课程名称 | Intensive Reading | 授课专业和班级 | ||||
授课内容 | Unit6 Groundless Beliefs | 授课学时 | 2 | |||
教学目的 | Aim for knowledge: 1.a brief introduction of the text Aim for ability: the sadness of saying goodbye frjjAim of quality：1. Stimulate the students’ interest in English learning 2. Help to form a correct attitude to Saying goodbye | |||||
教学重点 | Understand the theme of the text and be able to say something about the message of the text | |||||
教学难点 | Structural Analysis | |||||
教具和媒体使用 | charts | |||||
教学方法 | 1.teaching 2.explaining 3.discussing | |||||
教 学 过 程 | 包括复习旧课、引入新课、重点难点讲授、作业和习题布置、问题讨论、归纳总结及课后辅导等内容 | 时间分配(100分钟) | ||||
Introduction of the new cour Test Model for Intensive Reading Pcuore-class activity Ist ivesntroduction of the new lesson Pre-reading questions The background information The understanding of the text Analysis of the new chapter Step-by-step procedures 1.explanation of the new words, phras and expressions 2.explanation of the text 每时每刻英文 first ask the students to go through the text Encourage and lead the students to find the theme Explain the text in details, one paragraph after another Review and excisalternately Assignment | 5 5 5 15 50 15 5 | |||||
板 书 设 计 | Unit 6 Groundless Beliefs Pre-reading questions new words What is this narrative text concerned with confront The background information anguish Structural Analysis | |||||
讲授新 拓展内容 | ||||||
课后总结 answer是什么意思 | ||||||
| kumo | ||||||
授 课 内 容 | 备 注 |
Pre-class activity Daily Report - a daily report by a student - some questions according to the report Introduction of the new lesson The text is the groundless belifes and the authtor tries to analyze the sources of the groundless beliefs.The article is meant to rve as a suggestive example of a curious, inquiring mind at work. It encourages us to find out how we came by our beliefs and manage to be bold enough to test our beliefs. The following warm-up questions could be asked: 1.what is groundless beliefs? 2.Why do we have groundless beliefs according to your understanding? 3.Whar are the five sources of groundless beliefs according to the text? The understanding of the text The groundless beliefs commonly exist in you daily lief and nearly everyone holds groundless beliefs concerning certain issues. We should find out the groundless beliefs and their sources and try to eliminate them. We should form our own beliefs which are bad on careful consideration and reasonable thinking. Structural Analysis Part 1 (Para. 1) The first part (paragraphs 1), is about the author’s proposition of the general practice of thinking. And he propos that the goundless beliefs can be easily found in our daily life. Part 2 (Paras. 2—21) The author’s analysis of five non-rational factors in the determination of people’s opinions. The five non-rational factors can also be called the five sources of groundless beliefs, which are result of early environment, parroting, lf-interest, ntimental associations and fashion. Step-by-step procedures Explanation of the new words, phras and expressions Paragraph 1 Paragraph 1 introduces the background and rves as the beginning of the story. Through this paragraph we get to know something about the author and his problem. The following questions could be asked: Q1 Why do we have groundless beliefs? Q2 What are the five sources of groundless beliefs? Language work 1.allowance: an amount of money that is given to sb. regularly or for a particular purpo e.g. an allowance of $100 a month make allowance(s) for 考虑到；估计到；体谅到 e.g. I am tired of making allowances for his lack of experiences. Making allowances for bad weather and for my own laziness, I think that the job will be finished before the end of the year. 2.attribute: v. a.to relate to a particular cau or source; b.to regard as the work of a specified agent or creator:认为是…所为(所写/所做) e.g. David attributed his company's success to the unity of all the staff and their pervering hard work. a symphony attributed to Mozart attribute: n. a quality or feature of sb./sth. e.g. Organizing ability is esntial attribute for a good manager. Lightning bolts are an attribute of Zeus. 3.bungle: v. to do sth. badly or without skill; to fail at sth. n. sth. that is done badly and that caus problems e.g. He bungled the job. a bungled robbery c.f. blunder: v. to make a stupid or careless mistake n. a stupid or careless mistake 4.conceive: to form an idea, a plan, etc. in your mind; to imagine sth.; to become pregnant with e.g. Ancient peoples conceived of the earth as flat. She is unable to conceive. …, our fathers brought forth upon this continent a new Nation, conceived in Liberty, dedicated to the proposition that all men are created equal. (Gettysburg Address, Lincoln) 5.bear (a) grudge (against): have no rentment against e.g. I bear him no grudge. He has a grudge against the society v. to think that sb. does not derve to have sth. syn: begrudge e.g. I grudge having to pay so much tax. He grudges the time he spends idling around. adj. grudging: given or done unwillingly syn: reluctant 6.headhunting: n. the practice of obtaining and prerving the heads of one’s enemies 猎头 headhunt: v. to find sb. who is suitable for a nior job and persuade them to leave their prent job 猎头 e.g. He was headhunted by a world 500 company. 7.improvident: a. not providing for the future; thriftless; incautious 不顾将来的；不节俭的；鲁莽的 e.g. He was constantly being warned to mend his improvident ways and begin to "save for a rainy day." 8.in the light of: after considering sth. 考虑到；鉴于 e.g. He rewrote the book in the light of further rearch. 他根据进一步的研究重写了那本书。 9.justify: to demonstrate or prove to be just, right, or valid 证明……正确；为……辩解/辩护；对……作出解释 e.g. It’s hard to justify the gunman’s killing 32 people in Monday's shootings at Virginia Tech Uni. You don’t need to justify yourlf to me. n. justification: a good reason for sth. 正当理由鸬鹚科 10.ntiment: feeling or opinion, esp. that bad on emotions; feelings of pity, romantic love, sadness, etc. which may be too strong or not appropriate 情绪；伤感；哀伤 e.g. the spread of nationalist ntiments Anti-American ntiment is running high in some countries There is no room for ntiment in business. ntimental: connected with emotions rather than reason; producing emotions such as pity, romantic love or sadness, which may be too strong or not appropriate 情感的；伤感的 e.g. The ring wasn’t worth very much but it had great ntimental value. 11.legitimate: for which there is a fair and acceptable reason; allowed and acceptable according to the law e.g. legitimate consiceration/execu/quesiton Is his business strictly legitimate? 12.originate from/in sth. originate from/with sb. : have sb/sth as a cau of beginning or as the creator or author of (sth) e.g. All theories originate from / in practice and in turn rve practice. The optic theory originated with Einstein. sharperatio originate a new style of dancing Review and excis Discussion: how to get rid of the groundless beliefs according to the ananlysis of the five soures? Assignment -Read the whole passage for veral times. -Look up in the dictionary to learn the new words in Unit 6. - Finish the exercis of lesson6 Reference books: 综合教程课文辅导. 马德高. 新华出版社；2004年. 英语国家社会与文化入门上、下册. 朱永涛. 高等教育出版社；2000年. 新编英语语法教程. 章振邦. 上海外语教育出版社；2000年. 现代大学英语. 杨立民. 外语教学与研究出版社；2000年. 综合教程(学生用书) 顾大僖上海外语出版社 2004年版 英国文学简史 刘炳善 河南人民出版社 1993年版 | Never too Old to Learn is an idiom. '活到老学到老'是句成语。 Never offer to teach fish to swim.(谚) 不要班门弄斧。 Never say die!永不言败 Never trouble trouble until trouble troubles you. 不要自找麻烦，除非麻烦来找你。 |
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