《大學(xué)英語(yǔ)2》教案6單元

第六單元課程教案

單元主教學(xué)時(shí)

Tobeornottobe6

題數(shù)

(1)talkaboutmakingchoicesusingnewvocabulary;

教

學(xué)(2)inferthemeaningofrealandunrealconditionalstructures;

目(3)explainwithexamplesthevalueofinterestinmakingchoices;

標(biāo)

(4)explainwhatfactorstoconsiderwhenchoosingamajor.

育人(1)GuidestudentstoestablishMarxistoutlookontheworld,lifeandvalues;

目標(biāo)(2)StrengtheneducationinfineChinesecultureandstrengthenourculturalconfidence.

教(1)Understandingthetext:lbbeornottobe;

教

學(xué)(2)Buildingyourlanguage;

學(xué)

重(3)iProduce:writeanessayinwhichyoureflectonhowyouchoseyourmajorandthen

重

點(diǎn)givesuggestions.

點(diǎn)

教

與(1)Understandthemainideaandstructureofthetext;

學(xué)

難(2)Graspthekeylanguagepointsandgrammaticalstructuresinthetext;

難

點(diǎn)

點(diǎn)(3)Learntodescribethequalitiestobecomealeader.

采用混合式教學(xué)模式，在多媒體課堂教學(xué)基礎(chǔ)上，充分利用U校園智慧教學(xué)平臺(tái)，結(jié)合線

上、線下教學(xué)豐富傳統(tǒng)課堂。將教材與數(shù)字課程深度融合，使“課前一課中一課后”的學(xué)

教

習(xí)進(jìn)程形成一個(gè)“線上一線下一線上”的完整模式。

學(xué)

線上/線下Settingthescene/Reading

方

線下精講精煉，討論交流

法

線上/線下Buildingyourlanguage

與

線上/線下Sharingyourideas

手

線下Feedbackonautonomouslearning

段

線上/線下Unitproject

線上Unittest

思1.ReadingauthorssuchasTolstoy,Chekhov,Dickens,ShakespeareandWordsworthhasa

政differentandequallyimportantkindofworth,shapingstudents5valuesanddeepeningtheir

內(nèi)understandingoflife.

容2.ChineseandWesternsayingsabouteducationandreadingbooks.

課時(shí)

分配

課堂教學(xué)內(nèi)容（4

學(xué)

時(shí)）

1.iPrepare—Asking,Sstothinkaboutthefactorsweshouldconsider

whenmakingachoice.

2.Scenaior—SellingthesceneforUnit6.Ybuareinvitedbyyoursenior

?

highschooltoshareyourexperienceofchoosingyourmajorwith

堂Motivating1

Grade3studentswhowillbechoosingtheirmajors.Youwillwritean

教

essayinwhichyoureflectonhowyouchoseyourmajorandthengive

學(xué)

suggestions.Youwillbeabletocompletethetaskafterstudyingthis

內(nèi)

unit.

容

1.WatchingavideoclipandhelpSstothinkdeeperabout

與0.5

choosingadegreeandgetsomeadvicefromit.

時(shí)

間2.Understandingthetext-Reading:Howaneconomicsprofessor

taughtmealife-changinglesson-inliterature.Centeraroundthetext

分1.5

Enabling

配andguideSstogettheanswerstothequestionsinthispart.

3.Buildingyourlanguage-finishingtheexercisesofthissection.

0.5

4.Sharpeningtheskills-Unrealconditional

1.InspireSstocompletetheunitproject.

2.Providecommentsontheperformanceofalltheselectedstudentin

Assessing0.5

termsofcontent,structureandlanguage,andprovidefurther

suggestions.

A.Motivating課堂

1.Introducetheunitproject—writeanessayinwhichyoureflectonhowyouchose隨想

yourmajorandthengivesuggestionsandencourageSstogetpreparedthrough

learningiExplorel.

教15mins

學(xué)2.ExplainindetailthetaskinScenarioandgetSsimmersedinthescenariobyabrief

過(guò)discussion.15mins

程3.AnalyzewithSsthepossibledifficultiesofwritinganessayandclearlystatethe

設(shè)abilitiesexpectedtodevelopinaccomplishingthetask.10mins

計(jì)4.EncourageSstogetpreparedthroughlearningiExplore1&2.

