应用型大学英语综合教程教学设计(7).docx
大学英语综合教程2unit7教案
#### 教学目标1. 知识目标：- 理解本单元主题：工作与职业规划。
- 掌握本单元重点词汇和短语。
- 学习与工作相关的语法结构。
2. 能力目标：- 提高阅读理解能力，学会从文章中获取关键信息。
- 培养写作能力，学会撰写求职信和简历。
- 提升口语表达能力，学会面试技巧。
3. 情感目标：- 激发学生对未来职业规划的兴趣。
- 培养学生积极面对挑战、追求卓越的品质。
#### 教学重点与难点教学重点：1. 词汇：job title, resume, interview, cover letter, career planning 等。
2. 语法：过去完成时、条件句、被动语态等。
3. 写作：求职信和简历的撰写。
教学难点：1. 求职信和简历的格式及内容。
2. 面试技巧和应对策略。
#### 教学过程一、导入新课（5分钟）1. 老师提问：同学们，你们对未来的职业规划有什么想法？2. 学生分享自己的职业规划，教师总结并引出本单元主题：工作与职业规划。
二、词汇学习（15分钟）1. 老师展示本单元重点词汇和短语，带领学生朗读并解释其含义。
2. 学生分组，用新学的词汇进行句子接龙游戏。
三、阅读理解（20分钟）1. 老师分发阅读材料，学生自主阅读并回答问题。
2. 学生分组讨论，分享自己的理解，教师点评并总结。
四、写作训练（20分钟）1. 老师讲解求职信和简历的撰写方法，并给出范例。
2. 学生分组，根据要求撰写求职信和简历。
3. 教师点评学生的作品，指出优点和不足。
五、口语表达（15分钟）1. 老师讲解面试技巧，如自我介绍、回答问题等。
2. 学生分组进行模拟面试，其他同学扮演面试官。
3. 教师点评学生的表现，并提出改进建议。
六、课堂小结（5分钟）1. 老师总结本节课所学内容，强调重点和难点。
2. 学生回顾所学知识，分享自己的收获。
#### 作业布置1. 复习本单元词汇和短语，熟记其含义和用法。
2. 完成本单元阅读材料，并回答课后问题。
大学英语综合教程教案
课时：2课时教学目标：1. 培养学生的英语阅读理解能力，提高学生的词汇量和语法知识。
2. 培养学生的英语听说能力，提高学生的口语表达和听力理解水平。
3. 培养学生的英语写作能力，提高学生的写作技巧和表达能力。
教学内容：1. 阅读理解：选取一篇适合大学英语水平的中英文对照文章，让学生通过阅读理解，掌握文章的主旨、结构、细节和作者的写作意图。
2. 听力训练：选取一段英语听力材料，让学生通过听力练习，提高听力理解能力。
3. 口语表达：围绕一个主题，让学生进行口语表达练习，提高口语表达能力。
4. 写作训练：让学生撰写一篇短文，提高写作技巧和表达能力。
教学过程：一、导入新课1. 通过提问或讨论，引导学生回顾上节课所学内容，激发学生的学习兴趣。
2. 介绍本节课的学习目标和内容。
二、阅读理解1. 让学生阅读中英文对照文章，注意文章的主旨、结构、细节和作者的写作意图。
2. 提问学生关于文章的问题，检查学生的阅读理解情况。
三、听力训练1. 播放英语听力材料，让学生听懂并理解材料内容。
2. 提问学生关于听力材料的问题，检查学生的听力理解情况。
四、口语表达1. 给定一个主题，让学生进行口语表达练习。
2. 鼓励学生大胆发言，注意语音、语调和表达方式。
五、写作训练1. 让学生根据本节课所学内容，撰写一篇短文。
2. 指导学生注意文章的结构、语法和表达方式。
六、课堂小结1. 回顾本节课的学习内容，总结学生的表现。
2. 布置课后作业，巩固所学知识。
教学评价：1. 课堂参与度：观察学生在课堂上的发言情况，评价学生的参与度。
2. 阅读理解能力：通过提问检查学生的阅读理解情况，评价学生的阅读理解能力。
3. 听力理解能力：通过听力练习检查学生的听力理解情况，评价学生的听力理解能力。
4. 口语表达能力：通过口语表达练习检查学生的口语表达能力，评价学生的口语表达能力。
5. 写作能力：通过写作训练检查学生的写作技巧和表达能力，评价学生的写作能力。
大学英语综合教程 U7教案
Unit 7ArchitectureObjectivesStudents will be able to:1.Grasp the main idea (that the leaning tower of Pisa has been corrected a little.) and structure of the text (introduction of the topic by information about Pisa tower; development of the idea by illustration; conclusion of the article by a statement);2.Appreciate how the author develops the idea by contrast;3.Acquire the key language points and grammatical structures in the text;4.Participate in a series of reading, listening, speaking and writing activities related to the theme of the unit.Suggested Teaching StepsLead-inText A➢Detailed Study➢Structure StudyAfter-readingAdditional MaterialsLead-inDirections: Please watch the video clip and answer the questions.1. What problems can the vertical dome in Shanghai help to solve?Population density; make the best use of the limited land to accommodate as many people as possible; Shanghai is one of the most populous cities of the world, with 24 million people.2. What challenges does Shanghai Tower face? How are they soled?The taller is the structure, the more it challenges Mother Nature. Each summer, a typhoon blasts the city, and Shanghai Tower becomes the target. By twisting the outer skin 120 degrees, the wind safely glides around the tower.Text A The Leaning Tower of Pisa1.The tower in Pisa, Italy, is famous simply because it leans. It was closed to the public in 1990, after fears that an entire busload of tourists at the top would be enough to make it fall. Eleven years later, the lean has been corrected a little, but not entirely. Although the tower is famous because it leans, it is an outstanding example of Romanesque architecture, and would probably be famous, even if it didn't lean. It stands 187 feet high and until 1990 was leaning over at about a 10-degree angle, the