第一單元新視野第三版第二冊(cè)

.遼寧工程技術(shù)大學(xué)基礎(chǔ)教學(xué)部外語(yǔ)教研室大學(xué)英語(yǔ)（2）教案課題名稱UnitOne:Languageinmission課次第（1-4）次課課時(shí)Everyteachingperiodcontains45minsEvery2periodsforeachteachingstage4stages(2weeks)forUnit1課型理論（√）；實(shí)驗(yàn)（）；實(shí)習(xí)（）；、實(shí)務(wù)（）；習(xí)題課（√）；討論（√）；其他（）授課班級(jí)教學(xué)目標(biāo)TeachingObjectives：TotalkaboutlanguageteachingTofurtherunderstandthetextToapplythephrasesandpatternsTomastertheessaywritingskill重點(diǎn)、難點(diǎn)及解決方法Textanalysis;languagepointsandsentencepatterns;writingskills本單元教學(xué)基本內(nèi)容與時(shí)間分配Totalclasstimeforthisunit:8periodsSuggestedarrangement:

1)Pre-readingactivitiesofTextA:20'

2)SelfreadingconductionAforquestionsanswers:10'3)Structureanalysis10'

4)Detaileddiscussionofsolvingproblems:50

5)Textsummary:20'

6)Languagepointssummary:307)CriticalThinking20'

8)Writingassignments:20'9)Readingskillanalysis:30'

10)DetailedstudyofTextB:50'11)ComprehensiveexercisesofSectionB:10'

12)Listening＆speaking:

90'教學(xué)過(guò)程TextA第一次課教學(xué)目的及要求

Aftercompletingthistext,studentsshouldbeableto：

usethekeylanguagetotalkaboutEnglishlearningapplythereadingskill–readingforthekeyideainasentencewriteathree-partessaywithagoodintroductiontranslatesentencesbyproperlyusingconjunctionsuseEnglishlearningstrategiesconsciously教學(xué)重難點(diǎn)UsingproperlanguagetotalkaboutEnglishlearningHowtoapplythereadingskill–readingforthekeyideainasentence教學(xué)材料教學(xué)方法1.教學(xué)材料：TextA課文、練習(xí)2.教學(xué)方法：Undertheguidanceofstudent-centeredprinciple,applycommunicativeandheuristicteachingmethods,stimulatestudents’interestinlearningEnglishandgetstudentsinvolvedinclassparticipation

教學(xué)過(guò)程一、課前導(dǎo)入TalkingaboutyourexperienceoflearningEnglishWatchthevideoclipanddiscussthefollowingquestioninpairs.1）Accordingtothespeaker,inwhatwaysdidChinesestudentslearnEnglish?ChinesestudentspracticetheirEnglishbyscreamingit.2）DoyouagreewithwhathesaidaboutChinesestudentslearningEnglish?Whyorwhynot.Yes,IjustlearnedEnglishexactlythatway.No,wehavelearnedEnglishindifferentways.3）HowdoyoulearnEnglish?WhatdoyouthinkofyourwayofEnglishlearning?IlearnEnglishby:listening

