(2021年整理)全新版大学进阶英语1-Unit1教案

全新版大学进阶英语1,Unit1教案全新版大学进阶英语1,Unit1教案全新版大学进阶英语1,Unit1教案全新版大学进阶英语1,Unit1教案编辑整理：尊敬的读者朋友们：这里是精品文档编辑中心，本文档内容是由我和我的同事精心编辑整理后发布的，发布之前我们对文中内容进行仔细校对，但是难免会有疏漏的地方，但是任然希望（全新版大学进阶英语1,Unit1教案）的内容能够给您的工作和学习带来便利。同时也真诚的希望收到您的建议和反馈，这将是我们进步的源泉，前进的动力。本文可编辑可修改，如果觉得对您有帮助请收藏以便随时查阅，最后祝您生活愉快业绩进步，以下为全新版大学进阶英语1,Unit1教案的全部内容。第周，第1—3次课编写时间2018。9。20章节名称Unit1ThePursuitofDreams教学目的与要求:Upon

completion

of

this

unit，

teachers

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expected

to

have

enabled

students

(Ss)to:haveathoroughunderstandingofthetextcontextuallyandlinguistically;buildupanactivevocabularytotalkaboutthepursuitofdreamsandknowhowtousethekeywordsandexpressionsincontextproperly；knowwhatmakessuccessfuldreamchasers;talkabouttheirowndreamjobsandexplainhowtomaketheirdreamscometrue；writeawell-developedparagraphwithacleartopicsentence。教学重点和难点:1。教学重点:Understandingandanalysisofthetexts；Importantlanguagepointsinthetexts2.教学难点:1）Speaking:talkaboutthepursuitofdreams；talkabouttheirowndreamjobsandexplainhowtomaketheirdreamscometrue2)Writing：Paragraphwritingwithacleartopicsentence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：PartⅠText：DeafDJPartⅡReading1JanitorFilipaj，theDreamPursuerPartⅢReading2FromtheAmericanDreamtoaChineseDreamPartⅣTheme-relatedLanguageLearningTasks教学方法:Students-orientedteachingapproachesGroupdiscussion;presentation辅助手段：多媒体时间分配：Thisunitisdesignedforaneight-periodclass.Ineachoftheperiods，certaintasksaretobecompleted。Generallyspeaking，theremaybeseveraldifferentwaystoexplorethisunit.Hereisasuggestedteachingplan.TeachingPlanPartOne：OpenerIntroducethetopictotheclasseitherinEnglishorChinese.DrawSs'attentiontothetwopicturesinOpener,helpthemusetheircellphonestoscantheQRcodesforinformationaboutthetwopeopleinthepictures.Askthemwhatquestionstheywouldliketoaskaboutthetwopeopleinthepictures。Collecttheirquestionsorally，summarizethem,andifpossible,narrowthemdowntothethreequestionslistedinOpener.AskSstoworkinpairs,discussingthethreequestionsgiveninOpener.Afterdiscussion，givepairsafewminutestoswaptheiranswerswiththeirneighbors。Askoneortwopairstogiveabriefreportoftheirdiscussion。PartTwo:Reading&InteractingIntroducethetopicofthetext:adeafDJwhochasedaseeminglyimpossibledream。Beforemovingontothetext,helpSsfamiliarizethemselveswiththenewwordsinthemargin，forexample，byhavingthemreadthetextoutloud,paragraphbyparagraph,collectinganywordswhichtheyhavedifficultypronouncing,writingthewordsontheboardandreadingthewordsouttothem。Ssrepeatthewordstogether,goingdownthelistonebyoneandthenreadthewordsselectedbytheteacher。Thensomeofthemwillbeaskedtoreadthewordsseparatelyandothersimprovetheirpronunciationofthesewords。Bynowtheyshouldbeclearastohowthewordsarepronounced.GuideSstoapproachthetextbystudyingthestorylineofthewriter'spersonalstory--timeorderandsomekeyelementsofastory：settingconflict,development，andending。Setting：ThewriterwasborninEnglandwithperfecthearing.Whenhewasfive，hisfamilymovedtotheUnitedStates.Becauseofearinfections,hewentdeafintherightearandwasleftwith20%ofhearingintheleft.Conflict：Theyoungmanwhowasalmostdeaf,however，gotinterestedindeejayingwhichusuallyrequiresacutehearing.Development：Attheageof25,hebegantoreceivetutoringfromafamousNewYorkDJ。Hegotjobs，deejayingatclubsand，forhisexcellentperformance，wonthename"thatDeafDJ"。Ending：Thewriterexplainshowhe,amanwithhearingloss,succeededindeejaying.Andthewriteroffersencouragementfortheyoungtochasetheirdreams.DiscussthefollowingelementsonebyonewithSs:Setting（Para.1):AskSstoclosetheirbooksandraisequestionsaboutthewriter'shearingloss.Forexample，"Washedeafatbirth？""Ishecompletelydealnow?”…Andaskoneortwostudentstoanswertheirquestions。TheycanrefertoPara.1。Conflict(Paras。2-3):AskSstotaketurnstoretellthestoryusingthefollowingwordlist：whenIwaslittlelovefolkbirthdaydeejayhookemailchallengetutordeveloptakeoverDevelopment（Para，4):AskSstoreadPara。4，andclosetheirbooksaftertheyfinish。Thenaskthemtoretellthemainideaoftheparagraphintheirownwords.Thefollowingisasummaryforyourreference:WhenIdeejayedatclubs，Iwouldjustshowup,introducemyself，andstartplayingmusic。PeopleenjoyedmyperformancebutnooneknewIwasdeaf。