Unit 1 Ways of learning 1.教学目标及基本要求: Obiectives Students will be able te 1) grasp the main idea(that it would be ideal if we can strike a balance between the C and the Western learning styles)and structure of the text(introduction of the topic anecdote-elaboration by comparison and contrast) 2) appreciate the difference between comparison and contrast, as well as different ways to ompare and contrast(point-by-point method or one-side-at-a-time method 3)master the key language points and grammatical structures in the text 4)conduct a series of reading, listening, speaking and writing activities related to the theme of the unit 2.教学内容及学时分配: Time allotment It period: pre-reading; text organization 2nd period: while-reading 3 period: post-reading activities 4 period: reading practice 5th period: speaking 6 period: writing 3.教学重点及难点 Important language points in the text 4.教学内容的深化及拓宽: Students conduct a series of reading, listening, speaking and writing practice to deepen their 5.教学方式及在教学中应注意的问题 A combination of traditional teaching methods with the communicative approach will be adopted Special attention should be paid to classroom interaction. Give students time to adapt to the new teaching mode in the university that are quite different from the one they were used to in the iddle school. More encouragement is needed and more guidance will be given to them in their extracurricular study 6.主要参考书目:
5 Unit 1 Ways of Learning 1. 教学目标及基本要求： Objectives: Students will be able to: 1) grasp the main idea (that it would be ideal if we can strike a balance between the Chinese and the Western learning styles) and structure of the text (introduction of the topic by an anecdote—elaboration by comparison and contrast); 2) appreciate the difference between comparison and contrast, as well as different ways to compare and contrast(point-by-point method or one-side-at-a-time method); 3) master the key language points and grammatical structures in the text; 4) conduct a series of reading, listening, speaking and writing activities related to the theme of the unit. 2. 教学内容及学时分配： Time allotment: 1 st period: pre-reading; text organization 2 nd period: while-reading 3 rd period: post-reading activities 4 th period: reading practice 5 th period: speaking 6 th period: writing 3. 教学重点及难点： Important language points in the text: 4. 教学内容的深化及拓宽： Students conduct a series of reading, listening, speaking and writing practice to deepen their understanding of the points taught in class. 5. 教学方式及在教学中应注意的问题： A combination of traditional teaching methods with the communicative approach will be adopted. Special attention should be paid to classroom interaction. Give students time to adapt to the new teaching mode in the university that are quite different from the one they were used to in the middle school. More encouragement is needed and more guidance will be given to them in their extracurricular study. 6. 主要参考书目：
季佩英,吴晓真,2001,《全新版大学英语综合教程2一教师用书》。上海:上海外语教育出版社 柯彦玢,张砚秋,2002,《全新版大学英语阅读教程2一教师用书》。上海:上海外语教育出版社 朱万忠,2002,《大学英语阅读进阶2》。重庆:重庆大学出版社 思考题和习题 《全新版大学英语综合教程2》第一单元 Text A后的所有习题。 阅读第一单元 Text B,完成后面的相关练习 《全新版大学英语阅读教程2》第一单元及相关练习 《大学英语阅读进阶》第一单元及相关练习 Writing assignment Period Objectives: Making Ss informed of the different requirements of College English as compared with Middle School English and the course plan of this term 2. T-S interaction to get to know each other The first half of class 1)Ts' opening remarks 2)Ts' delivering handout of Course Plan to Ss and elaborating it. The second half of class: Ask Ss to interview two other ss and fill in the table Questions S2 Name Interests Strengths in Englis. Weaknesses in English What English language skills you need the most in your future life What you think your biggest challenge will be What kind of English teacher you like The goal you'd like to achieve in English learning Why you choose CQU 2 period Integrated English(4 periods) Objectives:
6 季佩英，吴晓真，2001，《全新版大学英语综合教程 2－教师用书》。上海：上海外语教育出版社。 柯彦玢，张砚秋，2002，《全新版大学英语阅读教程 2－教师用书》。上海：上海外语教育出版社。 朱万忠，2002，《大学英语阅读进阶 2》。重庆：重庆大学出版社。 7. 思考题和习题： 《全新版大学英语综合教程 2》第一单元 Text A 后的所有习题。 阅读第一单元 Text B，完成后面的相关练习。 《全新版大学英语阅读教程 2》第一单元及相关练习。 《大学英语阅读进阶》第一单元及相关练习 Writing Assignment 1 st period Objectives: 1. Making Ss informed of the different requirements of College English as compared with Middle School English and the course plan of this term. 2. T-S interaction to get to know each other. The first half of class: 1) Ts’ opening remarks 2) Ts’ delivering handout of Course Plan to Ss and elaborating it. The second half of class: Ask Ss to interview two other Ss and fill in the table. 2 nd period Integrated English (4 periods) Objectives: Questions S1 S2 Name Interests Where you live Strengths in English Weaknesses in English What English language skills you need the most in your future life What you think your biggest challenge will be in English What kind of English teacher you like The goal you’d like to achieve in English learning Why you choose CQU
