全新版大学进阶英语1 Unit 2 教案

全新版大学综合教程1 Unit 2二、教学目的1. 理解并掌握本单元的核心词汇和短语。

2. 通过阅读、听力、口语和写作等实践活动，提高学生的英语综合运用能力。

3. 培养学生的跨文化交际意识，了解不同文化背景下的生活习惯和思维方式。

三、课型新授课四、课时2课时五、教学重点1. 核心词汇和短语的理解与运用。

2. 阅读理解能力。

3. 听力理解能力。

4. 口语表达和写作能力。

六、教学难点1. 理解并运用本单元的核心词汇和短语。

2. 提高阅读速度和准确性，掌握阅读技巧。

3. 在听力过程中捕捉关键信息，提高听力理解能力。

4. 在口语表达和写作中运用正确的语法和词汇，表达清晰、流畅。

七、教学过程（一）导入新课1. 教师简要介绍本单元的主题和内容，激发学生的学习兴趣。

2. 学生自由讨论，分享自己对相关话题的看法和经验。

（二）讲授新课1. 阅读理解（1）教师引导学生快速浏览文章，了解文章大意。

（2）学生分组讨论，分析文章结构、段落大意和关键信息。

（3）教师总结，讲解文章中的难句和重点词汇。

2. 听力理解（1）教师播放听力材料，学生听后回答问题。

（2）教师讲解听力技巧，指导学生如何捕捉关键信息。

（3）学生分组讨论，分享听力感受和收获。

3. 口语表达（1）教师引导学生围绕本单元主题进行口语练习。

（2）学生分组进行角色扮演，模拟真实场景。

（3）教师点评，指导学生如何提高口语表达能力。

4. 写作（1）教师讲解写作技巧，指导学生如何组织文章结构。

（2）学生根据教师提供的写作框架，完成写作任务。

（3）教师点评，指导学生如何提高写作能力。

（三）巩固练习1. 学生完成课后练习，巩固所学知识。

2. 教师选取部分练习进行讲解，帮助学生解决疑难问题。

（四）归纳小结1. 教师总结本单元所学内容，强调重点和难点。

2. 学生回顾所学知识，分享学习心得。

（五）作业布置1. 学生预习下一单元内容，为下一节课做好准备。

2. 完成课后练习，巩固所学知识。

2) Writing: write an email
教学组织（含课堂教学内容、教学方法、辅助手段、师生互动、时间分配、板书设计等）：
教学内容:
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
教学方法: eclecticism
A theme-based and comprehensive from-input-to-output training approach
辅助手段: Multi-media
时间分配:
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一起处理，主要基于以下考虑：1)使用本书的学生应该都是新生，Reading 2是关于中国高校新生报到，内容非常贴近他们的生活；2)和主课文相比，Reading 2的语言较直接、明了。

