下载文档原格式
新视野大学英语第四册教案unit1Teaching Planning & Teaching LecturesNew Horizon College English IVUnit 11.教学目标及基本要求：Objectives:Students will be able to:1)Grasp the main idea (that it would be ideal if we can strikea balance between theChinese and the Western learning styles) and structure of the text (introduction of the topic by an anecdote—elaboration by comparison and contrast);2)Appreciate the difference between comparison and contrast, as well as different ways tocompare and contrast(point-by-point method or one-side-at-a-time method);3)Master the key language points and grammatical structures in the text;4)Conduct a series of reading, listening, speaking and writing activities related to thetheme of the unit.2. 教学重点及难点：Important language points in the text:3. 教学内容的深化及拓宽：Students conduct a series of reading, listening, speaking and writing practice to deepen their understanding of the points taught in class.4. 教学方式及在教学中应注意的问题：A combination of traditional teaching methods with thecommunicative approach will beadopted. Special attention should be paid to classroom interaction. Give students time to adapt to the new teaching mode in the university that are quite different from the one they were used to in the middle school. More encouragement is needed and more guidance will be given to them in their extracurricular study.5. 教学内容及学时分配：Time allotment:1st period: pre-reading; text organization2nd period: while-reading (Paras 1-5)3rd period: while-reading (Paras 6-13)4th period: while-reading (Paras 6-13 continued, Para 14)5th period: post-reading activities (Debate; Exercises)6th period: Check on students’ home reading (Text B); Theme- Related Language Learning T asks)6. 主要参考书目：郑树棠，胡全生，2003，《新视野大学英语综合教程4－教师用书》。
《新视野大学英语（第四版）读写教程1》教案Unit 4 Social media matters一、单元教学概况（一）教学目标1. 知识目标（1）语言层面：学生能够学会并使用本单元重点词汇、短语、句型结构，并能够掌握主题相关词汇。
（2）内容层面：学生能够理解社交媒体对社会和个人生活的影响及社交媒体使用中可能出现的问题。
2. 能力目标（1）词汇应用能力：学生能够使用主题相关词汇进行话题内容阐述。
• 学生能够进行有关社交媒体的讨论，意思表达准确，词汇丰富。
• 学生能够对社交媒体的影响进行评估，同时能够就有关观点进行分析评价。
（2）阅读能力：学生能够理解分析有关社交媒体的讨论和案例研究，提取关键信息。
（3）写作能力：学生能够就社交媒体的利弊进行讨论，表达清晰，逻辑性强，并使用准确、丰富的标记词汇。
（4）应用能力：学生能够制作一个可上传社交媒体的短视频，介绍和传播中国文化。
学生需要撰写脚本并完成短视频制作。
（5）思辨能力：学生能够反思自己使用社交媒体的情况，并能分析判断社交媒体的影响，认识其正面和负面影响。
3.思政育人目标学生能够正确认识和使用社交媒体，培养良好的网络道德，进行积极健康的社交活动；在使用社交网络时，积极传播正能量，共创安全健康的网络环境。
（二）教学基本内容本单元聚焦“社交媒体”主题，围绕三篇“社交媒体”主题相关的阅读素材，进行相关内容、词汇、技能等层面的学习，并在单元最后，应用单元所学，完成一篇介绍中国文化的媒体作品。
本单元三篇学习素材各有侧重，旨在从不同维度加深学生对于社交媒体的思考：Text A通过案例探讨社交媒体对个人心理健康的影响，Text B从个人经历出发讨论社交媒体在维持人际联系中的作用，Text C描述了社交媒体如何成为中国人日常生活的一部分。
1. 词汇（1）重点词汇：addict/addition, depression, cyberbullying, compromise, impact, psychology, communication, considerable, influence, survive, obsession, interfere, withdrawal, encounter, access, promotion, significant, essential, preliminary, be headed for, contribute to, in particular, as for, thanks to（2）主题相关词汇：social media:addition, mental health, information, network, profile, follow, trend, viral, hashtag ... verbs of this topic: post, share, tag, mention, retweet, engage, ...adjectives of this topic: beneficial, informative, convenient ...; additive, deceptive, superficial ...; diverse, influential, ambiguous ...2.技能• 阅读技能：介绍重要的阅读策略“标记词”。
新视野大学英语4第四版Unit1sectionA教案Unit 1 Section ALove and logic: The story of a fallacyObjectives：➢To talk about love and logic➢To further understand the text➢To apply the phrases and patterns➢To master the narrative essay writing skillContents➢Warming-up Activities➢Text Study➢Language Application➢SummaryWarming-up ActivitiesLead-in1.What do you know about logic?When it comes to making a choice, many people tend to use rational and logical reasoning;Males are more rational than females;2. Do you think it is possible to deal with life in a completely rational and logical way?Rational world is not necessarily awonderful one;Rational individuals can make choices that are bad news for others;It is ridiculous to deal with love in a logical way.Pre-reading Activities1. The following are some statements to test your reasoning ability. Tell whether the conclusions after the word “Therefore” are true (T), false (F), or uncertain (U). Write your answer on the line before each statement.num ber statements Trueorfalse1All odd numbers are integers (整数). All even numbersare integers. Therefore, all odd numbers are evennumbers.2 There are no dancers that aren’t slim and no singersthat aren’t dancers.Therefore, all