Unit_15_Teaching_as_Mountaineering
2019_2020学年高中英语Unit15Learning1SectionⅠWarm_up
In the past，if someone like me had failed to get into university⑥ through the college exam，he would have had no chance of getting a degree.But it’s different now.I decided to give myself a second chance by studying for a degree in the evenings and on weekends while keeping a secure⑦ fulltime job.Frankly speaking⑧， the last four years have been hard work, but it’s been worth⑨ it! Ms Tang—45 years old
宛如火焰 我知道时间所剩不多 我希望拥有所有 我希望你们不要试图让我厌烦 我希望能继续前行 即使一路上胆战心惊如履薄冰 也想要尽力再往前一步 我像是被小丑和伪君子 团团包围
Unit 15 Learning
即便当我放弃一切 我希望拥有所有 我们都将征服 征服 我们都将征服 征服 如同火焰 熊熊燃烧 但愿能有一天我能照亮世界 目睹世界的疯狂 色彩斑斓的谜题 独一无二 没人能像我一样 像是拥有神奇魔力
⑬suspect[sə'spekt]v.怀疑 ⑭lump[lʌmp]n.团，块 ⑮as if 引导表语从句，从句中使用了虚拟语气。 ⑯status['steItəs]n.现状；社会地位 ⑰at the moment 此刻 ⑱chief[tʃiːf]adj.最高级别的 ⑲set up 建立 ⑳that 引导定语从句，修饰 the best thing，此处的 that 不能 换为 which。
Teachingplanforthisunit15（人教版高三英语教案教学设计）
Teaching plan for this unit 15(人教版高三英语教案教学设计)Aims and demands:通过本单元教学，学生应能熟练地运用表示“邀请”的常用语；复习谓语，情态动词和实义动词的时态；了解应如何地阅读，以及怎样做一个好的听者。
Importance and difficulty:1. Words and expressions:dip into, look our for, refer to , get at , respect, enlarge, digest, come across2. Important sentences:1) Imagine that you have found a good story, and , what is even more important, the time to enjoy it.2) Do not start a book unless you can see from the first few pages that it is one you can easily read and understand.3) The more we practise, the better we get at listening to speech in a foreign language.4) Then it will be someone else’s turn.3. Grammar:1) If he comes, I will let him know.2) You’r e always making the same mistake.3) I didn’t expect to meet you here.4) If you have finished reading the magazine before I leave, please give it back to me.5) He suddenly remembered that he hadn’t locked the door.6) Given more time, we could finish it.7) The ground is wet. It must have rained last night.4. Useful expressions:1) Would you like to …?2) I’d like to invite you to…?3) Have dinner with us , will you?4) Yes, I’d love to ….5) I’d love to , but……Lesson 57 On readingAims and demands:1. Develop the Ss’ four skills , listening , speaking, reading and writing ability.2. Let them know how to read different kinds of books.Importance and difficulty:Let them have a good understanding of the text and do the deeper understanding comprehension .Teaching methods:Reading and comprehensionTeaching aids:Tape recorder and some slidesTeaching procedure:Step 1. New wordsStep 2. Warming upDiscussion: 1. What do you enjoy reading most?2. What do you enjoy reading least?3. What good books have you read recently?4. What good stories have you read?Step 3. Fast readingRead it quickly and find the answers to the two questions at the top of the text.1. What are the three methods of reading which are described?Tasting, swallowing, and chewing-and-digesting.2. What is the most important piece of advice in the text?Enjoy your reading.Step 4. Careful readingRead it carefully and have a good understanding of the text.Complete the following form on reading .Situation What you should doIf you pick up a travel book just to read it before going to sleep It is enough for you to dip into it and read bits here and there. This is “tasting”.If you have found a good story and the time to enjoy it You might go over it quickly from the beginning to the end, for it is so good that you cannot put it down. This is “swallowing”.If the book you have is on a subject that you are interested in You will want to “chew and digest it”.Read it slowly and carefully.If it is not a story You may get an idea of the organization of the book. Read the back cover and the introduction. Look at the pictures and the short texts below them. Turn to the front of the book and look at the contents.When you read a book for the first time You read a chapter quickly to get a general idea. Then, if you wish, you can read it once again more slowly.When you want to use a dictionary You should know that you use it when necessary. Do not stop every time you come to a work or phrase you do not know. Quite often you will find the unknown word appears again, perhaps several times, and by the end of the chapter you will have guessed its meaning.If you do not know what to read You may start by making a list of all the types of books that you enjoy reading in Chinese.Step 5. ComprehensionNumber these subjects in the order in which they occur inthe text.Page 14.Step 6. Note making.Write down in your own words the advice the writer gives in the text. Page 14Step 7. WorkbookStep 8. Comprehension exercises---- paperStep 9. Listening and find out the importance and difficulty Homework. ABCLesson 58 The art of being a good listenerAims and demands:1. Develop the Ss’ four skills: listening , speaking , reading and writing ability.2. Teach them how to be a good listener.Importance and difficulty:Have a deeper understanding of the text and do the comprehension exercises.Teaching methods: reading and speakingTeaching aids: tape recorder and some slides .Teaching procedure:Step 1. Warming upAsk Ss what they have learnt about reading in the previous lesson.Ask them to talk about any techniques of their own which they find useful.Step 2. Presentation and reading for general understanding Read the title of the text aloud and get the Ss to talk about the Chinese character ting in the picture.聽 Read the two comprehension questions aloud, then allow the Ss enough time to read the text and compare their answer inpairs.1) Mainly about listening to people.2) Both advice and information.Step 3. Reading carefullyWhen you listen to someone,what should you do?Look at the speaker as Listen with completea sign of respect . attention, and withcomplete respect forthe other person.You should look at the speaker as a sign of respect while you are listening.You should listen with complete attention , and with complete respect for the speaker.More tips on First …becoming a Second …good listener Third …1)Take turns to listen.Don’t all try to speak at the same time when you are in a group.Listen without interrupting, and stop other people from interrupting.2)Do not give advice when your friends have problems. Ask some questions instead, such as “What do you want? How do you feel about it? What are you afraid might happen?”3) Listen and be quiet while others are talking.Step 4. Note making and discussionStep 5. WorkbookStep 6. Comprehension exercise ----paper exercisesHomeworkLesson 57~58Aims and demands:Grasp the language points.Importance and difficulty:Let them know the usage of the language points.Teaching aids:Some slides and a small blackboard.Teaching procedure:Step 1. Translation1. 有些书是应当尝尝滋味的，有些书是应当吞下去的，有少数书是应当咀嚼和消化的。
《英语二》(课程代码：00015)课程考试大纲
目录I 课程性质与设置目的II课程内容与考核目标第一章TWO WORDS TO A VOID, TWO TO REMEMBER第二章THE FINE ART OF PUTTING THINGS OFF第三章WALLS AND BARRIERS第四章THE LADY，OR THE TIGER？PART I第五章THE LADY，OR THE TIGER？PART II第六章DULL WORK第七章BEAUTY第八章APPETITE第九章A RED LIGHT FOR SCOFFLAWS第十章STRAIGHT-A ILLITERACY第十一章ON CONSIGNING MANUSCRIPTS TO FLOPPY DISCS AND ARCHIVES TO OBLIVION第十二章GRANT AND LEE：A STUDY IN CONTRASTS第十三章EUPHEMISM第十四章THAT ASTOUNDING CREATOR--NATURE第十五章TEACHING AS MOUNTAINEERINGIII 有关说明与实施要求附录题型举例I 课程性质与设置目的本课程是高等教育自学考试英语教育（独立本科段）考试计划中的核心课程之一。
设置本课程的目的可以归纳为如下几方面：1．引导学生注意吸收语言材料、扩大文化知识，特别是有关英美的文化知识。
2．通过对文章的思想内容、篇章结构、语言技巧的分析，提高学生对文章的理解、分析及评述的能力。
3．继续打好语言基本功，培养熟练技巧，努力发展学生综合应用英语的能力。
4．本课程重点章节为第2章，第3章，第4章，第5章，第6章，第7章，第8章，第9章，第11章，第12章，第13章，次重点为第10章，第15章，一般章节第1章，第14章。
II 课程内容与考核目标（考核知识、考核要求）第一章TWO WORDS TO A VOID, TWO TO REMEMBER一．学习目的与要求To grasp:1.the background of the story;2.the background of the author;anization and development of the text (narrative);4.detailed study of the text;5.Description in Narration二．课程内容：TWO WORDS TO A VOID, TWO TO REMEMBER三．考核知识点：1. Words and phrases of this unit;2. Organization and development of the text (narrative);3. Description in Narration四．考核要求识记：Words and phrases of this unit1. the sudden flash of insight that leaves you a changed person: the quick and spontaneous understanding that makes you a changed person2. fallen through: failed3. checkered tablecloth: tablecloth marked by light and dark patches4. chewing the bitter cud of hindsight: thinking repeatedly about the painful realization of what had happened5. he still carried a full case load: he still carried a briefcase fully loaded with documents6. They are not identified, of course: Their names are not given7. we might begin to get somewhere: succeed8. There's a perverse streak in all of us: obstinately unreasonable quality9. I shook my head ruefully: regretfully10. substitute a phrase that supplies lift instead of creating drag: use a phrase that provides a feeling of encouragement instead of causing nuisance11. with an audible click: clearly/without any doubt12. I spotted a cruising cab and ran toward it: taxi moving leisurely about, looking for passengers13. Then I wait for that almost perceptible mental click: the clear signal suggested by the Old man that can almost be felt in the mind领会：1. The Organization and development of the text (narrative);2. Description in Narration简单应用:Sentence structure and rewriting综合应用:Paragraph translation from Chinese to English第二章THE FINE ART OF PUTTING THINGS OFF一．学习目的与要求To grasp:1. Some allusions and historical events mentioned in the text(some see notes to the text)—Punic Wars and Quintus Fabius Maximus, Hamlet, Faustian encounters, Jean Kerr, etc.2. Organization and development of the text;3. Main idea of each paragraph.4. Style VS. Tone; Formal VS. Informal; (the use of formal style, formal words andphrases exaggeration to convey a gay and delightful tone);5. Level of Usage二．课程内容：THE FINE ART OF PUTTING THINGS OFF三．考核知识点：1.Words and phrases of this unit;2. Organization and development of the text;3. Main idea of each paragraph.4. Style VS. Tone; Formal VS. Informal四．考核要求识记：Words and phrases of this unit1. exhorted: urged strongly2. the elegant earl never got around to marrying his son's mother: found time for3. a habit of keeping worthies like Dr. Johnson cooling their heels for hours: men of importance like Dr. Johnson waiting4. That.…attests to the fact that: proves5. one of the great Roman generals was dubbed "Cunctator": named humorously6. for putting off battle until the last possible vinum break: until an effective defense deservinga celebration with champagne was ensured7. Moses pleaded a speech defect to rationalize his reluctance to deliver Jehovah's edict toPharaoh: claimed that he had a speech defect, and that he had reasons for8. at an ungodly 6:30 p.m.: unreasonable9. to file for an extension of the income tax deadline: apply officially10.until the apocalyptic voice of Diners threatens doom from Denver: warning, suggests unavoidable destruction11.They postpone, as Faustian encounters, visits to barbershop: as if they will see devils12.Yet for all the trouble procrastination may incur: in spite of13.the art of postponement had been virtually a monopoly of the military, diplomacy and the law: found almost only in the field of14.to ruminate about the situation with Singapore Sling in hand: go over in mind repeatedly and slowly15.Blessedly, he had no nattering Telex to order machine guns and fresh troops: fortunately, noisy16.Even there is no will, there is a way: there is no will to delay, there is a way to do so.17.in the higher echelons of business: in the case of higher levels18.The data explosion fortifies those seeking excuses for inaction: encourages, doing nothing19.His point is will taken: accepted20.Bureaucratization, which flourished amid the growing burdens of government and the greater complexity of society, was designed to smother policymaker in blanks of legalism, compromise and reappraisal: Excessive silly rules, which developed very quickly as a result of the expanding administrative structure and the greater complexity of society, were made to restrict policymakers, who have to be engaged in endless paperwork, mediation and reconsideration21.Many languages are studded with phrases that refer to putting things off: filled22.There are all sorts of rationalizations: reasons23.a kind of subliminal way of sorting the important from the trivial: way outside one's conscious awareness24.It is something of a truism: an undoubted truth25.for that matter: as further concerns the thing mentioned26.So…is the creation of an entree: a small carefully prepared meat dish27.the design can mellow and marinate: ripen and mature28.pace Lord Chesterfield: with all due respect to领会：1. Some allusions and historical events mentioned in the text(some see notes to the text)—Punic Wars and Quintus Fabius Maximus, Hamlet, Faustian encounters, Jean Kerr, etc.2. Organization and development of the text;3. Main idea of each paragraph.4. Style VS. Tone; Formal VS. Informal; (the use of formal style, formal words and phrasesexaggeration to convey a gay and delightful tone);简单应用:1. sentence structure and rewriting2. paragraph proofreading综合应用:Paragraph translation from Chinese to English第三章WALLS AND BARRIERS一．学习目的与要求To grasp:1.The Chief Personalities of Man2.Einstein’s Chief Personalities: Modesty, Simplicity, etc.3.Description Developed by Examples二．课程内容：WALLS AND BARRIERS三．考核知识点：1. Inductive analysis to help make his proposition logically sound.2. Comparison and contrasts3. Changes that have occurred in people’s notion of money, in the function of the bank, andaccordingly, in its architectural features — change in the form or design of architecture is the result of a change in people’s attitude.4. Organization and development of the text:Para.1& 2: beginning with quoting his fatherPara 3 & 4: a view of money in the past and now, architectural designs of banksPara 4: function of bankPara 6: classical and new criticism of architecturePara 7 & 9: attitude toward possible hositility from without in primitive and modernworldPara 8 &10: attitude toward privacy四．