top being 17 feet further over than was originally intended. It was estimated that the lean was increasing by one inch every 20 years.2.In 1172, a wealthy widow left sixty coins in her will to buy stones to begin the construction of the tower. It is a bell tower to accompany the cathedral that it stands next to. It isn't quite clear who the actual designer was, but construction was begun on August 9, 1173. Due to the fact that the people of Pisa were involved in a lot of wars, with several stops to fight, it took until 1350 to complete the building. The tower is circular, and made up of eight floors of limestone and limemortar covered on the outside with marble. The outside of each level has columns and arches. There is a staircase of 293 steps leading up from the ground to the eighth floor: the steps are built between an inner wall and the outer walls. The eighth floor contains the bells, seven in all. The first stage was the building of the first three floors; this began in 1173 and stopped in 1178, when Pisa was at war. Construction began again in 1275 under an architect called Giovanni di Simone. He built the next three floors, and again work was halted until 1319. The final two floors were added between 1319 and 1350.3. Only 5 years after work on the building began, it was leaning noticeably to the North. The lean was first noticed during construction of the third floor. During the building of the next three floors, the lean was corrected by building the floors parallel to the ground, and not level with the leaning building. During this phase the tower started to lean the other way. Now it was leaning to the South. The tower is built on unsuitable ground for such a heavy and tall building. It is only about 6 feet above sea level and built on a riverbed. The underlying ground is made up of layers of sand and clay. The layers are not even and the weight of the building has compressed them. Because the layers are not even, as the ground has compressed, it has sunk more in some places than others.4. The fact that it took such a long time to build may be the main reason it hasn't fallen. Between the periods of construction, the ground had time to settle and become compacted, making the foundations stronger. Another important factor is the material it is built from; the limestone and lime mortar are able to bend and resist the forces that would make other, more brittle rocks, crack.5. Several plans have been tried over the years to stop the tower from falling. Some of them have been almost disastrous. In 1934 an Italian engineer drilled 361 holes into the base and filled them with mortar. The tower promptly leaned over some more. In 1993, 650 tons of lead were hung from the North side of the building to try and stop the lean increasing. For a while it worked. In 1995, they decided to try and increase the foundations under the South side of the building. They froze the ground using liquid nitrogen, to stop it moving, and then started to remove stones, so they could insert metal rods. What they didn't know was that the stones they were removing were part of the original foundation of the building. That is the nearest the tower has come to disaster. In one night the lean increased as much as it normally increases in two years. They quickly added another 250 tons of lead and decided to rethink the whole thing.6. At this point everyone was just about ready to give up. Then a British engineering professor came up with yet another idea. His plan was to remove ground from under the high side, instead