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1、新思路大学英语综合教程第二册第三版 Unit7 Library教案Unit7 Library一、单元整体解读及分析单元内容本单元围绕图书馆这一话题，介绍了流动图书馆的优势与劣势，并进一步讨论了图书馆借阅书籍的流程和步骤，最后通过翻译练习让学生了解图书馆礼仪，教育学生为他人着想、谦虚谦让的传统中国美德。教学目标知识目标：1. 了解流动图书馆的特征和优势，熟悉图书馆相关的表述。2. 掌握相关词汇，熟练谈论去图书馆借阅图书的内容。3. 学会在句中正确地使用音调和重音。3. 学会一般过去时和使用一般过去式来描述过去某个时间发生的动作。能力目标：1. 能够听懂围绕图书馆进行的相关对话。2. 能够阅读并理
2、解与图书馆相关的话题材料，并进行分析讨论。3. 能够利用时间先后逻辑关系撰写较为完整的去图书馆借书流程。4. 能够通过对比不同文化的中的移动图书馆，了解中外文化差异。情感目标：1. 树立积极向上的世界观和人生观，去图书馆进行学习。2. 通过阅读体验知识的力量，丰富人生阅历。3. 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. 灵活运用常见图书馆相关词汇及表达，学会使用英文表述去图书馆借阅图书的流程。2. 有意识地通过连接词的使用把句子连接成段落。教学难点1. 听力时先读问题并划出关键词（2-3个为宜），从而在听时根据关键准确定位，获取最有效的信息；2. 用速读和寻读技巧在材料中找
3、到需要的信息并能灵活运用，能够用自己的语言描述学习方式及其特点。3. 深入剖析材料，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、项目教学法。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40分钟，具体安排如下：第1课时：Warming up + Listening and speaking+pronunciation；第2课时：Reading and Vocabulary；第3课时：Grammar for Use；第4课时：Practical Writing + Micro class；二、分课时教学设计教学内容教学步骤时间分配Wa
4、rming up1. Lead-inStep 1: Read the following quotations:读书破万卷，下笔如有神。Read wide, and you will wisely write.A room without books is like a body without a soul.没有书籍的屋子，就像没有灵魂的躯体。Step 2: Compare the two quotations with partners. For example: Both of these two sentences are showing reading is important fo
5、r the accumulation of knowledge, broaden horizons, and improve the ability of writing.3 min2. Warm-upTeacher asks students to describe the pictures by using the words given in the brackets:1) Describe the above pictures about mobile libraries.(vehicle, piles of, book selves, travel around, carry.) F
6、or example: A large road vehicle was equipped with rows of bookshelves that loaded piles of books on them. The most common type of mobile library is the bookmobile. Usually,bookmobile is built around a van, bus or RV（旅行房车）, which enables them to travel around, especially in the countryside, carrying
7、 books for people to borrow.In a word, any library service that does not stay in one place is classed as a Mobile Library.2) Think about the benefits of mobile library. (village/rural areas, activate, flexible.) For example: The benefits of these mobile libraries are that they are the advantageous a
8、ddition to libraries and a librarys services. Besides, a mobile library provides the most flexible service of library, not being restricted to any particular population centre. Moreover, mobile libraries bring resources to users who may not have the opportunity or ability to the access of the librar
9、y.3 minsListening 1. Pre-listening Step 1Introduce the background information by asking the question:Do you know how to borrow books form library?Do you know how to return books? (return 还书， overdue 过期，fine 罚款，renew 续借，science fiction 科幻小说novel 长篇小说，poem 诗歌，references 参考书，fairy tales 神话故事 ,history 历
10、史，comic book 漫画书，magazine 杂志)Step 2Pronounce the new vocabulary and key sentences for the class to repeat and explain some of difficulties. Step 3 Ask students to pay attention to the words that related to time sequence/order.For example: first,next5 mins2. While-listeningStep 1Listen to the dialogu
11、e for the general idea and write down some key words. (General idea: the process of borrowing books. Key words: consult, catalogue, alphabetical order, pop out, overdue.) Step 2Listen to the dialogue for the second time and answer the following questions.(1) Why does the woman want to borrow books?S
12、he wants to borrow some books for her HSK test.(2) How to get information through computer?As long as you type the keyword of the book, the information will pop out.(3) What does the woman need to do after writing down the card number?She needs to leave the slip to the librarian.(4) What is the last
13、 advice from the man?Remember to return books on time.(5) What is the relationship of the two speaks?They are librarian and a member from the library.Step 3Listen to the conversation for the third time and fill in the blanks. The woman wanted to (1)borrow some books in the library. She asked a libra
14、ry worker for help. The library worker told her to (2)consult the card catalogue or the (3)computer first. Then wrote down the (4)card number of the books on the call slip, and left the (5)slip to the man. After a while, the woman handed the books she wanted to the man. The man (6)scanned them for h
