【精品】新视野大学英语第一册(第二版)教案
新思路大学英语基础教程第一册(第二版)教案unit1
一、单元整体解读及分析
单元内容
本单元主要围绕“大学目标与计划”这一话题，讨论和学习关于制定计划和目标的表达方式，并通过语音和语法学习，熟记掌握基本的英语语音发音，学会熟练运用系动词“be”的一般现在时用法及人称代词、物主代词的用法等等。
Step 1
Teacherasks some students to list examples or quotations about plans or goals they have known.
Step 2
Read the quotations in thetextbookand make a brief introduction to this unit.
2.学会简单总结语法知识规律，并且能够区分人称代词和物主代词在含义和用法上的不同。
教学难点
1.通过场景对话和短篇阅读，快速提取、分析、处理信息，提高理解能力。
2.语法知识系动词“be”的一般现在时和代词的熟练掌握和灵活运用。
教学方法
交际教学法、情景教学法、任务型教学法。
教学手段
多媒体课件、视频、音频等。
3mins
2.Warm-up
Teacher asks students questions to arouse theirinterests:
1)What do you want to gain from college education?
For example: get more professional knowledge, improve self-ability, increase self-confidence, etc.
新视野第一册 教案unit2
Unit Two Section A A Busy Weekday MorningI. Objectives1.Skills:1) reading: read for the main idea and the ways to develop the main idea,distinguishing between facts and opinions2) writing:learn to describe a series of actions according to the time whenthey happen or space where they happen, learn to express different views on sth3) listening: understand the passages telling about the conflicts between different generations or about one’s feeling or impression of sb. 4) speaking: talk about the faults parents and children often find with each other, air one’s view on sth,2.Vocabulary development:1) words: upset, knot, fashion, appeal, distract, section, identity,permanent, radical, identify, negative, concern, appointment, mature, rebel, anchor2)expressions: to blast forth, along with, to burst into, (not) to haveto, over and over, to reach for sth, to turn it up, (not) to stand it, to turn … down, to get ready for, to help sb. wake up, to put on her makeup, to do sth. more than before, to do sth. a lot more than usual, in peace and quiet, make one’s blood boil ,to get rid of, to glance at, to go too far, drop out of, talk over3.patterns:1)Typical patterns for suggestion2)Typical patterns for comparison and contrast3)Typical patterns for emphasis of consequenceII. Teaching arrangement1. Total class time for this unit: 8 periods2. Suggested arrangement:1) pre-reading activities: 15-20'2)understanding the structure of text A: 25-30'3) detailed study of the language: 45'4) writing skills: 15'5) text summary 10’6) exercises: 20'7) reading skills: 15'8) detailed study of of text B: 45'9) comprehensive exercises: 30'10) supplementary reading and vocabulary exercises: 45'11) listening＆speaking : 90’III. Study of text A1. Pre-reading1. 1 Background information1) Green Waves(绿浪) is a fictional name for a musical group made up bythe writer for use in this story.2) French Lilac Blue（法国紫蓝）is a fictional name for eye-liner make-upmade up by the writer for use in this story.1. 1 Topic-related video1. 2 Topic-related discussion2. While-reading2. 1 Global reading2. 1. 1 Understanding the major details of the text1）Why did Mr. Finch shout at his daughter?He didn’t like the music his daughter listened to; he thought it wa s horrible stuff.2）Sandy seemed to enjoy the bathroom, but she didn’t stay long in it. Why?Because her mother or father would bang on the door to rush her.3）Throughout the story the parents and the daughter seem to have different views on things. What do the differences suggest to us?There is generation gap between them.2. 1. 2 Understanding the organization of the text1）Main idea of the text.The story “A Busy Weekday Morning” was centered upon the conflictsbetween Sandy and her parents over her favorite music, dresses, make-up and other minor things.2）Division of the text2. 2 Detail reading2. 2. 1 Words and phrases1）along with (L.2) 她与数千名难民一道逃离了伊拉克。
新视野大学英语第二版第一册Unit4教案
新视野大学英语第二版第一册Unit4教案Unit 4, Book OneSection A: Heroes among us1. Teaching Objectives:To talk about heroismTo understand the text fullyTo apply the phrases and patternsTo master the paragraph writing skill2.Time Allotment:Section A (3 periods):1st---2nd period: Pre-reading activities ( theme-related questions for warming up;)While-reading activities (cultural notes; useful words and expressions;difficult sentences)3rd period: While-reading activities (text structure; main ideas)Post-reading activities (comprehension questions; exercises) Section B(1period):4th periods: Practice of the reading skill (reading for the key idea in a sentence);T checks on Ss’ home reading by as king questions based on the passage.T explains some difficult sentences3.Teaching Procedures:Pre-reading ActivitiesStep 1. GreetingsGreet the whole class warmly.Step 2. Lead-in and preparation for readingLet them talk to each other about the following questions:1. Who is the greatest hero in your mind? And Why?2. What makes a hero in your eyes?Step 3. Fast readingAsk the Students to read the passage as quickly as they can and then answer the questions on the screen. Let them get the main idea of each paragraph and make clear about the text structure.Text structure: ( structured writing ) The passage can be divided into 4 parts.Part1 (para.1) QuestionPart 2 (para.2-4) Example 1(civilian heroes)Part 3 (Para.5-12) Example 2 (First responder heroes)Part 4 (Para.13) ConclusionPurpose: Improve the student s’ reading and writing ability and understand the general idea of each paragraph.Method:Read the text individually and talk in groups; Use task-based language teachingmethod, reading approach, communicative approach and total physical response method.Step 4. Preparation for details of the text on the screenStudents are required to look at the Words and Phrases on the screen and give a brief presentation in class.Words and Phrases:Purpo se: Train the Students’ ability of understandi ng and using foreign language.Method:Talk in groups, Use task-based language teaching method, communicative approach and total physical response method.1. (Para.1) apply pressure to/on按压，给…施加压力You can apply pressure on the injury to make the blood bleed slower.你可以按压伤口让血流的慢些。
新视野大学英语第一册Unit 2教案
4.（L1）forth :adv.(fml) onwards; forwards向前;向前方
【用法】go～向前走
e.g.Your book moves back and forth.你的书前后移动。
He stretched forth his arm.他伸出胳臂。
【用法】～with sb.情投意合；（两人）一见如故
e.g.a).The door clicked shut.一声关上了。
Her suitcase clicked shut.她的手提箱喀嗒一声关上了。
The phone clicked dead.电话喀嗒一声断了。
b) He saluted with a click of his heels.他立正敬礼，鞋后跟发出咔嗒一声。
(2)What creates the gap between the older and the younger generation?
