新视野大学英语教案第2册.doc

精品文档，仅供学习与交流，如有侵权请联系网站删除全新版大学英语教案课程名称： 大学英语（二级）专业： 建筑城规、土木、自动化、光电、电气和数理等学院年级： 2007级学年： 2007-2008学期： 第二学期任课教师：全新版大学英语板块任课教师编写时间：2008年1月Course ScheduleAims:1） 在上学期学习的基础上，根据学生的学习情况和考试情况，帮助学生找出薄弱环节，有意识地查缺补漏，继续复习巩固语法知识，扩大学生词汇量。加强词汇的记忆，听写以及同义词，拼写相似的词语，容易混淆的词语的对比学习和实际运用，增强学生记忆和运用词汇的能力。2） 加强阅读及阅读单项技能的训练。一是完成第二册所有阅读教程的单项阅读技能的训练，二是复习巩固第一册所学过的单项阅读技能及其综合运用。并认真督促学生完成泛读任务，扩大阅读量。同时要在课堂上进行快速阅读训练。3） 加强汉英及英汉翻译练习。督促学生完成综合教程每课后的段落翻译。翻译练习有助于学生写作能力的提高。4） 重视写作能力的培养和写作方法的训练。让学生具有初步的记叙文、说明文和议论文的写作概念和经验。5） 督促学生认真做好课外听音，保证每天有半小时至一小时的听力训练。Required course materials:College English (New Edition Book 2) Integrated Curse, Listening and Speaking Course, Reading CourseNote: The Reading Course Book is used as Ss self-access learning material.Useful English Learning Resources:Magazines: English Language Learning, College English, English Salon, English Weekly, The world of English, English Digest, Overseas EnglishNewspaper: 21st Century, China DailyWebsites: (英语比萨园地); (听力快车); (普特英语听力); (英文写作网); (旺旺英语); (中国日报); http:/www.guardian.co.uk (英国卫报) (华盛顿邮报)新版大学英语二级教学日历（2008.2-2008.6）WeeksContentPeriodsOutside Class ListeningWeek 12.25-3.2总结上学期期末考试情况，帮助学生找薄弱环节，明确本学期的教学目标及教学重点，难点。帮助学生制定学习计划。Unit 1 Ways of Learning 1 2Autonomous Listening 2Week 23.3-3.9Unit 1 Ways of Learning +阅读进阶unit 1Speaking or writing 2 1Autonomous Listening 2Week 33.10-3.16Unit 2 ValuesSpeaking or writing 21Autonomous Listening 2Week 43.17-3.23Unit 2 Values +阅读进阶unit 2Speaking or writing 2 1Autonomous Listening 2Week 53.24-3.30Unit 3 The Generation Gap Speaking or writing 21Autonomous Listening 2Week 63.31-4.6Unit 3 The Generation Gap +阅读进阶unit 3Speaking or writing21Autonomous Listening 2Week 74.7-4.13Unit 4 The Virtual WorldSpeaking or writing21Autonomous Listening 2Week 84.14-4.20Unit 4 The Virtual World+阅读进阶unit 4Speaking or writing21Autonomous Listening 2Week 94.21-4.27Unit 5 Overcoming Obstacles Speaking or writing21Autonomous Listening 2Week115.5-5.11Unit 5 Overcoming Obstacles +阅读进阶unit 5Speaking or writing21Autonomous Listening 2Week 125.12-5.18Unit 6 Women，Half the Sky Speaking or writing2 1Autonomous Listening 2Week 135.19-5.25Unit 6 Women，Half the Sky +阅读进阶unit 6Speaking or writing21Autonomous Listening 2Week 145.26-6.1Unit 7 Learning About EnglishSpeaking or writing21Autonomous Listening 2Week 156.2-6.8Unit 7 Learning About English +阅读进阶unit 7Speaking or writing21Autonomous Listening 2Week 166.9-6.15General Review + unfinished contentSpeaking or writing21Autonomous Listening 2Week 176.16-6.22Oral Test4Autonomous Listening 2Notes:1. The teacher logs onto the Management Platform of the Interactive English Learning Systems regularly to check students self-access learning.2. Activities for the speaking classes are related to students self-access learning. Supporting materials and upcoming classroom activities are assigned to students one week ahead of time so that they will have enough time to prepare for the tasks.Unit 1 Ways of Learning1. 教学目标及基本要求：Students will be able to:1) grasp the main idea (that it would be ideal if we can strike a balance between the Chinese and the Western learning styles) and structure of the text (introduction of the topic by an anecdote; elaboration by comparison and contrast; conclusion by a suggestion);2) appreciate the difference between comparison and contrast, as well as different ways to compare and contrast (point-by-point or one-side-at-a-time method)3) master 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.2. 教学内容及学时分配：Time allotment:1st period: pre-reading; Text Organization; While-reading (Part One)2nd period: While-reading 3rd period: Text Analysis; Post-Reading Tasks4th period: Reading Practice5th period: Speaking6th period: Writing3. 教学重点及难点：Important language points and sentence structures in the text: 4. 教学内容的深化及拓宽：Students conduct a series of reading, listening, speaking and writing practice to deepen their understanding of the points taught in class.5. 教学方式及在教学中应注意的问题：A combination of traditional teaching methods with the communicative approach will be adopted. Special attention should be paid to classroom interaction. Give students more encouragement and guidance in their extracurricular study.6. 主要参考书目：季佩英，吴晓真，姚燕瑾，2002，全新版大学英语综合教程2教师用书。上海：上海外语教育出版社。董欣，宋海波，柯彦玢，2002，全新版大学英语阅读教程2教师用书。上海：上海外语教育出版社。7. 思考题和习题：全新版大学英语综合教程2第一单元Text A后的所有习题。阅读第一单元Text B，完成后面的相关练习。全新版大学英语阅读教程2第一单元及相关练习。大学英语阅读进阶2第一单元及相关练习Writing Assignment1st Period1. Pre-Reading Discussion (8 minutes)There is much difference between learning in China and that in America. Discuss the difference with your partner. Write the main points on a piece of paper!2. Read the following statements about different family education patterns and discuss with your partner whether you agree or disagree to those ideas and why. (10 minutes)1) The child's acquisition（学会） of each skill in their growth should be guided or directed by his/her parents.2).  