Unit 8Educational ProblemsWord文件下载.docx

Unit 8Educational ProblemsWord文件下载.docx

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（讨论式教学）

7.Self-studyonline.（网络教学;

自主学习）

教学重点：

1.Newwordsandexpressions;

（启发式教学）

2.TextStructure.（总结式教学）

教学难点：

1.StyleoftheText;

教学辅助手段：

传统教学；

网络教学；

教学光盘；

多媒体教学

教学过程设计

IntheFirstPeriod第一学时：

I.IntroductoryRemarks导入语（2Mins）

II.Warming-upExercises课前热身（20Mins）

III.BackgroundInformation背景知识（18Mins）

IV.NewWordsandExpressions—1词汇讲解—1（10Mins）

IntheSecondPeriod第二学时：

I.NewWordsandExpressions—2词汇讲解—2（10Mins）

II.TextUnderstanding-StyleoftheText文体介绍（10Mins）

III.TextStructure课文结构（20Mins）

IV.Discussion分组讨论（8Mins）

V.Assignments家庭作业（2Mins）

讨论:

Whatisafable?

作业:

Vocabulary:

Ex.1,2&

3;

2.ReviewUnit1-Unit7.

思考题:

Whatisthetoneofthearticle?

Givefactstosupportyourview.

主要参考资料：

[1]吴晓真.大学英语（全新版）综合教程教师用书（III）.上海：

上海外语教育出版社，2002.

[2]王长喜.大学英语（全新版）综合教程全能课堂（III）.北京：

中国社会出版社,2006.

教学后记：

第18周

第16次课

1.Tograspthekeylanguagepointsandgrammaticalstructuresinthetext;

2.Tounderstandthemainidea（Teenagers’idlenessandignorancewillseriouslyaffectthemselvesandsocietyingeneral）andstructureofthetext（twoparts—theauthor’sconcernandhisproposedremedy）.

1.StructuresandgrammarsofTextA;

2.Discussion;

（交际法教学；

讨论式教学）

3.Post-readingquestions;

（交际法教学）

4.Checkingtheexercises;

5.Writingskills;

6.SupplementaryMaterials;

（启发式教学）

Somecomplexsentences.（启发式教学）

Appreciatinghowtheauthorachievescoherenceforheressay.（总结式教学）

I.StructuresandGrammarwhilereading课文讲解（30Mins）

II.Discussion集体讨论（10Mins）

III.Post-readingQuestions答疑空间（10Mins）

I.CheckingtheExercises巩固练习（20Mins）

II.WritingSkills写作技巧（20Mins）

III.SupplementaryMaterials补充材料（8Mins）

IV.Assignments家庭作业（2Mins）

Whatisyourgoalofthefouryearcollegestudying?

RetellingTextA;

ReviewUnit1–Unit8.

Whatfactorsdoyouthinkarevitaltoone’ssuccess?

南阳理工学院备课讲稿

教学内容

批注

TextAFableofTheLazyTeenager

1.Timeallotment课时分配（4periods）

1stperiod

2ndperiod

3rdperiod

4thperiod

Pre-reading

Task

While-readingTask

Post-readingTask

2.Objective教学目标

·

Understandthemainidea（Teenagers’idlenessandignorancewillseriouslyaffectthemselvesandsocietyingeneral）andstructureofthetext（twoparts—theauthor’sconcernandhisproposedremedy）;

Learnthewaytowriteacause-and-effectanalysis;

Graspthekeylanguagepointsandgrammaticalstructuresinthetext;

Conductaseriesoflistening,speakingandwritingactivitiescenteredonthethemeoftheunit.

3.Keypoint（s）教学重点

OutlineofTextA;

LanguagepointsofTextA.

4.Difficultpoint（s）教学难点

Writingskills:

Howtomakeacause-and-effectanalysis?

Howtocopewithsomeeducationalproblems?

5.TextAFableofTheLazyTeenager

Begintheclassbyaskingthestudentsthequestions“Whatisafable?

Wouldyoupleasetellafableyouknowtoyourclassmates?

Howdoyouplantoachievethesegoals?

Andwhatfactorsdoyouthinkarevitaltoone’ssuccess?

5.1Outlineofthetext

5.1.1Para.1～10:

Teenagers’idlenessandignorancewillproduceseriouseffectsonthemselvesandthesocietyasawhole.

5.1.2Para.11～24:

Fromhisdream,Kevin1990comestorealizehowthelackofeducation（ignorance）greatlyinfluenceshisforebears（ancestors）,himself,hischildrenandthesocietytheylivein,andhowimportantitistostudyhard.

5.2Questionsofthetext

1）TherearesevenKevinHanleysinthesecondpart,whatarethey?

