大学体验英语教案第4册25页精简版(25页).doc

-Unit One Men and Womens Prejudices1. Teaching Objectives:In This unit, the students will:·listen and then talk about job prejudice ·read about men's roles at home ·learn new words and expressions ·write about the differences between men and women ·practice reading skills: Recognizing generalizations ·practice translating skills: Multiples ·practice describing structures of an organization ·write a job advertisement ·visit culture salon for a discussion on computers and the changes in women's employment 2. Main contents and hours distribution:1) Lead in: Listen and Talk / 1 period2) Read and Explore (passage A and B) / 3 periods or more3) Write and Produce / 1 period4) Oral activities / 1 period5) Culture Salon / off class3. Main focus and points:1) Speaking: talk about prejudices against certain kinds of jobs, such as lawyers, nurses, teachers and so on.2) Words and expressions: to put forward a phenomenon and illustrate it from different aspects, such as, criticize, mirror, trend, be bombarded by, syndrome, imply, call for, widespread agreement, obsolete, acknowledge, strive, recognition etc.3) Reading skills: recognizing generalizations4) Translating skills: Multiples5) Writing skills: description of structure and organization and writing job advertisements4. Extended contents:Passage C and D in Extended Book5. Teaching methods:Multimedia teaching tool. Student-centered and task-based teaching methods.6. Reference books: / 7. Exercises and practice:Exercises 3, 4, 5, 6, 7, 9, and 12, 13, 14, 16.8. Further thinking:(Refer to the courseware)9. Teaching procedures:The first two periods (90m)1) (TßàSs) Lead in / discussion: what prejudices do people have about certain kinds of job? What kind of words would you use to describe the following jobs, such as, lawyer, nurse, teacher, architect and engineer? (10m)2) (TßàSs) Listening to the passage on page9 (10m)3) (SsßàSs) Communicative task 1: read dialogue 1, learn some tips and practice in pairs. (14m)4) (SsßàSs) Communicative task 2: read dialogue 2, learn some tips and practice in pairs. (11m)5) Passage A: Pre-reading tasks1. (TßàSs) What does father mean to you? Use one sentence to describe.2. (TßàSs), (SsßàSs) Share your ideas: What kind of man could be called “ a good family man”? Is your father a good family man? Do you want to be /marry a good family man? Why? While reading tasksQuestions for thinking The first reading: reading through text A for reading comprehension in exercise 3.The second reading: fill in the blank about the detailed information of text A. Words and expressions: pick out some valuable sentences and words for students to analyze and remember. Encourage them to use these expressions while writing. Reading reflectionv Generalizing main idea Read the passage and generalize its main idea.( Its mainly about some media trends toward diminishing the importance of fathers in the U.S.)v Sum up the media trends towards fatherhood. Marginalizing fathers; abusive husbands/deadbeat dads; At-home dads and working mothers are praised.At-home mothers and breadwinner fathers are devalued.At-home wives are regarded as “status symbols”, etc. Find words or expressions in the text which show the authors attitude towards the media trend of marginalizing fathers.6. (TßàSs) Assignment: writing a composition on prejudices against men/women in job-hunting.The third period (45m)1) (SsßàSs) Prepare as many questions as possible about the roles of the father in the family and interview your classmates with the help of the tips given on page 17. 2) (SsßàSs) In groups of 4, interview your group members and write down their answers. (15m)3) (SsßàSs) Discuss in groups about your answers and draw a conclusion. 4) (SßàSs) Report to the whole class about your groups opinions. The fourth and fifth periods (90m)1) (SsßàSs) Passage B: Discuss the following questions: would you like to change careers or even give up jobs at the request of your spouse? Why or why not? (5m)2) (TßàSs) Read through the text and in your own words generalize its main idea.3) (TßàSs)Read the passage more carefully and try to complete the summary. (See courseware)4) (TßàSs) Words and expressions: analyze some valuable sentences in passage B. (15m)5) (Ss) Exercises: 4, 5, 6, 12, 13, 14. (30m)6) (TßàSs) Reading skills: recognizing generalizations and exercise 15. (15m)7) (TßàSs) General writingDescription of structure and organizationFirst, read the introduction on p. 26. Study the expressions on p. 26.Write a description of an organization in your college or at the University such as the Students Union, Science Association, etc. Be prepared to make an oral presentation on your work. The sixth period (45m)1) Role-play Role A