15mins

B.Enabling

1.Viewing

WatchingavideoclipandhelpSstothinkdeeperaboutchoosingadegreeandgel

someadvicefromit.Discussthefollowingquestions.20mins

a.Whatdegreeormajoristhemostdesirable?

b.Whatfactorsshouldwetakeintoaccountwhenchoosingadegree?

c.Ismoneyimportantwhenwechooseadegree?

2.Understandingthetext

(1)ExplainthelanguagepointsofiExplore1.40mins

?convince:vt.

tomakesb.feelcertainthatsth.istrue使確信；使信服

topersuadesb.todosth.說(shuō)服；勸服

他成功地使陪審團(tuán)相信他是無(wú)辜的了。

Hemanagedtoconvincethejuryofhisinnocence.

?ifitwasn't/weren'tforsb./sth.(alsoifithadn'tbeenforsb./sth.):usedto

saywhoorwhatpreventsorpreventedsth.fromhappening要不是某人/某

事物

?slip:

vi.tomovequicklyandquietly.溜走

vt.toplaceorinsertsmoothlyandquietly把…悄悄地放在

在講座結(jié)束前，他偷偷從后門(mén)溜走了。

Heslippedoutthebackdoorbeforethelecturewasover.

?snatch:vt.totakesth.awayfromsb.withaquick,oftenviolent,movement

搶去；強(qiáng)奪；攫取

她從秘書(shū)的手里搶出了信。

Shesnatchedtheletteroutofthesecretary'shand.

?stunned:a.toosurprisedorshockedtospeak.因(震驚、驚訝)說(shuō)不出話來(lái)

他看上去完全驚呆了。

Helookedcompletelystunned.

?prospects:n.[pl.]chancesoffuturesuccess將來(lái)成功的機(jī)會(huì)；前途；前程

moreexpressionswithprospect:

daunting/excitingprospect:可怕/令人激動(dòng)的前景

job/careerprospects:就業(yè)前景

inprospect(fml.):可能即將發(fā)生的

(2)AskSstoreadthetextandguidethemtomasterthekeypointsofthetextby

doingexercisesinUnderstandingthetext.25mins

A)DoyouagreethatUyourcareeroptionsaredeterminedbytheskillsthatyoulearn

ratherthanthenameofthedegree”？

Thevariousskillsweacquireinlearningmathmayleadustocareerslike

technician,riskassessor,andevensalespersonandadministrator.

Foranother,highereducationshouldn'tberegardedonlyasameanstoanend.Itis

alsoanendinitself.Wecometocollegetobroadenourhorizonsandimprove

ourselves,whichhelpsmakeuslearnedandcultured,thusenhancingour

competitivenessintheemploymentmarket.

B)Whalskillsareyougoingtolearntohelpwithyourfuturejobhunting?

TheveryskillIwanttoacquiretohelpwithmyfuturejobhuntingishowtobea

goodteamplayerbecauseeffectivecooperationandcoordinationareindispensibleto

thesuccessfulcompletionofataskorproject.Ishouldlearnhowtoworktogetherand

developagoodrelationshipwithteammemberssothatIcanimprovemyselfinsucha

win-winrelationshipcreatedbyteamspirit.

3.Buildingyourlanguage

AskSstofinishtheexercisesinBuildingyourlanguageofiExplore115mins

4.Sharpeningtheskills

AskSstofinishSharpeningyourskillsofiExplore110mins

UnrealConditional

Whenawriterwantstotalkaboutunlikelysituations,orconditionscontrarytoknown

facts,theywillusetheverbsinsubjunctivemood(虛擬語(yǔ)氣).Thesubjunctivemood

oftenappearsinthe“unrealconditional”structure.Unlikethe“realconditional”

structurewhichexpressessomefactualrelationshiporapossibilityinthefuture,inthe

"unrealconditional“structure,theconditionexpressedinthe“ifclauseisvery

unlikely,orisknowntobeimpossible.

