新思路大学英语综合教程第二册第三版 unit 4 教案

新思路大学英语综合教程第二册第三版unit4教案新思路大学英语综合教程第二册第三版unit4教案新思路大学英语综合教程第二册第三版unit4教案Unit4ExtracurricularActivitiesinCollege一、单元整体解读及分析单元内容本单元围绕参加大学生第二课堂活动这一话题，讲述了目前常见的一些活动和内容，讨论了坚持健身和参与志愿活动的重要性，使学生理解课外学习的内涵和形式。教学目标知识目标：了解大学生第二课堂学习的意义，熟悉常见的学习形式。掌握有关大学生第二课堂学习活动的常用短语、句型，并能进行实际生活交流。掌握正确的音标发音/ai//ei//au//əu//ɔi//iə//eə//uə//m//n//ŋ//dʒ//tʃ//dr//tr//dz//ts//w//j/。学会简单的句子翻译、段落翻译和简单段落写作。学会情态动词can,may,must的用法以及特殊疑问句句型的用法。能力目标：能够听懂围绕第二课堂活动进行的对话。能够就熟悉的第二课堂活动进行顺畅的交流沟通，并与组员分享个人经历和心得。能够阅读并理解与第二课堂活动相关的话题材料，并进行分析讨论。能够撰写较为完整的三段式作文。情感目标：树立健康的世界观和人生观，通过第二课堂活动得到全面发展。培养合作精神，激发创新思维，共同思考、解决问题。教学重点1.灵活运用常见第二课堂活动的相关词汇及表达，学会使用英文表述自己经常进行的课外学习活动。2.掌握部分音标的正确发音。3.掌握情态动词can,may,must的用法以及特殊疑问句句型的用法。教学难点利用第二课堂活动的相关背景知识，快速提取、分析、处理信息，提高理解能力。剖析材料，批判性思考，准确表达个人的见解和看法。教学方法交际教学法、情景教学法、任务型教学法。教学手段多媒体课件、视频、音频等。课时划分本单元总共有4课时，每课时45分钟，具体安排如下：第1课时：Warmingup+Conversation+Pronunciation；第2课时：Pronunciation+Reading；第3课时：GrammarFocus；第4课时：Translation+Writing.二、分课时教学设计第1课时教学内容教学步骤时间分配WarmingupWarming-upStep1Teacherasksstudentsquestionstoarousetheirinterest:Whatdoyouusuallydoafterclass?Forexample:part-timejobs,volunteerwork,sports,studentclubactivities,reading,etc.Inthefirstquestion,ifyouransweris“YES”,couldyoupleaseshareyourexperienceandwhathaveyougotfromyourextracurricularactivities?Forexample:makenewfriends,learnnewskills,getworkexperience,broadenone’shorizons,learnnewknowledge,getlatestinformation,etc.Step2Pairwork:askstudentstotalkabouttheirfavoriteactivitiesanddiscussthereasons.5minsConversationPre-listeningStep1IntroducethebackgroundinformationaboutNationalFitnessdaybyshowingthepictures.Step2Pronouncethenewvocabularyandkeysentencesfortheclasstorepeatandexplainsomeofdifficulties.5minsWhile-listeningStep1Listentothedialogueforthegeneralidea.Step2ListentotheconversationandfinishtheexerciseI&II.10minsAfter-listening1)Teachergivestheanswerstowhile-listeningtasks.2)Teacherexplainsthelisteningmaterialsindetails,focusingonnewwords,expressionsandsomedifficultsentences.3)Pairwork:Invite2or3groupstopresenttheirpreferencetothewholeclass.Teachergivesfeedbackontheirtalk.(Feedbackonpronunciation,fluency，wordchoiceandcontentofcourse.)10minsPronunciationStep1Listenandrepeatthefollowingphoneticsymbols,askstudentstopayattentionthepronunciation.