大學(xué)英語III教案2013月集體編

1950《大學(xué)英語III》

課程教案2013——2014學(xué)年第I學(xué)期編寫人：大學(xué)英語第二教研室審核人：安徽科技學(xué)院外國語學(xué)院《大學(xué)英語III》課程教案課程名稱：大學(xué)英語III課程類型：通識(shí)教育課學(xué)時(shí)：60學(xué)時(shí)學(xué) 分：3學(xué)分授課對(duì)象：非英語專業(yè)?統(tǒng)招一、教學(xué)目標(biāo)大學(xué)英語III級(jí)課程是以英語語言知識(shí)與應(yīng)用技能、學(xué)習(xí)策略和跨文化交際為主要內(nèi)容，培養(yǎng)學(xué)生的英語綜合應(yīng)用能力，特別是聽說能力。大學(xué)英語二級(jí)的具體教學(xué)目標(biāo):.建議詞匯量：領(lǐng)會(huì)式掌握3850個(gè)單詞和450個(gè)詞組，其中復(fù)用式掌握的單詞為1800,以及由這些詞構(gòu)成的常用詞組，并具有按照基本構(gòu)詞法識(shí)別生詞的能力。.語法：鞏固和加深基本語法知識(shí)，提高在語篇水平上運(yùn)用語法知識(shí)的能力。.聽的能力：能聽懂英語講課及簡(jiǎn)短會(huì)話和談話，抓住中心大意和要點(diǎn)。語速為每分鐘120~130詞，聽一遍。能基本聽懂英語國家慢速英語節(jié)目，能掌握其中心大意，抓住要點(diǎn)。能運(yùn)用基本的聽力技巧幫助理解。.說的能力：學(xué)會(huì)基本的課堂用語，能用英語提問并回答教師就課文提出的問題,能和同學(xué)一起就某個(gè)簡(jiǎn)單的話題用英語進(jìn)行討論。能就所熟悉的話題經(jīng)準(zhǔn)備后作簡(jiǎn)短發(fā)言，表達(dá)比較清楚，語音、語調(diào)基本正確。.閱讀能力：能讀懂語言難度一般的普通題材的文章，學(xué)會(huì)基本的閱讀技能。一般閱讀速度為每分鐘60-65個(gè)單詞，快速閱讀速度每分鐘為90個(gè)單詞，快速閱讀材料難度應(yīng)低于課文，生詞不超過總詞數(shù)3%。.寫的能力：能根據(jù)所學(xué)課文做筆記、回答問題、完成提綱和填寫表格，能就所學(xué)內(nèi)容在半個(gè)小時(shí)內(nèi)寫出不少于120詞左右的短文。內(nèi)容比較連貫，語法基本正確。.譯的能力：能翻譯難度低于課文的英語文章，理解正確，譯文基本達(dá)意，譯速每小時(shí)280英語詞。能譯出句子結(jié)構(gòu)比較簡(jiǎn)單的漢語，譯文達(dá)意，基本無重大語言錯(cuò)誤，譯速每小時(shí)235漢字。

二、教學(xué)內(nèi)容及學(xué)時(shí)分配教學(xué)內(nèi)容學(xué)時(shí)讀寫第一單元4讀寫第二單元4讀寫第三單元4讀寫第四單元4讀寫第五單元4讀寫第六單元4讀寫第七單元4讀寫第八單元4讀寫第九單元4讀寫第十單元4Unit1-22unit3-42unit5-62unit7-82unit9-102unit11-122unit13-142unit15-162讀寫復(fù)習(xí)2口語復(fù)習(xí)2合計(jì)60三、教學(xué)方法啟發(fā)式講授法、討論法、任務(wù)型教學(xué)法（其他可供參考的教學(xué)方法：?jiǎn)l(fā)式、發(fā)現(xiàn)式、設(shè)計(jì)教學(xué)法、注入式方法；講授法、談話法、演示法、參觀法、實(shí)驗(yàn)法、練習(xí)法、討論法、讀書指導(dǎo)法、實(shí)習(xí)作業(yè)法，聽說法等。）四、考核方式根據(jù)普通高校大學(xué)英語教學(xué)大綱（修訂本）的要求，考慮到我校大學(xué)英語教學(xué)的實(shí)際情況及其現(xiàn)有條件，考核內(nèi)容包括平時(shí)成績(jī)、筆試成績(jī)、口語考試成績(jī)?nèi)齻€(gè)部分，分別占期末成績(jī)的20%、60%、20%o筆試考試命題范圍暫定為3000個(gè)基礎(chǔ)詞匯和300條常用短語，內(nèi)容分為客觀測(cè)試和主觀測(cè)試兩大部分，分別占試卷的50%和50%。考試方法為閉卷考試?？谡Z考試為計(jì)算機(jī)考試，考試題目以課堂教學(xué)內(nèi)容為基礎(chǔ)，適當(dāng)延伸。五、學(xué)習(xí)要求學(xué)生應(yīng)按照教學(xué)大綱和考試大綱的要求，配合教師教學(xué)，在規(guī)定時(shí)間內(nèi)完成讀寫課和聽說課的教學(xué)內(nèi)容。六、教材及主要參考書目CollegeEnglishIntensiveReading3,ZhaiXiangjun(ed.),ShanghaiForeignLanguageEducationPress,2006.CollegeEnglishIntensiveReading3,(Teacher'sBook),ZhangZengjian(ed.),ShanghaiForeignLanguageEducationPress,2006.OxfordAdvancedLearner'sEnglish-ChineseDictionary(6thedition),Oxforduniversitypress&TheCommercialPress,2004.大學(xué)英語實(shí)用語法講解與練習(xí).任福洪等主編.北京：國防工業(yè)出版社，2004CollegeEnglishFocusListeningandSpeaking3,DongYafen(ed.),ShanghaiForeignLanguageEducationPress,2006.大學(xué)英語實(shí)用語法講解與練習(xí).任福洪等主編.北京：國防工業(yè)出版社，2004

