新视野大学英语第一册教案(全)

?ranging from comfort to fear. (para.1)

?The secret has always been you are the message. (para.3)

?You were committed to what you were talking about and so

absorbed in the moment, you lost all self- consciousness.(para.5)

?The trick is to be consistently you, at your best. (para.7)

1.1T hird reading: (30 min)

1.1.1Ss read the text the third time quickly, forming an outline of the

whole passage.

1.1.2Ss are divided into groups and required to summarize the text

briefly. One of the students in each group can write down rough

notes for later presentation.

1.1.3In order to guarantee the involvement of all the Ss, after the

group work, the teacher can randomly nominate a rep of each

group to report their findings.

1.1.4Distribute the handouts and ask Ss to finish the exercise

(actually this is the model summary of the text)

Directions: Choose words from the pairs below to complete the passage.

Within seven seconds, a chain _1_ helps you start making up your minds about others you meet. You show

your true feelings, consciously or _2_ , through your eyes,

face and body because you are the message. You must use

your good qualities such as physical _3_ , rate of speech, pitch and _4_ of voice and gestures so others will cooperate with you. When you are _5_ to what you talk about and _6_ beyond self- consciousness, others listen to you. Because the most effective people never change, it is important to be yourself at your best and _7_ communicate with your whole being. Since others believe what they see before they hear, use your eyes to look directly at others and _8_ to demonstrate your ease during the exchange. You can _9_ up a situation by using humor and by being your true self without any huge changes in personality. You can make a good _10_ since only you can be you.

1.range/ reaction

2.self-consciously/ unconsciously

3.attitudes/ apperance

4.tone/ tune

5.admitted/ committed

6.absorbed/ absorbing

7.consistently/ consistent

8.smile/ smiling

9.light/ lighten

10.e xpression/ impression

3. After-reading Activities: (50 min)

3.1S tructure Analysis: general statement vs. supported information

Para 2: Think about some of your most unforgettable meetings: an introduction to your

future spouse, a job interview, an encounter with a stranger.

an introduction a job interview an encounter

Para 4: Others will want to be with you and help you if you use your good qualities. They include physical appearance, energy, rate of speech, pitch and tone of voice, gestures, expressiveness of the eyes, and the ability to hold the interest of others. Others form an impression about you based on these.

3.2P aragraph writing:

Step one: ask Ss to have a quick look at textbook, page 82-83.

Step two: issue the following statement to Ss: many ways to improve your English

Step three: brainstorm--- encourage Ss to try to think out as many ways to improve English as possible either from his/ her own experience or from the books.

Step four: Ss share their opinions freely and the teacher just writes down each item Ss mentioned on the Bb.

Step five: first draft--- Ss are required to compose a short paragraph using the information mentioned above, and they are free to choose some of the items on the Bb.

Step six: peer conference--- when they have finished, they are divided into groups each containing 5 Ss and they begin to exchange their

writings within the group. Each student is responsible for one writing’s correction either in grammar or structure or content.

Step seven: second draft--- based on the other’s opinion and try to polish his/ her own writing.

4. Follow- up Activities: (40 min)

4.1 Doing Excercises: see Textbook

Page 79, III;

Page 80, IV, V, VI;

Page 81, VII, VIII.

4.2 Role Play: Instruct Ss to work in pairs, acting as

(a)greeting to each other,

(b)making a self- introduction to each other

and require Ss to bear in mind the tips offered in the text as to how to make a good impression.

Section B (2 periods): Body Language

1.1Lead-in question: What is “body language”?

1.2Text structure analysis

1.3

supply the missing information.

Unit 5, Book One

Section A (4 hours): The Battle Against AIDS

Teaching Objectives:

This unit help us learn what you can do to protect yourself, your family, your friends and neighbors. Every person can make a difference. After learning it, students should be able to :

1)learn about AIDS and know how to protect ourselves

2)understand a general statement supported by a problem-solution

pattern

3)write composition in this pattern

4)use the following important words and expressions

Teaching Allotment

·1st period: Pre-reading Activities & While-reading Activities

·2nd period: While-reading Activities

·3rd period: After-reading Activities

·4th period: Text Structure Analysis and Review

Teaching Procedures:

1. Pre-reading Activities:

1.1O ral Practice

Ask two students to prepare a conversation about AIDS before class, and then at the beginning of this class, invite them to perform to all the

classmates.

1.2V ocabulary before Reading:

Give students beforehand some important new words and phrases to look up in the dictionary. After oral practice, the teacher will require students to explain these words and make one or two sentences according to related meaning orally. Those words and phrases are:

1.3L istening task:

Listen to a short passage (provided with the textbook) twice and answer the following four questions:

1)What is the passage mainly about?

2)What is the name of the disease that appeared over 20 years ago?

3)What war does this passage describe?

4)What must each of us learn to do?

