[英語學(xué)習(xí)]第一冊教案

泛讀教程 第一冊 READING COURSE 1麗 水 學(xué) 院 教 案課 程 名 稱 ： 英語閱讀 1 課 程 代 碼 ： 107012071-107012101 授課專業(yè)班級 ： 英本091、092、093、094 授 課 教 師 ： 鄭曉霞 院 別 ： 外國語學(xué)院 2009年 8 月 日Unit 1 University Student LifeI. Teaching Objectives and RequirementsBy the end of this unit you will be able to:1.understand how can you be a good college student;2.understand how to get the best value for time.3.understand the meaning of the new words and expressions in Text I and Text II and use some correctly;4.use the suffix ize and ly;II. Time Allotment ( 2 class hours)1. Section A ( 1 class)2. Section B and Section C (1class)III. Key Points and Difficult Points in Teaching1. Word Pretestacademic: scholarlyaccomplishment: achievementdemonstrate: showdedicated: devoteddiverse: differentfad: fashion for a short periodvalidity: foundationhumility: modesty2. Text I On Being a Student 1) Reading comprehension about the text2) Qualities of good college students3. Vocabulary Building1) word meaningflexible: not fixed panic: sudden fear strenuous: stressful, requiring effort and energy priority: first concern routine: regular, usualrationally: in a way based on reason rather than emotions recreations: way of spending free time2) the suffix ize and ly4. Section B “Fast Reading”5. Text II Getting the Best Value for Time1) Reading comprehension about the text2) Hints to make you an efficient person: effective learning, practical steps and planning time practically6. Discussion7. Reading skill: context clue to word meaningIV. Teaching Methods and MeansLecture, Tasks, questions and DiscussionV. Teaching Process1. Introduction of this Unit2. Section A Text I On Being a Student1. Task 1:Word Pretest2. Task 2:Reading comprehension(fast reading) (p6)Key: F T F T F F T F3. Task 3:Find out the main information of Text I Qualities of good college students mentioned in the text are: attitude, academic skills, awareness, accomplishment, self-discipline, initiative, breadth of interests, an open mind, and a critical habit of mind.4. Task 4: Describe each quality clearly.5. The teacher explains some difficult points in the text according to the students performance while doing the previous 4 tasks.6. Reading skill: The teacher guides the students to guess the meaning of the following words by using the context clues.application possession self-discipline initiative critical objectivity humility7. Vocabulary Building (p7-8)a) Task 5: Students do the exercises in 10munites;b) The teacher explains some difficult points.3. Section B “Fast Reading”1. Task 6: Students read the passages in 10 minutes and find out the main information of each passage.2. The teacher should find out the difficult points to the students by asking them questions about the passages and then give brief explanation.3. Key: D C C C B D D 4. Section CText II Getting the Best Value for Time ( The students should read this section before they come to class.)1. Reading comprehension: D A B D C B C A 2. Task 7: The students should prepare a short speech on the topic How to Get the Best Value for Time based on Text II before class, and some students will be asked to give the speech in class.3. The teacher makes brief comment on the speech and explains some difficult points in the text.4. Reading skill: The teacher guides the students to guess the meaning of the following words by using the context clues.cumulative consolidate biological clock fit in commit associate strenuous prominent due routinepriority5. Task 8: Discussion( pair-work): How do you define “student”? What are the qualities of a good student? Some students will be asked to present their ideas in class.VI. Reflection Questions and Assignment1. Discuss the question: “What is the goal of university education?” with classmates after class and prepare to present the ideas in the next class.2. Be familiar with the campus English vocabulary on page 8-9 and write a short passage to describe your impression of your campus life in the last few days. Use some of the words. 