全新版大学英语综合教程第二册教案文档格式.docx
- 文档编号:18310191
- 上传时间:2022-12-15
- 格式:DOCX
- 页数:112
- 大小:136.36KB
全新版大学英语综合教程第二册教案文档格式.docx
《全新版大学英语综合教程第二册教案文档格式.docx》由会员分享,可在线阅读,更多相关《全新版大学英语综合教程第二册教案文档格式.docx(112页珍藏版)》请在冰豆网上搜索。
TeachingProcedures:
Pre-readingtasks
1.Teacherasksstudentsthefollowingquestions.ThefirstisbasedonthesongteachYourChildren:
_Accordingtothesong,whoshouldteachwhom?
Islearningaone-waystreet?
(Parentsandchildrenshouldteacheachotherandlearnfromeachother.Learningisatwo-wayinteraction.)
_Canyouguesswhatthethemeofthisunit,waysoflearning,refersto?
(Differentpeoplehavedifferentlearningstyles.)
2.Studentslistentothefollowingquotationfrom《文汇读书周报》(2001年12月1日第一版,“自主教育:
‘管’还是‘不管’?
”),takesomenotes,andthenTwillinvitesomestudentstosummarizeinEnglishhowChenYuhua’sparentshandlehereducation.
(Possiblesummary:
Theyletherlearnindependentlyandseekoutknowledgeactively.Theymayhelpduringtheprocess,butdon’texpecttospoon-feedherwithknowledge.)
3.TeachermayleadintoTextAbysaying:
Asyoumayhavenoticedfromthebootitle《千万别管孩子——自主教育哈佛启示》,ChenYuhua’sparentsholdquiteawesternviewonchildeducation.Theydisagreewithmanyothermoretraditionalparents.InTextA,HowardGarndermadeadetailedcomparisonbetweenChineseandWesternattitudestowardlearning.)
While-readingtasks
1.Skimming(15m)
1)StudentsskimParas1-5andbereadytoanswerthefollowingquestions:
_Whereandwhendidtheincidenttakeplace?
(JinlingHotelinNanjing,spring1987)
_Whoarethemaincharactersinthisincident?
(author,hiswifeEllen,theirsonBenjamin,hotelstaff)
_WhatistheattitudeoftheauthorandhiswifetowardBenjamin’seffortsininsertingthekeyintotheslot?
(Theylethimexploreandenjoyhimself.)
_whatistheattitudeofthehotelstafftowardBenjamin’sefforts?
(Theyheldhishandandtaughthimhowtoinsertthekeycorrectly.)
2)Teacheraskssomestudentpairstoreporttotheclass,oneaskingtheabovequestionsandtheotherprovidingtheanswers.
3)Teachertellsstudentsthattherearemanywaysofintroducingatopic(seeTextanalysis).StudentswilldecidewhichwayisadoptedbyHowardGardner.
2.TeacherexplainslanguagepointsfromPara1topara5,andgivesstudentspractice(seeLanguageStudy).(15m)
3.TeacherguidesstudentsthroughthedirectionsforTextOrganizationExercise2andWritingStrategy.Thenstudentsscanthefirstsentenceofbirthpara6andpara7,anddecidewhatmethodofcomparisonandcontrastisusedhere(one-side-at-a-timemethod).(8m)
4.Teacherexplainslanguagepointsfrompara6topara10,andgivesstudentspractice(seeLanguagestudy).(15m)
5.StudentssumupthecontrastbetweenChineseandWesternwaystolearntofulfillatask(theChineseshowachildhowtodosomething,orteachbyholdinghishand;
theWesternersteachachildtorelyonhimselfforsolutionstoproblems).(5m)
6.Studentsscanfrompara11topara13,thenanswerthefollowingquestions:
(5m)
_Canyoufindwordslike“Chinese”and“Westerner”or“American”or“theWest”ineachparagraph?
(yes)
_Whatmethodofcomparisonandcontrastisusedhere?
(point-by-pointmethod)
7.Teacherexplainslanguagepointsintheseparagraphsandgivesstudentspractice(seelanguagestudy)
8.studentssumupthecontrastbetweentheChineseandwesternattitudestowardcreativityandbasicskills.(TheChinesegiveprioritytodevelopingskillsatanearlyage,believingthatcreativitycanbepromotedovertime;
theWesternersputmoreemphasisonfosteringcreativityinyoungchildren,thinkingthatskillscanbepickeduplater.)(5m)
9.TeacherexplainslanguagepointsinPara14andgivesstudentspractice(seelanguagestudy)(5m)
10.Teachertellsstudentsthattherearemanywaysofconcludinganessay(seeTextAnalysis).Studentsdecidewhichwayisusedinthisessay.(5m)
Post-readingtasks
1.Debate:
Shouldwedevelopchildren’screativityfirstortraintheminbasicskillsfirst?
(30m)
1)Studentsdivideintotwogroups,onetakingthesideofcreativityfirst,anothertakingthesideofbasicskillsfirst.
2)Ineachgroup,Studentsfurtherdivideintosmallergroupsofthreetofour,brainstormingarguments\examples\statistics\quotes\etcinsupportoftheirviewpoint,aswellasthosethatcouldbeusedtorefutetheotherside.
3)Debatebegins,withTeacheractingasmoderator.