Thatwaswhytheyjustcouldn’tbelievemewhenItoldthemIcouldn’thear.Therefore，sometimes，Ihadtoletthemseemydoctor'snotes.AllthisshowedtheygavemejobsbecauseIwasgoodatdeejaying，notoutofsympathy.Peoplehavecalledme”thatDeafDJ"eversince.Ending（Paras.5—8):AskSstoexplainhowthedeafDJsucceededindeejaying.Dobacktranslationinpairs:AskSstoworkwiththeirpartnertotranslatethefollowingparagraphintoEnglishandcomparetheirtranslationwithPara8。Askoneortwopairstotellthedifferences。现在我在各种聚会上做打碟师，从学校派对到公司的活动.我也到失聪儿童小学去跟学生谈动力和自信。我特别喜欢跟家长们交谈。我跟他们说：“我给你们]的忠告是让（你们的孩子)追寻他们的梦想。我耳聋，却可当打碟师，那为什么不让他们追梦呢?"WorktogetherwithSstofindeventsandactivitiestomatchthetimeexpressionsinthetableinTextOrganizationanddothetasksinDiggingintodetailandUnderstandingdifficultsentences.AssignSstosummarizethetextbyfollowingthesixelementsofthestory.AndtheycanrefertothetaskFocusingonthemainideas。ExplainthekeywordsandexpressionsinthetextandteachSshowtousethem。YoumayreferSstotheexercisesinFocusingonLanguageinContext。Explainhowwordsareformed，particularlyconversionandworkwithSstofindmoreexamplesofconversionfromthetext.ThendothetaskinWordFormation。ExplainthesentencepatternsandaskSstodothetaskinSentencePatterns。AskSstopreviewthetasksinFocusingonLanguageinContext.CheckSs’assignmentbyinvitingthemtoreadoutaloudthekeywordsandexpressionsandexplaintheirmeaningseitherinChineseorEnglish.AskSstodothetasksinKeyWords＆Expressions.TohelpSsputthesewordsandexpressionsintouse,Tmayredesignthetasks.Forexample，Tcanchoose5—8sentencesfrom1。1fordictation；translatethesentencesin1.2intoChinesefirst，thenaskSstotranslateitbackintoEnglishandcomparetheirsentenceswiththosein1。2；in1.3,giveSsthefirsthalfofthesentencesandaskthemtocompletethemorallywiththefivetargetwordsandexpressions.HaveSsdopairworkinComprehensivePractice.Ssmayfillintheblanksfirst，andthenroleplayit.PartIII:Reading＆ComprehendingReading1AskSstoreadaloudthenewwordsandexpressionsinthemargin，andguidethemtosketchoutthelifestoryofGacFilipajusingthetimeorderandsixelementsofastory.CheckSs'sketchwiththetaskinComprehensionCheckforReading1。ClarifysomedifficultpointsanddothetaskinTranslation.AskSstoreadthetextagainandfindGacFilipa’scommentonhissuccessandhowotherpeoplelikePeterAwn,deanofColumbia'sSchoolofGeneralStudies，thinkofhimandhissuccessfulattempttograduatefromColumbiaUniversity。Reading2AskSstoskimthetextandfocusonYuMinhong'sdream,hardshipsandchallengeshehadmetinthecourseofchasinghisdream，andhisattitudetowardsfailureandsuccess。ThendothetaskinComprehensionCheckforReading2。AskSstodobrainstorming;howtodefinesuccessandallure.ThencomparetheirunderstandingwithYuMinhong's.EncourageSstousewordsandexpressionsfromReading2。PartIV：IntegratedSkillsPracticingViewing&ListeningIntroduceViewing&ListeningtothedasWe’velearntfromtheTextaboutRobbie’slifestoryandhowhewentthroughalldifficultiestomakehisdreamcometrue。Nowwe’lllearnmoreabouthimthroughhisownreflections.Watchthevideoclipandfocusonhisunderstandingofdeejaying，hishearinglossandhisdesirefortreatmentasanormalpersonlikeeveryoneelse。AskSstoputthemselvesinthepositionofRobbieandanswerthethreequestionsbeforetheywatchthevideoclip."HowdoyouviewdeejayingasadeafDJ?HowwouldyoulikeotherstoviewyouasadeafDJ？Whatisniceaboutyourhearingloss?"PlaythevideodipandthenhelpSsidentifythemainpointsofthetalk.PlaythevideoclipagainpartbypartandaskSstofillintheblanksinthedialogueboxesaccordingtowhattheyhaveheardandcomparetheiranswerstoRobbie’s.DrawtheirattentiontothewordsRobbieusestoexpresshisunderstandingofdeejaying（hobby，love,happytogotowork），hisdesirefortreatmentasanormalperson(great，notsympathy,andhisattitudeabouthearingloss(sound,muffled，proud）.SpeakingExplaintheroleplaytaskbyreferringtotheSsbook。Dividetheclassintogroupsoffourandassigneacharole:TVpresenter，RobbieWilde，GacFilipajandYuMinhong.Organizeagroupdiscussionaboutwhatquestionsthepresenterisgoingtoask。Sscangobacktothethreearticlesandexercisesinthisunitforquestionsandrelatedinformation。Theymayalsogooverthetipsgiveninthebox.Thepresentercollectsthequestionsandwritesthemdownonasheetofpaper。Theotherthreepeopletobeinterviewedprepareanswers.Writeascripttogetherifthegroupthinkitneces