全新版大学英语第六册全套教案.doc

Unit 1 The Scientist Ⅰ. Suggested Teaching Plan Objectives Students will be able to: grasp the main idea and structure of the text; appreciate the use of flashback as well as subheadings to indicate the chronological order in narration; master the key language points and grammatical structures in the text; conduct a series of listening, reading, speaking and writing activities related to the theme of the unit. Time allotment 1st period 2nd period 3rd period 4th period 5th period Pre-reading; While-reading (chronological order; Part I) While-reading; (Parts II-VI) While-reading; Post-reading (acceptance speech) Post-reading; Check on Ss’ home reading (Text B) Theme-Related Language Learning Tasks ? Pre-reading tasks 1. T asks Ss the following questions on the recording: (5 minutes) What are the mysteries the speaker talks about in John Nash’s case? (two mysteries of the human mind — genius and madness) According to the speaker, what kind of ability does John Nash have when he is faced with a mathematical problem? (Not very long after he started thinking about a problem, he would have just a very clear vision of where the solution lay, though it might take a year or two to get there.) 2. Discussion: The “Eccentric” Scientists I Know (25 minutes) Ss divide into groups to talk about some anecdotes they have heard about scientists that can well illustrate their deviation from “normality”. In groups Ss sum up some common “eccentricities” of scientists. Several groups report to class. T leads in to Text A by saying: Not only did John Nash possess some of the “eccentricities” you have mentioned, but he was also repeatedly hospitalized for mental disorder. Thanks to a loving and tolerant community, he was able to recover and reap honors and recognition. ?While-reading tasks T asks Ss to read aloud the 5 subheadings in the text in succession. Then they will realize that the life story of John Nash is told in chronological order. (5 minutes) T explains the language points