Forexample:

□Imightnothavefinishedcollegemyselfifithadn'tbeenforarequiredclassin

whichIhadlittleinterest.(Para.3)

□Ifaneconomicsprofessorvaluedliteratureasmuchasorevenmorethan

economics,perhapstherewassomerealvalueinallthereading/卬asdoing

outsideofclass.(Para.10)

C.Assessing

1.InspireSstocompletetheunitproject.Youareinvitedbyyourseniorhighschoolto

shareyourexperienceofchoosingyourmajorwithGrade3studentswhowillbe

choosingtheirmajors.Youwillwriteanessayinwhichyoureflectonhowyouchose

yourmajorandthengivesuggestions.5mins

2.Providecommentsontheperformanceofalltheselectedstudentintermsofcontent,

structureandlanguage,andprovidefurthersuggestions.10mins

5.GiveSsfeedbackontheirexercisesbyusingoverallassessmentandhelpthemtosee

howtheseexercisescanhelpwiththeunitproject.5mins

1.ReadingauthorssuchasTolstoy,Chekhov,Dickens,ShakespeareandWordsworth

hasadifferentandequallyimportantkindofworth,shapingstudents,valuesand

deepeningiheirunderstandingoflife.

―幽

列7IKBL械tttaB67

2.ChineseandWesternsayingsabouteducationandreadingbooks.

Readtenthousandbooksandtraveltenthousandmiles.

讀萬(wàn)卷書(shū)，行萬(wàn)里路。

ReadfortheriseofChina.

為中華之崛起而讀書(shū)。

Studiesservefordelight,forornament,andforability.—FrancisBacon

導(dǎo)

讀書(shū)足以怡情，足以傅彩，足以長(zhǎng)才。

入

Booksarethenourishmentallovertheworld.Livingwithoutbooksislikewithout

思

sunshine;wisdomwithoutbooksislikeabirdwithoutwings.-Shakespeare

政

書(shū)籍是全世界的營(yíng)養(yǎng)品，生活里沒(méi)有書(shū)籍就好像沒(méi)有陽(yáng)光；智慧里沒(méi)有書(shū)籍就好

元

像鳥(niǎo)兒沒(méi)有翅膀。

素

Theidealbookisthecopperspoonofwisdom.—LevTolstoy

理想的書(shū)籍是智慧的銅賬。

Thebookisatoolforcreatingthesoul.-Hugo

書(shū)籍是造就靈魂的工具。

3.將課文中的句子與思政教育結(jié)合

Thewriting,criticalthinkingskillsandappreciationforcreativitythatstudents

learnasliberalartsmajorswillenrichtheirlivesandalsoservethemwellina

varietyofcareers.(Para.17)

Questions:

Doyouagreethatwhatliberalartsstudentslearnfromtheirmajorscanbenefittheir

livesandcareers?Pleaseexplainthereasons.

Doyouthinksciencemajorsareabletoofferskillsthatarebeneficialforothersubjects

andtheirlaterlife?

Whythetransferableskillsareimportanttoone'scareerandlifeandhowcanyou

improvetheseskills?

以當(dāng)前新冠肺炎疫情為話題，寫(xiě)出或漢英翻譯真實(shí)及虛擬條件句

要不是這場(chǎng)疫情，我不會(huì)意識(shí)到人的生命如此脆弱。

Ifithadn'tbeenfortheepidemic,Iwouldn'thaverealizedhumanlifeissofragile.

如果疫情結(jié)束，我要養(yǎng)成更為健康的生活方式，以增強(qiáng)抵抗力。

句

Iftheepidemicends,I'llleadahealthierlifestylesoastoboostmyimmunityto

子

diseases.

翻

如果在武漢沒(méi)有實(shí)施封城和嚴(yán)格的隔離措施，這里的新冠新增就不會(huì)降為零了。

譯

Ifthelockdownandstrictquarantinehadn'tbeenenforcedinWuhan,thenumberof

練

newcasesherecouldn'thavedroppedtozerowithin55days.

習(xí)

如果沒(méi)有在危險(xiǎn)中挺身而出的外賣騎手們，很多家庭會(huì)挨餓，病人也無(wú)法得到賴

（思

以生存的物資供給。

政

Withoutthesedriversputtingthemselvesatrisk,familieswouldgohungryandthesick

元

wouldn'tgetvitalsupplies.

