Book_1_Unit_1大学体验英语第一册教案设计

1、攀登英语网提供 unit one college lifetask-based design for six contact hours session no.unit content involvedfocal pointstask-based activitiessession 1(90-100 minutes)1. listen and talklead inpassage listening practicedialogue samplescommunicative tasks1.how we shall spend the four-year college life2. key w

2、ords and expressions related to the topicgolden time in ones life; explore the unknown; make a lifelong friend; develop ones personal interests; outstanding scholar; keep a good balance; lay a solid foundation; open doors to ones dreamsexpressions and sentences for meeting on campus and at the regis

3、tration desk( see communicative tasks)the same as the above.talking about the college life shown in the pictures given after the passage role-playing the dialogue samples. doing the communicative tasks according to the situation provided2. read and explorepassage aso much to learnlexical preparation

4、key words and expressionsdue to; talk of; conquer; approach; file into; pass out; survey; shift; impress upon; obscurepicking out sentences from passage a containing the key words and expressions in the left column and making up new sentences with themsession 2(90-100 minutes)2. read and explorepass

5、age aso much to learnreadingpassage understanding on the basis of the analysis of thepassage structurespeakingstory-retellingwritingdescription of the most memorable examination 1. analyzing the passage structure 2. picking out the words used for describing the graduates confidence and worriestalkin

6、g about the process of the final examinationwriting a paragraph describing the most memorable examination youve ever experiencedsession 3(90-100 minutes)2. read and explorepassage bwish for the freshman year3. write and producegeneral writingpractical writingreadingpassage understandingreading skill

7、s reading with a purpose word consolidation look back; turn back; cherish; come to; involve; at the idea of; feel like; commitmentforming compound andcomplex sentences registration forms andname cardsdoing fast reading ofpassage b and discussingthe questions in ex.11&12in groups discussing the d

8、efinition of the skill in groupsmaking up sentences with the words on the left column with the help of the related sentences in the passagewriting some compound or complex sentences by imitating the examples in the bookdesigning a name card of yourself both in english and in chineseunit group projec

9、t work: talking about the variety of college life(using ppt)iii. suggested teaching procedures and class activitiessession 1 (90-100 min)listen and talk1. lead intask1 listen to the following passage and try to fill the missing words in the blanks. step 1 lead-in questions how will you spend your fo

10、ur-year college life?( tips: study hard to explore the unknown world, balance study with play, make some life-long friends, develop my personal interests, meet some outstanding scholars, lay a solid foundation in all the subjects, open doors to your dreams, step on the road to yourfuture success.) s

11、tep 2 listening practice the students listen to the passage for three times and fill the missing words in the blanks. teacher: listen to the passage for three times and fill the missing words in the blanks.step 3 word studythe teacher lays emphasis on the following words and expressions related to t

12、he topic: golden time in ones life, explore the unknown, make a lifelong friend, develop ones personal interests, outstanding scholar, keep a good balance, lay a solid foundation, open doors to ones dreamsteacher: can you pick up the words and expressions related to the topic? what are they? task 2

13、picture descriptionthe students talk about the pictures provided in the textbook with the words and expressions they have learned from the listening passage in groups. teacher: work in groups to talk about the pictures with the help of the words and expressions youve learned from the listening passa

14、ge. five minutes later you will be expected to do class presentation. 2. dialogue samples dialogue 1: meeting on campus.step 1 lead in questions1. do you know how to start a conversation with friends on campus?( hi, how are you?hello, wang, how are your studies going?)2. do you know how to start a c

15、onversation with strangers on campus?(excuse me, arent you (li hong) from chemistry department? excuse me, you look like a freshman here, what can i do for you?) step 2 dialogue sample studythe students read the first dialogue in pairs and speak out the following sentences that mayoften used in the

16、daily life on campus.teacher: please read the first dialogue in pairs and speak out the sentences we may often use in our daily life on campus. several minutes later.teacher: can you speak out the sentences youve summarized?excuse me, arent you mike brown from the united states?may i know your name?

