新标准1册教案-Unit3 (1)

1、廊坊师范学院外国语学院教案 2016-2017学年度 第 一 学期课程名称： 大学英语 任课教师 罗文凤，郝蕾，朱玉清 系（部） 大学外语部 教研室 基础英语一教研室授课章节： Unit 3 Learning to think（ New Standard English 1） 授课班级Classes 39,40,41,42,43,44授课日期 2016-10-17课 题Active reading (1): Thinking for yourself时 数2教学目的及 要 求The section aims to make the students realize the importance

2、 to think independently, read for specific information, express an opinion with evidence or examples and develop critical thinking about different styles of thinking.教学重点Understand the main idea and the structure of the text难 点Comprehension of the text and main language points教学方法及 教 具Under the guid

3、ance of student-centered principle, apply communicative and heuristic teaching methods, stimulate students interest in learning English and get students involved in class participation课堂设计（教学内容、过程、方法、图表等）时间分配I Review & warm-up1 Dictation 2 Checking Ss autonomous learning tasks. 3 Activities to a

4、rouse students interest in learning the unit (Take the IQ tests to measure intelligence).II Text analysis 1 Background informationThe book Time to think written by Nancy Kline Multiple intelligence2 Comprehending exercises1 Understand the concept of thinking for oneself2 Read for specific informatio

5、n 3 Analysis of the organization of the text: consider sentence functionIII Language pointsV Grammatical points (Q & A)1 Key expressions: radical, suspicion ,glimpse, lean, prevalent ,on purpose, not think much of, for that matter, at (great/some) length, be about to do, in sb.s presence 2055 15

6、 课堂设计（教学内容、过程、方法、图表等）时间分配2 Difficult sentences(1)Thinking for yourself is not a popular activity, though it should be.(Para 2)“though it should be” refers to the authors opinion who thinks that thinking for yourself should be popular and who hopes to share her opinion with readers. (2) I was reminde

7、d of this sad fact at a party when a fellow guest asked me the subject of a book I was planning to write.(Para 3)The authors purpose of using the negative adj. “sad” is to show her disapproval of the attitude that “thinking for yourself can be seen as dangerous”.(3)When was the last organizational v

8、ision statement you saw that included the words “to develop ourselves into a model environment in which everyone at every level can think for themselves?” (Para 4)此句为 when 引导的特殊疑问句，包含三个定语从句。其中 you saw 和 that included the words 两个定语从句共同修饰 the last organizational vision statement, in which everyone 修饰

9、 a model environment.(4)When was the last organizational vision statement you saw that included the words “ to develop ourselves into a model environment in which everyone at every level can think for themselves”?(Para 5)The writer is questioning whether the mission statement of organizations or ins

10、titutions includes words about staff at all levels thinking for themselves.(5)Had she affirmed our intelligence first and spoken about the joy of thinking for ourselves, had she not fanned our fear of her, we would all have learned even more powerfully what it meant to do our own thinking.(Para 19)

11、此句为典型的虚拟语气，包含以“had +主语+动词完成时态+其它”为条件句的两个并置结构。IV Critical thinkingTheme exploration: 1 Would you agree that not many people know how to think for themselves? 2 Is the writers teacher a good teacher？10作 业 及参考文献1. Review and discuss the importance of thinking for oneself.2. Preview the following readin

12、g passage, study it online and locate questions and difficulties: Finish exercises in the book and check the keys online and study the resources courseware online;课程小结Only by integrating listening, speaking, reading and writing, rather than practice just one of the above-mentioned skills, can studen

13、ts improve their English most efficiently.廊坊师范学院外国语学院教案 2016-2017学年度 第 一 学期课程名称： 大学英语 任课教师罗文凤，郝蕾，朱玉清 系（部） 大学外语部 教研室 基础英语一教研室授课章节：Unit 3 Learning to think（ New Standard English 1）授课班级Classes 39,40,41,42,43,44授课日期 2016-09-19课 题Active reading (2): Hone your study skills时 数2教学目的及 要 求By learning this tex

14、t, the students are able to improve their reading skills, apply the words and patterns to express themselves about their study at university and master the skill to form an opinion about study skills.教学重点Master reading skills and writing skill难 点Comprehension of the text and main language points教学方法

