大学体验英语教学案第4册25页精简版.docx

大学体验英语教学案第4册25页精简版.docx

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大学体验英语教学案第4册25页精简版

UnitOneMenandWomen’sPrejudices

1.TeachingObjectives:

InThisunit,thestudentswill:

·listenandthentalkaboutjobprejudice

·readaboutmen'srolesathome

·learnnewwordsandexpressions

·writeaboutthedifferencesbetweenmenandwomen

·practicereadingskills:

Recognizinggeneralizations

·practicetranslatingskills:

Multiples

·practicedescribingstructuresofanorganization

·writeajobadvertisement

·visitculturesalonforadiscussiononcomputersandthechangesinwomen'semployment

2.Maincontentsandhoursdistribution:

1）Leadin:

ListenandTalk/1period

2）ReadandExplore（passageAandB）/3periodsormore

3）WriteandProduce/1period

4）Oralactivities/1period

5）CultureSalon/offclass

3.Mainfocusandpoints:

1）Speaking:

talkaboutprejudicesagainstcertainkindsofjobs,suchaslawyers,nurses,teachersandsoon.

2）Wordsandexpressions:

toputforwardaphenomenonandillustrateitfromdifferentaspects,suchas,criticize,mirror,trend,bebombardedby,syndrome,imply,callfor,widespreadagreement,obsolete,acknowledge,strive,recognitionetc.

3）Readingskills:

recognizinggeneralizations

4）Translatingskills:

Multiples

5）Writingskills:

descriptionofstructureandorganizationandwritingjobadvertisements

4.Extendedcontents:

PassageCandDinExtendedBook

5.Teachingmethods:

Multimediateachingtool.Student-centeredandtask-basedteachingmethods.

6.Referencebooks:

.CFLO/.englishXP

7.Exercisesandpractice:

Exercises3,4,5,6,7,9,and12,13,14,16.

8.Furtherthinking:

（Refertothecourseware）

9.Teachingprocedures:

Thefirsttwoperiods（90m）

1）（TSs）Leadin/discussion:

whatprejudicesdopeoplehaveaboutcertainkindsofjob?

Whatkindofwordswouldyouusetodescribethefollowingjobs,suchas,lawyer,nurse,teacher,architectandengineer?

（10m）

2）（TSs）Listeningtothepassageonpage9（10m）

3）（SsSs）Communicativetask1:

readdialogue1,learnsometipsandpracticeinpairs.（14m）

4）（SsSs）Communicativetask2:

readdialogue2,learnsometipsandpracticeinpairs.（11m）

5）PassageA:

Pre-readingtasks

1.（TSs）Whatdoesfathermeantoyou?

Useonesentencetodescribe.

2.（TSs）,（SsSs）Shareyourideas:

Whatkindofmancouldbecalled“agoodfamilyman”?

Isyourfatheragoodfamilyman?

Doyouwanttobe/marryagoodfamilyman?

Why?

Whilereadingtasks

Questionsforthinking

Thefirstreading:

readingthroughtextAforreadingcomprehensioninexercise3.

Thesecondreading:

fillintheblankaboutthedetailedinformationoftextA.

Wordsandexpressions:

pickoutsomevaluablesentencesandwordsforstudentstoanalyzeandremember.Encouragethemtousetheseexpressionswhilewriting.

Readingreflection

vGeneralizingmainidea

Readthepassageandgeneralizeitsmainidea.

（It’smainlyaboutsomemediatrendstowarddiminishingtheimportanceoffathersintheU.S.）

vSumupthemediatrendstowardsfatherhood.

Marginalizingfathers;

abusivehusbands/deadbeatdads;

At-homedadsandworkingmothersarepraised.

At-homemothersandbreadwinnerfathersaredevalued.

At-homewivesareregardedas“statussymbols”,etc.

Findwordsorexpressionsinthetextwhichshowtheauthor’sattitudetowardsthemediatrendofmarginalizingfathers.

6.（TSs）Assignment:

writingacompositiononprejudicesagainstmen/womeninjob-hunting.

Thethirdperiod（45m）

1）（SsSs）Prepareasmanyquestionsaspossibleabouttherolesofthefatherinthefamilyandinterviewyourclassmateswiththehelpofthetipsgivenonpage17.

2）（SsSs）Ingroupsof4,interviewyourgroupmembersandwritedowntheiranswers.（15m）

3）（SsSs）Discussingroupsaboutyouranswersanddrawaconclusion.

4）（SSs）Reporttothewholeclassaboutyourgroup’sopinions.

Thefourthandfifthperiods（90m）

1）（SsSs）PassageB:

Discussthefollowingquestions:

wouldyouliketochangecareersorevengiveupjobsattherequestofyourspouse?

Whyorwhynot?

（5m）

2）（TSs）Readthroughthetextandinyourownwordsgeneralizeitsmainidea.

3）（TSs）Readthepassagemorecarefullyandtrytocompletethesummary.（Seecourseware）

4）（TSs）Wordsandexpressions:

analyzesomevaluablesentencesinpassageB.（15m）

5）（Ss）Exercises:

4,5,6,12,13,14.（30m）

6）（TSs）Readingskills:

recognizinggeneralizationsandexercise15.（15m）

7）（TSs）Generalwriting

Descriptionofstructureandorganization

First,readtheintroductiononp.26.

Studytheexpressionsonp.26.

WriteadescriptionofanorganizationinyourcollegeorattheUniversitysuchastheStudents’Union,ScienceAssociation,etc.Bepreparedtomakeanoralpresentationonyourwork.

