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⼤学英语精读第1册unit1教案College English One-- Intensive Reading 1College English(I) Teaching GroupDepartment of Foreign Language Teaching and Research Yangtze Normal UniversityUnit 1 Some Strategies for Learning EnglishIntensive readingObjectives：1. Understanding the main idea2. Understand the structure3. Learn related terms4. Master the key language points and grammatical structures in the text.5.Conduct a series of speaking and listening task based on the textTeaching focus：1.Learn to understand the strategies for English Leaning2. The understanding reading skillsPre-reading Tasks1．Warming up activitiesPair work/ group work: students work in pairs or groups to discuss their opinions about the following topics.1. When did your story of learning English start off?2. Do you enjoy learning English? Why?I enjoy learning English, because I find it very interesting. First, in my opinion, English isa beautiful language, including its pronunciation and shape. I enjoy speaking and listening to it.3. Do you have any trouble learning English?4. Do you think it useful to learn English with the help of some strategies?5. What strategies do you think can be employed in English learning?6. What do you think is the most effective way of learning English?As far as I am concerned, seeing English movies is the most effective way of learningEnglish. I choose those movies that I have great interest in, such as cartoons. For each movie, Iwill see at least three times—without subtitles, with Chinese ones and with English ones. And atthe same time speak loudly after the characters. Though enjoying movies, I make considerable progress in English.2. Information related to the text.English as an International LanguageWorldwide over 1.4billion people live in countries where English has official status. Oneout of five of the world’s population speaks some English. Over 70% of the world’sscientists read English. About 85% of the world’s mails written in English, and 90% of allinformation in the world’s electronic retrieval systems is stored in English.Language learning strategiesLanguage learning strategies are used by learners to complete speaking, reading, vocabulary,listening and writing activities presented in language lessons. Recognizing that there is a task tocomplete or a problem to solve, language learners will use whatever strategies they possess toattend the language-learning activity.Possible language learning strategies include: using practice opportunities, self-evaluation, selective attention, time management, reviewing notes taken in class and checking one’s understanding, constantly seeking answers to questions instead of passively receiving information, etc.Active vocabulary and passive vocabularyActive vocabulary consist of the words you use frequently and comfortably in speaking and writing, while passive vocabulary consists of the words you recognize when you read and listen. Input-output balance theory in language learningInput in language learning refers to information read, seen or heard by the learner, while output refers to what the learner produces in writing and speaking. The input-output balance theory in language learning believes that one can learn a language well through maintaining abalance between input and output.English is not Real English.Skimming and scanningGlobal Reading1. Parts division of the textPart Ⅰ(Paras. 1-2) Introduce globally that while learning English is not easy, there are stillsome helpful strategies.Part Ⅱ(Paras. 3-8) Introduce six helpful strategies in detail.Part Ⅲ(Para. 9) Conclude that language learning is a process of accumulation.2. SummaryLearning English is not easy, but there are still some useful strategies that we can use to make it easier. The text introduces six strategies concerning vocabulary, idioms, listening, speaking, reading and writing, and these strategies cover the basic and important points in English learning. The text also tells us that language learning is a process of accumulation. It is worthwhile for us to take in as much as we can from reading and listening and then put them into practice through speaking and writing.3. Decide whether the following statements about the text are true or false.1) Language learners should memorize all the new words. (F)While active words demand constant practice and memorization, words that do not often occur in everyday situations require just a nodding acquaintance.2) It’s impossible to cram too many words into your head at a time.(T)3) he meaning of a word and the way native speakers use it are equally important.(T)4) Listening to English occasionally will improve your ear and speaking skills. (T)5) It’s important to catch every detail in English listening comprehension. (F)The first time one may not catch a great deal, but with each repetition one will get something more.6) Language learners do not find many opportunities to practice oral English at school.