15、及 教 具Under the guidance of student-centered principle, apply communicative and heuristic teaching methods, stimulate students interest in learning English and get students involved in class participation课堂设计（教学内容、过程、方法、图表等）时间分配I Review & Warm-up1 Dictation/Q&A2 Answering the questions: 1) Wh

16、at is the hardest thing about moving from school to college?2) What new skills do you have to learn as a college student?3) Which skills are most difficult to acquire?II Reading skills1The Honey and Mumford approach2 Useful tips to improve study skillsIII Comprehending the text1 Comprehending exerci

17、ses2 Understanding study skills103010 IV Grammatical points (Q & A)Answer Ss questions. (Students are supposed to study the resources courseware online before class)1 Explanations to key expressions:financial, resource, transfer, notepad, context, critical, handout, integrate, questionnaire, gen

18、erate ,theorist, rational, pragmatist , overwhelming, focus on/upon, strike a balance, more or less, try sth. out, bog down in / with, break up, keep sth. in mind, by/in contrast2 Explanations to difficult sentences(1)Like everyone else, students have their fair share of problems.The idea of fair sh

19、are here is that everyone has problems of some sort or other, in more or less equal shares, as if problems are divided among the population. Thus, students have problems, just as other people do.(2) and surviving on limited financial resources The word resources refers to something you can use to he

20、lp you achieve something, for example, financial resources refers to money. If such resources are limited / constrained / scarce / in short supply, then there isnt much money available.(3)The standard joke is that it is a system for transferring notes from the lecturers file to the students notepad

21、without passing through the mind of either.This joke is intended to criticize the traditional lecturing style in which the lecturer (without thinking) simply reads their lecture notes. These notes are thus transmitted to students, who simply write down (without thinking) what the lecturer says. The

22、result is that the students notes may be similar to those of the lecturer, but the content and meaning of the lecture hasnt passed through the mind of either the lecturer or the students the lecture is just a transfer of words, without understanding. (4). place the material of the course in context

23、.The word context refers to the general situation in which something happens, which helps to explain it. Placing something in context can thus include giving details of time, place, situation, social, historical or theoretical background, and other features which influence what happens or what is sa

24、id. As students get more experience of university study, they may realize, especially in social sciences and humanities, that a lot of studies and research involve understanding different contexts, so this can become a powerful tool for learning.(5) The approach is to discuss and, where appropriate,

25、 be critical of the topic, rather than simply to describe it.The main structure is “The approach is to discuss and be critical of the topic.” It means that a good lecturer will ask students not to describe the topic, but to talk about it and give their own comments so that they can develop their cri

26、tical thinking.V. Guided writingWrite a short passage entitled “Whats the most difficult part of learning a foreign language?”. Guided Writing, P4125作 业 及参考文献Review and preview reading passage 1 in Unit 5, study it online and locate questions and difficulties: Finish exercises in the book and check

27、the keys online and study the resources courseware online;课程小结Only by integrating listening, speaking, reading and writing, rather than practice just one of the above-mentioned skills, can students improve their English most efficiently.廊坊师范学院外国语学院教案 2016-2017学年度 第 一 学期课程名称： 大学英语 任课教师罗文凤，郝蕾，朱玉清 系（部）

28、 大学外语部 教研室 基础英语一教研室授课章节：Unit 1 （ New Standard English 2）授课班级Classes 41,42,43,44 (Class A/ Class B)授课日期2016-03-132016-03-20课 题Unit 3 College culturelistening and speaking practice时 数2教学目的及 要 求Students should master the new words and expressions in the unit and some skills in listening, for example, h

29、ow to grasp the main ideas, and practice presentation skills.教学重点Practicing presentation skills难 点Help students reach the level of Cet-4 described in the Teaching Syllabus of the Course for Listening and Speaking of College English 教学方法及 教 具Multi-media classroom课堂设计（教学内容、过程、方法、图表等）时间分配I Checking 1 D

30、ictation of useful expressions2 Checking the oral and listening tasksII Starting point1.Look at the words and expressions in the page for 30 seconds. 2.Work in groups and discuss on the methods you used to memorize these words and expressions.3.Recommend some efficient methods to memorize English words. III Viewing listening and speaking1 Listening practiceWatch videos and finish relevant listening practi