Thesixthperiod（45m）

1）Role-play

•RoleA

•Youareayoungpersonwhohasdecidedtomarrysomeoneyoulovewhocomesfromanothercountry（e.g.,America）.Todayyou'lltelloneofyourparentsofthisdecision,andaskforhis/herapproval.Belowaresomeofthereasonswhyyouthinkyourinternationalmarriagewillbesuccessful（thinkofotherreasonsbyyourself）:

•Youfeelthatinsuchamarriage,youwill:

•developabroaderpoint-of-view

•enjoymorestraightforward,honestcommunication

•shareculturalbackgrounds

•haveachancetotravelorliveoverseas

•beabletoraisebilingualchildren

•Youwillspeakfirst.Say,"Mother（orFather）,Ihavedecidedtomarryaman（orwoman）from（nameofcountry）.Ihopethatyouwillgiveyourapproval."

•RoleB

•Youarethemotherorfatherofayoungpersonwhohasdecidedtomarrysomeonewhocomesfromanothercountry（e.g.,America）.Todayyourchildwilltellyouofthisdecision,andaskforyourapproval.Belowaresomeofthereasonswhyyouthinkthisinternationalmarriagewillnotbesuccessful（thinkofotherreasonsbyyourself）.Argueagainstthemarriage,butintheend,decideforyourselfwhetherornottogiveyourapproval.Belowaresomeofyourconcerns（thinkofothersbyyourself）:

Youworrythatinsuchamarriage,yourchildwill

-quarreltoomuchoverdifferentwaysofthinking

-havealimitedrelationshipbecauseoflanguagebarrier

-havedifficultywithdifferentcustoms,foods,etc.

-riskbeingseparatedfromfamilyandrelatives

-raisechildrenwhoareconfusedabouttheirculturalidentity（whichculturetheybelongto）

Yourchildwillspeakfirst.Listen,thenthinkandrespondtowhatheorshesays.

2）Commentsandsuggestions

UnitTwoCulture

1.TeachingObjectives:

Inthisunit,thestudentswill

firstlisten,andthentalkaboutdifferentcultures

readinformationaboutaspectofculture

learnmorewordsandexpressions

practicereadingskills:

distinguishingfactfromopinions

practicetranslationskills:

numbers

learnhowtowriteaprogramforperformanceandapassagetointroducetheinternet

learntotalkabout“Isitnecessarytoprotecttraditionalculture?

”（e.g.onprotectingoldbuildings）

visitculturesalonforinformationaboutChinesedragonculture

2.MainContentsandHoursDistribution:

1）Introducethecourseandlisteningandspeakingpractice/1period

2）ReadandExplore（PassageAandB）/4periods

3）Exercises/1period

4）WriteandProduce/1period

5）CultureSalon/offclass

3.MainFocusandPoints:

1）Listening:

forspecificinformation

2）Speaking:

InvitingafriendtocelebratetheDragonBoatFestival

3）Reading:

Distinguishingfactfromopinion

4）Writing:

Formingcompoundandcomplexsentences

5）Languagepoints:

alter,compel,deceive,inflict,misrepresent,option,becapableof,betakenin,loudandclear,thanksto,withtheexceptionof

4.ExtendedContents:

PassagesCandDinExtendedBook

5.TeachingMethods:

Teacher’sinstructionandstudents’discussion

6.TeachingProcedures:

Thefirsttwoperiods（90m）

Task1:

（TSs）Lead-inquestions:

Herearetypicalsymbolsofsomemajorcultures.

Whatdoyouthinktheyrepresentrespectively?

Wouldyouprefertoliveinamonocultureormulti-racialsociety?

Why?

VisitCultureSalonabout“ChineseDragonCulture”.

Task2:

（SsSs）Sharingexperience

Thinkaboutthequestion:

Haveyoueverexperiencedanykindofcultureshock?

Tellyourstorytoyourclassmates.

Task3:

TalkAboutIt

ListentoDialogueSample2andtrytoanswerthefollowingquestions.

ØWhattimeshouldaguestarrive?

ØWhatgenerallydoestheguestfirstdowhenhe/shearrives?

ØIftheguestiscaughtinatrafficjam,whatshouldhe/shedo?

ØIftheguesthasacceptedaninvitationandcan’tmakeit,whatshouldhe/shedo?

ØNeedtheguestbringanygifts?

Task4:

（TSs）HowmuchdoyouknowaboutShakespeare?

DiscusstheshortparagraphonP34withyourneighborandpointouttheerrors.

ThenlookatthepicturesofShakespeare’slifeandmakecommentsbasedonthesepictures.

Task5:

（SsSs）Lead-inlistening（textbook）

SsaregoingtolistentoaninterestingshortplayaboutvisitingShakespeare’shouse.TrytoanswerthequestionsonP34andfillintheblanksintheparagraphonP34（listentotheplayforthreetimes）

PassageDAppreciatingCulturalDifferencesMakesGoodBusinessSense

Task1.SkimmingandScanning

1.It’sessentialtounderstandtheculturaldifferencesifyouwanttobeprovedmorereliableincommercialrelationships.

2.Japanese,LatinsandGermansareplayingvitalrolesininternationalbusinessandtrade.

3.Latinslikephysicaltouchingandsmallpersonaldistance,soareGermans.

4.LatinstendtobemuchmorecasualandinformalthanGermansandJapaneseinmanners.

5.IfyoustareatyourJapanesebusinessassociateatameeting,heismostlikelytoturnawayhiseyes.

6.Germansplacebothhandsabovethetablewhentheyarehavingdinners.

7.It’scon