新视野1教案精读[1]
新视野1Unit 1教案
Unit 1Teaching Objectives:❖To talk about college education. .❖Scan the text and understand the structure of the text “Toward a brighter future for all”.❖Let students practice speaking and listening.❖Help the students to master the meaning and usage of the language points.❖Learn about the devices used in developing the passage.Focus：New words ; Language points; Listening skills; Speaking practice Difficulties：Pronunciation(stress) ; Word building; Sentence structure; Writing skills Teaching Method：Discussion; Explanation; ExemplificationTeaching Arrangements：8 classes 4 periodsSection A Toward a brighter future for allFirst periodStep 1 Lead-in and preparation for readingShow some pictures and let 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 2 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: The passage can be divided into 3 parts.Part I (para1-3) The president congratulates students on their achievement and reminds students of the fact that their current success was due to theirown and their parents’ efforts and that their future is built on a solidfoundation of the past.Part II (paras 4-7) The president offers students comprehensive advice on how to make the most of their four college years and makes them realize theuniversity’s expectations and their own responsibilities.Part III (para 8) The students are called upon to cherish the opportunity and to bear in mind their responsibilities as citizens of their communities,their country and the world..Method:Read the text individually and talk in groups; Use task-based language teaching method, reading approach, communicative approach and total physical response method.Step 3 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.Purpose: Train the Students’ ability of understanding and using foreign language.Method:Talk in groups, Use task-based language teaching method, communicative approach and total physical response method.Second periodStep 1 Detailed study of the new words and phrases1. triumph n.a successful ending of a struggle or contest胜利，成功，成就Winning the championship was a great personal triumph for this young tennis player. 赢得冠军对这个年轻的网球运动员来说是很大的个人成就。
新视野第一册 教案unit
新视野大学英语第一册教案Unit One Section A Learning a Foreign LanguageI.Teaching Objectives1.Skills1)reading:reading for the main idea and the ways to develop the main idea, finding out word meanings2)writing: deduction, sequence of time and space order, comparison and contrast, how to presenta paragraph of cause and effect3)listening:understanding the passages about study, listening for the main idea and the important details, learning to take notes while listening4)speaking: talking about English study2.Vocabulary development:1)words: positive, virtual, access, commitment, discipline, minimum, reap, benefit, insight,forum, visual, barrier, hinder, critical, perspective, arise, explicit, comment, requirement, likely, commit, assimilate, essential2)expressions:be well worth the effort/time/ money, lose the desire to do sth, far from , tostay at the same level, to get access to sth., to keep up with the flow of…, to meet the minimum standards set by…, to cry with frustration, to feel like doing sth, to reap the benefits of…, to trade sth for sth, to teach sb the value of, to give sb insights into…, to keep sb’s mind open to sth., to bridge the gap between different cultures, to be open-minded about, in addition, reflect on / upon, to feel (un)comfortable doing sth, to gain insight from sth. / sb., speak up, think through, allow for, on sb’s part, remind…of3.Grammar:1)present participial phrases functioning as adverbials2)inverted sentence: not only3)conjunctions: now that, while, that4)prepositions: because of, unlikeII. Teaching arrangement1.Total class time for this unit: 8 periods2. Suggested arrangement:1) pre-reading activities: 15-20'2)understanding the structure of text A: 25-30'3) detailed study of the language: 45'4) writing skills: 15'5) text summary 10’6) exercises: 20'7) reading skills: 15'8) detailed study of of text B: 45'9)comprehensive exercises: 30'10)supplementary reading and vocabulary exercises: 45'11) listening＆speaking: 90’III. Detailed Study of Text APre-reading1. Background informationOnline learninga form of distance education, refers to learning and other supportive resources that are available through a networked computer. With the development of the Internet, online learning often takes place on the Internet. In an online lesson, the computer displays material in response to a learner’s request. The computer asks the learner for more information and presents appropriate material based on the learner’s input.2. Understand the major details of the text1）What made the author’s English learning in junior middle school very successful?The kind and patient teacher and her positive method of praising all students often.2）What is basic to online English learning?Much time, commitment and discipline to keep up with the flow of the course.3）What interested the author most about English?He could communicate with many more people than before.3. Understand organization of the text1）Main idea of the text.Learning a foreign language was one of the most difficult yet most rewarding experiences of my life.2）Division of the textPart One Introduction (Para. 1)Learning a foreign language was one of the most difficult yet most rewardingexperiences of my lifePart Two The author’s 4 stages of language learning experiences (Paras. 2-7)（1）Junior middle school（2）Senior middle school（3）College（4）Online learningPart Three Conclusion (Para. 8) Learning a foreign language has been a most trying experience for me, but one that I wouldn’t trade for anything.Detail reading1. Words and phrases1）reward (L.1)在奥运会上的成功使他的努力得到了报偿。
新视野大学英语1课文教案
课程名称：《新视野大学英语1》教材版本：外语教学与研究出版社教学对象：大学一年级英语学习者教学目标：1. 理解课文内容，掌握文章主旨和细节。
2. 培养学生的阅读理解能力，提高词汇和语法水平。
3. 增强学生的英语听说能力，提高跨文化交际意识。
4. 培养学生自主学习的能力，提高英语学习的兴趣。
教学重点：1. 课文内容的理解与分析。
2. 词汇和语法的运用。
3. 阅读技巧的训练。
教学难点：1. 复杂句型的理解和运用。
2. 词汇的积累与运用。
3. 阅读速度的提升。
教学准备：1. 教材《新视野大学英语1》。
2. 多媒体教学设备。
3. 课件、词汇卡片等辅助教学材料。
教学过程：一、导入（5分钟）1. 复习上一节课的内容，检查学生的掌握情况。
2. 通过提问或讨论，引导学生思考本节课的主题。
二、课文阅读（15分钟）1. 学生自读课文，了解文章大意。
2. 教师引导学生找出文章的主题句，分析文章结构。
3. 学生朗读课文，注意语音、语调的准确性。
三、课文分析（20分钟）1. 分析文章的主旨和细节，引导学生思考作者的观点。
2. 讨论文章中的关键句子，分析其语法结构和词汇用法。
3. 结合生活实际，引导学生举例说明文章中的观点。
四、词汇和语法练习（15分钟）1. 教师讲解重点词汇和语法点，帮助学生理解和运用。
2. 学生完成相关练习，巩固所学知识。
五、课堂讨论（10分钟）1. 学生分组讨论课文内容，分享自己的观点和感受。
2. 教师引导学生进行互动，提高学生的口语表达能力。
六、总结与作业布置（5分钟）1. 教师对本节课的内容进行总结，强调重点和难点。
2. 布置课后作业，要求学生完成相关练习，巩固所学知识。
教学反思：1. 关注学生的学习进度，及时调整教学策略。
2. 注重培养学生的阅读兴趣，提高学生的阅读能力。
3. 加强学生的口语训练，提高学生的跨文化交际能力。
4. 注重培养学生的自主学习能力，激发学生的学习兴趣。
课后作业：1. 复习本节课的课文内容，整理重点词汇和语法点。
新视野大学英语1unit1教案
课时：2课时教学目标：1. 知识目标：（1）掌握本单元的生词、短语和句型；（2）了解本单元的文化背景知识；（3）提高学生的阅读理解能力。
2. 能力目标：（1）提高学生的口语表达能力；（2）培养学生运用所学知识进行写作的能力；（3）提高学生的听力理解能力。
教学重点：1. 生词、短语和句型的掌握；2. 阅读理解能力的提高；3. 口语表达能力的培养。
教学难点：1. 生词、短语和句型的运用；2. 阅读理解中难句的分析；3. 口语表达中的语言组织。
教学过程：第一课时一、导入1. 教师简要介绍本单元的主题和内容；2. 学生自由讨论对本单元主题的看法。
二、生词、短语和句型教学1. 教师带领学生逐一学习本单元的生词、短语和句型；2. 学生跟读、默写，巩固记忆；3. 教师讲解重点词汇、短语和句型的用法。
三、课文阅读1. 学生自读课文，理解大意；2. 教师引导学生分析课文中的难句，讲解语法知识；3. 学生朗读课文，巩固语音、语调。
四、课堂活动1. 教师组织学生进行小组讨论，分析课文中的文化背景知识；2. 学生分享自己的观点，提高口语表达能力。
第二课时一、复习1. 教师带领学生复习上一节课的生词、短语和句型；2. 学生跟读、默写，巩固记忆。
二、阅读理解1. 学生自读课文，完成阅读理解练习；2. 教师讲解阅读理解中的难题，分析解题技巧；3. 学生分享自己的阅读心得。
三、口语表达1. 教师组织学生进行角色扮演，模拟课文中的场景；2. 学生运用所学知识进行口语表达，提高语言组织能力。
四、写作1. 教师讲解写作技巧，指导学生完成写作任务；2. 学生运用所学知识进行写作，提高写作能力。
五、课堂小结1. 教师对本节课的学习内容进行总结；2. 学生分享自己的学习心得。
教学评价：1. 学生对生词、短语和句型的掌握程度；2. 学生在阅读理解、口语表达和写作方面的进步；3. 学生对课堂活动的参与度和积极性。
新视野英语第一册unit1教案
新视野英语第一册unit1教案UNIT 1Section A Learning a foreign languageTeaching Objectives:1.To enlarge students’ vocabulary and key sentence patterns.2.To improve the students’ abilities to analyze articles by introducing them some reading skills.Skills1)reading:reading for the main idea and the ways to develop the main idea,finding out word meanings2)writing: deduction, sequence of time and space order, comparison and contrast,how to present a paragraph of cause and effect3)listening:understanding the passages about study, listening for the main ideaand the important details, learning to take notes while listening4)speaking: talking about English studyteaching arrengementI.Warm-up activitiesGroup discussion:Step 1:Ask students to discuss the topic of “English learning” in groups; such as: what methods are the efficient way in learning a foreign language?.Step 2:Ask the representatives of 2 or 3 groups to report the result of their discussion to the class.Summarize the answers to these questions.II.Division of the textPart I: (Paragraph 1): the thesis of the passagePart II: (Paragraph 2-4): the author’s previous experience of learning English in the regular classroomPart III: (Paragraph 5-7): the author’s experience of online English learning and the benefits of learning English.Part Ⅳ: (Paragraph 8): the benefits the author got through a new language learning.II. Detailed study of the text1. reward: n. some money or some thing given to someone for his good doings. 报答报酬酬金e.g. He got a house as a reward for information about the lost child.The mayor gives him a medal as a reward for his bravery.rewarding: a. useful 有益的，有意义的.e.g. Reading is rewarding.Traveling broadly is a rewarding experience of his life.2. junior: a. some one of lower position 地位较低的，资历较浅的，3. senior: a. some one of higher position 地位较高的，资历较深的，e.g. a junior/senior officer, a junior/senior member of a party.4. positive: a.1)helpful; effectivee.g. Don’t just watch me; give me some positive advice --a positive attitude. 别只是看着我，给我提些积极的建议吧。
