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周次第周，第1-3次课编写时间章节名称Unit1ThePursuitofDreams教学目的与要求：Uponcompletionofthisunit,teachersareexpectedtohaveenabledstudents(Ss)to:1.haveathoroughunderstandingofthetextcontextuallyandlinguistically;2.buildupanactivevocabularytotalkaboutthepursuitofdreamsandknowhowtousethekeywordsandexpressionsincontextproperly;3.knowwhatmakessuccessfuldreamchasers;4.talkabouttheirowndreamjobsandexplainhowtomaketheirdreamscometrue;5.writeawell-developedparagraphwithacleartopicsentence.教学重点和难点：1.教学重点:Understandingandanalysisofthetexts;Importantlanguagepointsinthetexts2.教学难点:1)Speaking:talkaboutthepursuitofdreams;talkabouttheirowndreamjobsandexplainhowtomaketheirdreamscometrue2)Writing:Paragraphwritingwithacleartopicsentence教学组织（含课堂教学内容、教学方法、辅助手段、师生互动、时间分配、板书设计等）：教学内容:PartⅠText：DeafDJPartⅡReading1JanitorFilipaj,theDreamPursuerPartⅢReading2FromtheAmericanDreamtoaChineseDreamPartⅣTheme-relatedLanguageLearningTasks教学方法:Students-orientedteachingapproachesGroupdiscussion;presentation辅助手段:多媒体时间分配:Thisunitisdesignedforaneight-periodclass.Ineachoftheperiods,certaintasksaretobecompleted.Generallyspeaking,theremaybeseveraldifferentwaystoexplorethisunit.Hereisasuggestedteachingplan.TeachingPlanPartOne:Opener1.IntroducethetopictotheclasseitherinEnglishorChinese.2.DrawSs'attentiontothetwopicturesinOpener,helpthemusetheircellphonestoscantheQRcodesforinformationaboutthetwopeopleinthepictures.3.Askthemwhatquestionstheywouldliketoaskaboutthetwopeopleinthepictures.Collecttheirquestionsorally,summarizethem,andifpossible,narrowthemdowntothethreequestionslistedinOpener.4.AskSstoworkinpairs,discussingthethreequestionsgiveninOpener.5.Afterdiscussion,givepairsafewminutestoswaptheiranswerswiththeirneighbors.6.Askoneortwopairstogiveabriefreportoftheirdiscussion.PartTwo:Reading&Interacting1.Introducethetopicofthetext:adeafDJwhochasedaseeminglyimpossibledream.2.Beforemovingontothetext,helpSsfamiliarizethemselveswiththenewwordsinthemargin,forexample,byhavingthemreadthetextoutloud,paragraphbyparagraph,collectinganywordswhichtheyhavedifficultypronouncing,writingthewordsontheboardandreadingthewordsouttothem.Ssrepeatthewordstogether,goingdownthelistonebyoneandthenreadthewordsselectedbytheteacher.Thensomeofthemwillbeaskedtoreadthewordsseparatelyandothersimprovetheirpronunciationofthesewords.Bynowtheyshouldbeclearastohowthewordsarepronounced.3.GuideSstoapproachthetextbystudyingthestorylineofthewriter'spersonalstory--timeorderandsomekeyelementsofastory:settingconflict,development,andending.Setting:ThewriterwasborninEnglandwithperfecthearing.Whenhewasfive,hisfamilymovedtotheUnitedStates.Becauseofearinfections,hewentdeafintherightearandwasleftwith20%ofhearingintheleft.Conflict:Theyoungmanwhowasalmostdeaf,however,gotinterestedindeejayingwhichusuallyrequiresacutehearing.Development:Attheageof25,hebegantoreceivetutoringfromafamousNewYorkDJ.Hegotjobs,deejayingatclubsand,forhisexcellentperformance,wonthenamethatDeafDJ.Ending:Thewriterexplainshowhe,amanwithhearingloss,succeededindeejaying.Andthewriteroffersencouragementfortheyoungtochasetheirdreams.4.DiscussthefollowingelementsonebyonewithSs:Setting(Para.1):AskSstoclosetheirbooksandraisequestionsaboutthewriter'shearingloss.Forexample,WashedeafatbirthIshecompletelydealnow…Andaskoneortwostudentstoanswertheirquestions.TheycanrefertoPara.1.Conflict(Paras.2-3):AskSstotaketurnstoretellthestoryusingthefollowingwordlist:whenIwaslittlelovefolkbirthdaydeejayhookemailchallengetutordeveloptakeoverDevelopment(Para,4):AskSstoreadPara.4,andclosetheirbooksaftertheyfinish.Thenaskthemtoretellthemainideaoftheparagraphintheirownwords.Thefollowingisasummaryforyourreference:WhenIdeejayedatclubs,Iwouldjustshowup,introducemyself,andstartplayingmusic.PeopleenjoyedmyperformancebutnooneknewIwasdeaf.Thatwaswhytheyjustcouldn'tbelievemewhenItoldthemIcouldn'thear.Therefore,sometimes,Ihadtoletthemseemydoctor'snotes.AllthisshowedtheygavemejobsbecauseIwasgoodatdeejaying,notoutofsympathy.PeoplehavecalledmethatDeafDJeversince.Ending:AskSstoexplainhowthedeafDJsucceededindeejaying.Dobacktranslationinpairs:AskSstoworkwiththeirpartnertotranslatethefollowingparagraphintoEnglishandcomparetheirtranslationwithPara8.Askoneortwopairstotellthedifferences.现在我在各种聚会上做打碟师，从学校派对到公司的活动。我也到失聪儿童小学去跟学生谈动力和自信。我特别喜欢跟家长们交谈。我跟他们说:“我给你们]的忠告是让(你们的孩子)追寻他们的梦想。我耳聋，却可当打碟师，那为什么不让他们追梦呢”5.WorktogetherwithSstofindeventsandactivitiestomatchthetimeexpressionsinthetableinTextOrganizationanddothetasksinDiggingintodetailandUnderstandingdifficultsentences.6.AssignSstosummarizethetextbyfollowingthesixelementsofthestory.AndtheycanrefertothetaskFocusingonthemainideas.7.ExplainthekeywordsandexpressionsinthetextandteachSshowtousethem.YoumayreferSstotheexercisesinFocusingonLanguageinContext.8.Explainhowwordsareformed,particularlyconversionandworkwithSstofindmoreexamplesofconversionfromthetext.ThendothetaskinWordFormation.9.ExplainthesentencepatternsandaskSstodothetaskinSentencePatterns.10.AskSstopreviewthetasksinFocusingonLanguageinContext.11.CheckSs'assignmentbyinvitingthemtoreadoutaloudthekeywordsandexpress