全新版大學(xué)進(jìn)階英語(yǔ)1-Unit-1-教案

1、第周，第1-3次課編寫(xiě)時(shí)間章節(jié)名稱(chēng)Unit 1 The Pursuit of Dreams教學(xué)目的與要求：Upon completion of this unit, teachers are expected to have enabled students (S s) to:1. have a thorough understanding of the text contextually and linguistically;2. build up an active vocabulary to talk about the pursuit of dreams and know how to

2、 use the key words and expressions in context properly;3. know what makes successful dream chasers;4. talk about their own dream jobs and explain how to make their dreams come true;5. write a well-developed paragraph with a clear topic sentence.教學(xué)重點(diǎn)和難點(diǎn)：1 .教學(xué)重點(diǎn)：Understanding and analysis of the texts

3、;Important language points in the texts2 .教學(xué)難點(diǎn)：1) Speaking: talk about the pursuit of dreams; talk about their own dream jobsand explain how to make their dreams come true2) Writing: Paragraph writing with a clear topic sentence教學(xué)組織（含課堂教學(xué)內(nèi)容、教學(xué)方法、輔助手段、師生互動(dòng)、時(shí)間分配、板書(shū)設(shè)計(jì)等）：教學(xué)內(nèi)容：Part I Text Deaf DJPart H R

4、eading 1 Janitor Filipaj, the Dream PursuerPart HI Reading 2 From the American Dream to a Chinese DreamPart IV Theme-related Language Learning Tasks教學(xué)方法:Students-oriented teaching approachesGroup discussion; presentation輔助手段：多媒體時(shí)間分配：This unit is designed for an eight-period class. In each of the per

5、iods, certain tasks are to be completed. Generally speaking, there may be several different ways to explore this unit. Here is a suggested teaching plan.IVbhmI I (.Ipiirihniinh 2 IRi adHig Z hMrinvliux &l|i|i.ncd Skilk PiRuiirhig(Viewing & listening)“a $ 7Rending 1,上&SkillsPrftrlh liiiR iSjivakinx)P

6、r r h id H1r鼻id Slulkrifle ULifiK (WriUriK:; iehin & I iirniin）（fUReidkng & Inlmi ihix *品也理. 要固U打曲 Li itwfii中故Teaching PlanPart One: Opener Introduce the topic to the class either in English or Chinese. Draw Ss attention to the two pictures in Opener, help them use their cell phones to scan the QR c

7、odes for information about the two people in the pictures. Ask them what questions they would like to ask about the two people in the pictures. Collect their questions orally, summarize them, and if possible, narrow them down to the three questions listed in Opener. Ask Ss to work in pairs, discussi

8、ng the three questions given in Opener. After discussion, give pairs a few minutes to swap their answers with their neighbors. Ask one or two pairs to give a brief report of their discussion.Part Two: Reading & Interacting1. Introduce the topic of the text: a deaf DJ who chased a seeminglyimpossible

9、 dream.的修維和樸充.聘I（置JRcHw & 1 ntvrftctll2J0i仃利J學(xué)工更 一、的埼遇相患思升+ 將|皿如“梅置卜小q 1和電油山心 1Hli因*Sp”k加1 tmitmg. RcdJh 儲(chǔ)山陰2中 聿J人公 強(qiáng)取 信人：3儲(chǔ)也仃勵(lì)I(lǐng)學(xué)“快速遇 二的F，技能讓中到閱M自動(dòng)中.四.過(guò)活血膽利所學(xué)內(nèi)容.2. Before moving on to the text, help Ss familiarize themselves with the new words in the margin, for example, by having them read the text

10、 out loud, paragraph by paragraph, collecting any words which they have difficulty pronouncing, writing the words on the board and reading the words out to them. Ss repeat the words together, going down the list one by one and then read the words selected by the teacher. Then some of them will be as

11、ked to read the words separately and others improve their pronunciation of these words. By now they should be clear as to how the words are pronounced.3. Guide Ssto approach the text by studying the storyline of the writers personal story-time order and some key elements of a story: setting conflict

12、, development, and ending.Setting: The writer was born in England with perfect hearing. When he was five, his family moved to the United States. Because of ear infections, he went deaf in the right ear and was left with 20% of hearing in the left.Conflict: The young man who was almost deaf, however,

13、 got interested indeejaying which usually requires acute hearing.Development: At the age of 25, he began to receive tutoring from a famous New York DJ. He gotjobs, deejaying at clubs and, for his excellentperformance, won the name that Deaf DJ.Ending: The writer explains how he, a man with hearing l

14、oss, succeeded in deejaying. And the writer offers encouragement for the young to chase their dreams.4. Discuss the following elements one by one with Ss:Setting (Para. 1): Ask Ss to close their books and raise questions about the writers hearing loss. For example, Was he deaf at birth Is he complet

15、ely deal nowAnd ask one or two students to answer their questions. They can refer to Para. 1.Conflict (Paras.2-3): Ask Ss to take turns to retell the story using the following word list: when I was little love folk birthday deejay hook email challenge tutor develop take overDevelopment (Para, 4): As