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grammarrulesIthinkmywayofEnglishlearningis:effective,ineffective,interesting,boringchallengingbutrewardingexamination-oriented二、文本學(xué)習(xí)1.Globalunderstandingofthetext1）Scanthetextinthreeminutesandfillintheblanks.AfterIreadthepassage,Iknowthetexttalkingabouthow_________and__________canbetaughtefficiently.Thewritermightbea________anda________________aswell.2）Whatisthewritingstyleofthetext?Why?Thewritingstyleofthetextisrelaxed,whichisprovedbyalotofshortsentencesandparagraphs,casualverbs,dailytalksandsimplemodifiers.3）Mapthetextstructureandfillintheblanks.2.DetailedunderstandingofthetextReadthetextagainandanswerthefollowingquestions.1)Whydoesthesonthinkthathisfatherisatediousoddity?Becauseheistiredoflisteningtohisfatherandheisnotinterestedingrammarrules.2)Whydoestheauthorthinkthatstudents’languagedeficitsshouldbeblamedonschools?Becausetheschoolsfailtosethighstandardsoflanguageproficiency.Theyonlyteachalittlegrammarandlessadvancedvocabulary.Andtheyoungerteachersthemselveshavelittleknowledgeofthevitalstructuresoflanguage.3)Whatdoesthefatherteachthesonwhilegivinghimagrammarlesson?Hefamiliarizedhissonwithdifferentpartsofspeechinasentenceanddiscussedtheirspecificgrammaticalfunctionsincludinghowtouseadverbstodescribeverbs.4)Whatarethetwothingsthattheauthorusestodescribegrammarandvocabulary?Theauthoruses“roadmap”and“car”todescribegrammarandvocabulary.Here,“roadmap”isconsideredasgrammarand“car”asvocabulary.5)Howdoyouunderstandtheinterjection“whoa!”saidbythefathertowardtheendofthetext?Sincethesubjunctivemoodhissonusedisafairlyadvancedgrammarstructure,theinterjection“whoa!”reflectsthetremendouspridethefatherhadtowardhisson;italsoreflectstheauthor’shumorinusingthewordbecauseitwasonceusedbyhisstudent,thoughintwodifferentsituationsandwithtwodifferentfeelings.第二次課一、文本拓展1)TextSummaryAnImpressiveEnglishLessonTomyson,Iama_____________:afatherheis__________listentoandaman____________therulesofgrammar.AndIgot______________thisbecausemystudentwasunabletodescribeproperlyherfeelingonher__________toEurope.However,itdoesn’t________________tocriticizeourstudents.Theyunfairlybearthebulkofthecriticismforthese__________________becausethereisasensethatthey_________________.Ononehand,theyaremisledbythe____________.Ontheotherhand,schoolfailsto_________________theessentialframeworkoflanguage,accurategrammarandpropervocabulary.Perhaps,languageshouldbelookeduponasa_________anda___________________:oftenstudytheroadmap(checkgrammar)and________thecarengine(adjustvocabulary).Learninggrammarandagoodvocabularyisjustlikedrivingwitharoadmapina________________car.__________,_________,and__________communicationdependsupongrammarandagoodvocabulary,thetwo__________assetsforstudents,buttheyare________________inschools.2)LanguagePoints3.Criticlthinking1）Whatdoyouthinkofthe“impressiveEnglishlesson”?Isiteffective?Yes.Becausethelessonarousedchildren’sinterestinlearningEnglishgrammar.Yes.Becausethewaytolearngrammarismorenatural,interestingandenjoyable.Yes,becauselearnersbecomemoremotivatedwhenlearningsomethingtheylike.No.becauseit’slikeastreetlearningwithoutformalinstruction.2)DoyouthinkEnglishgrammarhelpsyoualotinlearningEnglish?Whyorwhynot?Englishgrammarhelpsalot:Ordersentencescorrectly.Usewordsproperly.TalkwithotherEnglishspeakersconfidentlyEnglishgrammarisoflittlehelp:Onlygiverulesthatarehardtoremember.Itisnothelpfulinareal-lifesettingduetothelimitedtimetothinkandrecalltherules.Notalwaysapplicabletothereallanguage,especiallyidioms.3)Howcanyoueffectivelyenlargeyourvocabulary?ReadmoreEnglishfromonlinesources.WatchEnglishTV/listentoEnglishradio/watchEnglishonlinevideos.TalkoftenwithEnglishspeakers.Listencarefullyandextensively.Usedictionariestolookupunfamiliarwords.Usenewwordsasoftenaspossible.二、寫(xiě)作訓(xùn)練(P13)1）StructureAnalysisAsthenameofourtextbookimplies,wereadEnglishinordertowriteinit.ButhowtowriteintheEnglishway?Asisknowntoallofus,whatwewritereflectswhatwethink;andhowwewritemirrorshowwethink.Inthatlight,ourbestwayofwritinginEnglishistoknowwellhowtothinkinEnglishastheAmericanorBritishpeopledo.Whatistheirwayofthinkingthen?Differentfromuswhothinkinthespiralway(螺旋式),theytendtothinkinthelinearway(線性方式).Asfarasparagraphwritingisconcerned,deduction(演繹法)istypicaloftheirlinearwayofthinking,asshownbelow:Startingfromthisbook,youaremovingfromparagraphwritingtoshortessaywriting.Inalikelymanner,however,wewillgothroughthesameprocessforessaywritingaswedidforparagraphwriting.Incollegewriting,anessaynormallyhasthreemainparts:introduction,body,andconclusion.Theintroductionisusuallyoneshortparagraphthatintroducesthetopictobediscussedandthethesisorthesis-advancingstatementwhichisoftenplacedattheendoftheintroductoryparagraph.Thethesisstatementcanbeanopinion,anattitudeorastandaboutthetopic.Anintroductoryparagraphshouldbeinvitingtomakethereaderwanttocontinuereading.Agoodintroductionmaystartwithananecdote,ashortstory,aninterestingpersonalaccount,athought-provokingquestion,afamousquotationorageneralstatement.Readtheexamplenow.2）WritingpracticeDirections:Writeanessayofnolessthan150wordsononeofthefollowingtopics.Onetopichasanoutlineyoucanfollow.Topic:Grammar,aheadachetomeIntroduction:Thesisstatement:EnglishGrammarisabigheadachetome.Body:Example:ThedifferencebetweenusedtoandbeusedtoConclusion:I’mallergictolearningEnglishgrammar.Moretopics:?LearningEnglishthroughimitation/repetition?LearningEnglishwith/withoutgrammarTextB第三次課教學(xué)目的及要求

