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周 次 第 周，第 4-6次課 編寫時間 2018.10.5 章節(jié)名稱 Unit 2 Freshman Year 教學(xué)目的與要求： Uponcompletionofthisunit,teachersareexpectedtohaveenabledstudents(Ss) to: ■have a thorough understanding of the text contextually and linguistically; ■build up an active vocabulary to talk about freshman year and know how to use the key words and expressions in context properly; ■communicate with regard to freshman year experience; ■understand what American parents and their children think of the freshman year; ■reflect on their own experience of the first year at college and how their parents feel when they leave home to attend college; ■make a comparison between American college students’ parents and Chinese ones; ■get familiar with the writing of an email. 教學(xué)重點和難點： 1.教學(xué)重點: Understanding and analysis of the texts; Important language points in the texts 2.教學(xué)難點: 1) Speaking: communicate with regard to freshman year experience; make a comparison between American college students’ parents and Chinese ones 2) Writing: write an email 教學(xué)組織（含課堂教學(xué)內(nèi)容、教學(xué)方法、輔助手段、師生互動、時間分配、板書設(shè)計等）： 教學(xué)內(nèi)容: Part Ⅰ Text：All Grown Up and Still in Tow Part Ⅱ Reading 1 Learning to Make a Difference Part Ⅲ Reading 2 Universities Encourage New Students to Go It Alone Part Ⅳ Theme-related Language Learning Tasks 教學(xué)方法: eclecticism A theme-based and comprehensive from-input-to-output training approach 輔助手段: Multi-media 時間分配: This unit is designed for a six-to-eight period class. In each of the periods, certain tasks are to be completed. 注：Reading 2和Opener一起處理，主要基于以下考慮：1)使用本書的學(xué)生應(yīng)該都是新生，Reading 2是關(guān)于中國高校新生報到，內(nèi)容非常貼近他們的生活；2)和主課文相比，Reading 2的語言較直接、明了。這樣由淺入深的安排更容易幫助學(xué)生進入學(xué)習(xí)狀態(tài)。 Teaching Procedures Part One: Opener 1. Introduce the topic to the class either in English or Chinese. 2. Play the song in Opener and ask Ss whether they know it or not. 3. Tell Ss the background information about the song and guide them to read the words of the song. 4. Play the song again and ask Ss to complete the task in Pair work. 5. Play the song for the third time and ask Ss to discuss the questions in Groupwork. Part Two: Reading & Interacting 1. Introduce the topic of the text to Ss: the author sums up the experience of the first year at college and calls for parents to stand back and let their children manage their new life on their own. 2. Before tackling the text, make sure that all the new words are introduced. T may have Ss read the text out loud, paragraph by paragraph. Collect any words which Ss have difficulty pronouncing. Write these words on the board. Read the words out lo Ss. Have Ss repeat the words together, going down the list one by one. Ask some Ss to repeal the words. By now Ss should be clear as to how the words are pronounced. 3. Ask Ss to explain the title in their own words. 4. Analyze the text by drawing Ss attention to the able in Text Organization. And tell them that the text contains information about the contrast between parents of todays college students and the authors parents with regard to the freshman year. 5. Guide Ss explore the text to find as much information as possible about the contrast and complete the table. 6. Add one more item to the table: parents of todays Chinese college students and ask Ss to tell what their parents did and how they felt when they came to attend college. 7. Explain that the author makes a comparison between baby boomer parents (Paras.5-10, 15, 16) and the authors parents (Paras. 11-14, 17-18) by using a block format (talking about one and then the other). 8. Explain the key words and expressions in the text and teach Ss how to use them. 9. Explain the emphatic use of do/does/did and ask Ss to do the task in Usage. 10. Explain the sentence patterns and ask Ss to do the task in Sentence Patterns. 11. Make sure that Ss understand the details of the text and the difficult sentences by guiding them to do the tasks in Digging into detail and Understanding difficult sentences. 12. Summarize he text by asking Ss to do the task in Focusing on the main ideas. 13. Help Ss to summarize the authors points (Parents should stand back and let their children manage their new life on their own.) and ask them whether they agree with the author. 14. Ask Ss to preview the tasks in Focusing on Language in Context. 15. Check Ss assignment by inviting them to read the key words and expressions out aloud and explain their meanings either in Chinese or English. 16. Ask Ss to do the tasks in Key Words & Expressions. Instead of risking losing the attention of the class, T may revise the tasks, say exercises 1.I, T may give two or three words or expressions for each sentence and let the students choose the right one. 17. Ask Ss to do pair work in Comprehensive Practice. Ss may fill in the blanks first, and then role play it. 18. Organize a group discussion about the following questions: Are your parents overprotective parents/helicopter parents? Do you think Chinese teenagers today are ready for the responsibilities of going off to college and living on their own? Why or why not? How much help or support should their parents give them? Why? Part Three: Reading & Comprehending Reading 1 1. Ask Ss to read aloud the new words and expressions in the margin, and guide them to skim the text, and then do the task in Comprehension Check for Reading 1. 2. Guide Ss to explore the text again, find out the quotations written by Einstein(e.g. Imagination is more important than knowledge. The value of a man should be seen in what he gives and not in what he is able to receive.), and translate them into Chinese. 3. Ask Ss to find out the wish given by the authors parents (We hope our son becomes self-assured and self-aware, with a sense of opportunity and one of obligation and with the imagination to make a difference.), and translate them into Chinese. Reading 2 1. Ask Ss to skim the text and answer the questions in Comprehension Check for Reading 2. 2. Ask Ss to work with partners to recall their own experience: How did you report to school? Did you enroll by yourself? Why or why not? T encourages Ss to use words and expressions from Reading 2. Part Four: Integrated Skills Practicing Viewing & Listening 1. Introduce Viewing & Listening to the class: Parents of new students at New York University are helping their children move in, There are six brief interviews with some parents and one student talking about their feelings. 2. Play the video clips one by one and ask Ss to fill in the blanks in the dialogue. 3. Play the video clips again and ask Ss to read after the speakers. Speaking 1. Help Ss do the task in Speaking. While preparing for the discussion, Ss should refer lo the Text, Reading 1 and Reading 2 for useful expressions, and are encouraged to use as many expressions they have learned as possible. 2. Invite one or two Ss to report the results of the discussion to the class, and then guide the class to do brainstorming: find out similarities and differences between parents of American college students and those of Chinese college students. Writing 1. Ask a student to read aloud the email in Writing and make sure they all understand the content. Here are some questions that will ensure that they really understand what the email is about: Who wrote the email? What did they say about themselves? What did they ask the receiver to do? 2. Guide Ss to find out the main features of an email. 3. Summarize the features of an email and assign homework: writing a response to parents email. Ss may refer to the results of their discussion in Speaking. 作業(yè)及課外訓(xùn)練： Integrated Course 1 Student’s Book: pages 39-44 參考資料（含參考書、文獻等）： 《全新版大學(xué)進階英語綜合教程教師手冊》（第一冊），季佩英，上海外語教育出版社，2017.3 課后自我總結(jié)分析： 5