PartIIntensiveReading(Book3)授課章節(jié)UnitOneABrushwiththeLaw授課學(xué)時(shí)4講授方法講授法，討論法，演示法教學(xué)條件多媒體教學(xué)目標(biāo)：GetSstoknowthechiefpurposesoflawaretomaintainpeaceandorder,toprotecttherightsofcitizens,butthelawinthewesterncountrymaybeunjustlyappliedormaybeunjustincertainsituations.Aboutthetext,Ssshouldgraspthetextcontent,textstructure,basicvocabulariesandrequiredgrammarpointsofthesection.教學(xué)重點(diǎn)、難點(diǎn)：Words:arbitrary,award,casual,circumstance,commit,complain,conduct,confirm,dismiss,due,given,guilty,meanwhile,obvious,process,regard,reliable,respectable,revolve,subsequent,temporary,wander.Phrases&Expressions:takesb.tocourt,acoupleof,saveup,takeone'stime,turnout,callon,standachance,revolve,around,turnagainstAboutthereading,SsshouldknowtheusageofdictionaryAboutthewriting,Ssshouldgettoknowthewritingskill—coherence.教學(xué)要點(diǎn)：LLeadinWarm-upquestionsWhatarethefunctionsoflaw?Isitsupposedtoprotecttherightsoflawfulcitizensandpunishthelaw-breakers?Isittruethat44Everyoneisequalbeforelaw”?RelatedInformationMagistratesandthemagistratesfcourtInEngland,amagistrateisapersonappointedtotryminoroffences.Themagistrates,courtisthelowestcourtoflaw,whichcanonlytrypeopleforminoroffences.Lawyer,solicitor,barristerLawyer:thegeneraltermforanyonewhoseworkistoadvisehisclientsaboutthelawandrepresentthemincourtSolicitor:alawyerwhogivesadvice,appearsinlowercourts,andpreparescasesforabarristertoargueinahighercourtBarrister:alawyerwhohastherightofspeakingandarguinginthehighercourtsoflawTheSixties'youthcounterculture^theattitudesandlifestylesofmanyyoungpeoplewhorejectedconventionalsocialvaluesanddemandedmorepersonalfreedomTheword“counterculture“wascoinedinthe1960sfortheattitudesandlifestylesofmanyyoungpeoplewhorejectedconventionalsocialvaluesanddemandedmorepersonalfreedom.ThecounterculturefirstaroseintheU.S.duringthe1960sandsoonspreadtoBritain,Franceandotherwesterncountries.TheseyoungpeoplewereopposedtotheVietnamWaranddissatisfiedwiththeexistingstateofaffairsintheirsociety.Yet,unabletofindamoreconstructivewayofstrugglingagainstthese,theyindulgedthemselvesinsex,drugs,alcoholandrockmusicandtookgreatprideinwearinglonghairandunusualclothesandintakingupanythingthatwasunconventional.Thecounterculturedeclinedinthelate1970s.Hippy/HippieHippie,memberofayouthmovementofthelate1960s,wascharacterizedbynonviolentanarchy,concernfortheenvironment,andrejectionofWesternmaterialism.ThehippiemovementstartedintheUnitedStatesandthenspreadtoCanada,theUnitedKingdom,andmanyothercountries.Thehippiesformedapoliticallyoutspoken,antiwar,artisticallyprolificcountercultureinNorthAmericaandEurope.Thehippieswereusuallydressedinunusualclothesandlivedingrouptogetherandtookdrugs.MiddleClassl)InBritain:Itreferstotheclassofpeoplebetweenthenobilityandtheworkingclass.Itincludesprofessionalmen(suchasdoctors,lawyersandarchitects),bankers,ownersofbusinessandsmallgentry.IntheUnitedStates:Itreferstotheclassofpeoplebetweentheverywealthyclassandtheclassofunskilledlaborersandunemployedpeople.Itincludesbusinessmen,professionalpeople,officeworkers,andmanyskilledworkers.Apartfromoccupationsandeconomicstatus,theterm“middleclass“canalsobeusedtodescribevaluesandattitudes.WordsorPhrasesRelatedtotheTopicawfiil/law-abidingcitizens,breakthelaw,obeythelaw,by/underlaw(accordingtothelaw),withinthelaw(legalorlegally)acourt/lawcourt/courtroom,jury,judge,plaintiff7complaint,defendant/theaccused,witnessevidence/proof,cost,damagesguilty,innocentcriminal/lawbreaker/wrongdoer,convict,bankrobber,burglar,mugger,felon,shopliftere.crim/offence,misdemeanour,felony,murder,mugging,bribery,embezzlement,armedrobbery,theft/stealingf.civillaw,criminallaw,economiclawII?TextComprehension1.ContentQuestions2)TextOrganizationPartsParagraphsMainideaPartonePara.1Thenarratorhasoncebeenintroublewiththelaw,whichwasaratherunpleasantexperience.ParttwoPara.2-20Thenarratorwasarbitrarilyarrestedandreleased.PartthreePara.21-22Resultofthejudgeandhisfeelings.3.TrueorFalse.ThestorytookplaceoneFebruaryinthe1960sinBritain.T.Thenarratorwasa19-year-oldcollegestudentatthetime.FHewasnotgoingtouniversityuntilthefollowingOctober..Hewaslookingforajobsothathecouldmakesomemoneytopayforhistuition.FHewantedtosaveupsomemoneytogotraveling..Hewasarrestedbyapolicemanwhilehewasstealingmilkbottlesfromdoorsteps.FHedidn'tstealanymilkbottles.Hewasarrestedbecausethepolicemanthoughthehadtheintentionofstealingmilkbottles..Thepolicemenlethimgoafterhegaveaclearexplanation.FThepolicementookhimtothepolicestationandquestionedhimforseveralhours.HewasnotallowedtoleavethestationuntilhewasofficiallychargedandtoldtoreporttoRichmondMagistratesMainIdeaTheauthortellsusaboutwhathappenedtohimmorethanadecadeago.Itwasreallyaveryunpleasantexperience,yetitprovidesuswithmuchfoodforthought.Apersonwithabrilliantacademicrecordandarespectablefamilybackgroundwillstandagoodchanceofwinningacase.LawcannotalwaysbeenforcedfairlyandarrestorconvictionisnotalwaysbasedontheMainIdeaTheauthortellsusaboutwhathappenedtohimmorethanadecadeago.Itwasreallyaveryunpleasantexperience,yetitprovidesuswithmuchfoodforthought.Apersonwithabrilliantacademicrecordandarespectablefamilybackgroundwillstandagoodchanceofwinningacase.Lawcannotalwaysbeenforcedfairlyandarrestorconvictionisnotalwaysbasedontheadequateevidenceasshowninthestory..Thenarratordefendedhimselfsosuccessfullyincourtthatthemagistratesfoundhim"notguilty^immediatelyafterhearinghisdefence.FThenarratorwantedtodefendhimselfincourt,buthisfatherwouldn'tallowhimtodoso.Instead,hehiredaverygoodsolicitorwhoconductedthedefenseincourt..Thenarratorwasshockedtofindthathisreleasefromthechargewaschieflyduetohis“right“accentandhismiddle-classfamilybackground.T.Thenarratorwasshockedtofindthathisreleasefromthechargewaschieflyduetohis“right”accentandhismiddle-classfamilybackground.FHewasnothappythatanotheryoungsterhadbeenturnedagainstthepoliceandwishedthatthenarratorcouldhavebeenabitmorehelpfulintheincident.ID.DetailedLearningoftheText1.LanguageFocusWordsandPhrases.circumstances:n.facts;conditionsconnectedwithaneventorapersonunder/inthecircumstances——Underthecircumstances,wearesuspendingtalks.Under/innocircumstances-■■-Undernocircumstancesmustyoulendhimmoney.Collocations:exceptional/specialcircumstancesfavorablecircumstancestragiccircumstances.temporary:lastingforashorttimeonlyItsoppositeis"permanent^-lastingforalongtimeorforever——Thisisnotmypermanentaddress;itisonlyatemporaryone..employmentn.one?sregularworkoroccupation,job——Hehadnodifficultyinfindingemploymentasalawyer.employv.-???Shewasemployedasaprogrammer.unemploymentn.