大学英语综合教程第二册第二单元教案Unit 2

Unit 2 Values

Teaching Aims:

1.Understanding the main idea (one can live a life full of riches without being rich funancially) and structure of the text

2.Appreciate the wording (riches) in the title of the text

3.Grasp the key languge points in Texts A and learn how to use them in context

4.Unerstand the cultural background related to the content

5.Express themselves more freely on the theme of Values after doing a series of theme-related reading, listening, speaking, and writing activities

6.Write an essay beginning with an anecdote or a piece of news, etc.

Teaching Keypoints:

1.Grasp the main idea of Text A and language points in Text A

2.Cultural background in Text A

3.Analysis of the difficult sentences in Text A

Teaching Difficulties:

1.Writing strategy and style demonstrated in Text A

2.Write an essay with an anecdote or a piece of news, etc.

Teaching Aids:

Teaching, dicussion, exercises, group-activities, student-centred

Teaching period: 12classes

Teaching Procedure:

Step 1Warming up

1.Have students listen to the story about Abraham Lincoln before class, lead them to finish the exercises on page31, check the answer and explain.

2.Have students learn more about the fact that economic development and personal income can't always account for happiness.

3.Do you think rich people must be happier than poor people? Why?

4.Do you think a poor person can have a life full of riches? How?

5.In class, students form two camps to debate the following issue: Mother Teresa has no money, but she took care of the poor in Calcutta until her death. Bill Gates gave a lot of money to charity, but he seldom works in the “frontline”

with the poor. Does the world need more love like Mother Teresa's or more money like Bill Gates'?

Step 2 Global analysisi of Text A

1. Division of the Text A

Part1:

The writer's encounter with a boy who raised the question “Are you poor?”

Part2:

In search of an answer the writer finds that not having expensive possessions doesn't make him feel poor mainly because he enjoys life in many other ways.

Part3:

In conclusion, the writer thinks he's grown to understand more about himself because of the boy's question.

2.Understanding the main idea of the text with the help of the questions on page 37-38

Step 3. Detailed leaning of Text A

1. It was early December 2003, my first season as a Salvation Army bell ringer, when

I was confronted with the question

What does a Salvation Army bell ringer do?

To ring the bell and ask people to donate money to help the poor.

vt. 2. confront:

1) (of a problem, difficulty, etc.) face (sb.) threateningly

The difficulties that confront us seem insuperable.

A major difficulty that confronts international students is how best to judge the quality of a program in a foreign university

2) (of a person) face and deal with (a problem, difficulty, etc.)

军人必须面对危险和死亡。

A soldier has to confront danger and death.

Astronauts have to confront the unknown

be confronted with: be brought face to face

The prisoner was confronted with his accusers.

Conclusions that can be confronted with experience.

n. money or goods given for a good cause3. donation:

The hospital receives a good deal of money in donations

他们对慈善事业慷慨捐助。

They made a generous donation to charity.

Collocation:

a blood donation 鲜血

make/give a donation 捐赠

promise a donation 允诺捐赠

n. a state of uncertainty about what sth. means, etc.4. confusion:

The enemy retreated in great confusion.

Their unexpected arrival threw our plan into confusion.

他们的突然到来打乱了我们的计划。

Collocation：

in confusion 乱七八糟，处于混乱状态

throw into confusion使狼狈，使慌乱

n. a strong desire to know about sth.:

We burned with curiosity over what was in the box.

Just to satisfy my curiosity, how much did you pay for your car?

from/out of curiosity在好奇心驱使好奇伤身Curiosity killed a cat.v. speak with a tendency to repeat rapidly the same sound or syllable:

It's cruel to make fun of people who stammer.vt.7.deny:

1) say that sth. is not trueearly