新視野英語3讀寫教案

外語系教案課程名稱：大學(xué)英語〔三〕教師姓名：祁麗娜教授班級：經(jīng)濟1202課程根本信息課程類別公共必修課□公共選修課□專業(yè)必修課□專業(yè)選修課學(xué)分學(xué)時3學(xué)分51學(xué)時使用教材鄭樹棠，《新視野大學(xué)英語讀寫教程3》，外語教學(xué)與研究出版社，2008年參考書目《大學(xué)英語教學(xué)大綱》修訂工作組，《大學(xué)英語教學(xué)大綱》，上海外語教育出版社，高等教育出版社，2007年鄭樹棠，《新視野大學(xué)英語讀寫教程3教師用書》，外語教學(xué)與研究出版社，2008年課程教學(xué)目的及要求通過本學(xué)期課程的學(xué)習(xí)，學(xué)生能能使用根本的會話策略，用英語進行交流，能就熟悉的話題做簡短發(fā)言，表達思想根本清楚；能使用有效的閱讀方法，根本讀懂一般性題材的英語文章，閱讀速度達每分鐘80個單詞，快速閱讀速度達每分鐘110個單詞，做題準(zhǔn)確率達70%以上；能掌握根本的寫作技能，在半小時內(nèi)寫出130詞左右的短文，內(nèi)容根本完整，中心明確，語法根本正確；能借助詞典從事一般性文章的英漢互譯，要求譯文根本準(zhǔn)確，無重大錯誤，譯速為每小時300個左右漢字或英語單詞；掌握的詞匯量應(yīng)到達約5500個單詞和1000個詞組〔含中學(xué)應(yīng)掌握的詞匯〕，其中約2200個單詞為積極詞匯，即要求學(xué)生能夠在認(rèn)知的根底上在口頭和書面表達兩個方面熟練運用的詞匯。課程教學(xué)目的及要求通過本學(xué)期課程的學(xué)習(xí)，學(xué)生能能使用根本的會話策略，用英語進行交流，能就熟悉的話題做簡短發(fā)言，表達思想根本清楚；能使用有效的閱讀方法，根本讀懂一般性題材的英語文章，閱讀速度達每分鐘80個單詞，快速閱讀速度達每分鐘110個單詞，做題準(zhǔn)確率達70%以上；能掌握根本的寫作技能，在半小時內(nèi)寫出130詞左右的短文，內(nèi)容根本完整，中心明確，語法根本正確；能借助詞典從事一般性文章的英漢互譯，要求譯文根本準(zhǔn)確，無重大錯誤，譯速為每小時300個左右漢字或英語單詞；掌握的詞匯量應(yīng)到達約5500個單詞和1000個詞組〔含中學(xué)應(yīng)掌握的詞匯〕，其中約2200個單詞為積極詞匯，即要求學(xué)生能夠在認(rèn)知的根底上在口頭和書面表達兩個方面熟練運用的詞匯。UnitOneLoveWithoutLimitations〔6periods〕I.TeachingObjectivesandRequirements1.Topic:Thistextisaboutthestoriesofthewriterandherbrotherwhohasbraindamage.Shetriestotellusthattheconstantloveandsupportofourfriendsandfamilywouldgetusthroughwhateverlifemightpresent.2.Skills:1)ReadingSkill:Scanning(tolocateandfindapieceofinformationwithoutreadinginanydetail.)2)WritingSkill:AProblemResponseEvaluationStructure.3)TranslatingSkill:abletotranslatesentencesbyusingnewwords,expressionsandgrammar.3.Vocabulary,ExpressionsandGrammar.II.TeachingFocuses

1.Toaskstudentstograspthedominantstructureofthemainpartofthemainpassage:problemresponseevaluation.2.Toaskstudentstoremembertheimportantsentencestructures,suchas:Nomatterwhereyouare,Justas.3.ToaskstudentstolearntousetheactivewordsintextA,suchas:grasp,restrain,faithful,index.III.TeachingDifficulties1.Howtomakeitcleartostudentstheimportanceofloveandhowtoshowit.2.Howtomakestudentsgraspthetextstructureandsentencestructure.IV.TeachingMethodsandTeachingAidsTeachingMethods:presentation,discussion,self-learning,instruction,interaction,etc.TeachingAids:physicalobjects,models,pictures,CD,etc.V.TeachingProcedures(SectionA)1.Lead-in(speaking)Fourstudentsinonegroupandtelleachotherhowdidtheirparentshelpthemwhentheyareintrouble?2.Textanalysis1)Fast-readingScanthetextintenminutesandanswerthefollowquestions.Q1.HowdidJimmygethisbraindamaged?Q2.Howdidthewriterdescribeherfather?Q3.HowmuchwasJimmychangedafterhisfather’sdeath?Q4.WhydidthewriterinviteherfriendstoJimmy’sbirthdayparty?Q5.Whatdidthepartyremindthewriterandherfriendsof?2)StructureanalysisWithherlifetimeexperience,theauthortellsustherehaveneverbeenanylimitationstolovewhateverlifemaypresent.Thewritingmethodofthistextis:“Problem+Response+Evaluation”Askstudentstofindeachoftheproblem,responseandevaluationofthetext.3)FocusstudyAskstudentswhichparagraphorparagraphsattractthemmostandgiveadetailedanalysisontheseparagraph.Totheparagraphsleftandtheeasierparagraphs,mentionthekeywordsandusefulexpressioninparticular.Manywords,phrasesandsentenceswillbeinvolved.