丽 水 学 院.docx
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丽 水 学 院.docx
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丽水学院
丽水学院
教案
课程名称:
综合英语
课程代码:
107012012
授课专业班级:
英本063、064
授课教师:
综合英语精品课程组
院别:
外国语学院
2007年2月22日
Unit1
I.TimeAllotment6
1.Tounderstandthemainidea,structureofthetextandtheauthor’swritingstyle
2.Tomasterthekeylanguagepointsandgrammaticalstructuresinthetext
3.Toconsiderthat“generationgap”asacommonphenomenonbetweenparentsandchildren
II.TeachingObjectivesandRequirements
1.Tounderstandthemainidea,structureofthetextandtheauthor’swritingstyle
2.Tomasterthekeylanguagepointsandgrammaticalstructuresinthetext
3.Toconsiderthat“generationgap”asacommonphenomenonbetweenparentsandchildren
III.KeyPointsandDifficultPointsinTeaching
1.Tounderstandthemainidea,structureofthetextandtheauthor’swritingstyle
2.Tomasterthekeylanguagepoints
IV.TeachingMethodsandMeans
Discussion;explanation;questioning;multi-media
V.TeachingProcess
Warmingup
1.Don’tpostponewhatyoucandotodaytilltomorrow.
2.Justdoit.
★AnintegratedanalysisoftextIMyFather’sShadow
1.Culturalbackground
---generationgap
Generationgapisapopulartermusedtodescribewidedifferencesinculturalnormsbetweenmembersofayoungergenerationandtheirelders.Thiscanbedefinedadsoccurring“whenolderandyoungerpeopledonotunderstandeachotherbecauseoftheirdifferentexperiences,opinions,habitsandbehaviors.”
2.Pre-readingquestions
---Whomdoyougoforhelpwhenyouareintrouble,yourfatheroryourmother?
Why?
---Doyouthinkthereisgenerationgapbetweenyouandyourparents?
Howtobridgethegap?
---Whatcausesgenerationgap.
3.Askstudentstoreadwithinlimitedtimeandaskstudentssomegeneralquestionsbasedonthematerial.DotextcomprehensionexercisesSBp4andcheck
4.GiveastructuralanalysisofthetextI
Asareminiscentwritingthetexttellsofhowtheauthor’snewbornbabybridgesthegapbetweenherfatherandherselfashegenerationgapbetweenherfatherandherselfhasexistedforsolongatime.Bytellingthereaderhowthegapdisappearstheauthorintendstodisplaythatthepermanentlovebetweenparentsandchildren.
5.Thepassagecanbedividedintofiveparts
PartOne:
(Paragraphs1)Asanintroduction,thefirstparagraphsuppliesthe
basicinformationforthewholestory.
Thefollowingquestionscanbeasked:
---howdidtheauthorfeelabouthertriptoHawaii?
---Howcouldyoudescribetherelationshipbetweentheauthorandherfather/
PartTwo:
(Paragraphs2-4)Thethreeparagraphselaborateonhowtheir
problemsarosefromtheirdifferentpersonalpreferencesandhowthese
differenceshavedevelopedintoakindof“coldwar”(silence).Itisaflashback
intotheauthor’searlyyears.
Thesecondparagraphlistsanumberofherfather’sunreasonabledemandsinherchildhoodandadolescenttime.Thethirdparagraphisaboutheroptionofcollegeandmarriageagainstherfather’swill.Thefourthparagraphdescribestheresultoftheirclashes—theyarebothpsychologicallyandphysicallysetapart.
Thefollowingquestionscouldbeasked:
---Wouldyoupleasefindoutwhatparticulardemandsthefatherputontheauthor?
---Howdidthefatherexpresshisdisapproval?
PartThree:
(Para.5-6):
Inparagraph5theauthorrecallsherchildhoodwhensheenjoyedherfather’sprofoundlove.Thisrecallisimportant,becauseitonlyshowsthefatheriscapableofparentallove,butalsosuggeststheauthor’syearningtoturntheclockbackandbeherfather’slittledaughteragain.
Paragraph6returnstothepresentmomentwhen,afterlongyearsofestrangement,theauthorcannotbutwonderwhetherherfatherwillextendhisloveforhis“littledaughter”tohiscrossbredgrandson.
Thefollowingquestioncouldbeasked:
---Istheauthorpreparedfortheworst?
Partfour:
(Para.7-13):
Theseparagraphsconcernabouttheauthor’sobservationabouttheinitialreactionofherparentsintheirreunion,andthefather’saffectionforhisgrandsonisdescribedinparagragh10-11,thenexttwoparagraphscometobeawareofherfather’srealstateofmindandreaderscannaturallyexpectthetensiontomeltslowlyduringtherestoftheauthor’sstay.
Partfive:
(Para.14-15):
Thesetwoparagraphsserveasaconclusionofthestory.Theauthordepictstheprofoundemotionalattachmentbetweenherfatherandhersoninthefollowingyears—theircompanionshipintheplaysandtheoldman’sfrequentvisitstoNewYork
Thefollowingquestioncouldbeasked:
---Whatdoesitmeanby“…trailedbyadifferent,bouncingshadow”?
6.Languagepoints
Apprehension
1)anxietyaboutthefuture,expectationofsomethingunpleasant
E.g.Wewaitedfortheirwithagreatofapprehension.
2)apprehensiveadj.
