新視野大學(xué)英語第三冊教案.doc

New Horizon College English Book I 新視野大學(xué)英語教案第三冊（第二版）郭敏武漢工業(yè)學(xué)院外語系第一教研室2011-2012-1Unit1, Book3 I. Section A: Love Withou Limitations1. Teaching Objectives: To understand the true meaning of “l(fā)ove” and talk about it; To read with the skill “problem + response+ evaluation”; To write a composition with the structure “problem + response + evaluation”; To learn how to scan a passage.2.Time Allotment:Section A (3 periods):1st-2nd period: Warming-upText understandingNotes to the textWords and expressions,Idea sharing. 3rdperiod: WritingSection B(1period):4th periods: Reading SkillsText understandingNotes to the textWords and ExpressionsIdea sharing3.Teaching Procedures:3.1 Warming-upStep1. Guess the themeLook at the following pictures that share the same theme. What is it? (See projects)Step 2. Family love Watch a movie clip and answer the questions followed. (See projects)3.2 Text understandingStep 1. Pre-readingAsk students to skim the text in ten minutes. Step 2. Question askingQ1. How did Jimmy get his brain damaged?Q2. How did the writer describe her father?Q3. How much was Jimmy changed after his fathers death?Q4. What did the writer think of her caring for Jimmy?Q5. Why did the writer invite her friends to Jimmys birthday party?Q6. What did the party remind the writer and her friends of?Step 3. Structure analysis With her lifetime experience, the author tells us there have never been any limitations to love whatever life may present. The writing method of this text is: “Problem + Response + Evaluation”Step 4. Summary. Ask students to fill in the blanks with the proper words or phrases.3.3 Notes to the textStep1. Active expressionsIn English, you may find some expressions formed by very common words, but they are active and powerful. Try to find out the active expressions in the following sences.See projects) Step 2. Focus study Pay attention to some sentence structures which are very commonly used in English.e.g. 1 so I urged the neighborhood kids to come to my house for some out-of-control kid-centered fun. out-of-control kid-centered fun = to have as much fun as the kids like out-of-control和kid-centered是復(fù)合形容詞more examples: up-to-date; color-coded; student-centered 2. Usually very agreeable, he now quit speaking altogether and no amount of words could penetrate the vacant expression he wore on his face. no amount of word could penetrate the vacant expression he wore on his face = nothing could change the empty look on his face3. I hired someone to live with him and drive him to work, but no matter how much I triedto make things stay the same, even Jimmy grasped that the world hed known was gone. no matter (how, who, what, where, etc.) = however, whoever, whatever, wherever stay the same = keep things as they were grasp = understand4. Just as my fathers death had changed the world overnight, September 11th changed our lives; the world wed known was gone. “just as” = “in the way that someone says, or in the same condition something is in” .e.g. Just as we gained fame in victory, we lost nothing in defeat. 3.4 Words and ExpressionsStep 1. Word UsingChoose some words for explanation and practice, such asjustice n. e.g. Everyone should be treated with justice.At last the criminals are being brought to justice.See Teaching Projects for more words.Step 2. Translation Please translate the following from Chinese to English.See projects.Step 3. Old to New Please find the words or phrases with the same meaning as the words or phrases given.See projects.3.5 Idea SharingStep 1. Group work Students can work in group by discoing the following questions.1. What is “l(fā)ove” like in your mind? 2. Use one word or one thing to describe “l(fā)ove”. And why is that? Share your thoughts with your group members. Step 2. Presentation A representative from each group is going to show the groups idea after the discussion. 3.6 WritingStep 1. A Problem Response Evaluation Structure (See Projects).This is a very commonly used structure in English. Normally, some part of a situation is introduced before the problem. Then, solutions are taken to solve the problem. Afterwards, some evaluation might occur in the actions taken. Step 2. Writing models (See projects)Step 3. Tips for writinga. understanding the situation being faced; b. analyzing the specific problem to be tackled; c. creating, analyzing, and refining a solution; d. further evaluating, improving, and implementing. 