吉林大學(xué)

教師教案

（20~20學(xué)年第學(xué)期）

課程名稱:

年級(jí):

教研室:

任課教師：

吉林大學(xué)教務(wù)處制

教案

課程名稱:

授課教師Huangliping授課對(duì)象Freshman

授課時(shí)間6periods授課題目UnitOne

課型Integrated使用教具

TapeRecorder

course

Conductaseriesofreading,listening,speakingandwritingactivities

教學(xué)目的

relatedtothethemeoftheunit.

1.graspthemainideaandstructureofthetext;

2.appreciatethedifferencebetweencomparisonandcontrast,aswellas

教學(xué)重點(diǎn)和難點(diǎn)

differentwaystocompareandcontrast;

3.masterthekeylanguagepointsandgrammaticalstructuresinthetext.

NewCollageEnglish;NewHorizonCollageEnglish

參考教材

教學(xué)內(nèi)容時(shí)間分配及備注

Pre-readingtasksFirstPeriod

1.Tgreetsthestudentsandinvitesseveralstudentstotalkabouttheir

wintervocation.TdrawsSs'attentiontosomewarm-upquestions:

—Doyouthinklearningisaone-waystreetoratwo-way

interaction?

—HowdomostChineseparentsandteacherseducatechildren?Do

youliketheway?

--Whatisthewesternviewonchildeducation?

2.TsumsupandleadsSsintothefirstunitbysaying:Differentpeople

havedifferentviewsonchildeducation.Traditionally,Chinese

parentsandteacherstendtospoon-feedtheirchildrenwith

knowledge.Whilewesterneducatorsencouragechildrentolearn

independentlyandseekoutknowledgeactively.Theyjusthelpinthe

process.IntextAofthisunit,HowardGardnermadeadetailed

comparisonbetweenChineseandWesternattitudestowardlearning.

While-readingtasks

textorganization

1.TexplainstheTextorganizationbysaying:Anessayisusuallymade

upofthreeparts:abeginningwherethetopicisintroduced,thebody

partwherethetopiciselaboratedon,andaconclusion.Besides

statingthetopicdirectly,therearemanyotherwaystointroducea

theme,suchasposingaquestion,quotingnewspaperheadlines,

tellingananecdoteoranincident.Youaresupposedtodiscover

otherformsofintroductionasyoureadonbutmoreimportant,you

shouldlearntovaryyourownwritingbyadoptingvarioustypesofSecondperiod

topicintroduction.

SsskimPara1-5anddecidewhichwayisadoptedbyHoward

Gardner.(Thetextbeginswithananecdote/incident).

2.Also,withoutaconclusion,anessaylacksasenseofcompleteness.

Aconclusionmaybearestatementofthemainpointspreviously

mentioned,aproposedsolution,aquotationfromsomebookor

person,apredictionoffuturedevelopments,asuggestionforfurther

study,etc.

Ssreadpara14anddecidewhatkindofend(conclusion)windsup

thetext.(Theendwindsupthetextwithasuggestionintheformofa

question).

3.Inthemiddle(body)ofthetexttheauthorgiveshisthoughtsonan

incidenthefoundinteresting.NowSsreadparas6-13anddecide

whathisthoughtsaremainlyabout.(Histhoughtsaremainlyabout

differentapproachestolearninginChinaandtheWest)

4.InthiswaySswillbeabletodividethetextinto3partsandgrasp

themainideas.

DetailedstudyoftheText

Partone(Para1-5)

1.Listentothetapeandgetreadytoanswerthefollowingquestions:

a.WhatweretheauthorandhiswifedoinginNanjinginthespring

of1987?

—TheywerestudyingartseducationinChinesekindergartensand

elementaryschools.

b.WhatwastheirsonBenjaminfondofdoingduringtheirstayinthe

JinlingHotel?

—Helovedtocarrythekeyaround,shakingitvigorouslyandtry

toplaceitintotheslot.

c.HowwouldChineseStaffmembersofthehotelrespondto

Benjamin'sattempttoplacethekeyintotheslot?

—TheywouldcomeovertowatchBenjaminandnotinghislack

ofinitialsuccess,attempttoassist.

d.Whydidtheauthordecidetoworkthekey-slotanecdoteintohis

discussionswithChineseeducators?

