新进阶3综合Unit

-.--.可修编-NewProgressiveCollegeEnglishBookIIIUNIT1WorkingHolidayAbroad课程名称大学英语（三）使用教材全新版大学进阶英语综合（3）授课容Text：HowMyWorkingHolidayChangedMe(精读)Reading1：FiveJobsINeverKnewI’dHaveAbroad（泛读）授课学时6教学目的1.Discusstherelevanttopics2.Understandthetextwithskimmingandscanning3.Learnlanguages,e.g.words,phrases,difficultstructures教学重点与难点1.AnalyzethestructureandgraspthemainideaofText2.Masterthekeylanguagepointsandgrammaticalstructuresinthetext3.Learnsometechniquesinwriting教学与手段1.Audio-visualmethodandaudio-lingualmethod.2.Task-basedlanguageteachingmethod3.municativeapproach4.UsingCAI,PPT5.Smartteaching(usingonlinetoolsormaterials)教学过程1.Lead-inStep1.Warm-upactivitiesStep2.Discussionabouttakingaworkingholidayabroad2.GlobalReadingStep1.ApproachingthethemeStep2.Analyzingthetextorganization3.DetailedReadingStep1.UnderstandingthetextinadeeperlevelStep2.LearningusefulexpressionsStep3.LearningdifficultsentencesStep4.Learningnewwords4.prehendingReading1Step1:SkimmingthetextStep2:ExplainingthedifficultsentencesofthetextStep3:Doingsentencetranslation5.AfterreadingStep1.ViewingandListeningStep2.SpeakingStep3.Assignment作业Assignment：1.ReadthetextinReading2andfinishtheexercises.2.Writeashortessayaboutyoursummerjobexperience3.Previewthenextunit.Unit1WorkingHolidayAbroad1.TeachingObjectives:StudentswillbeabletoA.discusstherelevanttopicsB.understandthetextwithskimmingandscanningC.learnlanguages,e.g.words,phrases,difficultstructuresD.thinkfurther2.TimeAllotment:1stPeriod:Lead-inActivities(Warm-upactivities;Discussionaboutworkingholidayabroad)2ndPeriod:Global-readingActivities(Text:Approachingthetheme;analyzingthetextorganization)3rdPeriod:DetailedreadingActivities(UnderstandingtheTextinadeeperlevel,analyzingdifficultsentencestructures)4thPeriod:DetailedreadingActivities(Learningnewwords,summarizinggoodusage)5thPeriod:prehendingReading1(Skimmingthetext,explainingthedifficultsentencesoftheText,doingsentencetranslation)6thPeriod:After-readingActivities(ViewingandListening;Speaking;Assignment)3.TeachingProcedures:3.1Lead-inActivitiesStep1.Warm-upactivitiesIntroducethetopictotheclass:WorkingHolidayAbroad,andaskstudentsthequestion:“Whataworkingholidayis?”AskthestudentstowatchtwiceavideoclipofatalkaboutaworkingholidayinOpenerAskthestudentstounderstandthemainpointsbyfillingblanksofthesummarygiveninOpenerHelpthestudentstosumupthemainpointsofthetalkaboutaworkingholiday:Aworkingholidayiswhenyouspendasignificantamountoftimeinanothercountryandhavetheworkingrightstobackitup.Youareabletopickupajobortwo(or6)andbreakthatarrangementupbytravelingormovingontoanewlocationinthecountry.Withaworkingholidayvisa,youcanworkasyougoAworkingholidaycouldendupbeingalife-changingexperience.Aworkingholidaycandowondersforreallyintroducingyoutoanewculture.Method:Method:PPT;municativeapproach.Step2:DiscussionaboutjoysandchallengesoftakingworkingholidaysoverseasHavestudentsworkinpairtalkingaboutjoysandchallengesoftakingworkingholidaysoverseasandinvitessomestudentstoreporttotheclass.Method:Usingtask-basedlanguageteachingmethod,municativeapproach.3.2GlobalreadingStep1.ApproachingthethemeTheteacherasksstudentsquestions:Howwouldyouliketotakeaworkingholidayabroad?Doyouthinkitwouldsuityouortaketoofarawayfromtheworldinwhichyoufeelfortable?Doyouwanttoexperiencejoysandchallengesoftakingworkingholiday?Thestudents’answersmayvary.Thentheteachertellsstudentsthattheywilllearnatextaboutaperson’srealexperienceoftakingworkingholidayabroad,andtheywillknowwhatitisreallyliketotakeworkingholidayabroad.Method:PPT;municativeapproach.Step.2AnalyzingthetextorganizationTheteachertellsstudentsthatthetextcanbedividedintosixpartswhichhavebeengivenintheTextOrganization.Thenstudentsshouldsummarizethemainideaofeachpartandparenoteswitheachother.Method:skimmingandscanning,municativeapproachTextOrganizationPartsParagraphsMainIdeasPartOneParas.1-3Desiringforachangeinherlife,theauthorfledAustraliaforaworkingholidayinCanada.PartTwoParas.4–5Theauthorhasalwaysbeenashyperson,butinVancouversheenjoyedmeetingpeople,makingfriendsanddoingnewthings.PartThreeParas.6–9TheauthorenjoyedherjobsatStarbucksandontheAussiePieGuyfoodtruck.PartFourParas.10–12TheauthortraversedCanadaandtheUnitedStates,embracingtheunknown.PartFiveParas.13–14Theauthorwouldlovetolivetheexpatlifeagainsomewhereelse,althoughthereisalsothepartofherthatwouldliketosettledownforawhile.PartSixPara.15Theauthorwantstothanktheworkingholidayforhelpingherbeeabetterversionofherself.3.3DetailedReading3.3.1Procedure1)Studentsareaskedtoreadthepassagecarefullyagainandforeachparagraph(sometimestwo-threeparagraphs),invitestudentstoanswerquestionsrelatedtodifficultsentencesandunderstandingofeachparagraph.2)HelpSsfindoutthegoodusageinthetextandunderlinedthem.3)Learnnewwordsindetails.Purpose:Furtherunderstandthetextandtrainscanningabilitytolearndifficultsentencestructuresaswellasnewwordsandexpressions.Method:Readingthetexttogether;Usingtask-basedlanguageteachingmethod,readingapproach,municativeapproach,grammar-translationapproach.Step1.Questionsrelatedtodifficultsentencesandunderstandingofeachparagraph.Para.2Q:WhathappenedtotheauthorbeforesheleftforCanada?A:Shelosthergrandmother,herjobandhadtwocarcrashesinfivemonths.Para.4Q:Whatdidtheauthorandherco-workersdoafterwork?A:Theymetupfordinner,ladiesnightandsightseeingexcursions.Theauthortaughtherco-workersanAustralianwordofthedayandtheyhelpedherunderstandtheCanadianuseof“eh”attheendofsentences.Para.7Q:Whatdidtheydowhileatwork?A:Theylistenedto90smusic,dranktheirdailyStarbucksandservedtheirfriendlyregulars.Para.8Q:Whatdoestheauthormeanbysaying“itdidn’tfeellikemyjob?A:Shelovedherjobsomuchthatshedidn’tfeelshewasworking.Para.11Q:Wheredidshetravel?A:Shedidamassivecircle,startingfromVancouver,goingallthewaytotheEastCoast,thenacrossSouthernUSAandfinallyuptheWestCoast.Para.12Q:HowdidshefeelonhertripacrossCanadaandtheUnitedStates?A:hewasproudofherselfforconstantlysteppingoutofherfortzoneandembracingtheunknown.Para.14Q:Whatisherobsession?A:SheisobsessedwithbrowsingcraftanddesignblogsandwatchingtheLifestylechannel.Para.15Q:InwhatsensehasVancouverhelpedtheauthorbeeabetterperson?A:Vancouverhashelpedhertogrowpersonally,havefunprofessionallyandgainconfidence.3.3.2LanguageFocus3.3.2.1Difficultsentences:1)Priortoleaving,Iwasnotinagoodplace.