全新版《大学英语》教案（第二册）
Unit 1 Ways of Learning
1.教学目标及基本要求：
Objectives:
Students will be able to:
1)grasp the main idea (that it would be ideal if we can strike a balance between the Chinese and
the Western learning styles) and structure of the text (introduction of the topic by an anecdote—elaboration by comparison and contrast);
2)appreciate the difference between comparison and contrast, as well as different ways to
compare and contrast(point-by-point method or one-side-at-a-time method);
3)master the key language points and grammatical structures in the text;
4)conduct a series of reading, listening, speaking and writing activities related to the theme of
the unit.
2. 教学内容及学时分配：
Time allotment:
1st period: pre-reading; text organization
2nd period: while-reading
3rd period: post-reading activities
4th period: reading practice
5th period: speaking
6th period: writing
3. 教学重点及难点：
Important language points in the text:
4. 教学内容的深化及拓宽：
Students conduct a series of reading, listening, speaking and writing practice to deepen their understanding of the points taught in class.
5. 教学方式及在教学中应注意的问题：
A combination of traditional teaching methods with the communicative approach will be adopted. Special attention should be paid to classroom interaction. Give students time to adapt to the new teaching mode in the university that are quite different from the one they were used to in the middle school. More encouragement is needed and more guidance will be given to them in their extracurricular study.
6. 主要参考书目：
季佩英，吴晓真，2001，《全新版大学英语综合教程2－教师用书》。上海：上海外语教育出版社。
柯彦玢，张砚秋，2002，《全新版大学英语阅读教程2－教师用书》。上海：上海外语教育出版社。
朱万忠，2002，《大学英语阅读进阶2》。重庆：重庆大学出版社。
7. 思考题和习题：
《全新版大学英语综合教程2》第一单元Text A后的所有习题。
阅读第一单元Text B，完成后面的相关练习。
《全新版大学英语阅读教程2》第一单元及相关练习。
《大学英语阅读进阶》第一单元及相关练习
Writing Assignment
1st period
Objectives:
1.Making Ss informed of the different requirements of College English as compared with
Middle School English and the course plan of this term.
2.T-S interaction to get to know each other.
The first half of class:
1)Ts’ openi ng remarks
2)Ts’ delivering handout of Course Plan to Ss and elaborating it.
The second half of class:
Ask Ss to interview two other Ss and fill in the table.
2nd period
Objectives:
1) Grasp the mail idea and structure of the text;
2) Appreciate the difference between comparison and contrast, as well as different ways to compare and contrast;
3) Master key language points and grammatical structures in the text;
4) Conduct reading, speaking and writing activities related to the theme of the unit.
The Focus and difficult points:
1. The main idea and structure of Text A.
2. The understanding of text A including some difficult expressions.
3. The follow-up activity: debate on education (Should we develop children’s creativity first or train them in basic skills first?)
Time Allocation and Course Arrangement:
Pre-reading Tasks: (30 minutes)
1. Deliver handout on American education and ask Ss to skim for main idea and main facts. (5’)
2. Pair work: briefly talk about the features of American education based on the handout. (15’)
3. Ask several pairs to report their discussion. (10’)
4. T’s feedback. (5’)
While-reading Tasks: (60 min)
1.Ask Ss to skim Para 1--5 and do pair work to answer the following questions: (25’)
1) Where and when did the incident take place?
2) Who are the main characters in this incident?
3) What is the attitude of the author and his wife toward Benjamin’s efforts in inserting the key into the slot?
4) What is the attitude of the hotel staff toward Benjamin’s efforts?
2. T introduces ways of introducing a topic (writing strategy 1).
3. Ask Ss to underline the following expressions in your books:
be attached to // position // not in the least // find one’s way to // phenomenon- phenomena // initial // assist // await // on occasion // neglect // be relevant to //
4. Ask Ss to skim Para 6-10 and dis cuss the following questions: (25’)
1)What does the author mean by saying this incident was key in more than one sense?
2)How do Americans and Chinese differ in their attitudes to creativity?
3)What suggestion is made about seeking a better way for fostering skills and creativity?
5. T introduces comparison and contrast (writing strategy 2).
6. Ask Ss to underline the following expressions in your books:
exception // ultimate // on one’s own // accomplish // proceed to // in due course // critical // principal //child rearing // make up for // figure out // in retrospect // come to sb’s rescue // extreme // facility // mold // shape // so much so that // continual // apply // work on
7. Ask Ss to summarize the main idea and structure of the text. (10’)
Homework:
1.Deliver handouts about language points and ask Ss to review them after class.
2.Finish exercises of unit 1.
3.Finish reading Text B.
4.Ask Ss to search on Internet about education and take notes to prepare the follow-up
discussion on Should we develop children’s creativity first or train them in basic skills first. After-reading Tasks: (90 min)
1. Based on the information searched on Internet, Ss hold group discussion on the topic Should we develop children’s creativity first or train them in basic skills first.(15’)
2. The class is divided into two groups based on different ideas and debate on the topic. (30’)
3. Two Ss represent each side to summarize their ideas. ( 15’)
4. Check on Text B and exercises. (30’)
Speaking Course (two periods)
Objectives:
1.Familiarize Ss with vocabulary on sports and discuss concerned topics.
2.Familiarize Ss with vocabulary on weather and discuss concerned topics.
Course Arrangement:
1st period:
1.Deliver handout on expressions of sports and familiarize Ss with vocabulary on sports. (10’)
2.Conduct group discussion based on questions: (20 min)
A.Do you like sports? What are your favorite sports?
B.Why do people need to play sports?
C.What do you know about Olympic Games?
3. Group leaders report to the class. (15’)
2nd period:
1. Deliver handou t on expressions of weather and familiarize Ss with vocabulary on weather. (10’)
2. Leaders of each group casually pick out a scrip from Ts with two questions on it and discuss the questions. (20’)
—What’s your favorite season and why?
—Are there any special traditions associated with different season in your country?