这样由浅入深的安排更容易帮助学生进入学习状态。

Teaching Procedures。

课时：2课时教学目标：1. 理解并掌握课文主题：I’ve Come to Clean Your Shoes。

2. 掌握本单元词汇和语法点。

3. 培养学生的听说读写能力。

教学重点：1. 课文主题的理解和掌握。

2. 词汇和语法点的掌握。

3. 听说读写能力的培养。

教学难点：1. 课文主题的深入理解。

2. 词汇和语法点的灵活运用。

教学准备：1. 课件、教材、录音设备。

2. 学生准备：预习课文，掌握生词和短语。

教学过程：第一课时：一、导入1. 教师简要介绍课文主题，激发学生兴趣。

2. 学生分享自己对课文主题的理解。

二、课文学习1. 学生朗读课文，注意语音、语调。

2. 教师带领学生分析课文结构，讲解重点词汇和短语。

3. 学生跟读课文，巩固所学知识。

三、词汇学习1. 教师讲解本单元词汇，并举例说明。

2. 学生分组进行词汇接龙游戏，巩固词汇。

四、语法学习1. 教师讲解本单元语法点，并举例说明。

2. 学生练习语法点，巩固所学知识。

五、课堂小结1. 教师总结本节课所学内容。

2. 学生回顾本节课所学知识。

第二课时：一、复习导入1. 学生朗读课文，复习课文内容。

2. 教师提问，检查学生对课文内容的掌握。

二、听说练习1. 学生分组进行对话练习，运用所学词汇和语法点。

2. 教师巡视指导，纠正发音和语法错误。

三、阅读理解1. 学生阅读课文，回答相关问题。

2. 教师讲解答案，帮助学生理解课文内容。

四、写作练习1. 学生根据课文内容，写一篇短文。

2. 教师批改学生作文，指导学生修改。

五、课堂小结1. 教师总结本节课所学内容。

2. 学生回顾本节课所学知识。

教学反思：本节课通过多种教学方法，帮助学生掌握课文主题、词汇和语法点，提高听说读写能力。

在教学过程中，应注意以下几点：1. 注重学生参与，激发学生学习兴趣。

2. 注重词汇和语法点的实际运用，提高学生的语言表达能力。

3. 及时反馈，帮助学生巩固所学知识。

Teaching Plan of Unit 1, Book 1FriendshipText A All the Cabbie Had Was a LetterTeaching Objectives:Students will be able to1.grasp the main idea (never delay expressing your true feelings to a friend) and structure of Text A(developing a story around a letter);2.appreciate characteristic features of spoken English as demonstrated in Text A (spoken English ismuch more informal than written English);3.master the key language points in Text A and learn how to use them in context;4.understand the cultural background related to the content;5.express themselves more freely on the theme of Friendship after doing a series of theme- relatedreading, listening, speaking and writing activities;6.Write a personal letter in an appropriate way.Time Allotment:4-5 class hoursTeaching Methodology: student-centered; group work, pair workTeaching Procedures:I. Pre-reading tasks1. Think- pair-share: Ask students to brainstorm proverbs about friendship.Suggested answers:Friends are like the stars on a cloudy night. You can't always see them, but they are there. Friendship cannot stand always on one side.Between friends all is common.False friends are worse than open enemies.A friend to all is a friend to none.The friendship that can end was never real.A friend is easier lost than found.A friend in need is a friend indeed.Friends are like wine; the older, the better.Good company on the road is the shortest cut.True friendship is like sound health; the value of it is seldom known until it is lost.Ask students to choose the proverb they like best and give reasons.2. Survey--- Do you often write letters to your friends?Question and answer: Which do you think is the best way in expressing our innermost feelings?II. Text Learning:Task 1: Topic-related PredictionWhat does a cabbie do?What is a letter used for?Who wrote the letter to the cabbie?Why was all the cabbie had only a letter?Task 2: Scanning (see PPT)Scan Text A and decide which of the following statements is the theme.1. One should keep in touch with his friends.１2. Never delay expressing your true feelings to a friend.3. A true friend will stand by you forever.4. Late is better than never.Task 3: Group work: Divide the text into smaller parts and assign them to different groups. Ask the students to work in groups and do the following:▪Step 1: Read the assigned part, and try to understand its meaning.▪Step 2: Ask and tell each other about the difficulties in understanding this part.▪Step 3: Make a list of useful words and phrases.▪Step 4: Choose one member to make a short report to the class.Task 4: Language study1) T leads the students’ attention to the colloquial sentences:▪Go ahead and finish your letter.▪I’m not much of a hand at writing.▪We were kids together, so we go way back.▪You kind of lose touch even though you never forget.▪It’s no fun to lose any friend.2) Study the language points and practice them.be lost in; available; go ahead; know\ learn by heart; estimate; might as well\ may as well;keep up; correspondence; practically; neighborhood; kind of\ sort of; lose touch with; come up;urge; postpone; reference; absolutely; reunion; hang out; every now and then; choke up;destination; skip; right away3) Game: Flash Cards (Vocabulary Activity)After practicing the above, ask Ss to work in pairs▪Step 1: Through discussion, delete those they have already grasped.▪Step 2: Divide the rest of the words and phrases into two groups, and each student will be deal with one of the group. Write down the words and phrases on cards ( one on each card). Find out their English explanations, and write them down on the back of the corresponding cards.▪Step 3: Practice: One gives the explanation, and the other guesses the word or phrase.▪Step 4: Ss exchange roles and go on practicing.▪III. Post-reading activities:1. Dictogloss (an activity that combines elements such as dictation, cooperation, oral practice and grammar etc.):Step 1: T prepares a paragraph either related to the topic or a grammar item, writes down the difficult words on the board if there are any;Step 2: First listening: Ss are required to listen only, without writing anything;Step 3: Second reading: Ss are required to write down the key words, without worrying about the spelling mistakes;Step 4: Ss work in groups to reconstruct the article, trying to write down every sentence with correct spelling and sentence structure.Step 5: Ask Ss to write what they have got on a big piece of paper, or share with the class orally; Step 6: T shows the original text, comments on what the students have done and explains the grammar points.２2. Writing:Directions: Write a letter (at least 120 words) to your best friend, following the outline given below:1)Your feeling about your new life in the university;2)How you miss him\ her and the time you had together.3)Inviting him\ her to pay you a visit.3. Suggested song: Cry on my shoulder4. Suggested movie: Mary and Max３。

教学组织（含课堂教学内容、教学方法、辅助手段、师生互动、时间分配、板书设计等）：教学内容:Part ⅠText：All Grown Up and Still in TowPart ⅡReading 1 Learning to Make a DifferencePart ⅢReading 2 Universities Encourage New Students to Go It AlonePart ⅣTheme-related Language Learning Tasks教学方法: eclecticismA theme-based and comprehensive from-input-to-output training approach辅助手段: Multi-media时间分配: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一起处理，主要基于以下考虑：1)使用本书的学生应该都是新生，Reading 2是关于中国高校新生报到，内容非常贴近他们的生活；2)和主课文相比，Reading 2的语言较直接、明了。

这样由浅入深的安排更容易帮助学生进入学习状态。

Teaching ProceduresPart One: Opener1.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 ofthe 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.教案精品文档。

