新视野英语教程读写教程1电子教案Unit

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(完整版)新视野大学英语读写教程第三版第一册教案

Unit 1 Book OneSection A: Toward a brighter future for all Teaching Objectives:To know the meaning and usage of some important words, phrases and patterns To study Passage A and understand the main idea of the textTo understand the structure of the text and the devices for developing itTo talk about college educationTeaching Procedures:Pre-reading ActivitiesStep 1. GreetingsGreet the whole class warmly.Step 2. Lead-in and preparation for readingLet them talk to each other about the following questions:1. What is the ideal university like in your eyes?2. What are your expectations of your college life?3. What advice did your parents give you before you left for college?Step 3. Fast readingAsk the Students to read the passage as quickly as they can and then answer the questions on the screen. Let them get the main idea of each paragraph and make clear about the text structure.Text structure: ( structured writing ) The passage can be divided into 3 parts.Part1 (para.1-3) Opening part of the welcome speechPart 2 (para.4-7) Making the best of what you have.Challenging yourself.Facing new experiences.Opportunities and responsibilities.Part 3 (Para.8) Concluding remarks of the welcome speech.Purpose: Improve the students’ reading and writing ability and understand the general idea of each paragraph.Method: Read the text individually and talk in groups; Use task-based language teaching method, reading approach, communicative approach and total physicalresponse method.Step 4. Preparation for details of the text on the screenStudents are required to look at the Words and Phrases on the screen and give a brief presentation in class.Words and Phrases:Purpose: Train the Students’ ability of unde rstanding and using foreign language.Method:Talk in groups, Use task-based language teaching method, communicative approach and total physical response method.1. (Para.1)pledge to do sth. 作保证，承诺China and the United states pledge to boost cooperation and exchange to ensure a better future for China-US ties.中美政府承诺将加强合作与交流以确保两国关系的未来更加美好。

新视野读写教程1unit1 Iam home教案

Teaching Plan for Unit1 (1st period)Teaching Objectives:After learning this text, Ss are expected to be able to:1) Grasp the main idea and structure of the text;2) Master key language points and grammatical structures in the text;3) Conduct reading, speaking and writing activities related to the theme of the unit.[through these objectives, Ss are supposed to get a better understanding of the text, and grasp the use of some important words and expressions]The Focus and difficult points:1) The main idea and structure of Text A.2) The understanding of text A including some difficult expressions.3) The understanding of the author’s emotional changeMethodology1) Communicative Method2) TBLT3) Explanation and Translation[these teaching methods will be used flexible, and sometimes can be used together according to different teaching tasksFor example, communicative method will be used in the lead-in discussion,Task-driving Method will be used when introducing and discussing the theme of the text, because it’s effective in arousing Ss’ interest and participation,Communicative method, explanation and translation will be applied when analyzing the text]Learning strategy for Ss1) Previewing the text and mark the difficult points2) Searching for information related to the physical and emotional changes of the author3) Focusing on the content and thought of the text as well as the linguistic form[according to the above strategies, Ss are supposed to improve their traditional negative study habit, develop their reading skills, and cultivate their ability of thinking and study by themselves]Teaching Procedures:Ste pⅠ: Leading-in:-Ask Ss to discuss the following questions in groups to make them get a good understanding of the meaning of home.1. What comes to your mind when you hear the word “home”?2. What does staying with your own parents mean to you?3. Have you ever heard of a saying “East, west, home is the best”? What does it mean?4. Do you think people in the United States have the same thoughts and feelings about home as we Chinese do?Ste pⅡ: Learning new wordsAsk several Ss to read the words, and correct their pronunciation, and then let them read these words after me.StepⅢText analysis1.Global-readingGive Ss 6 mins to read the text quickly for the first time and then answer the following questions:1.How did you know the writer enjoyed doing the work on the farm?2.Why did the writter move to Arizona?3.Why did the writter move again after settling down in Arizona?4.What did the writer mean by “a dark void”?5.How did the writer find-out the cause of her unhappiness about herlife in Los Angeles?6.How many times did the writter move? From where to where?Ask Ss to read the passage for the second time, and then finish the following form that summarizes the changes in the author’s life. 1.Ss form groups to analyze the author’s changes in different stages inher life. T may suggest that they find the changes from physical and mental aspects . When they finish, some Ss groups report to class. (6 minutes) In this way, Ss will have a general understanding of the text structure.2. Text structureThe passage can be broadly divided into four parts according to the change of space.PartⅠ(para1-para2): The author’s life on the farm is happy.PartⅡ(para3-para4):What causes the ch ange of the author’s life and how her life is in Arizona.PartⅢ(para5-para8)：This part talks about what causes the change of the author’s life and how her life is in Los Angels.PartⅣ(para9-para10):The author understand what she needs is a perfect home where she can feel her parents’ love.3. Main ideaThis passage describes the unbreakable emotional ties of an American woman with her home and her parents. It shows that the younger generations in the United States cherish their elder generations and the strong sentiments about home. It also tells us that home is always the best no matter where you are and what you are and no matter what life you live.4. Intensive readingStep Ⅳsummary (2mins)StepⅤHomework:1.Ask Ss to review new words in the text after class.2.Finish exercise1 on page8.3.Finish reading Text B.。

