南阳理工学院教案（课时备课）
授课题目 课时安排 教学目的： 2学时 Unit 8 Educational Problems 周次 第17周 课序 第 15次课 1. To learn the way to write a cause-and-effect analysis; 2. To conduct a series of listening, speaking and writing activities centered on the theme of the unit. 教学内容： 1. Background information;（教学光盘; 启发式式教学） 2. Listening and discussion;（启发式式教学） 3. New words and expressions;（启发式教学） 4. Style of the Text;（总结式教学） 5. Text Structure;（总结式教学） 6. Discussion; (讨论式教学) 7. Self-study online. (网络教学; 自主学习) 教学重点： 1. New words and expressions;（启发式教学） 2. Text Structure.（总结式教学） 教学难点： 1. Style of the Text;（总结式教学） 教学辅助手段： 传统教学； 网络教学； 教学光盘； 多媒体教学 1
教 学 过 程 设 计 In the First Period第一学时： I. Introductory Remarks导入语（2 Mins） II. Warming-up Exercises 课前热身 (20 Mins） III. Background Information 背景知识（18 Mins） IV. New Words and Expressions—1 词汇讲解—1（10 Mins） In the Second Period第二学时： I. New Words and Expressions—2 词汇讲解—2（10 Mins） II. Text Understanding -Style of the Text 文体介绍（10 Mins） III. Text Structure课文结构（20 Mins） IV. Discussion分组讨论（8 Mins） V. Assignments 家庭作业 (2 Mins） 讨论: What is a fable? 作业: Vocabulary: Ex.1,2&3; 2. Review Unit 1-Unit 7. 思考题: What is the tone of the article? Give facts to support your view. 主要参考资料： [1] 吴晓真. 大学英语（全新版）综合教程教师用书（III）. 上海：上海外语教育出版社，2002. [2] 王长喜. 大学英语（全新版）综合教程全能课堂（III）. 北京：中国社会出版社, 2006. 教学后记：
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南阳理工学院教案（课时备课）
授课题目 课时安排 教学目的： 2学时 Unit 8 Educational Problems 周次 第18周 课序 第 16次课 1. To grasp the key language points and grammatical structures in the text; 2. To understand the main idea (Teenagers’ idleness and ignorance will seriously affect themselves and society in general) and structure of the text (two parts—the author’s concern and his proposed remedy). 教学内容： 1. Structures and grammars of Text A;（启发式式教学） 2. Discussion;（交际法教学；讨论式教学） 3. Post-reading questions;（交际法教学） 4. Checking the exercises;（交际法教学） 5. Writing skills;（总结式教学） 6. Supplementary Materials; (启发式教学) 7. Self-study online. (网络教学; 自主学习) 教学重点： Some complex sentences. (启发式教学) 教学难点： Appreciating how the author achieves coherence for her essay. （总结式教学） 教学辅助手段： 传统教学； 网络教学； 教学光盘； 多媒体教学 3
教 学 过 程 设 计 In the First Period第一学时： I. Structures and Grammar while reading 课文讲解（30 Mins） II. Discussion集体讨论（10 Mins） III. Post-reading Questions 答疑空间（10 Mins） In the Second Period第二学时： I. Checking the Exercises 巩固练习（20 Mins） II. Writing Skills写作技巧（20 Mins） III. Supplementary Materials补充材料 (8 Mins) IV. Assignments 家庭作业 (2 Mins） 讨论: What is your goal of the four year college studying? 作业: Retelling Text A; Review Unit 1 – Unit 8. 思考题: What factors do you think are vital to one’s success? 主要参考资料： [1] 吴晓真. 大学英语（全新版）综合教程教师用书（III）. 上海：上海外语教育出版社，2002. [2] 王长喜. 大学英语（全新版）综合教程全能课堂（III）. 北京：中国社会出版社, 2006. 教学后记：
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南 阳 理 工 学 院 备 课 讲 稿
教 学 内 容 Unit 8 Educational Problems Text A Fable of The Lazy Teenager 1. Time allotment课时分配（4 periods） 1st period Pre-reading Task 批注 2nd period While-reading Task 3rd period While-reading Task 4th period Post-reading Task 2. Objective教学目标 ·Understand the main idea (Teenagers’ idleness and ignorance will seriously affect themselves and society in general) and structure of the text (two parts—the author’s concern and his proposed remedy) ; ·Learn the way to write a cause-and-effect analysis; ·Grasp the key language points and grammatical structures in the text; ·Conduct a series of listening, speaking and writing activities centered on the theme of the unit. 3. Key point（s）教学重点 ·Outline of Text A; ·Language points of Text A. 4. Difficult point（s）教学难点 ·Writing skills: How to make a cause-and-effect analysis? ·How to cope with some educational problems? 5
南 阳 理 工 学 院 备 课 讲 稿
教 学 内 容 5. Text A Fable of The Lazy Teenager Begin the class by asking the students the questions ―What is a fable? Would you please tell a fable you know to your classmates? What is your goal of the four year college studying? How do you plan to achieve these goals? And what factors do you think are vital to one’s success? 5.1 Outline of the text 5.1.1 Para.1～10: Teenagers’ idleness and ignorance will produce serious effects on themselves and the society as a whole. 5.1.2 Para.11～24: From his dream, Kevin 1990 comes to realize how the lack of education（ignorance）greatly influences his forebears（ancestors）, himself, his children and the society they live in, and how important it is to study hard. 5.2 Questions of the text 1) There are seven Kevin Hanleys in the second part, what are they? (Kivin 1835：a poor peasant in Ireland (great-great-great-grandfather; Kivin 1928（great-grandfather）：a steel-mill worker in Pittsboug, USA; Kivin 1945（grandfather）：a soldier fighting the Japanese army; Kivin 1966（father）：a student who studies all the time so as to get into college and law school; Kivin 1990（himself）：a cleaner in a Japanese-owned factory; Kivin 2020（son）：a porter in a hotel for wealthy Europeans and Asians; Kivin 2050（grandson）：living in a slum and searching through trash piles for food) 批注 6
南 阳 理 工 学 院 备 课 讲 稿
