大学英语(全新版)(综合教程) 教案2

天水师范学院外国语学院2006-2007学年第二学期教案课程名称:大学英语使用教材:大学英语（全新版）第二册(综合教程)主编:李荫华上海外语教育出版社授课班级:2006级物理三班授课时间:2007年3月5日2007年7月8日授课教师:姜炳生LessonPlanofCollegeEnglishBookIICourseDescription:CourseObjectives:TheobjectiveofCollegeEnglishistodevelopstudents’abilitytouseEnglishinanall-roundway,especiallyinlisteningandspeaking,sothatintheirfutureworkandsocialinteractionstheywillbeabletoexchangeinformationeffectivelythroughbothspokenandwrittenchannels,andatthesametimetheywillbeabletoenhancetheirabilitytostudyindependentlyandimprovetheirculturalqualitysoastomeettheneedsofChina’ssocialdevelopmentandinternationalexchanges.Textbook:CollegeEnglish(IntegratedCourse2,ListeningandSpeakingcourse2NewEdition)CourseDuration:fromMarch5thof2007toJuly8th,2007TeachingHours:4hourseachweek(twohoursissubtractedeveryweektoenhancelisteningandspeakingintheMultimediaLab.SubjectsofTeaching:2006ClassThree,DepartmentofPhysicsTopics:Week1:IntegratedCourse2:UnitoneWaysofLearningWeek2:ListeningandSpeakingcourse2:Unit1Sports,Unit2WeatherWeek3:IntegratedCourse2:UnittwoValuesWeek4:ListeningandSpeakingcourse2:Unit3Foodanddrinks,Unit4HealthWeek5:IntegratedCourse2:UnitThreeTheGenerationGapWeek6:ListeningandSpeakingcourse2:Unit5Music,Unit6BusinessWeek7:IntegratedCourse2:UnitFourTheVirtualWorldWeek8:ListeningandSpeakingcourse2:Unit7Fashion,Unit8SocietyWeek9:IntegratedCourse2:UnitFiveOvercomingObstaclesWeek10:ListeningandSpeakingcourse2:Unit9UnusualHappenings,Unit10DisastersWeek11:IntegratedCourse2:UnitSixWomen,HalftheskyWeek12:ListeningandSpeakingcourse2:Unit11FamousPeople,Unit12InventionWeek13IntegratedCourse2:UnitSevenLearningaboutEnglishWeek14:ListeningandSpeakingcourse2:Unit13HumanVirtues,Unit14BiodiversityWeek15IntegratedCourse2:UnitEightProtectingOurEnvironmentWeek16:TextRecitingListeningandSpeakingcourse2:Unit15Environment,Unit16InternetWeek17:OralExaminationWeek18:RevisionTeachingFormat:Thiscourseusesavarietyoflearningmethods:Lectures,collaborativetasks,groupdiscussionsandpresentations.Requiredworkforthestudents:Studentsarerequiredto1.writeashortessayeveryweek2.dotranslationexerciseofeachunit3.reciteatleasttwoparagraphsofeachtext4.readatleast5000wordsofreadingmaterialsthatsuittheirlevels5.haveconversationaloralpracticewiththeirroommatesorclassmateseveryday6.getupat6:30AmandreadEnglisheverydayAssessment:AutonomousLearningthroughInternet:10%,TestofeachUnit:10%,StudentsPerformanceinclass:10%,HomeworkandTextReciting:10%,OralExam:10%,FinalExam:50%CourseInstructor:JiangBingshengUNIT1WaysofLearningTeachingObjectives:Studentsarerequiredto1.graspthemainidea(thatitwouldbeidealifwecanstrikeabalancebetweentheChineseandWesternlearningstyles)andstructureofthetext(introductionofthetopicbyananecdote-elaborationbycomparisonandcontrast—conclusionbyasuggestion);2.appreciatethedifferencebetweencomparisonandcontrast,aswellasdifferentwaystocompareandcontrast(point-by-pointmethodorone-side-at-a-timemethod);3.masterthekeylanguagepointsandgrammaticalstructuresinthetextTeachingProcedures:Activity1:1.Teacherasksstudentssomequestions.Q1:IsLearningaone-waystreet?(Parentsandchildrenshouldteacheachotherandlearnfromeachother.Learningisatwo-wayinteraction.)Q2:Canyouguesswhatthethemeofthisunit,waysoflearning,refersto?