泛读教程 I 教案.doc

泛读教程 I 教案Unit 1 University Student Life教学目标或要求：1. Students learn how to guess the meaning of new words by reading context.2. By the two articles “On Being a Student” and “Getting the Best value for Time”, the teacher gives students suggestions on how to improve reading skills and how to make good use of time in the university.3. After learning unit one, students should have the basic understanding of suffix and prefix and try to use the word-building knowledge to expand their vocabulary.教学内容（包括基本内容、重点、难点）：I. Reading skill: Context Clue to Word MeaningContext means the words or sentences before or after the item you do not know. Context sometimes provides definition clues. Consider: Linguistics, the scientific study of language, is very important for language students. Notice the italicized word is clearly defined. Besides the formal definition, the writer may also give explanation after such punctuation marks as comma, dash or within parentheses.Context sometimes gives example clues. Consider: like horses, human beings have a variety of gaits, they amble, stride, jog and sprint. Notice several examples are given to shed light on the meaning of the italicized word “gait”, a way of way of walking. In the sentences with example clues, the examples are usually signaled by certain words or phrases like such as, including, for example, for instance or to illustrate. Although context clues are useful in discovering the meaning of an unknown word, there are some limitations to this approach. The meaning you get from the context may be vague or general. Sometimes there is too much unfamiliar language to allow you to use the context. While you dont interrupt your reading to look up new words in a dictionary, you may still want to check your guess if you find that some word is used often, and seems to be an important one in your field. In such cases, mark the unknown words when you are reading, and look them up later.II. Text: University Student Life Step one: word pretest before going to text On Being a Student. Check the meaning of ten new words: profession, involve, explore, diminish, urge, performance, discipline, sack, linger, awkward. Step two: give students five minutes to scan the text and discuss the following questions: How is your college life different from your high school days? What is your plan to improve your reading skills? Step three: detailed explanation of the text. Being a university student is your profession for at least the next four years and this involves a change of attitude in many ways. First you chose one major subject instead of several subjects because you find it interesting and worth exploring further. Second, you have before you the goal of getting a degree. Another change is the relationship with teachers. You are now active learner instead of passive receiver. Teachers are only coaches and you would not be discouraged if you get back with a poorer mark than you expected and with various criticisms. In order to adapt to all the changes you must put in hours of regular practice every day. Some activities like reading, writing and note-taking, speaking and discussion are basic to studying. Make sure that you are doing these efficiently.III. Vocabulary buildingWord match exercise. Give students three groups of new words and definitions and match the word with the definitions. Some basic knowledge on suffix. Many verbs end in suffix ize, such as realize, organize, criticize, characterize; many adverbs end in the suffix ly, such as efficiently, certainly, professionally. If we study carefully, we can save a lot of time memorizing new words.1.How to guess the meaning from context reading2.How to get used to life in the university3.Some ways to enlarge vocabularyAssignments：Should teachers establish personal relationship with their students? Why or why not?Unit 2 Culture Shock教学目标或要求：1. Introduce some information on culture shock2. Enlarge students vocabulary3.Do more exercise on skimming and scanning教学内容（包括基本内容、重点、难点）：I. Reading skill: context clues to word meaning Try to guess the meaning from context. E.g.When the student meets another miserable person from the same country, he will pour out his unhappy feelings. Together they can complain in their native language. If you are driving across the country or through a city, you can also check the billboards you will see along the roads. They advertise not only products but also coming events and sights to see.Through context reading, we can easily get the meanings of “complain”-say bad words about something and “billboard” a place to put on notice.II. Word PretestLet students guess the meanings for “acquaintance, symptom, depress, hostility, temporary, inevitable, located, dwelling on”III. TextMaking a Cultural Change Explanation of the text: the students who studies in a foreign country leave behind a familiar, loving, comfortable environment. Back home, he has his family, friends, and acquaintances. Foreigners experience different degrees of culture shock. The symptoms range from being ill at ease to being seriously depressed. Feeling homesick, unhappy, and very sensitive.IV. There are some suggestions found to be helpful in fighting culture shock:1. Keep busy2. Become friendly with classmates3. Do something that you really enjoy, such as reading, music or sports4. Forget that your English is less than perfect, and feel free to ask people for information, guidance, or directions. 