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1、Unit1WaysofLearningTeachingAims:1.Understandingthemainidea(thatitwouldbeidealifwecanstrikeabalancebetweentheChineseandwesternlearningstyles)andstructureofthetext(introductionofthetopicbyananecdote-elaborationbycomparisonandcontrast-conclusionbyasuggestion)2.Appreciatethedifferen
2、cebetweencomparisonandcontrast,aswellasdifferentwaystocompareandcontrast(point-to-pointmethodorone-side-at-timemethod)3.GraspthekeylanguagepointsinTextsAandgrammaticalstructuresinthetext4.Understandtheculturalbackgroundrelatedtothecontent5.Conductingaseriesoftheme-relatedreading
3、,listening,speaking,andwritingactivities6.Learntowritenotices,etc.TeachingKeypoints:1.GraspthemainideaofTextAandlanguagepointsinTextA2.CulturalbackgroundaboutChineseandwesternwaysoflearning3.AnalysisofthedifficultsentencesinTextATeachingDifficulties:1.Writingstrategyandstyledemo
4、nstratedinTextA2.LearnhowtounderstandthestructureofdifficultandlongsentencesTeachingAids:Teacher-guided,discussion,exercises,group-activities,student-centredTeachingperiod:12classesTeachingProcedure:Step1Warmingup1.Havestudentsreadtheoverviewofpage2,studentswillunderstandthemain
5、topicofunit(waysoflearninginChineseandwesterncountries)2.Havestudentslistentothescriptoflisteningpart,explainsomedifficultsentencesandphrases,leadthemtofinishtheexercisesonpage3,checktheanswer3.Howtounderstandthefollowingsentences:Standingontheshouldersofgiants4.Explainthecultur
6、alnotesofeducationinthewest5.Inclass,studentsformtwocampstodebatethefollowingissue:Ifyouhaveababy,whichwaywouldyouprefertouse,topaymoreattentiontodevelopmoreskillsortocreativity?Step2GlobalanalysisofTextAⅠ.ScanningScanTextAanddecidewhetherthefollowingstatementsaretrueorfalse.1Be
7、njaminwasworriedthathecouldn’tputthekeyintothebox.(F)(=Benjaminwasnotbotheredatall.)2.IntheChinesestaff’sopinion,theparentsshouldguideBenjamintoinsertthekey.(T)3.Theauthorandhiswifedidn’tcarewhetherBenjaminsucceededininsertingthekeyintotheslot.(T)4.FortheWesterners,learningshoul
8、dtakeplacebycontinualcarefulshapingandmolding.(