全新版大学英语综合教程第二册教案(共97页).doc

精选优质文档-倾情为你奉上College English Integrated Course Book Two Unit One Ways of LearningText ALearning, Chinese-StyleObjectives:1. grasp the main ideas(that it would be ideal if we can strike a balance between the Chinese and the Western learning styles )and structure of the text (introduction of the topic by an anecdote-elaboration by comparison and contrast-conclusion by a suggestion);2. appreciate the difference between comparison and contrast, as well as different ways to compare and contrast (point-by point method or one-side-at-a-time method);3. master the key language points and grammatical structures in the text;4. conduct a series of reading, listening, speaking and writing activities related to the theme of the unit.Teaching Procedures:Pre-reading tasks1. Teacher asks students the following questions. The first is based on the song teach Your Children:_According to the song, who should teach whom? Is learning a one-way street?(Parents and children should teach each other and learn from each other. Learning is a two-way interaction.)_Can you guess what the theme of this unit, ways of learning, refers to?(Different people have different learning styles.)2. Students listen to the following quotation from 文汇读书周报 （2001年12月1日第一版，“自主教育：管还是不管？”）, take some notes, and then T will invite some students to summarize in English how Chen Yuhuas parents handle her education.(Possible summary: They let her learn independently and seek out knowledge actively. They may help during the process, but dont expect to spoon-feed her with knowledge.) 3. Teacher may lead in to Text A by saying: As you may have noticed from the boo title千万别管孩子自主教育哈佛启示，Chen Yuhuas parents hold quite a western view on child education. They disagree with many other more traditional parents. In Text A, Howard Garnder made a detailed comparison between Chinese and Western attitudes toward learning.) While-reading tasks1. Skimming (15m)1) Students skim Paras1-5 and be ready to answer the following questions:_Where and when did the incident take place?(Jinling Hotel in Nanjing, spring 1987)_ Who are the main characters in this incident?(author, his wife Ellen, their son Benjamin, hotel staff)_What is the attitude of the author and his wife toward Benjamins efforts in inserting the key into the slot?(They let him explore and enjoy himself.)_what is the attitude of the hotel staff toward Benjamins efforts? (They held his hand and taught him how to insert the key correctly.)2) Teacher asks some student pairs to report to the class, one asking the above questions and the other providing the answers.3) Teacher tells students that there are many ways of introducing a topic (see Text analysis). Students will decide which way is adopted by Howard Gardner.2. Teacher explains language points from Para1 to para 5, and gives students practice (see Language Study).(15m)3. Teacher guides students through the directions for Text Organization Exercise2 and Writing Strategy. Then students scan the first sentence of birth para6 and para7, and decide what method of comparison and contrast is used here (one-side-at-a-time method).(8m)4. Teacher explains language points from para 6 to para 10, and gives students practice(see Language study).(15m)5. Students sum up the contrast between Chinese and Western ways to learn to fulfill a task ( the Chinese show a child how to do something, or teach by holding his hand; the Westerners teach a child to rely on himself for solutions to problems).(5m)6. Students scan from para 11 to para 13, then answer the following questions: (5m)_Can you find words like “Chinese ”and “Westerner” or “American” or “the West” in each paragraph? (yes)_ What method of comparison and contrast is used here? (point-by-point method)7. Teacher explains language points in these paragraphs and gives students practice (see language study)8. students sum up the contrast between the Chinese and western attitudes toward creativity and basic skills.(The Chinese give priority to developing skills at an early age, believing that creativity can be promoted over time; the Westerners put more emphasis on fostering creativity in young children, thinking that skills can be picked up later.)(5m)9. Teacher explains language points in Para14 and gives students practice (see language study)(5m)10. Teacher tells students that there are many ways of concluding an essay (see Text Analysis). Students decide which way is used in this essay.(5m)Post-reading tasks1. Debate: Should we develop childrens creativity first or train them in basic skills first?(30m)1) Students divide into two groups, one taking the side of creativity first, another taking the side of basic skills first.2) In each group, Students further divide into smaller groups of three to four, brainstorming argumentsexamplesstatisticsquotesetc in support of their viewpoint, as well as those that could be used to refute the other side.3) Debate begins, with Teacher acting as moderator.2. Teacher guides students through several after-text exercises.