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1、 .. . . .. 新視野大學(xué)英語(yǔ)讀寫(xiě)教程（第三版）BOOK 2 教案 教學(xué)對(duì)象 Teaching Subjects 2015級(jí)大學(xué)英語(yǔ)本科 教學(xué)內(nèi)容 Lesson Content Unit 1 An Impressive English Lesson 周 次 第2-4 周 授課時(shí)間 2月29日 - 3月18日 課

2、型 □ 理論課 √ 理論、實(shí)踐課 □ 實(shí)踐課 課時(shí)分配 6 教學(xué)環(huán)境 Teaching Environment 多媒體教室 教學(xué)目標(biāo) Teaching Aims After studying this unit, the students are expected to be able to: 1. understand the main idea and structure of Section A and Section B； 2. master the key language points and grammatical structures in th

3、e texts 3. talk about language teaching and learning and express their opinions about current way of teaching in an English class; 4. read with the skill “finding key ideas in sentences”; 5. write a composition with three main parts: introduction, body and conclusion. 重點(diǎn) Key Issues 1. Vocabul

4、ary tedious absorbed allergic capture condense exceed distinguish distinctive complimentary complementary proclaim evidently adequate competent adjust beneficial 2. Skills ● Learn to read with the skill “finding key ideas in sentences” and write a composition with three main parts: introduction

5、, body and conclusion. 難點(diǎn) Potential Problems and Difficulties ●To talk about language teaching and learning ●write a composition with three main parts: introduction, body and conclusion. ●To apply the phrases and patterns 教學(xué)方法 Methodology A combination of traditional teaching methods wit

6、h the communicative approach will be adopted. Special attention should be paid to classroom interaction like questioning and answers. Small group works are always needed while discussing the questions and the difficult translation practice. More encouragement is needed and more guidance will be giv

7、en in their extracurricular study. 教具 Teaching Aids Visual aids, projector, stereo and microphone 教學(xué)分組 Teaching Groups Group work and pair work 課堂學(xué)習(xí)任務(wù)與活動(dòng)的組織Conduct of Tasks and Activities （師生互動(dòng)方式Mode of Interaction; 學(xué)習(xí)策略L(fǎng)earning Strategies） Students-centered Task-based teaching and lea

8、rning 教學(xué)過(guò)程設(shè)計(jì) Teaching Procedures 步驟1 Step 1 導(dǎo)入 Lead-in I. Greeting and warming-up questions discussion. 1. What are the key factors that help people learn English as a foreign language? 2. Do you have any problem in English learning? 3. Do you think grammar is important in English learning?

9、 II. Listening and discussing. 1. Listening practice. 2. In your opinion, what is the most effective way to learn English? III. Listening to a talk and answer questions on page 2 步驟 2 Step 2 課文學(xué)習(xí) Section A An Impressive English Lesson I. New words 1. tedious: a. boring and continuing for to

10、o long 冗長(zhǎng)乏味的 Telling the story has become tedious, as I have done it so many times. 講述這個(gè)故事已變得單調(diào)乏味，因?yàn)槲乙呀?jīng)講了這么多次了。 2 absorbed: a. so interested or involved in sth. that you do not notice anything else 極感興趣的；全神貫注的；專(zhuān)注的。 Time passes quickly when you are absorbed in reading a good book. 在聚精會(huì)神地讀一本好書(shū)的時(shí)

11、候，時(shí)間過(guò)得非常快。 3. fresh from: having just come from a particular place or experience剛從….來(lái)的；剛有…經(jīng)歷的 School principals should not expect teachers, fresh from college, to deal with a large group of difficult children.學(xué)校的校長(zhǎng)不應(yīng)該指望剛從大學(xué)畢業(yè)的老師來(lái)應(yīng)付一大群難以對(duì)付的孩子。 4. exceed: vt. (fml.)be more than a particular number

12、or amount 超過(guò)；超出 You’ll have to pay extra money if you exceed your luggage allowance.如果你的行李超重，你必須額外付費(fèi)。出；好處re than a particular number or amount chao555555555555555555555555555555555555555555555555555555555555555555555555555555555 5. distinctive: a. easy to recognize because of being different from