-■■-Youthunemploymentisover50%.unemployeda.---Alargepercentageofyouthwereunemployed..confirmv.makecertain,support——Mysuspicionsarenowfullyconfirmed.--一Thelatestinformationconfirms(mein)mybeliefthattheyaretoblame.☆Theevidencemeinmyopinionthattheyarelying.A)conformsB)confirmsC)confinesD)confessesconform,confine,confess,confirm.conduct:v.manage;direct;carryout--一Themanagerconductedhisbusinessefficiently.——Thecompanyconductedasurveytofindoutourreactiontotheproduct.standinfrontofagroupofmusiciansorsingersanddirecttheirplayingorsinging——Theorchestraisconductedbyafomousconductor.③allow(heatorelectricity)totravelalongorthrough--一Plasticandrubberdon'tconductelectricity,butcopperdoes.Collocations:conductanexperiment/aninquiry(asurvey)conductheat/electricityn.thewayonebehaves,esp.inpublic,intheirjobs,etc.——Thechildren'sconductatthemeetingwasverygood..respectablea.deservingrespectrespectable■■-Theyarepoorbutrespectable.——Myparentsarerespectablepeople.respectful—Iwishyouwouldbemorerespectfultoyourteachers.Theoldgentlemenwasaverylookingperson,withgreyhairandgoldspectacles.A)respectfulB)respectedC)respectiveDjrespectable.turnout:befoundordiscovered(tobe);provetobePattern:turnout(tobe)+〃./adj.turnout+(that)-clause——Itturnedout(tobe)afineday.--一ThepersonIspoketoturnedouttobeanEnglishstudent.——Itturnedoutthattheexperimentwasmuchmoredifficultthantheyhadexpected.turnagainst:(causeto)oppose;behostiletoturnup:appearturnawayDifficultSentences.butitmakesagoodstorynow.——Shewillmakeagoodwifemake+n.makeanattempt,makeadeal,makeadecision,makeagesture,makeamistake,makeapromise,makemoney,makeprogress,makeanimpressiononsb.“萬能動(dòng)詞”:do,play,take,etc.....?andIwasleftinnodoubt.Leftisthepastparticipleofleave,——Thewarlefthimanorphan.----Leavethedooropen.-???Nothingwasleftundone.——Thewarleftthewholecountryinutterconfusion....hesaid,andwithaperfectlystraightfacetoo!Withcf:perfectly,completely,totally,andabsolutelyStraight—astraightnose,-for12straightdays-Getyourhousestraight,—astraightfellow-Shesaidthiswithastraightface.IV?ExercisesUsefulExpressions.與法律發(fā)生沖突 beintroublewiththelaw2.一次不愉快的經(jīng)歷anunpleasantexperience3.相當(dāng)擾人的ratherdisturbing4.臨時(shí)工作atemporaryjob5.存錢saveupmoney6.不緊不慢innohurry/takeone'stime7.板著臉withaperfectlystraightface8.對(duì) 熟悉befamiliarwith9.堅(jiān)定了某人的信念confirmsb.inone'sbelief10.可靠的證人areliablewitness11很有可能thereiseverychance12.放了我letmeonmywayRolePlayThestudentsarerequiredtodoaroleplaybasedonthestory.Onestudentplaysasthenarrator,theyoungman.Twootherstudentsplayasthetwopolicemen.Someotherstudentsplayasthefather,thejudgeandotherpeopleinthestory.Theroleplayshouldcoverthefollowingpoints:theyoungman'sarrest;whathappenedtotheyoungmaninthepolicestation;whatthefamilydidaftertheylearnthisarrest;whathappenedinthelawcourt;theyoungman'srelease;whathappenedafterhisrelease. .思考題/作業(yè)：Writeashortpassageaccordingtothetextin150words.Thepassageshouldcoverthefollowingpoints:hisarbitraryarrest(thereasonswhyhewasarrested)whathisfamilydidforthetrialhisarbitraryrelease(thereasonswhyhewasreleased)yourcommentsonthisincident教學(xué)小結(jié):