(3)Give some other reasons for a generation gap.
listen)
Step 2 Background introduction
关心，挂念
as/so far as... be concerned /where sth. is concerned关于；至于；就...而言
as concerns关于
everyday concerns日常事务
worldly concerns世事
feel concern about忧虑，挂念
give oneself no concern (about)不关切，对...冷淡
Sheburst out crying / laughing / singing…她突然哭起来/笑起来/唱起来
《新视野大学英语》第一册_教案
NEW HORIZON COLLEGE ENGLISH BOOK 1 TEACHING PLAN《新视野大学英语》第一册教案Unit One: Section A---Learning A Foreign LanguageObjectives (目标)：The students are required to have a good knowledge of the main idea, a good command of the core words, expressions and structures, learn to find out the meanings of unfamiliar words.Key Points (重点)：Comprehension of the text; Core words, expressions and structures.Difficulties (难点)：Sentences beyond comprehensionApproach (方法): InteractionProcedures (步骤):1.Word Study，90 minutes2.Sentences beyond comprehension, 90 minutesprehension of the text, 90 minutes4.Exercises, 90 minutesStep One: Word StudyIn or out of class, the students are required to tell the derivatives or synonyms of some words and make sentences with some collocations.1.Derivatives （派生词）reward ---rewardingfrustrate ---frustrating ---frustrated ---frustrationunlike ---like---alike ---likely ---likelihood ---likewisecommunication ---communicatecommitment ---commitassignmen t ---assignembarrass ---embarrassing --- embarrassed---embarrassmentcontinual ---continually ---continue --- continuous ---continuityfavorite ---favor ---favorable以下派生词出现在课文里：eagerly---eager---eagerness; teacher---teach; quickly---quick; incorrect---correct---incorrectly; whenever---when, wonderful---wonder;conversation--- converse; unforgettable---forgettable---forget; friendship---friend2.Synonyms （同义词）reward: award, medal, payment, prizefrustrate: defeat, depress, disappoint, discourage, dismay, fail, smashpositive: certain; definite; sure; active; practical; absoluteformer: prior; previous; preceding;intimidate: threatenopportunity: access; chance; occasion; shotmedium: average; mean; middle; moderateaccess: right; means; way;participate (in): attend; campaign; engage (in); enter (into);go (in for); go (into); go (to); join; play; racevirtual：actual; concrete; effective; essential; substantial;commitment:devotion; dedication; promise;assignment: work; job; task; exercisecontinual: continuousreap: achieve; acquire; attain; derive; earn; gain; get; obtain; secure; winbenefit: advantage; gain; good; income; interest; profit; receipts; returns; revenue; yield communicate: exchange; share; beam; cable; carry; conduct; convey; diffuse; deliver; hand; propagate; radio;relay; spread; sweep; transmit; transport; transfergap:difference; divide; division; gulf3．Collocations (搭配)1）rewardEg. He received a medal in reward for his bravery. 因表现勇敢他获得了一枚奖章。
新视野大学英语第二版第1册Unit5SectionB教师版PPT教案
随笔
Practice
NHCE
课文
自测
Explanation
Main Idea: ? Major Detail: ?
Main Idea: The Kung has been regarded as a leisured and even “affluent” society. Major Detail: They do not have or need many material possessions and the search for food is neither exhausting nor time-consuming.
新视野大学英语第二版第1册 Unit5SectionB教师版
会计学
1
NHCE
Reading Skills
课文
自测
Introduction
Like the other skills for your use, the skill introduced in this unit does render you better ability in reading.
to other ideas.
To be continued
随笔
Practice
NHCE
课文
自测
Not all facts in a paragraph are of the same importance. Details that give major information about the main idea are, however, very important. Small or less important details help round out the paragraph and often hold our attention to make the material we are reading more concrete. Still, we may ignore them if our goal is a clear and quick understanding of what we are reading.
