新应用大学英3 教案第一单元.docx
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新应用大学英3教案第一单元
授课内容
上课地点：
B428
教
学
目
标
1.Tograspthemainideaofthetextbyappreciatinggeneralstatement.
2.Toimprovestudents’readingskillwiththehelpofcoursemarkers（signalwords）
3.Tomasterthekeylanguagepointsinthetextandknowhowtotranslatetheminphrasesandsentences
4.Tomasterthewritingskillsonageneralstatementsupportedbydetails
教
学
要
点
1.Focus:
wordsandexpressions:
2.D.P:
writingmethodandreadingskills
教学内容
教学设计
Unit1（理论8学时，课内实践2学时）
1.主要内容：
（1）SectionAFollowaCareerPassion?
LetItFollowYou
（2）Translatingskills:
Diction
（3）Structuredwriting
2.教学步骤与方法：
（1）Warmupandleadin（10min）
（2）Intensivelearning（210min）
（3）Interactivepractice（90min）
（4）Go-over（45min）
（5）Sum-upandassignhomework（5min）
Warmupandleadin:
一.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:
WorkonStructureoftheText
PartParagraph（s）MainIdeas
OneTheauthormentionsthreecareerchoices.
TwoTheauthoranalyzesdifferentphilosophies.
ThreeTheauthorproveshisideabytellinghisstory.
FourTheauthoradvisesyoungpeopletostrive.
精讲内容（包括①要点、重点、难点；②互动设计；③板书设计）
①要点、重点、难点
教学要点：
1.structureanalysis
2.usefulexpressions
3.summaryofthetext
4.comprehensionexercises
5.follow-upexercises
教学重点：
1.usefulexpressions
StepITeacherasksstudentstoreadthenewwordstogetfamiliarwiththeirpronunciationandspellingandasksthemtorecitethewordsandpreparefordictation.
StepIITeacherasksstudentstopickoutthekeywordsandexpressionsinthisunit,thenteachergivesstudentssentencesandaskthemtotranslatethesentencesusingthewordsorexpressionsgiven.ThenTeacherchecksanswerswithstudents,andexplainssomekeywordsandphrasesbyextensionexercises.
2.summaryofthetext:
theauthor'scareerchoices,careerphilosophyandhisownstoryandhisadvicetopeople
Teacherasksstudentstofinishtwotasks:
Task1Completethefollowingsummaryaccordingtothetext.Writenomorethanthreewordsoneachline.P7
Task2Paraphrasethefollowingsentences,payingattentiontotheunderlinedpart.P7
Thenteachersummarizesthetext.
教学难点：
1.usefulexpressions
StepITeacherexplainskeywordslike“senior,assume,crisis,transform”andasksstudentstheirusagebymakingsentences,synonyms,antonyms,changeformofnouns,verbs,adjectivesandetc.
Relatedinformation
1.senior
∙adj.高级的；年长的；地位较高的；年资较深的，资格较老的
∙n.上司；较年长者；毕业班学生
∙n.（Senior）人名；（英）西尼尔
Thepricemadeinthisrangecanlettheenterpriseandthe senior executivesreachtowin-win.ThepaperusedtheGameTheorytoanalyzethestockoptionsplan.
这一博弈结论,便可以让公司和高管的利益达到双赢。
seniorhigh 高中
seniorhighschool 高中
seniormanagement 高级管理
seniorengineer [计]高级工程师
seniormiddleschool 高中
freshman/sophomore/junior/senior
2.assume
I assume that you are reading this because you have some computational problem. 我假定您是因为遇到了一些计算上的问题而来阅读本文。
I assume that he won't cheat you.
想来他是不会骗你的。
3.crisis
∙n.危机；危险期；决定性时刻
∙adj.危机的；用于处理危机的
Since1990s,thefrequencyoffinancial crisis risesgradually.
自20世纪七十年代以来,金融危机发生的频率逐渐上升。
financialcrisis 金融危机；财政危机
economiccrisis 经济危机
creditcrisis 信用危机
energycrisis 能源危机
ecologicalcrisis 生态危机
environmentalcrisis 环境危机
midlifecrisis 中年危机
4.transform
∙vt.改变，使…变形；转换
∙vi.变换，改变；转化
You can transform your life!
你可以改变你的人生！
With justthis one agreement, you can completely transform your life.
有了这么一个契约，你可以完全改变你的生活。
transplant/transport/transfer/transmit
Keystructures
1.Formanyofmypeers,thisdecisionwouldhavebeenwithanxiety.
该句可以理解为：
Ifmanyofmypeershadfacedthethreechoices,theywouldhavefeltanxious.
表示与过去事实相反的虚拟语气中，条件从句的谓语用had+过去分词，主句谓语则通常用wouldhave+过去分词，也可根据情况使用should/could/might+have+过去分词。
e.g.Hewouldhaveforgottentheboy’sbirthdayifyouhadn’tremindedhim.
2.Growingup,weweretoldbyguidancecounselors,careeradvicebooks,thenewsmediaandothersto“followourpassion.”