of trying to add ground under the low side. In 1999 work began, and was done very slowly, so that the building wouldn't get a sudden shock. At the beginning of June 2001, the work was complete, and the tower had been straightened up by about 16 inches, which returns it to the position it held in 1838. The engineers believe that it is safe for at least another 300 years. So, if they know how, why didn't they just straighten it up all the way? The answer lies in the tower's name. It is the Leaning Tower of Pisa and just wouldn't be the same if it didn't lean! Some of the residents of Pisa say it would be better to let it fall down, rather than to straighten it all the way.Detailed Study1)(Para. 1) It was closed to the public in1990, after fears that an entire busload of tourists at the top would be enough to make it fall: With worries that a large number of tourists standing at the top might make the tower collapse, the tower was closed to the public in 1990.【译文】由于担心一车的游客站在塔顶就会使它倒塌，该塔于1990年停止对游人开放。
应用型大学英语综合教程二unit7
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上海交通大学出版社
1. Starter
The third section, “Revisions”, examines the artist’s writing-over of previously existing works in his poems and drawings of the 1940s. The final section, “Illuminations”, corresponds roughly to the years immediately after World War II until about 1950. During this period, Picasso took on a series of collaborations with writers and poets while also experimenting with many printed and applied media.
3. The traditional music attracts me more than the pop music as the former is charming and can cultivate my taste, mind or character.
4. The modern dress looks more attractive than the traditional one because the former stresses the beauty of the figure while the latter looks like a pajama and is too loose to be appropriate in daily life.
应用型大学英语综合教程3Unit7电子教案
Unit SevenA. Objectives of this unita. Content1. A victim of 107 fatal maladies.2. Discussion: Factors contributing to hypochondria.3. A passage: What is meant by mental health?4. Temple treatment for psychiatric illnessb. Key language points1. Double negation such as…never…without….2. Word-building: Adjective formed with noun + -ly such as cowardly.3. Rhetorical devices such as hyperbole, anti-climax.4. Clause connectors.c. V ocabularyBasic requirements: 39 new words.Intermediate requirements: 15 new words.Advanced requirements: 11 new words.d. Comprehensive skills1. Understanding a passage of about 1200 words at the advanced level of difficultyand summarize the text with approximately 180 words.2. Surfing the Internet to sum up the characteristics of mental health.3. Using teamwork to complete the project of preparing a CV for James Blake.e. Functions1. Discussing the symptoms of psychological or metal problems.2. Holding discussions about ways to maintain good mental health.3. Communicating successfully during psychological counseling.B. Procedures and MethodsEight teaching periods are needed to cover the present unit, among which four periods are for the module of Language Skills Development, three periods for the module of Language in Use and one mainly for the module of Enhancement of Language Abilities.1. Period One and Period Two:●Step One: StarterA. Look at the picture. Suppose he is your friend, and is possibly mentally ill. Answer the following questions.B. Listen to a news report. Then fill in the blanks.Before playing the tape, the instructor can ask the students to take a look at the new expressions in Mind Map first.Then the instructor tells the students to listen to the news report and do the exercise.This step shall take up 10-15 minutes.