第四册阅读教案 - Unit 7 Ecology

1、The Lesson PlanCourse: English ReadingGrade: Second-year English majorsTeacher: Fang Ying Zhang QiangSchool of Foreign Languages, Yangzhou UniversityUnit 1 Language TestingTeaching Materials:1. Textbook: Reading Course, Book 4, Foreign Language Teaching and Research Press2. Lecture notes prepared by

2、 the teacher3. Related supplementary reading materialsTeaching Schedule: 2 periodsTeaching Objectives: Enable the students to1. Comprehend the main idea of the text; 2. Perceive the overall organization/ structure of the text;3. Understand and paraphrase some key sentences;4. Grasp the theme of the

3、textClass ActivitiesThe teachers instructionThe students reading practiceThe students group discussionWritingTeaching Procedures1. Introduction(1) The teacher begins the lesson a. To introduce the topic of language testing and briefly comment on the relationship between language testing and language

4、 learning.b. To check the students reading comprehension in Section B (They are required to preview this part before the class)(2) The students are ready to define language testing based on what they have read.(3) The teacher helps the students to differentiate between discrete tests and integrative

5、 tests.2. Fast Reading(1) Ask the students to finish reading the four passages in Section C.(2) Discuss with the students such testing forms as true/false questions, multiple-choice questions and essay test.3. Types of test (Section A)(1) Guide the students to do the “word pretest” and explain some

6、words like remedial, lift, attainment, prospective and arbitrary.Remedial: helpingLife: encouragementAttainment: accomplishmentProspective: expectedArbitrary: based on chance or personal opinion(2) Set a time limit for the students to finish reading Section A and doing the reading comprehension ques

7、tions on page 4.(3) Explain the four types of tests: placement test, diagnostic test, achievement test and proficiency test.(4) Ask the students to define the roles that each of the tests plays in learning.(5) Give them many examples (TEFOL, MBA, GRE, GMAT, mid-term exam, phonetics test and so forth

8、) and ask them to classify these tests into four groups.4. In-class discussion(1) Lead them to discuss the role that tests play in our life and what attitudes we should take toward tests.(2) Discuss the differences between “examine-oriented education” and “quality-oriented education”.5. Vocabulary b

9、uilding(1) Guide the students to do the vocabulary exercises on Page 5 and Page 6.(2) Finish the integrative test “Cloze” on Page 7.6. Writing(1) Show the students a negative example of exam-oriented middle school boy (The example is provided by the teacher).(2) Ask the students to write a short Eng

10、lish letter to the boy with the purpose of helping him develop in all-round way.Unit 2 ExplorationTeaching Materials:1. Textbook: Reading Course, Book 4, Foreign Language Teaching and Research Press2. Lecture notes prepared by the teacher3. Related supplementary reading materialsTeaching Schedule: 2

11、 periodsTeaching Objectives:Help the students1. To have a deep understanding of exploration to the Mars and to the South Pole2. To build their comprehensive reading abilities and critical thinking3. To train their ability to infer, generalize and deduction.Class Activities: The teachers instructionT

12、he students group discussion and oral presentationTeaching Procedures1. Introduction(1) The teacher introduces the topic and checks the students reading comprehension in Section B.(2) Lead students to see the various expeditions to the Antarctic continent and the hardship endured by the expeditors.(

13、3) Help students infer that the history of South Pole exploration is actually a history of science and technology progress.2. Fast-readingRequire the students to read the three passages in Section C within 5 minutes and broaden their background knowledge of space exploration.3. Concentration on Sect

14、ion A(1) Explain key words in Word Pretest: topography, reconnaissance, concurrently, infused, terrain and deploy.Topography: surface features地形学Reconnaissance: process of obtaining information about搜索, 勘测Concurrently: at the same time同时发生的， 并发的Infuse: fillTerrain: area of landDeploy: place(2) Guide