新视野英语教程(第三版)读写教程1电子教案unit8

新视野英语教程(第三版)读写教程1电子教案U n i t8-CAL-FENGHAI-(2020YEAR-YICAI)_JINGBIANUnit 8 Body Language in Communication Teaching FocusTeaching PlanLeading In and Exploring the TopicPrepare a PPT with some pictures of typical body language in different cultures before class.Show the pictures to the class and ask them the English expressions and meaning of those body language.Section A Reading ThroughShow the text structure given on P250-251 in TB to the class and explain it in more words.Give the Ss ten minutes to read and understand the text.Then ask six pairs to translate the text for the class, one pair for one paragraph. In the pair work, one student reads aloud the text and the other one translates.Help the student when they have difficulty in pronunciation or translation.Finish the two exercises on P130 of SB.Basic Writing SkillsPrepare an overhead with sentences of the exercise on P135 of SB.Ask some students to tell their answers to the class and explain why.Sort out some rules of using punctuations with the class and compare them with those listed on P135 of SB.Section B Reading MoreDemonstrates the gestures and body movements mentioned in the text to the class and ask the Ss to guess the meanings of them.Then, tell the Ss the answer and point out the funny confusion those gestures and body movements caused in the three stories mentioned in the text.Show the PPT with the new words and expression in English to the class and ask the Ss to give their Chinese meanings respectively.Ask three students to tell the three stories in the text in Chinese.Highlight some difficult sentences and explain more to the class.Section C Practical WritingGuide the students to finish the three exercises on P143 to P144 of SB according to the samples given.Ask each student to check his or her partner’s work and then choose several students to share what he or she has found with the class.Help the students if there are anything unclear or incorrect.Finish all the exercises in Unit Eight.Read the passage in Reading Out on Page 130 of SB and recite it.Write an article, describing what you have experienced when you put some body language you learned in the Unit into practice.。

新视野大学英语第三版读写教程第一册第一单元Toward a Bright Future for All教案

Unit 1 book1 3rdToward a Bright Future for AllI.New wordspledge [pledʒ]n. 保证，誓言vt. 保证，许诺；keep his pledgeAt this moment, in this election, we must pledge once more to march into the future. 在这一时刻，在这次选举中，我们必须再一次保证，向未来挺进。

pose vt.& vi.1. 使摆姿势;以…身份出现;招摇;炫耀2.提出;造成（威胁、问题等）;引起;产生n. 姿态;姿势;装腔作势;伪装After the wedding we all posed for a photo.工人运动对他们的利益造成了直接威胁。

The workers' movement poses a direct threat to their interests.routine [ruː'tiːn]n. [计] 程序；日常工作；例行公事adj. 日常的；例行的早上8点到办公室，一直呆到下午5点，这已经成了我的惯例。

