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1、西南财经大学天府学院教 案任课教师：史正刚课程名称：大学英语精读II任课班级：11级本-工商22、23、24班授课时间：2011-2012学年2学期西南财经大学天府学院教务处制Unit 2 Values. Suggested Teaching Plan ObjectivesStudents will be able to:1. understand the main idea (despite his wealth, Sam Walton remains down-home and devoted to his team) and structure of the text;2. apprec
2、iate the use of indirect description in portraying a person;3. grasp the key language points and grammatical structures in the text;4. conduct a series of reading, listening, speaking, and writing activities related to the theme of the unit.Time allotment1st period2nd period3rd period4th period5th p
3、eriodPre-reading;While-reading(text organization)While-reading(text organization;language points)While-reading(language points;synonyms for“down-home”)Post-reading(indirectdescription)Post-reading;Check on studentshome reading(Text B)Theme-RelatedLanguage Learn-ing TasksPre-reading tasks1.T asks Ss
4、the following questions on the recorded passage: (5 minutes) What happened to Abraham Lincoln one day? (Working as a shop clerk, he overcharged a customer. Although the sum was insignificant, Lincoln walked a long distance to return the money.) How is the story related to the theme of the unit value
5、s? (Abraham Lincoln regarded honesty as an important value.)2. Ss do Cloze B in after-text exercises to learn more about the values of American millionaires. (15 minutes)3. Rich people I know (15 minutes)1) Before class, Ss are asked to collect stories, news reports, pictures, books, or even video c
6、lips (if relevant equipment is available for showing them in class) of rich people.2) In class, Ss form groups of three to four to share what they have collected.3) Groups discuss what values these rich people hold dear.4) Speakers for several groups report their discussion results to the class.5) T
7、 reminds Ss to keep these values in mind when they study Text A, and see whether Sam Walton cherishes them or not.While-reading tasks1.Text organization (20 minutes)1) T asks Ss to scan the text to see if there is any natural dividing lines separating it into parts. (The text can be divided into thr
8、ee parts. Between each part, there is a blank line.)2) T draws Ss attention to Text Organization Exercise 1, guides them through the directions, so that they can grasp the main function of each part.3) Ss scan the text again to underline all the names mentioned and tell who these persons are. (They
9、are: Jamie Beaulieu, waiter at Sam Waltons birthday partyJonnie Baker, night manager at the local Wal-Mart Richard Hoback, Mayor of Bentonville, Arkansas Gordon Garlington, pastor of the local church John Marshall, local barber Jim Von Gremp, corporate affairs director Ferold F. Arend, retired presi
10、dent of Wal-Mart Jim Hendren, company lawyer also see Text Analysis)4)Ss will notice that the text transits from Part II to Part III when the first corporate job corporate affairs director is mentioned.2. T explains language points and gives Ss practice (see Language Study). (60 minutes)3. Finding s
11、ynonyms or synonymous phrases for “down-home” (10 minutes)1) T asks some Ss to explain the title of Text A in their own words.2) Ss work alone to find out synonyms or synonymous phrases for “down-home”.3) Some Ss report their findings to the class.( Para 5 carry on like plain folksPara 6 folksy ways
12、Para 7 friendly, cheerful, a fine neighbor who does his best to blend in, never flashy, never throwing his weight around Para 11 not a front-page person)4)T reminds Ss to vary their own writings by synonyms or synonymous phrases.Post-reading tasks1. Using indirect description in portraying a person
13、(25 minutes)1) Ss complete Text Organization Exercise 2 and compare answers with each other.2) T makes Ss think by asking Ss this question: How does the author reveal these character traits of Sam Walton? Does he come forward to tell us directly what Sam Walton is like?3) T introduces methods of ind
14、irect description and writes them down on the blackboard: anecdotes, examples, quotes, comparison and contrast, etc. (see Text Analysis)4) Ss work in pairs to find out examples of these methods.5) Some pairs report their findings to the class.6) T urges Ss to adopt these methods when describing a pe
15、rson.2. T guides Ss through some after-text exercises. (25 minutes)3. T checks on Ss home reading (Text B). (3 minutes)4. Ss do Part IV: Theme-Related Language Learning Tasks. (1 period)5. T asks Ss to prepare the next unit: (2 minutes)1) do the pre-reading task;2) preview Text A.Text AnalysisTo make a character portrait convincing, an author must refrain from telling readers directly what the person is like. Instead, he/she lets readers deduce.Of all the methods of indirect description, the one used most frequently in