授課章節(jié)UnitTwoFruitfulQuestions授課學(xué)時(shí)4講授方法講授法，討論法，演示法教學(xué)條件多媒體教學(xué)目標(biāo)：ComprehendtheText;GraspthestructureandmainideaoftheText;MasterthekeylanguagepointsintheText;Appreciatethenarrativeskills.教學(xué)重點(diǎn)、難點(diǎn)：Aboutthetext,Ssshouldgraspthetextcontent,textstructure,basicvocabulariesandrequiredgrammarpointsofthesection.Understandthemeaningofparadigm,linerathinkingadnparameters.教學(xué)要點(diǎn)：I.Lead-inPartIPre-readingTaskWarm-upquestions①Imagineyouhaveinfrontofyouanorange,atomatoandastrawberry.Whichonedoesnotbelongwiththeothertwo?Why?②Doyouthinkitisimportanttodevelopstudents9abilitytoseethingsinfreshways?Whyorwhynot?③Whatdoyouthinkoftheideathatthepurposeofeducationistodevelopatasteforconstantlyaskingquestions?Summaryofthestudents,opinionsIntroductoryRemarksWhenwetrytotackleaproblem,wemaysometimessticktotheusualwayofthinkingaboutit,thusoftenmakingitdifficulttofindasolution.Weneedtoremember,therefore,thatisimportanttolearntolookatthingsinfreshwaysanduseunconventionalandcreativemeansintryingtosolveproblems.JamesSollisch,authorofthepresentessay,learnedabouttheimportanceofcreativethinkingwhileplayingtheWhatDoesn'tBelonggamewithhischildren.Intheessay,withexamplesrangingfromhisownchildrentosomeoftheworld'sgreatestscientists,hehelpsexplainthenatureofcreativethinkingandcallsonthereadertothinkcreatively.ILTeetComprehension1.ContentQuestions.Whatweretheauthorandhischildrenplayingthatnight?“WhatDoesn'tBelong?^^basedontheSesameStreetgame..Whatwasthequestionthefatherputtohischildren?Whatdoesn'tbelong,anorange,atomatoorastrawberry?.Whatwastheoldestchild'sanswertothequestion?Andwhatdidthefatherthinkofhisanswer?Theoldestchild'sanswerwasthattomatodoesn'tbelongbecauseitwasnotfruitandhisfatherthoughtitwasarightanswer..Whatanswersdidhis4-year-oldandhis6-year-oldchildrengive?His4-year-oldchosestrawberrybecausetheothertwowereroundandstrawberrywasn't,whilethe6-year-oldbelievedthatorangedidn'tbelongbecausetheothertwowerered..Whydidthe9-year-oldandthemiddleoneaddtotheanswers?Becausetheydidnotwanttobeoutdonebytheirsiblings.2.TextOrganizationPartDivisionoftheTextPartsParagraphsMainideas11-5Theauthor'schildrenteachhimaboutparadigmshifts.26-8Threeexamplesofshiftingoldparadigmsinhistory.39-12Theimportanceofshiftingoldparadigms.413Theauthorencouragespeopletolookatinformationinanewway.HI.DetailedLearningoftheTextMainIdeaLanguageFocusa.Words&Phrases①shift:n.achangeinthewaypeoplethinkaboutsomething,inthewaysomethingisdone,etc.——Formostcitydwellers,itisawelcomeshiftfromtowntocountrylife.ifworkersinafactory,hospital,etc.workshifts,theyworkforaparticularperiodoftimeduringthedayornight,andarethenreplacedbyothers,sothattherearealwayspeopleworkingHeisonthenightshiftthisweek.v.movefromoneplaceorpositiontoanother,ormakesomethingdothis——Don'ttrytoshifttheresponsibilityontome.