新视野读写教程第三册教案Unit 3.docx

1、新视野读写教程第三册教案Unit 3Unit 3 Course：College EnglishInstructorModuleA Where Principles Come FirstB Cultural Differences in Western and Japanese Decision-MakingTime180mTeaching AidsMulti-mediaTeaching Objectives1. To help the students have a good understanding of the passages in this unit；2. To help the s

2、tudents grasp the usages of some important words, phrases and expressions in the unit；3. To enable the students to analyze the structure of Text A and summarize paragraph meaning of Text B4. To introduce the basic reading skills of this unit: Making Predictions 5. To help the students master how to

3、develop a paragraph with a general statement supported by an exampleChief Points & Difficult Points1. Get the main idea of the passage.2. Master some useful expressions & sentence structure in the passage.3. Understand the structure of the text.PrerequisitesBefore coming for class, students should 1

4、. identify some important words for the topic.2. scan the text for main ideas.3. visit library to research about information concerning the unit.Teaching MethodsThe mixture of listening, speaking, reading, practicing and writingReference BooksTeachers Book of New Horizon College English Longman Dict

5、ionary of Contemporary English (English-Chinese) Oxford Advanced Learners English-Chinese DictionaryLongman Dictionary of American EnglishTeaching ContentsTime AllotmentSection A I. Warm-up Activity1. Topic Discussion i. Students Discussionii. Teachers Summary2. Questions on the Topic and the Passag

6、eII. Background InformationIII. Text Structure AnalysisIV. Structured WritingV. Detailed Study of the Text i. Words and Phrases Studyii. Language Points VI. Text Summary1. Students Presentation2. Teachers SummaryVIIAfter-text A ExercisesSection BI. Reading SkillII. Warm-up Activity 1. Topic Discussi

7、on2. Questions on the Topic and the PassageIII. Text Structure AnalysisIV. Text Study 1. Paragraph Meaning2. Words and Phrases Study3. Language Points4. Summary or Main Idea of the Passagei. Students Presentationii. Teachers SummaryV. New Words Dictation VI. After-text B ExercisesVIISupplementary ex

8、ercises15m5m10m 5m50m5m30m5m10m5m20m5m15mAssignments1. Hand in the exercise of TRANSLATION.2. Finish the other after-text A & B exercises after class.3. Supplementary Exercisesi. English-Chinese Translation （5 sentences）ii. Chinese-English Translation （10 sentences）4. Preview Unit 3Unit 3 Section A

9、Where Principles Come First I. Warm-up Activity 1. Topic Discussion i. Students Discussion (Teacher asks students to discuss the topic on the passage.）1) What do you think of the “principles ” in Hyde School?（Teacher asks 2-3 students to make presentations.）ii. Teachers SummaryWe believe that behind

10、 every rebel is a leader in waiting. At Hyde, people strive to unearth that inner leadership through a rigorous character curriculum that not only leads rebel teenagers toward their unique purpose in life, but their families, too. Hyde School helps students learn, embrace, and adopt a character comp

11、ass that will guide them for the rest of their lives. That is, an explicit philosophy of character in the form of Five Words: Courage, Integrity, Leadership, Curiosity, and Concern; 2. Questions on the Topic and the Passage 1) What is the principle in Hyde? If you teach students the merit of such va

12、lues as truth, courage, integrity, leadership, curiosity and concern, then academic achievement naturally follows.2) What kind of school is Hyde and how it is run? It is a kind of school which prepare kids for a way of life-by cultivating a comprehensive set of principles that can affect all kids. 3

13、) Was the first Hyde public School a success? Why? The program in the first Hyde public didnt work well and was suspended, because teachers protested the programs demands and the strains associated with more intense work.4) What is the core of Joe Gaulds approach to education? He assumes “every huma

14、n being has a unique potential” that is based on character, not intelligence or wealth. As a result, at Hyde, conscience and hard work are valued, success is measured by growth, not academic achievement, and students are required to take responsibility for each other. 5) How is the Hyde curriculum l

15、ike？ It is similar to conventional schools that provide preparation for college, complete with English, history, math and science. Besides, all students are required to take performing arts and sports, and provide a community service.6) How do the parents get involved in the program at Hyde schools？

