全新版大学英语综合教程第二册教案unit 1 book2Word文件下载.docx
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全新版大学英语综合教程第二册教案unit 1 book2Word文件下载.docx
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3.Line100-102(Para.14):
Canwegather,fromtheChineseandAmericanextremes,asuperiorwaytoapproacheducation,perhapsstrikingabetterbalancebetweenthepolesofcreativityandbasicskills?
IV.TeachingMaterials:
pptandmaterials
V.TeachingMethods:
Lecturing,practicinganddiscussing.
VI.TeachingTiming:
8sessionsofclass
VII.TeachingProcess:
1st-2ndperiods:
Pre-reading;
Teacher’sIntroductoryRemarksandStudents’Discussionrelatedtothetopic.
3rd-4thperiods:
While-Reading(UnderstandingthetitleoftextA;
Analyzingtheorganizationofthetext;
ExplainingDifficultsentencesandlanguagepointsinthetext;
Summingupthemainideaofthetext)
5th-6thperiods:
DealingwiththeexercisesafterTextA.CheckonSs’homereading(TextB);
Post-ReadingTask:
Theme-RelatedLanguageLearningTasks
7th-8thperiods:
Listeningandspeakingtasks.
A.Pre-readingtasks
Pre-readingtasks
1.TasksSsthefollowingquestions.Thefirstisbasedonthesong.TeachYourChildren:
(5minutes)
Accordingtothesong,whoshouldteachwhom?
Islearningaone-waystreet?
(Parentsandchildrenshouldteacheachotherandlearnfromeachother.Learningisatwo-wayinteraction.)
Canyouguesswhatthethemeofthisunit,waysoflearning,refersto?
(Differentpeoplehavedifferentlearningstyles)
2.Sslistentothefo11owingquotationfrom《文汇读书周报》(2001年12月1日第一版,"
自主教育:
“管”还是“不管”?
)takesomenotesandthenTwillinvitesomeSstosummarizeinEnglishhowChenYuhua’sparentshandlehereducation.
一本由中国经济出版社推出的《千万别管孩子一一自主教育哈佛启示录》的书近来极为畅销,问世才一月,在全国销售量已达到20余万册。
其所倡导的“自主教育”理念在教育界引发争议。
不少读者反映,这本书最初吸引他们的是出挑的书名一一"
千万别管孩子气难道真的应当对孩子的教育放任自流?
看了书后才明白,该书所强调的,其实并非让家长“剔管”孩子,恰恰是,“怎么去管”这个老问题。
但它鲜明地提出了"
自主教育"
理念,切中了社会热点。
该书主人公陈宇华的父母在讲述教育经验时说,虽然他们常说"
从来没管过她。
“其实,他们一直在管她,而管的内容,就是反复提醒孩子的自我意识,让她认识到自己才是教育的主体,一切要靠自己的努力,才会成功,老师家长则仅仅起辅导作用。
这正是自主教育的精髓所在……
(possiblesummary:
Theyletherlearnindependentlyandseekoutknowledgeactively.Theymayhelpduringtheprocess,butdon'
texpecttospoon-feedherwithknowledge.)(15minutes)
3.TmayleadintoTextAbysaying:
Asyoumayhavenoticedfromthebooktitle《千万别管孩子一一自主教育哈佛启示录》,ChenYuhua’sparentsholdquiteawesternviewonchildeducation.Theydisagreewithmanyothermomtraditionalparents.InTextA,HowardGardnermadeadetailedcomparisonbetweenChineseandWesternattitudestowardlearning.(2minutes)
B.While-readingtasks
1.Skimming(15minutes)
1)SSSumParas1-5andbereadytoanswerthefollowingquestions:
Whereandwhendidtheincidenttakeplace?
(JinlingHotelinNanjing,spring1987)
Whoarethemaincharactersinthisincident?
(author,hiswifeEllentheirsonBenjamin,hotelstaff)
WhatistheattitudeoftheauthorandhiswifetowardBenjamin'
seffortsininsertingthekeyintotheslot?
(Theylethimexploreandenjoyhimself.)
WhatistheattitudeofthehotelstafftowardBenjamin’sefforts?
(Theyheldhishandandtaughthimhowtoinsertthekeycorrectly.)
2)TaskssomeSpairstoreporttotheclass,oneaskingtheabovequestionsandtheotherprovidingtheanswers.
3)TtellsSsthattherearemanywaysofintroducingatopic(seeTextAnalysis).SswilldecidewhichwayisadoptedbyHowardGardner.·
2.TexplainslanguagepointsfromPara1toPara5,andgivesSspracticeLanguageStudy).(15minutes)
3.TguidesSsthroughthedirectionsforTextOrganizationExercise2andWritingstrategy.ThenSsscanthefirstsentenceofbothPara6andPara7,anddecidewhatmethodofcomparisonandcontrastisusedhere(one-side-at-a-timemethod).(8minutes)
4.TexplainslanguagepointsfromPara6toPara10,andgivesSSpractice(seeLanguageStudy)(15minutes)
5.SssumupthecontrastbetweenChineseandWesternwayst01earntofulfillatask(theChineseshowachildhowtodosomething,orteachbyholdinghishand;
theWesternteachachildtorelyonhimselfforsolutionstoproblems).(5minutes)
6.SSscanfromPara11ωPara13,thenanswerthefollowingquestions:
(5minutes)
Canyoufindwordslike"
Chinese"
and"
Westerner"
or"
American"
theWestineachparagraph?