1)Grasp the mail idea and structure of the text; 2) Appreciate the difference between comparison and contrast, as well as different ways to compare and contrast 3)Master key language points and grammatical structures in the text 4)Conduct reading, speaking and writing activities related to the theme of the unit The Focus and difficult points: The main idea and structure of text a 2. The understanding of text A including some difficult expressions 3. The follow-up activity: debate on education( Should we develop children's creativity first train them in basic skills first?) Time Allocation and Course arrangement Pre-reading Tasks:(30 1. Deliver handout on American education and ask Ss to skim for main idea and main facts. (5) 2. Pair work: briefly talk about the features of American education based on the handout. (15) 3. Ask several pairs to report their discussion. (10) 4. Ts feedback (5) While-reading Tasks:(60 min) 1. Ask Ss to skim Para l--5 and do pair work to answer the following questions: (25) 1)Where and when did the incident take place? 2)Who are the main characters in this incident? 3)What is the attitude of the author and his wife toward Benjamin's efforts in inserting the 4)What is the attitude of the hotel staff toward Benjamins efforts? 2. T introduces ways of introducing a topic(writing strategy 1) 3. Ask Ss to underline the following expressions in your books be attached to // position /not in the least∥/ find one' s way to∥/ phenomenon- phenomena∥ initial∥asst∥ await /on occasion∥ neglect∥ be relevant to∥ 4. Ask Ss to skim Para 6-10 and discuss the following questions: (25) 2)How do Americans and Chinese differ in their attitudes to creativity one sens 1)What does the author mean by saying this incident was key in more than 3)What suggestion is made about seeking a better way for fostering skills and creativity? 5. T introduces comparison and contrast(writing strategy 2) 6. Ask Ss to underline the following expressions in your books exception / ultimate /l on one's own / accomplish∥/ proceed to∥ in due course∥ critical∥/ principal∥ child earing∥ make up for / figure out∥ In retrospect∥ come to sb' s rescue∥ extreme∥ faci lity∥mold∥ shape∥so much so that∥ continual∥appl∥ work on 7. Ask Ss to summarize the main idea and structure of the text. (10) Deliver handouts about language points and ask Ss to review them after class
7 1) Grasp the mail idea and structure of the text; 2) Appreciate the difference between comparison and contrast, as well as different ways to compare and contrast; 3) Master key language points and grammatical structures in the text; 4) Conduct reading, speaking and writing activities related to the theme of the unit. The Focus and difficult points: 1. The main idea and structure of Text A. 2. The understanding of text A including some difficult expressions. 3. The follow-up activity: debate on education (Should we develop children’s creativity first or train them in basic skills first?) Time Allocation and Course Arrangement: Pre-reading Tasks: (30 minutes) 1. Deliver handout on American education and ask Ss to skim for main idea and main facts. (5’) 2. Pair work: briefly talk about the features of American education based on the handout. (15’) 3. Ask several pairs to report their discussion. (10’) 4. T’s feedback. (5’) While-reading Tasks: (60 min) 1.Ask Ss to skim Para 1--5 and do pair work to answer the following questions: (25’) 1) Where and when did the incident take place? 2) Who are the main characters in this incident? 3) What is the attitude of the author and his wife toward Benjamin’s efforts in inserting the key into the slot? 4) What is the attitude of the hotel staff toward Benjamin’s efforts? 2. T introduces ways of introducing a topic (writing strategy 1). 3. Ask Ss to underline the following expressions in your books: be attached to // position // not in the least // find one’s way to // phenomenon- phenomena // initial // assist // await // on occasion // neglect // be relevant to // 4. Ask Ss to skim Para 6-10 and discuss the following questions: (25’) 1) What does the author mean by saying this incident was key in more than one sense? 2) How do Americans and Chinese differ in their attitudes to creativity? 3) What suggestion is made about seeking a better way for fostering skills and creativity? 5. T introduces comparison and contrast (writing strategy 2). 6. Ask Ss to underline the following expressions in your books: exception // ultimate // on one’s own // accomplish // proceed to // in due course // critical // principal // child rearing // make up for // figure out // in retrospect // come to sb’s rescue // extreme // facility // mold // shape // so much so that // continual // apply // work on 7. Ask Ss to summarize the main idea and structure of the text. (10’) Homework: 1. Deliver handouts about language points and ask Ss to review them after class