考核要求识记：Words and phrases of this unit1. to whom a good deal of modern architecture is unnerving: discouraging2. a tangible commodity: material3. that could be hefted: lifted for making out the weight4. to attract the custom of a sensible man: business patronage5. If a building's design made it appear impregnable: firm enough6. the institution was necessarily sound: in good condition7. the meaning of the heavy wall…dwelt in the prevailing attitude toward money, rather than in any aesthetic theory: was based on , on8. the most valuable elements are dash and a creative flair for the invention of large numbers: vigor and a creative ability9. the door to the vault, far from being secluded and guarded, is set out: not at all10.the older bank asserted its invulnerability: showed forcefully its freedom from harm11.it is hard to say where architecture ends and human assertion begins: expression of human attitudes12.walls are not simply walls but physical symbols of the barriers in men's minds: fears13.they could feel themselves to be in a delimited space: space with fixed limits14.the undeveloped technology of the period precluded the construction of more delicate walls: made impossible15.the fear of dissolution being the ultimate fear: death16.it has become questionable: not certain17.Men were dirty, prying, vile, and dangerous: nosy, evil18.the rooms faced not out, but in, toward a patio: inner roofless yard19.engaging in the intimate activities of a personal as against a public life: rather than20.The rich intricacies of the decorative arts of the period: complex details21….are as illustrative of this attitude as the walls themselves: illustrate as much22.by the conventions of law and social practice: agreements23.and the same goes for our homes: is true for24.Glass may accomplish this function: perform well25.people who still have qualms about eating…under conditions of high visibility: unpleasant feelings26.walls that will at least give them a sense of adequate screening: privacy due to separation27.the toilette taboo being still unbroken: forbidden practice28.To repeat, it is our changing conceptions of ourselves in relation to the world that determine: In a word, it is our attitudes toward29.The "open plan" and the unobstructed view are consistent with his faith in the eventual solution of all problems: view free from obstruction squarely express领会：1. Comparison and contrasts2. Changes that have occurred in people’s notion of money, in the function of the bank, andaccordingly, in its architectural features — change in the form or design of architecture is the result of a change in people’s attitude.3. Organization and development of the text.简单应用:1. sentence structure and rewriting2. paragraph proofreading综合应用:Paragraph translation from Chinese to English第四章THE LADY，OR THE TIGER？PART I一．学习目的与要求To grasp:1. General introduction of the story — about how justice is administered by a semi-barbaricking.2. Writing skills and style of the text;3. Literary genre: the short story二．课程内容：THE LADY，OR THE TIGER？PART I三．考核知识点：1.Words and phrases of this unit;2.The organization of the text3. Writing skills and style of the text;4. Literary genre: the short story四．考核要求：识记：Words and phrases of this unit1. somewhat polished and sharpened by the progressiveness of distant Latin neighbors: civilized2. whose ideas were still large, florid, and untrammeled, as became the half of him which was barbaric: sweeping, wild, and unrestrained, and so3. He was a man of exuberant fancy: wild and excessive4. he turned his varied fancies into facts: fancies of different kinds5. He was greatly given to self-communing: in the habit of discussing matters with himself6. his nature was bland and genial: gentle and cheerful7. some of his orbs got out of their orbits: subjects did something wrong8. to make the crooked straight, and crush down uneven places: to execute justice9. his barbarism had become semified: reduced to half of what it used to be10.the minds of his subjects were refined and cultured: improved and cultivated11.even the exuberant and barbaric fancy asserted itself: showed its power12.The vast amphitheater…was an agent of poetic justice: perfect13.he owed more allegiance to no tradition than pleased his fancy: stuck to no tradition except that which14.the fiercest and most cruel that could be procured: obtained with effort15.doleful iron bells were clanged: sad16.wended slowly their homeward way: moved over a distance17….should have merited so dire a fate: deserved so terrible18.the most suitable to his years and station: social rank19.to interfere with his great scheme of: to stop20. retribution and reward:, deserved punishment21.dancing maidens blowing joyous airs: tunes22.the wedding was promptly and cheerily solemnized: performed in a manner of formal religious ceremony23.the innocent man, preceded by children: headed24.strewing flowers on his path, led his bride to his home: scattering25.The decisions …were positively determinate: clear26.to witness a hilarious wedding: wedding causing wild laughter27.This element of uncertainty lent an interest to the occasion which it could not otherwise have attained: and this interest could not have been attained in other ways28.the thinking part of the community: those who did not follow the practice blindly in领会：1.Words and phrases of this unit;2.The organization of the text3. Writing skills and style of the text;4. Literary genre: the short story简单应用:1. sentence structure and rewriting2. paragraph proofreading综合应用:Paragraph translation from Chinese to English第五章THE LADY，OR THE TIGER？PART II一．学习目的与要求To grasp:1.Brief review of the background — Part I in Unit four, the semi-barbaric king and his way ofadministering justice.2.Structure of the text3.Psychological description of the princess;4.How does the author create the intensity of situation?5.The unconventional ending with a question and its effect.6.Literary genre: the short story二．课程内容：THE LADY，OR THE TIGER？PART II三．考核知识点：1.Words and phrases of this unit;2. Structure of the text3. Psychological description of the princess;4. How does the author create the intensity of situation?5. The unconventional ending with a question and its effect.6. Literary genre: the short story四．考核要求：识记：Words and phrases of this unit1. fervent and imperious as his own: strong and arrogant2. royal maiden was well satisfied with her lover: princess3. ardor that had enough of barbarism in it: eagerness4. waver in regard to his duty in the premises: falter to execute his power in his own territory5. deed with which the accused was charged had been done: romantic affair6. take an aesthetic pleasure in watching the course of events: enjoy watching with excitement7. admittance: right of entrance8. hum of admiration and anxiety: noise9. Possessed of more power: With10. possessed herself of the secret of the doors: managed to get11.the damsels of the court: unmarried young women of noble birth12. aspiring to one so far above him: desiring earnestly13. those whose souls are one: who understand each other very well14. lead us through devious mazes of passion: helps us get rid of the control of the confusing feelings and emotions of various kinds15.her soul was at a white heat beneath the combined fires of despair and jealousy: she suffered badly from the torture of despair and jealousy16.How often had she started in wild horror: been startled17.in the blessed regions: holy18. futurity: future time19.Her decision had been indicated in an instant: made clear20. anguished deliberation: agonizing self-debating21. presume to set myself up as the one person able to answer it: suppose to regard myself领会：1. Description of the princess, daughter of the semi-barbaric king;2. Her love with enough of barbarism for the young courtier of that fineness of blood and lowness of station3. Her combined fires of despair and jealousy;4. Her decision;5. Structure of the text6. The unconventional ending with a question and its effect.7. Literary genre: the short story简单应用:1. sentence structure and rewriting2. paragraph proofreading综合应用:Paragraph translation from Chinese to English第六章DULL WORK一．学习目的与要求To grasp:1.The organization of the text2. Classical Thetoric二．课程内容：DULL WORK三．考核知识点：1.Words and phrases of this unit;2.The organization of the text;3. Classical Thetoric四．考核要求：识记：Words and phrases of this unit1. assumption that: belief2. eventful lives: lives full of important events3. The opposite is nearer the truth: The fact that people who achieve much are often content with the routine uneventful lives they live4. an unalterable routine: a dull and regular5. transmute trivial impulses into momentous consequences: be inspired by seemingly unimportant sudden ideas for the success in great achievements6. what he can do with physiological pressures and hunger: his capacity to suffer illness and hunger7. vexation: discomfort8. seminal: highly original and influencing the development of future events9. equidistant from：equally distant10. insights: understandings11. inordinate humanness shows itself in the ability to make the trivial and common reach anenormous way: excessive human feature is embodied12. exhausts rather than stimulates: exhausts rather than stimulates creative power领会：1.The organization of the text2.Classical Thetoric简单应用:1. sentence structure and rewriting2. paragraph proofreading综合应用:Paragraph translation from Chinese to English第七章BEAUTY一．学习目的与要求To grasp:1.The organization of the text2.Definition二．课程内容：BEAUTY三．考核知识点：1. Words and phrases of this unit;2. The organization of the text;3. Definition四．考核要求：识记：Words and phrases of this unit1. what we have to call--lamely, enviously--whole persons: helplessly2. it was quite paradoxical: seemingly self-contradictory3.seductive: charming4. One of Socrates' main pedagogical acts was to be ugly: teaching5. we are more wary of the enchantments of beauty: careful about the different aspects of overall excellence6. We …split of--with the greatest facility--the "inside" from the "outside": very easily7. the central place of beauty in classical ideas of human excellence: ancient Greek and Roman8. Christianity set beauty adrift: out of control9. an alienated, arbitrary, …enchantment:, strange and capricious10. Associating beauty with women has put beauty even further on the defensive, morally: questionable in value11. Catholic countries…still retain some vestiges: traces12.of the pagan admiration for beauty:, ancient Greek and Roman13.to the detriment of the notion of beauty: which is harmful to领会：1. The organization of the text;2. Definition简单应用:1. sentence structure and rewriting2. paragraph proofreading综合应用:Paragraph translation from Chinese to English第八章APPETITE一．学习目的与要求To grasp:1.The organization of the text2.Sentence complexity and rhetorical effect3.Allusion: Oscar Wilde, Irish-born writer. Renowned as a wit in London literary circles, heachieved recognition with The Picture of Dorian Gray (1891), a novel. He also wrote plays of lively dialogue, such as The Importance of Being Earnest (1895), and poetry, including The Ballad of Reading Gaol (1898).4.Cultural tip: puritanical device and asceticism Puritan: A member of a group of EnglishProtestants who in the 16th and 17th centuries advocated strict religious discipline along with simplification of the ceremonies and creeds of the Church of England. It can also refer to someone who lives in accordance with Protestant precepts, especially one who regards pleasure or luxury as sinful.5. Definition Through Comparison and Example二．课程内容：APPETITE三．考核知识点：1. Words and phrases of the unit;2. The organization of the text3. Definition Through Comparison and Example四．考核要求：识记：Words and phrases of this unit1. Appetite is the keenness of living: strong desire to live on2. you are still curious to exist: eager3. you still have an edge on your longings: are still driven by strong desires4. taste its multitudinous flavours and juices: numerous5. I don't mean the lust for food: overwhelming desire6. any burning in the blood: any strong desire that you have7. who never got their heart's desire: were never satisfied8. I've always preferred wanting to having: being in the state of wanting something to having something9. the whole toffeeness of toffees: appeal for a child to eat toffees10.imperceptibly diminished: unaccountably11.a particular texture: structure of a substance12.deliberate fasting eating no food on purpose13.appetite is too precious to be bludgeoned into insensibility by satiation: destroyed by over-indulgence in what one likes14.I don't really want three square meals a day: good satisfying15.I want one huge, delicious, orgiastic, table-groaning blow-out: exciting, lavish meal heavyenough to cause the table to groan16.a way of anticipating a rare moment of indulgence: expecting领会：1.The organization of the text2.Sentence complexity and rhetorical effect3.Definition Through Comparison and Example简单应用:1. sentence structure and rewriting2. paragraph proofreading综合应用:Paragraph translation from Chinese to English第九章A RED LIGHT FOR SCOFFLAWS一．学习目的与要求：To grasp:1.The organization of the text2.This part concerns itself with legal English, so words often used in legal documents should bestudied thoroughly. ①Words denoting unlawfulness: illicit illegal lawless unofficial illegitimate criminal unauthorized unlicensed banned prohibited forbidden ②Words denoting people involved in lawsuit: culprit criminal sinner defendant accused offender plaintiff accuser prosecutor suitor ③words used in traffic laws: Double parking speeding speed limit red-light runner3.Evidence二．课程内容：A RED LIGHT FOR SCOFFLAWS三．考核知识点：1. Words and phrases of the unit;2. The organization of the text3. Evidence四．考核要求：识记：Words and phrases of this unit1. law and order: the condition of society in which given rules are respected and obeyed2. millions of Americans are taking increasing liberties with the legal codes: violating more frequently3. outlaw litter: unlawful strewing with rubbish4. illicit noise: noise too loud to be permitted5. motorized anarchy: disorder created by motorists6.a majority of Americans have blithely taken to committing: thoughtlessly been used to7.supposedly minor derelictions as a matter of course: negligence without feeling ashamed8.Scofflaws abounds: people who treat the law with contempt exist in large numbers9.the graffiti-prone: who are prone to cover walls with drawings or writings for fun10.Widespread flurries of ordinances: quantities of commands11.the beer-soaked hooliganism: the disorder of fighting or breaking things committed by excessive beer drinkers12.that plagues many parks: continually troubles13. pot smoker: marijuana addict14.to duck out of public sight to pass round a joint: escape from领会：1.The organization of the text2.Evidence简单应用:1. sentence structure and rewriting2. paragraph proofreading综合应用:Paragraph translation from Chinese to English第十章STRAIGHT-A ILLITERACY一．