全新版大学英语综合教程第二册教学导案.docx
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全新版大学英语综合教程第二册教学导案.docx
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全新版大学英语综合教程第二册教学导案
全新版大学英语综合教程第二册教案
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CollegeEnglishIntegratedCourse
BookTwoUnitOne
WaysofLearning
TextA Learning,Chinese-Style
Objectives:
1.graspthemainideas(thatitwouldbeidealifwecanstrikeabalancebetweentheChineseandtheWesternlearningstyles)andstructureofthetext(introductionofthetopicbyananecdote-elaborationbycomparisonandcontrast-conclusionbyasuggestion);
2.appreciatethedifferencebetweencomparisonandcontrast,aswellasdifferentwaystocompareandcontrast(point-bypointmethodorone-side-at-a-timemethod);
3.masterthekeylanguagepointsandgrammaticalstructuresinthetext;
4.conductaseriesofreading,listening,speakingandwritingactivitiesrelatedtothethemeoftheunit.
TeachingProcedures:
Pre-readingtasks
1.Teacherasksstudentsthefollowingquestions.ThefirstisbasedonthesongteachYourChildren:
_Accordingtothesong,whoshouldteachwhom?
Islearningaone-waystreet?
(Parentsandchildrenshouldteacheachotherandlearnfromeachother.Learningisatwo-wayinteraction.)
_Canyouguesswhatthethemeofthisunit,waysoflearning,refersto?
(Differentpeoplehavedifferentlearningstyles.)
2.Studentslistentothefollowingquotationfrom《文汇读书周报》(2001年12月1日第一版,“自主教育:
‘管’还是‘不管’?
”),takesomenotes,andthenTwillinvitesomestudentstosummarizeinEnglishhowChenYuhua’sparentshandlehereducation.
(Possiblesummary:
Theyletherlearnindependentlyandseekoutknowledgeactively.Theymayhelpduringtheprocess,butdon’texpecttospoon-feedherwithknowledge.)
3.TeachermayleadintoTextAbysaying:
Asyoumayhavenoticedfromthebootitle《千万别管孩子——自主教育哈佛启示》,ChenYuhua’sparentsholdquiteawesternviewonchildeducation.Theydisagreewithmanyothermoretraditionalparents.InTextA,HowardGarndermadeadetailedcomparisonbetweenChineseandWesternattitudestowardlearning.)
While-readingtasks
1.Skimming(15m)
1)StudentsskimParas1-5andbereadytoanswerthefollowingquestions:
_Whereandwhendidtheincidenttakeplace?
(JinlingHotelinNanjing,spring1987)
_Whoarethemaincharactersinthisincident?
(author,hiswifeEllen,theirsonBenjamin,hotelstaff)
_WhatistheattitudeoftheauthorandhiswifetowardBenjamin’seffortsininsertingthekeyintotheslot?
(Theylethimexploreandenjoyhimself.)
_whatistheattitudeofthehotelstafftowardBenjamin’sefforts?
(Theyheldhishandandtaughthimhowtoinsertthekeycorrectly.)
2)Teacheraskssomestudentpairstoreporttotheclass,oneaskingtheabovequestionsandtheotherprovidingtheanswers.
3)Teachertellsstudentsthattherearemanywaysofintroducingatopic(seeTextanalysis).StudentswilldecidewhichwayisadoptedbyHowardGardner.
2.TeacherexplainslanguagepointsfromPara1topara5,andgivesstudentspractice(seeLanguageStudy).(15m)
3.TeacherguidesstudentsthroughthedirectionsforTextOrganizationExercise2andWritingStrategy.Thenstudentsscanthefirstsentenceofbirthpara6andpara7,anddecidewhatmethodofcomparisonandcontrastisusedhere(one-side-at-a-timemethod).(8m)
4.Teacherexplainslanguagepointsfrompara6topara10,andgivesstudentspractice(seeLanguagestudy).(15m)
5.StudentssumupthecontrastbetweenChineseandWesternwaystolearntofulfillatask(theChineseshowachildhowtodosomething,orteachbyholdinghishand;theWesternersteachachildtorelyonhimselfforsolutionstoproblems).(5m)
6.Studentsscanfrompara11topara13,thenanswerthefollowingquestions:
(5m)
_Canyoufindwordslike“Chinese”and“Westerner”or“American”or“theWest”ineachparagraph?
(yes)
_Whatmethodofcomparisonandcontrastisusedhere?
(point-by-pointmethod)
7.Teacherexplainslanguagepointsintheseparagraphsandgivesstudentspractice(seelanguagestudy)
8.studentssumupthecontrastbetweentheChineseandwesternattitudestowardcreativityandbasicskills.(TheChinesegiveprioritytodevelopingskillsatanearlyage,believingthatcreativitycanbepromotedovertime;theWesternersputmoreemphasisonfosteringcreativityinyoungchildren,thinkingthatskillscanbepickeduplater.)(5m)
9.TeacherexplainslanguagepointsinPara14andgivesstudentspractice(seelanguagestudy)(5m)
10.Teachertellsstudentsthattherearemanywaysofconcludinganessay(seeTextAnalysis).Studentsdecidewhichwayisusedinthisessay.(5m)
Post-readingtasks
1.Debate:
Shouldwedevelopchildren’screativityfirstortraintheminbasicskillsfirst?
(30m)
1)Studentsdivideintotwogroups,onetakingthesideofcreativityfirst,anothertakingthesideofbasicskillsfirst.
2)Ineachgroup,Studentsfurtherdivideintosmallergroupsofthreetofour,brainstormingargume
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