新視野大學英語第三版unit7教案

Unit7：lesson1編號：1課時安排：2學時教學課型：讀寫課eq\o\ac(□,√)習題課□聽說課□其它□題目：Unit7:Hopingforthebetter:Lead-in&themainideaoftextA教學目的：Afterstudyingthisunit,thestudentsareexpectedtobeableto:haveabetterunderstandingofthephenomenonofdishonestyoncampus;understandthemainideaandthestructureofTextA;knowclearlyhowanargumentativeessayistypicallydevelopedanditstypicalfeatures.教學重點、難點：教學重點：Inthese2periods,thestudentsareguidedtofocusonthetopicofdishonestyoncampus(Dishonestyisontheriseespeciallyoncampusandthephenomenonneedsurgentattention);thereadingskilloffindingoutwordmeaningsbyusingcontextualclues;sometypicalfeaturesofanargumentativeessay.教學難點：Inthese2periods,thestudentsmayhavedifficultyin:guessingwordmeaningsbyusingcontextualclueswhilereadingexploringtheargumentativestyleoftextAandthetopic-details-conclusionpatternitusestodevelopaparagraph.教學方法和手段：Teachingmethods：task-basedlanguageteaching;communicativelanguageteaching;elicitation.Teachingaids：textbook,onlineresources,blackboard,multimedia.教學過程：Part1:LeadinGroupdiscussion（20min）Theteacherdividesthestudentsintogroupsoffiveorsixstudentsandleadsthemtocarryoutagroupdiscussionondishonestbehavioroncampus,itsunderlyingreasonsandtheensuingconsequences.Then,eachgroupisaskedtoworkoutsomesolutionstooneofthesephenomena.Afterthat,theteacherwillaskonestudentofeachgrouptogiveapresentationonbehalfthewholeteam.Brainstorming(15min)Interactingwithstudentsbyaskingthemtothinkofwordsaboutdishonestyasawaytoleadinsomeimportantwords.Pre-readingactivities(page176)(10min)Part2:UnderstandingthemainideaoftextA1.Skinningandscanning(15min)Task1:studentsarerequiredtonotenounsandadjectivesconcerningdishonestyinthearticle.Later,theywillbeaskedtogroupthesewordsintosynonymsandantonyms.Task2:studentsarealsorequiredtomarknumbersthatappearinthearticleandexplainwhytheyareused.2.ComprehensionQs(page183)(15min)Part3Stylisticanalysis(15min)Concerningthewritingstyle,thestudentsareguidedtorealizeTextAisanargumentativeessay.Withregardtoanargumentativeessay,theyshouldknowthewholetextcentersonatopicandconcerningthetopicthewriterdefinitelyhashisstandpoint.Thenconcerningeachpartandeachparagraph,thestudentsareguidedtodiscoverthattheregenerallyisatopicsentence/statementsupportedbydetails(examplesinparticularinTextA)andaconcludingsentence/statement.板書設(shè)計：Unit7HopingforthebetterPart1.Leadin1.Groupdiscussion2.Brainstorming3.Pre-readingactivitiesPart2.UnderstandingthemainideaoftextA1.Skinningandscanning2.ComprehensionQsPart3.Stylisticanalysis討論、思考題、作業(yè)：1.PreviewthenewwordsandexpressionsoftextA;2.UtilizingtheinternetandgettoknowsomelifeexperiencesofAbrahamLincoln.Unit7：lesson2編號：2課時安排：2學時教學課型：讀寫課eq\o\ac(□,√)習題課□聽說課□其它□題目：Whenhonestydisappears:detailedstudyoftextA教學目的：Afterstudyingthisunit,thestudentsareexpectedtobeableto:summarizethemainideaofTextA;understandthekeywords,phrases&expressions,andsentencestructures.板書設(shè)計：Whenhonestydisappears–detailedstudyoftextAPart1.Keywords,Phrases&expressions,sentencestructures.Part2.ParaphrasingPart3.TranslationPart4:StructuralanalysisPart5.Summary討論、思考題、作業(yè)：1.ReviewthenewwordsandexpressionsoftextA;2.FinishtheexercisesfromP.183-190.3.Dosomecriticalthinkingconcerningthefollowingtopic:Insomeuniversities,studentsareaskedtosignanHonestyDeclarationintheexam.Doyouthinkthisisaneffectivewaytopreventcheating?Whyorwhynot?Sometimespeopletellwhiteliestoavoidhurtingothers’feelings.Shouldthesepeoplebeconsideredhonestordishonest?Unit7：lesson3編號：3課時安排：2學時教學課型：讀寫課□習題課eq\o\ac(□,√)聽說課□其它□題目：Unit7Exercises&Structuredwriting教學目的：Fromthesetwoperiods,thestudentsareexpectedtoconsolidatetheircommandofthelanguagepointsinTextAthroughexercises;mastertheparagraphwritingskill:aparagraphwithatopicsentence,examplesandaconcludingsentence..