新视野读写教程第三册教案Unit 3Word下载.docx
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新视野读写教程第三册教案Unit 3Word下载.docx
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2.Tohelpthestudentsgrasptheusagesofsomeimportantwords,phrasesandexpressionsintheunit;
3.ToenablethestudentstoanalyzethestructureofTextAandsummarizeparagraphmeaningofTextB
4.Tointroducethebasicreadingskillsofthisunit:
MakingPredictions
5.Tohelpthestudentsmasterhowtodevelopaparagraphwithageneralstatementsupportedbyanexample
ChiefPoints&
DifficultPoints
1.Getthemainideaofthepassage.
2.Mastersomeusefulexpressions&
sentencestructureinthepassage.
3.Understandthestructureofthetext.
Prerequisites
Beforecomingforclass,studentsshould
1.identifysomeimportantwordsforthetopic.
2.scanthetextformainideas.
3.visitlibrarytoresearchaboutinformationconcerningtheunit.
Teaching
Methods
Themixtureoflistening,speaking,reading,practicingandwriting
ReferenceBooks
Teacher’sBookofNewHorizonCollegeEnglish
LongmanDictionaryofContemporaryEnglish(English-Chinese)
OxfordAdvancedLearner’sEnglish-ChineseDictionary
LongmanDictionaryofAmericanEnglish
TeachingContents
TimeAllotment
SectionA
I.Warm-upActivity
1.TopicDiscussion
i.Student’sDiscussion
ii.Teacher’sSummary
2.QuestionsontheTopicandthePassage
II.BackgroundInformation
III.TextStructureAnalysis
IV.StructuredWriting
V.DetailedStudyoftheText
i.WordsandPhrasesStudy
ii.LanguagePoints
VI.TextSummary
1.Student’sPresentation
2.Teacher’sSummary
VII.After-textAExercises
SectionB
I.ReadingSkill
II.Warm-upActivity
1.TopicDiscussion
IV.TextStudy
1.ParagraphMeaning
2.WordsandPhrasesStudy
3.LanguagePoints
4.SummaryorMainIdeaofthePassage
i.Student’sPresentation
V.NewWordsDictation
VI.After-textBExercises
VII.Supplementaryexercises
15m
5m
10m
50m
30m
10m
20m
Assignments
1.HandintheexerciseofTRANSLATION.
2.Finishtheotherafter-textA&
Bexercisesafterclass.
3.SupplementaryExercises
i.English-ChineseTranslation(5sentences)
ii.Chinese-EnglishTranslation(10sentences)
4.PreviewUnit3
SectionAWherePrinciplesComeFirst
I.Warm-upActivity
i.Student’sDiscussion
(Teacherasksstudentstodiscussthetopiconthepassage.)
1)Whatdoyouthinkofthe“principles”inHydeSchool?
(Teacherasks2-3studentstomakepresentations.)
Webelievethatbehindeveryrebelisaleaderinwaiting.AtHyde,peoplestrivetounearththatinnerleadershipthrougharigorouscharactercurriculumthatnotonlyleadsrebelteenagerstowardtheiruniquepurposeinlife,buttheirfamilies,too.HydeSchoolhelpsstudentslearn,embrace,andadoptacharactercompassthatwillguidethemfortherestoftheirlives.Thatis,anexplicitphilosophyofcharacterintheformofFiveWords:
Courage,Integrity,Leadership,Curiosity,andConcern;
2.QuestionsontheTopicandthePassage
1)WhatistheprincipleinHyde?
―Ifyouteachstudentsthemeritofsuchvaluesastruth,courage,integrity,leadership,curiosityandconcern,thenacademicachievementnaturallyfollows.
2)WhatkindofschoolisHydeandhowitisrun?
―Itisakindofschoolwhichpreparekidsforawayoflife----bycultivatingacomprehensivesetofprinciplesthatcanaffectallkids.
3)WasthefirstHydepublicSchoolasuccess?
Why?
―TheprograminthefirstHydepublicdidn’tworkwellandwassuspended,becauseteachersprotestedtheprogram’sdemandsandthestrainsassociatedwithmoreintensework.
4)WhatisthecoreofJoeGauld’sapproachtoeducation?
―Heassumes“everyhumanbeinghasauniquepotential”thatisbasedoncharacter,notintelligenceorwealth.Asaresult,atHyde,conscienceandhardworkarevalued,successismeasuredbygrowth,notacademicachievement,andstudentsarerequiredtotakeresponsibilityforeachother.
5)HowistheHydecurriculumlike?
―Itissimilartoconventionalschoolsthatprovidepreparationforcollege,completewithEnglish,history,mathandscience.Besides,allstudentsarerequiredtotakeperformingartsandsports,andprovideacommunityservice.
6)HowdotheparentsgetinvolvedintheprogramatHydeschools?
―Theparentsmustaccepttheschool’sphilosophiesandoutlook.Theyarerequiredtoparticipateinasetofactivities,includingmeetingmonthlyinregionalgroups,goingtoathree-dayregionalcamponceayear,andattendingatleastthreeworkshops,discussiongroupsandseminarsatthehomeoftheschool.Theparentsshouldactasdailyrolemodelsfortheirchildren.