●Step Two: New words and expressionsGo over the new words and expressions in the text (refer to Student‟s Book Pages 181-184) to prepare students for the text learning.The time for this step should not exceed 10 minutes.●Step Three: Text teachingStart teaching the text: A Victim of 107 Fatal MaladiesBefore delving into the text, the instructor can ask the students a general question about it such as “Is there any person who has a tendency to imagine himself ill around you?”After that, the text organization chart will be presented so that the students can expand each episode.Then start the detailed study of the text and go through the text paragraph by paragraph. To help students understand the story, the instructor can explain the language points and ask students to answer the questions related to the text.This step shall not take up more than one and a half periods.Notes to Para. 11. A Victim of 107 Fatal Maladies一个身患107种致命疾病的患者victim:n. 1) [C] 受害者，牺牲者e.g.Most of the victims were shot in the back while trying to run away.The victim of the accident was taken to hospital.2) [C] 受骗者，上当的人e.g. They were the victims of a cruel hoax.Note the use of different prepositions in the two expressions: to is preferred in “fall a victim to …” while of is more common in “become the victim of …”.fatal: a. 1) 致命的e.g.Her children‟s death is a fatal blow on her.2) 灾难性的，毁灭性的e.g.Graf made a fatal mistake halfway through the match.Synonym: deadly2. It is a most extraordinary thing, but I never read a patent medicine advertisementwithout being forced to draw the conclusion that I am suffering from the particular disease said in the ad and dealt with in its most deadly form. 此事绝对非同小可，只要我一看到专利药品的广告，就会不自觉地得出结论: 我患上了广告中所说的疾病，并且已经病入膏肓。
应用型大学英语综合教程教学设计(3).docx
《应用型大学英语》综合教程6教学设计教学重点、难点 语言活动重点 掌握关于茶文化词汇短语；话题写作； 就相关能力和活动进行提问和回答；谈论中国传统茶文化和世 界茶文化的异同 教学手段多媒体、黑板教学过程设计项目学时任务设计任务动机分配计划课时 教学内容6学时1谈论中国茶文化 2谈论功夫茶的由来和茶艺 3运用相关词汇短语表达中国茶文化 4运用相关词汇短语表达功夫茶习俗 5运用本课积极词汇翻译句子6掌握本单元中国文化的话题写作教学目标1知识目标：掌握表达中国茶文化的相关词汇 2能力目标：谈论茶文化话题；掌握相关话题写作 3情感目标：了解中国传统茶文化和世界茶文化的异同授课单元 Unit 4 Chinese Tea Culture学习目标0.5A.教师引导学生关注本单元标题，随机提问部分学生，“what do youknow about Chinese tea culture?",引出本单元学习目标单元标题问题的简单问答能够使教师初步了解学牛対本单元教学重点“谈论中国传统茶文化”用语的基本掌握情况B.教师随机指定两到三名学生朗读目标栏中的单元学习目标，使学牛明确本单元学习重点学生朗读单元目标比教师讲述更能够加深学生对学习重点的印象热身练习 A.教师通过视频或课件展示茶艺和茶具等茶文化相关的知识，随机提问部分学生以了解学生对有关青少年抑郁与压力话题的熟悉情况通过视频或课件引入本单元中国茶文化的目标话题；看视频或课件提问和回答既能激发学牛的兴趣, 又能引导学生交流B.分组练习，学生两人一组，就课前所做“研究性学习”进行讨论，讨论所知的大学生压力和抑郁的原因和应对方法；随机抽取个别小组分享讨论结果分组讨论能够激发学生的兴趣，交流自身经验，激活背景知识，为主题学习做好准备课文A2 A.要求学生阅读课文，引导学生完成课后阅读理解练习；随机选取部分学生检查及分析选项本部分以学生自主阅读为导入，有助于学生初步理解将要学习的文章，培养学生的阅读理解能力B.放课文录音，要求学生跟读；随机选取部分学生朗读课文学生跟读和朗读有助于学牛自我检查、自我纠正，提高朗读水平，培养语感C.引入课文讲解，分析课文中的长难句及语言点；随机选取部分学牛分析句子通过长难句分析，引导学生读懂长难句，提高深度阅读理解能力；通过对语言点的分析，加强学生対语言点的理解、积累与使用D.实践练习：教师列出若干词汇短语，请儿名学生改为：进行造句并复述课文内容；可以参考本课的课后练习Text Summary完成本练习通过这种练习让学生能够对课文内容进行小结，深化对课文内容的理解和掌握E.实践练习：引导学生完成本课的翻译练习；随机选取几名学生难句进行翻译通过翻译练习检验学生对课文中所学的短语及固定搭配等用法的掌握情况；培养学生的翻译能力词汇练习 1.5 A.引出词汇部分的学习目标：课文A中中国茶文化的词汇练习常用词汇及表达法，并提供语言情景B.引出词汇的讲解，放词汇录音，学生跟读引出生词的讲解。
应用型大学英语综合教程3(第7课)全解