E.g.ImustadmitthatbeforemybabywasbornIwasapprehensiveaboutmotherhood
Stern
1)serious,strict,severe
E.g.thecollegeprincipalwasasternoldScotsmancalledMr.Fraser.
2)sternlyadv.
E.g.Whenshedidnotanswerhesaidsternlyandcoldly,“Doyouunderstandme?
”
Feminine
typicalofawoman,especiallyinawaythatisgracefulorattractive
E.g.Nowadaysmanywomenrejectedtheoldfemininerolesofwifeandmother.
E.g.“HowdidyouknowIwaslying?
”
“Callitfeminineintuition”
Mingle
Tomixsoastoformanindividualwhole,whilekeepingseparatequalities
E.g.AsIspokehisexpressionwasoneofamazementmingledwithfury.
E.g.Shemingletraditionandoriginalityinherdesign.
Followinsomeone’sfootstep
Tofollowanexamplesetbysomeoneinthepast
E.gCharles’schildrenwillfollowinhisfootstepsandgotothesameschool
Subsequent
1)followingorhappeningafter
E.g.Insubsequentlessonstheteachermadeclearwhatshehadsaidatthebeginning.
2)subsequentlyadv.
E.g.Theystartedtheirresearchusingamethodwhichwassubsequentlyprovedtobeunsatisfactory.
Estrangement
1)causing(esp.peopleinafamily)tobecomeunfriendlytowardseachother.
E.g.Hisestrangementfromhisbrothersandsistersmadehiswifeandchildren.
2)estrangev.
E.g.Stevebecameincreasinglyestrangedfromhiswifeandchildren.
Flood
Toarriveat(in)largenumbers
E.g.Requestsforinformationfloodedinaftertheadvertisement.
E.g.Touristsfloodedintothecity.
Uniform
1)thesameorconsistent,asfromexampletoexampleorfromplacetoplace;constant
E.gTheare-conditioningsystemmaintainsauniformtemperaturethroughoutthebuilding
2)uniformityn.
E.g.mostmodernhousingdevelopmentsshowatediousuniformityofdesign.
7.Questionsforconsideration
---Howtobridgethegenerationgapbetweenparentsandchildren?
8.Task
---Interviewafatherandaskhowhegetsalongwellwithhischildren.Writeareport
★TextII
1.MainideaofText2
Thewriterusedtobeverymuchattachedtohermother,who,shethought,wastheonetoholdthemtogether.Assumingnoonecouldeverreplacehermotherafterherdeath,thewriterfound,littlebylittle,tohersurprise,thatsheandfatherhadmoreincommonthanshehadeverimagined.Andherfather’sdeeploveforhermadeherrealizethathehadbecomehernewMum.Fromthewholestoryweknowthatthewriter’sfatherisadevotedhusbandandafondfatherwithalovelysenseofhumor.Hewasalsosentimental,sensitiveandunderstanding.
2.Topicsfordiscussion:
--- Whatkindofmanisthewriter’sfather?
---Explainthetitle“MyNewMumIs…MyDad”.
---Whomareyoumoresentimentallyattachedto,yourfatheroryourmother?
Why?
VI.Assignment
Summary:
Askstudentstosumupandretellthepassageinthirdperson
Vocabularyexercises
Grammarexercises:
Translationexercises
Exercisesforintegratedskills:
spellingandpassagedictation;close
Oralactivities
Writingpractice
Listeningexercises
Unit2
I.TimeAllotment6
II.TeachingObjectivesandRequirements
1.Tograsptheauthor’spurposeofwritingandmakeclearthestructureofthewholepassagethroughanintensivereadingofText1.
2.ToappreciatethefluidandsensualwritingstyleandmasterthekeylanguagepointsandgrammaticalstructuresintheText1
3.Toknowhowagoodrelationshipbetweenteachersandstudentsbuild
III.KeyPointsandDifficultPointsinTeaching
1.theauthor’spurposeofwritingandthestructureofthewholepassage
2.WritingstyleandmasterthekeylanguagepointsandgrammaticalstructuresintheText1
IV.TeachingMethodsandMeans
Discussion;explanation;questioning;multi-media
V.TeachingProcess
Warmingup
MorningReport
●AnintegratedanalysisoftextITheTeddyStoddardStory
1.Culturalbackground---Bachelor’sdegree
Bachelor’sdegreeisanacademicdegreeconferredbyacollegeoruniversityuponthosewhocompletetheundergraduatecurriculum.
2.Pre-readingquestions
---Haveyoueverbeeninasituationwhereyouwereconsidered“different”fromothers?
Howdidyoufeel?
---Whoisyourfavoriteteacher?
Whatdoyourememberhim/herfor?
---Whatqualificationsdoyouexpectofagoodteacher?
3.Askstudentstoreadwithinlimitedtimeandaskstudentssomegeneralquestionsbasedonthematerial.DotextcomprehensionexercisesSBp19andcheck
4.ThemainideaofText1
Theteacher’sgeneralimpressionaboutthestudentnamedTeddywasnotsogood,whiletheturningpointofthewholestoryisaChristmaspresentgiventotheteacherbyTeddy,itmadetheteachermovedsomuch.TheteachergavespecialcareandencouragementtoTeddy,whichchangedhisstudyandlifealot.Thistextistotellthereadershowateacher’sattitudetowardsapupilcanaffecthis/herlife.
5.Structuralanalysisofthetext1.
Thepassagecanbedividedintofivepar
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