1、Unit 6 The pace of life (PART) Text A : Old Father Time Becomes a Terror,. Book & learners analysis 教材分析,Book： Advocates Ss-centered teaching； Aims to develop Ss abilities of using English to communicate & doing autonomous learning ； Lacks some Chinese element in terms of material selection.,Each un
2、it: 4 parts：Listening task (课前自学） Reading Task Text A （课堂学习）Home reading Task Text B （课外阅读） Theme-related language learning （课堂实践）,This text 1.Teaching objectives: Language 1) grasp the main idea and structure of the text; 2) master the key language points , grammatical and sentential structures; 3)
3、 learn about the new words and phrases .,Ability objects (1) To develop the Ss abilities of speaking and reading (2) To improve the students reading ability, especially their skimming and scanning ability. (3) To train the Ss abilities of studying by themselves and cooperating.,Culture1) to know a n
4、ew British perception of time and pressure; 2) to review the traditional Chinese perception of time and to make comparison.,Emotional or moral objects By completing the task, the Ss increase their interest in reading and set up self-confidence in learning English.,2.Teaching focus: 1. The structure
5、of the text; 2. Useful words (esp. Confusable word) and expressions; 3. The use of parenthetical expressions(插入语) and the structure of “ apart”,. Target learners 学情分析,1.Non-English majors, sophomore ; 2. Characteristics: diligent, ambitious, become independent comparatively weak in listening and spe
6、aking, Teaching philosophy 教学理念,student-centered teaching approach （以学生为中心）Learning decide to education （以学定教）Learning motivation （激发学习动机）classified guidance and teach students in accordance of their aptitude （遵循分类指导和因材施教原则） Combining classroom teaching and autonomous learning（倡导课堂教学与自主学习相结合）Establi
7、sh “ability centered” educational quality（建立“以能力为中心”的教育质量观）Three-dimensional teaching（立体化教学）,. Teaching method 教法,1，Adopt an eclectic way Combine communicative teaching method and traditional teaching methods ； Special attention should be paid to classroom interaction. More encouragement is needed a
8、nd more guidance will be given to them in their extracurricular study. 2，Inquiry Teaching Method and Multimedia Approach, learning method 学法,Way of autonomous learning and finding the problems （自主学习和发现问题法） Way of summary and reflection （总结反思法 ） Way of cooperation and exploration（合作探究法的兵帮兵学习方法 ）,Pre-
9、reading tasks (10),While-reading activities (20),Post-reading activities (13),Assignment (2),. Teaching steps 教学步骤,lead-in questions background informationReading for the gist Fast reading,step-one: Pre-reading tasks,(1). Has technology made our lives easier or more burdensome? Give examples to illu
10、strate. (Teacher may divide the students into several groups to discuss the question, and write down each groups answer on the blackboard)(2). Lead-in to the text: What we have discussed just now is actually related to the text we are going to study. Now lets see whether you have the same idea with
11、the author.,1,Lead-in question,2，background informationthe Authortechnologystress in the workplace,what is the text about?,3 Reading for the gist,Reviewing reading skills （skimming and scanning）,4，Fast reading: Ss skim the text，divide it into four parts and find out the main idea of each part.,Part
12、I Paras 1-11The author gives three reasons why we feel so time-pressed today.Part II Paras 12-18Not every one is time-stressed, and in the case of Americans they have actually gained more free time in the past decade.Part III Paras 19-23 The perception of time-famine has triggered a variety of react
13、ions.Part IV Paras 24-28The author pins down the crux of the problem and puts forward a remedy for the stress we feel.,Part I1. Language study2. Ask questions to check their understanding of the text.Part II1. Language study2. Ask questions to check their understanding of the text.Part III1. Languag
14、e study2. Ask questions to check their understanding of the text.Part IV1. Language study2. Ask questions to check their understanding of the text.3. Text organization,Step-two: While-reading activities,1. Language study2. Ask questions to check their understanding of the text.,Part I,cope: deal suc
15、cessively (with sb./sth. difficult) vi 应付，处理（多与 with连用）【例句】1) He doesnt seem (to be) able to cope any more. 2）They lack the strength to cope with all these problems. 【考点】cope with +obj 应付，处理,Language Study,一、课文重点词汇,二，课文重点短语 on the go (infml) 繁忙；活动多 【例句】 I was on the go all day and went home at about
16、 10 oclock in the evening.,三、课文易混词辨析confuse bewilder confound【解释】【例句】,四，句型结构或插入语,1. What new burdens has technology produced apart from cramming work into our leisure time?2. What gives rise to our discontent with super abundance?,Ask Questions,1. Pair work (on text book) 2. Do and check exercises V
17、ocabulary Word formation Structure Comprehensive exercises 3 .Poem appreciation,Step-Three: Post-reading activities,Story making,The Gold-Threaded Robe,Covet not a gold-threaded robe， Cherish only your young days！ If a bud open，gather it Lest you but wait for an empty bough.,乐府 Folk-song-styled-vers
18、e,劝君莫惜金缕衣， 劝君惜取少年时。 花开堪折直须折， 莫待无花空折枝。,金缕衣杜秋娘,设计意图,Step Five: Assignment,1) autonomous learning: test yourself in the College English Learning Center and learn Text B ; 2) prepare for the next class:a. think about the question: Apart from the conveniences that are promised, what problems has computer
19、 brought us?,b. finish the exercises of this text and preview the writing strategy of this unit;, Blackboard design 板书设计,主板书：1，what is the text about? 2，Ss skim the text，divide it into four part and find out the main idea of each part,副板书：,一、课文重点词汇 文中挑选的词+例句二，课文重点短语 文章句子+挑选的短语+例句三、课文易混词辨析 文中挑选的词+例句四，句型结构或插入语 文章句子+分析+扩展分析,
