新视野第2版第2册UNIT8教案.docx

新视野第2版第2册UNIT8教案.docx

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新视野第2版第2册UNIT8教案

TeachingPlanforUnit8

Course:

CollegeEnglish

Instructor

Module

UnitAThereisalotmoretolifethanajob

BWhatyoungstersexpecttolife

Time

180m

TeachingAids

Multi-media

TeachingObjectives

1.Tohelpthestudentshaveagoodunderstandingofthepassagesthisunit;

2.Tohelpthestudentsgrasptheusagesofsomeimportantwords,phrasesandexpressionsintheunit

3.ToenablethestudentstoanalyzethestructureofTextAandsummarizeparagraphmeaningofTextB

4.Tointroducethebasicreadingskillsofthisunit:

Identifyingthewriter'purpose;

5.Tohelpthestudentsmasterhowtodevelopaparagraphofanargumentsupportedbyfacts.

ChiefPoints&DifficultPoints

1.Getthemainideaofthepassage.

2.Mastersomeusefulexpressions&sentencestructureinthepassage.

3.Understandthestructureofthetext.

Prerequisites

Beforecomingforclass,studentsshould

1.identifysomeimportantwordsforthetopic.

2.scanthetextformainideas.

3.visitlibrarytoresearchaboutinformationconcerningtheunit.

TeachingMethods

Themixtureoflistening,speaking,reading,practicingandwriting

RefereneeBooks

Teacher'sBookofNewHorizonCollegeEnglish

LongmanDictionaryofContemporaryEnglish（English-Chinese）

OxfordAdvaneedLearner'sEnglisChineseDictionary

LongmanDictionaryofAmericanEnglish

TeachingContentsTimeAllotment

SectionA

I.Warm-upActivity

1.TopicDiscussion

i.Student'sDiscussion

ii.Teacher'sSummary

2.QuestionsontheTopicandthePassage

II.BackgroundInformationI.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.PreviewUnit9

SectionAThereIsaLotMoretoLifeThanaJob

Warm-upActivity

1.TopicDiscussion

1）.Howdoyoungstudentsandolderteachersseetheroleofeducationdifferently?

Ontheonehand,moststudentsonlywanttolearnwhatisneededfortheircareerorimmediatesuccess.Intheireyesone'slifetimedriftsbyandwhynot

enjoylifetohisheart'scontent.Sothekeyroleofeducationistopreparethem

wellforaprosperouscareer,whichinturnensuresafinanciallycomfortablelifeforthem.But,ontheotherhand,olderteachers,withIongerandricherlifeexperiences,believethatthequalityoflifeisnotentirelydeterminedbyabalaneesheet,andpeoplecanleadbetterlivesiftheycanseebeyondtheirimmediateneeds.

2）.Whatis“qualityoflife”andhowcanitbeimproved?

Whentalkingaboutqualityoflife,peoplewouldnaturallyassociateitwithbeingfinanciallywelloff.Butthetruthisthatqualityoflifeisnottotallydecidedbyourfinancialstatus.Moreimportantly,wealsowanttofeelthatwehaveanunderstandingoftheworldoutsideourcareer,forhumanbeingshavecollectedagreatdealofknowledgeinmanydifferentfields.Toleadbetterlives,weshould,firstofall,developameaningfulphilosophyoflife.Whilewearestrivingtogetfinanciallywealthy,weshouldimproveourmoralsenseatthesametime.

3）.Howcanwerealizethelifevalue?

Agreatmanusedtosay“Lifeishalfspentbeforeweknowwhatitisclearlyindicatesthatnoteverypersonisawareofthemeaningoflifebeforehegetsoldenough.Therefore,ascollegestudents,firstofall,wemusthaveadeepinsightintothemeaningoflifethroughourpracticallifeexperieneeandgetridofanyfalseillusion.Besides,wemustacquireadequateknowledge,fosterourabilitytoworkindependently,andgrowourselvesintointellectualmaturity,thuspavingthewayforasuccessfulcareer.Moreimportantly,wemustdevelopourmoralsense,whichincludesthesenseofresponsibilityandthesenseofdevotion.Onlyinthiswaycanweliveameaningfullife.

2.QuestionsontheTopicandthePassage

1）Whatistheconclusiondrawnfromthesurveybasedontheresponsesfromover188,000students?

Today'scollegebeginnersaremoreconsumeristicandlessidealisticthanatanytimeinthe17yearsofthepoll.

2）Whatdostudentsthinkabouttheimportaneeofdevelopingameaningful

philosophyoflife?

Itislessimportantthanbeingfinandailywellofforsuccessful.

3）Accordingtothetext,whatisthedutyofeducationalinstitutions?

Tohelpstudentsbecomeawareofthemeaningoflife.

4）Howcanweimproveourmoralsense?

Wecanimproveourmoralsensebyacquiringknowledgeaccumulatedthroughoutages.

