新视野大学英语第一册教案（全）_2

1、 ranging from comfort to fear. (para.1) The secret has always been you are the message. (para.3) You were committed to what you were talking about and so absorbed in the moment, you lost all self- consciousness.(para.5) The trick is to be consistently you, at your best. (para.7)1.1 Third reading: (3

2、0 min)1.1.1 Ss read the text the third time quickly, forming an outline of the whole passage. 1.1.2 Ss are divided into groups and required to summarize the text briefly. One of the students in each group can write down rough notes for later presentation.1.1.3 In order to guarantee the involvement o

3、f all the Ss, after the group work, the teacher can randomly nominate a rep of each group to report their findings.1.1.4 Distribute the handouts and ask Ss to finish the exercise (actually this is the model summary of the text)Directions: Choose words from the pairs below to complete the passage.Wit

4、hin seven seconds, a chain _1_ helps you start making up your minds about others you meet. You show your true feelings, consciously or _2_ , through your eyes, face and body because you are the message. You must use your good qualities such as physical _3_ , rate of speech, pitch and _4_ of voice an

5、d gestures so others will cooperate with you. When you are _5_ to what you talk about and _6_ beyond self- consciousness, others listen to you. Because the most effective people never change, it is important to be yourself at your best and _7_ communicate with your whole being. Since others believe

6、what they see before they hear, use your eyes to look directly at others and _8_ to demonstrate your ease during the exchange. You can _9_ up a situation by using humor and by being your true self without any huge changes in personality. You can make a good _10_ since only you can be you.1. range/ r

7、eaction2. self-consciously/ unconsciously3. attitudes/ apperance4. tone/ tune5. admitted/ committed6. absorbed/ absorbing7. consistently/ consistent8. smile/ smiling9. light/ lighten10. expression/ impression3. After-reading Activities: (50 min)3.1 Structure Analysis: general statement vs. supported

8、 informationPara 2: Think about some of your most unforgettable meetings: an introduction to yourfuture spouse, a job interview, an encounter with a stranger.some of your most unforgettable meetings an introduction a job interview an encounterPara 4: Others will want to be with you and help you if y

9、ou use your good qualities. They include physical appearance, energy, rate of speech, pitch and tone of voice, gestures, expressiveness of the eyes, and the ability to hold the interest of others. Others form an impression about you based on these.your good quallities include 1. physical appearance

10、5. tone of voice2. energy 6. gestures3. rate of speech 7. expressiveness of the eyes4. pitch 8. the ability to hold the interest of others 3.2 Paragraph writing:Step one: ask Ss to have a quick look at textbook, page 82-83.Step two: issue the following statement to Ss: many ways to improve your Engl

11、ishStep three: brainstorm- encourage Ss to try to think out as many ways to improve English as possible either from his/ her own experience or from the books.Step four: Ss share their opinions freely and the teacher just writes down each item Ss mentioned on the Bb.Step five: first draft- Ss are req

12、uired to compose a short paragraph using the information mentioned above, and they are free to choose some of the items on the Bb.Step six: peer conference- when they have finished, they are divided into groups each containing 5 Ss and they begin to exchange their writings within the group. Each stu

13、dent is responsible for one writings correction either in grammar or structure or content.Step seven: second draft- based on the others opinion and try to polish his/ her own writing.4. Follow- up Activities: (40 min) 4.1 Doing Excercises: see TextbookPage 79, III; Page 80, IV, V, VI; Page 81, VII,

14、VIII. 4.2 Role Play: Instruct Ss to work in pairs, acting as(a) greeting to each other, (b) making a self- introduction to each other and require Ss to bear in mind the tips offered in the text as to how to make a good impression.Section B (2 periods): Body Language1.1 Lead-in question: What is “bod

15、y language”?1.2 Text structure analysisPart 1 (Para 1-3): Main idea- Most people make snap judgments.Para. 3: Why do people make snap judgments?- They assume “you are what you say you are”, thinking conversation gives them information about each other once two become acquainted.Para. 1-2: What is sn

16、ap judgment?-Opinions are formed suddenly, seemingly on no sound reason, even dangeraous. Snap judgments, such as love at first sight, instant hate are often considered immature and lack of common sense. Part 2 (Para. 4): Main idea-Apart from speech, we send messages which are picked up by others an

17、d used to form opinions. These forms of communication accounts for snap judgments.Part 3 (Para. 5-9): Main idea-We communicate a great deal with our bodies.Body languageCommunicating functionDriving a car and playing games.To give insights into the inside self.Clothing/ dressTo show social status, s

18、tate of mind, aspirations and dreams.Ornaments, such as buttons, medals, jewels, etc.To announce ones conviction, belief, membership, past achievements and economic status.Choinces in architecture and furniture.To indicate ones naturePart 4 (Para. 10): Theres a wealth of information from body langua