3. Read Text II Culture Shock: A Fish out of Water of Unit 2 and prepare a short speech to introduce the five phases of culture shock.VII. Textbook and Major Reference泛讀教程第一冊 王守仁 趙文書 上海外語教育出版社 2005.8泛讀教程1-4 參考答案 王守仁 主編 上海外語教育出版社現(xiàn)代英語閱讀 葛寶祥 主編 黑龍江人民出版社英語泛讀教程 黃源深 主編 高等教育出版社新編英語泛讀教程 張鑫友 主編 華中師范大學(xué)出版社VIII. Teaching Journal1. The key point in the class is Reading skill: Context Clue to Word Meaning2. Students are quite confused about the future life in the college, so its necessary to make students know how to plan their lives in the college. Unit 2 Culture ShockI. Teaching Objectives and RequirementsBy the end of this unit you will be able to:1.distinguish types of culture shock;2.understand how to get rid of culture shock;3.design a suitable model for overcoming culture shock successful in communication;4. understand how to make a cultural change;5. be aware of culture shock;6.understand the meaning of the new words and expressions in Text I and Text II and use some correctly;7.use the suffix able, ible and tion, -ation, -ition;II. Time Allotment ( 2 class hours)3. Section A ( 1 class)4. Section B and Section C (1class)III. Key Points and Difficult Points in Teaching4. Word Pretest: acquaintancebrowsing throughdepressedhostilitytemporaryinevitablelocatedwell on5. Text I Making a Cultural Change 1) Reading comprehension about the text2) How to fight culture shock6. Vocabulary Building1) word meaningslang: nonstandard vocabularyexaggerate: say more than the truth about somethingcope with: deal withreverse; opposite, contraryadapt: make or become suitablerange: vary within limitsoccur: happenaggressive; ready for conflict2) the suffix able, ible and tion, -ation, -ition4. Section B “Fast Reading”5. Text II Culture Shock: A Fish out of Water1) Reading comprehension about the text2) Five phases of culture shock.6. Discussion7. Reading skill: context clue to word meaningIV. Teaching Methods and MeansLecture, Tasks, questions and DiscussionV. Teaching Process1. Introduction of this Unit2. Section A Text I Making a Cultural Change1. Task 1:Word PretestKey: C A D C C B A D2. Task 2:Reading comprehension (fast reading) (p6)Key: C D D D D C3. Task 3: Questions:- How different are flying abroad nowadays and that of years ago? - What is culture shock? - What are the symptoms of culture shock? - Can you give some suggestions to help fight culture shock? - Please summarize the main idea of this passage.4. The teacher explains some difficult points in the text according to the students performance while doing the previous 3 tasks.5. Reading skill: The teacher guides the students to guess the meaning of the following words by using the context clues.symptom adjustment negative mature positiveinsecureinevitable6. Vocabulary Building (p20-21)1) Task 4: Students do the exercises in 10munites;1. slang 2. exaggerate 3. cope with 4. reverse 5. adapt/ adjust 6. range/ ranged 7. occurred8. aggressive2) The teacher explains some difficult points.3) Suffixes: key: 1. dividable/divisible 2. determination 3. dependable 4. satisfaction 5. correction 6. relation 7. usable/ useable 8. recognizable3. Section B “Fast Reading”1. Task 5: Students read the passages in 10 minutes and find out the main information of each passage.2. The teacher should find out the difficult points to the students by asking them questions about the passages and then give brief explanation.Key: C B D C C D B D 7. Section C: Text II Culture Shock: A Fish out of Water ( The students should read this section before they come to class.)1. Reading comprehension: C B B D B C A D 2. Task 6: The students should prepare a short speech to introduce the five phases of culture shock based on Text II before class, and some students will be asked to introduce the five phases in class.3. The teacher makes brief comment on the speech and explains some difficult points in the text.4. Task 7: True or False Statements1) When foreigners get together to complain about the host country and its people, you can be sure that they are suffering from culture shock.2) The home environment appears to be wonderful in every aspect to some people in foreign countries.3) All people suffer from culture shock in the same degree.4) After a period of adjustment, everybody can overcome culture shock and live happily in foreign countries.5) The second stage of adjustment is marked by a hostile and aggressive attitude toward the host country.6) In the third stage of adjustment, usually visitors take a superior attitude toward people of the host country.7) If he is successful, in the fourth stage, the visitors can accept the customs of the country.8) When you have overcome culture shock, you begin to enjoy things in foreign countries, such as the food, drinks habits and customs.5. Reading skill: The teacher guides the students to guess the meaning of the following words and expressions by using the context clues.a fish out of waterdistincthomestaythe red carpet has been rolled outhost countryregressionillusionreverse6. Task 8: Discussion( pair-work): what are the effective ways to fight culture shock? Some students will be asked to present their ideas in class.VI. Reflection Questions and Assignment3. Discuss the question: “Do you have any difficulty in adapting to the new environment of your university?” with classmates after class and prepare to present the ideas in the next class.4. Be familiar with the travel experience English vocabulary on page 22 and share your travel experience with your classmates. Use some of the words. 