学习目的与要求：To grasp:1.Author’s definition of STRAIGHT-A ILLITERACY.2.The ability to Understand humor in Western context reflects the degree of culturalassimilation over the years of English learning. Ask students to point out the humors effect of these phrases: reaching its terminal stage providentially protectedthe basic opposing argument.3. Casual analysis二．课程内容：STRAIGHT-A ILLITERACY三．考核知识点：1.Words and phrases of the unit;2.The organization of the text3.Author’s definition of STRAIGHT-A ILLITERACY.4.Casual analysis四．考核要求：识记：Words and phrases of this unit1. a straight-A student: a student who gets A's for all courses taken2. to give him equal time with his widely publicized counterparts: as much attention as paid to those well-known ordinary illiterate people3. a highly articulate student: student who can use language very easily and fluently4. he has been awarded a coveted fellowship: a long-admired sum of money for admittance5. I shall call him, allegorically, Mr. Bright: figuratively6. It…gradually destroys the critical faculties: functions of the mind7. to detect gibberish in his own writing: meaningless talk8. The ordinary illiterate--perhaps providentially protected from college: luckily prevented by their poor ability of learning from entering college9. he is awarded the opportunity to move, inexorably, toward his fellowship: inescapably10.to admire it as profundity: profound matters11. he must grapple with such journals as: try to deal with12.journals bulging with barbarous jargon: full of outrageously meaningless talk or writing13.the pleasure principle: the human instinct of seeking pleasure and avoiding pain14. dichotomize: divide into two part15. bifurcate things: divide into two branches领会：1.The organization of the text2.Author’s definition of STRAIGHT-A ILLITERACY.3.Casual analysis简单应用:1. sentence structure and rewriting2. paragraph proofreading综合应用:Paragraph translation from Chinese to English第十一章ON CONSIGNING MANUSCRIPTS TO FLOPPY DISCS AND ARCHIVESTO OBLIVION一．学习目的与要求：To grasp:1.The organization of the text2.Discuss the impact of the development of science and technology on human history. Theyshould understand that the phrase history becomes now can be interpreted in another way.Associate this essay with Things: The Throw-away Society by Alvin Toffler.3.The rhetorical question二．课程内容：ON CONSIGNING MANUSCRIPTS TO FLOPPY DISCS AND ARCHIVES TO OBLIVION三．考核知识点：1. Words and phrases of the unit;2. The organization of the text;3. The rhetorical question四．考核要求：识记：Words and phrases of this unit1. on consigning manuscripts to floppy discs: putting manuscripts into the care of2. even the impoverished writers have turned to their Wangs: poor writers have begun to seek help from their Wangs3. We should deplore the disappearance of manuscripts: regret deeply4. Can this wobbly plastic reveal the hours: shaky5. beauty was born out of despair: the creation of beauty was the result of painstaking work, so much so that sometimes the writer lost hope6. blear-eyed wisdom was out of midnight oil: wisdom imbued in great works was the result of sleepless nights7. Manuscripts tells us what went on in a writer's soul, how he or she felt during the agony of creation: reveals to us the flow of the writer's thought, the strong passion poured into the hard work of creation8. Edna St. Vincent Millay may have burned the candle at both ends and wondered at its lovelylight: worked hard day and night for perfection and still not sure of it9. the copy with an occasional typo: printing error10.the bold handwriting has substituted a vivid verb for a flabby one: chosen a vivid verb to replace a weak one11.to switch a sentence or two around: to change the positions of a sentence or two12.The archives of a city are often musty collections of scribbled scraps of paper: collections of scribbled pieces of paper giving off odor suggestive of mould领会：1.The organization of the text2. The rhetorical question简单应用:1. sentence structure and rewriting2. paragraph proofreading综合应用:Paragraph translation from Chinese to English第十二章GRANT AND LEE：A STUDY IN CONTRASTS一．学习目的与要求：To grasp:1.The organization of the text2.The collision of different values and traditions, which led to America Civil War much morethoroughly.parison and Contrast二．课程内容：GRANT AND LEE：A STUDY IN CONTRASTS三．考核知识点：1.Words and phrases of the unit;2.The organization of the text3.The collision of different values and traditions, which led to America Civil War much morethoroughly.parison and Contrast四．考核要求：识记：Words and phrases of this unit1. These men were bringing the Civil War to its virtual finish: finish in essence though not formally2. To be sure,: It is true that3.the fugitive Confederate government would struggle desperately: the escaping4. But in effect the war was all over: practically5. the little room…was the scene of one of the poignant, dramatic contrasts in American history: deeply moving6. Back of Robert E. Lee was the notion that: At the back of7. the…concept might somehow survive: in some way8. the age of chivalry: the qualities of knights and institutions and values of the mediaeval Europe9. the rather hazy belief: uncertain。
新编英语教程第六册PPT
• Conclusion: (P8-9) Explanation and conclusion of procrastination;
10
The ways in which paragraphs are linked
---Transition of paragraphs
• The use of the word "yet" at the beginning of para. 3 indicates that in this paragraph the reader will find something contrary to what he has read about in the preceding one. (Para. 2 illustrates the trouble procrastination may incur while para. 3 tells the reader that delay can often inspire and revive a creative soul. )
• UNIT ELEVEN
• UNIT THREE
• Text I On Consigning Manuscripts to
• Text I Walls and Barriers
Floppy Discs And Archives to Oblivion
王蔷 英语教学法教程 第二版 Unit15
Unit 15 Assessment in language Teaching 重要一、Understanding assessmentThe differences between testing, assessment and evaluation:1. Testing:It often takes the ‘pencil and paper’ form and it is usually done at the end of a learning period, such as unit-test, mid-term-test, semester-test etc.2. Assessment:It involves the collecting of information or evidence of a learner’s learning progress and achievement over a period of time for the purposes of improving teaching and learning.3. Evaluation:It involves making an overall judgment about one’s work or a whole school’s work. According to Cameron, it can be concerned with ‘a whole range of issues in and beyond language education: lessons, courses, programs, and skills can all be evaluated.’Evaluation is the most general of the three concepts, for decision-making purpose. Assessment focuses on the learning progress and process-oriented, for the purpose of improving teaching and learning. Test is one instrument of assessment, focusing on the result of learning.二、Assessment purposesAssessment in ELT means to discover what the learners know and can do at certain stage of the learning process.A close study of the assessment purposes will make it clear that all the people involved in education have some reasons to consider assessment necessary. They are administrators, teachers, parents and students.1. for administrators:They need to know whether the programs they have planned are working well. The only way to do this is to discover how well the students are doing with their courses.2. for teachers:Teachers put the administrators’ plans into practice. They need to know what has been done and what needs to be done next; what the students already know or can do and what they don’t know or can’t do yet.3. for parents:They are anxious to know what their children are doing in school. Unable to watch their kids in the class, parents value the feedback about their children’s performance from the teachers and the school.4. for students:They need to know what they’ve accomplished, be aware of what they need to work on next, and build up confidence and satisfaction from what they have achieved.三、Methods for assessmentAssessment includes testing but definitely not only testing. Assessment is often divided into summative assessment and formative assessment.1. Summative assessment:Summative assessment is mainly based on testing. It is done mostly at the end of a learning period or the end ofa school year.2. Formative assessment:Formative assessment is based on information collected in the classroom during the teaching process for the purposes of improving teaching and learning, therefore, it is sometimes termed as classroom assessment as well.3. The ways to gather students’ learning information:（1）Teacher’s observationsTeacher’s observations of the learners’ overall performance or achievement can be quite accurate and fair.（2）Continuous assessmentThe final grade given to the student is some kind of combination of the grades the student has received for various assignments during the course.（3）Self-assessment and peer assessmentStudents are able to make quite accurate assessment of their own achievements. With peer-assessment students are involved in assessing each other’s work.（4）Project workProject work requires students to complete a set of tasks designed to explore a certain idea or concept.（5）PortfoliosA portfolio is a purposeful collection of materials assembled over a period of time by a learner to provide evidence of skills, abilities and attitudes related to their study.四、Criteria for assessmentAssessment means to discover how well learners know things or can do things. Depending on different assessment purposes and the stage at which the assessment is made, assessment should be made according to different criteria or references.1. Different criteria or references of assessment:（1）Criterion-referenced assessmentCriterion-referenced language assessment is based on a fixed standard or a set criterion. The national or local educational authority may have this standard or criterion. A school or several schools in a district may have their standard or set criterion for whatever purposes they might have. A fixed standard is usually the ultimate goal which the students are expected to achieve at the end of the course.（2）Norm-referenced assessmentNorm-referenced assessment is designed to measure how the performance of a particular student or group of students compares with the performance of another student or group of students whose scores are given as the norm. A student’s achievement is therefore interpreted with reference to the achievement of other students or groups of students, rather than to an agreed criterion.（3）Individual-referenced assessmentIndividual-referenced assessment is based on how well the learner is performing relative to his or her own previous performance, or relative to an estimate of his or her individual ability. For example, if a student could only say a few words in English after a few months of the course, and now after another month’s study, he is able to speak with some fluency (although there is some inaccuracy), we can surely say he has made great progress.2. Criteria to assess portfolios:Setting up clear criteria for assessment is very important when introducing the use of portfolios.The criteria for assessing pupil’s portfolio:·Inclusion of all the required entries;·Quality of final products;·Seriousness of revisions;·Depth of reflections;·Layout and design;·Keeping to the time schedule.五、Assessment principlesAssessment should be based on the following principles:①assess authentic use of language in reading, writing, speaking, and listening;②assess literacy and language in a variety of contexts;③assess the environment, the instruction, and the students;④assess processes as well as products;⑤analyze patterns of errors in language and literacy;⑥base assessment on normal developmental patterns and behavior in language and literacy acquisition;⑦clarify and use standards when assessing reading, writing, and content knowledge;⑧involve students and parents, as well as other personnel in the assessment process;⑨make assessment an ongoing part of every day.It is ideal if assessors can follow all these principles. But in reality, it is very difficult to achieve this.六、Tests in assessment1. Drawbacks of using tests for assessment:①A test is often a one-off event which may not necessarily give a fair sample of the learner’s overall proficiency; They are not always valid or reliable;②Tests tend to fragment skills. Most tests test only lower-order thinking skills;③When assessment is solely dependent on test results, teachers tend to begin teaching to the test (washback effect).2. Types of test items:Test items can be designed in various formats. A test whose items are designed in different formats tends to have more validity and reliability than a test that is designed in a single format, for example, multiple-choice format. Below are the most frequently used test formats.（1）Questions & answersStudents are asked to answer questions according to information provided in reading texts or recorded materials. （2）True or false questionsStudents are provided with a set of statements related to the read or heard texts and required to decide whetherthey are true or false according to the texts.（3）Multiple-choice questionsThis form can be used virtually for all language areas, such as reading, listening, vocabulary, grammar, and pronunciation. Usually there are 3—5 choices, one of which is the correct answer, and the rest are distracters. （4）Gap-filling or completionStudents are asked to complete paragraphs or sentences by either filling in words they think are appropriate or choosing the best from the given choices. The test goals can be of grammar, vocabulary or reading comprehension.（5）Matching questionsTraditionally matching is only used for vocabulary tests, i.e. students are asked to match words with their definitions or their synonyms or antonyms. Now matching is used in a great variety of ways.（6）DictationStudents write down exactly what is read to them. The dictated materials can be sentences or short paragraphs. （7）TransformationUsually students are asked to transfer sentences from one pattern to another but keep the original meaning. A similar term for this form is rewriting.（8）TranslationStudents are asked to translate sentences or paragraphs from or into the target language.（9）Essay writingStudents are asked to write an essay on a certain given topic. Usually a set of instructions are given regarding the length, format and topic of the expected essay. Evaluation is based on both the language and the contents of the essay.