--一Peoplegraduallyshiftfromthecountrytothetown.Collocations:shifttheblame/responsibilityonto(somebody)shiftone'sgroundshiftforoneself \CF:move,shift,transfer&removemove——Itwascalmandnotaleafmoved,shift--一Thecargohasshiftedbythemovementoftheship,transfer——TheheadofficehasbeentransferredfromShanghaitoBeijing,remove——PleaseremoveyourbagfromtheseatsothatIcansitdown.argue:v.disagreewithsomeoneinwords,ofteninanangryway——Wearguedwiththewaiteraboutthepriceofthemeal.stateorgiveclearreasonsthatsth.istrue,shouldbedone,etc.--Hewasarguingthatpovertymaybeablessing.——Itcouldbearguedthatsendingmentothemoonisawasteofmoney.persuadesb.todoornottodosomething——Theyarguedhimintowithdrawinghiscomplaint.Pattern:arguewithsb.about/oversth.arguefor/o/outofdoingsth.CF:argue,debate,dispute&discussDirections:Fillintheblankswiththefourwordsabove.Changetheformwherenecessary..TheHouseofCommonsdebatedtheproposalforthreeweeks..Hislatestbookdiscusestheproblemsofthedisabled..Theministerarguedthatcutsinmilitaryspendingwereneeded..WhetherhisnewmethodwillworkisstilldisDiHed.abandon:v.leaveashipbecauseitissinking----Thesailorswereorderedtoabandonthesinkingship.stopdoingsth.becausetherearetoomanyproblemsanditisimpossibletocontinue——Thematchwasabandonedbecauseofbadweather.——Weurgepeoplewhosmoketoabandonthehabit.CF:abandon,discard,leave&giveupDirections:Fillintheblankswiththefourwordsabove.Changetheformwherenecessary..FatherrepairedthetoythatIhaddiscarded. ..Thestudentwasjustaboutto^iveupthequestion,when3.suddenlyhefoundtheanswer.4.Thecruelmanabandonedhiswifeandchildren.5.Sheleftmusictostudyengineering.exposev.uncoverormake(sth.)visible;displayWhenshesmiledsheexposedasetofperfectwhiteteeth.putsomeoneinasituationwheretheyarenotprotectedfromsth.dangerousorunpleasant-■■-Soldierswereexposedtotheenemy'sgunfire.——Thebabywasleftexposedtothewindandrain.showthetruthaboutsb.orsth.,especiallywhenitisbadThatunfortunateremarkexposedhisignoranceofthesubject.Collocations:exposeone'sskintothesunexposeoneselftocriticismexposeoneselftothewindandrainexposeacrimeexposeafilmbringup:lookafterandinfluenceachilduntilheorsheisgrownupShehasbroughtupfivechildren.Ithinkthatbothparentsshouldbeinvolvedinbringingupthechildren.mentionasubjectorstarttotalkaboutitIdidn'tdaretobringupthequestionofmoney.AHtheseproblemswerebroughtupatthelastconference.vomitatehisdinnerandthenpromptlybroughtitallupagain.Collocations:bringaboutbringaround/roundbringdownbringforthbringforwardbringoutbringthroughb.DifficultSentences(DWhatisthegrammaticalfunctionof“forcedaskidstoeattheminsalads'1Paraphrasethesentence.Itisapastparticiplemodifying“thoseofus”.Tothoseofuswhowereforcedtoeattomatoesinsaladsduringchildhood,theysurelybelongtovegetables.②Itwasmessierthanafoodfightandmuchmoreimportantthanwhetheratomatoisafruitorvegetable.Whatcanweinferfromthesentence?Wecaninferfromthesentencethatthegameisnotassimpleasitappears.Itinspiresustothinkmorebehindthegameitself.(3)Maybethatexplainswhysomanyoftheworldsmostbrilliantscientistsandinventorswerefailuresinschool,themostnotablebeingAlbertEinstein,whowasperhapsthiscenturysmostpotentparadigm-shifter.Whatistheimpliedmeaningofthesentence?Sofar,theeducationsystemhasnotbeenverysuccessful.