《全新版大学进阶英语综合教程3》Unit 1教案.docx
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《全新版大学进阶英语综合教程3》Unit1教案
《全新版大学进阶英语综合教程3》课程单元教学设计（教案）
本次课标题
Unit1WorkingHolidayAbroad
授课教师
潘新淮
授课班级
18级A5班
18级A14班
18级A9班
授课时间
2月25日1、2节
2月25日3、4节
2月25日5、6节
授课地点
4栋501室
4栋501室
8栋105室
教学目标
能力（技能）目标
知识目标
1.Tounderstandwhataworkingholidayisandwhyitcouldbeamemorableexperience;
2.Totalkaboutthepossiblebenefitsanddrawbacksoftakingaworkingholiday;
3.Towriteanessayaboutsomepaidorvoluntaryworkexperience.
1.Tohaveathoroughunderstandingofthetextcontextuallyandlinguistically;
2.Tobuildupanactivevocabularytotalkaboutworkingholidaysandknowhowtousethekeywordsandexpressionsincontextproperly.
教学基本内容
Warming-upActivities
1）opener;
2）Culturalbackground.
教学重点和难点
Focus:
1）Tofurtherunderstandthetext;
2）Toapplythewords,phrasesandsentencepatterns.
Difficulties:
1）Tomasterandapplythesentencepatternsinthisunit;
2）Totalkaboutthepossiblebenefitsanddrawbacksoftakingaworkingholidayandwriteanessayaboutsomepaidorvoluntaryworkexperience.
参考资料
参考资料
1.Teacher’sBook（上海外语教育出版社）
2.Teachingcourseware（上海外语教育出版社）
编号：
U1-01
Steps
（步骤）
教学组织
StepOne
（步骤一）
Lead-in:
Pairwork:
Youaregoingtohearatalkaboutaworkingholiday.Listentoittwiceandcompletethefollowingsummaryaccordingtowhatyouhaveheard.Compareyouranswerswithyourpartner.Beforeyoustart,gettingtoknowthefollowingnewwordsandexpressionsmightbehelpful.
Goingonaworkingholidayhasmanyadvantages:
Aworkingholidayvisagrantsyouaccesstoacountryforalongerperiodoftimethanastandardtouristvisa.
Thetravelissustainableinthesensethatyoucankeeprefillingyourtravelfundswithemployment.
Youcantrydifferenttypesofjobs,eventheonesthatyounormallywouldn’tdowhenathome.Andinthissense,aworkingholidaycouldbealife-changingexperience.
Youaremorelikelytomeetandmakefriendswiththelocals,notjustothertourists.Theycanintroduceyoutoanewculture.
Aworkingholidaymakesagoodbreak.Apopulartimetosignupforaworkingholidayisthebreakbetweenhighschoolandcollegeorthebreakaftercollegeandbeforeenteringtherealworkingworld.
Videowatching:
Afterwatchingthevideo,discussthefollowingquestionswithyourpartner:
1.Whatisthegirl’sidentity?
A.ayoungemployeeB.awaitress
C.astudentD.ajournalist
2.Howdidthegirlgetintouchwiththeworkingholidayclub?
3.HowdidthegirlfeelwhenshefirstarrivedatthehostelinLondon?
4.Whichofthefollowingplacesofinteresthasthegirlnotmentionedinthisvideo?
A.Nelson’sColumnB.BuckinghamPalace
C.TowerofLondonD.Horseguardsparade
5.Afterwatchingthisvideo,doyouwanttohaveaworkingholidayabroad?
StepTwo
（步骤二）
Culturalbackground
workingholidayvisa:
aresidencepermitallowingtravelerstofundanextendedholidaythroughtemporaryworkinthecountryissuingthevisa.Mostworkingholidayvisasareofferedunderreciprocalagreementsbetweencertaincountriestoencouragetravelandculturalexchangebetweentheircitizens.
