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周次章节名称第周，第4-6次课编写时间2018.10.5Unit2FreshmanYear教学目的与要求：Uponcompletionofthisunit,teachersareexpectedtohaveenabledstudents(Ss)to:■haveathoroughunderstandingofthetextcontextuallyandlinguistically;■buildupanactivevocabularytotalkaboutfreshmanyearandknowhowtousethekeywordsandexpressionsincontextproperly;■communicatewithregardtofreshmanyearexperience;■understandwhatAmericanparentsandtheirchildrenthinkofthefreshmanyear;■reflectontheirownexperienceofthefirstyearatcollegeandhowtheirparentsfeelwhentheyleavehometoattendcollege;■makeacomparisonbetweenAmericancollegestudents’parentsandChineseones;■getfamiliarwiththewritingofanemail.教学重点和难点：1.教学重点:Understandingandanalysisofthetexts;Importantlanguagepointsinthetexts2.教学难点:1)Speaking:communicatewithregardtofreshmanyearexperience;makeacomparisonbetweenAmericancollegestudents’parentsandChineseones2)Writing:writeanemail1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：AllGrownUpandStillinTowPartⅡReading1LearningtoMakeaDifferencePartⅢReading2UniversitiesEncourageNewStudentstoGoItAlonePartⅣTheme-relatedLanguageLearningTasks教学方法:eclecticismAtheme-basedandcomprehensivefrom-input-to-outputtrainingapproach辅助手段:Multi-media时间分配:Thisunitisdesignedforasix-to-eightperiodclass.Ineachoftheperiods,certaintasksaretobecompleted.注：Reading2和Opener一起处理，主要基于以下考虑：1)使用本书的学生应该都是新生，Reading2是关于中国高校新生报到，内容非常贴近他们的生活；2)和主课文相比，Reading2的语言较直接、明了。这样由浅入深的安排更容易帮助学生进入学习状态。TeachingProceduresPartOne:Opener1.IntroducethetopictotheclasseitherinEnglishorChinese.2.PlaythesonginOpenerandaskSswhethertheyknowitornot.3.TellSsthebackgroundinformationaboutthesongandguidethemtoreadthewordsofthesong.4.PlaythesongagainandaskSstocompletethetaskinPairwork.5.PlaythesongforthethirdtimeandaskSstodiscussthequestionsinGroupwork.2PartTwo:Reading&Interacting1.IntroducethetopicofthetexttoSs:theauthorsumsuptheexperienceofthefirstyearatcollegeandcallsforparentstostandbackandlettheirchildrenmanagetheirnewlifeontheirown.2.Beforetacklingthetext,makesurethatallthenewwordsareintroduced.TmayhaveSsreadthetextoutloud,paragraphbyparagraph.CollectanywordswhichSshavedifficultypronouncing.Writethesewordsontheboard.ReadthewordsoutloSs.HaveSsrepeatthewordstogether,goingdownthelistonebyone.AsksomeSstorepealthewords.BynowSsshouldbeclearastohowthewordsarepronounced.3.AskSstoexplainthetitleintheirownwords.4.AnalyzethetextbydrawingSs'attentiontotheableinTextOrganization.Andtellthemthatthetextcontainsinformationaboutthecontrastbetweenparentsoftoday'scollegestudentsandtheauthor'sparentswithregardtothefreshmanyear.5.GuideSsexplorethetexttofindasmuchinformationaspossibleaboutthecontrastandcompletethetable.6.Addonemoreitemtothetable:parentsoftoday'sChinesecollegestudentsandaskSstotellwhattheirparentsdidandhowtheyfeltwhentheycametoattendcollege.7.Explainthattheauthormakesacomparisonbetweenbabyboomerparents(Paras.5-10,15,16)andtheauthor'sparents(Paras.11-14,17-18)byusingablockformat(talkingaboutoneandthentheother).8.ExplainthekeywordsandexpressionsinthetextandteachSshowtousethem.9.Explaintheemphaticuseofdo/does/didandaskSstodothetaskinUsage.10.ExplainthesentencepatternsandaskSstodothetaskinSentencePatterns.11.MakesurethatSsunderstandthedetailsofthetextandthedifficultsentencesbyguidingthemtodothetasksinDiggingintodetailandUnderstandingdifficultsentences.12.SummarizehetextbyaskingSstodothetaskinFocusingonthemainideas.13.HelpSstosummarizetheauthor'spoints(Parentsshouldstandbackandlettheirchildrenmanagetheirnewlifeontheirown.)andaskthemwhethertheyagreewiththeauthor.14.AskSstopreviewthetasksinFocusingonLanguageinContext.15.CheckSs'assignmentbyinvitingthemtoreadthekeywordsandexpressionsoutaloudandexplaintheirmeaningseitherinChineseorEnglish.16.AskSstodothetasksinKeyWords&Expressions.Insteadofriskinglosingtheattentionoftheclass,Tmayrevisethetasks,sayexercises1.I,Tmaygivetwoorthreewordsorexpressionsforeachsentenceandletthestudentschoosetherightone.17.AskSstodopairworkinComprehensivePractice.Ssmayfillintheblanksfirst,andthenroleplayit.18.Organizeagroupdiscussionaboutthefollowingquestions:Areyourparentsoverprotectiveparents/helicopterparents?DoyouthinkChineseteenagerstodayarereadyfortheresponsibilitiesofgoingofftocollegeandlivingontheirown?Whyor3whynot?Howmuchhelporsupportshouldtheirparentsgivethem?Why?PartThree:Reading&ComprehendingReading11.AskSstoreadaloudthenewwordsandexpressionsinthemargin,andguidethemtoskimthetext,andthendothetaskinComprehensionCheckforReading1.2.GuideSstoexplorethetextagain,findoutthequotationswrittenbyEinstein(e.g.Imaginationismoreimportantthanknowledge.Thevalueofamanshouldbeseeninwhathegivesandnotinwhatheisabletoreceive.),andtranslatethemintoChinese.3.AskSstofindoutthewishgivenbytheauthor'sparents(Wehopeoursonbecomesself-assuredandself-aware,withasenseofopportunityandoneofobligationandwiththeimaginationtomakeadifference.),andtranslatethemintoChinese.Reading21.AskSstoskimthetextandanswerthequestionsinComprehensionCheckforReading2.2.AskSstoworkwithpartnerstorecalltheirownexperience:Howdidyoureporttoschool?Didyouenrollbyyourself?Whyorwhynot?Ten