Arriving at the office at 8 a.m. and staying there until 5 p.m. has become my routine. The problem was discovered during a routine check.例行检查tain ：holdattain v 获得（at 加强动作+tain→拿住了→获得）attainable a 可达到的（attain+able→获得attainment n 成就，造诣（attain获得+ment→获得的成就）同根词contain v 包含，包容（con全部+tain→全部拿住→包容）obtain v 获得，达到（ob加强动作+tain→拿到→获得）retain v 维持，保留（re回+tain→拿回来→保留）sustain v 支持；赡养（sus下面+tain→在下面拿住[撑住]→支持）entertain v 招待；娱乐（enter在中间+tain→在[工作]中间拿）entertainment 娱乐，款待maintain v 维持；坚持（main[=man手]+tain→用手拿住→坚持）maintenance n 维护；坚持comprehensive adj. 综合的；广泛的；有理解力的comprehensive evaluation综合评价，综合评价法comprehensive analysis综合分析fascinatingfascinate ['fæsineit] vt.1. (用个人的魅力、独特的能力等等)迷住；使着迷；使陶醉，使神魂颠倒：The actress's beauty fascinated everyone.2.使呆住，慑住…使动弹不得；蛊惑：Snakes are said to fascinate small animals.据说蛇能蛊惑小动物。

新视野大学英语读写教程1(第三版)教案

教学目标
Teaching Aims
After studying this unit, the students are expected to be able to:
1.understand the main idea and structure of Section Aand Section B；
and that their future is built on a solid foundation of the past.
Part II (Paras. 4-7)
The president offers students comprehensive advice on how to make their most of their four college years and makes them realize the university's expectation and their own responsibilities.
II.Listening to a passage and answer questions on page 2
步骤 2Step 2课文学习Section AToward a brighter future for all
I.New words
1.pledge to do sth.
(pledge to /boost cooperation/exchange/China-US ties )
(5).What does the speaker call on students to do at the end of his speech? (Para.8)
4.Analyze text structure

新视野大学英语读写教程Unit1教案（含答案和译文）

新视野大学英语读写教程Unit1教案（含答案和译文）教案Unit One1.Good afternoon! As president of the university, I am proud to welcome you to this university. Yourachievement is the triumph of years of hard work, both of your own and of your parents and teachers. Here at the university, we pledge to make your educational experience as rewarding as possible.1 下午好！作为校长，我非常自豪地欢迎你们来到这所大学。

你们所取得的成就是你们自己多年努力的结果，也是你们的父母和老师们多年努力的结果。

在这所大学里，我们承诺将使你们学有所成。

1 Your achievement is the triumph of years of hard work, both of your own and of your parents andteachers. (Para. 1)Meaning: Your entering this university is an important success. This success is due to many years of your hard work, and many years of your parents’ and teachers’ hard work.2 Here at the university, we pledge to make your educational experience as rewarding aspossible. (Para. 1)Meaning: Here at the university, we promise to make your educational experience as worthwhile as possible.rewarding: a. giving you satisfaction, pleasure, or profit 值得的；有意义的；有回报的Our journey to the orphanage was a very rewarding experience. 我们的孤儿院之行非常有意义。

