新視野2 unit1教案

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1、武漢商學(xué)院 課 次 第 1 次課 授課時(shí)間 第 二 周星期一 第1 至 2節(jié)課 章 節(jié) 名 稱 Unit1 Language in mission Text A An impressive English lesson 授 課 方 式 理論課 教學(xué) 時(shí)數(shù) 2學(xué)時(shí) 教學(xué)目標(biāo) 與要求 1. To improve students’ oral English by talking about language teaching. 2. To grasp the main idea of the text. 3. To analyze the st

2、ructure of the text. 教 學(xué) 重 點(diǎn) 難 點(diǎn) EMPHASES： 1. Understanding and talking about the topic related to the text. 2. The analyzing of text structure. 3. The explanation of complex sentences. DIFFICULTIES： 1. The understanding of complex sentences. 2. The mastery of the key words and expressi

3、ons: be / feel obliged to do sth, absorbed, get / be serious about, fresh from, etc. 3. Concluding the main idea of the text. 教 學(xué) 方 法 手 段 discussion in class; top-down method; bottom-up method; use of multi-media 討 論 練 習(xí) 作 業(yè) 1. Remember new words and expressions. 2. Read and ge

4、t familiar with the text. 主要參考書目、資料 《新視野大學(xué)英語讀寫教程2》（教師用書） 外研社Ucreate課程共建項(xiàng)目< Oxford Advanced Learner’s Dictionary 教 學(xué) 后 記 本次課教學(xué)組織與設(shè)計(jì) 教 案 講 稿 —————————————————————————————————————— Class： Teacher：Jinli Total teaching time: 90 minutes Allocation of time: Part1 Warming up (20

5、minutes) Part 2 Main idea & structure (30 minutes) Part3 Text interpreting and difficult sentences (10 minutes) Part4 New words and expressions (20 minutes) Part5 Homework (5 minutes) Part 1 Warming up (20minutes) English language is the international language meaning 60% of the world’s popu

6、lation are speaking in English. These means that we can communicate well if we do know how to speak the language. It will help you gain friends not just locally but internationally. Also it will open some doors for you to venture on other countries like UK., USA, and the likes to spend either vacati

7、on or for studying purposes. Moreover the instructions given in some appliances, gadgets, equipments, food labels and etc were written mostly in English. It will be important that you understand what was written on the instructions so that no harm or accidents will happen. It is the language of

8、America. If you are not planning on using it you don't need to. However, it is one of the most frequently used languages in the world. Short answer questions 1. What are the key factors that help people learn English as a foreign language? ? Good course, excellent syllabus based on some principle

9、s; ? Highly developed methodologies, teaching four primary skills of language acquisition; ? Put the four skills into a discourse; ? Analyze three different kinds of interactions. 2. Do you have any problem in English learning? — I always feel it difficult to… — It’s not easy for me to… ?

10、 understand what others say; ? remember so many words; ? learn the grammar; ? read quickly; ? speak in public… 3. Do you think grammar is important in English learning? —Yes. ? The basic building blocks of a language; ? essential for effective communication; ? put the words in th

11、e right order; ? help to convey correct, meaningful message. —No. ? as long as one can understand what other is saying; ? dynamic and no language is fixed; ? speak their native language without having studied its grammar. Listen and fill in the blank Listen to a talk about an English lea

12、rner’s learning experience and fill in the blank in each sentence based on what you hear. 1. Michal started learning English by _listening to the Beatles 2. Michal feels delighted and proud when he listens to the Beatles because he can understand a lot better. 3. Besides listening to English so

13、ngs, Michal also reads science fiction books in English. 4. Michal made a great breakthrough in learning the English language after successfully finishing reading the first English book. 5. According to Michal, English learning brings him satisfaction and pleasure. Listen and talk 1. How does

14、Michal learn English? ? By listening to English songs; ? By reading science fiction books in English. 2. In your opinion, what is the most effective way to learn English? ? Listen to English songs; ? Watch English movies; ? Read extensively; ? Make friends with native speakers. Part 2 M

