21世紀(jì) 大學(xué)英語讀寫教程第二冊(cè)Unit 2

Unit2TextAWhyTheyExcelI.TeachingObjectives1.Understandtheaudiomaterialsofthisunit.2.Graspthekeywords,Phrasesandstructure.3.Mastertheskillsofwritingandreadinginthisunit.II.TeachingContent1.Lead-inactivities2.TextOrganization3.Skilllearninginwritingandreading4.Languagepoints(keywords,phrasesanddifficultsentences)5.GrammarFocus(TheemphaticformItbe---that/who---)6.GuidedPractice(exercises,oralpracticeandgroupwork)IIITeachingProcess1.Warm-upQuestions/Activities:Activities:1)askSsiftheyknowaboutsuccessfulChineseAmericansintheUnitedStatesandnamesomeofthem,andtheteachershallputthenamesonboard;2).Ssbrieflytellabouttheirachievements,forexample,YangChenNing,LeeTsungDao(LiZheng-dao),I.M.Pei(BeiYu-ming),WangAn,ZhaoXiao-lan,etc.3)Ssexplainwhytheyaresuccessful;andsumupthediscussionandintroductionthetext.Introductionremarks:TherearequiteafewsuccessfulChineseAmericansintheUnitedStates.TheyexcelinfieldslikePhysics,Architecture,Computer,Politicsandsoon.Arousethestudents’interestbyaskingthemwhomtheyknowabout.Questions:1).WhatdoyouknowaboutsomesuccessfulChineseAmericansintheUnitedStates?Namesomeofthem.2).WhatareprestigiousuniversitiesintheUSA?2.TextOrganizationThispassagecanbedividedinto3parts:Part1(1-4)AphenoninondrawnfromastoryPart2(5-14)WhyAsianAmericansdoingsowell?(1experimentand3factors)Part3(15-19)Whatcanwelearnfromthem?(3recommendations)3.Skilllearninginwritingandreadingausefulstructureforanargumentarywriting:phenomenon-----causes--------suggestions.4.LanguagePoints:1)passagen.—(costofaticketfor)ajourneybyshiporplanefromoneplacetoanothere.g.Heistoopoortoaffordapassagehome.2)makeit(tosomewhere)—imetodosth.,orindoingsth.,orgettingsth.wantede.g.Despitetheheavyrain,shemadeittotheairportjustintimetocatchherplane.3)copewith—managesuccessfully;beabletodealwith(sth.difficult,unpleasant,etc.)e.g.copewiththewatershortage/hisrival/thebudgetdeficit4)owe…to—have(sth.good)becauseof(sth./sb.)e.g.IoweittomyfriendsthatIhavebeenabletofinishthiswork.5)awaveof—anunusuallylargenumberofe.g.awaveofnewcomers/buying/terrorism6)labelv.—putintoaparticularkindorclass;describease.g.Hisneighborslabeledhimathief.7)counterpartn.—apersonorthingthathasasimilarfunctionorpositioninanotherplaceororganizatione.g.theForeignMinisterandhisFrenchcounterpart8)convergevi.—(tendto)becomesimilaroridenticalOurpreviouslyopposedviewsarebeginningtoconverge.e.g.9)bottomline—thedecidingorcrucialfactor;theessentialpointe.g.Thebottomlineisthatweneedanothertenthousanddollarstocompletetheproject.10)imbuewith—fill…with…(akindofidea,feeling,etc.)e.g.Shetriestoimbueherhusbandwithasenseofresponsibility.11)havewhatittakes—havetherightqualitiesorskillsrequiredforsuccesse.g.Idon’tthinkRebeccahaswhatittakestobeaballet12)whereasconj.—whileatthesametime;whileonthecontraryTheelephantweighsabout3,600kg.Thebluewhaleweighsupto130,000kg.=Whereastheelephantdancer.e.g.weighsabout3,600kg,thebluewhaleweighsupto130,000kg.13)springfrom—resultfrom;haveone’soriginine.g.Herdoubtsspringfromtoomuchexperienceoffailure.14)tien.—aconnection,relationship,orfeelingthatlinksapersonwithanotherperson,aplace,etc.Eg.Inolongerfeelanytieswithmyhometown.15)can’twaitforsth./todosth.—beveryexcitedaboutsth.andeagerforsth./todosth.e.g.Hecouldn’twaittotellthegoodnewstohisparents.16)span—thelengthoftimebetweentwodatesoreventsorduringwhichsth.existsorfunctionse.g.lifespan;memoryspan;spanofknowledge17)potentiala.&n.—theinherentabilityorcapacityforgrowth,development,orcomingintobeinge.g.industrialpotential;actingpotential;potentialcustomer;potentialresources5.GrammarFocus:DrillTheemphaticformItbe---that/who---Procedures:1).ExplaintoSsthattheemphaticformcanbeusedtoplaceemphasisonthesubject,objectoradverbial,butnotontheverbpredicateofasentence.Ifthesubjectisaperson,either“that”or“who”canbeused,forexample:Marygotaverybeautifulbirthdaypresentfromheraunt.ItwasMarythat/whogotaverybeautifulbirthdaypresentfromheraunt.ItwasaverybeautifulbirthdaypresentthatMarygotfromheraunt.ItwasfromherauntthatMarygotaverybeautifulbirthdaypresent.2).AskSstodrillinpairs6.GuidedPractice(exercises,oralpracticeandgroupwork)1)SummaryA.Askseveralstudentstoretellthetextbyusingtheirownwords.B.Talkaboutthemainideaorthemeofthetext.2).ExercisesA.Comprehensionofthetext(Duringtheperiodofpreviewordiscussionsinclass).B.vocabulary(homework)C.Translation(onexercise-book)7.After-classAssignmentsWehavelearned“l(fā)isting”writingskillinPara.12-14and15-18.Trytowritealistparagraphofyourown,usingsimilarorganizationmarkersasinthereadingpassageTextBMethodsofEducation:EastandWestLanguagePoints1.AnartlessoninaCanadianschoolwouldleadtoaroomfullofuniquepictures,notaseriesofidenticalcats.---AlessononpaintinginaCanadianschoolwouldmakeaclassroomofchildrenproducepicturesthatareentirelydifferentfromoneanotherinsteadofagreatnumberofcatsthatlookthesame.2.theinstructorteachesmorethanjustartorhistoryorlanguge---theteacherteachesnotonlyartorhistoryorlanguage,butalsootherthings.3.partofwhat’sgoingon---oneofthethingsthatisbeingtaught.4.Everyeducationsystemisinevitablyamirrorthatreflectsthecultureofthesocietyitisapartof.---Theeducationsystemofanysocitycertainlyreflectsthecultureofthatsociety,anditisacomponentpartofthatsociety.5.