（10）InterviewInterviews are often used to evaluate oral skills. The testers ask the students questions or ask them to perform some tasks.3. The role of testing in the classroom:Classroom testing is the topic of this handbook. Although the teacher is primarily concerned with teaching rather than testing, classroom tests play three important roles in the second-language program: they define course objectives, they stimulate student progress, and they evaluate class achievement.（1）Defining course objectives（2）Stimulating student progress（3）Evaluating class achievement4. Types of test: 学硕语言学真题里考过四种测试类型There are four basic types of language tests: aptitude tests, progress tests, achievement tests, and proficiency tests.(1) The aptitude test (能力倾向测试)The aptitude test is conceived as a prognostic measure that indicates whether a student is likely to learn a second language readily. It is generally given before the student begins language study, and may be used to select students for a language course or to place students in sections appropriate to their ability.(2) The progress test（进步测试）The progress test measures how much the student has learned in a specific course of instruction. The tests that the classroom teacher prepares for administration at the end of a unit or end of a semester are progress tests. Their format reflects the various components of the curriculum. This hand-book is written specifically to help teachers improve their progress tests and evaluate those which commercial publishers distribute to accompanytheir materials.(3) The achievement test（成绩测试）The achievement test is similar to the progress test in that it measures how much the student has learned in the course of second-language instruction. However, achievement tests are usually not built around one set of teaching materials hut are designed for use with students from a variety of different schools and programs. For example, the afternoon tests of the College Board battery are achievement tests. Dictations given over unfamiliar material may also he considered achievement tests when they are used to compare students across different programs.(4) The proficiency test（水平测试）The proficiency test also measures what students have learned, but the aim of the proficiency test is to determine whether this language ability corresponds to specific language requirements. The proficiency tests, in fact, usually report student language ability on a continuum that reflects a predetermined set of categories.(5) Diagnostic test (诊断测试)5. Testing items:When we design a test question, we should focus on the followings:validity(有效性)，reliability（可靠性）, discrimination（区别性）, difficulty（难度）, 具体掌握这几个的含义。
人教版高二英语unit15《Teachers》教案设计
Unit15 LearningLesson3 TeachersTeaching Aims and Demands:1、Knowledge Objects:1)Key words: diligent、intelligent 、optimistic 、humorous 、 cooperative 、 lack confidence2)Reading practice2、Ability Objects:Reading skillSpeaking skill3、Moral Object:Let students learn how to express appreciation for their teachersTeaching Key Points:1)Key words: diligent、 intelligent 、 optimistic 、humorous cooperative 、 lack confidence2）Reading practiceTeaching Difficulty:How to express appreciation for teachers Teaching Methods:Reading methodSpeaking methodTeaching Aids:A competitionTeaching Time ：Forty five minutesTeaching procedures:Step1 Lead inGreet the whole class as usual.Tell them there is a competition in the class, and tell them the rule(anyone in any group who answer teacher’s question will get one star for their group) Step2 Warm-upT:Let’s share a short video first.After watchingT:Have you seen this advertisement?S：…………..T:Do you know who she is?S：…………..T: After watching the video, who are you thinking about? S：My teacher.T:So I have two questions for you .1.What do you think of your teachers at primary and junior high school?2.What kind of students are you in your teachers’eyes ?To lead in key words, ask students to answer questions. Step3 Fast readingGive Ss 5minutes to read the text quickly and match each paragragh with their headingsStep4 Intensive reading1)Read the text loudly and carefully, try to learn about more details of the text , then give the sentences True or False.Give Ss 8minutes to read the text,then give their answers. (If anyone who can give the reason why, she or he will get two stars for their group.)2)Part1 My teacher1.What kind of teacher was Mr. Jenkins in Graham’s eyes ?2.How did Mr.Jenkins explain things?Part2 My student1.What first impressions did Graham leave on Mr.Jenkins?2.How does he feel about Graham now?Step5 SummaryAfter learning the text, try to complete the following formThere is a group-work.Ask two Ss each time to write their answers on the blackboard.Step6 Post reading (Discussion)Following the text, try to describe your favourite teacher. Then share it with us.According to :1.Who is your favorite teacher? Tell us why?2.What have you learnt from him or her?Give Ss 5minutes to prepare their short talk.Then ask Ss to show to the whole class.Step7 Homework1. Try to use the key words, phrases and sentences to retell the text.2. Review the text and find out some expressions to show wishes and regrets.Step8Congratulate (for group who get the most stars)教学反思：传统的学习方式建立在学生的客体性，受动性，依赖性的一面上，从而导致学生的主体性，能动性，独立性的销蚀，（1）要弘扬学生的主体性，能动性，独立性就必须倡导自主学习。
新编英语教程6 练习与答案
高级英语（二）教与学指南Practice Testsfor Advanced English(2)主编张华鸿前言编写本书的目的：目前英语专业三年级所使用的由上海外国语大学李观仪教授主编的〈新编英语教程〉第五、六册本书的主要特点：1．紧扣精读课文编写练习，实用性、针对性强。
2．对于同义词辨析的练习配以详尽的解释和相应的例句，旨在帮助学生真正弄懂并掌握这些词的用法。
3．设计了旨在提高学生语言运用熟练程度的系列练习，分别为：一、英语释义二、英语句型转换三、汉译英四、完形填空五、成段改错4．练习均配有参考答案。
本书由张华鸿主编。
高华老师负责编写同义词辨析部分；郑艳丽老师负责编写句型转换部分；张华鸿老师负责编写英语释义、汉译英、完形填空和成段改错四部分，以及全书的编排、设计、整合与审编定稿等工作。
本书承华南师范大学外国语言文化学院领导的大力支持，以及英语系高年级教研室全体同仁的热心帮助，编者在此表示衷心的感谢。
编者2003年1月于华南师范大学外文学院ContentsUnit One: VESUVIUS ERUPTS 3 Unit Two: THE FINE ART OF PUTTING THINGS OFF16 Unit Three: WALLS AND BARRIERS28 Unit Four: THE LADY，OR THE TIGER？40 Unit Five: THE LADY，OR THE TIGER？53 Unit Six: DULL WORK65 Unit Seven:BEAUTY 74 Unit Eight: APPETITE84 Unit Nine: A RED LIGHT FOR SCOFFLAWS98 Unit Ten: STRAIGHT-A ILLITERACY114131 Unit Eleven: ON CONSIGNING MANUSCRIPTS TOFLOPPY DISCS AND ARCHIVES TO OBLIVIONUnit Twelve: GRANT AND LEE147 Unit Thirteen: EUPHEMISM163 Unit Fourteen: THAT ASTOUNDING CREATOR---NA TURE175 Unit Fifteen: TEACHING AS MOUNTAINEERING191Unit OneTEXT IVESUVIUS ERUPTSI. Paraphrase the parts underlined in the following:So the letter which you asked me to write on my uncle’s death has made you eager to hear about the terrors and also the hazards I had to face 1when left at Misenum, for I 2broke off at the beginning of this part of my story.I took a bath, dined, and then dozed 3fitfully for a while. For several days past there had been earth 4tremors which were not particularly alarming because they are frequent in Campania: but that night the shocks were so violent that everything fell as if it were not only shaken but overturned.I don’t know whether I sh ould call this courage or 5folly on my part (I was only seventeen at the time) but I 6called for a volume of Livy and went on reading as if I had nothing else to do.Up came a friend of my uncle’s who had just come from Spain to join him. When he saw us sitting there and me actually reading, he scolded us both —me for my 7foolhardiness and my mother for allowing it.By now it was dawn [25 August in the year 79], but the light was still dim and 8faint. The buildings round us were already 9tottering, and the open space we were in was too small for us not to be in real and 10imminent danger if the house collapsed. This finally 11decided us to leave the town. We were followed by a panic- stricken mob of people wanting to act on someone else’s decision 12in preference to their own (a point in which fear looks like 13prudence), who 14hurried us on our way by pressing hard behind in a dense crowd.We also saw the sea sucked away and apparently forced back by the earthquake: at any rate it receded from the shore so that 15quantities of sea creatures were left 16stranded on dry sand. On the landward side a fearful black cloud was 17rent by forked and quivering bursts of flame, and parted to reveal great tongues of fire, like flashes of lightning magnified in size.At t his point my uncle’s friend from Spain 18spoke up still more urgently: “If your brother, if your uncle is still alive, he will want you both to be saved; if he is dead, he would want you to survive him so why put off your escape?”Soon afterwards the cloud sank down to earth and covered the sea; it had already 19blotted out Capri and hidden the promontory of Misenum from sight. Then my mother 20implored, entreated, and commanded me to escape as best I couldI looked round: a dense black cloud was coming up behind us, spreading over the earth like a flood. “Let us leave the road while we can still see,” I said, “or we shall be knocked down and 21trampled underfoot in the dark by the crowd behind.”You could hear the shrieks of women, the 22wailing of infants, and the shouting of men; some were calling their parents, others their children or their wives, trying to recognize them by their voices. People 23bewailed their own fate or that of their relatives, and there were some who 24prayed for death in their terror of dying. Many 25besought the aid of the gods, but still more imagined there were no gods left, and that the universe was plunged into eternal darkness forevermore. There were people, too, who 26added to the real perils byinventing 27fictitious dangers: some reported that part of Misenum had collapsed or another part was on fire, and though their tales were false they found others to believe them. A 28gleam of light returned, but we took this to be a warning of the approaching flames rather than daylight.I could boast that not a groan or cry of fear 29escaped me in these perils, 30had I not derived some poor consolation in my mortal lot from the belief that the whole world was dying with me and I with it.We returned to Misenum where we 31attended to our physical needs as best we could, and then spent an anxious night alternating between hope and fear.II. Rewrite the followingFor each of the sentences below, write a new sentence as close in meaning as possible to the original sentence by using the given words as the beginning.1. We were followed by a panic-stricken mob of people wanting to act on someone else’s decision in preference to their own, who hurried us on our way by pressing hard behind in a dense crowd.Panic-stricken, the mob of people close behind us ___________ _ 2. We replied that we would not think of considering our own safety as long as we were uncertain of his.Unless we were ___________________________________3. There were people, too, who added to the real perils by inventing fictitious dangers: some reported that part of Misenum had collapsed or another part was on fire, and though their tales were false they found others to believe them.By reporting that part of Misenum had collapsed or another part was on fire, _______ 4. I could boast that not a groan or cry of fear escaped me in these perils, had I not derived some poor consolation in my mortal lot from the belief that the whole world was dying with me and I with it.Because I derived some poor consolation_____________________5. Several hysterical individuals made their own and other people’s calamities seem ludicrous in comparison with their frightful predictions.Compared with several individuals’ frightful predictions, the calamities____________ III. Translate the following into English1. 还未等我们坐下来喘息，夜幕已经降临，这黑暗使你觉得不是在无月色或多云的夜晚，而像是在灯火熄灭的紧闭的房间里。
《Unit 15-Lenson 3 Teachers》北师大版高中英语必修4
①Don’t spit in the street.不要在马路上吐痰。
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必修5 Unit 15 Learning
栏目导引
拓展 spit的常见短语：
spit at向……吐口水
spit out吐出
②I spat out the pips of the orange. 我吐出桔子的籽。
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必修5 Unit 15 Learning
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必修5 Unit 15 Learning
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15．The doctor recommended that you________swim after eating a
large meal.
A．wouldn’t B．couldn’t
C．needn’t
解析：
D．shouldn’t
本题考查虚拟语气用法。recommend的宾语从句中用虚拟
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必修5 Unit 15 Learning
栏目导引
13．How I wish every one________a large house with a beautiful
garden!
A．has
C．will have 答案： B
B．had
D．had had
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必修5 Unit 15 Learning
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必修5 Unit 15 Learning
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The first day he walked into my class，he was dragging his school
bag behind him and looking bored，but as soon as I.在他走进我的课堂的
讲解知识，使看来难懂的事物简单化。 归纳 simplify vt.简化，使简易
Teaching-as-Mountaineering-译文
就在最近，我们在科罗拉多大学举办的一次委员会会议因为窗户外一位年轻男士正在攀爬对面图书馆的高墙而半途中断。这一刻，一切关于跨学科新课程的讨论戛然而止，因为我们都在默默地希望他承受过严格训练，能平安回到地面。我们在凯彻姆礼堂看得很清楚，很想冲出去接住他，但当意识到这只能是徒劳无功时，我们所能做的也只有默默地为他祈祷。
教学如攀登，并不是说它也会促使课堂笔记原封不动而变得陈旧泛黄现象的产生。确实，这个类比实际上一点也不倡导“填鸭式〞教学。作为登山者的学生们在面临学业上的挑战时，他们必须上课前准备充分，为能在课堂上攀登下一最顶峰，即考验教师的知识水平和教学能力而做好准备。只有通过艰辛卓绝和持之以恒的努力学习，学生对知识掌握程度才有可能接近教师的水平，也只有到那时学生才能开场承当向导的角色，率队攀登顶峰。能帮助学员们做到这一切的只有胸有成竹、激情四射，同甘共苦的的登山向导，而不是销售员、演员和辩护律师。
如果把贫苦的乡村牧师类比为经常牢骚不断的教授，那么博物馆馆长也可以作为类比。身为鉴赏家的博物馆馆长会撅着嘴唇，显得极其傲慢，向那些几乎不懂欣赏的门外汉展示着这些古希腊罗马藏品的珍稀之处。由于这些人全然不懂，博物馆馆长便会毫无愧疚之心地穿插着使用拉丁文、希腊语和英语来使得他的演讲听起来高端大气、洋味十足。身为鉴赏家的教授很有可能让班里大局部同学相信他所教的学科其实专属于一个神秘组织，该组织有自己的神秘仪式和行话，不会轻易吸纳新成员。确实，他的同行们也会根据通过筛选进入神秘组织的学生的稀缺程度来评判该教授的成就。
我认为将教学类比为攀岩很恰当，但对于那些居住在科罗拉多的教授们而言那么不然，他们觉得它暗示了对个人命运所需履行的责任义务的主动承受，而不像其他类比那般，都隐喻被动承受。我们需要一个新的类比，新的比喻〔这里我不用专业词汇“形象〞〕来使教师们重新相信教学的重要性，它能更多地传达出教学的本质，而那些司空见惯的类比那么不能。大多数先前的类比都严重缺乏内涵，它们在描述局部教学活动的同时，也暗含了一些不完全适用于教学的特点。这并非无关紧要，因为一些错误的类比会使得不仅仅门外汉甚至连同行人都误解教授所扮演的角色。这些错误类比会加剧专业领域内的道德败坏现象，也对正确评估疑难问题造成困扰。
高中英语真题：Unit15LearningLesson4Teachers
能力目标
To develop students’ ability of fast reading andlinking words to understand the text.
情感目标
To make students know how to gain knowledge.
Listening to radio
Ask some students to answer the question. They can add more choices to the question.
IIPre-reading
1. Can you think of the process/way to gain/understand knowledge?
关 键 点
The words, phrases and the grammar
教法学法
Team-work and communication approach.
教具
学具
Multi-media A tape recorder
教学过程
教材处理
师生活动
修改与创新
IWarming-up
IIPre-reading
Listening to radio
Ask some students to answer the question. They can add more choices to the question.
