《食物、大学生活、职业规划等》大学英语教案.doc

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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，在此基础上展开各项语言活

2、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 FoodI. Theoretical basis: College English Syllabus(1999); College

3、 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 discussion, group work,

4、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 reading passage to improv

5、e 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 learned in the reading pas

6、sages to acquire some translating skills and better their translating abilities.III. Teaching MethodologyMainly applying task-based approach and communicative one to construct a student centered classroomThe whole learning and teaching proceed is tended to follow the model of pre-task-task cycle-pos

7、t-taskIV. Time DistributionAccording 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 periods); Exercise & After-class R

8、eading (2 periods); Further Development &Writing (2 periods).Period I&II listening and speakingI、Teaching Content1) Ts background knowledge introduction as recruitment and Ss discussion on the unit topic of food, and enlarge their vocabulary on food. Compare the American diets with Chinese one.2) Li

9、stening of 2 passages and 1 tongue twisterII、Teaching designPart One: Preparation1. Check You VocabularyDirections: Work in groups to list as many foods and drinks as you can in each category and put them down in the table. Food DrinkVegetable FruitMeatCerealOtherscabbage, beet, carrotlettuce, bean,

10、 eggplant, onion, garlic,pepper, pea, cucumber, celery, mushroom pumpkin, cauliflower, etcApple, pear, fig, apricot pineapple, grape, plum, mango, lemon, watermelon,papaya, coconut, cherry, etc.Pork, beef, lamb, bacon, turkey, mutton, chicken, sausage, etc.Rice, oat, wheat, corn, millet, barley, etc

11、.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 DietsDirections: Look at the diet below. It shows what a 10-year-old British boy eats on

12、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 ActivitiesListening INew words: grapefruit, bacon, toast, marmalade, pr

13、eservesExercise 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) toast, butter 8) lemon tea Exercise 2: Work in groups of three.

14、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, McDonalds, cardboard, plastic, container, tight-fitting, drive-in, Mexican, Italian, menu, microphone, trash, DebbieExercise 1: Listen to the first p

15、art of the passage and complete the following by filling in the blanks (see page 6).1) to take out, cardboard, plastic, plastic, tight-fitting2) board, menu, order, microphone, twenty yards3) knives, forks, everything, trayExercise 2: Listen to the second part of the passage and answer the following

16、 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 and isnt entirely because they hope to get a high tip.3) What is an ap

17、propriate amount for a trip? 15% of the check.4) What is one of the most pleasant things about waiters and waitresses? They refill a customers coffee cup several times for no extra charge.Listening IIIExercise: Listen to the tongue twisters and fill in the blanks with the words you hear. Listen agai

18、n 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 chips4) fried fresh fish, fish fried fresh, fresh fried fish, fresh fish fried, fish fresh fried5) proper cup o

19、f coffee, proper coffeepot, a cup of coffee, proper coffeepot, coffeepots, Iron coffeepots, Proper cup of coffee, proper copper coffeepot, cup of teaPart Three: Assignmentto prepare the new words on the textbook.Period 3&4 ReadingI、 Teaching ContentThe title of the text is Food and Culture (intensiv

20、e reading). Language points explanation, exercise. II、Teaching Objects1) Understand and master new words: anthropologist, apparently, appropriate, bark, calorie, disgusting, fertilize, forbid, protection, protein, sacred, sufficiently, nomad, bark, nutritiousPhrases：be sick of, in addition, pick up,

21、 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 DesignA. GreetingB. Check the assignment: new words dictationC. Pre-Reading Discuss the following questions in pairs.a) What do you eat and what dont yo

22、u eat? b) Why do you eat certain foods and why dont you eat certain foods? c) Is there anything you find strange about peoples eating habits? What is it and why?D. Passage Reading a) Read the passage “Food and Culture” on their own. Ss should finish it within 13 minutes. b) Design some exercise to s

23、ee 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: Fill in the blanks to complete these sentences or paragraphs with the information you get from the pass