13、other people or things of the same type與眾不同的；特殊的；特別的 The distinctive design of a product provides a powerful competitive advantage over other products. 一個(gè)獨(dú)特的產(chǎn)品設(shè)計(jì)具有比其他產(chǎn)品更強(qiáng)有力的競(jìng)爭(zhēng)優(yōu)勢(shì)。 6.adequate: a. enough in quantity or of a good enough quality for a particular purpose 足夠的；充分的；合乎需要的 People accused th

14、e governor of failing to take adequate measures which could have prevented the disaster. 人們指責(zé)該州長(zhǎng)對(duì)本來(lái)可以避免的災(zāi)難沒(méi)有采取充分的措施。 II. Useful expressions Practical Phrases Specific Meanings 1. be/feel obliged to do sth. (因形勢(shì)、法律、義務(wù)等等關(guān)系而)非做不可，迫使 2. fresh from 剛從……來(lái)的；剛有……經(jīng)歷的 3. distinguish

15、 between 區(qū)分；辨別 4. get/feel/be lost 迷惘；困惑；不知所措 5. look upon sb/sth. As 把某人/物看作 6. be equipped with sth. 以……為裝備；配備…… III. Functional Patterns and Functions & Usages 1.if sb/sth. do/is sth. , then perhaps … 用于表述“在特定條件下可能發(fā)生的事情”。 步驟 3 Step 3

16、I Reading Skills --- Scanning and summarizing the main idea Text A is a university president’s welcome speech, in which the president gives valuable guidance to and express expectations of freshman students. 2.Depth-reading question (1). According to the speaker, of what did the parents always r

17、emind their children before they came to college? (Para.3) (2). What’s the speaker’s purpose in mentioning the parents reminders? (Para.3) (3). How will the next four years be different from any other? Or what great resources will you enjoy ? (Para.4) (4). What responsibilities should college stu

18、dents shoulder according to the speaker? (Para.7) (5). What does the speaker call on students to do at the end of his speech? (Para.8) 4. Analyze text structure Main idea of each part Part I (Paras. 1- 3) The president congratulates students on their achievement and reminds students of the fa

19、ct that their current success was due to their own and their parents efforts and that their future is built on a solid foundation of the past. Part II (Paras. 4-7) The president offers students comprehensive advice on how to make their most of their four college years and makes them realize the u

20、niversitys expectation and their own responsibilities. Para. III(Para. 8) The students are called upon to cherish the opportunity and to bear in mind their responsibility as citizens of their communities, their country and the world. 步驟 4 Step 4 Text explanation 1. Your achievement is the trium

21、ph of years of hard work, both of your own and your parents and teachers.(para 1) triumph: an important victory or success after a difficult struggle Eg. Winning the championship was a great personal triumph for this young tennis player. 2. Here at the university, we pledge to make your education

22、al experience as worthwhile as possible. Meaning: Here at the university, we promise to make your educational experience as worthwhile as possible. Pledge: make a formal public, promise that you will do sth. The new president pledge to cut taxes and increase employment. a.pledge: make a formal,

23、public promise that you will do b.rewarding: a giving you satisfaction, pleasure, or profit 3. In welcoming you to the university, I am reminded of my own high school graduation and the photograph my mom took of my dad and me. (para2) a. remind sb. of sth. 4. Pose naturally, “Mom instructed us”(

24、parea2) a. pose: sit or stand somewhere so that sb. can take a photograph of you and paint a picture of you. b. create a difficult or dangerous situation. 5. You will miss your old routines and your parents’ reminders to work hard and attain your best.(para3) Meaning: You will miss your usual li

25、fe patterns and your parents’ reminding words that you should work hard and achieve the best you can. a. routine b. reminder c. attain 6. You may have cried tears of joy to be finally finished with high school, and your parents may have cried tears of joy to be finally finished with doing your l

