板书设计 Blackboard Layout Background Information 1. 2. 3
Structure of the text and sentence structure in details 1 2 3 Warm-up questions: 1 2 10. Can I understand the text fully? 自我评价问题11. Have I memorized the new vocabulary and can I put them into use? Questions for 12. Do I understand what a college education means to humanities? Self-evaluation 全新版大学英语长篇阅读2，上海外语教育出版社，李荫华 教材与教学资新视野大学英语读写教程（第三版），外语教学与研究出版社，郑树棠 源Resources 大学英语语法，外语教学与研究出版社大学英语，袁懋梓 and Materials: 大学实用英语写作教程，北京理工大学出版社，汪宏 教参 References 新视野大学英语教师用书, 郑树棠, 外语教学与研究出版社，2015年 Motivating Students to Learn.Brophy Jere.East Normal University Press.2004 Classroom Decision-making.Breen Michael P.Shanghai Foreign Language Education Press.2005 课后记录 After Class Notes </p><p>教学对象 Teaching Subjects 周 次 课型 第8-9 周 2015级大学英语本科 教学内容 Lesson Content 授课时间 Unit 3 Discovery of a new life stage 4月11日 - 4月22日 □ 理论课 √ 理论、实践课 □ 实践课 多媒体教室 课时分配 6 教学环境 Teaching Environment 教学目标 Teaching Aims After studying this unit, the students are expected to be able to: 1. understand the main idea and structure of Section A and Section B； 2. master the key language points and grammatical structures in the texts 3. talk about language teaching and learning and express their opinions about current way of teaching in an English class; 4. read with the skill ―finding key ideas in sentences‖; 5. write a composition with three main parts: introduction, body and conclusion. 1. Vocabulary Odyssey parallel previous sensible radical agenda frame spouse stability proportion rebellion resent resort allowance transition predict version boom 2. Skills ● Learn to read with the skill ―finding key ideas in sentences‖ and write a composition with three main parts: introduction, body and conclusion. ●To talk about language teaching and learning ●write a composition with three main parts: introduction, body and conclusion. ●To apply the phrases and patterns 重点 Key Issues 难点 Potential Problems and Difficulties 教学方法 Methodology A combination of traditional teaching methods with the communicative approach will be adopted. Special attention should be paid to classroom interaction like questioning and answers. Small group works are always needed while discussing the questions and the difficult translation practice. More encouragement is needed and more guidance will be given in their extracurricular study. Visual aids, projector, stereo and microphone 教具 Teaching Aids 教学分组 Teaching Groups Group work and pair work 课堂学习任务与活动的组织Conduct of Tasks and Activities （师生互动方式Mode of Interaction; 学习策略Learning Strategies） Students-centered Task-based teaching and learning 教学过程设计 Teaching Procedures 步骤1 Step 1 导入 Lead-in I. Greeting and warming-up questions discussion. 1. What is the ideal university like in your eyes? 2. What are your expectations of your spouse? 3. In your opinion, what is your ideal life? II. Listening and discussing. 1. Listening practice. 2. What should we do to face our parents as children? 步骤 2 Step 2 课文学习 Section A An Impressive English Lesson I. Usage note: 1. sensible, sensitive sensible 表示―明智的‖，如：a sensible person（一个明智的人），a sensible plan（一个切合实际的计划）。 A sensible person makes good decisions and adjustments based on reason rather than emotion. 一个明智的人会根据理智而不是情感来做出合理的决定和判断。 sensible 还可以表示―知道的；觉察的‖，be sensible of … 表示―感知某事；察觉到某事‖。 例如： I am sensible of the suffering you are undergoing. 我清楚你正在经历的痛苦。 sensitive 在词义上表示―敏感的；易受影响的‖。例如： A sensitive person is easily upset by other people’s remarks or behavior. 敏感的人很容易因他人的言论或行为而生气。 You shouldn’t be so sensitive about what people say. 你不应该对别人说什么如此敏感。 sensitive to 表示―对…过敏的；对…理解的‖。例如： Unfortunately, she is sensitive to penicillin, and I doubt whether any other drug will help her. 不幸的是，她对青霉素过敏，我不能确定是否有其他药物可以帮助她。 We’re trying to make people more sensitive to the difficulties faced by working mothers. 我们正在努力使人们更理解上班族妈妈所面临的困难。 2. tend to do sth usu. do a particular thing 倾向于；往往会；易于做某事 People tend to need less sleep as they get older. 随着年纪的增长，人们需要的睡眠会变少。 