④Ibringthisupbecauseweseemtobeatapointintheevolutionofoursocietywhereeveryoneisclamoringformoretechnology,forinstantaccesstoever-growingbodiesofinformation.Whatisthefunctionofthesubordinateclauseintroducedbywhere?Itisanattributiveclauseusedtomodifytheword"point”.⑤Butunlessweshiftourparadigmsandrefocusourparameters,thesuperinformationhighwaywillleadusnowhere.Paraphrasethesentence.Onlyifweshiftourparadigmsandrefocusourparameterscanwetakethegreatadvantageofthesuperinformationhighway.⑥Andhedidn1doanythinglessEarth-shattering(punintended)thancompletelychangethewaytheuniversewasviewed.Whatcanweinferfromthesentence?Thekeypointisnotthelackofinformation.Whatweneedisnotmoreinformationbutnewwaysoflookingatit.⑦Butunlessweshiftourparadigmsandrefocusourparameters,thesuperinformationhighwaywillleadusnowhere.Howtounderstandtheword“Earth-shattering“inthissentence?Theauthorintendstheword“Earth-shattering“tobeapun—acleverandamusinguseofawordwithmorethanonemeaning.Itcanbeinterpretedasmeaningeither“Earth-shaking”(profoundinsignificance)or"explodingtheEarth-centeredtheory.^^⑧Weneedtodiscover,asmykidsdid,thatthereismorethanonerightanswer,thereismorethanonerightquestionandthereismorethanonewaytolookatabodyofinformation.Weneedtorememberthatwhenyouhaveonlyahammer,youtendtoseeeveryproblemasanail.Whatdo“ahammer^^and“anair,referto?“Ahammer^^and“anail“hereareusedastwometaphorssymbolizingtheoldparadigmsandthefixedpatternsofthinking.Paraphrasethesentence.Ifyoulookatthingsonlyinoneway,mostlikelyyouwillfailtoseethenatureofyourproblemandconsequentlyyouwon'tbeabletosolveit.⑨Weneedtodiscover,asmykidsdid,thatthereismorethanonerightanswer,thereismorethanonerightquestionandthereismorethanonewaytolookatabodyofinformation.Weneedtorememberthatwhenyouhaveonlyahammer,youtendtoseeeveryproblemasa

nail.Analyzethesentence.Thisisatypicalparallelstructureusedasanemphasis.Canyoufindmoreexamplesoftheparallelstructureinthetext?IVExercises1.UsefulExpressions與某人爭(zhēng)論尋求；追索暴露于IVExercises1.UsefulExpressions與某人爭(zhēng)論尋求；追索暴露于……感染（疾?。┥鐣?huì)的演變發(fā)展不斷增長(zhǎng)的下載資料數(shù)據(jù)信息高速公路驚天動(dòng)地的收集信息arguewithsb.questforbeexposedto...contract(adisease)theevolutionofthesocietyever-growingdownloadvolumesofdata

thesuperinformationhighwayEarth-shatteringaccumulateinformation.DiscussionDirections:Inthelonghistoryofhumaneducation,testingapersonbyexaminationsisregardedastheonlyreliableandfeasiblemethodtomeasureone'sknowledgeandcapability.Inrecentyears,agrowingnumberofpeoplehavebeguntochallengethereliabilityandfeasibilityofexammations.Theybelievethatformalexaminationisoutofdate.Towhatextentdoyouagreeordisagreewiththisstatement?Thewholeclasscanhedividedintotwogroupstodiscussthistopic.Group1(For)Group1(For)Group2(Against)unfavorabletostudents9creativityunhealthycompetitionpsychologicalproblemshighmarksandpoorabilityunifiedauthoritativemethodfairandscientificalong-testedandtime-honoredsystemamustforthestudentstoknowthebasicknowledge.WritingPracticeHowtoWriteaLetter).Formatforaletter書信格式英文書信通常由6個(gè)部分組成:信頭(Heading)收信人的姓名與地址(InsideNameandAddress)稱呼(Salutation)正文(BodyoftheLetter)結(jié)束語(ComplimentaryClose)署名(Signature)如果有附言(Postscript—P.S.)