授課內(nèi)容Unit 1 (理論8學(xué)時課內(nèi)實踐2學(xué)時) 教學(xué)設(shè)計

授課內(nèi)容上課地點：B428教學(xué)目標(biāo)Tograspthemainideaofthetextbyappreciatinggeneralstatement.2.Toimprovestudents’readingskillwiththehelpofcoursemarkers(signalwords)3.Tomasterthekeylanguagepointsinthetextandknowhowtotranslatetheminphrasesandsentences4.Tomasterthewritingskillsonageneralstatementsupportedbydetails教學(xué)要點Focus:wordsandexpressions:2.D.P:writingmethodandreadingskills教學(xué)內(nèi)容教學(xué)設(shè)計Unit1(理論8學(xué)時，課內(nèi)實踐2學(xué)時)1.主要內(nèi)容：(1)SectionAFollowaCareerPassion?LetItFollowYou(2)Translatingskills:Diction(3)Structuredwriting2.教學(xué)步驟與方法：Warmupandleadin(10min)(2)Intensivelearning(210min)(3)Interactivepractice(90min)(4)Go-over(45min)(5)Sum-upandassignhomework(5min)Warmupandleadin:Oralpractice:Lead-inquestions:①Whatcareerwillyouchooseaftergraduation?②Whatisyourcareerphilosophy?③Whatwillyouprefer,gettingajoborfurtherstudyaftergraduation?二．Workinpairs.Readthefollowingdescriptionsofthreefamouspeople,guesswhotheyareanddiscusstheirpersonalities.1Hehasastrongsenseofmissiontoleadpeopletopursuefreedomandhappiness.Heiscalledthefatherofhiscountry.HeisthefirstpresidentoftheUnitedStates.HeisGeorgeWashington.2Hebelongstothosewhoareveryfun-lovingandtendtobespontaneous.Heisfascinatedwithartisticcreationandfreeexpressionofhisthoughts.Manypeopleenjoyhismusiceventoday.Heisfamousforthefifthsymphony“Destiny.”HeisLudwigvanBeethoven.3Hehighlyvaluesreasonandlogic.Heenjoysthinking,reasoningandotheracademicresearchthatrequiresknowledgeofanumberofexpansivesubjects.Heisknowntothewholeworldforthetheoryofrelativity.HeisAlbertEinstein.三.Globalreading:WorkonStructureoftheTextPart Paragraph(s) MainIdeasOne Theauthormentionsthreecareerchoices.Two Theauthoranalyzesdifferentphilosophies.Three Theauthorproveshisideabytellinghisstory.Four Theauthoradvisesyoungpeopletostrive.精講內(nèi)容（包括①要點、重點、難點；②互動設(shè)計；③板書設(shè)計）①要點、重點、難點教學(xué)要點：1. structureanalysis2. usefulexpressions3. summaryofthetext4. comprehensionexercises5. follow-upexercises教學(xué)重點：1.usefulexpressionsStepITeacherasksstudentstoreadthenewwordstogetfamiliarwiththeirpronunciationandspellingandasksthemtorecitethewordsandpreparefordictation.StepIITeacherasksstudentstopickoutthekeywordsandexpressionsinthisunit,thenteachergivesstudentssentencesandaskthemtotranslatethesentencesusingthewordsorexpressionsgiven.ThenTeacherchecksanswerswithstudents,andexplainssomekeywordsandphrasesbyextensionexercises.2.summaryofthetext:theauthor'scareerchoices,careerphilosophyandhisownstoryandhisadvicetopeopleTeacherasksstudentstofinishtwotasks:Task1Completethefollowingsummaryaccordingtothetext.Writenomorethanthreewordsoneachline.P7Task2Paraphrasethefollowingsentences,payingattentiontotheunderlinedpart.P7Thenteachersummarizesthetext.教學(xué)難點：1.usefulexpressionsStepITeacherexplainskeywordslike“senior,assume,crisis,transform”andasksstudentstheirusagebymakingsentences,synonyms,antonyms,changeformofnouns,verbs,adjectivesandetc.Relatedinformation1.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(xué)生n.(Senior)人名；(英)西尼爾Thepricemadeinthisrangecanlettheenterpriseandthe

senior

executivesreachtowin-win.ThepaperusedtheGameTheorytoanalyzethestockoptionsplan.這一博弈結(jié)論,便可以讓公司和高管的利益達到雙贏。seniorhigh

高中seniorhighschool

高中seniormanagement

高級管理seniorengineer

[計]高級工程師seniormiddleschool

高中freshman/sophomore/junior/seniorassumeI

assume

that

you

are

reading

this

because

you

have

some

computational

problem.

我假定您是因為遇到了一些計算上的問題而來閱讀本文。I

assume

that

he

won't

cheat

you.