新视野大学英语第一册教案系列一
Unit 1, Book OneSection A: Learning a Foreign Language (4 hours)Teaching Objectives:This unit is intended to introduce you to studying by computer. After learning it, Ss should be able to1.understand the main idea (the author’s experiences of learning Englishand the way to learn a foreign language by using a computer) and structure of the text in Section A (three parts : Introduction, Body and Conclusion).2.learn the way to write a paragraph of cause and effect.3.master a reading skill: Finding out word meanings by using contextclues and word part clues .4.grasp the key language points and grammatical structures in the textsin Section A and B .5.conduct a series of reading, listening, speaking and writing activities . Time allotment1st period------ Pre-reading; While-reading (Part I: Para.1,Part II: Para. 2-4) 2nd period------While-reading (Part II: Para. 5-7,Part III: Para.8)3rd period------Post-reading Exercises4th period------Text structure analysis: A paragraph of cause and effect Teaching Procedures:Pre-reading ActivitiesQuestions (stimulating, involving, extending, thought-provoking, inductive questions, opinion-gap activity (20 minutes)1.T asks the following questions to learn about the students’ experiencesof learning English. Questions: 1) How long have you learned English?2) What do you think of learning English?2.T asks Ss to listen to a short passage (provided with the textbook)twice and answer the questions with their own experiences1) What problems do you have in trying to learn English in your middle school?2) What other things do you think we can gaine through English language learning ?3) Why do you think the computer can help you in learning English?Thus leading into the text by saying: Although English language learning is not easy and sometimes frustrating, we can get many things from it. Besides studying English in regular classrooms, we can learn it online. The text we are going to learn is to tell us how one student learned English by using a computer.While-reading tasks1.T asks Ss to read the first paragraph and try to find the topic sentence(Learning a foreign language was one of the most difficult yet mostrewarding experiences of my life.) (5mins)2.Ss skim the paragraphs from 2 to 4 and find out the answers to thefollowing questions by working in pairs.(20 minutes)3.Questions:1)What made the author’s English learning in junior middle schoolvery successful?(The kind and patient teacher and her positive method of praising all students often.)2)How was the author’s experience with English learning in seniormiddleschool different from his experience in junior middle school? (In junior middle school, his English teacher was kind and patient. He liked to answer questions in class and he made much progress in English. But, in his senior middle school, his teacher punished those who gave wrong answers. He didn’t want to answer questions any more in class. As a result, he didn’t make much progress in English.)3)In what way is the author’s experience with English in jun iormiddle school similar tohis experience in college? In what way are they different from each other? (In college and junior middle school, his English teachers were both patient and kind, but he didn’t have as many chances toanswer questions in college as he did in junior middle school.)nguage points and difficult sentences in the first four paragraphs(10minutes)1)Although at times, learning a language was frustrating, it was wellworth the effort. (Para.1)Meaning: Although sometimes learning a language is disappointing, it was rewording enough to spend timeand effort on it.Be well worth sth./doing sth.: be rewording enough for the time and effortThis film is well worth seeing.He has decided to have a look at the house for it is well worthbuying.2)Because of the positive method, I eagerly answered all thequestions I could, never worrying about making mistakes. (Para.2)Meaning: Because of the effective and helpful method, I was very willing to answer all the questions I could, and I never worried about making mistakes.Note: The present participle phrase “never worrying about making mistakes” functions as an adverbial of reason.positive: adj. A. effective; helpful B. definite, allowing no room for doubtC. sure, having no doubt about sth.Would you please give me any positive advice?We have to wait because we still don’t have a positive answer as to what to do next.Are you positive that he is the person you are looking for?3)Not only did I lose my joy in answering questions, but also Itotally lost my desire to anything at all in English. (Para.3)Meaning: I not only didn’t feel happy answering questions, but also I didn’t want to say anything in English.Note: With “not only” or “only” placed at the beginning of a sentence, the sentence order should be inverted.Only in this way can we finish the work in time.Not only did we enjoy the film, but also we had a good time.4)unlike: prep. Different; not like, not the same (Para.4)Her recent report is quite unlike her earlier work.Unlike me, Tom often plays football in his spare time.5)far from: not… at all; rather than (Para.4)Far from (being) angry, he’s very happy.Her son is far from (being) handsome; he is somewhat ugly.6)a couple of: two or three (Para.4)a pair of: twoa pair of shoes, a pair of gloves, a couple of children, acouple of questions7)I began to feel intimidated. (Para. 4)Meaning: I began to feel frightened and lack confidence.intimidate: vt. Make one frightened by threatsJohn intimidated his brother by saying that he would kill him.As a boy, I used to intimidate my sister into crying by telling her that a wolf was coming.Ss work in pairs to skim the paragraphs from 5 to 7 and fill in the following blanks.(10 min)8)The necessary equipment for learning English online is(a computer, phone line and modem)2) Online learning is not easier than regular classroom study becauseit requires. (much time, commitment and discipline)3) The method used by the author for online English learning is .(hard work)5.T sums up the main idea of Part II (Para.2-7) (the author’s experiencesof learning English and the way to learn English online) and asks Ss to read Para.8 and then answer the following questions.(10 minutes)Questions: 1) Why wouldn’t the author trade his experience in learning a foreign language for anything else? (Because learning aforeign language taught him the value of hard work and gave him insights into another culture.)2) According to the last paragraph, what interests theauthor most about English?(He could communicate with many more people thanbefore.)6.T explains the language points in the last four paragraphs and asks Ssto make sentences with them. (20 minutes)8) access: n. way of entering; right of using, reaching, or entering (Para.5)The only access to the building was guarded by the soldiers.With the mayor’s help, we at last allowed access to those people who suffered from the traffic accident.9) as well as: in addition to (Para.7)He gave me money as well as advice.It is not easy to do scientific research; it requires time, energy and money as well as discipline and commitment.10) feel like sth./doing sth.: want to do sth. (Para.7)After traveling a long distance, I felt like a rest.At the sight of the miserable scene, the lady felt like crying.11) give up: stop having or doing (Para.7)In order to lead a happy life, you’d better give up smoking.12) I had finally reaped the benefits of all that hard work. (Para.7)Meaning: I gained the good things that happened as a result of all that hard work at last.reap the benefits of: get sth. as a rewardHe felt that he reaped the benefits of conversations with foreigners.Note: We may say: reap a profit; reap a reward; reap wheat.13) Learning a foreign language has been a most trying experience forme, but one that I wouldn’t trade for anything. (Para.8)Meaning: Learning a foreign language has been an experience full of difficulties, but I wouldn’t exchange it for anythingelse.trade ( in) …for…: exchange…for…In order to buy a birthday present for his wife, he traded his watch for a comb.trade on: make use ofHe traded on his father’s name to r un for mayor.14) participate in: take part in (Para.8)I want to have the opportunity to participate in the party.15) now that: conj. because (something has happened) (Para.8)Now that you’re grown up, you must take good care of yourself. 