Look at the following characteristics. Did you inherit them (have at them at birth)(Students may have different answers. Guide them to the Debate on Nature vs Nurture.)Teacher ’s Reference:A short history of the debate on Nature and Nurture◆ In the late 19thcentury: Francis Galton, a British scientist, invented the famous expression “nature versus nurture ”◆ In the beginning of the 20thcentury: People believed that nature was more important.◆ In the 1940s and 1950s:People believed that nurture was more important.In 1979:Researchers’ study in Minnesota showed the importance of nature.More recently:Some research shows that nurture is more important.The debate continues…Teacher’s ReferenceWhat is Nature vs Nurture?It has been reported that the use of the terms "nature" and "nurture" as a convenient catch-phrase (警句) for the roles of heredity and environment in human development can be traced back to 13th century France. Some scientists think that people behave as they do according to genetic predispositions. This is known as the "nature" theory of human behavior. Other scientists believe that people think and behave in certain ways because they are taught to do so. This is known as the "nurture" theory of human behavior.Fast-growing understanding of the human genome has recently made it clear that both sides are partly right. Nature endows us with inborn abilities and traits; nurture takes these genetic tendencies and molds them as we learn and mature. The "nature vs nurture" debate still rages on, as scientist fight over how much of who we are is shaped by genes and how much by the environment.The Nature Theory - HeredityScientists have known for years that traits such as eye color and hair color are determined by specific genes encoded in each human cell. The Nature Theory takes things a step further to say that more abstract traits such as intelligence, personality, aggression, and sexual orientation are also encoded in an individual's DNA.If genetics didn't play a part, then fraternal twins, reared under the same conditions, would be alike, regardless of differences in their genes. But, while studies show they do more closely resemble each other than do non-twin brothers and sisters, they also show these same striking similarities when reared apart - as in similar studies done with identical twins.The Nurture Theory - EnvironmentSupporters of the nurture theory believe that our behavioral aspects originate only from the environmental factors of our upbringing. Studies on infant and child temperamenthave revealed the most crucial evidence for nurture theories.American psychologist John Watson, best known for his controversial experiments with a young orphan named Albert, demonstrated that the acquisition of a phobia could be explained by classical conditioning. A strong proponent of environmental learning, he said: Give me a dozen healthy infants, well-formed, and my own specified world to bring them up in and I'll guarantee to take any one at random and train him to become any type of specialist Imight select...regardless of his talents, penchants, tendencies, abilities, vocations and race of his ancestors.Harvard psychologist B. F. Skinner's early experiments produced pigeons that could dance, do figure eights, and play tennis. Today known as the father of behavioral science, he eventually went on to prove that human behavior could be conditioned in much the same way as animals.A study in New Scientist suggests that sense of humor is a learned trait, influenced byfamily and cultural environment, and not genetically determined.If environment didn't play a part in determining an individual's traits and behaviors, then identical twins should, theoretically, be exactly the same in all respects, even if reared apart. But a number of studies show that they are never exactly alike, even though they are remarkably similar in most respects.1. One out of every 70 births is twins.2. There are two kinds of twins fraternal and identical.fraternal twins: Fraternal twins develop from two eggs. 