全新版B2U1教案.docx
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全新版B2U1教案
Unit1WaysofLearning
I.SuggestedTeachingPlan(5periods)
Objectives
Studentswillbeableto:
1.graspthemainidea(thatitwouldbeidealifwecanstrikeabalancebetweentheChineseandtheWesternlearningstyles)andstructureofthetext(introductionofthetopicbyananecdote一elaborationbycomparisonandcontrast--conclusionbyasuggestion)
2.appreciatethedifferencebetweencomparisonandcontrast,aswellasdifferentwaystocompareandcontrast(pointbypointmethodorone-side-at-a-timemethod);
3.masterthekeylanguagepointsandgrammaticalstructuresinthetext;
4.conductaseriesofreading,listening,speakingandwritingactivitiesrelatedtothethemeofthe
unit.
Timeallotment
1stperiod
2ndperiod
3rdperiod
4thperiod
5thperiod
Pre-reading;
While-reading
(Paras.1-5)
While-reading
(Paras6-13)
While-reading
(Paras6-13
continued;Paras14)
Post-reading
(Debate;Exercises)
Checkonstudents’homereading(TextB);Theme-relatedlanguagelearningtasks
Pre-readingtasks
1.TasksSsthefollowingquestions.Thefirstisbasedonthesong.TeachYourChildren:
(5minutes)
Accordingtothesong,whoshouldteachwhom?
Islearningaone-waystreet?
(Parentsandchildrenshouldteacheachotherandlearnfromeachother.Learningisatwo-wayinteraction.)
Canyouguesswhatthethemeofthisunit,waysoflearning,refersto?
(Differentpeoplehavedifferentlearningstyles)
2.Sslistentothefo11owingquotationfrom《文汇读书周报》(2001年12月1日第一版,"自主教育:
“管”还是“不管”?
)takesomenotesandthenTwillinvitesomeSstosummarizeinEnglishhowChenYuhua’sparentshandlehereducation.
一本由中国经济出版社推出的《千万别管孩子一一自主教育哈佛启示录》的书近来极为畅销,问世才一月,在全国销售量已达到20余万册。
其所倡导的“自主教育”理念在教育界引发争议。
不少读者反映,这本书最初吸引他们的是出挑的书名一一"千万别管孩子气难道真的应当对孩子的教育放任自流?
看了书后才明白,该书所强调的,其实并非让家长“剔管”孩子,恰恰是,“怎么去管”这个老问题。
但它鲜明地提出了"自主教育"理念,切中了社会热点。
该书主人公陈宇华的父母在讲述教育经验时说,虽然他们常说"从来没管过她。
“其实,他们一直在管她,而管的内容,就是反复提醒孩子的自我意识,让她认识到自己才是教育的主体,一切要靠自己的努力,才会成功,老师家长则仅仅起辅导作用。
这正是自主教育的精髓所在……
(possiblesummary:
Theyletherlearnindependentlyandseekoutknowledgeactively.Theymayhelpduringtheprocess,butdon'texpecttospoon-feedherwithknowledge.)(15minutes)
3.TmayleadintoTextAbysaying:
Asyoumayhavenoticedfromthebooktitle《千万别管孩子一一自主教育哈佛启示录》,ChenYuhua’sparentsholdquiteawesternviewonchildeducation.Theydisagreewithmanyothermomtraditionalparents.InTextA,HowardGardnermadeadetailedcomparisonbetweenChineseandWesternattitudestowardlearning.(2minutes)
While-readingtasks
1.Skimming(15minutes)
1)SSSumParas1-5andbereadytoanswerthefollowingquestions:
Whereandwhendidtheincidenttakeplace?
(JinlingHotelinNanjing,spring1987)
Whoarethemaincharactersinthisincident?
(author,hiswifeEllentheirsonBenjamin,hotelstaff)
WhatistheattitudeoftheauthorandhiswifetowardBenjamin'seffortsininsertingthekeyintotheslot?
(Theylethimexploreandenjoyhimself.)
WhatistheattitudeofthehotelstafftowardBenjamin’sefforts?
(Theyheldhishandandtaughthimhowtoinsertthekeycorrectly.)
2)TaskssomeSpairstoreporttotheclass,oneaskingtheabovequestionsandtheotherprovidingtheanswers.
3)TtellsSsthattherearemanywaysofintroducingatopic(seeTextAnalysis).SswilldecidewhichwayisadoptedbyHowardGardner.·
2.TexplainslanguagepointsfromPara1toPara5,andgivesSspracticeLanguageStudy).(15minutes)
3.TguidesSsthroughthedirectionsforTextOrganizationExercise2andWritingstrategy.ThenSsscanthefirstsentenceofbothPara6andPara7,anddecidewhatmethodofcomparisonandcontrastisusedhere(one-side-at-a-timemethod).(8minutes)
4.TexplainslanguagepointsfromPara6toPara10,andgivesSSpractice(seeLanguageStudy)(15minutes)
5.SssumupthecontrastbetweenChineseandWesternwaysto1earntofulfillatask(theChineseshowachildhowtodosomething,orteachbyholdinghishand;theWesternteachachildtorelyonhimselfforsolutionstoproblems).(5minutes)
6.SSscanfromPara11ωPara13,thenanswerthefollowingquestions:
(5minutes)
Canyoufindwordslike"Chinese"and"Westerner"or"American"or"theWestineachparagraph?
(yes)
Whatmethodofcomparisonandcontrastisusedhere?
