新视野读写教程第三册教案Unit 3.docx

新视野读写教程第三册教案Unit 3.docx

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新视野读写教程第三册教案Unit3

Unit3

Course：

CollegeEnglish

Instructor

Module

AWherePrinciplesComeFirst

BCulturalDifferencesinWesternandJapaneseDecision-Making

Time

180m

TeachingAids

Multi-media

TeachingObjectives

1.Tohelpthestudentshaveagoodunderstandingofthepassagesinthisunit；

2.Tohelpthestudentsgrasptheusagesofsomeimportantwords,phrasesandexpressionsintheunit；

3.ToenablethestudentstoanalyzethestructureofTextAandsummarizeparagraphmeaningofTextB

4.Tointroducethebasicreadingskillsofthisunit:

MakingPredictions

5.Tohelpthestudentsmasterhowtodevelopaparagraphwithageneralstatementsupportedbyanexample

ChiefPoints&

DifficultPoints

1.Getthemainideaofthepassage.

2.Mastersomeusefulexpressions&sentencestructureinthepassage.

3.Understandthestructureofthetext.

Prerequisites

Beforecomingforclass,studentsshould

1.identifysomeimportantwordsforthetopic.

2.scanthetextformainideas.

3.visitlibrarytoresearchaboutinformationconcerningtheunit.

Teaching

Methods

Themixtureoflistening,speaking,reading,practicingandwriting

ReferenceBooks

Teacher’sBookofNewHorizonCollegeEnglish

LongmanDictionaryofContemporaryEnglish（English-Chinese）

OxfordAdvancedLearner’sEnglish-ChineseDictionary

LongmanDictionaryofAmericanEnglish

TeachingContents

TimeAllotment

SectionA

I.Warm-upActivity

1.TopicDiscussion

i.Student’sDiscussion

ii.Teacher’sSummary

2.QuestionsontheTopicandthePassage

II.BackgroundInformation

III.TextStructureAnalysis

IV.StructuredWriting 

V.DetailedStudyoftheText

i.WordsandPhrasesStudy

ii.LanguagePoints

VI.TextSummary

1.Student’sPresentation

2.Teacher’sSummary

VII．After-textAExercises

SectionB

I.ReadingSkill

II.Warm-upActivity

1.TopicDiscussion

2.QuestionsontheTopicandthePassage

III.TextStructureAnalysis

IV.TextStudy

1.ParagraphMeaning

2.WordsandPhrasesStudy

3.LanguagePoints

4.SummaryorMainIdeaofthePassage

i.Student’sPresentation

ii.Teacher’sSummary

V.NewWordsDictation

VI.After-textBExercises

VII．Supplementaryexercises

15m

5m

10m

5m

50m

5m

30m

5m

10m

5m

20m

5m

15m

Assignments

1.HandintheexerciseofTRANSLATION.

2.Finishtheotherafter-textA&Bexercisesafterclass.

3.SupplementaryExercises

i.English-ChineseTranslation（5sentences）

ii.Chinese-EnglishTranslation（10sentences）

4.PreviewUnit3

Unit3

SectionAWherePrinciplesComeFirst

I.Warm-upActivity

1.TopicDiscussion

i.Student’sDiscussion

（Teacherasksstudentstodiscussthetopiconthepassage.）

1）Whatdoyouthinkofthe“principles”inHydeSchool?

（Teacherasks2-3studentstomakepresentations.）

ii.Teacher’sSummary

Webelievethatbehindeveryrebelisaleaderinwaiting.AtHyde,peoplestrivetounearththatinnerleadershipthrougharigorouscharactercurriculumthatnotonlyleadsrebelteenagerstowardtheiruniquepurposeinlife,buttheirfamilies,too.HydeSchoolhelpsstudentslearn,embrace,andadoptacharactercompassthatwillguidethemfortherestoftheirlives.Thatis,anexplicitphilosophyofcharacterintheformofFiveWords:

Courage,Integrity,Leadership,Curiosity,andConcern;

2.QuestionsontheTopicandthePassage

1）WhatistheprincipleinHyde?

―Ifyouteachstudentsthemeritofsuchvaluesastruth,courage,integrity,leadership,curiosityandconcern,thenacademicachievementnaturallyfollows.

2）WhatkindofschoolisHydeandhowitisrun?

―Itisakindofschoolwhichpreparekidsforawayoflife----bycultivatingacomprehensivesetofprinciplesthatcanaffectallkids.

3）WasthefirstHydepublicSchoolasuccess?

Why?

―TheprograminthefirstHydepublicdidn’tworkwellandwassuspended,becauseteachersprotestedtheprogram’sdemandsandthestrainsassociatedwithmoreintensework.

4）WhatisthecoreofJoeGauld’sapproachtoeducation?

―Heassumes“everyhumanbeinghasauniquepotential”thatisbasedoncharacter,notintelligenceorwealth.Asaresult,atHyde,conscienceandhardworkarevalued,successismeasuredbygrowth,notacademicachievement,andstudentsarerequiredtotakeresponsibilityforeachother.

5）HowistheHydecurriculumlike？

―Itissimilartoconventionalschoolsthatprovidepreparationforcollege,completewithEnglish,history,mathandscience.Besides,allstudentsarerequiredtotakeperformingartsandsports,andprovideacommunityservice.