3. Read Text II The Man Who Made Mickey Mouse of Unit 3 and prepare a short speech to introduce Walt Disney.VII. Textbook and Major Reference泛讀教程第一冊 王守仁 趙文書 上海外語教育出版社 2005.8泛讀教程1-4 參考答案 王守仁 主編 上海外語教育出版社現(xiàn)代英語閱讀 葛寶祥 主編 黑龍江人民出版社英語泛讀教程 黃源深 主編 高等教育出版社新編英語泛讀教程 張鑫友 主編 華中師范大學(xué)出版VIII. Teaching Journal1. The key point in the class is let students know what culture shock is and how to conquer culture shock. 2. Students are quite interesting about the difference between Chinese culture and western culture. Unit 3 MovieI. Teaching Objectives and RequirementsBy the end of this unit you will be able to:1. know special-effects of the film; 2. learn the history of Mickey Mouse;3. understand the meaning of the new words and expressions in Text I and Text II and use some correctly;4. use the suffixes ence, ance, -ish .II. Time Allotment ( 2 class hours)5. Section A ( 1 class)6. Section B and Section C (1class)III. Key Points and Difficult Points in Teaching8. Words: movie; crash; floods; absolutely; flames; instantly; explosives; device 9. Text I How Do the Movies Do It?1) reading comprehension about the text;2) special-effects man;10. Vocabulary Building1) word meaning2) the suffixes ence, ance, -ish.4. Section B “Fast Reading”5. Text II The Man Who Made Mickey Mouse1) Reading comprehension about the text;2) Summarize the main information.6. Discussion7. Reading skill: distinguishing topic from main ideaIV. Teaching Methods and MeansLecture, Tasks, questions and DiscussionV. Teaching Process1. Introduction of this unit2. Section A Text I How Do the Movies Do It?1. Task 1:Word Pretest Key: B D B C D B A D 2. Task 2:Reading comprehension (fast reading) Questions:1) List some special effects made in movies.(1) Making the fish stop swimming in a big glass bowl.(2) A special-effects man, Jim white, built a boat with wood which was a copy of a real ship.(3) Special-effects man uses metal pipes to make fires.(4) Special-effects men us explosives in battlefield scenes.2) Is making special effects easy?Key: C D B C D B C A 7. The teacher explains some difficult points in the text according to the students performance while doing the previous 2 tasks.Important points:1) The special-effects men are those who can create special effects in the films.2) In order to control the fishs swimming in one film, the special-effects man used electricity to control the fish.3) A United States military airplane flew down near the copy of a real ship because the copy was so real that the U.S. plane felt suspicious.4) The special-effects man liked to use metal pipes in making fires because 1)the burning of wood cannot have large flames at once. 2) the gas fire can be easily controlled. 3)the burning of other materials cannot be trusted.5) When explosives are used, special-effects men usually receive extra pay because 1) there is danger. 2)there will be some accident 3) it takes a longer time.6) The special-effects man causes explosions in the air by sending up bags full of explosives.7) If a church tower must seem to be hit by guns, the special-effects man puts explosives in some places in the tower.8) Many films are very expensive to make because the special-effects add a great deal to the expense. 8. Reading skill: 9. Vocabulary Building1) Task 3: Students do the exercises in 10munites;2) The teacher explains some difficult points.3) the suffixes ence, ance, -ish.3. Section B “Fast Reading”1. Task 4: Students read the passages in 10 minutes and find out the main information of each passage.2. The teacher should find out the difficult points to the students by asking them questions about the passages and then give brief explanation.Key: D C C D C D A D 4. Section C Text II The Man Who Made Mickey Mouse ( The students should read this section before they come to class.)1. Reading comprehension: Key: T T T T F F T T 2. Task 5: Questions:1) List some characters Disney had created.2) Why did Walt Disney create these characters?3) How many sections is Disneyland divided into?3. Retell the main information.4. The teacher makes brief comment on the retelling and explains some difficult points in the text. The history of Walt Disney: Walt Disney, the creator of this Mickey Mouse, the lovable cartoon character, was born in Chicago in 11901. Later he moved with his family to a farm near Kansas City, where he worked as a newsboy. But his real interest was to draw pictures. The history of Mickey Mouse: Mickey was followed by Donald Duck, Pluto the dog, and