新應(yīng)用大學(xué)英語3-教案第一單元

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授 課 內(nèi) 容 上課地點(diǎn)：B428 教 學(xué) 目 標(biāo) 1. To grasp the main idea of the text by appreciating general statement. 2.To improve students’ reading skill with the help of course markers (signal words) 3.To master the key language points in the text and know how to translate them in phrases and sentences 4.To master the writing skills on a general statement supported by details 教 學(xué) 要 點(diǎn) 1. Focus: words and expressions: 2. D.P: writing method and reading skills 教 學(xué) 內(nèi) 容 教學(xué)設(shè)計(jì) Unit 1 (理論8學(xué)時(shí)，課內(nèi)實(shí)踐2學(xué)時(shí)) 1. 主要內(nèi)容： (1) Section A Follow a Career Passion? Let It Follow You (2) Translating skills: Diction (3) Structured writing 2.教學(xué)步驟與方法： (1) Warm up and lead in (10 min) (2) Intensive learning (210 min) (3) Interactive practice (90 min) (4) Go-over (45 min) (5) Sum-up and assign homework (5 min) Warm up and lead in: 一. Oral practice :Lead-in questions: ①What career will you choose after graduation? ②What is your career philosophy? ③What will you prefer, getting a job or further study after graduation? 二．Work in pairs. Read the following descriptions of three famous people, guess who they are and discuss their personalities. 1 He has a strong sense of mission to lead people to pursue freedom and happiness. He is called the father of his country. He is the first president of the United States. He is George Washington. 2 He belongs to those who are very fun-loving and tend to be spontaneous. He is fascinated with artistic creation and free expression of his thoughts. Many people enjoy his music even today. He is famous for the fifth symphony “Destiny.” He is Ludwig van Beethoven. 3 He highly values reason and logic. He enjoys thinking, reasoning and other academic research that requires knowledge of a number of expansive subjects. He is known to the whole world for the theory of relativity. He is Albert Einstein. 三. Global reading :Work on Structure of the Text Part Paragraph(s) Main Ideas One The author mentions three career choices. Two The author analyzes different philosophies. Three The author proves his idea by telling his story. Four The author advises young people to strive. 精講內(nèi)容（包括①要點(diǎn)、重點(diǎn)、難點(diǎn)；②互動(dòng)設(shè)計(jì)；③板書設(shè)計(jì)） ①要點(diǎn)、重點(diǎn)、難點(diǎn) 教學(xué)要點(diǎn)： 1. structure analysis 2. useful expressions 3. summary of the text 4. comprehension exercises 5. follow-up exercises 教學(xué)重點(diǎn)： 1.useful expressions Step I Teacher asks students to read the new words to get familiar with their pronunciation and spelling and asks them to recite the words and prepare for dictation. Step II Teacher asks students to pick out the key words and expressions in this unit, then teacher gives students sentences and ask them to translate the sentences using the words or expressions given. Then Teacher checks answers with students, and explains some key words and phrases by extension exercises. 2.summary of the text: the authors career choices, career philosophy and his own story and his advice to people Teacher asks students to finish two tasks: Task 1 Complete the following summary according to the text. Write no more than three words on each line.P7 Task 2 Paraphrase the following sentences, paying attention to the underlined part.P7 Then teacher summarizes the text. 教學(xué)難點(diǎn)： 1.useful expressions Step I Teacher explains key words like “senior, assume, crisis, transform” and asks students their usage by making sentences, synonyms, antonyms, change form of nouns, verbs, adjectives and etc. Related information 1.senior adj. 高級(jí)的；年長的；地位較高的；年資較深的，資格較老的 n. 上司；較年長者；畢業(yè)班學(xué)生 n. (Senior)人名；(英)西尼爾 The price made in this range can let the enterprise and theseniorexecutives reach to win-win . The paper used the Game Theory to analyze the stock options plan. 這一博弈結(jié)論,便可以讓公司和高管的利益達(dá)到雙贏。 senior high高中 senior high school高中 senior management高級(jí)管理 senior engineer[計(jì)]高級(jí)工程師 senior middle school高中 freshman/sophomore /junior / senior 2. assume Iassumethatyouarereadingthisbecauseyouhavesomecomputationalproblem.