(20m)3. Teacher checks on Students home reading (Text B).(3m)4. Students do Part: Theme-Related Language Learning Tasks.(1period)5. Teacher asks students to prepare the next unit: (2m)1) do the pre-reading task2) preview Text AText AnalysisAn essay is usually made up of three parts: a beginning where the topic is introduced; the body part where the topic is elaborated on, and a conclusion.Text B of this unit, Children and Money. Begin with an imagined argument between a child and his parent over the control of pocket money. Discover other forms of introduction as you read on. However, the more important points is that you should learn to vary your own writing by adopting various types of topic introduction.Without a conclusion, an essay lacks a sense of completeness. A conclusion may be a restatement of the main points previously mentioned, a proposed solution, a quotation from some book or person, a prediction of future developments, a suggestion for further study, etc. Text B, unit 3, Book 1 ends by giving a simile, comparing scientific research to mountain climbing, “a process filled with disappointments and reverses, but somehow we keep moving ahead.” In this text, Howard Garder makes a suggestion in the form of a question.Cultural Notes1. Education in the West: There is no common agreement in the West concerning the best method of education. A variety of views can be found among parents, teachers and students. Indeed, it might be argued that it is this very existence of contending points of view that is characteristic of Western education. This can be seen as far back as in the work of the ancient Greek philosopher Socrates, who encouraged his students to question everything, even their most fundamental beliefs. Yet even then there was no general agreement that this was the best way to teach. Socrates, after all, was condemned to death by his fellow citizens for corrupting the morals of the young by his way of teaching. Many later periods of Western history were no more tolerant of encouraging students to challenge traditional beliefs: Darwins theory of evolution, for example, was for a time banned from schools in some American states on the grounds of religious belief. Much of the current debate over education surrounds the extent to which learning should be teacher-based or student-based. Which of the two should decide what should be learned, how it should be learned, and when it should be learned? Comparing Western and Asian methods of learning it is generally true that Western methods are more student-centred, expecting students to discover things for themselves rather than relying on their teachers to tell them. An extreme version of the student-centred approach can be seen at Summerhill, a school in England established by the educationalist A.S. Neil. There children have complete freedom to decide what they are going to learn and which lessons they will attend. If they wish they need not attend any at all. Mainstream education in England is far stricter, demanding that children attend lessons and follow a national curriculum. This curriculum and the importance of achieving good exam results tend to reinforce a more teacher-centred approach, as both teachers and students find the pressure of time leaves less opportunity for an exploratory approach to learning. The extent to which learning is teacher-centred or student-centred also depends on differences between subjects. In recent years, for example, there has been a trend in the teaching of mathematics in school classrooms in England away from having pupils work on their own or in small groups back towards a more traditional approach, with the teacher guiding the entire class step-by-step through a lesson. This followed research that suggested that, as far as math was concerned, a more teacher-centred method was more effective.2. Standing on the shoulders of giants: a well-known phrase, frequently employed by inventors to express modesty about their achievements. The suggestion is that while they have been able to see further than those who came before them, it is not because they themselves are intellectual giants. Rather it is because they have been able to build upon the accumulated discoveries of their great predecessors.Notes to Text ALanguage points: 1. attach: fasten or join (one thing to another) (used in the pattern: attach sth. to sth.)eg.: 1) Scientist discovered they could measure wind speed by attaching a wind meter to a kite and sending it up.2) Attached to this letter you will find a copy of the document you asked for.2. to position the key just so: to position the key carefully to fit into the narrow key slot3. not in the least: not at alleg: 1) I am not in the least touched by the Marilyn Monroe kind of beauty.2) Ann didnt seem in the least concerned about her study.4. find ones way: reach a destination naturally; arrive ateg: 1) Shanghai is not an easy city to find your way around.5 Phenomenon: (pl. phenomena) sth. That happens or exists and that can be seen or experienced Eg: 1) Hurricanes are a relatively common phenomenon in the Caribban. 