16) reach out to: communicate with; contact (Para.8)reach out for: try to getreach for: hold out one’s hand to get sth.With the introduction of Internet, we can reach out to our friendsby e-mail.You must reach out for any opportunity that comes your way.The boy reached for the apple but failed.Post-reading tasks1.T checks if Ss have done vocabulary exercises (Exercise III and IV),structure exercises (Exercise V and VI) and story summary, and discuss some common errors that crop up. (35minuts)2.Ss are asked to have compound dictation (Para.8) and translate thisparagraph into Chinese. (15 minutes)Learning a foreign language has been a most experience for me, but one that I wouldn’t for anything. Not only did learning another language teach me , but it also gave me into another culture, and my mind new ways of seeing things. The most result of having learned a foreign language was that I could_________ many more people than before. Talking with people is one of my , so being able to speak a new language lets me meet new people,____________ conversations, and form new, friendships. I speak a foreign language, staring into space when English is , I can participate and . Iam able to _______ others and the gap between my language and culture and theirs.Text structure analysis1.T explains the way to write a paragraph of cause and effect and asksSs to do Exercise X in pairs. (15 minutes)2.T writes a t opic sentence “The computer is good for our life.” on theblackboard; Ss are divided into small groups (four Ss in a group) and discuss the cause and the effect, and then a group leader writes a paragraph showing a cause-and-effect relationship. T walks around the classroom and participates in the discussion. (20 minutes)3.Several Ss are asked to read their paragraphs to the class and decidewhich is the best one. (15 minutes)A paragraph for referenceThe computer is good for our life. Because of its ability to store vast amounts of information and the incredible speed at which it can work, it can speed up calculation, save us from arduous calculation, keep company accounts, analyze statistics, finish designation of projects and monitor production in factories. With the development of science and technology, people use the computer to send e-mail, or even to learn a foreign language. There is now hardly aspect of everyday life that doesn’t bring us into contract with computers.Section B: Keys to Successful Online learning (1 hours)I. Reading skill: Finding out word meaningsII. Checking on students’ home reading; ReviewReading skill: Finding out word meanings1. T introduces ways to figure out word meanings by using context cluesand guides Ss through Exercise XII. (25 minutes)Context Clue 1: Definition1)All other birthdays are called sing il (born day). The sixty-firstbirthday is called huan gup (beginning of new life).2)The harbor is protected by a jetty— a wall built out into thewater.Context Clue 2: Restatement1)He had a wan look. He was so pale and weak that we thought hewas ill.2)I am a resolute man. Once I set up a goal, I won’t give it up.Context Clue 3: General knowledge1)The door was so low that I hit my head on the lintel.2)Mark got on the motorbike, so I sat behind him on the pillion.Context Clue 4: Related information1)“She went to school for 12 years and she can’t write a sentence?”Timken said. “They made an illiterate out of my daughter!”2)Timken was now angry… Once again he flew into a rage.Context Clue 5: ExampleSelect any of these periodicals:Time, Newsweek, Reader’s Digest or The New Yorker.Context Clue 6: ComparisonThe snow was falling. Big flakes drifted with the wind like feathers.Context Clue 7: ContrastMost of us agreed; however, Bill dissented.2. T introduces ways to figure out word meanings by using words part clues and gives some common prefixes and suffixes. (15 minutes)1) Dividing Compound Wordsbackground back+ground newspaper news+paper runaway run+away skyscraper sky+scraper2) Recognizing PrefixesA prefix is a word or syllable put at the beginning of a wordto change its meaning or add to its meaning.indirect in- +direct remarry re- +marry3) Recognizing SuffixesA suffix is a syllable or syllables added to the end of a word.Suffixes can also offer clues to meanings of new words as they usually just change the parts of speech of the base words.peaceful peace+ -ful amazement amaze+ -ment Note: some common prefixes and suffixesPrefixesSuffix3.Ss work in pairs to complete Exercise XVI and check the answers.(10 minutes)Checking on students’ home reading (the text in Section B) and review1. Ss are asked to answer the question “What are the ideal qualities of successful online students?” (10 minutes)1) Be open-minded about sharing life, work, and learningexperiences as part of online learning.1)Be able to communicate through writing.2)Be willing to “speak up” if problems arise.3)Take the program seriously4)Accept critical thinking and decision making as part of onlinelearning.5)Be able to think ideas through before replying.6)Keep up with the progress of the course.3.T writes some words and expressions in Unit One on the blackboardand helps Ss review them. (15 minutes)play a role in be/become aware of/that- in addition reflect on allow forbe vital to arise embarrass reap the benefits of commitnot only…but also now that come across keep up with insightbe well worth sth./doing sth. trade for feel like access participate infrustrate unlike opportunity be likely It is/wascritical that-4.Ss are divided into two groups to have a sentence-making contest in20 minutes. The group who make more sentences will be the winner.(T-S interaction, 20 minutes)5.T assigns the homework . (5 minutes)1)Do Exercise XI in the exercise books.2)Preview the text in Section A, Unit Two and prepare a story aboutthe generation gap between children and parents.Authentic tasks after class--look up / search for information about online learning; SAT: The Scholastic Aptitude Test; GCE: General Certificate of Education-- find and read Section C, copy a thought-provoking/inspring quotation from it, bring it to the next class and share it with the class.Unit 2, Book OneSection A A Busy Weekday MorningTeaching ObjectivesThis unit explores the generation gap between young people and theirparents. After finishing studying Section A, Ss shouldbe able to·grasp the main idea (Young people and their parents might think quite differently on the same thing and seem to ignore what is important in each other’s worlds. This put them in separate worlds and creates the generation gap.)·understand the causes of the generation gap (lack of communication and understanding leads to the two different generations going separate directions) and try to bridge the gap.·be well-acquainted with the writing structure: Narration in Time Sequence·describe a series of actions in time sequence·have a good command of the important words, expressions and grammatical structure in the textTeaching 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 ReviewTeaching Procedure1.Pre-reading Activities1.1 Ss give examples for the following words and phrases (assigned in thelast period):definitely, offensive, disgust, turn up (down), turn on (off), as well asSs listen to a recording and answer the following questions after the second listening. Ss are encouraged with whatever answers they have.These are open-ended questions with no right or wrong answers.Q1: What are some of the things you think the daughter and her parents might have different ideas about?Q2: How can the older and the younger generation have real communication with and understand each other?Compound Dictation: Ss listen to the recording again and fill in the blanks with words from the tape.You are (about to) read an early morning (exchange) between a daughter and her parents. You will find how they think about the same things very (differently). You will also hear how they miss (connecting with) or understand each other. It is as if they are (blind to) what is important in each other’s worlds. This put them in separate worlds and (creates the gap between) the older and the younger generationWhile-reading Activities2.1 Para.1Important messages1) Ss find the sentence that is a strong reminder of time, the beginningof a series of actions in time sequence(The radio clicked on)2) Ss find the words that suggest a sense of suddenness(click, blast, shot)Q: Why does the author suggest a sense of suddenness?