或附件(Enclosure—Encl.),則在信后加上。).SampleletterheadingRoom315,Building12SoutheastUniversity2Sipailou,Nanjing210018P.R.ChinaMay20,2000insideaddressProfessorJohnRichardsChemistryDepartmentUniversityofHawaii1890West-EastRoadHonolulu,HL96822DearProfessorRichards,<—(3)salutationIhavejustreceivedtheIAP-66andtheinvitationtoacceptaresearchfellowshipwithyourdepartment.Thankyouverymuchforsendingthem.IamnotcertainthatIwillgetmyChinesepassportandJ-IvisafromtheAmericanEmbassysoonenoughformetoarrivebyJune15.EvenifIgetthesethingsintime,ImaynotbeabletogetaticketuntilJune20.WouldyoupleasewritemewhetherornotmyarrivaldatecanbeextendeduntilJune30?Ishouldbeabletoarrivebythen.\⑷bodyIappreciateallyourhelp.Sincerelyyours,<—(5)complimentarycloseWanJuan—(6)signatureProverbsandQuotations.Amanbecomeslearnedbyaskingquestions..Thereisnoroyalroadtolearning..Hewhoisashamedofaskingisashamedoflearning..Webuildtoomanywallsandnotenoughbridges.—Newton,BritishScientist.Imaginationismoreimportantthanknowledge.—Einstein,Americanscientist.Somethingattempted,somethingdone.

—Longfellow,Americanpoet思考題/作業(yè)： finishtheexercisesandpreviewthenewlessons.教學(xué)小結(jié):授課章節(jié)Unit3WhyITeach授課學(xué)時(shí)4講授方法講課/討論/問答教學(xué)條件多媒體教學(xué)目標(biāo)：Helpthestudentsgetthegeneralideaofthearticle.Enlargethestudents9vocabularybylearningthenewwordsanddoingthevocabularyexercises.Helpthestudentsunderstandteachingasajob.Helpthestudentsfeelteacher'sresponsibilityandseriousattitudetowardsteachingReadingskill:ScanningWritingskill:parallelism教學(xué)重點(diǎn)、難點(diǎn)：Getthestudentstomasterthewritingskills—parallelstructurePracticethereadingskill--scanningHelpthestudentshaveadeepunderstandingofwhyIteach教學(xué)要點(diǎn)：Warm-upQuestionsandIntroductoryRemarksStructureoftheTextGlobalReading—ReasonstoTeachDetailedstudy:WordsandphrasesWritingPractice—ParallelismAssignment思考題/作業(yè)：P53-59;P60ReadingActivity;WriteacompositionentitledWhy/ChosetoAttendCollege教學(xué)小結(jié)：Teachinghasbeenconsideredanundesirableprofessioninmanypartsoftheworld.Educationmayberespectedandhighlyvalued,butteachersarenot.Theirpayandprestigearelowinmostcountries.Theyworklonghoursbothduringthedayandintheeveningandtheirhardworkoftengoesunnoticedandunappreciated.Yet,therehavealwaysbeenpeoplewhorejectthetemptationsofmoneyandpower,chooseteachingastheirlife-longcareeranddevotethemselvestothedevelopmentofeducation.It'sthespiritualandintelligentenjoymentofthecreationofhumanbeingsthatpromptthemtodoso.Unit3WhyITeachSteponeWarm-upQuestionsandIntroductoryRemarksWarm-upQuestionsWhatdoesthejobofteachingconjureupinyourmind?Whatdoyouthinkoftakingteachingasacareer?Doyouthinkthatteachersarehighlyrespectedandvaluedinyoursociety?Wouldyouliketobeateacheraftergraduation?Whyorwhynot?IntroductoryRemarksTeachinghasbeenconsideredanundesirableprofessioninmanypartsoftheworld.Educationmayberespectedandhighlyvalued,butteachersarenot.Theirpayandprestigearelowinmostcountries.Theyworklonghoursbothduringadayandintheevening