新視野英語3讀寫教案

鎂松票沈

外語系教案

課程名稱：大學英語（三）

教師姓名：祁麗娜

教授班級：經(jīng)濟1202_____

課程基本信息

由公共必修課口公共選修課

課程類別

口專業(yè)必修課口專業(yè)選修課

學分學時3學分51學時

使用教材鄭樹棠，《新視野大學英語讀寫教程3》，外語教學與研究出版社，2008年

(1)《大學英語教學大綱》修訂工作組，《大學英語教學大綱》，上海外語教

參考育出版社，高等教育出版社，2007年

(2)鄭樹棠，《新視野大學英語讀寫教程3教師用書》，外語教學與研究出版

書目

社，2008年

通過本學期課程的學習，學生能能使用基本的會話策略，用英語進行

程:

交流，能就熟悉的話題做簡短發(fā)言，表達思想基本清楚；能使用有效的閱

數(shù)讀方法，基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，做題準確率達70%以上；能掌握基本的

學

寫作技能，在半小時內(nèi)寫出130詞左右的短文，內(nèi)容基本完整，中心明確，

語法基本正確；能借助詞典從事一般性文章的英漢互譯，要求譯文基本準

目

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

的應達到約5500個單詞和1000個詞組(含中學應掌握的詞匯)，其中約2200

個單詞為積極詞匯，即要求學生能夠在認知的基礎上在口頭和書面表達兩

及

個方面熟練運用的詞匯。

要

求

課

通過本學期課程的學習，學生能能使用基本的會話策略，用英語進行

程

交流，能就熟悉的話題做簡短發(fā)言，表達思想基本清楚；能使用有效的閱

教讀方法，基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，做題準確率達70%以上；能掌握基本的

學

寫作技能，在半小時內(nèi)寫出130詞左右的短文，內(nèi)容基本完整，中心明確，

語法基本正確；能借助詞典從事一般性文章的英漢互譯，要求譯文基本準

目

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

的應達到約5500個單詞和1000個詞組（含中學應掌握的詞匯），其中約2200

個單詞為積極詞匯，即要求學生能夠在認知的基礎上在口頭和書面表達兩

及

個方面熟練運用的詞匯。

要

求

UnitOneLoveWithoutLimitations

(6periods)

LTeachingObjectivesandRequirements

1.Topic:Thistextisaboutthestoriesofthewriterandherbrotherwho

hasbraindamage.Shetriestotellusthattheconstantloveandsupportof

ourfriendsandfamilywouldgetusthroughwhateverlifemightpresent.

2.Skills:

1)ReadingSkill:Scanning(tolocateandfindapieceofinformation

withoutreadinginanydetail.)

2)WritingSkill:AProblem——Response——EvaluationStructure.

3)TranslatingSkill:abletotranslatesentencesbyusingnewwords,

expressionsandgrammar.

3.Vocabulary,ExpressionsandGrammar.

ILTeachingFocuses

1.Toaskstudentstograspthedominantstructureofthemainpartofthe

mainpassage:problem—response—evaluation.

2.Toaskstudentstoremembertheimportantsentencestructures,such

as:Nomatterwhereyouare,Justas.

3.ToaskstudentstolearntousetheactivewordsintextA,suchas:

grasp,restrain,faithful,index.

III.TeachingDifficulties

1.Howtomakeitcleartostudentstheimportanceofloveandhowto

showit.

2.Howtomakestudentsgraspthetextstructureandsentencestructure.

IV.TeachingMethodsandTeachingAids

TeachingMethods:presentation,discussion,self-learning,instruction,

interaction,etc.

TeachingAids:physicalobjects,models,pictures,CD,etc.

V.TeachingProcedures(SectionA)

1.Lead-in(speaking)

Fourstudentsinonegroupandtelleachotherhowdidtheirparentshelp

themwhentheyareintrouble?

2.Textanalysis

1)Fast-reading

Scanthetextintenminutesandanswerthefollowquestions.

QI.HowdidJimmygethisbraindamaged?

Q2.Howdidthewriterdescribeherfather?

Q3.HowmuchwasJimmychangedafterhisfather'sdeath?