—Herealizedthattheincidentwasdirectlyrelevanttohis

assignedtasksinChina.

2.LanguagepointsinPartone.

(1)attach:fastenorjoin(onethingtoanother)(usedinthepattern:Thirdperiod

attachsth.tosth.)

e.g.Scientistsdiscoveredtheycouldmeasurewindspeedby

attachingawindmetertoakiteandsendingitup.

(2)notintheleast:notatall

e.g.IamnotintheleasttouchedbytheMarilynMonroekindof

beauty.

(3)findone*sway:reachadestinationnaturally;arriveat

e.g.Shanghaiisnotaneasycitytofindyourwayaround.

(4)phenomenon:(pl.phenomena)sth.thathappensorexistsandthat

canbeseenorexperienced.

e.g.Stress-relatedillnessisacommonphenomenoninbigcities.

(5)initial:oforatthebeginning,first(adj.,usedonlybeforen.)

e.g.Theirinitialburstofenthusiasmdieddownwhenthey

realizedhowmuchworkthejobinvolved.

(6)assist:help(usedinthepattern:assistsb.Todosth,assistsb.with

sth.)

e.g.Theprofessorwasassistinghisstudentstopreparetheir

project.

Thecollegestudentdecidedtoassisttheboywithhisstudy.

(7)somewhat:tosomedegree,alittle

e.g.Itisreportedthatconditionsinthevillagehaveimproved

somewhatsinceNovember.

(8)await:(fml)waitfor

Awaitisafairlycommonwordinformalwriting,butyoudonot

usuallyuseitinconversation.Insteadyouuse“waitfor.”

e.g.Wemustawaittheresultsoffieldstudiesyettocome.

(9)onoccasion:nowandthen

e.g.Stevespentalmostallhistimedoinghisresearch,but,on

occasion,hewouldtakehissontoseeafilm.

(10)relevant:directlyconnectedwiththesubject(followedbyto,

oppositeirrelevant)

e.g.Onlyafewpeoplefeelthedebateaboutthecloningof

humanbeingsisrelevanttotheirdailylives.

(11)throwlighton:explain,makesb.understand

PartTwo(Para6-13)

Para6-7

1.TguidesSsthroughthedirectionsforTextOrganizationExercise2

andWritingStrategy.ThenSsscanthefirstsentenceofbothpara6Fourthperiod

andPara7,anddecidewhatmethodofcomparisonandcontrastis

usedhere.(one-side-at-at-timemethod)

2.Listentothetapeandfocusontheanswerstothefollowing

questions.

—WhatdidhisChinesecolleaguesthinkofthekey-slotincident?

-Whatdidtheauthoremphasizeinpresentinghisviewsaboutthe

incident?

3.LanguagepointsinPara6-7.

(Donone'sown:a.withoutanyone'shelp

e.g.Youneedn'thivemeanyhelp,I'mabletomanageonmy

own..

(2)induecourse:atthepropertime;eventually

e.g.Yourbookwillbepublishedinduecourse.

(3)makeupfor:compensatefor

e.g.Herhusbandboughtherapresenttomakeupforquarreling

withherthedaybefore.

⑷f(wàn)igureout:discoverbythinking

(5)view...as...:regard...as...

Para8-10

1.ListentotheParas7-10andfocusontheanswerstothequestions.

—Whatdidtheauthoremphasizeinpresentinghisviewsaboutthe

incident?

—Whatdoestheauthormeanbysayingthisincidentwaskeyin

morethanonsense?

—Inwhatwaydoestheauthorassociatethekey-slotincidentwith

"teachingbyholdinghishand”？

—Whatexamplesdoestheauthorgivetoillustratechildhood

educationintheartsinChina?

2.LanguagespointsinPara8-10

(1)inretrospect:onevaluatingthepast;uponreflection

e.g.Theyoungmanknewinretrospectthatheshouldhave

marriedhisfirstloveEmily.

(2)somuchsothat:tosuchanextent

e.g.Someparentsspoiltheirchildren,somuchsothattheynever

askthemtodoanyhousework.

(3)continual:happeningagainandagain,repeated

e.g.Theconstructionoftheairportcontinueddespitecontinual

complaintsfromlocalresidents.