新视野大学英语第二版第一册第十单元教案
新视野大学英语第二版第一册第十单元教案Unit 10Period (1-2)Part 1: Class Planning1. Teaching MaterialNew Horizon College English Book IUnit 10 Being Honest and Open Text A2. Teaching Objectives1) Let students grasp the new words and expressions2) Let students master the meaning of each word including English and Chinese meaning.3. Teaching FocusSome important new words:demonstrate boundary convenience scarce apply consist assistance ensure assure concede clarify appoint progressive genuine rely preserve basis yield Important phrases:middle point sell out (to) at handin short supply the bottom line demand ofconsist of stand for account forthink of do fine give (the) creditrely on/upon feel good engage inin other words win the day4. Teaching Methods1) Interactive Teaching2) Communicative Teaching5. Teaching AidsTeaching notes prepared by the teacher6. Time Allotment:1) Ts’ opening remarks (3’)2) Pre-reading Tasks (5’)3) While-reading T asksExplanations of new wor ds and phrases (60’)4) ConsolidationAfter-text Exercises on page 57-58 (10’)5) Assignments (2’)Part Ⅱ.Teaching LecturesStep One: Read new words, phrases and expressions and pay attention to your pronunciation. The teacher gives simple analyses, explanations or extensions.Step Two: Explanation of some key words1) demonstratevt. show clearlyE.g. You have to demonstrate how to operate the computer.vi. take part in a march or meeting to protest or to make demandsE.g. Some 30,000 angry farmers are demonstrating in the central square.2) integrityn. honestyE.g. His integrity is unquestioned.3) moralityn. 1) moral values; right or wrongE.g. It's not a question of morality but a question of conscience.2) quality; goodnessE.g. One's morality often reflects his conscience.4) boundaryn. 1) (figuratively) limitE.g. the boundaries of human thoughtthe boundaries of one's knowledge2) dividing lineE.g. The river forms the boundary between the two states.5) conveniencen. 1) comfortE.g. The new house has every modern convenience.2) usefulnessE.g. Shopping bags are provided for the customers' convenience.6) scarcea. not much or many compared with what is wanted; hard to findE.g. Nowadays men of integrity are scarce and hard to find.7) applyv. 1) give or have an effect; use for a purposeE.g. The rules of safe driving apply to everyone.He knows the rule but does not know how to apply it to his work.2) request officiallyE.g. She is applying for a job as secretary.3) cause to work hard; devoteE.g. The reason for his failure in the exam is that he didn't apply himself to his study.8) consistvi. (of) be made up ofE.g. The textbook consists of ten units.10) assistancen. (U) fml. help or supportE.g. Unless we receive more financial assistance from the government, the school will have to close.11) ensurevt. 1) make sure or certainE.g. Come early to ensure getting a good seat.The novel ensured his name as a great writer.2) make sure of getting; secureE.g. A letter of introduction will ensure you an interview.This medicine will ensure you a good night's sleep.12) assurevt. 1) tell positively or confidentlyE.g. I assure you that this medicine cannot harm you.2) make (oneself) sure or certain; convinceE.g. Before going to bed she assured herself that the door was locked.13) protestv. 1) make complaint, objectE.g. They protested about the bad food at the hotel.There was a large crowd in the square, protesting against the war.2) declare seriouslyE.g. We urged her to come to the party with us, but she protested that she was too tired.n. 1) a statement that declines or objectsE.g. If everyone refused to buy meat in protest, the shops would have to bring their meat prices down.2) a serious statementE.g. The charged man was judged guilty despite his protest of not being at fault.14) concedev. 1) yieldE.g. He conceded us the right to walk through his land.2) admit as true, often unwillinglyE.g. The government conceded defeat as soon as the election results were known.I'm willing to concede that a larger car would have cost more, but I still think we should have bought one.15) appointvt. choose (someone) for a job, etc.E.g. They appointed him as chairman.They appointed him (to be) chairman.16) progressivea. 1) moving forward continuously or by stagesE.g. We see the progressive development of the city with our own eyes.2) improving or changing according to new ideasE.g. This is a progressive firm that uses the most modern methods of operation in its business.17) dwarfn. a person of much less than usual sizeE.g. Their second son is a dwarf.vt. cause to appear small when comparedE.g. The new tall building dwarfs all the little shops.18) giantn. 1) a person who is much bigger than is usualE.g. He is one of the giants in the field of science.2) a person of great abilityE.g. Shakespeare is a giant among writers.a. unusually large or importantE.g. It is a giant step towards success.19) genuinea. real; trueE.g. They're convinced that the picture is genuine.If the offer is genuine I will gladly accept it.20) coren. 1) (figurative) the central or most important partE.g. This is the core of the discussion.The core subjects are English, mathematics and Chinese.2) the hard, central part, containing the seeds, of fruits like apples and pearsE.g. Someone threw an apple core.21) relyvi. (on) trust; have confidence inE.g. You can't rely on the weather.22) externala. 1) (figurative) easily seen but not essential; on the surfaceE.g. Judged by his external appearances he was a quiet man, but he had a violent temper.2) outsideE.g. an external wound 外伤The medicine is for external use, not to drink.22) inevitablea. which cannot be prevented from happeningE.g. An angry exchange was inevitable because they hated each other so much.23) preservevt. 1) keep; protectE.g. We need to preserve the forest.I hope that fate may preserve you from all harm.2) storeE.g. preserved eggs 皮蛋preserved fruit 果脯24) maskn. a covering for the face, to hide or protect itE.g. Each motorcycle driver has to wear a mask.vt. 1) put a mask overE.g. The bank robbers masked their faces.银行抢劫犯戴了面具。
新视野大学英语（BookII）教案