In the process of children's learning new skills, parents should achieve a balance between pushing them too hard and leaving them on their own.3). Parents should realize that " example is better than precept（说教）."4). Parents should not be especially strict in money matters in the growth of their children.5). The pouring of all the love to their children will make them become very spoiled and self-centered. 3. A Brief Introduction of two different learning modes. (5 minutes)Much of the current debate over education surrounds the extent to which learning should be teacher-based or student-based. Which of the two should decide what should be learned, how it should be learned, and when it should be learned. Comparing Western and Asian methods of learning it is generally true that Western methods are more student-centered, expecting students to discover things for themselves rather than relying on their teachers to tell them. 4. Text Organization (10 minutes)Students are required to do the text organization exercise in the textbook.5. Detailed Reading of Part I (Paragraphs 1 - 5) (12 minutes)1) Skim paragraphs 1-5 and be ready to answer the following questions:Ø Where and when did the incident take place?Ø Who are the main characters in this incident?Ø What is the attitude of the author and his wife toward Benjamin's efforts in inserting the key into the slot?Ø What is the attitude of the hotel staff toward Benjamin's efforts?Language Points covered in this part: (Detailed Explanation is to be found in the courseware)Attach; notin the least; find ones way into; initial; on occasion; neglect; relevant; 2nd Period1. Detailed Reading of Part II (Paragraphs 6-13) 1) Scanning (8 minutes)Students skim this part and then answer the following questions:Ø What did the Chinese colleagues think of the key-slot incident?Ø What did the author emphasize in presenting his views about the incident?2) Detailed Reading (25 minutes)The teacher explains this part of the text, important language points and grammatical structures to the students. Language points covered in this part:Exception; accomplish; in due course; critical; principal & principle; make up; facility; performance; continual and continuous; apply to, apply for, appliance, priority, evolve, summarize , contrast, promote, emerge2. Detailed Reading of Part III 1) Scanning (5 minutes)Students are required to skim Part III of the text and then answer the following question: Ø What suggestion does the author make about seeking a better approach to foster skills and creativity?2) Detailed Reading (7 minutes)The teacher explains the text, language points and difficult grammatical structures in this part:Language points covered in this part: assuming, superior, inferior3rd Period1. Text Analysis 1) Ways of introducing a topic (15 minutes)How to introduce a theme?Ø To state topic directlyØ To introduce an anecdote or an incidentØ To pose a questionØ To quote newspaper headlinesØ To make an analogy（类比）Ø To give a definitionØ To pose an imagined argumentStudents are required to identify how the author introduces the theme in Text A.Hint: In this text, an anecdote or an incident is used.Practice: Students read the following sentences and discuss how the authors introduce the themes.Read the following statements to decide which way is used to introduce the essay.Ø “Devastation by El Nino a Warning. This piece of news has aroused the attention of many people” -to quote newspaper headlinesØ Do animals all have thoughts, what we call consciousness?”-to pose a questionØ Parents who decide that the time has come to teach their children about money usually begin by opening savings accounts. -to pose an imagined argumentØ A traditional story describes a foolish man lifting a rock too heavy for him and having his own feet squashed. Hitler was like that foolish man, but he was different in that,.-to make an analogyØ Fascism can be defined as the use of brutal force in enslaving the people at home and the people of foreign countries -to give a definitionØ Today, I would like to focus on the hot issue of green house effect in the world -to state the topic directly 2) Comparison and contrast (15 minutes)Scan the first sentence of Both Para 6 and Para 7. and then decide what kind of comparison and contrast is used here?Sum up the contrast between Chinese and Western ways to learn to accomplish a task.2. Translation: (15 minutes)Students translate text-related words and expressions from Chinese to English. (See the CD-Rom)4th Period The teacher explains the main idea of the 3 passages in the reading course and introduce relevant reading strategies to the students. 