5）.Accordingtothewriter,whatmusteducatorspreparestudentsfor?

Itisafactthatthemeaningoflifedoesnotdawnuponyoungpeopleeasily,soschoolsmusthelpstudentsgainaninsightintotheoutsideworldbeyondtheiroccupation,getfar-sightedandbeabletoseetherelationshipbetweenindividualthings.Accordingtotheauthor,educatorsmustpreparestudentsforfuture,notonlyforcareersuccessbutalsoforsomethingmuchmoreimportantthanajob.Tomakethepointclear,theauthortellsofacartoonwherebusinessmenarehavingdifficultytelling“rightfromwrong

II.BackgroundInformation

1.MaconisacityinthemiddlepartofGeorgia,U.S.A.

2.RobinsResidentCenter:

Itisaservice/trainingcenterfortheU.S.AirForce,whichislocatedinMaconStateCollege.

3.Humanities:

Inthecontextofthereadingpassage,humanitiesreferstoabroadacademicdisciplineconcernedwithhowpeoplethroughouthistoryhaveexpressed,confronted,andunderstoodthecomplexitiesofthehumancondition.ItincludessuchareasofstudyasPhilosophy,Literature,Religion,Art,etc.HumanitiesprogramsatU.S.universitiesaremostoftenhousedintheCollegeofLiberalArts.

4.Associatedegreeisawardedbycommunitycolleges,juniorcolleges,andsomebachelor'degree-grantingcollegesanduniversitiesinCanadaandtheUnitedStatesuponcompletionofstudyequivalenttothefirsttwoyearsinafour-yearcollegeoruniversity.Itisthelowestinthehierarchyofacademicdegreesofferedinthesecountries.CommonabbreviationsareAA（AssociateofArts）,AS（AssociateofScienee）andAAS（AssociateofAppliedScience）.

5.EducationintheUnitedStatesisusuallydividedinto4levels.Ingeneral,thesearekindergartenorpre-school,elementary,secondary,andhighereducation.Thefirstlevelisearlychildhoodeducation.Itspurposeistopreparechildrenforschool.Thesecondleveliselementaryeducation.Educationatthislevelisdividedinto6or8grades.Andstudentscanattendallkindsofcourses.Thethirdlevelissecondaryeducation.Itisforjuniororseniorhighschoolstudents.Somestudentspreparethemselvestogotocollege,whileotherstakevocationalortechnicalcoursestoprepareforjobsaftergraduation.TherearemanyinstitutionsofhighereducationintheU.S.Studentsattechnicalinstitutescanreceiveanassociatedegreeaftertheyfinisha2-yearprogram.Thentheycancontinuetheirstudyatafour-yearcollege.

6.SocialSecuritymainlyreferstoafieldofsocialwelfareconcernedwithsocialprotection,orprotectionagainstpoverty,oldage,disability,unemployment,familieswithchildren,etc.Inthereadingpassage,SocialSecurityreferstothesystemintheUSwhichisasocialinsuraneeprogramfundedthroughadedicatedpayrolltax.ItisalsoknownastheOldAge,SurvivorsandDisabilityInsuraneeprogram（OASDI）,inrefereneetoitsthreecomponents.

7.RichardWagner（1813-1883）isafamousGermancomposerandwriter.Asacomposer,heiswell-knownforhis13operas.Besideshisactivityincomposition,Wagnerwroteanastonishingnumberofbooksandarticles.Theliteraryspectrumrangesfromtheoriesofoperatopoliticalprograms.RichardWagnerisundoubtedlyoneoftheleadingfiguresofthe19thcentury.Heinspirednotonlymusiciansandcomposersbutalsoleadersinmanyfields.

8.OscarWilde（1854-1900）,thesonofaneminentDublinsurgeon,wasanAnglo-Irishplaywright,novelist,poet,andshortstorywriter.HeisoneofthemostsuccessfulplaywrightsoflateVictorianLondon,andoneofthegreatestcelebritiesofhisday.SomeofhisrenowneddomesticcomediesincludeLadyWindermeres'Fan（1892）,AWomanofNoImportance（1893）,andAnIdealHusband（1894）.

III.TextStructureAnalysis

Theessayisanargumentationforthepointthatthersalotmoretolifethanajob.Itisofaproblem-solutionpatternwhichcanberoughlydividedintothreeparts.

PartOneconsistsofPara.1toPara.8,presentingtheproblem.Para.1isaverygeneralstatementthatthesaddestthingaboutyouthisthatitiswastedontheyoung.Thisisanoldconvictionwhichservesasalead-intodevelopthediscourseinthewayhowyouthiswastedontheyoungtoday.FromPara.2toPara.4,wecanfindasurveyconductedtofindoutwhattheyouthtodayarethinkingabout.Thesurveyreportonfirst-yearcollegestu