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1UnitOneLanguageLearningTeachingmaterial:NewHorizonCollegeEnglish:Book1Participants:FreshmenSectionA:LearningaForeignLanguageITeachingObjectives﹡Toarousethestudents’interestsforthetopicofthisunitandparticipateactively﹡ToletstudentsreflectontheirownexperiencesoflanguagelearningandidentifytheproblemsinlearningEnglish﹡Toletstudentslearntheimportantnewwordsandexpressions﹡Tobefamiliarwiththewritingskillsofthetextletstudentsmasterthewritingskills:cause-and-effect﹡Toreadsentencesandtextswithproperintonation﹡Toletstudentsmasterthereadingskills:makeoutthemeaningofunfamiliarwordsviacontextclues;comprehendthestructureofthetextandlogicalorganizationIITeachingEmphasis&Difficulty﹡Topicunderstandingandcontentunderstandingoftexts﹡Improvingthestudents’readingability:understandthewordsincontext﹡SpeakingwithlogicalthinkingIIITeachingApproaches﹡Task-basedteachinginwhile-readingprocedure﹡Introducetheformativeevaluationmethodstoreadingteaching﹡KeywordsincontextvocabularyteachingIVTeachingProcedureandTimeAllocation(90min):1.Warm-up:IntroductionofUnit1.(5ms)2.Topicunderstanding:Englishlearningandonlinelearning(10ms)3.Intensivereadingstudy:SectionA(70ms)2﹡pre-readingactivities:leadinginsectionA﹡while-readingactivities:comprehensionquestions﹡while-readingactivities:textstructureanalysis﹡while-readingactivities:studyofnewwords,expressionsandtypicalsentencepatterns﹡post-readingactivities:writingskill(causeandeffectpattern)4.Assignment(5ms)VReferences﹡in-classreadingpassage﹡after-classreadingpassages﹡proverbsfrominternet﹡audio-visualmaterials﹡simulatedtestofCET-4DetailedTeachingProcedureI.IntroductionofUnit1(5ms)Haveyoueverwantedtohavemorecontroloveryourowneducation?Now,freedomtostudywhatinterestsyouispossiblethroughtheuseofpersonalcomputers.Thepassagesinthisunitintroduceyoutostudyingbycomputer.ThefirstpassagetellshowonestudentlearnedEnglishusingacomputer.Thesecondpointsoutthequalitiesyouneedtohelpyousucceedwhenstudyingbycomputer.Studyingbycomputermaybeoneofthebestdiscoveriesofyourlife.Youareoneofthenewpioneersineducation.II.Topicunderstanding:Englishlearningandonlinelearning(10ms)Studentsworkingroupsoffourandexchangeideasoftheirownexperiencewitheachotheronthetopicofthefollowingtwoquestions.Teachergoesaroundtheclassroomtoseethestudents’reactionsandaskseveralstudentstopresentanswersoftheirowngroup.Question1:WhydoyoulearnEnglish?Question2:DoyouhaveanytroubleinlearningEnglish?Ifany,whatisit?ReferencetoQ1:Myparentswantmeto;3TogoonholidayinanEnglishspeakingcountry;TomakefriendswithpeoplewhospeakEnglish;It’smyhobby;Ineeditformyjob;Topassanexam.ReferencetoQ2:IhadtobefacedwithmanyproblemsinlearningEnglish,suchaspronunciation,grammarrules,andculturalbackground.Andthemostfrustratingonewashowtomemorizealargebodyofnewwords.III.Intensivereading:SectionA(70ms)i.pre-readingactivities:Lead-in(5ms)Ask&answer:Whatdoyouknowaboutonlinelearning?Onlinelearning,aformofdistanceeducation,referstolearningandothersupportiveresourcesthatareavailablethroughanetworkedcomputer.WiththedevelopmentoftheInternet,onlinelearningoftentakesplaceontheInternet.Inanonlinelesson,thecomputerdisplaysmaterialinresponsetoalearner’srequest.ii.while-readingactivities:Comprehensionquestions(5ms)Studentswillreadthroughthepassagequicklyfortheanswertoeachquestion.Q1:Whatmadetheauthor’sEnglishlearninginjuniormiddleschoolverysuccessful?Thekindandpatientteacherandherpositivemethodofpraisingallstudents.Q2:WhatdoesonlineEnglishlearningrequireaccordingtothepassage?Muchtime,commitmentanddisciplinetokeepupwiththeflowofthecourse.Q3:WhatintereststheauthormostaboutEnglishaccordingtothelastparagraph?Hecouldcommunicatewithmanymorepeoplethanbefore.iii.while-readingactivities:Textstructureanalysis(10ms)Studentsworkindividuallytodividethewholepassageintoseveralmajorpartsandsummarizethemainideaofeachpart,thencomparetheanswerwiththepartner’stoseewhethertheysharethesameideaorhavedifferentanswers.Ifdifferent,whose4ideaiscorrect?Thepassageshouldbedividedintothreemajorparts:PartI:Para.1IntroductionMainidea:Learningaforeignlanguagewasoneofthemostdifficultyetmostrewardingexperiencesofmylife.PartII:Pare2-7MainbodyMainidea:Theauthor’s4stagesoflanguagelearningexperiences:juniormiddleschool,seniormiddleschool,collegeandonlinelearningPartIII:Para.8ConclusionMainidea:Learningaforeignlanguagehasbeenamosttryingexperienceforme,butonethatIwouldn'ttradeforanything.iv.while-readingactivities:Studyoflanguagepoints(newwords,expressionsandtypicalsentencepatterns)﹡vocabularycheck(Inordertocheckwhetherthestudentshavedonefullpreparationofthenewwordsandthepassage,somevocabularyexercisesaregivenbeforethenewwordsareexplained.)Thestudentsaresupposedtorecallthenewly-learnedwordsontherightwhenreadingtheoldwordsgivenontheleft:1)Worthdoing—rewarding2)Different,notthesame—unlike3)Providinghelp,constructive—positive4)Meansofentering,entrance—access5)Stateofbeingdedicatedtodevotedto—commitment﹡Sentenceanalysisandexplanation(Inordertocheckthestudentsself-learning,theteachercangivesomedifficultsentencestoaskthestudentstotranslateorparaphrase