全新版大学英语综合教程第二册教学导案.docx

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