新思路大学英语综合教程第二册第三版 Unit 6 Learning Styles for College Students 教案.docx

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1、新思路大学英语综合教程第二册第三版 Unit 6 Learning Styles for College Students 教案Unit 6 Learning Styles for College Students一、 单元整体解读及分析单元内容本单元主题为大学生的学习方式。通过本单元的学习，学生可以学习到相关学习方式的英文表达，用以讨论自己或别人喜欢的学习方式，体会学习活动中的个体差异；分析不同学习方式的利弊。教学目标知识目标：1. 掌握基本学习方式的词汇、句型。2. 学习音节、重音节以及/st/ /sp/ /sk/ /str/。3. 掌握现在进行时表示将来做打算的用法。能力目标：能够用自己

2、的语言谈论学习方式。情感目标：1. 通过让学生思考不同学习方式的利弊，培养学生个体差异的意识，在生活中正确对待不同的人和事，学会换位思考。2. 在学生日常生活中培养、欣赏、践行团队合作精神。教学重点1. 关于学习方式的词汇及句型：词汇：Visual，Physical，Logical，social，solitary；wander, concentration, effective, memorize, pay attention (to) ,write down, read out, unless, maximize,motivate,efficient, go off, devote to,

3、pile up, etc. have a try ,exhausting ,quit, library assistant, bartender句型：the most effective ways to do sth is to .the point is to do sth while doing ., Promise yourself that. Take a nap.2. 现在进行时表示将来的用法。3. 补充其他几种表达将来的短语表达，如would like to, be going to, be about to, be to, will+v等。教学难点1. 听力时先读问题并划出关键词

4、（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. 现在进行时表示将来的用法，以及如leave, arrive, get, come, go等瞬间动词的用法。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45分钟，具体安排如下：第1课时：Warming up + Listening and Speaking；第2课时：Reading comprehension；第3课时：Grammar focus；第4

5、课时：Writing. 二、分课时教学设计第1课时教学内容教学步骤时间分配Warm up1. Lead-inTeacher asks students questions to arouse their interest:1)What do you learn from the above pictures? (Internet, computer, discussion, share, learn from videos.)For example: They are looking for information on the Internet (in group).They are lea

6、rning together by computer.They are learning by watching video respectively.2) Which learning style do you prefer? Why?(learning with classmates, team work, self-learning, passion, discuss, interesting.)For example: I would like to learn with my classmates or desk-mate.I prefer self-learning. I thin

7、k it will be more effective.I always enjoy doing tasks with peers, and we can discuss and debate.We want to have team work as we can help each other.5 minsListening (conversation)1. Pre-listening Task 1:Step 1Introduce the background information of Learning styles.Laura Lynch列出七种最常见的学习方式，分别是视觉型（Visu

8、al）、实践型（Physical）、听觉型（Aural）、语言型（Verbal）、逻辑型（Logical）、社交型（Social）、自主型（Solitary）。VisualVisual content presents information with videos, images, or even gifts.PhysicalLearn with hands-on experience; learning by doing. AuralLearn with sounds, including everything from audio lectures to music to rhythm

9、and rhyming patterns. VerbalVerbal course enables students produce themselves in the form of presentations or scripted speeches.LogicalLogical course material is intended to offer theoretical concepts or frameworks that learners can use to make sense of the big picture.SocialLearn with others. It he

10、lps learners build engagement stay accountable.SolitaryLearn alone; solo projects. Step 2Pronounce the new vocabulary and key sentences for the class to repeat and explain some of difficulties. Step 3 Ask students to read the questions below and underline the key words that will help them to get the

11、 information needed.5 mins2.While-listeningStep 1Listen to the conversation for the general idea and write down some key words. (General idea: tips to listening to the lectures. Key words: boring, 10 minutes, wander, write things down, keep mind active, concentrate, similar effect.Step 2Listen again

12、 and try to write down the key information to questions.Step 3Listen for the third time, and focus on the missing information(answers) of the rest questions which are mot finished for the second listening. Task 2:Listen to the conversation again and fill in the blanks.Step 1The teacher tells the Ss

13、that this part is a summary about what theyve listened before, so they listen again and try to fill the missing words as many as they can .Step 2Listen again and complete the missing blanks.Step 3 the teacher show the answers.3. After-listening1) Pair work: check the answer with partnersTeacher give

14、s the answers to while-listening tasks.3) Teacher asks the meaning of “keep the pen moving”, and name some students to answer it individually.3) Teacher explains the difficult points for listening materials in details.10 mins5 minsPronunciationStep 1:PresentTeacher presents syllables, stressed sylla