—What crops are produced in which seasons in your country?
—Do you think weather patterns are changing? If so, why do you think this is?
—Do you have snow in your country? (Do you have hail?) Describe it.
—Do you think that in recent years we are losing our four distinct seasons?
—What kind of climate do you prefer when choosing a place to go on vacation?
—In your opinion, which season is the most beautiful?
—Are you concerned with weather? How do you get weather information?
—Do you like the climate of the city where you live? Why or why not?
—Is weather forecasting important in modern life? Why or why not?
—Which do you like better, hot weather or cold weather?
—Do you think it is possible or impossible to give accurate weather forecast? Why?
—Try to tell your classmates what the weather is like at this moment.
—Do you think weather will influence people’s mood? How?
—Which place around the world do you think has the best or worst weather condition? Describe it.
3. Group secretary reports to the class. (15’)
Cultural Notes
1. Education in the West: There is no common agreement in the West concerning the best method of education. A variety of views can be found among parents, teachers and students. Indeed, it might be argued that il is this very existence of contending points of view that is characteristic of Western education. This can be seen as far back as in the work of the ancient Greek philosopher Socrates, who encouraged his students to question everything, even their most fundamental beliefs. Y et even then there was no general agreement that this was the best way to teach. Socrates, after all, was condemned to death by his fellow citizens for corrupting the morals of the young by his way of teaching. Many later periods of Western history were no more tolerant of encouraging students to challenge traditional beliefs: Darwin's theory of evolution, for example, was for a time banned from schools in some American states on the grounds of religious belief.
Much of the current debate over education surrounds the extent to which learning should
be teacher-based or student-based. Which of the two should decide what should be learned, how it should be learned, and when it should be learned? Comparing Western and Asian methods of learning it is generally true that Western methods are more student-centred, expecting students to discover things for themselves rather than relying on their teachers to tell them. An extreme version of the student-centred approach can be seen at Summerhill, a school in England estab-' lished by the educationalist A.S. Neill. There children have complete freedom to decide what they are going to learn and which lessons they will attend. If they wish they need not attend any at all. Mainstream education in England is far more strict, demanding that children attend lessons and follow a national curriculum. This curriculum and the importance of achieving good exam results. tend to reinforce a more teacher-centred approach, as both teachers and students find the pressure of time leaves less opportunity for an exploratory approach to learning.
The extent to which learning is teacher-centred or student-centred also depends on differences between subjects. In recent years, for example, there has been a trend in the teaching of mathematics in school classrooms in England away from having pupils work on their own or in small groups back towards a more traditional approach, with the teacher guiding the entire class step-by-step through a lesson. This followed research that suggested that, as far as maths was concerned, a more teacher-centred method was more effective.
2. Standing on the shoulders of giants: a well-known phrase, frequently employed by
inventors to express modesty about their achievements. The suggestion is that while they have been able to see further than those who came before them, it is not because they themselves are intellectual giants. Rather it is because they have been able to build upon the accumulated discoveries of their great predecessors.
Language Study
1. attach: fasten or join (one thing to another) (used in the pattern: attach sth. to sth.) Examples: Scientists discovered they could measure wind speed by attaching a wind meter to
a kite and sending it up.
Attached to this letter you will find a copy of the document you asked for.
2.... to position the key just so: to position the key carefully to fit into the narrow key slot
3.not in the least: not at all
Examples: I am not in the least touched by the Marilyn Monroe kind of beauty.
Ann didn't seem in the least concerned about her study.
4. find one's way: reach a destination naturally; arrive at
Examples：Shanghai is not an easy city to find your way around.
Drunk as he was, Peter still found his way home.
5. phenomenon: (pi. phenomena) sth. that happens or exists and that can be seen or
experienced
Examples: Hurricanes are a relatively common phenomenon in the Caribbean.
Stress-related illness is a common phenomenon in big cities.
Thunder and lightening are natural phenomena.
6. initial: of or at the beginning, first (adj., used only before n.)
Examples: If a car suddenly pulls out in front of you, your initial reaction may include fear and anger.
Their initial burst of enthusiasm died down when they realized how much work the job
involved.
7. assist: help (used in the pattern: assist sb. to do sth., assist sb. with sth.)
Examples: The professor was assisting his students to prepare their project.
The college student decided to assist the boy with his study.
8. insert: put, fit, place (in, into, between)
Examples: Wait for a couple of minutes with your mouth closed before inserting the thermometer.
The doctor carefully inserted the needle into my left arm.
9. somewhat: to some degree, a little
Examples: It is reported that conditions in the village have improved somewhat since November.
------ "Are you concerned about your exam results?"
------ "Somewhat."
10. await: (finl) wait for
Await is a fairly common word in formal writing, but you do not usually use it in conversation.
Instead you use "wait for."
Examples: We must await the results of field studies yet to come.
After I sent the letter asking for a job, I had nothing to do but await the answer.
11. on occasion: now and then
Examples: I was usually the only foreign participant, although on occasion I brought other Americans in as guests.
Steve spent almost all his time doing his research, but, on occasion, he would
take his son to see a film.
12. neglect: give too little attention or care to
Examples: He gave too much attention to his career, working long hours and neglecting his wife.
Their investment turned out to be a failure and the manager was accused of neglecting his duties.
Cf.: ignore: pay no attention to sb./sth. on purpose, or as if sth. has not happened
Example: I said "Good morning" to her, but she just ignored me and walked on.
13. relevant: directly connected with the subject (followed by to , opposite irrelevant)
Examples: Only a few people feel the debate about the cloning of human beings is relevant to their daily lives.
While writing my term paper I was able to borrow all the relevant books from
the school library.
14. investigate: try to find out information about (used in the pattern: investigate sth., investigate
+wh clause)
Examples: Police are still investigating how the car accident happened.
We can assure you that your complaint will be fully and properly investigated. 15. exception: sb./sth. that a comment or statement does not apply to
Examples: Normally, parents aren't allowed to sit in on the classes, but in your case we can make an exception.