singers areslim.3 A toothpick (牙签) is useful.Useful things are valuable.Therefore, atoothpick is valuable.Three pencils cost the same astwo erasers. Fourerasers cost thesame as one ruler. Therefore,pencilsare more expensivethan rulers.5 Class A has a higherenrollment than Class B. ClassC has a lowerenrollment than Class B.Therefore,Class A has a lowerenrollment than Class C.6 A fruit basket contains moreapples than lemons.There are morelemons in the basket thanoranges.Therefore, thebasket contains more applesthanoranges.7 Taking the train across town isquicker than takingthe bus. Taking thebus across town is slower thandriving a car.Therefore, taking the trainacross townis quicker thandriving a car.8 All the tulips in Zoe’s gardenare white. All the rosesin Zoe’s garden areyellow. Therefore, all theflowersin Zoe’s garden areeither white or yellow.2. Listen to a short passage on logic, and fill in the missing information.Cultural Background- Logic and Fallacy1. What is a fallacy? And how is it used?An error in reasoning that renders an argument logically invalid;By accident or design, logical fallacies are often used in debate or propaganda;To mislead people;To distract people from the real issue for the purpose of winning an argument.2. How many types of fallacy do you know?Red Herring (转移话题)/Begging theQuestion(循环论证)/Slippery Slope(滑坡谬误)/Bandwagon (从众谬误)/False Dilemma (伪两难谬误)/FalseCause (post hoc) (假因谬误)/AdHominem ( 人身攻击)/Appeal toAuthority (诉诸权威)/DictoSimpliciter (绝对判断)/HastyGeneralization (草率结论)/AdMisericordiam (文不对题)/FalseAnalogy (错误类比)Text Study1. Main idea and structure✧What did the narrator do with his roommateRob? (Para.1)They made a deal that the narratorgives Rob his leather jacket, and Rob,in exchange, gives the narrator hisgirlfriend.✧Why did the narrator want to have Polly ashis girl friend? (Paras. 2-3)Pretty, well-off, radiant;The right background to be the girlfriend of a dogged, brilliant lawyer;Help the narrator in his competition with other applicants to some elite law firms.●Part I — Paras. 1–3The author sets the scene of the story by providing information about the four “wh-” words: who, where, what, and why. “Who” refers to the narrator, his roommate Rob, and the beautiful girl Polly. “Where”refers to . “What”and “why” refer to what to do and why to do it: The narrator decides to make Polly “”because as a promisingly brilliant lawyer, he wants to have a girlfriend who is not only beautiful but also intelligent.●Part II — Paras. 4-25The narrator tries to help Polly become smarter by giving her lessons in logic. Altogether he spends five nights teaching Polly four logical fallacies , namely, Dicto Simpliciter,Hasty Generalization , Ad Misericordiam, False Analogy.●Part III — Paras. 26-43When asked to be the narrator’s girl friend, Polly refutes his arguments with the exact logical fallacies taught by him and refuses by making full disclosure that she is datingthe narrator simply because it is a trick she and Rob have decided to play on him in order to get his leather jacket .2. Structure of the textIntroduction to the story.The narrator and Rob make a deal: the exchange of a leather jacket for Polly. (Para. 1)Polly has some basicqualities to be the girlfriendof a lawyer.(Para. 2)Polly needs to be mademore intelligent. (Para. 3)Body (Development of the story)Why logic is important (Para. 4-8)The first logicalfallacy taughtto Polly: DictoSimpliciter(Paras. 9-11)e second logicalfallacy taughtto Polly: HastyGeneralization(Paras. 12-15)The third logicalfallacy taught toPolly: AdMisericordiam(Paras. 16-21)The fourthlogical fallacytaught to Polly:False Analogy(Paras. 22-25)3. Summary of the textClimax & End“We make a pretty good couple.”HastyGeneraliza-tio n. (Paras. 26-30)“You don ’t have to eat a whole cake to know it ’s good.” False Analogy.(Paras. 31-32)“Please say you ’ll go out with me. I ’m nothing without you.” AdMisericordiam. (Paras. 33-35)“You know the things you learn in school don ’t have anything to do with real life.” Dicto Simpliciter. (Paras. 36-37)Climax of the story: Polly refuses to be the narrator ’s girlfriend.(Paras. 