Book_1_Unit_4 大学体验英语第一册教案设计.doc

攀登英语网提供 Unit Four Living on Your OwnTask-based Design for Six Contact Hours Session No.Unit Content InvolvedFocal PointsTask-based activitiesSession 1(90-100 minutes)1. Listen and TalkLead inPassage listening practiceDialogue SamplesCommunicative Tasks1. Understand the idea of living on your own2. Key words and expressions related to the topiclive on your own; enter college; take care of; pay the tuition; daily needs; snap; a part-time job; traditional; convenient; take the riskExpressions and sentencesfor talking aboutinterviewing for apart-time jobs( See Communicative Tasks)The same as the above.Talking about part-time jobs shown in the pictures given after the passage. Role-playing the dialogue samples. Doing the communicative tasks according to the situation provided. 2. Read and explorePassage A Marcelas WorkExperienceLexical preparationKey words and expressionsundertake; visa; scare; orientation; accommodation; cover; intend; economical;expense; hesitate; recommend; participate in; run low; turn outPicking out sentences from Passage A containing the key words and expressions in the left column and making up new sentences with them.Session 2(90-100 minutes)2. Read and explorePassage A Marcelas WorkExperienceReadingPassage understanding on the basis of the analysis of the passage structureSpeakingDiscussion of the advantages of part-time jobs WritingDescription of a jobinterview 1.Analyzing the passage structure 2.Picking out the words used for describing the authors feeling of living abroad3.Finding out the turning point of living abroad Talking about the advantages of a part-time job Writing a paragraph describing ones first job interviewSession 3(90-100 minutes)2. Read and ExplorePassage BLiving on My Own3. Write and ProduceGeneral Writing Practical WritingReadingPassage understandingReading Skills Review and Recall Word consolidation appropriate; make use of; assign; authority; at the same time; fail to; deal with; in addition to;now that; in conclusion;have trouble doing sthConsistency of Verb Tenses Necessary changes in verb tense in describing a number of actions or events.The expressions used for a bank account formDoing fast reading of Passage B and discussing the questions in Ex.11 & 12 in groupsDiscussing the definition of the skill in groupsMaking up sentences withthe words on the left column with the help of the related sentences in the passageFilling out a bank account formUnit Group project work: Talking about part-time jobs Chinese college students do using PPTIII. Suggested teaching procedures and class activitiesSession 1 (90-100 minutes)Listen and Talk1. Lead inTask1 Listen to the following passage and try to fill the missing words in the blanks. Step 1 Lead-in questions1. How do you understand the idea of living on your own?( be yourself; solve the problem in person; independent and so on.)2. Whats your feeling about living on your own? Give an example.(free; exciting; happy; disappointed; homesick and so on.) Step 2 Listening practice The students listen to the passage for three times and fill in the missing words in the blanks. Teacher: Listen to the passage for three times and fill in the missing words in the blanks.Step 3 Word studyThe teacher lays emphasis on the following words and expressions related to the topic: live on your own; enter college; take care of; pay the tuition; daily needs; snap; a part-time job; traditional; convenient; take the riskTeacher: Can you pick up the words and expressions related to the topic? What are they? Task 2 Picture descriptionThe students talk about the pictures provided in the textbook with the words and expressions they have learned from the listening passage in groups. Teacher: Work in groups to talk about the pictures with the help of the words and expressions youve learned from the listening passage. Five minutes later you will be expected to do class presentation. 2. Dialogue Samples Dialogue 1 Working as a salespersonStep 1 Lead in questions1. What kind o f part-time jobs did you do?2. Why did you like the work so much? Step 2 Dialogue Samples studyThe students read the dialogue in pairs and speak out the following sentences for talking about part-time jobs.Teacher: Please read the first dialogue in pairs and speak out the sentences for talking about part-time jobs. Several minutes later. Would you please speak out the sentences youve summarized?Have you ever worked part-time? What kind of job did you do?I worked after school and during summers for minimum wage. I worked at a bookstore on campus. I brewed coffee in the Student Union and worked as a waiter in a restaurant. Did you have any other jobs?Why do you like the work at the bookstore so much? Working as a waiter was much harder. But selling books was one of the most satisfying.Step 3 Listening and role-playing The students listen to the dialogue and then role-play it in pairs. Dialogue 2: Working as a TutorStep 1 Lead-in questionTeacher: Have you ever worked as a tutor?Why did you want this job?Step 2 Dialogue Samples studyThe students read the dialogue and speak out the sentences that are used for talking about the working experience as a tutor. Teacher: Please read the second dialogue in pairs and speak out the sentences that are used for talking about the working experience as a tutor.Several minutes later.Teacher: Now, can you speak out the sentences youve summarized?Hi, Lin Lin! How are you doing these days?Im going to help Tom with his Chinese literature.He asked me to be his totor this semester.He is very curious and eager to learn.I really enjoy working