(Para.2)BeforeleavingAustralia,Ihadgonethroughaverydifficultperiodandwaslowinspirits.出发前，我的境况不好。2)Ihadsufferedalotofpersonalblowsandfeltemotionallystretched.(Para.2)Ihadgonethroughmanyunfortunateeventsandfeltstressed.个人生活上经受了许多打击，精神压力很大。3)…andforonceIdidn’thateit.(Para.5)…andunlikeinthepast,thistimeIactuallyenjoyedsocializing.而这次我一点都不讨厌社交了。4)Ilovedthattheyacceptedmeformysociallyawkwardself.(Para.5)IlovedthatmycolleaguesacceptedmealthoughIwasnotgoodatsocializing.让我感到欣慰的是他们接纳了不善社交的我。5)ForthefirstninemonthsIworkedtwojobs.(Para.6)ForthefirstninemonthsIdidtwojobs.前9个月里我干了两份活。Here“work”isusedasatransitiveverb.e.g.Shehastoworkmultiplejobstosupportherfamily.为养家糊口她打好几份工。6)Myheartandmyheadareconstantlytornbetweenwhattheywantinthefuture.(Para.13)Ifounditdifficulttochoosebetweentwodifferentpathsformyfuture.至于我的生活将来怎么过，我的情感和我的理智往往处在冲突之中。7)Oh,andIkindofwantadog.Nowthat’snesting.(Para.14)Oh,andI’dliketokeepadog,whichshowsIreallydowanttosettledown.我还想养一条狗。这样就更有家的感觉了。3.3.2.2Grammaticalfocusnon-restrictiveattributiveclausenon-restrictiveattributiveclausesadd,butnotessentialinformationand(非限定性定语从句)isanadjectiveclausesetofffromthemainclausebymas.Itprovidebutnotessentialinformationanddoesnotrestrictorlimitthenounitmodifiese.g.Ourguide，whowasaFrenchCanadian，wasanexcellentcook.我们的向导，一个法裔加拿大人，擅长于烹调。Theseappletrees，whichIplantedthreeyearsago，havenotborneanyfruit.这些苹果树是我三年前栽的，还没有结过果实。Hesaidthathehadneverseenherbefore，whichwasnottrue.他说以前从没见过她，这不是真的。Inthepresenceofsomanypeoplehewaslittletense,whichwasunderstandable.在那么多人面前他有点紧，这是可以理解的。3.3.2.3Difficultwordsandphrases1)priorto:(fml)before在……之前e.g.TheseguidelinescanhelpyoulearnaboutwhatyouwillneedtodopriortoyourarrivalatMichiganStateUniversity.这些指南帮助你了解在抵达密歇根州立大学之前你需要做些什么。2)intheformof:以……的形式（出现）e.g.OurpreviousinvestmentinEasternEuropehasbeenmainlyintheformofjointventures.我们之前在东欧的投资主要采取合资的形式。3)fillout:plete(adocument,form,etc.)byprovidingrequiredinformation填写e.g.Pleasefilloutthedocumentsandsendthembyposttothefollowingaddress.请填妥文件并寄往下面的地址。4)paperwork:n.文书工作e.g.Thisjobmayrequireyoutodoalotofpaperwork.这项工作需要你处理不少文书工作。5)makefriends(withsb.):交朋友e.g.Jacktriedtomakefriendswithhisnewneighbor.杰克试图跟新邻居交朋友。6)meetup:meetsb.,especiallybyarrangement（按照安排）见面，会面e.g.Weallagreethatwewillmeetuponour30thcollegegraduationanniversary.我们一致约定大学毕业30年再相会。7)sightseeing:n.观光，游览e.g.Theyarestillinhighspiritsdespitea10-hourdayofsightseeing.他们白天游览了10个小时，但依然兴致勃勃。8)excursion:n.ashortjourneymadeforpleasure远足，短途旅行e.g.StudentswentonanexcursiontotheGrandCanyon.学生去大峡谷短途旅行了9)foronce:就这一回，难得一次e.g.Timoftenplainsaboutthefoodstheschoolcafeteriaserves.However,foronce,Timisnotplainingtoday.