2. While-reading Activities

2.1 Preview check---- question-answering:

Since the students have been required to preview the text, the teacher will give them ten comprehension questions to answer, in the hope of helping them understand the passage further.

1)When and where was AIDS diagnosed?

2)In America, how many has been killed by AIDS? How many has

been infected and how many are expected to die?

3)Who are those more likely to be infected with AIDS?

4)Where do AIDS educational programs operate and why?

5)How does the beauty shop owner do?

6)How many techniques has the organization developed? What are

they?

7)How to solve the problem of low literacy?

8)In what way can teenagers educate their peers better than an adult

can?

9)How does the write evaluate these lessons?

10)What should we do to win this war?

2.2 Question time---- difficult words, phrases and sentences explanation:

In this part, allow students to ask the teacher questions which they are not clear. The teacher will mention some language points and paraphrase some difficult sentences:

1)“Since th en, AIDS has killed more than 204,000 Americans---half

in the past few years alone.” (Para.1, Line 2)

How to understand the underlined part? ---- here “alone” means “only”, so it refers that “Only in the past few years, half of

the204,000 Americans have be en killed by AIDS”.

2)Para.3: pay attention to the following similar phrases;

(1) Despite in spite of;

(2) In place of in the place of take the place of;

(3) A number of the number of;

3)“As a result, such books actually have more e ffect in the

communities…which cost thousands of dollars more to produce.”

(Para.9, L 38)

This sentence is very long. Analyze its structure.

4)“Because AIDS is spreading fastest among teenagers in the rural

South, …and teach ‘AIDS 101’ to their peers.” (Para.10, L 41-44)

Make the structure clear and then it’s easy to understand.

5)Para.11&12: important expressions

(1)At risk

(2)Make up

(3)Regardless of

6) “These lessons are not the only solutions to the crisis but

until…against the virus.” (Para.13, L54-55) Paraphrase it.

2.3 Text structure analysis:

Para.1-2: Alarming situation of AIDS

Para.3-6: The South Carolina AIDS Education Network carries out programs to stop the spread of AIDS

Para.7-13: The network shares some lessons learned in its battle against AIDS

Para. 14: What should people do to win the war against AIDS

3. After-reading Activities

3.1 Group work: Task 1: text structure analysis in details

3.2 Group work: Take 2: Cloze and Spot Dictation:

Read this summary below. First let students fill in the blanks

according to their understanding of text A, and later, the teacher will

check their answers by having spot dictation.

Since it was ________, AIDS has killed thousands of Americans. ____________ in rural Southern communities are most likely to be ______ with AIDS. Because of the spread of AIDS and lack of government activity to stop it, some local organizations ________. The South Carolina AIDS Education Network formed to help ______ the number of AIDS cases. In some countries, handing out AIDS _____ and expecting people to read it is not ________ because many people can not read. ________ can explain the risk of catching AIDS to their peers much better than adults can. Some best ways to combat the spread of AIDS include: speak to your community in a way they can hear; train teenagers to educate their peers; and, _________ “at risk” to include women from different backgrounds and marriage status. In a word, everyone should __________the war against AIDS.

3.3 Pair work: Task 3: Structured Writing (to be done orally)

Topic: Try to make a good impression on your audience

Use a general statement supported by a problem-solution pattern to practice with their partner.

3.4 Discussion: What can you do about AIDS as a college student?

Students work in groups of 4 and share their ideas and opinions

together. Later, choose one or two representatives from these groups to report to the whole class.

3.5 Translation and structure exercises

3.6 Homework

Preview Section B&C

Section B (2 hours)

The Last Dive at the Olympics

1.Free talk

Ask several students to show a play they have prepared about seeing a doctor.

2.Learn reading skills: reading for major details

First, find out the main idea of a paragraph, then look for the facts and details that help to add up to the main idea, and in this way you can separate the major details from less important details.

Do exercises about this reading skill in your textbook.

3.Answer the following comprehension questions:

1)What did I do before I hit my head on the board?

2)Why did I push away everyone who came near to me?

3)Why did my natural parents give me up?

4)What feeling did my diving give to me when I was a kid?

5)When did I win my first prize in the Olympics?

6)How did I succeed as a diver?

7)Why didn’t I want others to know I was a gay?

8)How many times had I been a diver for the Olympics? 4.Fill in this blank about my experience as a diver:

https://www.360docs.net/doc/e517103382.html,nguage points and difficult sentences:

1)thrust into

2)in haste

3)adopt & adapt

4)call someone names

5)prior to

6.Retelling:

Shorten this passage in your own words and retell this story to your partner.

7.Finish exercises in textbook.

Unit 6, Book One

Section A The widow

Teaching Objectives:

After learning this unit, students will be able to:

1.grasp the main idea (a sad, lonely woman who experiences the pain of

loss as she remembers how her wedding day sent its spell over the rest of her marriage) and the structure of the text (narration in time sequence);