Unit 2 Psychology in Our Daily LifeI. Teaching aims: 1. to do some preparation activities such as discussion,group work, etc. to practice the students’ spokenskill and communicative skills;2. to grasp some new words and try to use these wordswhich help them enrich their vocabulary;3. to discuss psychology in our daily life4. to do some post-reading exercises and someafter-class reading to practice what they have gotto know in class to improve their Englishcomprehensive skills.II. key points: 1. to learn the way to describe one’s attitude towards life;2. talk about your psychology in your daily lifeIII. difficult points: 1. to paraphrase some difficult sentences andcatch their meaning.2. to grasp some useful words and phrases to describe one’spsychology in daily life.IV. teaching procedures:1. preparation:i. Piggy psychologySketching a pig can be a useful analytical tool to explore your psychological state. All you need is a blank piece of paper and a pen or pencil. Now, draw your pig. Interpret your results: …Analysis:Near the top of the paper, you are a positive person. Near the middle, you are a realist. Near the bottom, you are pessimist.Facing left, you believe in tradition. You are friendly, and you remember dates (birthday, etc) easily. Facing right, you are innovative and active. But you do not have a strong sense of family, nor do you remember dates. Facing forward (looking at you), you are direct. You enjoy playing devil’s advocate and neither fear nor avoid discussion. Also, the size of the ears indicates how good a listener you are. The bigger the ears, the better the listener.ii. What is psychology?Psychology, the scientific study of behavior and the mind. This definition contains three elements. The first is that psychology isa scientific enterprise that obtains knowledge through systematic andobjective methods of observation and experimentation. Second is that psychologists study behavior, which refers to any action or reaction that can be measured or observed—such as the blink of an eye, anincrease in heart rate, or the unruly violence that often erupts ina mob. Third is that psychologists study the mind, which refers toboth conscious and unconscious mental states. These states cannot actually be seen, only inferred from observable behavior.Describe the PicturesMore Useful Words and Phrases for Your Reference:Picture One:cancer, black cloud, drooping(沮丧的，消沉的), patient, bend forward, dark suit, test report, look sad, suffer from, be in bad mood (情绪不佳)Picture Two:prescribe, lie in bed, a lot of pills（大量药丸）, writea will（遗嘱）, depressed (抑郁的)， die of，the end of the world（世界末日）Picture Three:sunny, birds singing, trees and flowers upright, makea mistake, can’t believe one’s eyes, look happyPicture Four: shining sun, trees bearing fruits, at a brisk (轻快的) pace, tennis racket, tennis court, energetic, whistle (吹口哨), be in high spirits（情绪高涨）Describe the picture one:The patient is coming out of the hospital, carrying a test report with a word “cancer” in his hands.He has had a series of tests . He looks very sad, feeling the clouds over his head black,the flowers and the trees withering. Describe the picture two:The man put all kinds of medicine his doctor has prescribed on the table beside the bed. He is so depressed that he has written his will which is on the table right now. Lying in bed, he is waiting for his death.Describe picture three:The man appears extremely happy, for the doctor has told him that he does not have cancer after all. And the report he is carrying has an “X” through the word “Cancer”. The man now feels the sun is shining, the flowers and the trees dancing and smiling, and the birds joyfully singing.Describe picture four:The sun is shining, the trees are full of fruit and the hospital and the cancer has disappeared in the man’s life. He takes a racket and heads off to play tennis, whistling and singing. He appears healthy and energetic again.iv. A Story of a Chinese IdiomThe following silent flash movie is about a Chinese idiom. Try to tell the story after seeing the movie. And say what psychological state the story tells us.An Illusory Snake in a GobletYue made his friend sit where he used to, pouring a goblet of alcohol for him, and asked him if there was any snake reflection in the goblet. There was still a “snake reflection” in the goblet!Then Yue casually took away the bow hanging on the wall. This time, the “snake reflection” disappeared. “So it was the bow reflection that was in the goblet!” His friend at once got well from his illness.“An illusory snake in a goblet” is used to des cribe the psychological state of being frightened caused by taking illusions asreality.v. The following are some adjectives related to the field of psychology or emotion. Choose a word and write a ONE SENTENCE STORY to describe an experience that illustrates the adjectives chosen.Sample: A crazy thing I did was to go swimming, naked, in my neighbor’s pool.The most embarrassing thing I did was to talk about the teacher when she was standing behind me! ……Here are some adjectives for your references, and you can add more: shocking, embarrassing, funny, happy,crazy, wonderful, ridiculous, terrible, comfortable, furious, panic, upset, angry, sad, disappointed, etc.2. listeningi. Listening – Psychology of ClothesIdentification: Based on what you hear on the tape, match the person in Column I with the way one is dressed in Column II.Column I Column IIc 1. A man feeling insecurity a. in warmerclothesd 2. A person of minority origin b. in brightredsa 3. A homesick student c. over-dressing in warmclothese 4. A young executive d.unconventionallyb 5. A sociable and outgoing person e. in dark bluesuittapescript:“Can you give any other examples of this kind?”“Yes. I think people who are sociable an outgoing tend to dress in an extrovert way, preferring brighter or more dazzling colors –yellows, bright reds, and so on. In the same way, often, minority groups, who have perhaps failed to persuade with words, tend to express themselves by wearing unconventional, or what some might consider outrageous clothing. And that in a recent survey it was suggested that employers prefer young executives to stick to grey, black and dark blue suits if they are men.”2. Video ClipDiscussion Questions:1) What is the root of the new director (Peck)’s psychological problem?2) Has this ever happened to you that some of your former experiencesgreatly influence your later behaviors psychologically?3. reading-centered activitiesi. open questions:1) Can you offer the reasons why placebos do not always work?The success of the placebo treatment seems to depend a lot on the relationship between the doctor and the patient. If the patient trusts the doctor very much and if the doctor is actually expected to help the patient, then the placebo is more likely to work.2) What are the bad effects of a placebo?If patients expect a bad reaction to medicine, then they will showa bad reaction to the placebo as well. This would seem to show thata lot of how you react to medicine is in your mind instead of in youbody.ii. words and phrases:bleed: to lose blood; to feel sympathetic grief 同情或悲痛：My heart bleeds for the victims of the air crash.My heart bleeds for those poor children.blood bleed food feedcapsule: a small soluble container, usually made of gelatin, that encloses a dose of an oral medicine or a vitamin 胶囊; a space capsule 宇宙飞船座舱:cap-, capt-: take hold 拿，抓capture, escape, occupation, captivepill 药丸 tablet 药片 capsule 胶囊heel: to restore to health or soundness; to become whole and sound; return to health: 治愈外伤 (wound, cut, injury, burn, etc.) heal sb. ofThe wound on my arm has healed.The disagreement among the family members healed over with time.Compare with cure, treattreat: to give medical aid to (someone) 指接受某人为病人并为其治疗。

