1、1周 次 第 周，第 1-3 次课 编写时间 2018.9.20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 (Ss) to:1. have a thorough understanding of the text contextually and linguistically;2. build up an active vocabulary to talk about the pursuit of dre
2、ams and know how to use the key words and expressions in context properly;3. know what makes successful dream chasers;4. talk about their own dream jobs and explain how to make their dreams come true;5. write a well-developed paragraph with a clear topic sentence.教学重点和难点：1.教学重点:Understanding and ana
3、lysis of the texts;Important language points in the texts2.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 true2) Writing: Paragraph writing with a clear topic sentence2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 Te
4、xt：Deaf DJPart Reading 1 Janitor Filipaj, the Dream PursuerPart Reading 2 From the American Dream to a Chinese DreamPart 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 e
5、ach 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.Teaching Plan3Part One: Opener1. Introduce the topic to the class either in English or Chinese.2. Draw Ss attention to the two pictur
6、es 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 thr
7、ee 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 translate the sentenc
8、es in 1.2 into Chinese first, then ask Ss to translate it back into English and compare their sentences with those in 1.2; in 1.3, give Ss the first half of the sentences and ask them to complete them orally with the five target words and expressions.13.Have Ss do pair work in Comprehensive Practice
9、. Ss may fill in the blanks first, and then role play it.Part III: Reading how to define success and allure. Then compare their understanding with Yu Minhongs. Encourage Ss to use words and expressions from Reading 2.Part IV: Integrated Skills PracticingViewing & Listening1. Introduce Viewing & List
10、ening to the das Weve learnt from the Text about Robbies life story and how he went through all difficulties to make his dream come true. Now well learn more about him through his own reflections. Watch the video clip and focus on his understanding of deejaying, his hearing loss and his desire for t
11、reatment as a normal person like everyone else.2. Ask Ss to put themselves in the position of Robbie and answer the three questions before they watch the video clip.“How do you view deejaying as a deaf DJ?How would you like others to view you as a deaf DJ?What is nice about your hearing loss?“3. Pla
12、y the video dip and then help Ss identify the main points of the talk.4. Play the video clip again part by part and ask Ss to fill in the blanks in the dialogue boxes according to what they have heard and compare their answers to Robbies. Draw their attention to the words Robbie uses to express his
13、understanding of deejaying (hobby, love, happy to go to work), his desire for treatment as a normal person (great, not sympathy, and his attitude about hearing loss (sound, muffled, proud).Speaking1. Explain the role play task by referring to the Ss book.2. Divide the class into groups of four and a
14、ssign each a role: TV presenter, RobbieWilde, Gac Filipaj and Yu Minhong.3. Organize a group discussion about what questions the presenter is going to ask. Ss can go back to the three articles and exercises in this unit for questions and related information. They may also go over the tips given in t
15、he box.4. The presenter collects the questions and writes them down on a sheet of paper. The other three people to be interviewed prepare answers. Write a script together if the group think it necessary.5. Let Ss do the rehearsal after class.76. Invite two or three groups to role play it in class. B
16、oth teachers and students make comments on their performance.Writing1. Guide Ss to write a clear topic sentence about what their dream job is at the beginning of their paragraph.2. Encourage Ss to develop the topic sentence by using what theyve learnt from the Text.3. Help Ss apply what theyve learn
17、t from the three dream chasers in this unit to the pursuit of their dream job, for instance, what difficulties or challenges they may face, how theyre going to cope with them, and what efforts theyre going to make at college for their dream job.4. Encourage Ss to use words and expressions theyve lea
18、rnt from this unit and underline them in their paragraph.5. Help Ss revise their writing and draw their attention to the connection between sentences.6. Have Ss work in pairs, exchange their writing and make comments according to the Evaluation criteria in Writing.作业及课外训练：Integrated Course 1 Students Book: pages 17-32参考资料（含参考书、文献等）：全新版大学进阶英语综合教程教师手册 （第一册） ，季佩英，上海外语教育出版社，2017.3课后自我总结分析：
