新思路大学英语综合教程第二册第三版 Unit 1 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 1 教案Unit 1 Goals and Plans for College Students一、 单元整体解读及分析单元内容本单元主要围绕“大学目标与计划”这一话题，讨论和学习关于制定计划和目标的表达方式，并通过语音和语法学习，熟记掌握基本的英语语音发音，学会熟练运用系动词“be”的一般现在时用法及人称代词、物主代词的用法等等。教学目标知识目标：1. 掌握相关词汇，能用简单句型正确表述自己的大学规划或者目标。2. 学会系动词“be”的一般现在时用法，以及物主代词、人称代词的用法。能力目标：1. 能够听懂围绕大学规划或者目标进行的对话。2. 能够阅

2、读并理解与目标或规划相关的话题材料，并能完成与材料内容相关的练习。3. 能够通过内容提示完成与主题相关的英文短文写作，学会翻译简单的句子。情感目标：1. 通过借用名人名言的作用帮助学生树立正确的大学学习观和生活观。2. 教育和引导学生学会利用大学在校期间的空闲时间提高自己的个人素质和专业知识水平。3. 通过延伸课外材料的学习，教育学生凡事要有目标和规划，具有坚定不移向着目标奋斗的决心和精神。教学重点1. 灵活运用制定规划或者目标的相关词汇及句型进行情景式对话。2. 学会简单总结语法知识规律，并且能够区分人称代词和物主代词在含义和用法上的不同。教学难点1. 通过场景对话和短篇阅读，快速提取、分析

3、、处理信息，提高理解能力。2. 语法知识系动词“be”的一般现在时和代词的熟练掌握和灵活运用。教学方法交际教学法、情景教学法、任务型教学法。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：Listening and Speaking；第2课时：Reading第3课时：Grammar第4课时：Translating &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Warming up1. Lead-inStep 1Teacher asks some students to list examples or quotatio

4、ns about plans or goals they have known.Step 2Read the quotations in the textbook and make a brief introduction to this unit.3 mins2. Warm-upTeacher asks students questions to arouse their interests:1) What do you want to gain from college education? u For example: get more professional knowledge, i

5、mprove self-ability, increase self-confidence, etc.2) Whats your plan for your four years college? u For example: study some selective subjects, take part in some extracurricular activities, join in the student union, etc.2 minsListen to the Conversation1. Pre-listeningListen and pronounce the new w

6、ords and expressions for the class to repeat and explain some of difficulties.3 mins2. While-listeningStep 1Listen to the conversation for the first time to get the general idea.(General idea: Two freshmen are talking about their career planning after graduation. Key words: think about, be good at,

7、make achievements, learn more knowledge.)Step 2Listen again and teacher explains the listening materials in details, focusing on new words, expressions and some difficult sentences.10 mins3. After-listeningFinish the exercises 1 and exercise 2 on page 6, then teacher gives the keys.KEYS:(1) career;

8、prepare; painting, photography; English; interpreter(2) F; T; F; T; F5 minsSpeakingTask-1: Teacher gives students guidance to repeat the conversation, especially pay attention to the sentence patterns and tenses. (Guidance: would like to do, want to be, have you ever made plans about the future, etc

9、.)5 minsTask-2: Check the assignment in the last lecture, and invite 2 or 3 pairs to give presentations, and teacher give feedback to their presentations. (Feedback on pronunciation, fluency, word choice and content of course.)10 minsPronunciationStep 11) While doing the exercise 1 in page 7, teache

10、r will get the whole class into 2 groups, each group is expected to read the letters in half in the exercise 1. 2) After reading, students are expected to find out letters which have the same phonetic symbols, and teacher will make a simple explanation to the same phonetic symbols and their similari

11、ties.Step 2Finish the exercise 3 in class and check the answer.2 mins第2课时 （详细学习篇章内容及知识点，并完成课后练习）教学内容教学步骤时间分配Reading1. Pre-readingStep 1Warm-up tasks: 1) ask students to think about the warm-up question “whats your plan for your four years college” again, and make a very simple table about their own

12、plans. 2) let students talk about their feelings between high school life and college life and the differences of these two lives.Step 2Listen and repeat the new words and expressions of the passage, and explain difficult words for students to understand.10 mins2. While-readingStep 1Read the passage

13、 fast for the first time to get the general idea.(It is important to have a plan for each year of college.)Step 2Read for the second time and answer the questions in exercise I.KEYS:1. What should be done after entering the university? (Para. 1: After you entering the university, there should be a p

14、lan for your four-year college life.)2. What is probably the last thing on your mind at the start of the freshman year? (Para. 2, line 1: At the start of the freshman year, finding a job after graduation is probably the last thing on your mind.)3. What are the goals that should be focused on during

15、the senior year? (Para. 4, line 1-2: During the senior year, your goals should be focused on keeping up your excellent grades in your college major and searching for a position after graduation.)4. When is necessary to get a professional internship in the summer?(Para. 3, line 2-3: It is necessary t

16、o get a professional internship in the summer between the sophomore and junior years.)10 mins3. After-readingTake a close look at the passage sentence by sentence with some translation. Focus on the new vocabulary and expression, give detailed explanation of them and ask the students to make sentenc

17、es. Then analyze the difficult sentences and ask students to translate them based on their understanding.(Some difficult sentences are: You should adapt yourself to the new school life, try to form a good learning habit to your study, and get your feet wet on campus. It is necessary to get a profess

