新思路大学英语基础教程第一册(第二版)教案unit4

Unit 4 Extracurricular Activities in College

一、单元整体解读及分析

单元内容

本单元围绕参加大学生第二课堂活动这一话题，讲述了目前常见的一些活动和内容，讨论了坚持健身和参与志愿活动的重要性，使学生理解课外学习的内涵和形式。

知识目标：

1.

了解大学生第二课堂学习的意义，熟悉常见的学习形式。

2.

掌握有关大学生第二课堂学习活动的常用短语、句型，并能进行实际生活交流。

3.

掌握正确的音标发音/ai/ /ei/ /au/ /əu/ /ɔi/ /iə/ /eə/ /uə/ /m/ /n/ /ŋ/ /dʒ/ /tʃ/ /dr/

/tr/ /dz/ /ts/ /w/ /j/。

4.

学会简单的句子翻译、段落翻译和简单段落写作。

5.

学会情态动词can, may, must的用法以及特殊疑问句句型的用法。

能力目标：

1.

能够听懂围绕第二课堂活动进行的对话。

2.

能够就熟悉的第二课堂活动进行顺畅的交流沟通，并与组员分享个人经历和心得。

3.

能够阅读并理解与第二课堂活动相关的话题材料，并进行分析讨论。

4.

能够撰写较为完整的三段式作文。

情感目标：

1.

树立健康的世界观和人生观，通过第二课堂活动得到全面发展。

2.

培养合作精神，激发创新思维，共同思考、解决问题。

1.

灵活运用常见第二课堂活动的相关词汇及表达，学会使用英文表述自己经常进行的课外学习活动。

2.

掌握部分音标的正确发音。

3. 掌握情态动词can, may, must的用法以及特殊疑问句句型的用法。

1.

利用第二课堂活动的相关背景知识，快速提取、分析、处理信息，提高理解能力。

2.

剖析材料，批判性思考，准确表达个人的见解和看法。

交际教学法、情景教学法、任务型教学法。

多媒体课件、视频、音频等。

本单元总共有4课时，每课时45分钟，具体安排如下：

第1课时：Warming up + Conversation + Pronunciation；

第2课时：Pronunciation + Reading；

第3课时：Grammar Focus；

第4课时：Translation + Writing.

教学目标

教学重点

教学难点

教学方法

教学手段

课时

划分

二、分课时教学设计

第1课时

教学内容

教学步骤

Step 1

Teacher asks students questions to arouse their interest:

1)

What do you usually do after class?



For example: part-time jobs, volunteer work,

sports, student club activities, reading, etc.

2)

In the first question, if your answer is “YES”, could

时间分配

1.

Warming-up

Warming up

you please share your experience and what have

5 mins

you got from your extracurricular activities?

 For example: make new friends, learn new skills,

get work experience, broaden one’s horizons,

learn new knowledge, get latest information, etc.

Step 2

Pair work: ask students to talk about their favorite

activities and discuss the reasons.

1.

Pre-listening

Step 1

Introduce the background information about National

Fitness day by showing the pictures.

5 mins

Step 2

Pronounce the new vocabulary and key sentences for

the class to repeat and explain some of difficulties.

2.

While-listening

Step 1

Listen to the dialogue for the general idea.

10 mins

Step 2

Conversation

Listen to the conversation and finish the exercise I &

II.

3.

After-listening

1) Teacher gives the answers to while-listening tasks.

2) Teacher explains the listening materials in details,

focusing on new words, expressions and some difficult

sentences.

10 mins

3) Pair work: Invite 2 or 3 groups to present their

preference to the whole class. Teacher gives feedback

on their talk. (Feedback on pronunciation, fluency，word choice and content of course.)

Step 1 Listen and repeat the following phonetic

symbols, ask students to pay attention the

pronunciation.

