新視野大學(xué)英語第二冊unit7教案

課時授課計劃Unit7LightenYouLoadandSaveYouLifeTeachingdate:May28由Teachingtime:8:10-9:45(classl);10:15-11:50(class2)Teachingtopic:IntegratedCourse2.Teachingmeans:TalkingandExplanationandAnswerquestions.Teachingobjectives:Studentswillbeableto:Studentsshouldunderstandtherelationsandkeepthebalanceamongworking,studying,relaxationandphysicalhealth.gettoknowthedifferentunderstandingofthisbalanceindifferentcountries.graspthemainideaofthetextandstructureofthetext(aparagraphofageneralstatementsupportedbyreasons)conductaseriousofreading,listening,speakingandwritingactivitiesrelatedtothethemeoftheunit.DifficultPoints:Studentsmustlearnhowtowritetheparagraphofcauseandeffect,coupledwithfindingoutwordmeaningsaccordingtothecontextinparagraphs.Understandthemainideaandthestructureofthetext“Weepingformysmokingdaughter”.KeyWords:excess,attribute,recommend,overwhelm,delegate,stir,stimulate,priority,spin,interior,mindGraspsomekeyswords,phrasesandsomeusefulsentencepatterns.KeyPhrases:takechargeof,togetherwith,blowone'stop,blowapart,beonone'strail,cutdown,outofcontrol,KeySentencesPatterns:suggestthat...;if...then...;since...;Teachingcontent:Pre-readingtasks(Warm-upactivities,BackgroundInformation)TextA:Ashisnameis,soishe(GlobalReading)Teachingfocus:Totalksomethingabouttimeandstructureanalysis.Teachingdifflculties/importance:discourseanalysisTeachingduration:90minutes(foroneclass)TeachingMethods:課堂講解(Explanation)互動問答(Question&Answer)課堂討論(Discussion) 綜合訓(xùn)練(Exercise)Besideslisteningtoteacher'sexplanationinclass,studentsshouldcombinerealaspectsinlifewithclassdiscussionandwritinginordertoputbookknowledgeintopractice.TeachingProcedure:.Pre-readingActivities&Discussion&StructureAnalysis(Askthestudentssomequestionsrelatedtothetext&introductionforsomebackgroundinformation&analyzethestructureofsectionAandsummarizeitsmainidea)(45minutes)ListeningPracticeofUnit5(45minutes)UnderstandingforSectionA(45minutes)(DetailedlanguagepointsstudiesofthetextA)ExercisesforSectionA(25minutes)ReadingSkillsforSectionB(20minutes)Assignment:Unit7LightenYouLoadandSaveYouLife(TextA)Teachingdate:May28thTeachingtime:8:10-9:45(class1);10:15-11:50(class2)Teachingtopic:IntegratedCourse2.TeachingObjective:GettoknowthebackgroundinformationoftextUnderstandthemainideaandthestructureofthetextImprovethelisteningabilitystepbystepTeachingcontent:Pre-readingtasks(Warm-upactivities,culturenotes)ListeningExerciseofUnit5Teachingfocus:Totalksomethingaboutsmokingandstructureanalysis.Teachingdifficulties/importance:discourseanalysisTeachingduration:90minutes(foroneclass)TeachingProcedure:Firstperiod:Pre-readingTasks(15minutes)Step1:TopicandBackgroundInformation1.Topicstobediscussed:WhatdidSusanforget?Whatareyourpressureinthepastandatthepresent?Pleasegiveatleasttwowaysofcopingwithpressure.Areyouapersonwhoworkstoliveorapersonwholivestowork?Why?BackgroundInformationDr.RobertS.Eliot—Dr.RobertS.Eliot,theauthorofthebook:FromStresstoStrength:HowtoLightenYourLoadandSaveYourLife.TheUniversityofNebraska—Theuniversity(1869)hasfourcampuses.ItsmaincampusislocatedinLincoln,wherecollegesofartsandsciences,agriculture,education,architecture,engineering,andtechnology,businessadministration,homeeconomics,journalism,andlawarehoused.ItsOmahacampushascoursesleadingtobachelor'sandmaster'sdegrees.TheUniversityofNebraska'smedicalcenterhascollegesofmedicine,nursing,dentistry,andpharmacy.(3)Benjamin(Ben)Franklin—Benjamin(Ben)Franklin,averyfamousAmericanofthe1700'sbestknownforhisexperimentswithelectricityandnature,usingkites.3.ListeningComprehension—Listentoashortpassage(readbyteacherortape-recorder)carefullyandanswerthefollowingquestions.Passage:(可根據(jù)課程進(jìn)度自行調(diào)節(jié))Stresscomesinallformsandaffectspersonsofallagesandfromallwalksoflife.Noexternalstandardscanbeappliedtopredictstresslevelsinindividuals.Thedegreeofstressinourlivesishighlydependentuponindividualfactorssuchasourphysicalhealth,thequalityofourinterpersonalrelationships,thenumberofcommitmentsandresponsibilitieswecarry,thedegreeofothers9dependenceuponandexpectationsofus,theamountofsupportwereceivefromothers,andthenumberofchangesortraumaticeventsthathaverecentlyoccurredinourlives.Onthepartofstudents,moreoftenthannottheysufferfromdepressiontriggeredbyexampressures.Recentresearchshowsthatpeopletodayaremorelikelytoexperiencestressandpsychologicaldistressthanpeopleinthepast.Therefore,howtocopewithstressbecomesourfirstconcern.Asshowninthevideo,huggingeachotherinthemorningisjustonewayofkeepingundercontrolthestressintheworkplace.Themanagerherefocusesonkeepingworkershappytorelievetheirpsychologicalburden.Sogoodrelationsimprovetheworkingenvironmentandlightenthestress.Besides,holdinganinterestingandrewardingjobenablesonetocopewithstress.Finallynutrition,exerciseandhealthylifestylecanbestrongpreventivemeasurestohelponeavoidtheserioushealthconsequencesofstress.Questions:Whatcausesstress?Whatistherelationshipbetweenstressandlife?AndHowcanwecopewithstress?WhataretheNICEfactors?Whyaretheyimportant?HowdowefollowBenFranklin'sexample?Step2.Discussthefollowingtopics.(10minutes)Areyouaworkaholic?Arethefollowingstatementstrueorfalseforyou?1)Yourdormisjustanotherstudyroom.Youarehard-driving,competitive,andoverlycommittedtoyourstudy.Workmakesyouhappierthananythingelseinyourlife.Step3.MainIdeaofthePassage(10minutes)MainIdeaofPassage(Givethestudentstenminutestoreadthepassagequickly.Then,asksomeofthemtoexpressthemainideaofthepassageandtheorganizationofit.)Mainidea—Stressexertsgreatimpactuponpeoplebothphysicallyandpsychologically.AccordingtotheresearchdonebyDr.RobertS.Eliotexcessstressmaycausetremendousandrapidincreasesinbloodpressureandthenbringdamagetotheheart.InfacttheseproblemsmaybeattributedtosuchFUDfactorsasfear,uncertainty,doubtandlackofcontrol.Tocopewithstress,weshouldtakechargeofourlife,lightentheloadandlearntofitinwiththelife.Step4:TextStructure(10minutes)Organization