英语专业 英语泛读 3 第三册 教案 （不同）.docx

Unit One Reading StrategiesTeaching Objectives1. To help students clarify the five false ideas of fast reading.2. To make students familiar with the benefits of fast reading, such as better comprehension and time saving. 3. To help students realize that anyone with average intelligence can double and triple reading rates in thirty to sixty days, and efficient readers read different materials at different rates.4. To help students correct bad reading habits such as pointing at words, vocalization, subvocalization, eye moment and regression.5. To improve students skimming reading strategyTeaching Procedures1. Introduction(1) Introduce the skimming strategy(2) Introduce the writing style of this unit(3) Provide guidance for students after-class reading2. Text A(1) Set time limit for the first reading(2) Discuss the main idea of each paragraph(3) Clarify the five false ideas of fast reading(4) Learn the authors persuasion strategy in each part(5) Make a summary of the whole text(6) Guess and explain the key words and expressions3. Text B(1) Set time limit for the fast reading(2) Give a title to each passage(3) Pick up the topic sentence for each paragraph4. Text C(1) Students preview it(2) Summarize each part(3) Explain the key words in the exercise. Assignment1. Give students book list and encourage them to widen reading scope2. Check their reading reports once a month3. Group members share their reading materials and submit a reading selection4. Each group take turns in making a presentation on Text CSupplementary ReadingReading SkillsUpon encountering an unfamiliar vocabulary item in a passage there are several strategies available to readers. First, you can continue reading, realizing that often a single word will not prevent understanding of the general meaning of a selection. If further reading does not solve the problem, you can use one or more of three basic skills to arrive at an understanding of the unfamiliar word. You can use context clues to see if surrounding words and grammatical structures provide information about the unknown word. You can use word analysis to see if understanding the parts of the word leads to an understanding of the word. Or, you can use a dictionary to find an appropriate definition. Readers Choice contains numerous exercises that provide practice in these three skills.Word Study: Context CluesGuessing the meaning of an unfamiliar word from Context Clues involves using the following kinds of information:a). knowledge of the topic about which you are readingb). knowledge of the meanings of the other words in the sentence (or paragraph) in which the wordoccursc). knowledge of the grammatical structure of the sentences in which the word occursWord Study: Stems and AffixesAnother way to discover the meanings of unfamiliar vocabulary items is to use word analysis, that is, to use knowledge of the meanings of the parts of a word. Many English words have been formed by combining parts of older English, Greek, and Latin words. For instance, the word bicycle is formed from the parts bi, meaning two, and cycle, meaning round or wheel. Often knowledge of the meanings of these word parts can help the reader to guess the meaning of an unfamiliar word. Sometimes the meaning of a single word is essential to an understanding of the total meaning of a selection. If context clues and word analysis do not provide enough information, it will be necessary to use a dictionary. We believe that advanced ESL students should use an English-English dictionary. Sometimes comprehension of an entire passage requires the understanding of a single sentence or a complicated sentence. TO analyze the structure of sentences is to determine the relationships of ideas within a sentence and to draw inferences about the authors message.To recognize the arrangement of ideas affects the understanding of overall meaning of a passage. Readers are required not only to determine the main idea of a passage: that is, the idea which is the most important, around which the paragraph is organized, but also to answer questions about specific details in the paragraph, and to draw conclusions based on their understanding of the passage.There are other four basic reading skills students are required to learn: skimming, scanning, reading for thorough comprehension, and critical reading.Skimming is quick reading for the general ideas of a passage. This kind of rapid reading is appropriate when trying to decide if careful reading would be desirable or when there is not time to read something carefully.Like skimming, scanning is also quick reading. However, in this case the search is more focused. To scan is to read quickly in order to locate specific information. When you read to find a particular date, name, or number you are scanning.Reading for thorough comprehension is careful reading in order to understand the total meaning of the passage. At this level of comprehension, the reader is able to summarize the authors ideas but has not yet made a critical evaluation of those ideas.Critical reading demands that readers make judgments about what they read. This kind of reading requires posing and answering questions such as “Does my own experience support that of the author? Do I share the authors point of view? Am I convinced by the authors arguments and evidence?”Systematic training of all the skills mentioned will give students basic language and reading skills necessary to become proficient readers.Questions:1. According to the author, what kinds of strategies can readers adopt upon encountering unfamiliar vocabulary items in a passage?2. What kinds of information are needed to figure out the meaning of an unfamiliar word from context clues?3. What is word analysis and in what way can it help readers discover the meanings of unfamiliar items?4. What are the four basic reading skills introduced in the passage? Under what circumstances are they adopted?5. What, in the authors opinion, contributes to a students basic language and reading skills?Unit 2 EducationTeaching Objectives(1) To enable students to see how the author develops the idea “Its never too late for success” by means of exemplification and contrast.