Q4.WhydidthewriterinviteherfriendstoJimmy'sbirthdayparty?

Q5.Whatdidthepartyremindthewriterandherfriendsof?

2)Structureanalysis

Withherlifetimeexperience,theauthortellsustherehaveneverbeen

anylimitationstolovewhateverlifemaypresent.Thewritingmethodof

thistextis:

“Problem+Response+Evaluation99

Askstudentstofindeachoftheproblem,responseandevaluationofthe

text.

3)Focusstudy

Askstudentswhichparagraphorparagraphsattractthemmostandgive

adetailedanalysisontheseparagraph.Totheparagraphsleftandtheeasier

paragraphs,mentionthekeywordsandusefulexpressioninparticular.

Manywords,phrasesandsentenceswillbeinvolved.

①activewords

>grasp：vt.

understand

e.g.Hewasslowtograspwhattheteachersaid,

takeholdofsomeoneorsomething

e.g.Shegraspedapieceofpaperinherhandwhenenteringtheroom.

>restrain:vt.Preventsomebodyoroneselffromdoingsomething

e.g.Ihadtorestrainmyselffromeatingtoomuchjunkfood.

>faithful:adj.beingloyalandhonesttosomebodyorsomething,being

inastateofconstantsupport

e.g.Weshouldbefaithfultoourcountryandfamily.

>long:vi.wantsomethingverymuch

e.g.Helongsformeetingheragainaftertheypartedhalfamonthago.

②usefulphrases

?workout:findtheanswertosomethingorsolvesomething

e.g.Ican'tworkouthowtoaccomplishthistoughwork.

?hit/strikehome:beunderstoodandaccepted

e.g.Itcanbeseenfromherexpressionthathisremarkshadhithome.

?get(sb.)through:helpsomebodydealwithadifficultsituationor

periodoftime

e.g.Itwasaterribletimefinancially,butIgotthroughitandthenthings

improved.

③importantsentences

上Ihiredsomeonetolivewithhimanddrivehimtowork,butnomatter

howmuch/triedtomakethingss/aythesame,evenJimmygrasped

thattheworldhe'dknownwasgone.

nomatter(how,who,what,where,etc.)=however,whoever,

whatever,wherever

explanation:howeverItriedmybesttokeepthingsremaininginthesame

state,

translation:我雇了一個人和他生活在一起，開車送他上下班。然而，

不論我怎么努力地維持原狀，吉米還是認為他熟悉的世界已經(jīng)消失了。

上...soIurgedtheneighborhoodkidstocometomyhouseforsome

out?of?controlkid-centeredfun.

out-of-controlkid-centeredfun=tohaveasmuchfunasthekidslike

out-of-control和kid-centered是復合形容詞,e.g.:up-to-date

explanation：thekindoffunthingsthatkidslikefreely

translation:我慫恿鄰居的孩子到我家來，盡情地玩孩子們玩的游戲。

工Justasmyfatherfsdeathhadchangedtheworldovernight,

September11thchangedourlives;theworldwe'dknownwasgone.

'justas”="inthewaythatsomeonesays,orinthesamecondition

somethingisin”

explanation:inthewaymyfather'sdeathhadsuddenlychangedJimmy's

world,September11thchangedourlives.Theworldwewerefamiliarwith

disappeared.

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存在了。

4)Translation

Translateparagraph4,7and12intoChinese,understandthetranslation

ofparticularwords,suchaspenetrate,disguise,sheerterror,simplicity,etc,

andalsothetoneoftheseparagraphs.

5)Summary

Makeasummaryaboutthekeypointsofthetext,itsmainlanguage

point,usefulphrases,structureandmainidea.Makealistofthemain

pointsinordertomakeiteasierforstudentstomasterandreview.

3.Activities

1)Groupwork

Studentscanworkingroupbydiscussingthefollowingquestions.

1.Whatis“l(fā)ove”likeinyourmind?

2.Useonewordoronethingtodescribe"love”.Andwhyisthat?

Shareyourthoughtswithyourgroupmembers.

2)Presentation

Arepresentativefromeachgroupisgoingtoshowthegroup'sidea

afterthediscussion.