6）HowdotheparentsgetinvolvedintheprogramatHydeschools？

―Theparentsmustaccepttheschool’sphilosophiesandoutlook.Theyarerequiredtoparticipateinasetofactivities,includingmeetingmonthlyinregionalgroups,goingtoathree-dayregionalcamponceayear,andattendingatleastthreeworkshops,discussiongroupsandseminarsatthehomeoftheschool.Theparentsshouldactasdailyrolemodelsfortheirchildren.

7）HowistherelationshipbetweentheteachersandthestudentsgoingatHyde？

―AtHyde,theteachershaveafruitfulrelationshipwitheachstudent.Thefocusisreallyaboutteachertostudentsandthentheygettogethertodealwiththeacademics.

II.BackgroundInformation

1.TheHydeSchool:

In1966,JosephW.GauldfoundedthefirstHydeSchoolinBath,Maineinresponsetoasystemofeducationwhichhebelievedwasfailingitschildrenbecauseofconflictingpriorities.Hissearchforanewapproachineducationledtoaprogramthatvaluedattitudeoveraptitude,effortoverability,andcharacterovertalent.Thisemphasiscreatesalearningenvironmentwherestudentsexperiencesuccesswithintegrity,thekindofsuccessthatlastsalifetime. 

GauldestablishedtheHydecurriculum,baseduponFiveWords,ratherthanfivesubjects:

Courage,Integrity,Leadership,Curiosity,andConcern;andheincorporatedthemintoeveryfacetoftheprogram.

Theschoolcherishestheideathateducationalreformmustbeginwiththefamily.Actually,theFamilyEducationProgramiswhatmakestheHydeeducationunique.Theschoolbelievesthatparentsaretheprimaryteachersandthehomeistheprimaryclassroom.Thisworkwithfamiliesformorethan35yearshasledtheschooltoanumberofdiscoveries. 

   OneofHyde'sbasicpurposesistodevelopcharacter.Thisfocusoncharacterunleashesthedeepestmotivationinstudents'self-discovery.Theschoolhelpsstudentsanswerthreequestions:

   WhoamI?

   WhereamIgoing?

   WhatdoIneedtodotogetthere?

Relationshipsbuiltuponhonestyandconcerncanalsobekeytohelpingstudents.Hydehascreatedanewstudentrole,wherestudents,parents,andfacultyarerequiredtohelpothersachievetheirbest. 

Today,therearefourHydeSchools,includinginner-citymodelsinNewHaven,ConnecticutandWashingtonDC,nationalprogramsforparentsandteachers,andanumberofestablishedpartnershipswithpublicschoolsthroughoutthecountry.

2.Bath:

Bathisanoldseafaringtown.Itsrecordedmaritimehistorybeganonly12milesdowntheKennebecwhen400yearsagothefirstshipbuiltbysettlersintheNewWorldwaslaunched.Shipyardsoncelinedtheriver'sedgeandBath-builtvesselssailedtheseasoftheworld.

Bathisnowthehomeoftheworld-classshipbuilderBathIronWorks.AtthesouthendofthecitythenationallyacclaimedMaineMaritimeMuseumisoftenvisitedbyTallShips.DowntownBathhasauniquemixofshops,restaurantsandservices.The19thcenturybrickbuildingsandnarrowstreetshavethecharmofchildhoodrevisitedinaslowerpaceandafriendlypedestrianatmosphere.Thecity'stree-linedavenuesaregracedbyhumbleandgrandexamplesofclassicAmericanarchitecture.

3.Maine:

MaineisastateofthenortheastUnitedStates.Itwasadmittedasthe23rdstatein1820.LocatedintheextremenortheastcorneroftheUnitedStates,Maineconsistslargelyofacoastalplainoferodedvalleys,withmoreresistantrockformingthegenerallymountainouswest.Over80%ofMaineisforestedwithgreatstandsofwhitepine,hemlock,spruce,fir,andhardwoods.Shelteredbythewoodsandwithabundantwaterfromnumerouslakes,particularlyinthenortherncounties,wildlifeincludesmoose,deer,blackbear,andsmalleranimals;fishandfowlarealsoplentiful.ThepopulationofMaineiscenteredontheclearedlandalongthecoastandmajorrivers.

4.Baltimore:

 BaltimoreisacityinnorthernMarylandonanarmofChesapeakeBaynortheastofWashington,DC.Ithasbeenabusyportsincethe18thcentury.Acityonthemovewithnewattractions,Baltimoreisanexcitingcitywithcharmingneighborhoods,ethnicandculturaldiversity,andawealthofhistory. 

III.TextStructureAnalysis

Thepassagelookslikeareport,whichtriestoexplainsomeideas,reportssomeeventsandprovessomeconclusions.  Ittellsustheprinciplesadvocatedbytheschool,howtheprinciplesareacceptedorrejectedbyotherschoolsandfinallyhowtheprinciplesturnouttobebeneficialtotheteachersandstudents.Theessayismadeupof4partswitheachpartansweringonequestion.

Part1（Para.1-para.2）:

Whenwecomeuptothearticle,wereadthetitle—WherePrinciplesComeFirst.Thisnaturallybringsusthequestion:

Whataretheprinciples?

Whilereadingthispartwecangettheanswer.Ifyouteachstudentsthemeritofsuchvaluesastruth,courage,integrity,leadership,curiosityandconcern,thenacademicachievementnaturallyfollows.

Part2（para.3-para.11）:

SincetheprinciplesoftheHydeSchoolaresomewhatdifferentfromotherschools,thereaderswouldwonderwhethertheprinciplesareacceptedbyotherschools.Whenwerea