(2) To help them understand the purposes of those examples, i.e., many famous people who showed no signs of great talent turn out to be greatly successful as adults.(3) To make students draw implications from the text: get out of despair and hope for the future.(4) To continue the training of skimming strategyTeaching Procedures1. Text A(1) Guide the students to find out two key words in the text(2) Guide them to look for the thesis statement(3) Make them discuss in groups and classify all the examples into “prodigy” and “beatniks”.(4) Enable the students to find out the authors attitudes toward “prodigy” and “beatniks”.(5) Ask them to look for the restatement of the thesis in the concluding paragraph.(6) Explain key words such as geniuses, prodigies, beatniks, aptitude, paradox2. Text B(1) Set time limit for fast reading(2) Give a title to each passage(3) Explain important ideas, e.g., Montessori method of education3. Text C(1) Students presentation on their understanding of the text(2) Encourage students to figure out how Benjamin Franklin pursued his education when school was closed.(3) Ask students to summarize how Benjamin Franklin organized Junto Club and in what ways he established the first public library in America.(4) Ask students to learn how Benjamins observations concerning human nature contributed greatly to his success in public life.(5) Explain the exercisesAssignment1. Look for detailed information about the famous figures mentioned in the text2. Continue wide readingSupplementary ReadingPassage OneGiven the lack of fit between gifted students and their schools, it is not surprising that such students often have little good to say about their school experience. In one study of 400 adults who had achieved distinction in all areas of life, researchers found that three-fifths of these individuals either did badly in school or were unhappy in school.Few MacArthur Prize fellows, winners of the MacArthur Award for creative accomplishment, had good things to say about their precollegiate schooling if they had not been placed in advanced programs. Anecdotal reports support this. Pablo Picasso, Charles Darwin, Mark Twain, Liver Gold Smith, and William Butler Yeats all disliked school. So did Winston Churchill, who almost failed out of Harrow, an elite British school. About Oliver Goldsmith, one of his teachers remarked, “Never was so dull a boy.” Often these children realize that they know more than their teachers, and their teachers often feel that these children are arrogant, inattentive or unmotivated. Some of these gifted people may have done poorly in school because their gifts were not scholastic. Maybe we can account for Picasso in this way. But most students performed poorly in school not because they lacked ability but because they found school unchallenging and consequently lost interest. Yeats described the lack of fit between his mind and school: “Because I had found it difficult to attend to anything less interesting than my own thoughts, I was difficult to teach.” As noted earlier, gifted children of all kinds tend to be strong-willed nonconformists. Nonconformity and stubbornness (and Yeatss level of arrogance and self-absorption) are likely to lead to conflict with teachers.When highly gifted students in any domain talk about what was important to the development of their abilities, they are far more likely to mention their families than their schools or teachers. A writing prodigy studied by David Feldman and Lynn Goldsmith was taught far more about writing by his journalist father than his English teacher. High-IQ children, in Australia studied by Miraca Cross had much more positive feelings about their families than their schools. About half of the mathematicians studied by Benjamin Bloom had little good to say about school. They all did well in school and took honors classes when available, and some skipped grades.Passage Two:Grandma Moses is among the most celebrated twentieth-century painters of the United States, yet she had barely started painting before she was in her late seventies. As she once said of herself: I would never sit back in a rocking chair, waiting for someone to help me. No one could have had a more Productive old age.She was born Anna Mary Robertson on a farm in New York State, one of five boys and five girls (We came in bunches, like radishes) At twelve she left home and was in domestic service until, at twenty-seven, she married Thomas Noses, the hired hand of one of her employers. They farmed most of their lives, first in Virginia and then in New York State, at Eagle Bridge. She had ten children, of whom five survived; her husband died in l927.Grandma Moses painted a little as a child and made embroidery pictures as a hobby, but only switched to oils in old age because her hands had become too stiff to sew and she wanted to keep busy and pass the time. Her pictures were first sold at the local drugstore and at a fair, and were soon spotted by a dealer who bought everything she painted. Three of the pictures were exhibited in the Museum of Modern Art, and in 1940 she had her first exhibition in New York. Between the 1930s and her death she produced some 2,000 pictures: detailed and lively portrayals of the rural life she had known for so long, with a marvelous sense of color and form. I think real hard till I think of something real Pretty and then I paint it, she said.Unit 3 Body LanguageTeaching Objectives(1) To arouse students awareness of body languages, such as the way a person drives, the clothes a person wears, the ornaments a person uses and the colors people prefer.