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-1-授课题目（教学章节或主题）：Unit8CopingwithanEducationalProblem授课类型Classroomteaching授课时间第15、16周第节教学目标或要求：Studentswillbeableto:understandthemainideaandstructureofthetext;learnthewaytowriteacause-and-effectanalysis;graspthekeylanguagepointsandgrammaticalstructuresinthetext;Conductaseriesofreading,listening,speakingandwritingactivitiescentereduponthethemeoftheunit.教学内容（包括基本内容、重点、难点）：PartIPre-readingTasksListentotherecordingandanswerthefollowingquestions:1.Whatistheriddle?2.Whydidtheteacheraskhisclassthisriddle?3.Canyoumentallycalculatethecostofthegoodsyouhavejustboughtinamarketasquicklyasthepeddlers?Ifyoucan’t,why?4.Intext,theauthortellsafable.Whatisafable?(hint:shorttalesnotbasedonfactsandintendedtogivemoralguidance.)5.Dofablesgivethemorallessonsdirectlyorletthereaderdeduce?(hint:letthereaderdeduce.)Aesop’sfables伊索寓言;tale故事,Fairytales神话,Talesofadventure冒险故事,legend传说PartIIText:FableoftheLazyTeenager1.Ssskimthetextandfindoutthemainideaandstructureofthetext.Mainideaofthetext:Teenager’sidlenessandignorancewillseriouslyaffectthemselvesandsocietyingeneral.Organizationofthetext:Part1---paras1-10:teenager’sidlenessandignorancewillproduceseriouseffectsonallconcernedandsocietyasawhole.Part2---paras11-24:Kevin1990comestorealizeinhisdreamhowgreatlylackofeducationcostshisforebears,himself,hischildrenandthesocietytheylivein,andhowimportantitistostudyhard.2.Ssskimpartoneandreviewanaphoricreferentsbyfindingout2.Ssskimpartoneandreviewanaphoricreferentsbyfindingout---themeaningof“that”inPara.3.(theauthor’sdoingmentalarithmetic)---themeaningof“suchanexperience”inPara.6.(thesalesgirl’signorance)---themeaningof“this”inPara.7.(students’inabilitytoperformeventhesimplestcalculations)---themeaningof“allthisignorance”inPara.8.(students’inabilitytocalculate,andtheirpoorknowledgeofworldhistoryorgeography)---themeaningof“thisyoungman”inPara.9.(afriend’sbright,lazy16-year-oldson)-2----themeaningof“thismessage”inPara.10.(teenagers’ignoranceleadstoseriousconsequences)3.TexplainstherelatedculturalpointsandlanguagepointsinpartonetoSsandgivesthempractice.4.SsskimparttwoandfindouthowmanyKevinHanleysthereareinthispart,andhowtheylive.---Kevin1835,apoorpeasantinIreland;---Kevin1928,asteel-millworkerinPittsburgh,U.S.A.---Kevin1945,asoldierfightingtheJapanesearmy;---Kevin1966,astudentwhostudiesallthetimesoastogetintocollegeandlawschool;---Kevin1990,acleanerinaJapanese-ownedfactory;---Kevin2020,aporterinahotelforwealthyEuropeansandAsians;---Kevin2050,livinginaslumandsearchingthroughtrashpilesforfood.5.TexplainstherelatedculturalpointsandlanguagepointstoSsinparttwoandgivesthempractice.6.Ssconcludethemorallessonoftheessay.(Educationiskeytosuccess,whilelackofitleadstoseriousconsequencesforbothindividualsandsocietyasawhole.)PartIIIPost-readingtasks1.TguidesSsthroughsomeafter-textexercises.2.TchecksonSs’homereading(TextB).3.SsdoPartIV:Theme-RelatedLanguageLearningTasks(includinggroupdiscussion).Exposition,narration,descriptionandargumentation①Expositionmeansexplaining.Anexpositorypaperexplainssomething,suchashowsomethingismade,whysomethinghashappened,inwhatwaystwopersonsorthingsaresimilarordifferentandsoon.Atypicalpieceofexpositorywritingbeginswithastatementofopinion,thengoesontosupportitsstatementwithdetails.Third-personnarrationandpassivevoiceareoftenadoptedinexpositionforthepurposeofobjectivity.Tomakeyourexpositioneffective,youshouldnarrowthescopeofdiscussiontoamanageabletopic;makingclearyourownattitude.②Differencebetweennarrationandexposition:takeatopicofhistoricaleventwritingasanexample,inanarrativepaper,wetellwhathappened,whenandwhereithappened,andwhotookpartinit.Inanexpositorypaper,wediscussitscauseandeffect,itsnature,anditssignificanceinhistory.③Waysofdevelopinganexpositorypaper:byillustration(givingexamples);bycause-and-effectskill;bycomparison-and-contrast;byclassification-and-division;byprocess,etc.④Threeexpositoryessaysinthisbook:Unit3mainlyusesillustrationtodevelopthisexposition;unit6illustration;unit8cause-and-effectandillustration(tellingafable).⑤Cause-and-effectskillinexpositorywriting:Threepatternsinusingcause-and-effect:a)Causepaper.Itoftenbeginswithabriefintroductionabouttheeffect,andthenthebodyofthepaperisdevotedtoananalysisofthecause.Eachofthesecausesisgenerallydiscussedinoneparagraph.b).Effectpaper.Itdoestheopposite,usuallystartswithabriefintroductionaboutthecause,andthengoesontodiscusstheeffects.-3-c)Cause-and-effectpaper.Itoftenexploresboththecausesandtheeffectsofsomething.SsworkinpairstofinishTextOrganizationExercise2.5.TasksSstopreparethenextunit.PartIVOtherlisteningandspeakingtasksinclassUnit15and16inListeningandSpeakingCourse1CulturalNotesU.C.L.A.TheWealthofNations(T’sbookP.81)LanguagePoints1.makeup:(1)makeupormakeoneself/sb.up为自己或某人化妆---Shespentanhourmaking(herself)upbeforetheparty.(2)makesth.up→①compose/constitutesth.构成、组成某物---Whatarethequalitiesthatmakeuphercharacter?(3)makeupthebed铺（床），支起（临时床）(4)makeupastory编造（故事）(5)makeupforsth.:compensateforsth.补偿、赔偿2.bring/drivehometosb.:explainclearly.使清楚无误地理解。bringsth.hometosb.;bringhometos