(1) /ai/ /ei/ /au/ /əu/ /ɔi/ /iə/ /eə/ /uə/

(2) /laik/ /pei/ /hau/ /bəut/ /bɔi/ /kliə/ /weə/ /ʃuə/

Step 2 Teacher explains pronunciation skills of the

following phonetic symbols

/ai/ /ei/ /au/ /əu/ /ɔi/ /iə/ /eə/

/uə/

Step 3 Students practice the pronunciation and

complete phonetic symbols according to the words

given.

site /s ai t/

tie /t ai /

/ai/

pie /p ai /

/ei/

pay /p ei /

bite /bait/

sold /s əu ld/

toe /t əu /

/əu/

nose /n əu z/

boat /b əu t/

share /ʃ eə /

/eə/

pear /p eə /

wear /w eə /

spare /sp eə /

/uə/

/ɔi/

say /s ei /

soil /s ɔi l/

choice /tʃ ɔi s/ dear /d iə /

/iə/

joy /dʒ ɔi / hear /h iə /

coin/k ɔi n/ near /n iə /

poor /p uə /

moor /m uə /

sure /ʃ uə /

lure /l uə /

brown /br au n/

14 mins

real /r iə l/

table /t ei bl/

/au/

crowd /kr au d/

stay /st ei /

now /n au /

house /h au s/

Pronunciation

Step 4 Teacher asks students to read the new words in

the conversation according to the phonetic symbols

learned above.

Homework

1) Students further explore their after-class activities

and share it with their partner. 1 min

2) Review the phonetic symbols learned.

第2课时

教学内容

教学步骤

时间分配

Warming

up

Assignment check

Step 1

Invite some students to share their after-class activities.

5 mins

Step 2

Ask the students to read the words concerning about the

phonetic symbols learned last class.

Step 1 Listen and repeat the following phonetic symbols,

ask students to pay attention the pronunciation.

(1) /m/ /n/ /ŋ/ /dʒ/ /tʃ/ /dr/ /tr/ /dz/ /ts/ /w/ /j/

(2)/meik/ /nəu/ /siŋ/ /dʒi:p/ /tʃi:p/ /dres/ /tri:/ /bedz/ /si:ts/ /wed/

/jes/

Step 2 Teacher explains pronunciation skills of the

following phonetic symbols

/m/ /n/ /ŋ/ /dʒ/ /tʃ/ /dr/ /tr/ /dz/

/ts/ /w/ /j/

Step 3 Students practice the pronunciation and complete

phonetic symbols according to the words given.

meet / m i:t/

came /kei m /

/m/

home /həu m /

loom /lu: m /

jump / dʒ ʌmp/

ten /te n /

child / tʃ aild/

job / dʒ ɔb/

/tʃ/

joke / dʒ əuk/

cage /kei dʒ /

trust / tr ʌst/

chalk / tʃ ɔ:k/

rides /rai dz /

chess / tʃ es/

drug / dr ʌg/

gates /gei ts /

/ts/ pets /pe ts /

arts /a: ts /

boats /bəu ts /

choice / tʃ ɔis/

/dr/

drift / dr ift/

draw / dr ɔ:/

bank /bæ ŋ k/

drive / dr aiv/

15 mins

/n/

pain /pei n / /ŋ/

thank /θæ ŋ k/

sin /si n / bring /bri ŋ /

name / n eim/

song /sɔ ŋ /

Pronunciation

/dʒ/

/tr/ street /s tr i:t/ /dz/ heads /he dz /

treat / tr i:t/

trick / tr ik/

win / w in/

/w/ white / w ait/ /j/

west / w est/

word / w ə:d/

seeds /si: dz /

finds /fain dz /

yes / j es/

yell / j el/

yet / j et/

year / j iə/

Step 4

Teacher asks students to read the new words in reading

part according to the phonetic symbols learned above.

1. Pre-reading

Step 1

Teacher shows the picture and introduces the

background information about China Young Volunteers.

Step 2

Explore the values of volunteering:

1) Have you ever thought about regarding some

volunteer work as a part of life?

2) Can you share the value or benefits of doing volunteer

work? (know more about yourself, unforgettable life

5 mins

experiences, get the opportunity to practice important

skills, provide a natural sense of success and pride, etc. )

Step 3

Pronounce the words and expressions for the class to

repeat and explain them briefly.

Tips: some difficult words like, volunteer, valuable,

impressed

Reading

2. While-reading

Step 1

Read the passage for the first time to get the general

ideas and answer the questions:

Why should we do the volunteer work?

KEY: get work experience; learn new skills; meet people

who give you guidance; a kind of “self-help”; a double

win

5 mins

Step 2

Read for the second time and Finish the exercise I, II &

III.