IIPre-reading
1. Can you think of the process/way to gain/understand knowledge?
TEACHINGASMOUNTAINEERING
TEACHINGASMOUNTAINEERINGTEACHING AS MOUNTAINEERING[1]Just recently a committee meeting at the University of Colorado was interrupted by the spectacle of a young man 1scaling the wall of the library just outside the window. Discussion of new interdisciplinary courses halted as we silently hoped he had discipline enough to return safely to the earth. Hope was all we could offer 2from our vantage point in Ketchum Hall, the impulse to rush out and catch him being 3checked by the realization of futility.[2]The incident reinforced my sense that mountaineering serves as an 4apt analogy for the art of teaching. The excitement, the risk, the need for 5rigorous discipline all correspond, though the image I have in mind is not that of the solitary adventurer rappelling off a wall, but that of a Swiss guide leading an expedition.[3]I remember a mountaineer named Fritz who once led a group up the Jungfrau at the same time a party was climbing the north face of the Eiger. My own mountaineering skill was 6slender, and my enthusiasm would have 7faltered had I not felt Fritz was capable of hauling not only me but all the rest of us off that mountain. Strong, self-assured, calm, he radiated that solid authority that encouraged me to tie on to his rope. But I soon realized that my presence on his line constituted a risk for Fritz. Had I been so 8foolhardy as to try to retrieve my glove which went tumbling off a precipice, or had I slipped into one of those 9inexplicably opening crevasses, I might well have pulled the noble Fritz down with me. It was a sobering realization. I, the novice, and he, the expert, were connected by the same lifelinein an experience of mutual interdependence. To give me that top of the world 10exaltation he, too, was taking a risk.[4]The analogy to teaching seems to me apt, and not just for professors who happen to live in Colorado, for the analogy implies an active acceptance of responsibility for one’s own fate, whereas most other analogies to teaching suggest 11passivity. What is needed to restore teachers’ confidence that the profession is significant is a new analogy, a new metaphor (I shy away from the PR word, “image”) that conveys more of the essence of teaching than the worn-out analogies we have known. Most previous analogies are seriously inadequate, for while they may describe a part of the teaching activity, they also suggest patterns that are not fully applicable to teaching. It is not a simple matter, for those faulty analogies create misunderstandings about the professor’s role, not only in the 12lay public, but in the professoriate itself. These wrong analogies have contributed to growing 13demoralization within the profession, and have confused the difficult issue of proper evaluation.[5]The most common analogies to the teacher are the preacher, the shepherd, the curator, the actor, the researcher, and, 14most insidiously, the salesman. None captures the special relationship between teacher and students, a relationship better described by Socrates as a coming together of friends. Rather than emphasizing the mutuality of the endeavor, each of these common analogies 15turns on a separation between the professional and his clients. Each leads to a certain kind of evaluation.[6]The preacher exhorts, cajoles, pleads with a congregation often so 16benighted as to exist in a state of 17somnolence. He measures his success by the number of souls so stirred as eitherto commit themselves to his cause, or 18vehemently to reject it. Somewhat like the preacher is the shepherd who gathers and watches over a flock clearly inferior to himself. The analogy may be apt for the Lord and his 19sub-angelic followers, but it will not do for teacher and students, or, especially, for Socrates and his friends. The Shepherd is likely to be evaluated by the gulf separating his wisdom from that of his flock.[7]If the poor country curate has often 20furnished an analogy to the bleating professor, so has the curator of a museum. 21Lips pursed so as to distill a pure essence of hauteur, the curator as connoisseur points out the rarities of classical cultures to the uninitiated who can scarcely be expected to appreciate these finer things. Since they cannot understand him anyway, the curator has no 22compunction about sprinkling his presentation with Latin and Greek and with English so 23esoteric as to: sound foreign. Chances are high that the professor as connoisseur will succeed in convincing most of the class that the subject is really the province of a secret society with its own 24arcane practices and language, best left behind its own inaccessible walls. Indeed, colleagues of the connoisseur measure his success by the 25paucity of devotees allowed in to the society through this 26winnowing process.[8]The teacher as actor also 27plays to a passive audience, but he measures success by larger numbers. A certain 28aura of the magician clings to him as he lures spectators into witnessing his academic sleight-of-hand without their ever really 29getting in on the trick. A certain 30tinge of the stand-up comedian colors the performance as the actor plays to the audience 31to register laughs big enough to drown out the lecturer 32droning on next door.[9]A 33bastardized version of the actor is that figure now thought so apt an analogy in our consumer-conscious society: the salesman. His predecessors include the snake-oil man and the door-to-door purveyor of anything from brushes to Britannicas. He or she takes the product to the people, wherever they are, and 34tailors the pitch to their pockets. While all of these analogies create a certain level of despair in the professoriate either struggling to pattern themselves in a particular mode or hopelessly realizing they can never achieve it, the salesman analogy has the most 35deleterious effects. No longer adhering even to a prepared script, the salesman shamelessly alters his or her presentation so it will draw the largest number of contented consumers.[10]The researcher as teacher differs from the previous analogies, and that very distinction is often thought to make him or her a good teacher. 36Taciturn, solitary, he disdains the performing arts and is content merely to 37mutter out an assortment of scatted facts to the young 38only dimly perceived beyond his clouded trifocals. His measure of success is his students’ capacity to 39regurgitate factual data.[11]None of these analogies comes close enough to the essential magic and majesty of a real learning experience. None even dimly anticipates that 40self-eradicating feature that is built into the teaching process, for those who have truly mastered what their teacher has presented no longer need him or her. None accepts as a necessary ingredient in the learning process, activity, the sense of an intellectual excitement so compelling that one’s whole being is caught up in it. None acknowledges the peril, and the joy, of encountering those mental deeps Hopkins described.…the mind, mind has mountains; cliffs of fallFrightful, sheer, no-man-fathomed. Hold them cheapMay who ne’er hung there.[12]Mountaineering furnishes the needed analogy. The Swiss mountain guide, like the true teacher, has a quiet authority about his very person. He or she 41engenders trust and confidence so that one is willing to join the endeavor. The mountaineer accepts his leadership role, yet recognizes that the success of the journey (measured by the scaling of the heights)depends upon close cooperation and active participation by each number of the group. He has crossed the terrain before and is familiar with the landmarks, but each trip is new, and generates its own anxiety and excitement. Essential skills must be mastered if the trip is to be successful; lacking them, disaster 42looms as an ominous possibility. The very 43precariousness of the situation necessitates keen focus and rapt attention; slackness, misjudgment, or laziness I can bring doom.[13]The teacher as mountaineer learns, as E. M. Forster urged, to connect. The guide rope links mountaineers together so that they may assist each other in the ascent. The effective teacher does something similar by using the oral and written contributions of the students as instructional materials. The teacher also makes other connections, locating the text in its historical setting, forging inter-and intra-disciplinary links where 44plausible, joining the material of the course with the lives of the students, where possible, and with the wider national life beyond the classroom where 45pertinent.[14]Teaching as mountaineering does not encourage the 46yellowed lecture note syndrome. Indeed, the analogy does not really encourage lecturing at all. If the student as mountaineer isto be challenged, the student must come to each class session ready and prepared to assist in scaling the next peak, ready to test his or her own abilities 47against those of the master teacher. Only by arduous and sustained effort does the student approach the mastery of the teacher, and only then is the student ready to assume the role of guide---well-trained in the art of mountaineering, able to take controlled risks, ready to lead others to a mountain-top experience. Not a huckster, not a pleader, but a confident, exuberant guide on expeditions of shared responsibility.[15]To encourage and further such mountain-top experiences the society must recognize teaching for the sublime art it is---not merely an offshoot of research, not merely a performance before a passive audience, but a guided expedition into the most exciting and least understood terrain on earth---the mind itself.。
高中英语Unit 15 Popular Youth Culture(必修)—英语第三册人教版
高中英语Unit 15 Popular Youth Culture（必修）—英语第三册人教版Teaching aims:1.Goals:◆Talk about youth culture and interests of youngpeople◆Read about voluntary work◆Practise presenting ideas◆Integrative language practice◆Write an survey and a report2.Special focus:Improve reading skills and Enlarge vocabulary.a.Direct Ss to read the 3 passages on the text book;b.Guide Ss to learn to use the following words andexpressions: voluntary, annual, breathless,dizzy, beneficial, straight away, satisfaction,worthwhile, starve, fit in/ with, due to, casual,adolescent, whereas, possess, etc.c. Improve the abilities of using language by integrative language practice.Period 1 ReadingYoung Volunteers (P129-131)Step 1. Warming upTask 1. Enable the students to discuss the questions on p129.Step 2. ScanningTask 2. Get the students to comprehend the passage quickly and accurately, and meanwhile help them to form a good habit of reading. Try to find out the main clue of the story.Step 3. While-reading:Finish all the Ex. On p131Step 5. Further ReadingTask 3: Read the passage once again and get the main idea of the passage and understand the writing purpose.Main idea: The text relates the three students’experiences as volunteers. It shows that “…each contribution--- no matter how small can make a difference.”And it also shows that voluntary work benefits not only the people helped but also volunteers. It encourages us studentsto volunteer to make a contribution to the society. Writing Purpose: By retelling the three students’experiences as volunteers, the writer tries to make us learn about some voluntary work and realize that voluntary work benefits not only society but also volunteers. He calls on and encourages us students to take part in voluntary work so as to improve ourselves, get the job we dream and make the world more beautiful and harmonious.Step 6. HomeworkFinish all the exercises on Language Practice on p131-133.Period 2.Integrating Reading SkillsDenim Jeans (P133-135)Step 1. Revision1.Check the Ss how further they understand the voluntarywork.2.Check the homework.Review the Model VerbsStep 2. Scan the passage and find out what happened in the years:In 1870s: A shopkeeper in San Francisco succeeded in selling denim work trousers.In 1930s: Many young American men bought jeans and dressed like their cowboy film stars.In World War Two: American jeans were introduced by the soldiers to the world.After the war: American teenagers started to make denim jeans their own unique item of fashion.In 1950s: The school ban on students wearing jeans make jeans even more popular.Between 1950s and 1990s: The jeans have been through many different changes in style.In 1990s: Jeans were made more stretch and even tighter over the bottom and legs.More Recently: Wearing jeans that looked very old became popular.Step 3. Careful reading:Ask the students to read the passage carefully and answer questions 2 on Page 135.Period 3. Integrating Reading and Writing Skills3 Passages on p 259-262Step 1. Warmming-upDo the oral pratice on p128, and enable the students to practise presenting ideas.Step 2. ReadingTask 1: Read the 3 passages and finish the exercises. If possible, guide the students to analyze some long and complex sentences.Step 3. Guided WritingGive Ss 20 minutes to finish the writing assignmenton p264,Then ask Ss to score their work according to thefollowing chart.Note: How to use this chart effectively?Ask the student to read his/her deskmate’s writing carefully, and then find 3 valuable things (structure, passage arrangement, sentence, diction, etc) and give 1 suggestion. And then feed the message back. Next, ask the Ss to correct their work according to the chart.Period 4:Step 1. Analyze some long sentences:Deal with some language points and difficult points if necessary.If possible, guide the students to analyze some long and complex sentences. The following sentences in this unit are very important:The people here are poor, but they have big hearts and made me feel very welcome.I really feel I’m doing something worthwhile and I amhaving a great time doing it.Coming to another country to study requires a big adjustment and it takes a while to fit in.Many schools in the USA did not approve of students wearing jeans to school and they forbade them.Step 2: Testing your skills on P258-259Step 3: Cloze Test on p263Step 4: Translating on P 264。
高二英语新教材unit15 教案Unit 15 Teaching Plan for Warming up
