新视野英语3读写教案.docx

镁陰亭晚外语系教案课程名称:大学英语（三）一教师姓名:祁丽娜教授班级:经济1202课程基本信息课程类别m公共必修课口公共选修课口专业必修课专业选修课学分学时3学分51学时使用教材郑树棠,新视野大学英语读写教程3,外语教学与研究出版社,2008年参考书目(1)大学英语教学大纲修订工作组,大学英语教学大纲,上海外语教 育出版社,高等教育出版社,2007年(2)郑树棠,新视野大学英语读写教程3教师用书，外语教学与研究出版 社,2008年课 程 教 学 目 的 及 要 求通过本学期课程的学习,学生能能使用基本的会话策略,用英语进行 交流,能就熟悉的话题做简短发言，表达思想基本清楚;能使用有效的阅 读方法,基本读懂一般性题材的英语文章,阅读速度达每分钟80个单词, 快速阅读速度达每分钟110个单词,做题准确率达70%以上;能掌握基本的 写作技能,在半小时内写出130词左右的短文,内容基本完整,中心明确， 语法基本正确；能借助词典从事一般性文章的英汉互译,要求译文基本准 确,无重大错误,译速为每小时300个左右汉字或英语单词；掌握的词汇量 应达到约5500个单词和1000个词组(含中学应掌握的词汇),其中约2200 个单词为积极词汇，即要求学生能够在认知的基础上在口头和书面表达两 个方面熟练运用的词汇。课程通过本学期课程的学习,学生能能使用基本的会话策略,用英语进行 交流,能就熟悉的话题做简短发言,表达思想基本清楚;能使用有效的阅教读方法,基本读懂一般性题材的英语文章,阅读速度达每分钟80个单词,学快速阅读速度达每分钟110个单词,做题准确率达70%以上;能掌握基本的 写作技能,在半小时内写出130词左右的短文,内容基本完整，中心明确,目语法基本正确；能借助词典从事一般性文章的英汉互译,要求译文基本准 确,无重大错误,译速为每小时300个左右汉字或英语单词；掌握的词汇量的应达到约5500个单词和1000个词组（含中学应掌握的词汇）,其中约2200及个单词为积极词汇,即要求学生能够在认知的基础上在口头和书面表达两 个方面熟练运用的词汇。要Unit One Love Without Limitations(6 periods)I .rreaching Objectives and Requirements1. Topic: This text is about the stories of the writer and her brother who has brain damage. She tries to tell us that the constant love and support of our friends and family would get us through whatever life might present.2. Skills:1) Reading Skill: Scanning (to locate and find a piece of information without reading in any detail.)2) Writing Skill: A ProblemResponseEvaluation Structure.3) Translating Skill: able to translate sentences by using new words, expressions and grammar.3. Vocabulary, Expressions and Grammar.II Teaching Focuses1. To ask students to grasp the dominant structure of the main part of the main passage: problemresponse-evaluation.2. To ask students to remember the important sentence structures, such as: No matter where you are, Just as.3. To ask students to learn to use the active words in text A, such as: grasp, restrain, faithful, index.III . Teaching Difficulties1. How to make it clear to students the importance of love and how to show it.2. How to make students grasp the text structure and sentence structure.IV . Teaching Methods and Teaching AidsTeaching Methods: presentation, discussion, self-learning, instruction,interaction, etc.Teaching Aids: physical objects, models, pictures, CD, etc.V. Teaching Procedures (Section A)1. Lead-in (speaking)Four students in one group and tell each other how did their parents help them when they are in trouble?2. Text analysis1) Fast-readingScan the text in ten minutes and answer the follow questions.QI. How did Jimmy get his brain damaged?Q2. How did the writer describe her father?Q3. How much was Jimmy changed after his father's death?Q4. Why did the writer invite her friends to Jimmy's birthday party?Q5. What did the party remind the writer and her friends of?2) Structure analysisWith her lifetime experience, the author tells us there have never been any limitations to love whatever life may present. The writing method of this text is:"Problem + Response + EvaluationnAsk students to find each of the problem, response and evaluation of the text.3) Focus studyAsk students which paragraph or paragraphs attract them most and give a detailed analysis on these paragraph. To the paragraphs left and the easier paragraphs, mention the key words and useful expression in particular.Many words, phrases and sentences will be involved. active words> grasp： vt.understande.g. He was slow to grasp what the teacher said, take hold of someone or somethinge.g. She grasped a piece of paper in her hand when entering the room.> restrain: vt. Prevent somebody or oneself from doing something e.g. I had to restrain myself from eating too much junk food.> faithful: adj. being loyal and honest to somebody or something, being in a state of constant supporte.g. We should be faithful to our country and family.> long: vi. want something very muche.g. He longs for meeting her again after they parted half a month ago. useful phrases work out: find the answer to something or solve something e.g. I can't work out how to accomplish this tough work. hit/strike home: be understood and acceptede.g. It can be seen from her expression that his remarks had hit home. get (sb.) through: help somebody deal with a difficult situation or period of timee.g. It was a terrible time financially, but I got through it and then things improved.(3)important sentences* I hired someone to live with him and drive him to work, but no ma甘er how much I tried to make things sfay the sa，%e, even Jimmy grasped that the world he'd known was gone.no matter (how, who, what, where, etc.) = however, whoever, whatever, whereverexplanation: however I tried my best to keep things remaining in the same state,translation:我雇了一个人和他生活在起,开车送他上下班。然而, 不论我怎么努力地维持原状,吉米还是认为他熟悉的世界已经消失了。上 . so I urged the neighborhood kids to come to my house for some outofcontrol kidcentered fun.out-of-control kid-centered fun = to have as much fun as the kids like out-of-contro! 