現(xiàn)代大學(xué)英語4教案

1、Unit 1 Thinking as a HobbyTeaching Aims: 1. Through detailed explanation of the text, students are expected to grasp the general idea of the author.2. The students should have a perfect mastery of linguistic essentials

2、as word and phrase usage.3. To make sure that the students grasp the basic facts and the logic of argument.4. To make the students realize the difference in style.Teaching points: 1. Introduction to the Text:Introduction

3、; Synopsis; Organization of the Text2. Questions to help comprehension and appreciation. 3. Think about why the author chose thinking as his hobby.Teaching difficulty: 1. Students who have been using this textbook must h

4、ave noticed that each book begins with an essay about studies or education, and this one is no exception. The present text is about thinking, and thinking is important. Intelligent young students do not need to be told t

5、his. They know that linguistic competence is not just grammar and vocabulary. They know that they have to learn to deal with more serious subjects and discuss more complex problems. They know a good liberal arts educatio

6、n must include good training in logical ad critical thinking.2. It should be noted that self-mockery used in this text is a very important kind of humor and can have an unusually powerful effect.Teaching contents: Warm-u

7、p, background information, text appreciation, language study, exercisesWarm-upWarming up activities (pair work/group work): 1. understanding the use of word “hobby” in the title;The author’s use of the word “hobby” is in

8、teresting. By using this word he means that thinking is not just for professional thinkers like philosophers. It is something all educated people should enjoy doing. This special interest is often referred to as “idle cu

9、riosity”, and it is considered one of the most precious qualities in young scholars. Students should play with ideas the way they play with balls. Both are important for their healthy development, one mental, and the oth

10、er physical.3Venus of MiloVenus de Milo (about 150—100 BC) is considered by many art historians to be the ideal of Hellenistic beauty. It was carved out of marble and stands approximately 205 cm (6 ft 10 in) high. A

11、s Roman Goddess of Love and Beauty, Venus is associated with cultivated fields and gardens and later identified by the Romans with the Greek Goddess of Love, Aphrodite.8 major planets in the solar system: Venus; Jupiter;

12、 Mercury; Mars; Saturn; Uranus; Neptune ；PlutoText AppreciationI. Text AnalysisThemeThinking is not just for professional thinkers like philosophers. It is something all educated people should enjoy doing, and it is cons

13、idered one of the most precious qualities in young scholars for the healthy mental development. StructurePart 1 (Paras. 1—24 ): How the subject of thinking was first brought up to the author and his understanding of the

14、 nature of “grade-three thinking” Part 2 (Paras. 25—29): The author’s analysis of the nature of “grade-two thinking” Part 3 (Paras. 30—35): The author’s understanding of the “grade-one thinking” and his desire for it1.

15、How are the three statuettes described by the boy and what do they symbolize?Scan the text and list out the related information.Venus Leopard Rodin’s Thinkernaked with nothing but a bath towel; no arms; in an unfortu

16、nate positioncrouching; naked naked, muscular, who sat, looking down; his chin on his fist and elbow on his kneefrozen in panic, worrying about the towelready to spring down at the top drawer from the cupboardutterly mis

17、erable; contemplate the hindquarters of the leopard in endless gloombusying being beautiful busy being natural not miserable, an image of pure thought2. Question: What do the three statuettes symbolize? What effect do th