7)HowistherelationshipbetweentheteachersandthestudentsgoingatHyde?
―AtHyde,theteachershaveafruitfulrelationshipwitheachstudent.Thefocusisreallyaboutteachertostudentsandthentheygettogethertodealwiththeacademics.
II.BackgroundInformation
1.TheHydeSchool:
In1966,JosephW.GauldfoundedthefirstHydeSchoolinBath,Maineinresponsetoasystemofeducationwhichhebelievedwasfailingitschildrenbecauseofconflictingpriorities.Hissearchforanewapproachineducationledtoaprogramthatvaluedattitudeoveraptitude,effortoverability,andcharacterovertalent.Thisemphasiscreatesalearningenvironmentwherestudentsexperiencesuccesswithintegrity,thekindofsuccessthatlastsalifetime.
GauldestablishedtheHydecurriculum,baseduponFiveWords,ratherthanfivesubjects:
andheincorporatedthemintoeveryfacetoftheprogram.
Theschoolcherishestheideathateducationalreformmustbeginwiththefamily.Actually,theFamilyEducationProgramiswhatmakestheHydeeducationunique.Theschoolbelievesthatparentsaretheprimaryteachersandthehomeistheprimaryclassroom.Thisworkwithfamiliesformorethan35yearshasledtheschooltoanumberofdiscoveries.
OneofHyde'
sbasicpurposesistodevelopcharacter.Thisfocusoncharacterunleashesthedeepestmotivationinstudents'
self-discovery.Theschoolhelpsstudentsanswerthreequestions:
WhoamI?
WhereamIgoing?
WhatdoIneedtodotogetthere?
Relationshipsbuiltuponhonestyandconcerncanalsobekeytohelpingstudents.Hydehascreatedanewstudentrole,wherestudents,parents,andfacultyarerequiredtohelpothersachievetheirbest.
Today,therearefourHydeSchools,includinginner-citymodelsinNewHaven,ConnecticutandWashingtonDC,nationalprogramsforparentsandteachers,andanumberofestablishedpartnershipswithpublicschoolsthroughoutthecountry.
2.Bath:
Bathisanoldseafaringtown.Itsrecordedmaritimehistorybeganonly12milesdowntheKennebecwhen400yearsagothefirstshipbuiltbysettlersintheNewWorldwaslaunched.Shipyardsoncelinedtheriver'
sedgeandBath-builtvesselssailedtheseasoftheworld.
Bathisnowthehomeoftheworld-classshipbuilderBathIronWorks.AtthesouthendofthecitythenationallyacclaimedMaineMaritimeMuseumisoftenvisitedbyTallShips.DowntownBathhasauniquemixofshops,restaurantsandservices.The19thcenturybrickbuildingsandnarrowstreetshavethecharmofchildhoodrevisitedinaslowerpaceandafriendlypedestrianatmosphere.Thecity'
stree-linedavenuesaregracedbyhumbleandgrandexamplesofclassicAmericanarchitecture.
3.Maine:
MaineisastateofthenortheastUnitedStates.Itwasadmittedasthe23rdstatein1820.LocatedintheextremenortheastcorneroftheUnitedStates,Maineconsistslargelyofacoastalplainoferodedvalleys,withmoreresistantrockformingthegenerallymountainouswest.Over80%ofMaineisforestedwithgreatstandsofwhitepine,hemlock,spruce,fir,andhardwoods.Shelteredbythewoodsandwithabundantwaterfromnumerouslakes,particularlyinthenortherncounties,wildlifeincludesmoose,deer,blackbear,andsmalleranimals;
fishandfowlarealsoplentiful.ThepopulationofMaineiscenteredontheclearedlandalongthecoastandmajorrivers.
4.Baltimore:
BaltimoreisacityinnorthernMarylandonanarmofChesapeakeBaynortheastofWashington,DC.Ithasbeenabusyportsincethe18thcentury.Acityonthemovewithnewattractions,Baltimoreisanexcitingcitywithcharmingneighborhoods,ethnicandculturaldiversity,andawealthofhistory.
III.TextStructureAnalysis
Thepassagelookslikeareport,whichtriestoexplainsomeideas,reportssomeeventsandprovessomeconclusions.
Ittellsustheprinciplesadvocatedbytheschool,howtheprinciplesareacceptedorrejectedbyotherschoolsandfinallyhowtheprinciplesturnouttobebeneficialtotheteachersandstudents.Theessayismadeupof4partswitheachpartansweringonequestion.
Part1(Para.1-para.2):
Whenwecomeuptothearticle,wereadthetitle—WherePrinciplesComeFirst.Thisnaturallybringsusthequestion:
Whataretheprinciples?
Whilereadingthispartwecangettheanswer.Ifyouteachstudentsthemeritofsuchvaluesastruth,courage,integrity,leadership,curiosityandconcern,thenacademicachievementnaturallyfollows.
Part2(para.3-para.11):
SincetheprinciplesoftheHydeSchoolaresomewhatdifferentfromotherschools,thereaderswouldwonderwhethertheprinciplesareacceptedbyotherschools.Whenwerea
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