We feel that all the students in this class, with one or two exceptions, support
the educational reforms.
Without exception all our youngsters wanted to leave school and start work.
When you are mentioning an exception, you often use the expression "with the
exception of”
Example: We all went to see the film, with the exception of Otto, who complained of feeling unwell.
16. on one's own: 1) without anyone's help
Examples: Y ou needn't give me any help. I am able to manage on my own.
There are jobs your child can do on her own.
2) alone
Examples: The child was left on her own for hours as her mom had to deal with the emergency.
I'd rather not go to dance on my own. I do wish you'd come with me.
17. accomplish: manage to do (sth.)
Examples: Unless you practice you'll accomplish nothing.
Considering their capacity, the possibility of accomplishing the task is not high.
If I work hard, I think I can accomplish my goal of getting 6 A's at the end of
the semester.
18.in due course: at the proper time; eventually
Examples: Y our book will be published in due course.
Be patient. You'll get your promotion in due course.
19. critical: 1) very important
Examples: Environmentalists say a critical factor in the city's pollution is its population.
How well you accomplish this task will be critical to the success of your career.
2) very serious or dangerous
Examples: In yesterday's car accident, ten people were killed and five people are still in
a critical condition.
As the situation in Afghanistan became critical, the UN Secretary-General appointed
a special representative to tackle it.
20. principal: (rather jml) main, chief
Examples: The couple's principal concern is to earn enough money to send their children to school.
Her principal interest in life was to be a world-renowned pianist.
n. The principal of a school or college is the person in charge of it.
Example: Complaints from the students began arriving at the principal's office. Cf.:
principle (see Confusable Words)
21. make up for: repay with sth. good, compensate for
Examples: I didn't travel much when I was younger, but I'm certainly making up for lost time now.
Her husband bought her a present to make up for quarreling with her the day
before.
22. in retrospect: on evaluating the past; upon reflection
Examples: The young man knew in retrospect that he should have married his first love Emily.
In retrospect, I wish that I had chosen biology as my major.
23. extreme: very great
Example: The girls were afraid of snakes and walked along the mountain trail with extreme
caution.
n. the furthest possible limit, an extreme degree
Example: I know I always say that you eat too much, but there is no need to go to the
other extreme.
(phrase: go to extremes: do sth. so much, state sth. so strongly, that people consider
your actions unacceptable and unreasonable
Examples: John went to such extremes to get his promotion that everyone at the office
hates him now.
The film is not very good, but some critics have gone to extremes, saying it
is the worst of the decade. )
24. performance: 1) the standard achieved by a person or group of people in carrying out a
particular job or activity
Examples: The athlete was awarded $10,000 for his good performance in the Olympics.
After several bad performances, the soccer team found their form again.
2) sth. performed in front of an audience, e.g. a play, a dance or other entertain-
ment
Examples: Stevie Wonder fought back from the shadow of death and went on to give more
performances.
His performance in the new production of Hamlet received much praise.
25. so much so that: to such an extent Examples: America
who remains dependent on their parents longer than the norm may be thought to
be "immature."
Some parents spoil their children, so much so that they never ask them to do any
studying.
26.continual: happening again and again, repeated
Examples: The construction of the airport continued despite continual complaints from
local residents.
The dog's continual barking disturbed the whole neighborhood.
Cf.: continuous (see Confusable Words)
27.apply: 1) be relevant (to sb./sth.); have an effect (used in the pattern apply to sb./sth.)
Examples: The new pension arrangements won't apply to people born before 1960.
The advice given by the professor only applies to some of the college students.
2) write a letter or fill in a form in order to ask formally for sth. (used in the pattern:
apply for sth., apply to do sth.)
Examples: How many jobs had you applied for before you were offered this one?
We went to the sports club so often that we decided that we might as well apply to join.
28. work on/at: try hard to achieve or improve (sth.)
Examples: Sophia needs to work at/on her typing speed.
John came back ahead of time to continue working on his thesis.
29. priority: 1) sth. that one must do before anything else
Examples: Being a qualified teacher is her first priority.
Earning enough money to maintain his family is a high priority.
2) sth. that holds a high place among competing claims
Examples: The school will give priority to English and computer studies.
The proposals deserve support as they give priority to the needs of children. 30. e volve: (cause to) develop gradually (followed by into/from)
Examples: The story evolves into a violent tragedy.
Popular music evolved from folk songs.
As knowledge of genetic engineering evolves, beliefs change.
If you want to be a poet, you must evolve your own style of writing.
31. summarize: make a short account of the main points of (sth.)
Examples: Basically, the article can be summarized in three sentences.
The workers' demands can be summarized as follows: shorter hours and more
pay.
32. contrast: compare (two people or things) so that differences are made clear (used in the pattern:
contrast A and/with B)
Examples: Carrie contrasted the situation then with the present crisis.
Students were asked to contrast Ernest Hemingway with Mark Twain.
n. action of contrasting
Examples: I was always reading when I was a kid, but my daughter, in contrast, just watches TV all day.
LEARNING, CHINESE-STYLE.
Howard Gardner
For a month in the spring of 1987, my wife Ellen and I lived in the bustling eastern Chinese city of Nanjing with our 18-month-old son Benjamin while studying arts education in Chinese kindergartens and elementary schools. But one of the most telling lessons Ellen and I got in the difference between Chinese and American ideas of education came not in the classroom but in the lobby of the Jinling Hotel where we stayed in Nanjing.
The key to our room was attached to a large plastic block with the room number on it. When leaving the hotel, a guest was encouraged to turn in the key, either by handing it to an attendant or by dropping it through a slot into a box. Because the key slot was narrow, the key had to be positioned carefully to fit into it.
Benjamin loved to carry the key around, shaking it vigorously. He also liked to try to place it into the slot. Because of his tender age and incomplete understanding of the need to position the key just so, he would usually fail. Benjamin was not bothered in the least. He probably got as much pleasure out of the sounds the key made as he did those few times when the key actually found its way into the slot.
