全新版大学英语综合教程第二册教案Word文档格式.docx
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全新版大学英语综合教程第二册教案Word文档格式.docx
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1stperiod
2ndperiod
3rdperiod
4thperiod
5thperiod
Pre-reading;
While-reading
(Paras1-5)
(Paras6-13)
(Paras6-13
continued;
Para14)
Post-reading
(Debate;
Exercises)
Checkon
students’home
reading(TextB);
Theme-Related
LanguageLearning
Tasks
Pre-readingtasks
1.TasksSsthefollowingquestions.ThefirstisbasedonthesongTeachYourChildren:
(5minutes)
—Accordingtothesong,whoshouldteachwhom?
Islearningaone-waystreet?
(Parentsandchildrenshouldteacheachotherandlearnfromeachother.Learningisatwo-wayinteraction.)
—Canyouguesswhatthethemeofthisunit,waysoflearning,refersto?
(Differentpeoplehavedifferentlearningstyles.)
2.Sslistentothefollowingquotationfrom《文汇读书报》(2001年12月1日第一版,“自主教育:
’管’还是‘不管’?
”),takesomenotes,andthenTwillinvitesomeSstosummarizeinEnglishhowChenYuhua’sparentshandlehereducation.
(possiblesummary:
Theyletherlearnindependentlyandseekoutknowledgeactively.Theymayhelpduringtheprocess,butdon’texpectthemtospoon-feedherwithknowledge.)(15minutes)
While-readingtasks
1.Skimming(15minutes)
1)SsskimParas1-5andbereadytoanswerthefollowingquestions:
—Whereandwhendidtheincidenttakeplace?
(JinlingHotelinNanjing,spring1987)
—Whoarethemaincharactersinthisincident?
(author,hiswifeEllen,theirsonBenjamin,hotelstaff)
—WhatistheattitudeoftheauthorandhiswifetowardBenjamin’seffortsininsertingthekeyintotheslot?
(Theylethimexploreandenjoyhimself.)
—WhatistheattitudeofthehotelstafftowardBenjamin’sefforts?
(Theyheldhishandandtaughthimhowtoinsertthekeycorrectly.)
2)TaskssomeSpairstoreporttotheclass,oneaskingtheabovequestionsandtheotherprovidingtheanswers.
3)TtellsSsthattherearemanywaysofintroducingatopic(seeTextAnalysis).SswilldecidewhichwayisadoptedbyHowardGardner.
2.TexplainslanguagepointsfromPara1toPara5,andgivesSspractice(seeLanguageStudy).
(15minutes)
3.TguidesSsthroughthedirectionsforTextOrganizationExercise2andWritingStrategy.ThenSsscanthefirstsentenceofbothPara6andPara7,anddecidewhatmethodofcomparisonandcontrastisusedhere(one-side-at-a-timemethod).(8minutes)
4.TexplainslanguagepointsfromPara6toPara10,andgivesSspractice(seeLanguageStudy).
5.SssumupthecontrastbetweenChineseandWesternwaystolearntofulfilatask(theChineseshowachildhowtodosomething,orteachbyholdinghishand;
Westernersteachachildtorelyonhimselfforsolutionstoproblems).(5minutes)
6.SsseanfromPara11toPara13,thenanswerthefollowingquestions:
—Canyoufindwordslike“Chinese”and“Westerner”or“American”or“theWest”ineachparagraph?
(yes)
—Whatmethodofcomparisonandcontrastisusedhere?
(point-by-pointmethod)
7.TexplainslanguagepointsintheseparagraphsandgivesSspractice(seeLanguageStudy).
(20minutes)
8.SssumupthecontrastbetweentheChineseandtheWesternattitudestowardcreativityandbasicskills.(TheChinesegiveprioritytodevelopingskillsatanearlyage,believingthatcreativitycanbepromotedovertime;
Westernersputmoreemphasisonfosteringcreativityinyoungchildren,thinkingthatskillscanbepickeduplater.)(5minutes)
9.TexplainslanguagepointsinPara14andgivesSspractice(seeLanguageStudy).(5minutes)
10.TtellsSsthattherearemanywaysofconcludinganessay(seeTextAnalysis).Ssdecidewhichwayisusedinthisessay.(5minutes)
Post-readingtasks
1.Debate:
Shouldwedevelopchildren’screativityfirstortraintheminbasicskillsfirst?