(It sets the tone of the story: The rush, suddenness, impetuousness and excitement are characteristic of young people and might come into a clash with the reserved parents.)Important words and expressionsT gives one or two examples followed by Ss’ practice with more examples1) The radio clicked on. (Para. 1)click: v. & n. (make) a short, sharp sound (like that of a key turning in a lock)The soldier clicked his heels and saluted.He clicked the light switch on.The door closed with a click.2) Rock music blasted forth. (Para. 1)blast: v. make a loud, blaring noiseThe drivers are blasting on their horns.The judge blasted his critics.3) Sandy sang along with the words as she…(Para. 1)along with: in company withShe submitted a reference and degree transcripts along with the application.2.2 Para. 2-4Main ideaSs summarize the main idea: the difference between Sandy and her father when they talked about music (Sandy likes the music which is her favorite because it has a powerful massage; her father thinks it is horrible stuff instead of really music; it is weird with offensive language, hurting ears and brain)Important words and expressionsT gives one or two examples followed by Ss’ practice with more examples1) Steve Fench burst into her room. (Para. 2)burst into: come forth suddenly and with force or impact; give a sudden express to a feelingThe police burst into the roomShe burst into tears.2)…though it does have rhythm (Para. 2): …though it really hasrhythm.Do shut up, Tom, and get on with your homework.Q: What is the word “does” used for here? (for emphasis)3) Sandy reached for the radio to turn it up louder. (Para. 3)reach for: stretch out one’s arm, esp. in order to get or touch something.He reached for the phone and knocked over a glass.The cowboy reached for his gun and said: “Reach for the skies (=put your hands up).”2.3 Para. 5-6Important messagesAsk Ss what important messages can be drawn from this part. (Sandy was bored with her parents’ bugging and seemed to enjoy privacy only in the bathroom where no one disturbed her.)Important words and expressionsT gives one or two examples followed by Ss’ practice with more examples1) At first, the water felt cold. (Para. 5)Please note that “feel” here does not mean “experience” as in the example of “He felt cold in the rain”. It means “give off a certain se nsation”.Silk feels soft.The shower feels great.2) No one disturbs me in here. (Para. 6)Sandy enjoyed the peace in the bath where she didn’t have to listen to her parents’ bugging.disturb: interrupt the quiet, rest, or peace ofHe’ll be angry if yo u disturb him while he is in conference.3) Then she put on her makeup. (Para 6): She made up her face.Important structureT draws Ss’ attention to the time sequence.Ss point out the verbs describing actions and time markers linking the actions.(Sandy walked into the bathroom→turned on the showershe woke up with the help of the cold water she thought…) (Para. 5)her shower, Sandy brushed her hair, put on her old, green T-shirt. Then she put on her makeup, grabbed her books and went to the kitchen) (Para. 6)2.4 Para. 7-25Important messagesWhat does the dialogue between Sandy and her mother suggest about their communication, differences, even conflict?On one hand, Mother was unhappy with what Sandy did in the morning: she ate standing by; she didn’t brush her teeth beforebreakfast; she wore disgusting old T-shirt and she wore eyeliners. On the other hand, Sandy was bored with Mother’s bugging and muddled through their conversation. Both sides were a little annoyed.Important words and expressionsT gives one or two examples followed by Ss’ practice with more examples1) As usual, she didn’t know what to have for breakfast, … (Para.7)as usual: in the habitual way; as has happened beforeAs usual, he got up very early that morning.As usual, Sandy’s music made her father’s stomach feel uneasy.2) It’s disgusting. (Para. 18)disgusting: bringing or causing a strong feeling of dislike of distasteThere is a disgusting smell of rotting cabbage in the school canteen.His behavior is disgusting to all decent folk.3) Sandy pretended not to notice that her mother was a little annoyed. (Para. 23)annoy: make rather angry; cause inconvenienceShe felt annoyed when her roommate refused to help.He was annoyed to learn that the flight would be delayed.It annoyed me that my neighbor played their TV late at night.Important structure1) She ate a piece of toast while standing by the sink (Para. 7)While + -ing: during the time that; at the same time asHe read the paper while waiting his turn.2) I’ll brush my teeth when I’m done (Para.17).Be + done: at the point of completionWhen you are done, turn out the lights.2.5 Para. 26Main idea(Feeling unhappy about arguing too much with her mother, Sandy missed her brother who could talk with her and share her problems.) This paragraph summarizes the whole reading: Both sides of parents and children seem to ignore what is important in each other’s worlds.This put them in separate worlds and creates the generation gap.Important words and expressionsT gives one or two examples followed by Ss’ practice with more examples1) … but she hadn’t heard from him for a while. (Para. 26)hear from: receive communicationThe letter was the last the old man heard from his son.We haven’t heard from her for ages.After-reading ActivitiesComprehension of the TextV oluntarily or by turns, Ss answer some of the questions in Exercise II in the textbookFurther understanding of the theme: generation gapSs discuss in pairs. Then T invites several Ss to give their opinions on the following questions:1)How is the music you and your parents like differently?2)What do you think about your wear?3)What do you do when your mother bugs you?4)What do you usually argue with your parents about?5)What signs, if any, of a generation gap exist between you and yourparents?T guides Ss through the following exercises in the textbook.Ss speak out their answers first; T and Ss discuss some common errors1)Summary (Ex. IX)2)V ocabulary (Ex. III, IV)3)Structure (Ex. VI)4)Translation (VII)Structured Writing1) T calls Ss’ attention to the time sequence in writing: To describesomething according to the order of time is especially commonwith narrative writing.2) Ss go through the text again and try to find out how thepresentation of details clearly follows the progress of time.(The radio clicked on, a reminder of time. it was 6:15 A.M., time for getting up. After a couple of events, and after her shower, the conversation went on and something more happened. Then suddenly she looked at the clock again; it was late, still a strong indication of the time passing. And at last, she ran to catch the school bus, the time marker is expressed through the action of leaving.)3) Ss write a short paragraph within ten minutes. Follow the waythe writer presents a series of actions according to a sequenced order and use time markers whenever possible. (Exercise XI)4) T invites a few Ss to read their paragraphs to the classmates.Homework4.1 Improve the written paragraph just finished; prepare a five-minutespoken report on the understanding of Generation Gap4.2 Preview the whole part of B; look up in dictionaries for the usage ofthe following new words and get ready to show some examples in next period.upset, rid, radical, in peace and quiet, get rid of, talk overSection B Parent TalkTeaching ObjectivesAfter finishing studying Section B, Ss should be able to·Understand the main idea (The parents see through the problems withtheir daughter and make efforts to understand howyoung people feel and why they act in a certain wayso as to find answers to the problems. )·Be familiar with one of the important reading skills: DistinguishingBetween Facts and Opinions·have a good command of the important words, expressions andgrammatical structures in the textTeaching Procedure (two periods)1. Pre-reading Activities1.1 Two or three Ss give oral presentation of the report on Generation Gap1.2 Ss give examples for the following words and phrases (assigned in the last period):upset, rid, radical, in peace and quiet, get rid of, go too far, talk over2.While-reading Activities2.1 Ss skim for the answers to the following questions to see how muchthey understand the text by preview:1)Why can’t Jane and Steve concentrate on reading?(They are worried about their daughter.)2)Why does Jane say they should feel lucky?(The biggest problem with their daughter is only makeup, which, compared with that of other teenagers, is not a big problem.)3)Which sentences in the conversation show that Jane is trying tounderstand her daughter? (L8: … different music appeals to different generations.L23: I suppose they’re expressing their identity…L30: Every generation seems to need to identify itself.L36: Oh, I don’t think her music is so terrible. I like it.L38: You know I like loud, weird music.)4)What do we know about Steve?(When he was young, he was also a rebel, wearing long hair and almost got expelled from school)5)What was the answer Jane has found to the problem with herdaughter?(The last paragraph)2.2 Question-raising by SsT continues to ask Ss to paraphrase these difficult sentences if not covered by Ss’ questions.1) My stomach feels upset—full of knots. (Para. 3)(My stomach is making me feel ill. It feels like it is full of tight lumps)2) Every generation seems to need to identify itself.(Individuals in every generation seem to have the need to express themselves and show their identity, including their individuality, character, ideas, attitudes, and problems, et.)3) She knew she had to have patience and keep the lines ofcommunication with her daughter open.。
新视野1教案新部编本精读[1]
![新视野1教案新部编本精读[1]](https://img.taocdn.com/s3/m/b54074e2caaedd3382c4d342.png)
教师学科教案[ 20 – 20 学年度第__学期]任教学科：_____________任教年级：_____________任教老师：_____________xx市实验学校NEW HORIZON COLLEGE ENGLISH BOOK 1 TEACHING PLAN《新视野大学英语》第一册教案Unit One: Section A---Learning A Foreign LanguageObjectives (目标)：The students are required to have a good knowledge of the main idea, a good command of the core words, expressions and structures, learn to find out the meanings of unfamiliar words.Key Points (重点)：Comprehension of the text; Core words, expressions and structures. Difficulties (难点)：Sentences beyond comprehensionApproach (方法): InteractionProcedures (步骤):1. Word Study，90 minutes2. Sentences beyond comprehension, 90 minutes3. Comprehension of the text, 90 minutes4. Exercises, 90 minutes3．Collocations (搭配)1）rewardEg. He received a medal in reward for his bravery. 因表现勇敢他获得了一枚奖章。