（Kivin1835：

apoorpeasantinIreland（great-great-great-grandfather;

Kivin1928（great-grandfather）：

asteel-millworkerinPittsboug,USA;

Kivin1945（grandfather）：

asoldierfightingtheJapanesearmy;

Kivin1966（father）：

astudentwhostudiesallthetimesoastogetintocollegeandlawschool;

Kivin1990（himself）：

acleanerinaJapanese-ownedfactory;

Kivin2020（son）：

aporterinahotelforwealthyEuropeansandAsians;

Kivin2050（grandson）：

livinginaslumandsearchingthroughtrashpilesforfood）

2）Whatwasthewritergoingtobuyinthedrugstore?

3）Whatmadethesalesgirlshocked?

4）Whyanadultwouldbeupsetbysuchanexperience?

5）Whatdoesthewriterwanttoillustratethroughthecaseinthisparagraph?

6）Pleaseparaphrasethesentence“Theabilitytoperform…isnonexistent”.

7）Whydidtheboyof16prefernottogotoU.C.L.A?

8）Whatdoeshisattitudesuggest?

9）Doesthewriteragreetotheboy’sidea?

Why?

10）What,accordingtothewriter,isveryessentialtoanation’sprosperity?

11）Whatsuggestiondoesthewriterpropose?

12）Whoistheherointhisfable?

13）Whyishefeelingbitter?

5.3Lps知识点讲解

runoutof:

useup

ahandfulof:

asmallnumberof

（Twenty-threeat12centseach,thatmakes＄2.76beforetax,）：

unitprice×

number=totalprice

inamazement:

insurprise/disbelief

Nomodestlyeducatedadultcanfailtobeupsetbysuchanexperience（？

）.

notonestudentcouldwriteashortpaperwithoutmisspellings.

beignorantof/about:

knowinglittleornothingof

TheabilitytoperformeventhesimplestcalculationsisonlyamemoryamongmanystudentsIsee:

manystudentswhomIseehavenoabilityto

indifferent/indifferentabout:

payingnoattentionto

sumup:

summarize;

giveabriefsummary

competewith/against:

trytobebetterthan…

humancapital:

refertopeople’sknowledgeandskill

ancestor:

forbear;

forefather;

foregoer;

primogenitor;

progenitor;

ascendent-----offspring,descendants...

atsomepointsoon:

verysoon,beforelong

breakdown:

stopworking,gowrong;

fail,collapse

drivehome:

makesth.clear

humble:

modest----proud;

withalowsocialstatus/position

humblesuggestion-----noblesuggestion;

youropinion----myopinion

hero:

braveperson;

maincharacter

HisparentinsisthestudyforhisEuropeanhistorytest.

luxury:

sth.expensivebutunnecessary（countablenoun）;

verygreatcomfort（countablenoun）

betteroff:

richer;

morecomfortable

Hecanreadandwrite:

Heisliterate.

scared:

frightened（～of/to/that…）

eg.Heisscaredofdogs.

Heisscaredtoseedogs.

Heisscaredthatthedogmighthurthim.

sohecanlivebyhisbrainsinsteadofhisback

andgovernmentoffersnoservices（systemsofsocialsecuritysuchashealthcare,provisionfortheunemployed,etc.）totheworkingclass.

complex:

complicated-----simple

discipline:

1training;

2order;

3self-control

adequate:

enough;

sufficient

befriend:

treatasafriend;

help

humancapital----financialcapital:

knowledgeismoney.

astonish:

surprise.,amaze

makealivingby:

earnmoneyby

faculty:

mentalandphysicalability;

allthemembersofauniversityorcollege

6.TextAnalysis

Therearethreeexpositoryessaysinthistextbook:

Units3,6and8.Bynowstudentsshouldbeabletotellthedifferenttechniquesusedinexpositorywriting.

Unit3doesnotrevealthemaintopicuntilthethirdparagraph.Inthefirsttwoparagraphstheauthortriestoguidereadersthroughreasoningbywhichhearrivesathismainargument.Unit6startsbyposingaquestion---Doanimalshaveintelligence,towhichtheauthorthengivesapositiveanswer.Unit8beginswithananecdote.

ThemainpartofUnit3providesthreesolutionstothequestionofhowtoeducatethepublicsoastoforminthemapositiveattitudetowardsscience.ThemainpartofUnit6providesthreeexamplestoprovethatsomeanimalsareintelligent.ThemainpartofUnit8isafable,whichfunctionstoconveythemessagethateducationisvitaltoboththeindividualandsociety.

ThelastparagraphofbothUnit3andUnit6presentsaconclusion.ThefinalpartofUnit8doesnot.

7.Discussion

Breaktheclassintosmallgroupsanddiscussthefollo