新视野大学英语第一册教案unit - 1(3)

24) I am able to reach out to others and bridge the gap between my language and culture and theirs. (Para. 8)

Meaning: I am able to communicate with others and make smaller the differences between my language and culture and theirs.

Step 4 Post-reading Tasks

Translate the Paragraph into Chinese on page 9

Step 5 Assignments

a) Complete exercises related to Text A b) Preview section B

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Period (5-6)

Teaching Objectives:

1) Conduct reading, speaking and writing activities related to the theme of the unit. 2) Help students grasp the new words and expressions of section B. Teaching Focus and difficult points:

The follow-up activities: exercises and debate on “Online Learning” Teaching Aids:

Teaching notes prepared by the teacher Blackboard

Teaching Procedure

Step 1 Post-reading Tasks a) Revision

b) Writing and reading skills *Writing skills:

For Book 1, Text Structure Analysis would be only on the paragraph level. We would pick up one paragraph or paragraphs from the reading passage to make a model analysis for the students and have another paragraph or paragraphs of similar structure to be analyzed by the students to enable them to understand the structure used by the author.

In Reading Passage A, the author presents the reader his own language learning experiences for different stages, from junior middle school to online learning, and for each different stage of learning he describes an effect that results from some causes. This is an example of cause and effect writing, which makes clear the reasons why something happens by showing the relation between a cause and its effect. Look at how the author writes in Paragraph 3.

In Paragraph 3, the author puts forward his main topic for the paragraph--\I went to senior middle school, I was eager to continue studying English; however, my experience in senior school was very different from before\the paragraph is: my learning experience in senior middle school is different from before.

Then the author goes on to tell us the cause why his learning experience is different from before--My new teacher was not patient and was quick in punishing the students. Whenever we answered incorrectly, she pointed a long stick at us and, shaking it up and down, shouted, \didn't take me long to lose my eagerness to answer questions. Not only did I lose my joy in answering questions, but also I totally lost my desire to say anything at all in English. Here the cause-effect way of writing is very clear to us.

Just follow this model that has been presented clearly in a chart on the students'

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textbook. The students are required to make an analysis of a paragraph, which is of the similar structure--cause and effect.

*Reading skills:

Finding Out Word Meanings

Most experienced readers try to guess or make out the meaning of unfamiliar words through context clues(上下文提示). In order to make meanings clear, good writers often provide or give such clues for readers. It is always a good idea to learn the different kinds of clues you might come across in your reading.

Here are some of the context clues that people can often find in their reading. 1. Some sentences set off the definition(释义)for a difficult word by using punctuation(标点符号).

2. Sometimes helping words, along with punctuation, provide important clues.

3. Some sentences tell the opposite of what a new words means. From its opposite, you can figure out the meaning of the word.

4. Sometimes you can use your own experiences to figure out the definition a word. 5. Sentences before or after a sentence that has a difficult word sometimes explain the meaning of the word.

6. Some sentences are written just to give the definitions of the difficult words — words that readers will need to know in order to understand what they are reading. 7. Because some sentences give examples for a new word, you can build a definition. 8. Some sentences use a word you do know to help explain a word you do not know. 9. Word part clues — stems（词干） and affixes（词缀） also help to find out word meaning

c) The rest exercises related to Text A.

Step 2 Background information of Text B explanations of some important expressions

*Background information

Have you ever wanted to have more control over your own education? Now, freedom to study what interests you is possible through the use of personal computers. The passages in this unit introduce you to studying by computer. The first passage tells how one student learned English using a computer. The second points out the qualities you need to help you succeed when studying by computer. The third provides examples of successful learning outside of regular classrooms. Studying by computer may be one of the best discoveries of your life. You are one of the new pioneers in education. Welcome.

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＊Explanations of some important expressions: 1. expand

v Iron ~s when it is heated. Reading ~s one’s mind.

Cities have ~ed toward the suburbs. ~ on : “ 细说,阐述”

I’m quite satisfied with your explanation, so there is no need to ~ it. expansible a. 可膨胀的 expansion n. expansive a.扩张的 Compare : ~ /extend /spread /stretch

2. barrier

n. ( be ) a ~ to ( doing ) sth. set up ~s against / between….and…

Show your ticket at the ~, please !