to reap / receive one’s just reward 获得应有的报酬One reward of my job is meeting people. 我工作的报酬之一就是结识了很多人。
大学英语新视野1教案
教学目标：1. 培养学生对英语学习的兴趣，提高学习英语的积极性。
2. 培养学生阅读理解能力，提高阅读速度和准确性。
3. 培养学生写作能力，学会运用正确的语法和词汇表达思想。
4. 培养学生口语表达能力，提高口语交流的流利度和准确性。
教学重点：1. 词汇：掌握本单元的核心词汇和短语。
2. 语法：了解并掌握本单元的语法知识。
3. 阅读理解：提高阅读速度和准确性，学会分析文章结构和内容。
4. 写作：掌握写作的基本技巧，提高写作水平。
5. 口语表达：提高口语交流的流利度和准确性。
教学难点：1. 语法知识的应用。
2. 阅读理解的深入分析。
3. 写作技巧的掌握。
4. 口语表达的流畅性和准确性。
教学准备：1. 教材：《新视野大学英语1》2. 教学课件3. 多媒体设备4. 练习题教学过程：一、导入1. 通过图片、视频等方式，激发学生对本单元主题的兴趣。
2. 引导学生回顾上一单元所学内容，为新单元的学习做好铺垫。
二、词汇教学1. 介绍本单元的核心词汇和短语，通过例句让学生理解词义。
2. 进行词汇练习，如填空、翻译等，巩固学生对词汇的记忆。
三、语法教学1. 介绍本单元的语法知识点，如时态、语态、非谓语动词等。
2. 通过例句和练习题，让学生掌握语法知识的应用。
四、阅读理解1. 阅读课文，引导学生分析文章结构和内容。
2. 进行阅读练习，如判断正误、填空、概括大意等，提高学生的阅读理解能力。
五、写作教学1. 分析本单元的写作要求，引导学生掌握写作技巧。
2. 进行写作练习，如写作提纲、范文分析等，提高学生的写作水平。
六、口语表达1. 通过小组讨论、角色扮演等方式，提高学生的口语表达能力。
2. 进行口语练习，如回答问题、发表观点等，巩固学生的口语交流能力。
七、总结1. 回顾本单元所学内容，强调重点和难点。
2. 鼓励学生在课后继续复习和巩固所学知识。
教学评价：1. 课堂参与度：观察学生在课堂上的表现，如提问、回答问题、参与讨论等。
新视野大学英语1_教案
教学目标：1. 让学生掌握本单元的基本词汇和语法知识；2. 培养学生的阅读理解能力，提高英语阅读速度；3. 培养学生的听说能力，提高英语口语水平；4. 培养学生的写作能力，提高英语写作水平。
教学重点：1. 本单元的词汇和语法知识；2. 阅读理解技巧；3. 听说交际能力；4. 写作技巧。
教学难点：1. 词汇和语法知识的运用；2. 阅读理解中的逻辑推理和推断；3. 听说交际中的语言运用和交际策略；4. 写作中的段落结构和语言表达。
教学过程：一、导入1. 教师用英语进行简短的自我介绍，激发学生的学习兴趣；2. 引导学生回忆上一节课的内容，复习所学知识。
二、词汇教学1. 教师带领学生学习本单元的词汇，包括单词的音标、词性和例句；2. 学生通过小组讨论，互相练习词汇的用法；3. 教师检查学生的词汇掌握情况，纠正发音和用法错误。
三、语法教学1. 教师讲解本单元的语法知识点，如时态、语态、非谓语动词等；2. 学生通过练习题，巩固语法知识；3. 教师对学生的练习情况进行点评，纠正错误。
四、阅读教学1. 教师带领学生阅读课文，分析文章结构，提炼文章主旨；2. 学生分组讨论，分析文章细节，提高阅读理解能力；3. 教师对学生的阅读理解情况进行点评，纠正错误。
五、听说教学1. 教师组织学生进行听力练习，提高学生的听力水平；2. 学生进行口语练习，提高英语口语表达能力；3. 教师对学生的听说能力进行点评，纠正错误。
六、写作教学1. 教师讲解本单元的写作技巧，如段落结构、语言表达等；2. 学生进行写作练习，教师对学生的写作进行点评，纠正错误。
七、总结1. 教师对本节课的学习内容进行总结，强调重点和难点；2. 学生回顾本节课所学知识，提出疑问。
教学评价：1. 通过课堂提问、小组讨论等方式，评价学生的词汇和语法掌握情况；2. 通过阅读理解、听说交际等活动，评价学生的阅读理解能力和口语表达能力；3. 通过写作练习，评价学生的写作水平。
新视野一unit1教案
Session 1 (90mins):Section A: Learning a Foreign LanguageI. Pre-reading activities (20mins)Step 1Questions for discussion:1. Did the writer enjoy learning English in junior middle school?2. To the writer, is there any difference between college and junior middle school in learning English?3. What did the writer feel when he was taking an online course?Step 2Pre-reading listening:First listening: Listen to the passageSecond listening: Listen to the passage again and answer the following questions according to what you hear.1. Why the writer’s learning attitude changed after entering senior middle school?2. What did the writer feel when he was taking an online course?3.Is the writer’s experience in learning a foreign langu age meaningful? Why?II. Text structure analysis and introduction of the writing pattern: a paragraph of a point of view supported by reasons. (25mins)Step 1:Text structure analysisDivide the text into parts and work out the general idea of each part. The passage is a first person narrative about the experiences of learning a foreign language. It is made up of three parts.Part One (Para 1): (This part makes the topic of the reading passage clear.) Learning a foreign language was one of the most rewarding experiences the writer has had.Part Two (Para 2-7): (This is the major part of the reading passage.) In this part, the writer describes his learning experiences in four different learning stages (i.e. junior middle school, senior middle school, college, and after graduating).Para.2:The writer’s experiences with learning a foreign language began in junior middle school.Para.3:The writer’s experience in senior middle school was different from before.Para.4:The writer’s experiences in college.Para.5: When the writer was offered an opportunity to study English through an online course his learning situation was changed.Para.6:Online learning is no easier than regular classroom study; it requires a lot of time, commitment and discipline to keep up with the flow of the course.Para.7:The writer practiced all the time. Though he was still making many mistakes, he had reaped the benefits of all of his hard work.Part Three (Para 8): (It summarizes the writer’s experiences in learning a foreign la nguage.) Through the learning process, the writer learned the value of hard work, gained insights into another culture, and opened his mind to new ideas. Communicating in English helped the writer form new friendships and bridge the gap between cultures.III. Explain new words and phrases in the passage of Section A (40mins)1. rewardvt. give sth. in return for good and valuable doings 奖赏；回报He always believed that the company would reward him for his efforts. 他总是相信公司会因他付出的努力而奖赏他。
新视野大学英语第三版第一册Unit1教案
教学目标：1. 让学生掌握本单元的关键词汇、短语和句型；2. 培养学生阅读理解能力，能够理解文章主旨和结构；3. 提高学生的听说能力，能够围绕文章主题进行讨论；4. 培养学生正确的人生观和价值观。
教学重点：1. 词汇：掌握本单元的关键词汇，如：brighter, future, education, etc.；2. 短语：掌握本单元的常用短语，如：towards, for all, etc.；3. 句型：掌握本单元的典型句型，如：To talk about...；4. 理解文章主旨和结构。
教学难点：1. 词汇的记忆和应用；2. 短语和句型的运用；3. 文章主旨和结构的理解。
教学准备：1. 教材：新视野大学英语第三版第一册；2. PPT课件；3. 教学视频；4. 相关图片和资料。
教学过程：一、导入（5分钟）1. 教师与学生互动，提问关于大学教育的看法，激发学生的兴趣；2. 引导学生思考：什么是理想的大学？他们对大学生活有什么期望？二、词汇教学（10分钟）1. 教师带领学生朗读并解释本单元的关键词汇，如：brighter, future, education, etc.；2. 学生跟读并模仿，加深记忆；3. 教师举例说明词汇的用法，帮助学生理解和记忆。
三、短语和句型教学（10分钟）1. 教师讲解本单元的常用短语，如：towards, for all, etc.；2. 学生跟读并模仿，加深记忆；3. 教师引导学生运用短语和句型进行简单对话，提高学生的口语表达能力。
四、阅读理解（15分钟）1. 教师带领学生阅读课文，引导学生关注文章主旨和结构；2. 学生回答问题，检查对文章的理解程度；3. 教师讲解文章的写作手法，帮助学生掌握阅读技巧。
五、听说训练（15分钟）1. 教师提出与文章主题相关的问题，引导学生进行讨论；2. 学生分组进行角色扮演，模拟真实场景，提高听说能力；3. 教师点评并给予指导。
六、总结与作业布置（5分钟）1. 教师对本节课进行总结，强调重点和难点；2. 布置课后作业，如：翻译课文、复述课文内容、写一篇关于大学生活的短文等。
新视野1Unit1教案
新视野1Unit1教案Unit 1Teaching Objectives:To talk about college education. .Scan the text and understand the structure of the text “Toward a brighter future for all”.Let students practice speaking and listening.Help the students to master the meaning and usage of the language points.Learn about the devices used in developing the passage.Focus：New words ; Language points; Listening skills; Speaking practice Difficulties：Pronunciation(stress) ; Word building; Sentence structure; Writing skills Teaching Method：Discussion; Explanation; ExemplificationTeaching Arrangements：8 classes 4 periodsSection A Toward a brighter future for allFirst periodStep 1 Lead-in and preparation for readingShow some pictures and let 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 2 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: The passage can be divided into 3 parts.Part I (para1-3) The president congratulates students on their achievement and reminds students of the fact that their current success was due to theirown and their parents’ efforts and that their future is built on a solidfoundation of the past.Part II (paras 4-7) The president offers students comprehensive advice on how to make the most of their four college years and makes them realize theuniversity’s expectations and their own responsibilities.Part III (para 8) The students are called upon to cherish the opportunity and to bear in mind their responsibilities as citizens of their communities,their country and the world..Method:Read the text individually and talk in groups; Use task-based language teaching method, reading approach, communicative approach and total physical response method.Step 3 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.Purpose: Train the Student s’ ability of understanding and using foreign language.Method:Talk in groups, Use task-based language teaching method, communicative approach and total physical response method.Second periodStep 1 Detailed study of the new words and phrases1. triumph n.a successful ending of a struggle or contest胜利，成功，成就Winning the championship was a great personal triumph for this young tennis player. 赢得冠军对这个年轻的网球运动员来说是很大的个人成就。
新视野大学英语第一册教案及PPT
教学目标：1. 学生能够听懂并理解对话内容；2. 学生能够运用所学的词汇和句型进行日常交流；3. 学生能够阅读并理解相关文章，掌握文章大意；4. 学生能够通过观看视频，了解西方文化。
教学重点：1. 听力：理解对话内容，掌握日常用语；2. 词汇：掌握新单词和短语，如：major, university, campus, etc.；3. 阅读理解：理解文章大意，掌握文章结构；4. 视听：观看视频，了解西方文化。
教学难点：1. 学生对西方文化的了解程度；2. 学生在阅读理解中遇到的长难句。
教学过程：一、导入（5分钟）1. 教师与学生进行简短的自我介绍，活跃课堂气氛；2. 教师提出问题，引导学生思考：“What is your major? Why did you choose this university?”二、听力训练（10分钟）1. 学生听对话，教师提问，检查学生是否理解对话内容；2. 学生复述对话，提高口语表达能力。
三、词汇学习（10分钟）1. 教师讲解新单词和短语，如：major, university, campus, etc.；2. 学生跟读，巩固记忆；3. 学生运用新单词和短语进行造句。
四、阅读理解（15分钟）1. 学生阅读文章，教师提问，检查学生是否理解文章大意；2. 学生分析文章结构，掌握文章写作手法。
五、视听（10分钟）1. 学生观看视频，了解西方文化；2. 教师提问，检查学生观看视频的效果。
六、课堂小结（5分钟）1. 教师总结本节课所学内容；2. 学生分享自己的学习心得。
PPT内容：一、标题：新视野大学英语第一册 Unit 1二、教学目标：1. 听懂并理解对话内容；2. 运用所学的词汇和句型进行日常交流；3. 阅读并理解相关文章，掌握文章大意；4. 了解西方文化。
三、教学重点：1. 听力：理解对话内容，掌握日常用语；2. 词汇：掌握新单词和短语；3. 阅读理解：理解文章大意，掌握文章结构；4. 视听：了解西方文化。
新视野大学英语第一册教案unit_1
