全新版大学进阶英语1-Unit-1-教案

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章节名称

Unit 1

The Pursuit of Dreams

教学目的与要求：

Upon completion of this unit, teachers are expected to have enabled students (S

s) to:

1.

have a thorough understanding of the text contextually and linguistically;

3.

build up an active vocabulary to talk about the pursuit of dreams and know

how to use the key words and expressions in context properly;

4.

know what makes successful dream chasers;

5.

talk

about

their

own

dream

jobs

and

explain

how

to

make

their

dreams

come true;

6.

write a well-developed paragraph with a clear topic sentence.

*

2.

教学重点和难点：

1.

教学重点

:

~

Understanding and analysis of the texts;

Important language points in the texts

2.

教学难点

:

1) Speaking: talk about the pursuit of dreams; talk about their own dream jobs

and explain how to make their dreams come true

2) Writing: Paragraph writing with a clear topic sentence

]

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

:

Part

Ⅰ

Text

：

Deaf DJ

Part

Ⅱ

Reading 1

Janitor Filipaj, the Dream Pursuer

Part

Ⅲ

Reading 2

From the American Dream to a Chinese Dream

Part

Ⅳ

Theme-related Language Learning Tasks

教学方法

: Students-oriented teaching approaches

:

Group discussion; presentation

辅助手段

:

多媒体

时间分配

:

This unit is designed for an eight- period class. In each of the periods, certain

tasks

are

to

be

completed.

Generally

speaking,

there

may

be

several

different

ways to explore this unit. Here is a suggested teaching plan.

Part One: Opener

1.

Introduce the topic to the class either in English or Chinese.

2.

Draw Ss' attention to the two pictures in Opener, help them use their cell

phones to scan the QR codes for information about the two people in the

pictures.

3.

Ask them what questions they would like to ask about the two people in

the

pictures.

Collect

their

questions

orally,

summarize

them,

and

if

possible, narrow them down to the three questions listed in Opener.

4.

Ask Ss to work in pairs, discussing the three questions given in Opener.

5.

After discussion, give pairs a few minutes to swap their answers with their

neighbors.

6.

Ask one or two pairs to give a brief report of their discussion.

Part Two: Reading & Interacting

1.

Introduce

the

topic

of

the

text:

a

deaf

DJ

who

chased

a

seemingly

impossible dream.

2.

Before moving on to the text, help Ss familiarize themselves with the new

words in the margin, for example, by having them read the text out loud,

paragraph by paragraph, collecting any words which they have difficulty

pronouncing, writing the words on the board and reading the words out

to

them.

Ss

repeat

the

words

together,

going

down

the

list

one

by

one

and then read the words selected by the teacher. Then some of them will

be

asked

to

read

the

words

separately

and

others

improve

their

<

@

Teaching Plan

pronunciation of these words. By now they should be clear as to how the

words are pronounced.

3.

Guide

Ss

to

approach

the

text

by

studying

the

storyline

of

the

writer's

personal

story--time

order

and

some

key

elements

of

a

story:

setting

conflict, development, and ending.

Setting:

The

writer

was

born

in

England

with

perfect

hearing.

When

he

was five, his family moved to the United States. Because of ear infections,

he went deaf in the right ear and was left with 20% of hearing in the left.

Conflict: The young man who was almost deaf, however, got interested in

deejaying which usually requires acute hearing.

Development:

At

the

age

of

25,

he

began

to

receive

tutoring

from

a

famous New York DJ. He got jobs, deejaying at clubs and, for his excellent

performance, won the name

Ending: The writer explains how he, a man with hearing loss, succeeded

in deejaying. And the writer offers encouragement for the young to chase

their dreams.

4.

Discuss the following elements one by one with Ss:

Setting (Para. 1): Ask Ss to close their books and raise questions about the

writer's

hearing

loss.

For

example,

he

deaf

at

birth

he

completely

deal

now

And

ask

one

or

two

students

to

answer

their

questions. They can refer to Para. 1.

Conflict

(Paras.

2-3):

Ask

Ss

to

take

turns

to

retell

the

story

using

the

following word list:

when I was little

love

folk

birthday

deejay

hook

email

challenge

tutor

develop

take over

Development (Para, 4): Ask Ss to read Para. 4, and close their books after

they finish. Then ask them to retell the main idea of the paragraph in their

own words. The following is a summary for your reference:

When

I

deejayed

at

clubs,

I

would

just

show

up,

introduce

myself,

and

start

playing

music.

People

enjoyed

my

performance

but

no

one

knew

I

was deaf. That was why they just couldn't believe me when I told them I

couldn't

hear.

Therefore,

sometimes,

I

had

to

let

them

see

my

doctor's

notes. All this showed they gave me jobs because I was good at deejaying,

not out of sympathy. People have called me

{

5.