异卵双生 identical twins: Identical twins develop from one egg. 同卵双生 fraternal adj . friendly, like brothers, 兄弟般的，友好的e.g. The President's official visit marks the start of a more fraternal relationshipbetween the two countries. fraternally adv.Identical adj . exactly the same, or very similar e.g. I've got three identical blue suits.The two rooms were virtually identical.The interests of both parties may not be identical, but they do overlap considerably.The tests are identical to those carried out last year.Identically adv.3. Fraternal twins develop from two eggs.egg sb on phrasal verb, to strongly encourage someone to do something which might not be a very good ideae.g. Don't egg him on! He gets himself into enough trouble without yourencouragement.can't boil an egg humorous, someone who can't boil an egg, is unable to cook even the simplest meal.a chicken and egg situation informal, a situation in which it is impossible to say whichof two things existed first and which caused the other onecurate's egg something that is partly good but mainly bade.g. The film is a bit of a curate's egg.egg on sb's face informal, If someone has or gets egg on their face, they look stupid because of something that they have donee.g. This latest scandal has left the government with egg on its face.kill the goose that lays the golden egg to destroy something that makes a lot of money for you4. They may have the same likes and dislikes, but they may not.likes and dislikes喜欢与不喜欢的事物dos and don’ts能做与不能做的事情ups and downs人生的起起伏伏5. …have a hard time telling identical twins apart.t ell sth/sb apart phrasal verb, to be able to see the difference between two very similar things or people很难区分开e.g. As babies, the twins were so alike that I just couldn't tell them apart.tell the difference to notice a difference in quality between two thingse.g. This coffee is about half the price of that one and yet you really can't tell thedifference.6. They are very much alike in the way that they look, talk, and act.alike adj. similar; like each othere.g. The children all look very alike.alike adv. in a similar waye.g. The twins even dress alike.My father treated us all alike.great minds think alikesaid to someone just after you have discovered that they have had the same idea as you have.look-alike noun, someone or something that is similar in appearance to someone or something elsee.g. He's an Xiao Shenyang look-alike. 他长得很像小沈阳。
新标准大学英语综合教程Book-Unit7教案
大学英语1课程教案Unit 7 Family affairsTeaching Content：The Pickle JarLesson Type: Intensive Reading (New Standard College English Book 1)Total Time: 4.5 HoursClass/Object : Freshman (the second term)Teaching Procedures:Step 1Starting Point(15mins)Work in pairs and talk about:●a person or an object which you associate with your family●how you felt when you started college●an occasion when you realized how much your parents loved youStep 2Introductory remarks (5mins)The Pickle Jar is from the book Chicken Soup for the Parents’ Soul. There are also books like Chicken Soup for the couples’ Soul, Chicken Soup for the teenagers’Soul, etc. The Chicken Soup (a home remedy for sick people) for the Soul is a series of books, which consist of inspirational stories and tell positive approaches to living and working. The books have become a major best-seller and something of a social phenomenon.Step 3 Comprehending the text (25mins)1. Do exercise 1(on page 86) as it is required.2. Skim the text, check the answers to the questions in exercise 1(on page 86) andanswer the following questions:a. What is the passage about?