15、ain idea & structure (30 minutes) Ask students to read the passage for about 8 minutes, try to find main ideas of each para and divide the passage into several parts. Main ideas of the passage: This passage is a narrative that talks about the author’s personal experience in giving an effective En

16、glish lesson to his son. He states that students can learn better if they are properly taught. Main ideas of the parts What does the son think of the father? (Para. 1) A tedious oddity: a father he is obliged to listen to and a man absorbed in the rules of grammar. Why was the writer shock

17、ed by his student’s answer? (Paras. 2-4) She is unable to describe her excursion to Europe with the right words. What conclusion did the writer draw from the example of his student? (Para. 5) Students unfairly bear the bulk of the criticism for these knowledge deficits because there is a sense t

18、hat they should know better. Part I (Paras. 1-5) the background of the story ? The author is absorbed in grammar; ? The author was shocked by his student’s inability to describe properly her trip to Europe; ? Students should not be blamed for these knowledge deficits. PartⅡ(Paras. 6-7) Why

19、should students not be blamed for their language deficiency? The learning environment is misleading. They are not learning the language adequately and efficiently in school. PartⅢ(Paras.8-10) How should grammar be taught as far as the writer is concerned? ? Grammar must be handled delicately, s

20、tep by step. An effective way of teaching could arouse children’s interest in learning English grammar. ? An example: a grammar lesson with my son Structure of the text Introduction

21、 He was shocked by his student’s inability to describe properly her excursion to Europe. (Paras. 2-4) Thesis of the narration: It is unfair to blame students for their language deficiency. (Para.5) In his son’s eyes, the father

22、 is one who he has to obey and an oddity absorbed in grammar. (Para.1) body Explains why students shouldn’t be blamed for their language deficiency by providing two reasons and one example. (Paras. 6-10) Elaborates the importance of grammar and vocabulary in learning English. (Paras. 11-13)

23、Narrates another incident where his son unconsciously uttered a grammatically perfect sentence with a subjunctive mood, which made the author so proud of his son. (Paras. 14-17) Concluding part Summary of the text An Impressive English Lesson To my son, I am a tedious odd

24、ity: a father he is obliged to listen to and a man absorbed in the rules of grammar. And I got serious about this because my student was unable to describe properly her feeling on her excursion to Europe. However, it doesn’t make any sense to criticize our students. They unfairly bear the bulk of th

25、e criticism for these knowledge deficits because there is a sense that they should know better. On one hand, they are misled by the environment. On the other hand, school fails to adequately teach the essential framework of language, accurate grammar and proper vocabulary. Perhaps, language should b

26、e looked upon as a road map and a valuable possession: often study the road map (check grammar) and tune up the car engine (adjust vocabulary). Learning grammar and a good vocabulary is just like driving with a road map in a well-conditioned car. Precise, effective, and beneficial communication depe

27、nds upon grammar and a good vocabulary, the two essential assets for students, but they are not being taught in schools. Part3 Text interpreting and difficult sentences (10 minutes) 1 If I am the parent who still corrects his child’s English, then perhaps my son is right. To him, I am an tedious o

28、ddity: a father he is obliged to listen to and a man absorbed in the rules of grammar, which my son seems allergic to. (Para. 1) Meaning: My son is probably right if there is no other parent like me who still corrects his child’s mistakes in English. To my son, I am a boring and a strange father, w

29、ho he has to listen to; I am the only one who pays lots of attention to grammar rules, which he doesn’t seem to like. Part4 New words and expressions (20 minutes) ★be / feel obliged to do sth.: if you are obliged to do sth., you have to do it because the situation, the law, a duty, ect. make it

30、 necessary（因形勢(shì)、法律、義務(wù)等關(guān)系非做不可，迫使 I think Valentine’s Day is a waste of time, but I still feel obliged to send my wife a card.我覺得情人節(jié)是在浪費(fèi)時(shí)間，但我還是覺得有義務(wù)送賀卡給我妻子。 父母覺得有責(zé)任盡其所能給孩子提供最好的。 意群提示 (to feel obliged to do/to provide ... for ... ) Parents feel obliged to provide the best they can for children. U