课程名称：New Horizon College English （Book I）教者：课题：Unit 1 Learning a Foreign LanguagePeriod (1-2)Teaching Objectives:1) Students learn some key words and expressions of CET-4.2) Help students grasp the new words and expressions of section A.Teaching Focus and difficult points:1) The main idea of section A.2) The understanding of section A including some difficult expressions. Teaching Aids:Teaching notes prepared by the teacherBlackboard,Tape recorderTeaching ProcedureStep 1 Ts’ opening remarksStep 2 Explanations of new words1.rewardv. reward sb with/for stheg. Her parents rewarded her for her passing the exam.The citizens rewarded the winners with gifts of fruit and flowers.n. He give the boy a reward of one dollar for bringing back the lost dog.rewards (pl)好处Teaching children has its own rewards.rewarding a .有益的,报答的,值得做的,有用的rewardless a. 无报酬的,徒劳的Compare: reward /awardreward 指干了好事或有益的事受到奖赏得到报酬award 指官方给予或授予award sb sth award sth to sb2.frustratev. ~ing ~edIt is (was) ~ing to do sth/ It is ~ing thatIt is ~ing that no one agreed with mebe ~ed in sth be ~ed to do sthI am ~ed in the result of the exam.~tion n. 挫折,失败Compare: beat , defeat, discourage3.positivea. Do not just watch me; give me some ~advice.(effective, helpful)We still do not have a ~ answer as to how he died.(definite)Be ~ of /that : Are you ~ that he is the man you saw yesterday?Are you ~ of her honesty?近: definite 反: negativemunicatev. ~ sth to 向…传达~ with 和…沟通(相连)We should learn to ~ with others.The officer ~d his order to the soldiers by radio.She tried to ~ her thoughts to her children.~tion n. ~tive a. 愿意说的~nicable a.可传达的5.mediumn. Air is a ~ of sound.Newspaper is a prime ~ of communication.The boy is of ~ height for his ageCompare: ~ / middle ~ 指按照具体或抽象标准衡量中等或适中的Middle 指距离.要求.标准.方位等的中间A man was lying in the middle of the road.I want to buy a ~-sized coat.6. accessn. have ( get, gain ) ~ to sth ( sb )The only ~ to that building was guarded by the soldiers.He was not allowed ~ to his brother who was in prison.It is difficult to gain ~ to him.Students must have ~ to good books.accessible ( to ) a. 容易得到的,可以使用的accessibility ( to ) 易接近,易取得Compare: assess 评定(估,价),核定,判断, asset 优点,天赋,(复数)资产excess 超过,超量,过剩mitment]n. make/take/undertake a ~ to do sthHe felt he did not have to make such a ~ to Mary.I do not want to get married because I do not want any ~s.Commit v. commit a crime /mistake commit suicidecommit oneself to 承担义务,承诺admit ,emit, limit, omit, permit, submit, transmit8. minimumn. The ~ passing mark is 40 out of 100.The temperature reached a ~ at midnight.~ ( pl )- minimums or minima (反) maximummini- 微型的,小的miniskirt minibusminimal a. 最小的,最低限度的minimize v. 使减少到最低限度9．embarrassvt. It ~ed her that her husband was drunk at the dinner.~ing a. ~ed a. ~ingly adv. ~ment n. 局促不安,难堪be/feel ~ed sth is ~ing ~ sb with sth/by doing sthShe was ~ed when they asked her age.I do not like making speeches in public; It is so ~ing.Compare:~ing/~ed/awkward~ing (某事,某种情理)使人尴尬~ed (某人)尴尬的awkward a.尴尬的,棘手的,可修饰人,也可修饰物.He was in an awkward situation.10. benefitn. He told me that he got no personal ~ from the businessRain will ~ the crops.v. (sth.) ~ sb ; ~ sb ; ~ (a lot/greatly) from/by (sth./doing sth.)for the ~ of =for the interest / good of ; be of ~ to sb. /sth. 对….有裨益I travel for the ~ of my health.The book was not of much ~ to me.beneficial a.Compare: ~ ; good ; profit11.be well worth sth./doing sth.A bird in hand is worth two in bush.The picture is worth ten thousand dollars.The film is well worth seeing.12.not only….but alsoShe is not only a good wife , but she is also a good mother.Not only did we enjoy the film, but we also had a wonderful time.另外: Only in this way can you hope to finish the work at the end of this month.当它连接两个并列成分做主语是,谓语的单复数采用就近原则,由but also 后的名词决定,英语中还有either….or… ; neither….nor….Not only she but also I like the dress.13. reap the benefits ofHe has reaped the benefits of a first-class education.I hope you will reap the benefits of investing in it.14.reach out ( to )We must ~ to those in need.reach out for You must reach out for any opportunity that comes your way.reach for He reached for the phone and dialed the number.15. rade…for/with:歌迷用五张光盘换到一张演唱会的入场券。
新视野大学英语1教案U1
BOOK One (The Second Edition)Unit 1Learning a Foreign LanguageⅠ.Aims:Students will be able to:1.grasp the main idea and structure of the text;2.appreciate the narrative skills demonstrated in the text;3.master the key language points and grammatical structures in the text;4.conduct a series of reading, listening, speaking and writing activities related tothe theme of the unit.Ⅱ.New Lexis:positive, opportunity, communicate, continual, reward, minimum, commitment, favorite, post, virtual, access, benefit, gap, embarrassat times, be worth sth./doing sth. Not only…but also…, far from, a couple of , get/have/obtain access to, participate in, keep up with, feel like sth./doing sth. give up, think out, come across, reap the benefits, trade for , give sb. insights intoⅢ. Structure:1.while….2.not only….but also…Ⅳ. Pre-reading Activities1.Listen to the passage and answer the following questions according to what you hear.1)When did the speaker start to learn English, and when did he gain command ofthe language?Suggested answer: the speaker started to learn English when he was in junior middle school. He gained command of the language after he tookEnglish through an online course.2.)Besides the language itself, what else did the speaker gain from learning a foreign language online?Suggested answer: Online learning has taught the speaker to better manage his time so that he could include his online studies in his busyschedule. Learning better time management has paid manyrewards since.3)How could online learning help you with your English?(open-ended)Suggested answer:To provide enough information;To avoid embarrassment when I can‟t answer questions inclassroom;To study at my own pace;………….2. Warming-up1) When and where did you begin to learn English?— I began to learn English... years ago.— I have learned English for...— My experience with English began in... when...2) Do you enjoy learning English? Why?—No, I don‟t enjoy it because it is useless / toodifficult.— Yes, I enjoy it very much. It can help mefind a good job after graduation.learn the cultures of other countries.make some foreign friends.learn the value of hard work.3) How was your English teacher in junior or senior middle school?— My English teacher in... waskind/patient/encouraging/strict/impatient/cold/always angry.4) Do you have any trouble learning English? If any, what is it?understand what others say.remember so many words.understand the grammar.read quickly.speak in public.— I always feel it difficult to...—It‟s not easy for me to…5) What are the advantages of learning English online?equal opportunity to do...any place, any time or pacecheaper and more convenientquicker and easier to get access tomuch information and to teachersstudent-centeredno limit to the number of students...Ⅴ. Background Information:T he education systems seem similar for different countries, but we use different terms to describe them. A junior middle school refers to a school in the US for children who are twelve to fifteen years old while in Britain a junior school refers to a school for children aged seven to eleven years. In China, a junior middle school refers to a stage of education after primary or elementary school, and a senior middle school refers to a stage of education after primary or elementary school, and a senior middle school refers to a stage of education after junior middle school and before college or university. More information about the Us education system is available in the following paragraphs.Most Americans attend twelve years of primary and secondary school. With a secondary school diploma or certificate, a student can enter college, university, vocational school and other professional schools.Primary and secondary school: Begins around age six for US children. They attend five or six years of primary school. Next they go to secondary school, which consists of either a two-, three-year program or a four-year program. This is called “middle school”or “junior high school”and “senior high school”(often just called “high school”).Higher education: after finishing high school, US students may go on to college or university. College or university study is known as “higher education”.Study at a college or university leading to the Bachelor‟s Degree is known as undergraduate education. Study beyond the Bachelor‟s Degree is known a graduate or postgraduate education. M.D and Ph. D. are both doctorate degrees, awarded todoctors of medicine and doctors of philosophy respectively.StageⅠPresentationIntroductory remarksThe author presents readers with his own language learning experiences at different stages. And at different stages, the author met different teachers and consequently formed different attitudes towards English learning.A.Vocabulary1.reward:vt. Give something in return for good and valuable doings.The teacher rewarded the student for his high scores.Our hard work was finally rewarded.n. something as a return for good and valuable doings.This game had its excitement, challenges, and rewards.rewarding : a. satisfying and worthwhileTeaching is a rewarding career.reward sb. with sth.; reward sb. for sth;2. frustrate: vt.1) cause someone to have feelings of disappointmentShe was frustrated by her failure in the college entrance exam.2)cause the failure of somethingThick fog frustrated their attempt to land on the tiny island.frustrating: a. making someone