和 kid-centered 是复合形容词,e.g.: up-to-dateexplanation： the kind of fun things that kids like freelytranslation:我怂恿邻居的孩子到我家来,尽情地玩孩子们玩的游戏。4- Just as my father fs death had changed the world overnight, September 11th changed our lives; the world we fd known was gone.“just as" = "in the way that someone says, or in the same condition something is in ”explanation: in the way my father's death had suddenly changed Jimmy's world, September 11th changed our lives. The world we were familiar with disappeared.translation:犹如父亲的去世一夜之间改变了吉米的世界,9.11也改变 了我们的生活,我们熟悉的世界不复存在了。4) TranslationTranslate paragraph 4, 7 and 12 into Chinese, understand the translation of particular words, such as penetrate, disguise, sheer terror, simplicity, etc, and also the tone of these paragraphs.5) SummaryMake a summary about the key points of the text, its main language point, useful phrases, structure and main idea. Make a list of the main points in order to make it easier for students to master and review.3. Activities1) Group workStudents can work in group by discussing the following questions.1. What is "love" like in your mind?2. Use one word or one thing to describe "love". And why is that? Share your thoughts with your group members.2) PresentationA representative from each group is going to show the group's idea after the discussion.VL Assignments1. WritingWrite a paragraph with a problem-response-evaluation structure.Topics:a. The Fight Against Air Pollutionb. The region has been seriously polluted by harmful smog2. Exercise DoingDo the exercises from Pages 8 to 15Section B The Framework for LoveTeaching Procedures1. Reading Skills - ScanningStep 1. The ways of scanningScanning is to read quickly in order to locate and find a piece of information without reading in any detail. Here are some ways to scan. / Look at the title./ Book for the subtitles./ Look at pictures, charts, or drawings if there are any./ Look at the first sentence of each paragraph.Step 2. Scanning steps> Decide exactly what information you are looking for and think about the form it may take.> Next, decide where you need to read.> Move your eyes as quickly as possible down the page until you find the information.> When you find what you need, do not read further.Step 3. Practice1. Provide student with several questions and ask them to scan the text quickly in ten minutes. Try to find the answers by using the steps taught above.Questions:a. when and where did the story take place?b. what were they doing in the old lodge?c. what did the writer learn about love?d. what are the writer's three reasons for saying that there is a framework you must live within to let love mature?e. how can love be achieved?2. Text UnderstandingExplain some difficult but important sentences, in order to make the students understand the text. It parallels the life of an oak tree, growing slowly from a seed in the mud to a slender trunk with barely any leaves and finally into its sheltering glory.Meaning: It develops like an oak tree, growing slowly from a seed into the soil to a small trunk that has few leaves and finally into a big tree that provides shelter.Translation:它跟棵橡树的生命样,从土里的粒种子开始,慢慢 地长成几乎无叶的细枝,最后枝繁叶茂,足以遮阴,成就其辉煌。 We cannot manipulate or speed up the amount of years it needs to grow, but must instead, with wit and patience, appreciate one another fs differences and share one another rs joys and pains over time.Meaning: we cannot control or speed up the time love needs to develop. Instead, we must have the intelligence and patient to understand the value of each other's differences and share one another's joys and pains over time.Translation:我们不可调控或加速其成长所需的年月,相反,我们必须 用才智和耐心,始终欣赏相互间的差异,分享彼此的快乐和痛苦。 So it is sad when divorces are caused by small provocations, when parents and children give up on one another, when friendships fall apart at the first injury, when we give up on love.Meaning: so it is sad when couples get divorced over litter arguments,when parents and children stop having relationship with one another, when friendship break down because of the first disagreement and unpleasure, when we no longer believe in love.Translation:因此,如果因小怒而离婚,父母孩子相互不信任,在第 一次受伤害后中断友谊,或不再相信爱,那是一件令人痛心的事。