新编大学英语-2-Unit-5-教案.doc

Unit Five LanguageI. Theoretical basis: College English Syllabus (1999); College English Curriculum Requirements (2004) II. Teaching Aims: In this unit students are required to:1) get to know some useful information concerning the topic of the reading passages in this unit and to know more about English culture;2) do some preparation activities such as discussion, group work, etc. to practice their spoken skill and communicative skills;3) grasp some new words and try to use these words which help them to enrich their vocabulary;4) read the in-class reading passage in a limited time and grasp some expressions and grammatical points in the in-class reading passage to improve their reading comprehension;5) do some post-reading exercises and some after-class reading to practice what they have got to know in class to improve their English comprehensive skills.;6) translate some typical sentences into Chinese or English by using some expressions learned in the reading passages to acquire some translating skills and better their translating abilities.III. Teaching MethodologyMainly applying task-based approach and communicative one to construct a student centered classroomThe whole learning and teaching proceed is tended to follow the model of pre-task-task cycle-post-taskIV. Time DistributionAccording to Ss English learning traits and regulations, the focus of the learning strategies, and the English level of current students; we are going to finish this unit in 8 periods: Listening & Speaking (2 periods); In-class Reading (2 periods); Exercise & After-class Reading (2 periods); Further Development &Writing (2 periods).Period I&II listening and speakingI、Teaching Content1) Ts background knowledge introduction as recruitment and Ss discussion on the topic of learning skills, and enlarge their vocabulary on this unit. 2) Listening of 2 passagesII、Teaching designPart One: PreparationAnswer the following questions?1. About how many most widely used languages are there in the world?n (About 100 most widely used languages)2 What languages are used by more second-language speakers than native-speakers as a result of the imperial expansion?n (English and French)3 Say something about Helen Keller.1) When did Helen Keller become completely blind?2) What was Helen like before Anne Mansfield Sullivan became her teacher?3）How did Helen manage to learn?4）How many foreign languages did Helen learn? What are they?4 Helen Keller (1880-1968), author and lecturer, who, though blind and deaf since the age of two, graduated with honors from Radcliffe(1904) and became a prominent worker for social reforms. Her books include:l The Story of My Life(1902);l The World I Live in(1908);l Out of the dark(1913);l My Religion(1927);l Midstream-My later Life(1929);l Let Us Have Faith(1940);l Sketch for a Portrait(1956)5 What languages are used by the United Nations?They are English, French, Chinese, Russian and Spanish. Part Two: Listening-centered Activities Listening I1. Explain new words (soap, critic, represent, balanced, crisis, loyalty, wooden, endlessly, cause)2. Listen to the passage and answer the questions you hear on the tape (see page 115).3. Listen to the passage again and fill in the blanks with what you get from the tape (see page 115). Listening II1. Explain the new words (desirable, interpreter, ultimate, mimic, imitate, due to, numerous, identity)2. Listen to an interview on language learning. Note down in the blanks the three questions the interviewer asked (see page 116).3. Listen to the interview again. Then read the choices provided in Exercise 1 and choose the right answers according to what the interviewee said.Part Three: Assignmentto prepare the new words on the textbook.Period 3&4 ReadingI、 Teaching ContentThe title of the text is “How I Discovered Words” (intensive reading). Language points explanation, exercise. II、Teaching Objects1) Understand and master new words and phrases: childlike, flushed, honey-, succeed, keenly, -less, to and fro, be about to do sth, prey on/upon, grope ones way cross/along/ pass/toward, impress, persist, only to, give birth to, etc.2) Improve Ss micro-reading skills and the ability of thinking, inference and judge in English.III、Teaching DesignA. GreetingB. Check the assignment: new words dictationC. Pre-Reading ActivitiesNew Words1. childish / childlikechildish:(of an adult) (behaving)like a child; immature; silly（贬）（举止）像孩子似的，幼稚的，傻里傻气的l Dont be so childish! 