新标准1册教案-Unit3-(1).doc

精品教育
廊坊师范学院外国语学院教案　
2016-2017学年度 第 一 学期
课程名称： 大学英语 任课教师 罗文凤，郝蕾，朱玉清
系（部） 大学外语部 教研室 基础英语一教研室
授课章节： Unit 3 Learning to think（ New Standard English 1）
授课班级
Classes 39,40,41,42,43,44
授课日期
2016-10-17
课 题
Active reading (1): Thinking for yourself
时 数
2
教学目的
及 要 求
The section aims to make the students realize the importance to think independently, read for specific information, express an opinion with evidence or examples and develop critical thinking about different styles of thinking.
教学重点
Understand the main idea and the structure of the text
难 点
Comprehension of the text and main language points
教学方法
及 教 具
Under the guidance of student-centered principle, apply communicative and heuristic teaching methods, stimulate students’ interest in learning English and get students involved in class participation
课堂设计（教学内容、过程、方法、图表等）
时间分配
I Review & warm-up
1 Dictation
2 Checking Ss’ autonomous learning tasks.
3 Activities to arouse students’ interest in learning the unit (Take the IQ tests to measure intelligence).
II Text analysis
1 Background information
The book Time to think written by Nancy Kline
Multiple intelligence
2 Comprehending exercises
1 Understand the concept of thinking for oneself
2 Read for specific information
3 Analysis of the organization of the text: consider sentence function
III Language points
V Grammatical points (Q & A)
1 Key expressions:
radical, suspicion ,glimpse, lean, prevalent ,on purpose, not think much of, for that matter, at (great/some) length, be about to do, in sb.’s presence
20’

55’

15’

课堂设计（教学内容、过程、方法、图表等）
时间分配
2 Difficult sentences
(1)Thinking for yourself is not a popular activity, though it should be.(Para 2)
“though it should be” refers to the author’s opinion who thinks that thinking for yourself should be popular and who hopes to share her opinion with readers.
(2) I was reminded of this sad fact at a party when a fellow guest asked me the subject of a book I was planning to write.(Para 3)
The author’s purpose of using the negative adj. “sad” is to show her disapproval of the attitude that “thinking for yourself can be seen as dangerous”.
(3)When was the last organizational vision statement you saw that included the words “…to develop ourselves into a model environment in which everyone at every level can think for themselves?” (Para 4)此句为 when 引导的特殊疑问句，包含三个定语从句。其中 you saw 和 that included the words 两个定语从句共同修饰 the last organizational vision statement, in which everyone… 修饰 a model environment.
(4)When was the last organizational vision statement you saw that included the words “… to develop ourselves into a model environment in which everyone at every level can think for themselves”?(Para 5)
The writer is questioning whether the mission statement of organizations or institutions includes words about staff at all levels thinking for themselves.
(5)Had she affirmed our intelligence first and spoken about the joy of thinking for ourselves, had she not fanned our fear of her, we would all have learned even more powerfully what it meant to do our own thinking.(Para 19) 此句为典型的虚拟语气，包含以“had +主语+动词完成时态+其它”为条件句的两个并置结构。
IV Critical thinking
Theme exploration:
1 Would you agree that not many people know how to think for themselves?
2 Is the writer’s teacher a good teacher？

10’
作 业 及
参考文献
1. Review and discuss the importance of thinking for oneself.
2. Preview the following reading passage, study it online and locate questions and difficulties:
Finish exercises in the book and check the keys online and study the resources courseware online;
课程小结
Only by integrating listening, speaking, reading and writing, rather than practice just one of the above-mentioned skills, can students improve their English most efficiently.
廊坊师范学院外国语学院教案　
2016-2017学年度 第 一 学期
课程名称： 大学英语 任课教师罗文凤，郝蕾，朱玉清
系（部） 大学外语部 教研室 基础英语一教研室
授课章节：Unit 3 Learning to think（ New Standard English 1）
授课班级
Classes 39,40,41,42,43,44
授课日期
2016-09-19
课 题
Active reading (2):
Hone your study skills

时 数
2
教学目的
及 要 求
By learning this text, the students are able to improve their reading skills, apply the words and patterns to express themselves about their study at university and master the skill to form an opinion about study skills.
教学重点
Master reading skills and writing skill
难 点
Comprehension of the text and main language points
教学方法
及 教 具
Under the guidance of student-centered principle, apply communicative and heuristic teaching methods, stimulate students’ interest in learning English and get students involved in class participation
课堂设计（教学内容、过程、方法、图表等）
时间分配
I Review & Warm-up
1 Dictation/Q&A
2 Answering the questions:
1) What is the hardest thing about moving from school to college?
2) What new skills do you have to learn as a college student?
3) Which skills are most difficult to acquire?
II Reading skills
1The Honey and Mumford approach
2 Useful tips to improve study skills
III Comprehending the text
1 Comprehending exercises
2 Understanding study skills