with him.Which do you prefer, to work as a tutor or babysitter?A tutor, of course, for I can learn something from tutoring myself.I have to read the poems myself, and Tom also tells me many things about his country.Step 3 Listening and role-playing The students listen to the dialogue and then role-play it in pairs.3. Communicative TasksTask 1: Talking about interviewing for a part-time job working on campusRoles: Mary and TomSituation: Work in pairs to practice interviewing for a part-time job working on your campus as a clerk in the library or the bookstore. Take turns so both of you have a chance to be the candidate. Typical answers should be from 30-60 seconds in length.The students are given 5 minutes to work in pairs according to the situation given and then role-play the task. Some students make comments on their performance, which should involve their presentation of the real-life situation and the English they use for talking about a part-time job interview.Teacher: Work in pairs to do Task 1. Five minutes later some pairs of you are expected to role-play the task, and then the others will be invited to make comments on your performance. The comments should involve the presentation of the real-life situation and the English you use for talking about a part-time job interview. Task 2: Interviewing for a part-time job off-campus The students do the task after class in pairs. 4. Read and ExploreLexical preparation for Passage AStep 1 Word studyKey words and expressions:undertake; visa; scare; orientation; accommodation; cover; intend; economical; expense; hesitate; recommend; participate in; run low; turn outStudents are given 7 minutes to pick up the sentences containing the words and expressions from Passage A which are displayed on PPT. The teacher may assign each group two or three words or expressions.Teacher: Please do fast reading of Passage A and pick up the sentences containing the words and expressions displayed on PPT. Group 1 are responsible for the first two words, Group 2Sentences to be picked up: 1. At that early stage of my inquiry I was pretty open about where to go and what kind of work to undertake.( Para. 1)2. BUNAC offers work visas for students or recent graduates to work overseas.( Para. 2)3. I was most scared about finding a job since my financial resources were running low and I needed to get a paycheck soon. ( Para. 3) 4. It wasnt until my third day that I visited the BUNAC office and went through orientation. ( Para. 3)5.I learned about getting health insurance, travelling around Britain, finding accommodations and most importantly, finding a job. ( Para. 3)6.It turns out that finding a job was just as easy as making a CV! ( Para. 4)7. The BUNAC program is very well known in London and many employers participate in the program. (Para. 4)8. There is so much to see that after six months exploring I probably covered only half of what I intended.( Para. 5)9. Secondly, it is an economical way to live and travel in another country since most jobs pay enough to cover rent, living expenses and some travel expenses.( Para. 6)10. I would not hesitate for a second to recommend it to anyone!(Para.7)Step 2 Sentence makingThe students make sentences with the following words and expressions in pairs.be scared about; run low; turn out; intend; get to know/learn; economical Teacher: Lets do more practice. Make sentences with each of the words and expressions displayed on PPT. Three minutes later youll read us your sentences.Step 3 Further studyWords for further study:undertake; scare; orientation; cover; recommendThe teacher demonstrates the special usage of the words.Teacher: Now, lets have a look at the special usage of some of the key words. 1. undertake v. to take up or accept e.g. She undertook the responsibility for education of her brothers son. The lawyer undertook the case without a fee.2. scare v. to cause sudden fear to, frighten e.g. He was scared by the thunder. The dogs scared the thief away.scary a. frightening scared: frightened be scared about: be frightened of , be afraid of e.g. I was most scared about finding a job. 3. orientation n. an introduction, as a tour, that helps one to adjust to new surroundings.e.g. The orientation of our college took me quite a long time. In many companies the orientation of new employees is the duty of the training office.4. cover v. to include (sth.); deal with; travel (a certain distance) e.g. The class covered only half of what the teacher intended Our trip covered only half of what the tour guide intended5. recommend vt. praise sth. as suitable for a purpose; suggest, advise recommend sb. to do e.g. I recommend you to follow your doctors advice. recommend + clause (should +v) e.g. The head recommended that computers (should) be used in the banks. c.f. advise; command; demand; desire; insist; order, propose; request; require; suggest; urge; etc.Assignment for this session1. Pair task Role-plaingy Communicative task 2 according to the topic and the situation of the task. Performance in class is necessary in the next session.2. Individual tasks1) Learning the new words of Passage A by heart.2) Listening to and read Passage A aloud for at least two times.3. Group tasks1)Doing the pre-reading exercise of Passage A in groups.2) Analyzing the structure of Passage A in groups.Session 2 (90-100 minutes)1. Role-playing The students are given three minutes to role-play Communicative Task 2 in groups. Then some pairs give their performance in class. The other students make comments on the performance according to their presentation of the situation, the language they