—Thepassageisbroadlyputintofourparts:thethreatofstresstoone'shealth;howitaffectsone'sheart;thecausesofthestress;andthestepstocopewiththestress.Thepassageasawholeisdevelopedthroughthetechniquesofcause-and-effectandquotation.Inthefirsttwoparts,thethreatofstressisrevealedthroughindirectquotationandasortofchainofcausesandeffects.Inthesecondtwoparts,themajorcausesofandstepsagainststressareexploredthroughquestion-asking,directandindirectquotation,andillustration.PartI(para.1-6)lbtakechargeofyourlife,youneedtotakechargeofitwhereyoucan.Youmaybstressedandhurtingyourheart(para.1-3)Stressiskilling“hotreactor"(para.4-6)(para.7-12)FUDfactorscausestressFear,uncertaintyanddoubtleadtoyourstress.(Para.7-11)Changeyourattitudesandnegativethinkingtocalmyourselfdown(para.12)(paral3-17)NICEfactorscanhelptotakechargeoflife.youneedtheNICEfactors(new,interesting,challengingexperiences)tocontrolyourlife.(Para14-13)FollowBenFranklin'sexampletosetprioritiesinyourlife.(paral6-17).(paral8-20)Youhavetolearntoflowwithwhichyouhavelittleoroncontrolinyourlife.(ParagraphofCauseandEffect)Inthepassagethewriterdealswiththeharmfuleffectsofstress.Inparagraph5,wefindtheshockingeffectofstressisdeath.However,thewriterdoesnotjumptotheconclusionabruptly.Instead,thewriterpresentsaprogressiveprocessofaseriesofcausesandeffects,whichmakestheargumentmoreconvincing.We'vedoneyearsofworkinshowingthatexcessalarmorstresschemicalscanliterallyburstheartmusclefibers.Whenthathappensithappensveryquickly,withinfiveminutes.Itcreatesmanyshortcircuits,andthatcausescrazyheartrhythms.Theheartbeatslikeabagofwormsinsteadofapump.Andwhenthathappens,wecan'tlive.Thefirstcause:excessalarmorstresschemicalsThefirsteffct:(That)canliterallyburstheartmusclefibers.Thisisalsothesecondcauseinthechain.Thesecondeffect:Itcreatesmanyshortcircuits,andthatcausescrazyheartrhythms.Theheartbeatslikeabagofwormsinsteadofapump.Thisisalsothethirdcauseinthechain.Thethirdeffect:Wecan'tlive.Itlooksabitcomplicatedbutitrepresentsourlogicalthinkingandthewaywepresentourthoughtsorarguments.SecondPeriod:ListeningPractice(45minutes)FinishlisteningtotheexercisesofUnit7inthebook一大學(xué)英語聽說教程2(一)UnderstandingWords.listening10wordsfromthepassageofSectionAlistening10sentencesandfindingoutthemissingwords(一)UnderstandingStatementsListeningTask1ofthetextbook(listentoittwice)ListeningTask2ofthetextbook(listentoittwice)Choosethebestanswertocompletetheexercise(二)UnderstandingPassagesListeningTask1ofthetextbook(listentoittwice)ListeningTask2ofthetextbook(listentoittwice)ChoosethebestanswertocompletetheexerciseTeachingdate:May31stTeachingtime:8:10-9:45(class3,4);10:15-ll:50(class5,6)Teachingtopic:IntegratedCourse2.TeachingObjective:Graspsomekeyswords,phrasesandsomeusefulsentencepatterns.Studentsmustlearnhowtowritetheparagraphofcauseandeffectandunderstandingfigurativelanguages.Teachingcontent:DetailedlanguagepointsstudiesofthetextA(GlobalReading)ExercisesforSectionA&ReadingSkillsforSectionBTeachingfocus:languagepointsandgrammarlearningTeachingdifficulties/importance:thepracticeoflanguage&grammarTeachingduration:90minutes(foroneclass)TeachingProcedure:ThirdPeriod:ComprehensionoftheText(45minutes)Step1.NewwordsandPhrasesoverwhelm:1.