新视野大学英语（BookII）教案Unit OneI. Objectives1. Skills:1) Reading: reading for the main idea in a paragraph2) Writing:how to present a paragraph of general statement supported by specific details and reasons3) Listening: understanding the passages about study, listening for the main idea and the important details, learning to take notes while listening4) Speaking: talking about time2. Vocabulary1) Words: budget convention leisure social interaction assesses abrupt tick conduct skillful fulfill2) Expressions: fall behind result in go with due to in person pour into in a rush3. Grammar:1)present participle phrases functioning as adverbials2) conjunctions: much lessII. Teaching Arrangement1. Total Class Time for This Unit: 8 periods2. Suggested Arrangement:Section A: 4 Periods1) Background Information 5'2) Pre-reading Activities 10-15'3) While-reading(1) General Reading 5-10'Questions on the T ext(2) Detailed Reading 100'a. Words and Phrasesb. Language Pointsc. Sentence Patternsd. Main Idea of Each Part4) Post-reading(1) Useful Expressions 5'(2) Summary of the Text 10'(3) Structured Writing 15'(3) Exercises 45'(4) AssignmentsSection B: 2 Periods1) Reading Skills and Exercises 30'2) Detailed Study of the Text 50'3) Summary of the Text 20'14) Exercises 50'Listening and Speaking: 2 Periods1) Listening 75'2) Speaking 25'Section A Time-Conscious AmericansI. Background Information1. Time OrientationAmericans place considerable value on punctuality. Because they tend to organize their activities by means of schedules, they may seem harried, always running from one thing to the next and unable to relax and enjoy themselves. Since Americans are so time conscious, the pace of life may seem very hectic(紧张的). Being on time is regarded as very important, and in the U.S. most people make an effort to arrive on time. Not all Americans are punctual, but almost everyone is conscious of time. Differenttypes of activities have different conventions. One should arrive at the exact time specified for meals, and for appointments with professors, doctors, and other professionals. You can arrive any time between the hours specified for parties, receptions, and cocktail parties. Plan to arrive a few minutes before the specified time for public meetings, plays, concerts, movies, sports events, classes, church services, and weddings. If you are unable to keep an appointment, it is expected that you inform the other party that you will be late or unable to arrive.2. Hourglass:A glass container holding fine sand for measuring time, which is narrow in the middle like a figure8 so that the sand inside can run slowly from the top half to the bottom taking exactly one hour.沙漏：一种装上细沙以用来测量时间的玻璃容器，其颈部细小，形状象一个8字，使得上半部的沙子能缓慢地流到下半部中，其时间正好是一个小时。
新视野大学英语第一册教案(全)
Situation 4: (para.15)I lock my car and walk to my apartment with my key ready. I have my gun when a man ……Stage 3: Film Replay--- topic comprehension (25min.)Watch the film once again, be prepared to answer the questions during viewing.Questions1. Whose gun does this man use to shoot James Bond? (Pause at 4 min.)2. Who does this woman really want to shoot? (Pause at 36 min.)1.Why does she want kill Mr. Goldfinger?2.What type of gun does the man use to shoot 007? (Pause at 54min.)5. why does this mute man shoot Mr. Solo? (Pause at 1:17)Stage 4: Assignment (3 min.)Please complete all the exercises of the unitRole-playing and Exercises (2 class periods)Stage1: Role-playing (1.5 class periods)Now act out the role-play group by group. Be sure to speak clearly and slowly and make yourself understood. After your performance, prizes are given to Best Group (2), Best Actor/Actress (Bobber A--- 1; Bobber B --- 1; Victim --- 1) and Best Director (1)Role-play Evaluation FormNHCE Book 1 Unit 7 Text A --- Face to Face with GunsTime:Class:Role-playing and Exercises (2 class periods)Stage1: Role-playing (1.5 class periods)Now act out the role-play group by group. Be sure to speak clearly and slowly and make yourself understood. After your performance, prizes are given to Best Group (2), Best Actor/Actress (Bobber A--- 1; Bobber B --- 1; Victim --- 1) and Best Director (1)Role-play Evaluation FormNHCE Book 1 Unit 7 Text A --- Face to Face with GunsTime:Class:Stage 2: Exercises (25 min.)2.1 Question time for Text C2.2 Question time for the exercises of the unit2.3S entence DictationEach of the sentences will be read three times1.Their attentions usually focus on the handguns rather than theirusers.2.Doctors say he only has a slight problem and need not to havean operation.3.The Chinese government has attached great importance to Mr.Bush’s visit.4.I was gradually being brought face to face with the fact that Ihad got little achievement.5.She is cautious and checks again if she turned off the gas beforeleaving; Today is no exception.Unit 8, Book 1Section A Birth of Bright IdeasI.Teaching Objectives:1.To involve the students in conversation. To discuss somethingabout bright ideas2.To give the students practice in reading both for the general ideaand specific information (skimming and scanning)3.To give the students practice in paraphrasing the important wordsand sentences4.To give the students oral accuracy practice5.To give the students oral fluency practice6.To give the students writing practice in contrast7.To give the students writing practice in comparisonⅡ. Teaching Allotment·1st period: Pre-reading Activities & While-reading Activities·2nd period: While-reading Activities·3rd period: After-reading Activities·4th period: Text Structure Analysis and ReviewⅢ.Teaching procedurePeriod One:Objective 1: (Estimated time: 12 minutes)1.Task: Topics for discussionA.Have you ever had bright ideas? If you have, what are they?B.When do you usually have bright ideas?2.Activity and class organization: The teacher asks two studentsto answer the above questions. After S1 and S2 have answeredthe questions, the teacher asks S3 and S4 to add some newinformation about the two questions. Then the teacher summariesthe main points mentioned by the four students and encouragesthe other students to add their opinions.3.Possible problems:The students may have difficulty inexpressing