use and the fluency they acquire. Teacher: For todays oral practice, first lets role-play Communicative Task 2. Id like to give you two minutes to rehearse it, and then youll give us your performance. Some pairs will be invited to make comments on your performance according to your presentation of the situation, your language and its fluency and pronunciation.2. Read and Explore Passage A Marcelas Work Experience Step 1 Warm-up questions 1. Do you have any working experience? What kind of work do you think you would enjoy?2. What did the author do and how did she enjoy her work experience there?3. What main lessons did the author learn from her time abroad?Step 2 Analyzing the passage structure The students are given five minutes to exchange their ideas of the structure of Passage A in groups. Teacher: Please work in groups for 5 minutes so as to see how many parts the passage falls into. Structure of Passage ADivisionMain ideaParas. 1-2Marcelas strong desire to live abroad and her decision to go to England with the help of BUNAC Paras. 3-5Marcelas work experience in LondonPara. 6Marcelas summary of the advantages of working in LondonPara. 7Marcelas conclusion of her decision of working in LondonStep 3 Understanding the details of each part The students are given ten minutes to have a group discussion of the questions given on PPT according to the structure analysis of the passage. Teacher: Please work in groups for ten minutes to discuss the questions given on PPT according to the structure analysis of the passage weve done.Questions for discussion on PPT: 1. When did Marcela decide to experience living abroad? 2. Was it easy for her to find a job in London? State the job-hunting experience. (Yes, it was. The third day-visiting the BUNAC officeget orientation learn about some informationchose three different business employers fax them my cover letter and CVthree interviewsget a job in a bank)3. What are the advantages of her working in London? (For one.; Secondly.; And thirdly.) 4. What does Marcela think of her decision to work in London?Step 4 Understanding the words and expressions used to describe the authors feeling to live abroadThe students work in pairs to summarize the words used for describing the authors feelings tolive abroad.Teacher: Please read the whole passage again and summarize in pairs the words used for describing the authors feelings to live abroad. One minute later. Tell us all the words youve summarized.(strong; be willing to do anything anywhere; pretty scary; be scared about; as easy as; interesting; valuable work experience; best decision; not hesitate for a second to recommend to)Step 5 Simulating and translating The students do Exercise 8.Assignment for this session1. Group task Talking about the benefits students can get from working abroad in groups. Class presentation will be necessary in the next session. 2. Individual tasks1) Writing a paragraph about the job students would like to take.2) Doing Exercises 2-7.3) Studying the new words and expressions of Passage BSession 3 (90-100 minutes)1. Group oral workThe students talk about the benefits they can get from working abroad in groups first and then one of them is assigned to represent his group to do class presentation. Teacher: For todays oral practice, lets talk about the benefits students can get from working abroad according to Passage A. First, Id like to give you five minutes to practicet in groups, and then the representative of your group will do the presentation in class. Some of you are to be invited to make comments on your performance according to the following assessment standard.Commentary tips on PPT: 1) the content: (first,.second,.third,.) 2) the language 3) the fluency 4) intonation and pronunciation2. Class discussion of Exercises 2-7The students raise their questions and the teacher has a discussion with them.3. Reading Skills Practice: Review and Recall Step 1 Skill studyThe Students are expected to read the definition of the skill and try to answer the questions listed on PPT. Teacher: Please read the definition of the skill and work in pairs to answer the questions listedon PPT.Questions on PPT:1. What method can you resort to if you want to remember the key points in a paragraph?2. How can the method profit you?Step 2 Skill Practice The students do Exercise 16 and the teacher holds the discussion with them.4. Read and Explore Passage B Living on My OwnStep 1 Warm-up questions1. When do you think you can live on your own?2. What does the author think about living on his own?Step 2 Fast reading and class discussionThe students first do fast reading of Passage B with the help of the reading skill of “Review and Recall” and try to finish Ex. 12 within 8 minutes. A class discussion of the keys to the exercise will be held by the teacher. Teacher: OK, lets come to the passage. Please do fast reading of Passage B with the help of the reading skill of “Review and Recall” and try to finish Ex.12 within 8 minutes. Eight minutes later. Have you filled in the blanks? Can you tell us the sentences that indicates the key? Sentences indicating the keys to Ex. 12: 1. The first time I decided to leave home was when I was a sophomore in high school. (Para. 1) 2. First of all, I have learned that living on my own requires that I become less responsible.( Para. 2) 3. Another different experience for me while living on my own is that now I have become less decisive.(Para. 3) 4. Therefore, I became more creative just living on my own. I could my own future plan.(Para. 4) 5. In addition, I dont think that it is appropriate for everyone in th