Unit 8Educational Problems.docx
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Unit8EducationalProblems
南阳理工学院教案（课时备课）
授课题目
Unit8EducationalProblems
课时安排
2学时
周次
第17周
课序
第15次课
教学目的：
1.Tolearnthewaytowriteacause-and-effectanalysis;
2.Toconductaseriesoflistening,speakingandwritingactivitiescenteredonthethemeoftheunit.
教学内容：
1.Backgroundinformation;（教学光盘;启发式式教学）
2.Listeninganddiscussion;（启发式式教学）
3.Newwordsandexpressions;（启发式教学）
4.StyleoftheText;（总结式教学）
5.TextStructure;（总结式教学）
6.Discussion;（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;（总结式教学）
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：
南阳理工学院教案（课时备课）
授课题目
Unit8EducationalProblems
课时安排
2学时
周次
第18周
课序
第16次课
教学目的：
1.Tograspthekeylanguagepointsandgrammaticalstructuresinthetext;
2.Tounderstandthemainidea（Teenagers’idlenessandignorancewillseriouslyaffectthemselvesandsocietyingeneral）andstructureofthetext（twoparts—theauthor’sconcernandhisproposedremedy）.
教学内容：
1.StructuresandgrammarsofTextA;（启发式式教学）
2.Discussion;（交际法教学；讨论式教学）
3.Post-readingquestions;（交际法教学）
4.Checkingtheexercises;（交际法教学）
5.Writingskills;（总结式教学）
6.SupplementaryMaterials;（启发式教学）
7.Self-studyonline.（网络教学;自主学习）
教学重点：
Somecomplexsentences.（启发式教学）
教学难点：
Appreciatinghowtheauthorachievescoherenceforheressay.（总结式教学）
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.StructuresandGrammarwhilereading课文讲解（30Mins）
II.Discussion集体讨论（10Mins）
III.Post-readingQuestions答疑空间（10Mins）
IntheSecondPeriod第二学时：
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）
讨论:
Whatisyourgoalofthefouryearcollegestudying?
作业:
RetellingTextA;ReviewUnit1–Unit8.
思考题:
Whatfactorsdoyouthinkarevitaltoone’ssuccess?
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：
南阳理工学院备课讲稿
教学内容
批注
Unit8EducationalProblems
TextAFableofTheLazyTeenager
1.Timeallotment课时分配（4periods）
1stperiod
2ndperiod
3rdperiod
4thperiod
Pre-reading
Task
While-readingTask
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?
南阳理工学院备课讲稿
教学内容
批注
5.TextAFableofTheLazyTeenager
Begintheclassbyaskingthestudentsthequestions“Whatisafable?
Wouldyoupleasetellafableyouknowtoyourclassmates?
Whatisyourgoalofthefouryearcollegestudying?
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）
南阳理工学院备课讲稿
教学内容
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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
南阳理工学院备课讲稿
教学内容
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·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
南阳理工学院备课讲稿
教学内容
批注
·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
南阳理工学院备课讲稿
教学内容
批注
·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
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