15、ble, different kinds of syllables and some rules of syllable (pronunciation).Step 2: PracticeTask11) Listen and repeat the given phonetic symbols;2) ask students to read them, and correct timely;3) taecher demonstrates the difficult ones and ask the students repeat.Task 21) students pronounce syllab

16、les.2) ask students to correct timely;3) teacher demonstrates the difficult ones and ask the students repeat.Task 31) students read the given phonetics.2) ask students to correct timely;3) teacher demonstrates the difficult ones and ask the students repeat.Task 41) students learn to pronounce /st/ /

17、sp/ /sk/ /str/ in the words in group.2) Teacher ask students to point out and correct the wrong pronunciation.3) Teacher demonstrates the difficult ones and ask the students repeat.Task 51) students finish the odd one out.2) check in pairs.3) teacher shows the answers and explains the the difficult

18、ones.Task 61) students complete the given phonetic symbols according to the words given check in pairs.2) the teacher shows the answers and explains the the difficult ones.15 minsSummaryTeacher guides students to summarize the known seven learning styles, stressed the importance of skills of reading

19、 questions and writing down the key words while listening. Also, teacher stresses the pronunciation of phonetics.3 minsHomework1) review the words and expressions by retelling the story of conversation.2) Read the phonetics aloud. 2 mins第2课时教学内容教学步骤时间分配Warm upHomework checkStep 1 Invite some student

20、s to retell the story of conversation.Step 2 Ask the students to read the phonetics and words individually in order to make sure the degree of their mastery.5 minsReading 1. Pre-reading Step 1Explore the value of time management:1) How do you schedule your time when you are in school? For example:Us

21、ually, i get up at 7:00. After washing and making up, i have a simple breakfast, and then Ill have 20-mitute morning reading, which i think is very important for learning languages.2) Do you have some tips / suggestions for time management?For example:Make plans, set alarm clock.5 mins2. While-readi

22、ngStep 11) ask the students to scan the structure and read the passage for the first time to get the general ideas.2) Some students try to answer.(e.g This passage is written with some phrases at the beginning of each paragraph.)3) ask students to read the words underlined aloud together, and ask th

23、em the function of them. Step 2: Detailed reading1) students read each paragraph in details, and underlined the difficult words, phrases and sentences.2) Teacher and students solve them together.For example:-Then devote proportionate amounts of time to those efforts. 然后为这些目标投入适当的时间。devote to 投入；将奉献给

24、；把专用于E.g. She devoted her life to the career of poverty alleviation.她把生命献给了脱贫事业。proportionate /prpnt/ adj. 成比例的；相称的；适当的 -Sometimes even a 20-minute nap in the afternoon will give you the extra energy you need to get through the day.get through 通过；到达；做完；接通电话；度过，熬过(困难时期等)E.gsFirstIhave togetthroughthe

25、exams首先我必须通过这些考试。It is hard to see how people will get through the winter.很难想像人们将怎样熬过这个冬天。3) Sentences analysisFor example:You know that TV show youve been dying to see, or that game of chess youve been waiting all week challenge your friend too. 解析：句子主干是You know that TV show or game of chess challe

26、nge your friend too. 宾语从句由and, or并列时，第二个that不能漏掉。TV show youve been dying to see是一个定语从句，先行词是TV show，定语从句中省略了关系词that或which, 因其在句中做宾语。同理，game of chess youve been waiting all week也是定语从句，先行词为game of chess，定语从句中省略了关系词that或which。20 mins3. After-readingTask I1) students choose the best answers for the foll

27、owing questions. (The check to their understanding)2) teacher shows the answers and explains the wrong items students did.Keys: 1-5: B C B B ATask II1) students decide whether the following 5 statements are true (T) or false (F) according to the text.2) teacher shows the answers and explains the wro

28、ng items students did.Keys: 1-5: F T F T T10 minsSummaryTeacher stresses the skills of scanning in reading , tells the function and importance of topic sentence in reading comprehension, as well as in writing. Also, the teacher gives some advises on multiple choices. 4 minsHomework1) finish task III

29、: Fill in each of the blanks with a word in the box.2) Finish task 1in part four: Choose the best translation from the following choices(选出最佳翻译).3) Reread the sentences or paragraphs you like.1 min第3课时教学内容教学步骤时间分配Warm upHomework checkStep 1 Invite two students to tell the class his/ her answers of t

30、ask III and task I in part four.Step 2 If there is / are errors, teacher and other students correct together. 6 minsGrammar focusStep 11)Ask students the structure of Present Continuous Tense.(some students can answer: be +v-ing)2) ask students look at the examples and tell the differences.-they are

31、 playing basketball.-Im leaving. (引出现在现在进行时表示将来)Step 2Use the PPT slides to clearly illustrate the differences and meaning of Present Continuous Tense. Provide more examples for students to better grasp it.1）现在进行时的意义：一种表示此时此刻正在进行的动作；另一种表示将来的动作。2）概念：现在进行时表示将来时常有“意图”、“安排”或“打算”的含义。这种现在进行时比较生动，给人一种期待感，常