教案NEW PROGRESSIVE COLLEGE ENGLISH INTEGRATED COURSE全新版大学进阶英语综合教程教师姓名：课程名称授课专业和班级授课内容Unit 1 The Pursuit of Dreams授课学时 2教学目的1.have a thorough understanding of text 1;2.grasp the words, expressions, structures and word formations used in the text, and discuss the text among students;3.know what makes successful dream chasers;4.talk about their own dream jobs and explain how to achieve their dreams.教学重点Study new words and the language points and know how to write a well-developed paragraph with a clear topic sentence in English.教学方法Student-oriented communicative teaching, free discussion and interaction.教学过程1.Warm-up activities (10 minutes)(Ask students some questions related to the text.)2.Understanding the text (20 minutes)3. Usage of new words and expressions of the text (20 minutes)4.Detail understanding and difficult sentences translation (30 minutes)5.Writing skills introduction (10 minutes)作业Assign homework:1.Dictation of new words and expressions;2.Translation exercise and after-class reading;3.Writing exercise辅助手段Multimedia software教学内容I. Warm-up activitiesIntroductory Remarks:Step 1: Show some pictures and watch a video, discuss in groups. Step 2:1. Are you familiar with the two people in the pictures? Please say something about him.2. What dreams did each of them have and work hard to achieve?3.Please list some other successful persons’ names and give abrief comment on them.4. People often say that family education plays an important role in one’s life, what’s your opinion about it?II. Understanding the text1. Analyze the structure of the passage.2. Introduce the main idea of the Text 1. Explain and illustrate the background and language points in the text.3. Lead discussions among students on the text and the topic of the pursuit of dreams.III. Usage of new words and expressions of the text1.infection：a disease that affects a particular part of one’s body and is caused by bacteria or virus 传染，感染e.g. Breast milk can help protect babies against infection.母乳能使婴儿免遭感染。

周次第周，第4-6次课编写时间2018.10.5章节名称Unit2FYeshmanPeaY教学目的与要求：Uponcompletionofthisunit,teacheYsaYeePpectedtohaveenabledstudents(Ss)to:■haveathoYoughundeYstandingofthetePtcontePtuallPandlinguisticallP;■buildupanactivevocabulaYPtotalkaboutfYeshmanPeaYandknowhowtousethekePwoYdsan dePpYessionsincontePtpYopeYlP;■communicatewithYegaYdtofYeshmanPeaYePpeYience;■undeYstandwhatAmeYicanpaYentsandtheiYchildYenthinkofthefYeshmanPeaY;■YeflectontheiYownePpeYienceofthefiYstPeaYatcollegeandhowtheiYpaYentsfeelwhen thePleavehometoattendcollege;■makeacompaYisonbetweenAmeYicancollegestudents’paYentsandChineseones;■getfamiliaYwiththewYitingofanemail.教学重点和难点：1.教学重点:UndeYstandingandanalPsisofthetePts; ImpoYtantlanguagepointsinthetePts2.教学难点:1)Speaking:communicatewithYegaYdtofYeshmanPeaYePpeYience;makeac ompaYisonbetweenAmeYicancollegestudents’paYentsandChineseones 2)WYiting:wYiteanemail教学组织（含课堂教学内容、教学方法、辅助手段、师生互动、时间分配、板书设计等）：教学内容:PaYtⅠTePt：AllGYownUpandStillinTowPaYtⅡYeading1LeaYningtoMakeaDiffeYencePaYtⅢYeading2UniveYsitiesEncouYageNewStudentstoGoItAlonePaYtⅣTheme-YelatedLanguageLeaYningTasks教学方法:eclecticismAtheme-basedandcompYehensivefYom-input-to-outputtYainingappYoach辅助手段:Multi-media时间分配:ThisunitisdesignedfoYasiP-to-eightpeYiodclass.IneachofthepeYiods,ceYtai ntasksaYetobecompleted.注：Yeading2和OpeneY一起处理，主要基于以下考虑：1)使用本书的学生应该都是新生，Yeading2是关于中国高校新生报到，内容非常贴近他们的生活；2)和主课文相比，Yeading2的语言较直接、明了。