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,thefrequencyoffinancial

crisis

risesgradually.自20世紀(jì)七十年代以來,金融危機發(fā)生的頻率逐漸上升。financialcrisis

金融危機；財政危機economiccrisis

經(jīng)濟危機creditcrisis

信用危機energycrisis

能源危機ecologicalcrisis

生態(tài)危機environmentalcrisis

環(huán)境危機midlifecrisis

中年危機4.transformvt.改變，使…變形；轉(zhuǎn)換vi.變換，改變；轉(zhuǎn)化You

can

transform

your

life!

你可以改變你的人生！With

justthis

one

agreement,

you

can

completely

transform

your

life.

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’tremindedhim.2.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).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(dǎo)：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(dǎo)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(yīng)的疑問詞。e.g.Thisiswhereourproblemlies.5.Tootheryoungpeoplewhoconstantlywonderifthegrassmightbegreenerontheothersideoftheoccupationalfence,Iofferthisadvice…1)wonder后接whether或if引導(dǎo)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(dǎo)的賓語從句，相當(dāng)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(xí)語或俗語時通常需要使用兩種語言相對應(yīng)的習(xí)慣性表達方式，因此可譯為：這山望著那山高。e.g.Birdsofafeatherflocktogether.物以類聚，人以群分。StepIITeacherasksstudentstofinishtextbookfollow-upexercises.P8IVocabularyTask1-3.2.summaryofthetext:opinionsontalentshowsTeacherasksstudentstosummarizetheauthor'scareerchoices,careerphilosophyandhisownstoryandhisadvicetopeople②互動設(shè)計Lead-inpart:Task1Teacherpresentsdescriptionsofthreefamouspeople,guesswhotheyareanddiscusstheirpersonalities.Task2Workinpairs.Fillintheforms,compareyourself-assessmentwithyourpartner’simpressionofyou,andthenreportittothewholeclass.Structureanalysispart:askstudentsquestions“Whatarethedifferentopinionsoncareerchoices?”③板書設(shè)計左邊：書寫教學(xué)內(nèi)容的標(biāo)題右邊：書寫重點短語和句子翻譯練習(xí)與作業(yè)布置三習(xí)題（預(yù)習(xí)題、練習(xí)題、復(fù)習(xí)題）和閱讀書目的章節(jié)內(nèi)容。預(yù)習(xí)題：Howtoevaluateyourfitnessforajob?復(fù)習(xí)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5）沒法回答的問題6）習(xí)慣性跳槽7）忽視對熱情的崇拜8）自主意識9）這種觀點認(rèn)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(guān)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(xí)題：PartIYouarerequiredtoselectonewordforeachblankfromalistofchoicesgiveninawordbankfollowingthepassage.EveryyearinthefirstweekofmyEnglishclass,somestudentsinformmethatwritingistoohard.Theyneverwrite,unlessassignments1it.Theyfinethewritingprocess2anddifficult.Howawfultobeabletospeakinalanguagebutnottowriteinit-3English,withitsrichvocabulary.Beingabletospeakbutnotwriteislikelivinginan4mansion(豪宅)andneverleavingonesmallroom.WhenImeetstudentswhothinktheycan’twrite,Iknowasateachermy5istoshowthemtherestoftherooms.Mytaskistobuildfluencywhileprovidingtheopportunityinherentinanywritingactivityto6themoralandemotionaldevelopmentofmystudents.Onegreatwaytodothisisbyhavingstudentswriteinajournalinclasseveryday.Writingabilityislikestrengthtraining.Writingneedstobedone7,justlikeexercise;justasmusclesgrowstrongerwithexercise,writingskillsimprovequicklywithwritingpractice.Ioftenseeariseinstudentconfidenceand8afteronlyafewweeksofjournalwriting.ExpressingoneselfinwritingisoneofthemostimportantskillsIteachtostrengthenthewholestudent.Whenmystudentspracticejournalwriting,theyarepracticingfortheirfutureacademic,political,and9lives.Theybuildskillssothatsomedaytheymightwriteagreatnovel,apieceofsorelyneededlegislation,ortheperfectloveletter.Everydaythattheywriteintheirjournalsputsthemastep10tofluency,eloquence(雄辯),andcommandoflanguage.A)closerB)dailyC)emotionalD)enhanceE)enormousF)especiallyG)hinderH)missionI)painfulJ)performanceK)professionL)remarkablyM)requireN)sensitiveO)urge實踐教學(xué)內(nèi)容及要求：UnitOneHeroandCourage一．RelatedinformationWorkinpairs.Discussthefollowingquestions,andthenshareyouranswerswiththewholeclass.1.Whatisaheroinyourheart?Aheroisanyonewhocanshowcouragewhenfacedwithaproblem.Aheroisapersonwhoisabletohelpanotherinvariousways.Apersoncanbecomeaherobysavingsomeonewhoisindanger.WhenIwasachild,Iliterallyl