全新版大學(xué)英語綜合教程第二冊教案 Unit 1

Unit1WaysofLearningI.TeachingPlanningObjectivesStudentswillbeableto:1.graspthemainidea(thatitwouldbeidealifwecanstrikeabalancebetweentheChineseandtheWesternlearningstyles)andstructureofthetext(introductionoftopicbyananecdoteelaborationbycomparisonandcontrast-conclusionbyasuggestion);2.appreciatethedifferencebetweencomparisonandcontrast,aswellasdifferentwaystocompareandcontrast(point-by-pointmethodorone-side-at-a-timemethod);3.masterthekeylanguagepointsandgrammaticalstructuresinthetext;4.conductaseriesofreading,listening,speakingandwritingactivitiesrelatedtothethemeoftheunit.Timeallotment1stperiod2ndperiod3rdperiod4thperiodPre-reading;While-reading(Paras1-5)While-reading(Paras6-13)While-reading(Paras6-13Post-reading(Debate;continued;14)ParaExercises)Warming-uptasks1.HowmuchdoyouknowaboutthedifferencebetweenChineselearningstyleandwesternone?2.Whichonedoyoubackup?Pleasestateyourreasons.While-readingtasks1.Skimming1)SsskimthepassageandanswertheContentQuestionsonPage9:2)TtellsSsthattherearemanywaysofintroducingatopic(seeTextAnalysis).SswilldecidewhichwayisadoptedbyHowardGardner.3)TguidesSsthroughthedirectionsforTextOrganizationExercise2andWritingStrategy.ThenSsscanthefirstsentenceofbothPara6andPara7,anddecidewhatmethodofcomparisonandcontrastisusedhere(one-side-at-a-timemethod).SsscanfromPara11toPara13,thendecidewhatmethodofcomparisonandcontrastisusedhere?(point-by-pointmethod)2.SssumupthecontrastbetweenChineseandWesternwaystolearntofulfilatask(theChineseshowachildhowtodosomething,orteachbyholdinghishand;Westernersteachachildtorelyonhimselfforsolutionstoproblems).3.SssumupthecontrastbetweentheChineseandtheWesternattitudestowardcreativityandbasicskills.(TheChinesegiveprioritytodevelopingskillsatanearlyage,believingthatcreativitycanbepromotedovertime;Westernersputmoreemphasisonfosteringcreativityinyoungchildren,thinkingthatskillscanbepickeduplater.)4.TtellsSsthattherearemanywaysofconcludinganessay(seeTextAnalysis).Ssdecidewhichwayisusedinthisessay.5.TexplainslanguagepointsandgivesSspractice(seeLanguageStudy).Post-readingtasks1.Debate:Shouldwedevelopchildren’screativityfirstortraintheminbasicskillsfirst?1)Ssdivideintotwogroups,onetakingthesideofcreativityfirst,anothertakingthesideofbasicskillsfirst.2)Ineachgroup,Ssfurtherdivideintosmallergroupsofthreetofour,brainstormingarguments\examples\statistics\quotes\etc.insupportoftheirviewpoint,aswellasthosethatcouldbeusedtorefutetheotherside.3)Debatebegins,withTactingasmoderator.2.TguidesSsthroughseveralafter-textexercises.3.TchecksonSs’homereading(TextB).4.SsdoPartIV:Theme-RelatedLanguageLearningTasks.(1period)5.TasksSstopreparethenextunit:1)dothepre-readingtask;2）previewTextA.Ⅱ.TextAnalysisAnessayisusuallymadeupofthreeparts:abeginningwherethetopicisintroduced;thebodypartwherethetopiciselaboratedon,andaconclusion.Besidesstatingthetopicdirectly,therearemanyotherwaystointroduceatheme.Inthistext,ananecdoteoranincidentisused.TheauthorofTextA,Unit6,Book1(WhatAnimalsReallyThink)introduceshistopicbyposingaquestion:“Doanimalsallhavethoughts,whatwecallconsciousness?”TextB,Unit3,Book1(HowtoMakeSenseoutofScience)beginsbyquotingnewspaperheadlines:“NewDrugsKillCancerDevastationbyElNino—aWarning6:30p.m.October26,2028:CouldThisBetheDeadlinefortheApocalypse?”TextBofthisunit,ChildrenandMoney,beginswithanimaginedargumentbetweenachildandhisparentoverthecontrolofpocketmoney.Discoverotherformsofintroductionasyoureadon.However,themoreimportantpointisthatyoushouldlearntovaryyourownwritingbyadoptingvarioustypesoftopicintroduction.Withoutaconclusion,anessaylacksasenseofcompleteness.Aconclusionmaybearestatementofthemainpointspreviouslymentioned,aproposedsolution,aquotationfromsomebookorperson,apredictionoffuturedevelopments,asuggestionforfurtherstudy,etc.TextB,Unit3,Book1endsbygivingasimile,comparingscientificresearchtomountainclimbing,“aprocessfilledwithdisappointmentsandreverses,butsomehowwekeepmovingahead.”Inthistext,HowardGardnermakesasuggestionintheformofaquestion.