21世纪大学实用英语教案第二册

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Unit1-main1

I. Objectives

II. Suggested Teaching Plan

III. Background Information

IV. Class Presentation

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Unit1-main2

Part I Listening

Part II Reading

Part III Speaking

Part IV Translation & Writing

Part V Time to Relax

Video Exercises

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Objectives

I. Objectives

After studying this unit, the students are expected to

1. have listening and speaking practices to learn how to

live up to their potential and acquire the theme-related expressions and their functional structures;

2. understand the main idea of Text A and Text B, master

the useful sentence structures, words and expressions

found in the relevant exercises of the texts;

3. know how to use parallel structures to add balance,

rhythm and clarity to the sentences;

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Objectives

I. Objectives

4. be able to read a passage about how to advertise on a website;

5. be able to write a letter of accepting/declining an offer.

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II. Suggested Teaching Plan for Unit 1

II. Suggested Teaching Plan for Unit 3

Time Contents Plan

1 period Theme-

related

Listening Sections 1 & 2

To start the new unit, the teacher

A. plays the short talk once before handling Useful

Language in a unique way, ., asking students

to read them loud in class;

B. plays the short talk

once more, or twice more

if

necessary, and asks

class to complete the

summary as required;

C. has a brief discussion

with the students on the

summary of the short

talk;

D. plays the talk again

with an emphasis on details

so that students can

fill in the blanks of the

text.

Sections 3 4 & 5

A. keeps the theme in

mind while making a

transition from the

short talk to the two

dialogues;

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Objectives3

Time Contents Plan

B. handles Useful Language in a unique way,

., asking students to come up with their

own equivalents to replace the items in the box;

C. plays the first dialogue once, or twice if

necessary, and asks students to do the T/F

exercise as required to explore the main idea;

D. plays the first dialogue once more for the

details so that students will have no trouble

answering the questions;

E. plays the second dialogue once, or twice if

necessary, and then asks students to do the

listening comprehension exercises;

F. checks the answers in a meaningful way,

., putting the key word effort on the

chalkboard, encouraging the students to

around it with the relevant information from the dialogue.

Theme-

related

Listening

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Objectives3 Time Contents Plan

Review of

Theme-

related

Listening

Sections

3 periods

Review

The teacher

A. has a brief review of what students have

learned in the first period of listening

practice;

B. makes a meaningful transition to Text A.

Starter

After finishing the listening tasks, the teacher turns to Text A of the unit. To begin, the teacher

Text A &

Text-related

Exercises

A. lets the students figure out what the title of Text A can mean. This can be done in complete English sentences or just phrases. If the students have difficulty

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Objectives4

Time

doing this, the teacher can ask them to think of a situation where impossibility becomes a fact. The teacher can provide them with the following key words in English: happen, years ago, absolutely impossible, think of, give up, make sincere efforts, find a clue, turn out, solve the problem.

B. gives the students 10 minutes to read Text

A and find out the cause of the problem for the

car in the story and asks them to tell what

lessons can be drawn from the story.

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Objectives5

Time Contents Plan Contents Plan

Text A

The teacher

A. discusses the whole text with the students;

B. guides the students through the exercises,

focusing on certain items or leaving some

exercises as the students’ homework

according to the students’ levels.

The teacher

A. asks the students to go over the text and do the multiple choice questions about it;

B. while discussing the text with the students, calls the students’ attention to the use of parallel structures and their functions;

C. lets the students do the vocabulary and language use exercises either in class or after class.

periods

Text B &

Text-related

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Objectives5 Time Contents Plan

period

Practical

Reading The teacher

A. explains the passage about how to advertise on “Paperboy;”

B. gives the students 5 to 10 minutes to do the exercise.

1 period

The teacher

A. fully understands what the exercises are intended to do;

B. in Ex. 1 initiates a discussion on each statement of the list to ensure a better understanding on the part of students, and then help students know what two categories are before they do the exercises as required;

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Objectives6

Time Contents Plan

C. asks class to read loud the dialogue in Ex. 1 before doing the role-play either with the script used by turns or with it completely free;

D. in Ex. 2 has a brief review of the core theme of Text A to elicit the important statement: I am possible, and then asks one student to read loud

the example monologue before encouraging some students to carry out the task. Translation and Writing,

Time to

Relax &

Workbook

1 period

The teacher

A. leaves the sentence translation exercise as the students’ homework;

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Objectives7

Time Contents Plan

B. tells the students how to write a letter of accepting/declining an offer

by doing the first exercise in Practical Writing, and then requires them to do the next two exercises after class;

C. plays the record of the story “Blue Suit” in class and lets the students work out what makes the problem- solving humorous (This can be done as students’homework if there isn’t much time left in class);

D. if possible, plays the video in the

Workbook in class and lets the students do

the exercise based on the video.