(Differentpeoplehavedifferentlearningstyles.)Activity2:Teachergoesthroughthetextwiththestudents,helpsthemwithwords,phrases,sentencesetc.Newwordsandexpressions1.attach:fastenorjoin(onethingtoanother)attachsth.tosth;eg.toattachaphototoaletter,beattachedtosb./sth.eg.Mostguysareattachedtoherbeauty.attachimportancetosb./sth.eg.InEnglishlearning,peopleattachgreatimportancetofivebasicskills.Namely,theyarelistening,speaking,reading,writingandtranslatingaswell.e.g.Scientistsmeasurewindspeedbyattachingawindmetertoakiteandsendingitup.e.g.Youwillfindacopyofthedocumentwhichisattachedtothisletteryouaskedfor.2.notintheleast:notatalle.g.IamnotintheleasttouchedbytheMarilynMonroekindofbeauty.e.g.Anndidn'tseemintheleastconcernedaboutherstudy.3.findone'sway:reachadestinationnaturally;arriveate.g.Shanghaiisnotaneasycitytofindyourwayaround.4.phenomenon:(pl.phenomena)sth.thathappensorexistsandthatcanbeseenorexperienced.e.g.Stress-relatedillnessisacommonphenomenoninbigcities.e.g.Thunderandlighteningarenaturalphenomena.5.initial:oforatthebeginning,first(adj.,usedonlybeforen.)e.g.Theirinitialburstofenthusiasmdieddownwhentheyrealizedhowmuchworkthejobinvolved.6.assist:help(usedinthepattern:assistsb.Todosth,assistsb.withsth.)e.g.Theprofessorwasassistinghisstudentstopreparetheirproject.e.g.Thecollegestudentdecidedtoassisttheboywithhisstudy.7.somewhat:tosomedegree,alittlee.g.ItisreportedthatconditionsinthevillagehaveimprovedsomewhatsinceNovember.8.await:(fml)waitforAwaitisafairlycommonwordinformalwriting,butyoudonotusuallyuseitinconversation.Insteadyouuse“waitfor.”9.onoccasion:nowandthene.g.Stevespentalmostallhistimedoinghisresearch,but,onoccasion,hewouldtakehissontoseeafilm.e.g.Wemustawaittheresultsoffieldstudiesyettocome.9.relevant:directlyconnectedwiththesubject(followedbyto,oppositeirrelevant)e.g.Onlyafewpeoplefeelthedebateaboutthecloningofhumanbeingsisrelevanttotheirdailylives.10.onone’sown:a.withoutanyone’shelpe.g.Youneedn’tgivemeanyhelp,I’mabletomanageonmyown.e.g.I’drathernotgotodanceonmyown.Idowishyou’dcomewithme.11.induecourse:atthepropertime;eventuallye.g.Yourbookwillbepublishedinduecourse.12.makeupfor:compensatefore.g.Herhusbandboughtherapresenttomakeupforquarrelingwithherthedaybefore.13.view…as…:regard…as…14.inretrospect:onevaluatingthepast;uponreflectione.g.TheyoungmanknewinretrospectthatheshouldhavemarriedhisfirstloveEmily.15.apply:a.berelevant(tosb./sth.);haveaneffect(usedinthepatternapplytosb./sth.)e.g.Thenewpensionarrangementswon’tapplytopeoplebornbefore1960b.writealetterorfillinaforminordertoaskformallyforsth.(usedinthepattern:applyforsth.,applytodosth.)e.g.Wewenttothesportsclubsooftenthatwedecidedthatwemightaswellapplytojoin.16.workat/on:tryhardtoachieveorimprove(sth.)；从事于/致力于e.g.Johncamebackaheadoftimetocontinueworkingonhisthesis.atwork:在工作priority:a.sth.thatonemustdobeforeanythingelsee.g.Beingaqualifiedteacherisherfirstpriority.b.sth.thatholdsahighplaceamongcompetingclaimse.g.TheschoolwillgiveprioritytoEnglishandcomputerstudies.17.evolve:(causeto)developgradually(followedbyinto/from)e.g.Thestoryevolvesintoaviolenttragedy.Ssmakesentencesbymeansof“evolve”:通俗歌曲是由民歌演变而来。Popularmusicevolvedfromfolksongs.18.ontheonehand…ontheotherhand…:tointroducetwocontrastingcircumstancesSsmakesentencesbymeasnofthisphrase:一方面，我们由足够的理由为我们的进步而感到高兴，另一方面我们也不能骄傲自满。