Now both Ellen and I were perfectly happy to allow Benjamin to bang the key
near the key slot. His exploratory behavior. seemed harmless enough. But I soon observed an interesting phenomenon. Any Chinese staff member nearby would come over to watch Benjamin and, noting his lack of initial success, attempt to assist. He or she would hold onto Benjamin's hand and, gently but firmly, guide it directly toward the slot, reposition it as necessary, and help him to insert it. The "teacher" would then smile somewhat expectantly at Ellen or me, as if awaiting a thank you —and on occasion would frown slightly, as if considering us to be neglecting our parental duties.
I soon realized that this incident was directly relevant to our assigned tasks in China: to investigate the ways of early childhood education (especially in the arts), and to throw light on Chinese attitudes toward creativity. And so before long I began to introduce the key-slot anecdote into my discussions with Chinese educators.
TWO DIFFERENT WAYS TO LEARN
With a few exceptions my Chinese colleagues displayed the same attitude as the staff at the Jinling Hotel. Since adults know how to place the key in the key slot, which is the ultimate purpose of approaching the slot, and since the child is neither old enough nor clever enough to realize the desired action on his own, what possible gain is achieved by having him struggle? He may well get frustrated and angry —certainly not a desirable outcome. Why not show him what to do? He will be happy, he will learn how to accomplish the task sooner, and then he can proceed to more complex activities, like opening the door or asking for the key—both of which accomplishments can (and should) in due course be modeled for him as well.
We listened to such explanations sympathetically and explained that, first of all, we did not much care whether Benjamin succeeded in inserting the key into the slot. He was having a good time and was exploring, two activities that did matter to us. But the critical point was that, in the process, we were trying to teach Benjamin that one can solve a problem effectively by oneself. Such self-reliance is a principal value of child rearing in middle-class America. So long as the child is shown exactly how to do something — whether it be placing a key in a key slot, drawing a hen or making up for a misdeed — he is less likely to figure out himself how to accomplish such a task. And, more generally, he is less likely to view life — as Americans do — as a series of situations in which one has to learn to think for oneself, to solve problems on one's
own and even to discover new problems for which creative solutions are wanted.
TEACHING BY HOLDING HIS HAND
In retrospect, it became clear to me that this incident was indeed key — and key in more than one sense. It pointed to important differences in the educational and artistic practices in our two countries.
When our well-intentioned Chinese observers came to Benjamin's rescue, they did not simply push his hand down clumsily or uncertainly, as I might have done. Instead, they guided him with extreme facility and gentleness in precisely the desired direction.
I came to realize that these Chinese were not just molding and shaping Benjamin's performance in any old manner: In the best Chinese tradition, they were ba zhe shoujiao —"teaching by holding his hand" —so much so that he would happily come back for more.
The idea that learning should take place by continual careful shaping and molding applies equally to the arts. Watching children at work in a classroom setting, we were astonished by their facility. Children as young as 5 or 6 were painting flowers, fish and animals with the skill and confidence of an adult; calligraphers 9 and 10 years old were producing works that could have been displayed in a museum. In a visit to the homes of two of the young artists, we learned from their parents that they worked on perfecting their craft for several hours a day.
CREATIVITY FIRST?
In terms of attitudes to creativity there seems to be a reversal of priorities: young Westerners making their boldest departures first and then gradually mastering the tradition; and young Chinese being almost inseparable from the tradition, but, over time, possibly evolving to a point equally original.
One way of summarizing the American position is to state that we value originality and independence more than the Chinese do. The contrast between our two cultures can also be seen in terms of the fears we both harbor. Chinese teachers are fearful that if skills are not acquired early, they may never be acquired; there is, on the other hand, no comparable hurry to promote creativity. American educators fear that unless creativity has been acquired early, it may never emerge; on the other hand,
skills can be picked up later.
However, I do not want to overstate my case. There is enormous creativity to be found in Chinese scientific, technological and artistic innovations past and present. And there is a danger of exaggerating creative breakthroughs in the West. When any innovation is examined closely, its reliance on previous achievements is all too apparent (the "standing on the shoulders of giants" phenomenon ).
But assuming that the contrast I have developed is valid, and that the fostering of skills and creativity are both worthwhile goals, the important question becomes this: Can we gather, from the Chinese and American extremes, a superior way to approach education, perhaps striking a better balance between the poles of creativity and basic skills?