(T)4. Discourse AnalysisA strategy refers to a set of carefully planned methods for achieving something that is difficult and may take a long time. In introducing some strategies, the author adopts the structure of Problem—Strategy within a paragraph to show us the problems in English learning and then proposes strategies to solve5. What strategies do you think can be employed in English learning?Suggested Strategies:Make your own oppotunities for practice in using the language inside and outside the classroom.Specific ways:1)ask your teacher questions before, during and after class.2)speak to a foreigner3)listen to an English radio program.4)watch an English movie.5)read an English article on the Internet.6)use English software.While-reading TasksText Learning1.Explain the skill of skimming and scanning2.Ask student to skim the text to have a general idea about the text.3.Underline the difficult words and sentences and answer the questions on page 74.Expalin the text5.Ask students to sum up the good habit mentioned in the text and learn them by heart in the class./doc/441b44ebf4335a8102d276a20029bd64783e6290.html nguage points and structureNew words and expressions1. strategy: n. the act of planning and managing operations over a long period.Example: It’s a long way for our government to develop a strategy for dealing with unemployment.★tactic: n. 战术tactical: adj. 战术的strategy: n. 战略strategic: adj. 战略的Our strategy is “to pit one against ten”, while our tactic is “to pit ten against one”. 我们的战略是“以⼀当⼗”，我们的战术是“以⼗当⼀”。
大学英语精读第三版(上海外语教育出版社董亚芬主编)第一册Book1 Unit1答案III．Vocabulary Activities1. 1)e 2)g 3)j 4)a 5)b 6)I 7)c 8)d 9)h 10)f2. 1) handling2) summarized3) process4) absorb5) are bound to6) feel free7) for instance8) strategies9) complained10) has committed to memory11) Nevertheless12) rely on13) Apart from14) command3. 1) over and over again2) at a time3) put it into practice4) watching out for5) by no means6) concentrate on7) In addition t8) in detailIV．Enriching Y our Word Power2.1) a) additional b) add c) addition d) addition2) a) effectively b) effect c) effective d) effect3) a) helpful b) help c) helpless d) help e) helplessly f) helpfully g) helpful4) a) reliant b) reliable c) reliance reliable d) relies e) reliably5) a) repetition b) repeating c) repeatedly d) repeated e) repetitionV. Usage1) In my opinion2) According to Mary3) In our opinion4) According to today's papers5) In most doctors' opinion / According to most doctorsVI Structure1.1) Shakespeare was not only a dramatist but also an actor.2) Miss Crain not only took me home in her car, but also came the next day to see if I had recovered.3) Hainan Island attracts tourists not only in winter but also in summer.4) There is always a black market not only in Britain, but also in other European countri es.5) At the Athens Olympics in 2004, Liu Xiang not only won a gold medal in the 110-meter hurdles, but also broke the Olympic record.2.1) It is true that your sentences are all grammatically correct, but they don’t make any sense.2) It is true that they lost that battle, but they still went on fighting.3) It is true that Tom’s very clever and hardworking, but I still don’t think he is the right person for the job.4) It is true that learning English is by no means easy, but we can make the task easier by using some learning strategies.VII. Cloze1.1) strategies2) frequently3) over and over again4) commit to memory5) acquaintance6) watch out for7) communicate8) process9) opportunities10) rely on11) put into practice12) absorbed2.1) if2) about3) it4) know5) up6) as7) addition8) even9) into10) other11) for12) whileVIII. Spot Dictation1) memorize2) a matter of3) taught4) shelf5) realize6) written7) idiomatic8) join in9) difference10) gain a good commandIX. T ranslation1) 史密斯太太对我抱怨说，她经常发现与自己十六岁的女儿简直无法沟通。
教学目标：1. 理解课文内容，掌握文章的主旨和核心观点。
2. 分析课文中的语言特点、写作手法和结构布局。
3. 培养学生的思辨能力和批判性思维。
4. 提高学生的英语阅读理解和写作能力。
教学重点：1. 课文内容的理解与掌握。
2. 文章语言特点、写作手法和结构布局的分析。
3. 思辨能力和批判性思维的培养。
教学难点：1. 课文深层次内容的理解。
2. 文章复杂结构的分析。
教学时间：2课时教学过程：第一课时一、导入1. 向学生介绍本次课文的背景，激发学生的学习兴趣。
2. 引导学生简要回顾上节课的学习内容，为新课的学习做好铺垫。
二、课文阅读1. 学生自读课文，了解文章大意。
2. 教师提问，检查学生对课文内容的理解。
三、课文分析1. 分析课文标题，引导学生思考文章可能涉及的主题。
2. 分析文章结构，讲解段落之间的逻辑关系。
3. 分析文章语言特点，如词汇、句式、修辞手法等。
4. 分析文章写作手法，如对比、举例、引用等。
四、课堂讨论1. 引导学生就课文内容进行讨论，发表自己的观点。
2. 教师引导学生关注文章中的论点和论据，培养学生的思辨能力。
五、课后作业1. 撰写一篇关于课文主题的短文，要求观点明确，论据充分。
2. 收集与课文主题相关的资料，为下次课的讨论做准备。
第二课时一、复习导入1. 回顾上节课的学习内容，检查学生对课文的理解。
2. 引导学生分享课后作业的完成情况。
二、课文深入分析1. 对课文中的难点进行讲解，帮助学生突破学习障碍。
2. 分析文章中的复杂结构，如嵌套式段落、分层次论述等。
三、课堂讨论1. 教师提出与课文相关的问题，引导学生进行深入讨论。
2. 鼓励学生从不同角度思考问题，培养批判性思维。
四、总结与反思1. 总结本节课的学习内容，强调重点和难点。
2. 引导学生反思自己的学习过程，提出改进措施。
五、课后作业1. 完成课后练习题，巩固所学知识。
2. 搜集更多与课文主题相关的资料，为下一次课的学习做准备。
