Unit1Growingup.docx
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Unit1Growingup.docx
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Unit1Growingup
南阳理工学院教案
授课题目:
Unit1GrowingupTextA:
WritingforMyself
课时安排
2学时
周次
第5周
课序
第1次课
教学目的及要求:
1.Graspthemainidea(essenceofwritingistowritewhatoneenjoyswriting)andstructureofthetext(narrationinchronologicalsequence);
2.Appreciatethenarrativeskillsdemonstratedinthetext(selectionofdetails,repetition,coherence);
3.Masterthekeylanguagepointsandgrammaticalstructureinthetext;
4.Conductaseriesofreading,listening,speakingandwritingactivitiesrelatedtothethemeoftheunit.
教学内容及重点、难点:
教学内容:
1.Backgroundinformation:
GradeschoolsintheUS;Spaghetti.
2.Structureofthetext;
3.Newwordsandexpressionsinpartone,
4.Languagepointsandkeysentenceanalysisinpartone.
教学重点:
usefulexpressions,
structure:
Itwassaidthat….
教学难点:
themeaningofthetitle“writingformyself”.
教学方法:
课堂讲授鼓励式启发式教学课堂讨论提问式教学师生互动教学光盘多媒体辅助教学自主学习
教学过程设计
Firststep:
Tintroducesthemeaningofthetitle.(10minutes)
Secondstep:
asksSstoscanthetextandthenlearntheorganizationofthistext.(20minutes)
Thirdstep:
TintroducestheculturalnotestoSs.(15minutes)
Forthstep:
Texplainsthelanguagepointsandkeysentencesinparagraph1,2respectivelyandthenaskstheSstogivetheheadingofeachparagraph.(50minutes)
讨论、作业和思考题:
讨论:
themeaningofthetitle“writingformyself”.
作业:
1.doexercisesonthenewwordsandexpressionslearned.(p12,15)
2.Reviewthelanguagepointslearned.
3.Preparetherestofthistext.
主要参考资料:
1.季佩英吴晓真主编《大学英语综合教程Ⅱ教师用书》上海外语教育出版社2001年版。
2.王迈迈主编《大学英语综合教程2学习手册》中国致公出版社2004年9月版。
3.东南大学外语系制作:
《大学英语》(全新版)综合教程第一册课堂教学版(CD-ROM),上海外语教学出版社出版
教学后记:
学生通过学习了解文章的结构,文章所涉及的背景知识。
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Pre-readingDiscussion:
TinstructstheSstolookatthetitleofTextA,andthenfindoutinwhichparagraphasimilarphraseappears.Readthatparagraphcarefullyandexplaininyourownwordswhattheauthormeansbysaying“writeformyself”.(hint:
Para.5)
Suggestedanswer:
Whenwearewriting,weareoftentoldtokeepourreadersinmind,toshapewhatwesaytofittheirtastesandinterests.Butthereisonereaderinparticularwhoshouldnotbeforgotten:
theauthorhimselforherself.Onlywhatwewritefitourowntastesandinterests,canwewritewonderfully.
TextOrganization
1.TasksSstocircleallthetimewords,phrasesandclausesinTextA(Theyinclude:
sincemychildhoodinBelleville,untilmythirdyearinhighschool,untilthen,whenourclasswasassignedtoMr.Fleagleforthird-yearEnglish,lateintheyear,untilthenightbeforetheessaywasdue,whenIfinished,nextmorning,twodayspassed,whenIsawhimliftmypaperfromhisdesk…,whenMr.Fleaglefinished).Whentheyfinish,TasksseveralSstoreadaloudwhattheyhavecircled.
2.TasksSsthefollowingtwoquestions:
1)Refertothetimewords/phrases/clausesyouhavejustcircledandtellfromwhichpointonBakerstartstalkingabouthisnewexperience.(hint:
theparagraphcontaining“laterintheyear”)
2)StartingfromwhichparagraphdoesBakerstopwritingabouthisnewexperience?