教學方法和手段：Teachingmethods：task-basedlanguageteaching;grammartranslationteaching;self-directedlearning.Teachingaids：textbook,onlineresources,blackboard,multimedia.教學過程：Part1.Vocabularyexercises：(104)(30min)reviewthefollowingwords:Eliminate,reveal,accurate,facilitate,exaggerate,imply,launch,frustrate,conscious,appropriate.reviewthefollowingphrases:launchacampaign,ifthis/thatisthecase,beconfinedto,ripoff,descendinto,turnin,copewith,nottomention.3.understandthefollowingaffixes:-al,-ence,and–y.Part2.Translation(page15)(30min)GetfamiliarwiththeAmericancultureofindividualismaswellastheChinesebeliefofharmony.Part3.Structuredwriting(30min)Theteacherintroducesthewritingpatternthatconsistsofatopicsentence,afewexamples,andaconcludingsentencebyanalyzingparagraph3.Then,thestudentsarerequiredtoanalyzeParagraph4bythemselvesandsharetheirunderstanding.Ifthestudentsarecapableofdoingtheanalysis,theyshouldmoveontothewritingpart.板書設(shè)計：Unit7Exercises&StructuredWritingPart1.VocabularyexercisesPart2.TranslationPart3.Structuredwriting:Aparagraphwithatopicsentence,severalexamplesandaconcludingsentence.討論、思考題、作業(yè)：1.MemorizethelanguagepointsinTextAandgetpreparedfordictation;2.ReadPara.2-4oftextofsectionAaloud;3.Practicewritingaparagraphofatopicsentencesupportedbyexamplesandaconcludingsentenceinechowiththetopicsentenceononeofthefollowingtopics.(nolessthan120words)MyfrustratingfirstdayofcollegelifeAnidealplaceforaweekendtourUnit7：lesson4編號：4課時安排：2學時教學課型：讀寫課□習題課□聽說課eq\o\ac(□,√)其它□題目：Unit7Viewing,Listening&Speaking:Weird,wildandwonderful教學目的要求：Fromthesetwoperiods,thestudentsareexpectedtodevelopthenote-takingskillwhilelisteningwhichimprovescomprehension;graspthespeakingskillformakingguesses;improvetheirlisteningandspeakingcompetencyonthewhole.教學重點：Inthese2periods,thestudentsareguidedtofocusonthelisteningskillofnote-taking:usingnumbers,symbolsandabbreviations;someusefulexpressionsforexpressingthedegreeofcertainty;教學難點：Inthese2periods,thestudentsmayhavedifficultyin:masteringthenote-takingskillswhilelistening;finishingthelisteningexercisesbyemployingvariouslisteningskills;learninghowtomakeguessesinaconversation.教學方法和手段：Teachingmethods：situationallanguageteaching;communicativelanguageteaching;self-directedlearning.Teachingaids：textbook,onlineresources,blackboard,multimedia.教學過程：Part1.Listeningtotheworld(30min)Listeningtoseveraldifferentmaterialswithafocusonnote-taking.Theteacherexplainstheskillsingreatdetailandlistssomecommonsymbolsandabbreviationsfornote-taking.Part2.Speakingforcommunication(30min)Thestudentsarerequiredtolistentoatypicalconversationinwhichsomewaysofmakingguessesareemployed.Theultimatepurposeofthispartistoleadthestudentstorole-playsomereal-lifesituationswheretheycanusethefollowingexpressionstoindicatedifferentdegreesofcertainty:Whenitiscertain:mustWhenitispossible:perhaps/maybe/may/might/could/itislikelythat/itisprobablethat/itlookslike…/it’shardtosay,butI’dguess…/I’mnotreallysu