TobeathomewithpreviewingskillsTodecodeTextBthroughreadingforthekeyideasToderiveknowledgefromTextBTolearnhowtowritebetterinEnglish教學(xué)重難點(diǎn)

HowtoderiveknowledgefromTextB教學(xué)材料教學(xué)方法1.教學(xué)材料：TextB課文、練習(xí)2.教學(xué)方法：Undertheguidanceofstudent-centeredprinciple,applycommunicativeandheuristicteachingmethods,stimulatestudents’interestinlearningEnglishandgetstudentsinvolvedinclassparticipation

教學(xué)過(guò)程1.閱讀指導(dǎo)ReadingSkill–ReadingfortheKeyIdeasinSentences1)Whyarestudentsencouragedtoreadforthekeyideasinsentences?Lookingforthekeyideainasentence,especiallyforacomplexsentence,isofcrucialimportancetocomprehensionofthewholepassage.And,findingthekeyideasofasentenceisalsoofgreatimportancesincewealwaysreadforinformation.Whileasentencemaygiveagreatdealofinformation,itusuallyoffersonekeyidea.Studentsmustbeabletofindthekeyideasinordertounderstandsentencemeaningsclearly.2)Whatcantheskill“readingforthekeyideasinsentences”doforus?Itdoesrenderstudents’abilityinreading:Itcanhelpreadersunderstandthemeaningofasentenceclearly;Itcanhelpstudentsseparateminordetailsfromthemainidea.Itcanhelpreadersquicklygraspthemainideaofthewholeparagrapheventothetextwhiledoingskippingreading.3)Whattokeepinmindtofindoutthekeyideaofasentence?Whoorwhatthesentenceisabout.Whatactionistakingplace.(Whatisthepersonorobjectdoing?Whatisbeingdonetothepersonorobject?)Whatareminordetailsandwhatarethemainideas.(Manywordsinasentencedescribethingsaboutthesubjectofthesentencebuttheymerelyfindthedetailstoit.Ifweaskwhen,what,where,orwhy,wewillfindoutthesedetails,whichfurtherhelpustoseethekeyideaofthesentence.)4)Whattokeepinmindtofindoutthekeyideaofasentence?Ofcourse,wecannotalwayseasilydecidewhichdetailsaresimplydescriptiveandwhichaddmuchtothekeyidea.However,thestartingpointfordeterminingthekeyideainasentenceistofindwhoorwhatthesentenceisaboutandwhatthepersonorobjectisdoing.2.文本學(xué)習(xí)1)ApplyingthereadingskillWhatcanthetitle“TheGreatJourneyofLearning”tellus?Thetitle“TheGreatJourneyofLearning”,coupledwiththetopic“LanguageinMission”oftheunit,tellsusthecentralidea—Theprocessoflearninghasaprofoundeffectonone’slife.2)DetailedunderstandingofthetextReadTextBandchoosethebestanswertoeachofthequestions(Page24)Readthetextagainandthinkaboutthefollowingquestions:1.WhydidMalcolmXwanttolearnEnglish?(Para.2)Becausehewaspoorlyeducated,hefeltinadequatetoteachhisnewbeliefstoothers.2.WhatmotivatedMalcolmXtolaunchonaquesttoovercomehislanguagedeficiencies?MalcolmX’sconsiderablefrustrationathisinabilitytoreadandwritelaunchedhimonaquesttoovercomehisdeficiencies.3.HowdidMalcolmXmovefrombasicliteracytowardtrueproficiency?(Para.5)Hecopieddictionary,readeverythinghehadwrittenaloudandloggedimportantthingsthathappenedeveryday.Repetitionhelpedmovehimfrombasicliteracytowardtrueproficiency.4.WhatdidMalcolmXobtainfromlanguagelearning?(Paras.9-10)ReadinghadchangedforeverthecourseofMalcolmX’slife.Asheacquiredknowledge,hishorizonsexpanded.Hehadleftbehindthenarrow,ignorantworldofhisyouthtojointheworldcommunityofthoughtsandactionseversincehestartedwithhisgreatjourneyoflearningEnglishinprison.3.知識(shí)總結(jié)聽(tīng)說(shuō)訓(xùn)練第四次課教學(xué)目的及要求

TalkaboutlearningexperiencesListenforsignalwordsforlistingGiveandrespondtoadviceTalkaboutlearning/teachingmethods

教學(xué)過(guò)程1.ListeningtotheworldSharing1)Watchapodcastforitsgeneralidea.Thepodcastismainlyaboutthethingspeoplearelearningatthemomentandthemostdifficultthingtheyhaveeverlearned.2)WatchPart1andfillintheblanksnewthingsAtthemomentquitedifficult3)WatchPart2andcheckthetruestatements.ListeningListeningskillsListeningforsignalwordsforlistingListenforthetotalnumberofitemsatthebeginningListenforwordsandexpressionsthatsignalthebeginning,followingandendofthelistinge.g.thelast,thefinal,lastly,andfinallyListingitemswithequa