26、aundry.(para3) Meaning: Perphaps you were so happy that you cried because at last you finished high school, and perhaps your parents were so happy that they cried because eventually they wouldn’t have to do your laundry any more. a. may have done sth. b. finished

27、 步驟 4 Step 4練習(xí)講解 Review & Exercises I. Review II. Oral presentation --- Reproduction III. Exercises (Ss give answers and raise questions they may have and T explains the difficulties) i. Exercises XI, XII--- writing 步驟 4 Step 4 課文B Section B The Framework for L

28、ove I Reading Skills --- Scanning Introduction: Broadly defined, to scan is to read quickly in order to locate the place in a piece of writing where a particular item of information is given and to take in that item of information. Practice: Listen to the tape and read through the text and Fin

29、ish Exercise I on Page. 20 II Text B --- general ideas (1) The writer’s family story? --- harmonious family full of love / cozy atmosphere (2) What is the framework for love? – time, the ability to let go, words (3) Conclusion --- Love can only be achieved through patience and understanding 3.

30、 The summary III. Language Points Difficult sentences --- translation （wording / figure of speech） 1. Para.1, Line 2-5 小雨淅瀝，輕叩錫鐵屋頂。我們周末度假記住在古老小屋，彌漫著一股霉味?？諝夂涞米屓税l(fā)抖，于是我們點(diǎn)上了富蘭克林取暖爐。 2. Para. 3, Line 4-7 瓜熟蒂落的愛(ài)就像一個(gè)有生命的機(jī)體。他跟一棵樹(shù)的生命一樣，從土里的一粒種子開(kāi)始，慢慢地長(zhǎng)成幾乎無(wú)葉的細(xì)枝，最后枝繁葉茂，足以遮陰，成就其輝煌。 3. Para.10: 我明白，愛(ài)就像根松緊

31、帶，在它將你們緊緊拉在一起之前，必須先松開(kāi)。愛(ài)又像涌來(lái)的潮水，一浪過(guò)后先退卻一點(diǎn)，下一浪才會(huì)比前一浪離你的心越近。 Assignments: 1) review Section A; 2) Exercises in Section B; 3) speed reading ――――――――――――――――――――――――――― 步驟 6 Step 6 聽(tīng)力訓(xùn)練 Listening practice Assignments: 1) Story retelling in Unit 1; 2) Pair work --- practice model dialogs in unit 1 in

32、 the Listening and Speaking Book; 3) Preview the new words in unit 2; ――――――――――――――――――――――――――― 自我評(píng)價(jià)問(wèn)題Questions for Self-evaluation: 1. Do I understand the text and fully master the useful words and expressions? 2. Do I have a better understanding of love and talk about it? 3. Can I writer

33、paragraphs of problem-solution-evaluation pattern, and do I master the reading skills scanning? 步驟1 Step I 導(dǎo)入 Lead-in (time : 25’) Sit in groups of threes of fours and discuss the following questions. 1. Do you think it is necessary to learn another language besides your mother tongue? 2. H

34、ow long have you learned English? Do you think English is very difficult to learn? 3. If possible, what other foreign languages do you want to learn? Why? 4. Speaking from your own experience, what effective ways would you like to suggest to help others learn English？ 步驟 2 Step 2 聽(tīng)力訓(xùn)練 Listening p

35、ractice (Time: 65,) Script Helloe, I’m Alberto. I’m a student of English, French, Portuguese and Italian. I would also love to learn Chinese and German in the near future. My mother tongue is Spanish and I have a degree in Political Science. I love to learn new languages, because I think it broad

36、ens my mind. Even though I still have some difficulty with verb tenses, I’m confident that with time and practice I’ll cope with them. I believe learning a new language besides your mother tongue can be useful, especially in a world where distances are shortened and people from different countries

37、 communicate with each other more frequently. Learning a new language can be a good experience, but only if you keep in mind that nothing is obtained without some effort. In my opinion, the best way to learn a language is to read a lot. It doesn’t matter what you read, but that you do it. Even if