38-43) Love and logic: The story of a fallacyMy roommate Rob made a pact with me that he’d give me his girlfriend Polly in exchange for my jacket. And I agreed.Polly had the right background to be the girlfriend of a dogged, brilliant lawyer like4. Practical phrasesPractical Phrases Specific Meanings Examples1. In exchange for…作为对……的交换In exchange for a peacefulenvironment for the futuregenerations, our revolutionarypredecessors shed their blood andeven sacrificed their precious lives.2. Set a date for为……定日期In order to achieve success, one hadbetter start immediately rather thanset dates for his/her efforts.3. Appeal to唤起；吸引This university boasts manyworld-famous experts, professors,and the world’s best researchlibrary, therefore, it appeals tostudents and researchers from allover the world.4. make/draw an analo gy between 在……之间作类比We often make an analogy betweenstudying and climbing a mountain:both of them require great effortsbefore you can reach the top.5. Make sth. out of sb./sth.使……变成……The aim of the military academy is to make qualified officers out of the young cadets after four years’ study and training.6. Give sb. the axe抛弃（恋人）；解雇If you continue playing yourprecious college years away, successwill give you the axe upongraduation.7. Be dripping with …满是……Though the beautiful lady isdripping with jewels, her words andactions are dripping with vulgarityand rudeness.5. Functional patternsFunctional Patterns Functions & Usages Examples1. If sb. could do …,sb. just might do …用于表达“假设”如果我能够让我所申请的顶尖律师事务所看到我身边伴随着一位光彩照人、谈吐优雅的另一半，我就很有可能在竞聘中以微弱优势获胜。
Unit 1, Book FourI. Section A: The Tail of Fame1. Teaching Objectives:λTo know the meaning and usage of some important words, phrases and patternsλTo be familiar with the writing skills of the text and make use of it in writingλTo improve Ss’ rea ding skills by studying section BTo respond and cooperate with classmates willinglyλTo participate activelyTo read sentences and texts with proper intonationλTo write smoothly and legibly2.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)3rd period: 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 sentences3.Teaching Procedures:3.1 Pre-reading ActivitiesStep 1 GreetingsGreet the whole classStep 2. Warming upTeacher initiates students to talk about their special experiences during the newly-past vacationPurposes: Help students quickly adapt to the langguage-learning mode and facilitate students with English language atmosphere after a long vacation.Method: Talk in groups; communicative approach.Step 3. Lead-in and preparation for readingShow the Ss some pictures of famous people (the pictures might be the portaits of the famous people appearing in this Unit) and let Ss discuss with each other about the questions on the screen.1. For your understanding, how to define the word “fame” ?Fame refers to the state of being popular with a lot of people as a res ult of one’s achievement.2. What do people seek fame for?High social satus; abundance of material and spiritual fulfillment …3. What negative effects might fame bring about?Loss of privacy; deprivation of freedom …4. Do you want to live a life of celebrity? Enumerate some reasons to support your idea.Purpose: Arouse the students’ interest of study and lead Ss to Text A: The Tail of Fame.Method: Use the CAI, PPT software and talk in groups; Use task-based language teaching method, communicative approach, audio-visual method and audiolingual method.Step 4. Fast readingAsk the Ss to read the passage as quickly as they can and require them to answer the questions on Page 9. Make sure Ss grasp the main idea of the text and have a relatively clear understanding of the text structure.Text structure: ( the chart below )Purpose: Improve the students’ reading and writing ability and let students understand the general idea of the passage.Method: Read the text individually and talk in groups; Use task-based language teachingmethod, reading approach, communicative approach and total physical response method.Step 5. Preparation for details of the text on the screenSs are required to look at the words and phrases on the screen and give a brief presentation in class.Words and Phrases:Purpose:Train the Ss’ ability of understandi ng and using foreign language.Method: Talk in groups, Use task-based language teaching method, communicative approach and total physical response method.1)bankrupt: adj. without enough money to pay what one owesMany state-owned enterprises have gone bankrupt. 许多国有企业都破产了。
