教案新视界大学英语第四册.docx

教案新视界大学英语第四册.docx

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教案新视界大学英语第四册

章节

名称

Unit1:

AWorkingLife

备注

课序

学时

10

本章主要参考文献资料：

新视界大学英语第四册教师用书

教学

重点

1.EncourageSstotakepartinclassactivitiesandtotalkabouttheirexpectedworkinglife.

2.Understandingofthetextstructureandmainideaofthetwopassages;somekeywordsandphrases;

3.Learntowritearesume.

教学目的与教学思路

1） grasp the main idea （the essence of writing is to write what one enjoys writing） and structure of the text （narration in chronological sequence）; 

2） appreciate the narrative skills demonstrated in the text （selection of details, repetition and the use of synonyms.） 

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.

练习与思考题

LanguageinUse

过程考核要点

Performanceintheclass

教学

方法

Audio-lingualapproach,combinedwithtask-basedapproach

教学内容提要

具体内容

ActiveReading

Aboutmen:

oneman’skids

PartIWarming-upactivities

➊Listenandunderlineanywordsorexpressionswhicharedifferentfromwhatyouhear.

Answer:

1afactoryanoffice

2machinescomputer

3openingtimelunchtime

4Imean

5criticalcreative

6colleaguesthechildren

➋Workinpairsanddiscussthequestions.

1Whydoesthemanlikehisjob?

Hefindstheworksatisfyingandenjoysthefactthatitisnotroutine.Newthingsarealwayshappeningandthereisnotimetofeelbored.

2Whatisdifficultaboutthejob?

Theworkistiringandhiscolleaguesgivehimsomeofthehardesttasks.

3Whatdoyouthinkthejobis?

Heisworkingwithchildren,somostprobablythejobisteaching;itisalsopossiblethatheisworkinginahomeforchildrenororphanage（孤儿院）.

4Doyouagreethatanewpersononajobalwaysgetsthehardesttasks?

Itdependswhatyoumeanby“hardest”.Idon’tthinknewcomersaregiventhemostdifficulttasksastheydonothavetheexperiencetohandlethemwell,buttheymaybegiventhetasksnoonelikesdoing–that’sjustsomethingajuniorhastoaccept.

5Whatkindofsatisfactiondoyouhopetogetfromajob?

IhopeIcandosomethingwhichwillmakemefeeluseful.IwouldliketofeelIamcontributingtosocietyandnotjustmakingmoney.

PartIISkimming

Backgroundinformation:

DanielMeierisanexpertinchildeducation.Aswellasteachingyoungstudentshimself,hehastrainedelementary-schoolteachersatSanFranciscoStateUniversity.Heisparticularlyinterestedinliteracydevelopmentandisthewriterofmanyarticlesandbooks.

Task:

◇Browsethepassagewithin8minutestogetaroughideaaboutit.

◇AnswerthequestionsofActivity2and3onpage5.

➋Check（✓）thetaskswhichthewriterdoesonatypicaldayasafirst-gradeteacher.

Answer:

1,2,6,7

➌Answerthequestions.

1Whatpicturedoesthewritergiveofhisclassroom?

Abusyandlivelyplacewithallsortsofthingsgoingonatonce.

2Doyouthinkitisahappyclass?

Why/Whynot?

Yes,thechildrenareinteractinghappilywiththeteacher,enjoyingthemselves.Ofcourse,therearemomentsofupset,buttheysoonpass.

3Howisteachingfirstgradersdifferentfromothertraditionalmalejobs?

Itdoesnotinvolveachaseaftersomethingortheconquestofaproblem.Itisaboutcaringandinvolvestheheart.

4Whatdidthewritertelltheinterviewerswhenhewasapplyingforthejob?

Hetoldtheinterviewersthathewantedtoobserveandcontributetotheintellectualgrowthofamaturingmind.

5Whatdidn’thetellthem?

Hewouldprefertotalkabouthispersonalinteractionswithchildrenratherthanabstractintellectualpoints.

6Howdidtheinterviewersreacttowhathesaid?

Theinterviewerslikedthewriter’sresponseandnoddedapprovingly.

7Whatdomenaskthewriterwhentheyfindouthe’safirst-gradeteacher?

Mostmenaskaboutthesubjectsthewriterteachesandthetrainingcourseshetook.

8Howdowomenreactwhentheyfindouthe’safirst-gradeteacher?

Womentalkaboutchildrenofthatage.

9Thewriterdescribeshimselfas“softaroundtheedges”–whatdoyouthinkhemeans?

Heisadaptableanddoesnothavejustonewayofdoingthings.Hefitsinwiththechildrenand“goeswiththeflow”.

PartIIIMainidea

Thewriterfeelsteachingyoungchildrenisanexcitingcareerwhichgivesrichemotionalrewardstoanyonewhodoesit,buthefindsthatpeoplefeelitisajobforwomen.Men’sjobsaresupposedtobesharplyfocusedonachievingdefinitegoals,butteachingyoungchildrenisfarmoreaboutpersonalrelationshipsandisthoughttobewomen’swork.

PartIVInterpreting

1.Aboutmen;oneman’skids（Title）

Thetitlepointstothetwomainthemesofthepassage:

differentideasofmalenessandamanteachingyoungchildren.