38、you don’t understand everything, your reading comprehension skill will improve remarkably. Also, if possible, watch a lot of television in that language, or listen to CDs. Maybe at first you won’t understand a word, but later you’d catch on to the rhythm of the language. Good dictionaries are nece

39、ssary, and books regarding vocabulary can be a plus. The Internet is also a useful tool. The language you choose to learn might seem a little difficult at first, or even totally strange, but you’ll get accustomed to it. Remember that the learning process is long, and that it never ends. However, i

40、t is also highly enjoyable. 步驟3 Step 3. Text A & text-related exercises Questions: 1. What do advertisements for English learning always claim? 2. Why do those advertisements also refer to famous writers like William Shakespeare or Charles Dickens? 3. What is the writer’s response to such adve

41、rtisements? 4. Is there a perfect way of teaching English in every possible situation? 5. Does the author feel satisfied with the fact that every teacher has his or her own way of teaching English? 6. What is meant by “every teacher is an individual with his own personality”? 步驟4 Step 4 Text B &

42、 text-related exercises What other teachers might have said and done about reading: a. They might have emphasized understanding rather than reading for pleasure. b. They might have asked students questions to check if they understood the book they were reading or had read the book at all. c. Th

43、ey might have asked students to dig out every bit of meaning from what they were reading. d. They might have told students that once they started a book, they should finish reading it. 2. sb fail to do sth…., while sb should do sth…. 用于表述“實(shí)際情況與預(yù)期的反差”。 3. While sth./sb is/does …, sb/sth. else is/

44、dos …用于表述“人與人之間或事與事之間的反差”。 IV. Structure Analysis: Main idea of section A: this text is a narrative that talks about the author’s personal experience in giving an effective English lesson to his son. He claims that students can learn better if they are properly taught. Part I (Paras. 1-5) This

45、 part introduces the background of the story. It presents the thesis statement: Students unfairly bear the bulk of the criticism for these knowledge deficits because there is a sense that they should know better. Part II (Paras.6-13) This part contains two major sections to support the author’s p

46、oint of view. The first section claims that students should not be blamed for their language deficiency due to two major reasons:1) they are misled by the language environment;2) they are not learning the language adequately and efficiently in school. The second section elaborates the author’s perso

47、nal opinion about the importance of grammar and vocabulary, by way of metaphors. Para. II (Para. 14-17) Toward the end, the author narrates another incident where his son unconsciously uttered a grammatically perfect sentence with a subjunctive mood and he’s proud of his son. 步驟3 Step 3 語(yǔ)言點(diǎn)Langu

48、age points Detailed study of the text 1. If I am the only parent who still corrects his child’s English, then perhaps my son is right. To him, I am a tedious oddity: a father he is obliged to listen to and a man absorbed in the rules of grammar, which my son seems allergic to. (Para. 1) Meaning:

49、My son is probably right if there is no other parent like me who still corrects his child’s mistake in English. To my son, I am a boring and strange father, who he has to listen to ; I am also the one who pays lots of attention to grammar rules, which he doesn’t seem to like. 2. She nodded three or

50、 four times searched the heavens for the right words, and then exclaimed, it was like, whoa!" (para.3) Meaning : she nodded her head three or four times, tried to find the right words in her mind and then shouted with excitement it was like whoa! Meaning beyond words: Since the student was not qui

51、te sure how to exactly describe her travel experience, the tone of the author is somewhat sarcastic. The author intended to send out the message that the student was incompetent regarding the selection of her English vocabulary. search somewhere for sth.: try to find sth. in some place 在某地方搜尋某物 Th

52、e robber reached out and searched the back pocket of my trousers for anything valuable. 那個(gè)盜賊伸手搜我褲子后面的口袋以尋找值錢(qián)的東西。 Note The heavens means the sky: here search the heavens for the right words" implies the student tried hard to find suitable words to describe what she saw and experienced when traveli

53、ng in Europe. 3.The civilization of Greece and the glory of Roman architecture were captured in condensed non-statement. (para.4) Meaning: The civilization of Greece and the glory of Roman architecture were just described in one word rather than a complete statement because of her inability to c