themselves clearly and make a number of errors intheir speaking. The teacher will not correct the mistakes (unlessserious) and will then use gentle correction in order to encouragethe students to speak.Objective 2: (Estimated time: 18 minutes)1.Task: Understand the text2.Activity and class organization: The students skim and scan thetext individually and do the following tasks:A.Find out the main idea of the text. (How bright ideas areformed.)B.Analyze the organization of the text. Fill in the chart with themissing information.3.Possible problems:The students may not use the right readingskills of skimming and scanning. They may also make errors in finding out the main idea of the passage. The teacher should make his instructions especially clear in these respects.Objective 3: (Estimated time: 30 minutes)1.Task: Learn some important words and sentences from the text.2.Activity and class organization:The students are divided intofour groups and they ask and answer questions in turn. Thequestions are mainly about how to paraphrase some importantwords and sentences from the text. Then they make somesentences by using the important or new words.Pay more attention to the following points besides the students’:☐particular about: hard to pleasee.g: She is very particular about her clothes.☐personal/ individual/ personnel/ personality/ personification☐intensify/ reinforceintensify: to become more intense, to become strongere.g: The strong wind seems to intensify the cold.Reinforce: to add strength or support to; to make stronger orfirmere.g: Their arguments are strongly reinforced by the latesttrade.Newspapers like this tend to reinforce people’s prejudices.☐sleep on sth.: leave sth. undecided or unattended until the next daye.g: He often sleeps on his tasks.take shape: take on a defined forme.g: A good idea was slowly taking shape in his mind.3.Possible problems:The students may not have vocabulary orlanguage they need in paraphrasing. They may not paraphrase the words or sentences preciously. The teacher will act as a resource in this case.That’s the end of the first period.Period TwoObjective 4: (Estimated time: 8 minutes)1.Task: Oral accuracy practice2.Activity and class organization: The teacher mainly asks somequestions and the student answers the questions:T: Why do bright ideas sometimes burst into your mind?S:_____________________________________________________ ______.T: Can you, according to the text, mention some fields in which people can form bright ideas comparatively easier?S:_____________________________________________________ _________.T: How did Wagner feel when he fell into a sleeplike condition one day?S____________________________________________________ __________.T: What happened to Henri Poincare one night?S:_____________________________________________________ _______.T: What was Descartes’ discovery?S:___________________________________________________ _________.3.Possible problems:The student may not answer the questionsfluently and may make some mistakes. The teacher will give some hints to make the conversation move on as smoothly as possible.4. feedback:The teacher comments on the oral accuracy practiceand corrects the errors on time.Objective 5: (Estimated time: 10 minutes)1.Task: Oral fluency practice2.Activity and class organization: Group discussion: The studentsare divided into 5 groups. Each group has a picture of a famous people:Group One: Thomas JeffersonGroup Two: ConfuciusGroup Three: Bill GatesGroup Four: Nelson R. MandelaGroup Five: Mr. Deng XiaopingThen the students are asked to talk about the stories of the above famous people.3.Possible problems: The students may not speak fluently. Theysometimes may not express themselves clearly. The teacher will provide some information to the students.4.Feedback: The teacher asks some group leaders to have apresentation of their discussion and comments on their work. Objective 6: (Estimated time: 15 minutes)1.Task: Writing practice in contrast2.Activity and class organization: The teacher gives the some keywords and then asks the students to have brief discussion about how to write a paragraph. After that, the teacher writes the passage on the blackboard. Then the students are asked to write a passageaccording to the given topic and key words.Key words:Alfred Nobel/ Swedish/ inventor/ industrialist/ bankrupt/ millionaire/ scientist/ literature/ remain/ idealist/ fortune/ simple/ cheerful in company/ sad in private/ mankind/ patriotic/ foreign/ explosive/ dynamite/ peacetime/ weapon/ useful/ useless/ world-famous/ personally/ throughout/ avoid/ publicity/ Model paragraph:Alfred Nobel, the Swedish inventor and industrialist, was a man of many contrasts. He was the son of a bankrupt, but became a millionaire; a scientist with a love of literature, an industrialist who managed to remain an idealist. He made a fortune, but lived a simple life, and although cheerful in company he was often sad in private. A lover of mankind, he never had a wife or family to love him; a patriotic son of his native land, he died alone on foreign soil. He invented a new explosive, dynamite, to improve the peacetime industries of mining and road building, but saw it used as a weapon of war to kill and injure his fellow men. During his useful life, he often felt he was useless. Although he was world-famous for his works, he was never personally well-known, for throughout his life he avoided publicity.Task: Write a passage according to the subject and key wordsgiven below.Subject: Lectures and Group DiscussionKey words:worthless/ boring/ interesting/ mathematics/ all the time/ whisper/ yawn/ history/ information/ exciting/ different/ opinionsObjective 7 (Estimate time: 15 minutes)1.Task: Writing practice in comparison2.Activity and class organization: The teacher gives the somekey words and then asks the students to have brief discussion about how to write a paragraph. After that, the teacher writes the passage on the blackboard. Then the students are asked to writea passage according to the given topic and key words.Key words:raise/ pet/ involve/ care/ knowledge/ child/ sensitive/ environment/ healthy/ tender/ similarly/ require/ physical/ mental/ development/energy/Model Paragraph:Raising pets involves nearly as much care and knowledge as raising children. First, both pets and children are sensitive to their environment. If a pet is raised on an environment of tender, loving care, it will grow faster and be much healthier. The same is true for children, who will be happier and healthier if their parents love and take good care ofthem. Similarly, proper care of pets requires a basic knowledge.The owner of a pet must know, for example, which food is suitable for the pet, how to avoid diseases, etc. Parents, too, must have a basic knowledge of their children’s needs in order to provide what is necessary and essential for the best physical and mental development. Finally, the owner of a pet must be willing to provide the best possible care for his pet. The parents must also spend time caring the children, such as talking and playing with them. In a word, healthy and happy pets and children are the result of knowledge, energy and extra time.Task: Write a passage according to the subject and key words given below.Subject: Learning and Depositing MoneyKey word: just as/ step by step/ little by little/ gradually/ work hard/Feedback: Peer correction and comment on the compositionsHomework:1.Read the text as many times as you can. Next time I’ll a sksome of you to retell the text.2.Write a passage based on the information given on page 183 ofthis book. The passage should be at least 150 words.3.Please preview the next texts.That’s the end of the second period.Period ThreeI. Check the homework: (Estimated time: 20 minutes)☐Retell the text: Ask three students to retell the text.☐Check the compositions: Ask three students to read their compositions.II.Move on to Section BSection B Ways of Increasing CreativityObjective 1: (Estimated time: 10 minutes)1.Task: Topic for discussion2.Activity and class organization: The teacher asks thestudents to answer the question: How can you increase yourcreativity?3.Possible problems: Some students may just repeat the waysmentioned in the text. Some of them may not have good ideasabout this topic, so they may not answer the questionsmoothly. The teacher will guide them to express themselvesclearly.Objective 2: (Estimate time: 20 minutes)1.Task: Answer questions2.Activity and class organization: The teacher asks the studentsto skim and scan the text individually and answer the following questions:☐What’s the main idea of this passage?☐How many ways are mentioned in this text about increasing creativity? What are they?☐What’s the topic sentence of each paragraph?☐Can you share your opinion between your partner of the writing skill of this section?3.Possible problems: Some students may not find out the topicsentences correctly.That’s the end of the third period.Period FourObjective 3: (Estimated time 20 minutes)1.Task: Learn some important language points in Section B2.Activity and class organization: The students are divided intofour groups and they ask each other questions about the important words or sentences or other language points from the text.Pay attention to the following points besides the students’:☐right away: right off, at oncee.g: You must deal with that event right away.☐emerge: appeare.g: The moon emerged from behind the clouds.☐scarcely … when: hardly …when; no sooner …thane.g: Scarcely had we got to the station when the train started tomove.☐take advantage of: make use ofe.g: They took advantage of the great opportunity and madegreat progress.3.Possible problems: The students may not give clear definitionsor expressions of the words or sentences asked. The teacher will provide some necessary information.Objective 4: (Estimated time: 10 minutes)1.Task: Oral accuracy practice2.Activity and class organization: The teacher and a studenthave a conversation based on the text:T: Have you ever met somebody who suddenly had a good idea?If you have, who was he and when and where did it occur?S:__________________________________________________.T: Have you yourself ever had a bright idea when you were introuble? If you have, please tell us the story.S:__________________________________________________.T: What do you think of daydream? Is it positive or negative?S:___________________________________________________.T: Do you like challenges? Why or why not?S:____________________________________________________ .T: Are you interested in other subjects besides your major?Why?S:____________________________________________________ _.3.Possible problems:The student may have difficulty inexpressing himself clearly and make some mistakes. The teacher will give some hints and correct the errors in time.Objective 5: (Estimated time: 18 minutes)1.Task: Oral fluency practice2.Activity and class organization: Pair work. The students workin pairs. The conversation they’ll have is based on the one justhad between the teacher and the student.3.Feedback:After the students have practiced for about 10minutes, the teacher asks some pairs to have a demonstration.Then the teacher and other students give some comments. Homework: (2 minutes)1.The students are supposed to visit the web site at to find two or three famouspeople and their achievements. Next time, the students will beasked to tell the stories of the famous people.2.The students will be asked to read Section B carefully and thenwrite a summary of it.That’s the end of the fourth period.Period FiveI. Check the homework: (Estimated time: 20 minutes)☐Five students are asked to tell the stories of the famous people they fuond at the web site.☐Feedback on the stories: The teacher asks other students to add something new. Then the teacher comments on the workdone by the students, pointing out and correcting mistakes ifany.☐Three students are asked to read the summaries they have written based on Section B.