全新版大学进阶英语1,Unit2教(学)案

.专业.专注..专业.专注.wordword可编辑周次第周，第4-6次课 编写时间 2018.10.5草节名称Unit2FreshmanYear教学目的与要求：Uponcompletionofthisunit,teachersareexpectedtohaveenabledstudents(Ss)to:haveathoroughunderstandingofthetextcontextuallyandlinguistically;buildupanactivevocabularytotalkaboutfreshmanyearandknowhowtousethekeywordsandexpressionsincontextproperly;communicatewithregardtofreshmanyearexperience;understandwhatAmericanparentsandtheirchildrenthinkofthefreshmanyear;reflectontheirownexperienceofthefirstyearatcollegeandhowtheirparentsfeelwhentheyleavehometoattendcollege;makeacomparisonbetweenAmericancollegestudents 'parentsandChineseones;getfamiliarwiththewritingofanemail.教学重点和难点：.教学重点：Understandingandanalysisofthetexts;Importantlanguagepointsinthetexts.教学难点：Speaking:communicatewithregardtofreshmanyearexperience;makeacomparisonbetweenAmericancollegestudents'parentsandChineseonesWriting:writeanemail教学组织(含课堂教学内容、教学方法、辅助手段、师生互动、时间分配、板书设计等)：教学内容：Part IText：AllGrownUpandStillinTowPart nReading1 LearningtoMakeaDifferencePart mReading2 UniversitiesEncourageNewStudentstoGoItAlonePart IVTheme-relatedLanguageLearningTasks教学方法：eclecticismAtheme-basedandcomprehensivefrom-input-to-outputtrainingapproach辅助手段:Multi-media时间分配：Thisunitisdesignedforasix-to-eightperiodclass.Ineachoftheperiods,certaintasksaretobecompleted.TVrlftl171-2 j.g& IVriodu筋 工Ircrtciijs2-i-o ■.■j,-* 4i5«加值& n... ., , Kfadirag1&lnt«rA<e<l2 ReftdioK也IntEractlrw skllh]>z1!ri哨注：Reading2和Opener一起处理，主要基于以下考虑：1）使用本书的学生应该都是新生，Reading2是关于中国高校新生报到，内容非常贴近他们的生活；2）和主课文相比，Reading2的语言较直接、明了。这样由浅入深的安排更容易帮助学生进入学习状态。TeachingProcedures:OpenerIntroducethetopictotheclasseitherinEnglishorChinese.PlaythesonginOpenerandaskSswhethertheyknowitornot.TellSsthebackgroundinformationaboutthesongandguidethemtoreadthewordsofthesong.PlaythesongagainandaskSstocompletethetaskinPairwork.PlaythesongforthethirdtimeandaskSstodiscussthequestionsinGroupwork.:Reading&InteractingIntroducethetopicofthetexttoSs:theauthorsumsuptheexperienceofthefirstyearatcollegeandcallsforparentstostandbackandlettheirchildrenmanagetheirnewlifeontheirown.Beforetacklingthetext,makesurethatallthenewwordsareintroduced.TmayhaveSsreadthetextoutloud,paragraphbyparagraph.CollectanywordswhichSshavedifficultypronouncing.Writethesewordsontheboard.ReadthewordsoutloSs.HaveSsrepeatthewordstogether,goingdownthelistonebyone.AsksomeSstorepealthewords.BynowSsshouldbeclearastohowthewordsarepronounced.AskSstoexplainthetitleintheirownwords.AnalyzethetextbydrawingSs'attentiontotheableinTextOrganization.Andtellthemthatthetextcontainsinformationaboutthecontrastbetweenparentsoftoday'scollegestudentsandtheauthor'sparentswithregardtothefreshmanyear.GuideSsexplorethetexttofindasmuchinformationaspossibleaboutthecontrastandcompletethetable.Addonemoreitemtothetable:parentsoftoday'sChinesecollegestudentsandaskSstotellwhattheirparentsdidandhowtheyfeltwhentheycametoattendcollege.Explainthattheauthormakesacomparisonbetweenbabyboomerparents(Paras.5-10,15,16)andtheauthor'sparents(Paras.11-14,17-18)byusingablockformat(talkingaboutoneandthentheother).ExplainthekeywordsandexpressionsinthetextandteachSshowtousethem.Explaintheemphaticuseofdo/does/didandaskSstodothetaskinUsage.ExplainthesentencepatternsandaskSstodothetaskinSentencePatterns.MakesurethatSsunderstandthedetailsofthetextandthedifficultsentencesbyguidingthemtodothetasksinDiggingintodetailandUnderstandingdifficultsentences.SummarizehetextbyaskingSstodothetaskinFocusingonthemainideas.HelpSstosummarizetheauthor'spoints(Parentsshouldstandbackandlettheirchildrenmanagetheirnewlifeontheirown.)andaskthemwhethertheyagreewiththeauthor.AskSstopreviewthetasksinFocusingonLanguageinContext.CheckSs'assignmentbyinvitingthemtoreadthekeywordsandexpressionsoutaloudandexplaintheirmeaningseitherinChineseorEnglish.AskSstodothetasksinKeyWords&Expressions.Insteadofriskinglosingtheattentionoftheclass,Tmayrevisethetasks,sayexercises1.I,Tmaygivetwoorthreewordsorexpressionsforeachsentenceandletthe studentschoosetherightone.AskSstodopairworkinComprehensivePractice.Ssmayfillintheblanksfirst,andthenroleplayit.Organizeagroupdiscussionaboutthefollowingquestions:Areyourparentsoverprotectiveparents/helicopterparents?DoyouthinkChineseteenagerstodayarereadyfortheresponsibilitiesofgoingofftocollegeandlivingontheirown?Whyorwhynot?Howmuchhelporsupportshouldtheirparentsgivethem?Why?ee:Reading&ComprehendingReading1AskSstoreadaloudthenewwordsandexpressionsinthemargin,andguidethemtoskimthetext,andthendothetaskinComprehensionCheckforReading1.GuideSstoexplorethetextagain,findoutthequotationswrittenbyEinstein(e.g.Imaginationismoreimportantthanknowledge.Thevalueofamanshouldbeseeninwhathegivesandnotinwhatheisabletoreceive.),andtranslatethemintoChinese.AskSstofindoutthewishgivenbytheauthor'sparents(Wehopeoursonbecomesself-assuredandself-aware,withasenseofopportunityandoneofobligationandwiththeimaginationtomakeadifference.),andtranslatethemintoChinese.Reading2AskSstoskimthetextandanswerthequestionsinComprehensionCheckforReading2AskSstoworkwithpartnerstorecalltheirownexperience:Howdidyoureporttoschool?Didyouenrollbyyourself?Whyorwhynot?TencouragesSstousewordsandexpressionsfromReading2.PartFour:IntegratedSkillsPracticingViewing&ListeningIntroduceViewing&Listeningtotheclass:ParentsofnewstudentsatNewYorkUniversityarehelpingtheirchildrenmovein,Therearesixbriefinterviewswithsomeparentsandonestudenttalkingabouttheirfeelings.PlaythevideoclipsonebyoneandaskSstofillintheblanksinthedialogue.PlaythevideoclipsagainandaskSstoreadafterthespeakers.SpeakingHelpSsdothetaskinSpeaking.Whilepreparingforthediscussion,SsshouldreferlotheText,Reading1andReading2forusefulexpressions,andareencouragedtouseasmanyexpressionstheyhavelearnedaspossible.InviteoneortwoSstoreporttheresultsofthediscussiontotheclass,andthenguidetheclassto