新视野大学英语读写教程第二册unit-1教案

授课题目：LanguageinMission授课时间：第____周第____周授课类型：理论课授课时数：4教学目的：Afterfinishingthisunit,studentswillbeableto:1.TotalkaboutwayoflearningEnglish;2.Getdeeperinsightsintothetext;3.Makecreativeuseofwords,phrasesandsentencepatterns;4.Beabletowriteanessaywiththreemainparts“introduction,bodyandconclusion”;5.Toreadwiththeskill“readingforthekeyideasinsentences”.教学重点和难点：1.Tofurtherunderstandthetext;2.Toapplythewords,phrasesandsentencepatterns.3.Toreadwiththeskill“readingforthekeyideasinsentences”;4.Towriteanessaywiththreemainparts“introduction,bodyandconclusion”;教学方法和手段：Variouskindsofteachingmethodsareused:1.Teachinginclass.Explaintheprofoundtheoreticalknowledgeinclass;2.Casestudy.Providecasestudyduringteaching,andmakethestudentstodiscussaboutthecase;3.BilingualandfullEnglishteaching;4.Applyingmodernmultimediateachingtechnologies;5.Takingadvantageofabundantnetworkteachingresources.教学内容和过程：SectionAAnImpressiveEnglishLessonStepOneWarming-upActivities30minutesI.Lead-in:Discussthefollowingquestions:1.WhatarethekeyfactorsthathelppeoplelearnEnglishasaforeignlanguage?Goodcourse,excellentsyllabusbasedonsomeprinciples;Highlydevelopedmethodologies,teachingfourprimaryskillsoflanguageacquisition;Putthefourskillsintoadiscourse;Analyzethreedifferentkindsofinteractions.2.DoyouhaveanyprobleminEnglishlearning?—Ialwaysfeelitdifficultto…—It’snoteasyformeto…understandwhatotherssay;remembersomanywords;learnthegrammar;readquickly;speakinpublic…3.DoyouthinkgrammarisimportantinEnglishlearning?—Yes.Thebasicbuildingblocksofalanguage;essentialforeffectivecommunication;putthewordsintherightorder;helptoconveycorrect,meaningfulmessage.—No.aslongasonecanunderstandwhatotherissaying;dynamicandnolanguageisfixed;speaktheirnativelanguagewithouthavingstudieditsgrammar.II.CulturalbackgroundAmericanuniversityeducationisCommunicativeLanguageTeaching?Atypeofteachingmethod;Developthecommunicativeabilityaswellastheknowledgeofgrammar;Learningbydoing;Makeclassroomsituationofrealforeignlanguageenvironment.2.WhatarethefeaturesofCommunicativeLanguageTeaching?Communicativecompetenceisthegoal;Anintegrationofgrammaticalandfunctionalteaching;Accuracyissecondarytoconveyingamessage;Focusoncommunicativeandcontextualfactorsinlanguageuse;Learner-centeredandexperience-based.3.WhatistheroleofteacherinCommunicativeLanguageTeaching?Afacilitatorofstudents’learning;Amanagerofclassroomactivities;Anadvisorofstudents’questions;Aco-communicatorinthecommunicativeactivity.StepTwoTextStudy80minutesI.Interactivereadingofthetext1.Readingcomprehension1)Whatdoesthesonthinkofthefather?(Para.1)Atediousoddity:afatherheisobligedtolistentoandamanabsorbedintherulesofgrammar.2)Whywasthewritershockedbyhisstudent’sanswer?(Paras.2-4)SheisunabletodescribeherexcursiontoEuropewiththerightwords.3)Whatconclusiondidthewriterdrawfromtheexampleofhisstudent?(Para.5)Studentsunfairlybearthebulkofthecriticismfortheseknowledgedeficitsbecausethereisasensethattheyshouldknowbetter.4)Whyshouldstudentsnotbeblamedfortheirlanguagedeficiency?(Paras.6-7)Thelearningenvironmentismisleading.5)Whyshouldstudentsnotbeblamedfortheirlanguagedeficiency?Theyarenotlearningthelanguageadequatelyandefficientlyinschool.6)Howshouldgrammarbetaughtasfarasthewriterisconcerned?Grammarmustbehandleddelicately,stepbystep.Aneffectivewayofteachingcouldarousechildren’sinterestinlearningEnglishgrammar.Anexample:agrammarlessonwithmyson2.StructureofthetextIntroductionInhisson’seyes,thefatherisonewhohehastoobeyandanoddityabsorbedingrammar.Hewasshockedbyhisstudent’sinabilitytodescribeproperlyherexcursiontoEurope.(Paras.2-4)Thesisofthenarration:Itisunfairtoblamestudentsfortheirlanguagedeficiency.BodyExplainswhystudentsshouldn’tbeblamedfortheirlanguagedeficiencybyprovidingtworeasonsandoneexample.(Paras.6-10)ElaboratestheimportanceofgrammarandvocabularyinlearningEnglish.(Paras.11-13)ConcludingpartNarratesanotherincidentwherehissonunconsciouslyutteredagrammaticallyperfectsentencewithasubjunctivemood,whichmadetheauthorsoproudofhisson.(Paras.14-17)3.SummaryoftheTextTomyson,Iama_____________:afatherheis__________listentoandaman____________therulesofgrammar.AndIgot______________thisbecausemystudentwasunabletodescribeproperlyherfeelingonher__________toEurope.However,itdoesn’t________________tocriticizeourstudents.Theyunfairlybearthebulkofthecriticismforthese__________________becausethereisasensethatthey_________________.Ononehand,theyaremisledbythe____________.Ontheotherhand,schoolfailsto_________________theessentialframeworkoflanguage,accurategrammarandpropervocabulary.Perhaps,languageshouldbelookeduponasa_________anda___________________:oftenstudytheroadmap(checkgrammar)and________thecarengine(adjustvocabulary).Learninggrammarandagoodvocabularyisjustlikedrivingwitharoadmapina________________car.__________,_________,and__________communicationdependsupongrammarandagoodvocabulary,thetwo__________assetsforstudents,buttheyare________________inschools.II.LanguageFocusWordsandexpressions1.oddity:n.[C]astrangeorunusualpersonorthing怪人；怪物；奇特的东西Withhisneatsuitson,hefeltlikeano