15、 the students to comprehend the three stages of the exploration of Mars: the mariner mission, the Viking mission and Mars Global Surveyor.(3) Help students do the comprehension questions on Page 17, and grasp key words and structures in this part.(4) Ask them to retell the important concepts such as

16、 the Mariner mission, two Viking Landers and Mars Global Surveyor.4. Vocabulary and grammar exercises (1) Let the students do the vocabulary part from Page 18 to Page 20.(2) Provide them with more examples to illustrate new phrases.5. ClozeSet a time limit for Cloze on page 20.6. Supplementary readi

17、ngGive the students relevant passages to enrich their knowledge of space exploration.Passage OneOn July 20, 1969, American astronaut Edwin “Buzz” Aldrin, Jr. (pictured) became the second person to walk on the moon. Aldrin stepped onto the moon shortly after fellow Apollo 11 astronaut, Neil Armstrong

18、. While millions of people on earth watched a televised broadcast of the event, Armstrong and Aldrin spent two hours exploring the lunar surface, gathering samples, taking photos, and setting up experiments. Armstrong captured the exultant mood in this brief speech broadcast from space.Passage TwoAp

19、ollo Program, American manned lunar-space program designed to land an astronaut on the moon and return him safely to earth, as well as to overtake the former Soviet Union in the race to dominate space exploration. Conducted between May 1961 and December 1972 by the National Aeronautics and Space Adm

20、inistration (NASA), the program successfully landed Neil Armstrongthe first person to walk on the moonand 11 other astronauts on the moon. The program included 12 manned missions: 2 into earth orbit (Apollo 7 and 9); 2 into lunar orbit (Apollo 8 and 10); 3 lunar landing missions (Apollo 11, 12, and

21、14); and 3 lunar exploration missions (Apollo 15, 16, and 17), which involved extended stays on the moons surface and more in depth scientific exploration. One mission was lost during a test on the launch pad (Apollo 1), and one mission returned to the earth before making a scheduled lunar landing (

22、Apollo 13). Following the Apollo program, Apollo spacecraft were used to shuttle astronauts to and from the Skylab space station, and an Apollo spacecraft docked with the orbiting Soviet spacecraft Soyuz 19 in the Apollo-Soyuz Test Project.The Apollo program was initiated by United States President

23、John F. Kennedy on May 25, 1961. It was preceded by the manned Gemini program, which engineers used to develop the techniques that would be needed for the ambitious trip to the moon, and the unmanned Surveyor Program, which scientists used to probe the lunar surface. At the peak of Apollo preparatio

24、ns in 1965, NASA employed 36,000 civil servants, 376,700 contractor employees, and a yearly operating budget of $5.2 billion. Between 1961 and 1973, NASA spent approximately $25.4 billion on the Apollo missions.During the same time period, the Soviet Union scheduled a manned miss

25、ion to circle the moon (Zond 7)just three weeks before Apollo 8. This mission was postponed and the spacecraft was later launched unmanned. The Soviets continued to develop and test their one-man Lunar Lander spacecraft in the earths orbit through August 1971, but a Soviet cosmonaut never reached th

26、e moon.Unit 3 RefugeeTeaching Materials:1. Textbook: Reading Course, Book 4, Foreign Language Teaching and Research Press2. Lecture notes prepared by the teacher3. Related supplementary reading materialsTeaching Schedule: 2 periodsTeaching Objectives:Help students 1. to get a global picture of the t

27、est2. to understand key concepts such as refugee crisis, displacement problem and refugee problems.3. to develop the overall reading comprehension abilitiesClass Activities: The teachers instructionThe students group discussion and oral presentationTeaching Procedures1. Introduction(1) The teacher i

28、ntroduces the topic and checks the students reading comprehension in Section B.(2) Help the students define the word “refugees” by discussing the first part.(3) Lead students to see from the text how serious the displacement problem is in the world.(4) Discuss how the author illustrates the title “H

