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1、大学英语（2）教案课题名称Unit One: Language in mission课次第（1-4）次课课时1. Every teaching period contains 45 mins2. Every 2 periods for each teaching stage3. 4 stages (2 weeks) for Unit 1课型理论（）；实验（）；实习（）；、实务（）；习题课（）；讨论（）；其他（）授课班级教学目标 Teaching Objectives：1) To talk about language teaching2) To further understand the t
2、ext3) To apply the phrases and patterns4) To master the essay writing skill重点、难点及解决方法Text analysis; language points and sentence patterns; writing skills本单元教学基本内容与时间分配Total class time for this unit: 8 periodsSuggested arrangement:1) Pre-reading activities of Text A: 202) Self reading conduction A fo
3、r questions answers: 103) Structure analysis 104) Detailed discussion of solving problems: 505) Text summary:206) Language points summary: 307) Critical Thinking 208) Writing assignments: 209) Reading skill analysis: 3010) Detailed study of Text B: 5011) Comprehensive exercises of Section B: 1012) L
4、isteningspeaking : 90教学过程Text A第一次课教学目的及要求After completing this text, students should be able to：use the key language to talk about English learningapply the reading skill reading for the key idea in a sentencewrite a three-part essay with a good introductiontranslate sentences by properly using con
5、junctionsuse English learning strategies consciously教学重难点Using proper language to talk about English learning How to apply the reading skill reading for the key idea in a sentence教学材料教学方法1. 教学材料：Text A课文、练习 2. 教学方法：Under the guidance of student-centered principle, apply communicative and heuristic t
6、eaching methods, stimulate students interest in learning English and get students involved in class participation教学过程一、课前导入Talking about your experience of learning English Watch the video clip and discuss the following question in pairs.1）According to the speaker, in what ways did Chinese students
7、learn English?Chinese students practice their English by screaming it. 2）Do you agree with what he said about Chinese students learning English? Why or why not.Yes, I just learned English exactly that way. No, we have learned English in different ways.3） How do you learn English? What do you think o
8、f your way of English learning?I learn English by: listeningtotheteachercarefullyinclasstakingnotestogooverlessonslatercatchingeverychancetopracticespeakinglisteningandreadinga lotdoingenoughexercisestopracticegrammar rulesI think my way of English learning is: effective, ineffective, interesting, b
9、oring challenging but rewarding examination-oriented 二、文本学习1. Global understanding of the text 1）Scan the text in three minutes and fill in the blanks. After I read the passage, I know the text talking about how _ and _ can be taught efficiently. The writer might be a _ and a _ as well. 2）What is th
10、e writing style of the text? Why?The writing style of the text is relaxed, which is proved by a lot of short sentences and paragraphs, casual verbs, daily talks and simple modifiers. 3）Map the text structure and fill in the blanks. 2. Detailed understanding of the textRead the text again and answer
11、the following questions.1) Why does the son think that his father is a tedious oddity? Because he is tired of listening to his father and he is not interested in grammar rules.2) Why does the author think that students language deficits should be blamed on schools?Because the schools fail to set hig
12、h standards of language proficiency. They only teach a little grammar and less advanced vocabulary. And the younger teachers themselves have little knowledge of the vital structures of language.3) What does the father teach the son while giving him a grammar lesson? He familiarized his son with diff
13、erent parts of speech in a sentence and discussed their specific grammatical functions including how to use adverbs to describe verbs.4) What are the two things that the author uses to describe grammar and vocabulary? The author uses “road map” and “car” to describe grammar and vocabulary. Here, “ro
14、ad map” is considered as grammar and “car” as vocabulary.5) How do you understand the interjection “whoa!” said by the father toward the end of the text? Since the subjunctive mood his son used is a fairly advanced grammar structure, the interjection “whoa!” reflects the tremendous pride the father
15、had toward his son; it also reflects the authors humor in using the word because it was once used by his student, though in two different situations and with two different feelings.第二次课一、文本拓展1) Text SummaryAn Impressive English LessonTo my son, I am a _: a father he is _ listen to and a man _ the ru