Ⅲ.CulturalNotes1.EducationintheWest:ThereisnocommonagreementintheWestconcerningthebestmethodofeducation.Avarietyofviewscanbefoundamongparents,teachersandstudents.Indeed,itmightbearguedthatitisthisveryexistenceofcontendingpointsofviewthatischaracteristicofWesterneducation.ThiscanbeseenasfarbackasintheworkoftheancientGreekphilosopherSocrates,whoencouragedhisstudentstoquestioneverything,eventheirmostfundamentalbeliefs.Yeteventhentherewasnogeneralagreementthatthiswasthebestwaytoteach.Socrates,afterall,wascondemnedtodeathbyhisfellowcitizensforcorruptingthemoralsoftheyoungbyhiswayofteaching.ManylaterperiodsofWesternhistorywerenomoretolerantofencouragingstudentstochallengetraditionalbeliefs:Darwin’stheoryofevolution,forexample,wasforatimebannedfromschoolsinsomeAmericanstatesonthegroundsofreligiousbelief.Muchofthecurrentdebateovereducationsurroundstheextenttowhichlearningshouldbeteacher-basedorstudent-based.Whichofthetwoshoulddecidewhatshouldbelearned,howitshouldbelearned,andwhenitshouldbelearned?ComparingWesternandAsianmethodsoflearningitisgenerallytruethatWesternmethodsaremorestudent-centred,expectingstudentstodiscoverthingsforthemselvesratherthanrelyingontheirteacherstotellthem.Anextremeversionofthestudent-centredapproachcanbeseenatSummerhill,aschoolinEnglandestablishedbytheeducationalistA.S.Neill.Therechildrenhavecompletefreedomtodecidewhattheyaregoingtolearnandwhichlessonstheywillattend.Iftheywishtheyneednotattendanyatall.MainstreameducationinEnglandisfarmorestrict,demandingthatchildrenattendlessonsandfollowanationalcurriculum.Thiscurriculumandtheimportanceofachievinggoodexamresultstendtoreinforceamoreteacher-centredapproach,asbothteachersandstudentsfindthepressureoftimeleaveslessopportunityforanexploratoryapproachtolearning.Theextenttowhichlearningisteacher-centredorstudent-centredalsodependsondifferencesbetweensubjects.Inrecentyears,forexample,therehasbeenatrendintheteachingofmathematicsinschoolclassroomsinEnglandawayfromhavingpupilsworkontheirownorinsmallgroupsbacktowardsamoretraditionalapproach,withtheteacherguidingtheentireclassstep-by-stepthroughalesson.Thisfollowedresearchthatsuggestedthat,asfarasmathswasconcerned,amoreteacher-centredmethodwasmoreeffective.2.Standingontheshouldersofgiants:awell-knownphrase,frequentlyemployedbyinventorstoexpressmodestyabouttheirachievements.Thesuggestionisthatwhiletheyhavebeenabletoseefurtherthanthosewhocamebeforethem,itisnotbecausetheythemselvesareintellectualgiants.Ratheritisbecausetheyhavebeenabletobuildupontheaccumulateddiscoveriesoftheirgreatpredecessors.Ⅳ.LanguageStudy1.attach:fastenorjoin(onethingtoanother)(usedinthepattern:attachsth.tosth.)Examples:Attachedtothisletteryouwillfindacopyofthedocumentyouaskedfor.2topositionthekeyjustso:topositionthekeycarefullytofitintothenarrowkeyslot3.notintheleast:notatallExamples:IamnotintheleasttouchedbytheMarilynMonroekindofbeauty.Anndidn’tseemintheleastconcernedaboutherstudy.4.findone’sway:reachadestinationnaturally;arriveatExamples:Shanghaiisnotaneasycitytofindyourwayaround.Drunkashewas,Peterstillfoundhiswayhome.5.phenomenon:(pi.phenomena)sth.thathappensorexistsandthatcanbeseenorexperiencedExamples:HurricanesarearelativelycommonphenomenonintheCaribbean.Stress-relatedillnessisacommonphenomenoninbigcities.Thunderandlighteningarenaturalphenomena.6.initial:oforatthebeginning,first(adj.,usedonlybeforen.)Examples:Ifacarsuddenlypullsoutinfrontofyou,yourinitialreactionmayincludefearandanger.Theirinitialburstofenthusiasmdieddownwhentheyrealizedhowmuchworkthejobinvolved.7.assist:help(usedinthepattern:assistsb.todosth.,assistsb.withsth.)Examples:Theprofessorwasassistinghisstudentstopreparetheirproject.Thecollegestudentdecidedtoassisttheboywithhisstudy.8.insert:put,fit,place(in,into,between)Examples:Waitforacoupleofminuteswithyourmouthclosedbeforeinsertingthethermometer.Thedoctorcarefullyinsertedtheneedleintomyleftarm.9.somewhat:tosomedegree,alittleExamples:ItisreportedthatconditionsinthevillagehaveimprovedsomewhatsinceNovember.