教学目标：1. 熟悉并掌握本课所涉及的词汇和短语。

2. 培养学生的阅读理解能力，提高阅读速度。

3. 培养学生的口语表达能力，提高口语交际能力。

4. 培养学生的跨文化交际意识，增强文化对比能力。

教学内容：1. 课文内容：阅读并理解课文，掌握课文大意。

2. 词汇和短语：学习并掌握本课所涉及的词汇和短语。

3. 阅读理解：通过阅读练习，提高阅读理解能力。

4. 口语表达：进行口语练习，提高口语表达能力。

5. 跨文化交际：了解不同文化背景下的语言表达方式，提高跨文化交际能力。

教学过程：一、导入1. 利用多媒体展示与课文相关的图片或视频，激发学生的学习兴趣。

2. 提问：同学们，你们知道这篇文章主要讲述的是什么内容吗？二、课文阅读1. 学生自主阅读课文，了解课文大意。

2. 教师讲解课文中的重点词汇和短语，引导学生进行翻译和记忆。

3. 分组讨论：同学们，请结合自己的实际经历，谈谈对课文中某些情节的理解。

三、阅读理解1. 阅读练习：教师出示阅读理解题，学生独立完成。

2. 课堂讲解：教师对学生的答案进行讲解，纠正错误。

四、口语表达1. 口语练习：教师给出一个话题，让学生进行口语表达。

2. 互相评价：学生之间互相评价，提出改进意见。

五、跨文化交际1. 教师介绍不同文化背景下的语言表达方式。

2. 学生分组讨论：请同学们结合自己的经历，谈谈在跨文化交际中遇到的问题及解决方法。

六、总结1. 教师对本课所学内容进行总结，强调重点词汇和短语。

2. 学生分享本课学习心得。

教学反思：1. 本节课通过多种教学手段，激发学生的学习兴趣，提高学生的阅读理解能力和口语表达能力。

2. 在跨文化交际环节，引导学生关注不同文化背景下的语言表达方式，增强学生的文化对比能力。

3. 在今后的教学中，应注重培养学生的自主学习能力，提高学生的综合素质。

教学目标：1. 培养学生听、说、读、写四项基本技能，提高学生的英语实际应用能力。

2. 引导学生了解英语国家文化，拓宽视野。

3. 培养学生的自主学习能力，提高学习效率。

教学对象：新进阶大学英语第一册学生教学内容：1. 课文内容：主要围绕日常生活、文化差异、人际关系等方面展开。

2. 听力：选取与课文内容相关的听力材料，提高学生的听力理解能力。

3. 口语：通过角色扮演、小组讨论等形式，锻炼学生的口语表达能力。

4. 阅读：选取与课文内容相关的阅读材料，提高学生的阅读理解能力。

5. 写作：教授写作技巧，提高学生的写作水平。

教学过程：一、导入（5分钟）1. 教师播放一段与课文内容相关的视频，激发学生的学习兴趣。

2. 学生观看视频，并回答教师提出的问题。

二、听力训练（10分钟）1. 教师播放听力材料，学生认真聆听。

2. 学生回答听力问题，教师点评。

三、口语练习（15分钟）1. 教师将学生分成小组，每组进行角色扮演。

2. 学生根据课文内容进行口语练习，教师巡视指导。

四、阅读训练（15分钟）1. 教师分发阅读材料，学生阅读。

2. 学生回答阅读问题，教师点评。

五、写作训练（15分钟）1. 教师讲解写作技巧，学生根据要求进行写作。

2. 学生展示自己的写作成果，教师点评。

六、课堂小结（5分钟）1. 教师总结本节课所学内容，强调重点和难点。

2. 学生提出疑问，教师解答。

教学评价：1. 听力部分：通过听力测试，了解学生的听力理解能力。

2. 口语部分：通过小组讨论和角色扮演，了解学生的口语表达能力。

3. 阅读部分：通过阅读测试，了解学生的阅读理解能力。

4. 写作部分：通过写作练习，了解学生的写作水平。

教学反思：1. 教师应关注学生的个体差异，因材施教。

2. 教师应注重课堂互动，激发学生的学习兴趣。

3. 教师应充分利用多媒体教学手段，提高教学效果。

4. 教师应鼓励学生自主学习，培养他们的学习习惯。

全新版⼤学英语综合教程第1册第2单元教案Unit TwoFriendship教学⽬标:通过本单元的学习,掌握英⽂书信的写作技巧和⽅法,在⽣活中学会珍惜友情.教学重点:掌握单词;available estimate correspondence practicallyurge postpone reference reunion awful skip掌握词组;be lost in or something go ahead not much oflose touch on one's mind come up hang outchoke up教学难点:1.to grasp the main idea (never delay expressing your true feelingsto a friend) and structure of the text (developing a story arounda letter);2.to appreciate that spoken English is much more informal thanwritten English;3.to master key language points and grammatical structure in thetext;课时分配:1.Pre-Reading Tasks,New Words Explanation and Analysis 2学时2.While-Reading Tasks and Analysis 4学时3.Post-Reading Tasks and Exercises 1学时4.Home-Reading Check up 1学时课外练习:1.Vocabulary;PartI II III 2.Structure;PartI II 推荐读物:<<⼤学英语>>第⼀册第⼆课教学过程:Study of the TextCulture NotesHalloween is celebrated annually. It is on the night of 31 October, when people once believed that ghosts could be seen. Now, in Britain and America, it is a time when children have parties, dress up as witches, make lanterns out of pumpkins from which the inside has been removed, and play "trick or treat'.Trick or treat is a traditional activity at Halloween. Children dress in costumes and visit houses. At each house they say "Trick or treat'. This means that they will play a "trick', or joke, on the people in the house unless they are given a "treat', e.g. sweets or money. Most people prefer to give treats rather than having tricks playedon them.Pre-reading tasks1.T asks Ss the following questions on the song That's What Friends are For;---What is a fair weather friend?(one who is happy to stay with you when things are going well but leaves as soon as trouble arrives)---According to the song, what are friends for?(for both good times and bad times) 2.Warm-up QuestionsDo you often write letters to friends?1)T writes down the following words on the blackboard: frequently, sometimes rarely, never.2)T invites several Ss to give reasons for writing or not writing letters.3)T sums up by saying: letters are the best in expressing our innermost feelings.3.Topic-related Prediction1)Before you read the story, think about the answers to the following questions.What does a cabbie do?What is a letter used for?Who wrote the letter to the cabbie?Why was all the cabbie had only a letter?2)Read the last sentence of Text A and try to guess what the story is about. While-reading tasks1.Read Text A as quickly as possible, and find out if you are right. Can you summarize the story with three sentences? key words: lost in thought, read a letter, an old friend, lifelong friendship, regret, author decided2.Scan the text and find out how many questions the narrator asked the cabbie and what were the latter's responses. ----At first, did you mistake Ed for the writer of this letter?----Which round of question-and-answer leads to the mistake?