现在分词growingup在句中作时间状语，也可以用whiledoing的形式。
e.g.（While）workinginthisfactory,hedidverywell.
3.Or,withtheadvancefrommyfirstbook,Icouldhavehunkereddowninaquiettowntowrite.
1）该句可以理解为：
IfIhadkeptwritingandmadefurtherefforts,Icouldhavesettleddowninaquiettowntobeawriter.
2）with短语作条件状语可用if改写为完整的虚拟语气从句，此用法还常见于without,butfor。
e.g.①Whatwouldyoudowithamilliondollars（=ifyouhadamilliondollars）?
②Wecouldnothavefinishedtheworkaheadoftimewithoutyourhelp（=ifwehadn’tgotyourhelp）.
③Theaccidentwouldnothaveoccurredbutforrunningtheredlight（=ifhehadn’truntheredlight）.
4.WhatmatterediswhatIdidonceImademychoice.
1）whatmattered:
名词性从句作主语，也叫主语从句。
主语从句通常由下列词引导：
从属连词that,whether,if等；代词what,who,which,whatever,whoever,whom等；连接副词how,when,where,why等。
e.g.①Whowillwinthematchisstillunknown.
②Wheretheeveningpartywillbeheldhasnotyetbeenannounced.
2）whatIdid:
名词性从句作表语，即表语从句。
表语从句的引导词在陈述句中用that,asif或asthough；在一般疑问句中用whether；在特殊疑问句中用相应的疑问词。
e.g.Thisiswhereourproblemlies.
5.Tootheryoungpeoplewhoconstantlywonderifthegrassmightbegreenerontheothersideoftheoccupationalfence,Iofferthisadvice…
1）wonder后接whether或if引导的宾语从句，用于有礼貌地询问或表示怀疑。
e.g.①Shewonderedwhetheryouwerefreethatmorning.
②Iwonderifhewillsucceed.
wonder表示“想知道”、“对……感到怀疑”、“纳闷”，后面也常接who,what,when等引导的宾语从句，相当于wanttoknow的用法。
e.g.Iwonderwhyshedidthat.
2）thegrassmightbegreenerontheothersideoftheoccupationalfence的字面翻译是：
篱笆另一边的草可能会更绿。
但是，在翻译习语或俗语时通常需要使用两种语言相对应的习惯性表达方式，因此可译为：
这山望着那山高。
e.g.Birdsofafeatherflocktogether.
物以类聚，人以群分。
StepIITeacherasksstudentstofinishtextbookfollow-upexercises.P8IVocabularyTask1-3.
2.summaryofthetext:
opinionsontalentshows
Teacherasksstudentstosummarizetheauthor'scareerchoices,careerphilosophyandhisownstoryandhisadvicetopeople
②互动设计
Lead-inpart:
Task1Teacherpresentsdescriptionsofthreefamouspeople,guesswhotheyareanddiscusstheirpersonalities.
Task2Workinpairs.Fillintheforms,compareyourself-assessmentwithyourpartner’simpressionofyou,andthenreportittothewholeclass.
Structureanalysispart:
askstudentsquestions“Whatarethedifferentopinionsoncareerchoices?
”
③板书设计
左边：
书写教学内容的标题
右边：
书写重点短语和句子翻译
练习与作业
布置三习题（预习题、练习题、复习题）和阅读书目的章节内容。
预习题：
Howtoevaluateyourfitnessforajob?
复习题：
1.Usefulexpressions
1）多了一个职业选择
2）追随我们的热情
3）发现内心的冲动
4）将。
。
。
与。
。
。
相匹配
5）没法回答的问题
6）习惯性跳槽
7）忽视对热情的崇拜
8）自主意识
9）这种观点认为
10）最简单的思考
2.Paragraphtranslation.
Task1TranslatethefollowingparagraphfromChineseintoEnglish.
京剧是中国的传统戏曲之一。
每个演员都会依照他们角色的性别、年龄及个性在脸上画不同样式的脸谱。
这样，观众可以很容易分辨演员所扮演角色的性格特征。
红色表示人物的忠心，如关羽；黑色体现人物的正直，如包拯，也暗示勇猛甚至鲁莽，如张飞；白色代表人物生性奸诈，如曹操。
Task2TranslatethefollowingparagraphfromEnglishintoChinese.
LaoTzuwasafamousthinkerintheSpringandAutumnPeriodofChina.InhisphilosophicalworksTaoTeChing,heemphasizedtheimportanceofknowingoneselfbysaying“Hewhoknowsothersislearned;hewhoknowshimselfiswise.”Thissentencealsomeansitishardertoknowoneselfthantoknowothers,asaChinesepoemsays,“ThetruefaceofLuShanislosttomysight,foritisrightinthismountainthatIreside.”Anyway,toknowyourstrengthsandweaknessesclearlyisratherhelpfulforyoursuccess.
练习题：
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.Theybuildskillssothatsomedaytheymigh
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