新视野读写教程1unit1Iamhome教案

新视野读写教程1unit1Iamhome教案Teaching Plan for Unit1 (1st period)Teaching Objectives:After learning this text, Ss are expected to be able to:1) Grasp the main idea and structure of the text;2) Master key language points and grammatical structures in the text;3) Conduct reading, speaking and writing activities related to the theme of the unit.[through these objectives, Ss are supposed to get a better understanding of the text, and grasp the use of some important words and expressions]The Focus and difficult points:1) The main idea and structure of Text A.2) The understanding of text A including some difficult expressions.3) The understanding of the author’s emotional changeMethodology1) Communicative Method2) TBLT3) Explanation and Translation[these teaching methods will be used flexible, and sometimes can be used together according to different teaching tasksFor example, communicative method will be used in the lead-in discussion,Task-driving Method will be used when introducing and discussing the theme of the text, because it’s effective in arousing Ss’ interest and participation,Communicative method, explanation and translation will be applied when analyzing the text]Learning strategy for Ss1) Previewing the text and mark the difficult points2) Searching for information related to the physical and emotional changes of the author3) Focusing on the content and thought of the text as well as the linguistic form[according to the above strategies, Ss are supposed to improve their traditional negative study habit, develop their reading skills, and cultivate their ability of thinking and study by themselves]Teaching Procedures:Ste pⅠ: Leading-in:-Ask Ss to discuss the following questions in groups to make them get a good understanding of the meaning of home.1. What comes to your mind when you hear the word “home”?2. What does staying with your own parents mean to you?3. Have you ever heard of a saying “East, west, hom e is the best”? What does it mean?4. Do you think people in the United States have the same thoughts and feelings about home as we Chinese do?Ste pⅡ: Learning new wordsAsk several Ss to read the words, and correct their pronunciation, and then let them read these words after me.StepⅢText analysis1.Global-readingGive Ss 6 mins to read the text quickly for the first time and then answer the following questions:1.How did you know the writer enjoyed doing the work on the farm?2.Why did the writter move to Arizona?3.Why did the writter move again after settling down in Arizona?4.What did the writer mean by “a dark void”?5.How did the writer find-out the cause of her unhappiness about herlife in Los Angeles?6.How many times did the writter move? From where to where?Ask Ss to read the passage for the second time, and then finish the following form that summarizes the changes in the author’s life. 1.Ss form groups to analyze the author’s changes in different stages inher life. T may suggest that they find the changes from physical and mental aspects . When they finish, some Ss groups report to class. (6 minutes) In this way, Ss will have a general understanding of the text structure.2. Text structureThe passage can be broadly divided into four parts according to the change of space.PartⅠ(para1-para2): The author’s life on the farm is happy.PartⅡ(para3-para4):What causes the change of the author’s life and how her life is in Arizona.PartⅢ(para5-para8)：This part talks about what causes the change o f the author’s life and how her life is in Los Angels.PartⅣ(para9-para10):The author understand what she needs is a perfect home where she can feel her parents’ love.3. Main ideaThis passage describes the unbreakable emotional ties of an American woman with her home and her parents. It shows that the younger generations in the United States cherish their elder generations and the strong sentiments about home. It also tells us that home is always the best no matter where you are and what you are and no matter what life you live.4. Intensive readingStep Ⅳsummary (2mins)StepⅤHomework:1.Ask Ss to review new words in the text after class.2.Finish exercise1 on page8.3.Finish reading Text B.。

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Unit 10 Gender Differences Teaching Focus
Teaching Plan
Leading In and Exploring the Topic
Prepare a PPT with the two charts provided on P326 of TB. You may add more on the columns of objects and activities.
Ask the Ss to check the choices in the appropriate blanks and/or write out their likes and dislikes. Then pair them up to share theirs with each other.
Section A Reading Through
Divide the class into two groups by sex. Then ask the two groups to debate about the topic: Who is stronger, male or female?
Prepare a PPT with all the new words and expressions on it and familiarize the Ss with them.
Read through the text together with the Ss paragraph by paragraph by asking some students to read aloud and some to translate. Give them helps where necessary.
Show the structure of the text provided on P329 of TB and review the whole text with the class.
Basic Writing Skills
Prepare a PPT with paragraphs of the exercise on P170 of SB.
Ask some students to tell their answers to the class and explain why.
Review some rules of using punctuation and capitalization learned in former units.
Section B Reading More
Ask the Ss to work in pairs to discuss the following questions:
1) What gifts did you usually get when you were a little girl
(or a little boy)?
2) Who gave you these gifts?
3) Why did they give you these gifts?
Prepare a PPT with Text B in which all the new words
are in Chinese. Ask the Ss to translate all the new
words while reading through the text.
Divide the class into two groups by sex and ask them
to take down the information about girls and boys
respectively. Encourage them to classify the
information into different groups such as “gift
given”, “games playing”, “ different sizes of
playing groups”, etc.
Then ask them to compare the typical characteristics
of the two sex.
Section C Practical Writing
Guide the Ss to finish the three exercises on P176 of
SB according to the samples given.
Ask the Ss to find more English signs and guiding
directions often appeared in public places and share
them with the class.
Finish all the exercises in Unit Ten.
Read the passage in Reading Out on Page 165 of SB and recite it.
Find more English signs and guiding directions online or in some public places and see if they are correct both in spelling and language use. If not, try to rewrite them in proper English.。