10’

30’

10’

IV Grammatical points (Q & A)
Answer Ss’ questions. (Students are supposed to study the resources courseware online before class)
1 Explanations to key expressions:
financial, resource, transfer, notepad, context, critical, handout, integrate, questionnaire, generate ,theorist, rational, pragmatist , overwhelming, focus on/upon, strike a balance, more or less, try sth. out, bog down in / with, break up, keep sth. in mind, by/in contrast
2 Explanations to difficult sentences
(1)Like everyone else, students have their fair share of problems.
The idea of fair share here is that everyone has problems of some sort or other, in more or less equal shares, as if problems are divided among the population. Thus, students have problems, just as other people do.
(2) … and surviving on limited financial resources …
The word resources refers to something you can use to help you achieve something, for example, financial resources refers to money. If such resources are limited / constrained / scarce / in short supply, then there isn’t much money available.
(3)The standard joke is that it is a system for transferring notes from the lecturer’s file to the student’s notepad without passing through the mind of either.
This joke is intended to criticize the traditional lecturing style in which the lecturer (without thinking) simply reads their lecture notes. These notes are thus transmitted to students, who simply write down (without thinking) what the lecturer says. The result is that the students’ notes may be similar to those of the lecturer, but the content and meaning of the lecture hasn’t passed through the mind of either the lecturer or the students – the lecture is just a transfer of words, without understanding.
(4)... place the material of the course in context ...
The word context refers to the general situation in which something happens, which helps to explain it. Placing something in context can thus include giving details of time, place, situation, social, historical or theoretical background, and other features which influence what happens or what is said. As students get more experience of university study, they may realize, especially in social sciences and humanities, that a lot of studies and research involve understanding different contexts, so this can become a powerful tool for learning.
(5) The approach is to discuss and, where appropriate, be critical of the topic, rather than simply to describe it.
The main structure is “The approach is to discuss and be critical of the topic.” It means that a good lecturer will ask students not to describe the topic, but to talk about it and give their own comments so that they can develop their critical thinking.
V. Guided writing
Write a short passage entitled “What’s the most difficult part of learning a foreign language?”. Guided Writing, P41

25’
作 业 及
参考文献
Review and preview reading passage 1 in Unit 5, study it online and locate questions and difficulties:
Finish exercises in the book and check the keys online and study the resources courseware online;
课程小结
Only by integrating listening, speaking, reading and writing, rather than practice just one of the above-mentioned skills, can students improve their English most efficiently.

廊坊师范学院外国语学院教案　
2016-2017学年度 第 一 学期
课程名称： 大学英语 任课教师罗文凤，郝蕾，朱玉清
系（部） 大学外语部 教研室 基础英语一教研室
授课章节：Unit 1 （ New Standard English 2）
授课班级
Classes 41,42,43,44
(Class A/ Class B)
授课日期
2016-03-13
2016-03-20
课 题
Unit 3 College culture
listening and speaking practice
时 数
2
教学目的
及 要 求
Students should master the new words and expressions in the unit and some skills in listening, for example, how to grasp the main ideas, and practice presentation skills.
教学重点
Practicing presentation skills
难 点
Help students reach the level of Cet-4 described in the Teaching Syllabus of the Course for Listening and Speaking of College English
教学方法
及 教 具
Multi-media classroom
课堂设计（教学内容、过程、方法、图表等）
时间分配
I Checking
1 Dictation of useful expressions
2 Checking the oral and listening tasks
II Starting point
1.Look at the words and expressions in the page for 30 seconds.
2.Work in groups and discuss on the methods you used to memorize these words and expressions.
3.Recommend some efficient methods to memorize English words. III Viewing listening and speaking
1 Listening practice
Watch videos and finish relevant listening practice.
2 Speaking practice
35’

15’

50’
课堂设计（教学内容、过程、方法、图表等）
时间分配
Work in the groups of three and role play a TV interview.Student A is a TV journalist who will conduct a short interview with two experts, B and C, about strokes.
Procedures
1) Introduces B and C as two experts on strokes …
2) A asks B and C three main questions:
What exactly is a stroke?”
“Can you tell us what causes a stroke?”
“What is important for the recovery of stroke victims?”
3) thanks B and C …
4)B and C: give the best answers you can, based on the information you learn and its implication and also your experiences.

作 业 及
参考文献
1. Finish the relevant listening exercises online and prepare to conduct an interview within your group about the difference between reality in the last semester and expectation.
2. Preview the following unit.
课后小结
It is so hard to keep the students concentrate for the whole class, so it is vital for the teachers to use a joke or game in between to arouse the students’ interest and keep their mind active for more information.

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