3.7 Assignments1). Write a paragraph with a problem-response-evaluation structure.Topics: a. The Fight Against Air Pollutionb. The region has been seriously polluted by harmful smog 2). Exercise Doing Do the exercises from Pages 8 to 15II. Section B The Framework for LoveTeaching Procedures:1. Reading Skills - ScanningStep 1. The ways to scanScanning is to read quickly in order to locate and find a piece of information without reading in any detail. Here are some ways to scan. a. Look at the title. b. book for the subtitles (小標(biāo)題). c. Look at pictures, charts, or drawings if there are any. d. Look at the first sentence of each paragraph. Step 2. Scanning stepsa. Decide exactly what information you are looking for and think about the form it may take. b. Next, decide where you need to read. c. Move your eyes as quickly as possible down the page until you find the information. d. When you find what you need, do not read further. Step 3. Practice (See projects)2. Text Understanding See projects for the structure of the text.3. Notes to the Text-Sentence Structure3.1 Active ExpressionsFind out the active expressions: (See projects)3.2 Focus StudyBut I would hedge to bet, there is a framework you must live within to let this gift that has no rivals mature. hedge to bet: dare saythis gift that has no rivals: the best gift (love)let this gift mature: let love develop fullySee projects for more examples.4. Words and ExpressionsStep 1. Learn to use the following words and expressions. Lodge, inspire, rival, parallel, provoke, farewell, respective, misleadinto doing, acknowledge, soar, Step 2. Chinese to English5. Idea SharingStep 1. Express Your LoveGiven a chance to express your love to someone whom you deeply love, what way would you like to use? What do you want to say?Step 2. Group Work : DubbingYoull see a classical movie clip from A Chinese Odyssey (大話西游) starred by Zhou Xingchi. Translate the script into English and dub. Unit2, Book 3I. Section A: Iron and the Effects of Exercise1. Teaching Objectives:lLearn more about iron and the benefits brought by exercise.Develop related vocabulary.Write an article in the cause-and-effect pattern.l2.Time Allotment:Section A (3 periods):1st-2nd period: Warming-upText understandingNotes to the textWords and expressions,Idea sharing. 3rdperiod: WritingSection B(1period):4th periods: Reading Skills-Distinguishing between facts and opinionsText understandingNotes to the textWords and ExpressionsIdea sharing3.Teaching Procedures:3.1 Warming-upAsk students to have a nutrition detective and determine which nutrients do we need.3.2 Text understandingStep 1. Pre-readingAsk students to skim the text in ten minutes. Step 2. Question askingQ1. What is the use of iron to our body?Q2. What kind of people mostly lack iron?Q3. How does iron influence our body?Q4. What can you eat to get iron?Step 3. Summary Ask students to write a summary of the text with about 100 words, among which one of the students can write on blackboard.3.3 Notes to the textStep1. Sentence analysisChoose some sentences with appositive (同位語) for analysis to make students understand the use of appositives in a sentence, such as1. , says Roseanne M. Lyle. She is an associate professor at Purdue University. 2. The first and most common is having low iron reserves. It is a condition that typically has no symptoms. Step 2. Sentence combination Give students some simple sentences to combine into one sentence using appositive structure, such asThe ancient Chinese were a people of inventors and discoverers.The ancient Chinese were a people of philosophers and soldiers.The ancient Chinese were a people of poets and craftsmen.The ancient Chinese gave the world many of its most useful things.Students can write these sentences into oneThe ancient Chinese, a people of inventors and discoverers, philosophers and soldiers, poets and craftsmen, gave the world many of its most useful things.Step 3. Paraphrase List some sentences and let students to do some paraphrase. (See teaching projects)Step 4. Translation Introduce the skill of translationword transformation, that is how to transform a word from a noun to a verb in translation, such as For a woman who already has a poor iron status , any additional iron loss from exercise may be enough to tip her over the edge into a more serious deficiency (L27)tip over the edge: bring about a noticeable change對于那些已經(jīng)缺鐵的女性，任何因鍛煉而產(chǎn)生的更多鐵離子流失都足以導(dǎo)致體內(nèi)缺鐵狀況的惡化。