(4)apply:a.berelevant(tosb./sth.);haveaneffect(usedinthe

patternapplytosb./sth.)

e.g.Thenewpensionarrangementswon'tapplytopeople

bornbefore1960.

Wewenttothesportsclubsooftenthatwedecidedthat

wemightaswellapplytojoin.

(5)workat/on:tryhardtoachieveorimprove(sth.)；

e.g.Johncamebackaheadoftimetocontinueworkingonhis

thesis.

3.SssumupthecontrastbetweenChineseandWesternwaystolearnto

fulfillatask.(theChineseshowachildhowtodosth,orteachby

holdinghishand;thewesternersteachachildtorelyonhimselffor

solutionstoproblems)

Para11-13

1.SslistentothetapefromPara11-13,thenanswerthefollowing

questions.

—Canyoufindwordslike“Chinese”and"westerner”or

“American"or"thewest”ineachparagraph?

—Whatmethodofcomparisonandcontrastisusedhere?

2.TexplainslanguagepointsintheseparagraphsandgivesSspractice.

(1)priority:a.sth.thatonemustdobeforeanythingelse

e.g.Beingaqualifiedteacherisherfirstpriority.

e.g.TheschoolwillgiveprioritytoEnglishandcomputer

studies.

(2)evolve:(causeto)developgradually(followedbyinto/from)

e.g.Thestoryevolvesintoaviolenttragedy.

Ssmakesentencesbymeansof“evolve”:

Popularmusicevolvedfromfolksongs.

(3)ontheonehand...ontheotherhand...:tointroducetwo

contrastingcircumstances

e.g.Ontheonehand,wehaveenoughreasontofeelpleased

withourprogress.Ontheotherhand,wemustn'tget

complacent.

3.SssumupthecontrastbetweentheChineseandtheWesternattitudes

towardcreativityandbasicskills.

—TheChinesegiveprioritytodevelopingskillsatanearlyage,

believingthatcreativitycanbepromotedovertime;

—Thewesternersputmoreemphasisonfosteringcreativityinyoung

children,thinkingthatskillscanbepickeduplater

PartThree

1.Sslistentothisparagraph

2.Texplainslanguagespoints.

(1)assuming(that):youuseassumingthatwhenyouare

consideringapossiblesituationorevent,sothatyoucanthink

abouttheconsequences.

e.g.AssumingthatthispaintingreallyisaVanGogh,how

muchdoyouthinkit'sworth?

(2)valid:basedontruthorsoundreasoning

e.g.Theyputforwardmanyvalidreasonsfornotbuildingthe

skyscraper.

(3)worthwhile:worthdoing,worththetroubletaken

e.g.Atriptothemuseumisalwaysworthwhile.

(4)superior:betterthanaverageorthanothersofthesametype

(followedbyto)

e.g.Thewomanwasgreatlysuperiortoherhusbandin

education.

opposite:inferior(alsofollowedbyto)

3.Temphasizesthestructureoftheessayagain.Fifthperiod

Post-readingtasks

1.Debate:Shouldwedevelopchildren'screativityfirstortrainthemin

basicskillsfirst?

2.Ssdivideintotwogroups,onetakingthesideofcreativityfirst,

anothertakingthesideofbasicsillsfirst;then,debatebegins,withT

actingasmoderator.)

3.TguidesSsthroughseveralafter-textexercises.

4.TchecksonSs'homereading(TextB).

5.SsdoPartIV:Theme-RelatedLanguageLearningTasks.

6.TasksSstopreviewthenextunit.

ListeningComprehensionSixthperiod

Somein-classactivitiesaredesignedtotrainthestudent'sabilityto

課

understandthemainideaandgraspimportantdetailsofthetext.

后

MoreinteractionsbetweenTandSsmadetheclassvivid.Evensomesilent

小

studentsshowedgreatenthusiasmforthepre-readingtasks.