(hint:
theparagraphcontaining“whenIfinished”and“nextmorning”)
3.InthiswaySswillbeabletodividethetextinto3partsandsumupthemainideas.
PartI(Paras1─2):
BakerwasboredbyeverythingassociatedwithEnglishcourses,includingessaywriting.
PartII(Paras3─5):
Bakerfoundhimselfattractedbyoneparticulartopicandwroteaboutitforhisownjoy.
PartIII(Paras6─9):
Theexperienceofwritingtheessayhelpedhimdiscoverhistalentforwritingandrealizewhathewishedtodoinlife.
CulturalNotes:
TintroducessomeCulturalNotestoSs
1.GradeschoolsintheUS:
ItisnecessarytohavesomeknowledgeofgradeschoolsintheU.S.becauseSshavetorealizethat“thethirdyearinhighschool(para.1)equals“theeleventhgrade”(para.9).U.S.studentsgenerally
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gothroughelementaryschools(kindergartento5thor6thgrade),middleschools(grades6-8)orjuniorhighsschools(grades7-9),andhighschools(grades9-12or10-12).
2.WhatAmericanteacherswearinschool:
Nowadays,peopleintheU.S.lovetodresscausally.EvenamongthosecompanieswitharigiddresscodesomenowallowemployeesnottowearsuitsonFridays.U.S.teacherswerefairlyformalclothestoschool,butnotnecessarilysuitsandties.Bowtiesareconsideredevenmoreold-fashionedthanties.
3.Spaghettiandtheproperwayofeatingit:
SpaghettiistheItalian-stylethinnoodle,cookedbboilingandservedwithsauce.Usuallyyouwouldputaforkintoaplateofspaghetti,turntheforkseveraltimessothatspaghettiwillwindaroundthefork,andthenplacetheforkintoyourmouth.It’simpolitetosuck.
While-readingTasksandLanguageStudy:
TasksSstoreadPartonecloselyandbereadytoanswerthefollowingquestions:
1)HowdidBakerusetofeelaboutEnglishcourses?
(HehadbeenboredbyeverythingassociatedwithEnglishcourse.HefoundEnglishgrammardullanddifficult.)
2)Whendidhebegintothinkitpossibleforhimtobecomeawriter?
(TheideaofbecomingawriterhadcometohimoffandonsincehischildhoodinBelleville,butitwasn’tuntilhisthirdyearinhighschoolthatthepossibilitytookhold.)
3)WhatdidBakerhearaboutMr.Fleagle?
(Mr.Fleaglehadareputationamongstudentsfordullnessandinabilitytoinspire.Hewassaidtobeveryformal,rigidandhopelesslyoutofdate.)
4)WhatwashisownimpressionofhisnewEnglishteacher?
(Helookedtobesixtyorseventyandexcessiveprime.-----thatheseemedacomicantique.)
Texplainslanguagepointsandkeysentencesinparagraphone:
1.TheideaofbecomingawriterhadcometomeoffandonsincemychildhoodinBelleville,butitwasn’tuntilmythirdyearinhighschoolthatthepossibilitytookhold:
EversinceIwasachildinBelleville,Ihadthoughtofbecomingawriterfromtimetotime,butIdidn’tmakeupmyminduntilIwasintheeleventhgrade.
offandon(oronandoff):
fromtimetotime,nowandagain,irregularly
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Examples:
Ithasbeenrainingonandoffforaweek.That’swhytheclothesfeeldamp.
possibility:
stateofbeingpossible;(degreeof)likelihood(usu.followedbythat-clauseorof)
Examples:
IsthereanypossibilityoflifeonMars?
Theyhaven’tarrived.Thereisapossibilitythattheyhavetakenthewrongroad.
takehold:
becomeestablished
Examples:
TheideaofonechildonlyhastakenholdinmanyChinesefamilies.