5. Be flexible. Laugh at the mistakes you makeWhat is culture shock? The problem of adjustment in new cultural environments. Cultural shock might be called an occupational disease of people who have been suddenly transplanted abroad. What is the symptoms and cures for culture shock? Culture shock is causes by the anxiety that results form losing all familiar signs and symbols or social contacts. Those cues or signs include various ways in which we adapt ourselves to the situation of daily life. Assignments1. What kind of people adjust best to foreign cultures?2. Do you have any difficulty in adapting to a new environment of your university?Unit Three Movie教学目标或要求：1. Students learn how to guess the meaning of new words by context clues.2. By the two articles “How Do the Movie Do it?” and “The Man Who Made Mickey Mouse”, the students are suggested to collect some information about American movies.3. After learning unit three, students should have the basic understanding of suffix and prefix and try to use the word-building knowledge to expand their vocabulary. 教学内容（包括基本内容、重点、难点）：I. Reading skill: Context Clue to Word MeaningExamples1. The child had a wan look. He was so pale and weak that we thought he was ill.2. Carbon monoxide (CO) is a noxious gas, which can cause death.3. During their stay in New York, they took their laundry to the Laundromat, where the public may wash their clothes in coin-operated machines.II.Text: How Do the Movies Do it? Step one: word pretest. Check the meaning of eight new words: crash, flood, apply to, absolutely, flame, instantly, device Step two: give students five minutes to scan the text and discuss the following questions: What kind of movie is your favorite? Do you think to become an actor or actress is a good job for young people? Step three: detailed explanation of the text. Have you ever seen a movie in which a building was burned down or a bridge was destroyed? Have you seen films in which a train crashed or a ship sank into the ocean? If so, you may have wondered how these things would happen without harming the people in the film. The man is called special effect man. In a scene for one movie there was a big glass bowl filled with water in which the fish were swimming. The director of the movie wanted the fish to stop swimming suddenly when they seemed to stare at an actor. Then the director wanted the fish stop staring and swam away. But fish cannot be ordered to do anything. It was quite a problem. At last controlling the fish through a harmless use of electricity solved the problem. As in other parts of movie making, there are those who have developed particular skill in creating certain kinds of effects. All this requires training, skill, and experience. It also adds a great deal to the expense of producing the film. It helps explain why so many movies are very expensive to make.III. Vocabulary buildingWord match exercise. Give students three groups of new words and definitions and match the word with the definitions. Some basic knowledge on suffix. Many verbs end in suffix ize, such as realize, organize, criticize, characterize; many adverbs end in the suffix ly, such as efficiently, certainly, professionally. If study carefully we can save a lot of time memorizing new words.1. How to guess the meaning from context reading2. How to improve English by watching movies?3. Some ways to enlarge vocabulary: 4. Discuss the questions for Reading:When did the story take place?Where did it take place?Who are the main characters?What did they do? And why?What did the writer want to tell us?Whats the theme of the story?AssignmentsIs watching movies and TV programs a good way to learn something indirectly?Unit 4 Food教学目标或要求：1. Students learn how to guess the meaning of new words by reading context.2. By reading the two articles “A Food Tour of USA” and “Dinner Invitation”, students should learn to improve reading skills and try to make good use of them.3. After learning this unit, students should have the basic understanding of suffix and prefix and try to use the word-building knowledge to expand their vocabulary.教学内容（包括基本内容、重点、难点）：I. Reading skill: Context Clue to Word MeaningGeneral Knowledge: Examples1. The door was so low that the 1.9-metre man hit his head on the lintel.2.Tom got on the motorbike, his girlfriend sat behind him on the pillion and they roared off into the night.3.A special arithmetic course is going to be set up to teach the children how to add, multiply, subtract or divide simple numbers.II. Word Pretest Let students guess the meanings for “specialty, aroma, nutritious, available, chef, distinct, game, deserve”III. Text: A Food Tour of USA Step one: word pretest before going to text A Food Tour of USA. Check the meaning of the new words: Step two: give students five minutes to scan the text and discuss the some questions Step three: detailed explanation of the text.IV. Vocabulary building:Prefixes: mis-, dis- Examples: mistake, misunderstand, misuse; disagree, dislike, disadvantage, etcAssignmentsWhat similarities and differences are there between Western and Chinese dinner invitation?Unit 5 Business教学目标或要求：1. Students learn how to guess the meaning of new words by reading context.2. By the two articles “Levi Strauss and Company” and “What Is the WTO?”, the students are given suggestions on how to improve reading skills and how to make good use of time in study.3. After learning this unit, students should have the basic understanding of suffix and prefix and try to use the word-building knowledge to expand their vocabulary.