全新版B2U1教案.docx

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