17、one of your classmates in this university.welcome, mike.nice to meet you(, too).thats very kind of you.im going to the registration desk this afternoon, but i done know how to get there.let me show you the way.how about 3 oclock in the afternoon?thats fine.he teaches in the language college.hell be

18、one of our professors this semester.and then the teacher asks the students to give more examples. teacher: can you give us some more examples? let me introduce myself. my name iswhich department are you in and what is your major?can you show me the way to the registration desk/ administrative buildi

19、ng/ dining hall/youre so kind-hearted. thank you for your help.my pleasure. / youre welcome. /thats all right.step 3 listening and role-playing the students listen to the dialogue and then role-play it in pairs.dialogue 2: at the registrationstep 1 lead-in questionteacher: do you know what people us

20、ually say at the course registration desk?（what courses can i choose?how many credits can i get if i finish the course? there are both required and selective courses.)step 2 dialogue sample studythe students read the second dialogue and speak out the following sentences used at the registration desk

21、.teacher: please read the second dialogue in pairs and speak out the sentences used at the registration desk in the dialogue.several minutes later.teacher: now, can you speak out the sentences youve summarized?(can i take all the courses i like?we have both required and elective courses. you have to

22、 take them for a degree.how many credits will i get for the elective courses?it depends on what courses you choose.how much does each credit cost?can i drop out if i dont like it?i want to take martial arts for my elective course.)step 3 listening and role-playing the students listen to the dialogue

23、 and then role-play it in pairs. 3. communicative taskstask 1: meeting on campusroles: you and tom wilsonsituation: you are a freshman meeting a foreign student, tom wilson, for the first time. you greet each other, and introduce yourself, and talk about your studies.the students are given 5 minutes

24、 to work in pairs according to the situation given and then role-play the task. some students make comments on their performance, which should involve their presentation of the real-life situation and the english they use for greeting and talking about studies.teacher: work in pairs to do task 1. fi

25、ve minutes later some pairs of you are expected to role-play the task, and then the others will be invited to make comments on your performance. the comments should involve the presentation of the real-life situation and the english you use for greeting and talking about studies. task 2: talking abo

26、ut course selecting the students do the task after class in pairs. 4. read and explorelexical preparation for passage a step 1 word studykey words and expressions:senior; due to; confidence; talk of; conquer; approach; file into; pass out; survey; shift; impress upon; graduate; obscure;students are

27、given 7 minutes to pick up the sentences containing the words and expressions from passage a which are displayed on ppt. the teacher may assign each group two or three words or expressions.teacher: please do fast reading of passage a and pick up the sentences containing the words and expressions dis

28、played on ppt. group 1 are responsible for the first two words, group 2sentences to be picked up: 1. on the steps of one building, a group of engineering seniors huddled, discussing the exam due to begin in a few minutes. (para. 1)2. on their faces was confidence.3. some talked of jobs they already

29、had.( para. 2)4. they felt ready and able to conquer the world. ( para. 2) 5. the approaching exam, they knew, would be a snap.( para. 3)6. jubilantly, they filed into the classroom. ( para. 4)7. the professor passed out the papers.( para. 4)8. she surveyed the worried faces before her.( para. 6)9.

30、the shifted restlessly in their seats ( para. 11)10. i just want to impress upon you that, there are still many things about the subject you dont know.( para.14)11. you will all pass this course, but remember that even though you are now college graduates, your education has just begun.12. the years

31、 have obscured the name of this professor, but not the lesson she taught.( para. 15)step 2 sentence makingthe students make sentences with the following words and expressions in pairs. due to; confidence; talk of; approach; file into; pass out; impress upon teacher: lets do more practice. make sente

32、nces with each of the words and expressions displayed on ppt. three minutes later youll read us your sentences.step 3 further studywords for further study:senior; due; conquer; survey; shift; graduate; obscurethe teacher demonstrates the special usage of the words.teacher: now, lets have a look at t

33、he special usage of some of the key words.1. senior n. (us) student in the year before graduation from a high school or college adj & n. senior(to): (person who is) older (in age), higher in rank, authority, etc e.g. he is senior to me. they are senior officers. c.f. junior n. (us) student in hi

34、s third year of a four-year course at college or high school adj & n. junior (to): (person who is) younger (in age), lower in rank, authority, etc. bush jnr/ snr (小布什、老布什)2.due adj. 1)scheduled, arranged, expected ( to do sth.)e.g. the next train to london is due (ie scheduled to arrive) here at

35、 10 a.m.his book is due to be published in october. 2)deserving（ for sth.）e.g. she is due for promotion.3)owed as a debt or an obligation ( to sb.)e.g. 15 days is still due to me.4) requiring immediate payment e.g. the rent is due ( tomorrow). attrib. suitable, right, propere.g. after due considerat

36、ion, i decided to take business english for an elective course.due to: because of e.g. his failure is due to the fact that he lacks experience. my success is due to the hard work.synonyms: on account of; owing to; thanks to3. conquer v. e.g. the normans conquered england in 1066. (to take sth by for

37、ce)he has conquered the heart of the girl. (fig) to gain the admiration, love, etc of (sb/sth)e.g. the chinese people conquered the japanese in the end. (to defeat an enemy, a rival, etc)you must conquer your fear of having an exam. (fig) to overcome (an obstacle, emotion, etc.) 4. survey v. to look