29、ome is where the hurt is”.2. Fast readingRequire the students to read the three passages in Section C within 5 minutes and broaden their background knowledge of refugee problem.3. Refugee problems in Section A(1) Help the students get familiar with the words in the pretest and in the Section ARepatr

30、iation: sending back to ones own country被送回本国Fester: become worse变糟糕Asylum: protection given to a person by one country from arrest in another收容所, 救济院Exile: a person who has been forced to leave his home country for political reasons. 被放逐者, 流亡者, 背井离乡的人Accommodate to new circumstances: adapt oneself

31、to new circumstances适应A token of esteem: reminder象征；表征；记号Impediment: block妨碍, 阻碍, 障碍物Rehabilitation: recovery复原Refugee: One who flees in search of refuge, as in times of war, political oppression, or religious persecution. 难民在战争、政治压迫或宗教迫害的时候为寻求避难而逃出的人Mandate: To assign (a colony or territory) to a s

32、pecified nation under a mandate. 托管将（某块殖民地或地区）指定给某个具体的国家托管IDPs: internally displaced persons(2) Let them read Section A within a time limit and do the comprehension questions on page 32. (CDDADACBC)(3) Assist students in exploring in the text the refugee crises in Africa, Europe, Asia and America.(4

33、) The students work in groups and try to summarize the refugee problems in each part. (5) One representative makes an oral presentation on behalf of the whole group.4. Vocabulary building(1) Help the students grasp the idiomatic expressions related to the idea of humility.down to earth,think one is

34、Gods gift to mankind,put someone in someones place,blow ones own horn, put on airs, show off(2) Require the students to use the appropriate form of the word given to fill in the blanks.(3) Finish the exercises of Analogies and Cloze5. Widen the students background knowledge by providing them with re

35、levant supplementary readings:Passage One: Internally Displaced PersonsBy Jill MossThe word "refugee" describes a person who flees his or her own country because of violence, natural tragedies or political problems. However, many people do not know about "internally displaced persons&

36、quot; or I-D-P's. I-D-P's are driven from their homes for the same reasons as refugees. Yet, they do not leave their native countries or cross international borders. The United States Committee for Refugees estimates there are about fifteen-million refugees around the world. The number of in

37、ternally displaced persons is much higher, as many as twenty-five-million. Supporters of these homeless victims are trying to increase public knowledge about their problem.When large numbers of refugees cross into other countries, their arrival usually results in large amounts of international aid.

38、The receiving country will often ask the United Nations High Commissioner for Refugees for help in the emergency. Other U-N agencies and the International Red Cross may also be asked to help. These relief groups help set up camps, hand out food and give emergency health care to victims.Yet, it is of

39、ten difficult for relief organizations to help I-D-P's. Their crisis rarely gets international consideration. The victims often go unprotected and receive little help because international refugee laws do not apply to them. In fact, sometimes governments try to keep aid agencies out because they

40、 do not want to show any weakness.The Global I-D-P Project estimates about four-million internally displaced people live in both Angola and Sudan. There are about two-million I-D-P's in the Democratic Republic of Congo. In the Americas, Colombia has the most displaced people with more the two-mi

41、llion. Indonesia leads the list for Asia with as many as two-million I-D-P's.In Nineteen-Fifty-One, the United Nations Refugee Convention clearly defined refugees and demanded that they be protected. There is no similar document defining internally displaced people. The U-N has released a guide

42、that describes how I-D-P's should be treated. The document offers a set of rules for governments and non-governmental organizations to follow in their efforts to help displaced people. Yet, countries are not required to follow them. International aid organizations hope this changes soon.This VOA

43、 Special English Development Report was written by Jill Moss.Passage TwoInternational AidUntil the early 20th century, refugees, who depended for survival on aid from private groups, lacked both legal rights and protection. Since the end of World War I, various international organizations have been

