新思路大学英语基础教程第一册（人大第二版） unit8 教案.docx

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1、Unit 8 International Communication一、单元整体解读及分析单元内容本单元围绕国际交流这一话题，让学生学会讨论出国留学可能碰到的问题 和讲述中国传统文化故事。了解中国传统文化，成为中国文化的使者；也能 够以开放包容的心态，开拓国际视野。教学目标知识目标：1 . 了解出国留学需要考虑的因素，熟悉留学咨询需要的一些表达。2 .掌握基本的中国传统文化关键词，并能够做简单的介绍。3 . 了解主要的留学目的地国家的基本情况。4 .掌握相关词汇，熟练谈论海外生活和传统文化习俗。5 .复习本学期语音和语法知识。能力目标：1 .能够听懂围绕留学生活的对话。2 .能够就留学及中国传

2、统文化习俗进行顺畅的交流沟通，并能够向国际友 人提供。3 .能够阅读并理解文化传播和交流相关的话题材料，并进行分析讨论。4 .能够撰写简单的关于如何做某事的说明文。情感目标：1 .树立文化自信，激发民族自豪感。2 .培养国际视野，放眼全球，更全面的了解中国和世界及两者的关系。3 .培养进取精神，激发创新思维，共同思考、解决问题。教学重点1 .灵活运用校园常用的工作和学习生活相关话题讨论，分析问题，解决问题。 学会使用英文表达留学见闻和思考。2 .熟悉中国文化的表达和内涵。教学难点1 .强化中国文化修养，并转化成适合当代社会需求的文化形式的理解能 力，创新改造能力以及沟通表达能力。2 .独立自主

3、的学习和解决问题的能力。教学方法分组教学、任务型教学法、工程教学法教学手段多媒体课件、视频、音频、图片等。时分 课划本单元总共有6课时，每课时45分钟，具体安排如下：第 1 课时: Warming up + Listening and speaking；第 2 课时：Reading and Vocabulary：第 3 课时：Grammar for Use + Practical Reading；第 4 课时：Practical Writing + Project；二、分课时教学设计教学内容教学步骤时间分配Warming UP1. Lead-inTeacher asks students qu

4、estions to arouse their interests:1) List at least three cultural symbols of China.For example:a) Great Wallb) Forbidden Cityc) Peking Operad) Confuciuse) Martial Arts2) How can you benefit from inter-cultural communication?令 For example:critical mind, horizon, flexibility, leadership and communicat

5、ion skills.etc.Reference:Talking with people is one of my favorite activities, so being able to speak a new language lets me meet new people, participate in conversations, and form new unforgettable friendships. Through such inter-cultural communication, I could not only broaden my horizon and gain

6、insight into other cultures, but also could promote mutual understanding by acting as a mediator between people of different cultures at the same time. Whats more, through the contact with a new culture, increase the awareness of our own.5 mins2. Warm-upStep 1Introduce the cultural background of the

7、 text (proper nouns) to students and make sure they know how to ask for help when study abroad.British CouncilUKStep 2Pronounce the words and expressions, explain the meanings to help them guess the dialogue.Insight, destination, consider, expense, range, residence, valuable, beneficial, live on/off

8、 campus, for good reasons, plenty of5 minsListening 11. Pre-listening5 minsStep 1Introduce the background information by asking the question:What aspects do you think they will talk about? (problems, food, tuition, weather, etc.)Step 2Read the new vocabulary and key sentences for the class and stude

9、nts to repeat and explain some difficulties.Step 3Ask students to pay attention to the suggestions.2. While-listeningStep 1Listen to the dialogue for the general idea and write down some key words. (General idea: study and live in the UK.Key words: tuition fees, accommodation, weather)Step 2Listen t

10、o the conversation for the second time to get more details about life in the UK and finish task 1.Step 3Listen to the conversation again and finish task 2.1() mins3. After-listening1) Pair work: check the answers with partners Teacher gives the answers to while-listening tasks.2) Teacher explains so

11、me differences among different education systems.5 minsSpeaking1) Teacher inspired students to discuss the advantages and disadvantages of studying abroad, as well as their ideal destination of studying abroad and why.2) give each group a paper and ask them to write down more problems they may conce

12、rn about studying abroad and teacher tries to make comments on those questions.10 mins第2课时教学内容教学步骤时间分配Warming up1. Assignment checkStep 1Invite some students to share his or her experience of cross-cultural communication.Step 2Ask one student to arrange a 7 day tour in Guilin for a visiting teacher

13、from the UK.5 minsReading 11. Pre-readingStep 1Explore the values of cross-cultural communication1) Have you ever made friend with a foreigner?2) Do you know any other foreign country cultures?Step 2Pronounce the words and expressions for the class to repeat and explain them briefly.Tips: appeal, or

14、nament, first-ever5 mins2. While-readingStep 1Read the passage for the first time to get the general idea and answer the questions:Whats the main idea of the story?During the Olympics, Athletes from all over the world can feel the love of Olympic spirit the beauty of Traditional Chinese cultural app

15、eal.Step 2Read for the second time and choose the cultural events athletes have experienced.KEY: hung Chinese knot on the walk ate dumplings in the Winter Olympic VillageStep 3Finish the exercise 1,2 pay attention to the differences of words.KEY:1)C, B,A, D2)F,T,F,F,T10 mins3. After-readingTake a cl

16、ose look at the passage sentence by sentence with some translation. Focus on the new vocabularies and expressions, give detailed explanation of them and ask the students to make sentences. Then analyze the difficult10 minssentence structures and ask students to translate them based on their understa

17、nding.(Some new expressions are: The Bejing Winter Olympics coincided with the Chinese Lunar New YeanFocal point: A. coincid with.B Alpine skier Sarah Escobar is Ecuadors first-ever female Winter Olympian.Focal point: first-ever+n American snowboarder Maud became quite an expert on Chinese food post

