以下为《Unit 1教案-进阶大学英语读写》的无排版文字预览，完整格式请下载

下载前请仔细阅读文字预览以及下方图片预览。图片预览是什么样的，下载的文档就是什么样的。

承担课程的教学单位





承担课程的教研室

大学外语教研室



授 课 对 象





课程名称

进阶大学英语（读写）



授课教师





编制时间







 （首页）

课程名称

进阶大学英语（读写）

学 分

2

总计 ： 32 学时











讲课：24 学时

实验： 学时

上机： 学时

实训： 学时

其它：8 学时



类 别（请打√）

公共基础课（√ ） 公共选修课（ ） 学科/专业基础课（ ） 专业主干课（ ） 专业限选课（ ） 实验实践课（ ）





任课教师



职称







授课对象





教学目的与要求

本课程旨在通过丰富的题材、地道的英文语言材料、生动的音频和视频教学材料提高学生的英语读写译能力。该课程以《新一代大学英语（提高篇）2》为教材，以数字沟通、创业、领导才能、跨文化交流等话题为基础，同时结合微课学习、FIF口语系统训练，进行线上线下混合教学。课堂基于“产出导向”和任务型教学进行设计，体现“驱动-促成-评价”教学模式，并尊重个性化、自主化的学习方式，培养学生用英语进行跨文化沟通和交流的意识和能力、批判思维的能力、对话题的阐述能力、口头表达个人观点和书面写作的能力、对中国文化翻译和介绍的能力。通过本课程的学习，要求学生能听懂日常英语谈话和一般性题材的讲座，在今后的工作和社会交往中能运用基本的语言知识和文化知识，用英语进行有效的跨文化交际。



教学的重点与难点

教学的重点在于课文内容的理解、作者观点的把握、对作者观点的批判性思考、学生个人观点培养的意识和英语口头和书面表达能力的培养、翻译能力的提高；难点在于如何让课堂学习和知识学习变得有趣，能让学生将所学知识灵活应用于跨文化交际。教材各单元都设计了形式多样的语言能力训练内容，包括导入性问题回答、课文内容理解问题回答、语言知识学习、课文内容复述、个人观点表达、写作技巧训练、翻译练习题等；采用了FIF口语系统、Iwrite写作系统、U校园线上学习材料激发学生学习兴趣，通过多媒体技术和多种教学方式，使学习集知识性、趣味性、延续性和可操作性于一体，切实提高学生的兴趣，使学生能够从模仿到灵活应用。



教 材

参考资料

教材：《新一代大学英语（提高篇）2》综合教程（智慧版）

参考资料：FiF口语分类练习题库、U校园课程资源、Iwrite、外研随身学APP



其它要求

要求学生使用U校园、FiF口语训练系统和外研随身学APP开展自主学习



说明：本页用于一门课程实施方案的整体设计。

 《进阶大学英语（读写）》 课程教案

授课题目

Unit 1 Communication in the digital age



授课方式

（请打√）

语言实践课（√） 讨论课（ ） 实验课（ ） 习题课( ) 讨论、参观（ ） 其他（ ）

授课时数

2



教学目的

与要求

1.grasp the key words, phrases and useful expressions in IExplore 1;

2.understand the text in IExplore 1.

(Teaching objectives for the whole unit（three levels）：

● Language aims: Students can 1. grasp the key words, phrases and useful expressions in Unit 1; 2. talk about the history, role, function of emojis; 3. talk about communication in the digital age, the role of social media and face-to-face communication.

● Skill aims: Students are trained to 1. have the ability to get key information of the texts; 2. know about personification and put it into use in their writing;

3. make a speech about the impact of social media on daily communication.

● Cognitive aims: Students are trained to express their opinions about communication in the digital age.

Teaching requirements: Waiyan Walkwan, Ucampus and FIF)



教学重点

与难点

Key points: 1.Learn words and expressions; 2. Quickly get the general idea of the text; 3. Catch the detailed information of the text.

Difficulties: 1.Know how to use the new words and expressions; 2. Understand difficult sentences in the text.

(Teaching focuses for the whole unit:

●Reading skill: 1. Quickly get the general idea of the texts; 2. Catch the detailed information of the texts; 3. Understand the author’s opinion

●Speaking skill: express their own opinions; make a persuasive speech

●Writing skill: know how to use personification in writing

Difficulties: 1.Know to use the language knowledge to express opinion;

2. Make a persuasive speech.)



教学内容及时间安排(教学过程设计)

教学方法及手段



Procedures for the whole unit:

Periods 1-2 IExplore 1 Text Lead-in and understanding

Periods 3-4 IExplore 1 Text Detailed learning

Periods 5-6 IExplore 2 Text

Periods 7-8 Ex.

Teaching Procedures (Periods 1-2)

IExplore 1 Reading: Why emojis are a no-brainer for digital communciation (Emoji: 表情符号; no-brainer: sth that you don’t need to think about; sth easy to understand or do不用动脑筋的事；简单的事) What emojis have you ever used?

Step 1 Pre-reading

Task 1 Lead-in questions

Do you like this digital age? Why?

How do you communicate with your parents or friends?

What social media do you use?

What is the role of emojis?

(There are further questions for discussion after learning the text.)