2. Finish exercises of unit 1 3. Finish reading Text B 4. Ask Ss to search on Internet about education and take notes to prepare the follow-up discussion on Should we develop children s creativity first or train them in basic shills first After-reading Tasks:(90 min) Based on the information searched on Internet, Ss hold group discussion on the topic Should we develop childrens creativity first or train them in basic skills first.(15) 2. The class is divided into two groups based on different ideas and debate on the topic (30) 3. Two Ss represent each side to summarize their ideas. (15) 4. Check on Text B and exercises. (30) Speaking Course(two periods) Objectives: Familiarize Ss with vocabulary on sports and discuss concerned topics 2. Familiarize Ss with vocabulary on weather and discuss concerned topic C 1. Deliver handout on expressions of sports and familiarize Ss with vocabulary on sports. (10) 2. Conduct group discussion based on questions:(20 min) A. Do you like sports? What are your favorite sports? B. Why do people need to play sports? C. What do you know about Olympic Games? 3. Group leaders report to the class. (15) 2 period Deliver handout on expressions of weather and familiarize Ss with vocabulary on weather (10) 2. Leaders of each group casually pick out a scrip from Ts with two questions on it and discuss questions.(20°) What's your favorite season and why? -Are there any special traditions associated with different season in your country? What crops are produced in which seasons in your country Do you think weather patterns are changing? If so, why do you think this is? -Do you have snow in your -Do you think that in recent years we are losing our four distinct seasons what kind of climate do you prefer when choosing a place to go on vacation? -In your opinion, which season is the most beautiful? e you concerned with weather? How do you get weather information -Do you like the climate of the city where you live? Why or why not? -Is weather forecasting important in modern life? Why or why not?
8 2. Finish exercises of unit 1. 3. Finish reading Text B. 4. Ask Ss to search on Internet about education and take notes to prepare the follow-up discussion on Should we develop children’s creativity first or train them in basic skills first. After-reading Tasks: (90 min) 1. Based on the information searched on Internet, Ss hold group discussion on the topic Should we develop children’s creativity first or train them in basic skills first. (15’) 2. The class is divided into two groups based on different ideas and debate on the topic. (30’) 3. Two Ss represent each side to summarize their ideas. ( 15’) 4. Check on Text B and exercises. (30’) Speaking Course (two periods) Objectives: 1. Familiarize Ss with vocabulary on sports and discuss concerned topics. 2. Familiarize Ss with vocabulary on weather and discuss concerned topics. Course Arrangement: 1 st period: 1. Deliver handout on expressions of sports and familiarize Ss with vocabulary on sports. (10’) 2. Conduct group discussion based on questions: (20 min) A. Do you like sports? What are your favorite sports? B. Why do people need to play sports? C. What do you know about Olympic Games? 3. Group leaders report to the class. (15’) 2 nd period: 1. Deliver handout on expressions of weather and familiarize Ss with vocabulary on weather. (10’) 2. Leaders of each group casually pick out a scrip from Ts with two questions on it and discuss the questions. (20’) — What’s your favorite season and why? —Are there any special traditions associated with different season in your country? —What crops are produced in which seasons in your country? —Do you think weather patterns are changing? If so, why do you think this is? —Do you have snow in your country? (Do you have hail?) Describe it. —Do you think that in recent years we are losing our four distinct seasons? —What kind of climate do you prefer when choosing a place to go on vacation? —In your opinion, which season is the most beautiful? —Are you concerned with weather? How do you get weather information? —Do you like the climate of the city where you live? Why or why not? —Is weather forecasting important in modern life? Why or why not?