KEY:

I) CBAAB

II) TFTFT

III) efforts, impressed, exchange, Valuable, consider,

benefit, experience, promote, protect, guidance

3. After-reading

Take a close look at the passage sentence by sentence

with some translation. Focus on the new vocabulary and

expression, give detailed explanation of them and ask the

10min

students to make sentences. Then analyze the difficult

sentence structures and ask students to translate them

based on their understanding.

Some new expressions are:

Speaking

• Employers will be impressed that you were active to

learn new things.

Focal point: be active to

• Best of all, you will be taking action to promote what

you think is important and probably be helping someone

else along the way.

Focal point: best of all; take action to; along the way

• Instead of considering volunteering as something you

do for people in need; begin to think of it as an exchange.

Focal point: instead of; consider…as; in need

• In a word, adding your effort to the work of others

makes everyone’s life better.

Focal point: in a word; add…to

Ask student to share their volunteer experience, and ask

2 to 3 students to present their ideas. Teacher gives

feedback on their talk. (Feedback on pronunciation,

5 mins

fluency，word choice and content of course.)

第3课时

教学内容

教学步骤

情态动词 can, may 和 must

Step 1

Ask students to read the 3 sentences in this section and then

discuss in pairs the differences between can, may and must.

(1) I can help you.

(2) I may help you.

(3) I must help you.

时间分配

Step 2

Use the PPT slides to clearly illustrate the differences between

can, may and must. Provide more examples for students to

better grasp it.

1)情态动词是一种本身有一定的词义，但要与不带to的实意动词的不定式一起使用，给谓语动词增添情态彩，表示说话人对有关行为或事物的态度和看法，认为其可能、许可、应该或必要等。常用的情态动词有can, may, must, need, should, ought, dare

等。

20

2)

情态动词后面只能接动词原形。

mins

3)

否定式构成是在情态动词后面加 “not”，疑问形式是把情态动词放在句首。

Grammar I

Step 3

Ask students to finish the exercise III.

KEY: 1. must; 2. Can; 3. May/Can; 4. must; 5. can

Wh- questions (特殊疑问句)

Step 1

Students read the sentences and pay attention to the

structure of the sentence.

(1) When will you come back?

(2) Who works in the hospital?

(3) What do you like? ---I like books.

Step 2 Ask students summarize the Wh- questions.

(1)

特殊疑问词+一般疑问句语序。

(2)

特殊疑问词+陈述句语序（疑问词在句子中做主语或做主语的定语时）。

(3)

陈述句变疑问句时，句子中第一人称的人称代词要变成相应的第二人称的人称代词。

(4)

回答时，针对问句中的代词和副词来回答，不用yes或no来回答。

Step 3 Teacher helps to summarize common question words.

提问部分性质 疑问词 提问部分性质 疑问词

人

Grammar

II

时间

地点

原因

方式、程度

who

when

where

why

how

谁的

物、事情

选择

频率

年龄

whose

what

which

how often

how old

20

mins

Step 4 Finish the exercise IV.

KEY:

1.

Where do you work？

2. When will your father go abroad?

3. How does Tom like his new job?

4. Why doesn’t he come?

5. Who will visit the seniors tomorrow?

6. What is she?

7. How do you decide to go there?

8. Which building is your flat?

Step 5 Students summarize the main points of grammar and

list some examples.

Homework

1) Review modal verbs and wh- questions.

2) Finish the exercise I in writing part.

5

mins

第4课时

教学内容

教学步骤

Homework check

1) Change the sentences into wh-questions.

Warming up

2) Fill in the blanks with proper modal verb.

3) Check the answers of exercise I in writing part.

Step 1 Ask students to pick up the difficult words or

expressions, and make a discussion to find proper

translation.

Translation

Step 2 Students translate the short paragraph and pay

attention to the grammar use. Teacher can provide some

skills if necessary.

Step 3 Check the answer of paragraph translation.

Step 1 Teacher explains the structure of paragraph

writing: topic sentence + supportive sentences.

Step 2 Students discuss the details of supportive

evidence.

Writing

Step 3 Student Independent Draft

Ask student to write up their Favorite Outdoor Activity

independently.

Step 4 Invite students to present their writing and

explain their ideas.

时间分配

10 mins

15 mins

20 mins