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1、吉林大学教师教案（2020学年第学期）课程名称：年级：教研室:任课教师：吉林大学教务处制课程名称:授课教师Huangliping授课对象Freshman授课时间6 periods授课题目Unit One课型Integrated course使用教具Tape Recorder教学目的Conduct a series of reading, listening , speaking and writing activities related to the theme of the unit.教学重点和难点1. grasp the main idea and structure of the te
2、xt;2. appreciate the difference between comparison and contrast, as well as different ways to compare and contrast;3. master the key language points and grammatical structures in the text.参考教材New Collage English ; New Horizon Collage English教学内容时间分配及备注Pre-reading tasks1. T greets the students and in
3、vites several students to talk about their winter vocation. T draws Ss attention to some warm-up questions:Do you think learning is a one-way street or a two-way interaction ?-How do most Chinese parents and teachers educate children ? Do you like the way?-What is the western view on child education
4、 ?2. T sums up and leads Ss into the first unit by saying : Different people have different views on child education. Traditionally , Chinese parents and teachers tend to spoon-feed their children with knowledge . While western educators encourage children to learn independently and seek out knowled
5、ge actively. They just help in the process. In text A of this unit , Howard Gardner made a detailed comparison between Chinese and Western attitudes toward learning.While - reading taskstext organization1. T explains the Text organization by saying : An essay is usually made up of three parts: a beg
6、inning where the topic is introduced, the body part where the topic is elaborated on ,and a conclusion. Besides stating the topic directly , there are many other ways to introduce a theme ,such as posing a question, quoting newspaper headlines, telling an anecdote or an incident . You are supposed t
7、o discover other forms of introduction as you read on but more important, youFirst Periodshould learn to vary your own writing by adopting various types of topic introduction.Ss skim Para 1-5 and decide which way is adopted by Howard Gardner.(The text begins with an anecdote/incident).2. Also, witho
8、ut a conclusion , an essay lacks a sense of completeness. A conclusion may be a restatement of the main points previously mentioned , a proposed solution , a quotation from some book or person, a prediction of future developments, a suggestion for further study ,etc.Ss read para 14 and decide what k
9、ind of end (conclusion) winds up the text.(The end winds up the text with a suggestion in the form of a question).3. In the middle (body) of the text the author gives his thoughts on an incident he found interesting. Now Ss read paras 6-13 and decide what his thoughts are mainly about.(His thoughts
10、are mainly about different approaches to learning in China and the West)4. In this way Ss will be able to divide the text into 3 parts and grasp the main ideas.Detailed study of the TextPart one (Para 1-5)1. Listen to the tape and get ready to answer the following questions:a. What were the author a
11、nd his wife doing in Nanjing in the spring of 1987?-They were studying arts education in Chinese kindergartens and elementary schools.b. What was their son Benjamin fond of doing during their stay in the Jinling Hotel ?-He loved to carry the key around , shaking it vigorously and try to place it int
12、o the slot.c. How would Chinese Staff members of the hotel respond to Benjamins attempt to place the key into the slot ?-They would come over to watch Benjamin and noting his lack of initial success , attempt to assist.d. Why did the author decide to work the key-slot anecdote into his discussions w
13、ith Chinese educators?-He realized that the incident was directly relevant to his assigned tasks in China.2. Language points in Part one.Second period(1) attach: fasten or join (one thing to another)(used in the pattern: attach sth.to sth.)e.g. Scientists discovered they could measure wind speed by
14、attaching a wind meter to a kite and sending it up.(2) not in the least: not at alle.g. I am not in the least touched by the Marilyn Monroe kind of beauty.(3) find one* s way: reach a destination naturally; arrive at e.g. Shanghai is not an easy city to find your way around.(4) phenomenon:(pl.phenom
15、ena) sth.that happens or exists and that can be seen or experienced.e.g. Stress-related illness is a common phenomenon in big cities.(5) initial: of or at the beginning, first(adj., used only before n.) e.g. Their initial burst of enthusiasm died down when they realized how much work the job involve
16、d.(6) assist: help(used in the pattern: assist sb. To do sth, assist sb. with sth.)e.g. The professor was assisting his students to prepare their project.The college student decided to assist the boy with his study.(7) somewhat: to some degree, a littlee.g. It is reported that conditions in the vill