①activewordsgrasp：vt.understande.g.Hewasslowtograspwhattheteachersaid.takeholdofsomeoneorsomethinge.g.Shegraspedapieceofpaperinherhandwhenenteringtheroom.restrain:vt.Preventsomebodyoroneselffromdoingsomethinge.g.Ihadtorestrainmyselffromeatingtoomuchjunkfood.faithful:adj.beingloyalandhonesttosomebodyorsomething,beinginastateofconstantsupporte.g.Weshouldbefaithfultoourcountryandfamily.long:vi.wantsomethingverymuche.g.Helongsformeetingheragainaftertheypartedhalfamonthago.②usefulphrasesworkout:findtheanswertosomethingorsolvesomethinge.g.Ican’tworkouthowtoaccomplishthistoughwork.hit/strikehome:beunderstoodandacceptede.g.Itcanbeseenfromherexpressionthathisremarkshadhithome.get(sb.)through:helpsomebodydealwithadifficultsituationorperiodoftimee.g.Itwasaterribletimefinancially,butIgotthroughitandthenthingsimproved.③importantsentencesIhiredsomeonetolivewithhimanddrivehimtowork,butnomatterhowmuchItriedtomakethingsstaythesame,evenJimmygraspedthattheworldhe’dknownwasgone.nomatter(how,who,what,where,etc.)=however,whoever,whatever,whereverexplanation:howeverItriedmybesttokeepthingsremaininginthesamestate,translation:我雇了一個人和他生活在一起，開車送他上下班。然而，不管我怎么努力地維持原狀，吉米還是認(rèn)為他熟悉的世界已經(jīng)消失了。…soIurgedtheneighborhoodkidstocometomyhouseforsomeout-of-controlkid-centeredfun.out-of-controlkid-centeredfun=tohaveasmuchfunasthekidslikeout-of-control和kid-centered是復(fù)合形容詞，e.g.:up-to-dateexplanation：thekindoffunthingsthatkidslikefreelytranslation:我慫恿鄰居的孩子到我家來，盡情地玩孩子們玩的游戲。Justasmyfather’sdeathhadchangedtheworldovernight,September11thchangedourlives;theworldwe’dknownwasgone.“justas”=“inthewaythatsomeonesays,orinthesameconditionsomethingisin”explanation:inthewaymyfather’sdeathhadsuddenlychangedJimmy’sworld,September11thchangedourlives.Theworldwewerefamiliarwithdisappeared.translation:猶如父親的去世一夜之間改變了吉米的世界，9.11也改變了我們的生活，我們熟悉的世界不復(fù)存在了。4)TranslationTranslateparagraph4,7and12intoChinese,understandthetranslationofparticularwords,suchaspenetrate,disguise,sheerterror,simplicity,etc,andalsothetoneoftheseparagraphs.5)SummaryMakeasummaryaboutthekeypointsofthetext,itsmainlanguagepoint,usefulphrases,structureandmainidea.Makealistofthemainpointsinordertomakeiteasierforstudentstomasterandreview.3.Activities1)GroupworkStudentscanworkingroupbydiscussingthefollowingquestions.Whatis“l(fā)ove”likeinyourmind?Useonewordoronethingtodescribe“l(fā)ove”.Andwhyisthat?Shareyourthoughtswithyourgroupmembers.2)PresentationArepresentativefromeachgroupisgoingtoshowthegroup’sideaafterthediscussion.VI.Assignments1.WritingWriteaparagraphwithaproblem-response-evaluationstructure.Topics:a.TheFightAgainstAirPollutionb.Theregionhasbeenseriouslypollutedbyharmfulsmog2.ExerciseDoingDotheexercisesfromPages8to15SectionBTheFrameworkforLoveTeachingProcedures1.ReadingSkills--ScanningStep1.ThewaysofscanningScanningistoreadquicklyinordertolocateandfindapieceofinformationwithoutreadinginanydetail.Herearesomewaystoscan.Lookatthetitle.Bookforthesubtitles.Lookatpictures,charts,ordrawingsifthereareany.Lookatthefirstsentenceofeachparagraph.Step2.ScanningstepsDecideexactlywhatinformationyouarelookingforandthinkabouttheformitmaytake.Next,decidewhereyouneedtoread.Moveyoureyesasquicklyaspossibledownthepageuntilyoufindtheinformation.Whenyoufindwhatyouneed,donotreadfurther.Step3.Practice1.Providestudentwithseveralquestionsandaskthemtoscanthetextquicklyintenminutes.Trytofindtheanswersbyusingthestepstaughtabove.Questions:a.whenandwheredidthestorytakeplace? b.whatweretheydoingintheoldlodge?c.whatdidthewriterlearnaboutlove?d.whatarethewriter’sthreereasonsforsayingthatthereisaframeworkyoumustlivewithintoletlovemature?e.howcanlovebeachieved?2.TextUnderstandingExplainsomedifficultbutimportantsentences,inordertomakethestudentsunderstandthetext.Itparallelsthelifeofanoaktree,growingslowlyfromaseedinthemudtoaslendertrunkwithbarelyanyleavesandfinallyintoitsshelteringglory.Meaning:Itdevelopslikeanoaktree,growingslowlyfromaseedintothesoiltoasmalltrunkthathasfewleavesandfinallyintoabigtreethatprovidesshelter.Translation:它跟一棵橡樹的生命一樣，從土里的一粒種子開始，慢慢地長成幾乎無葉的細枝，最后枝繁葉茂，足以遮陰，成就其輝煌。Wecannotmanipulateorspeeduptheamountofyearsitneedstogrow,butmustinstead,withwitandpatience,appreciateoneanother’sdifferencesandshareoneanother’sjoysandpainsovertime.Meaning:wecannotcontrolorspeedupthetimeloveneedstodevelop.Instead,wemusthavetheintelligenceandpatienttounderstandthevalueofeachother’sdifferencesandshareoneanother’sjoysandpainsovertime.Translation:我們不可調(diào)控或加速其成長所需的年月，相反，我們必須用才智和耐心，始終欣賞相互間的差異，分享彼此的快樂和痛苦。Soitissadwhendivorcesarecausedbysmallprovocations,whenparentsandchildrengiveupononeanother,whenfriendshipsfallapartatthefirstinjury,whenwegiveuponlove.Meaning:soitissadwhencouplesgetdivorcedoverlitterarguments,whenparentsandchildrenstophavingrelationshipwithoneanother,whenfriendshipbreakdownbecauseofthefirstdisagreementandunpleasure,whenwenolongerbelieveinlove.Translation:因此，如果因小怒而離婚，父母孩子相互不信任，在第一次受傷害后中斷友誼，或不再相信愛，那是一件令人痛心的事。3.IdeaSharingStep1.ExpressYourLoveGivenachancetoexpressyourlovetosomeonewhomyoudeeplylove,whatwaywouldyouliketouse?Whatdoyouwanttosay?Step2.GroupWork:DubbingProjectaclassicalmovieclipfromAChineseOdyssey(大話西游)starredbyZhouXingchi.TranslatethescriptintoEnglishanddub.VII.References1.Teacher’sBookofNewHorizonCollegeEnglish2.OxfordAdvancedLearner’sEnglish-ChineseDictionaryVIII.ReflectionThroughtheteachingprocess,thetextcanbefullyunderstoodbythestudents,includingitsmainlanguagepoints,keyanddifficultaspects,thethemeandtheframeworkofthetext.Intheteachingprocess,studentsmaygothroughahardtimeinmastertheoldwordsthathavenewmeaningsandhowtotranslatethemintoproperChinese.Therefore,intheteachingprocedure,theteacherneedstopaymuchattentiontohowtomakethesepointsunderstood.AnotherdifficultpointofteachingisthatstudentsareshytoexpressiontheirfeelingsaboutthethemeLOVE.Itistheprimarymissionforteachertoinvoketheirinterestsinthetopicandtoencouragethemtospeakout.UnitTwoIronandtheEffectsofExercise〔6periods〕I.TeachingObjectivesandRequirements1.Topic:Comparingwiththebenefitsofexercise,manypeopledon’trealizeitsnegativeeffectifonefailstopayattentiontotheirdiet.Thistextismainlytalkingabouttheirondeficiencyandhowtosolveit.2.Skills:1)ReadingSkill:FactsorOpinions(tellingfactsfromopinions.)2)WritingSkill:CauseandEffect3)TranslatingSkill:abletotranslatesentencesbyusingnewwords,expressionsandgrammar.3.Vocabulary,ExpressionsandGrammarII.TeachingFocuses

1.Toaskstudentstograsponethemajorwritingtechniquescauseandeffect.2.Toaskstudentstoremembertheimportantsentencestructures,suchas:appositiveclause,absolutestructure.3.ToaskstudentstolearntousetheactivewordsintextA,suchas:moderate,evidence,absorb.III.TeachingDifficulties1.Howtomakestudentsgraspthewritingskillscauseandeffect,andtheimportantsentencestructures.2.Toaskstudentstohavethehabitofreadingandcollectingusefulinformationforwritings.IV.TeachingMethodsandTeachingAidsTeachingMethods:presentation,discussion,self-learning,instruction,interaction,etc.TeachingAids:physicalobjects,models,pictures,CD,etc.V.TeachingProcedures(SectionA)1.Lead-in(1)SpeakingDividestudentsintoseveralgroups.Askthemtohaveanutritiondetectiveanddeterminewhichnutrientstheyneedandmakeareportonwhattheyhavefound.(2)BackgroundinformationPurdueMedicine&ScienceinSport&Exercise2.Textanalysis1)Fast-readingScanthetextintenminutesandanswerthefollowquestions.Q1.Whatistheuseofirontoourbody?Q2.Whatkindofpeoplemostlylackiron?Q3.Howdoesironinfluenceourbody?Q4.Whatcanyoueattogetiron?2)StructureanalysisThisisaneasythatdealswiththerelationshipbetweenirondeficiencyandphysicalexercise.Thewritercombinesmanydifferentwritingtechniquestobringoutthetheme:Irondeficiencyandphysicalexercisearecloselyrelatedandweneedtotakepropermeasurestocorrectirondeficiency.Oneofthemajortechniquesiscauseandeffect.Askstudentstofindthedifferentcausesandeffectsrelatingtoirondeficiencyandphysicalexercise.3)FocusstudyAskstudentswhichparagraphorparagraphsattractthemmostandgiveadetailedanalysisontheseparagraph.Totheparagraphsleftandtheeasierparagraphs,mentionthekeywordsandusefulexpressioninparticular.Manywords,phrasesandsentenceswillbeinvolved.①importantwordsmoderate：adj.1)neitherverybignorsmallinamount,quality,degree,etc.e.g.Heisastudentofmoderateability.2)reasonableandavoidingextremeopinionsoractionse.g.Thetoneofherspeechisquitemoderate.undo:vt.1)removethebadeffectsofsomethinge.g.Themistakehasbeenmadeandcannotbeundone.2)untieorunfastenbuttons,knots,belts,etc.e.g.Iundidthebuttonsofmywhiteshirt.evidence:n.factsorphysicalsignsthathelpprovesomethinge.g.Nosignsofinfectionwasfoundinthatarea.