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全新版大学英语第三册讲稿5

Unit 5 How to Celebrate Holidays

Suggested T eaching Plan (5 periods)

Objectives:

Students will be able to:

1.understand the main idea and the structure of the text;

2. learn to memorize words in association;

3. grasp the key language points and grammatical structures in the text;

4. conduct a series of reading, listening, speaking and writing activities related to the theme of the unit.

Time Allotment

1st period 2nd period 3rd period 4th period 5th period

Pre-reading; While-reading (text organization, vocabulary prediction, Part I) While-reading

(Parts I – III)

While-reading;

Post-reading

(association map)

Post-reading;

Check on

students’ home

reading (Text B)

Theme-Related

Language

Learning Tasks)

Pre-reading tasks

1. T asks Ss the following questions on the song:

---- According to the singer, why are people busy coming and going on holiday? (They want to go back to their hometown.)

---- In what way is Thanksgiving similar to our Spring Festival? (Both are occasions to families to get together.) (5 minutes)

2. Group discussion: who should I thank for what

1) T dictates to Ss the following questions:

---- What should I thank my parent(s) /teacher(s) / friend(s) for?

---- Have I expressed my gratitude to the person(s)?

---- If the answer to the previous question is yes, what have you done? If the answer is no, what do you plan to do?

---- Are holidays a good time to express gratitude? Which holidays are the most appropriate?

2) Ss form group to discuss them.

3) Some groups report discussion results to class. (15 minutes)

3. T leads in to the text by saying: Do you remember a text in Book 1, All the Cabbie Had Was a Letter? Quite often we take for granted the people who are nice to us, then we realize all too late that we have never expressed our appreciation, just like the cab driver. At other times, when we are away from the holiday rush, we are able to recall the true significance of a holiday – a time to say how much we value others. The author of this text did exactly that. (2 minutes)

While-reading task

1. T draws Ss attention to Text Organization Exercise 1, to see how the text is divided into four parts. T asks Ss to give the main idea of each part. (5 minutes)

2. T tells Ss that the story took place on a ship. Ss take out a sheet of paper and write down any vocabulary items they can think of that are related to a boat or to people onboard T will explain that this list is for future reference (see T ext Analysis). (8 minutes)

3. T explains key language points in Part I and gives Ss practice (see Language Study). (20 minutes)

4. Student pairs discuss why it was necessary for the author to offer so many details of his voyage. (possible answer: Details indicate that this Thanksgiving was unusual, explaining why the author felt the need to celebrate it in an unusual way.) (4 minutes)

5.T explains key language points in Part II and gives Ss practice (see Language Study). (20 minutes)

6. Ss complete part of Text Organization Exercise 2. (8 minutes)

7. T explains key language points in Part III and gives Ss practice (see Language Study).(20 minutes)

8. Ss complete the rest of Text Organization Exercise 2. (8 minutes)

9. T explains key language points in Part IV and gives Ss practice (see Language Study). (10 minutes)

Language S tudy

1. under way: in motion or operation, having started and making progress

e.g: The nationwide medical reform is now under way.

Preparations for the 100th anniversary celebration are now well under way.

2. put away: remove (sth.) to a place where it is usually stored

e.g: The kids are asked to put all the toys away before they leave.

Y ou wash the dishes and I'll put them away in the cupboard.

3. in quest of: seeking

e.g: Tony went to the school library in quest of Mark Twain's novels.

He has traveled half way round the country in quest of the truth about his son's death.

Mary told me that she was leaving New Y ork City in quest of a tranquil life.

4. sincere: not pretending, honest

e.g: Any readers who feel annoyed please accept my sincere apologies.

I'd like to express my sincere thanks and love to my family for all their help and support.

5. specific: relating to one thing and not others; particular

e.g: The new system made it easier for employers to recruit workers based on specific needs.

Do you have any specific skills that will be of use to you in the job you are applying

for?

6. impress: 1) fix in sb.'s mind; make the importance of (sth.) very clear to sb.(used in the

patterns: impress upon/on sb. that; impress upon/on sb. sth.)

e.g: I have always impressed upon my students that if they work hard they will succeed in

life.

The teacher tried to impress on his students the necessity of being honest.

2) cause (sb.) to feel admiration or respect

e.g: Most students liked to talk a lot because they thought it would impress the professors.

Wanting to impress his girl friend, Dustin bought a suit for their first date.

7. immerse: cover completely in a liquid; absorb deeply

e.g: I held my breath and completely immersed myself in the water, trying to stay under for

as long as possible.

John was so immersed in playing the computer games that he was unware of things

happening round him.

8. considerate: thoughtful of rights and feelings of others; marked by careful thought (followed

by of )

e.g: Friendly and considerate, he invariably consults with people around him before taking

decisions.

Management should be considerate of the well-being and interests of employees.

9. swift: rapid, prompt

e.g: Because of the swift, enormous growth of the urban areas many farmers left their

villages in quest of work.

The Olympic motto is Citius-Altius-Fortius. These words mean "Swifter, Higher,

Stronger."

10. in a flash: instantly

e.g: The answer to the math question came to him in a flash.

The ceremony was all over in a flash.

Post-reading tasks

1.Map of association

1) Ss form groups, scan the text, and copy down on a sheet of paper all vocabulary items

related to a ship or to people onboard a ship.

2) Ss add to this list vocabulary items they jotted down in anticipation of the story.

3) Ss discuss if they can group those vocabulary items under categories. If yes, what

categories are there? How are the categories related?

4) T introduces the map of association as a help in building word power (see Text Analysis).

(25minutes)

2. T guides Ss through some after-text exercises. (25 minutes)

3. T checks on Ss’ home reading (Text B). (3 minutes)

4. Ss do Part IV: Theme-Related Language Learning Tasks. (1 period)

5. T asks Ss to prepare for the next unit:

1) do the pre-reading task;

2) preview Text A. (2 minutes)

T ext Analysis

We all want to expand our English vocabulary. An effective and efficient way is to memorize English words and phrases through association maps. Experiments have proved that it is much easier for human beings to memorize things in meaningful groups than isolated items.

Fi rst of all, we put a central idea or a key word in the middle of the map, e.g. “ship”.

Then we draw a cobweb structure around “ship”. One branch may be the names of different parts of a boat, like “hold”, “cabin”, “afterdeck”, “deck”. Another branch may be the various types of people on board the ship, like “coastguardsmen”, “sailor”, “seaman”, “shipmate”. Still another branch may be verbal phrases related to a ship, like “put to sea”, “be under way”, “be at sea”.

This cobweb can keep on growing. Every once in a while we redraw it, and we may find that it has grown in size, because we are better at association and our word power is stronger.

Of course, there are other methods of improving vocabulary memorization. For example, when you see a new vocabular y item, you’d better read it aloud, pronounce it correctly, and spell it on a sheet of paper. By using eyes, mouth, ears, and hands together, we mobilize multiple parts of our brain, thus keeping a longer memory.

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