中国式的学习风格
——霍华德·加德纳
1987年春，我和妻子埃伦带着我们18个月的儿子本杰明在繁忙的中国东部城市南京住了一个月，同时考察中国幼儿园和小学的艺术教育情况。然而，我和埃伦获得的有关中美教育观念差异的最难忘的体验并非来自课堂，而是来自我们在南京期间寓居的金陵饭店的大堂。
我们的房门钥匙系在一块标有房间号的大塑料板上。酒店鼓励客人外出时留下钥匙，可以交给服务员，也可以从一个槽口塞入钥匙箱。由于口子狭小，你得留神将钥匙放准位置才塞得进去。
本杰明爱拿着钥匙走来走去，边走边用力摇晃着。他还喜欢试着把钥匙往槽口里塞。由于他还年幼，不太明白得把钥匙放准位置才成，因此总塞不进去。本杰明一点也不在意。他从钥匙声响中得到的乐趣大概跟他偶尔把钥匙成功地塞进槽口而获得的乐趣一样多。
我和埃伦都满不在乎，任由本杰明拿着钥匙在钥匙的槽口鼓捣。他的探索行为似乎并无任何害处。但我很快就观察到一个有趣的现象。饭店里任何一个中国工作人员若在近旁，都会走过来看着本杰明，见他初试失败，便都会试图帮忙。他们会轻轻握紧本杰明的手，直接将它引向钥匙的槽口，进行必要的重新定位，并帮他把钥匙插入槽口。然后那位“老师”会有所期待地对着我和埃伦微笑，似乎等着我们说声谢谢——偶尔他会微微皱眉，似乎觉得我俩没有尽到当父母的责任。
我很快意识到，这件小事与我们在中国要做的工作直接相关：考察儿童早
期教育（尤其是艺术教育）的方式，揭示中国人对创造性活动的态度。因此，不久我就在与中国教育工作者讨论时谈起了钥匙槽口一事。
两种不同的学习方式
我的中国同行，除了少数几个人外，对此事的态度与金陵饭店工作人员一样。既然大人知道怎么把钥匙塞进槽口——这是处理槽口一事的最终目的，既然孩子还很年幼，还没有灵巧到可以独自完成要做的动作，让他自己瞎折腾会有什么好处呢？他很有可能会灰心丧气发脾气——这当然不是所希望的结果。为什么不教他怎么做呢？他会高兴，他还能早些学会做这件事，进而去学做更复杂的事，如开门，或索要钥匙——这两件事到时候同样可以（也应该）示范给他看。
我俩颇为同情地听着这一番道理，解释道，首先，我们并不在意本杰明能不能把钥匙塞进钥匙的槽口。他玩得开心，而且在探索，这两点才是我们真正看重的。但关键在于，在这个过程中，我们试图让本杰明懂得，一个人是能够很好地自行解决问题的。这种自力更生的精神是美国中产阶级最重要的一条育儿观。如果我们向孩子演示该如何做某件事——把钥匙塞进钥匙的槽口也好，画只鸡或是弥补某种错误行为也好——那他就不太可能自行想方设法去完成这件事。从更广泛的意义上说，他就不太可能——如美国人那样——将人生视为一系列的情境，在这些情境中，一个人必须学会独立思考，学会独立解决问题，进而学会发现需要创造性地加以解决的新问题。
把着手教
回想起来，当时我就清楚地意识到，这件事正是体现了问题的关键之所在——而且不仅仅是一种意义上的关键之所在。这件事表明了我们两国在教育和艺术实践上的重要差异。
那些善意的中国旁观者前来帮助本杰明时，他们不是简单地像我可能会做的那样笨拙地或是犹犹豫豫地把他的手往下推。相反，他们极其熟练地、温和地把他引向所要到达的确切方向。我逐渐认识到，这些中国人不是简单地以一种陈旧的方式塑造、引导本杰明的行为：他们是在恪守中国传统，把着手教，教得本杰明自己会愉快地要求再来一次。
学习应通过不间断的精心塑造与引导而得以实现，这一观念同样适用于艺术。我们观看了孩子们在教室里学习艺术的情景，他们的娴熟技艺令我们惊讶。年仅5、6岁的孩子就带着成人的那种技巧与自信在画花、画鱼和动物；9岁、10岁的小书法家写出的作品满可以在博物馆展示。有一次去两位小艺术家的家里参观，我们从孩子的父母处得知，他们每天练习数小时以完善他们的技艺。
创造力第一？
从对创造力的态度来说，优先次序似乎是颠倒了：西方的年轻人先是大胆创
新，然后逐渐深谙传统；而中国的年轻人则几乎离不开传统，但是，随着时间的推移，他们同样可能发展到具有创新的境界。
美国人的立场可以概括起来这么说，我们比中国人更重视创新和自立。我们两种文化的差异也可以从我们各自所怀的忧虑中显示出来。中国老师担心，如果年轻人不及早掌握技艺，就有可能一辈子掌握不了；另一方面，他们并不同样地急于促进创造力的发展。美国教育工作者则担心，除非从一开始就发展创造力，不然创造力就有可能永不再现；而另一方面，技艺可于日后获得。
但我并不想夸大其辞。无论在过去还是在当今，中国在科学、技术和艺术革新方面都展示了巨大的创造力。而西方的创新突破则有被夸大的危险。如果仔细审视任何一项创新，其对以往成就的依赖则都显而易见（“站在巨人肩膀之上”的现象）。
然而，假定我这里所说的反差是成立的，而培养技艺与创造力两者都是值得追求的目标，那么重要的问题就在于：我们能否从中美两个极端中寻求一种更好的教育方式，它或许能在创造力与基本技能这两极之间获得某种较好的平衡？
Teaching Planning & Teaching Lectures New Horizon College English IV Unit 5 1.教学目标及基本要求： Objectives: Students will be able to: 1)Grasp the main idea (that it would be ideal if we can strike a balance between the Chinese and the Western learning styles) and structure of the text (introduction of the topic by an anecdote—elaboration by comparison and contrast); 2)Appreciate the difference between comparison and contrast, as well as different ways to compare and contrast(point-by-point method or one-side-at-a-time method); 3)Master the key language points and grammatical structures in the text; 4)Conduct a series of reading, listening, speaking and writing activities related to the theme of the unit. 2. 教学重点及难点： Important language points in the text: 3. 教学内容的深化及拓宽： Students conduct a series of reading, listening, speaking and writing practice to deepen their understanding of the points taught in class. 4. 教学方式及在教学中应注意的问题： A combination of traditional teaching methods with the communicative approach will be adopted. Special attention should be paid to classroom interaction. Give students time to adapt to the new teaching mode in the university that are quite different from the one they were used to in the middle school. More encouragement is needed and more guidance will be given to them in their extracurricular study. 5. 教学内容及学时分配： Time allotment: 1st period: pre-reading; text organization 2nd period: while-reading (Paras 1-5) 3rd period: while-reading (Paras 6-13) 4th period: while-reading (Paras 6-13 continued, Para 14) 5th period: post-reading activities (Debate; Exercises) 6th period: Check on students’ home reading (Text B); Theme- Related Language Learning Tasks)
Periods 1-2 I. Teaching Content: Listening and Speaking: Unit 1 Family II.Teaching Aims: 1.Knowledge aims (1)Grasp important words and phrases Award；conservationist；environmentalist；film ；take after (2)Have a better understanding of family. 2.Ability aims Improve their ability of listening and speaking. 3.Emotional aims Get more interested in English studying. Combine English learning with daily life and arouse students’interest in learning English. III.Teaching Important and Difficult Points: (1)To grasp important words and phrases such as award; conservationist; environmentalist; film; take after. (2)To train students grasp the main idea and details of the passage listened. IV.Teaching Methods: https://www.doczj.com/doc/e44200381.html,municative method; Task-based method; 2.Teaching aids: Multi-media, blackboard. V. Teaching Procedures: Step 1: Greeting/ Organize the Class Greet students. Step 2: Review/Revison Step3: Presentation 1.Introduction of pronunciations and meanings of the new words and phrases. 2. Lesson A A Famous family 1)Listen for gist To give the students some background information, the teacher should have students look over the picture and read the captions. Ask them to raise their hands if they've