不要这么孩子气!l His childish remark embarrassed everyone.childlike: like or characteristic of a child; innocent,孩子般的，天真的，无邪的l childlike enjoyment/trust/honest孩子般的欢乐/信任/诚实l She has a childlike enthusiasm for the circus.l Tears came to his eyes as he remembered her childlike look.2flushed: very excited or pleasedto be flushed with success/pride/joyto flush: to fill with pride; encourage (fig) 使得意，使激动，使兴奋l The young parents were flushed with happiness at the birth of their son.l Flushed with victory, the soldiers knew no weariness.n to flush:(of a person, his face)become red; blushl The girl flushed(up) when the man spoke to her.l He flushed when he saw her.l Her forehead was flushed with fever.l You flush when your face goes red eg. when you are hot or embarrassed.3. honeysucklehoney-honeymoon, honeybee, honeysweet（蜜一样甜）, honeycomb（蜂窝）, honeylipped（嘴甜的）4. keenlykeen adj.: eager, anxiousto be keen to do sth; to be keen on sth/sbl We are especially keen to attract young people.l We did invite him, but he didnt seem very keen on coming.l People are keen when they show interest and enthusiasm.l You are keen on an activity if you enjoy it and spend a lot of time on it.5 wordless -less: without; not havinghomeless, leafless, meaningless, endless, treeless, hopeless, helpless, doubtless, heartless, useless, harmless, careless, speechless, powerless, fatherless, childless D. In-Class Reading ActivitiesLanguageLanguage Pointsto and fro: back and forth; backwards and forwards; from side to side; in all directions来回地e.g. Seeing all the people walking to and fro outside the office, I became more worried.They ran to and fro in the street.The man walked to and fro while he waited for the phone.to be about to do sth: to be going to do sth; to be to do sth正要/即将做某事e.g. You are about to do something when you are just going to do it, or will be doing it soon.He was about to be transferred to another part of the country.He waited until she was about to leave.He met her in the doorway just as she was about to go away. 3. to prey on/upon: to produce great trouble烦恼，折磨e.g. Something preys on your mind when it worries you.His worries preyed on his mind.The thought that he was responsible for her death preyed on his mind.Feelings of quilt preyed on his mind. to prey on: to take/hunt/catch as prey捕食，杀害A bird or animal preys on another when it hunts and kills it as food.Cats prey on birds and mice.Strong animals prey on weaker ones. to prey on: to steal from; attack; make sb ones victim掠夺，使某人成为某人的牺牲品Ships were preyed upon by pirates.4.to succeed vt: to come next after接替，取代某人或某物same as take overe.g. You succeed someone in a job or position They have decided after all to let the right man succeed me.The silence was succeeded by the striking of a clock.时钟鸣响声打破了寂静。5. to grope ones way cross/along/past/ toward : to make ones way in the stated direction by feeling or searching摸索着向某方向走e.g. to grope ones way along a darkened corridor在黑暗的走廊里摸索着前进Then she blew out the candle and groped her way into bed.I groped my way to a seat in the cinema.6. Before (conj.)（之后）才e.g. It may be many years before we meet again.大概要过许多年后我们才见面。It will be a long time before we finish the dictionary.It was going to be some time before he would see his father again.7. to impress sth on/upon sb:to make sb aware of sth;to fix sth in ones mind是某人铭记某物，使某人深深意识到某物e.g. You impress sth. on/upon sb. when you make them understand that it is very important.His words impressed themselves on my memory.他的话铭记在我的记忆中。His words were strongly impressed on my memory.The manager impressed his office staff the importance of keeping accurate records. 经理让办公室职员认识到做精确的纪录的重要性。 to impress sb with sth: have a favorite effect on sb给于某人深刻的影响The girl impressed her fianc relative with her sense of humor.I was impressed with /by his performance.8. to persist in sth/doing sth: to refuse to change (what one is doing)e.g. You persist in a course of action or type of behavior when you continue with it even when other people oppose you or say that you are wrong.It is no use being sorry if you persist in doing it.If you persist in breaking the law, youll go to prison.Despite hardships, she persisted in her efforts to get a college education.*insist persist insist on(doing sth.) persist in(doing sth.)insist坚持自己的看法、意见、主张；对采取坚定的立场，或坚决要求别人做某事same as assert, stressYou insist that something is true when you state firmly that it is true, refusing to be persuaded that it is not.She insists she hasnt seen him for months.You insist on sth when you state firmly that You want to have or do it, refusing to accept any alternative.He still insisted on the truth of his story.She insisted on my coming with her.persist着重强调不顾困难、反对或警告，仍然坚持做某事，但所坚持做的事不一定是好的或正确的。9. only to do sth.不料（表结果）e.g. I arrived at the shop only to find I had left all my money at home.I returned back home from holidays only to find my house had been broken.10. in time: early or soon enough opposite too latee.g. You are in time for sth if you arrive early enough to have it or take part inIn time means sufficiently early so as not to be late.The doctor came in time to save her life.