②usefulphrasesinterferewith:preventsomethingfromhappeningordevelopinginthecorrectwaye.g.Nothingcanbeallowedtointerferewithourplanfortheweekend.derivefrom:hassomethingasanorigine.g.ManyEnglishwordsderivefromLatin.tipsb.overtheedge:makesomeoneounhappythattheycannotdealwiththeirlifeorasituationanylongere.g.Notbeingabletocopewitheverydaylife,theyweretippedovertheedgeintobreakdown.③importantsentencesForawomanwhoalreadyhasapoorironstatus,anyadditionalironlossfromexercisemaybeenoughtotipheroveredgeintoamoreseriousdeficiency…Explaexexplanation:Ifawomanwhoalreadyhaslesironthannecessarystartsaprogramthatcauseslossofiron,thenherironstatuswillchangegreatlyandshewillbeputinamoreseriousstateofirondeficiency…translation:對于那些已經(jīng)缺鐵的女性，任何因鍛煉產(chǎn)生的更多鐵質(zhì)流失都足以導(dǎo)致體內(nèi)缺鐵狀況的惡化…Thefirstandmostcommonconditionishavinglowironreserves,aconditionthattypicallyhasnosymptom.Note:“aconditionthat…”servesasanappositive,generalizingtheprecedingclause.explanation：Thefirststageofirondeficiency,whichisalsothemostcommon,isoneinwhichonedoesnothavemuchironstoredinthebody.Andduringthisstagethereareusuallynosignsofirondeficiency.translation:第一也是做常見的階段，是鐵質(zhì)儲量缺乏。這一階段一般沒有病癥。…,saysRoseanneM.Lyle,associateprofessoratPurdue.“associateprofessoratPurdue”servesasanappositive,explainingthejoboftheperson.explanation:saysRoseanneM.Lyle,whoisanassociateprofessoratPurduetranslation:普渡大學(xué)羅思安妮.M.萊爾副教授說：“…”。4)TranslationTranslateparagraph1,4and12intoChinese,understandthetranslationofparticularwords,suchasendurance,ingeneral,modify,etc,andalsotheorganizationoftheseparagraphs.5)SummaryMakeasummaryaboutthekeypointsofthetext,itsmainlanguagepoint,usefulphrases,structureandmainidea.Makealistofthemainpointsinordertomakeiteasierforstudentstomasterandreview.3.Activities1)InterviewStudentscanbeinterviewedinpairs,oneisadoctorandanotheractsasapatient.TheycanaskquestionslikeWhatareincludedinyourmeals?Pork,beef,fish,chicken,tofu,spinach,or…?Doyouliketohavesomedrinksduringyourmeal?Ifso,whatarethey?Haveyoueverhadanyironsupplement?Doyouoftendonateblood?2).PresentationMakeapresentationoftheironstatusofyourclassmatesandyoursuggestionsaccordingtoyourinterviews.VI.Assignments1.WritingWriteashortcompositionusingthetextstructureofcauseandeffectwiththefollowingtopics.a.Reasonsforobesityb.Causesformyfearofthewater/fire/…2.ExerciseDoingDotheexercisesfromPage36to44.SectionBDoesExerciseHasUnexpectedBenefits?TeachingProceduresReadingSkillsStep1.DistinguishingbetweenfactsandopinionsAswelearnedbefore,itisveryimportanttotellfactsfromthewriter’sopinionsduringthecourseofreading.Thenwhatarefacts?Andopinions?facts—whatreallyhappened;objective(客觀的)opinions—ideas,feelings,judgmentsorbeliefthatyougetfromfacts;subjective(主觀的)Step2.ThebiggestdifficultyindistinguishingfactsfromopinionsWhenyouagreewiththewriter’sopinions,youmaytakethosesubjectivethingsforgranted,thatis,youmaymistakeopinionsforfacts!Step3.Practice1.Task-basedteaching.Askstudentstoscanthetextquicklyintenminutes.AnswerthequestionsinexerciseIIbyusingthestepstaughtabove(seeP53-54).2.TextUnderstandingExplainsomedifficultbutimportantsentences,inordertomakestudentsunderstandthetext.Youngbrainsmaybeespeciallyabletoboostbrainpowerthroughexercise,suggestedanotherofGreenough’sexperimentsthatshowedthemostsignificantchangesinthebrainoccurredamongratsthathadbeenexercisedwhenveryyoung.Meaning:AccordingtoanotherexperimentbyGreenough,exercisesmaybeespeciallyhelpfulinincreasingthepowerofyoungpeople’sbrains.Thisexperimentshowedthatratsthathadbeenmadetoexercisewhenveryyounghadthelargestbrainchanges.Translation:格里諾另一個實驗說明，年輕的大腦尤其能通過運動來增強實力。這組實驗說明，從小就鍛煉的老鼠，其大腦的變化最為顯著。MeasurementsmadebyArthurKramerattheUniversityofIllionoisdemonstratedthatinactiveadults,aged63to82,couldhitbuttonsfasterinresponsetoatoneaftertheywentthougha10-weekexercisecourse.Meaning:ArthurKramer’sresearchshowedthatadults,aged63to82,whodidnotexerciseregularlywereabletopushabuttonmorequicklyuponhearingatoneaftercompletinga10-weekexercisecourse.Translation:伊利諾伊大學(xué)阿瑟.克雷莫測量的結(jié)果說明，63歲至82歲不運動的人，在完成為期10周的水上運動課程之后，聽音擊鍵的反響加快了。Now,however,somescientistshaverevisedtheirwayofthinking,andpointtopossiblephysicalconnection.Meaning:Now,however,somescientistshavechangedtheirmindsandthinkthattheacademicedgegainedbyparticipatinginsportspossiblycomesfromphysicalfitness.Translation:而現(xiàn)在，一些科學(xué)家修正了他們的看法，表示這可能與身體狀況有關(guān)。3.IdeaSharingBasedonthestudiesinthetext,giveaminipresentationonanyofthefollowingtopics:ThebenefitsofexercisetotheoldThebenefitsofexercisetotheyoungTherelationshipbetweenexerciseandagingVII.References1.Teacher’sBookofNewHorizonCollegeEnglish2.OxfordAdvancedLearner’sEnglish-ChineseDictionaryVIII.ReflectionThroughtheteachingprocess,thetextcanbefullyunderstoodbythestudents,includingitsmainlanguagepoints,keyanddifficultaspects,thethemeandtheframeworkofthetext.Intheteachingprocess,studentsmaygothroughahardtimeinmasterthedifficultsentencesandhowtotranslatethemintoproperChinese.Therefore,intheteachingprocedure,theteacherneedstopaymuchattentiontohowtomakethesepointsunderstood.Anotherdifficultpointofteachingisthatthoughstudentshavebeenfamiliarwiththetopicandtherelationshipbetweenirondeficiencyandexercise,itisveryhardforthemtoreallyrealizetheimportanceofthispointandlearnhowtokeephealthy.UnitThreeWherePrinciplesComeFirst〔6periods〕I.TeachingObjectivesandRequirements1.Topic:ThistextshowshowtheHyde2.Skills:1)ReadingSkill:MakingPredictions(topredictthegeneraldirectionofthewriters’thinking.)2)WritingSkill:Ageneralstatementsupportedbyanexample.3)TranslatingSkill:abletotranslatesentencesbyusingnewwords,expressionsandgrammar.3.Vocabulary,ExpressionsandGrammarII.TeachingFocuses