Unit 2Civil Right Heroes Ⅰ. Teaching Plan & Students will be able to: 1.understand the main idea (early civil-rights struggles in the US, esp. the Underground Railroad); 2.learn to use library resources and other resources for information; 3.grasp the key language points and grammatical structures in the text; 4.[ 5.conduct a series of reading, listening, speaking and writing activities related to the theme of the unit. Principles: stimulating, motivating, facilitating, enabling Task–based:reading, writing, discussing, practicing, commenting, criticizing, evaluating, recreating, investigating, searching for resources, case studying, presenting and demonstrating, deducting, inducting, etc. < 1. T asks Ss the following questions on the recording: (5 minutes)
广州市公用事业高级技工学校 教案 编号：版本：流水号： 授课教师：审阅签名： 提交日期：审阅日期：
I. Vocabulary 10mins 1. Learn the new words in Unit 1. Make sure that students can read all the new words and understand them. 2.Pay attention to the following words: nationality 国籍 British 英国的Britain 英国 Chinese 中国的、中国人China 中国 American 美国的、美国人America 美国 Italian 意大利的、意大利人Italy 意大利 Russian 俄罗斯的、俄罗斯人Russia 俄罗斯 II. Session 1 40mins A.Learn to give basic information about a person and their jobs. 1.Let students make self-introduction, and describe their parent’s jobs simply 2.Activity1 Extract 1 Listen to Extract 1 and complete the table about the people in the photographs. An example has been done for you. 答案：略 3. Activity 4 Extract 2 L isten to Extract 2 and tick the people’s jobs and work places. One example has been done for you.
《新视野大学英语﹒读写教程》第四册教案 课程名称：大学英语读写课 授课对象：二年级全校公共课学生 授课教师： 职称： 教材版本：《新视野大学英语﹒读写教程》第四册 参考资料：教学光盘，教学参考书（外语教学与研究出版社） 教学方法：计算机辅助多媒体教学手段授课。（大班上课，小班辅导，上机自主学习）交际法与翻译法。 教学周次：4x18 教学手段：多媒体教室，电子备课材料（移动硬盘），教材 教学目标及要求： 1.掌握每一单元的Section A中心思想、了解篇章结构，写作特点、 文化背景知识。 2.掌握并背诵每一单元的Section A的核心词汇和短语、核心句型。 并能举一反三，熟练运用。写出较通顺的短文。 3．自学Section B 和Section C 的内容。 4．课后自己做《新视野大学英语﹒综合练习》第四册
新视野大学英语教案 Unit One (Book Four) 一、教学内容（Content of the Course） Section A. The Temptation of a Respectable Woman （精讲） Section B. The Obligations and Responsibilities to Marriage（略讲） Section C. The Positive Meanings of Love （泛读） 二、教学对象（Audience） 三、教学时间（Teaching Span） 6-7学时 四、教学目的（Teaching Aims） 1．Appreciate the text to know sth. about what happened between Mrs. Baroda and her husband’s friend. 2. Learn to use some important words, expressions and sentence patterns. 3. Practice listening, speaking, reading and writing. 4. Learn some translation skills 五、教学任务及步骤（Instruction Objectives &. Teaching Procedures） Step One Pre-reading Activities (导入) 文章主题（Themes）10 minutes 课文A向我们讲述了一位女性与她丈夫的一位生性沉默的朋友一起度过的一段时间，描写了她对这位朋友在感情上发生的变化。因为这位特殊的朋友首先令她吃惊不已，然后又深深地吸引了她。 课文B讨论的是两种不同的家庭：基于浪漫基础之上的“情爱家庭”和基于婚姻基础上的家庭。 课文C探讨了“爱”这一概念的方方面面。同时也探讨了婚姻伴侣的行为是如何影响其他人的感情和个人发展的。 Step Two While-reading Activities Language Points ( 语言知识) 140 minutes 1、重点单词及短语( Key words &. Expressions) idle penetrate impose presence keen nonsense deserve propose for the most part count on/upon make a fuss about run down object to a succession of yield to
Unit 3 The Generation Gap Teaching Aims: 1.Understanding the main idea (Father meddled in children’s affairs with good intentions ,but only to find his efforts unwelcome) and structure ( three settings,three scense); 2.Appreciate the basic elements of a play; 3.Grasp the key language points in Texts A and learn to use them in context; 4.Understand the cultural background related to the content 5.Conducting a series of theme-related reading, listening, speaking, and writing activities 6.Learn to write poster, etc. Teaching Keypoints: 1.Grasp the main idea of Text A and language points in Text A 2.Cultural background about The Generation Gap; 3.Analysis of the difficult sentences in Text A Teaching Difficulties: 1.Writing strategy and style demonstrated in Text A 2.Learn how to understand the structure of difficult and long sentences Teaching Aids: Teacher-guided, discussion, exercises, group-activities, student-centred Teaching period: 12 classes Teaching Procedure: Step 1Warming up 1.Have students read the overview of page 58, students will understand the main topic of unit3 2.Have students listen to the script of listening part, explain some difficult sentences and phrases, lead them to finish the exercises on page59, check the answer 3.Have students form pairs to interview each other. Step 2 Global analysis of Text A Part Division of the Text Parts Para(s). Main Ideas 1 1~35 In a fast-food restaurant, Father embarrassed Sean by talking too proudly to the restaurant manager. 2 36~108 In the Thompson family dining room, Father embarrassed Diane by persuading a work-mate into pressing his son to ask her to the senior prom. 3 109~130 In an office at Heidi’s high school, Father embarrassed Heidi by boasting to an official about how bright she was. Step 3 Detailed Reading Ⅰ. Difficult Sentences 1. (Title) “Father Knows Better” 1. What does “Father knows better.” mean? (=“Father knows better.” or “Father, you know better than that.” literally means Father wa wise enough not to do something. Actually it does not have this meaning. It means Father was not wise when he meddled with his children’s affairs.)