教学内容（包括基本内容、重点、难点）：I. Reading skill: Context Clue to Word MeaningClass relationship: (p57)More examples:1.Most animals have some methods of protecting themselves from predators-animals that kill and eat other animals. Porcupines, for example, can roll themselves into a tight ball, with their sharp spines discouraging the attackers.2.Prime ministers, ministers, ambassadors and other important national dignitaries attended the conference. II. Word PretestLet students guess the meanings for “rural, prosperity, durable, shrink, tough, commodities, trend, approaches.”III. Text: Levi Strauss and Company Step one: word pretest before going to text Levi Strauss and Company. Check the meaning of the new words: Step two: give students five minutes to scan the text and discuss some questions Step three: detailed explanation of the text. IV. Vocabulary buildingWord match exercise. Give students three groups of new words and definitions and match the word with the definitions. Some basic knowledge on suffix. Many verbs end in suffix ize, such as realize, organize, criticize, characterize; many adverbs end in the suffix ly, such as efficiently, certainly, professionally. If study carefully we can save a lot of time memorizing new words.AssignmentsDo you want to be a leader in a small company or to be an employee in a well-established company?Unit 6 Sports教学目标或要求：1. Students learn how to guess the meaning of new words by reading context.2. By reading the two articles “A City Wild with Joy” and “How the Olympic Games Started ”, students are supposed to know more information about the Olympics.3. After learning unit one, students should have the basic understanding of suffix and prefix and try to use the word-building knowledge to expand their vocabulary.教学内容（包括基本内容、重点、难点）：I.Reading skill: Context Clue to Word MeaningContrast relationship: ( P57)More example:1.At the party Tom was talking cheerfully with others while his bother was reticent all the time.2.Peters parents hope that he can learn to be frugal, but he just keeps spending money as freely as he likes.II.Texts: 1. A City Wild with Joy Step one: word pretest before going to text. Check the meaning of the new words: Step two: give students five minutes to scan the text and discuss some questions Step three: detailed explanation of the text.2.How the Olympic Games Started III.Vocabulary building: Suffix: -ish, -ese, (i)an, etc. Examples: American, Indian, British, childish, Chinese, Japanese,etc.AssignmentsIn order to win international championships, many countries spend a lot of money on sports. Is it worth it? Give your reasons for your opinion.Unit 7 Shyness教学目标或要求：1. Students learn how to guess the meaning of new words by reading context.2. By reading the two articles “Overcome Shyness” and “How to make a good impression”, give students suggestions on how to improve reading skills and how to make good use of them in study.3. After learning unit one, students should have the basic understanding of suffix and prefix and try to use the word-building knowledge to expand their vocabulary. 教学内容（包括基本内容、重点、难点）：I. Word pretest The students guess the meaning of the following words: profound, affect, diminish, timid, numerous, interpret, isolate, eventuallyII. Texts: Overcome Shyness Step one: word pretest before going to text. Check the meaning of the new words: Step two: give students five minutes to scan the text and discuss some questions Step three: explanation of the text.III.Vocabulary building: Suffix: -ness, -ment, -ive, -fulExamples: happiness, witness, calmness; government, movement, development, effective, offensive, expressive; helpful, useful, delightful, etc.Assignments:How would you help a good friend deal with his or her shyness?Unit 8 Native People教学目标或要求：1. Students learn to guess the meaning of new words by reading context.2.Share with classmates ways to improve reading skills and to make good use of time in study.3. After learning this unit, students should have the basic understanding of suffix and prefix and try to use the word-building knowledge to expand their vocabulary.教学内容（包括基本内容、重点、难点）：I. Get down to the theme of Unit 8 Know something about native people, broaden Ss horizon. Know how can we to protect the endangered people II Native American Influences on Modern American Culture 1. Choose one or two students to summarize the text：Native people influence the language, art, government and agriculture of modern American.2. Possible difficulties: 1) .must have been as curious about the strange European manners and customs as were the Europeans about the Indians. 2) permanent: last for ever autonomous: govern by themselvesauto- as a prefix: i.e. automate, autobiography, automobileextent: range Be indebted to: receive help from. 3) name of places Delaware(特拉华州) Iowa(爱荷华州) Illinois (伊利诺斯州) Alabama (阿拉巴马州) Miami(佛罗里达州城市) Spokane（斯伯坎市）III.Vocabulary-building Affix:Let Ss speak the words they can think as many as possible and repeat their words.Explain some words easily mistakenIV. Fast- reading and Presenting 1. Divide the class into 4 groups, and each group is assigned to read one passage in the SECTION B and then one S should stand up to be on behalf of his group and present the main ideas or information of the passage2. Give Ss time to prepare and inspire them to show his understanding. While doing the presentation, Ss can use the words in the passage to summarize the main idea of the whole passage.Assignments:Do you want to be a leader in a small company or to be an employee in a well-established company?Unit 9 Bible Stories教学目标或要求：1. The students should learn to understand some sentences with complex structures.2. By reading extensively, students should try to improve their reading speed.3. Students should have the basic understanding of suffixes discussed in this unit and try to use the word-building knowledge to expand their vocabulary.教学内容（包括基本内容、重点、难点）：I. DiscussionDo we Chinese people have a folk story about the creation of the world? Have you heard or read about other creation stories? Share what you know with your classmates.II. Useful expressions:dominion over; gain control of; get rid of; put forth; go in with (take part in); Suffix-(i)ous: 构成形容词表示“具有性质的”,“充满的”. E.g. delicious, precious, anxious-ous: 像的；具有特征的；实行的；亚的. -less: 构成形容词表示“无”、“缺”、“ 没有”；构成副词表示“不”. E.g. homeless, useless, hopeless, waterless, rootless-most: E.g. topmo