(the second round)3.Ss do Text Organization exercise on page 40./doc/1c6df7af504de518964bcf84b9d528ea80c72f54.html nguage study and text analysis1)be lost in/lose oneself in:be absorbed in, be fully occupied withe .g: He was lost in playing computer games so he was unaware of my entering the room.I had lost myself in thought.2)available: able to be used, had, or reachede.g. Since 1990, the mount of money available to buy books has fallen by 17%.We have already used up all the available space.3)He sounded as if he had a cold or something: This sentence implies the sad state mind the taxi driver was in.or something: used when you are not very sure about what you have just saide.g. The air fare was a hundred and ninety-nine pounds or something.Here's some money. Get yourself a sandwich or something.4)go ahead: continue, begin(sometimes followed by with + n)e.g. The board of directors will vote today on whether to go ahead with theplan.Henry will be late but we will go ahead with the meeting anyway.5)know/learn by heart: memorize, remember exactlye.g. You have to know all the music by heart if you want to be a concertpianist.The pupils are required to learn a classic poem by heart every day.6)At least they do with me because I'm on the road so much: At least lettersfrom home mean a lot to me because I travel a lot in a car for long distances.7)estimate: form a judgement about (a quantity or value)e.g. I estimate that the total cost for the treatment of the disease will gofrom$5,000 to $8,000.Bill's personal riches were estimated at $368 million.8)This isn't family.: This isn't a letter from my family.9)might/may(just) as well: not have a strong desire to do and may even slightlyreluctant about somethinge.g. Anyway, you're here; you might as well stay.The post office is really busy --we'll have to queue for ages to getserved. We might as well go home.10)I'm not much of a hand at writing.: I am not good at writing.not much of a: not a goode.g. Some people may think that doing housework for others is not much of acareer.He is not much of a father, but he is an outstanding professor.11)keep up: continue without stoppinge.g.: They risk losing their homes because they can no longer keep up therepayments.I was so hungry all the time that I could not keep the diet up for longerthan a month.12)correspondence: a)the act of writing, receiving or sending letters(不可加s, often followed by with + n)e.g. His interest in writing came from a long correspondence with a close friend.b)the letters that sb. receives or sendse.g. Mary really never mentions her step-mother in her correspondence.13)But I take it he's someone...:But I expect that he is someone...e.g.: I take it(that) you've heard that all the students in my class have done a very good job in CET Band 4.14)practically: almost, but not completely or exactlye.g.: He'd known the old man for practically ten years.I know people who find it practically impossible to give up smoking.15)Went to school together? The complete sentence is like this: You went to schooltogether?(In colloquial English a declarative sentence with a rising tone may serve as a question.)16)neighborhood: one of the parts of a town where people livee.g.: It seemed like an ideal neighborhood to raise my children in.Houses in a good neighborhood are likely to be sold at a high price.17)kind of/sort of:("kind of”is esp.AmE, "sort of' esp.BrE) a little bit, in some way or degree(used before v. or after a link verb)e.g.: She wasn't beautiful. But she was kind of cute.The boy's description kind of gives us an idea of what's happening.18)lose touch(with sb.):meet or contact sb. less and less often, gradually stop writing,telephoning, or visiting theme.g.: I lost touch with my former classmates after graduation.In my job one tends to lose touch with friends19)a couple of:(infml)a few, more than one but not manye.g. Do you have a moment? There are a couple of things I'd like to talk to youabout.They promised the students that they would find a substitute teacher in acouple of days.20)But I realized that Old Ed was still on his mind when he spoke again, almost moreto himself than to me.: But I realized that the taxi driver was still thinking ofOld Ed when he spoke again. It seemed that he spoke more to himself than to me.on one's mind: in one's thoughts; of concern to one(If something is on your mind,you are worried or concerned about it and think about it a lot.)e.g.: Dealings on the stock market have been on his mind all the time.This travel plan has been on my mind all week.21)keep in touch(with sb): write, phone, or visit each other regularlye.g. The old man kept in touch with his children while living in a nursing house.While doing the research work in the antarctic, the professor kept in touch with his students via email.22)come up: a)happen, occur, esp. unexpectedlye.g.: "Sorry, I am late----something came up at home.'b)be mentioned or discussede.g.: The term "Project Hope' has come up a lot recently in the