Step 2 Learning objectives (introducing)

Students will be able to 1)talk about communication in the digital age using new vocabulary; 2) use personification as a wring device; 3)explain the role of emojis in digital communication; 4) discuss the importance of face-to-face communication; 5) make a speech about the impact of social media on daily communication.

Task 2 Step 3 Reading and learning words

Step 4 Reading

Task 3 Global comprehension questions:

What did Oxford dictionaries declare?

Why was it a bit of a head-scratcher?

What do linguists think of it?

What’s the percentage of Americans use emojis every day?

In which year, emojis have been one of the biggest communication breakthroughs?

According to Evans, why do people use emojis?

When and where did emojis originate?

What did people use in text messages before emojis?

What’s the difference between emojis and emoticons?

Why did emojis surpass emoticons?

What’s the real innovation behind emojis according to language experts? What do you think is really cool in using emojis?

Will emojis replace language according to the writer? What do you think of it?

Will emojis go away soon according to the author? Your opinion?

What does the Unicode Consortium do for emojis?

What’s the value of emojis? (/ Why do emojis exist)?

If you want to create a new emoji, what will it be like?

Task 4 Ex. P7 Ex. 1/2 Understanding the text



Flipped Classroom

Cooperative Learning

Task-based Teaching

POA (产出导向）

Task-based Teaching

Cooperative Learning



作业、讨论、辅导

答疑

1. Page 9-11: EX. Build you language

2. 口语作业：Talk about emojis; Further questions for discussion



课后反思





备注





说明：本页用于某一课教学实施方案的设计，该表可根据内容加页。

《进阶大学英语（读写）》 课程教案

授课题目

Unit 1 Communication in the digital age



授课方式

（请打√）

语言实践课（√） 讨论课（ ） 实验课（ ） 习题课( ) 讨论、参观（ ） 其他（ ）

授课时数

2



教学目的

与要求

1.understand the author’s opinion

2. talk about the history, the role and the function of emojis.

3.talk about communication in the digital age, the role of social media and face-to-face communication;

4. know about personification and put it into use in their writing



教学重点

与难点

Key points:

1.express their own opinions;

2.know how to use personification in their writing

Difficulties:

Use the language knowledge to express opinions.



教学内容及时间安排(教学过程设计)

教学方法及手段



Periods 3-4 IExplore 1 Text Detailed learning

Teaching Procedures (Periods 3-4)

Explore 1

Step 1 Main idea and structure of the text

Main idea: the effect, origin, development, role and future of emojis

Structure:

Para. 1-7 the enormous effect of emojis on the way people talk online

(one of the biggest breakthroughs; indispensable role)

Para. 8-12 the detailed history of emojis

Para. 13-16 the importance and the future of emojis

Step 2 Detailed learning

Task 1 Words and useful expressions; Difficult sentences

Step 3 Further learning

Finish the tasks

Task 1: Retell the news told by ther writer at the beginning of the text and the thinking that it sparked.

Task 2: Tell what an emojis is. Introduce the origin and development of emojis. (可参考课文内容和P7练习题1)

Task 3: Tell the role, the function, the future of emojis in digital communication. （可参考课文内容和P7练习题2）

2. Further questions for discussion after learning the text:

1) What’s the role of social media?

2) What are the changes brought about by social media?

3)Are the changes positive or negative? (advances in digital communication?)

4)Will it replace face-to-face communication? Why?

5)Do social media bring us closer or keep us further apart? Why?

Step 4 Exercises

Ex. 8 Sharpening your skills. Personification (Para. 14: see the light of day)

Personification: a figure of speech, which treats a thing or an idea as if it were human or had human qualities. It makes the story more vivid, more interesting, more appealing to readers.

Eg. The 20th century witnessed a number of innovations that changed the way of communication. (The 20th century is personified. It is given the human ability to see.)

Step 5 Homework



Task-based Teaching

POA(产出导向)

Cooperative Learning



作业、讨论、辅导

答疑

Preview words in IExplore 2. Finish other Ex. in IExplore 1.



课后反思





备注





说明：本页用于某一课教学实施方案的设计，该表可根据内容加页。

《进阶大学英语（读写）》 课程教案

授课题目

Unit 1 Communication in the digital age



授课方式

（请打√）

语言实践课（√） 讨论课（ ） 实验课（ ） 习题课( ) 讨论、参观（ ） 其他（ ）

授课时数

2



教学目的

与要求

1.grasp the 内容过长，仅展示头部和尾部部分文字预览，全文请查看图片预览。 ne market. It is estimated that over half of its netizens consider smartphones as their first choice to access the Internet. In 2013, smartphone users in China accounted for 43% of all mobile phone users. In 2015, about 70% of young and middle-aged people chose to use smartphones in China, and the percentage increased to 80% in 2018.

Sharing your ideas

Multi-media

Cooperative Learning



作业、讨论、辅导

答疑

Preview Unit 2



课后反思





备注





说明：本页用于某一课教学实施方案的设计，该表可根据内容加页。

[文章尾部最后500字内容到此结束,中间部分内容请查看底下的图片预览]

以上为《Unit 1教案-进阶大学英语读写》的无排版文字预览，完整格式请下载

下载前请仔细阅读上面文字预览以及下方图片预览。图片预览是什么样的，下载的文档就是什么样的。