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III. Background Information1

General Motors 通用汽车

General Motors is an American multinational automaker based in Detroit, Michigan and the world’s second largest automaker. Founded in on Sept. 16, 1908, GM now

employs 209,000 people in every major region of the world and does business in some 157 countries. General Motors produces cars and trucks in 31 countries, and sells and

services these vehicles through the following divisions: Buick, Cadillac, Chevrolet, GMC, Opel, Vauxhall, and Holden. GM’s OnStar subsidiary(子公司) provides vehicle safety, security and information services.

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III. Background Information1

Pontiac 庞蒂亚克

Pontiac was an automobile brand that was established in 1926 as a companion make for General Motors’ Oakland. Pontiac was sold in the United States, Canada, and Mexico by General Motors (GM). Pontiac was relatively more popular in Canada, where for much of its history it was marketed as a low-priced vehicle.

On April 27, 2009, amid ongoing financial problems and restructuring efforts, GM announced it would discontinue the Pontiac brand by the end of 2010 and focus on four core brands in North America: Chevrolet, Cadillac, Buick, and GMC. The last Pontiacs were built in late 2009, with the final dealer franchises expiring October 31, 2010.

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III. Background Information1

Dessert 甜点

In Western culture, dessert is a course that typically comes at the end of a meal, usually consisting of sweet food. The word comes from the French language as dessert, “to clear the table” and “to serve.” Common desserts include cakes, cookies, pastries, ice cream, pie, and candies. Fruit may also be eaten with the dessert.

The word dessert is most commonly used for this course in ., Canada, Australia, New Zealand and Ireland, while sweet and pudding may be alternative terms used

in the UK and some other Commonwealth countries, including India. In England, the term pudding is usually used among the upper and upper-middle classes, with dessert only used if the course consists of fruit or sweetmeats, after the cheese and biscuits course.

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Part I Listening

Part I Listening

Listen to the upcoming short talk and fill in the blanks in

the summary below with two or three words. Getting to know the following useful language first might be helpful.

1

Useful Language

abbreviation // n. 缩写

intend // vt. 意欲

critically // ad. 批判地

tough // a. 艰难的

seemingly // ad. 看来似乎

challenge // n. 挑战

solution // n. 解决方法

hows and whys 缘由，道理

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Script

PBL is intended to train students to be 1) . To be a problem solver is to learn how to raise a question,

how to use information, how to 2) , and how to

make a decision. Of course, it is not easy to a problem solver.

But it is no good to say something is impossible without 3)

, even though it can seem so at first. Only when you give yourself completely 4) is

nothing impossible.

problem solvers

________________

think critically

_____________

making an effort

________________

to the possible

_______________

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Script:

Hello class,

Does PBL ring a bell It is an abbreviation for problem-based learning, an education model that intends to train students to become problem solvers. This means that students learn how to think critically, how to raise important questions, how to use the information gained, and how to make decisions when solving a particular problem. Do you think this is what is supposed to be happening at college Or is the goal to stay passive receiving knowledge from the instructor all the time

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Of course, it is not easy to be a problem solver. A particular problem can be difficult and tough, at first seemingly impossible to solve. Yet let’s not forget that the toughest challenge can also offer the greatest opportunity. So don’t just say something is impossible without making an effort. Give it a try and you might find out you can go much farther than you expected.

In short, there’s no way to get to solutions without first exploring the hows and whys of the problem. What happens happens for a reason. Only when you are open to the possible is nothing impossible.

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Objectives22

Listen to the short talk again and fill in the blanks below with the missing words.

2

Hello class,

Does PBL ring a bell It is an abbreviation for 1)

, an education model that intends to 2) to become problem solvers. This means that students learn how to think critically, how to raise important questions, how to use the information gained, and how to make decisions when solving 3)

. Do you think this is what is supposed to be happening 4) Or is the goal to 5) receiving knowledge from the instructor all the time

problem-based learning

________________________

train students

______________

a particular problem

___________________

at college

stay passive

__________

_____________

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Objectives23

Of course, it is not easy to be a problem solver. A particular problem can be 6) , at first seemingly impossible to solve. Yet let’s not forget that the toughest challenge can also offer 7) . So don’t just say something is impossible without 8)

. Give it a try and you might find out 9)

much farther than you expected.

In short, there’s no way to get to solutions without first exploring the 10) of the problem. What happens happens 11) . Only when you are open to the possible is 12) .

difficult and tough

_________________

the greatest opportunity

_______________________

making an effort

_________________

you can go

___________

hows and whys

________________

for a reason

_____________

nothing impossible

___________________

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Objectives24

Martin and Lisa are talking about possibility and impossibility. Listen to their conversation and then decide whether the