A． 网络课

进入课文：读写教程3——Unit 2——Passage A ——Detailed Reading

I.  Words

点击Words and Expressions (右上角)

1. click and listen to the recording (听).

2.  repeat the words and study the meaning of them（跟读）.

3.  note down the words you think difficult or important on your notebook.

II  Text Understanding

返回A: Detailed Reading（点击最顶上一行 中间位置）

In this part, you’re required to read the text three times. You’re supposed to finish different tasks each time (读课文三遍，每一遍有不同的任务).

1. 1st reading: skim the text very quickly to have an idea about the textual composition and clue.  (略读课文掌握文章构成及线索). Finish the corresponding(相对应的) exercise on the Checklist.

2. 2nd reading: scan the text for specific information.  

Click  to get a better understanding or you may click “Translation”(页面右上角) when necessary. And then, finish the exercise of Challenge Your Knowledge of Iron(铁知识大挑战) on the checklist.

3. 3rd reading: pay attention to the usage of the following key words and structure(注意重点词汇和句型的用法).

a. Key words: Click the words below while reading to see the more detailed explanation and usage（点击单词看链接的用法和解释）. Then, go to Vocabulary Task 1(点击“后退”，然后进入Passage A -- Vocabulary Task 1) and submit your answers online(答案在线提交). Next the same steps in finishing Vocabulary Task 2.

 moderate   evidence  consume  restrict  remedy  calculate  typical modify     sufficient   

 derive   select interfere  impact   advisable supplement

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 go up    at risk   sum up    bounce back  out of breath   derive from   

 go to zero    up to   take in   throw up    in general   interfere with

b. key structure: study carefully the following two sentences from the text and get the exercise IX and X  

     done on page 41 and 42 of the textbook.

1. The first and most common is having low iron reserves, a condition that typically has no symptoms (Line 32)

, a condition that… 同位语   

Eg: The ancient Chinese, a people of inventors and discoverers, philosophers and soldiers, poets and craftsmen, gave the world many of its most useful things.

2. The iron content of tomato sauce cooked in an iron pot for three hours showed a striking increase, the level going up nearly 30 times.  (Line 67) 

, the level going up nearly 30 times. 独立结构

Eg: The sun having set, we started for home.

There being no taxi, we had to walk.

III. Fun Time:

    Enjoy the following materials and choose one of the topics for your creative writing:

1． Learn more about food and health in Food_as_Medicine.ppt, then write something about the topic: How to Keep Healthy in College.  (see Food_as_Medicine.ppt)

2． Watch the video clip One of The Greatest Parkour Jumping.wmv, then write something about the topic: My Favorite Sport. (视频在出版课件unit2文件夹中)

IV. Text Reproduction (to be checked in tutoring class): Make a plan of interviewing your partner based on the knowledge you’ve learned about iron in text A.  Your interview will include:

1)      the exercise your partner often has;

2)      the food or dishes your partner often has;

3)      your judgment about the status of iron reserves of your partner;

4)      your advice

V.  Home Work

      1. Prepare for the text reproduction;

      2. Is there anything in the text you don’t understand? Get ready to ask the teacher in class;

      3. Review the new words and prepare to be checked next class（复习词汇，下次检查）

http://s3/small/589f285507500fbda50e2&6902 Iron and the Effects of Exercise(by Qming)" TITLE="Unit 2 Iron and the Effects of Exercise(by Qming)" /> Checking List

B. 面授课

   1. 点评总结checklist。 

     2. 难点答疑：就课文、主题等，学生问老师答。

     3. 课文再现：Interviewing

     Make a plan of interviewing your partner based on the knowledge you’ve learned about iron in

text A.  Your interview will include:

    1) the exercise your partner often has;

    2) the food or dishes your partner often has;

    3) your judgment about the status of iron reserves of your partner;

    4) your advice

    4. 复习课文词汇

    程序：

    1）在黑板上写出10-12个课文里的词汇或词组（可以为课件课文A的ppt里词汇学习P51-70的词汇，也可以是P71-72的词汇，也可以是老师自己认为重要的词汇）

    2）给学生几分钟时间复习一下这些词汇，然后把这些单词涂抹掉；

    3）让学生在自己的座位上写出他们所能记住的词汇（拼写很重要）；

    4）几分钟后，重新将这些单词写出，学生可以进行核对，如果需要的话，让他们更正他们的错误或填上丢掉的词汇。

    变化做法：在最后写出词汇之前，让学生以组为单位进行合作写出一些单词，交给老师后，老师再进行“揭秘”。

Reference

邓桂东总主编 《新视野大学英语》读写教程电子教案

外语教学与研究出版社，北京外语音像出版社2008.12

第3册第1单元电子教案设计：林秋明