VLAssignments

1.Writing

Writeaparagraphwithaproblem-response-evaluationstructure.

Topics:

a.TheFightAgainstAirPollution

b.Theregionhasbeenseriouslypollutedbyharmfulsmog

2.ExerciseDoing

DotheexercisesfromPages8to15

SectionBTheFrameworkforLove

TeachingProcedures

1.ReadingSkills-Scanning

Step1.Thewaysofscanning

Scanningistoreadquicklyinordertolocateandfindapieceof

informationwithoutreadinginanydetail.Herearesomewaystoscan.

/Lookatthetitle.

/Bookforthesubtitles.

/Lookatpictures,charts,ordrawingsifthereareany.

/Lookatthefirstsentenceofeachparagraph.

Step2.Scanningsteps

>Decideexactlywhatinformationyouarelookingforandthink

abouttheformitmaytake.

ANext,decidewhereyouneedtoread.

>Moveyoureyesasquicklyaspossibledownthepageuntilyou

findtheinformation.

AWhenyoufindwhatyouneed,donotreadfurther.

Step3.Practice

1.Providestudentwithseveralquestionsandaskthemtoscanthetext

quicklyintenminutes.Trytofindtheanswersbyusingthestepstaught

above.

Questions:

a.whenandwheredidthestorytakeplace?

b.whatweretheydoingintheoldlodge?

c.whatdidthewriterlearnaboutlove?

d.whatarethewriter'sthreereasonsforsayingthatthereisa

frameworkyoumustlivewithintoletlovemature?

e.howcanlovebeachieved?

2.TextUnderstanding

Explainsomedifficultbutimportantsentences,inordertomakethe

studentsunderstandthetext.

■Itparallelsthelifeofanoaktree,growingslowlyfromaseedinthe

mudtoaslendertrunkwithbarelyanyleavesandfinallyintoits

shelteringglory.

Meaning:Itdevelopslikeanoaktree,growingslowlyfromaseedintothe

soiltoasmalltrunkthathasfewleavesandfinallyintoabigtreethat

providesshelter.

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。

■Wecannotmanipulateorspeeduptheamountofyearsitneedsto

grow,butmustinstead,withwitandpatience,appreciateoneanotherfs

differencesandshareoneanotherfsjoysandpainsovertime.

Meaning:wecannotcontrolorspeedupthetimeloveneedstodevelop.

Instead,wemusthavetheintelligenceandpatienttounderstandthevalue

ofeachother'sdifferencesandshareoneanother'sjoysandpainsover

time.

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,when

parentsandchildrengiveupononeanother,whenfriendshipsfall

apartatthefirstinjury,whenwegiveuponlove.

Meaning:soitissadwhencouplesgetdivorcedoverlitterarguments,

whenparentsandchildrenstophavingrelationshipwithoneanother,when

friendshipbreakdownbecauseofthefirstdisagreementandunpleasure,

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.IdeaSharing

Step1.ExpressYourLove

Givenachancetoexpressyourlovetosomeonewhomyoudeeplylove,

whatwaywouldyouliketouse?Whatdoyouwanttosay?

Step2.GroupWork:Dubbing

ProjectaclassicalmovieclipfromAChineseOdyssey（大話西游）

starredbyZhouXingchi.TranslatethescriptintoEnglishanddub.

VILReferences

1.Teacher'sBookofNewHorizonCollegeEnglish

2.OxfordAdvancedLearner'sEnglish-ChineseDictionary

VIII.Reflection

1.Throughtheteachingprocess,thetextcanbefullyunderstoodbythe

students,includingitsmainlanguagepoints,keyanddifficultaspects,

thethemeandtheframeworkofthetext.

2.Intheteachingprocess,studentsmaygothroughahardtimeinmaster

theoldwordsthathavenewmeaningsandhowtotranslatetheminto

properChinese.Therefore,intheteachingprocedure,theteacherneeds

topaymuchattentiontohowtomakethesepointsunderstood.

3.Anotherdifficultpointofteachingisthatstudentsareshytoexpression

theirfeelingsaboutthethemeLOVE.Itistheprimarymissionfor

teachertoinvoketheirinterestsinthetopicandtoencouragethemto

speakout.

