全新版大学英语综合教程二版二册单元教案

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Unit 1 Ways of Learning

Teaching Aims:

1.Understanding the main idea (that it would be ideal if we can strike a balance between

the Chinese and western learning styles) and structure of the text(introduction of the topic by an anecdote-elaboration by comparison and contrast-conclusion by a suggestion)

2.Appreciate the difference between comparison and contrast, as well as different ways

to compare and contrast (point-to-point method or one-side-at-time method)

3.Grasp the key language points in Texts A and grammatical structures in the text

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 notices, etc.

Teaching Keypoints:

1.Grasp the main idea of Text A and language points in Text A

2.Cultural background about Chinese and western ways of learning

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 2, students will understand the main topic of

unit (ways of learning in Chinese and western countries)

2.Have students listen to the script of listening part, explain some difficult sentences and

phrases, lead them to finish the exercises on page3, check the answer

3.How to understand the following sentences:

Standing on the shoulders of giants

4.Explain the cultural notes of education in the west

5.In class, students form two camps to debate the following issue: If you have a baby ,

which way would you prefer to use , to pay more attention to develop more skills or to creativity?

Step 2 Global analysis of Text A

Ⅰ. Scanning

Scan Text A and decide whether the following statements are true or false.

1 Benjamin was worried that he couldn’t put the key into the box. (F)

(=Benjamin was not bothered at all.)

2. In the Chinese staff’s opinion, the parents should guide Benjamin to insert the key. (T)

3. The author and his wife didn’t care whether Benjamin succeeded in inserting the key into the slot. (T)

4. For the Westerners, learning should take place by continual careful shaping and molding. (F)

(= The Chinese think that learning should take place by continual careful shaping and molding.)

6.Chinese teachers hold the opinion that skills should be acquired as early as possible,

while American educators think that creativity should be acquired early. (T)

7.Add more questions about the text:

Where and when did the incident take place?

Who are the main characters in this incicent?

What is Howard Gardner?

Why do the couple come to China?

How old is the son of the author？

Through what does the baby get pleasure in the incident?

What is the attitude of his parents ?

What is the attitude of the hotel staff towards Benjamin effort?

8.Answer the questions of on page 10-11

ⅱUnderstanding the main idea of the text Division of the Text A

Step 3 Detailed Reading of Text A

Ⅰ. Difficult Sentences

1. (LL. 13~15) Because of his tender age and incomplete understanding of the need to position the key just so, he would usually fail.

Paraphrase the sentence. (= Because he was so young and didn’t quite know that he should position the key carefully to fit into the narrow key slot, he would usually fail.)

2. (L. 15) Benjamin was not bothered in the least.(= Benjamin was not bothered at all.)

3. (L. 30) … and to throw light on Chinese attitudes toward creativity.

And to help explain Chinese attitudes toward creativity.

4. (LL. 37~39) …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?

What does the desired action refer to? (= Positioning the key carefully to fit into the slot.)

5. (L. 39) He may well get frustrated and angry. (= He is likely to get frustrated and angry.) Eg . You use “may well” when you are saying what you think is likely to happen.

6. (L. 47~48) He was having a good time and was exploring, two activities that did matter to us.

What do the two activities refer to?(= Having a good time and exploring.)

“activities that did matter to us”.(= activities that were important to us.)

7. (L. 52) …whether it be placing a key in a key slot, drawing a hen or making up for a misdeed…= No matter whether it is placing a key in a key slot, drawing a hen or making up for some mistakes.) the subjunctive mood

eg. Whether he be present or absent, we shall have to do our part.)

8. (LL. 80~81) …young Westerners making their boldest departures first and then gradually mastering the tradition…(西方的年轻人先是大胆创新，然后逐渐深谙传统。) What does making their boldest departures mean?(=Doing sth. different from an established rule or tradition.)

9. (LL. 98~99) But assuming that the contrast I have developed is valid, and that the fostering of skills and creativity are both worthwhile goals…

assuming + that-clause: 假定…You use assuming that when you are considering a possible situation or event, so that you can think about the consequences.

Eg. Assuming that we all work at the same rate, we should be finished by January.) 10. (LL. 100~102) 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? 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?)

Step 4 Words and Expressions of Text A

1.(L. 7) attach: vt. fasten or join (one thing to another)

* She attached an antenna to the radio.

(=A tag was attached to each article.)

Pattern: attach sth. to sth. be attached to sth.

2. (L. 21) initial: adj. of or at the beginning; first

最初的会谈是后来达成协议的基础。(=The initial talks were the base of the later agreement.) *the initial lette r of a word 一个词的首字母

3. (L. 25) await: vt. wait for He was anxiously awaiting her reply.

他早就期待着这个时刻了。(=He has long awaited this moment.)

4. (L. 25) on occasion: now and then

It has, on occasion, created trouble for the bank.

你有时使人们感到诧异。(=You have on occasion surprised people.)

CF: on occasion & on the occasion of

on occasion有时，间或。

on the occasion of在…之际。

on the occasion of sb.'s wedding

5. (L. 26) neglect: vt. give too little attention or care to

* neglect one's meals and sleep 离开时别忘了锁门。

(=Don't neglect to lock the door when you leave.)

CF: neglect, ignore & omit这几个词都有忽略、遗漏之意。

neglect 指对职责、义务或应做的事没有给予足够的注意。这种忘记可能是有意的，也可能是无意的。例如：Those who neglect their duties should be punished. 玩忽职守者应受惩罚。

Why do they always neglect the traffic regulation. 他们为什老是不注意遵守交通规则呢？

ignore 指疏忽、不顾，强调对某人或某物故意不理会，有时还带有固执地拒绝的意味。例如：When I saw Tom, I stopped to greet him, but he ignored me and walked on.

当我看到汤姆时，我停下来和他打招呼，但他没有理我继续往前走。

The teacher ignored my difficult questions. 老师对我的难题置之不理。

omit 指因专注或疏忽而忘记某事，这种失误可能是有意或无意的。该词还可指删除不利或不必要的东西。例如：She should not omit to visit the museum. 她不应忘了去参观博物馆。The third part of the book may be omitted. 该书的第三部分可以删掉。

6. (L. 28) relevant: adj. directly connected with the subject

(=His color is not relevant to whether he's a good lawyer.)

(=The evidence is relevant to the case.) 该证据与此案有关。

Pattern: be relevant to

7. (L. 29 ) investigate: