新视野读写教程第二册教案Unit 7.docx
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新视野读写教程第二册教案Unit 7.docx
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新视野读写教程第二册教案Unit7
TeachingPlanforUnit7
Course:
CollegeEnglish
Instructor
Module
Unit5ALightenYourLoadandSaveyourLife
BAreYouaWorkaholic?
Time
180m
TeachingAids
Multi-media
TeachingObjectives
1.Tohelpthestudentshaveagoodunderstandingofthepassagesinthisunit;
2.Tohelpthestudentsgrasptheusagesofsomeimportantwords,phrasesandexpressionsintheunit;
3.Toenablethestudentstoanalyzethestructureofthe2passagesinthisunit;
4.Tointroducethebasicreadingskillsofthisunit:
Understandingfigurativelanguage,inorderforthestudentstofullyunderstandawriter’spoint;
5.Tohelpthestudentsfurthermasterthewritingtechnique:
causeandeffect;
6.Tohelpthestudentslearnabouttheharmfulresultsofsmokingandknowhowtoprotectthemselves
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
2.QuestionsontheTopicandthePassage
III.TextStructureAnalysis
IV.TextStudy
1.ParagraphMeaning
2.WordsandPhrasesStudy
3.LanguagePoints
4.SummaryorMainIdeaofthePassage
i.Student’sPresentation
ii.Teacher’sSummary
V.NewWordsDictation
VI.After-textBExercises
VII.Supplementaryexercises
15m
5m
10m
5m
50m
5m
30m
5m
10m
5m
20m
5m
15m
Assignments
1.HandintheexerciseofTRANSLATION.
2.Finishtheotherafter-textA&Bexercisesafterclass.
3.SupplementaryExercises
i.English-ChineseTranslation(5sentences)
ii.Chinese-EnglishTranslation(10sentences)
4.PreviewUnit6
SectionALightenYourLoadandSaveyourLife
Ⅰ.Warm–upActivity
1.TopicDiscussion:
Student’sDiscussion:
Whatcausestress?
Teacher’sSummary
Stresscomesfromallkindsanxietiesinlife.Whenwewanttodosomething(sometimesmanythings)perfectly,butitisbeyondourabilitiesoroutofourcontrol,anxietiescreate.Thisbringsgreatstressonus.Also,stresscomesfromourlesscapableoforganizingthingsweneedtodo.Weattachthesameimportancetotriflesandsignificantthings.Andlastly,whenweleadanunbalancedlife,whenwecommitourlifeonlyinonething,say,ourjob,wehavenootheroutletstodischargeourenergyandemotion,stressedpeoplewebecame.
2.Questionsonthetopicsandthepassages
1)Whataretheharmfuleffectsofstress?
Howdoesthewriterpresentstheharms?
AccordingtoEliot,stressedpeoplefacehighbloodpressure,highercholesterollevels,crazyheartrhythmsandpossiblydeath.
Theshockingeffectofstressisdeath,butthewriterdosenotjumptothe
conclusionabruptly.Instead,thewriterpresentsaprogressiveprocessofaseriesofcausesandeffects.Inthesecauseandeffectrelations,thefirsteffectisthesecondcause,thesecondeffectisthethirdcause,andsoon.Thisprocessmakestheargumentmoreconvincingandmorelogical.
2)Whatcausesstressaccordingtothewriter?
Thewriterthinksthat,formanypeople,therootofstressisangerwhichcomesfromtwoaspects.Firstly,onesourceofstress(anger)comesfromseekingperfection,aterriblecyclethatendsinperfectionistsblowingtheirtops.Secondly,stresscomesfromthatsomepeoplehavelittleunderstandingofwhatisimportantinlife.Theygivethesameemphasistoatrafficjamthattheygiveafamilyargument.
3)AccordingtoEliot,howtodealwiththeproblemofstress?
①Learntobelesshostilebychangingsomeofyourattitudesandnegativethinking.(p12)
②Takechargeoflife,andcontrolisthewayoutofbeingstressed.(p13)
③Understandwhatpartsoflifearecontrollableandfindoutwhatneedstobedoneinordertogaincontrol.(p14)
④listtwelvethingsfirstandthencutthelistdowntosix,onlykeepingthingsthatwillaffectidentity,controlandselfworth.(p16)
⑤decidetodoonlythemostimportantthings.(p17),buttheseprioritiesshouldbechargedovertime.
4)WhataretheNICEfactors?
WhyaretheYimportant?
NICEfactorsarenew,interesting,challengingexperiences,comparedtoFUDfactors---fear,uncertaintyanddoubt;NICEfactorscanmakeourlifecontrollableinsteadofstressful.
5)WhatdosetheexampleofBenFranklinshow?
BenFranklin’sexampleshowsusthattherearemanythingsinlife,butsomeareimportant,fewerarethemostimportantwehavetodoorachieve.Whatweshoulddoistosetourprioritiesandchangetheprioritiesproperlywiththepassageoftime.Anyway,onlyafewthingscanaffectouridentity,controlandself-worthinmixedlife.
Ⅱ.Backgroundinformation
1.Dr.RobertS.EliotisacardiologistattheUniversityofNebraskaMedicalCenter.HeisthefounderandchairmanoftheDepartmentofPreventiveMedicineattheUniversityofNebraska.HisbestsellersincludeIsItWorthDyingFor?
HowtoMakeStressWorkforYou—NotAgainstYouandHowtoLightenYourLoadandSaveYourLife.Youcanreadashortdiscussiononhisbookathttp:
//www.watchtower.crg/library/g/1998/3/22/articl_01.htm.
2.TheUniversityofNebraskawasfoundedonFebruary15,1869,lessthantwoyearsafterNebraskabecamethe37thstateoftheUnitedStates.Theoriginalgoalofthisuniversitywas,“Toaffordtheinhabitantsofthisstatewiththemeansofacquiringathoroughknowledgeofthevariousbranchesofliterature,science,andthearts.”
TheUniversityofNebraskaisthestate’sonlypublicuniversity.ItbecamethefirstinstitutionwestoftheMississippiRivertooffergraduateeducationin1903andjoinedtheprestigiousAssociationofAmericanUniversitiesin1909.
TheUniversitywasreorganizedundera1968actoftheNebraskaLegislature.ThelegislationprovidedfortheadditionoftheUniversityofNebraskaatOmaha(formerlythemunicipalUniversityofOmaha)anddesignatedtheUniversityofNebraska-LinclinandtheUniversityofNebraskaMedicalCenterasseparatecampuses.In1991,theUniversityofNebraskaatKearney(formerlyKearneyStateCollege)becameacampusoftheuniversity.Theuniversityalsoincludesmanyresearch,extension,andservicefacilitiesstatewide.Tolearnmoreabouttheuniversity,visithttp:
//www.nebraska.edu.
III.TextStructureAnalysis
Thepassage,presentingtheviewsofDr.RobertS.Eliot,givesadviceonhowtolightenone’sloadandimproveone’slife.First,welearntheharmsofstress.Thenwelearnhowtodealwithit.Thepassagecanbedividedintofiveparts.
PartOne(Para.1-2):
Presentingthetopicoftheessay:
Ifyouoftenfeelthestressinyourlifeisspinningoutofcontrol,youneedtolearntotakechargeofyourlifewhereyoucan—andrecognizetherearemanythingsbeyondyourcontrol.
PartTwo(Para.3-5):
Mainlyabouttheharmfuleffectsofstress.InPara.3,thewriterintroducesDr.RobertS.Eliot,aclinicalprofessorofmedicinewhowroteaboutFromStresstoStrength:
HowtoLightenYourLoadandSaveYourLife.ThisgivesusahintthatthewritermighttellusaboutDr.Eliot’sopinionsconcerningstress.Para.4and5tellustheharmfulresultsofstress:
highbloodpressure,highercholesterollevels,crazyheartrhythms,andpossiblydeath.
PartThree(Para.6-11)Mainlyaboutthecausesofstress.Para.6tellsusstresswasoncenearlykillingEliot,buthe’sdoingverywellnow.Inpara.7,Eliotanalyzesthemainpredictorsofstress---fear,uncertainty,anddoubt---togetherwithperceivedlackofcontrol.Inpara.8,Eliotclaimstherootofsomepeople’sstressisanger.Inpara.9,Eliotsaysonesourceofstresscomesfromseekingperfection,aterriblecyclethatendsinperfectionistsblowingtheirtops.Inpara.10,Eliotsaysothersareangry,becausetheyhavenocompassinlife.Thattheygivethesameemphasistoatrafficjamthattheygivetoafamilyargumentisanexamplethattheyhavelittleunderstandingofwhatisimportantinlife.Para.11concludesthispartbysayingthatstresscanactuallymakeyouhot-temperedandblowapartduetoaheartproblem.
PartFour(Para.12-18):
ThispartpresentsuswithsomesuggestionsfromEliotashowtodealwithstress.InParagraph12,Eliotadvisesusthatoneshouldlearntobelesshostilebychangingsomeattitudesandnegativethinking.StartingfromParagraph13,Eliotrecommendstakingchargeoflife.Controlisthewayoutofbeingstressed.InParagraph14,Eliotrecommendsthatpeopleshouldunderstandwhatpartsoflifearecontrollable.Oneshouldalsofindoutwhatneedstobedoneinordertogaincontrol,Paragraph14toParagraph17gointodetailconcerninghowtosetpriorities.InParagraph14,EliotgivesusanexampleofsomethingBenFranklinwrotedownwhathewantedtodo-beabetterfather,abetterhusband,financiallyindependent,s
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