2.ILIVEinaworldofskinnedknees,double-knottedshoelaces…stalebirthdaycakes,hurtfeelings,wanderingstories…（Line1,Para1）

Thesentencedescribeswhatthewriterdoesonatypicalworkingday.

skinnedknees:

kneeswoundedlightlyonthesurfacebyafall

double-knottedshoelaces:

shoelaceschildrencannotuntieandneedhelpwith

stalebirthdaycakes:

cakesthatkepttoolongandnolongerfresh

wanderingstories:

storieswhichgoonandonwithoutaclearpoint

3.It’s,themiddleofsnack…（Line6,Para1）

snack:

amorningbreakorrecesstimewithmilkandbiscuits.ManyAmericanstatesprovidefreemilkforschoolchildren.

4.ThenIturntohelpScottcleanupsomemilkhehasjustspilledontoRebecca’swhalecrosswordpuzzle.（Line11,Para1）

whalecrosswordpuzzle:

acrosswordaboutwhales

5.Istopthesnackmid-flight,complyingwiththeirrequestforgrahamcrackers.（Line5,Para3）

ItellSarahtobringthesnackbackandgivethetwochildrenthesnacktheywant.

6.Myenergyisnotspentinpursuing,climbing,achieving,conqueringorcorneringsomegoalorobject.（Line9,Para4）

WhenIworkmyaimisnottochase,achieve,gaincontroloforcapturesomething–asisthecasewithmanytraditionalmaleoccupations.

7.Inteaching,theinnerrewardscomefromwithout.（Line2,Para5）

Thepleasureofteachingchildrencomesfrommanysmallphysicalorexternalservicestheteacheroffersthem.

Heretheword“without”isusedasanoun,andisanoldusagemeaningoutside.

cannotcomefromwithout.Itmustcomefromwithin.

8.Onanygivenday…（Line3,Para5）

anygivenday:

anydayyouchoose

9.Thedayisreallywonthroughmattersoftheheart.（Line6,Para5）

Childrenareopenlyemotionalbeingsandthedaycanbejudgedmoreintermsofemotionalgainsthanpracticalresults.Asuccessfuldayisonewhenchildrenarehappyandenjoyinglearning.

10.Ihavetobesoftaroundtheedges.（Line9,Para5）

Ihavetobenottoorigidorserious.

11.Butinthenextbreath…andcontributetotheintellectualgrowthofamaturingmind.（Line5,Para6）

Themaleprincipalsworriedthattherewassomethingoddaboutamanwantingtoteachyoungchildren.Inexplainingwhyhewantedto,thewriterreferredinabstracttermstoaninterestinmentaldevelopmentashethoughtthiswouldbeacceptableasanormalmaleattitude.

inthenextbreath:

onemomentlater

12.SomeoftheprincipalsalsoaskedwhatIsawmyselfdoinglaterinmycareer.（Line1,Para8）

Someoftheprincipalsalsowantedtoknowmyaimsforthefuture,thatis,howinmyimaginationIpicturedmyselfinafewyears’time.

13.Then,unlesstheybringupanissuesuchasmeritpay…（Line5,Para10）

meritpay:

extrapayforachievingsuccessfulresults,usuallyasmeasuredintermsofemployeeperformance.Itisatermmostfrequentlyusedinthecontextofeducationalreform.IntheUnitedStates,policymakersaredividedonwhethermeritpayshouldbeofferedtopublicschoolteachers,asiscommonlythecaseintheUK.

14.Mostwomen,ontheotherhand,begintheconversationonamoreimmediateandpersonallevel.（Line7,Para10）

Whilemenaskthewriterfactualquestionsabouthiswork,womengostraighttothemainissueandfocusonthefeelingsofthewriterandhispupils.

15.We’rethenoffandtalkingshop.（Line14,Para10）

Theconversationbecomeslivelyandwetalkaboutmattersrelatedtowork（forateacher,teaching;foranaccountant,financialfigures,andsoon）.

16.Possibly,menwouldhavemoretosaytome,andItothem,ifmyjobhadmoreofthetrappingsandbenefitsofmoretraditionalmalejobs.（Line1,Para11）

Thewriterfeelsothermenfindhisjobhardtotalkaboutbecauseitisunliketheusualmalejobs.Theycannotcompareoffices,businesstrips,promotionsetc.

17.Nopowerlunches.（Line8,Para11）

powerlunches:

businessmealswheremajordealsarediscussedandsettled

1Dowomenmakebetterteachersofyoungchildrenthanmen?

Why/Whynot?

Oh,Ithinktheydo.Womenaremothersandunderstandchildrenbetterthanmendo.Theyaregentlerandmorepatientandthat’swhatchildrenneedandlike.

Ithinkindividualpersonalityismuchmoreimportantthangender.Therearesensitiveandgood-temperedmenandwomeninequalnumbers,aswellasimpatientandaggressiveones.Thedifferencesbetweenmenandwomenwereamatterofeducationandtraining.Nowtheyaretreatedinalmostthesamewaythesedifferencesarefarlessnoticeable.

2Whichageofchildrendoyouthinkishardesttoteach,andwhy?

Ithinkthemiddleteensarethehardesttoteach.It’snotreallytheirfault,butadolescencemakeschildrenofthatageunreliableandfranklyratherstrange.Pre-teensaremuchnicer.

Idon’tthinkanygroupishardertoteachingeneral,butyouneedtomatchteachersandagegroups.Someonewhoisverygoodwithyoungchildrenmaybehopelesswithteensandviceversa.

3Whatspecialresponsibilit