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1、吉林大学教 师 教 案（20 20 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 One课 型Integratedcourse使用教具Tape Recorder教学目的Conduct a series of reading,listening,speaking and writing activitiesrelated to the theme of the unit.教学重点和难点1.grasp the main idea an
2、d structure of the text;2.appreciate the difference between comparison and contrast,as well asdifferent 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 s
3、tudents and invites several students to talk about theirwinter vocation.T draws Ss attention to some warm-up questions:Do you think learning is a one-way street or a two-wayinteraction?How do most Chinese parents and teachers educate children?Doyou like the way?-What is the western view on child edu
4、cation?2.T sums up and leads Ss into the first unit by saying:Different peoplehave different views on child education.Traditionally,Chineseparents and teachers tend to spoon-feed their children withknowledge.While western educators encourage children to learnindependently and seek out knowledge acti
5、vely.They just help in theprocess.In text A of this unit,Howard Gardner made a detailedcomparison between Chinese and Western attitudes toward learning.While-reading taskstext organization1.T explains the Text organization by saying:An essay is usually madeup of three parts:a beginning where the top
6、ic is introduced,the bodypart where the topic is elaborated on,and a conclusion.Besidesstating the topic directly,there are many other ways to introduce atheme,such as posing a question,quoting newspaper headlines,telling an anecdote or an incident.You are supposed to discoverother forms of introduc
7、tion as you read on but more important,youFirst Periodshould learn to vary your own writing by adopting various types oftopic introduction.Ss skim Para 1-5 and decide which way is adopted by HowardGardner.(The text begins with an anecdote/incident).2.Also,without a conclusion,an essay lacks a sense
8、of completeness.A conclusion may be a restatement of the main points previouslymentioned,a proposed solution,a quotation from some book orperson,a prediction of future developments,a suggestion for furtherstudy,etc.Ss read para 14 and decide what kind of end(conclusion)winds upthe text.(The end wind
9、s up the text with a suggestion in the form of aquestion).3.In the middle(body)of the text the author gives his thoughts on anincident he found interesting.Now Ss read paras 6-13 and decidewhat his thoughts are mainly about.(His thoughts are mainly aboutdifferent approaches to learning in China and
10、the West)4.In this way Ss will be able to divide the text into 3 parts and graspthe 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 and his wife doing in Nanjing in the springof 1987?They were studying
11、 arts education in Chinese kindergartens andelementary schools.b.What was their son Benjamin fond of doing during their stay in theJinling Hotel?He loved to carry the key around,shaking it vigorously and tryto place it into the slot.c.How would Chinese Staff members of the hotel respond toBenjamins
12、attempt to place the key into the slot?They would come over to watch Benjamin and noting his lackof initial success,attempt to assist.d.Why did the author decide to work the key-slot anecdote into hisdiscussions with Chinese educators?He realized that the incident was directly relevant to hisassigne
13、d 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 byattaching a wind meter to a kite and sending it up.(2)not in the least:not at alle.g.I am not in
14、 the least touched by the Marilyn Monroe kind ofbeauty.(3)find one*s way:reach a destination naturally;arrive ate.g.Shanghai is not an easy city to find your way around.(4)phenomenon:(pl.phenomena)sth.that happens or exists and thatcan be seen or experienced.e.g.Stress-related illness is a common ph
15、enomenon 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 theyrealized how much work the job involved.(6)assist:help(used in the pattern:assist sb.To do sth,assist sb.withsth.)e.g.The professor was assisting his stude
16、nts to prepare theirproject.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 village have improvedsomewhat since November.(8)await:(fml)wait forAwait is a fairly common word in formal writing,but you do notusual
17、ly 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 almost all his time doing his research,but,onoccasion,he would take his son to see a film.(10)relevant:directly connected with the subject(followe
18、d by to,opposite irrelevant)e.g.Only a few people feel the debate about the cloning ofhuman beings is relevant to their daily lives.(11)throw light on:explain,make sb.understandPart Two(Para 6-13)Para 6-71.T guides Ss through the directions for Text Organization Exercise 2Third periodand Writing Str
19、ategy.Then Ss scan the first sentence of both para 6and Para 7,and decide what method of comparison and contrast isused here.(one-side-at-at-time method)2.Listen to the tape and focus on the answers to the followingquestions.What did his Chinese colleagues think of the key-slot incident?-What did th
20、e author emphasize in presenting his views about theincident?3.Language points in Para 6-7.(Don ones own:a.without anyones helpe.g.You neednt hive me any help,Im able to manage on myown.(2)in due course:at the proper time;eventuallye.g.Your book will be published in due course.(3)make up for:compens
21、ate fore.g.Her husband bought her a present to make up for quarrelingwith her the day before.figure out:discover by 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 theincident?What
22、 does the author mean by saying this incident was key inmore than on sense?In what way does the author associate the key-slot incident withteaching by holding his hand”？What examples does the author give to illustrate childhoodeducation in the arts in China?2.Languages points in Para 8-10(1)in retro
23、spect:on evaluating the past;upon reflectione.g.The young man knew in retrospect that he should havemarried his first love Emily.(2)so much so that:to such an extente.g.Some parents spoil their children,so much so that they neverask them to do any housework.(3)continual:happening again and again,rep
24、eatede.g.The construction of the airport continued despite continualFourth periodcomplaints from local residents.(4)apply:a.be relevant(to sb./sth.);have an effect(used in thepattern apply to sb./sth.)e.g.The new pension arrangements wont apply to peopleborn before 1960.We went to the sports club so