18、ional internship in the summer between your sophomore and junior years, while junior year is a time to start having professional experience which you can list on your resume. Its your last year of college, and you can take some time to really enjoy college life before youre an orphan to the real wor

19、ld.)15 minsAssignmentTask Finish the exercise II & III on p.11KEYS:II. T, T, T, F, TIII. 1. several; 2. internship; 3. resume; 4. position; 5. extra; 6. senior; 7. keep on; 8. focus on; 9. search for; 10. orphan5 mins第3课时 （语法学习及练习）教学内容教学步骤时间分配Grammar 1. The simple present tense of link verb beStep 1

20、Use the PPT slides to clearly illustrate the typical features and the function of the simple present tense of be. Provide more examples and practice for students to better grasp the infinitive.1）概念 作为系动词（也叫连系动词，link verb）的 be，其基本含义为“是”，基本用法结构为“主语 +be+ 表语”，也就是我们常说的主系表结构，其中的表语一般都由名词、形容词、数词或表地点、时间等的短语来

21、充当。2）用法一般现在时表示： 1. 经常性或习惯性的动作。常与 often, always, sometimes, every day 等时间状语连用。如： He is always late for school. 他上学总是迟到。 The teacher is always on time. 那位老师总是很准时。 2. 现在的特征或状态。如： We are students. 我们是学生。 She is a doctor. 她是一名医生。 3. 普遍真理。如： Light is faster than sound. 光比声音速度快。 The moon moves round the ea

22、rth. 月亮围着地球转。 用于疑问句和否定句时，系动词 be 在句中的位置因句式发生变化。一般疑问句中直接将be提到主语的前面，特殊疑问句中要将 be 放在疑问词（who, what, when, where, which, why, how）之后，主语之前。否定句中要在 be 后加否定副词 not。如： Are you a student? Yes, I am. / No, Im not. Who is the little girl? Whats that?Step 2Use the chart for students to remember and master the differ

23、ences of be in singular form and complex form.Step 3Finish the exercise IV on p.14, and ask students to present their answers.13 mins2. PronounsStep 1Use tables to compare personal pronoun and possessive pronoun.Step 2Use PPT slides to clearly illustrate the functions and explain their usage in deta

24、ils.(1) 人称代词在句中担任主语时，要用主格；人称代词在句中担任宾语时，要用宾格。(2) 形容词性物主代词相当于形容词，在句中只能用作定语, 后面必须跟名词。(3) 名词性物主代词常用来避免和前面已提及的名词重复。名词性物主代词 = 形容词性物主代词 + 名词。名词性物主代词有以下句法功能： a. 作主语。如： May I use your pen? Yours works better. 我可以用一用你的钢笔吗？ 你的比我的好用。 b. 作宾语。如： I love my motherland as much as you love yours. 我爱我的祖国就像你爱你的祖国一样深。 c

25、. 作介词宾语。如： You should interpret what I said in my sense of the word, not in yours. 你应当按我所用的词义去解释我说的话，而不能按你自己的意义去解释。 d. 作主语补语，如： The life I have is yours. 我的生命属于你。Step 3Finish the exercise VI in p.15, and check the answers in class.13 mins3. NumbersStep 1Illustrate the typical features and the functi

26、on of the numbers. Provide more examples for students to better grasp the numbers.(1) Cardinal numbers(2) Ordinal numbersWhen using numbers, we should pay attention to some special directions:1. 在表示基数词时，hundred，thousand，million，billion 等几个词的用法：若其前用了基数词，则不论其面是否有 of，都必须用单数形式（此时若带 of 则通常表示特定范围中的一部分）；若泛

27、指数百、数千、数百万等，则用 hundreds of，thousands of, millions of 等这样的结构。2. 序数词在使用时，通常前面要加定冠词 the；但是如果序数词前出现不定冠词a 或 an 时，则表示“再”，“又”。 例如：Well go over it a second time 我们再念第二遍。 Weve tried it three times. Must we try it a fourth time? 我们已经试过三遍了，还必须再试一次（第四次）吗？Step 2Finish the exercise V in p.14-15, and check the ans

28、wers in class.10 minsSumminsg-upSummarize the grammatical points and finish the exercise VII on p.16.4 mins第4课时 （完成part three以及选择翻译、写作其中一项进行练习和讲解）教学内容教学步骤时间分配Warming upPresentation: Invite 2 students to give the presentation about their plans of college life.2 minsTranslation 1. Translation Task 1 T

29、ranslate some practical sentences and phrases in the dialogue and passage.For example: It is not bad to prepare earlier, anyway. (it is not bad to ) To be honest, I want to be an interpreter, since my English is better than others. (sinceis better than) Sophomore year is a time to participate in a l

30、ot of activities, and take several different courses to see what you like most.Task 2 Finish the translation exercise I on p.17, and give a brief explanation to each question.KEYS:I. B, C, A, A, C8 minsTask 3Divide the students into 5 groups to discuss and point out the important words or phrases in

31、 each sentence in exercise II on p.18.Students present their group discussion.Teacher gives feedback to students discussion and ask each group to try to translate the sentence. Give a reference version to students answer, and provide some linguistic help for deeper understanding of this translation

32、exercise.15 minsWriting practiceStep 1Teachers explanationTeacher explains the way to write each part based on the Chinese information in page 18.Step 2Student Independent Writing Give them 10 minutes to finish their work independently and then asks students to check their works in pairs.Step 3Ask students to recommend excellent works and report the work to the class(Time limit: 5mins)Compare all the works and choose the best one.15 mins