結(jié)

教案評(píng)分標(biāo)準(zhǔn)

基本項(xiàng)目（滿分20分）

序號(hào)項(xiàng)目滿分序號(hào)項(xiàng)目滿分

1授課教師17教學(xué)目的2

2授課對(duì)象18參考教材2

3授課題目19教學(xué)重點(diǎn)3

4授課時(shí)間110教學(xué)難點(diǎn)3

5課型111板書設(shè)計(jì)2

6教具112課后小結(jié)2

教案內(nèi)容（滿分80分）

序號(hào)項(xiàng)目滿分備注

1教案主次分明，層次清楚8

2教學(xué)目的表述科學(xué)、準(zhǔn)確6

3教學(xué)難點(diǎn)、重點(diǎn)突出6

4體現(xiàn)教學(xué)的啟發(fā)性，適當(dāng)置疑8

5時(shí)間分配合理，節(jié)奏恰當(dāng)8

6合理運(yùn)用各種教學(xué)手段5

7適當(dāng)引用外語(yǔ)詞匯3

8標(biāo)記清楚，條理清晰，便于查看8

9體現(xiàn)相關(guān)學(xué)科知識(shí)，學(xué)科的最新發(fā)展5

10板書設(shè)計(jì)科學(xué)、合理5

11課堂小結(jié)條理化，重點(diǎn)、難點(diǎn)突出6

12課后總結(jié)認(rèn)真、深刻4

13教案整體文字工整、美觀、清晰8

吉林大學(xué)

教師教案

（20~20學(xué)年第學(xué)期）

課程名稱：

年級(jí)：

教研室：

任課教師：

吉林大學(xué)教務(wù)處制

教案

課程名稱：

授課教師Huangliping授課對(duì)象Freshman

授課時(shí)間UnitEightSavingNature,ButOnlyfor

6periods授課題目

Man

課型Integrated使用教具

TapeRecorder

course

Conductaseriesofreading,listening,speakingandwritingactivities

教學(xué)目的

relatedtothethemeoftheunit.

3.graspthemainideaandstructureofthetext;

教學(xué)重點(diǎn)和難點(diǎn)4.Appreciatethevariousargumentativeskillsemployedinthetext;

3.Graspthekeylanguagepointsandgrammaticalstructuresinthetext.

參考教材

教學(xué)內(nèi)容時(shí)間分配及備注

FirstPeriod

Pre-readingtasks

l.TasksSsthefollowingquestionsonthesongBigYellowTaxi:

-Whatkindofparadiseisdescribedinthesong?

(aruralparadisebeforeitwasspoiledbypavedroads,parking

lots,buildings,etc.)

—Whatisthethemeofthesong?

(protecttheenvironmentbeforeitistoolate)

2.Perceptualmap

(1)TasksSstospeakoutanythingtheycanthinkofinassociation

withenvironmentalprotection.

(2)Tnotesdownthosethingsontheblackboard.Tmustput

^environmentalprotection^^downonthecenterofthe

blackboard,andarrangeSs'ideasaroundit.Ss'sideasare

groupedbysimilarity.

(3)Tsumsupthecategoriesofassocitation,andadvisesSsthatthey

mayusesomeassociationgroupsinthewritingrequiredbythe

Theme

3.TmayleadintoTextAbysaying:Theissueofenvironmental

protectionhasbeentalkedaboutoverandoveragain.That'swhywe

cancomeupwithsomanyassociations.Nowlet'stakealookatText

Atofindoutwhatnewideastheauthorhastooffer.

While-readingtasks.Secondperiod

TextOrganization

1.TdrawsSs'attentiontoTextOrganizationExercise1,leadsthem

throughthedirections,thendictatestothemthemainideaofeach

part.

2.TasksSstofillinthesupportingdetailsastheygothroughthetext.

3.Sssummarizethemainideasofthetext.

Discoursecomprehension:

1.Whatisasensibleenvironmentalism?

(1)Sslookatthetitle,SavingEarth,butOnlyforMan,andtryto

makeitintoacompletesentence.

(Wemustprotecttheearth'senvironmentsothatitcanbetter

servehumanbeings.)

(2)TguidesSsthroughthedefinitionofsensibleenvironmentalism

inPara5:"Asensibleenvironmentalism,theonlykind...

preservation.**

(3)Ssscanthetexttofindothersentencesexplainingsensible

environmentalism.(TheycanbefoundinParas2,6,8,14.)

2.Tintroducesthemethodsofargumentation,becausethisessayisa

pieceofargumentativewriting.