You are a young person who has decided to marry someone you love who comes from another country (e.g., America). Today you'll tell one of your parents of this decision, and ask for his/her approval. Below are some of the reasons why you think your international marriage will be successful (think of other reasons by yourself): You feel that in such a marriage, you will: develop a broader point-of-view enjoy more straightforward, honest communication share cultural backgrounds have a chance to travel or live overseas be able to raise bilingual children You will speak first. Say, "Mother (or Father), I have decided to marry a man(or woman) from (name of country). I hope that you will give your approval." Role B You are the mother or father of a young person who has decided to marry someone who comes from another country (e.g., America). Today your child will tell you of this decision, and ask for your approval. Below are some of the reasons why you think this international marriage will not be successful (think of other reasons by yourself). Argue against the marriage, but in the end, decide for yourself whether or not to give your approval. Below are some of your concerns (think of others by yourself): You worry that in such a marriage, your child will - quarrel too much over different ways of thinking - have a limited relationship because of language barrier - have difficulty with different customs, foods, etc. - risk being separated from family and relatives - raise children who are confused about their cultural identity (which culture they belong to)Your child will speak first. Listen, then think and respond to what he or she says. 2) Comments and suggestions Unit Two Culture1. Teaching Objectives: In this unit, the students will· first listen, and then talk about different cultures · read information about aspect of culture· learn more words and expressions· practice reading skills: distinguishing fact from opinions· practice translation skills: numbers· learn how to write a program for performance and a passage to introduce the internet· learn to talk about “ Is it necessary to protect traditional culture?” (e.g. on protecting old buildings)· visit culture salon for information about Chinese dragon culture2. Main Contents and Hours Distribution:1) Introduce the course and listening and speaking practice / 1 period2) Read and Explore (Passage A and B) / 4 periods3) Exercises / 1 period4) Write and Produce / 1 period5) Culture Salon / off class 3. Main Focus and Points:1) Listening: for specific information2) Speaking: Inviting a friend to celebrate the Dragon Boat Festival3) Reading: Distinguishing fact from opinion4) Writing: Forming compound and complex sentences5) Language points: alter, compel, deceive, inflict, misrepresent, option, be capable of, be taken in, loud and clear, thanks to, with the exception of4. Extended Contents:Passages C and D in Extended Book 5. Teaching Methods:Teachers instruction and students discussion6. Teaching Procedures:The first two periods (90m)Task 1: (TßàSs) Lead-in questions: Here are typical symbols of some major cultures. What do you think they represent respectively? Would you prefer to live in a monoculture or multi-racial society? Why? Visit Culture Salon about “Chinese Dragon Culture”.Task 2: (Ss ßàSs)Sharing experience Think about the question: Have you ever experienced any kind of culture shock? Tell your story to your classmates.Task 3: Talk About ItListen to Dialogue Sample 2 and try to answer the following questions.Ø What time should a guest arrive? Ø What generally does the guest first do when he/she arrives?Ø If the guest is caught in a traffic jam, what should he/she do?Ø If the guest has accepted an invitation and cant make it, what should he/she do?Ø Need the guest bring any gifts?Task 4: (TßàSs) How much do you know about Shakespeare?Discuss the short paragraph on P 34 with your neighbor and point out the errors. Then look at the pictures of Shakespeares life and make comments based on these pictures.Task 5: (Ss ßàSs) Lead-in listening (textbook)Ss are going to listen to an interesting short play about visiting Shakespeares house. Try to answer the questions on P34 and fill in the blanks in the paragraph on P34 (listen to the play for three times)Passage D Appreciating Cultural Differences Makes Good Business SenseTask 1. Skimming and Scanning1. Its essential to understand the cultural differences if you want to be proved more reliable in commercial relationships.2. Japanese, Latins and Germans are playing vital roles in international business and trade.3. Latins like physical touching and small personal distance, so are Germans.4. Latins tend to be much more casual and informal than Germans and Japanese in manners. 