新视野大学英语第三册教案5-6单元

3.3 Post-reading Activities

Step7. Consolidation

Retell the passage according to the key information. in the patient’s room

about the patient’s conditions

the exchange between the two human beings the patient dies

Purpose: To know if the students understand the whole text. At the same time, to show the text structure on the screen, so that they can retell it easily.

Method: Read the text structure together; Use task-based language teaching method, reading approach, communicative approach and total physical response method.

Step 8. Discussion

Show a movie clip about a patient’s life in a hospital and ask the Ss the following

questions:

Purpose: To present a real situation To grasp the main idea

To consolidate language points

To fossilize the way of structured writing

Method: Use the CAI and talk in groups; Use task-based language teaching method,

reading approach, communicative approach, audio-lingual method, Audio-visual Method

and total physical response method.

Step 9. Assignment

Review the key points of Section A Finish the exercises after class Finish online homework Preview Section B Step 10. Assessment

Write a composition organized with the dominant impression supported by details.

T checks if Ss have done the after-text exercises in their spare time and discuss some

common errors that crop up.

Writing: Dominant impression: To many people, a cowboy is a hero. Details: tall and strong, alert all the time skilled horseman and gunman help the good, punish the bad do what’s right, not for money Pre-view Section B

II. Section B Decisions of the Heart

Teaching Procedures:

1. Reading Skills

Understanding idiomatic expressions

In order to choose the best definition we have to: a) search for contextual clues b) find examples

c) find explanations

d) locate opposite or similar expressions

Purpose: Introduce the reading skill to the Ss and improve their reading abilities.

Method: Use multimedia instruction and talk in groups; Use task-based language teaching

method, reading approach, communicative approach and total physical response method.

T explains the reading skill (understanding idiomatic expressions) Ss practice the skill by doing the exercise on page 136 in pairs.

2. Passage Reading (Decisions of the Heart)

2.1 Lead-in and preparation for reading

Introduce Ss some information about euthanasia and let them talk to each other,

Purpose: Arouse the students’ interest of study. Bring in new subject: Decisions of the Heart Method: Use the CAI and talk in groups; Use task-based language teaching method, reading

approach, communicative approach, audio-lingual method, and total physical response method.

2.2 Comprehension Questions

Read the passage as quickly as they can. and ask the Ss to answer the questions show on the screen:

1. What is the tough question according to the writer? 2. What is the writer’s decision about the tough question? 3. What is the writer against? Why?

4. What is a decision of the heart according to your opinion?

2.3 Difficult Sentences

On the one hand, you cannot bear to see your once vigorous mother living the painful, limited life to which the stroke has condemned her. On the other hand, you hate to be the one to decide to let nature take its course.(Para. 5)

Meaning: On the one hand, it makes you feel painful to see your mother, who was once healthy and active, living a painful, limited life because of the stroke. On the other hand, you hate to be the person who has to make the decision to do nothing about it and let your mother die that way.

I can make this decision because I’ve gone down this road with patients many times.(Para. 7) Meaning: I’m able to make this decision because I’ve experienced the same thing with patients many times.

What it comes down to is common sense. (Para.14)

Meaning: Actually, it is only a question of common sense..

2.4 Key Words and Expressions arbitrary transparent elect sympathetic withdraw phase come along fight off in vain slip away come down to bring in 3. Assignment

Do a quiz on the vocabulary

Do the exercises in the book of “Comprehensive Exercises” (p81-p85) Timed reading

Read a passage (College English Fast Reading , book 3 )

Do the exercises about vocabulary and phrases Ss learnt in unit 5. T checks on Ss’ exercises on pages 108—110. T asks Ss to prepare the next unit.

Purpose: To know if students master the vocabulary and phrases in this class. Method: Use task-based method.

Unit 6, Book Three

I. Section A: How to Prepare for Earthquakes

1. Teaching Objectives: ? ? ?

To know the meaning and usage of some important words, phrases and patterns To 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)

rd

3period: While-reading activities (text structure; main ideas)

Post-reading activities (comprehension questions; exercises) 4th periods: Practice of the reading skill (skimming);

T checks on Ss’ home reading by asking questions based on the passage. T explains some difficult sentences

Section B(1period):

3.Teaching Procedures:

3.1 Pre-reading Activities

Step 1 Greetings

Greet the whole class as usual. Step 2. Review

1. Ask students some questions to review the last lesson（show them on the screen）. 2. Check the homework（browse the Internet for the story about earthquakes that impress you most）;

Topics

1. The formation of an earthquake by surfing the Internet 2. Preparation for an earthquake Purposes

1. To develop Ss’ online learning ability

2. To improve Ss’ ability to retrieve the relevant information 3. To stimulate Ss’ psychomotor thinking

4. To arouse Ss’ interest in learning the unit

Method: Talk in groups; Use task-based language teaching method, communicative approach, and audio-lingual 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. Have you experienced an earthquake?

2. Where would you want to be if the ground started to shake? 3. How to prepare for earthquakes?

Purpose: Arouse the students’ interest of study. Bring in new subject: How to Prepare for Earthquakes

Method: Use the CAI, PPT software and talk in groups; Use task-based language teaching method, communicative approach, audio-visual method and audio-lingual method.

Step 4. Fast reading

Ask the Ss read the passage as quickly as they can and 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.

The passage can be roughly divided into four parts:

Part one (para.1) To predict when an earthquake is going to happen and how bad it will be: Japan scientist have wired the Earth and sea to detect movement; Chinese people have traditionally watched animals and plants for warning signs of earthquakes; Experimental data show that the amount of radon（Rn）in the water under the surface of the Earth waxes before an earthquake

Part two (para.2) To focus on how to prevent the great destruction of property caused by earthquakes: Building new structures with the durable I-joint; Designing columns and horizontal beams of equal strength; Making new houses with relatively light roofs; Enclosing strong walls and concrete pillars for highway bridges in steel;

Part three (para.3-para.6) How to prepare for the possibility of a great earthquake Para.3 The necessary measures taken against the destruction of an earthquake Para.4 Keeping survival supplies at home and at work for the occurrence of an earthquake Para.5 Having proper tools ready at hand in case of an earthquake Para.6 Making earthquake plans to make sure what one should do in case of an earthquake

Part four (para.7) conclusion Even if prediction becomes possible, people still have to do their best to prevent disasters by improving building structures and by being personally prepared.

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:

Purpose: Train the Ss’ ability of understanding and using language.

Method: Talk in groups, Use task-based language teaching method, communicative approach and total physical response method.

1) watch …for: look at or observe something for

The doctor told her to watch out for symptoms of measles.