大学英语教案 2学时Unit 1 On Campus Teaching content Topics: On Campus Part One : Campus Life P art Two: Campus Study Teaching materials and reference book 《Beyond Oxford 2》 （Student’s Book; Teachers’ Book） Teaching objectives With the aims of: 1. Teach the students language knowledge, grammar and intonation. 2. Cultivating students’listening, speaking, reading and writing skills; 3. Motivating students’English learning interests. Teaching methods Listening; D iscussion; role-play; task-based
teaching method and exercises. Teaching time arr angement E very unit occupies about two-three week s Teachin g steps 见附录 Unit One Human Touch 人间真情 Time Allotment of the Unit Six teaching periods are needed to cover the whole unit, among which students will have a series of listening,speaking, reading and writing activities related to the theme of the unit. Moving Stories 1 感人故事1 (2 periods) Moving Stories 2 感人故事2 (2 periods) S: A song: My Heart W ill G o O n 5 mins S: G eneration gap 5 mins L: Holding on and never giving up (1) 10 mins L: Simba disobeys his father (1) 10 mins L:Holding on and never giving up (2)10 mins L: Simba disobeys his father (2) 10 mins S:Telling a story15 mins S: Unconditional love 15 mins R:It was worth every penny 30 mins W:Writing a memo 15 mins W:Writing a t hank-you l etter15 mins R:Corporate benefits10 mins R:Kindness 5 mins Grammar: 时间状语从句与 地点状语从句 25 mins Section One: Moving Stories 1 感人故事1 A. Objectives Students will be able to: 1. be familiar with the expressions about human touch. 2. master the techniques of giving encouragement in English. 3. share stories of helping others with classmates. 4. write a thank-you letter. B. Teaching Procedures Step One: Starter—A song: My Heart Will Go On A. A s k students the following questions before playing the tape: a) Which do you think is the most important in one’s life, faith, hope, or love? b) Do you think love begins at home?
Book 2 Unit 4 College sweethearts 教学重点： 1.To talk about romantic love 2.To learn and apply the words and phrases of the text 3.Master the key language points and grammatical structures in the text 教学难点： 1.apply the phrases and patterns 2.to listen and discuss the importance of humanities 3.To critically think what makes wonder in their crisis-ridden marriage 教学过程： Task 1 Lead-in (Ss work in groups to discuss the following questions) 1.What are the modern dating practices? Tips: casual dating, formal dating, speed dating, online dating, double dating, group dating, blind date… 2. Do you think it’s a good idea to date someone at college? Why or why not? Tips: Yes, because: ? it’s an ideal place to fi nd someone who has the same aspirations. ?through years of studying together, students get to know each other well. ? college has more choices than the workplace. ? love starting on campus is romantic and pure. ? No, because students need to concentrate on study, not to waste time dating. 3. In your opinion, what are the important qualities an ideal date should possess? Tips: responsible, smart, honest, considerate, understanding, diligent, rich, good-looking, funny, having the same interest…… 4.Which is more important when it comes to marriage, one’s appearance or character? Why? Tips: Appearance, because I like to see someone who is good-looking. Character, because appearance will change as time goes by, while one’s character is essential to marriage. Task 2 Text study 1.Ss read the passage and discuss the following questions in groups a.How do you understand the sentence “In a way, love just happens when you least expect it”?
Unit 1 Half a day 教学目的 1. 了解作者及其背景知识； 2．熟悉本文使用的写作手法； 3．掌握修辞疑问句、倒装句等修辞手法； 4．熟练掌握三类构词法； 5．通过深刻理解文章内涵，培养学生社会洞察力和相关的讨论能力，同时掌握文中的核心语言点。 教学内容 1. 热身 2．作者 教育与背景 主要著作 创作观 3．作品赏析 结构分析 如何赏析文学作品 扩展式讨论 4．写作技巧 省略疑问句和修辞疑问句 倒装句 “with”独立结构 5．语言理解 长难句解析 核心词汇学习 band, convince, daze, exert, intricate, observe, overlook, rank, revolve, startle, uviverse, vary 介词练习 构词法：-tion; -volve; -ly 6．课堂讨论 7．练与讲 教学重点 1. 文学作品的赏析； 2．文学中的修辞手法――省略疑问句和修辞疑问句；倒装句；“with”独立结构3．构词法：前缀 教学方法结合实际吸收各种教学法（讲授、问答、讨论、模仿、练习、多媒体使用）的优点。 教学手段用投影仪播放PowerPoint课件及板书；群发电子邮件布置课堂资料和课后作业（或其来源）。
ⅠAbout the author ★Naguib Mahfouz was born on the 11th Dec. 1911 in an old quarter of Cairo, the youngest son of a merchant. （mummies and pyramids / sphinx 狮身人面）★He worked in university administration（行政部门）and then in 1939 he worked for the Ministry of Islamic Affairs.（Buddhism Christianity Islam） ★He was later Head of the State Cinema Organization at the Ministry of Culture(文化部）. He also worked as a journalist（记者）. ★He is married, has two daughters and lives in Cairo. ★He was the first Arab to win the Nobel prize for literature He is now the author of no fewer than 30 novels, more than 100 short stories, and more than 200 articles. Half of his novels have been made into films which have circulated （流通；传播）throughout the Arabic-speaking world. The Cairo Trilogy（三部曲）is a tale of the lives of a Muslim family and spans （跨过）the first half of the 20th century. Palace Walk 《宫间街》Palace of Desire 《思官街》Sugar Street 《甘露街》How does he picture the world? 1 The world is very gloomy（阴沉的令人沮丧的）though not completely disappointing. 2 The author’s social utopia (乌托邦）is far from being realized. 3 Time is the bringer of change and change is a very painful process. 4 Life is a tragedy. ⅡText Appreciation 1 structure 2 Further discussion Can you recall your first day’s experience at primary school? Did you feel you were a stranger the first day you arrived at this university? Was it hard for you to leave home for the first time in your life? What do you think is the business of university? What do you expect to learn here? 3 Theme of the story The following are a few possible understandings of the message the story conveys. Which one do you agree with? Argue with your group partners. Time and tide wait for no man. Life is a tragedy. There is nothing permanent in life but change. Education can never keep up with changes in society. Life is short and time is precious. Life is a dream. Do not take anything seriously. 4 Structure of the text Part 1 (para. 1- 7 ) about:The boy’s misgivings about school Part 2 (para. 8-16 ) about: How the boy felt about school. Part 3 (para. 17-20 ) about: Walking out of the school, he found time had changed everything.