44、created to protect and assist refugees. Most were founded to serve specific groups in certain geographic areas for a specific time. Currently, legal protection and material assistance are provided to refugees by the United Nations Office of High Commissioner for Refugees, or UNHCR. Established in 19

45、51 to resettle the refugees still remaining in European post-World War II displaced persons' camps, UNHCR succeeded the International Refugee Organization. This agency, in turn, had succeeded the Office of the League of Nations High Commissioner for Refugees, the first such international agency,

46、 founded in 1921.Operating at the request of its 33 member countries is the Intergovernmental Committee for Migration, founded in 1951. Its major function is to oversee the movement of refugees to host countries; it also works to assist the economic and social development of emerging nations. The Un

47、ited Nations Relief and Works Agency for Palestine Refugees in the Near East is responsible for refugees who fled Israel in 1948 and who, with their descendants, have not been absorbed by neighboring Arab states.The international government refugee agencies work closely with other national and inter

48、national agencies. Foremost among these agencies are the International Rescue Committee, the International Committee of the Red Cross, the International Council of Voluntary Agencies, and the U.S. Committee on Refugees.The legal status of refugees is defined by two United Nations documents: the 1951

49、 Convention and the 1967 Protocol Relating to the Status of Refugees. These documents specify the rights and duties of refugees, including the right to work, to public assistance, to elementary education, to access to courts of law, and to social security.Unit 4 CigarettesTeaching Materials:1. Textb

50、ook: Reading Course, Book 4, Foreign Language Teaching and Research Press2. Lecture notes prepared by the teacher3. Related supplementary reading materialsTeaching Schedule: 2 periodsTeaching Objectives: Enable the students to comprehend the main idea of the text; to perceive the overall organizatio

51、n/ structure of the text; to understand and paraphrase some key sentences; and to find the attitudes of the authorClass ActivitiesThe teachers instructionThe students reading practiceThe students group discussionTeaching Procedures1. Lead the students to summarize the brief history of the Cigarettes

52、 in Section B: The first anti-smoking treatise, the great cigarette advertising campaign, first clues, mounting evidence, regulatory action in the 1960s, cigarettes in the 1970s and 1980s.2. Discuss comprehension questions in Section B and help them catch the following main points:(1) Cigarettes bec

53、ame popular in Europe by the late 1500s.(2) During the First World War, millions of American soldiers formed the habit of cigarette smoking.(3) The great cigarette advertising campaign began right after World War I.(4) People found it difficult to accept the link between smoking and disease emotiona

54、lly and economically concerning the period between 1920 and 1940.(5) The reason why cigarette manufactures were eager to quit television and radio advertising was that anti-smoking advertising would be over if they did so.(6) The primary purpose of the text is to discuss progress in smoking control.

55、3. Fast ReadingIn addition to answering the comprehension questions, the students are required to sum up the main ideas of the three passages: deaths caused by smoking, the effects of smoking on career and the split between Australian federal and state government in terms of tobacco control.4. Secti

56、on A(1) Ask students to find how American tobacco products get accepted in the market of Asia and the third world.(2) Discuss the authors attitudes toward multinational tobacco companies efforts to increase sales in Asia.(3) Discuss some important concepts together.greener pastures: the market in As

57、ia and the throughout the third parison to the Opium Warstatus that goes with foreign cigarette brandscigarette advertising campaign5. Vocabulary buildingGuide the students to do the vocabulary exercises.Finish the integrative test “Cloze”.Familiarize with phrases such as hold ones tongue,

58、bury the hatchet, button ones lips, flow with the tide, let sleeping dogs lie, mind ones own business, rock the boat and see eye to eye.6. Supplementary readingPutting the Shackle on Tobacco 2005/05/12 22:00 As Chinese experts are discussing how to halt this vicious cycle, foreign tobacco giants are considering how to get a share of a market with 350 million smokers consuming 1.8 trillion cigarettes a year. The British American T