17、age have improved somewhat since Novembe匚(8) await:(fml) wait forAwait is a fairly common word in formal writing, but you do not usually use it in conversation. Instead you use “wait for.” e.g. We must await the results of field studies yet to come.(9) on occasion: now and thene.g. Steve spent almos
18、t all his time doing his research, but, on occasion, he would take his son to see a film.(10) relevant: directly connected with the subject (followed by to, opposite irrelevant)e.g. Only a few people feel the debate about the cloning of human beings is relevant to their daily lives.(11) throw light
19、on: explain, make sb. understandPart Two(Para 6-13)Para 6-7(12) T guides Ss through the directions for Text Organization Exercise 2Third periodand Writing Strategy . Then Ss scan the first sentence of both para 6 and Para 7, and decide what method of comparison and contrast is used here.(one-side-at
20、-at-time method)2. Listen to the tape and focus on the answers to the following questions.What did his Chinese colleagues think of the key-slot incident ?What did the author emphasize in presenting his views about the incident ?3. Language points in Para 6-7.(Don ones own: a. without anyones helpe.g
21、. You neednt hive me any help, Im able to manage on my own.(2)in due course: at the proper time; eventually e.g. Your book will be published in due course.(3) make up for: compensate fore.g. Her husband bought her a present to make up for quarreling with her the day before.(4)figure out: discover by
22、 thinking (5)view.as.: regard.as.Para 8-101. Listen to the Paras 7-10 and focus on the answers to the questions.-What did the author emphasize in presenting his views about the incident ?-What does the author mean by saying this incident was key in more than on sense ?In what way does the author ass
23、ociate the key-slot incident with “teaching by holding his hand”?-What examples does the author give to illustrate childhood education in the arts in China ?2. Languages points in Para 8-10(1) in retrospect: on evaluating the past; upon reflectione.g. The young man knew in retrospect that he should
24、have married his first love Emily.(2) so much so that: to such an extente.g. Some parents spoil their children, so much so that they never ask them to do any housework.(3) continual: happening again and again, repeatede.g. The construction of the airport continued despite continualFourth periodcompl
25、aints from local residents.(4) apply: a. be relevant (to sb./sth.); have an effect (used in the pattern apply to sh./sth.)e.g. The new pension arrangements wont apply to people born before 1960.We went to the sports club so often that we decided that we might as well apply to join.(5) work at/on: tr
26、y hard to achieve or improve (sth.)；e.g. John came back ahead of time to continue working on his thesis.3. Ss sum up the contrast between Chinese and Western ways to learn to fulfill a task .(the Chinese show a child how to do sth , or teach by holding his hand; the westerners teach a child to rely
27、on himself for solutions to problems)Para 11-131. Ss listen to the tape from Para 11-13, then answer the following questions.-Can you find words like “Chinese and westemef* or “American or the west“ in each paragraph ?-What method of comparison and contrast is used here?2. T explains language points
28、 in these paragraphs and gives Ss practice.(1) priority: a. sth.that one must do before anything elsee.g. Being a qualified teacher is her first priority.e.g. The school will give priority to English and computer studies.(2) evolve:(cause to) develop gradually (followed by into/from) e.g. The story
29、evolves into a violent tragedy.Ss make sentences by means of “evolve”: Popular music evolved from folk songs.(3) on the one hand.on the other hand.: to introduce two contrasting circumstancese.g. On the one hand, we have enough reason to feel pleased with our progress. On the other hand, we mustnt g
30、et complacent.3. Ss sum up the contrast between the Chinese and the Western attitudes toward creativity and basic skills.The Chinese give priority to developing skills at an early age, believing that creativity can be promoted over time ;The westerners put more emphasis on fostering creativity in yo
31、ung children , thinking that skills can be picked up laterPart Three1. Ss listen to this paragraph2. T explains languages points.(1) assuming (that): you use assuming that when you are considering a possible situation or event, so that you can think about the consequences.e.g. Assuming that this pai
32、nting really is a Van Gogh, how much do you think its worth?(2) valid: based on truth or sound reasoninge.g. They put forward many valid reasons for not building the skyscraper.(3) worthwhile: worth doing, worth the trouble taken e.g. A trip to the museum is always worthwhile.(4) superior: better th
