新世纪大学英语综合教程第二册教案(全套).doc

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1、YOUR LOGO原 创 文 档 请 勿 盗 版精品学习资料精品学习资料Unit 1 .Teaching objectivesStudents will be able to:understand the main idea, structure of the text and the authorstylemaster the key language points and grammatical structures in the text consider that “ generationgap”as a common phenomenon betweenparents and chi

2、ldren .Topics for discussionWhom do you go for help when you are in trouble, your father or your mother? Why?Whatisyour opinionon “ generationgap” ?Doyou thinkthere isgeneration gap between you and your parents? How to bridge the gap?Consider the deep reason of generation gap. .An integrated analysi

3、s of Text 1HighlightsAs a reminiscent writing the text tells of how the authorbaby bridges the gap between her father and herself as he generation gap between her father and herself has existed for so long a time. By telling the reader how the gap disappears the author intendsto display that the per

4、manent love between parents and children.Structural analysis of the text and language points The text can be divided into five parts.PartOne: (Paragraphs1) As an introduction, the firstparagraph supplies the basic information for the whole story.The following questions could be asked:1) 1) how did t

5、he author feel about her trip to Hawaii?2) 2) How could you describe the relationship between the author and her father/Part Two : (Paragraphs 2-4) The three paragraphs elaborate on howtheir problems arose fromtheir different personal preferences and how s writin s newbornthese differences have deve

6、loped into a kind of“ cold war”(silence). It isflashback into the author s early years.The second paragraph lists a number of her fatherunsreasonabledemands in herchildhood and adolescent time. The third paragraph is about her option of college andmarriage against her father s will. The fourth parag

7、raph describes the result of theirclashesthey are both psychologically and physically set apart.The following questions could be asked:1) 1) Would you please find out what particular demands the father put on the author?2) 2) How did the father express his disapproval?PartThree:(Para.5-6):Inparagrap

8、h 5the author recalls herchildhood when she enjoyed her fatherprsofound love. This recall isimportant, because it only shows the father is capable of parental love, but also suggests the author yesarning to turn the clock back and be herfather s little daughter again.Paragraph 6 returns to the prese

9、nt moment when, after long years of estrangement, theauthor cannot butwonder whether her father will daughter ” to his crossbred grandson.The following questions could be asked:extend his love forhis “ little欢迎下载第 1 页，共 48 页精品学习资料精品学习资料1) Is the author prepared for the worst?Partfour:(Para.7-13):The

10、se paragraphs concern about theauthor osbservation about the initialreaction of her parents in theirreunion, and the fatherafsfection forhisgrandson isdescribed inparagragh10-11, the next twoparagraphs come to be aware ofherfather s real state of mind anaddreers can naturally expect the tension tome

11、lt slowly during the rest of the author s stay.Partfive:(Para.14-15):These twoparagraphs serve as aconclusion of the story. The author depicts the profound emotional attachment between her father and her son in the following yearstheir companionship in the plays and the old man sfrequent visits to N

12、ewYorkThe following questions could be asked:What does it mean by“trailed by a different, bouncing shadow”?. Language pointsApprehension1)anxiety about the future, expectation of something unpleasantE.g. We waited for their with a great of apprehension.2) apprehensive adj.E.g. I must admitthat befor

13、e my baby was born I was apprehensive about motherhoodStern 1)serious, strict, severeE.g. the college principal was a stern old Scotsman called Mr. Fraser.2)sternly adv.E.g. When she did not answer he said sternly and coldly, me?”Femininetypical of a woman, especially in a way that is graceful or at

14、tractive“ Do you understanE.g. Nowadays many women rejected the old feminine roles of wifeandmother.E.g.“ How did you know I was lying?“ Call it feminine intuitionMingle”To mix so as to form an individual whole, while keeping separate qualitiesE.g. As I spoke his expression was one of amazement ming

15、led with fury.E.g. She mingle tradition and originality in her design.Follow in someone s footstepTo follow an example set by someone in the pastE.g Charles s children will follow in his foeoptsst and go to the same schoolMarry into(a family or a social class)To become a member of a certain family o

16、r social class by marriageE.g. The only reason Camilla has so much money is that she married onto the aristocracy.Subsequent1) following or happening afterE.g. In subsequentlessons the teacher made clear whatshe had said at the beginning.2) subsequently adv.欢迎下载第 2 页，共 48 页精品学习资料精品学习资料E.g. They star

