新编大学英语第二册电子教案.pdf

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1、新编大学英语第二册电子教案新编大学英语是按“以学生为中心的主题教学模式”编写的教材。第二册共12 个单元，每单元由4 部分组成：（1）准备活动（ Preparation）;（2）以听力为中心的语言活动(Listening-Centered Activities) ； （ 3）以阅读为中心的语言活动(Reading-Centered Activities) ；（4）巩固和提高(Further Development) 。准备活动旨在激发学生对本单元有关内容的兴趣，开阔他们的思路， 使他们进入积极的语言活动状态。以听力和阅读为中心的语言活动旨在让学生获取大量的可理解的语言输入，提高语言能力， 在此

2、基础上展开各项语言活动。课内阅读文章以活页形式由教师在阅读前发给学生，当场阅读。 巩固和提高是在学生学完本单元课内（ 1 篇）和课外（2 至 3 篇）所有的文章之后进行的。此时，学生对同一个主题的有关内容、词汇和表达法已有了一定的接触和了解，通过这一部分的综合性语言活动进一步提高应用能力。每单元围绕一个主题展开读、听、说、写、译等活动，旨在培养学生的语言综合应用能力。 通过多样的课堂活动，是学生在课堂教学的过程中积极思考、自觉参与、 获取知识、了解风情、提高能力。8 学时完成一个单元。Unit One Food I. Theoretical basis : College English Sy

3、llabus(1999); College English Curriculum Requirements (2004) II. Teaching Aims: In this unit students are required to : 1) get to know some useful information concerning the topic of the reading passages in this unit and to know more about English culture; 2) do some preparation activities such as d

4、iscussion, group work, etc. to practice their spoken skill and communicative skills; 3) grasp some new words and try to use these words which help them to enrich their vocabulary; 4)read the in-class reading passage in a limited time and grasp some expressions and grammatical points in the in-class

5、reading passage to improve their reading comprehension; 5) do some post-reading exercises and some after-class reading to practice what they have got to know in class to improve their English comprehensive skills.; 6) translate some typical sentences into Chinese or English by using some expressions

6、 learned in the reading passages to acquire some translating skills and better their translating abilities. III. Teaching Methodology Mainly applying task-based approach and communicative one to construct a student centered classroom The whole learning and teaching proceed is tended to follow the mo

7、del of pre-task-task cycle-post-task IV. Time Distribution According to Ss English learning traits and regulations, the focus of the learning strategies, and the English level of current students; we are going to finish this unit in 8 periods: Listening & Speaking (2 periods); In-class Reading (2 pe

8、riods); Exercise & After-class Reading (2 periods); Further Development &Writing (2 periods). Period I&II listening and speaking I、Teaching Content 1) T s background knowledge introduction as recruitment and Ss discussion on the unit topic of food, and enlarge their vocabulary on food. Compare the A

9、merican diets with Chinese one. 2) Listening of 2 passages and 1 tongue twister II 、Teaching design Part One: Preparation 1. Check You Vocabulary Directions: Work in groups to list as many foods and drinks as you can in each category and put them down in the table. Food Drink Vegetable Fruit Meat Ce

10、real Others cabbage, beet, carrot lettuce, bean, eggplant, onion, garlic, pepper, pea, cucumber, celery, mushroom pumpkin, cauliflower, etc Apple, pear, fig, apricot pineapple, grape, plum, mango, lemon, watermelon, papaya, coconut, cherry, etc. Pork, beef, lamb, bacon, turkey, mutton, chicken, saus

11、age, etc. Rice, oat, wheat, corn, millet, barley, etc. egg, cake, cookie, biscuit, cracker, nut, fish, shrimp, lobster, crab, clam, etc. Tea, coffee, Coke, rum, Pepsi, wine, Seven-up, Sprite, beer, whisky, brandy, milk, juice, soda water, lemonade, etc. 2. Comparing Diets Directions: Look at the die

12、t below. It shows what a 10-year-old British boy eats on a typical day (see page 4). Work in pairs to decide whether this is a healthy diet. What do you think a 10-year-old boy in China would eat on atypical day? What is the difference between the two diets? Part Two: Listening-Centered Activities L

13、istening I New words: grapefruit, bacon, toast, marmalade, preserves Exercise 1: Listen to the dialogue and fill in the order list below with the information you get from the tape (see page 5). 1) 226 2) 7:30 3) orange juice 4) grapefruit juice 5) bacon, eggs, and tomato 6) two soft-boiled eggs 7) t

14、oast, butter 8) lemon tea Exercise 2: Work in groups of three. One will be the waiter or waitress and the other two customers. Make up a dialog ordering food for breakfast.Listening II New words: passion, counter, McDonald s, cardboard, plastic, container, tight-fitting, drive-in, Mexican, Italian,

15、menu, microphone, trash, Debbie Exercise 1: Listen to the first part of the passage and complete the following by filling in the blanks (see page 6). 1) to take out, cardboard, plastic, plastic, tight-fitting 2) board, menu, order, microphone, twenty yards 3) knives, forks, everything, tray Exercise

