全新版大学英语综合教程教案1-unit8

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1、授课题目（教学章节或主题）：Unit8CopingwithanEducationalProblem授课类型　Classroomteaching 授课时间第15、16周第节教学目标或要求：Studentswillbeableto:²understandthemainideaandstructureofthetext;²learnthewaytowriteacause-and-effectanalysis;²graspthekeylanguagepointsandgrammaticalstructuresinthetext;²Conducta

2、seriesofreading,listening,speakingandwritingactivitiescentereduponthethemeoftheunit.教学内容（包括基本内容、重点、难点）：PartIPre-readingTasksListentotherecordingandanswerthefollowingquestions:1.Whatistheriddle?2.Whydidtheteacheraskhisclassthisriddle?3.Canyoumentallycalculatethecostofthego

3、odsyouhavejustboughtinamarketasquicklyasthepeddlers?Ifyoucan’t,why?4.Intext,theauthortellsafable.Whatisafable?(hint:shorttalesnotbasedonfactsandintendedtogivemoralguidance.)5.Dofablesgivethemorallessonsdirectlyorletthereaderdeduce?(hint:letthereaderdeduce.)Aesop’sfables伊索

4、寓言;tale故事,Fairytales神话,Talesofadventure冒险故事,legend传说PartIIText:FableoftheLazyTeenager1.Ssskimthetextandfindoutthemainideaandstructureofthetext.Mainideaofthetext:Teenager’sidlenessandignorancewillseriouslyaffectthemselvesandsocietyingeneral.Organizationofthetext:Part1---pa

5、ras1-10:teenager’sidlenessandignorancewillproduceseriouseffectsonallconcernedandsocietyasawhole.Part2---paras11-24:Kevin1990comestorealizeinhisdreamhowgreatlylackofeducationcostshisforebears,himself,hischildrenandthesocietytheylivein,andhowimportantitistostudyhard.2.Ssski

6、mpartoneandreviewanaphoricreferentsbyfindingout2.Ssskimpartoneandreviewanaphoricreferentsbyfindingout---themeaningof“that”inPara.3.(theauthor’sdoingmentalarithmetic)---themeaningof“suchanexperience”inPara.6.(thesalesgirl’signorance)---themeaningof“this”inPara.7.(students’

7、inabilitytoperformeventhesimplestcalculations)---themeaningof“allthisignorance”inPara.8.(students’inabilitytocalculate,andtheirpoorknowledgeofworldhistoryorgeography)---themeaningof“thisyoungman”inPara.9.(afriend’sbright,lazy16-year-oldson)-8----themeaningof“thismessage”i

8、nPara.10.(teenagers’ignoranceleadstoseriousconsequences)3.Texplainstherelatedculturalpointsandla