newspapers.23)urge: try very hard to persuade(often used in the pattern urge sb. to do sth.or followed by a that-clause. In the that-clause, "should' or the base form ofa verb is used.)e.g.: They urged the local government to approve plans for their reformprogramme.Sir Fred urged that Britain(should) join the European Monetary System.24)postpone: delay(usu. followed by n./gerund)e.g.: The couple had postponed having children to establish their careers.The Russian experts postponed dumping Mir(和平号Russia's space station)in the Pacific Ocean until March 23,2001.25)It had references to things that...:The letter made mention of things that...reference: a)the act of talking about sb./sth.,or mentioning them(usu. followedby to)e.g.: It was strange that he made no reference to any work experience in hisresume.b)the act of looking at sth. for informatione.g.: Keep their price list for further reference.26)"Like it says there,”..."About all we had to spend in those days was time.”: "Asthe letter says there,”..."though we didn't have much money we had a lot of free time.”27)absolutely: totally and completelye.g. Funding is absolutely necessary if research is to continue.There is absolutely no difference between the two oil-paintings.28)reunion: a party attended by members of the same family, school,or othergroup who have not seen each other for a long timee.g.: The soccer club holds an annual/yearly reunion.Before she went abroad for further study, the whole family had a big family reunion.29)...there are fewer and fewer still around.:...fewer and fewer of us are left alive.30)hang out: a)(infml: used mainly in AmE) stay in or near a place, for no particularreason, not doing very muche.g.: I often hung out in coffee bars while I was unemployed.b)hang clothes on a piece of string outside in order to dry theme.g.: What a pain!--It's raining and I've just hung the washing out.31)every now and then: sometimes, at timese.g.: Every now and then I have a desire to quit my tedious job.I still see Jane for lunch every now and then, but not as often as I used to.32)But for the last 20 or 30 years it's been mostly just Christmas cards.:But generally speaking we have sent only Chrismas cards to keep in touch with each other for the last 20 or 30 years.mostly: almost all; generallye.g.: They have invested their money mostly in expensive real estate.The guests at the wedding party are mostly friends of the bride.33)Your friendship over the years has meant an awful lot to me, more than I can say because I'm not good at saying things like that.: Your friendship over the years has been very important to me, more important than I can say because I'm not good at expressing my feelings.awful:(infml; used to add force) very great; very bad or unpleasante.g.: I have got an awful lot of work to do.I can't bear the awful smell of cigarette smoke.34)choke up: become too upset to speake.g.: When he learned the news of his friend's sudden death, he was so choked uphe couldn't say a thing.Losing my job left me completely choked up; I was so upset that I didn't know what to do.35)destination: the place to which sb. is going or being sente.g. Singapore is still our most popular holiday destination.Only half of the emergency supplies have reached their destination because of the bad weather.36)skip: pass from(one point, etc.) to another, disregarding or failing to act on whatcomes betweene.g.: The teacher skipped chapter five and said it wouldn't be on the test."As time is limited, we will have to skip some of the exercises in Unit 10,' said the teacher.37)right away: (infml)at oncee.g.: Tom has got a high fever; he should go and see a doctor right away.I wrote him a letter and posted it right away.5.What was the lesson the storyteller learned from the cabbie?(Never delayexpressing one's true feelings to one's friend.)6.T reads out the following sentences and Ss try to find out sentences ofsilmilar meaning in the text:---Go on reading your letter.(Go ahead and finish your letter.)---I'm not used to writing letters.(I'm not much of a hand at writing.)---We were friends since our childhood. So our friendship has a long history.(We were kids together, so we go way back.)---For one reason or another you lose touch even though you never forget.(Youkind of lose touch even though you never forget.)---It is painful to lose any friend.(It's no fun to lose any friend.)T explains that since this story is developed mainly through the conversation between the cabbie and his passenger, it's language tends to be simpler and more colloquial, sentences tend to be shorter or even incomplete.Post-reading tasks1.T guides Ss through some after-text exercises.2.T checks on Ss' home reading(Text B).3.Ss do Part IV: Theme-related Language Learning Tasks.。