assuning(that):youuseassumingthatwhenyouareconsideringapossiblesituationorevent,sothatyoucanthinkabouttheconsequences.e.g.AssumingthatthispaintingreallyisaVanGogh,howmuchdoyouthinkit’sworth?Ssdorelevantexercisesonpage1819.valid:basedontruthorsoundreasoninge.g.Theyputforwardmanyvalidreasonsfornotbuildingtheskyscraper.20.worthwhile:worthdoing,worththetroubletakene.g.Atriptothemuseumisalwaysworthwhile.superior:betterthanaverageorthanothersofthesametype(followedbyto)e.g.Thewomanwasgreatlysuperiortoherhusbandineducation.21.opposite:inferior(alsofollowedbyto)Activity3:SsskimParas1-5andbereadytoanswerthefollowingquestions:Whereandwhendidtheincidenttakeplace?Whoarethemaincharactersinthisincident?WhatistheattitudeoftheauthorandhiswifetowardBenjamin'seffortsininsertingthekeyintotheslot?WhatistheattitudeofthehotelstafftowardBenjamin'sefforts?Activity4:Appreciatethedifferencebetweencomparisonandcontrast:thewaysofintroducingatopic:Youareaskedtolearntovaryyourownwritingbyadopingvarioustypesoftopicintroduction.twomajorwaystoorganizecomparisonandcontrastSssumupthecontrastbetweenChineseandWesternwaystolearntofulfilataskSsscanfromPara11toPara13,thendecidewhatmethodofcomparisonandcontrastisusedhere.SssumupthecontrastbetweentheChineseandtheWesternattitudes:towardcreativityandbasicskillsTheChinesegiveprioritytodevelopingskillsatanearlyage,believingthatcreativitycanbepromotedovertime;TheWesternersputmoreemphasisonfosteringcreativeityinyoungchildren,thinkingthatskillscanbepickeduplater.Structureofthetext:Para.1-5introductionofthetopicbyananecdotePara.6-13elaborationbycomparisonandcontrastPara14conclusionbyasuggestionWaysofreachingaconclusionarestatementofthemainpointspreviouslymentioned;aproposedsolution;aquotationfromsomebookofperson;apredictionoffuturedevelopments;asuggestionforfurtherstudyetc.Youareaskedtolearntouseoneofthewaysmentionedabovetomakeaconclusioninyourowncomposition.Activity5:Debate:Shouldwedevelopchildren’screativityfirstortraintheminbasicskillsfirst?(15minutes)(Ssdivideintotwogroups,onetakingthesideofcreativityfirst,anothertakingthesideofbasicsillsfirst;then,debatebegins.)Activity6:Post-readingtasks:1.Doexercise:LanguageFocusandStructure2.TextBisleftforstudentstoreadintheirsparetime.CulturalNotes1.Educationinthewest2.StandingontheshouldersofgiantsUnit2ValuesTeachingObjectives:Studentsarerequiredto1.understandthemainidea(despitehiswealth,SamWaltonremainsdown-homeanddevotedtohisteam)andstructureofthetext;2.appreciatetheuseofindirectdescriptioninportrayingaperson;3.graspthekeylanguagepointsandgrammaticalstructuresinthetext;4.conductaseriesofreading,listening,speaking,andwritingactivitiesrelatedtothethemeoftheunit.TeachingProcedures:Activity1:1.Teacherasksstudentsthefollowingquestionsonthetext.Studentsworkingroupstodiscussthequestions.Q1:Whatvaluesdorichpeopleholddear?Q2:SamWaltonwastherichestmaninAmerica.However,hewasabletocarryonlikeplainfolksandgetawaywithit.Doyouthinkit’sstrange?Whyorwhynot?Q3:HowdidSamWaltonacquirehiswealth?Activity2:Teachergoesthroughthetextwiththestudents,helpsthemwithwords,phrases,sentencesetc.Newwordsandexpressions1.Heimaginedwhatsurelyawaited.Explanation:Heimaginedwhathewassurelytosee.2.remote:farawayinspaceortimeE.g.:ThesupplyofelectricitytoremotemountainousvillagesisoneofthelocaldevelopmentprojectsinYunnanprovince.Tamingthedesertsisnolongeradreamoftheremotefuturebutapracticalhumanendeavor.3.discount:amountofmoneywhichmaybetakenoffthefullpriceE.g.:Traditionalretailerswho’veopenedCyberstoresmayofferspecialdiscountstoonlineshoppers.Thoughonlinebookstoresusuallyofferdiscounts,don’texpecttosavemuch.4.Itwasnice,butnopalace:Thehousewasnice,butnotluxurious.5.OnlyinAmericacanabillionairecarryonlikeplainfolks…:ItisonlyinAmericathatabillionairecanliveinthesamewayasordinarypeople…Only:Inwritingandformalspeech,youcanput“only”atthebeginningofasentence,followedbyTheword,wordgroup,orclauseitmodifies,andthenyouputanauxiliaryor“be”followedbythesubjectofthemainclause.E.g.:Onlyherewasitsafetoprepareandhandlehotdrinks.Onlythendidpeterrealizethathestillhadn’tphonedhismother.Onlywhentheinjuredlimbisfullymobilewilltherunnerbeencouragedtore-strengthenit.Carryon:behaveorconductoneselfinaspecificwayE.g.:There’snothingunusualaboutthem.Theycarryonjustlikeeverybodyelse.Hecarriesonasifhewereamillionaire,spendingmoneyleft,rightandcentre.folk:peopleingeneral(Youcanrefertopeopleasfolkorfolks.)E.g.:Theygotmarriedandhadkidsandlivedlikeotherfolks.ThesearethefolksfromthelocalTVstation.getawaywith:dosth.WrongorriskywithoutBeingcaughtorpunishedE.g.:Theyclaimedthattheyknewhowtoplaythesystemandgetawaywithit.Erichasbeengettingawaywithtaxfraudforyears.6.Birddogs:dogswhichhuntbirds7.Local:oforforaparticularplaceE.g.:Theplanewastotakeoffat6a.m.andlandat7a.m.localtime.Three-quartersoftheinvestmentneededtohosttheOlympicswouldbebornebycentralandlocalgovernment.8.Treatment:thewayyoudealwithsb.Orbehavetowardsthem(followedbyof)E.g.:Likeeveryoneelse,Iresenthiscrueltreatmentofhisoldfather.Theoldwomansufferedfrombadtreatmentatthehandsofhersons.Noneofthemwerewillingtotakecareofher.9.By/fromallaccounts:accordingtowhateveryonesaysE.g.:Tom,byallaccounts,isasuperbteacher.TheChinesefootballteamwillplaytheKoreanstonight.Itshouldbeamatchworthwatching,byallaccounts.10.Cheerful:(ofsb.)happyinalively,energeticway;(ofsth.)makingyoufeelhappyE.g.:Oneofthereasonswhysheissuccessfulisthatsheisabletoremaincheerfulinacrisis.Theyarebothverycheerfulinspiteoftheircolds.Thekindergartenisbrightandcheerful,withplentyoftoys.Ilikesongswithcheerfultunes.11.blendin/into:Ifsb.blendsintoaparticulargrouporsituation,oriftheyblendin,theyseemtobelongthereorarenotnoticeable,becausetheirbehaviorissimilartothatoftheotherpeopleinvolved.(usedinthepatterns:blendin;blendin;blendintosth.;blendinwithsth.)E.g.:Whathesaidreinforcedmydeterminationtoblendinwithmysurroundings.Asanewly-appointedmanager,hewasnotsurewhetherhecouldblendin.Thepainterblendedinwiththecrowdattheartsale.12.Throwone’sweightaround:behaveinanaggressivelyarrogantwayE.g.:Mr.Smithisnotmuchofamanager.Healwaysthrowshisweightaround.Folksdon’tliketheirchairmanashealwaysthrowshisweightaround.13.Reserve:1)orderorbook(aseat,book,room,table,etc.)E.g.:Theserviceatthatfive-starrestaurantisExcellent.I’llreserveatableforfivethere.Demandwillbehuge,soaskyourfriendstoreserveticketsfortheconcert.2)keepforaspecialuse(usedinthepattern:bereservedforsb./sth.)E.g.:IntheUnitedStateslanesarereservedforcarswithmorethanoneoccupant.Someseatsonthebusesarereservedfortheold.14.