16、les of grammar. And I got _ this because my student was unable to describe properly her feeling on her _ to Europe. However, it doesnt _ to criticize our students. They unfairly bear the bulk of the criticism for these _ because there is a sense that they _. On one hand, they are misled by the_. On
17、the other hand, school fails to _ the essential framework of language, accurate grammar and proper vocabulary. Perhaps, language should be looked upon as a _ and a _: often study the road map (check grammar) and _ the car engine (adjust vocabulary). Learning grammar and a good vocabulary is just lik
18、e driving with a road map in a _ car. _, _, and _ communication depends upon grammar and a good vocabulary, the two _ assets for students, but they are _ in schools.2) Language Points3. Criticl thinking1）What do you think of the “impressive English lesson”? Is it effective? l Yes. Because the lesson
19、 aroused childrens interest in learning English grammar. l Yes. Because the way to learn grammar is more natural, interesting and enjoyable.l Yes, because learners become more motivated when learning something they like.l No. because its like a street learning without formal instruction.2) Do you th
20、ink English grammar helps you a lot in learning English? Why or why not? English grammar helps a lot:l Order sentences correctly.l Use words properly.l Talk with other English speakers confidentlyEnglish grammar is of little help:l Only give rules that are hard to remember.l It is not helpful in a r
21、eal-life setting due to the limited time to think and recall the rules.l Not always applicable to the real language, especially idioms.3) How can you effectively enlarge your vocabulary? l Read more English from online sources.l Watch English TV / listen to English radio / watch English online video
22、s.l Talk often with English speakers.l Listen carefully and extensively.l Use dictionaries to look up unfamiliar words.l Use new words as often as possible.二、写作训练 (P13)1）Structure Analysis As the name of our textbook implies, we read English in order to write in it. But how to write in the English w
23、ay?As is known to all of us, what we write reflects what we think; and how we write mirrors how we think. In that light, our best way of writing in English is to know well how to think in English as the American or British people do. What is their way of thinking then? Different from us who think in
24、 the spiral way (螺旋式), they tend to think in the linear way (线性方式 ). As far as paragraph writing is concerned, deduction (演绎法) is typical of their linear way of thinking, as shown below: Starting from this book, you are moving from paragraph writing to short essay writing. In a likely manner, howeve
25、r, we will go through the same process for essay writing as we did for paragraph writing. In college writing, an essay normally has three main parts: introduction, body, and conclusion.The introduction is usually one short paragraph that introduces the topic to be discussed and the thesis or thesis-
26、advancing statement which is often placed at the end of the introductory paragraph. The thesis statement can be an opinion, an attitude or a stand about the topic. An introductory paragraph should be inviting to make the reader want to continue reading. A good introduction may start with an anecdote
27、, a short story, an interesting personal account, a thought-provoking question, a famous quotation or a general statement. Read the example now.2）Writing practiceDirections: Write an essay of no less than 150 words on one of the following topics. One topic has an outline you can follow.Topic: Gramma
28、r, a headache to meIntroduction: Thesis statement: English Grammar is a big headache to me.Body: Example: The difference between used to and be used toConclusion: Im allergic to learning English grammar.More topics: Learning English through imitation / repetition Learning English with / without gram
29、marText B第三次课教学目的及要求To be at home with previewing skillsTo decode Text B through reading for the key ideasTo derive knowledge from Text BTo learn how to write better in English教学重难点 How to derive knowledge from Text B教学材料教学方法1. 教学材料：Text B课文、练习 2. 教学方法：Under the guidance of student-centered principl
30、e, apply communicative and heuristic teaching methods, stimulate students interest in learning English and get students involved in class participation教学过程1. 阅读指导Reading Skill Reading for the Key Ideas in Sentences1) Why are students encouraged to read for the key ideas in sentences?Looking for the
31、key idea in a sentence, especially for a complex sentence, is of crucial importance to comprehension of the whole passage. And, finding the key ideas of a sentence is also of great importance since we always read for information. While a sentence may give a great deal of information, it usually offe