2)Street-related illness is a common phenomenon in big cities.3)Thunder and lightening are natural phenomena.6. initial: of or at the beginning, first(adj. used only before n.) eg: 1) If a car suddenly pulls out in front of you, your initial reaction may include fear and anger.2) Their initial burst of enthusiasm died down when they realized how much work the job involved.7. assist: help(used in the pattern: assist sb. to do sth., assist sb. with sth.) Eg: 1) The professor was assisting his students to prepare their project. 2) The college student decided to assist the boy with his study.8. insert: put, fit, place( in, into, between) Eg: 1) Wait for a couple of minutes with your mouth closed before inserting the thermometer. 2) The doctor carefully inserted the needle into my left arm.9. somewhat: to some degree, a little Eg: It is reported that conditions in the village have improved somewhat since November._“Are you concerned about your exam results?”_somewhat. ”10. await: (fml) wait for Await is a fairly common word in formal writing, but you do not usually use it in conversation. Instead you use “wait for.”Eg: 1) We must await the results of field studies yet to come.2) After I sent the letter asking for a job, I had nothing to do but await the answer.11. on occasion: now and then Eg: 1) I was usually the only foreign participant, although on occasion I brought other Americans in as guests.2) Steve spent almost all his time doing his research, but, on occasion, he would take his son to see a film.12. neglect: give too little attention or care to Eg: 1) He gave too much attention to his career, working long hours and neglecting his wife. 2) Their investment turned out to be a failure and the manager was accused of neglecting his duties.Cf: ignore: pay no attention to sb./sth. on purpose, or as if sth. has not happened13. relevant: directly connected with the subject (followed by to, opposite irrelevant) Eg: 1) Only a few people feel the debate about the cloning of human being is relevant to their daily lives.2) While writing my term paper I was able to borrow all the relevant books from the school library.14. investigate: try to find out information about (used in the pattern: investigate sth., investigate-wh clause) Eg: 1) Police are still investigating how the car accident happened. 2) we can assure you that your complaint will be fully and properly investigated.15. exception: sb./sth. that a comment or statement does not apply to Eg: 1) Normally, parents arent allowed to sit in on the classes, but in your case we can make an exception.2) We feel that all the students in this class, with one or two exceptions, support the educational reforms.16On ones own: without anyones help Eg: 1) You neednt give me any help. I am able to manage on my own. 2) There are jobs your child can do on her own. alone Eg: 1) the child was left on her own for own for hours as her mom had to deal with the emergency.2) I'd rather not go to dance on my own. I do wish youd come with me .17. accomplish: manage to do (sth.) Eg: 1) Unless you practice youll accomplish nothing. 2) Considering their capacity, the possibility of accomplishing the task is not high.18. in due course: at the proper time; eventually Eg: 1) Your book will be published in due course. 2) Be patient. Youll get your promotion in due course.19. critical: very important Eg: 1) Environmentalists say a critical factor in the citys pollution is its pollution. 2) How well you accomplish this task will be critical to the success of your career. very serious or dangerous Eg: 1) In yesterdays car accident, ten people were killed and five people are still in a critical condition. 2) As the situation in Afghanistan became critical, the UN Secretary-General appointed a special representative to tackle it.20. principal: (rather fml) main, chief Eg: 1) The couples principal concern is to earn enough money to send their children to school. 2) Her principal interest in life was to be a world-renowned pianist. n. The principal of a school or college is the person in charge of it. Eg: 1) Complaints from the students began arriving at the principals office.Cf: principle( see Confusable Words)21. make up for: repay with sth. good, compensate forEg: 1) I didnt travel much when I was younger, but I m certainly making up for lost time now. 2) Her husband bought her a present to make up for quarreling with her the day before.