“Look,he’sjustnotthatway.”:“Yousee,heisnotthesortofpersontoreserveseatsforhimself.”15.Openup:unlockandopenthedoorsothatpeoplecangetinE.g.:Openup,orIbreakin.Theyopentheschoolupat7:45a.m.sothatstudentscanhavemoresleep.16.ItburiedtheForbeslistatthebottomofpage2.:TheForbeslistwasarrangedatthebottomofpage2intheBentonCountyDailyDemocratsothatitcouldnotbefoundeasily.17.headline:thetitleofanewspaperarticle,printedabovethearticleinlargelettersE.g.:Headlinesinthenewspaperarearrangedsothattheyattractattention.TheheadlinesinthenewspapersweretopleasemillionsofpeopleinChina:Beijingtohostthe2008OlympicGames.18.holdto:keeptoE.g.:JohnholdstohisbeliefthatyoucanbesuccessfulaslongasyouShealwaysholdspassionatelytotheviewthathermotherisanangel.19.stock:sharesofacompanythataresoldtoInvestors.E.g.:You’dbettergetprofessionaladvicebeforebuyingstocksorbonds.Afteradullstart,stockpricesmovedaheadagainyesterday.20.ontherun:continuouslyactiveandmovingabout;trytoavoidbeingcapturedE.g.:Ihavetobeontherunfromoneofficetoanothertogetthepermittoopenatake-awayrestaurant.Heisontherunfromthepolice.21.steerclearof:keepawayfromE.g.:Childrenaretoldtosteerclearoftroublemakers.Membersoftheclubsteerclearofcontroversialissuessuchasreligion.22.Buttherealstoryinhismindis…:Butwhatisalwaysonhismindis…23.makeup:formthewholeof(sth.)E.g.:Womenmakeupnearly50%ofuniversityentrants.Thecollegeismadeupoffourteendepartmentsandfiveresearchcenters.24.liable:likely(todosth.)E.g.:It’sliabletosnowheavilytomorrow.Thesportsmeetingisliabletobepostponeduntilnextweekbecauseofthebadweather.25.aslaiddown…:asestablishedlaydown:officiallyestablisharule,orofficiallystatethewayinwhichsth.mustbedoneE.g.:Conditionsformembershiparelaiddowninthesoccerclubrules.Theschoolauthoritieshaveissuedanewbookletlayingdownregulationsforstudents.26.loyalty:thequalityofstayingfirminyourfriendshiporsupportforsb./sth.;astrongfeelingthatonewantstobefaithfultosb./sth.(followedbyto)E.g.:Myfatherisasoccerfan.Hisloyaltytothelocalteamhastakenhimalloverthecountrytoseethemplay.Oncehismindwasmadeup,GeneralLeeneverchangedhisloyaltytotheSouth.27.system:1)setofideas,theories,principles,etc.Activity3:Whilereadingtask:Textorganization1)TasksstudentstothinkaboutquestionsonSs’book(Page39)andchoosesomeofstudentstoanswer2)Taskstoscanthetexttoseeifthereisanynaturaldividinglinesseparatingitintoparts.(Thetextcanbedividedintothreeparts.Betweeneachpart,thereisablankline.)3)TdrawsSs’attentiontoTextOrganizationExercise1(Ss’book,Page40),guidesthemthroughthedirections,sothattheycangraspthemainfunctionofeachpartActivity4:WritingStudentsareaskedtoreadpage61ofSs’bookandwriteaninvitation.Unit3TheGenerationGapTeachingObjectives:Studentsarerequiredto1.understandthemainidea(Fathermeddledinchildren’saffairswithgoodintentions,butonlytofindhiseffortsunwelcome)andstructure(threesettings,threescenes)ofthetext;2.appreciatethebasicelementsofaplay;3.graspthekeylanguagepointsandgrammaticalstructuresinthetext;4.conductaseriesofreading,listening,speaking,andwritingactivitiesrelatedtothethemeoftheunit.TeachingProcedures:Activity1:Pre-readingtasks1.Teacherasksstudentsthefollowingquestionsonthetext.Studentsworkingroupstodiscussthequestions.Q1:Whenareyourparents’birthdayandtheirweddinganniversary?Q2:Doyourparentscelebrateyourbirthday?Howabouttheirownbirthdaycelebration?Q3:Inyourparents’eyes,whatareyourparentsinterestedin?Q4:Inwhatareasdoyourparentswantyoutoimprove?Q5:Inwhatwaysdoyouwantyourparentstoimprove?Activity2:While-readingtasks1.Abriefintroductiontoplays.Teacherwritesdownontheblackboardthemajorcomponentsofaplay:character,settings,stagedirections,language,conflicts,climax,andtheme.2.Studentsidentifythecharactersintheplay.3.StudentsreadthedirectionsforTextOrganizationExercises1and2,thenscantheplaytodivideitintothreeparts.Teachersmaydropahint:justreadthestagedirectionsputinbrackets.4.Teacherexplainsthefunctionsofstagedirections:tosetupstagepropertiesintheproperplace;toindicateachangeinsetting;todirectactors’movement,gesture,facialexpression,toneofvoice,etc.Thenteacherdrawsthefollowingillustrationontheblackboard:UpLeftUpRightCenterStageStageRightDownRightStageLeftDownLeftTeachergoesthroughthetextwiththestudents,helpsthemwithwords,phrases,sentencesetc.5.Teacherdefinesconflictsastheessenceofaplay,aclashofactions,ideas,desiresorwills.Itmayhappeninthereforms:managainstman,managainstenvironment,managainsthimself.Whenaconflictdevelopstothemostintensifiedpoint,itbecomesaclimax.Teacherasksstudentstofindouttheformofconflictinthisplayastheylatergothroughthetext.6.Teacherexplainsthat,unlikeanovelistorshort-storywriter,aplaywrightcannotcomeforward,interrupttheaction,andtelltheaudiencewhathe/shemeansbyacertainsceneorexplaintothemwhatisgoingoninthemindsofthecharacters.Theaudiencemustconcludebythemselveswhatthethemeoftheplayis.Activity3:StudentsNewwordsandexpressionsUnit5OvercomingObstaclesUnitFiveOvercomingObstaclesTeachingcontent:TextATrueHeightTeachingObjectives:1.Graspthemainideaandthestructureofthetext2.Appreciatethenarrativeskills(usingdetailstobringoutacharacter;asurprisingending;useofpuns)3.MasterthekeylanguagepointsandgrammaticalstructuresinthetextTeachingMethods:Task-basedapproach;discourse-basedapproach;communicativeapproachTeachingProcedures:I.Introduction(10minutes)1.Putforwardthequestionandaskstudentstodiscussingroups（3minutes）2.Summarizetheresultofthediscussion(5minutes)3.GivesomeEnglishproverbsandaskstudentstotrytotranslatethemintoChinese(2minutes)II.AnalyzingandexplainingTextA(75minutes)1.IntroductoryRemarks(2minutes)Inthisunit,theauthornarratesastoryabouta17-year-oldblindyoungathleteMichael,whoovercamehisobstacle,wontheNationalJuniorOlympicsandsetanewworldrecord,whichwastherewardforhishardwork.2.Givestudentsfiveminutestoexaminethetitleandgooverthetext(2minutes)3.Guidestudentstodoexercises:TextOrganization(P.153)(5minutes)4.Analyzeandexplainthefirsttwoparts(31minutes)(1)Askseveralstudentstoreadparagraphs(2)Explainlanguagepoints(3)Askseveralstudentstogivethemainideaofeachpart(4)Offerasummary5.Analyzeandexplainthelasttwoparts(35minutes)(1)Askseveralstudentstoreadparagraphs(3)AskstudentstogivethemainideaofeachpartIII.Summarization(10minutes)(2)Explainlanguagepoints(4)Offerasummary1.Putforwardaquestionandsetaside5minutesforstudentstodiscuss(5minutes)2.Checktheresultofdiscussionandsummarizethediscussion(3minutes)Michael’smotherisromanticandpassionate,whilehisfatherisahard-corerealist.Michaelinheritssomethingsfrombothhismotherandfather.Hardworkisimportanttosuccess,butitisnottheonlyfactorthatcontributestosuccess.Aswefindoutinthistext,dreamingisequallyimportant.Mother’sloveisalwaysinasoftway(kind,genialamiable…)whilefather’sloveisalwaysinahardway(serious,strict,rigid…).3.Sumupthemainideaofthewholetext(2minutes)DreamingandhardworkhelpedMichaelStoneonhiswaytosuccess.IV.Assignment(5minutes)GooverthetextandtrytofinishExercises:Structure&ClozeTeachingprocedures:I:Pre-readingtasks(12minutes)1.PutforwardthequestionandaskstudentstodiscussingroupsWhatarethedifferencesbetweenfather’sloveandmother’slove?2.SummarizetheresultofthediscussionMother’slove:1.Mothercaresforourdailylifesuchasfood,clothes,shealwaysasksustotakeofourselves.2.Shetreatsusgently,encouragesus,sharesourhappinessandsadnesstogetherandneverpunishesustoohard.3.Sheteachesustoloveotherssoftly,tobesoftinourheart.Herloveisjustliketheraininspring.Father’slove:1.Hemakesusaman.Teachesustobehonest,tobeusefultothesociety,howtocommunicatewithothersandhelpsuscorrectourmistakes.2.Heisstrict.Hesaysless.Helikestogiveorders.Heisalwayswithaseriousface.3.Hisloveisdeep.Oncewefeelthislovewewillbemoveddeeply.3.GivesomeEnglishproverbsandaskstudentstotrytotranslatethemintoChineseNow,everybody!Wehavediscussedthedifferencesbetweenfather’sloveandmother’slove,buttosucceedinlife,theirloveisnotenough;weneedtoworkhardtorealizeourdreamsbyourselves.TherearesomeEnglishproverbswhichencourageustofaceuptodifficultiesinourlife.FirstlyIwouldliketogiveyousomefamiliarones.(1)Wherethereisawillthereisaway.(2)Romewasn’tbuiltinaday.伟业非一日之功/罗马非一日建成(3)Godhelpsthosewhohelpthemselves.皇天不负有心人/自助者天助(4)Youshallreapwhatyousow.种瓜得瓜，种豆得豆(5)Constantdrippingwearsawaythestone.锲而不舍，金石可镂While-readingtasks(73minutes)1.Tmayleadintothetextbysaying:Hardworkisimportanttosuccess,butitisnottheonlyfactorthatcontributestosuccess.Aswewillfindoutinthistext,dreamingisequallyimportant.2.Givestudentsfiveminutestoexaminethetitleandgooverthetext3.TguidesSsthroughthedirectionsforTextOrganizationExercise1,sothattheyknowthetextconsistsoffourparts.TextOrganizationlPartOne(Paras1-2)Michaelfacedthemostchallengingcompetitioninhispole-vaultingcareer.PartTwo(Paras3-5)Michael’schildhoodwasmarkedwithdreamsandtoughtraining.PartThree(Paras6-12)Michaeltoppedhispersonalbest,wonthechampionshipandsetanewworldrecord.PartFour(Para13)WhatwasmostunusualaboutMichael’svictorywasthathewasblind.SsscanthefirstsentenceofParas1-6,andgetreadytoanswerthefollowingquestions:Whichfirstsentenceswitchesfrompasttensetopastperfecttense?(thefirstsentenceofPara3)(TmayaswelltellSsthis:astoryisusuallynarratedinthesimplepasttense.Whenapasteventisrecalled,thepastperfecttensewillbeusedasasignal.Afterwardstheflashbackisalsonarratedinthesimplepasttense.WhichfirstsentenceshowsthattheflashbackisoverandthenarrationreturnstotheNationalJuniorOlympics?(thefirstsentenceofPara.6)Bynow,doyouhowtodividethetextintofourparts?WritedownyouranswerstheblanksprovidedinTextOrganizationExercise1.4.TexplainslanguagepointsandgivesSspractice(SeeLanguageStudy).Whentheycometotheendofapart,SSwillsumupitsmainideaintheblanksprovidedinTextOrganizationExereise1.5.Ssanswerthesequestions(SeeTextAnalysis)Withoutthelastsentence,wouldyoustilladmireMichaelStone'sachievement?Whowouldyouadmirebetter,aMichaelStonewithasoundbodyorablindMichaelStone?WhydoestheauthorkeepthesecretaboutMichael'sblindnessuntilthelastse