38、 carefully at all of (sth/sb), esp from a distance e.g. they survey the crowds from a balcony. they survey the countryside from the top of a hill. 55.5 shift v. to (cause to) change in position or direction e.g. the wind has shifted from north to south. please shift the sofa away form the fire.(fig)

39、 dont shift the responsibility onto others. you must finish it yourself.n.1) change of place, nature, form, etc e.g. a gradual shift of people from the country to the city a shift in fashion from formal to more informal dress2)period of time worked by a group of workerse.g. they work an eight-hour s

40、hift 6. graduate v.& n. (a person who) complete a course for a degree e.g. he was a law graduate of oxford the president graduated in law from oxford 7.obscure v. to hide; to make difficult to see or understande.g. the moon was obscured by clouds.his fame was obscured by the fame of his wife.ass

41、ignment for this session1. pair task role-playing communicative task 2 according to the topic and the situation of the task. performance in class is necessary in the next session.2. individual tasks1) learning the new words of passage a by heart.2) listening to and read passage a aloud for at least

42、two times.3. group tasks1) doing the pre-reading exercise of passage a in groups.2) analyzing the structure of passage a in groups.session 2 (90-100 minutes)1. role-playing the students are given three minutes to role-play communicative task 2 in groups. then some pairs give their performance in cla

43、ss. the other students make comments on the performance according to their presentation of the situation, the language they use and the fluency they acquire. teacher: for todays oral practice, first lets role-play communicative task 2. id like to give you two minutes to rehearse it, and then youll g

44、ive us your performance. some pairs will be invited to make comments on your performance according to your presentation of the situation, your language and its fluency and pronunciation.2. read and explore passage a so much to learn step 1 warm-up questions 1. what do you expect to learn at college?

45、2. in your opinion, what is/are the purpose(s) of the exam?step 2 analyzing the passage structure the students are given five minutes to analyze the structure of passage a in groups. teacher: please work in groups for 5 minutes to exchange your ideas of how many parts the passage falls into. structu

46、re of passage adivisionmain ideaparas. 1-4students feelings before the exam paras. 5-13the result of the examparas.14-15the lesson the professor taughtstep 3 understanding the details of each part the students are given ten minutes to have a group discussion of the questions given on ppt according t

47、o the structure analysis of the passage. teacher: please work in groups for ten minutes to discuss the questions given on ppt according to the structure analysis of the passage weve done.questions for discussion on ppt:1. how did the students feel before the final exam? (they felt confident.) the te

48、acher may use the following tips for the group discussion: on their faces was confidence.they felt ready and able to conquer the world.the approaching exam, they knew, would be a snap.jubilantly, they filed into the classroom.2. was the exam easy or difficult? why?( very difficult. because no one co

49、uld finish even one question.)3. what lesson did the professor impress upon the students from the exam?(the lesson was that even though they had completed four years of engineering, there were still many things about the subject they didnt know, and that even though they were then college students,

50、their education had just begun.)step 4 understanding the words or expressions used to describe a confident and worried feeling as wellthe students work in pairs to summarize the words used for describing the confident and worried feeling of the graduates.teacher: please read the passage again and su

51、mmarize in pairs the words and expressions used for describing the confident and worried feeling of the graduates. three minutes later. tell us all the words or expressions youve summarized.( confident feeling: confidence; assurance; ready; conquer; snap; jubilantly;smile; worried: frightened; shift

52、 restlessly in ones seat)step 5 retelling the story the students retell the story with the help of tips on ppt.teacher: now, lets retell the story with the help of the points on ppt. tips:1. having mastered quite a lot of information2. having little experience in using the information.3. discovering

53、 how much they still have to learn reference:when students finish college, they have mastered quite a lot of information, but not as much as they may think they have. furthermore, they have little experience in using the information. when they move forward to their careers, they will quickly discove

54、r how much they still have to learn. college can only set the stage for their future learning. step 7 stimulating and translating the students do exercise 8. assignment for this session1. group task talking about the feelings before, during and after the exam in groups. (the students are expected to

55、 use the words and expressions learned in the passage and also refer to the tips of ex.9) 2. individual tasks1) writing a paragraph describing the most unforgettable examination the students ever experienced.(they may refer to ex.10)2) doing exercises 2-73) studying the new words and expressions of

56、passage bsession 3 (90-100 minutes)1. oral workthe students are given five minutes to talk about students feelings before, during and after the exam in groups and then some are invited to do class presentation.teacher: for todays first oral practice, lets talk about your feelings before, during and after the exam in groups, and then some pairs are invited to do the presentation in c