一、教学目标1. 知识目标：（1）掌握课文中的重点词汇和短语；（2）了解课文中涉及到的语法知识；（3）了解美国梦和我国梦的差异。

2. 能力目标：（1）提高学生的阅读理解能力；（2）培养学生的口语表达能力；（3）提升学生的跨文化交际能力。

3. 情感目标：（1）激发学生对梦想的追求；（2）培养学生积极向上的生活态度；（3）增强学生的民族自豪感。

二、教学内容1. 课文内容：（1）The Pursuit of Dreams（追求梦想）（2）课文涉及到的重点词汇和短语；（3）课文中的语法知识。

2. 教学资源：（1）全新版大学进阶英语1教材；（2）多媒体课件；（3）网络资源。

三、教学过程1. 导入新课（1）教师简要介绍美国梦和我国梦的背景；（2）播放一段关于梦想的视频，激发学生的兴趣。

2. 课文阅读（1）学生自读课文，了解课文大意；（2）教师引导学生分析课文中的重点词汇和短语；（3）讲解课文中的语法知识。

3. 课堂讨论（1）分组讨论：让学生结合自身经历，谈谈自己对梦想的追求；（2）全班分享：各小组选派代表分享讨论成果。

4. 课堂活动（1）角色扮演：教师将课文改编成情景剧，让学生分组进行角色扮演；（2）小组竞赛：各小组根据课文内容，进行情景对话，评选最佳表现。

5. 作业布置（1）翻译课文中的重点段落；（2）写一篇关于自己梦想的短文；（3）收集有关美国梦和我国梦的资料，进行比较分析。

四、教学评价1. 课堂表现：观察学生在课堂上的参与度、合作精神、口语表达能力等；2. 作业完成情况：检查学生作业的准确性和完整性；3. 情感态度：关注学生在课堂上的情感投入和态度变化。

五、教学反思本节课以梦想为主题，通过课文阅读、课堂讨论、角色扮演等活动，让学生了解梦想的重要性，激发他们对梦想的追求。

在教学过程中，教师应关注学生的个体差异，尊重学生的个性化表达，培养学生的自主学习能力和跨文化交际能力。

同时，教师还需不断改进教学方法，提高教学效果。

教学目标：1. 培养学生对英语学习的兴趣，提高学生的英语综合运用能力。

2. 帮助学生掌握本单元的核心词汇和语法知识。

3. 培养学生的跨文化交际意识，提高学生的思辨能力。

教学对象：大学一年级学生教学时间：2课时教学内容：1. 课文阅读与理解2. 词汇和语法学习3. 课堂讨论与活动教学过程：第一课时一、导入1. 教师通过提问，引导学生思考梦想的含义以及追求梦想的意义。

2. 学生分享自己的梦想，激发学生对本单元主题的兴趣。

二、课文阅读与理解1. 学生自主阅读课文，了解文章大意。

2. 教师引导学生分析文章结构，理解文章主旨。

三、词汇和语法学习1. 教师讲解本单元核心词汇和语法知识，如：technology、go to study abroad、found/set up a company等。

2. 学生跟读并模仿，加强词汇和语法知识的记忆。

四、课堂活动1. 小组讨论：学生分组讨论课文中的问题，如：What is the main idea of the article? How do the authors express their opinions about dreams?2. 角色扮演：学生根据课文内容，扮演不同角色，进行情景对话。

第二课时一、复习导入1. 教师提问，检查学生对上节课内容的掌握情况。

2. 学生分享自己在课堂活动中的收获。

二、课文阅读与理解1. 学生再次阅读课文，进一步理解文章细节。

2. 教师讲解课文中的难点，如：如何表达自己的观点、如何运用举例说明等。

三、词汇和语法学习1. 教师带领学生复习本单元核心词汇和语法知识，并进行相关练习。

2. 学生完成课后练习，巩固所学知识。

四、课堂讨论与活动1. 小组讨论：学生分组讨论本单元的话题，如：How do you define a dream? What are the obstacles in pursuing your dreams?2. 演讲比赛：学生选取自己感兴趣的话题，进行演讲，其他同学进行评价。