Unit1TheFirstTwoPeriodsStep 1： Warm—up 20m Questioning & DiscussingStep2: Structure10m LecturingStep 3： Language points and DifficultSentences30mLecturing, Questioning＆ Giving Examples Step 4： Comprehension of the Text15m Questioning & DiscussingStep 5: Text Structure Analysis（Writing Ways Mentioned in thePassage in Section A）10m LecturingStep 6: Summarize the passage orally10m Questioning & DiscussingStep 7： Homework5m LecturingTheSecondPeriodsStep 1: Revision of the key words andphrases in Section A10mLecturing, Questioning &Giving Examples Step 2: Exercises (Vocabulary,Translation， Essay Summary in SectionA)35m Questioning & Discussing Step 3： Reading Skills （The Passagein Section B）50mLecturing, Questioning＆ Giving Examples Step 4： Homework Assignment5m LecturingTheThirdTwoPeriodsStep 1：Revision of the readingskills, key words and phrases inSection B10mLecturing， Questioning& Giving Examples Step 2: Test One (自主测试）15m Questioning & DiscussingStep 3: Listening40mListening ＆QuestioningStep 4： Speaking30m Questioning & DiscussingStep 5： Homework Assignment5m Lecturing教学过程The First Two PeriodsStep 1： Warm—up （20m）1. What is temptation? Do you have the experience of being tempted? 2。
Unit 1 Section ALove and logic: The story of a fallacy Objectives：To talk about love and logicTo further understand the textTo apply the phrases and patternsTo master the narrative essay writing skillContentsWarming-up ActivitiesText StudyLanguage ApplicationSummaryWarming-up ActivitiesLead-in1.What do you know about logic?When it comes to making a choice, many people tend to use rational and logical reasoning;Males are more rational than females;2.Do you think it is possible to deal with life in a completely rational and logical way?Rational world is not necessarily a wonderful one;Rational individuals can make choices that are bad news for others;It is ridiculous to deal with love in a logical way.Pre-reading Activities1.The following are some statements to test your reasoning ability. Tell whether the conclusions after the word “Therefore” are true (T), false (F), or uncertain (U). Write your answer on the line before each statement.number statements True or false 1All odd numbers are integers ( 整数 ). All even numbersare integers. Therefore, all odd numbers are evennumbers.2There are no dancers that aren ’ t slim and no singersthat aren ’ t dancers. Therefore, all singers are slim.3 A toothpick ( 牙签 ) is useful. Useful things are valuable.Therefore, a toothpick is valuable.Three pencils cost the same as two erasers. Fourerasers cost the same as one ruler. Therefore, pencilsare more expensive than rulers.5Class A has a higher enrollment than Class B. ClassC has a lower enrollment than Class B. Therefore,Class A has a lower enrollment than Class C.6 A fruit basket contains more apples than lemons.There are more lemons in the basket than oranges.Therefore, the basket contains more apples thanoranges.7Taking the train across town is quicker than takingthe bus. Taking the bus across town is slower thandriving a car. Therefore, taking the train across townis quicker than driving a car.8All the tulips in Zoe ’ s garden are white. All the rosesin Zoe’ s garden are yellow. Therefore, all the flowersin Zoe’ s garden are either white or yellow.2. Listen to a short passage on logic, and fill in the missing information.Cultural Background- Logic and Fallacy1.What is a fallacy? And how is it used?An error in reasoning that renders an argument logically invalid;By accident or design, logical fallacies are often used in debate or propaganda;To mislead people;To distract people from the real issue for the purpose of winning an argument.2.How many types of fallacy do you know?Red Herring ( 转移话题)/Begging the Question( 循环论证)/Slippery Slope (滑坡谬误)/Bandwagon ( 从众谬误 )/False Dilemma ( 伪两难谬误 )/False Cause (post hoc) (假因谬误 )/Ad Hominem (人身攻击)/Appeal to Authority (诉诸权威)/Dicto Simpliciter (绝对判断)/Hasty Generalization (草率结论 )/Ad Misericordiam (文不对题 )/False Analogy (错误类比 )Text Study1. Main idea and structureWhat did the narrator do with his roommate Rob? (Para.1)They made a deal that the narrator gives Rob his leather jacket, and Rob, in exchange,gives the narrator his girlfriend.Why did the narrator want to have Polly as his girl friend? (Paras. 2-3)Pretty, well-off, radiant;The right background to be the girlfriend of a dogged, brilliant lawyer;Help the narrator in his competition with other applicants to some elite law firms.Part I — Paras. 