16、k Ss to read Para. 4, and close their books after they finish. Then ask them to retell the main idea of the paragraph in their own words. The following is a summary for your reference:When I deejayed at clubs, I would just show up, introduce myself, and start playing music. People enjoyed my perform

17、ance but no one knew I was deaf. That was why they just couldnt believe me when I told them I couldnt hear. Therefore, sometimes, I had to let them see my doctors notes. All this showed they gave me jobs because I was good at deejaying, not out of sympathy. People have called me that Deaf DJ ever si

18、nce. Ending : Ask Ss to explain how the deaf DJ succeeded in deejaying.Do back translation in pairs: Ask Ss to work with their partner to translate the following paragraph into English and compare their translation with Para 8. Ask one or two pairs to tell the differences.現(xiàn)在我在各種聚會(huì)上做打碟師，從學(xué)校派對(duì)到公司的活動(dòng)。我

19、也到失聰兒童 小學(xué)去跟學(xué)生談動(dòng)力和自信。我特別喜歡跟家長(zhǎng)們交談。我跟他們說(shuō)：“我給你們 的忠告是讓(你們的孩子)追尋他們的夢(mèng)想。我耳聾，卻可當(dāng)打碟師，那為什么不讓他們追夢(mèng)呢”5. Work together with Ss to find events and activities to match the time expressions in the table in Text Organization and do the tasks in Digging into detail and Understanding difficult sentences.6. Assign Ss to

20、summarize the text by following the six elements of the story. And they can refer to the task Focusing on the main ideas.7. Explain the key words and expressions in the text and teach Ss how to use them. You may refer Ss to the exercises in Focusing on Language in Context.8. Explain how words are fo

21、rmed, particularly conversion and work with Ss to find more examples of conversion from the text. Then do the task in Word Formation.9. Explain the sentence patterns and ask Ss to do the task in Sentence Patterns.10. Ask Ss to preview the tasks in Focusing on Language in Context.11. Check Ss assignm

22、ent by inviting them to read out aloud the key words and expressions and explain their meanings either in Chinese or English.12. Ask Ss to do the tasks in Key Words & Expressions. To help Ss put these words and expressions into use, T may redesign the tasks. For example, T can choose 5-8sentences fr

23、om for dictation; translate the sentences in into Chinese first, then ask Ss to translate it back into English and compare their sentences with those in ; in , give Ss the first half of the sentences and ask them to complete them orally with the five target words and expressions.13. Have Ss do pair

24、work in Comprehensive Practice. Ss may fill in the blanksfirst, and then role play it.Part III: Reading & ComprehendingReading 11. Ask Ss to read aloud the new words and expressions in the margin, and guide them to sketch out the life story of Gac Filipaj using the time order and six elements of a s

25、tory.2. Check Ss sketch with the task in Comprehension Check for Reading 1.3. Clarify some difficult points and do the task in Translation.4. Ask Ss to read the text again and find Gac Filipas comment on his success and how other people like Peter Awn, dean of Columbias School of General Studies, th

26、ink of him and his successful attempt to graduate from Columbia University.Reading 25. Ask Ss to skim the text and focus on Yu Minhongs dream, hardships and challenges he had met in the course of chasing his dream, and his attitude towards failure and success.Then do the task in Comprehension Check

27、for Reading 2.6. Ask Ss to do brainstorming; how to define success and allure. Then compare their understanding with Yu Minhongs. Encourage Ss to use words and expressions from Reading 2.Part IV: Integrated Skills PracticingViewing & Listening1. Introduce Viewing & Listening to the das We velearnt f

28、rom the Text about Robbies life story and how he went through all difficulties to make his dream come true. Now we H learn more about him through his own reflections. Watch the video clip and focus on his understanding of deejaying, his hearing loss and his desire for treatment as a normal person li

29、ke everyone else.2. Ask Ss to put themselves in the position of Robbie and answer the three questions before they watch the video clip.How do you view deejaying as a deaf DJHow would you like others to view you as a deaf DJWhat is nice about your hearing loss3. Play the video dip and then help Ss id

30、entify the main points of the talk.4. Play the video clip again part by part and ask Ss to fill in the blanks in the dialogue boxes according to what they have heard and compare their answers to Robbies. Draw their attention to the words Robbie uses to express his understanding of deejaying (hobby,

31、love, happy to go to work), his desire for treatment as a normal person (great, not sympathy, and his attitude about hearing loss (sound, muffled, proud).Speaking1. Explain the role play task by referring to the Ss book.2. Divide the class into groups of four and assign each a role: TV presenter, Ro

32、bbieWilde, Gac Filipaj and Yu Minhong.3. Organize a group discussion about what questions the presenter is going to ask. Ss can go back to the three articles and exercises in this unit for questions and related information. They may also go over the tips given in the box.4. The presenter collects the questions and writes them down on a sheet of paper. The other three people to be interviewed prepare answers. Write a script together if the group think it