我假定您是因?yàn)橛龅搅艘恍┯?jì)算上的問題而來閱讀本文。 Iassumethathewontcheatyou. 想來他是不會(huì)騙你的。 3.crisis n. 危機(jī)；危險(xiǎn)期；決定性時(shí)刻 adj. 危機(jī)的；用于處理危機(jī)的 Since 1990s, the frequency of financialcrisisrises gradually. 自20世紀(jì)七十年代以來,金融危機(jī)發(fā)生的頻率逐漸上升。 financial crisis金融危機(jī)；財(cái)政危機(jī) economic crisis經(jīng)濟(jì)危機(jī) credit crisis信用危機(jī) energy crisis能源危機(jī) ecological crisis生態(tài)危機(jī) environmental crisis環(huán)境危機(jī) midlife crisis中年危機(jī) 4.transform vt. 改變，使…變形；轉(zhuǎn)換 vi. 變換，改變；轉(zhuǎn)化 Youcantransformyourlife! 你可以改變你的人生！ Withjust thisoneagreement,youcancompletelytransformyourlife. 有了這么一個(gè)契約，你可以完全改變你的生活。 transplant/transport/transfer/transmit Key structures 1. For many of my peers, this decision would have been with anxiety. 該句可以理解為： If many of my peers had faced the three choices, they would have felt anxious. 表示與過去事實(shí)相反的虛擬語氣中，條件從句的謂語用had +過去分詞，主句謂語則通常用would have +過去分詞，也可根據(jù)情況使用should / could / might + have +過去分詞。 e.g. He would have forgotten the boy’s birthday if you hadn’t reminded him. 2. Growing up, we were told by guidance counselors, career advice books, the news media and others to “follow our passion.” 現(xiàn)在分詞growing up在句中作時(shí)間狀語，也可以用while doing的形式。 e.g.(While) working in this factory, he did very well. 3. Or, with the advance from my first book, I could have hunkered down in a quiet town to write. 1） 該句可以理解為：If I had kept writing and made further efforts, I could have settled down in a quiet town to be a writer. 2） with短語作條件狀語可用if改寫為完整的虛擬語氣從句，此用法還常見于without, but for。 e.g. ① What would you do with a million dollars (= if you had a million dollars)? ② We could not have finished the work ahead of time without your help (= if we hadn’t got your help). ③ The accident would not have occurred but for running the red light (= if he hadn’t run the red light). 4. What mattered is what I did once I made my choice. 1) what mattered: 名詞性從句作主語，也叫主語從句。主語從句通常由下列詞引導(dǎo)：從屬連詞that, whether, if等；代詞what, who, which, whatever, whoever, whom 等；連接副詞how, when, where, why 等。 e.g. ① Who will win the match is still unknown. ② Where the evening party will be held has not yet been announced. 2) what I did: 名詞性從句作表語，即表語從句。表語從句的引導(dǎo)詞在陳述句中用that, as if 或as though；在一般疑問句中用whether；在特殊疑問句中用相應(yīng)的疑問詞。 e.g. This is where our problem lies. 5. To other young people who constantly wonder if the grass might be greener on the other side of the occupational fence, I offer this advice… 1) wonder后接 whether 或 if 引導(dǎo)的賓語從句，用于有禮貌地詢問或表示懷疑。 e.g. ① She wondered whether you were free that morning. ② I wonder if he will succeed. wonder表示“想知道”、“對(duì)……感到懷疑”、“納悶”，后面也常接 who, what, when 等引導(dǎo)的賓語從句，相當(dāng)于want to know的用法。 e.g. I wonder why she did that. 2) the grass might be greener on the other side of the occupational fence的字面翻譯是：籬笆另一邊的草可能會(huì)更綠。但是，在翻譯習(xí)語或俗語時(shí)通常需要使用兩種語言相對(duì)應(yīng)的習(xí)慣性表達(dá)方式，因此可譯為：這山望著那山高。 e.g. Birds of a feather flock together. 物以類聚，人以群分。 Step II Teacher asks students to finish textbook follow-up exercises.P8 I Vocabulary Task 1-3. 2.summary of the text :opinions on talent shows Teacher asks students to summarize the authors career choices, career philosophy and his own story and his advice to people ②互動(dòng)設(shè)計(jì) Lead-in part: Task 1 Teacher presents descriptions of three famous people, guess who they are and discuss their personalities. Task 2 Work in pairs. Fill in the forms, compare your self-assessment with your partner’s impression of you, and then report it to the whole class. Structure analysis part: ask students questions “What are the different opinions on career choices?” ③板書設(shè)計(jì) 左邊：書寫教學(xué)內(nèi)容的標(biāo)題 右邊：書寫重點(diǎn)短語和句子翻譯 練習(xí)與作業(yè) 布置三習(xí)題（預(yù)習(xí)題、練習(xí)題、復(fù)習(xí)題）和閱讀書目的章節(jié)內(nèi)容。 預(yù)習(xí)題： How to evaluate your fitness for a job? 復(fù)習(xí)題： 1.Useful expressions 1) 多了一個(gè)職業(yè)選擇 2）追隨我們的熱情 3）發(fā)現(xiàn)內(nèi)心的沖動(dòng) 4）將。。。與。。。相匹配 5）沒法回答的問題 6）習(xí)慣性跳槽 7）忽視對(duì)熱情的崇拜 8）自主意識(shí) 9）這種觀點(diǎn)認(rèn)為 10）最簡單的思考 2. Paragraph translation. Task 1 Translate the following paragraph from Chinese into English. 京劇是中國的傳統(tǒng)戲曲之一。每個(gè)演員都會(huì)依照他們角色的性別、年齡及個(gè)性在臉上畫不同樣式的臉譜。這樣，觀眾可以很容易分辨演員所扮演角色的性格特征。