Language differences are often a ~ to mutual understanding . Lack of confidence is one of the biggest ~s to success . The police put up ~s to control the crowd . bar / fence /obstacle

3. addition

n. in ~ 此外,另外 in ~ to 除了….之外

In ~, fake commodities have equally affected some manufacturers with sound reputations .

In ~ to gene, intelligence also depends on adequate nutrition, a good education and a decent home environment.

add. v. / ~al a. / ~ally adv. add….to…./add to add up to

4. reflect

v. This statement ~ed his opinion about this matter. The book ~ed the author’s idea on marriage. The still water ~ed the moon. Mirrors ~ images.

~ on / upon I have been ~ing on the matter. Your rude behavior ~s only on yourself . ~ion n. /~ive a. /~or n. /~ance n.

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5. critical

a. criticize v. / criticism n. / critic n. / ~ly adv / self-criticism blame praise compliment

criticize….for / be ~ of sth.对…吹毛求疵 / be of ~ importance至关重要 It is ( was ) ~ that……(should ) do ….

It is ~ that the teacher ( should ) not punish the students who gave incorrect answers. She looks on everything with a ~ eye ./ Don’t be ~ of him ; he is a beginner . The teacher is too ~ of his students . / His help is ~ to our success .

6. perspective n.

in ~ 正确,如实地 ( 观察事物 ) in the right / wrong ~ from a ….~ 从….的观点来看

We must look at the problem in the right ~.

We are supposed to be always looking at life from an optimistic ~.

7. instruct

v. ~ion n. / ~ive a. / ~or n. ~ sb to do sth ~ sb about/on/sth/that He ~ed them in English. / We were ~ed when to start in advance. I~ those boys to wait there.

The school ~ed the students that they should come back to school ahead of schedule. Compare : teach / ~ / train

~ 正式用词 teach 一般用词 train 按照一定目的进行教育和培训

8.arise

v. ~ from / out of ~ from carelessness ; new difficulties ~

At a later stage , some new problems arose which seemed difficult to figure out . His illness arose from malnutrition . / New difficulties will ~ from such situation . I arose , telling him I would wait for him outside the office . A serious problem has arisen . / He arose from his seat . Compare : rise / ~ / raise / arouse

The sun rises in the east every day . / A mist arose from the sea . /rise by 20% If you have any question,raise your hands please! /He was raised in the countryside. arouse+curiosity, interest, hatred/ This book aroused my interest in ancient history.

9. reinforce

v. –strengthen ~ment n.

The body of this new car is not strong. It has to be ~ed with steel band. The general ~ed the fort with more troops.

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10. likely

a. /adv. 可能的(地) 做副词时多和 most , very , quite连用

I thought I wasn’t ~ to see you again . / They’ll very ~ arrive on Friday.

be ~ to do sth. / It is( was ) ~ that 另外表示很可能还有 chances are that An accident is ~ to happen there .

It is ~ that he will succeed . / Chances are that he will get the job.

~ - unlikely alike a./adv. 同样 liking n unlike prep. dislike v likewise adv. childlike a. ladylike a.

would like to do feel like sth. / doing in all likelihood 十有八九 have a liking for to one’s liking

11.commit

v. ~ment n. ~ted a. 效忠的 投入的

admit / emit / limit / omit / permit / submit / transmit ~ a crime / an error ~ suicide ~ murder ~ oneself to do / doing sth 承诺, 答应负责任

They have ~ted many horrible crimes against Chinese people .

The government has ~ted itself to improving (improve) health education. I am ~ted to taking part in the meeting.

12. sequence

n. a ~ of They met with a ~ of misfortunes . in ~ Please keep the cards in ~ .

sequent a. consequent (ly) 结果 subsequent(ly) 随后

in consequence =as a result of in consequence of = as a consequence of

Step 3 Assignments:

a) Complete exercises related to Texts B b) Review this unit and preview the next unit d) Write a short paragraph on the topic “Income Gap”

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