16、 2: Listen to the second part of the passage and answer the following questions. 1) What is said about service in restaurants and coffee shops in America? Efficient and friendly. 2) What impression do waiters and waitresses give customers when they introduce themselves? Their friendliness is natural

17、 and isn t entirely because they hope to get a high tip. 3) What is an appropriate amount for a trip? 15% of the check. 4) What is one of the most pleasant things about waiters and waitresses? They refill a customer s coffee cup several times for no extra charge. Listening III Exercise: Listen to th

18、e tongue twisters and fill in the blanks with the words you hear. Listen again to check your answers. Then practice saying these tongue twisters as quickly as possible. 1) The big baker bakes black bread. 2) “ The bun is better buttered, ”3) cheap chip shop sells cheap chips 4) fried fresh fish, fis

19、h fried fresh, fresh fried fish, fresh fish fried, fish fresh fried 5) proper cup of coffee, proper coffeepot, a cup of coffee, proper coffeepot, coffeepots, Iron coffeepots, Proper cup of coffee, proper copper coffeepot, cup of tea Part Three: Assignment to prepare the new words on the textbook.Per

20、iod 3&4 Reading I、 Teaching Content The title of the text is Food and Culture (intensive reading). Language points explanation, exercise. II 、Teaching Objects1) Understand and master new words: anthropologist, apparently, appropriate, bark, calorie, disgusting, fertilize, forbid, protection, protein

21、, sacred, sufficiently, nomad, bark, nutritious Phrases ：be sick of, in addition, pick up, regardas, related to, as a result, etc. 2) Improve Ss micro-reading skills and the ability of thinking, inference and judge in English. III 、Teaching Design A. Greeting B. Check the assignment: new words dicta

22、tion C. Pre-Reading Discuss the following questions in pairs. a) What do you eat and what don t you eat? b) Why do you eat certain foods and why don t you eat certain foods? c) Is there anything you find strange about people s eating habits? What is it and why? D. Passage Reading a) Read the passage

23、 “ Food and Culture” on their own. Ss should finish it within 13 minutes. b) Design some exercise to see that students have understood the passage. Finding Food Taboos: Fill in the table about food taboos in certain cultures with the information you get from the passage. Understanding the Details: F

24、ill in the blanks to complete these sentences or paragraphs with the information you get from the passage. c) Discussion: Work in groups and answer the following questions. 1) What do you think food likes and dislikes are related to? 2) What are your foods likes and dislikes? What do you think your

25、food likes and dislikes are related to? E. Focal Points and Difficulties 1) anthropologist-anthropology-anthropological suffix: -logy means “ .学”e.g. biology-biologist-biological sociology-sociologist-sociological geology-geologist-geological 2) appropriate to/ for sth. Sports clothes are not approp

26、riate for a formal wedding. His formal style of speaking was appropriate to the occasion. 3) forbid (forbad, forbidden) to do sth. stop/prevent/prohibit/hinder + object + from doing sth. 4）raise a) lift or move sth. To higher level raise one s hand; raise one s eyes b) cause (sth.) to appear The mea

27、sure raised a lot of problems. c) bring up a child; bread farmer animals; grow or produce crops. raise pigs; raise crops; raise a child 5) be sick, vomit, nauseate “ be sick” can mean “ feel ill as if one is going to vomit ” . e.g. She was sick after she ate too much chocolte. Lucy felt sick (= felt

28、 likely to vomit) the morning after the party. Other uses include: airsick, carsick, seasick “ nauseate ” comes from the word “ nausea ” which means “ a feeling of illness in the stomach, often making one feel as if one is going to vomit ” . It s a formal word and often used in passive form. e.g. He

29、 is nauseated by the smell of meat cooking. “ vomit” means to “ bring food or drink up from one s mouth, because one is sick” . 6) As a result, people from one culture often think the foods that people The word “ make”in this sentence (L. 8) means “ be good enough to be or become ” (宜成为 ). e.g. I) T

30、hat will make a good ending of the book. II) It s a story that would make a great film. 7) The term “ scared cow (l.23) is also used derogatorily to refer to an idea, practice, etc. that is so much accepted that not even the slightest doubts about it are allowed. e.g. The need for secrecy has become

31、 a kind of sacred cow. They did not dare to challenge the sacred cow of parliamentary democracy. 8) but one hundred grams of termites contain more than twice as many calories and almost twice as much as protein as one hundred grams of cooked hamburger.(L911)In this sentence “ twice as many” and “ tw

32、ice as much ” 的意思是“是的两倍” 。用 many 或 much 的依据是后面所跟的名词是可数还是不可数的。e.g. I have twice as many books as you. She spends half as much money on clothing as I do. 后半句的意思是： 然而，如果拿 100 克的白蚁和 100克制作好的汉堡包相比，前者所含的热量是后者的两倍多，其所含的蛋白质也几乎是后者的两倍。9) “ move around ” 相当于“ move from place to place ” 。Around 在此处是副词，表示 here an