32、与in, after或相应的时间状语连用。现在进行时表将来的动词一般都是一些瞬间动词，如leave, arrive, get, come, go, finish, start, stay等。3）用法常表示最近或较近的将来。如：Im going. 我要走了。Im meeting you after class. 课后我找你。What are you doing next Sunday?下周日你打算干什么？偶尔也表示较远的将来。如：When I grow up, Im joining the army. 我长大了要参军。有时含有“决心”的意思，多用在否定结构中。如：Im not going. 我不

33、走了。Im not waiting any longer. 我不再等了。有时也用在肯定结构中。如：Im backing out. 我要打退堂鼓了。用这种现在进行时与对方讲话时可变成命令，不过语气比较温和。如：You are staying. 你留下吧。Dont forget: you are taking part too.不要忘记：你也要参加。现在进行时也可在时间、条件或原因状语从句中表示将来。如：When you are passing my way, please drop in.你什么时候路过我们家，请进来坐。（用于时间状语从句）If they are not doing it, wh

34、at am I to do?如果他们不干，那我该怎么办？（用于条件状语从句）也可用在间接引语中，表示说话人相信它将是事实。如：She said she is having a meeting tomorrow. 她说她明天有个会。表将来的现在进行时有时从属于将来时态。如：On election night well be telling you whats happening in various places in this country. 到了选举的夜晚，我们将把全国各地的情况告诉大家。When I have time, Ill come down to the school to se

35、e how youre both doing.我有空时，会来学校看看你们俩的情况。Step3Use the PPT slides to clearly present “would you like to” 1）概念：Would you like to“想做/要”，表示将来的打算，相当于 “want”。2）用法:英语中，Wh- Questions +would you like to表示询问将来的计划、打算。如：-Where would you like to visit? 你打算去哪里？-I would like to visit the countryside.我想去乡下。/ -I am

36、going to the countryside.常与第一人称连用，表示意愿或委婉地表达要求、命令等。如：We would like /want something to eat.我们想要一些东西吃。在口语里与第二人称连用，表示向对方提出客气的有礼貌的请求、邀请、希望或询问等，意为“你（们）想要吗？如：Would you like to play with us? 你想和我们一起玩吗？Step 4PracticeTask I1)students look at these pictures and make the sentences.What are these people doing?(

37、Sample:-He is having a English speech contest next month.-They are building a snowman in December.)2)teacher gives some comments. If necessary, teacher invites students to tell the class their answers and they check together.Task II1) students complete the conversation using Present Continuous Tense

38、. (Sample:A: What would you like to do for vacation, Li Chen?B: I . (go camping)Reference: I am going camping.)2)teacher gives some comments. If necessary, teacher invites students to tell the class their answers and they check together.28 minsSummary1) Ask the students draw a mind map about Present

39、 Continuous Tense, including two kinds of meanings and their usages.2) Let the students share their mind map with classmates and make comments.3) Teacher summarizes the English patterns with the meaning of making future plans, such as “will+v, be going to+v, be to _v, be about to+v, be+v-ing”.8 mins

40、HomeworkSum up the grammatical points you have learned in this unit with the help of the following tips.1.有哪些时态可用来表示将来的打算？ (1) be+doing(2) .2.在什么情况下用would like to do结构？3 mins第4课时教学内容教学步骤时间分配Warm up Homework checkInvite 2 students to write their homework on the blackboard and check with both teachers

41、 and students5 minsWritingSection one: translation1) Students Translate the following paragraph into Chinese.2) Let students share the translation, thus finding out the difficult sentences.(Do you ever notice that people who sit and write down every single word the teacher says usually dont get the

42、highest grades in class? )3) Teacher tells tips of translating long sentences:“At first you should divide the sentences into word groups according to the inner structure, then reorder them, and lastly pay attention to diction and logic.Sample: (Do you ever notice that people who sit and write down e

43、very single word the teacher says(定语提前)(完整的定语从句) usually dont get the highest grades in class? )4） Teacher shows the references.10 minsSection 2: writing a paragraph1. Pre-writing Step 11)Separate students into groups.2)Ask them to look up the expressions about traditional class and online classes 3

44、) teacher gives advice about organizing.5 mins2. While-writingStep 1Students make outline.Step 2Student Independent Draft Ask student to write their English notice independently. 15 mins3. After-writingInvite 3 students to present their writing and have peer assessment.8 minsSummary1. When translating, students should pay special attention to structure analysis.2. When writing, outlining is recommended.1 minHomeworkPreview unit 7.1 min