(2) To give students more examples and help them realize that communication can be achieved with the body and behavioral signals.(3) To assist students in comprehending the function of the Barrier Signal-the Body Cross, and the ways that males and females use it in relieving their nervousness.Teaching Procedures1. Text A(1) Show the video “Dream of the Red Mansion”, and ask the students to pay attention to Lin Daiyu and Jia Baoyus facial expressions at first sight(2) Guide them to find the thesis statement(3) Guide them to find the five perspectives from which the author illustrates “communication with the body”(4) Analyze the four key words: communicate, project, advertise and represent(5) Look for the authors attitudes in the concluding paragraph2. Text B(1) Give a title to each passage(2) Summarize each passage3. Text C(1) Students presentation(2) Help them understand the different forms of barrier signals, such as body-cross and arm-fold(3) Distinguish “the greeter” from “the greeted”(4) Explain difficult parts in the exerciseAssignment1. Make sure that students master the new vocabulary in each unit2. Review Unit 33. Prepare for group selected readings4. Discuss a topic “Have you ever noticed the colors, furniture, clothes, ornaments you like? What do you know about yourself from your likes and dislikes?”Supplementary ReadingWhat Body Language Can Tell You That Words CannotInterview With David Givens, AnthropologistBy David GivensQ. Mr. Givens, why is it important for people to understand body language-that is, communication by means of movements and gestures?A. The best salespeople, the best teachers, the best business managers have an innate ability to read body language and put it to profitable use. They adapt their presentation to the messages they pick up.For example, the most successful trial lawyers are those who can look at a jury and a judge and pick up little cues that tip off what people are thinking. An observant lawyer may notice that the judge is compressing his lips into a thin line as the lawyer is speaking. This is a common sign people use when they disagree or are becoming annoyed. A smart lawyer will quickly try a new approach.Such signals are used constantly, even though people generally dont realize they are communicating through their movements, posture and mannerisms.Q. What kinds of information is nonverbal language likely to reveal?A. Very often it signals a persons true feelings, which may be contrary to what is actually being spoken. For example, a person may hunch the shoulders, angle the head to one side and compress the lips. Thats a good indication that he or she is uncertain about an idea or perhaps disagrees with it, even without saying so in words.Q. Would you give some examples of the most common indicators of approval and disapproval?A. When people show rapport with each other, they swivel their upper bodies toward each other and align their shoulders in parallel. They face each other squarely, they lean slightly toward each other, and there is more eye contact. If they disagree, they unwittingly or unconsciously turn their bodies away from each other. Such signs are unmistakable forms of body language.Q. Do people more often than not try to exhibit dominant behavior in the presence of others?A. Some people do, but many also assume a submissive stance. The head, arms, legs and feet tell the true intent. When the boss pats an employee on the back, the employees toes will invariably pigeon-toe inward-a classic sign of submission-and the boss will toe out, a sign of dominance.By contrast, people in submissive roles will tend to crouch slightly and display self-protective stances. They may fold their arms or hug themselves, cross their legs or reach up and touch their throats. People with a more dominant attitude will use more-expansive gestures, spreading the arms and legs, creating an air of openness.Q. What are some other universal nonverbal signals?A. One is an automatic raising of the eyebrows that a person does when he or she meets someone else. It takes place very quickly at the instant when recognition takes place, and it is a natural and universal form of greeting.Another obvious cue is known as the hand behind head, which signals uncertainty or stress. When someone is disturbed or startled by something, the first reaction is to reach up and touch the back of the head. It is a totally unconscious reflex.About 125 nonverbal signals of this type have been cataloged as recognizable.Q. Where do we get mannerisms such as these? Are they learned as a part of our culture?A. No, they are almost entirely inborn. Nonverbal behavior occurs naturally, without being taught, and even shows up in newborn infants and in lower animals. It is firmly grounded in evolutionary development. Its something that Mother Nature provides to help us get along with each other.Nonverbal communication is also what we call culture-free: it applies worldwide. People can go anywhere and understand these signals, even if they dont know the spoken language.Q. Is courtship one of the situations that is strongly influenced by nonverbal skills?A. Yes. In fact, early courtship is almost entirely made up of nonverbal actions. Men and women unconsciously shrug their shoulders when they find each other attractive. It is an I give up signal, almost a childlike gesture that shows they are harmless.Early courtship is filled with shy, juvenile, awkward behavior between the man and the woman. A woman attracted to a man will tilt her head down and to the side, then look in his direction in a coy or coquettish way. A man at a party or at a bar will stake out his territory by putting cigarettes or cash in front of him,