31、sage Note obliged The word oblige is most commonly used in the expression be/feel obliged. 1. be/feel obliged to do sth.指“感到有責(zé)任做某事”。 He felt obliged to help his mother, even if it meant to leaving college.他覺得有責(zé)任幫助母親，即使這意味著他要離開大學(xué)。 We believe that countries are all entitled to take an equal part

32、in regional security affairs and all are obliged to work to ensure security for the region. (Speech by Xi Jinping President of the People's Republic of China at the Boao Forum for Asia Annual Conference 2015) 2. be / feel obliged to sb./ sth. 指“對(duì)某人或某事心存感激”。例如： Thank you very much, doctor. I am ext

33、remely obliged to you.醫(yī)生，非常感謝您。對(duì)您，我深表感謝。 "My dear sir," replied Mr. Collins, "I am particularly obliged to you for this friendly caution. (from Pride and Prejudice) ★absorbed: a. so interested or involved in sth. that you do not notice anything else極感興趣的；全神貫注的；專注的 Time passes quickly when you are

34、 absorbed in reading a good book.在聚精會(huì)神地讀一本好書的時(shí)候，時(shí)間過得非?？臁? ★allergic: a. 1) (be ~ to sth.) (infml.) if you are allergic to sth., you do not like it and try to avoid it.不喜歡某事，對(duì)某事反感 Most men are allergic to housework.大多數(shù)男人都不喜歡做家務(wù)。 2）having an allergy過敏的 I do not like picnics because I am allergic

35、 to grass.我不喜歡野餐，因?yàn)槲覍?duì)草過敏。 ★get / be serious about: If you are serious about sth., you really mean it and are not joking and pretending對(duì)……是認(rèn)真的，并非開玩笑的 When you are staying with your roommates, you can not get to serious about privacy.你和你的室友相處的時(shí)候，不能太計(jì)較隱私。 應(yīng)該嚴(yán)肅認(rèn)真地大力懲治政治腐敗。 意群提示 (to get serious ab

36、out/to curb/corruption) It’s time to get serious about curbing political corruption. ★run into sb. :(infml.) meet sb. by chance偶然遇見某人 You forgot your cousin’s birthday until you ran into her today.要不是你今天偶遇見了你表姐，你已全然忘記了她的生日。 ★fresh from: having just come from a particular place or experience

37、剛從…來的；剛有…經(jīng)歷的 School principals should not expect teachers, fresh from college, to deal with a large group of difficult children.學(xué)校校長(zhǎng)不應(yīng)該指望剛從大學(xué)畢業(yè)的老師來應(yīng)付一大群難以對(duì)付的孩子。 學(xué)校的校長(zhǎng)不應(yīng)指望剛從大學(xué)畢業(yè)的老師來應(yīng)付一大群難以對(duì)付的孩子。 意群提示 (principals/fresh from/to deal with) School principals should not expect teachers, fresh from co

38、llege, to deal with a large group of difficult children. Step5 Homework (5 minutes) 1. Remember new words and expressions. 2. Read and get familiar with the text. 本次課教學(xué)組織與設(shè)計(jì) 課 次 第 2 次課 授課時(shí)間 第 二 周星期三 第 1 至 2 節(jié)課 章 節(jié) 名 稱 Unit1 Language

39、in mission Text A An impressive English lesson 授 課 方 式 理論課 教學(xué) 時(shí)數(shù) 2學(xué)時(shí) 教學(xué)目標(biāo) 與要求 1. To understand complex sentences and the indicated meaning. 2. To master the use of important words and expressions. 教 學(xué) 重 點(diǎn) 難 點(diǎn) EMPHASES： 1. The explaining of the meaning beyond words. 2. The d

40、ifferences between synonyms. DIFFICULTIES： 1. The understanding of meaning beyond words. 2. The mastery of the key words and expressions: searching somewhere for sth, exclaim, capture, condense, distinguish, etc. 教 學(xué) 方 法 手 段 discussion in class; top-down method; bottom-up method; us