UnitTwoIronandtheEffectsofExercise

(6periods)

I.TeachingObjectivesandRequirements

1.Topic:Comparingwiththebenefitsofexercise,manypeopledon't

realizeitsnegativeeffectifonefailstopayattentiontotheirdiet.Thistext

ismainlytalkingabouttheirondeficiencyandhowtosolveit.

2.Skills:

1)ReadingSkill:FactsorOpinions(tellingfactsfromopinions.)

2)WritingSkill:CauseandEffect

3)TranslatingSkill:abletotranslatesentencesbyusingnewwords,

expressionsandgrammar.

3.Vocabulary,ExpressionsandGrammar

ILTeachingFocuses

1.Toaskstudentstograsponethemajorwritingtechniques--causeand

effect.

2.Toaskstudentstoremembertheimportantsentencestructures,such

as:appositiveclause,absolutestructure.

3.ToaskstudentstolearntousetheactivewordsintextA,suchas:

moderate,evidence,absorb.

III.TeachingDifficulties

1.Howtomakestudentsgraspthewritingskills-causeandeffect,and

theimportantsentencestructures.

2.Toaskstudentstohavethehabitofreadingandcollectinguseful

informationforwritings.

IV.TeachingMethodsandTeachingAids

TeachingMethods:presentation,discussion,self-learning,instruction,

interaction,etc.

TeachingAids:physicalobjects,models,pictures,CD,etc.

V.TeachingProcedures(SectionA)

1.Lead-in

(1)Speaking

Dividestudentsintoseveralgroups.Askthemtohaveanutrition

detectiveanddeterminewhichnutrientstheyneedandmakeareporton

whattheyhavefound.

(2)Backgroundinformation

PurdueUniversity

Medicine&ScienceinSport&Exercise

2.Textanalysis

1)Fast-reading

Scanthetextintenminutesandanswerthefollowquestions.

Q1.Whatistheuseofirontoourbody?

Q2.Whatkindofpeoplemostlylackiron?

Q3.Howdoesironinfluenceourbody?

Q4.Whatcanyoueattogetiron?

2)Structureanalysis

Thisisaneasythatdealswiththerelationshipbetweenirondeficiency

andphysicalexercise.Thewritercombinesmanydifferentwriting

techniquestobringoutthetheme:Irondeficiencyandphysicalexerciseare

closelyrelatedandweneedtotakepropermeasurestocorrectiron

deficiency.Oneofthemajortechniquesiscauseandeffect

Askstudentstofindthedifferentcausesandeffectsrelatingtoiron

deficiencyandphysicalexercise.

3)Focusstudy

Askstudentswhichparagraphorparagraphsattractthemmostandgive

adetailedanalysisontheseparagraph.Totheparagraphsleftandtheeasier

paragraphs,mentionthekeywordsandusefulexpressioninparticular.

Manywords,phrasesandsentenceswillbeinvolved.

?importantwords

>moderate：adj.

1)neitherverybignorsmallinamount,quality,degree,etc.

e.g.Heisastudentofmoderateability.

2)reasonableandavoidingextremeopinionsoractions

e.g.Thetoneofherspeechisquitemoderate.

>undo:vt.

1)removethebadeffectsofsomething

e.g.Themistakehasbeenmadeandcannotbeundone.

2)untieorunfastenbuttons,knots,belts,etc.

e.g.Iundidthebuttonsofmywhiteshirt.

>evidence:n.factsorphysicalsignsthathelpprovesomething

e.g.Nosignsofinfectionwasfoundinthatarea.

②usefulphrases

?interferewith:preventsomethingfromhappeningordevelopinginthe

correctway

e.g.Nothingcanbeallowedtointerferewithourplanfortheweekend.

?derivefrom:hassomethingasanorigin

e.g.ManyEnglishwordsderivefromLatin.

?tipsb.overtheedge:makesomeoneounhappythattheycannotdeal

withtheirlifeorasituationanylonger

e.g.Notbeingabletocopewitheverydaylife,theyweretippedoverthe

edgeintobreakdown.

