unit3 social problems.doc

大学英语 课程教案课程编号：总学时： 72 周学时： 4 适用年级专业（学科类）：开课时间： 20052006 学年第 1 学期 使用教材：新编大学英语（第二版） 授课教师姓名：王丹章节Unit 3 Social Problems课时8教学目的1. Topic understanding1) Identify the phenomena of social problems and their effects on the social development.2) Guide students to find possible solutions to some social problems.2. Vocabulary and grammarEnrich students vocabulary on the names of major social problems.3. ReadingPractice intensive reading and fast reading.4. Writing1) Describe pictures and tell stories.2) Write a composition on the topic of “Less Waste on Campus”.5. Translating 比较结构的翻译教学重点及突出方法1 .Cooperative learning.2. Classroom-based observation.3. Group discussion.教学难点及突破方法1. Oral English and writing.2. Practice students oral English in class by doing the exercise of Preparation.3. Teacher explains the skills of writing and arranges homework for students.相关内容素材1. textbook and its references.2. listening exercises.3. relative materials for this unit(such as pictures, slides).4. pre-/post-tests and quiz.5. tapes, electronic teaching-notes and movie-episodes.教师授课思路、设问及讲解要点教学过程Teaching procedure1. Warming-up discussion1) Content concerned: social problems and their causes or solutions2) Class arrangement: Brainstorming3) Implementing process: Questioning: What sort of social problems do you think exist in different countries? What are the causes of social problems?a. Each individual thinks of the topic and jot down his/her ideas on a sheet of paper.b. Work in groups to collect as many ideas as possible.c. Compete for the winner who holds the most ideas.4) Possible answersthe problem of overpopulation, pollution, poverty, crime, social inequality, AIDS, global warming, etc.5) Time limit: 15 minutes6) Assessment: Any answer is possible and ok. Students will be encouraged to give different answers. The only failure is he who doesnt have any answer at all.2. Vocabulary preparation and checking1) Content concerned: New words and expressions2) Class arrangement: Self-study, teacher instruction3) Implementing process: a. Students solve the problems they pose when previewing.b. Teacher explains.c. Teacher gives students exercises to do in pair, group or class.d. Students work in groups to make up quizzes for other groups to do.4) Time limit: 30 minutes5) Assessment: filling in blanks, quiz, dictation, sentence making, translation, etc.3. In-class reading 1) Content concerned: Phenomenon of latchkey children2) Class arrangement: Intensive reading3) Implementing process: a. Students read first in 10 minutes to grasp the general idea.b. Teacher poses several questions to lead students to pay attention to structure.l What arrangements have your parents made for you in the case of their busy job?l What arrangements would you make for your children if you were quite busy?l What is the status of working mother in American society?l What is the response of latchkey children?l What is the advisable way to solve the problem of latchkey children?c. Teacher gives detailed explanation of language points and grammar points. Please take Teachers Book as your reference.d. Students work in groups to sum up what they have learnt in the intensive reading passage.4) Time limit: 80 minutes5) Assessment: group work, discussion.4. After-class reading 1) Content concerned: Extensive reading2) Class arrangement: Self-study, teacher instruction3) Implementing process: a. Students from different groups are given different passage chosen from after-class reading to read.b. Teacher instructs personally among different groups.c. Groups are given chances to teach what they have learnt together. .d. Teacher summarizes.4) Time limit: 45 minutes5) Assessment: group work, discussion, think-pair-share.5. Further development and translation1) Content concerned: Attitude towards social problems2) Class arrangement: Self-study, teacher instruction3) Implementing process: a. Discussion on theft, graffiti, and piracy.b. Enrich word powerc. Practice translation.4) Time limit: 45 minutes5) Assessment: exercisesII. Key Points & Difficult Points 1. Key points 1) Grasp the following expressions:But, I really dont think that Well, youre wrong about that.Dont you ever Im against it because What if.Have you ever thought.? 2) Learn how to describe a persons appearance. 2. Difficult Points Organizing the language to express ideas clearlyIII. Teaching Procedure 1. Part One Viewing, Understanding and Speaking Drinking and Driving 1) Content concerned: new words, listening and speaking exercises 2) Class arrangement: individual work, think-pair-share 3) Procedure: a. Teacher explains some words in ex1. designate dezigneit sb/sth (as) sth e.g. the chairman has designated Christina as his successor. intoxicated adj. intoxicate v. 使失去自制力，使醉intoxication n. 酒醉 conviction n. (for) sth 定罪 e.g. She has six convictions for theft. 她有六次因盗窃而被判刑。 (that)坚定的看法或信仰 e.g. Its my conviction that money is the root of all evils. convict v. sb (of sth) 宣判某人有()罪 e.g. She has twice been convicted (of fraud). b. Teacher plays the disc, students finish ex2&3. Then T checks answers. For ex3 T could ask Ss to speak the right statement if it is false. c. T plays disc, Ss repeat the sentences in ex4. T could point out the special intonation or pronunciation for Ss to pay more attention. d. Ss talk about their opinion on drinking and driving in pairs, then T randomly ask one or two students opinion. 4) Time limit: 50m 5) Possible answers: opinions on drinking and drivingl I agree with Donna. Its very dangerous to drive after drinking; even its just a small drink. People should be more aware of that.l I dont agree with Donna. There are many cases that people drive after drinking and they are all right. Only one or two cups of drink are ok. It wont affect your driving. 6) Assessments: for ex5 any possible is ok. Ss should be encouraged to speak their opinions out. The only failure to this assessment is he who doesnt have any answer at all.2. Part two Listening, Understanding and Speaking Listening 1 1) Content concerned: new words, listening and speaking exercises 2) Class arrangement: individual work, think-pair-share (group work) 3) Procedure: a. Teacher explains some words before listening. awkwardly, desperately b. Teacher plays the disc, students finish ex1&2. Then T checks answers. For ex2 T could ask Ss to speak the right statement if it is false. c. Discuss the questions in ex3. (group work) T ask one groups answer and other groups can speak the different answers. 4) Time limit: 15m 5) Possible answers: P64 reference book. 6) Assessments: for ex3 any possible is ok. Ss should be encouraged to give different and unique answers. The only failure to this assessment is he who doesnt have any answer at all. Listening 2 1) Content concerned: difficult expressions, listening and speaking exercises 2) Class arrangement: individual work, think-pair-share 3) Procedure: a. Teacher explains some expressions after listening. heavily built, 大块头，身材魁梧the “bearded woman” has struck (攻击袭击)again! b. Teacher plays the disc, students finish ex1&2. Then T checks answers. c. Ss work in pairs to describe one of your classmates appearances and ask your partner guess. Then T could select one or two students to say their descriptions and the whole class guess. 4) Time limit: 15m 5) Possible answers: He is 20. Male. Curled hair. His shin is a little dark. He is about 1.75m tall. He is quite thin, about 110kg. And he wears glasses. He wears a pink shirt and jeans. 6) Assessments: for ex3 any possible is ok. Ss should be encouraged to speak more, express their idea clearly and describe the person as detailed as possible. The only failure to this assessment is he who doesnt have any answer at all. Listening 3 1) Content concerned: diff