5. If you stare at your Japanese business associate at a meeting, he is most likely to turn away his eyes.6. Germans place both hands above the table when they are having dinners.7. Its considered acceptable for the guests to make some negative comments about the food served if it is really badly cooked.Task 2. Vocabulary Development Each of the verbs and nouns in the following lists occurs in this passage. Choose the noun that you think collocates with each verb and write it in the blank. If you think more than one noun is possible, write them down. Task 3. Read and Simulate The third period (45m)Culture Shock1. Watch a video in which 6 people describe their cross cultural experiences abroad. Finish the following tasks.2. Listen to three people describing unique customs they observed while traveling. Complete the chart in the next page.The 4th 5th periods (90m)1) (TßàSs) Reading skills practice: Distinguishing facts from opinion 2) (Ss) Read Passage B on cultural differences and answer the questions.3) (Ss) Translate the sentences into Chinese. 4) (TßàSs) Vocabulary Development5) Read and simulate6) (TßàSs) Language points 7) (Ss) Exercise 12, 13, 14 8) (TßàSs) Assignment: Choose one aspect of culture in China or other countries and prepare a presentation to the class.The 6th period (45m)1) (SsßàSs) Ss presentation of different cultures in different countries.2) (TßàSs) Comments and suggestions.Unit Three Copyright1. Teaching objectivesThis unit will 1) provide students with materials to learn about Copyright;2) provide students with useful information about Copyright;3) provide students with practical reading skills: making references;4) provide students with translating skills: negatives;5) provide students with practical describing advantages and disadvantages;6) provide students with writing a letter of complaint;7) provide students with cultural information for a discussion on academic honesty.2. Course Arrangements and main contents1st period: Cultural salon + talk about it (half class)2nd period: Cultural salon + talk about it (another half class)3rd period: Listening comprehension, vocabulary of passage A (whole class)4th period: Analysis of passage A (whole class)5th period: Practical writing + communicative skills (half class)6th period: Practical writing + communicative skills (another half class)7th period: Passage A: exercises, Passage B: vocabulary (whole class)8th period: Passage B (whole class)3. Extended Contents:Passages C and D in Extended Book 4. Teaching Methods:Teachers instruction and students discussion5. Teaching proceduresThe First and Second Periods (90m)Task 1: Warm-up questions 1) Where do you get your favorite MP3 or mobile phone? 2) Have you ever bought any fake products or pirated products? What are they?3) Why do you think people ignore or violate copyright?Task 2: Listen and fill inTask 3: Listen to the long conversation, and answer the following questions.Task 4: Read Dialogue 2 in the textbook on page 56. And try to find the meaning of the following expressions:1. 商标 _ 2. 消协_ 3. 假货 _4. 备份文件_Task 5: Read Dialogue 1 loudly, and find the English version of the following phrases:1. 盗版软件_2. 正版产品_3. 升级 _4. 不道德的_ Passage A: 10 Big Myths About Copyright1. Key words and expressions copyright notice 版权标识 violation 侵权 Berne copyright convention 伯尔尼版权协定Usenet 世界性的新闻组网络系统fair use 合理使用 civil law 民事法 sue 起诉commercial value 商业价值 2. Is it true? Please give the reasons.1) If it doesnt have a copyright notice, its not copyrighted.2) If I dont charge for it, its not a violation.3) If its posted to Usenet its in the public domain.4) My posting was just fair use.5) If you dont defend your copyright you lost it. - Somebody has that name copyrighted.6) If I make up my own stories, but base them on another work, my new work belongs to me.7) They cant get me. Defendants in court have powerful rights.8) Oh, so copyright violation isnt a crime or anything.9) It doesnt hurt anybody in fact its free advertising10) They e-mailed me a copy, so I can post it.3. Read and thinkWhat do the members of the Dawson community value and respect?What is the pledge of the members?What kinds of behaviors are considered as plagiarism?What do you think is academic dishonesty? Please list some forms of it.The third period (454m)(TßàSs)Practical writing + communicative skills 1)Practical writing: Letter of ComplaintWriting a letter of complaint is a serious matter, which should sound much more formal than a personal letter, because it handles something that might hurt the good relations. Therefore, your letter should sound firm in giving a justified complaint while at the same time restrained and polite in using language.The 4th and 5th periods (90m)1. (SsßàSs