新應用大學英語3教學案第一單元

范文范例學習指導授課內(nèi)容上課地點：B428教1.Tograspthemainideaofthetextbyappreciatinggeneralstatement.2.Toimprovestudents’readingskillwiththehelpofcoursemarkers學(signalwords)目3.Tomasterthekeylanguagepointsinthetextandknowhowtotranslate標theminphrasesandsentences4.Tomasterthewritingskillsonageneralstatementsupportedbydetails教1.Focus:wordsandexpressions:學2.D.P:writingmethodandreadingskills要點教學內(nèi)容教學設計Unit1理(論8學時，課內(nèi)實踐2學時)1.主要內(nèi)容：(1)SectionAFollowaCareerPassion?LetItFollowYou(2)Translatingskills:Diction(3)Structuredwriting2.教學步驟與方法：(1)Warmupandleadin(10min)(2)Intensivelearning(210min)(3)Interactivepractice(90min)(4)Go-over(45min)(5)Sum-upandassignhomework(5min)word完美整理版范文范例學習指導Warmupandleadin:一.Oralpractice:Lead-inquestions:①Whatcareerwillyouchooseaftergraduation?②Whatisyourcareerphilosophy?③Whatwillyouprefer,gettingajoborfurtherstudyaftergraduation?二．Workinpairs.Readthefollowingdescriptionsofthreefamouspeople,Questionandguesswhotheyareanddiscusstheirpersonalities.Answer1HehasastrongsenseofmissiontoleadpeopletopursuefreedomApproacandhhappiness.Heiscalledthefatherofhiscountry.HeisthefirstpresidentoftheUnitedStates.HeisGeorgeWashington.2Hebelongstothosewhoareveryfun-lovingandtendtobespontaneous.Heisfascinatedwithartisticcreationandfreeexpressionofhisthoughts.Manypeopleenjoyhismusiceventoday.Heisfamousforthefifthsymphony“Destiny.”HeisLudwigvanBeethoven.3Hehighlyvaluesreasonandlogic.Heenjoysthinking,reasoningandotheracademicresearchthatrequiresknowledgeofanumberofexpansivesubjects.Heisknowntothewholeworldforthetheoryofrelativity.HeisAlbertEinstein.三.Globalreading:WorkonStructureoftheTextPartParagraph(s)MainIdeasOneTheauthormentionsthreecareerchoices.TwoTheauthoranalyzesdifferentphilosophies.ThreeFourTheauthorproveshisideabytellinghisstory.Theauthoradvisesyoungpeopletostrive.精講內(nèi)容（包括①要點、重點、難點；②互動設計；③板書設計）CognitiveApproach①要點、重點、難點教學要點：1.structureanalysisword完美整理版范文范例學習指導2.usefulexpressions3.summaryoftheprehensionexercises5.follow-upexercises教學重點：1.usefulexpressionsStepITeacherasksstudentstoreadthenewwordstogetfamiliarwiththeirpronunciationandspellingandasksthemtorecitethewordsandpreparefordictation.QuestionandStepIITeacherasksstudentstopickoutthekeywordsandexpressionsAnswerinthisunit,thenteachergivesstudentssentencesandaskAthempproachtotranslatethesentencesusingthewordsorexpressionsgiven.ThenTeacherchecksanswerswithstudents,andexplainssomekeywordsandphrasesbyextensionexercises.2.summaryofthetext:theauthor'scareerchoices,careerphilosophyandhisownstoryandhisadvicetopeopleTeacherasksstudentstofinishtwotasks:GroupTask1Completethefollowingsummaryaccordingtothetext.DiscuWritessionnomorethanthreewordsoneachline.P7Task2Paraphrasethefollowingsentences,payingattentiontotheunderlinedpart.P7Thenteachersummarizesthetext.教學難點：1.usefulexpressionsStepITeacherexplainskeywordslike“senior,assume,crisis,transform”andasksstudentstheirusagebymakingsentences,synonyms,antonyms,changeformofnouns,verbs,adjectivesandetc.Relatedinformationword完美整理版范文范例學習指導1.senioradj.