全新版《⼤学英语》教案（第⼆册）
全新版《⼤学英语》教案（第⼆册）
Unit 1 Ways of Learning
1.教学⽬标及基本要求：
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 structure of the text (introduction of the topic by an anecdote—elaboration by comparison and contrast);
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.
2. 教学内容及学时分配：
Time allotment:
1st period: pre-reading; text organization
2nd period: while-reading
3rd period: post-reading activities
4th period: reading practice
5th period: speaking
6th period: writing
3. 教学重点及难点：
Important language points in the text:
4. 教学内容的深化及拓宽：
Students conduct a series of reading, listening, speaking and writing practice to deepen their understanding of the points taught in class.
5. 教学⽅式及在教学中应注意的问题：
A combination of traditional teaching methods with the communicative approach will be adopted. Special attention should be paid to classroom interaction. Give students time to adapt to the new teaching mode in the university that are quite different from the one they were used to in the middle school. More encouragement is needed and more guidance will be given to them in their extracurricular study.
6. 主要参考书⽬：
季佩英，吴晓真，2001，《全新版⼤学英语综合教程2－教师⽤书》。上海：上海外语教育出版社。
柯彦玢，张砚秋，2002，《全新版⼤学英语阅读教程2－教师⽤书》。上海：上海外语教育出版社。
朱万忠，2002，《⼤学英语阅读进阶2》。重庆：重庆⼤学出版社。
7. 思考题和习题：
《全新版⼤学英语综合教程2》第⼀单元Text A后的所有习题。
阅读第⼀单元Text B，完成后⾯的相关练习。
《全新版⼤学英语阅读教程2》第⼀单元及相关练习。
《⼤学英语阅读进阶》第⼀单元及相关练习
Writing Assignment
1st period
Objectives:
1.Making Ss informed of the different requirements of College English as compared with
Middle School English and the course plan of this term.
2.T-S interaction to get to know each other.
The first half of class:
1)Ts’ opening remarks
2)Ts’ deli vering handout of Course Plan to Ss and elaborating it.
The second half of class:
Ask Ss to interview two other Ss and fill in the table.
2nd period
Objectives:
1) Grasp the mail idea and structure of the text;
2) Appreciate the difference between comparison and contrast, as well as different ways to compare and contrast;
3) Master key language points and grammatical structures in the text;
4) Conduct reading, speaking and writing activities related to the theme of the unit.
The Focus and difficult points:
1. The main idea and structure of Text A.
2. The understanding of text A including some difficult expressions.
3. The follow-up activity: debate on education (Should we develop children’s creativity first or train them in basic skills first?) Time Allocation and Course Arrangement:
Pre-reading Tasks: (30 minutes)
1. Deliver handout on American education and ask Ss to skim for main idea and main facts. (5’)
2. Pair work: briefly talk about the features of American education based on the handout. (15’)
3. Ask several pairs to report their discussion. (10’)
4. T’s feedback. (5’)
While-reading Tasks: (60 min)
1.Ask Ss to skim Para 1--5 and do pair work to answer the following questions: (25’)
1) Where and when did the incident take place?
2) Who are the main characters in this incident?
3) What is the attitude of the aut hor and his wife toward Benjamin’s efforts in inserting the key into the slot?
4) What is the attitude of the hotel staff toward Benjamin’s efforts?
2. T introduces ways of introducing a topic (writing strategy 1).
3. Ask Ss to underline the following expressions in your books:
be attached to // position // not in the least // find one’s way to // phenomenon- phenomena // initial // assist // await // on occasion // neglect // be relevant to //
4. Ask Ss to skim Para 6-10 and discuss the following questions: (25’)
1)What does the author mean by saying this incident was key in more than one sense?
2)How do Americans and Chinese differ in their attitudes to creativity?
3)What suggestion is made about seeking a better way for fostering skills and creativity?