3.TguidesSstofindoutthemainwritingtechniquestodrivehomethe

author'sargumentcontrast,concession,quotation,example,

definition,causeandeffect,data.

4.Ssscanthewholetexttofindouttheexampleswhichshowthe

techniquesmentionedaboveareused,(seeTeacher'sbookP83)

OrSsformgroupstofindoutwhatmethodofargumentationisused

ineachpartofthetext.

5.TurgesSstoemploythesemethodsintheirownwriting.

Culturalnotes:

Environmentalprotectionorganizations,greenhouseeffect,Gaia

hypothesis(seeTeacher\bookP84-85)

Languagepoints:

(1)aversion:strongdislike(followedbyto)

e.g.Manypeoplehaveanaturalandemotionalaversionto

insects.

Thirdperiod

Hetookanimmediateaversiontohisnewteacher.

(2)conflict:beinopposition,collisionordisagreement(followedby

with)

e.g.Personalethicsandprofessionalethicssometimesconllict.

Thereareconflictingreportsabouttheidentityofthe

hostage.

(3)inthenameof:forthereasonof;usingtheexcuseof

e.g.Letmethankyouinthenameofmyparents.

Theyarrestedhiminthenameofthesafetyofthecountry.

(4)distinguish:recognizethedifference(between)

e.g.Heistooyoungtodistinguishrightfromwrong.

Fingerprintscanbeusedtodistinguishthetwosuspects.

(5)...ifcostless:ifthosethingsdon'tcostmuch

(6)regardless:inspiteofeverything;anyway

e.g.Hisparentsobjectedtohismarriage,buthecarriedon

regardless.

Wewarnedthemthattherewasn'ttimetogettothetopof

themountainandbackbeforedark,buttheywenton

regardless.

(7)combat:fightorstruggle(against)

e.g.DoctorsarestillseekingwaystocombatAIDS.

Manypoliticiansemphasizedtheimportanceofcombating

internationalterrorism.

(8)consequence:theresultoreffectofanactionorcondition

e.g.Theremaybeseriousconsequencesforthecountryifthe

peacetalksfail.

Aneconomiccrisismayhavetremendousconsequences

forourglobalsecurity.

(9)...emptybreadbaskets:shortageoffoodsupplybecauseno

cropswillgrowintheareaswhichusedtoprovidealotoffood.

(10)callfor:require,demand

e.g.Theteachingprofessioncallsforalotofpatience.

Facedwiththethreatofacivilwar,thePresidenthas

calledforself-controlandcalm.

(11)onthegroundsof/on...grounds:forreasonsof

e.g.Sheissuingthecompanyonthegroundsofunfair

dismissal.

Johnwasnotemployedbythecompanyonthegroundof

Fourthperiod

hisage.

(12)vote:collocationvoteonsth;votefor/against

e.g.TheywillvoteforGeorgeBush,Ithink.

Theboardofschoolhasvotedbyanoverwhelming

majoritytosuspenditscurriculumreform.

(13)run/goagainstthegrain:followedbyofsth./todosth.

e.g.Itreallygoesagainstthegraintohavetogotoschoolon

NationalDay.

Privatiztiongoesagainstthegrainoftheirprincipleof

oppositiontoprivateownershipofindustry.

(14)contemporary:current;modem

e.g.Shehasworkedinbothclassicalandcontrmporary

dance.

Ilikemyfurnituretobeinacontemporarystyle.

(15)tothepointof:toadegreethatcanbedescribedas

e.g.thesalesman'smannerwasabrupttothepointof

rudeness.

Toaccomplishthetask,theemployerworkedhisstaffto

thepointofexhaustion.

(16)nothingmorethan:justthesameas;only

e.g.Don'tbescared.Itisnothingmorethananightmare.

Youneedn'treporttohim,Heisnothingmorethana

clerk.

(17)rage:continuewithgreatforce;beintense

e.g.Streetfightingragedalloverthecity.

Priceinflationstillragesalthoughthegovernmenthas

takensomemeasurestotackletheproblem.

(18)workone'sway:managetoreachorgothrough

e.g.Theboardarestillworkingtheirwaythroughthe

applicationforms.

Asmyfamilycouldn'tpaythatmuchformetogoto

school,Ihavetoworkmywaythroghlawschool.