17、ted their research using a method whichwas subsequentlyproved to be unsatisfactory.Estrangement1)causing (esp. people in a family) to become unfriendly towards each other.E.g. Hisestrangement fromhis brothers and sisters made hiswifeand children.2)estrange v.E.g. Steve became increasingly estranged

18、from his wife and children. FloodTo arrive at (in) large numbersE.g. Requests for information flooded in after the advertisement.E.g. Tourists flooded into the city. TiptoeTo walk on tiptoe to avoid making any noiseE.g they tiptoed from room to room, afraid to speak above a whisper. GleefullyIn such

19、 a way as showing great joy and satisfactionE.g. The children are playing gleefully in the garden Uniform1)the same or consistent, as from example to example or from place to place; constantE.g The are-conditioning system maintains a uniform temperature throughout the building2)uniformity n.E.g. mos

20、t modern housing developments show a tedious uniformitydesign.of.Questions for considerationHow to bridge the generation gap between parents and children? .Main idea of Text 2The writer used to be very much attached to her mother, who, she thought, wasthe one to hold them together. Assuming no one c

21、ould ever replace her mother after her death, the writer found, little by little, to her surprise, that she and father hadmore in common than she had ever imagined. And her father s deep love for hermade her realize that he had become her new Mum. From the whole story we knowthat the writer s father

22、 is a devoted husband and a fondithfaathleorvwely sense ofhumor. He was also sentimental, sensitive and understanding.Topics for discussion:1)2)3)1)2)3)What kind of man is the writer s father?Explain the titleWhom are you“ My New Mum IsMy Dad”.more sentimentally attached to, your father or yourmothe

23、r? Why?Unit 2I.Teaching objectivesStudents are supposed to:grasp the author s purpose of writing and make clear the structure of thewhole passage through an intensive reading of Text 1.欢迎下载第 3 页，共 48 页精品学习资料精品学习资料appreciate the fluidand sensual writingstyleand master thekeylanguage points and gramma

24、tical structures in the Text 1know how a good relationship between teachers and students buildII.Topics for discussionHave you ever been in a situation where you were considered from others? How did you feel?Who is your favorite teacher? What do you remember him/her for? What qualifications do you e

25、xpect of a good teacher?“ differentIII.An integrated Analysis of Text 1HighlightsThe teacher s general impression about the student named Teddy was notso good, while the turning point of the whole story is a Christmas presentgiven to the teacher by Teddy, itmade the teacher moved so much. Theteacher

26、 gave special care and encouragementto Teddy, which changed his study and lifea lot. This text is to tell the readers how a teacheratstitudetowards a pupil can affect his/her life.Structural analysis of the text and language pointsThe passage can be divided into five parts.PartOne: (Paragraphs 1-5)

27、The firstthree paragraphsdescribe Mrs.Thompson sinitialunpleasant impression about Teddy. Thisimpressioncomes fromher contact withthe boy( “ slumpedin the his seat )”and herpervious observations ( “ hisclothes were unkempt and that he constantlyneeded a bath. And teddy was unpleasant”).Mrs. Thompson

28、 promises to love them all the same, and treat them all alike, but asis proved later, it is not true. She does not like Teddy at first, but she gives particular care and attention to him.In paragraph 4and 5, Mrs. Thompsonwork during the first few months. s impression is confirmed by Teddy s schooPar

29、t Two : (Paragraphs 6-8) These paragraphs tell the readers what Mrs.Thompson learned from Teddy s records.The three teachers comments on Teddy present a picture of Teddy s gradual chan“heis a joy to be around ”“,hishome lifewillsoon affect him” ,“ TeddyiswithdrawnHe is tardy and could become a probl

30、em.”Mrs. Thompson was somewhat surprised when she read Teddyshe had the duty to do something about it. s file, she realizedPart Three: (Para. 9-12):Here we come to the most important part ofthe story, because what happened before Christmas prompted Mrs. Thompsonto do something for Teddy. The student

31、s began to laugh when their teacher opened the present given by Teddy, because they thought the present was uglyand worthless. Mrs. Thompson knew that the other kids laugthter could hurTeddy, and she put on the bracelet and dab some perfume on her wrist in orderto show that she liked Teddy s present