41、e of multi-media 討 論 練 習(xí) 作 業(yè) 1. Remember new words and phrases. 2. Digest the content of Text A. 3. Finish the exercise from page 9-11. 主要參考書目、資料 《新視野大學(xué)英語讀寫教程2》（教師用書） 外研社Ucreate課程共建項(xiàng)目< Oxford Advanced Learner’s Dictionary 教 學(xué) 后 記 教 案 講 稿 ———————————————————————————————

42、——————— Class： Teacher： Total teaching time: 90 minutes Allocation of time: Part1 Text interpreting and difficult sentences (45 minutes) Part2 New words and expressions (40 minutes) Part3 Homework (5 minutes) Part1 Text interpreting and difficult sentences (45 minutes) 2. She nodded thr

43、ee or four times, searched the heavens for the right words, and then exclaimed, “it was, like, whoa!”(Para.3) Meaning: She nodded her head three or four times, try to find the right word in her mind, and then shouted with excitement, “It was, like, whoa!” Meaning beyond word: Since the student was

44、 not quite sure about how to exactly describe her travel experience, the tone of the author was somewhat sarcastic. The author was intended to send out the message the student was incompetent regarding the selection of her English vocabulary. Note “It was, like, whoa!” means “It was really great!”.

45、 “It was like...” is an informal expression in conversation, very common for young people who are lazy and incapable to reference their ideas. The expression is usually followed by an adjective or an exclamation. It was like, marvelous!簡(jiǎn)直奇妙極了！ (It was like) Whoa! How come you got a hundred percent

46、 correct on such a hard test? 哇！這么難的考試你怎么都全答對(duì)了？ Note Whoa is specially used to show that people are surprised or think something is very impressive. It can be used in different context. For example: To describe something that you’re not quite sure how to describe: That car is cool, it’s like whoa.

47、 To express surprise: Whoa! It’s really amazing! To indicate a desire to end what someone is talking: Whoa, OK, that’s enough. 3. There are many different stories about the downturn in the proper use of English. (Para. 5) Meaning: There are a lot of different stories about why people are less sk

48、illed in using English. 4. They unfairly bear the bulk of the criticism for these knowledge deficits because there is a sense that they should know better.(Para. 5) Meaning: Just because they are assumed to learn better, students unfairly become the main target of criticism for their insufficient

49、knowledge. 5. For example, signs in grocery stores point them to the stationary, even though the actual stationery items - pads, albums and notebooks - are not nailed down.(Para. 6) Meaning: For example, sign of merchandise in grocery stores lead students to the stationary department selling sta

50、tionery like pads, albums and notebooks. However, these stationery items are movable, but not nailed down. Meaning beyond words: Taking the wrong spelled signs in grocery stores as an example, the author argued that it is not the students’ fault. The verb phrase nail down is cleverly used to descri

51、be the funny situation: Movable “stationery” items are under the sign of unmovable “stationary”, a distinct spelling mistake between the two words. 6. Friends and loved ones often proclaim they’ve just ate when, in fact, they’ve just eaten.(Para. 6) Meaning: Friends and loved ones often make mista

52、kes when speaking English. For example, they say publicly they’ve ate but actually they should say they’ve just eaten. 7. Blame for the scandal of this language deficit should be thrust upon our schools, which should be setting high standards of English language proficiency.(Para. 7) Meaning: Our

53、schools should be blamed for the shocking evidence of students’ insufficient language skills. It’s their responsibility to establish high standards of English language abilities. 8. Moreover, the young teachers themselves evidently have little knowledge of these vital structures of language because

54、 they went without exposure to them. (para. 7) Meaning: In addition, the young teachers obviously know little about these important structures of language since they didn’t have chance to deal with them in their prior learning experiences. 9. Schools fail to adequately teach the essential framewor

55、k of language, accurate grammar and proper vocabulary, while they should take the responsibility of pushing the young onto the path of competent communication. (Para. 7) Meaning: Although schools are responsible for getting students on the track of effective communication, they are unable to suffi

