译林2003课标版《Task(2)： Finding the recipe for success： Skills building 3》优质课教案下载

译林2003课标版《Task(2)： Finding the recipe for success： Skills building 3》优质课教案下载

find out some viewpoints about “success” from the two passages and the speech fragment;

appreciate some paragraphs and analyze the textual rhetoric used in the paragraphs;

write a short passage about “success” using the viewpoints and the textual rhetoric they’ve learned in the class.

Teaching difficulties and important points:

What textual rhetoric is and how to analyze the textual rhetoric in the texts.

How students can adopt the viewpoints about success and the textual rhetoric in their own writing.

Teaching approaches:

Task-based teaching approach; communicative approach

Teaching tools:

The multi-media equipment; the blackboard; learning sheets

Teaching procedures:

Step 1: Lead-in

1. Discuss the definition of “success” with students.

2. Give students the definition of “success” from the dictionary: the achievement of something that you have been trying to do; the achievement of a high position in a particular field, for example in education, business or politics, etc.

Step2: Reading

1. Reading for viewpoints (A)

1) Share teacher’s own life experience with students about losing weight.

Link to the content of the passage “setting weight loss as a goal is a mistake”.

Have students read paragraphs 1-3 of passage A and think about “what could be a correct goal”.

Passage A

Millions of Americans began 2014 with the same resolution(决心) they started 2013 with a goal of losing weight. However, setting weight loss as a goal is a mistake.

To reach our goal of losing weight — the output, we need to control what we eat — the input. That is, we tend to care about the output but not to control the input. This is a bad way to construct goals. The alternative is to focus your resolution on the input. Instead of resolving to lose weight, try an actionable resolution: “I’ll stop having dessert for lunch,” or “I’ll walk every day for 20 minutes.” Creating a goal that focuses on a well-specified input will likely be more effective than concentrating on the outcome.

Recently a new science behind incentives (激励), including in education, has been discussed. For example, researcher Roland Fryer wanted to see what works best in motivating children to do better in school. In some cases, he gave students incentives based on input, like reading certain books, while in others, the incentives were based on output, like results on exams. His main finding was that incentives increased achievement when based on input but had no effect when based on output. Fryer’s conclusion was that the incentives for inputs might be more effective because students do not know how to do better on an exam, aside from general rules like “study harder.” Reading certain books, on the other hand, is a well-set task over which they have much more control.

As long as you have direct control over your goal, you have a much higher chance of success. And it’s easier to start again if you fail, because you know exactly what you need to do.

If you want to cut down on your spending, a good goal would be making morning coffee at home instead of going to a café, for example. This is a well-specified action-based goal for which you can measure your success easily. Spending less money isn’t a goal because it’s too general. Similarly, if you want to spend more time with your family, don’t stop with this general wish. Think about an actionable habit that you could adopt and stick to, like a family movie night every Wednesday.