32、. She was deeply touched by Teddywords and the way he uttered them, which made her realize how desperatelythe boy needed love and care his mother used to give him.欢迎下载第 4 页，共 48 页精品学习资料精品学习资料Part Four: (Para.13-14): These two paragraphs describe the changes inboth Mrs. Thompson and Teddy after Chris

33、tmas. The following questions could be asked:1) 1)What change did Mrs. Thompson make in her teaching?2)2)What was the remarkable change in Teddy s study after Mrs. Thompsonhad3) 3)changed her attitude towards him?Why would Mrs. Thompson remember that cologne on days when therewas an important test?P

34、art five: (Para. 15-20):this part presents the five successive notesby Teddy at important stages of his study.Paragraph 15 to 17 tell the readers about the notes Teddy sent to his teacher on three important occasionsIn paragraph 18 to 19 Teddy wrote something different and special in addition to his

35、 consistent gratitude to Mrs. Thompson.The last paragraph does not describe how Teddy s wedding takes place. However, wecan reasonably imagine the whole scene with a beaming Mrs. Thompson sitting in thepew for the groom s mother, with the bracelet around her neck and the special smellof cologne, and

36、 witnessing the happiest moment of her favorite student, for whom shehad developed a mother-like feeling.Language pointsLack of:1) absence or less than enough ofE.g. The building was never finished because of lack of money.E.g. Ata height of25,000 feet, the lack ofoxygen causes dizziness and headach

37、es.2) lack v.E.g. He lacks common sense. Tell a lieTo deliberately say something that is not trueE.g. whenever she told a lie, she felt guilty afterwards.Note that in most cases it is a bit too strong to say that someone is a lie. More oftenthan not we say“ That s not true.” Instead of“ You are lyin

38、g.”In the text we caa touch of humor in the phrase.Take delight inTo get great pleasure from (doing something)I took great delight in watching him making a fool of himself.Be required to1)To be demanded to; to have to do somethingE.g. All the students are required to attend at least 90% of the lectu

39、re.2)requirementn.E.g. applicants must fulfill all the requirements described in this brochure before theirapplications can be considered.Be in forTo be about to have something unpleasantE.g. We arein for some trouble if we don t finish it quickly.E.g. It is pretty stormy! I think we are in for a ro

40、ugh flight.Inquisitivealways wanting to find out the details about things and people欢迎下载第 5 页，共 48 页精品学习资料精品学习资料E.g. journalists have to be inquisitive, fearless and determinedTake stepsto take action, to do what is necessaryE.g.Managers musttakesteps toregulationsensure thateveryone understands the

41、newE.g. We have taken steps to prevent such unpleasant thing from taking placeagain.Take painsto make a great effort or take great careE.g. Mary took great pains with her English lesson and got high marks. Pains(pl.): great care or effortE.g. No pains, no gains.Wonder1)used to introduce a requestE.g

42、. I wondered whether you would be so kind as to send me an application formE.g. I wonder if you would help me.2) think about or ask oneself about somethingE.g. he wondered whether he would be able to find the hotel againE.g. I wonder what she is doing tonight.Betto state confidently(what will happen

43、)E.g. The builders want to finish the job by Friday. I bet you wonE.g. I bet Tom has a hangover this morning.you should have seen how much he was drinking last night. t.IV.Questions for considerationWhat is the most important in teaching and learning process?V.Main idea of Text 2This article is take

44、n fromNewsweek,December 3, 2001. It is an report aboutthe effect of TV and junk food on children. Parents worry a lot the harmful effecton their children and junk food is another problem area. The author at last points out that to take a positive approach is very important when setting limitson anyt

45、hing to children.VI.Questions for discussion about Text 21)2)1)Do you think children in China are now watching too much TV? Do you likethe McDonald sor Kentucky Fried Chicken? Do youagree that they sell junk food?Do you think that some restrictions on TV and junk food are too much for children?2)3)3

46、)Unit 3 .Teaching objectivesStudents will be able to:master the key language points and grammatical structures in the text learn the way of designing a narrative writingunderstand the main idea, structure of the text and the author s writingstyle欢迎下载第 6 页，共 48 页精品学习资料精品学习资料 .Topics for discussionThinkofa person you know who suffers misfortunes but stilldoes whatever he/she can to help others. Describe him/her to your classmates.Do you believe in luck? Please expl