第一单元新视野第三版第二册

.辽宁工程技术大学基础教学部外语教研室大学英语（2）教案课题名称UnitOne:Languageinmission课次第（1-4）次课课时Everyteachingperiodcontains45minsEvery2periodsforeachteachingstage4stages(2weeks)forUnit1课型理论（√）；实验（）；实习（）；、实务（）；习题课（√）；讨论（√）；其他（）授课班级教学目标TeachingObjectives：TotalkaboutlanguageteachingTofurtherunderstandthetextToapplythephrasesandpatternsTomastertheessaywritingskill重点、难点及解决方法Textanalysis;languagepointsandsentencepatterns;writingskills本单元教学基本内容与时间分配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'教学过程TextA第一次课教学目的及要求

Aftercompletingthistext,studentsshouldbeableto：

usethekeylanguagetotalkaboutEnglishlearningapplythereadingskill–readingforthekeyideainasentencewriteathree-partessaywithagoodintroductiontranslatesentencesbyproperlyusingconjunctionsuseEnglishlearningstrategiesconsciously教学重难点UsingproperlanguagetotalkaboutEnglishlearningHowtoapplythereadingskill–readingforthekeyideainasentence教学材料教学方法1.教学材料：TextA课文、练习2.教学方法：Undertheguidanceofstudent-centeredprinciple,applycommunicativeandheuristicteachingmethods,stimulatestudents’interestinlearningEnglishandgetstudentsinvolvedinclassparticipation

教学过程一、课前导入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、文本学习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.第二次课一、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、写作训练(P13)1）StructureAnalysisAsthenameofourtextbookimplies,wereadEnglishinordertowriteinit.ButhowtowriteintheEnglishway?Asisknowntoallofus,whatwewritereflectswhatwethink;andhowwewritemirrorshowwethink.Inthatlight,ourbestwayofwritinginEnglishistoknowwellhowtothinkinEnglishastheAmericanorBritishpeopledo.Whatistheirwayofthinkingthen?Differentfromuswhothinkinthespiralway(螺旋式),theytendtothinkinthelinearway(线性方式).Asfarasparagraphwritingisconcerned,deduction(演绎法)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第三次课教学目的及要求

TobeathomewithpreviewingskillsTodecodeTextBthroughreadingforthekeyideasToderiveknowledgefromTextBTolearnhowtowritebetterinEnglish教学重难点

HowtoderiveknowledgefromTextB教学材料教学方法1.教学材料：TextB课文、练习2.教学方法：Undertheguidanceofstudent-centeredprinciple,applycommunicativeandheuristicteachingmethods,stimulatestudents’interestinlearningEnglishandgetstudentsinvolvedinclassparticipation

教学过程1.阅读指导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.文本学习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.知识总结听说训练第四次课教学目的及要求

TalkaboutlearningexperiencesListenforsignalwordsforlistingGiveandrespondtoadviceTalkaboutlearning/teachingmethods

教学过程1.ListeningtotheworldSharing1)Watchapodcastforitsgeneralidea.Thepodcastismainlyaboutthethingspeoplearelearningatthemomentandthemostdifficultthingtheyhaveeverlearned.2)WatchPart1andfillintheblanksnewthingsAtthemomentquitedifficult3)WatchPart2andcheckthetruestatements.ListeningListeningskillsListeningforsignalwordsforlistingListenforthetotalnumberofitemsatthebeginningListenforwordsandexpressionsthatsignalthebeginning,followingandendofthelistinge.g.thelast,thefinal,lastly,andfinallyListingitemswithequa