紅色表示人物的忠心，如關(guān)羽；黑色體現(xiàn)人物的正直，如包拯，也暗示勇猛甚至魯莽，如張飛；白色代表人物生性奸詐，如曹操。 Task 2 Translate the following paragraph from English into Chinese. Lao Tzu was a famous thinker in the Spring and Autumn Period of China. In his philosophical works Tao Te Ching, he emphasized the importance of knowing oneself by saying “He who knows others is learned; he who knows himself is wise.” This sentence also means it is harder to know oneself than to know others, as a Chinese poem says, “The true face of Lu Shan is lost to my sight, for it is right in this mountain that I reside.” Anyway, to know your strengths and weaknesses clearly is rather helpful for your success. 練習(xí)題： Part I You are required to select one word for each blank from a list of choices given in a word bank following the passage . Every year in the first week of my English class, some students inform me that writing is too hard. They never write, unless assignments 1 it . They fine the writing process 2 and difficult. How awful to be able to speak in a language but not to write in it- 3 English , with its rich vocabulary . Being able to speak but not write is like living in an 4 mansion(豪宅) and never leaving one small room . When I meet students who think they can’t write, I know as a teacher my 5 is to show them the rest of the rooms . My task is to build fluency while providing the opportunity inherent in any writing activity to 6 the moral and emotional development of my students . One great way to do this is by having students write in a journal in class every day. Writing ability is like strength training. Writing needs to be done 7 , just like exercise ; just as muscles grow stronger with exercise , writing skills improve quickly with writing practice. I often see a rise in student confidence and 8 after only a few weeks of journal writing. Expressing oneself in writing is one of the most important skills I teach to strengthen the whole student. When my students practice journal writing, they are practicing for their future academic, political, and 9 lives . They build skills so that some day they might write a great novel, a piece of sorely needed legislation, or the perfect love letter. Every day that they write in their journals puts them a step 10 to fluency , eloquence (雄辯), and command of language. A) closer B) daily C) emotional D) enhance E) enormous F) especially G) hinder H) mission I) painful J) performance K) profession L) remarkably M) require N) sensitive O) urge 實(shí)踐教學(xué)內(nèi)容及要求： Unit One Hero and Courage 一．Related information Work in pairs. Discuss the following questions, and then share your answers with the whole class. 1. What is a hero in your heart? A hero is anyone who can show courage when faced with a problem. A hero is a person who is able to help another in various ways. A person can become a hero by saving someone who is in danger. When I was a child, I literally look up to those tall people, like my parents, who are probably my first heroes. And when I watch those heroic figures such as Superman or Ultraman, I wish I could have the same power as they do so that I could defeat those monsters and save people. Now, in my point of view, a hero is one who, in the face of danger and adversity or from a position of weakness, displays courage and the will for self-sacrifice for some greater good. 2. What is courage in your opinion? Mark Twain once said, courage is not the absence of fear. It is acting in spite of it. It could be the courage to speak the truth, the courage to speak our mind and not stay silent, the courage to stand up for what we believe in, the courage to follow public rules and laws and insist that other people follow them too, and the courage to resist those who take easy ways out. 二．Listening practice Section A Task One listening for judging a person’s attitude Task Two listening to the news reports Task Three listening to long conversation Task Four listening to passages Question and Answer Approach Cognitive Approach Question and Answer Approach Group Discussion Functional Approach Functional Approach Group work and Practice Group Discussion Listen and Practice