56、ciently teach the basic concepts of language – grammar and vocabulary. 10. Within the span of a 10 – minute drive, he had learned from scratch to the major parts of speech in a sentence. It was painless learning and great fun! (Para. 10) Meaning: Within 10 minutes riding in a car with me ,he had l

57、earned from zero to understanding the main parts of speech in a sentence. Learning grammar is interesting rather than painful and boring! Part2 New words and expressions (40 minutes) ★searching somewhere for sth.: try to find sth. in some place在某地方搜尋某物 The robber reached out and searched the ba

58、ck pocket of my trousers for anything valuable.那個(gè)強(qiáng)盜伸手搜我褲子后面的口袋以尋找值錢的東西。 Usage Note search, search for 1 search: look through檢查；搜查 They search the man in front of me from head to foot.他們把我前面的男子從頭到腳搜查和一遍。 2 search for：look for 尋找；搜尋 The customs were searching for drugs at the airport.海關(guān)人員在機(jī)場(chǎng)搜查毒品

59、。 ★exclaim: v. say sth. suddenly and loudly because of surprise, anger or excitement(由于驚奇、氣憤或激動(dòng))呼喊，驚叫 Susan exclaimed horror, when a young man with a gun suddenly appeared from behind her.當(dāng)一名年輕男子突然持槍從蘇珊背后出現(xiàn)時(shí)，她害怕的驚叫起來。 ★That was it: often used in conversation to say that sth. is completely fi

60、nished or that a situation can not be changed. 就這樣（指某事徹底結(jié)束或形勢(shì)不能更改） That was it, I could no longer hope for a promotion, and my boss didn’t even want to see me again. 就這樣吧，我的升職再也沒指望了，我的老板甚至都不想再見到我。 ★capture: vt. 1) succeed in recording, showing or describing a situation or feeling, using words o

61、r pictures(用文字或圖片)記錄下，描述，捕捉 Some artists are able to catch a likeness in a sketch while others are gifted to capture a fleeting expression.有些藝術(shù)家能畫出酷似某人的肖像，而另一些則善于捕捉到稍縱即逝的表情。 catch a person and keep them as a prisoner俘虜，逮捕 Government troops have succeeded in capturing the rebel leader.政府軍已經(jīng)成功捕獲叛亂分

62、子的頭目。 ★condense : vt. make sth. that is spoken or written shorter將（講話或文章）壓縮 The whole chapter could be condensed into a few paragraphs.這一整章可以壓縮成幾個(gè)段落。 condensed: a. being made shorter, usu. Including the most important parts壓縮的 The council was only given a condensed version of what had already

63、disclosed in Washington.該理事會(huì)得到的只是已經(jīng)在華盛頓披露的內(nèi)容的濃縮版。 ★exceed: vt. (fml.) be more than a particular number or amount 超過；超出 You’ll have to pay extra money if you exceed your luggage allowance.如果你行李超重，你必須額外付費(fèi)。 excessive : a. If you describe the amount or level of something as excessive, you disapprov

64、e of it because it is more or higher than is necessary or reasonable. Their spending on research is excessive and is slowing developments of new treatments. ★distress: n. [U] a feeling of extreme unhappiness憂慮；苦惱；悲傷 She have five years of active and happy life in the hospital before she died, wit

65、hout much pain and distress from cancer.她過世前在醫(yī)院過了五年積極而快樂的生活，并沒有因?yàn)榛及┌Y而遭受多大的痛苦而憂傷。 vt. to make someone feel very upset: The dream had distressed her greatly. distressed : a. She was distressed to see he was crying. ★downturn: n. [C, usu, sing.] a process in which business activity, production ec

66、t. is reduced and conditions become worse衰退；下降 The downturn in the auto industry affected the entire economy of the United States.汽車工業(yè)衰退影響了整個(gè)美國(guó)經(jīng)濟(jì)。 ★distinguish: v. recognize the difference between things區(qū)分；辨別 A formal education with emphasis on history, literature and culture helps a person learn how to distinguish right from wrong.著重于歷史、文學(xué)和文化的正規(guī)教育能幫助一個(gè)人學(xué)習(xí)如何明辨是非。 ★distinguish between: recognize and understand the difference between two or