24、age. 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 food likes and dislikes are related to?E. Focal Points and Difficulties1) anthropologist-anthropology-

25、anthropologicalsuffix: -logy means “.学”e.g. biology-biologist-biological sociology-sociologist-sociological geology-geologist-geological2) appropriate to/ for sth.Sports clothes are not appropriate for a formal wedding.His formal style of speaking was appropriate to the occasion.3) forbid (forbad, f

26、orbidden) to do sth.stop/prevent/prohibit/hinder + object + from doing sth. 4）raisea) lift or move sth. To higher levelraise ones hand; raise ones eyes b) cause (sth.) to appear The measure raised a lot of problems.c) bring up a child; bread farmer animals; grow or produce crops.raise pigs; raise cr

27、ops; raise a child5) 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 likely to vomit) the morning after the party.Other uses include: airsick, carsick, seasick“nauseate” comes from the word “

28、nausea” which means “a feeling of illness in the stomach, often making one feel as if one is going to vomit”. Its a formal word and often used in passive form.e.g. He is nauseated by the smell of meat cooking.“vomit” means to “bring food or drink up from ones mouth, because one is sick”.6) As a resu

29、lt, people from one culture often think the foods that peopleThe word “make” in this sentence (L. 8) means “be good enough to be or become”(宜成为).e.g. I) That will make a good ending of the book. II) Its a story that would make a great film.7) The term “scared cow (l.23) is also used derogatorily to

30、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 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 tha

31、n 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 “twice 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

32、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 and 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

33、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 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. Homew

34、ork: preview and memorize new words in after-class reading; do quiz.Period 5&6 After-class Reading and ExerciseI. Teaching ContentTwo pieces of After-class Reading: The Menu, The nutrients in Food. (extensive reading approach). Check the answers to quizII. Teaching ObjectsTo encourage Ss get useful

35、information from the reading material as soon as possible, to encourage reading fluency, so students should not be stopping frequently because they do not understand a passage.III. Teaching Design A. Passage I1) Ss are given five minutes to read the passage “The Menu”, get the useful information fro

36、m the passage, and pick out the development history of the menu. 2) Read again (seven minutes) and answer the following 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

37、badly: B. Passage IIT gives ten minutes to read this passage, then instructs Ss to summarize the passage.C. Quiz (pre- task) Check the answers with Ss, Give the explanation to the difficulties.D. Relaxed Time (pre-task) Ask 35 students to share their exciting/good news in their daily life or tell an

38、 interesting story/joke.Period 7&8 Further Development &WritingI. Teaching Content Warming-up, one integrated 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 famili

39、ar with the relevant content, vocabulary and language expression on the same topic. Through this 2 periods, T are expected to organize some integrated activities to get Ss have an increase in the ability of language use.III. Teaching DesignA. Warming-upJokes and Riddles about Food1) What room can pe

40、ople not live in?2) What do you call a chicken running down the road?3) What kind of vegetable gets into 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 FoodSuppo

41、se you arrive late at a friends holiday house. All the shops are shut and you would like to make 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 o

42、nions and tomatoes, one chicken leg, a tin of tuna, a jar of strawberry jam, a tin of pineapple, 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

43、you are ready, tell the class what you intend to make and be prepared to explain how to make any of the dishes if necessary. When you have heard everyones menu, decide as a class which is the best.C. Writinga) Ask some questions about eating habits1) How much time do you spend eating in a normal wee

44、k?2) Whats your favorite food?3) What do you usually eat for breakfast, lunch and supper?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 questi

45、ons:1) Are there any big differences between your group members? What are they?2) Have 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. Wri

46、te no less than 120 words.d) Ss write the composition in class. After that, T pick up one students article to analyze and give a comment on it. ConclusionThe 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,

47、Ss can digest the key points and difficulties easily. Five language skills are covered. 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 Ss team-working spirits. Unit Two PersonalityI. Theoretical basis: College English Syllabus (1999); College English Cu