高二英语新教材unit15 教案Unit 15Teaching Plan for Warming up高二英语新教材unit15 教案Unit 15 Teaching Plan for Warming upWarming upTask: the students decide which places to visit and describe the plawavaterials:uamousplaces;multi-medium equGoal:Let studw somepla;givudents auTdescribe dlaces and reagoing there.Learn abouwledgamous plaLanguageskills:Listening,speaking,reading and writingwledg:vocabulary:strech,locate,downtowalal ,avenue,Paraidise,surroundingbe known as,acttractProcess:1)The teacher ludents say ouamous plaw .2)Tacher allowing questions;(1) Whaamoudo you know?(2) Do you like traveling?(3) Where have you been?(4) Whaamous for?3)The teawuduamous places and agualaces and tell wa)By doing the above now the teacher say:Would you like to gand visit it?Imagine you ad aat lets you travel aroundworld and make fivalong the way.Which fivwill you decide to visit? Why?Draw your flight lap and mau want to v)Show the maworldudents.Audark fivwant to va)A chaudFamouultuHGeogra2Unit 15 DestinaⅠ.Brief StaBasedUandle like going on aa faraway destination wdevelBut before we start, we should know more about the destination we havThis unit is arranged aboual topic—Destinations. In Warming up, teacher will ask studalk abouutes and more plaworld, improving the students’ geography know ledge. In studying the reading mater ial “Destinations”,the students will knowgworld andgs wlacher. By studying this unit, students will also know that finding out more about the destinaly a good way to savand avoid problan also be a lot of fun. As to Grammar—Non-finite Verbs, a number of exare arranged. After doingudents will mawledgInfinitive, the v.-ing and the Past Participle, and know how to uⅡ.Teaching GoalTalk about travel and2. Practise making complaReview theNon-finite Verbs(1):-ing, -ed, to do…Write a dve essay/paragraⅢ.Background I nformaHow to plan Your TPeople are always telling us that“gettingalf the fun”.Buue? Is it always true? Of course, we can all remember maablwe have taken. But haven’t we all taken aat wasn’t fun at all? Can we ever forgwhen we just wanted?The fale who travel for pleasure get no pleasuat allwho travel becauust travel, have a lot of fun doing it. What maable than another?The answer is planning. Aan be enjoyablwell planned. Every minute that you spend planning youay save youuuble during youIt may also add an hour of pleasure!Bu take aquask yourself is: How much can I spend? When you decide on a figure, wdown. Now you can decide where, when, and how to go. Au can find out whaavel anywworld. Juuand call a travel agent(旅行社）.In Season(旅游旺季)，Off Season(旅游淡季)Ma(旅游胜地) andaround the world are popular duringar and less popular duringFind oulaces you are visiting have an “in” season and“off”season.This may help you to decide when you want to go. There avery good reaavel duringason. Usually everything is much cheaper. It is also less crowded, of course. If you don’t have a l—u don’t like crowds of tourists(游客)—galaces are not as exciting duringason. The weather may bldThe beaches may be closed. Hotels and restaurants(餐馆) ay be shut. Be sud out bu go.Passports(护照),Visas(签证) and Healates(健康证明)Iard to get a pabut you should aa fewbu begin your journey. To gu must have your bate or another legal document(合法文件) o prove that you are a(公民)u need a visa to visit a country. If a visaary, you can aauntry’s embassy(大使馆）getting a visa takes mavant to plan early. The saualates. Faa good idea to call or wbau may also get a luseful informaNow that you have planned youu are ready to tauld you expect any surprise? Of course you should. Let’s ju’re pleasant ones!2. Future Travel: Teleportaas changed the way we live and the way wNew invand discoveries have madblefor uabout the world in new ways. The meaansportation—bikes, cars, airplanes—we use today are good examples. They are baseddea that transportation means movingglace to another—on a ba car or by plane. This taurse, and we can only travel as fast as the lawallow. It will be difficult to travel much faster than today’s airplanes and to travel very far, such aalaNowbelieve that we might be abld thinglace to another without actually movingugh space. This sounds strange, but a new way of transportation may bblutuTeleportaa combinading informaugh telIand transportation. Wal transportaxample by car or plane, ag is movedAB. With teleportation, ag is taken apart aA and put together again aB. If teleportation bble, we may be able to travel faster and faan we could everimagI0discovered that teleportation was possible. Exwed that teleportation could be done, bug being teleported was destroyedway. So faave only been able to tel—particles(粒子) hat carry light—and laser beams(激光).What about teleportauman beings? Teleporting a human being would be very difficulareso many parts in a human body. Evallake could cauus problems w’s mind or body.Tll a long way from being able to use teleportave human beings, but what we usedwable does nowble. What we know and what we imagwork together :we knowwe can imagine, andwe imagwe can leal that we use to make our dreams bal and to build a new world with our ideas.Ⅳ.Teaching Time: Four periodsThe First PeriodTeaching Aims:Learn and mallowing:(1)New words:airline, uable(2)Everyday English:I’ay…I’I hate to have to sabut…Could you dg about…?Why didn’t you telluth?Why don’t you dg about it?2. Traudents’ listening and speaking abilGudalk about travel andTeaching Important Points:Fask of listening to traudents’ listening abil2. Fask of making complaaudents’ speakingabilTeaching Difficult Point:How do we heludasks of listening and speaking. Teaching Methods:Free talk, listening and speaking to traudents’ ability to use Engl2. Individual, pair or group wake every student take an active part in claTeaching Aids:ultimedia2. the blackboardTeaching Procedures:Step Ⅰ Greetings and Lead-inT: Hello, ev: Hello, teaT: Sit down, please. First I want to ask you a simple question :what would you like to do most during holidays?Ss: Traveling/Reading books/Watching TV…T:u like traveling. Where have you been to?Ss: Beijing/Shanghai/ Qingdao /Harbin…T: Ianybody who has been to a foreign couavel? Ss: No.T: Do youavel around the world?Ss:uT: Then you must know some famouworld. Tellames, plea: Paw, Sydney, San FraBerlin…T:any! And they are all world-famous travel destinations. Today, we’ll begin to learn Unit 15Destinations. (Bb: Unit 15 Destinations)It’s a good chaalk about travel andAre youd?Ss:T: First let’s leaw wordd.(Teawllowing wordand audad them. Then ask the whole claad together a/her.)△complaint n.投诉；申诉；抱怨，表示不满△Iraq n.?伊拉克△Mexico n.?墨西哥△Greenland n.?格陵兰airline n.?航空公司;航线uable adj.不服的，令人不自在的△wanderlust n.?漫游癖Step Ⅱ War ming upT: OK. Now pleaur books at Page 33 and look aart—Warming up. Imagine that you ad aat lets you travel around the world and make fivalong the way. Can you follow me?Ss:T: OK. Now, please wall eawhere would you go and why.At the sadraw your flight lboxght and mau want to vap. A few minutes later, I’ll audalk about your travel plan. Is everything clear?Ss:(The students begin to work. teacher goesamong the clawork. Ad, teacher audalk aboulans.) Step Ⅲ ListeningT: Now, let’d part—Listening. First, look allowing pictures tagLook aure taken of Greece. What part of Greece do youure shows? Any volunteer? S1: Igean Sea thaure shows.T: Then look ad picture taken of Iraq. What can you?S2:……(Teacher and the students talk abouures briefly. After that, teacher sallowing.)T: OK. Now, let’s lape and dxTI play the tape, just lget the general idea. Td time, write down the answers. Idifficulty in writing down the answers, I’ll play it again. Ad, we’l lanswers together. Is that clear?Ss:(Teacher beglay the tape.)Step Ⅳ SpeakingT: We’ve talked a lot about travel andHowever, while you are traveling, you may come ablems unexpectedly, which could take plaairllaurant. Canyou guess what problems would occur?Ss: Luggage is lost./The plane is late./The foodble…T: What shall we do if we come across such problems?Ss: Ganager and compla/blT: How do you/she will deal wblems?Ss: F/she may explain, apologize or argue. Then/he/she will dg aboublT: Yes. If I wanager, I would do like that as IDo you understand “see fit”? Ss: No.T:“See fit” means “considvacceptable.”We can also use“” to exame meaning. For example,“Do as you”Do you understand?Ss:T: OK. Now, please look at the last part—Speaking. Here auations about problems with services givu. Faduations. Tact it out with your partner accordingle cards. Besides, don’t forgudy the useful exbelow the role cards and uur dialoguble. Is everything clear?Ss:T: Well. Begin your work now. A few minutes later, I’ll aairs to act out your dialogues beforeclaA sample dialogue:Student A: Manager Student B: GuA: How do you feel to live in our hotel?B:wholbad, buI am living in faces aand I’m a light slblall asleep. Could you please dg about it?A: I’I’ll make an arrangu as soon as possible. Anything else?B: I hate to have to sabut the bedal uable.A: That’s too bad. I’ll settlblem aB: It’s very kind of you. Oh, by the way, would you please sendave aupplwater? Twater at all.A: I see. I’ll do that.Step Ⅴ Summary and HomewT: Thank you for your wonderfulance. Now, let’s see what we’ve dlass. First, we’ve talked about travel andd, we’ve practised listening. Third, we’ve talked about problems with servay come across while travelling and practised making complaurse, we’ve learned some useful exuch as “I’ay…”,“I hate to have to sabut…”,“Could you dg about…?”…(Teacher wblackboard.)After class, praand preview the next part—Reading. That’s allfor todau: See you.Step Ⅵ The DesigWritingblackboardUnit 15 DestinaThe First PeriodI’ay…I hate to have to sabut…Could you dg about…?I’Why didn’t you telluth?Why don’t you dg about it?Td PeriodTeaching Aims:Learn and mallowing words and ex: every now andBrazil, downtowal, get tired of, avenue, altitude, breath-taking, downhill, inexpensive, feast, dip, g2. Traudents’ reading abilGudlearn about some bigworld.Teaching Important Points:Learn to ullowing useful phrases:every now and then, get tiredlake a dip, work out2. Traudents’ reading abilTeaching Difficult Points:How to heludents understand the text exactlallllowing:A walk through downtown is al2. Kitzbuhel is a parada fea…Should you have enougleftafter a day…,you can…Teaching Methods:Fast reading to get a general ideaxt.2. Careful reading to get the detailed informaAsking-and-answering to heludents understand the text exactlPair or group wake every student wlaTeaching Aids:ultimedia2. the blackboardTeaching Procedures:Step Ⅰ GreetingsGwhole class as usual.Step Ⅱ Revision and Pre-readingT: Yesterday, we talked much about travel andWe know there are many bigworth visitingworld. Can you tell me what a toudw aboudestination before going there?Ss: Climate, food, transportation, attractions andT: Quite right. Allare vant for a touavel happily. Now, imagine that aaugoing to visit your towHas asked you to tellabouant things a toudw. Can you follow me? Ss:(Teaws a cha)AreaVery ImportantImportantNantFoodTransportaAttraT: Well, here’s a chaFirst, uake an outline of what you would tellThen show your outlur partner and explain what you havand why. Is everything clear?Ss:T: OK. Begin your w(Teacher goes among the studw they are going on wwork. A few minutes later, teacher audalk abouutline.)Step Ⅲ PresentaReadingT: Today we’re going to read a passage “Destinations”.It will lead us to twoworld-famou—Rio de Janeiro and Kitzbuhel. First I’ll show you a travel programme about Rio de Janeiro and Kitzbuhel. Watch it and lxplanations carefully.(Teacher plaaching CDudents. After that, teacher sallowing.)T: How do you like Rio de Janeiro?Ss: It’samazing/attractive/wonderful/beautiful/exciting…T:I agree with you. Well, now let’s leaw words. Look a(Teaws the wordand deals wwith briefexplanations. Then aad for a while.)every now and then不时地△itch n.?vi. 渴望；痒?现象；奇迹△Rio de Ja?里约热内卢（巴西港市）Brazil n.?巴西△vt.vi. 展开；伸展；延伸△Cariocas n.?里约热内卢人downtown n.?adj. 城市商业区（的）△al adj.具有历史意义的al adj.商业性的；商务的；商业的△Copacabana n.?科帕卡巴纳（巴西著名海滩）△?公主；王妃△hundredth n.?adj. 第一百（个）；第一百的get tired of对……感到厌倦；对……失去兴趣avenue n.?（城市中的）大街；通道；（通往乡间的）小路disappointed adj. 失望的；沮丧的△Carnival n.?(四旬斋前持续一周或半周的)嘉年华会；狂欢节；欢宴△Kitzbuhel n.?基茨比厄（奥地利城市）△paradise n.?乐园；天堂△?滑雪者altitude n.?纬度surrounding adj.n.?周围（的）；环绕（的）；环境；周围的情况guarantee vt.保证……免受损失或伤害；确保breath-taking adj.壮观的；激动人心的；惊险的△?胜地；常去之地downhill adj. 快速下降滑雪的；下坡的；倾斜的xpensive adj.廉价的；便宜的feast n.?（感官、精神等的）享受；盛宴dip n.?（在江河湖海中）洗澡；游泳；蘸湿gym n.?体育馆?滨；岸Step Ⅳ ReadingT: OK. Now please read the text quickly and find the answqu(Teaws the quand the students begad the text.)What is Rio de Janeiro famous for?2. What dword“Cariocas”mean?3: Why do people vbuhel?(A few minutes later, teaanswers.)T: OK, evHave you found the answers?Ss:T: Who’d like to answquestion? Any volunteer? S1: Rio de Jaamoudern mallarks and beautiful beaT: Rigdown, please. Td2:“Cariocas”meale of Riode JaT: Good. Sit down, please. The la: People vbuhel becaua world-claa paradT: Well done. Now, please re-read the text carefully and further understand it. Pay special aa(Show the following)buhel is a parad2.A walk through downtown is al…a feauld you have enough energy left,…After reading, wairs andxplain whaaan. If you have any difficulty in explaininglease au can begin now.(A few minutes later, teacher beganswers.)T: OK, evAre you ready now?Ss:T: Li Dong, can you expla?S4:Yes.It means that Kitzbuhel is a wonderful plale wT:…S:…Suggested answers:2. Walking through downtown can help to learn abouRwhat youA lively mix of old village culture and exaational tourist areaIf you should have enough energy left,…Step Ⅴ Language StudyT: Well, you’ve been familiar wassage. Let’sleauseful phrases. Please look aand do the ex(Show the following)Fillblanks using the right phrax______ cookingamily.2. She can’______ travelling______she went upstawas still aslL______ bvingI______ regularlIn suun to______ in a pool.(Teacher allowudugaTanswers wwhole class and wablackboard.)Suggested answers:got tired of 2very now andl off 5.work out 6.take a dipStep Ⅵ Listening and Reading AloudT: Now, I’ll play the tau. First, listen and repeat, paying aunciation andation. Then read it aloud for a while.Step Ⅶ ConsolidaT: OK, evading. Look ad exPost-reading. Uards to decide where you would like to go accordingaxt. Rio de Jabuhel? Make your dand explaur partner why you havdestination. Is everything clear?Ss:(A few minutes later, teacher audalk aboud) T: Alease. Are you ready now?Ss:T: Who’d like to balk about your decision? Any volunteer?S5: I’d like to go to Rio de Jaa travel. First, I’dgn countries’and culture. Downtown R’s cultural andal head, it’s convand and suacabana, war from downtown. Thirdworld’s festivals—Carnival is also attractive.T: Wonderful. Who’d lalk about Kitzbuhel?S6: I’dgbuhel. First, I like adventud, I’dg. Third, it has dwhalaces have. Ily a paradbut alung people.T: Well done. Thank you.Step Ⅷ Summary and HomewT: Well, let’s come baRio de Jabuhelwhat we’ve lealass. First, we’ve learnt abougn countries’ culture andby reading the texd, we’ve leauseful exAfter class, please read the text again and uaPre-reading to analxt about Rio de Jaare youandade by the wxt. What alarities and d? What might balarities and d? Are you clear about that?Ss:T: That’s all for todau next da: See you next day.Step Ⅸ The DesigWritingBlackboardUnit 15 DestinaTd Periodevery now andget tired of coolake a dip work out The Third PeriodTeaching Aims:Review the words appearinglast two periods.2. Review Non-finite Verbs(1):-ing, -ed, to do. Teaching Important Points:Heludents gug word in avabilaster new words.2. Heludach exly to revise Non-finite Verbs. Teaching Difficult Point:Mauds of Non-finite Verbly.Teaching Methods:Review methodlidate the words learnedlast two periods.2. Practising to maudents maNon-finite VerblIndividual, pair or group wake every student wlaTeaching Aids:ultimedia2. the blackboardTeaching Procedures:Step Ⅰ GreetingsGwhole class as usual.Step Ⅱ Revision and Word StudyT: Yesterday, we read the text about Rio de Janeiro and Kitzbuhel. Do you still remembg about them?Ss:T: Well, now please look aaand tell ware true or false accordingxt. If they’refal(Teawllowingandanswers wwhole class.)Rio de JaBrazil’s second larg2. Copacabana, perhaamous of all beaar away from downtowThe bvisit Rarch, but the biggest tourism seaaround June or Julariocas are well knowbig heart and friendlRio de Jaa paradThe good weather and breath-takingake Kitzbuhel a world-claThe world’s best and fagawice a yeadaringdownhill race that evwants to wuggested answers:True:False:2.far→only a few buarch→June or July; June or July→MaRio deJaneiro→Kitzbuhelwice→T: Well done. Besides, we’ve leauseful wordxt. Have you really mastered them? Pleaur books at Page 37.Look aart of Language Study—Word Study. Let’s do ExFillblanks with wordxt. You’re givutes to do it. Tur answers with your partner. Ad, I’ll collght answu. See what Imea:uggested answers:altitude 2.avenuds4.feast 5.dipT: Well done. Next, let’s do Exercise 2.Read and understand the following passage carefulla mistake in each line. Id it andu can begin now. Five minutes later, I’llur answuggested answers:1.bring→brought2.constru ction→constru’s→√urns→returned6.visit→vuch→Ma√Step Ⅲ RevGrammarT:uch for Word Study. Let’s revGrammar—Non-finite Verbs. Looka(Teawllowing)dTg would be to decide wgo.2. Tant thing would bu to decide wgo.