(3)importantsentences

*Forawomanwhoalreadyhasapoorironstatus,anyadditionaliron

lossfromexercisemaybeenoughtotipheroveredgeintoamore

seriousdeficiency...

explanation:Ifawomanwhoalreadyhaslesironthannecessarystartsa

programthatcauseslossofiron,thenherironstatuswillchangegreatly

andshewillbeputinamoreseriousstateofirondeficiency...

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

失都足以導致體內(nèi)缺鐵狀況的惡化…

*Thefirstandmostcommonconditionishavinglowironreserves,a

conditionthattypicallyhasnosymptom.

Note:"aconditionservesasanappositive,generalizing

theprecedingclause.

explanation：Thefirststageofirondeficiency,whichisalsothemost

common,isoneinwhichonedoesnothavemuchironstoredinthebody.

Andduringthisstagethereareusuallynosignsofirondeficiency.

translation:第一也是做常見的階段，是鐵質(zhì)儲量不足。這一階段一?般

沒有癥狀。

工saysRoseanneM.Lyle,associateprofessoratPurdue.

''associateprofessoratPurdue”servesasanappositive,

explainingthejoboftheperson.

explanation:saysRoseanneM.Lyle,whoisanassociateprofessorat

PurdueUniversity.

translation:普渡大學羅思安妮.M.萊爾副教授說：“…”。

4)Translation

Translateparagraph1,4and12intoChinese,understandthetranslation

ofparticularwords,suchasendurance,ingeneral,modify,etc,andalsothe

organizationoftheseparagraphs.

5)Summary

Makeasummaryaboutthekeypointsofthetext,itsmainlanguage

point,usefulphrases,structureandmainidea.Makealistofthemain

pointsinordertomakeiteasierforstudentstomasterandreview.

3.Activities

1)Interview

Studentscanbeinterviewedinpairs,oneisadoctorandanotheractsas

apatient.Theycanaskquestionslike

Whatareincludedinyourmeals?Pork,beef,fish,chicken,tofu,

spinach,or...?

Doyouliketohavesomedrinksduringyourmeal?Ifso,whatare

they?

Haveyoueverhadanyironsupplement?

Doyouoftendonateblood?

2).Presentation

Makeapresentationoftheironstatusofyourclassmatesandyour

suggestionsaccordingtoyourinterviews.

VI.Assignments

1.Writing

Writeashortcompositionusingthetextstructureofcauseandeffect

withthefollowingtopics.

a.Reasonsforobesity

b.Causesformyfearofthewater/fire/...

2.ExerciseDoing

DotheexercisesfromPage36to44.

SectionBDoesExerciseHasUnexpectedBenefits?

TeachingProcedures

1.ReadingSkills

Step1.Distinguishingbetweenfactsandopinions

Aswelearnedbefore,itisveryimportanttotellfactsfromthewriter's

opinionsduringthecourseofreading.

Thenwhatarefacts?Andopinions?

facts-whatreallyhappened;objective（客觀的）

opinions-ideas,feelings,judgmentsorbeliefthatyougetfromfacts;

subjective（主觀的）

Step2.Thebiggestdifficultyindistinguishingfactsfromopinions

Whenyouagreewiththewriter'sopinions,youmaytakethose

subjectivethingsforgranted,thatis,youmaymistakeopinionsforfacts!

Step3.Practice

1.Task-basedteaching.Askstudentstoscanthetextquicklyinten

minutes.AnswerthequestionsinexerciseIIbyusingthestepstaught

above（seeP53-54）.

2.TextUnderstanding

Explainsomedifficultbutimportantsentences,inordertomake

studentsunderstandthetext.

■Youngbrainsmaybeespeciallyabletoboostbrainpowerthrough

exercise,suggestedanotherofGreenoughysexperimentsthatshowed

themostsignificantchangesinthebrainoccurredamongratsthathad

beenexercisedwhenveryyoung.

Meaning:AccordingtoanotherexperimentbyGreenough,exercisesmay

beespeciallyhelpfulinincreasingthepowerofyoungpeople'sbrains.This

experimentshowedthatratsthathadbeenmadetoexercisewhenvery

younghadthelargestbrainchanges.