(yes)
Whatmethodofcomparisonandcontrastisusedhere?
(point-by-pointmethod)
7.TexplainslanguagepointsintheseparagraphsandgivesSSpractice(seeLanguageStudy).(20minutes)
8.SssumupthecontrastbetweentheChineseandtheWesternattitudestowardcreativityandbasicskills-(meChinesegiveprioritytodevelopingskillsatmearlyage,believingthatcreativitycanbepromotedovertime;
theWesternersputmoreemphasisonfosteringcreativityinyoungchildren,thinkingthatskillscmbepickeduplater.)(5minutes)
9.TexplainslanguagepointsinPara14andgivesSSpractice(seeLanguagestudy(5minutes)
10.TtellsSSthattherearemanywaysofconcludinganessay(seeTextAnalysis).SSdecidewhichwayisusedinthisessay(5minutes)
C.Post-readingtasks
1.Debate:
Shouldwedevelopchildren'
screativityfirstortraintheminbasicskillsfirst?
(30minutes)
1)SSdivideintotwogroups,onetakingthesideofcreativityfirst,anothertakingthesideofbasicskillsfirst.
2)Ineachgroup,Ssfurtherdivideintosmallergroupsofthreetofour,brainstormingargumentsexamples\statistics\quotes\etc.insupportoftheirviewpoint,aswellasthosethatcouldbeusedtorefutetheotherside.
3)Debatebegins,withTactingasmoderator.
2.TguidesSSthroughseveralafter-textexercises.(20minutes)
3.TchecksonSs,homereading(TextBL(3minutes)
4.SsdoPartIv:
Theme-RelatedLanguageLearningTasks.(1period)
5.TasksSstopreparethenextunit:
(2minutes)
1)dothepre-readingtask;
2)previewTextA.
VIII.Assignments:
Assignmentsfor1stand2ndperiods:
●VocabularyExercisesI,II,IIIinTextA
●Listentotherecordingofthetext
Assignmentsfor3rdand4thperiods:
●Reviewwhathavebeenlearnedinclass
●ComprehensiveExercises,I,IIinTextA
●Readthetextfluentlyandimitatethepronunciationandintonationoftherecording
Assignmentsfor5thand6thperiods:
●LanguagePracticeinTextB
●PreparationsforparagraphrecitationanddictationofnewwordsandexpressionsinUnit1
Assignmentsfor7thand8thperiods:
●Homelistening:
Task1,2and3
●PreviewingtextAinUnit2
IX.TeachingReflection:
Trytolistentothefeedbackofthestudentsduringandafterthecourse,analyzetheweaknessesinteachingandimprovethemethodsasmuchaspossible.
Thefeedbackfromthestudents:
Themethodstakentoimprovetheteachingandlearning:
X.Appendix:
TeachingContents:
A.TextAnalysis
Anessayisusuallymadeupofthreeparts:
abeginningwherethetopicisintroduced;
thebodypartwherethetopiciselaboratedon,andaconclusion.
Besidesstatingthetopicdirectly,therearemanyotherwaystointroduceatheme.Inthistext,ananecdoteoranincidentisused.TheauthorofTextA,Unit6,Book1(WhatAnimalsReallyThink)introduceshistopicbyposingaquestion:
"
Doanimalsa11havethoughts,whatwecallconsciousness?
"
TextB,Unit3,Book1(HowtoMakeSenseoutofScience)beginsbyquotingnewspaperheadlines:
NewDrugsKillCancer
DevastationbyElNino----aWarning
6:
30p.m.October26,2028:
CouldThisBetheDeadlinefortheApocalypse?
TextBofthisunit,childrenandMoney,beginswithanimaginedargumentbetweenaChildandhisparentoverthecontrolofpocketmoney.Discoverotherformsofintroductionasyoureadon.However,themopeimportantpointisthatyoushouldlearntovaryyourownWritingbyadoptingvarioustypesoftopicintroduction.
Withoutaconclusion,anessaylacksasenseofcompleteness.Aconclusionmaybearestatementofthemainpointspreviouslymentioned,aproposedsolution,aquotationfromsomebookorperson,apredictionoffuturedevelopments,asuggestionforfurtherstudy,etc.TextB,Unit3,Book1endsbygivingasimile,comparingscientificresearchtomountainclimbing,"
aprocessfilledwithdisappointmentsandreverses,butsomehowwekeepmovingahead-"
Inthistext,HowardGardnermakesasuggestionintheformofaquestion.
B.CulturalNotes
1.Educationinthewest:
ThereisnocommonagreementintheWestconcerningthebestmethodofeducation.Avarietyofviewscanbefoundamongparents,teachersandstudents.Indeed,
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