25、 often that we decided thatwe might as well apply to join.(5)work at/on:try hard to achieve or improve(sth.)；e.g.John came back ahead of time to continue working on histhesis.3.Ss sum up the contrast between Chinese and Western ways to learn tofulfill a task.(the Chinese show a child how to do sth,o
26、r teach byholding his hand;the westerners teach a child to rely on himself forsolutions to problems)Para 11-131.Ss listen to the tape from Para 11-13,then answer the followingquestions.Can you find words like“Chinese”and westerner”or“American or the west”in each paragraph?What method of comparison a
27、nd contrast is used here?2.T explains language points 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 computerstudies.(2)evolve:(cause to)develop grad
28、ually(followed by into/from)e.g.The story 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 twocontrasting circumstancese.g.On the one hand,we have enough reason to feel pleasedwith our progre
29、ss.On the other hand,we mustnt getcomplacent.3.Ss sum up the contrast between the Chinese and the Western attitudestoward 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
30、 fostering creativity in youngchildren,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 areconsidering a possible situation or event,so that you can thinkabout the consequences.e.g.Assumin
31、g that this painting really is a Van Gogh,howmuch do you think its worth?(2)valid:based on truth or sound reasoninge.g.They put forward many valid reasons for not building theskyscraper.(3)worthwhile:worth doing,worth the trouble takene.g.A trip to the museum is always worthwhile.(4)superior:better
32、than average or than others of the same type(followed by to)e.g.The woman was greatly superior to her husband ineducation.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 inbasi
33、c 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 Tacting 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:Theme-Related Languag
34、e 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 tounderstand the main idea and grasp important details of the text.More interactions between T and Ss made the class vivid.Even
35、 some silentstudents showed great enthusiasm for the pre-reading tasks.教案评分标准基本项目（满分2 0 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11 0教学难点35课 型11 1板书设计26教 具11 2课后小结2教案内容（满分8 0 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38标记清楚，条理清晰，便于
36、查看89体现相关学科知识，学科的最新发展51 0板书设计科学、合理51 1课堂小结条理化，重点、难点突出61 2课后总结认真、深刻41 3教案整体文字工整、美观、清晰8吉林大学教 师 教 案（20 20 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：教 案授课教师Huangliping授课对象Freshman授课时间6 periods授课题目Unit Eight Saving Nature,But Only forMan课 型Integratedcourse使用教具Tape Recorder教学目的Conduct a series
37、of reading,listening,speaking and writing activitiesrelated 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-rea
38、ding tasksl.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,parkinglots,buildings,etc.)What is the theme of the song?(protect the environment before it is too late)2.Perceptual map(1)
39、T asks Ss to speak out anything they can think of in associationwith environmental protection.(2)T notes down those things on the blackboard.T must putenvironmental protection down on the center of theblackboard,and arrange Ss ideas around it.Sss ideas aregrouped by similarity.(3)T sums up the categ
40、ories of associtation,and advises Ss that theymay use some association groups in the writing required by theTheme3.T may lead into Text A by saying:The issue of environmentalprotection has been talked about over and over again.Thats why wecan come up with so many associations.Now lets take a look at
41、 TextA 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 themthrough the directions,then dictates to them the main idea of eachpart.2.T asks Ss to fill in the supporting detail
42、s 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 tomake it into a complete sentence.(We must protect the earths environment so that it can betterserve hu
43、man beings.)(2)T guides Ss through the definition of sensible environmentalismin Para 5:A sensible environmentalism,the only kind.preservation.*(3)Ss scan the text to find other sentences explaining sensibleenvironmentalism.(They can be found in Paras2,6,8,14.)2.T introduces the methods of argumenta
44、tion,because this essay is apiece of argumentative writing.3.T guides Ss to find out the main writing techniques to drive home theauthors argument-contrast,concession,quotation,example,definition,cause and effect,data.4.Ss scan the whole text to find out the examples which show thetechniques mention
45、ed above are used,(see Teachers book P83)Or Ss form groups to find out what method of argumentation is usedin each part of the text.5.T urges Ss to employ these methods in their own writing.Cultural notes:Environmental protection organizations,green house effect,Gaiahypothesis(see Teacher book P84-8
46、5)Language points:(1)aversion:strong dislike(followed by to)e.g.Many people have a natural and emotional aversion toinsects.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
47、sometimes conllict.There are conflicting reports about the identity of thehostage.(3)in the name of:for the reason o f;using the excuse ofe.g.Let me thank you in the name of my parents.They arrested him in the name of the safety of the country.(4)distinguish:recognize the difference(between)e.g.He i
48、s too young to distinguish right from wrong.Fingerprints can be used to distinguish the two suspects.(5).if costless:if those things dont cost much(6)regardless:in spite of everything;anywaye.g.His parents objected to his marriage,but he carried onregardless.We warned them that there wasnt time to g
49、et to the top ofthe mountain and back before dark,but they went onregardless.(7)combat:fight or struggle(against)e.g.Doctors are still seeking ways to combat AIDS.Many politicians emphasized the importance of combatinginternational terrorism.(8)consequence:the result or effect of an action or condit
50、ione.g.There may be serious consequences for the country if thepeace talks fail.An economic crisis may have tremendous consequencesfor our global security.(9).empty breadbaskets:shortage of food supply because nocrops will grow in the areas which used to provide a lot of food.(10)call for:require,de