Translation:格里諾另一個實驗表明，年輕的大腦尤其能通過運動來增

強實力。這組實驗表明，從小就鍛煉的老鼠，其大腦的變化最為顯著。

■MeasurementsmadebyArthurKramerattheUniversityofIllionois

demonstratedthatinactiveadults,aged63to82,couldhitbuttons

fasterinresponsetoatoneaftertheywentthougha10-weekexercise

course.

Meaning:ArthurKramer'sresearchshowedthatadults,aged63to82,

whodidnotexerciseregularlywereabletopushabuttonmorequickly

uponhearingatoneaftercompletinga10-weekexercisecourse.

Translation:伊利諾伊大學阿瑟?克雷莫測量的結(jié)果表明，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，聽音擊鍵的反應

加快了。

■Now,however,somescientistshaverevisedtheirwayofthinking,and

pointtopossiblephysicalconnection.

Meaning:Now,however,somescientistshavechangedtheirmindsand

thinkthattheacademicedgegainedbyparticipatinginsportspossibly

comesfromphysicalfitness.

Translation:而現(xiàn)在，一些科學家修正了他們的看法，表示這可能與身

體狀況有關。

3.IdeaSharing

Basedonthestudiesinthetext,giveaminipresentationonanyofthe

followingtopics:

a.Thebenefitsofexercisetotheold

b.Thebenefitsofexercisetotheyoung

c.Therelationshipbetweenexerciseandaging

VILReferences

1.Teacher'sBookofNewHorizonCollegeEnglish

2.OxfordAdvancedLearner'sEnglish-ChineseDictionary

VIII.Reflection

1.Throughtheteachingprocess,thetextcanbefullyunderstoodbythe

students,includingitsmainlanguagepoints,keyanddifficultaspects,

thethemeandtheframeworkofthetext.

2.Intheteachingprocess,studentsmaygothroughahardtimeinmaster

thedifficultsentencesandhowtotranslatethemintoproperChinese.

Therefore,intheteachingprocedure,theteacherneedstopaymuch

attentiontohowtomakethesepointsunderstood.

3.Anotherdifficultpointofteachingisthatthoughstudentshavebeen

familiarwiththetopicandtherelationshipbetweenirondeficiencyand

exercise,itisveryhardforthemtoreallyrealizetheimportanceofthis

pointandlearnhowtokeephealthy.

UnitThreeWherePrinciplesComeFirst

(6periods)

LTeachingObjectivesandRequirements

1.Topic:ThistextshowshowtheHydeSchooleducatesstudentsto

success.Itbelievessuccessismeasuredbygrowth,notacademic

achievementandemphasizestheinvolvementofparents.

2.Skills:

1)ReadingSkill:MakingPredictions(topredictthegeneraldirection

ofthewriters5thinking.)

2)WritingSkill:Ageneralstatementsupportedbyanexample.

3)TranslatingSkill:abletotranslatesentencesbyusingnewwords,

expressionsandgrammar.

3.Vocabulary,ExpressionsandGrammar

ILTeachingFocuses

1.Toaskstudentstograspthewritingtechnique,ageneralstatement

supportedbyanexample.

2.Toaskstudentstoremembertheimportantsentencestructures,such

as:Using"as”tocombinetwosentencesintoone,andtheconjunctive

“once”,see...as...

3.ToaskstudentstolearntousetheactivewordsintextA,suchas:

cultivate,suspend,energetic.

III.TeachingDifficulties

1.Howtoencouragestudentstoreadmoresothattheycangivesuitable

exampleswhennecessary?

2.HowtomakestudentsunderstandthespiritofHydeSchool,andtry

theirbestintheirwayoflife.

IV.TeachingMethodsandTeachingAids

TeachingMethods:presentation,discussion,self-learning,instruction,

interaction,etc.

TeachingAids:physicalobjects,models,pictures,CD,etc.

V.TeachingProcedures(SectionA)

1.Lead-in

1)speaking

Whatisyouridealisticeducationsystem?

Whatprincipledoyouthinkanidealisticeducationsystempossess?

2)backgroundinformation

TheHydeSchool

TheprivateandpublicschoolinUSA

2.Textanalysis

1)Fast-reading

Scanthetextintenminutesandanswerthefollowquestions.