(19)comethrough:experience,surviveorovercome(adifficulty,

etc.)

e.g.It'smiraclethatsomeofthepeopleworkinginthe

WorldTradeCentercamethroughtheterrorist

attacks.

Ifwecancomethroghthisfinancialcrisisthe

company,futurewillbebright.

(20)inpart:tosomeextent;partly

e.g.Hisfailurewasdueinparttohislaziness.

WhetheryouwillbesenttoYaleUniversityforfurther

studydependsinpartonhowwellyouperforminthe

exam.

(21)ridiculous=absurd

e.g.Itisridiculousthattheyshouldwanttowaittenhours

justtohavealookattheirfavoritefilmstar.

(22)...asmuchasthenextman:asmuchastheaverageperson

asgood,well,etc.asthenextman:asgood,welletc,asthe

averageperson

e.g.Icanenjoyajokeaswellasthenextman,butthisjoke

isgoingtoofar.

(23)Butitisnomorethanthat:Butitsimportanceshouldnotbe

exaggerated.

(24)accommodation:theprocessofadapting;adjustment

e.g.Itisnecessarytoseekaccommodationfrombothsides

inthedispute.

Mutualaccommodationisofimportanceespeciallyto

newlymarriedcouples.

(25)concern:1)a.thingthatisimportantorinterestingtosb;

2)worry,anxiety(followedbyfor/about/over/that)

e.g.Whatareyourmainconcernsasacollegestudent?

e.g.Publicconcernaboutcorruptionhasdrawnthelocal

government'sattention.

(26)sake:collocationforsb."s/sth.勺sake;forthesakeof

e.g.Hechangedintooldshoesforthesakeofcomfort.

Iamstudyinghistoryforitsownsake,notbecauseit

willhelpmegetajob.

Fifthperiod

Post-readingtasks:

1.Methodsofargumentation

(1)Tstatesthatthisessayisapieceofargumentativewriting,and

asksSstocomeupwithwaysofpresentinganargument.T

writesdownSs?listwithmoremethodsofargumentation.

(2)Ssformgroupsoffourtofivetofindoutwhatmethodof

argumentationisusedineachpartofthetext.

(3)Somegrouupsreporttheirfindingstotheclass.

(4)TurgesSstoemploythesemethodsintheirownwriting.

2.TguidesSsthroughsomeafter-textexercises.

3.TchecksonSs'homereading(TextB).

4.SsdoPartIV:Theme-RelatedLanguageLearningTasks.

Sixthperiod

ListeningComprehension

課

后

小

結(jié)

教案評(píng)分標(biāo)準(zhǔn)

基本項(xiàng)目（滿分20分）

序號(hào)項(xiàng)目滿分序號(hào)項(xiàng)目滿分

1授課教師17教學(xué)目的2

2授課對(duì)象18參考教材2

3授課題目19教學(xué)重點(diǎn)3

4授課時(shí)間110教學(xué)難點(diǎn)3

5課型111板書設(shè)計(jì)2

6教具112課后小結(jié)2

教案內(nèi)容（滿分80分）

序號(hào)項(xiàng)目滿分備注

1教案主次分明，層次清楚8

2教學(xué)目的表述科學(xué)、準(zhǔn)確6

3教學(xué)難點(diǎn)、重點(diǎn)突出6

4體現(xiàn)教學(xué)的啟發(fā)性，適當(dāng)置疑8

5時(shí)間分配合理，節(jié)奏恰當(dāng)8

6合理運(yùn)用各種教學(xué)手段5

7適當(dāng)引用外語(yǔ)詞匯3

8標(biāo)記清楚，條理清晰，便于查看8

9體現(xiàn)相關(guān)學(xué)科知識(shí)，學(xué)科的最新發(fā)展5

10板書設(shè)計(jì)科學(xué)、合理5

11課堂小結(jié)條理化，重點(diǎn)、難點(diǎn)突出6

12課后總結(jié)認(rèn)真、深刻4

13教案整體文字工整、美觀、清晰8

吉林大學(xué)

教師教案

（2005-2006學(xué)年第2學(xué)期）

課程名稱大學(xué)英語(yǔ)

年級(jí)2005級(jí)