feel annoyed, upset, or impatientIt‟s frustrating when you‟re in a hurry and the traffic isn‟t moving.frustration. n. the feeling of being disappointed, annoyed, or upset.a sense of frustration3. junior:be junior toseniorsuperiorFreshman, sophomore, junior, senior,4.positive: a.1)helpful and encouraging in achieving somethingif you want to improve your situation you must adopt a positive attitude.2)definite; allowing no room for doubtThe boss must be positive before making a decision about whether these workers should be fired.5.former: a. of an earlier periodthe former president / wifen. the first of the two people or things just mentionedGiven the choice between a piece of chocolate and a book, most will choose the former.Of the two possibilities, the former seems more likely.6.access: n.1)(U) the right to have or use somethingIf you do not have access to the Internet, we‟ll send someone to help you.2)(C) the means of entering a place.The soldiers guarded the only access to the building.get/ have /obtain access to: have the right to have or use somethingYou obtain access to your data by typing in a user name and password.7.participate (in)Members can participate in any of the activities organized by the club.mitment:1)(U) the hard work and loyalty that someone gives to an organization, activity,etc.It‟s a part-time program, but total commitment is still necessary for completing it.2)(C) a promise to follow certain beliefs or actions.He made a commitment to help all children learn English, but he soon found it impossible without an online course.9. embarrass: vt. make someone feel ashamed, nervous, or uncomfortableThe others embarrassed her when they laughed at her mistake.Being unable to answer the questions embarrassed some students. embarrassing: a. making someone feel ashamed, nervous, or uncomfortable.It was embarrassing that I couldn‟t remember his name.10. reap: vtReap the benefits (of hard study)Reap the rice in the field.reap the benefit/reward/profit/fruit of11. insight: n. (C.U) an accurate or deep understanding of somethingWe help troubled students gain some insight into their own problems.gain insight into sth了解，洞悉12. communicate:vi. Send and exchange feelings, opinions, or information.Now that we live in different cities, we communicate by email.We communicate with each other using sign language.vt. make opinions, feelings, or information known or understood by others.She communicated her feelings to her teacher.13. gap:bridge the gap: reduce or get rid of the difference between two things.Learning a foreign language helps us bridge the gap between two different cultures. The policy bridged the gap between the poor and the rich.14. be worth sth./doing sth: be rewarding enough for the time, effort, money, etc.He‟s decided to have a look at the house for it is well worth buying.15. far from: not…at all; rather thanFar from being angry, he‟s very happy.Far from helping the situation, you‟ve just make it worse.16. trade for: exchange forHe decided to trade his goat for rice.I would trade my dictionary for your book.17. now that: because of something or as a result of something.Now that all has arrived , we can begin our class.18. instead of: rather thanI feel like staying home alone instead of going out shopping with friends.You should be out for fresh air instead of staying indoors all day.19. reach out to: communicate with; contactWith the introduction of the internet, we can reach out to our friends by email. Compare:1)reach out for: try to getYou must reach out for any opportunity that comes your way.2)reach for: hold out one‟s hand to get somethingHe reached for the phone and dialed the number.B.Text Study1.Part Division of the Text2. Structure AnalysisA.General Statement + Specific Details + Conclusion1)What is the General Statement?2)What are the specific details?3)What is the conclusion?The General Statement (the Main Idea)Learning a foreign language was one of the most difficult yet most rewarding experiences of my life.(Para.1)The Specific DetailsEnglish Learning Experiences:Difficult : a. in senior middle school. (Para. 3)b. at college. (Para.4 )Rewarding :a. in junior middle school (Para. 2)b. with the online course. ( Paras.5—7 )ConclusionLearning a foreign language has been a most trying experience for me, but one that I wouldn‟ t trade for anything. (Para. 8)B. The way to develop paragraphs:cause and effectThe cause and effect technique can make clear the reasons why something happens by showing the relation between cause and effect.List the cause and effect of Para. 2, 3, and 4.Para. 2Cause: The kind and patient teacher often praised the students.Effect: I eagerly answered questions, not worrying about making mistakes. I was at the top of my class.Para. 3Cause: The new teacher quickly punished those who gave wrong answers.Effect: I lost my eagerness to answer questions and my desire to say anything in English.Para. 4Cause: Large classes made me only able to answer a couple of questions in each class period. Many students spoke much better than I did.Effect: I was afraid to speak. My English seemed to stay at the same level.3.Difficult sentences1)Learning a foreign language was one of the most difficult yet most rewarding experiences of my life. (Para.1)Paraphrase:learning a foreign language was one of the most difficult things I‟v ever done, but it provided more benefits than any other experience Ihave had.2)While my former teacher had been patient with all of the students, my new teacher quickly punished those who gave incorrect answers. (Para.3)Paraphrase: my junior middle school teacher had been patient with all the students, but my new teacher was impatient and quick to punish those who gavewrong answers.While: conj. used to introduce information which contrasts with information in the main clauseWhile…, 而……,Eg.(1) While I like you personally, I don‟t think what you are doing is right.(2)While professors are talking about economic theories, company chairmen areconcerned with profits.“TranslationI drink black coffee while he prefers cream in his coffee.While most students look forward to learning English online, some cannot bear the thought.3)it didn‟t take me long to lose my eagerness to answer questions. (Para.3) Paraphrase: After a short time, I was no longer eager to answer questions.4)Not only did I lose my joy in answering questions, but I also lost my desire to sayanything at all in English.(Para.3)Paraphrase: I lost my joy in answering questions, and I also lost my desire to say anything at all in English.W ith “not only” or“only” placed at the beginning of a sentence, its order should be inverted (倒装).More:neither/little/only/hardlyseldomneither/not… nornot untilunder no circumstancesno sooner... than...scarcely (hardly)... when...Practice(1)We have been told that under no circumstances ____ the telephone in the office for personalaffairs.A. may we useB. we may useC. we could useD. did we use(2)The organization had broken no rules, but _____ had it acted responsibly.A. neitherB. soC. eitherD. both(3) I could not persuade him to accept it, _____ make him see the importance of it.A. if only I could notB. or I could notB. nor could I D. no more than I could(4) Only under special circumstances _______ to take make-up tests.A. are freshmen permittedB. freshmen are permittedC. permitted are freshmenD. are permitted freshmen(5) Not until the game had begun ______ at the sports ground.A. had he arrivedB. would he have arrivedC. did he arriveD. should he have arrived5)I soon got access to the necessary equipment, learned how to use the technologyfrom a friend and participated in the virtual classroom 5 to 7 days a week. (Para.5) Paraphrase: I got the right to use the necessary equipment, learned how to use the technology from a friend, and took part in the online classroom 5 to 7days a week.6)Once in a while I cried out of frustration, and sometimes I felt like giving up.