*in time: sooner or later, eventuallyYoull learn how to do it in time.In time he will see what is right.In time he will see who is his true friend.In time he forgot all about her.11. to give birth to sb/sth: producee.g. A woman gives birth when the baby she has been carrying inside her is born.She gave birth to a second child in January.Exchanges of surplus products between individuals gave birth to private property.The scientists experiment gave birth to a new drug.12. on/upon doing sth: on/upon+N: on the occasion of or directly after(as soon as)在时（此动作一发生，另一动作立即发生）e.g. On his return from Europe, he set to work in earnest.The boys stood up on the entrance of the headmaster.On reaching the city, he called up his wife.E. Exercise1.2.3 (see page 11): to review and consolidate the new words and the usage.F. Homework: preview and memorize new words in after-class reading; do quiz.Period 5&6 After-class Reading and ExerciseI. Teaching ContentTwo pieces of After-class Reading: Foreign Accents, Not Just Parrot-Talk (extensive reading approach). Check the answers to quiz.II. Teaching ObjectsTo encourage Ss get useful information from the reading material as soon as possible, to encourage reading fluency, so students should not be stop frequently because they do not understand a passage. Enhance learners general language competence, provide comprehensible input, increases the students exposure to the language, and increase knowledge of vocabulary.III. Teaching Design A. Passage I1. Ss are given ten minutes to read the passage “Foreign Accents”, get the outline with the useful information from the passage.2. Read the passage again (5minutes). Decide whether the following statements are true or false.a) The speaker only feels comfortable with people with upper-class accents.b) The speaker finds foreign accents unbearable.c) The speaker doesnt mind how strong an accent is.d) The speaker thinks most foreigners have an accent that is not too strong to prevent successful communication.e) The speaker thinks that a wider range of accents should be accepted.B. Passage II1. The passage can be divided into three parts, each dealing with a separate but related issue. Skim through the passage and indicate the paragraph numbers of each part.a) -The study of the parrots language capacity.b) -Arguments against previous animal language-learning experiments.c) -The advantages of Dr Pepperbergs experiments over the animal intelligence studies and her future research.2. Read through the text quickly to find out what the experiment showed the parrot is able to do. Complete the table below by putting a tick to show what the parrot has learned (see page 134).3. In the passage there are some words that can be used both as nouns and as verbs. Fill in each of the blanks with one of these words. The line indicators at the end of the sentences help to make the exercise easier (see page 135).C. Quiz (pre- task) Check the answers with Ss, Give the explanation to the difficulties.B. Relaxed Time (pre-task) Ask 35 students to share their exciting/good news in their daily life or tell an interesting story/joke. Period 7&8 Further Development &WritingI. Teaching Content Warming-up, discussion (group work), and writing.II. Teaching Objects After 6 periods exposure to language input, reading material, and language skills training on the topic “Career Planning”, Ss have been familiar with the relevant content, vocabulary and language expression on the same topic. Through this 2 periods, T are expected to organize some integrated activities to get Ss have an increase in the ability of language use.III. Teaching Design1. Exchanging Experience in Learning EnglishWork in groups to exchange your experience in learning English, e.g. your success, failure, etc. and possible reasons.2Should Learners Aim to Speak English with a Native-Speaker Pronunciation? Youre to be divided into two groups and debate whether learners should aim to speak English with a native-speaker pronunciation. Try to find convincing points to support your arguments.3. A Short Story about Helen KellerHelen Keller was no longer able to see or hear after she was sick at the age of 19 months. Her world was totally dark and silent. Yet Helen Keller became a teacher, writer and lecturer. She was inside the hearts of millions of people.How did this miracle happen? For the first six years and nine months of her life she was almost like a wild animal. Her father and mother could not control her. She screamed and kicked because she wanted other people to understand her. She wanted to communicate with them but there was no way. Finally Helens parents sent for a teacher. Her name was Anne Mansfield Sullivan. And Helen Kellers education began.Miss Sullivan had once been blind herself and she was an extremely gifted teacher. She constantly spelled out words in Helens hand. At first Helen didnt understand the connection between words and things. But once she understood this connection she was eager to learn everything. She couldnt see or hear so she learned by touch and feeling. Helen also learned foreign languages: French, German, Latin and Greek. She learned to write and speak. Helen always wanted to do what other people did. She went to college and her teacher went with her and helped her graduate with honors.Through her lectures and her writing Helen Keller reached millions of people. Her life is an inspiration to people everywhere.4. WritingDirections:For this part, you are allowed 30 minutes to write a composition on the title “Family and Personal Development”. Your composition should be based on the following outline, and you should use each of the following sentences as the first sentence in each paragraph. Your composition should be no less than 100 words. Remember to write it clearly and neatly.1. Family has a great influence on our personal development. 2. An ideal family sh