2.Teacherguidesstudentsthroughseveralafter-textexercises.(20m)
3.TeacherchecksonStudents’homereading(TextB).(3m)
4.StudentsdoPartⅣ:
Theme-RelatedLanguageLearningTasks.(1period)
5.Teacherasksstudentstopreparethenextunit:
(2m)
1)dothepre-readingtask
2)previewTextA
TextAnalysis
Anessayisusuallymadeupofthreeparts:
abeginningwherethetopicisintroduced;
thebodypartwherethetopiciselaboratedon,andaconclusion.
TextBofthisunit,ChildrenandMoney.Beginwithanimaginedargumentbetweenachildandhisparentoverthecontrolofpocketmoney.Discoverotherformsofintroductionasyoureadon.However,themoreimportantpointsisthatyoushouldlearntovaryyourownwritingbyadoptingvarioustypesoftopicintroduction.
Withoutaconclusion,anessaylacksasenseofcompleteness.Aconclusionmaybearestatementofthemainpointspreviouslymentioned,aproposedsolution,aquotationfromsomebookorperson,apredictionoffuturedevelopments,asuggestionforfurtherstudy,etc.TextB,unit3,Book1endsbygivingasimile,comparingscientificresearchtomountainclimbing,“aprocessfilledwithdisappointmentsandreverses,butsomehowwekeepmovingahead.”Inthistext,HowardGardermakesasuggestionintheformofaquestion.
CulturalNotes
1.EducationintheWest:
ThereisnocommonagreementintheWestconcerningthebestmethodofeducation.Avarietyofviewscanbefoundamongparents,teachersandstudents.Indeed,itmightbearguedthatitisthisveryexistenceofcontendingpointsofviewthatischaracteristicofWesterneducation.ThiscanbeseenasfarbackasintheworkoftheancientGreekphilosopherSocrates,whoencouragedhisstudentstoquestioneverything,eventheirmostfundamentalbeliefs.Yeteventhentherewasnogeneralagreementthatthiswasthebestwaytoteach.Socrates,afterall,wascondemnedtodeathbyhisfellowcitizensforcorruptingthemoralsoftheyoungbyhiswayofteaching.ManylaterperiodsofWesternhistorywerenomoretolerantofencouragingstudentstochallengetraditionalbeliefs:
Darwin’stheoryofevolution,forexample,wasforatimebannedfromschoolsinsomeAmericanstatesonthegroundsofreligiousbelief.
Muchofthecurrentdebateovereducationsurroundstheextenttowhichlearningshouldbeteacher-basedorstudent-based.Whichofthetwoshoulddecidewhatshouldbelearned,howitshouldbelearned,andwhenitshouldbelearned?
ComparingWesternandAsianmethodsoflearningitisgenerallytruethatWesternmethodsaremorestudent-centred,expectingstudentstodiscoverthingsforthemselvesratherthanrelyingontheirteacherstotellthem.Anextremeversionofthestudent-centredapproachcanbeseenatSummerhill,aschoolinEnglandestablishedbytheeducationalistA.S.Neil.Therechildrenhavecompletefreedomtodecidewhattheyaregoingtolearnandwhichlessonstheywillattend.Iftheywishtheyneednotattendanyatall.MainstreameducationinEnglandisfarstricter,demandingthatchildrenattendlessonsandfollowanationalcurriculum.Thiscurriculumandtheimportanceofachievinggoodexamresultstendtoreinforceamoreteacher-centredapproach,asbothteachersandstudentsfindthepressureoftimeleaveslessopportunityforanexploratoryapproachtolearning.
Theextenttowhichlearningisteacher-centredorstudent-centredalsodependsondifferencesbetweensubjects.Inrecentyears,forexample,therehasbeenatrendintheteachingofmathematicsinschoolclassroomsinEnglandawayfromhavingpupilsworkontheirownorinsmallgroupsbacktowardsamoretraditionalapproach,withtheteacherguidingtheentireclassstep-by-stepthroughalesson.Thisfollowedresearchthatsuggestedthat,asfarasmathwasconcerned,amoreteacher-centredmethodwasmoreeffective.
2.Standingontheshouldersofgiants:
awell-knownphrase,frequentlyemployedbyinventorstoexpressmodestyabouttheirachievements.Thesuggestionisthatwhiletheyhavebeenabletoseefurtherthanthosewhocamebeforethem,itisnotbecausetheythemselvesareintellectualgiants.Ratheritisbecausetheyhavebeenabletobuildupontheaccumulateddiscoveriesoftheirgreatpredecessors.
NotestoTextA
Languagepoints:
1.attach:
fastenorjoin(onethingtoanother)(usedinthepattern:
attachsth.tosth.)
eg.:
1)Scientistdiscoveredtheycouldmeasurewindspeedbyattachingawindmetertoakiteandsendingitup.
2)Attachedtothisletteryouwillfindacopyofthedocumentyouaskedfor.
2.…topositionthekeyjustso:
topositionthekeycarefullytofitintothenarrowkeyslot
3.notintheleast:
notatall
eg:
1)IamnotintheleasttouchedbytheMarilynMonroekindofbeauty.
2)Anndidn’tseemintheleastconcernedaboutherstudy.
4.find
- 配套讲稿:
如PPT文件的首页显示word图标,表示该PPT已包含配套word讲稿。双击word图标可打开word文档。
- 特殊限制:
部分文档作品中含有的国旗、国徽等图片,仅作为作品整体效果示例展示,禁止商用。设计者仅对作品中独创性部分享有著作权。
- 关 键 词:
- 新版 大学 英语 综合 教程 第二 教案