Unit 1 Personal Qualities I. Teaching aims and demands 1. Understand the background knowledge 2. Learn about the new words and phrases 3. Grasp the main idea and structure of the text 4. Conduct a series of reading, listening, speaking and writing activities II. Teaching importance and difficulties 1.Background information 2.The usage of some new words and phrases 3.Some sentence patterns difficult to understand III. Teaching methods A combination of traditional teaching methods with the communicative approach will be adopted. Special attention should be paid to classroom interaction. More encouragement is needed and more guidance will be given to them in their extracurricular study. Use the multimedia device where necessary. IV. Teaching procedure a. Warming-up Activities 1.Duty Report Have a brainstorming about words to describe personal qualities https://www.doczj.com/doc/e44200381.html,rmation related to the text 1) Cross-cultural communication The key to effective cross-cultural communication is knowledge. First, it is essential that people understand the potential problems of cross-cultural communication, and make a conscious effort to overcome these problems. Second, it is important to assume that one’s efforts will not always be successful, and adjust one’s behavior appropriately. For example, one should always assume that there is a significant possibility that cultural differences are causing communication problems, and be willing to be patient and forgiving, rather than hostile and aggressive, if problems develop. One should respond slowly and carefully in cross-cultural exchanges, not jumping to the conclusion that you know what is being thought and said. Active listening can sometimes be used to check this out–by repeating what one thinks he or she heard, one can confirm that one understands the communication accurately. If words are used differently between languages or cultural groups, however, even active listening can overlook misunderstandings. 2) Personal qualities Personal qualities are personal characteristics of an individual. They are what make up one's personality. They help a person get along in a new situation. For example, dependability and patience are qualities that employers would like a good worker to have. Other qualities employers value are: honesty, assertiveness, flexibility, problem solving, friendliness, intelligence, leadership, enthusiasm, and a good sense of humor.Most employers want people who are dependable and who get along with others. Though skills are important, an employer will select new employees based
Book4 Unit 3 I. Teaching Objectives 1. To know the meaning and usage of some important words, phrases and patterns 2. To be familiar with the writing skills of the text and make use of it in writing 3. To improve Ss reading skills by studying section B 4. To respond and cooperate with classmates willingly 5. To participate actively 6. To read sentences and texts with proper intonation 7. To write smoothly and legibly II.Teaching Focus 1. Useful words, phrases and sentence structures; 2. Reading skill: Understanding Figurative Language; 3. Writing skill: Structured Writing (P 69) III .Main Teaching Methods and Techniques Use the CAI (PPT software) and group work; use task-based language teaching method, communicative approach and audio-visual method. V. Teaching Procedures Section A: Longing for a New Welfare System (Four Periods) Step 1: Pre-reading Activities: 1.1 Greetings Greet the whole class Review (1). Ask students some questions to review the last lesson（show them on the
Unit 1 Changes in the Way We Live Objectives Students will be able to: 1.Develop reading skills—understand the main idea (tolerance for solitude and energy made it possible for the writer’s family to enjoy their pleasant but sometimes harsh country life) an d th e reading skill o f skimming; 2.Develop writing skills—writing strategy1: topic sentences followed by detailed sentences writing strategy2: comparison & contrast; 3.Learn the language—master the key language points and grammatical structures in the text; 4.Integrate the four skills—conduct a series of reading, listening, speaking and writing activities related to the theme of the unit. Time Allotment We devote 8 teaching periods (plus 2 periods after-c lass of students’ autonomous learning in the Self-Access Center) to cover Unit 1, which include: Time What Is to Be Done Tasks / Activities 1-2 periods 1. Warming up 2. Global analysis 3. Background information about the changes in our life 4. Ss’ understanding the main idea and the structure of the text Ss’ au tonomous learning textbook 3-4 periods 1. Language /culture study and practice 2. Ss’ mastery of the key language points and grammatical structures in the text 3. Developing Ss’ reading skill of writing strategies --- topic sentences f ollowed by detailed sentences; comparison & contrast 1. Ss sum up the main idea and major facts in Text 2 of Reading Course; 2. Ss debate on the topic of whether city life is better than suburban life 5 period 1. Further understanding of Text A 2. Discussion related to Text A in Unit 1. 3. Check of students’ reading of Text B 1. Discussion: what changes have you found in the way we live? 2. Questions & Answers 3. Learn to write essays with the 2 writing strategies 2 periods 2 after-class-periods of students’ autonomous learning in the Self-Access Center 1. Review what has been learned in class with learning resources; 2. Make up for what Ss believe as their weak points in the four skills; 3. Reinforce Ss listening skills.