Oldhabitsdiehard.That’swhyyoushouldstopsmokingbeforethehabittakeshold.
2.UntilthenI’dbeenboredbyeverythingassociatedwithEnglishcourses:
UptothenIhadlostinterestinthingsrelatedtoEnglishcourses.
bore:
make(sb.)feeltiredandloseinterest
Examples:
Thespeakerwentonandon,andtheaudiencegrewboredbyhisspeech.
associate(with):
joinorconnecttogether;connectorbringinthemind
Examples:
WeassociateEgyptwithpyramids.
Ican’tassociatethisgentleyoungwomanwiththeradicalpoliticalessaysshehaswritten.
Jimwishedtoforgeteverythingassociatedwithhisformerlife.
3.Ihatedtheassignmentstoturnoutlong,lifelessparagraphsthatwereagonyforteacherstoreadandformetowrite:
Ifounditpainfultowritelong,boringessaysasrequiredbyteachers;neitherdidteachersenjoywhatIwrote.
turnout:
produce
Examples:
Newcomputersaresoonoutdatedsincenewermodelsareturnedoutconstantly.
Americanfilmstudiosturnouthundredsoffilmseveryyear.
agony:
Thesufferingofintensephysicalormentalpain.
Hislastagonywasover.他临死的挣扎已经过去了。
Hewasinanagonyofremorse.他处于极端悔恨之中
beinagony苦恼不安
deathagony(=agonyofdeath)临死时的痛苦,垂死的挣扎
inagonyofpain在痛苦的挣扎中
inanagonyof处在极端...状态中
Tasksstudentstogiveaheadingofparagraphone.(Baker’sfeelingsaboutEnglishcourses.)
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Texplainslanguagepointsandkeysentencesinparagraphtwo:
1.WhenourclasswasassignedtoMr.Fleagleforthird-yearEnglishIanticipatedanothercheerlessyearinthatmosttediousofsubjects.:
WhenitwasdecidedthatMr.FleaglewouldteachusEnglishduringmythirdyearinhighschool,IexpectedtheEnglishcoursetobeasboringasbefore.
assign:
beassignedtoanewpost被派到新的工作岗
assignpropertytoanother把财产转让给别人
assignone'sfailuretoidleness将失败归因于懒惰
assignhomework留家庭作业
anticipate:
expect(usu.followedbygerundorthat-clause)
Examples:
Thepolicehadanticipatedtroublefromthesoccerfansandwereatthegroundinlargenumbers.
TheyanticipatethatdeathsfromAIDSwillhavedoubledby2002.
ardentlyanticipate殷切地期望
confidentlyanticipate满怀信心地期望
2.tedious:
boringandlastingforalongtime
Examples:
Themoviewassotediousthatmanyviewersleftbeforeitwasover.
atediousstory冗长乏味的故事tediouswork乏味的工作
3.reputation:
(an)opinion(aboutsb.orsth.)heldbyothers
Examples:
PremierZhouhasahighreputationasastatesmanintheworld.
amanofnoreputation默默无闻的人;没有声望的人
apersonofreputation有信誉的人,体面的人
buildupareputation博得名声
ablot[smirch,stain]onone’sreputation名誉上的污点
haveagood[bad]reputation名誉好[坏]
haveareputationforsth.(=havethereputationof)因...而著名,以...闻名
liveuptoone'sreputation不负盛名;名副其实
lose[ruin]one'sreputation名誉扫地
4.inspire:
fill(sb.)withconfidence,eagerness,etc.
Examples:
MartinLutherKing’sspeechesinspiredpeopletofightforequaltreatmentofAfricanAmericans.
inspireanewthoughtintosb.将新思想灌输给某人
inspiresb.withcourage鼓起某人的勇气
inspiresth.insb.使某人产生某种感情;激发某人的某种感情
inspiresb.withsth.使某人产生某种感情;激发某人的某种感情
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