(Para.7)Paraphrase: Sometimes I cried because of disappointment and sometimes I wanted to stop trying.7)But I didn‟t feel intimidated by students who spoke faster than I did because Itook all the time I needed to think out my ideas and wrote a reply before posting it on the screen (Para.7)Paraphrase:But I didn‟t feel frightened by students who spoke faster than I did, because I took all the time I needed to think carefully and I wrote myreply before I put it on the screen.8)Learning a foreign language has been a most trying experience for me, but onethat I wouldn‟t trade for anything. (Para.8)Paraphrase:leaning a foreign language has been an experience full of difficulties and challenges, but I wouldn‟t exchange it for anything else.9)Now that I speak a foreign language, instead of staring into space when English isbeing spoken, I can participate and make friends. (Para.8)Paraphrase: because I can speak a foreign language, I am able to take part in English conversations and make friends, and I no longer look thoughtlessly intothe distance when people around me are speaking English.StageⅡReproductionSuppose you are the author. Work with your partner to talk about your experiences of learning English at different stages in time sequence. Remember to use the information you learned from the text.A sample beginningA: When did you begin to learn English?B: I began to learn English at the age of 12 when I was in junior middle school. How about you?StageⅢSummaryLearning a foreign language was one of the most difficult yet most rewarding experiences. Although at times, learning a language was frustrating, it was well worththe effort. In junior middle school, my foreign teacher praised all of the students. I benefit a lot from this positive teaching method. In senior middle school, the teacher always punishedthose who gave incorrect answers. So I lost my joy in answering questions and my desire to sayanything at all in English. In college, I had no opportunity to speak in class. I felt intimidated. Online learning changed everything. Although it requires much time commitment and discipline to keep up with the flow of the course, I succeeded in foreign language learning. Learning a foreign language has been a most trying experience. I have learned insights into another culture as well as the language points. StageⅣHomework1)To ask students to be familiar with the text again and memorize the new words and phrases.2) Students should be ready for dictation about the key words and sentences.3) Finish the exercises in Unit 1.4) Teacher may assign Ss to do …Translation‟ on p. 12.5) Useful expressions值得……的well worth the effort积极的方法positive method前一任老师former teacher遇到生词come across new words网络课程online course虚拟课堂virtual classroom课程进度the flow of the course得到好处reap the benefits of茫然不解stare into space参与participate in6) Multiple Choic e①The people living in these apartments have free ____ to that swimming pool.A. assessB. excessC. processD. access②The two friends haven‟t ______ with each other.A. associatedB. wroteC. communicatedD. heard③If you get up early and run every day, you will ______ a lot from it.A. profitB. benefitC. deriveD. receive④Teachers have free _______ to the library.A. accuseB. accessibleC. accessD. approach⑤You can learn anything with a _______attitude.A. positiveB. constructiveC. negativeD. sensitive⑥High interest rates _______ people fromborrowing money.A. frustrateB. discourageC. disappointD. disturb⑦He felt _________ when he found he haddifficulty with most of the math problem.A. frightenedB. terrifiedC. encouragedD. frustrated⑧Why can‟t you do this small _____ for me? I‟ve helped you often in the pas t.A. favoriteB. favorableC. favorD. demand⑨His attitude to work mainly depends on ______ from the work.A. the offerB. the awardC. the rewardD. the reflection⑩The students were participating _________ an international energy-saving competition between towns in New England and Canada.A. forB. toC. inD. at7)Writing—Cause and Effect WritingWrite a paragraph of about 80 words, using the 5 patterns.Topic: English StudyGeneral Statement: I want to study English for different reasons.For your referenceWriting—Cause and Effect WritingI want to study English for different reasons. Firstly, English is generally considered as the most common language of communication throughout the world. For example, English is widely used in many fields such as science, business, entertainment, just to name a few. Therefore, learning English enables me to have the opportunity to communicate with people from different backgrounds and cultures. Secondly, learning English broadens my horizon, giving me insights into other cultures. And my mind is opened to new ways of viewing things.。
新视野第一册第一单元教案
所需课时: 4学时授课时间：04-05 1学期教案完成时间：04年8月
所需课时: 4学时授课时间：04-05 1学期教案完成时间：04年8月
教案首页
所需课时: 4学时授课时间：04-05 1学期教案完成时间：04年8月
所需课时: 4学时授课时间：04-05 1学期教案完成时间：04年8月
新视野大学英语第1册教案
所需课时: 4学时授课时间：04-05 1学期教案完成时间：04年8月
所需课时: 4学时授课时间：04-05 1学期教案完成时间：04年8月
所需课时: 4学时授课时间：04-05 1学期教案完成时间：04年8月
教案首页
所需课时: 4学时授课时间：04-05 1学期教案完成时间：04年8月
所需课时: 4学时授课时间：04-05 1学期教案完成时间：04年8月
教案首页
所需课时: 4学时授课时间：04-05 1学期教案完成时间：04年8月。
- 1、下载文档前请自行甄别文档内容的完整性，平台不提供额外的编辑、内容补充、找答案等附加服务。
- 2、"仅部分预览"的文档,不可在线预览部分如存在完整性等问题,可反馈申请退款(可完整预览的文档不适用该条件!)。
- 3、如文档侵犯您的权益，请联系客服反馈,我们会尽快为您处理(人工客服工作时间：9:00-18:30)。
NEW HORIZON COLLEGE ENGLISH BOOK 1 TEACHING PLAN《新视野大学英语》第一册教案Unit One: Section A---Learning A Foreign LanguageObjectives (目标)：The students are required to have a good knowledge of the main idea, a good command of the core words, expressions and structures, learn to find out the meanings of unfamiliar words.Key Points (重点)：Comprehension of the text; Core words, expressions and structures.Difficulties (难点)：Sentences beyond comprehensionApproach (方法): InteractionProcedures (步骤):1. Word Study，90 minutes2. Sentences beyond comprehension, 90 minutes3. Comprehension of the text, 90 minutes4. Exercises, 90 minutes3．Collocations (搭配)1）rewardEg. He received a medal in reward for his bravery. 因表现勇敢他获得了一枚奖章。
to reap / receive one’s just reward 获得应有的报酬One reward of my job is meeting people. 我工作的报酬之一就是结识了很多人。
A $1000 reward has been offered for the return of the stolen paintings悬赏1000美圆寻找失窃的画。
to reward sb. for sth. / doing sth.Is this how you reward me for my help? 你就这样报答我对你的帮助吗？to reward sb. with sthShe rewarded him with a smile. 她向他报之一笑。
2) juniorEg. He is several years junior to me. 他比我小几岁。
3）seniorEg. He is ten years senior to me. 她比我大10岁。
She is senior to me, since she joined the firm before me.她比我资格老，因为她比我先加入公司。
4）positiveEg. Are you positive that he has stolen the money?你肯定他偷了钱？She was quite positive about the answer to the question. 他对这个问题的答案很有把握。
Try to be more positive in dealing with the problem.对解决这个问题再积极些。
5）intimidateEg. intimidate sb. into sth. / doing sth.The robber intimidated the witness into silence.那个强盗威胁目击者，要他嘴闭紧点儿。
6）opportunityEg. create/ find / get/ have an opportunity for sth. / doing sth. / to do sth.创造/ 寻找/ 得到/ 有机会That was the situation until a couple of years later when I was offered an opportunity to study English through an online course. 这种情况持续了两年。
两年后我得到了网上学习英语的机会。
（NHCE Book 1 P.3, L.27）take the opportunity to do sth. / of doing sth. 趁此机会7) accessEg. The only access to the farmhouse is across the fields.要到那个农舍去只有穿过田地。
Students must have access to a good library.学生们必须有个好图书馆（使用）。
Only high officials have access to the president. 只有高级官员能接触总统。
I soon got access to the necessary equipment. (NHCE Book 1 P.3, L.29)很快，我有了这种必需的设备。
8）participateEg. See NHCE Book 1, P.3, L.319) commitmentEg. Our company has a commitment to equal pay and opportunities.我们公司承诺给员工提供平等的报酬和机会。
There is a growing commitment to fight poverty.越来越多的人承诺同贫困作斗争。
Volunteers must make a commitment of four hours a week.自愿者必须保证每周工作4小时。
Our employees’commitment to their work shows in their high quality output.我们的员工的敬业精神体现在高质量的产品上。
10）benefitEg. （1）to get / reap benefit from sth.S he didn’t get much benefit from her stay abroad.她生活在国外，没有得到什么好处。
（2）to have the benefit of sth.I’ve had the benefit of a good education. 我得益于于良好的教育。
（3）with the benefit of sth.With the benefit of modern technology, the software division expects to achieve its sale targets this year. 借助现代技术，软件部预计能够完成今年的销售指标。
（4）to be of benefit to sb. / sth.The new regulations will be of great benefit to us all. 新规章制度对大家都有好处。
（5）to be to one’s benefitThe change in the law would be to everyone’s benefit.本法的这一改变符合每个人的利益。
（6）to benefit by / fromWho is likely to benefit most by / from the new tax law? 谁可能从新税法中受益最多？11）gapEg. See NHCE P.4, L. 574．Expressions in the text with the line number in the bracket(not including those on P.6—7): foreign language(1) 外语; junior middle school (4)初级中学;senior middle school (9)高级中学; to take a class (5)上课; because of (5)因为;worry about (7)担心; make a mistake (8)犯错误; at the top of a class (8)在班上名列前茅;to be eager to do sth.(9)渴望; to be different from (10)与…不同;to be patient with sb. / sth. (11) 对…有耐心; to point a stick at sb. / sth. (13)用棍子指着;to lose one’s joy in doing sth. / sth. (15)失去兴趣;to lose one’s eagerness to do sth (15)失去热情;to lose one’s desire to do sth (16)失去欲望; （注意：以上三个短语都表示“不想做某事”）to be required to do sth (19)需要; 必须to be able to do sth (22)能/ 有能力; to be afraid to do sth (26) 害怕;to stay at the same level (26); 停留在原有水平to be offered an opportunity to do sth (27) 有机会; online course (28)网上课程;to learn sth. from sb.(30)向…学习…; 一virtual classroom (31)虚拟课堂;online learning (32)网上学习; regular classroom study (32)常规课堂;the flow / pace / step / rate / progress / schedule of the course (33)课程进度;to meet the standards (34)达到标准;to set standards (34)确定/制定/ 设定标准; to complete assignments (35)完成任务/ 作业; on time (35)准时; all the time (36)一直/ 始终; as well as (37)以及/ 除了;once in a while (38)有时; out of (38)因为/ 由于;My mind was opened to… / to open one’s mind to…(50)乐于接受;communicate with (52)与…交流/ 沟通; participate in (54)参加;to stare into space (55)两眼望青天/ 茫然不知所措; make friends (56)交朋友;to bridge the gap between…(57)弥合…之间的鸿沟Step 2: Sentences beyond comprehensionBefore the teacher’s explanation, the students are asked to tell the meaning of the following sentences in English or Chinese.)1. Learning a foreign language was…(L. 1—2)Note: V-ing phrase can be used as a subject, part of a predicate, predicative, object of a verb or a preposition, complement and an adverbial, attributive. Pick out the V-ing phrases in the text and tellits part of speech. V-ing 短语可用做主语、部分谓语、表语、动词或介词宾语、补语、状语和定语。