Because my car tends to overheat in the summer, I frequently have to turn on the A/C to help the engine cool down. 因为我的车往往在夏天会过热，所以我得常将空调打开，以帮 助引擎冷却。 3. peculiar, characteristic, unusual peculiar, characteristic 和unusual 都可用作形容词，都含有表示―有特点的；有特色的‖等意 思，但有细微差别。 从词义上说，peculiar 着重―独特性‖，强调―与众不同的‖特征；characteristic 常强调所指 性质的典型性,也可以表示这些性质使某一事物区别于其他的事物；unusual 强调―少见的‖， 与通常的情况―截然不同的‖或―未曾预料的‖特征。例如： The wine has a peculiar taste. 这种酒有种独特的味道。 It’s characteristic of her that she never complained. 从来不发牢骚是她的个性。 It was not unusual for me to come home at two or three in the morning. 凌晨两三点回家对 我来说是很平常的事。 步骤 3 Step 3 II. Structure Analysis: Main idea of section A: this text is a narrative that talks about the author’s personal experience in giving an effective English lesson to his son. He claims that students can learn better if they are properly taught. Part 1(Paras. 1) Explains how the traditional way labeled previous life stages: childhood, adolescence, adulthood and old ages Part 2 (Paras.2) This transitional paragraph claims that the way of viewing different life stages is changing. Part 3 (Paras3-5) Introduces a new life stage, the odyssey years, using comparison and contrast. Specifically, Paragraph 3 describes what young people used to do after college ,Paragraph 4 presents young people’s assumption of adulthood people today. Paragraph 5 compares the image of young people today in the past and present. Part 4 (Paras6-10) This part exclusively deals with the characteristics of the odyssey years such as young people’s rebellious reaction, parents’ feelings toward the growing children, no new guidelines, young peoples holding traditional aspirations and so on 步骤3 Step 3 语言点Language points Detailed study of the text 1. Most of us know about the phases of life which we label to parallel different age groups and life stages: childhood, adolescence, adulthood, and old age. (Para. 1) Meaning: Most of us know about the different life stages that we describe according to different age groups: childhood, adolescence, adulthood, and old age. 2. We think of infancy before childhood and middle age before old age, with each unique phase bringing its own peculiar set of challenges. (Para. 1) Meaning: We sequence the life stages of infancy, childhood, middle age and old age according to their natural order, with each particular life stage facing its own featured challenges. 3. These challenges can be overcome by acquainting ourselves with them, such as the child’s need to learn, the adult’s need to find the right career and build a family, and the senior’s need for support and good health care. (Para. 1) Meaning: By familiarizing ourselves with the particular challenges such as the needs for different age groups: child, adult, and senior, we can surely overcome all these challenges. Meaning beyond words: If we stay positive and optimistic, we’ll successfully handle the challenges at different life stages. 4. Interestingly, ideas about the stages of life are changing. (Para. 2) Meaning beyond words: Since the sentence states that the ideas about life stages are changing, it’s predictable that the following text will focus on this topic. 5. In previous times, people didn’t have a solid idea of childhood as being separate from adulthood. A hundred years ago, no one thought of adolescence. (Para. 3) Meaning: In the past, people didn’t have a clear concept about separating childhood from adulthood. Children were simply seen as youngsters. 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<h2>板书设计 Blackboard Layout Background Information 1. 2. 3 Structure of the text and sentence structure in details 1 2 3 Warm-up questions: 1 2 10. Can I understand the text fully? 自我评价问题11. Have I memorized the new vocabulary and can I put them into use? Questions for 12. Do I understand what a college education means to humanities? Self-evaluation 全新版大学英语长篇阅读2，上海外语教育出版社，李荫华 教材与教学资新视野</h2>
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