1.Toaskstudentstograspthewritingtechnique,ageneralstatementsupportedbyanexample.2.Toaskstudentstoremembertheimportantsentencestructures,suchas:Using“as”tocombinetwosentencesintoone,andtheconjunctive“once”,see…as…3.ToaskstudentstolearntousetheactivewordsintextA,suchas:cultivate,suspend,energetic.III.TeachingDifficulties1.Howtoencouragestudentstoreadmoresothattheycangivesuitableexampleswhennecessary?2.HowtomakestudentsunderstandthespiritofHydeSchool,IV.TeachingMethodsandTeachingAidsTeachingMethods:presentation,discussion,self-learning,instruction,interaction,etc.TeachingAids:physicalobjects,models,pictures,CD,etc.V.TeachingProcedures(SectionA)1.Lead-in1)speakingWhatisyouridealisticeducationsystem?Whatprincipledoyouthinkanidealisticeducationsystempossess?2)backgroundinformationTheHydeTheprivateandpublicschoolinUSA2.Textanalysis1)Fast-readingScanthetextintenminutesandanswerthefollowquestions.Q1.WhatistheprincipleofTheHydeSchool?Q2.WhatistheHydeQ3.Whatisinner-cityschool?Q4.WhatarethebeneficialresultsoftheHyde2)StructureanalysisThetextisareportaboutTheHydeSchool,tellingustheprinciplesadvocatedbytheschool,howtheprinciplesareacceptedorrejectedbyotherschoolsandfinallyhowtheprinciplesturnouttobebeneficialtotheteacherandstudents.Oneofthewritingtechniquesusedbythewriteris:“ageneralstatementsupportedbyanexample”Method:Readthetextindividuallyandtalkingroups;Usetask-basedlanguageteachingmethod,readingapproach,communicativeapproachandtotalphysicalresponsemethod.3)FocusstudyAskstudentswhichparagraphorparagraphsattractthemmostandgiveadetailedanalysisontheseparagraph.Totheparagraphsleftandtheeasierparagraphs,mentionthekeywordsandusefulexpressioninparticular.Manywords,phrasesandsentenceswillbeinvolved.①wordscultivate：vt.1)developaparticularskillorqualitye.g.Cultivatingapositiveattitudecanreaptremendousbenefits.2)makelandsuitableforgrowingcropsorplantse.g.Mostlandtherehasbeencultivated.suspend:vt.1)officiallystopsomethingforashortwhilee.g.TheUnionsuspendedstrikeactionthisweek.2)hangsomethingupe.g.Alampwassuspendedfromtheceiling.faithful:adj.beingloyalandhonesttosomebodyorsomething,beinginastateofconstantsupporte.g.Weshouldbefaithfultoourcountryandfamily.publicity:n.1)theattentionthatsomeoneorsomethinggetsfromnewspaper,television,etc.e.g.Hisreportreceivedwidepublicity.2)thebusinessofprovidinginformationinordertoattractpublicattentione.g.Thepublicitymaterialsentoutbythecompanystresseditsconcernfortheenvironment.②usefulphrasesputforth:show;bringsomethingsuchasstrengthintoaction;useefforte.g.Wehavetoputforthagreatereffortifwewanttogetthejobdoneaheadofschedule.overone’sprotest:inspiteofone’proteste.g.Thenursegavetheboyaninjectionoverhisprotest.attheoutset:atthebeginninge.g.Therehavebeendifficultieswiththisfirmattheoutset.③importantsentencesWeseeourselvesaspreparingkidsforawayoflifebycultivatingacomprehensivesetofprinciplesthatcanaffectallkids.explanation:Wethinkourdutyistopreparestudentsforawayoflifebythemacompletesetofprinciplesthatcaninfluenceallstudents.translation:我們把幫助孩子培養(yǎng)一種生活方式看做自己的職責(zé)，方法是倡導(dǎo)一整套能影響所以孩子的價值觀。