18、ing videos on social media showing off her meals.Focal point: quite a/an.Some difficult sentence structures are: the best Chinese food Ive ever had, hands down.Difficulty: the use of hands downSpeaking 3Debate: l.Do you have plan to study abroad?2. Which country and which school will you choose and

19、why?Step 1 - provide support for what to say (teacher helps students review the requirements or qualifications to apply for an overseas school)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 g

20、roup by group,)Step 5 - teacher gives feedback on the content, organization and language use of the presentation15 mins第3课时教学内容教学步骤时间 分配Step 1Ask students to read the task 1 and 2, figure out the stresses and rhythm in each clause.Step 2Use the PPT slides to clearly illustrate the rules of stresses

21、andstresses and rhythmrhythm, provide more examples for students to better grasp it.1）在朗读时，重读音节要读得重一些，长些，慢些（因而 特别响亮清楚）；非重读音节那么要念得轻些，短些，快些（因 而显得不是那么响亮清楚）。2）这自然就构成了轻重、长短、快慢等有规律的交替。就 构成了英语里的基本节奏。一般规那么一：在连贯的语句中，通常需耍重读的词有：1.名词、2.形容 词、3.数词、4.实义动词、5.副词、6.某些代词（指示代词 等）、7.疑问词、8.叹词。这条规那么可以总结为：实词重读在连贯的语句中，通常不重读

22、的词有：1.冠词、2.代词（人称、物主、关系代词）、3.非实义动词、4.连词、5.介词Step 3Ask students to read the phrases on task 2 with the righi stresses and rhythm15 minsGrammar for use20min一般进行完成过去didWas/wcrc doingHad done现在Do/docsAm/arc/is doingHavc/has done将来Shall/will doShall/will be doingShali/will have done去来Should/would doShould

23、/would be doingShould/would have done一般过去式与现在完成时的区别：1）现在完成时强调的是与现在的关系，如对现在产生的结 果或影响等，属于现在时范围，谈论的是现在的情况。而一 般过去时只表示动作在过去某 时刻发生，不表示和现在 的关系，现在情况可能已发生变化。Who opened the door?“谁开的门？ ”（只强调过去开门这一动作，门现在可能己关上。）Who has opened the door?“谁把门开了？ ”（强调门现在依然还开着。）2）现在完成时不能与明确的过去时间状语连用，three days ago, last year, yester

24、day, last Sunday, in 2008 等等。如句 中有以上这些明确的过去时间状语，应用一般过去时。 再有，过去发生的一个动作，如现在情况已经发生的变化， 也应用一般过去时。特别提醒：如果这些过去时间状语前有since,表示“自过 去某一时间一直延续到现在”，应用现在完成时。He finished reading the book the day before yesterday.他前天读完了这本书。I put my ruler in my pencil-box, but I can t find it now. 我把尺子放到文具盒里了，但是我现在找不它了。My cousin ha

25、s been in Nanjing since 2009.我的表弟从2009年起就呆在南京了。3）现在完成时不与when引导的特殊疑问句连用，when后 只用一般过去时表示己发生的动作。但现在完成时可与 where, why等疑问词连用。如：Where have you been?你去过哪里了？-The train has left.一When did the train leave?火车已经驶离了。一一火车什么时候驶离的？4） since引导的时间状语从句后面用一般过去时，只有前面 的主句才用现在完成时。We have known each other since we came to th

26、e school twoyears ago.自从两年前来学校，我们就互相认识了。5）有些时间状语，如 this morning, this month, tonight 等， 既可以与一般过去时连用，又可以与现在完成时连用，但内 涵不同。与一般过去时连用时，表示与“现在”无关，时间 已成为过去。而与现在完成时连用，那么表示包括“现在”在 内。He lived in New York for eight years.（他现在已经不在纽约住了。）He has lived in New York for eight years.（他现在还在纽约居住。）AssignmentTask 1 - Finis

27、h the exercise I. ILTask 2 - Do some extensive reading about how to write a how to instructions. Share the key points with class next time, PPT is preferred.5 mins第4课时教学内容教学步骤时间分配Warming upPresentation: Invite 2 students to give the presentation of how-to instructions1() minsWriting1. Pre-writingSte

28、p 1Separate students into groupsAsk them to answer the following questions out of their own experience or observations and reflections.Whats the function of a how-to instruction?e.g. A set of instructions may help a reader accomplish task quickly, efficiently, and successfully. Its important to prov

29、ide every detail, Omissions or mistakes may frustrate a reader.Whats are the characteristics of a good how-to instruction?(e.g. Logical,brief, concise, active words, offer only necessary words, be specific, use sequence and time transition, label each task clearly)Give them 5 minutes to discuss the

30、questions above and then ask one group member to present their answers and teacher will write down their key information on blackboard.Step 2Ask students how many steps we should follow to write a how-to instruction.Know your audience.Identify any tools needed.Perform the task.10 mins2. While-writin

31、gStep 1Ask students to finish exercise III, how to learn Chinese well.Step 2Teachers explanationTeacher explains the way to write each part.10 minsDuring the explanation process, teacher uses mindset to develop his idea.Step 3Student Independent DraftAsk student to write up their how-to instructions

32、 on their own.3. After-writingInvite 3 pairs to present their writing and explain their ideas.10 minsProjectTeacher introduces the process about this project.1) Divides students into groups.2) Each group makes a plan for writing a how to instructions for a famous dish from their homtown. (tips:hoxv to prepare the materials, how to deal with the materials)3) Chooses a representative from each group to report the plan to the class next time (Time limit: 5min).4) Compare all the instructions and choose the best one5 mins