蒂姆总抱怨学校食堂的饭菜。今天他是难得的没挑剔。10)stressout:make(sb.)beetooanxiousortired使焦虑不安，疲惫不堪e.g.AnneHathawayadmittedthatfamestressedheroutforalongtime.安妮·海瑟薇坦言，长期以来，她深受声名之累。11)zone:n.地带；区域e.g.Makingyourcarasmoke-freezoneprotectsyouandyourpassengers.把你的车变为无烟区同时保护你本人以及乘车人。ShenzhenisChina’sfirstSpecialEconomicZone.是中国第一个经济特区。12)embrace:vt.(fml)acceptgladly(anidea,aproposal,asetofbeliefs,etc.)欣然接受，乐意采纳（思想，建议等）e.g.Thenewruleshavebeenembracedbymostoftheemployees.新规定为大多数雇员欣然接受。13)butthen:ontheotherhand但另一方面，然而e.g.Ididn’tlikethefoodtheyservedattherestaurant,butthenthewaitresswasfriendly.那家饭店的饭菜不敢恭维，不过那个女服务员非常友好。14)settledown:startlivingastableandorderlylife定居；过安定的生活e.g.Shequicklysettleddowninthenewneighborhood.在新的住处她很快就安顿下来了。It’stimeforyoutofindalovingwomanandsettledown.你该找个好女人安安稳稳过日子了。15)browse:v.浏览；随意观看e.g.Iwasbrowsingthroughfashionmagazinestofindanewhairstyle.我在看时装杂志想挑个新发型。16)craft:n.手工艺（品）e.g.Theylearnedthecraftoffurnituremaking.他们学习做家具的手艺。Theshowfeaturedtraditionallocalcrafts.展览展示了当地的传统工艺。17)blog:n.网络日志，博客e.g.Alicewritesafoodbloginwhichshesharesrecipes,tips,andrestaurantreviews.爱丽丝在她的吃货博客中分享了各种菜谱、贴士以及对各家饭店的评论。18)beobsessedwith:着迷于e.g.Theboywasobsessedwithdetectivestories.这孩子迷侦探小说。19)version:n.（事物的）变化形式，变体；版本e.g.Thisisanupdatedversionofmybook.这是拙作的新版。Mike’sversionoftheaccidentisdifferentfromthepoliceman’s.麦克对事故的描述与警察的描述颇有出入。20)followone’sheart:做某人想做的事e.g.Followyourheart,Jenna,andseewhereitleadsyou.詹娜，遵从心做你想做的。4.prehendingReading1Teachercallsstudents’attentiontothetitleofthetext,asksthemtomakeaguessastowhatthistextisabout.TeacherguidesstudentstoskimthetextbeforedoingthetaskinprehendingCheckforReading1.Teacherasksstudentstogotroughthetext.Foreachparagraph,teacherasksonestudenttopicksentenceshe/shehasdifficultyunderstanding.Encourageotherstudentstooffertheirinterpretations.Teachermayprovidehelpwhenneedarises.ThendothetaskinTranslation.5.AfterReading5.1ViewingandListeningTeacherintroducesViewing&Listeningtotheclass:AswelearnfromtheText,HayleyfledBrisbaneforCanada.Butinthisvideo,youwillseeayoungmanwhocametoBrisbanewithaworkingholidayvisa.Teacherbrieflyexplainsthenewwordsbeforeplayingthevideoandasksstudentstodecidewhetherthestatementsaretrueorfalse.Teachermayplaythevideofortwoorthreetimesforstudentstodotheexerciseandchecktheiranswers.ifthestatementisfalse,askthemtocorrectit.5.2SpeakingTeacherhasstudentsworkingroupoffourorfive,andhaveadiscussionaboutthepossiblebenefitsanddrawbacksoftakingaworkingholiday.Teacherremindstudentsthattheycandospeakingeasilywiththehelpoftipsgivenjustbellowthedirectionsofthespeakingtask.Invitesomegroupstocontributetheirideasandgivements5.3Assignment:1.ReadthetextinReading2andfinishtheexercises.2.Writeashortessayabouttheirsummerjobexperience.Teacherremindstudentstostudythegiventipsonhowtowriteabouttheworkexperiencebeforetheystarttowrite.Teacheralsoasksstudentstoevaluatetheirwritingaccordingtothegivencriteriawhentheyfinishwritingtheessay.3.Previewthenextunit.