54、hoose appropriate words to express herself They might have asked parents to check their children’s reading. e. They might have pushed st

55、udents to read something equivalent to their level, which the students might find it difficult to do. What John Holt said and did about reading: a. He encouraged students to read a lot, and read for pleasure. b. He said that he would not check to see if the students understood the book they were

56、reading. c. He said that students could drop whatever they were reading if they were not interested. d. He allowed students to make a choice as to what they should read. e. He did not ask parents to check their children’s reading. f. He allowed students to read what they were interested in and s

57、kip what they didn’t like. g. He said that students could start at a lower level and progress to a higher level at their own pace. 步驟 5 Step 5 練習(xí)講解 Exercises (P. 9-31) (Time: 35’) ii. Exercises III, IV, V, IX, X (Ss are required to give the answers and raise questions they may have and T e

58、xplains the difficult points) iii. Exercises XI, XII--- writing cause and effect paragraph 1) 2) What’s your ideal job? Why? Assignments: 1) review Section A and B, 2) writing cause and effect paragraph, 3) Group work---Go online, and try to find three useful English Learning websites. T

59、hen share your findings with your classmates, and explain why you choose those websites to recommend. 4) speed reading 步驟 6 Step 6 Basic Reading Skills Understanding Signal Words 作者寫(xiě)文章時(shí)按一定的思路或順序展開(kāi)，領(lǐng)悟作者的思路有助于我們理解作者的文章。 英語(yǔ)中有一類(lèi)詞叫作Signal Words(信號(hào)詞)，這些詞能幫助我們理解文章思路的發(fā)展, 了 解子與句子、段落與段落之間的關(guān)系。 表示

60、“遞進(jìn)”關(guān)系的Signal Words有and, also, first, second, next, besides, furthermore, moreover, in addition (to), again, likewise(同樣地；也)和what is mo 等。 比如： I’ll always remember you were there when you were needed. … I also remember that even after I grew bigger than you, you weren’t afr

61、aid to remind me who was in charge. 前一句表示作者記得某樁事，后一句用also表示還記得另一樁事。 (Time: 10’) Read the following paragraph from Text B. ――――――――――――――――――――――――――― 步驟 7 Step 7 復(fù)習(xí) Review i. Dictation (Time: 10’) 4. My student “whoa” was exceeded only by my head-shaking distress. (para. 4) Meaning:

62、My head-shaking distress at her inability to express properly was even greater than her slang term whoa, one word, which did not make any statement to describe the civilization of Greece and the glory of Roman architecture. Meaning beyond words: The word exceed states explicitly that the authors wo

63、rry about his students language inability was much more intense than her excitement. 5. Surely students should be able to distinguish between their/there/theyre on the distinctive difference between complimentary and complementary (para. 5) Meaning: Of course, students should be able to recognize

64、and understand the differences between their/ there/theyre on the obvious difference between complimentary and complementary distinguish: recognize the differences between things 區(qū)別；辨別 A formal education with emphasis on history literature and culture helps a person learn how to distinguish right

65、from wrong著重于歷史、文學(xué)和文化的正規(guī)教育能幫助一個(gè)人學(xué)習(xí)如何明辨是非。 distinguish between: recognize and understand the difference between two or more things or people區(qū)分；辨別 The ability to read in a critical way involves the ability to distinguish between facts and the writer’s opinions or interpretations.批判性閱讀能力包括區(qū)分什么是事實(shí)，什么事

66、作者自己的看法或解釋能力。 ★distinctive: a. easy to recognize because of being different from other people or things of the same type與眾不同的；特殊的；特別的 The distinctive design of a product provides a powerful competitive advantage over other products. 一個(gè)獨(dú)特的產(chǎn)品設(shè)計(jì)具有比其他產(chǎn)品更強(qiáng)有力的競(jìng)爭(zhēng)優(yōu)勢(shì)。 6. For example signs in grocery stores point them to the stationary, even though the actual stationery - pads, albums and notebooks - are not items nailed down. (para. 6) Meaning: For example , signs of merchandise in grocery stor