素）

某些西方國(guó)家如果沒(méi)有對(duì)冠狀病毒爆發(fā)采取消極態(tài)度的話，它們就不會(huì)失去控制

病毒傳播的最佳時(shí)機(jī)。

IfsomegovernmentsintheWesthadn'theldapassiveattitudetowardthecoronavirus

outbreak,theywouldn'thaveletpasstheirbestchancetocontainthevirus'sspread.

課

1.FinishBuildingyourlanguageofiExplore1afterclass.

后

2.FinishBankedclozeofiExplore1afterclass.

作

3.FinishUnittestonUnipus.

業(yè)

參

《新一代大學(xué)英語(yǔ)基礎(chǔ)篇2綜合教程》

考

《新一代大學(xué)英語(yǔ)基礎(chǔ)篇2綜合教程教師用書(shū)》

資

U校園智慧教學(xué)平臺(tái)

料

第三單元視聽(tīng)說(shuō)教程課程教案

課課時(shí)分配

課堂教學(xué)內(nèi)容

堂（2學(xué)時(shí)）

教1.Settingthescene

學(xué)iPrepare0.2

2.Warmingup

內(nèi)

容1.Passage-Listeningandunderstanding

與

iExplore12.Conversation-Listeningandunderstanding1.3

時(shí)

間1.Newsreport1

分2.Newsreport2

配

iPracticePronunciation0.1

iProduceUnitProject0.4

A.iPrepare

課堂隨想

1.Settingthescene2mins

Weareourchoices.Wehavetomakemanychoicesinourlives.Someare

ife-changingdecisionslikewhereandwhattostudy.Somearenot,likewhattohave

orlunch.Thechoiceswemake,however,tosomeextent,determineourhappiness

andunhappiness,becausewehavetolivewiththeconsequencesofourchoices.

Nobodyeverescaped,oreverwill,escapetheconsequencesoftheirchoices.Howcan

wemakewisechoices?Andwhatfactorsinfluenceourdecisionmaking?Thisunit

willgiveyousomeideas.

2.Warmingup7mins

Workingroups.Eachgroupchoosesascenario.Discusswhatyouwilldoandexplain

yourmajorconsiderations.

教

學(xué)Scenario1

過(guò)DonnaandPete'sfriendswantthemtogotoaparty.However,theybothhavealotof

程

lomeworkandtheyknowtheywillbeaskedtodrinkalcoholattheparty.Whatshould

設(shè)

計(jì)DonnaandPetedo?

Reference:

WethinkDonnaandPeleshouldnotgototheparly.Makingthisdecisionishard

becauseDonnaandPeteliketohavefunwiththeir

Tiends.Schoolworkcanalsobekindofboringsometimes.Buttheyknowthatthey

needtogettheirhomeworkdone,andtheydon'twanttobearoundalcohol.Their

)arcntswouldbereallyupsetiftheyfoundouttheirchildrenwereatapartywhere

therewasalcoholavailable,eveniftheydidn'tdrinkanything.

Scenario2

fillhasababysittingjobeveryFridaynight.SheissavingmoneytogotoDisneyland

thissummer.AfriendinviteshertogotothemoviesthisFridaynight.It'samovie

she'sbeenwantingtoseeformonths.Whataboutherjob?Whatshouldshedo?

Reference:

MakingthisdecisionisdifficultbecauseJillistombetweenhercommitmenttothe

familysheisbabysittingforandtheexcitementofseeingthemovieshehasbeen

waitingfbr.Sheshouldknowthatshemightloseherbabysittingjobifshedoesn't

fulfillherresponsibility.Andifshelosesthejob,shemightnotbeabletogoto

Disneylandthissummer.Sowethinksheshoulddoherjobandseethemovieat

anothertime.

B.iExplore1

1.Passage-Listeningandunderstanding18mins

1)ListeningSkills:

Detectingsignposts

Justlikethetrafficlightsonroads,therearesignpostsinlanguagethathelpusfollow

whatwe'relisteningto.Signpostwordsarethewordsandphrasesthatpeopleuseto

guidethelistenerthroughwhatisbeingsaid.Theycantellyouwhenthespeakeris

goingtomakealist,change:hetopic,addanexample,orsimplyexplain