the three little pigs in short films that brought laughter to children and adults around the world. According to Disney, these newer animal characters were created because there were certain things Mickey could not do. People wrote angry letters to Disney if Mickey did something wrong. The cultural information of Hollywood: Movies were first made in Holly wood before World War I. The constant sunshine and mild climate of southern Californian made it an ideal site for shooting pictures. Hollywoods fame and fortune reached its peak in the 1930s and 1940s. In those days Hollywood was like a magnet, drawing ambitious young men and women from all over the world. Most of them had only their good looks to recommend them and had not acting experience or ability -what so ever.5. Discussion (group-work): 1. Do you think to become an actor or actress is a good job for young people?2. Is watching movies and TV programs a good way to learn something indirectly?VI. Reflection Questions and Assignment1. Write a short passage, telling about the latest movie you saw. Try to use some words and expressions in the glossary on page 35;2. Cloze on page 135;3. Read Text II Dinner Invitation of Unit 4 and do the exercise after it and try to retell the main information of Text II in next class. VII. Textbook and Major Reference泛讀教程第一冊 王守仁 趙文書 上海外語教育出版社 2005.8泛讀教程1-4 參考答案 王守仁 主編 上海外語教育出版社現(xiàn)代英語閱讀 葛寶祥 主編 黑龍江人民出版社英語泛讀教程 黃源深 主編 高等教育出版社新編英語泛讀教程 張鑫友 主編 華中師范大學(xué)出版社VIII. Teaching Journal1. Students are quite interesting about the movie types. 2. By this unit student know something about the western movies and the making of movies. Unit 4 FoodI. Teaching Objectives and RequirementsBy the end of this unit you will be able to:1. tell some interesting features of American cooking;2. learn the customs of dinner invitation and the role of the guest in western countries;3. understand the meaning of the new words and expressions in Text I and Text II and use some correctly;4. use the prefix mis-and dis-.II. Time Allotment ( 2 class hours)5. Section A ( 1 class)6. Section B and Section C (1class)III. Key Points and Difficult Points in Teaching7. Word: specialty； aroma； spicy； nutritious； grove； stretch； chef； game8. Text I A food Tour of the United States 1) reading comprehension about the text2) interesting features of American cooking 9. Vocabulary Building1) word meaningcourteous: polite and kindflavor: tastestaple: basic foodingredient: any of the things that are formed into a mixturebarbecue: cook food on a metal frame outdoorscompliment; praisepraiseportion: part of something largersufficient: enough2) the pre mis-and dis- mis- can be added to nouns or verbs with the meaning “badly” or “wrongly” dis- can be added to words with the meaning “not.”10. Section B “Fast Reading”11. Text II Dinner Invitations4) Reading comprehension about the text5) The role of the host and the role of the guest.12. Discussion13. Reading skill: context clue to word meaningIV. Teaching Methods and MeansLecture, Tasks, questions and DiscussionV. Teaching Process1. Introduction of this unit2. Section A Text I A Food Tour of the United States1. Task 1:Word PretestKey: C C C B A C B B 2. Task 2:Reading comprehension (fast reading) (p6)Key: C B C B C A C B C3. Task 3: True and False Statements1) One of the most interesting features of American cooking is its differences in character.2) Turkey at Thanksgiving hasnt gained wide enough popularity in the United States to become a symbol for the country as a whole.3) New Orleans is called “bean town” because of its baked beans.4) In the U.S., most of the worlds favorite foods are listed on a national food menu.5) Seafood of all kinds can be found in landlocked states.6) California is Americas most productive state for vegetable and meat is produced in Texas.7) There are five distinct regions in all. They have the same characteristic dishes.4. The teacher explains some difficult points in the text according to the students performance while doing the previous 3 tasks.5. Task 4: Sum up the characteristics of American cooking. One of the most interesting features of American cooking is its variety. The traveler who crosses the US by bus or by car will find the food as worthy of attention as the scenery - and full of unexpected surprises, too. For American cooking at its best is regional in character.6. Reading skill: The teacher guides the students to guess the meaning of the following words and expressions by using the context clues.variety; regional; capture; hearty; stick to your ribs; sample; pheasant7. Vocabulary Building (p20-21)1) Task 5: Students do the exercises in 10munites;1. courteous 2. flavor 3. staple 4