16、 The parents must accept the schools philosophies and outlook. They are required to participate in a set of activities, including meeting monthly in regional groups, going to a three-day regional camp once a year, and attending at least three workshops, discussion groups and seminars at the home of

17、the school. The parents should act as daily role models for their children.7) How is the relationship between the teachers and the students going at Hyde？ At Hyde, the teachers have a fruitful relationship with each student. The focus is really about teacher to students and then they get together to

18、 deal with the academics.II. Background Information 1. The Hyde School: In 1966, Joseph W. Gauld founded the first Hyde School in Bath, Maine in response to a system of education which he believed was failing its children because of conflicting priorities. His search for a new approach in education

19、led to a program that valued attitude over aptitude, effort over ability, and character over talent. This emphasis creates a learning environment where students experience success with integrity, the kind of success that lasts a lifetime. Gauld established the Hyde curriculum, based upon Five Words,

20、 rather than five subjects: Courage, Integrity, Leadership, Curiosity, and Concern; and he incorporated them into every facet of the program. The school cherishes the idea that educational reform must begin with the family. Actually, the Family Education Program is what makes the Hyde education uniq

21、ue. The school believes that parents are the primary teachers and the home is the primary classroom. This work with families for more than 35 years has led the school to a number of discoveries. One of Hydes basic purposes is to develop character. This focus on character unleashes the deepest motiva

22、tion in students self-discovery. The school helps students answer three questions: Who am I? Where am I going? What do I need to do to get there? Relationships built upon honesty and concern can also be key to helping students. Hyde has created a new student role, where students, parents, and facult

23、y are required to help others achieve their best. Today, there are four Hyde Schools, including inner-city models in New Haven, Connecticut and Washington DC, national programs for parents and teachers, and a number of established partnerships with public schools throughout the country.2. Bath: Bath

24、 is an old seafaring town. Its recorded maritime history began only 12 miles down the Kennebec when 400 years ago the first ship built by settlers in the New World was launched. Shipyards once lined the rivers edge and Bath-built vessels sailed the seas of the world. Bath is now the home of the worl

25、d-class shipbuilder Bath Iron Works. At the south end of the city the nationally acclaimed Maine Maritime Museum is often visited by Tall Ships. Downtown Bath has a unique mix of shops, restaurants and services. The 19th century brick buildings and narrow streets have the charm of childhood revisite

26、d in a slower pace and a friendly pedestrian atmosphere. The citys tree-lined avenues are graced by humble and grand examples of classic American architecture.3. Maine: Maine is a state of the northeast United States. It was admitted as the 23rd state in 1820. Located in the extreme northeast corner

27、 of the United States, Maine consists largely of a coastal plain of eroded valleys, with more resistant rock forming the generally mountainous west. Over 80% of Maine is forested with great stands of white pine, hemlock, spruce, fir, and hardwoods. Sheltered by the woods and with abundant water from

28、 numerous lakes, particularly in the northern counties, wildlife includes moose, deer, black bear, and smaller animals; fish and fowl are also plentiful. The population of Maine is centered on the cleared land along the coast and major rivers.4. Baltimore:Baltimore is a city in northern Maryland on

29、an arm of Chesapeake Bay northeast of Washington, DC. It has been a busy port since the 18th century. A city on the move with new attractions, Baltimore is an exciting city with charming neighborhoods, ethnic and cultural diversity, and a wealth of history.III. Text Structure Analysis The passage lo

30、oks like a report, which tries to explain some ideas, reports some events and proves some conclusions.It tells us the principles advocated by the school, how the principles are accepted or rejected by other schools and finally how the principles turn out to be beneficial to the teachers and students

31、. The essay is made up of 4 parts with each part answering one question.Part 1 (Para.1-para.2): When we come up to the article, we read the title Where Principles Come First. This naturally brings us the question: What are the principles? While reading this part we can get the answer. If you teach s

32、tudents the merit of such values as truth, courage, integrity, leadership, curiosity and concern, then academic achievement naturally follows.Part 2 (para.3-para.11): Since the principles of the Hyde School are somewhat different from other schools, the readers would wonder whether the principles are accepted by other schools. When we rea