新视野大学英语第三版unit7教案

Unit7：lesson1编号：1课时安排：2学时教学课型：读写课eq\o\ac(□,√)习题课□听说课□其它□题目：Unit7:Hopingforthebetter:Lead-in&themainideaoftextA教学目的：Afterstudyingthisunit,thestudentsareexpectedtobeableto:haveabetterunderstandingofthephenomenonofdishonestyoncampus;understandthemainideaandthestructureofTextA;knowclearlyhowanargumentativeessayistypicallydevelopedanditstypicalfeatures.教学重点、难点：教学重点：Inthese2periods,thestudentsareguidedtofocusonthetopicofdishonestyoncampus(Dishonestyisontheriseespeciallyoncampusandthephenomenonneedsurgentattention);thereadingskilloffindingoutwordmeaningsbyusingcontextualclues;sometypicalfeaturesofanargumentativeessay.教学难点：Inthese2periods,thestudentsmayhavedifficultyin:guessingwordmeaningsbyusingcontextualclueswhilereadingexploringtheargumentativestyleoftextAandthetopic-details-conclusionpatternitusestodevelopaparagraph.教学方法和手段：Teachingmethods：task-basedlanguageteaching;communicativelanguageteaching;elicitation.Teachingaids：textbook,onlineresources,blackboard,multimedia.教学过程：Part1:LeadinGroupdiscussion（20min）Theteacherdividesthestudentsintogroupsoffiveorsixstudentsandleadsthemtocarryoutagroupdiscussionondishonestbehavioroncampus,itsunderlyingreasonsandtheensuingconsequences.Then,eachgroupisaskedtoworkoutsomesolutionstooneofthesephenomena.Afterthat,theteacherwillaskonestudentofeachgrouptogiveapresentationonbehalfthewholeteam.Brainstorming(15min)Interactingwithstudentsbyaskingthemtothinkofwordsaboutdishonestyasawaytoleadinsomeimportantwords.Pre-readingactivities(page176)(10min)Part2:UnderstandingthemainideaoftextA1.Skinningandscanning(15min)Task1:studentsarerequiredtonotenounsandadjectivesconcerningdishonestyinthearticle.Later,theywillbeaskedtogroupthesewordsintosynonymsandantonyms.Task2:studentsarealsorequiredtomarknumbersthatappearinthearticleandexplainwhytheyareused.2.ComprehensionQs(page183)(15min)Part3Stylisticanalysis(15min)Concerningthewritingstyle,thestudentsareguidedtorealizeTextAisanargumentativeessay.Withregardtoanargumentativeessay,theyshouldknowthewholetextcentersonatopicandconcerningthetopicthewriterdefinitelyhashisstandpoint.Thenconcerningeachpartandeachparagraph,thestudentsareguidedtodiscoverthattheregenerallyisatopicsentence/statementsupportedbydetails(examplesinparticularinTextA)andaconcludingsentence/statement.板书设计：Unit7HopingforthebetterPart1.Leadin1.Groupdiscussion2.Brainstorming3.Pre-readingactivitiesPart2.UnderstandingthemainideaoftextA1.Skinningandscanning2.ComprehensionQsPart3.Stylisticanalysis讨论、思考题、作业：1.PreviewthenewwordsandexpressionsoftextA;2.UtilizingtheinternetandgettoknowsomelifeexperiencesofAbrahamLincoln.Unit7：lesson2编号：2课时安排：2学时教学课型：读写课eq\o\ac(□,√)习题课□听说课□其它□题目：Whenhonestydisappears:detailedstudyoftextA教学目的：Afterstudyingthisunit,thestudentsareexpectedtobeableto:summarizethemainideaofTextA;understandthekeywords,phrases&expressions,andsentencestructures.板书设计：Whenhonestydisappears–detailedstudyoftextAPart1.Keywords,Phrases&expressions,sentencestructures.Part2.ParaphrasingPart3.TranslationPart4:StructuralanalysisPart5.Summary讨论、思考题、作业：1.ReviewthenewwordsandexpressionsoftextA;2.FinishtheexercisesfromP.183-190.3.Dosomecriticalthinkingconcerningthefollowingtopic:Insomeuniversities,studentsareaskedtosignanHonestyDeclarationintheexam.Doyouthinkthisisaneffectivewaytopreventcheating?Whyorwhynot?Sometimespeopletellwhiteliestoavoidhurtingothers’feelings.Shouldthesepeoplebeconsideredhonestordishonest?Unit7：lesson3编号：3课时安排：2学时教学课型：读写课□习题课eq\o\ac(□,√)听说课□其它□题目：Unit7Exercises&Structuredwriting教学目的：Fromthesetwoperiods,thestudentsareexpectedtoconsolidatetheircommandofthelanguagepointsinTextAthroughexercises;mastertheparagraphwritingskill:aparagraphwithatopicsentence,examplesandaconcludingsentence..