新世纪大学英语综合教程3-unit5 教案

New Century College English (Book III)

Unit 5 Text A Education in Cyberspace

I. Teaching Objectives:

1. To make clear the writer s purpose to write the text and the ideas about the pleasures of doing

something badly now and then.

2. To grasp the key words and phrases.

3. To master the skills of writing and reading in this unit.

1) To introduce a thesis with the specific-to-general structure.

2) To understand idiomatic expressions.

II. Teaching Content

1. Lead-in Activities

2. Text Organization

3. Skill Learning in Writing and Reading

4. Language Points( key words, phrases and difficult sentences)

5. Grammar Focus (phrases as far as…be concerned & it’s time it’s high time)

6. Guided Practice (exercises, oral practice and group work)

III. Teaching Process

1. Warm-up Questions (based on the listening material)

1) What is your idea of an ideal university life?

2) How does education improve your life?

3).Can you feel the impact of modern technology on teaching and learning in your university?

4).How does cyber education benefit students?

5).How do students behave in cyber classrooms and traditional classrooms respectively?

2. Text Organization

Part I (Paras.1-3) I teach in cyberspace

Part II (Paras.4-9) As a virtual professor, I teach without personally meeting my students.

Part III (Para.10-17)Being a Guide on the Side, I have succeeded in getting my students to communicate their ideas actively and think critically, which is something I find hard to achieve in traditional campus education.

Part IV (Paras.18-20) Cyber-teaching reflects the nature

3. Language Points

Difficult Sentences

1)A peculiarly honest answer came out of my mouth before I could think.

(a) Paraphrase this sentence.

(=Without thinking, I answered him frankly.)

(b) Translate the sentence into Chinese.

(=我不假思索，老老实实地答道。)

2). Where I teach is inside that electrically charged space that lies between my phone jack

And the home computers of a group of generally older-than-average college students. (a) Paraphrase this sentence.

(=My students are generally older than the average college students. I teach them not in the traditional lecture rooms, but on the Internet where I am linked with them via their home phone lines and modems.)

(b) Translate this part into Chinese.

(=我的课堂是在充满电荷的空间里，其间一端连着我的电话插座，另一端

连着一群年龄偏大的大学生家里的电脑。)

3). The man’s face remained as blank as a clear summer sky.

(a) What figure of speech is used here？

(= simile.

More examples:

…sing like an angel

…sleep as sound as a log

…be as brave as a lion)

(b) Translate this part into Chinese.

(=那人的脸上仍旧一片茫然。)

4）. …the Sage on the Stage…

(a) What does “the Sage on the Stage” mean?

(=This is a term commonly used in the teaching research field to refer to the teacher who plays a dominant role in the classroom. Its opposite term is “the Guide on the Side,” which suggests a learner-centred teaching approach.)

(b) Translate this part into Chinese.

(=讲坛上的圣人。/课堂教学的支配者。)

5). What they know, they must communicate to me in words.

What’s the grammatical function of “What they know” ?

(=“What they know”, which serves as the object of the verb communicate , is put at the beginning of the sentence to achieve emphasis.)

6). They cannot sit passively in the back row twiddling their mental thumbs as the clock ticks away.

(a) What does “twiddling their mental thumbs” mean?

(=to do little or nothing; be idle)

(b) What can we infer from the sentence?

(=Studying online is different from that in the conventional classroom.

Students should do something actively instead of sitting in the back idling.)

(c) Translate this part into Chinese.

(=他们不能坐在后排座位上，无所事事地打发时光。)

7). …who might be tempted to step in to “calm down” or “refocus” an otherwise

wonderfully enlightening classroom debate.

(a) Paraphrase this sentence.

(=…who might feel like interfering with the students debate to make

them calm down or to change the focus of the debate. In that case, the

classroom debate might no longer be so enlightening as it should be.)

(b) Translate this part into Chinese.

(=……可能会情不自禁地介入他们的争论，把原本很有启发性的课堂讨论“平息”或者“引到别的话题上去”。）

8). …it’s just what a classical philosopher like Plato would have practiced—had there been an Internet way back then.

(a) Why does the author use subjunctive mood in this sentence?

(= It emphasizes the advantages of the virtual education.)

(b) Translate this part into Chinese.

(=虚拟大学兴许正是柏拉图这样的古典哲学家喜欢授课的地方——假如他

那个时期有因特网的话。)

Words and Expressions

1). think highly of: have a good opinion of someone or sth.

*She thinks very highly of her boss.

我们及其欣赏王教授的意见。

(= We think highly of Professor Wang s opinion.)

Patterns:

think highly of 对……及其赞赏

speak highly of 对……极为称颂，非常赞同

2). peculiarly: adv. especially; strangely

*The streets were peculiarly quiet for the time of day.

他奇怪地看着我。

(=He looked at me most peculiarly.)

3). counsel: v. to give advice, especially on social or personal problems

*The police have provided experts to counsel local people affected by the tragedy.

听从长辈的劝告吧.

(= Listen to the counsel of your elders.)

4). flunk: v. (infml) especially. AmE to give someone low marks on a test so that they fail it;

fail (an e …… 此处隐藏：14384字，全部文档内容请下载后查看。喜欢就下载吧 ……