Then ask students to do some translation by using the skill of word transformation (See projects)3.4 Words and ExpressionsStep 1. Glossary List some words and phrases connected with body parts.(See Projects)e.g. iron deficiency/iron loss 缺鐵 digestive system 消化系統(tǒng)molecules of blood protein 血蛋白分子iron reserve 鐵離子儲量Step 2. Word UsingChoose some words for explanation and practice, such assupplement n. (L10) Translationa multiple vitamin and mineral supplement復(fù)合維生素和礦物質(zhì)補(bǔ)劑a special supplement to a monthly financial magazine一份金融月刊的特別增刊They are doing extra jobs outside their regular ones to supplement their incomes.除了常規(guī)工作外，他們還干些零活，以補(bǔ)充收入。除了常規(guī)工作外，他們還干些零活，以補(bǔ)充收入。See Teaching Projects for more words.3.5 Idea SharingStep 1. Interview Students can be interviewed in pairs, one is a doctor and another acts as a patient. They can ask questions like3. What are included in your meals ? Pork, beef, fish, chicken, tofu, spinach, or ? 4. Do you like to have some drinks during your meal? If so, what are they? 5. Have you ever had any iron supplement? 6. Do you often donate blood? Step 2. Presentation Make a presentation of the iron status of your classmates and your suggestions according toyour interviews.3.6 WritingWrite an article in the cause-and-effect pattern. (See Projects)3.7 Assignments1. Write a short composition using the text structure of cause and effect wit the following topicsa. Reasons for obesityb. Causes for my fear of the water / fire / 2. Exercise Doing Do the exercises from Page 36 to 44II. Section B Does Exercise Have Unexpected Benefits?Teaching Procedures:1. Reading Skills1.1 Distinguishing between facts and opinionsAs we learned in Unit 2, Book 1 and Unit 8, Book2, it is very important to tell facts from the writers opinions during the course of reading.Then what are facts? And opinions?facts what really happened; objective (客觀的)opinions ideas, feelings, judgments or belief that you get from facts; subjective (主觀的)1.2 The biggest difficulty in distinguishing facts from opinions When you agree with the writers opinions, you may take those subjective things for granted, that is, you may mistake opinions for facts!1.3 Practice (See Projects)2. Text Understanding2.1 Questions and answers a. What are the general benefits of exercise (Para. 1)? b. What is another benefit of exercise according to the author (main idea of the text)?2.2 Matching Match the experiments with rats and the results so as to get the conclusions.(See Projects)2.3 Multiple ChoiceChoose the most appropriate one according to the text. (See Projects)3. Notes to the Text-Sentence Structure For a long sentence, if the sub-clause is too long, we can use the structure of inverted part, such as “In contrast, possessed a greater density of blood vessels in the brain than did either of the other two groups of animals.” (L15)than 從句的主語較長或帶有長的修飾語時則倒裝e.g. I spend less than do nine out of ten people in my position.我花費的，比在我職位上十分之九的人少。4. Words and Expressions Learn to use the following words and expressions. Succession, primary, provide, in response to, attribute, burn off steam, equip, alike See the projects for detailed explanation.5. Idea Sharing Based on the studies in the text, give a mini presentation on any of the following topics:a. The benefits of exercise to the old b. The benefits of exercise to the young c. The relationship between exercise and aging Unit 3, Book ThreeI. Section A: Where Principles Come First1. Teaching Objectives:lTo know the meaning and usage of some important words, phrases and patterns lTo be familiar with the writing skills of the text and make use of it in writinglTo improve Ss reading skills by studying section B To respond and cooperate with