5. T introduces comparison and contrast (writing strategy 2).
6. Ask Ss to underline the following expressions in your books:
exception // ultimate // on one’s own // accomplish // proceed to // in due course // critical // principal // child rearing // m ake up for // figure out // in retrospect // come to sb’s rescue // extreme // facility // mold // shape // so much so that // continual // apply // work on
7. Ask Ss to summarize the main idea and structure of the text. (10’)
Homework:
1.Deliver handouts about language points and ask Ss to review them after class.
2.Finish exercises of unit 1.
3.Finish reading Text B.
4.Ask Ss to search on Internet about education and take notes to prepare the follow-up
discussion on Should we develop children’s creativity first or train them in basic skills first. After-reading Tasks: (90 min)
1. Based on the information searched on Internet, Ss hold group discussion on the topic Should we develop children’s creativity first or train them in basic skills first. (15’)
2. The class is divided into two groups based on different ideas and debate on the topic. (30’)
3. Two Ss represent each side to summarize their ideas. ( 15’)
4. Check on Text B and exercises. (30’)
Speaking Course (two periods)
Objectives:
1.Familiarize Ss with vocabulary on sports and discuss concerned topics.
2.Familiarize Ss with vocabulary on weather and discuss concerned topics.
Course Arrangement:
1st period:
1.Deliver handout on expressions of sports and familiarize Ss with vocabulary on sports. (10’)
2.Conduct group discussion based on questions: (20 min)
A.Do you like sports? What are your favorite sports?
B.Why do people need to play sports?
C.What do you know about Olympic Games?
less is more大学英语课件3. Group leaders report to the class. (15’)
2nd period:
1. Deliver handout on expressions of weather and familiarize Ss with vocabulary on weather. (10’)
2. Leaders of each group casually pick out a scrip from Ts with two questions on it and discuss the questions. (20’)—What’s your favorite season and why?
—Are there any special traditions associated with different season in your country?
—What crops are produced in which seasons in your country?
—Do you think weather patterns are changing? If so, why do you think this is?
—Do you have snow in your country? (Do you have hail?) Describe it.
—Do you think that in recent years we are losing our four distinct seasons?
—What kind of climate do you prefer when choosing a place to go on vacation?
—In your opinion, which season is the most beautiful?
—Are you concerned with weather? How do you get weather information?
—Do you like the climate of the city where you live? Why or why not?
—Is weather forecasting important in modern life? Why or why not?
—Which do you like better, hot weather or cold weather?
—Do you think it is possible or impossible to give accurate weather forecast? Why?
—Try to tell your classmates what the weather is like at this moment.
—Do you think weather will influence people’s mood? How?
—Which place around the world do you think has the best or worst weather condition? Describe it.
3. Group secretary reports to the class. (15’)
Cultural Notes
1. 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 il 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. Y et 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: Darwin's 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 stude
nt-centred approach can be seen at Summerhill, a school in England estab-' lished by the educationalist A.S. Neill. 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 more strict, 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 maths 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 a
ble 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.
Language Study
1. attach: fasten or join (one thing to another) (used in the pattern: attach sth. to sth.) Examples: Scientists discovered they could measure wind speed by attaching a wind meter to
a kite and sending it up.
Attached to this letter you will find a copy of the document you asked for.
< to position the key just so: to position the key carefully to fit into the narrow key slot
< in the least: not at all
Examples: I am not in the least touched by the Marilyn Monroe kind of beauty.
Ann didn't seem in the least concerned about her study.
4. find one's way: reach a destination naturally; arrive at
Examples：Shanghai is not an easy city to find your way around.
Drunk as he was, Peter still found his way home.
5. phenomenon: (pi. phenomena) sth. that happens or exists and that can be seen or
experienced
Examples: Hurricanes are a relatively common phenomenon in the Caribbean.
Stress-related illness is a common phenomenon in big cities.
Thunder and lightening are natural phenomena.
6. initial: of or at the beginning, first (adj., used only before n.)
Examples: If a car suddenly pulls out in front of you, your initial reaction may include fear and anger.
Their initial burst of enthusiasm died down when they realized how much work the job
involved.
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