☐Feedback on the summaries. The teacher points out the strong points and weak points of the summaries written by thestudents.II. Do the exercises of Section B. (Estimated time: 10 minutes)Unit 9, Book ISection A Looking to the 21st Century* Teaching Objectives:This unit is intended to present students the possibilities in the 21st century. After learning it the students should be able to•obtain an insight into our life as well as our lifestyles in future;•get a good understanding of the trends for the 21st century;•read for topics and precise details;•predict from subtitles in reading;•develop vocabulary and learn the sentence structures relevant to the topic and use them. These include:Words: predict, performance, beyond, survive, tension, interactive, career, advertisement, volunteer, analysis, monitor, diagnosis, treatment,alternative, connection, security, facilities, grocery, purchase,widespread, percentage, management, emission, output, prescribe Phrases: impose on (upon), work on, more and more, pay for, bill for, start up, on average, at risk, change from, under siegeSentence structures:a.Psychologist Arthur Kramer tested volunteers working on…b.More and more, doctors will use visual information about yourcondition from computers, instead of textbooks…c.Home computers will enable you to answer… should you…puters enable homework assignments to be done withworldwide resources, using….Teaching Allotment·1st period: Pre-reading Activities & While-reading Activities·2nd period: While-reading Activities·3rd period: After-reading Activities·4th period: Text Structure Analysis and Review* Teaching Procedures1.Pre-reading Activities1) Listen to a short passage twice and answer the following questions:a.What is this passage mainly about?b. In which way will home computers help us in future?2) Listen to the passage again and fill in the blanks with words you hearfrom the passageThis new century will bring many changes. Computers could measure brain activity to determine the quality of our work. Doctors will use computers instead of books to evaluate and treat sickness; citizens will use computers to learn about health problems. Computers in cars will show our routes, take money from our bank accounts, identify motor problems, figure our repair costs and locate repair shops. Home computers will take care of regular duties in the home and help with homework and order food. More women will enter the work force and start their own businesses; people will change jobs every ten years; middle managers will disappear while people with precise skills will become more important than ordinary workers. Protecting the environment will be an international concern. Health and fitness will be major interests of government and business as well as citizens.NB: The underlined parts are blanks when the passage is used as handouts delivered to the students.2.Warming-up Exercises1) Predict From Title•Direct students' attention to the title and ask them to predict the content of the text.Title: Looking to the 21st Century.Content:a. future: it is determined by what we do now;b. aspects relevant to future way of life: your car, your brain,your health, the workplace, the environment, etc..2)Prediction From Subtitles•Pair work: Direct students' attention to the subtitles and ask them to predict with precise details.Example: Subtitle 4: Your CarPrecise details: controlling of the future cars; ways to pay forthe costs; how to show the directions; auto repair, etc..3) Background Information•The Futurist•The World Future Society3.While-reading Activities1) Text Survey• Students survey the text and work out the questions in pairs (Page 205, students' book).• Check the answers2) Text Structure AnalysisThe text is structured by eight important elements in the formof subtitles about our future life supported by details. The formula is as follows:Example: Page 208, Students' book3) Class Activity•Group work: Students work out one of the topics and its precise details.•Check the result of students' work.Example:•Subtitle: Your future•Topic: The future is determined by present actions•Precise details: Mr. Edward Cornish's remark (The quotation part).4) Language Points:a.Difficult Points:Group Work: Students work in group of 4 to find out thedifficult points in the text.Teacher: explains difficult points to the students.Example:Sentence: " The responsibilities we have …..(paragraph 4 ) Meaning: It is we who are responsible for the future. It is not fate or other forces beyond our control that determine the future. When we realize the fact that we ourselves create the future, our responsibility begins.Note: In this sentence, the second that-clause is the further explanation of the first one.b.Key Points:Sentences level: explain to the students structures of the sentences included in the objectives part and give them similarexamples.Example:Sentence: Home computers will enable you to answer interactive questions about your health and show the alternative result should you act in a certain way. (Para. 11)In British English, the structure: “ If + subject + should + verb”is often used as “ Should +subject + verb”.Examples: Should you change your plan, please inform us of it in advance.( = If you should change your plan, please let us know in advanceNote: Also please notice the difference between:If you see Harry, give him my regards.(You may see him.)If you should see Harry, give him my regards. (You might see him.)Words Level1) Phrases: The teacher illustrates the phrases of the text andmakes students use them by making sentences. (Oral practice)Example:impose on(upon): force on, place onSome parents tend to impose their likes and dislikes on their children and they don't realize it.People in this country have been imposed on higher income taxes than before.………….(Other points please see teacher's reference book)2)Words:a. Five minutes for students to survey the new words in the text.( special attention to parts of speech)b. Students do the vocabulary exercise.