大学英语教案示例 教学实习 2008-05-05 10:43:35 阅读 1096 评论 0 字号:大中小 订阅
I. Teaching Objectives
  1. to help students learn the important words in this text
  2. to familiarize students with some commonly used prefixes
  3. to prompt students to identify the topic statement and the flow of the details II. Teaching Methods New English Course (Reading) is a course designed to help the students with their English language integrative skills. Though, as the name implies, the focus is mainly on reading skills, students will be guided to use the other skills ? listening, speaking, writing and translating unconsciously. III. A Brief Description of the Class Unit Name: Unit 7 Reading) Part A How to Avoid Foolish Opinions (Book IV
Time: 90 minutes (2 sessions) Place: Language Lab Student Level: Lower Intermediate Language Points: Words and Expressions: prone, fatal, cautious, dogmatic, conviction, maintain, as to, on one’s guard, warrant, rid of, diminish, seek out, compare, subject to, conceal, seeing that, short of, cocksure wary of, superior, adjust to, conceit Prefixes: super-, sub-, uni-, un-, in-, deGrammar: Subjunctive mood: Aristotle could have avoided … (L
  5) if I were writing a book …(L
  11) he would have liked to undo the whole of … (L
  51) by considering what Gandhi might have said ... (L58-
  59) Paraphrases (sentences that students may find difficult): I should not commit myself until I had seen one… (L
  12)
If an opinion …, that is a sign that you are subconsciously aware of having no good reason for thinking as you do. (L21-
  24) The most savage controversies are those about maters as to which there is no good evidence either way. (L27-
  29) I found this very profitable in diminishing the intensity of insular prejudice. (L39-
  40) This reflection should generate a certain caution. (L44-
  45) It is more difficult to deal with the self-esteem of man as man, because we cannot argue out the matter with some non-human mind. (L78-
  79) Language Skills to be Developed: Scan texts Find topic statements Follow the sequencing of reasons Summarize and evaluate main points Brainstorm and learn prefixes to enlarge vocabulary bank IV. Teaching Procedures: Warm-up Activities (8 min) Step 1: Ask students to discuss four statements with their partners and work out: What are foolish opinions according to them? What are the causes of people’s foolish opinions? How to avoid foolish opinions? In this section, students will be involved in their active communication with others, since the statements are light, they would not realize this activity is a TASK. If their answers are exactly the same with those in the text, I would praise them for their careful preview; if not, that doesn’t mean they did not preview, on the contrary, if theirs is different from those in the text, I would praise them for their independent thinking. Both will help me naturally lead the class into the next step. Lesson Body (72 min) Step 2: Summarize students’ answers and introduce what we are going to study: Russell’s How to Avoid Foolish Opinions. Since Russell, the name, cannot be new to Chinese students, especially Tsinghua students, I will prompt to say what they know about the author, and then I will show them the ppt and summarize with a few words.
Step 3: Ask students to scan the text and find out the 5 rules to avoid foolish opinions. First ask the whole class whether most of the paragraphs have topic statements. Since students are required to preview the text, this might not be difficult. Then ask them how many rules are suggested by Russell and what are they respectively (in the text sequence). After that, I will affirm them by clicking the ppt. If students did not tell in desired sequence, let it be and ask other students to say the missing one(s). Step 4: Extract examples and details for each paragraph/rule
  2. Have a careful study of Para. 2 to
  6. Besides asking students to extract examples, ask them to identify language points such as useful words and expressions, useful yet somewhat new prefixes, difficult sentences, etc. . Be prepared to answer their questions on the text. If they fail to identify any above-mentioned points, I would point out the points myself and ask students to either make sentences with words and expressions or paraphrase. Step 5: Identify the organization of the text. Ask students to tell whether this essay is well organized and how they can demonstrate this. Very apparently, this essay is well organized: The first paragraph tells us what to expect in this essay, and the remaining five paragraphs describe one rule each, with examples. Besides, the author has arranged his “simple rules” in a particular order ? from the simplest and most concrete to the hardest and most abstract. This sequencing (from the most general to the most specific) is quite commonly used to attain the logical order of a piece of writing. Give students a set of sentences which are out of the logical order, and ask them to discuss them and rearrange them in this order. Point out students can apply this style of flow of text to their own writing. Lesson Closure (10 min) Step 6: Make a summery of the essay. Identify the style of the text ? exposition Ask students to retell the five rules by Russell Refer to the ppt again for useful words and expressions Re-point out the characteristic organization of the text and the merits of such a sequence Point out the human significance of the essay: how to apply what we have learned from the essay and daily life to avoid foolish opinions, though “To err is human”?everyone is prone to foolish opinions.
Step 7: Assign homework Finish all the exercise in Part A Get ready for the Quiz Step 8: Point out that owing to the limitation of time in class, students should refer to the uploaded materials in the Internet Classroom3 for the stuff we cannot cover in class. V. Evaluation Students will be evaluated through the quiz and the assignment.
 

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