33、d there, in many directions 。10）One explanation for the pig-eating taboo is that pork that is not cooked sufficiently may spread a disease called trichinosis. 吃猪肉是一大禁忌的一种解释是，没煮好的猪肉会传播旋毛虫病。此句中 “ that pork that is not cooked sufficiently may spread a disease called trichinosis”是表语从句。表语从句中“ that is not

34、 cooked sufficiently ” 是定语从句，修饰的先行词是 pork。是过去分词短语做“ called trichinosis”的后置定语。F. Exercise1.2.3 (see page 11): to review and consolidate the new word sand the usage. G. Homework: preview and memorize new words in after-class reading; do quiz. Period 5&6 After-class Reading and Exercise I. Teaching Con

35、tent Two pieces of After-class Reading: The Menu, The nutrients in Food. (extensive reading approach). Check the answers to quiz II. Teaching Objects To encourage Ss get useful information from the reading material as soon as possible, to encourage reading fluency, so students should not be stopping

36、 frequently because they do not understand a passage. III. Teaching Design A. Passage I 1) Ss are given five minutes to read the passage “ The Menu” , get the useful information from the passage, and pick out the development history of the menu. 2) Read again (seven minutes) and answer the following

37、 questions: a) What are the functions of the menu? (name at least five) b) Figure out the periods when restaurant were doing well: c) Figure out the periods when restaurant were doing badly: B. Passage II T gives ten minutes to read this passage, then instructs Ss to summarize the passage. C. Quiz (

38、pre- task) Check the answers with Ss, Give the explanation to the difficulties. D. Relaxed Time (pre-task) Ask 3 5 students to share their exciting/good news in their daily life or tell an interesting story/joke. Period 7&8 Further Development &Writing I. Teaching Content Warming-up, one integrated

39、activity: preparing food, and writing. II. Teaching Objects After 6 periods exposure to language input, reading material, and language skills training on the topic “ food” , Ss have been familiar with the relevant content, vocabulary and language expression on the same topic. Through this 2 periods,

40、 T are expected to organize some integrated activities to get Ss have an increase in the ability of language use. III. Teaching Design A. Warming-up Jokes and Riddles about Food 1) What room can people not live in? 2) What do you call a chicken running down the road? 3) What kind of vegetable gets i

41、nto a lot of fights? 4) What science do you learn when you shake a an of pop? Food Proverbs: Match the two halves of each proverb correctly and explain the proverbs (see page 26). B. Preparing Food Suppose you arrive late at a friend s holiday house. All the shops are shut and you would like to make

42、 a nice meal for yourself and the person you are with. You are both hungry. You look in the cupboard and in the fridge and besides the basics such as salt, pepper, spices, oil and sugar, you find: a few onions and tomatoes, one chicken leg, a tin of tuna, a jar of strawberry jam, a tin of pineapple,

43、 a packet of rice, a tin of yogurt, four potatoes, a tin of dried milk, a tin of baked beans, six eggs, five apples. Work in pairs to plan a meal for two which as many of he ingredients as possible. When you are ready, tell the class what you intend to make and be prepared to explain how to make any

44、 of the dishes if necessary. When you have heard everyone s menu, decide as a class which is the best. C. Writing a) Ask some questions about eating habits 1) How much time do you spend eating in a normal week? 2) What s your favorite food? 3) What do you usually eat for breakfast, lunch and supper?

45、 4) How often do you eat in restaurants instead of students cafeterias? b) Compare your answers within your group and find out the similarities and difference between the members of your group. Think of two questions: 1) Are there any big differences between your group members? What are they? 2) Hav

46、e found any of the results surprising? Why? c) Write an article about your classmates eating habits using the results of your discussion. The composition should include both the similarities and the differences. Write no less than 120 words. d) Ss write the composition in class. After that, T pick u

47、p one student s article to analyze and give a comment on it. Conclusion The new words and reading material of this unit are moderate. The topic is familiar to Ss, so Ss are motivated to learn English in a high spirit, Ss can digest the key points and difficulties easily. Five language skills are cov

48、ered. Teaching aims are achieved. T helps Ss with the abilities of self-study, effective communication, information analysis, and thinking in English. Ss are going to process English material and attempt to express their own opinions; taste the joy and success of English communication; and cultivate

49、 Ssteam-working spirits. Unit Two Personality I. Theoretical basis : College English Syllabus (1999); College English Curriculum Requirements (2004) II. Teaching Aims: In this unit students are required to: 1) get to know some useful information concerning the topic of the reading passages in this u

50、nit and to know more about English culture; 2) do some preparation activities such as discussion, group work, etc. to practice their spoken skill and communicative skills; 3) grasp some new words and try to use these words which help them to enrich their vocabulary; 4)read the in-class reading passa