最新新视野大学英语读写教程第三版第二册unit1教案Word文档格式.docx
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（六）DIY手工艺品的“创作交流性”
9、如果你亲戚朋友送你一件DIY手工艺制品你是否会喜欢？
标题：
大学生“负债消费“成潮流2004年3月18日授课题目：
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：
SectionAAnImpressiveEnglishLesson
StepOneWarming-upActivities30minutes
I.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.Culturalbackground
Americanuniversityeducation1.WhatisCommunicativeLanguageTeaching?
Atypeofteachingmethod;
Developthecommunicativeabilityaswellastheknowledgeofgrammar;
Learningbydoing;
Makeclassroomsituationofrealforeignlanguageenvironment.2.WhatarethefeaturesofCommunicativeLanguageTeaching?
Communicativecompetenceisthegoal;
Anintegrationofgrammaticalandfunctionalteaching;
Accuracyissecondarytoconveyingamessage;
Focusoncommunicativeandcontextualfactorsinlanguageuse;
Learner-centeredandexperience-based.3.WhatistheroleofteacherinCommunicativeLanguageTeaching?
Afacilitatorofstudents’learning;
Amanagerofclassroomactivities;
Anadvisorofstudents’questions;
Aco-communicatorinthecommunicativeactivity.
StepTwoTextStudy80minutes
I.Interactivereadingofthetext
1.Readingcomprehension
1）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?
（Paras.6-7）Theyarenotlearningthelanguageadequatelyandefficientlyinschool.
6）Howshouldgrammarbetaughtasfarasthewriterisconcerned?
（Paras.8-10）Grammarmustbehandleddelicately,stepbystep.Aneffectivewayofteachingcouldarousechildren’sinterestinlearningEnglishgrammar.Anexample:
agrammarlessonwithmyson
2.Structureofthetext
Introduction
Inhisson’seyes,thefatherisonewhohehastoobeyandanoddityabsorbedingrammar.（Para.1）Hewasshockedbyhisstudent’sinabilitytodescribeproperlyherexcursiontoEurope.（Paras.2-4）Thesisofthenarration:
Itisunfairtoblamestudentsfortheirlanguagedeficiency.（Para.5）BodyExplainswhystudentsshouldn’tbeblamedfortheirlanguagedeficiencybyprovidingtworeasonsandoneexample.（Paras.6-10）ElaboratestheimportanceofgrammarandvocabularyinlearningEnglish.（Paras.11-13）Concludingpart
Narratesanotherincidentwherehissonunconsciouslyutteredagrammaticallyperfectsentencewithasubjunctivemood,whichmadetheauthorsoproudofhisson.（Paras.14-17）
3.SummaryoftheText
Tomyson,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.LanguageFocus
Wordsandexpressions
1.oddity:
n.[C]astrangeorunusualpersonorthing怪人；
怪物；
奇特的东西
Withhisneatsuitson,hefeltlikeanodditywalkinginthispoorneighborhood.
穿着笔挺的西装走在这个贫民区里，他觉得自己就像个怪物。
2.oblige
Thewordobligeismostcommonlyusedintheexpressionbe/feelobliged.
1）be/feelobligedtodosth.指“感到有责任做某事”。
例如：
Hefeltobligedtohelphismother,evenifitmeantleavingcollege.他觉得有责任帮助母亲，即使这意味着他要离开大学。
2）be/feelobligedtosb./sth.指“对某人或某事心存感激”。
Thankyouverymuch,doctor.Iamextremelyobligedtoyou.医生，非常谢谢您。
对您，我深表感谢。
3.Howwasit?
:
（spoken）oftenusedinconversationtoasksb.abouttheiropinionorexperienceofsth.怎么样？
（口语常用表达，用于询问看法或经历）
Didyouwatchthemovielastnight?
Howwasit?
你昨天晚上看那部电影了吗？
感觉怎么样？
IwastoldthatyouhadtraveledtomanyplacesinAsiarecently.Howwasit?
有人告诉我你最近跑了亚洲的很多地方，旅行怎么样？
4.fullof:
（followedbyabstractnouns）feelingorshowingalotofparticularemotionorquality（感觉、表达或表现出）充满某种情感（特质）的
fullofexcitement/energy/hope/happiness/praise充满兴奋/活力/希望/幸福/赞美Theteacherwasfullofpraiseforthehomeworkthatthestudentshaddone.老师对学生们完成的功课赞不绝口。
Lucyisahappychildandalwaysfulloflife.露西是个快乐的孩子，总是充满了活力。
5.“Itwas,like,whoa!
”means“Itwasreallygreat!
”.“Itwaslike…”isaninformalexpressioninconversation,verycommonforyoungpeoplewhoarelazyandincapabletoreferencetheirideas.
Theexpressionisusuallyfollowedbyanadjectiveoranexclamation.Itwas,like,marvelous!
简直奇妙极了！
（Itwaslike）Whoa!
Howcomeyougotahundredpercentcorrectonsuchahardtest?
哇!
这么难的考试你怎么都全答对了？
Note:
Whoaisspecificallyusedtoshowthatpeoplearesurprisedorthinksomethingisveryimpressive.Itcanbeusedindifferentcontexts.
Forexample:
﹒
Todescribesomethingthatyou’renotquitesurehowtodescribe:
Thatcarissocool,it’slike,whoa.
Toexpresssurprise:
Whoa!
It’sreallyamazing!
Toindicateadesiretoendwhatsomeoneistalking:
Whoa,OK,that’senough.
6.Andthatwasit.（Para.4）
Meaning:
Andthatwaseverythingshesaid,withoutevenmentioninganydetailsofherwonderfulexperienceinEurope.
Thatwasit.:
oftenusedinconversationtosaythatsth.iscompletelyfinishedorthatasituationcannotbechanged就这样（指某事彻底结束或形势不能更改）
Thatwasit.Icouldnolongerhopeforapromotion,andmybossdidn’tevenwanttoseemeagain.就这样吧，我的升职再也没指望了，我的老板甚至不想再见到我。
That’sit.Thereisnothingmorewecando.就这样吧，我们也再没有别的办法。
7.distinguished,distinctive,distinct
这三个词词形相近，但意思有很大的差别，不能互换使用。
1）distinguished指“卓越的；
杰出的；
著名的”。
Hisgrandfatherhadbeenadistinguisheduniversityprofessor.他的祖父曾是一位杰出的大学教授。
2）distinctive指“（特征、性格或外表）独特的，有明显不同的”。
强调“表示差别的”、“有特色的”、“特殊的”。
Irenehadaverydistinctivevoice.艾琳有一个非常独特的声音。
Canyoufindthedistinctivewatermarksofthisstamp?
你能看到这枚邮票上明显的水印吗？
PupilsinHongKongusuallyhavedistinctivebadgesontheirschooluniforms.在香港，小学生的校服上常戴有颇具特色的徽章。
3）distinct表示“分明的；
明了的；
清楚的”。
Ihavethedistinctfeelingthatmyfrienddidnotrealizewhatwashappening.我明显感到我朋友并未察觉所发生的一切。
ThephotoyoutookinHongKongCulturalCentreisnotdistinctenough.你在香港文化中心拍的那张照片不够清晰。
Shehasadistinctpronunciation.她的发音清楚。
Thereisadistinctsmellofsmokeinmyroom.我的房间里有一股明显的香烟味。
distinct的另一个词义是“明显不同的；
有区别的”。
Ourinterestswerequitedistinctfromthoseofthem.我们的兴趣与他们的兴趣截然不同。
现将distinct和distinctive用在一个
升级会员 