book 3 unit 2 教案.docx
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book3unit2教案
授课题目：
Unit2—SectionASwimmingThroughFear
授课时间：
第_____周
授课类型：
理论课
授课时数：
____课时
教学目的：
Afterfinishingthisunit,studentswillbeableto:
1.Totalkabouthowtobeatfear
2.Tofurtherunderstandthetext
3.Toapplythephrasesandpatterns
4.Tomastertheessaywritingskill
教学重点和难点：
1.Totalkabouthowtobeatfear
2.Tounderstandthetextfully
3.Toapplythephrasesandpatterns
4.Tomasterthenarrativeessaywritingskill
教学方法和手段：
Variouskindsofteachingmethodsareused:
1.Teachinginclass.Explaintheprofoundtheoreticalknowledgeinclass;
2.Casestudy.Providecasestudyduringteaching,andmakethestudentstodiscussaboutthecase;
3.BilingualandfullEnglishteaching;
4.Learner-centeredapproach;situational&communicativemethod;
5.Project-basedapproach
教学内容和过程：
SectionASwimmingThroughFear
Pre-readingActivities
Step1.Greetings
Greetthewholeclasswarmly.
Step2.Lead-inandpreparationforreading
Quotes:
Yougainstrength,courageandconfidencebyeveryexperienceinwhichyoureallystoptolookfearintheface.Youareabletosaytoyourself,“Ilivedthroughthishorror.Icantakethenextthingthatcomesalong.”
—EleanorRoosevelt
Don’tfearfailuresomuchthatyourefusetotrynewthings.Thesaddestsummaryofalifecontainsthreedescriptions:
couldhave,mighthave,andshouldhave.
—LouisE.Boone
Letthemtalktoeachotheraboutthefollowingquestions:
1.Lookatthefollowingpictures,whatarethesepeopleafraidof
2.DidyouhaveafearofsomethingbeforeIfso,howdidyouovercomeit
ListentoastoryaboutJack’sfearanddecidewhetherthefollowingstatementsareT（true）orF（false）.
1.WhenJackgetsintobed,hethinksthere’ssomebodyhidingunderthebed.
2.AsJackliesunderthebed,theremustbesomebodysleepingontopofit.
3.ThedoctorasksJacktoseehimthreetimesaweekfortwoyearstocurehisfears.
4.ThedoctorchargesJack$200avisit.
5.Jackiswillingtopaytheamountthedoctorcharges.
Culturalbackground
QuestionsPreviewing
1.HaveyoueverheardaboutMediterraneanSeaWhatdoyouknowaboutit
?
anintercontinentalsea;
?
stretchesfromtheAtlanticOcean;
?
surroundedbytheMediterraneanregion;
?
enclosedbyland:
onthenorthbyEurope,onthesouthbyAfrica,andontheeastbyAsia;
?
pleasantclimate,beautifulcoastline,richhistoryanddiverseculture.
2.Doyouknowwhatis“ripcurrent”Howtoescapefromripcurrent
RipCurrent:
anarrow,powerfulcurrentofwaterrunningperpendiculartothebeach,outintotheocean
Howtoescapefromripcurrent:
?
swimsideways,paralleltothebeach;
?
getyououtofthenarrowoutwardcurrent;
?
waituntilthecurrentcarriesyoupastthesandbar.
Step3.Fastreading
AsktheStudentstoreadthepassageasquicklyastheycanandthenanswerthe
questionsonthescreen.Letthemgetthemainideaofeachparagraphandmakeclear
aboutthetextstructure.
Textstructure:
（structuredwriting）Thepassagecanbedividedinto3parts.
PartI—（Paras.1-3）
OnatourofFrance,IsawtheMediterraneanSea,buttheripcurrentsscaredme.AnditremindedmethatIdevelopedafearofwaterduetotheexperienceoflastsummerandsincethen,thefearwouldn’trecede.
PartII—Paras.4-17
WhenIsawaboydrowningamidthewaves,IwasinamentalandemotionalstrugglewhetherIshouldsavehimbecauseIwasextremelyterrifiedofwater.Aftermyfiercestruggle,Imadethesinglebigdecision:
tothrewmyselfintothewater.Ifinallyreachedtheboyandhadhimundercontrol;butwhenIswambacktowardshore,theripcurrentwasforciblydraggingusouttosea.Itriedtorememberhowtoescapefromaripcurrent,andwiththat,Islowlymademywaytosafety,thusconqueringmyinnerfearofwateraswell.