打工度假签证：
一种允许签证持有人在签证颁发国从事临时性工作，用于弥补其旅行费用的居留许可。
大多数工作假期签证是通过相关国家之间签订互惠协定来提供的，以促进旅游以及双方公民之间的文化交流。
Thefairytale“JackandtheBeanstalk”:
Jackisayoung,poorboylivingwithhiswidowedmotherandadairycowastheironlysourceofincome.Whenthecowstopsgivingmilk,Jack’smothertellshimtotakehertothemarkettobesold.Ontheway,Jackmeetsanoldmanwhooffersmagicbeansinexchangeforthecow,andJackmakesthetrade.Whenhearriveshomewithoutanymoney,hismotherbecomesangry,throwsthebeansontheground,andsendsJacktobedwithoutdinner.Duringthenight,themagicbeanscauseagiganticbeanstalktogrow.Thenextmorning,Jackclimbsthebeanstalktoalandhighinthesky.Hefindsanenormouscastleandsneaksin.Soonafter,thecastle’sowner,agiant,returnshome.Whenthegiantfallsasleep,Jackstealsabagofgoldcoins,agoosethatlaysgoldeneggsandaharpthatplaysbyitselfandmakeshisescapedownthebeanstalk.JackandhismotherlivehappilyeverafterwiththerichesthatJackacquired.
wordoftheday:
referringtothetitlegiveninnewspaperstoasectionintroducinganinterestingword,term,orphrasetobelearnedbythosewishingtoexpandtheirvocabulary.Hereinthetext,theauthorintroducedsomeAustralianEnglishwords,termsorphrasestoherCanadianco-workers,who,thoughspeakingthesamelanguage,mightnothavebeenfamiliarwiththeirmeaningorusageinAustralia.
一日一词：
指报刊上的一种帮助人们扩大词汇的专栏。
在本文中，作者将澳大利亚英语中的一些词汇、用语或短语介绍给她的加拿大同事，他们虽然与作者说同一种语言，但对这些词语在澳大利亚的意思和用法未必熟悉。
Australianwords:
AlthoughAustralianEnglishsharesmostofitsvocabularywithothervarietiesofEnglish,therearenotabledifferencesinmeaningorusage.Australianwordsaredrawnfrommanysources,includingvariousdialectsofBritishEnglish,Gaeliclanguages,someindigenousAustralianlanguagesandPolynesianlanguages.
澳大利亚英语的词汇：
虽然澳大利亚英语中大多数的词汇与其他地区的英语相同，但在词义或用法上有显著差异。
澳大利亚英语词汇的来源有许多，包括英国英语中的各种方言、盖尔语、澳大利亚的土著语以及波利尼西亚语。
Canadianlingo“eh“:
AninterjectionorpromptspokenbyCanadians,equivalenttotheAmerican“huh?
”or“right?
”,usuallyusedtopromptapersontorespondtowhatwassaidortoindicatealackofunderstanding.ThisusageisexclusivetoCanadians,andissometimesregardedasapartoftheirnationalidentity.Theuseof“eh”byCanadiansisoccasionallymockedinothercountries,andoftenjokedaboutbyCanadiansthemselves.
加拿大人特有的口头禅“嗯”：
加拿大人口语中常用的感叹词，有时甚至被视作民族认同的一部分。
通常用来提示别人对所说的内容做出反应或者表示不能理解，接近于美国人说的“是吗？
”或者“啊？
”其他国家的人有时会觉得加拿大人的“嗯”很好笑，加拿大人也经常自嘲。
Homework
（作业）
1.Topreview&memorizethenewwords;
2.Topreviewthetext.
Conclusion
（总结）
Throughstudyingthisunit,studentscanlearnlanguageonthebaseoftheunderstandingofthespiritsofthepassagesinthisunit.Atthesametimetheycanmastermorethan20words,severalphrasesandexpressions.Andtheyalsomasterthecorrectwaysoflanguageexpressions.MeanwhiletheystrengthentheunderstandingofthelanguageofEnglishandreviewtheknowledgelearnedbeforethroughdoingexercises.