戰(zhàn)勝;征服;壓倒2.覆蓋;淹沒3.使受不了;使不知所措[(+by/with)]Thedefensewasoverwhelmedbysuperiornumbers.防守被優(yōu)勢的兵力摧垮了。Thevillagewasoverwhelmedbyashfromthevolcano.村子被火山灰覆蓋。Iwasoverwhelmedbyhisgenerosity.他的慷慨令我感激難言。spin:1.紡紗2.(蠶等)吐絲,作繭;(蜘蛛等)結(jié)網(wǎng)3.旋轉(zhuǎn);暈眩Theoldwomanwasspinninginthecorneroftheroom.老婦人在房間一角紡紗。Mysistercanspinonhertoeslikeadance匚我妹妹能像舞者ー樣踮著腳尖旋轉(zhuǎn)。Myheadisspinning.我現(xiàn)在頭暈。delegatevt.give(dutiesorrights,etc.)tosb.inalowerpositionorgradee.gThejobhadtobedelegatedtoanassistant.chooseorsendsb.asarepresentative.(delegatesb.tosth.).e.gOurlasswilldelegateastudenttothemeeting.apersonchosenorelectedbyagrouptospeakvoteetcforthem,esp.atameeting.delegation幾代表團(tuán),派代表delegacyレ.代表制度excess:1.超越,超過[U]2.超額量[U]3.過量,過剩[U]4.(飲食等的)過度,無節(jié)制[U][C]Lastyear*sprofitswereinexcessofonebilliondollars.去年的利潤超過了十億美元。There'snoexcesstopay.不需要付超重費(fèi)。Anexcessofraincausedseverefloods.雨水過量造成了嚴(yán)重的水災(zāi)。Hisexcessesshortenedhislife.飲食無度使他折壽。attribute:1.把...歸因于;把...歸咎于[(+to)]2.認(rèn)為…是某人所有[(+to)]Heattributedhisgoodhealthtoexercise.他認(rèn)為自己之所以身體好是因為運(yùn)動。Doyouthinkitpropertoattributeweaknesstowomen?你覺得把軟弱當(dāng)作女性的屬性適當(dāng)嗎?比較:contributeto1.捐助;幫助2.促成Howmuchdidyoucontributetotherelieffund?你為那筆救濟(jì)金捐了多少?Yoursuggestionhasgreatlycontributedtotheaccomplishmentofourwork.你的建議大大地促進(jìn)了我們工作的完成。interior:1.內(nèi)的,內(nèi)部的,內(nèi)側(cè)的2.國內(nèi)的,內(nèi)政的3.內(nèi)心的;本質(zhì)的;深藏的Shespecializedininteriordesign.她專門從事室內(nèi)設(shè)計。Aninteriordecoratordesignsanddecoratestheinteriorofaroomorbuilding.室內(nèi)裝飾家設(shè)計,裝飾房間或建筑物的內(nèi)部。Thoseproductsareforinteriormarkets.那些產(chǎn)品供應(yīng)國內(nèi)市場。Theinteriormeaningofthepoemfinallydawnedonhim.他最終領(lǐng)悟了詩中隱含的深意。recommend:vt..suggestadvise.recommenddoingsth.e.g.Irecommended(you)meetinghimfirst.recommendsb.todosth.e.g.Iwouldrecommendyoutogotherealone.recommendthate.g.Irecommendthatyouresign.recommendsth.tosb./sb.sth.e.g.Tdrecommendedextremecaution..praisesbassuitableforapurposeorapost.recommendsb./sth.(tosb.)(forsth./assth.)e.g.①Icanrecommendhimasagoodaccountant.②Shewasstronglyrecommendedforthepost.(3)Sherecommendedagoodnoveltome.blowone5stop:發(fā)脾氣,發(fā)瘋Herparentsblewtheirtopswhentheylearnedthatshehadelopedwithhereouttop名歹|J冃リ茅Hecameouttopintheexam.他在考試中名列前茅。cometothetop出名;成功Hehasfinallycometothetopinthefinancialbusiness.他終于在金融界取得了成功。fromtoptotoe從頭到腳;完完全全Theysurveyedtheboyfromtoptotoe.他們從頭到腳打量那男孩。blowit搞磯Thisexaminationwilldetermineyourfinalgrade.Don'tblowit.考試決定你最后的成績,不要搞砸了。blowone'scoo!沉不住氣blowone*smind令人產(chǎn)生幻覺;令人感到極度興奮blowone'sownhorn/trumpet吹噓takechargeof:takecontrolof(anizationoragroupofpeople)e.g.PleasetakechargeofmydogwhileI'maway.Shetookchargeofthefamilybusinesswhenherfatherdied.stir:1.