(30minutes)
1)Ssdivideintotwogroups,onetakingthesideofcreativityfirst,anothertakingthesideofbasicskillsfirst.
2)Ineachgroup,Ssfurtherdivideintosmallergroupsofthreetofour,brainstormingarguments\examples\statistics\quotes\etc.insupportoftheirviewpoint,aswellasthosethatcouldbeusedtorefutetheotherside.
3)Debatebegins,withTactingasmoderator.
2.TguidesSsthroughseveralafter-textexercises.(20minutes)
3.TchecksonSs’homereading(TextB).(3minutes)
4.SsdoPartIV:
Theme-RelatedLanguageLearningTasks.(1period)
5.TasksSstopreparethenextunit:
(2minutes)
1)dothepre-readingtask;
2)previewTextA.
Ⅱ.TextAnalysis
Anessayisusuallymadeupofthreeparts:
abeginningwherethetopicisintroduced;
thebodypartwherethetopiciselaboratedon,andaconclusion.
Besidesstatingthetopicdirectly,therearemanyotherwaystointroduceatheme.Inthistext,ananecdoteoranincidentisused.TheauthorofTextA,Unit6,Book1(WhatAnimalsReallyThink)introduceshistopicbyposingaquestion:
“Doanimalsallhavethoughts,whatwecallconsciousness?
”TextB,Unit3,Book1(HowtoMakeSenseoutofScience)beginsbyquotingnewspaperheadlines:
“NewDrugsKillCancer
DevastationbyElNino—aWarning
6:
30p.m.October26,2028:
CouldThisBetheDeadlinefortheApocalypse?
”
TextBofthisunit,ChildrenandMoney,beginswithanimaginedargumentbetweenachildandhisparentoverthecontrolofpocketmoney.Discoverotherformsofintroductionasyoureadon.However,themoreimportantpointisthatyoushouldlearntovaryyourownwritingbyadoptingvarioustypesoftopicintroduction.
Withoutaconclusion,anessaylacksasenseofcompleteness.Aconclusionmaybearestatementofthemainpointspreviouslymentioned,aproposedsolution,aquotationfromsomebookorperson,apredictionoffuturedevelopments,asuggestionforfurtherstudy,etc.TextB,Unit3,Book1endsbygivingasimile,comparingscientificresearchtomountainclimbing,“aprocessfilledwithdisappointmentsandreverses,butsomehowwekeepmovingahead.”Inthistext,HowardGardnermakesasuggestionintheformofaquestion.
Ⅲ.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.Neill.Therechildrenhavecompletefreedomtodecidewhattheyaregoingtolearnandwhichlessonstheywillattend.Iftheywishtheyneednotattendanyatall.MainstreameducationinEnglandisfarmorestrict,demandingthatchildrenattendlessonsandfollowanationalcurriculum.Thiscurriculumandtheimportanceofachievinggoodexamresultstendtoreinforceamoreteacher-centredapproach,asbothteachersandstudentsfindthepressureoftimeleaveslessopportunityforanexploratoryapproachtolearning.
Theextenttowhichlearningisteacher-centredorstudent-centredalsodependsondifferencesbetweensubjects.Inrecentyears,forexample,therehasbeenatrendintheteachingofmathematicsinschoolclassroomsinEnglandawayfromhavingpupilsworkontheirownorinsmallgroupsbacktowardsamoretraditionalapproach,withtheteacherguidingtheentireclassstep-by-stepthroughalesson.Thisfollowedresearchthatsuggestedthat,asfarasmathswasconcerned,amoreteacher-centredmethodwasmoreeffective.
2.Standingontheshouldersofgiants:
awell-knownphrase,frequentlyemployedbyinventorstoexpressmodestyabouttheirachievements.Thesuggestionisthatwhiletheyhavebeenabletoseefurtherthanthosewhocamebeforethem,itisnotbecausetheythemselvesareintellectualgiants.Ratheritisbecausetheyhavebeenabletobuildupontheaccumulateddiscoveriesoftheirgreatpredecessors.
Ⅳ.LanguageStudy
…
Unit2Values
Studentswill
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