(1)/ai//ei//au//əu//ɔi//iə//eə//uə/(2)/laik//pei//hau//bəut//bɔi//kliə//weə//ʃuə/Step2Teacherexplainspronunciationskillsofthefollowingphoneticsymbols/ai//ei//au//əu//ɔi//iə//eə//uə/Step3Studentspracticethepronunciationandcompletephoneticsymbolsaccordingtothewordsgiven./ai/site/sait/tie/tai/pie/pai/bite/bait//ei/stay/stei/table/teibl/pay/pei/say/sei//au/house/haus/now/nau/crowd/kraud/brown/braun//əu/sold/səuld/toe/təu/nose/nəuz/boat/bəut//ɔi/soil/sɔil/choice/tʃɔis/joy/dʒɔi/coin/kɔin//iə/real/riəl/dear/diə/hear/hiə/near/niə//eə/share/ʃeə/pear/peə/wear/weə/spare/speə//uə/poor/puə/moor/muə/sure/ʃuə/lure/luə/Step4Teacherasksstudentstoreadthenewwordsintheconversationaccordingtothephoneticsymbolslearnedabove.14minsHomework1)Studentsfurtherexploretheirafter-classactivitiesandshareitwiththeirpartner.2)Reviewthephoneticsymbolslearned.1min第2课时教学内容教学步骤时间分配WarmingupAssignmentcheckStep1Invitesomestudentstosharetheirafter-classactivities.Step2Askthestudentstoreadthewordsconcerningaboutthephoneticsymbolslearnedlastclass.5minsPronunciationStep1Listenandrepeatthefollowingphoneticsymbols,askstudentstopayattentionthepronunciation.(1)/m//n//ŋ//dʒ//tʃ//dr//tr//dz//ts//w//j/(2)/meik//nəu//siŋ//dʒi:p//tʃi:p//dres//tri://bedz//si:ts//wed//jes/Step2Teacherexplainspronunciationskillsofthefollowingphoneticsymbols/m//n//ŋ//dʒ//tʃ//dr//tr//dz//ts//w//j/Step3Studentspracticethepronunciationandcompletephoneticsymbolsaccordingtothewordsgiven./m/meet/mi:t/came/keim/home/həum/loom/lu:m//n/name/neim/sin/sin/pain/pein/ten/ten//ŋ/song/sɔŋ/bring/briŋ/thank/θæŋk/bank/bæŋk//dʒ/jump/dʒʌmp/job/dʒɔb/joke/dʒəuk/cage/keidʒ//tʃ/child/tʃaild/choice/tʃɔis/chess/tʃes/chalk/tʃɔ:k//dr/drive/draiv/draw/drɔ:/drift/drift/drug/drʌg//tr/trust/trʌst/street/stri:t/treat/tri:t/trick/trik//dz/rides/raidz/heads/hedz/seeds/si:dz/finds/faindz//ts/gates/geits/pets/pets/arts/a:ts/boats/bəuts//w/win/win/white/wait/west/west/word/wə:d//j/yes/jes/yell/jel/yet/jet/year/jiə/Step4Teacherasksstudentstoreadthenewwordsinreadingpartaccordingtothephoneticsymbolslearnedabove.15minsReading1.Pre-readingStep1TeachershowsthepictureandintroducesthebackgroundinformationaboutChinaYoungVolunteers.Step2Explorethevaluesofvolunteering:1)Haveyoueverthoughtaboutregardingsomevolunteerworkasapartoflife?2)Canyousharethevalueorbenefitsofdoingvolunteerwork?(knowmoreaboutyourself,unforgettablelifeexperiences,gettheopportunitytopracticeimportantskills,provideanaturalsenseofsuccessandpride,etc.)Step3Pronouncethewordsandexpressionsfortheclasstorepeatandexplainthembriefly.Tips:somedifficultwordslike,volunteer,valuable,impressed5mins2.While-readingStep1Readthepassageforthefirsttimetogetthegeneralideasandanswerthequestions:Whyshouldwedothevolunteerwork?KEY:getworkexperience;learnnewskills;meetpeoplewhogiveyouguidance;akindof“self-help”;adoublewinStep2ReadforthesecondtimeandFinishtheexerciseI,II&III.KEY:I)CBAABII)TFTFTIII)efforts,impressed,exchange,Valuable,consider,benefit,experience,promote,protect,guidance5mins3.After-readingTakeacloselookatthepassagesentencebysentencewithsometranslation.Focusonthenewvocabularyandexpression,givedetailedexplanationofthemandaskthestudentstomakesentences.Thenanalyzethedifficultsentencestructuresandaskstudentstotranslatethembasedontheirunderstanding.Somenewexpressionsare:•Employerswillbeimpressedthatyouwereactivetolearnnewthings.Focalpoint:beactiveto•Bestofall,youwillbetakingactiontopromotewhatyouthinkisimportantandprobablybehelpingsomeoneelsealongtheway.Focalpoint:bestofall;takeactionto;alongtheway•Insteadofconsideringvolunteeringassomethingyoudoforpeopleinneed;begintothinkofitasanexchange.Focalpoint:insteadof;consider…as;inneed•Inaword,addingyourefforttotheworkofothersmakeseveryone’slifebetter.Focalpoint:inaword;add…to10minSpeakingAskstudenttosharetheirvolunteerexperience,andask2to3studentstopresenttheirideas.Teachergivesfeedbackontheirtalk.(Feedbackonpronunciation,fluency，wordchoiceandcontentofcourse.)5mins第3课时教学内容教学步骤时间分配GrammarI情态动词can,may和mustStep1Askstudentstoreadthe3sentencesinthissectionandthendiscussinpairsthedifferencesbetweencan,mayandmust.(1)Icanhelpyou.(2)Imayhelpyou.(3)Imusthelpyou.Step2UsethePPTslidestoclearlyillustratethedifferencesbetweencan,mayandmust.Providemoreexamplesforstudentstobettergraspit.1)情态动词是一种本身有一定的词义，但要与不带to的实意动词的不定式一起使用，给谓语动词增添情态色彩，表示说话人对有关行为或事物的态度和看法，认为其可能、许可、应该或必要等。常用的情态动词有can,may,must,need,should,ought,dare等。2)情态动词后面只能接动词原形。3)否定式构成是在情态动词后面加“not”，疑问形式是把情态动词放在句首。Step3AskstudentstofinishtheexerciseIII.KEY:1.must;2.Can;3.May/Can;4.must;5.can20minsGrammarIIWh-questions(特殊疑问句)Step1Studentsreadthesentencesandpayattentiontothestructureofthesentence.(1)Whenwillyoucomeback?(2)Whoworksinthehospital?(3)Whatdoyoulike?---Ilikebooks.Step2AskstudentssummarizetheWh-questions.(1)特殊疑问词+一般疑问句语序。(2)特殊疑问词+陈述句语序（疑问词在句子中做主语或做主语的定语时）。(3)陈述句变疑问句时，句子中第一人称的人称代词要变成相应的第二人称的人称代词。(4)回答时，针对问句中的代词和副词来回答，不用yes或no来回答。Step3Teacherhelpstosummarizecommonquestionwords.提问部分性质疑问词提问部分性质疑问词人who谁的whose时间when物、事情what地点where选择which原因why频率howoften方式、程度how年龄howoldStep4FinishtheexerciseIV.KEY:1.Wheredoyouwork？2.Whenwillyourfathergoabroad?3.HowdoesTomlikehisnewjob?4.Whydoesn’thecome?5.Whowillvisittheseniorstomorrow?6.Whatisshe?7.Howdoyoudecidetogothere?8.Whichbuildingisyourflat?Step5Studentssummarizethemainpointsofgrammarand