QI.WhatistheprincipleofTheHydeSchool?

Q2.WhatistheHydeSchoolfamousfor?

Q3.Whatisinner-cityschool?

Q4.WhatarethebeneficialresultsoftheHydeSchoofsprinciples?

2)Structureanalysis

ThetextisareportaboutTheHydeSchool,tellingustheprinciples

advocatedbytheschool,howtheprinciplesareacceptedorrejectedby

otherschoolsandfinallyhowtheprinciplesturnouttobebeneficialtothe

teacherandstudents.Oneofthewritingtechniquesusedbythewriteris:

“ageneralstatementsupportedbyanexample”

Method:Readthetextindividuallyandtalkingroups;Usetask-based

languageteachingmethod,readingapproach,communicativeapproachand

totalphysicalresponsemethod.

3)Focusstudy

Askstudentswhichparagraphorparagraphsattractthemmostandgive

adetailedanalysisontheseparagraph.Totheparagraphsleftandtheeasier

paragraphs,mentionthekeywordsandusefulexpressioninparticular.

Manywords,phrasesandsentenceswillbeinvolved.

?words

>cultivate：vt.

1)developaparticularskillorquality

e.g.Cultivatingapositiveattitudecanreaptremendousbenefits.

2)makelandsuitableforgrowingcropsorplants

e.g.Mostlandtherehasbeencultivated.

>suspend:vt.

1)officiallystopsomethingforashortwhile

e.g.TheUnionsuspendedstrikeactionthisweek.

2)hangsomethingup

e.g.Alampwassuspendedfromtheceiling.

>faithful:adj.beingloyalandhonesttosomebodyorsomething,being

inastateofconstantsupport

e.g.Weshouldbefaithfultoourcountryandfamily.

>publicity:n.

1)theattentionthatsomeoneorsomethinggetsfromnewspaper,

television,etc.

e.g.Hisreportreceivedwidepublicity.

2)thebusinessofprovidinginformationinordertoattractpublic

attention

e.g.Thepublicitymaterialsentoutbythecompanystresseditsconcern

fortheenvironment.

②usefulphrases

?putforth:show;bringsomethingsuchasstrengthintoaction;use

effort

e.g.Wehavetoputforthagreatereffortifwewanttogetthejobdone

aheadofschedule.

?overone'sprotest:inspiteofone'protest

e.g.Thenursegavetheboyaninjectionoverhisprotest.

?attheoutset:atthebeginning

e.g.Therehavebeendifficultieswiththisfirmattheoutset.

③importantsentences

JWeseeourselvesaspreparingkidsforawayoflife-bycultivatinga

comprehensivesetofprinciplesthatcanaffectallkids.

explanation:Wethinkourdutyistopreparestudentsforawayoflife—by

themacompletesetofprinciplesthatcaninfluenceallstudents.

translation:我們把幫助孩子培養(yǎng)一種生活方式看做自己的職責，辦法

是倡導一整套能影響所以孩子的價值觀。

上TheHydecurriculumissimilartoconventionalschoolsthatprovide

preparationforcollege,completewithEnglish,history,mathand

science.

explanation：thesubjectsthattheHydeSchooloffersarealmostthesame

asthoseinconventionalschoolsthatgetstudentsacademicallyreadyfor

college,withallnecessarysubjectsasEnglish,history,mathandscience.

translation:海德中學的課程與那些為升入大學做準備的傳統(tǒng)中學所開

設的課程相似，包括英語，歷史，數(shù)學和自然科學。

工Theprocessforpublicschoolparentsisstillbehindworkedout,with

alotmoredifficultybecauseitisdifficulttoconvinceparentsthatitis

worthwhileforthemtoparticipate.

explanation:Publicschoolsaretryingtodevelopwaysforstudents,

parentstoparticipateinschoolactivities,butfinditmuchmoredifficult

becauseitisdifficulttomakeparentsbelievetheirparticipationwillbe

goodforthemandtheirchildren.

translation:公立學校學生家長的活動計劃仍在制定之中。這項工作的

困難要大得多，