3. Idea SharingStep 1. Express Your LoveGiven a chance to express your love to someone whom you deeply love, what way would you like to use? What do you want to say?Step 2. Group Work : DubbingProject a classical movie clip from A Chinese Odyssey （大话西游） starred by Zhou Xingchi. Translate the script into English and dub.VIL References1 .Teacher's Book of New Horizon College English2.Oxford Advanced Learner's English-Chinese DictionaryVIII. Reflection1. Through the teaching process, the text can be fully understood by the students, including its main language points, key and difficult aspects, the theme and the framework of the text.2. In the teaching process, students may go through a hard time in master the old words that have new meanings and how to translate them into proper Chinese. Therefore, in the teaching procedure, the teacher needs to pay much attention to how to make these points understood.3. Another difficult point of teaching is that students are shy to expression their feelings about the theme-LOVE. It is the primary mission for teacher to invoke their interests in the topic and to encourage them to speak out.Unit Two Iron and the Effects of Exercise(6 periods )I. Teaching Objectives and Requirements1. Topic: Comparing with the benefits of exercise, many people don'trealize its negative effect if one fails to pay attention to their diet. This text is mainly talking about the iron deficiency and how to solve it.2. Skills:1) Reading Skill: Facts or Opinions (telling facts from opinions.)2) Writing Skill: Cause and Effect3) Translating Skill: able to translate sentences by using new words, expressions and grammar.3. Vocabulary , Expressions and GrammarII. Teaching Focuses1. To ask students to grasp one the major writing techniques一一cause and effect.2. To ask students to remember the important sentence structures, such as: appositive clause, absolute structure.3. To ask students to learn to use the active words in text A, such as: moderate, evidence, absorb.III. Teaching Difficulties1. How to make students grasp the writing skills一一cause and effect, and the important sentence structures.2. To ask students to have the habit of reading and collecting useful information for writings.IV. Teaching Methods and Teaching AidsTeaching Methods: presentation, discussion, self-learning, instruction, interaction, etc.Teaching Aids: physical objects, models, pictures, CD, etc.V. Teaching Procedures (Section A)1. Lead-in(1) SpeakingDivide students into several groups. Ask them to have a nutritiondetective and determine which nutrients they need and make a report on what they have found.(2) Background informationPurdue UniversityMedicine & Science in Sport & Exercise2. Text analysis1) Fast-readingScan the text in ten minutes and answer the follow questions.QI. What is the use of iron to our body?Q2. What kind of people mostly lack iron?Q3. How does iron influence our body?Q4. What can you eat to get iron?2) Structure analysisThis is an easy that deals with the relationship between iron deficiency and physical exercise. The writer combines many different writing techniques to bring out the theme: Iron deficiency and physical exercise are closely related and we need to take proper measures to correct iron deficiency. One of the major techniques is cause and effect.Ask students to find the different causes and effects relating to iron deficiency and physical exercise.3) Focus studyAsk students which paragraph or paragraphs attract them most and give a detailed analysis on these paragraph. To the paragraphs left and the easier paragraphs, mention the key words and useful expression in particular.Many words, phrases and sentences will be involved.(Dimportant words> moderate： adj.1) neither very big nor small in amount, quality, degree, etc.e.g. He is a student of moderate ability.2) reasonable and avoiding extreme opinions or actionse.g. The tone of her speech is quite moderate. > undo: vt.1) remove the bad effects of somethinge.g. The mistake has been made and cannot be undone.2) untie or unfasten buttons, knots, belts, etc.e.g. I undid the buttons of my white shirt.> evidence: n. facts or physical signs that help prove something e.g. No signs of infection was found in that area. useful phrases interfere with: prevent something from happening or developing in the correct waye.g. Nothing can be allowed to interfere with our plan for the weekend. derive from: has something as an origine.g. Many English words derive from Latin. tip sb. over the edge: make someone unhappy that they cannot deal with their life or a situation any longere.g. Not being able to cope with everyday life, they were tipped over the edge in to break down.3) ) important sentences4) For a woman who already has a poor iron status, any additional iron loss from exercise may be enough to tip her over edge into a more serious deficiency.explanation: If a woman who already has les iron than necessary starts a program that causes loss of iron, then her iron status will change greatly and she will be put in a more serious state of iron deficiency.translation:对于那些已经缺铁的女性,任何因锻炼产生的更多铁质流 失都足以导致体内缺铁状况的恶化* The first and most common condition is having low iron reserves, a condition that typically has no symptom.Note: "a condition that. serves as an appositive, generalizing the preceding clause.explanation： The first stage of iron def