PartIII—（Paras.18-19）
Iwasrelaxedandhappyinamomentoftriumphandsalvation.
Structureofthetext
Purpose:
Improvethestudents’readingandwritingabilityandunderstandthegeneralideaofeachparagraph.
Method:
Readthetextindividuallyandtalkingroups;Usetask-basedlanguageteachingmethod,readingapproach,communicativeapproachandtotalphysicalresponsemethod.
Step4:
While-readingActivities
StudentsarerequiredtolookattheWordsandPhrasesonthescreenandgiveabriefpresentationinclass.
WordsandPhrases:
Purpose:
TraintheStudents’abilityofunderstandingandusingforeignlanguage.
Method:
Talkingroups,Usetask-basedlanguageteachingmethod,communicativeapproachandtotalphysicalresponsemethod.
Practicalphrases
1.deemsth.important认为……重要
别人认为重要的，并不能作为你确定目标的根据。
只有你自己才知道，什么东西对你最重要。
Don’tsetyourgoalsbywhatotherpeopledeemimportant.Onlyyouknowwhatisimportanttoyou.
2.popup突然出现；冒出来
这几年中国的亿万富豪频繁出现在《福布斯》杂志排行榜上。
Foryears,ChinesebillionairesbegantopopupmostfrequentlyinForbesmagazine.
3.beparalyzedwith使丧失思考能力，使呆若木鸡
大多数人都害怕公共演说。
一想到要独自站在一大群听众面前讲话就会吓得不知所措。
Mostpeoplefearpublicspeaking.Theyarealwaysparalyzedwiththethoughtofstandingaloneinfrontofandspeakingtoalargeaudience.
4.plowthroughsth.艰难费力的通过
为了收集论文资料，我只好啃了几十本经济学的旧书。
Inordertogathermaterialformythesis,Ihadtoplowthroughdozensofoldbooksoneconomics.
5.throwoneselfinto/at/on/down突然猛力地冲进/扑向/跳到/扑倒等
小男孩一见到自己的母亲，马上扑进了她的怀抱。
Seeinghismother,theboythrewhimselfintoherarms.
6.makeone’sway行进（尤指艰难地，或需要很长时间时）
他没有努力上进的决心。
Hedoesn’thavethedeterminationtomakehiswayintheworld.
Step5:
Typicalpatterns:
Purpose:
Furtherunderstandthetext（Trainfurtherreadingability）tofindoutsomedifficultsentencesanddetailsofthetext.
Method:
Readthetexttogether;Usetask-basedlanguageteachingmethod,readingapproach,communicativeapproach,grammar-translationapproachandtotalphysicalresponsemethod.
Functionalpatterns
1.
Nothingscaredmeasmuchaswater.（Para.1,L1）没有什么比水让我更害怕了。
世界上最让人困扰的就是自己的心境。
Nothingintheworldcanbotheryouasmuchasyourownmind.
2.And,aswemadeourwaytosafetyIrealizedsomethingincredible:
Iwasnolongerafraid.（Para.16,L1）
后来我们到达安全水域时，我觉得有些不可思议：
我不再怕水了。
。
当我们对智能技术上瘾后，令人深思的是：
面对面交流已不复存在，朋友之间已成陌路。
Aswegetaddictedtothesmarttechnologies,werealizedsomethingthought-provoking:
wenolongerhavetheface-to-facecommunicationandbecomestrangerstoourfriends.
3.Ilookedouttothesea.WearyasIwas,thewaterhadneverlookedsobeautiful.（Para.19,L4）
虽已疲惫不堪，但放眼大海，我感觉海水比任何时候看起来都更美。
虽然她长相平平，但现在她比以往任何时候看起来都要更优雅、更美丽。
Plain-lookingasshewas,shehadneverlookedsogracefulandbeautiful.
Languageappreciation
a.Iglimpsedsomethingmovingupanddownamidthewaves,pasttheendofthejetty.Igasped,realizingthecatastrophewithhorror.That’salittleboyoutthere!