(point-by-pointmethod)
7.TexplainslanguagepointsintheseparagraphsandgivesSSpractice(seeLanguageStudy).(20minutes)
8.SssumupthecontrastbetweentheChineseandtheWesternattitudestowardcreativityandbasicskills-(meChinesegiveprioritytodevelopingskillsatmearlyage,believingthatcreativitycanbepromotedovertime;theWesternersputmoreemphasisonfosteringcreativityinyoungchildren,thinkingthatskillscmbepickeduplater.)(5minutes)
9.TexplainslanguagepointsinPara14andgivesSSpractice(seeLanguagestudy(5minutes)
10.TtellsSSthattherearemanywaysofconcludinganessay(seeTextAnalysis).SSdecidewhichwayisusedinthisessay(5minutes)
Post-readingtasks
1.Debate:
Shouldwedevelopchildren'screativityfirstortraintheminbasicskillsfirst?
(30minutes)
1)SSdivideintotwogroups,onetakingthesideofcreativityfirst,anothertakingthesideofbasicskillsfirst.
2)Ineachgroup,Ssfurtherdivideintosmallergroupsofthreetofour,brainstormingargumentsexamples\statistics\quotes\etc.insupportoftheirviewpoint,aswellasthosethatcouldbeusedtorefutetheotherside.
3)Debatebegins,withTactingasmoderator.
2.TguidesSSthroughseveralafter-textexercises.(20minutes)
3.TchecksonSs,homereading(TextBL(3minutes)
4.SsdoPartIv:
Theme-RelatedLanguageLearningTasks.(1period)
5.TasksSstopreparethenextunit:
(2minutes)
1)dothepre-readingtask;
2)previewTextA.
II.TextAnalysis
Anessayisusuallymadeupofthreeparts:
abeginningwherethetopicisintroduced;thebodypartwherethetopiciselaboratedon,andaconclusion.
Besidesstatingthetopicdirectly,therearemanyotherwaystointroduceatheme.Inthistext,ananecdoteoranincidentisused.TheauthorofTextA,Unit6,Book1(WhatAnimalsReallyThink)introduceshistopicbyposingaquestion:
"Doanimalsa11havethoughts,whatwecallconsciousness?
"TextB,Unit3,Book1(HowtoMakeSenseoutofScience)beginsbyquotingnewspaperheadlines:
"NewDrugsKillCancer
DevastationbyElNino----aWarning
6:
30p.m.October26,2028:
CouldThisBetheDeadlinefortheApocalypse?
"
TextBofthisunit,childrenandMoney,beginswithanimaginedargumentbetweenaChildandhisparentoverthecontrolofpocketmoney.Discoverotherformsofintroductionasyoureadon.However,themostimportantpointisthatyoushouldlearntovaryyourownWritingbyadoptingvarioustypesoftopicintroduction.
Withoutaconclusion,anessaylacksasenseofcompleteness.Aconclusionmaybearestatementofthemainpointspreviouslymentioned,aproposedsolution,aquotationfromsomebookorperson,apredictionoffuturedevelopments,asuggestionforfurtherstudy,etc.TextB,Unit3,Book1endsbygivingasimile,comparingscientificresearchtomountainclimbing,"aprocessfilledwithdisappointmentsandreverses,butsomehowwekeepmovingahead-"Inthistext,HowardGardnermakesasuggestionintheformofaquestion.
III.CulturalNotes
1.Educationinthewest:
ThereisnocommonagreementintheWestconcerningthebestmethodofeducation.Avarietyofviewscanbefoundamongparents,teachersandstudents.Indeed,itmightbearguedthatitisthisveryexistenceofcontendingpointsofviewthatischaracteristicofwesterneducation.ThiscanbeseenasfarbackasintheworkoftheancientGreekphilosopherSocrates,whoencouragedhisstudentstoquestioneverything,eventheirmostfundamentalbeliefs.Yeteventhentherewasnogeneralagreementthatthiswasthebestwaytoteach.Socrates,afterall,wascondemnedtodeathbyhisfellowcitizensforcorruptingthemoralsoftheyoungbyhiswayofteaching.ManylaterperiodsofWesternhistorywerenomoretolerantofencouragingstudentstocha11engetaditionalbeliefs:
Darwin'stheoryofevolution,forexample,wasforatimebannedfromschoolsinsomeAmericanstatesonthegroundsofreligiousbelief.Muchofthecurrentdebateovereducationsurroundstheextenttowhichlearningshouldbeteacher-basedorstudent-based.Whichofthetwoshoulddecidewhatshouldbelearned,howitshouldbelearned,andwhenitshouldbelearned?
ComparingWesternandAsianmethodsoflearningitisgenerallytruethatWesternmethods,aremorestudent-centred,expectingstudentstodiscoverthingsforthemselvesratherthanrelyingontheirteacherstotellthuI1·Anextremeversionofthestudent-centredapproachcanbeseenatSummerhill,aschoolinEnglandestablishedbytheeducationalistAS.Neill-111erechildrenhavecompletefreedomtodecidewhattheyaregoingtolearnandwhichlessonstheywillattend.Iftheywishtheyneednotattendmyatall.MainstreameducationinEnglandisfarmorestrict,demandingthatchildrenattendlessonsandfollowanationalcurriculum.Thiscurriculumandtheimportanceofachievinggoodexamresultstendtoreinforceamoreteacher-centredapproach,asbothteachersandstudentsfindthepressureoftimeleaveslessopportunityformexploratoryapproachtolearning.
Theextenttowhichlearningisteacher-centredorstudent-centredalsodependsondifferencesbetweensubjects.Inrecentyears,forexample,therehasbeenatrendintheteachingofmathematicsinschoolclassroomsinEnglandawayfromhavingpupilsworkontheirownorinsmallgroupsbacktowardsamoretraditionalapproach,withtheteacherguidingtheentireclassstep-by-stepthroughalesson.η1isfollowedresearchthatsuggestedthat,asfarasmathswasconcerned,amoreteacher-centredmethod