-ingvery now and then we gavelling.2. Kitzbuhel haallenging and exciting downhill slworldFew vleave Rio feeling disappointed.-edAmazed by the beautifulat Copacabana Beach, he decidedagain next year.2. Known as Carnivalval attracts vall over the worldudand tell the fuNon-finite Verbs Wang Xiaa:“to do” is used as Predicative in bT: You arerigdown,please. Aau“to do”?And what functions?Ss: Yes. Subject, Object, Oblement, Attribute and Adverbial.T: Quite right. Yang Xia, what about “-ing”? S2:I“-ing” is separately used as Object, Attribute and Adverbial.T: Do you agree with her? And do you knowunctions? Ss: Yes. Subject, Predicative and OblT: Very good. Shi Hui, the last pa:“-ed”is used as Adverbial in bBesidan be used asPredicative ,Oblement and AttribuT: Well ddown, pleaStep Ⅳ PraT: Next, let’s dxLook aandut the fu“-ing”a(Teawllowingand deals wxally wwhole class.)Point out the fu-ingaDoing nothing is doing ill.2. Be careful! The fallingguWhen you hang wet clar au willam comingNot knowing much English, I found it hard to understandWhile walking alongwe saw that the water was very dPlayingg we should never dBabies like tearing paThey went oulub, talking and laughing loudluggested answers:ubject, Predicative 2.Attribute3.Oblement4.Adverbial5.Adverbial6.Subject7.Object8.AdverbialT: Well done. Now, pleaur books at Page 38 and do Exercise 2.First, do it by yourself after learning the examples. Tanswers with your partner. Ad, I’ll collect your right answuggested answers:Being very brave, he wave alone to ld.2. Being quite illuld not vd in EnglandBeing an exd travellws how to plan aThe girls attendingalluntrysidWhen hearing the mubegawg the flauntaw that another war would begWhen drivingaa boy on a bHaving got married, he lived separatelaT: You did a good job. Now, please look at the two groups of wordblackboard.(Teacher wllowingblackboard:-ed:d,surprised,moved,tired,bored,encouraged,frig htened,amazed,disappointed,worried-ing:g,surprisi ng,moving,tiring,boring,encouraging,frightening,a mazing,disag,worrying,etc.)T: Can you tell the dusagwo groups of words? Any volunteer?S4:Yes.I can. We ugroup of words to say how wefeel aboug and ud group of words to talk aboug that makes us feeld, surprisedT: You are rigdown, please. Bwo groups are used like Adjectiva state or a qualan action. Do you agree with me?(Teacher writes twletedblackboardagaIant______ us to learn English well.It is clever______ youllws.)T: Now, look aaand fillblanks. Yao Yue, you try, plea:T“for”;d one is“of”.T: Can you explain why?S6: Talks aboug people do;dalks about people who dg.T: How do you know whaalk about?S5: Accordingadjectives as Predictivuch aant and clevT: Quite right. Thank you. Now, please look aand do the ex(Teawllowingand allowudugare. Adanswers wwhole class.)Take in eallowingPut andHaving travelled a laar,I am getting tiring of travelling now.2. We had to waitingurs to gHarbAlthough the unboiling water looks clean, IdI’ll you thabanks IwgId to climbuntaIugly decide where you want to go.It is alauder when and how you waavel.Suggested answers:g→tired2.waiting→wait3.unboiling→unboiledg→d5.tired→tiring6.of→Step Ⅴ Summary and HomewT: Ilass, we’ve re viewed the new wordxt. In addition, we’ve revised Non-finite Verbs(1)—-ing, -ed and to dally, we’ve done a laausagAfter class, dactice. Tu prabu will maThat’s all for todau nex: See you nexStep Ⅵ The DesigWritingBlackboardUnit 15 DestinaThe Third Period-ed:d,surprised,moved,tired,bored,encouraged,frig htened,amazed,disappointed,worried-ing:g,surprisi ng,moving,tiring,boring,encouraging,frightening,a mazing,disag,worrying/of: Iant for us to learn English well.It is clevullws.The Fourth PeriodTeaching Aims:Learn and mallowing new words:budget,rate,visa,arrangement,paque,cught,seasoned ,accommoda2. Traudents’ integrating skillallyreading and writing skillGudlearn how to make a plan for a travel.Teaching Important Points:Gudunderstand thetext exactlallllowing words and phrases:rate, make one’s own arrangasoned, travel light, sig2. Heludents write a travel brochure well.Teaching Difficult Point:How to heludents maways of writing a better dve essay/paragraTeachingMethods:Asking-and-answering activudents’ understandingxt.2. Inductive and imitative methods to traudents’ writing abilIndividual, pair or group wach taTeaching Aids:ultimedia2. the blackboardTeaching Procedures:Step Ⅰ GreetingsGwhole class as usual.Step Ⅱ Revision and Lead-inT: Yesterday, we reviewed the use ofNon-finitive Verbs—to do,-ing,-ed. Now, let’s do an exu have really mastered them. Looka(Showllowing)lusing to do,-ing or -ed accordinganingIant that you should decide wgo.→Iant¬¬¬¬¬¬¬¬&no t;¬¬¬¬___________________.2. You didn’t give uugoing abroad for further education. Iu are w→It iswise¬¬¬¬¬¬¬__________ _________uldd his pauld notg→¬___________________,he could not gIad been given better aabbages could have grownb→¬___________________,the cabbages could have grown bAs they were influenced by his exampld countless good deeds.→¬___________________d countless good deedWawuuldn’t helgabledag→¬___________________,he couldn’t helgable dag(Teacher allowudents a few minuare. Tanswers orally wwhole class.)Suggested answers:u to decide wgo2. of yougive uugo abroad for further educaNot finding his paGiven better aInfluenced by hisexamplguT: Besides, we’ve learnt a lot of words to describe aationalunit. Which wordxt can help you describe aational trip?Ss:Beautiful/modern/cultural/al/perfect/attractive/p aradise/breath-taking/a world-cla/challenging and exciting/a fea…(Bb: beautiful…)T:any. Today, we’re going to read aassage about travel. It will provide you some useful travel tips and practical advice. First, let’s leaw wordd.(Teawllowingand deals wwords as usual.)budget n.?预算；预算案rate n.?价格；费用；速度；效率visa n.?签证arrang?安排；准备工作；整理pa?护照；过境通行证que n.?支票△?vt.复印（件）cu?货币；通货sigh n.?景象，情景；视力，视觉seasoned adj. 有经验的accommodation n.?住处；膳宿Step Ⅲ Readi ngT: Well. Now pleaur books at Page 38.Read each paragraph quickly andd out what tips and advwriter gives us. See what I mean?Ss:(The students begad. A few minutes later, teacher begunderstandingxt.)T: OK, evAre you ready now?Ss:T: Now, I’ll colland advwriter gives uudadvice, OK?Ss:T: Who’d like to b?S1: Find out more about the destination you havbu go to savand avoid probl2: Consider when and how you waavel and you’d better ask travel agl: Bring some cash besides credit card:ur passport anda safe place and maall important documents bu leav: Buy foreign currency aIf you must exchangduring your vacation, dbawith strang: Plan a pleasag andablTravel ligble. T: Very good. Thank you, boys and girls. Now, please re-read it carefully and further understand it. Then wax~3 axt.(The students beg-read. Several minutes later, teaanswers.)Suggested answers:avand avoid probl2. exdavel with as little luggage as possibleStep Ⅳ.Listening and Reading AloudT: Very good. You’ve understood the text exactly. Now, I’ll play the tau. First ,listen and repeat, paying aunciation and intonation. Then read it aloud for a while.Step Ⅴ ConsolidaT: OK, evading. Now you’ve been very familiar wxt. Here is a quu to discuss. Listen carefully! Which travel tip do youuseful? And why? Are you clear about that?Ss:T: Work in grouur and discuss for a few minutes. Then I’ll auday youu can begin now.(A few minutes later.)T: OK. Are you ready now?Ss:T: Who’d like to balk about you? Any volunteer?S1: Iabouuseful. It reminds travellers of avoiding bringing too muInstead, credit cards could be a bIn particular, travellers shouldget to have all important docud before leaving in case you might l2: Ilanning and packinguseful. For any thing,well-prepared is half of suu’d better plaadvader to avoid problems and sav:…Step Ⅵ WritingT: Well, in order to have a pleasant andgu’d better havand advd. Now, please read the travel brochure in writing quickly and find out whaadescrib(The students begad it quickly and answacher’s question as soon aading it.)Ss: It describes traaccommodation, attractions and activavelling to Thailand.(Bb:…)T: Quite right. Now you’ve known how to write a travel brochure. Waur favourite destination and write a travel brochure in which you describe the place, suggest activities and provide travelan you follow me?Ss:T: When youur brochure, showlass anduadvisit your destination. Is everything clear?Ss:(The students begin to work. Teacher may give them advlp them write a good travel brochure while going among the students.)Step Ⅶ Summary and HomewT: Ilass, we’vly gavel exby reading the travel tips and thepractical advice, but also learnt how to write a dve essay like a brochure. After class, please review what we’ve lealass and preview the next unit. That’s all for todau nex: See you nexStep Ⅷ The DesigWritingBlackboardUnit 15 DestinaThe Fourth PeriodⅠ.Words to describe aational trip:beautiful/modern/cultural/al/perfect/attractive/paradise/b reath-taking/a world-cla/challenging/exciting/a fea…Ⅱ.How to write a travel brochure:traaccommodation, attraction, activures。
高中英语 Unit 15 Learning Section Ⅱ Language P
Section ⅡLanguage Points ( Ⅰ ) (Warmup &Lesson 1)Ⅰ.单词拼写根据汉语或首字母提示，写出下列单词1．He let go without warning me and I fell backwards(向后)．2．The correction(改正) of all my mistakes took nearly an hour.3．I can distinguish(辨别) my roommates by their footsteps.4．What do you think of the old saying(谚语)：“Spare the rod，spoil the child”？5．He couldn't swallow because of a sore throat(喉咙)．6．Try to simplify your explanation for the children.7．Who'll instruct them to do the experiment?8．How much is the postage for an airmail letter to Canada?9．Make the windows secure before leaving the house.10．What made you suspect her of having taken the money?Ⅱ.拓展词汇根据词性或汉语提示，写出下列单词1．correct vt.改正，纠正→correction n．改正，改进2．simple adj.简单的→ simplify vt.简化3．suspect v．怀疑→suspicion n．猜疑；怀疑→suspicious adj.可疑的；多疑的4．instruct v．指导，教导→instruction n．指令；教学；说明→instructor n．教师；指导书5．secure adj.稳定的；无忧无虑的→security n．安全；保证；证券6．chief adj.最高级别的→ chiefly adv.主要地7．frank adj.坦率的，真诚的→frankly adv.坦率地，真诚地Ⅲ.补全短语根据提示补全下列短语1．be about to 即将做……，就要做……2．get promoted 得到提拔3．dream of 梦想，梦见4．set up 建立，成立5．in person 亲自6．switch off 关上7．break out (战争、火灾、疫病等)突然爆发8．lay off 裁员；解雇Ⅳ.选词填空用上述短语的适当形式填空1．When did your factory lay off you from your job?2．They set up a tent near the seashore.3．The winner will be there in person to collect the prize.4．He got promoted soon after he entered the company.5．Many people dream of having a house of their own.6．Be sure to switch off the light when you leave the office.[寻规律、巧记忆]4.In the past，if I'd wanted to see them，I would have had to visit them inperson.过去，如果我想看他们，就不得不亲自去他们那里。
Unit 15 Teaching as Mountaineering (background)
Expedition Climbing
High mountain (7,000' to 8,000') Larger group size longer time scale More equipment supplemental oxygen multiple trips higher capital expenditures
b. Practice
• • • • • • • Knots & hitches 打结&栓 c. Take control of the risk Crampon techniques • Crevasse rescue 破口 Abseiling 绕绳下降 • Self arrest Building snow shelter • Avalanche awareness 雪崩 Rope techniques Glacier travel Attaching to anchors 带丁鞋底
Snow and ice climbing
a. Theatrical Knowledge
• Weather observation skills • Mountain terrain identification • Mountaineering first aid
Skill & Techniques
---Definition ---Development ---Styles
02 / Skills & Techniques for a mountaineer
Mountaineering
01 General Introduction
1. Definition: Mountaineering is the sport, hobby or profession of hiking, skiing, and climbing mountains. Three areas: rock-craft, snow-craft and skiing 2. Development: Origin: 1780s A French doctor & stonemason---Mount Bland
高中英语(人教大纲)第三册：Unit15 Popular youth culture(备课资料)
高中英语（人教大纲）第三册：Unit15 Popular youthculture(备课资料)Ⅰ.异域风情Study Gives High Marks to “Teach for America”Teach for America is a program that has provided more than ten thousand teachers to schools across the country.They have taught more than a million children from poor families.Teach for America trains recent college graduates to work in low-economic schools in different areas of the country.They are expected to teach for at least two years.A student at Princeton University in Princeton,New Jersey,had the idea for Teach for America in 1989.Wendy Kopp wrote a paper in which she proposed a national teaching organization.People supported her idea.Money from major companies helped launch the program.The program has also received money from the federal government.And money comes from people and businesses in areas where the teachers work.Wendy Kopp still leads Teach for America.Some education experts have criticized the lack of experience that the young teachers have before they begin work.But now the Mathematica Policy Research organization in Princeton has examined the effects of Teach for America.The Mathematica study took place in six areas around the country between 2002 and 2003.It involved nearly two thousand children in seventeen schools.Researchers tested the students at the beginning and end of the school year.They compared the results of students who had Teach for America teachers with those who did not.The study found that both groups did equally well on average in reading.The Teach for America group scored higher in mathematics.But two times as many of the Teach for America teachers reported that physical conflicts among students were a serious problem.Even so,the study found that the two groups of teachers had similar rates of student expulsions and suspensions.The researchers had praise for the Teach for America teachers.They say the new educators had more success than teachers with an average of six years of classroom experience.Most of the Teach for America teachers said they planned to teach for just a few yeas.About ten percent said they expected to teach until retirement.By comparison,that was true of sixty percent of teachers outside the program.Ⅱ.知识归纳1.welcome的用法归纳（1）用作名词“招呼，接待、招待”We gave them a warm welcome.我们热烈欢迎了他们。
2021_2022学年高中英语Unit15LearningSectionⅢLesson3Teache
Unit 15 LearningSectionⅢLesson3 Teachers课后篇巩固提升一、根据汉语意思写单词/短语1.—What did the man say just now?—He said that he was rich and (缺乏)nothing.2.—How can I get to the village?—The only (通道)to that village is across the farmland.3.—What does she think of this game?—She thought that taking part in this game is (值得的).4.—What did the boy draw on the wall?—A big (三角形).5.On a dark night,the young man (拖) the box in the center of the yard and (倒)some liquid onto the box and then he (引爆)the bombs in it.In a very short time,the whole building was in (火焰).The young man was slightly injured,but he thought it was (值得的).二、写出画线部分的汉语意思The boy likes doing some experiments using powder 1.and water.Sometimes he used onions 2. and glue 3. as well.His fellows 4.felt strange,but he took delight in it.答案三、用方框内所给短语的适当形式填空(每个限用一次)1.This road is the only the mountain village.2. I met him,he was only a boy of ten.3.The professor the audience about his experiment.4.Their project was at last cancelled money.5.What a surprise!His debt nearly 100,000 yuan.四、完成句子1.我宁愿你没借那些钱给我。
王蔷 英语教学法教程 第二版 Unit15