classmates willinglylTo participate actively To read sentences and texts with proper intonationlTo write smoothly and legibly2.Time Allotment:Section A (3 periods):1rd period: Pre-reading activities ( cultural background information; theme-related questions for warming up;)2st-3nd period: While-reading activities (useful words and expressions; difficult sentences; text structure; main ideas)Post-reading activities (comprehension questions; exercises)Section B(1period):4th periods: Practice of the reading skill (Making predictions);T checks on Ss home reading by asking comprehension questions based on the passage;T explains some difficult sentences.3.Teaching Procedures:3.1 Pre-reading ActivitiesStep 1 GreetingsGreet the whole class as usual.Step 2. Review1. Ask students some questions to review the last lesson（show them on the screen）.2. Check the homework.Topics1. The curriculum design of Purdue University 2. discuss what contributes to good health.Purposes1. To develop Ss online learning ability 2. To improve Ss ability to retrieve the relevant information3. To stimulate Ss psychomotor thinking 4. To arouse Ss interest in learning the unitMethod: Talk in groups; Use task-based language teaching method, communicative approach, and audiolingual method.Step 3. Lead-in and preparation for readingShow the Ss some pictures and backgroundground information on the text. Let Ss talk to each other about the topic on the screen. 1. what are the principles?Teach students the merit of such values as truch, courage, integrityand academic achievement naturally follows. Prepare kids for a way of life by cultivating a comprehensive set of principles that can affect all kids.2. what is the Hyde School famous for?It is famous for its work with troubled youngsters.3. what is inner-city school?Schools that are located in the older, central part of a city, which is typically characterized by crowed neighborhoods in which low-income, often minority groups predominate.4. what are the beneficial results of the Hyde Schools principles?The teachers begin to focus on having a fruitful relationship with each student. The teacher-student relationship is taken een further at Hyde. The students, for example, Jimmy DiBattista had been turned positive.Step 4. Preparation for details of the text on the screenSs are required to look at the words and Phrases on the screen and give a brief presentation in class.Words and Phrases: Purpose: Train the Ss ability of understanding and using foreign language.Method: Talk in groups, Use task-based language teaching method, communicative approach and total physical response method.1） publicitya) u public notice or attentione.g. The companys continued use of such dangerous chemical has attracted a lot of negative publicity. 這個公司繼續(xù)使用這樣的危險化學(xué)品招來了不少批評。b) u (business of) providing information in order to attract public attention (商業(yè))廣告，宣傳e.g. The concert wasnt given much advance publicity, so many tickets remained unsold. 音樂會事先沒有做很多宣傳，所以許多票沒有賣出去。2) Comprehensive adja) of broad scope or content; including all or muchb) (of a car insurance policy) providing protection against most risks, including third-party liability, fire, theft, and damagec) having the ability to understandd) of, relating to, or being a comprehensive schooln. short for comprehensive schoole.g. Comprehensive arrangement for serious disease大病統(tǒng)籌 a comprehensive test 綜合訓(xùn)練comprehensible adj capable of being comprehendede.g. It is comprehensible to ordinary minds. 這是普通人都能理解的。3) cultivatea) develop and improve培養(yǎng)e.g. At this school we aim to cultivate the minds of all the children we teach. 在這所學(xué)校我們旨在陶冶學(xué)生的心靈。b) prepare and use (land, soil, etc.) for growing crops 耕種e.g. He cultivated the field with a large tractor. 他使用一臺大型的拖拉機(jī)耕地。4) Suspend: vt. a) stop or delay sth. for a timee.g. Some rail services were suspended during the strike. 罷工期間，有些鐵路服務(wù)終止了。b）hang sth. up e.g. A lamp was suspended from the ceiling. 天花板上吊著一盞燈。c）send sb. away form his/her school, job, position, etc. for a period of time, usu. as a punishment for doing sth. Bade.g. He was suspended form school. 他被開除離校。e.g.She was suspended from her job shortly after the incident. 事故發(fā)生后不舊久