1. Passage One: (15 minutes)1) The teacher explains the main idea of the text.2) Reading strategies:Diction:Students study the following sentences from the text and decide its diction levelØ .and we want to say a few things that might not get said in casual conversation: thank you for what you've meant to me, I am very happy right now. (L.29)Ø Few letters are obligatory, and they are Thanks for the wonderful gift and I am terribly sorry to hear about George's death and Yes, you're welcome to stay with us next month, and not many more than that. Write those promptly if you want to keep your friends. (L.37)Ø so keep your writing stuff in one place where you can sit down for a few minutes and Dear Roy, I am in the middle of an essay for International Paper but I'd drop you a line. Hi to your sweetie too, dash off a note to a pal. (L.46) Audience:Audience here refers to the potential readers of your writing. Your audience may influence your choice of topic, tone, and diction. The following questions will help your students identify the audience of the text.2. Passage Two (15 minutes)1) The teacher explains the main idea of the text to the students.2) Reading strategy:Division-Classification When using the pattern of division, you break a subject into its elements and examine the relations between them. Classification involves separating a large group into smaller groups based on the characteristics of the individual items.Students read the following short paragraph and answer the questions that follow.Energy sources can be divided into two types: those which are renewable, and those which are not renewable. Energy sources which are not renewable mainly come from fossil fuels such as oil, coal, and natural gas. Because these sources are limited in supply, human beings must exploit alternative energy sources lest one day they should be used up. Renewable energy sources include tidal wave; wind energy; geothermal energy; energy from biomass; solar energy; photovoltaics; and other unconventional and alternative energy sources. Although the cost for some of the new sources may be substantial, they are cleaner to use than fossil fuels and will become popular in the future.Ø Energy sources in the world can be roughly divided into two kinds. What are they?Ø These two kinds of energy sources can be further classified into several categories. What are they?3. Passage Three (15 minutes)1) The teacher explains the main idea to the students.2) Reading Strategy:Implications: Reading Between the LinesStudents read the following short passage and then do the exercises that follow.I have taught in high school for ten years. In that time I have given assignments to many students, including a murderer, an evangelist(传教士）, a boxer, a thief, and an imbecile（低能儿）. The murderer was a quite, little boy who sat on the front seat and look at me with pale blue eyes. The evangelist, easily the most popular boy in the school, had the lead in the junior play. The boxer lounged （懒洋洋地靠）by the window and let loose at intervals with a raucous （粗声的）laugh that surprised even the flowers. The thief was a gay-hearted soul with a song on his lips. And the imbecile was soft-eyed little fellow who preferred to remain unnoticed.All of these boys, I taught them the rhyming schemes （韵律）of the Elizabethan sonnet （十四行诗）and how to diagram a complex sentence.a. Students underline the sentence which suggests that the narrator is an experienced teacher.b. This passage suggests thata) Adult personality can be predictedb) School grades influence the future.c) Schools ignore individual needs.d) People are unpredictable.c. Apparently the narrator feelsa) Self-satisfied.b) Threatened.c) Discouraged.d) Hatefuld. The narrator seems to be making a plea (恳求) fora) More meaningful educationb) Revision of English coursesc) Better classroom disciplined) Guidance in the elementary grades.5th Period SpeakingSpeaking (1): Good Language Learners & Language Learning Strategies1. Task One: SILL is a questionnaire designed specifically to check the strategies that students use in their English learning process. It can also help students to find out what strategies they use less frequently than others, thus helping them detect their weaknesses. They may use the result as guidance for changes that they may make in the future in order to improve their English learning.Students finish the SILL quest