Unit 15 Assessment in language Teaching 重要一、Understanding assessmentThe differences between testing, assessment and evaluation:1. Testing:It often takes the ‘pencil and paper’ form and it is usually done at the end of a learning period, such as unit-test, mid-term-test, semester-test etc.2. Assessment:It involves the collecting of information or evidence of a learner’s learning progress and achievement over a period of time for the purposes of improving teaching and learning.3. Evaluation:It involves making an overall judgment about one’s work or a whole school’s work. According to Cameron, it can be concerned with ‘a whole range of issues in and beyond language education: lessons, courses, programs, and skills can all be evaluated.’Evaluation is the most general of the three concepts, for decision-making purpose. Assessment focuses on the learning progress and process-oriented, for the purpose of improving teaching and learning. Test is one instrument of assessment, focusing on the result of learning.二、Assessment purposesAssessment in ELT means to discover what the learners know and can do at certain stage of the learning process.A close study of the assessment purposes will make it clear that all the people involved in education have some reasons to consider assessment necessary. They are administrators, teachers, parents and students.1. for administrators:They need to know whether the programs they have planned are working well. The only way to do this is to discover how well the students are doing with their courses.2. for teachers:Teachers put the administrators’ plans into practice. They need to know what has been done and what needs to be done next; what the students already know or can do and what they don’t know or can’t do yet.3. for parents:They are anxious to know what their children are doing in school. Unable to watch their kids in the class, parents value the feedback about their children’s performance from the teachers and the school.4. for students:They need to know what they’ve accomplished, be aware of what they need to work on next, and build up confidence and satisfaction from what they have achieved.三、Methods for assessmentAssessment includes testing but definitely not only testing. Assessment is often divided into summative assessment and formative assessment.1. Summative assessment:Summative assessment is mainly based on testing. It is done mostly at the end of a learning period or the end ofa school year.2. Formative assessment:Formative assessment is based on information collected in the classroom during the teaching process for the purposes of improving teaching and learning, therefore, it is sometimes termed as classroom assessment as well.3. The ways to gather students’ learning information:（1）Teacher’s observationsTeacher’s observations of the learners’ overall performance or achievement can be quite accurate and fair.（2）Continuous assessmentThe final grade given to the student is some kind of combination of the grades the student has received for various assignments during the course.（3）Self-assessment and peer assessmentStudents are able to make quite accurate assessment of their own achievements. With peer-assessment students are involved in assessing each other’s work.（4）Project workProject work requires students to complete a set of tasks designed to explore a certain idea or concept.（5）PortfoliosA portfolio is a purposeful collection of materials assembled over a period of time by a learner to provide evidence of skills, abilities and attitudes related to their study.四、Criteria for assessmentAssessment means to discover how well learners know things or can do things. Depending on different assessment purposes and the stage at which the assessment is made, assessment should be made according to different criteria or references.1. Different criteria or references of assessment:（1）Criterion-referenced assessmentCriterion-referenced language assessment is based on a fixed standard or a set criterion. The national or local educational authority may have this standard or criterion. A school or several schools in a district may have their standard or set criterion for whatever purposes they might have. A fixed standard is usually the ultimate goal which the students are expected to achieve at the end of the course.（2）Norm-referenced assessmentNorm-referenced assessment is designed to measure how the performance of a particular student or group of students compares with the performance of another student or group of students whose scores are given as the norm. A student’s achievement is therefore interpreted with reference to the achievement of other students or groups of students, rather than to an agreed criterion.（3）Individual-referenced assessmentIndividual-referenced assessment is based on how well the learner is performing relative to his or her own previous performance, or relative to an estimate of his or her individual ability. For example, if a student could only say a few words in English after a few months of the course, and now after another month’s study, he is able to speak with some fluency (although there is some inaccuracy), we can surely say he has made great progress.2. Criteria to assess portfolios:Setting up clear criteria for assessment is very important when introducing the use of portfolios.The criteria for assessing pupil’s portfolio:·Inclusion of all the required entries;·Quality of final products;·Seriousness of revisions;·Depth of reflections;·Layout and design;·Keeping to the time schedule.五、Assessment principlesAssessment should be based on the following principles:①assess authentic use of language in reading, writing, speaking, and listening;②assess literacy and language in a variety of contexts;③assess the environment, the instruction, and the students;④assess processes as well as products;⑤analyze patterns of errors in language and literacy;⑥base assessment on normal developmental patterns and behavior in language and literacy acquisition;⑦clarify and use standards when assessing reading, writing, and content knowledge;⑧involve students and parents, as well as other personnel in the assessment process;⑨make assessment an ongoing part of every day.It is ideal if assessors can follow all these principles. But in reality, it is very difficult to achieve this.六、Tests in assessment1. Drawbacks of using tests for assessment:①A test is often a one-off event which may not necessarily give a fair sample of the learner’s overall proficiency; They are not always valid or reliable;②Tests tend to fragment skills. Most tests test only lower-order thinking skills;③When assessment is solely dependent on test results, teachers tend to begin teaching to the test (washback effect).2. Types of test items:Test items can be designed in various formats. A test whose items are designed in different formats tends to have more validity and reliability than a test that is designed in a single format, for example, multiple-choice format. Below are the most frequently used test formats.（1）Questions & answersStudents are asked to answer questions according to information provided in reading texts or recorded materials. （2）True or false questionsStudents are provided with a set of statements related to the read or heard texts and required to decide whetherthey are true or false according to the texts.（3）Multiple-choice questionsThis form can be used virtually for all language areas, such as reading, listening, vocabulary, grammar, and pronunciation. Usually there are 3—5 choices, one of which is the correct answer, and the rest are distracters. （4）Gap-filling or completionStudents are asked to complete paragraphs or sentences by either filling in words they think are appropriate or choosing the best from the given choices. The test goals can be of grammar, vocabulary or reading comprehension.（5）Matching questionsTraditionally matching is only used for vocabulary tests, i.e. students are asked to match words with their definitions or their synonyms or antonyms. Now matching is used in a great variety of ways.（6）DictationStudents write down exactly what is read to them. The dictated materials can be sentences or short paragraphs. （7）TransformationUsually students are asked to transfer sentences from one pattern to another but keep the original meaning. A similar term for this form is rewriting.（8）TranslationStudents are asked to translate sentences or paragraphs from or into the target language.（9）Essay writingStudents are asked to write an essay on a certain given topic. Usually a set of instructions are given regarding the length, format and topic of the expected essay. Evaluation is based on both the language and the contents of the essay.（10）InterviewInterviews are often used to evaluate oral skills. The testers ask the students questions or ask them to perform some tasks.3. The role of testing in the classroom:Classroom testing is the topic of this handbook. Although the teacher is primarily concerned with teaching rather than testing, classroom tests play three important roles in the second-language program: they define course objectives, they stimulate student progress, and they evaluate class achievement.（1）Defining course objectives（2）Stimulating student progress（3）Evaluating class achievement4. Types of test: 学硕语言学真题里考过四种测试类型There are four basic types of language tests: aptitude tests, progress tests, achievement tests, and proficiency tests.(1) The aptitude test (能力倾向测试)The aptitude test is conceived as a prognostic measure that indicates whether a student is likely to learn a second language readily. It is generally given before the student begins language study, and may be used to select students for a language course or to place students in sections appropriate to their ability.(2) The progress test（进步测试）The progress test measures how much the student has learned in a specific course of instruction. The tests that the classroom teacher prepares for administration at the end of a unit or end of a semester are progress tests. Their format reflects the various components of the curriculum. This hand-book is written specifically to help teachers improve their progress tests and evaluate those which commercial publishers distribute to accompanytheir materials.(3) The achievement test（成绩测试）The achievement test is similar to the progress test in that it measures how much the student has learned in the course of second-language instruction. However, achievement tests are usually not built around one set of teaching materials hut are designed for use with students from a variety of different schools and programs. For example, the afternoon tests of the College Board battery are achievement tests. Dictations given over unfamiliar material may also he considered achievement tests when they are used to compare students across different programs.(4) The proficiency test（水平测试）The proficiency test also measures what students have learned, but the aim of the proficiency test is to determine whether this language ability corresponds to specific language requirements. The proficiency tests, in fact, usually report student language ability on a continuum that reflects a predetermined set of categories.(5) Diagnostic test (诊断测试)5. Testing items:When we design a test question, we should focus on the followings:validity(有效性)，reliability（可靠性）, discrimination（区别性）, difficulty（难度）, 具体掌握这几个的含义。
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Para. 4 - 5: Introduction to the old analogies
Why does the writer say that most previous analogies are seriously inadequate? hy is she so concerned about the inadequacy of the old analogies?
Lifeline in Mountaineering
Slender: Small in amount or extent; meager: slender wages; a slender chance of survival. Falter: To be unsteady in purpose or action, as from loss of courage or confidence; waver. My mother's grip upon the household never faltered. Haul: to pull something heavy with a continuous steady movement Self-assured: Having or showing confidence and poise.
Para. 11
The Salesman
exhorts, pleads,number of Success: the pleads to Traditional Analogies Similarities with The Preacher a souls so stirred sleepy audience Teaching
Paraphrase
Discipline: method by which training may be given: Yoga is a good discipline for learning to relax. Hope was all we could offer from our vantage point in Ketchum Hall, the impulse to rush out and catch him being checked by the realization of futility. From our position in Ketchum Hall, we could do nothing but offer hope, since we have realized it is useless to act upon the impulse to rush out and catch him.
Constitute: make up or form (a whole); be the components of . Twelve months constitute a year.. * The committee is constituted of members of all three parties. Foolhardy: Unwisely bold or venturesome; rash.reckless
Apt : suitable; appropriate She‘s one of my aptest students. very apt at programming a computer ~ to do sth likely or having a tendency to do sth 易: apt to be forgetful, careless, quick-tempered, etc *
Part 2: Traditional Analogies to Teaching
Introduction
Para. 4 - 5
The Preacher The Shepherd
Body
Para. 6 - 10
The Curator
The Actor
The researcher
Conclusion
Language Points
Spectacle: (usu derog 通常作贬义) object of attention, esp sb/sth unusual or ridiculous 注意的 目标; （尤指）不同寻常的或滑稽的人[事物]: The poor fellow was a sad spectacle. 那可怜的家伙看 着就叫人难过. (idm 习语) make a `spectacle of oneself draw attention to oneself by behaving, dressing, etc ridiculously, esp in public （因行为﹑ 穿着等）出丑, 出洋相: make a spectacle of oneself by arguing with the waiter 跟服务员争吵而出丑. Scale: To climb up or over; ascend: 攀登：爬上或 超越；攀登： scaled the peak.
Gardener Preacher Researcher
Structure of the Text
Part 1
Para. 1, 2, 3
Intro.: Mountaineering
Part 2
Para. 4 - 11
Traditional Analogies
Part 3
Para. 12 - 15
Teaching: Mountaineering
The Shepherd
The Curator
Traditional Analogies
The Actor
The Salesman
Success: the gulfknowledge has much more separating his wisdom from that of than the student/sheep his flock Success: paucity of expounds to the ignorantto devotees allowed in in esoteric through this the societylanguages winnowing process Success: large numbers ofaa plays magic tricks before passive audience presents and alters Success: the largest number information consumers of contentedto draw and keep a crowd
Correspond: To be similar or equivalent in character, quantity, origin, structure, or function: The American Congress corresponds to the British Parliament.
Question for Para. 3
How can you liken teaching to Hill’s mountaineering experience as described in this paragraph?
Eiger, Mönch and Jungfrau
(In Central Switzerland) These are the world famous Eiger (Ogre/ 3970 m), Mönch (Monk/ 4099 m) /and Jungfrau (Young Lady /4158 m). from left to right. Eiger is the most formidable challenge.
Para. 3
The author’s mountaineering with Fritz
Question for Para. 1 and 2
What are the similarities and differences between the student’s scaling the wall and mountaineering?
Part 1: Introduction
Para. 1
The incident of a student scaling the library
Para. 2
The scaling incident reinforced the author’s sense that mountaineering as an analogy for teaching.
The researcher
Success: solitary, capacity is taciturn,students’and full of to regurgitate factual data facts
Worn-out: Worn or used until no longer usable or effective Lay: not trained or not knowing much about a particular profession or subject →layman lay witnesses b) not in an official position in the church a lay preacher Professoriate: College or university professors considered as a group. （总称）全体教授：学院或大学里的全体教授