攪拌,攪動2.動;移動;搖動;撥動3.激起;激動;轟動;鼓動;煽動[(+to)]4.喚醒;喚起K+from)]Motherstirredtheflourandmilktoastiffpaste.母親把面粉和牛奶攪成濃漿。Thewindstirstheleaves.風(fēng)吹動樹葉。Thenewsstirredhimtoaction.這消息促使他采取行動。Ashriekstirredmefromsleep.尖叫聲把我從睡夢中喚醒。beonsb9strail尋找,跟蹤beonsb'shee!緊跟某人stimulate:1.刺激;激勵;使興奮;促使[(+to/into)]2.促進(jìn)...的功能Thegovernmentwilldoeverythinginitspowertostimulateeconomicgrowth.政府將竭盡全力去刺激經(jīng)濟(jì)發(fā)展。Theopticalsystemoftheeyestimulatescellsoftheretina.眼睛的光學(xué)系統(tǒng)刺激視網(wǎng)膜內(nèi)的細(xì)胞。Exercisestimulatestheflowofblood.鍛煉促進(jìn)血液循環(huán)。cutdown:削減Hetriedtocutdownonsmokingbutfailed.他試圖少抽煙,但沒成功。mind:頭腦;意見;注意力;精神bear/keepinmind記住Bearinmindthatyou'llhavetopracticeeconomy.記住要厲行節(jié)約。inone'srightmind精神正常Heisinhisrightmind.他精神健全。beintwominds猶豫不決Sheisintwomindsaboutit.她對此舉棋不定。ofonemind問心一致Theywereallofonemindonthissubject.在這個問題上他們的意見完全一致。ofthesamemind保持原來的意見Isshestillofthesamemind?她仍持原來的意見嗎?togetherwith=alongwithaswellas.Accompaniedbye.g.Justbringitbacktothestore,togetherwithyourreceipt.perceivedlackofcontrol:lossofselfcontrolwhichcanbeseenoffactpriority:1.優(yōu)先,重點;優(yōu)先權(quán);先取權(quán)[U][(+over)]2.優(yōu)先考慮的事;優(yōu)先配給[C]Safetyhashighpriorityinfactories.工廠里安全至關(guān)重要。Roadbuildingisatoppriority.筑路是最優(yōu)先考慮的事。blowpart:breakbyanexplosion,explodeHiscarhadbeenblownpart.Inthissentence“blowpart“isusedinitsfigurativesense,meaning“breakdownphysically"Step2TypicalSentencePatterns1.TypicalpatternsforgivingwarningIfsb.often/always...,like...(clause),thensb.maybedoing...eg.Ifyouholdeverythingincontempt,likenothingisworthyourefforts,thenyoumaybeidlingawayyourprecioustime.2.TypicalpatternsforshowingresultsWhathappensisthatthemoresb.orsth....with...,themorelikelysb.orsth.isto..._with...eg.Inahealthyatmosphereoffamilylife,whatoftenhappensisthatthemoreself-confidentchildrengetwithparents9properpraises,themorelikelytheyaretodoevenbetterwithsuchself-confidence.3.TypicalpatternsforgivingadviceFromsb/sviewpoint/pointofview(angleofview),the(other)keytodoingsth.istorealize/recognize/admit/acknowledge(beware)that...—like...eg.Fromaphilosopher'spointofview,theotherkeytokeepingyourmindfreefromworryistorealizethatthereisalwayssomethinginlifebeyondyourcontrol—likegossipamongyourcolleaguesandsomebody'sjealousyagainstyou.ForthPeriod:Exercisesclass(45minutes)Step1In-ClassExercises(15minutes)Vocabulary:ExerciseIII,IV,WordBuilding:ExerciseV,VI,Structure:ExerciseVII,VIIIStep2ReadingSkillforSectionB(20minutes)IReadingSkills(FindingOutWordMeanings)AswasintroducedinUnit2,weoftencanfigureoutthemeaningofanunfamiliarwordthroughthecluesprovidedbycontext.Thecontextcluesthatmightbehelpfulforyoutorecognizethemeaningofanewwordinclude:Somesentencesgivethedefinitionforadifficultwordwiththehelpofpunctuationsuchascommas,dashesorparentheses.Contextsometimesgivesexamplestoillustrateadifficultwordratherthandefineit.Wecanusetheexamplestofigureoutthemeaningofanunfamiliarword.Synonymsarewordsorphrasesthataresimil