1– 3The author sets the scene of the story by providing information about the four“ wh-”words: who, where, what, and why.“Who” refers to the narrator, his roommate Rob, and the beautiful girl Polly. “ Where ” refers to. “What ” and “ why ” referto what to do and why to do it: The narrator decides to make Polly“” because as a promisingly brilliant lawyer, he wants to have a girlfriendwho is not only beautiful but also intelligent.Part II — Paras. 4-25The narrator tries to help Polly become smarter by giving her lessons in logic. Altogether he spends five nights teaching Polly four logical fallacies , namely, Dicto Simpliciter,Hasty Generalization , Ad Misericordiam, False Analogy.Part III — Paras. 26-43When asked to be the narrator ’s girl friend, Polly refutes his arguments with the exactlogical fallacies taught by him and refuses by making full disclosure that she is dating the narrator simply because it is a trick she and Rob have decided to play on him in order to get his leather jacket.2. Structure of the text.The narrator and Rob make a deal: the exchange of a leather jacket for Polly. (Para. 1)Introduction to the storyPolly has some basic Polly needs to be made more qualities to be the girlfriend of intelligent . (Para. 3)a lawyer.(Para. 2)Body (Development of the story)Why logic is The first logical e second logical The third logical The fourth logical important(Para.fallacy taught to fallacy taught to fallacy taught to fallacy taught to 4-8)Polly: Dicto Polly: Hasty Polly: Ad Polly: FalseSimpliciter Generalization Misericordiam Analogy (Paras.(Paras. 9-11)(Paras. 12-15)(Paras. 16-21)22-25)Climax & End“We make apretty goodcouple. ”HastyGeneraliza-tion.(Paras. 26-30)“You don’thaveto eat a whole cake to knowit’s good. ”False Analogy.(Paras. 31-32)Climax of the“Please saystory:you ’llgo out withme. I ’m nothingPolly refuses towithout you. ”be the narrator’sAdgirlfriend.Misericordiam.(Paras. 38-43)(Paras. 33-35)“You knowthethingsyou learn in school don ’thaveanything to do with real life. ”Dicto Simpliciter.(Paras. 36-37)3. Summary of the textLove and logic: The story of a fallacyMy roommate Rob made a pact with me that he’ dgive me his girlfriend Polly in exchange for my jacket. And I agreed.Polly had the right background to be the girlfriend of a dogged, brilliant lawyer like myself. She was pretty,well-off,and radiant.Still,I want to dispense her enough pearls of wisdom to make her“-spokenwell ” .So I tried my best to teach her such logical fallacies as Dicto Simpliciter, Hasty Generalization, Ad Misericordiam,and False Analogy.After five nights of diligent work,I actually made a logician out of Polly. She was an analytical thinker at last.When I asked her to develop our relationship into a romantic one,however,she refuted my arguments as those logical fallacies I had taught her! And she refused my proposition by making full disclosure: She liked Rob in leather, therefore, she had told him to make the pact with me so that Rob could have my jacket .4. Practical phrasesPractical PhrasesSpecific Meanings Examples1. In exchange for ⋯作为对⋯⋯的交换In exchange for a peaceful environmentfor the future generations, ourrevolutionary predecessors shed theirblood and even sacrificed theirprecious lives.2. Set a date for为⋯⋯定日期3. Appeal to唤起；吸引In order to achieve success, one had better start immediately rather than set dates for his/her efforts.This university boasts many world-famous experts, professors, and the world ’ s best research library,4.make/draw an analo gy between5.Make sth. out of sb./s th.6.Give sb. the axe7. Be dripping with⋯therefore, it appeals to students andresearchers from all over the world.在⋯⋯之间作类比We often make an analogy betweenstudying and climbing a mountain:both of them require great effortsbefore you can reach the top.The aim of the military academy is to使⋯⋯变成⋯⋯make qualified officers out of theyoung cadets after four years’ studyand training.抛弃（恋人）；解雇If you continue playing your preciouscollege years away, success will giveyou the axe upon graduation.满是⋯⋯Though the beautiful lady is drippingwith jewels, her words and actions aredripping with vulgarity and rudeness.5. Functional patternsFunctional PatternsFunctions & Usages Examples如果我能够让我所申请的顶尖律师事务所看到我身边伴随着一位光彩照人、谈吐优雅的另一1. If sb. could do⋯,s半，我就很有可能在竞聘中以微弱优势获胜。