高級的；年長的；地位較高的；年資較深的，資格較老的n.上司；較年長者；畢業(yè)班學生n.(Senior人名；(英)西尼爾Thepricemadeinthisrangecanlettheenterprisantdheseniorexecutivesreachtowin-win.ThepaperusedtheGameTheorytoanalyzethestockoptionsplan.這一博弈結論,便可以讓公司和高管的利益達到雙贏。senior高中highseniorhighschool高中seniormanagement高級管理seniorengineer[計]高級工程師seniormiddle高中schoolfreshman/sophomore/junior/senior2.assumeIassumethatyouarereadingthisbecauseyouhavesomecomputationalproblem.我假定您是因為遇到了一些計算上的問題而Functional來閱讀本文。ApproachIassumethathewon'tcheatyou.想來他是不會騙你的。3.crisisn.危機；危險期；決定性時刻adj.危機的；用于處理危機的Since1990s,thefrequencycrisriissofesfinancialgradually.自20世紀七十年代以來,金融危機發(fā)生的頻率逐漸上升。financial金融crisis危機；財政危機economic經(jīng)crisis濟危機creditcrisis信用危機energycrisis能源危機ecological生態(tài)crisis危機environmental環(huán)境危機crisismidlife中crisis年危機4.transformvt.改變，使…變形；轉換vi.變換，改變；轉化Youcantransformyourlife!word完美整理版范文范例學習指導你可以改變你的人生！Withjustthisoneagreement,youcancompletelytransformyourlife.有了這么一個契約，你可以完全改變你的生活。transplant/transport/transfer/transmitKeystructures1.Formanyofmypeers,thisdecisionwouldhavebeenwithanxiety.該句可以理解為：Ifmanyofmypeershadfacedthethreechoices,theywouldhavefeltanxious.表示與過去事實相反的虛擬語氣中，條件從句的謂語用had+過去分詞，主句謂語則通常用wouldhave+過去分詞，也可根據(jù)情況使用should/could/might+have+過去分詞。e.g.Hewouldhaveforgottentheboy’sbirthdayifyouhadn’tremindedFunctionalhim.Approach2.Growingup,weweretoldbyguidancecounselors,careeradvicebooks,thenewsmediaandothersto“followourpassion.”現(xiàn)在分詞growingup在句中作時間狀語，也可以用whiledoing的形式。e.g.(While)workinginthisfactory,hedidverywell.3.Or,withtheadvancefrommyfirstbook,Icouldhavehunkereddowninaquiettowntowrite.1）該句可以理解為：IfIhadkeptwritingandmadefurtherefforts,Icouldhavesettleddowninaquiettowntobeawriter.2）with短語作條件狀語可用if改寫為完整的虛擬語氣從句，此用法還常見于without,butfor。e.g.①Whatwouldyoudowithamilliondollars(=ifyouhadamilliondollars)?②Wecouldnothavefinishedtheworkaheadoftimewithoutyourhelp(=ifwehadn’tgotyourhelp).word完美整理版范文范例學習指導③Theaccidentwouldnothaveoccurredbutforrunningtheredlight(=ifhehadn’truntheredlight).4.WhatmatterediswhatIdidonceImademychoice.1)whatmattered:名詞性從句作主語，也叫主語從句。主語從句通常由下列詞引導：從屬連詞that,whether,if等；代詞what,who,which,whatever,whoever,whom等；連接副詞how,when,where,why等。e.g.①Whowillwinthematchisstillunknown.②Wheretheeveningpartywillbeheldhasnotyetbeenannounced.2)whatIdid:名詞性從句作表語，即表語從句。表語從句的引導詞在陳述句中用that,asif或asthough；在一般疑問句中用whether；在特殊疑問句中用相應的疑問詞。e.g.Thisiswhereourproblemlies.5.Tootheryoungpeoplewhoconstantlywonderifthegrassmightbegreenerontheothersideoftheoccupationalfence,Iofferthisadvice…1)wonder后接whether或if引導的賓語從句，用于有禮貌地詢問或表示懷疑。e.g.①Shewonderedwhetheryouwerefreethatmorning.②Iwonderifhewillsucceed.wonder表示“想知道”、“對……感到懷疑”、“納悶”，后面也常接who,what,when等引導的賓語從句，相當于wanttoknow的用法。e.g.Iwonderwhyshedidthat.2)thegrassmightbegreenerontheothersideoftheoccupationalfence的字面翻譯是：籬笆另一邊的草可能會更綠。但是，在翻譯習語或俗語時通常需要使用兩種語言相對應的習慣性表達方式，因此可譯為：這山望著那山Groupwork高。andPracticee.g.Birdsofafeatherflocktogether.物以類聚，人以群分。