33、an average or than others of the same type (followed by to)e.g. The woman was greatly superior to her husband in education.opposite: inferior (also followed by to)3.T emphasizes the structure of the essay again .Post-reading tasks1. Debate: Should we develop childrens creativity first or train them
34、in basic skills first?2. Ss divide into two groups, one taking the side of creativity first, another taking the side of basic sills first; then, debate begins, with T acting as moderator.)3. T guides Ss through several after-text exercises.4. T checks on Ss home reading (Text B).5. Ss do Part IV: Th
35、eme-Related Language Learning Tasks.6. T asks Ss to preview the next unit.Listening ComprehensionFifth periodSixth period课后小结Some in-class activities are designed to train the students ability to understand the main idea and grasp important details of the text.More interactions between T and Ss made
36、 the class vivid. Even some silent students showed great enthusiasm for the pre-reading tasks.教案评分标准基本项目（满分20分）序号项目满分序号项目满分1授课教师17教学目的22授课对象18参考教材23授课题目19教学重点34授课时间110教学难点35课型111板书设计26教具112课后小结2教案内容（满分80分）序号项目满分备注1教案主次分明，层次清楚82教学目的表述科学、准确63教学难点、重点突出64体现教学的启发性，适当置疑85时间分配合理，节奏恰当86合理运用各种教学手段57适当引用外语词汇3
37、8标记清楚，条理清晰，便于查看89体现相关学科知识，学科的最新发展510板书设计科学、合理511课堂小结条理化，重点、难点突出612课后总结认真、深刻413教案整体文字工整、美观、清晰8吉林大学教师教案（2020学年第学期）课程名称：年级：数研室：任课牧师：吉林大学数务处制教案课程名称：授课教师Huangliping授课对象Freshman授课时间6 periods授课题目Unit Eight Saving Nature ,But Only for Man课型Integrated course使用教具Tape Recorder教学目的Conduct a series of reading, l
38、istening , speaking and writing activities related to the theme of the unit.教学重点和难点3. grasp the main idea and structure of the text;4. Appreciate the various argumentative skills employed in the text;3. Grasp the key language points and grammatical structures in the text.参考教材教学内容时间分配及备注Pre-reading t
39、asksl.T asks Ss the following questions on the song Big Yellow Taxi;-What kind of paradise is described in the song?(a rural paradise before it was spoiled by paved roads, parking lots, buildings, etc.)一What is the theme of the song?(protect the environment before it is too late)2. Perceptual map(1)
40、 T asks Ss to speak out anything they can think of in association with environmental protection.(2) T notes down those things on the blackboard. T must put environmental protection down on the center of the blackboard , and arrange Ss ideas around it. Sss ideas are grouped by similarity.(3) T sums u
41、p the categories of associtation, and advises Ss that they may use some association groups in the writing required by the Theme3. T may lead into Text A by saying: The issue of environmental protection has been talked about over and over again. Thats why we can come up with so many associations. Now
42、 lets take a look at Text A to find out what new ideas the author has to offer.While-reading tasks.Text OrganizationFirst PeriodSecond period1. T draws Ss attention to Text Organization Exercise 1, leads them through the directions , then dictates to them the main idea of each part.2. T asks Ss to f
43、ill in the supporting details as they go through the text.3. Ss summarize the main ideas of the text.Discourse comprehension:1. What is a sensible environmentalism?(1) Ss look at the title, Saving Earth, but Only for Man, and try to make it into a complete sentence.(We must protect the earths enviro
44、nment so that it can better serve human beings.)(2) T guides Ss through the definition of sensible environmentalism in Para 5:A sensible environmentalism, the only kind . preservation.(3) Ss scan the text to find other sentences explaining sensible environmentalism.(They can be found in Paras2,6,8,1
45、4.)2. T introduces the methods of argumentation, because this essay is a piece of argumentative writing.3. T guides Ss to find out the main writing techniques to drive home the authors argumentcontrast, concession, quotation, example,definition, cause and effect, data.4. Ss scan the whole text to fi
46、nd out the examples which show the techniques mentioned above are used,(see Teachers book P83)Or Ss form groups to find out what method of argumentation is used in each part of the text.5. T urges Ss to employ these methods in their own writing.Cultural notes:Environmental protection organizations,
47、green house effect, Gaia hypothesis (see Teacher fs book P84-85)Language points:(1) aversion: strong dislike (followed by to)e.g. Many people have a natural and emotional aversion to insects.He took an immediate aversion to his new teacher.(2) conflict: be in opposition, collision or disagreement (followed byThird periodwith)e.g. Personal ethics and professional ethics sometimes conflict. There are conflicting reports about the identity of the hostage.(3) in the name