“Areyouconcernedaboutyourexamresults?”“Somewhat.”10.await:(finl)waitforAwaitisafairlycommonwordinformalwriting,butyoudonotusuallyuseitinconversation.Insteadyouuse“waitfor.”Examples:Wemustawaittheresultsoffieldstudiesyettocome.AfterIsenttheletteraskingforajob,Ihadnothingtodobutawaittheanswer.11.onoccasion:nowandthenExamples:Iwasusuallytheonlyforeignparticipant,althoughonoccasionIbroughtotherAmericansinasguests.Stevespentalmostallhistimedoinghisresearch,but,onoccasion,hewouldtakehissontoseeafilm.12.neglect:givetoolittleattentionorcaretoExamples:Hegavetoomuchattentiontohiscareer,workinglonghoursandneglectinghiswife.Theirinvestmentturnedouttobeafailureandthemanagerwasaccusedofneglectinghisduties.Cf.:ignore:paynoattentiontosb./sth.onpurpose,orasifsth.hasnothappenedExample:Isaid“Goodmorning”toher,butshejustignoredmeandwalkedon.13.relevant:directlyconnectedwiththesubject(followedbyto,oppositeirrelevant)Examples:Onlyafewpeoplefeelthedebateaboutthecloningofhumanbeingsisrelevanttotheirdailylives.WhilewritingmytermpaperIwasabletoborrowalltherelevantbooksfromtheschoollibrary.14.investigate:trytofindoutinformationabout(usedinthepattern:investigatesth.,investigate+whclause)Examples:Policearestillinvestigatinghowthecaraccidenthappened.Wecanassureyouthatyourcomplaintwillbefullyandproperlyinvestigated.15.exception:sb./sth.thatacommentorstatementdoesnotapplytoExamples:Normally,parentsaren’tallowedtositinontheclasses,butinyourcasewecanmakeanexception.Wefeelthatallthestudentsinthisclass,withoneortwoexceptions,supporttheeducationalreforms.Withoutexceptionallouryoungsterswantedtoleaveschoolandstartwork.Whenyouarementioninganexception,youoftenusetheexpression“withtheexceptionof”.Example:Weallwenttoseethefilm,withtheexceptionofOtto,whocomplainedoffeelingunwell.16.onone’sown:1)withoutanyone’shelpExamples:Youneedn’tgivemeanyhelp.Iamabletomanageonmyown.Therearejobsyourchildcandoonherown.2)aloneExamples:Thechildwasleftonherownforhoursashermomhadtodealwiththeemergency.I’drathernotgotodanceonmyown.Idowishyou’dcomewithme.17.accomplish:managetodo(sth.)Examples:Unlessyoupracticeyou’llaccomplishnothing.Consideringtheircapacity,thepossibilityofaccomplishingthetaskisnothigh.IfIworkhard,IthinkIcanaccomplishmygoalofgetting6A’sattheendofthesemester.18.induecourse:atthepropertime;eventuallyExamples:Yourbookwillbepublishedinduecourse.Bepatient.You’llgetyourpromotioninduecourse.19.critical:1)veryimportantExamples:Environmentalistssayacriticalfactorinthecity’spollutionisitspopulation.Howwellyouaccomplishthistaskwillbecriticaltothesuccessofyourcareer.2)veryseriousordangerousExamples:Inyesterday’scaraccident,tenpeoplewerekilledandfivepeoplearestillinacriticalcondition.AsthesituationinAfghanistanbecamecritical,theUNSecretary-Generalappointedaspecialrepresentativetotackleit.20.principal:(ratherfinl)main,chiefExamples:Thecouple’sprincipalconcernistoearnenoughmoneytosendtheirchildrentoschool.Herprincipalinterestinlifewastobeaworld-renownedpianist.n.Theprincipalofaschoolorcollegeisthepersoninchargeofit.Example:Complaintsfromthestudentsbeganarrivingattheprincipal’soffice.Cf.:principle(seeConfusableWords)21.makeupfor:repaywithsth.good,compensateforExamples:Ididn’ttravelmuchwhenIwasyounger,butI’mcertainlymakingupforlosttimenow.Herhusbandboughtherapresenttomakeupforquarrelingwithherthedaybefore.22.inretrospect:onevaluatingthepast;uponreflectionExamples:TheyoungmanknewinretrospectthatheshouldhavemarriedhisfirstloveEmily.Inretrospect,IwishthatIhadchosenbiologyasmymajor.23.extreme:verygreatExample:Thegirlswereafraidofsnakesandwalkedalongthemountaintrailwithextremecaution.n.thefurthestpossiblelimit,anextremedegreeExample:IknowIalwayssaythatyoueattoomuch,butthereisnoneedtogototheotherextreme.