwhenthebabyshehasbeencarryinginsideherisborn.ShegavebirthtoasecondchildinJanuary.Exchangesofsurplusproductsbetweenindividualsgavebirthtoprivateproperty.Thescientist’sexperimentgavebirthtoanewdrug.12.on/upondoingsth:on/upon+N:ontheoccasionofordirectlyafter(assoonas)在…時（此動作一發(fā)生，另一動作立即發(fā)生）e.g.OnhisreturnfromEurope,hesettoworkinearnest.Theboysstoodupontheentranceoftheheadmaster.Onreachingthecity,hecalleduphiswife.E.Exercise1.2.3(seepage11):toreviewandconsolidatethenewwordsandtheusage.F.Homework:previewandmemorizenewwordsinafter-classreading;doquiz.Period5&6After-classReadingandExerciseI.TeachingContentTwopiecesofAfter-classReading:ForeignAccents,NotJustParrot-Talk(extensivereadingapproach).Checktheanswerstoquiz.II.TeachingObjectsToencourageSs’getusefulinformationfromthereadingmaterialassoonaspossible,toencouragereadingfluency,sostudentsshouldnotbestopfrequentlybecausetheydonotunderstandapassage.Enhancelearners'generallanguagecompetence,provide'comprehensibleinput',increasesthestudents'exposuretothelanguage,andincreaseknowledgeofvocabulary.III.TeachingDesignA.PassageISsaregiventenminutestoreadthepassage“ForeignAccents”,gettheoutlinewiththeusefulinformationfromthepassage.Readthepassageagain(5minutes).Decidewhetherthefollowingstatementsaretrueorfalse.Thespeakeronlyfeelscomfortablewithpeoplewithupper-classaccents.Thespeakerfindsforeignaccentsunbearable.Thespeakerdoesn’tmindhowstronganaccentis.Thespeakerthinksmostforeignershaveanaccentthatisnottoostrongtopreventsuccessfulcommunication.Thespeakerthinksthatawiderrangeofaccentsshouldbeaccepted.B.PassageIIThepassagecanbedividedintothreeparts,eachdealingwithaseparatebutrelatedissue.Skimthroughthepassageandindicatetheparagraphnumbersofeachpart.Thestudyoftheparrot’slanguagecapacity.Argumentsagainstpreviousanimallanguage-learningexperiments.TheadvantagesofDrPepperberg’sexperimentsovertheanimalintelligencestudiesandherfutureresearch.Readthroughthetextquicklytofindoutwhattheexperimentshowedtheparrotisabletodo.Completethetablebelowbyputtingaticktoshowwhattheparrothaslearned(seepage134).Inthepassagetherearesomewordsthatcanbeusedbothasnounsandasverbs.Fillineachoftheblankswithoneofthesewords.Thelineindicatorsattheendofthesentenceshelptomaketheexerciseeasier(seepage135).C.Quiz(pre-task)ChecktheanswerswithSs,Givetheexplanationtothedifficulties.RelaxedTime(pre-task)Ask3—5studentstosharetheirexciting/goodnewsintheirdailylifeortellaninterestingstory/joke.Period7&8FurtherDevelopment&WritingI.TeachingContentWarming-up,discussion(groupwork),andwriting.II.TeachingObjectsAfter6periodsexposuretolanguageinput,readingmaterial,andlanguageskillstrainingonthetopic“CareerPlanning”,Sshavebeenfamiliarwiththerelevantcontent,vocabularyandlanguageexpressiononthesametopic.Throughthis2periods,TareexpectedtoorganizesomeintegratedactivitiestogetSshaveanincreaseintheabilityoflanguageuse.III.TeachingDesign1.ExchangingExperienceinLearningEnglishWorkingroupstoexchangeyourexperienceinlearningEnglish,e.g.yoursuccess,failure,etc.andpossiblereasons.2．ShouldLearnersAimtoSpeakEnglishwithaNative-SpeakerPronunciation?You’retobedividedintotwogroupsanddebatewhetherlearnersshouldaimtospeakEnglishwithanative-speakerpronunciation.Trytofindconvincingpointstosupportyourarguments.3.AShortStoryaboutHelenKellerHelenKellerwasnolongerabletoseeorhearaftershewassickattheageof19months.Herworldwastotallydarkandsilent.YetHelenKellerbecameateacher,writerandlecturer.Shewasinsidetheheartsofmillionsofpeople.Howdidthismiraclehappen?Forthefirstsixyearsandninemonthsofherlifeshewasalmostlikeawildanimal.Herfatherandmothercouldnotcontrolher.Shescreamedandkickedbecauseshewantedotherpeopletounderstandher.Shewantedtocommunicatewiththembuttherewasnoway.FinallyHelen’sparentssentforateacher.HernamewasAnneMansfieldSullivan.AndHelenKeller’seducationbegan.MissSullivanhadoncebeenblindherselfandshewasanextremelygiftedteacher.SheconstantlyspelledoutwordsinHelen’shand.AtfirstHelendidn’tunderstandtheconnectionbetweenwordsandthings.Butoncesheunderstoodthisconnectionshewaseagertolearneverything.Shecouldn’tseeorhearsoshelearnedbytouchandfeeling.Helenalsolearnedforeignlanguages:French,German,LatinandGreek.Shelearnedtowriteandspeak.Helenalwayswantedtodowhatotherpeopledid.Shewenttocollegeandherteacherwentwithherandhelpedhergraduatewithhonors.ThroughherlecturesandherwritingHelenKellerreachedmillionsofpeople.Herlifeisaninspirationtopeopleeverywhere.4.WritingDirections: Forthispart,youareallowed30minutestowriteacompositiononthetitle“FamilyandPersonalDevelopment”.Yourcompositionshouldbebasedonthefollowingoutline,andyoushoulduseeachofthefollowingsentencesasthefirstsentenceineachparagraph.Yourcompositionshouldbenolessthan100words.Remembertowriteitclearlyandneatly.Familyhasagreatinfluenceonourpersonaldevelopment.Anidealfamilyshould_________.Sincefamilyplaysaveryimportantroleinourlife,________.Sample FamilyandPersonalDevelopmentFamilyhasagreatinfluenceonourpersonaldevelopment.Ifwearefromahappyfamily,wetendtobecheerfulandoptimistic.Ifwearebroughtupinanunhappyfamily,wemaygrowupmiserableandpessimistic.Ifwearenotlovedinourfamily,wemaynotlea