19、ge which leads to sound snap judgment.1.3 Text structure analysis (Handout): Read the text and supply the missing information.Part 1 (Para 1-3): Main idea- Most people make snap judgments.Para. 3: Why do people make snap judgments?- They _ “you are what you say you are”, thinking conversation gives

20、them information about each other once two become _.Para. 1-2: What is snap judgment?-Opinions are formed suddenly, _ on no _ reason, even dangeraous. Snap judgments, such as _, instant hate are often considered _ and lack of _. Part 2 (Para. 4): Main idea-Apart from _, we send messages which are _

21、by others and used to form opinions. These forms of communication _ snap judgments.Part 3 (Para. 5-9): Main idea-We communicate a great deal with our bodies.Body languageCommunicating functionDriving a car and playing games.To give _ into the inside self.Clothing/ dressTo show _, state of mind, _ an

22、d dreams.Ornaments, such as buttons, medals, jewels, etc.To _ ones _, belief, _, past achievements and economic status.Choinces in _ and furniture.To indicate ones _Part 4 (Para. 10): Theres _ of information from body language which perhaps leads to _ snap judgment.Unit 5, Book OneSection A (4 hours

23、): The Battle Against AIDSTeaching Objectives:This unit help us learn what you can do to protect yourself, your family, your friends and neighbors. Every person can make a difference. After learning it, students should be able to :1) learn about AIDS and know how to protect ourselves2) understand a

24、general statement supported by a problem-solution pattern3) write composition in this pattern4) use the following important words and expressionsTeaching Allotment1st period: Pre-reading Activities & While-reading Activities2nd period: While-reading Activities3rd period: After-reading Activities4th

25、period: Text Structure Analysis and ReviewTeaching Procedures:1. Pre-reading Activities: 1.1 Oral PracticeAsk two students to prepare a conversation about AIDS before class, and then at the beginning of this class, invite them to perform to all the classmates.1.2 Vocabulary before Reading:Give stude

26、nts beforehand some important new words and phrases to look up in the dictionary. After oral practice, the teacher will require students to explain these words and make one or two sentences according to related meaning orally. Those words and phrases are:Alarm client represent suffer from regardless

27、 of sing up1.3 Listening task: Listen to a short passage (provided with the textbook) twice and answer the following four questions:1) What is the passage mainly about?2) What is the name of the disease that appeared over 20 years ago?3) What war does this passage describe?4) What must each of us le

28、arn to do?2. While-reading Activities2.1 Preview check- question-answering:Since the students have been required to preview the text, the teacher will give them ten comprehension questions to answer, in the hope of helping them understand the passage further. 1) When and where was AIDS diagnosed?2)

29、In America, how many has been killed by AIDS? How many has been infected and how many are expected to die?3) Who are those more likely to be infected with AIDS?4) Where do AIDS educational programs operate and why?5) How does the beauty shop owner do?6) How many techniques has the organization devel

30、oped? What are they?7) How to solve the problem of low literacy?8) In what way can teenagers educate their peers better than an adult can?9) How does the write evaluate these lessons?10) What should we do to win this war?2.2 Question time- difficult words, phrases and sentences explanation: In this

31、part, allow students to ask the teacher questions which they are not clear. The teacher will mention some language points and paraphrase some difficult sentences:1) “Since then, AIDS has killed more than 204,000 Americans-half in the past few years alone.” (Para.1, Line 2)How to understand the under

32、lined part? - here “alone” means “only”, so it refers that “Only in the past few years, half of the204,000 Americans have been killed by AIDS”.2) Para.3: pay attention to the following similar phrases;(1) Despite in spite of;(2) In place of in the place of take the place of; (3) A number of the numb

33、er of;3) “As a result, such books actually have more effect in the communitieswhich cost thousands of dollars more to produce.” (Para.9, L 38)This sentence is very long. Analyze its structure.4) “Because AIDS is spreading fastest among teenagers in the rural South, and teach AIDS 101 to their peers.

34、” (Para.10, L 41-44)Make the structure clear and then its easy to understand.5) Para.11&12: important expressions(1) At risk(2) Make up(3) Regardless of6) “These lessons are not the only solutions to the crisis but untilagainst the virus.” (Para.13, L54-55) Paraphrase it.2.3 Text structure analysis:

35、 Para.1-2: Alarming situation of AIDSPara.3-6: The South Carolina AIDS Education Network carries out programs to stop the spread of AIDSPara.7-13: The network shares some lessons learned in its battle against AIDSPara. 14: What should people do to win the war against AIDS 3. After-reading Activities

36、3.1 Group work: Task 1: text structure analysis in detailsNearly half of people with HIV are _; _ form the fast growing part of those with AIDS. (Para.2)AIDS was diagnosed in U.S. _; it has killed_ Americans; _ of the 1 million infected with HIV are expected to die. (Para.1) The federal & state gove