教 学 内 容 2) What was the writer going to buy in the drugstore? 3) What made the salesgirl shocked? 4) Why an adult would be upset by such an experience? 5) What does the writer want to illustrate through the case in this paragraph? 6) Please paraphrase the sentence ―The ability to perform…is non existent‖. 7) Why did the boy of 16 prefer not to go to U.C.L.A? 8 ) What does his attitude suggest? 9) Does the writer agree to the boy’s idea? Why? 10) What, according to the writer, is very essential to a nation’s prosperity? 11) What suggestion does the writer propose? 12) Who is the hero in this fable? 13) Why is he feeling bitter? 5.3 Lps知识点讲解 ·run out of: use up ·a handful of: a small number of ·（Twenty-three at 12 cents each, that makes ＄2.76 before tax,）：unit price×number=total price ·in amazement: in surprise/disbelief ·No modestly educated adult can fail to be upset by such an experience（？）. , not one student could write a short paper without misspellings. ·be ignorant of/about: knowing little or nothing of 7
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南 阳 理 工 学 院 备 课 讲 稿
教 学 内 容 ·The ability to perform even the simplest calculations is only a memory among many students I see: many students whom I see have no ability to ·indifferent/indifferent about: paying no attention to ·sum up: summarize; give a brief summary ·compete with/against: try to be better than… ·human capital: refer to people’s knowledge and skill ·ancestor: forbear; forefather; foregoer; primogenitor; progenitor; ascendent----- offspring, descendants... ·at some point soon: very soon, before long ·break down: stop working, go wrong; fail, collapse ·drive home: make sth. clear ·humble: modest----proud; with a low social status/position ·humble suggestion-----noble suggestion; your opinion----my opinion ·hero: brave person; main character ·His parent insist he study for his European history test. ·luxury: sth. expensive but unnecessary（countable noun）; very great comfort（countable noun） ·better off: richer; more comfortable ·He can read and write: He is literate. ·scared: frightened（～of/to/that…） eg. He is scared of dogs. He is scared to see dogs. He is scared that the dog might hurt him. ·so he can live by his brains instead of his back 批注 8
南 阳 理 工 学 院 备 课 讲 稿
教 学 内 容 ·sum up: summarize; give a brief summary ·compete with/against: try to be better than… ·human capital: refer to people’s knowledge and skill ·ancestor: forbear; forefather; foregoer; primogenitor; progenitor; ascendent----- offspring, descendants... ·at some point soon: very soon, before long ·break down: stop working, go wrong; fail, collapse ·drive home: make sth. clear ·humble: modest----proud; with a low social status/position ·humble suggestion-----noble suggestion; your opinion----my opinion ·hero: brave person; main character ·His parent insist he study for his European history test. ·luxury: sth. expensive but unnecessary（countable noun）; very great comfort（countable noun） ·better off: richer; more comfortable ·He can read and write: He is literate. ·scared: frightened（～of/to/that…） eg. He is scared of dogs. He is scared to see dogs. He is scared that the dog might hurt him. ·so he can live by his brains instead of his back ·, and government offers no services（systems of social security such as health care, provision for the unemployed, etc.） to the working class. ·complex: complicated-----simple ·discipline:1training; 2order; 3self-control ·adequate: enough; sufficient ·befriend: treat as a friend; help 9
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南 阳 理 工 学 院 备 课 讲 稿
教 学 内 容 ·human capital----financial capital: knowledge is money. ·astonish: surprise., amaze ·make a living by: earn money by ·faculty: mental and physical ability; all the members of a university or college 6. Text Analysis There are three expository essays in this textbook: Units 3, 6 and 8. 批注 By now students should be able to tell the different techniques used in expository writing. Unit 3 does not reveal the main topic until the third paragraph. In the first two paragraphs the author tries to guide readers through reasoning by which he arrives at his main argument. Unit 6 starts by posing a question --- Do animals have intelligence, to which the author then gives a positive answer. Unit 8 begins with an anecdote. The main part of Unit 3 provides three solutions to the question of how to educate the public so as to form in them a positive attitude towards science. The main part of Unit 6 provides three examples to prove that some animals are intelligent. The main part of Unit 8 is a fable, which functions to convey the message that education is vital to both the individual and society. The last paragraph of both Unit 3 and Unit 6 presents a conclusion. The final part of Unit 8 does not. 7. Discussion Break the class into small groups and discuss the following questions 10
南 阳 理 工 学 院 备 课 讲 稿
教 学 内 容 7.1 Compared to the generation of our parents, what do you think are the weak points and strong points of our generation? 7.2 Nowadays, the living conditions of people have been greatly bettered; what’s more, we all live in peace and comfort. Under these circumstances, do you think being diligent is still important? Why or why not? 7.3 What, according to you, are the main goals of education? 8. Homework 8.1 Vocabulary: Ex.1,2﹠3 8.2 Comprehensive exercises: Ex.1 Cloze﹠2 Translation 8.3 See contents of Unit 8 on CD; 8.4 Finish tasks in―the automatic learning system‖.
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