全新版大学英语综合教程第二册教案unit 1 book2

上外全新版大学英语教案 第二册

Unit 1 Ways of Learning

I. Teaching Objectives

Students will be able to:

1. grasp the main idea (that it would be ideal if we can strike a balance between the

Chinese and the Western learning styles ) and the structure of the text

(introduction of the topic by an anecdote一 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.

II. Key Points: The structure, the writing skill, and the main idea of the

text will be the focus. Only a few words and sentences, which will be the obstacles for students? understanding of the text, will be explained in class.

III. Difficult Points:

Some sentences whose meanings are difficult to understand and whose structures are hard to analyze:

1. Line 35-39（Para. 6）: Since adults know how to place the key in the key slot, which is the ultimate purpose of approaching the slot, and since the child is neither old enough nor clever enough to realize the desired action on his own, what possible gain is achieved by having him struggle?

2. Line 70-71(Para.10): The idea that learning should take place by continual careful shaping and molding applies equally to the arts.

3. Line 100-102(Para.14): Can we gather, from the Chinese and American extremes, a superior way to approach education, perhaps striking a better balance between the poles of creativity and basic skills?

IV. Teaching Materials: ppt and materials

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上外全新版大学英语教案 第二册

V. Teaching Methods: Lecturing, practicing

and discussing.

VI. Teaching Timing: 8 sessions of class

VII. Teaching Process:

1st -2nd periods: Pre-reading; Teacher?s Introductory Remarks and Students?

Discussion related to the topic.

3rd -4th periods: While-Reading (Understanding the title of text A; Analyzing the organization of the text; Explaining Difficult sentences and language points in the text; Summing up the main idea of the text)

5th-6th periods: Dealing with the exercises after Text A. Check on Ss? home reading (Text B); Post-Reading Task: Theme-Related Language Learning Tasks

7th-8th periods: Listening and speaking tasks.

A. Pre-reading tasks

Pre-reading tasks

1.T asks Ss the following questions. The first is based on the song. Teach Your

Children: (5minutes )

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. Ss listen to the fo11owing 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 Ss to summarize in English how Chen Yu hua?s parents handle her education.

一本由中国经济出版社推出的《千万别管孩子一一自主教育哈佛启示录》的书近来极为畅销，问世才一月,在全国销售量已达到20余万册。其所倡导的“自主教育”理念在教育界引发争议。

不少读者反映,这本书最初吸引他们的是出挑的书名一一\千万别管孩子气难道真的应

当对孩子的教育放任自流?看了书后才明白,该书所强调的,其实并非让家长“剔管” 孩子,恰恰是，“怎么去管”这个老问题。但它鲜明地提出了\自主教育\理念,切中了社会热点。 该书主人公陈宇华的父母在讲述教育经验时说,虽然他们常说\从来没管过她。“其实,他们一直在管她,而管的内容,就是反复提醒孩子的自我意识,让她认识到自己才是教育的主体,一切要靠自己的努力,才会成功,老师家长则仅仅起辅导作用。这正是自主教育的精髓所在……

(possible summary: They let her learn independently and seek out knowledge actively. They may help during the process, but don't expect to spoon-feed her with

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上外全新版大学英语教案 第二册

knowledge.)(15minutes)

3.T may lead in to Text A by saying: As you may have noticed from the book title 《千万别管孩子一一自主教育哈佛启示录》,Chen Yuhua?s parents hold quite a western view on child education. They disagree with many other mom traditional parents. In Text A, Howard Gardner made a detailed comparison between Chinese and Western attitudes toward learning.(2minutes)

B. While-reading tasks

1 .Skimming (15minutes)

1) SS Sum Paras 1-5and 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 Benjamin's efforts in inserting the key into the slot?(They let him explore and enjoy himself.) What is the attitude of the hotel staff toward Benjamin?s efforts?(They held his hand and taught him how to insert the key correctly.)

2) T asks some S pairs to report to the class, one asking the above questions and the other providing the answers.

3)T tells Ss that there are many ways of introducing a topic (see Text Analysis).Ss

will decide which way is adopted by Howard Gardner.·

2.T explains language points from Para 1to Para 5,and gives Ss practice Language Study). (15minutes)

3.T guides Ss through the directions for Text Organization Exercise 2and Writing

strategy. Then Ss scan the first sentence of both Para 6and Para 7,and decide what method of comparison and contrast is used here (one-side-at-a-time method).(8minutes)

4.T explains language points from Para 6to Para 10,and gives SS practice (see

Language Study) (15minutes) 5.Ss sum up the contrast between Chinese and Western ways t01earn to fulfill a

task (the Chinese show a child how to do something, or teach by holding his hand; the Western teach a child to rely on himself for solutions to problems).(5minutes)

6.SS scan from Para 11ωPara 13,then answer the following questions:(5minutes)

Can you find words like \

in each paragraph?(yes)

What method of comparison and contrast is used here?(point-by-point method) 7.T explains language points in these paragraphs and gives SS practice (see

Language Study). (20minutes)

8.Ss sum up the contrast between the Chinese and the Western attitudes toward

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上外全新版大学英语教案 第二册

creativity and basic skills-(me Chinese give priority to developing skills at m early age, believing that creativity can be promoted over time; the Westerners put more emphasis on fostering creativity in young children, thinking that skills cm be picked up later.)(5minutes)

9.T explains language points in Para14and gives SS practice (see Language study

(5minutes)

10.T tells SS that there are many ways of concluding an essay (see Text

Analysis).SS decide which way is used in this essay(5minutes)

C. Post-reading tasks

1.Debate:Should we develop children's creativity first or train them in basic skills

first?(30 minutes) 1)SS divide into two groups, one taking the side of creativity first, another taking

the side of basic skills first.

2)In each group, Ss further divide into smaller groups of three to four,

brainstorming arguments examples\\ statistics\\ quotes \\ etc. in support of their viewpoint, as well as those that could be used to refute the other side. 3)Debate begins, with T acting as moderator.

2.T guides SS through several after-text exercises.(20minutes) 3.T checks on Ss, home reading (Text BL(3minutes)

4.Ss do Part Iv: Theme-Related Language Learning Tasks.(1period) 5.T asks Ss to prepare the next unit:(2minutes) 1)do the pre-reading task; 2)preview Text A.

VIII. Assignments:

Assignments for 1st and 2nd periods:

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Vocabulary Exercises I, II, III in Text A Listen to the recording of the text

Assignments for 3rd and 4th periods:

? Review what have been learned in class

Comprehensive Exercises, I, II in Text A

Read the text fluently and imitate the pronunciation and intonation of the recording

Assignments for 5th and 6th periods:

? ? ?

Review what have been learned in class

Language Practice in Text B

Preparations for paragraph recitation and dictation of new words and expressions in Unit 1

Assignments for 7th and 8th periods:

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