《全新版大学进阶英语综合教程3》课程单元教学设计（教案）
本次课标题
Unit1WorkingHolidayAbroad
授课教师
潘新淮
授课班级
18级A14班
18级A5班
18级A9班
授课时间
2月28日1、2节
2月28日3、4节
2月28日5、6节
授课地点
4栋501室
4栋501室
8栋105室
教学目标
能力（技能）目标
知识目标
1.Tounderstandwhataworkingholidayisandwhyitcouldbeamemorableexperience;
2.Totalkaboutthepossiblebenefitsanddrawbacksoftakingaworkingholiday;
3.Towriteanessayaboutsomepaidorvoluntaryworkexperience.
1.Tohaveathoroughunderstandingofthetextcontextuallyandlinguistically;
2.Tobuildupanactivevocabularytotalkaboutworkingholidaysandknowhowtousethekeywordsandexpressionsincontextproperly.
教学基本内容
TextStudy
1）Interactivereadingofthetext;
2）Languagefocus.
教学重点和难点
Focus:
3）Tofurtherunderstandthetext;
4）Toapplythewords,phrasesandsentencepatterns.
Difficulties:
3）Tomasterandapplythesentencepatternsinthisunit;
4）Totalkaboutthepossiblebenefitsanddrawbacksoftakingaworkingholidayandwriteanessayaboutsomepaidorvoluntaryworkexperience.
参考资料
参考资料
1．Teacher’sBook（上海外语教育出版社）
2．Teachingcourseware（上海外语教育出版社）
编号：
U1-02
Steps
（步骤）
教学组织
StepOne
（步骤一）
I.Comprehensioncheck
1.Diggingintodetail
Answerthefollowingquestionstobetterunderstandthetext.Youmaywanttowritedownsomekeywordsinthespaceprovidedbeforeyoudoso.
（Para.2）1WhathappenedtotheauthorbeforesheleftforCanada?
（Para.4）2Whatdidtheauthorandherco-workersdoafterwork?
（Para.7）3Whatdidtheydowhileatwork?
（Para.8）4Whatdoestheauthormeanbysaying“itdidn’tfeellikemyjob”?
（Para.11）5Wheredidshetravel?
（Para.12）6HowdidshefeelonhertripacrossCanadaandtheUnitedStates?
（Para.14）7Whatisherobsession?
（Para.15）8InwhatsensehasVancouverhelpedtheauthorbecomeabetterperson?
StepTwo
（步骤二）
2.Textorganization
Pairwork:
Inthisarticle,theauthorshowsushowherworkingholidayinCanadachangedher.Itcanbedividedintosixparts.Nowcompletethefollowingtablebywritingdownthemainideaofeachpart.Thefirstonehasbeendoneforyou.Whenyoufinish,comparenoteswithyourpartner.
Parts
Paragraphs
MainIdeas
PartOne
Paras.1–3
Desiringforachangeinherlife,theauthor
fledAustraliaforaworkingholidayinCanada.
PartTwo
Paras.4–5
Theauthorhasalwaysbeenashyperson,
butinVancouversheenjoyedmeetingpeople,
makingfriendsanddoingnewthings.
PartThree
Paras.6–9
TheauthorenjoyedherjobsatStarbucksand
ontheAussiePieGuyfoodtruck.
Parts
Paragraphs
MainIdeas
PartFour
Paras.10–12
TheauthortraversedCanadaandtheUnited
States,embracingtheunknown.
PartFive
Paras.13–14
Theauthorwouldlovetolivetheexpatlife
againsomewhereelse,althoughthereisalso
thepartofherthatwouldliketosettledown
forawhile.
PartSix
Para.15
Theauthorwantstothanktheworking
holidayforhelpingherbecomeabetter
versionofherself.
StepThree
（步骤三）
3.SummaryoftheText
Thistextlooksasifitistakenfromapersonalblogandifyoufollowthelinkinthefootnotesyouwillseethatitisindeedablog.Personalblogs—weblogs—typicallyhaveastylesomewherebetweenpersonaldiaryentriesandnewspaperjournalism.
Aswithdiariestheydonotsimplyrecordwhathappenedtothediarist,butalsohowthediaristfelt.Theyalsocontainreflectionsonwhateventsrevealaboutthecharacterofthoseinvolved,includingthatofthewriter.Thesefeaturesare
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