TheHydecurriculumissimilartoconventionalschoolsthatprovidepreparationforcollege,completewithEnglish,history,mathandscience.explanation：thesubjectsthattheHydeSchooloffersarealmostthesameasthoseinconventionalschoolsthatgetstudentsacademicallyreadyforcollege,withallnecessarysubjectsasEnglish,history,mathandscience.translation:海德中學(xué)的課程與那些為升入大學(xué)做準(zhǔn)備的傳統(tǒng)中學(xué)所開設(shè)的課程相似，包括英語，歷史，數(shù)學(xué)和自然科學(xué)。Theprocessforpublicschoolparentsisstillbehindworkedout,withalotmoredifficultybecauseitisdifficulttoconvinceparentsthatitisworthwhileforthemtoparticipate.explanation:Publicschoolsaretryingtodevelopwaysforstudents’parentstoparticipateinschoolactivities,butfinditmuchmoredifficultbecauseitisdifficulttomakeparentsbelievetheirparticipationwillbegoodforthemandtheirchildren.translation:公立學(xué)校學(xué)生家長的活動方案仍在制定之中。這項工作的困難要大得多，因為很難使家長相信他們的參與很有價值。4)TranslationTranslateparagraph1,4and14intoChinese,understandthetranslationofparticularwords,suchaspublicity,eyeing,schedule,philosophy,etc,andalsothetoneoftheseparagraphs.5)SummaryMakeasummaryaboutthekeypointsofthetext,itsmainlanguagepoint,usefulphrases,structureandmainidea.Makealistofthemainpointsinordertomakeiteasierforstudentstomasterandreview.3.ActivitiesConsolidationAskstudentstoreadthetextstructuretogetherandretellthepassageaccordingtothetopicsentences.ThemeritofsuchvaluesAcademicachievementCultivatingacomprehensivesetofprinciplesControversialcharacterFirstideaThequestfortruthEveryhumanbeinghasauniquepotentialCommitmentamongparentsFacultyevaluationVI.Assignments1.WritingWriteacompositionofageneralstatementsupportedbyanexample.Topic:educationinschoolOutline:1.theeducationalsituationinyourschool2.theadvantageanddisadvantageoftheeducation3.howtoimprovetheeducationsituation2.ExerciseDoingDotheexercisesfromPages65to74SectionBCulturalDifferencesinWesternandJapaneseDecision-MakingTeachingProcedures1.ReadingSkills--MakingpredictionsStep1.introductionOnewaytoreadeffectivelyistopredict.Makingpredictionsoranticipatingthewriter’snextpointisanimportantskillinactivereading.Althoughwemaynotbeabletopredicteverydetailandalthoughawritermaysurpriseuswithunexpectedideas,wecanoftenanticipatethegeneraldirectiontheauthorisgoing.Makingpredictionswhileyoureadkeepsyourmindalertandinvolvedwiththepassage;it’sawaytodouble-checkyourcomprehensionofwhatyou’vereadsofar,anditcanbeagreataidtounderstandingwhatcomesnext.Step2.PracticeProvidestudentwithseveralquestionsandaskthemtoscanthetextquicklyintenminutes.AskStudentstofindthekeyideainsentencesandanswerthequestions.Q1.“Itmeanstryingtomeasuretheimpactoftheseforcesoncontemporarylife,andalsocomingtogripswithchangesnowtakingplace.”(Para.1)Inthissentencethephrase“comingtogripswith”means__________________.Q2.OnefactorthatexplainsthegreaterjobstabilityinJapanisthatthemostimportantthingis_________________.Q3.Aparticularpatternofmanagementbehavioronlyworkswithinagivencultu