15、er and finally the library worker asked the woman to (7)return the books on time. Otherwise she would have to pay a (8)fine for overdue books.10 mins3. After-listening1) Pair work: check the answer with partnersTeacher gives the answers to while-listening tasks.2) Teacher asks the meaning of “keep s
16、omething in mind”, and paraphrase the sentence “The catalogues are in the alphabetical order, either by author, title of the book or thecontent.”For example:The table of contents is arranged alphabetically by author, book title, or content.3) Teacher explains the listening materials in details, focu
17、sing on new words, expressions and some difficult sentences. 5 minsSpeaking1) Teacher inspired students to work in pairs to practise the common phrases and sentence patterns for borrowing books from the library in different situations.For example: A: What can I help you with today?B: When does the l
18、ibrary close?A: The library closes at six oclock.B: Does it close at that time every day?A: Not always.B: Is the library open on Saturdays?A: Yes.B: What time do you open and close on Saturday?A: The hours are from 9:00 am to 6:30 pmB: Okay. Thank you very much.A: Do you need anything else?B: No, th
19、ats all. Thanks.2) Invite 2 or 3 students to present their performance to the whole class. Teacher gives feedback on their talk. (Feedback on pronunciation, fluency，word choice and content of course.)9 minspronunciationStep 1: Explain to students when to use the rising and falling intonation.Step 2:
20、Listen and practice the rising/falling intonation. Step 3:Follow the example and mark the stressed words in the following sentences.5 mins第2课时教学内容教学步骤时间分配Warmingup1. Assignment checkStep 1 Invite some students to introduce the opening hours of the local library.Step 2 Ask the students to introduce t
21、he survey they have conducted on the places people go to for culture and entertainment.5 minsReading 11. Pre-reading Step 1Explore the values of library:1) List at least three places people like to go for culture and entertainment.(movie theaters, zoos, museums.)2) List at least three things that pe
22、ople can do in the library. (read magazines/newspapers/novels, use the internet, prepare of kinds of tests. )Step 2 Pronounce the words and expressions for the class to repeat and explain them briefly. Tips: some difficult words like survey, top, lead.4 mins2. While-readingStep 1Read the passage for
23、 the first time to get the general ideas and answer the questions:How many parts can the passage be divided into? What are they?(Para. 1: Introduction Para.2-3: Introduce the the result of a 2019 survey. Para.4: Introduce the most borrowed book from NYPL.)Step 2Read for the second time and answer th
24、e following questions. KEY: A. D. C. B.F. F. T. F. T. Step 3Finish the exercise 3, pay attention to the differences of words.KEY: Turn away from, top, culture, entertainment, survey, million, library, explore, leads, check out10 mins3. After-readingTake a close look at the passage sentence by senten
25、ce with some translation. Focus on the new vocabulary and expression, give detailed explanation of them and ask the students to make sentences. Then analyze the difficult sentence structures and ask students to translate them based on their understanding.(Some new expressions are: In fact, the Inter
26、net brings people in. Focal point: in fact, bring in Its been borrowed almost half a million times!Focal point: Its been borrowed、half a million Some difficult sentence structures are: It found that 29 percent of adult library-goers went there to use computers, the Internet, or Wi-Fi.Difficulty: the
27、 use of formal Subject10 minsSpeaking 3Debate: 1.Share with your partners the reasons that you like to go to the library or not. 2. What is your favorite way to go for culture and entertainment?Step 1 provide support for what to say (teacher helps students review the advantages and disadvantages of
28、a public place)Step 2 make preparation for the oral presentation(teacher divides the class in four groups, each has 3 minutes to prepare, and then they share the ideas group by group.)Step 3 teacher gives feedback on the content, organization and language use of the presentation10 minsAssignment Fin
