新视野大学英语教案第2册.docx

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1、新视野大学英语教案第2册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。是完成第二册所有阅读教程的单项

2、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训练。Required course materials:College English （New Edition Book 2）Integrated Curse, Listening and Speak

3、ing 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, C

4、hina DailyWebsites: epizza, nease （英语比萨园地）；listeningexpress （听力快车）;putclub （普特英语听）；4ewriting （英文写作网）；wwenglish （旺旺英语）；chinadaily （中国 日报）；guardian. co. uk （英国卫报）washingtonpost （华盛顿邮报）新版大学英语二级教学日历（2008.2-2008.6）Notes:1. The teacher logs onto the Management Platform of the Interactive EnglishLearning S

5、ystems 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 ta

6、sks.3.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 Chineseand the Western learning styles） and structure of the text （introduction of the topic by an anecdote; elaboration by comparison and contrast

7、; conclusion by a suggestion）;2) appreciate the difference between comparison and contrast, as well as different ways tocompare and contrast (point-by-point or one-side-at-a-1ime method)3) master key language points and grammatical structures in the text;4) conduct a series of reading, listening, sp

8、eaking and writing activities related to the theme ofthe 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-reading3rd period: Text Analysis; Post-Reading Tasks4th period: Reading Practice5th period: Speaking6th period: Writing3 .教学

9、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 commu

10、nicative approach will be adopted. 3Special 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2一教师用书。上海: 上海外语教育出版社。董欣,宋海波，柯彦玲,2002I全新版大学英语阅读教程2一教 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

11、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 pape

12、r!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 childs acquisition (学会)of each skill in their growth should be guided or directed by his/her parents.2) . In the process

13、 of childrens 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) . Th

14、e 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

15、 two should decide what should be learned, how it should be learned, and when it should be learned. Comparing Western and Asian methods of 4learning it is generally true that Western methods are more student-centered, expecting students to discover things for themselves rather than relying on their

16、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 15 and be ready to answer the following questions:Where and when did the incident take place

17、?Who are the main characters in this incident?What is the attitude of the author and his wife toward Benjamin，s efforts in inserting the keyinto the slot?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 t

18、he courseware) Attach; notin the least; find one s 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:What did the Chinese colleagues think of the key-slot

19、incident?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

20、; 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 III1) Scanning (5 minutes)Students are required to skim Part III of the text and then answer

21、 the following question: 5 What suggestion does the author make about seeking a better approach to foster skills andcreativity?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: assumin

22、g, superior, inferior3rd Period1. Text Analysis1) Ways of introducing a topic (15 minutes)How to introduce a theme?To state topic directlyTo introduce an anecdote or an incidentTo pose a questionTo quote newspaper headlinesTo make an analogy (类比)To give a definitionTo pose an imagined argumentStuden

23、ts 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

24、 essay.-Devastation by El Nino - a Warning. This piece of news has aroused the attention of manypeople I! 一to quote newspaper headlinesDo animals al 1 have thoughts, what we cal 1 consciousness? | -to pose a questionParents who decide that the time has come to teach their children about money usuall

25、ybegin by opening savings accounts. to pose an imagined argumentA traditional story describes a foolish man lifting a rock too heavy for him and having hisown feet squashed. Hitler was like that foolish man, but he was different in that,.to make an analogyFascism can be defined as the use of brutal

26、force in enslaving the people at home and thepeople of foreign countries-,- -to give a definition6Today, I would like to focus on the hot issue of green house effect in the world* 一一to state the topic directly2) Comparison and contrast (15 minutes)Scan the first sentence of Both Para 6 and Para 7. a

27、nd then decide what kind of comparison andcontrast 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 PeriodThe teacher explains

28、 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 lev

29、el3) .and we want to say a few things that might not get said in casual conversation: thank youfor what you, ve meant to me, I am very happy right now. (L. 29)Few letters are obligatory, and they are Thanks for the wonderful gift and 1 am terriblysorry to hear about Georges death and Yes, you re wel

30、come to stay with us next month, andnot many more than that. Write those promptly if you want to keep your friends. (L. 37)4) ,so keep your writing stuff in one place where you can sit down for a few minutes andDear Roy, I am in the middle of an essay for International Paper but Id drop you a line.

31、Hito 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 fol lowing questions will help your students identify the audience of the text.72. Passage Two (15

32、minutes)1) The teacher explains the main idea of the text to the students.2) Reading strategy:DivisionClassificationWhen 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 b

33、ased 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 fos

34、sil 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; photovo

35、ltaics; 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.Energy sources in the world can be roughly divided into two kinds. What are they?These tw

36、o kinds of energy sources can be further classified into several categories. Whatare they?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

37、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 （低能丿） 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 popu

38、lar 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

39、 remain unnoticed.8Al 1 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 pr

40、edictedb） 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 cou

41、rsesc) 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

42、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 questionnaire individua

43、lly. (20 minutes)92. Task Two: (15 minutes)Students are required to work in small groups and think of at least five characteristics of a good language learner.3. The teacher explains characteristics of good language learners to students. (10 minutes)6th Period WritingWriting (1) Comparison and Contr

44、ast1. Students discuss the questions on page 28 of their textbook in smal1 groups. Groupreporters share their ideas with the whole class at the end of their discussion. (15 minutes)2. Students read the Writing Strategy on page 29 of their textbook. The teacher explainsimportant points about essays o

45、f comparison and contrast to the students. (10 minutes)3. Students draft their essay following the instructions in their textbook. (20 minutes)Each of the students is required to have his / her essay corrected by a classmate before he / she hands it in next week.Unit 2 The Richest Man in America, Do

46、wn Home1 .教学目标及基本要求:Students will be able to:1) Understand the main idea (despite his wealth, Sam Walton remains downhomeand devoted to his team ) and the structure of the text.2) Appreciate the use of indirect description in portraying a person;3) Grasp the key language points and grammatical struc

47、tures in the text.4) Conduct a series of reading, listening, speaking and writing activities related to the themeof the unit.2 .教学内容及学时分配:Time allotment:1st period: pre-reading; Text Organization; While Reading (Paragraph 1-4)102nd period: While-reading3rd period: Text Analysis; Post-Reading Tasks4t

48、h period: Reading Practice5th period: Speaking6th periods: 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 a