lesson Text A Confessions of a Miseducated Man 教学设计

1、（一） 教学设计表课次第一次授课班级英语101周次授课日期22/11/2011课题第十二课 Text A: Confessions of a Miseducated Man教学目的Students will be able to:1) Develop reading skills-understand the main idea，structure of the text， and the skills of reading for specific information-scanning; 2) Integrate the four skills-conduct a series of r

2、eading， listening， speaking and writing activities related to the theme of the unit.重点本节课的重点是贯穿全文让学生掌握全文的主要内容，建构总起框架，为教学思想的渗透， 语言知识的理解、掌握作好必要的准备。难点本节课的教学难点是学生对文章编章结构的理解与划分以及作者的写作意图。 教学方法设计结合综合英语精读这一课程的特点，突出以任务为引领，以学生为中心的交际教学法原则，本教案进行了这样的教法设计：在设计教案时通过设计任务-排除障碍-完成任务-教师点评，使学生完成本节课的语言学习。并充分利用计算机、网络这些超文本

3、的载体，选择与课文主题相关的真实的音频资料，为学生了解课文的主旨大意提供了丰富的资源，也为进一步设计课堂活动做好了铺垫。教学过程第一节课1. Pre-class activities: （热身） 1) Students discuss in groups: Globalization: Threat or Opportunity? (5分钟)2) Ss presentation on the topic: Globalization: Threat or Opportunity? （5分钟）3) Listening lab: Globalization: Threat or Opportuni

4、ty? （While listening, students should fill in the blanks.）(5分钟)2. Ts leading in to the text: 1) Introduction of the text: (2分钟) 2）Students discuss the following questions in pairs: (8分钟)a. How do you understand the word “miseducated”? b. Whats the difference between “miseducated” and “uneducated”? c

5、. Could you please show some other examples? 3）Text appreciation (15分钟) a. The theme of the text b. Global reading of Text A 第二节课1） The structure of the text. Students work in pairs to give the main idea of each part.15分钟)2） Students skim and scan the text and try to retell the text.（20分钟）3） Backgro

6、und information. ( 3分钟)3) Home assignments: (2分钟 ) 作业(1) Topics of the oral practice: (2) Questions for the students reading comprehension.(3) Writing（二）课堂教学实录In this article, in order to emphasize the importance of understanding the similarities among peoples, the author deliberately played down th

7、e importance of understanding their differences. This really was not necessary. In fact mutual understanding of these differences is absolutely vital for mutual respect. Only by a clear understanding of such differences can we learn to put them in proper context and benefit from each others accompli

8、shments. Differences do not divide us. Its the wrong attitude toward the differences that divides us. The authors condemnation of tribalism in all its forms as the cause of our misconception is very eloquent. The danger of doing terrible wrongs in the name of nationalism or patriotism cannot be unde

9、restimated. But there is also the danger of using globalization as an excuse to encroach upon other countries' sovereign rights. The existence of modern nations is a historical fact. It has to be redefined, yes. But in a world where many nations are still fighting for their basic rights, and ind

10、eed, where many peoples still do not have their own nations, to talk about limiting national sovereignty is risky.第一节课1. Pre-class activities: 1) Students discuss in groups: Globalization: Threat or Opportunity? (5分钟)教师活动：教师导入问题： Today everybody agrees that the world is getting smaller and smaller.

11、International community, world village, global integration, globalization, world market, etc. have become some of the most frequently used words in the English language. Some view it as a process that is beneficiala key to future world economic developmentand also inevitable and irreversible ,iri

12、9;v:sbl不可逆的； Others regard it with hostility, even fear, believing that it increases inequality within and between nations, threatens employment and living standards and thwarts 阻碍social progress. In your opinion, “Globalization: Threat or Opportunity?”学生活动设计：学生根据老师给出的任务进行小组讨论。 2) Ss presentation on

13、 the topic: Globalization: Threat or Opportunity? （5分钟）学生活动设计： 学生根据小组讨论的结果给出相应的答案。 教师活动：教师对学生的答案给出点评。T: Globalization offers extensive opportunities for truly worldwide development but it is not progressing evenly. Some countries are becoming integrated into the global economy more quickly than othe

14、rs. Countries that have been able to integrate are seeing faster growth and reduced poverty. Outward-oriented policies brought dynamism and greater prosperity to much of East Asia, transforming it from one of the poorest areas of the world 40 years ago. And as living standards rose, it became possib

15、le to make progress on democracy and economic issues such as the environment and work standards. Ok, lets listen to the following material and try to make sure of it. Whiling listening ,try your best to fill in the blanks.3) Listening lab: Globalization: Threat or Opportunity? （While listening, stud

16、ents should fill in the blanks.）(5分钟)教师活动：教师给出与听力内容相应的材料，播放听力材料，让学生带着任务去听。学生活动设计： 学生带着任务边听给出相应的答案。 2. Ts leading in to the text: 1) Introduction of the text: (2分钟) 教师：1. What kind of impact will all this have on us? 2. What must we do to adapt ourselves to these changed conditions? This essay attemp

17、ts to address this issue.The authors central idea is that, to prepare ourselves for this new world, we must all be re-educated so that we will be able to understand that there are more similarities than differences among peoples. The differences are superficial and insignificant whereas the similari

18、ties are essential and fundamental. These similarities enable all of us to be equal members in this global village and to live happily with mutual respect.First, life is a rare occurrence and human existence even more so. Therefore we should have the greatest respect for all humanity; Second, howeve

19、r different peoples may be in little details, they are united in their humanness, in their basic human faculties and gifts;Third, they are also united in their needs, because today none of the most important problems we are faced with can be resolved without global cooperation. What do you think the

20、 fast developing world brings to us? What do you think are the main trends that affect us today? What do we have to process in order to survive the new age? What kind of education do you think is proper for college students especially English majors to receive?Discuss all these questions in groups a

21、fter class, and then write down your own opinion.(课堂活动的拓展：学生借助网络协作完成书面的写作作业。)2）Students discuss the following questions in pairs: (8分钟)学生活动设计： 学生小组讨论问题： a. How do you understand the word “miseducated”? b. Whats the difference between “miseducated” and “uneducated”? c. Could you please show some othe

22、r examples?教师活动：教师检查学生的任务完成情况。3）Text appreciation (15分钟) a. The theme of the text b. Global reading of Text A 第二节课4） The structure of the text. Students work in pairs to give the main idea of each part.（15分钟)学生活动设计： 学生小组讨论，分析文章结构，概括每个段落的主旨大意。 教师活动：教师检查学生的任务完成情况。5） Students skim and scan the text and

23、 try to retell the text.（20分钟）教师设计任务： （给出相应的线索要求学生给出关键词完成文章概要）The author is making an open admission here that he is _. He is well educated in the _sense. But traditional education in his opinion is _, because it mainly talks about differences- differences in _, _, _, _, _, _, _, _, _, _ and _ etc.

24、between different regions, nations and races. This education is useful for _ because it can prepare them against culture _ and rouse their curiosity. But it is useless today.The _ traditional education has emphasized are not important today. Today it is the _ that we ought to know. But our education

25、 has failed to teach us these.The reason why the similarities should also be emphasized is simple. The world has become one _. We are no longer so _ from each other. We have more and more in common. If we do not understand this, we will not be able to deal with _, and we will not be able to _. Our greatest threat today is _ in all its disguised forms.What we need therefore is a new education which will give people a _ perspective. The view is based on the fact that the uni