32、rs one key idea. Students must be able to find the key ideas in order to understand sentence meanings clearly.2) What can the skill “reading for the key ideas in sentences” do for us? It does render students ability in reading:l It can help readers understand the meaning of a sentence clearly;l It c
33、an help students separate minor details from the main idea.l It can help readers quickly grasp the main idea of the whole paragraph even to the text while doing skipping reading.3) What to keep in mind to find out the key idea of a sentence? l Who or what the sentence is about.l What action is takin
34、g place. n (What is the person or object doing? n What is being done to the person or object?)l What are minor details and what are the main ideas. (Many words in a sentence describe things about the subject of the sentence but they merely find the details to it. If we ask when, what, where, or why,
35、 we will find out these details, which further help us to see the key idea of the sentence.)4) What to keep in mind to find out the key idea of a sentence?Of course, we cannot always easily decide which details are simply descriptive and which add much to the key idea. However, the starting point fo
36、r determining the key idea in a sentence is to find who or what the sentence is about and what the person or object is doing.2. 文本学习1) Applying the reading skill What can the title “The Great Journey of Learning” tell us? The title “The Great Journey of Learning”, coupled with the topic “Language in
37、 Mission” of the unit, tells us the central ideaThe process of learning has a profound effect on ones life.2) Detailed understanding of the textRead Text B and choose the best answer to each of the questions (Page 24)Read the text again and think about the following questions:1. Why did Malcolm X wa
38、nt to learn English? (Para.2) Because he was poorly educated, he felt inadequate to teach his new beliefs to others.2. What motivated Malcolm X to launch on a quest to overcome his language deficiencies? Malcolm Xs considerable frustration at his inability to read and write launched him on a quest t
39、o overcome his deficiencies.3. How did Malcolm X move from basic literacy toward true proficiency? (Para. 5) He copied dictionary, read everything he had written aloud and logged important things that happened every day. Repetition helped move him from basic literacy toward true proficiency.4. What
40、did Malcolm X obtain from language learning? (Paras. 9-10) Reading had changed forever the course of Malcolm Xs life. As he acquired knowledge, his horizons expanded. He had left behind the narrow, ignorant world of his youth to join the world community of thoughts and actions ever since he started
41、with his great journey of learning English in prison.3. 知识总结听说训练第四次课教学目的及要求Talk about learning experiencesListen for signal words for listingGive and respond to adviceTalk about learning / teaching methods教学过程1. Listening to the worldSharing 1) Watch a podcast for its general idea.The podcast is mai
42、nly about the things people are learning at the moment and the most difficult thing they have ever learned.2) Watch Part 1 and fill in the blanksl new thingsl At the momentl quite difficult3) Watch Part 2 and check the true statements.ListeningListening skillsListening for signal words for listingl
43、Listen for the total number of items at the beginningl Listen for words and expressions that signal the beginning, following and end of the listingn e.g. the last, the final, lastly, and finallyl Listing items with equal valuen e.g. to begin with, to start with, furthermore, moreover, in addition, b
44、esides, whats more, the last but not the least, lastly, finallyl Words and expressions indicating importancen expressions: above all, the most important / obvious / noteworthyn Adjectives: main, vital, significant, chief, central, principal, primary, major, distinctive, and the est forms of adjectiv
45、es1) Listen to a radio program and rearrange the following expressions.e-c-a-g-d-h-b-f2) Listen to the radio program again and complete the table.l speakl saying the wrong thingl practice speaking / talking to himselfl making mistakesl native speakersl pronunciationl listening skillsl listening and
46、readingViewing1) Read the statements. Then watch the video clip and underline the correct alternative. 1 The results of the 1932 test were 2 the same as they were in 1932 3 the exam they have done 4 well2) Read the statements and the answer choices. Then watch the video clip again and choose the best answers. 1 D 2 A 3 B 4 A 5 D2. Self-studyPassage 1&2教学方法总结explanation; discussion; exemplification教学手段CAI（计算机辅助教学）等；课外学习安排布置作业、讨论题、思考题、预习参考资料New Horizon College English: Teachers BookNew Ho