29、d out the top-10 books that borrowed most in the school library. 1 mins第3课时教学内容教学步骤时间分配WarmingupPlay a song with past tense yesterday once more.Help students identify the past tense.For example:When I was youngId listen to the radioWaiting for my favorite songsWhen they played Id sing alongIt made m
30、e smileThose were such happy timeAnd not so long agoHow I wondered where theyd goneThen ask students to summarize in what situations do we use the past tense.5 minsGrammar for useStep 1Ask students to read the 4 sentences in this section and then discuss in pairs the temporal adverbial in each sente
31、nce.Liu Ying was in America last year.Jim rang you just now.We often went out for a walk in the morning that summer.When I was a child, I often played football in the street.Step 2Use the PPT slides to clearly illustrate when we should use the past tense.1）一般过去时常与以下时间状语连用: yesterday, last week，ago,
32、in1980, in October, just now,2）一般过去时对谓语动词的要求一般过去时的谓语动词要用动词的过去式。动词过去式的构成分规则变化和不规则变化两种形式，不规则变化通常需要逐个记忆，规则变化则遵循以下原则： （1）一般在动词后加 -ed。如：playplayed, offeroffered, weighweighed, destroydestroyed, signsigned（2）在以字母 e 结尾的动词后，只加 -d 。 如：likeliked, provideprovided, hatehated, datedated（3）在以“辅音字母 +y”结尾的动词后，则改 y
33、为 i，再加 -ed。如：supplysupplied, flyflied, studystudied（4）在以短元音的重读闭音节结尾且末尾只有一个辅音字母的动词后，双写最后一个辅音字母，再加 -ed。如：planplanned, referreferred, regretregretted, banbanned（5）不规则动词常见变形形式 :AAA 型。 如：put-put-put read-read-read cost-cost-cost hurt-hurt-hurtABA 型。如：run-ran-run become-became-become come-came-comeABC 型。如
34、：blow-blew-blown know-knew-known grow-grew-grownABB 型。如：buy-bought-bought teach-taught-taught meet-met-metAAB 型。如：beat-beat-beaten有两种形式。如：hang-hanged-hanged（吊死） hang-hung-hung（挂）lie-lied-lied ( 说谎） lie-lay-lain ( 躺）15 minsExercise Finish the exercise 2 and 3.stopstopped catchcaught lovelovedgetgot l
35、eadled marrymarriedcarrycarried runran disobeydisobeyedenjoyenjoyed cutcut dreamdreamed1. I didnt know you (were)so busy.2. Tom (was) not at home at that time.3. We (saw) a funny film yesterday.4. I (went) to the library last night.10 minsSummary Work in groups and make a conclusion of this grammati
36、cal points in a table. 8 minsAssignmentTask 1 Finish the exercise 4 in p.119Tak 2-Work in groups to introduce: good manners in library2 mins第4课时教学内容教学步骤时间分配Warming up Presentation: Invite 2 students to give the presentation about the bad manners you find in the library. 5 minssWriting 11. Pre-writin
37、g Step 1Separate students into groups Ask them to answer the following questions based on information they learned from reading.What we should pay attention to when we are in the library?(e.g. do not make noisy, do not eat, do not use the phone.)what do you think the behavior of occupying seats?(imp
38、olite/proper.)Give them 5 minutes to discuss the questions above and then ask one group member to present their answers and teacher will write down their key information on blackboard.Step 2Teacher divides students into groups and asks students to brainstorm for the details, and check the paragraph
39、in the textbook. 5 mins2. While-writingStep 1Ask students to finish exercise 1 on page 121.KEY:B. A. C. C. C. Step 2Read the paragraph together and explain the difficult words and expressions. Etiquette, maintain, keep space, put.off, on silent, properties.Step 3Ask student to write up the paragraph
40、 independently. 5 mins3. After-writingInvite 3 pairs to present their writing and explain their ideas.5 minsWriting 21. Pre-writing Step 1Ask students to Look at five pictures carefully. Divided the class into 5 groups, each group is responsible for one picture. Step 2Each group send one student to
41、introduce the picture. (teacher should write down some important words on the blackboard.)Step 3Introduce the conjunctions words For example: first of all, secondly, thirdly, moreover.14 mins2. While-writingThen require students to make an outline deciding what parts will be included and in what ord
42、er based on previous discussion. 3. After-writingInvite 2 groups to present their writing and explain their ideas.Micro-classTeacher introduces the process about this project.1) Show one of the videos in class.2) Talk about the main idea of the video (tips: how to introduce a school facility to freshmen, on the first floor. )3) Explain important words and expression from the video. 5 minsAssignmentTask 1:Preview unit 8Task 2: Make a video to introduce our school library. 1 min