教学方法和手段：Teachingmethods：task-basedlanguageteaching;grammartranslationteaching;self-directedlearning.Teachingaids：textbook,onlineresources,blackboard,multimedia.教学过程：Part1.Vocabularyexercises：(104)(30min)reviewthefollowingwords:Eliminate,reveal,accurate,facilitate,exaggerate,imply,launch,frustrate,conscious,appropriate.reviewthefollowingphrases:launchacampaign,ifthis/thatisthecase,beconfinedto,ripoff,descendinto,turnin,copewith,nottomention.3.understandthefollowingaffixes:-al,-ence,and–y.Part2.Translation(page15)(30min)GetfamiliarwiththeAmericancultureofindividualismaswellastheChinesebeliefofharmony.Part3.Structuredwriting(30min)Theteacherintroducesthewritingpatternthatconsistsofatopicsentence,afewexamples,andaconcludingsentencebyanalyzingparagraph3.Then,thestudentsarerequiredtoanalyzeParagraph4bythemselvesandsharetheirunderstanding.Ifthestudentsarecapableofdoingtheanalysis,theyshouldmoveontothewritingpart.板书设计：Unit7Exercises&StructuredWritingPart1.VocabularyexercisesPart2.TranslationPart3.Structuredwriting:Aparagraphwithatopicsentence,severalexamplesandaconcludingsentence.讨论、思考题、作业：1.MemorizethelanguagepointsinTextAandgetpreparedfordictation;2.ReadPara.2-4oftextofsectionAaloud;3.Practicewritingaparagraphofatopicsentencesupportedbyexamplesandaconcludingsentenceinechowiththetopicsentenceononeofthefollowingtopics.(nolessthan120words)MyfrustratingfirstdayofcollegelifeAnidealplaceforaweekendtourUnit7：lesson4编号：4课时安排：2学时教学课型：读写课□习题课□听说课eq\o\ac(□,√)其它□题目：Unit7Viewing,Listening&Speaking:Weird,wildandwonderful教学目的要求：Fromthesetwoperiods,thestudentsareexpectedtodevelopthenote-takingskillwhilelisteningwhichimprovescomprehension;graspthespeakingskillformakingguesses;improvetheirlisteningandspeakingcompetencyonthewhole.教学重点：Inthese2periods,thestudentsareguidedtofocusonthelisteningskillofnote-taking:usingnumbers,symbolsandabbreviations;someusefulexpressionsforexpressingthedegreeofcertainty;教学难点：Inthese2periods,thestudentsmayhavedifficultyin:masteringthenote-takingskillswhilelistening;finishingthelisteningexercisesbyemployingvariouslisteningskills;learninghowtomakeguessesinaconversation.教学方法和手段：Teachingmethods：situationallanguageteaching;communicativelanguageteaching;self-directedlearning.Teachingaids：textbook,onlineresources,blackboard,multimedia.教学过程：Part1.Listeningtotheworld(30min)Listeningtoseveraldifferentmaterialswithafocusonnote-taking.Theteacherexplainstheskillsingreatdetailandlistssomecommonsymbolsandabbreviationsfornote-taking.Part2.Speakingforcommunication(30min)Thestudentsarerequiredtolistentoatypicalconversationinwhichsomewaysofmakingguessesareemployed.Theultimatepurposeofthispartistoleadthestudentstorole-playsomereal-lifesituationswheretheycanusethefollowingexpressionstoindicatedifferentdegreesofcertainty:Whenitiscertain:mustWhenitispossible:perhaps/maybe/may/might/could/itislikelythat/itisprobablethat/itlookslike…/it’shardtosay,butI’dguess…/I’mnotreallysu