新视野大学英语第一册Unit6教案.pdf

Unit 6, Book One I. Section A: The Widow 1. Teaching Objectives: To know the meaning and usage of some important words, phrases and patterns To be familiar with the writing skills of the text and make use of it in writing To improve Ss reading skills by studying section B To respond and cooperate with classmates willingly To participate actively To read sentences and texts with proper intonation To write smoothly and legibly 2.Time Allotment: Section A (3 periods): 1st-2nd period: Pre-reading activities ( theme-related questions for warming up;) While-reading activities (cultural notes; useful words and expressions; difficult sentences) 3rdperiod: While-reading activities (text structure; main ideas) Post-reading activities (comprehension questions; exercises) Section B(1period): 4th periods: Practice of the reading skill (reading for the key idea in a sentence); T checks on Ss home reading by asking questions based on the passage. T explains some difficult sentences 3.Teaching Procedures: 3.1 Pre-reading Activities Step 1 Greetings Greet the whole class as usual and introduce the topic of the widow. Step 2. Review 1. Ask students some questions to review the last lesson（show them on the screen）. 1)According to the passage, who are the ones most likely to be infected with AIDS? 2)What are the reasons why some local organization emerged? 3)What is the purpose of forming the South Carolina AIDS Education Network? 4)Why is it impossible to hand out AIDS literature and expect people to read it in some communities? 5)In what way can teenagers do much better than adults according to the passage? 6)What are the ways to combat AIDS discussed in the passage? 7)What should people do in order to win the war against AIDS? 8)How many people have been killed by AIDS in the past few years? 2.Check the homework （visit www.middlemiss.org/lit/authors/jolleye/jolleye.htmlAnd find some information and introduction to Elizabeth Jolley and her works, including Cabin Fever)Topics: the most impressive love stories you have ever heard. Purposes 1. To develop Ss online learning ability 2. To improve Ss ability to retrieve the relevant information3. To stimulate Ss psychomotor thinking4. To arouse Ss interest in learning the unitMethod: Talk in groups; Use task-based language teaching method, communicative approach, and audiolingual method. Step 3. Lead-in and preparation for reading Show the Ss some pictures and let them talk to each other about the topic on the screen. 1. Why is the woman in this story in pain? 2. Where did the wife think the strange guest had come from? Why did her husband not agree with her? 3. What gift did the strange guest give to the new husband and wife? Step 4. Fast reading Ask the Ss to read the passage as quickly as they can and to answer the questions on the screen. Let them get the main idea of each paragraph and make clear about the text structure. Text structure: ( structured writing ) Purpose: Improve the students reading and writing ability and understand the general idea of each paragraph. Method: Read the text individually and talk in groups; Use task-based language teaching method, reading approach, communicative approach and total physical response method. Part 1 (Para. 1-2) The widow missed her husband very much. Part II (Para. 3-15) The widow recalled their strange encounter with Aunt Esther on the wedding day and the influence of her words on their marriage life. Part III (Para. 16-19) The worn, fading envelope reminded the widow of the deep love between her and her husband. Step 5. Preparation for details of the text on the screen Ss are required to look at the words and Phrases on the screen and give a brief presentation in class. Words and Phrases: used to do something, to share with to be part of to fill with to file past good wishes clothed in friendly jokes to define as to congratulate sb. on (upon) sth. to mistake sth. for piles of a pile of to fill one s needbring up the usage of “ insist “ save from what matters is this Purpose: Train the Ss ability of understanding and using foreign language. Method: Talk in groups, Use task-based language teaching method, communicative approach and total physical response method. 3.2 While-reading Activities Step 6. Intensive reading Ss are asked to read the passage carefully again and answer some detailed questions on the screen. During the reading, there is an explanation for the following points: Language Points: Time Signals: now (L.7), that day(L.9), as (L .10), then (L.25), Soon (L.26), With the passage of the time and the birth of grandchildren (L.35), occasionally (L.43) Space Signals: in the first picture (L.7), a church (L.8), to the the back of the church (L.10), at the door (L.10), in a borrowed car (L.26), a state-park lodge (L.43), before a great oak fire (L.27), from work (L.41), home (L.41) 1)to file in/out/into/past (L. 10)鱼贯而入 /出/入/一个一个地走过2) to be clothed in (L. 11) 用表达3) to scan for announcements in church bulletins(L. 33) 在教堂的布告。