StepIITeacherasksstudentstofinishtextbookfollow-upexercises.P8word完美整理版范文范例學習指導IVocabularyTask1-3.2.summaryofthetext:opinionsontalentshowsTeacherasksstudentstosummarizetheauthor'scareerchoices,careerphilosophyandhisownstoryandhisadvicetopeople②互動設計Lead-inpart:Task1Teacherpresentsdescriptionsofthreefamouspeople,guesswhotheyareanddiscusstheirpersonalities.Task2Workinpairs.Fillintheforms,compareyourself-assessmentwithyourpartner’simpressionofyou,andthenreportittothewholeclass.Structureanalysispart:askstudentsquestions“Whatarethedifferentopinionsoncareerchoices?”③板書設計左邊：書寫教學內(nèi)容的標題右邊：書寫重點短語和句子翻譯練習與作業(yè)布置三習題（預習題、練習題、復習題）和閱讀書目的章節(jié)內(nèi)容。預習題：Howtoevaluateyourfitnessforajob?復習題：1.Usefulexpressions1)多了一個職業(yè)選擇2）追隨我們的熱情3）發(fā)現(xiàn)內(nèi)心的沖動4）將。。。與。。。相匹配word完美整理版范文范例學習指導5）沒法回答的問題6）習慣性跳槽7）忽視對熱情的崇拜8）自主意識9）這種觀點認為10）最簡單的思考2.Paragraphtranslation.Task1TranslatethefollowingparagraphfromChineseintoEnglish.京劇是中國的傳統(tǒng)戲曲之一。每個演員都會依照他們角色的性別、年齡及個性在臉上畫不同樣式的臉譜。這樣，觀眾可以很容易分辨演員所扮演角色的性格特征。紅色表示人物的忠心，如關羽；黑色體現(xiàn)人物的正直，如包拯，也暗示勇猛甚至魯莽，如張飛；白色代表人物生性奸詐，如曹操。Task2TranslatethefollowingparagraphfromEnglishintoChinese.LaoTzuwasafamousthinkerintheSpringandAutumnPeriodofChina.InhisphilosophicalworksTaoTeChing,heemphasizedtheimportanceofknowingoneselfbysaying“Hewhoknowsothersislearned;hewhoknowshimselfiswise.”Thissentencealsomeansitishardertoknowoneselfthantoknowothers,asaChinesepoemsays,“ThetruefaceofLuShanislosttomysight,foritisrightinthismountainthatIreside.”Anyway,toknowyourstrengthsandweaknessesclearlyisratherhelpfulforyoursuccess.練習題：PartIYouarerequiredtoselectonewordforeachblankfromalistofchoicesgiveninawordbankfollowingthepassage.EveryyearinthefirstweekofmyEnglishclass,somestudentsinformmethatwritingistoohard.Theyneverwrite,unlessassignments1it.Theyfinethewritingprocess2anddifficult.Howawfultobeabletospeakinalanguagebutnottowriteinit-word完美整理版范文范例學習指導3English,withitsrichvocabularylivinginan4mansion(豪宅WhenImeetstudentswhocan’thinktwritehey,Iknowasateachermy5tisoshowthemtherestoftherooms.Mytaskistobuild.Beingabletospeakbutnotwriteislike)andneverleavingonesmallroom.fluencywhileprovidingtheopportunityinherentinanywritingathemoralandemotionaldevelopmentofmystudents.OnedothisisbyhavingstudentswriteinajournalinclasseWritingabilityislikestrength7,justlikeexercise;justasmusclesgrowstrongerquicklywithwritingIoftenseeariseconfidenceand8afteronlyafewweeksExpressingoneselfinwritingisoneofthemostimpIteachtostrengthenstudent.Whenmystudentspracticetraining.Writingneedstobedonewritingskillsimprovepractice.instudentofjournalwriting.thewholejournalwriting,theyarepracticingfortheirfutureacademic,po9lives.TheyskibuildllsthasotsomedaytheymightwriteGroupagreatnovel,apieceofsorelyneededlegislation,ortheperfectloveletter.DiscussionEverydaythattheywriteintheirjournalsputsthemasfluency,eloquence雄辯),and(commandoflanguage.A)closerenormousB)dailyC)emotionalD)enhanceF)especiallyG)hinderperformanceH)missionI)painfuK)professionremaL)rkablyreqM)uiresenN)sitiveurgO)e實踐教學內(nèi)容及要求：UnitOneHeroandCourageListenand一．Relatedinf