第一单元新视野第三版第二册Word文档下载推荐.docx
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授课班级
教学目标
TeachingObjectives:
1)Totalkaboutlanguageteaching
2)Tofurtherunderstandthetext
3)Toapplythephrasesandpatterns
4)Tomastertheessaywritingskill
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:
8periods
Suggestedarrangement:
1)Pre-readingactivitiesofTextA:
20'
2)SelfreadingconductionAforquestionsanswers:
10'
3)Structureanalysis10'
4)Detaileddiscussionofsolvingproblems:
505)Textsummary:
20'
6)Languagepointssummary:
30
7)CriticalThinking20'
8)Writingassignments:
9)Readingskillanalysis:
30'
10)DetailedstudyofTextB:
50'
11)ComprehensiveexercisesofSectionB:
12)Listening&speaking:
?
90'
教学过程
TextA
第一次课
教学目的及要求?
Aftercompletingthistext,studentsshouldbeableto:
usethekeylanguagetotalkaboutEnglishlearning
applythereadingskill–readingforthekeyideainasentence
writeathree-partessaywithagoodintroduction
translatesentencesbyproperlyusingconjunctions
useEnglishlearningstrategiesconsciously
教学重难点
UsingproperlanguagetotalkaboutEnglishlearning
Howtoapplythereadingskill–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
一、课前导入
TalkingaboutyourexperienceoflearningEnglish
Watchthevideoclipanddiscussthefollowingquestioninpairs.
1)Accordingtothespeaker,inwhatwaysdidChinesestudentslearnEnglish
ChinesestudentspracticetheirEnglishbyscreamingit.
2)DoyouagreewithwhathesaidaboutChinesestudentslearningEnglishWhyorwhynot.
Yes,IjustlearnedEnglishexactlythatway.
No,wehavelearnedEnglishindifferentways.
3)HowdoyoulearnEnglishWhatdoyouthinkofyourwayofEnglishlearning
IlearnEnglishby:
listening?
to?
the?
teacher?
carefully?
in?
class
taking?
notes?
…to?
go?
over?
lessons?
later
catching?
every?
chance?
practice?
speaking
and?
reading?
alot
doing?
enough?
exercises?
grammarrules
IthinkmywayofEnglishlearningis:
effective,ineffective,interesting,boring
challengingbutrewarding
examination-oriented
二、文本学习
1.Globalunderstandingofthetext
1)Scanthetextinthreeminutesandfillintheblanks.
AfterIreadthepassage,Iknowthetexttalkingabouthow_________and__________canbetaughtefficiently.Thewritermightbea________anda________________aswell.
2)WhatisthewritingstyleofthetextWhy
Thewritingstyleofthetextisrelaxed,whichisprovedbyalotofshortsentencesandparagraphs,casualverbs,dailytalksandsimplemodifiers.
3)Mapthetextstructureandfillintheblanks.
2.Detailedunderstandingofthetext
Readthetextagainandanswerthefollowingquestions.
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)TextSummary
AnImpressiveEnglishLesson
Tomyson,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)LanguagePoints
3.Criticlthinking
1)Whatdoyouthinkofthe“impressiveEnglishlesson”Isiteffective
Yes.Becausethelessonarousedchildren’sinterestinlearningEnglishgrammar.
Yes.Becausethewaytolearngrammarismorenatural,interestingandenjoyable.
Yes,becauselearnersbecomemoremotivatedwhenlearningsomethingtheylike.
No.becauseit’slikeastreetlearningwithoutformalinstruction.
2)DoyouthinkEnglishgrammarhelpsyoualotinlearningEnglishWhyorwhynot
Englishgrammarhelpsalot:
Ordersentencescorrectly.
Usewordsproperly.
TalkwithotherEnglishspeakersconfidently
Englishgrammarisoflittlehelp:
Onlygiverulesthatarehardtoremember.
Itisnothelpfulinareal-lifesettingduetothelimitedtimetothinkandrecalltherules.
Notalwaysapplicabletothereallanguage,especiallyidioms.
3)Howcanyoueffectivelyenlargeyourvocabulary
ReadmoreEnglishfromonlinesources.
WatchEnglishTV/listentoEnglishradio/watchEnglishonlinevideos.
TalkoftenwithEnglishspeakers.
Listencarefullyandextensively.
Usedictionariestolookupunfamiliarwords.
Usenewwordsasoftenaspossible.
二、写作训练(P13)
1)StructureAnalysis
Asthenameofourtextbookimplies,wereadEnglishinordertowriteinit.ButhowtowriteintheEnglishwayAsisknowntoallofus,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)Writingpractice
Directions:
Writeanessayofnolessthan150wordsononeofthefollowingtopics.Onetopichasanoutlineyoucanfollow.
Topic:
Grammar,aheadachetome
Introduction:
Thesisstatement:
EnglishGrammarisabigheadachetome.
Body:
Example:
Thedifferencebetweenusedtoandbeusedto
Conclusion:
I’mallergictolearningEnglishgrammar.
Moretopics:
LearningEnglishthroughimitation/repetition
LearningEnglishwith/withoutgrammar
TextB
第三次课
Tobeathomewithpreviewingskills
TodecodeTextBthroughreadingforthekeyideas
ToderiveknowledgefromTextB
TolearnhowtowritebetterinEnglish
?
HowtoderiveknowledgefromTextB
TextB课文、练习
1.阅读指导
ReadingSkill–ReadingfortheKeyIdeasinSentences
1)Whyarestudentsencouragedtoreadforthekeyideasinsentences
Lookingforthekeyideainasentence,especiallyforacomplexsentence,isofcrucialimportancetocomprehensionofthewholepassage.And,findingthekeyideasofasentenceisalsoofgreatimportancesincewealwaysreadforinformation.Whileasentencemaygiveagreatdealofinformatio