(Family love and continuity of family value).b. What kind of relationship did the writer have with his father?(They seemed to have a close relationship although the writer did not say thisdirectly. The father cared for his son and his education. They both shared somedeep feelings which they could not put into words.)Step 4 Analyzing the text (115mins)I. Understanding the chronological order in the story and deciding which are theWhen we use a word or phrase in a metaphorical way, we are using it in a way which has developed from its literal meaning. The literal meaning of the pickle jar is a container for preserved vegetables. Its metaphorical meaning represents the father’s love for his son, and the importance of education to give him a better, richer life.III. Language Points and difficult sentences in each paragraphParagraph 1(Let one student read it aloud first.)1. When he got ready for bed, Dad would empty his pockets and toss his coins into the jar.①“when” here means the actions are happening one after the other②toss n. to throw something somewhere gently, often in a rather careless way. 扔；抛；掷2. As a small boy I was always fascinated at the sounds the coins made as they were dropped into the jar. They landed with a merry jingle when the jar was almost empty. Then the tones gradually muted to a dull thud as the jar was filled.参考译文：小时候，我对那些硬币落在坛子里发出的声响总是很着迷。
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《应用型大学英语》综合教程6教学设计
的技巧
语言活动重点就相关能力和活动进行提问和回答；谈论青少年抑郁的成因与
应对方法
教学手段
多媒体、黑板
教学过程设计
项目
学时任务设计
任务动机
分配
计划课时 教学内容
6学时
1谈论青少年抑郁与压力
2谈论青少年抑郁和压力的成因与治疗 3运用相关词汇短语表达抑郁的情绪 4运用相关词汇短语表达应对抑郁的办法
5写作：掌握图表作文的写作方法
教学目标
1知识目标：掌握表达青少年抑郁与压力词汇短语
2能力目标：谈论青少年抑郁与压力的话题；掌握话题写作；
图表写作技巧
3情感目标：了解青少年抑郁的成因与应对方法
授课单元 教学重点、难点 掌握关于青少年抑郁与压力的词汇短语；话题写作；图表写作
Unit 9 Stress and Depression
学习目标
0.5A.教师引导学生关注本单元标题，
随机提问部分学生，如：“Have
you ever felt depressed and how
do you deal with it",引出本单元
学习目标
单元标题问题的简单问答能够使教师
初步了解学牛对本单元教学重点“谈
论青少年抑郁与压力”用语的基本掌
握情况
B.教师随机指定两到三名学生朗读
目标栏屮的单元学习目标，使
学生明确本单元学习重点
学生朗读单元目标比教师讲述更能够
加深学生对学习重点的印象
热身练习 A.教师通过视频或课件展示抑郁症
成因和治疗相关的知识，随机
提问部分学生以了解学牛对有
关青少年抑郁与压力话题的熟
悉情况通过视频或课件引入本单元对青少年抑郁和压力这一学习目标话题；看视频或课件提问和回答既能激发学生的兴趣，又能引导学生交流
B.分组练习，学生两人一组，就课
前所做“研究性学习”进行讨
论，讨论所知的大学生压力和
抑郁的原因和应对方法；随机
抽取个别小组分享讨论结果分组讨论能够激发学生的兴趣，交流自身经验，激活背景知识，为主题学习做好准备
课文A2 A.要求学生阅读课文，引导学生完
成课后阅读理解练习；随机选
取部分学生检查及分析选项本部分以学生自主阅读为导入，有助于学生初步理解将要学习的文章，培养学生的阅读理解能力
B.放课文录音，要求学生跟读；随
机选取部分学生朗读课文学生跟读和朗读有助于学生自我检查、自我纠正，提高朗读水平，培养语感
C.引入课文讲解，分析课文中的长
难句及语言点；随机选取部分
学牛分析句子通过长难句分析，引导学生读懂长难句，提高深度阅读理解能力；通过对语言点的分析，加强学生对语言点的理解、积累与使用
D.实践练习：教师列出若干词汇短
语，请儿名学生改为：进行造
句并复述课文内容；可以参考
本课的课后练习Text Summary
完成本练习通过这种练习让学生能够对课文内容进行小结，深化对课文内容的理解和掌握
E.实践练习：引导学生完成本课的
翻译练习；随机选取几名学生
难句进行翻译通过翻译练习检验学生对课文中所学的短语及固定搭配等用法的掌握情况；培养学生的翻译能力
词汇练习 1.5 A.引出词汇部分的学习目标：课文
A中描述抑郁情绪的词汇练习常用词汇及表达法，并提供语言情景
B.引出词汇的讲解，放词汇录咅，
学生跟读引出生词的讲解。
跟读练习能够帮助
学生掌握课文重点词汇的正确读音
C.学生朗读词汇，随机选取部分学
生朗读通过朗读，检验学生对新学词汇的读音掌握情况
D.引导完成课后词汇练习通过词汇练习，检验学生对新学词汇
的理解及掌握情况
A.句型实践练习：根据课文屮难句
句式列出3-4个句子，然后邀
请4・5名学生进行接龙游戏，
引导学生在实践中掌握该句
型，其他学生密切关注该游戏
中所使用的语法要点通过这种实践练习让学生深化对特殊句式的理解与使用。
课文B1 A.引导学生阅读课文，并完成课后
阅读理解练习；随机检查学生
的正确率并分析选项本部分以学生自主阅读为导入，培养学生的阅读理解能力
B.放课文B的录音，要求学生跟
读；随机选取部分学生朗读课
文学生跟读和朗读有助于学生自我检查自我纠正，提高朗读水平，培养语感
C.实践练习：引导学生完成课后练
习通过课后练习检验学生对课文中所学的短语及固定搭配等用法的掌握情况
写作练习0.5 A.头脑风暴，罗列出压力对大学生
的正面和负面影响的词汇短语木部分写作围绕大学生如何应对学习生活中的压力展开，是对整个单元话题进行批判性的思考的书面表达
B.以范文为例，学生独立完成一篇
作文，说明了解民俗学的必要
性以范文为例，由简入繁，由易到难，循序渐进，提高学生的写作技能
应用文写作0.5 A.话题讨论：如何处理图表作文中
的数据
通过话题讨论，有助于学生了解应用
文写作的要素
B.引导学生阅读图表作文的范文通过范文阅读，有助于学生了解图表
的写作格式和技巧
C.学生根据提供的提纲，独立完成
招聘信图表写作；教师随机选
取部分作文进行讲评通过写作练习，掌握图表写作技巧和能力。