(phrase:gotoextremes:dosth.somuch,statesth.sostrongly,thatpeopleconsideryouractionsunacceptableandunreasonableExamples:Johnwenttosuchextremestogethispromotionthateveryoneattheofficehateshimnow.Thefilmisnotverygood,butsomecriticshavegonetoextremes,sayingitistheworstofthedecade.)24.performance:1)thestandardachievedbyapersonorgroupofpeopleincarryingoutaparticularjoboractivityExamples:Theathletewasawarded$10,000forhisgoodperformanceintheOlympics.Afterseveralbadperformances,thesoccerteamfoundtheirformagain.2)sth.performedinfrontofanaudience,e.g.aplay,adanceorotherentertainmentExamples:StevieWonderfoughtbackfromtheshadowofdeathandwentontogivemoreperformances.HisperformanceinthenewproductionofHamletreceivedmuchpraise.25.somuchsothat:tosuchanextentExamples:Americanstreattheirchildrenasseparateindividuals,somuchsothatsomeonewhoremainsdependentontheirparentslongerthanthenormmaybethoughttobe“immature.”Someparentsspoiltheirchildren,somuchsothattheyneveraskthemtodoanyhousework.26.continual:happeningagainandagain,repeatedExamples:Theconstructionoftheairportcontinueddespitecontinualcomplaintsfromlocalresidents.Thedog’scontinualbarkingdisturbedthewholeneighborhood.Cf.:continuous(seeConfusableWords)27.apply:1)berelevant(tosb./sth.);haveaneffect(usedinthepatternapplytosb/sth.)Examples:Thenewpensionarrangementswon’tapplytopeoplebornbefore1960.Theadvicegivenbytheprofessoronlyappliestosomeofthecollegestudents.2)writealetterorfillinaforminordertoaskformallyforsth.(usedinthepattern:applyforsth.,applytodosth.)Examples:Howmanyjobshadyouappliedforbeforeyouwereofferedthisone?Wewenttothesportsclubsooftenthatwedecidedthatwemightaswellapplytojoin.28.workon/at:tryhardtoachieveorimprove(sth.)Examples:Sophianeedstoworkat/onhertypingspeed.Johncamebackaheadoftimetocontinueworkingonhisthesis.29.priority:1)sth.thatonemustdobeforeanythingelseExamples:Beingaqualifiedteacherisherfirstpriority.Earningenoughmoneytomaintainhisfamilyisahighpriority.2)sth.thatholdsahighplaceamongcompetingclaimsExamples:TheschoolwillgiveprioritytoEnglishandcomputerstudies.Theproposalsdeservesupportastheygiveprioritytotheneedsofchildren.30.evolve:(causeto)developgradually(followedbyinto/from)Examples:Thestoryevolvesintoaviolenttragedy.Popularmusicevolvedfromfolksongs.Asknowledgeofgeneticengineeringevolves,beliefschange.Ifyouwanttobeapoet,youmustevolveyourownstyleofwriting.31.summarize:makeashortaccountofthemainpointsof(sth.)Examples:Basically,thearticlecanbesummarizedinthreesentences.Theworkers’demandscanbesummarizedasfollows:shorterhoursandmorepay.32.contrast:compare(twopeopleorthings)sothatdifferencesaremadeclear(usedinthepattern:contrastAand/withB)Examples:Carriecontrastedthesituationthenwiththepresentcrisis.StudentswereaskedtocontrastErnestHemingwaywithMarkTwain.n.actionofcontrastingExamples:IwasalwaysreadingwhenIwasakid,butmydaughter,incontrast,justwatchesTVallday.Incontrasttothehotdays,thenightsarebitterlycold.33.ontheonehand...ontheotherhand:tointroducetwocontrastingcircumstancesExamples:Ontheonehand,wehavegoodreasontofeelpleasedwithourprogress.Ontheotherhand,wemustn’mote:helptogrowordevelopExamples:Youdon’thavetosacrificeenvironmentalprotectiontopromoteeconomicgrowth.Regularexercisewil