37、rnment have _ in stopping the spread of AIDS; so _ have appeared, such as the South Carolina AIDS Education Network. (Para.3) The owner _ AIDS information to her clients and _ on AIDS prevention; She also _ around. The number of people she educated is _. (Para.5)The network formed to _ AIDS, but suf

38、fers from _, so it operates AIDS educational programs _. (Para. 4)Three lessons learned in the battle against AIDS:(Para.8-9) (Para.10) (Para.11-13)Suggestion: We must not _. Nor can we _. Everyone must_.A method presented in a general statement: Train teenagers to educate their peers.A method prese

39、nted in a general statement: _A method presented in a general statement: _The problem:_The problem:_The problem:_The solution:_The solution:_The solution:Everyone is at risk and should protect themselves.The evaluation:_The evaluation:_The evaluation:Such books have more effect.3.2 Group work: Take

40、2: Cloze and Spot Dictation:Read this summary below. First let students fill in the blanks according to their understanding of text A, and later, the teacher will check their answers by having spot dictation.Since it was _, AIDS has killed thousands of Americans. _ in rural Southern communities are

41、most likely to be _ with AIDS. Because of the spread of AIDS and lack of government activity to stop it, some local organizations _. The South Carolina AIDS Education Network formed to help _ the number of AIDS cases. In some countries, handing out AIDS _ and expecting people to read it is not _ bec

42、ause many people can not read. _ can explain the risk of catching AIDS to their peers much better than adults can. Some best ways to combat the spread of AIDS include: speak to your community in a way they can hear; train teenagers to educate their peers; and, _ “at risk” to include women from diffe

43、rent backgrounds and marriage status. In a word, everyone should _the war against AIDS.3.3 Pair work: Task 3: Structured Writing (to be done orally) Topic: Try to make a good impression on your audienceUse a general statement supported by a problem-solution pattern to practice with their partner.3.4

44、 Discussion: What can you do about AIDS as a college student?Students work in groups of 4 and share their ideas and opinions together. Later, choose one or two representatives from these groups to report to the whole class.3.5 Translation and structure exercises3.6 HomeworkPreview Section B&CSection

45、 B (2 hours) The Last Dive at the Olympics1. Free talkAsk several students to show a play they have prepared about seeing a doctor.2. Learn reading skills: reading for major detailsFirst, find out the main idea of a paragraph, then look for the facts and details that help to add up to the main idea,

46、 and in this way you can separate the major details from less important details.Do exercises about this reading skill in your textbook.3. Answer the following comprehension questions:1) What did I do before I hit my head on the board?2) Why did I push away everyone who came near to me?3) Why did my

47、natural parents give me up?4) What feeling did my diving give to me when I was a kid?5) When did I win my first prize in the Olympics?6) How did I succeed as a diver?7) Why didnt I want others to know I was a gay?8) How many times had I been a diver for the Olympics?4. Fill in this blank about my ex

48、perience as a diver:1) When I was born, I was given up by my natural parents.2) When I was 18 months old, I _.3) At 10 years old, I _.4) In the 17th grade, I _.5) At 16 years old (in 1976), I _.6) In 1984, I _.7) In 1988, I _.8) After 1988, I _.5. Language points and difficult sentences:1) thrust in

49、to2) in haste3) adopt & adapt4) call someone names5) prior to6. Retelling: Shorten this passage in your own words and retell this story to your partner.7. Finish exercises in textbook.Unit 6, Book OneSection A The widowTeaching Objectives:After learning this unit, students will be able to:1. grasp t

50、he main idea (a sad, lonely woman who experiences the pain of loss as she remembers how her wedding day sent its spell over the rest of her marriage) and the structure of the text (narration in time sequence);2. appreciate the narrative skills with time signals;3. master some key language points and

51、 grammatical structures in the text;4. memorize the following affixes - under-, dis-, re-.Time Allotment1st period oral presentation; pre-reading; while-reading (text structure; cultural notes; language points)2nd period while-reading (language points; difficult sentences)3rd period oral presentatio

52、n; while-reading (language points; grammatical structure; detailed information)4th period while-reading (detailed information; coherence); post-reading (the main idea; reviewing passage; exercise)Teaching Procedures/ActivitiesSection AI. Oral Presentation (10 minutes)- two Ss perform a short convers

53、ation about some topics.II. Pre-reading Tasks (15 minutes)1. T raises several questions based on Preview and invites several Ss to answer individually or in chores.- What can communicate messages or implied information? (words, actions, feelings, etc) - What can we learn from Section A? (a sad, lonely womans story)- How about section B & C? (two workers stories; ones history of moving)2. T explains several key words: spell, successful.3.