（Para.7,L1）
我瞥见防波堤尽头的海浪中有个东西在上下浮动。
我惊恐地意识到大事不妙，倒吸了一口凉气，那居然是个小男孩！
b.AssoonasIjumpedin,IfeltlikeIwasbackinthatpool,breathless,struggling,terrified.（Para.12,L4）
一跳进水里，我感觉仿佛又回到了当年的那个游泳池，我喘不过气，拼命挣扎，惊恐万分。
c.Onthebrinkofcollapse,Istoppedfighting,justlettingmyselfgo.Myhandhitthejetty.Itwaslikeanelectricshockthatbroughtmebacktomysenses.（Para.18,L1）
我全身都快虚脱了，我不再划水，就这样放松自己顺水而漂。
我的手碰上了防波堤，仿佛触电一般，我重新恢复了神志。
d.Ifeltstrongarmsliftme.Iascendednotonlyfromtheseaontothesecurerocksofthejetty—butalsotomysalvation,leavingbehindtheterriblefearthathadgrippedmeforsolong.（Para.19,L1）
我感觉到强壮有力的手臂将我托起。
我不仅从海里爬上防波堤的磐石，而且完成了自我拯救，摆脱了困扰已久的恐惧。
Step6.Consolidation
Retellthepassageaccordingtothetopicsentences.
Purpose:
Toknowifthestudentsunderstandthewholetext.Atthesametime,Toshowthetextstructureonthescreen,sothattheycanretelliteasily.
Method:
Readthetextstructuretogether;Usetask-basedlanguageteachingmethod,readingapproach,communicativeapproachandtotalphysicalresponsemethod.
Summaryofthetext
Swimmingthroughfear
OnatourofFrance,IsawtheMediterraneanSea,buttheripcurrentsscaredme.AnditremindedmethatIdevelopedafearofwaterduetotheexperienceoflastsummerandsincethen,thefearwouldn’trecede.
WhenIsawaboydrowningamidthewaves,IwasinamentalandemotionalstrugglewhetherIshouldsavehimbecauseIwasextremelyterrifiedofwater.Aftermyfiercestruggle,Imadethesinglebigdecision:
tothrewmyselfintothewater.Ifinallyreachedtheboyandhadhimundercontrol;butwhenIswambacktowardshore,theripcurrentwasforciblydraggingusouttosea.
Itriedtorememberhowtoescapefromaripcurrent,andwiththat,Islowlymademywaytosafety,thusconqueringmyinnerfearofwateraswell.Iwasconqueringandhappyinamomentoftriumphandsalvation.
Step7.Discussion
Criticalthinking
Themeexploration
1.Whydopeoplehaveinnerfearofsomethingsuchasspiders,snakes,water,heights,flyinginairplanes,death,etc.
2.Whatareyoursuggestionstoayoungmanwhogivesupatthelastminutewhenheisgoingtoaskagirlonadate
3.Doespsychologicalfearproduceanypositiveaspectsinpeople’slifeIfyes,whatarethey
Step8.TranslationPractice
（student-centered;interactionbetweenteacherandstudents）
1.Exercise:
Page46
2.GoupWork:
askstudentstodotheworkbygroups
3.Presentation:
Inviteseveralgrouprepresentativestodoapresentationoftranslation.
Step9.SkimreadingsectionB
GroupWork
Askstudentstoreadthistextbythemselvesandanswerthefollowingquestionsbygroupwork:
1.Whatdoes“knowinggrins”imply（Page48）
2.Whatdoesthenewsprovidedbythepilotimply（Page48）
3.Whatdoesthelastsentence“Themother’sgazeheldthechildsofixedand
intent…”imply（Page49）
4.Whatimplicationcanyoudrawfromthisparagraph（Page50）
Step10.Assignments
ReviewthekeypointsofSectionA;
Finishtheexercisesafterclass;
Finishonlinehomework;
PreviewSectionB.
WritingTopic:
Slowdown
Youcanfollowtheoutlinegivenbelow.
Introduction:
Thesisstatement:
Weshouldn’tgothroughlifesofastthatwehavelittletimetocareforotherpeople.
Exposition:
Setting:
Ayoungandsuccessfulexecutivewastravelingdownaneighborhoodstreet,goingabittoofastinhisnewJaguar（捷豹）.
Conflict:
Abricksmashedintothecar’ssidedoor,andtheangryexecutivegrabbedakidforsmashinghiscar.
Development:
Risingaction:
Theboyexplainedthathejustneededhishelpbecausehisbrotherfelloutofthewheelchair,andhecouldn’tlifthimupbyhimself.
Climax:
Movedbeyondwords,thedrivertriedtoswallowtherapidlyswellinglumpinhisthroat.
Fallingaction:
Theyoungmanhurriedlyhelpedliftthehandicappedboybackintothewheelchair,thentookouthisfancyhandkerchiefandgentlycleanedtheboy’sfreshscrapesandcuts.
Conclusion:
Resolution:
Thedriverneverbotheredtorepairthedamagedsidedooranduseditasareminderofwhathehadlearnedfromthisexperience.
课后小结：
升级会员 