( Page 205, students book)c. Students do the exercise 1on page 90, integrated training,students book. (Optional)d.The teacher facilitates class by working around in theclassroom.3)Notes: The teacher should direct students’attention to thefollowing:a.beyond: ( Para 4)beyond power 非力所能及的beyond doubt 毫无譺义beyond compare 无与伦比的beyond praise令人赞叹不已的b.more and more: ( Para 10)Nowadays more and more people own private cars.More and more, doctors will use visual information oncomputer for diagnosis and treatment.As time went on, he found it more and more difficult to support his family.c.groceries: 杂货grocery: 杂货店d.change from: change ( something or someone) from a state toanother, 由…..变成Cf. change into: cause (something or someone) to become ( something or someone else), 从…….变为Examples:The beggar was changed from a prince. （这乞丐原来是个王子）The prince was changed into a beggar. （王子变成了乞丐）Unit 10Section A Being Honest and Open1.Teaching Objectives1. Skills.1)Reading: reading for gist, detail and inference, locating topicsentences and the structure of the text (a general principlesupported by an example), developing reading skills2)Writing: writing a paragraph which starts with a principle that issupported by an example (by a short story)3)Learning: the essence of being honest and open2. Vocabulary development—word power: learning words andphrases used in talking about integrity or honesty in general. This includes:1) Receptive words and phrases: integrity, morality, assistance,conscience, attraction, core, genuine, intelligent,fashionable, inner, scarce,, tough, external,enrich,2)Productive words and phrases: demonstrate, clarify, appoint,apply, consist, protest,rely, preserve, boundary, convenience, compass, triangle, mask,component, basis, relationship, rear, mirror, progressive,inevitable3)Synonyms: ensure / assure, concede / yield, tempt / attract,4)Phrases and expressions: sell out (to), demand of, stand for,account for, do fine, give (the) credit, engage in, win the day3. Grammar: clauses int roduced by “where” and “what”4. Integrated practice:students are asked to conduct a series ofreading, listening, speaking and writing activities related to thetheme of the unit.II. I. Teaching arrangement1.Total class time for this section: 4 periods2.Time allotment1st period -----Pre-reading or warm-up activities: First listening; Second listening;2nd period -----While-reading: Main idea; detailed information; Textstructure; language points3rd period -----While-reading: Language points; grammatical structures; Synonyms;4th period -----Post-reading: V ocabulary review; ExercisesIII. Warm-up activities ( the 1st period )1. Before reading the text, students are encouraged to listen to it twice carefully, and answer the questions below.Questions for the first listening: ( 15 minutes )1) What’s the title of the text?2) What’s the key word in the text meaning “honesty”?3) How many principles that constitute honesty does the author mention in the text?2. A compound dictation is designed and handouts are given to the students: they are required to close their books and to fill in the blanks during each pause while listening to the text for the second time.( 25 minutes )My grandparents believed that you were either honest or you were not. There was no middle point. They had a simple saying hanging on their living-room wall: “ Life is like a field newly fallen snow. ________ _______ _________ ________ _______ every step will show.” Theydidn’t have to talk about it; they demonstrated this truth by their life.They understood instinctively that integrity involves _________ ________ ______ ______ ________ ________ ________ ________ that does not sell out to convenience and that is not relative to the situation at hand.Unfortunately, integrity is _______ _________ ________today ---- and getting scarcer. But it is the real _______ _______ in every area of society and a discipline we must ________ _______ _______. A good test for this value is to apply _______ ______ _______ the “ Integrity Triangle”, wh ich consists of three key principles:_______ _______ _______ _______ _____ ______ ______ _______ ______ ________ . There’s a story told about a surgical nurse’s assistance during her first day on the medical team at a well-known hospital…._______ ______ _______ _______ _______ ______ ______ _______ . Don’t be afraid of those who might have a better idea or who might even be more intelligent than you are.David Ogilvy, founder of the advertising firm Ogilvy & mather, clarified this point to his newly appointed office heads by sending each of them a Russian nesting doll with five progressively smaller figures inside._______ _______ ______ _______ _______ _________ ________ _______ _______ . People who lack genuine core values rely on external。
新视野大学英语第一册Unit 2 教案
Unit 2 Section AA Busy Weekday MorningI. Background Information1. Generation GapGeneration gap refers to the distance and contradiction between the old and young. It is a common phenomenon that exits everywhere in the world and influences both the old and young. Generally speaking, generation gap results in different understanding and appreciation of the great and constant changes of the world, different reactions to new things, and different attitudes to traditional principles and beliefs.2. Rock and RollRock and Roll, also called Rock, is a form of popular music, usually characterized with vocals (often with vocal harmony backing, electric guitars and saxophones in the early days) and a strong back beat. Rock and Roll emerged as a defined musical style in America in the 1950s, though the elements of rock and roll can be traced in rhythm and blues records as far back as in the 1920s. Early rock and roll combined elements of blues, boogie-woogie(一种爵士乐)，jazz and rhythm and blues together, and it was also influenced by traditional folk music, gospel(福音) music, black and white, and country and western music. Going back even further, rock and roll can trace a direct lineage back to the old Five Points district of mid-1800s New York City, the scene of the first fusion between heavily rhythmic African shuffles and sand dances with melody driven European genres, particularly the Irish jig(快步舞)。
新视野大学英语(第一册)Book 1 Unit 1 Section A Learning a Foreign language教案
1)Write a passage about your ownEnglishlearning experience with some of the language points in this passage.
2)Preview Section B
Step 5 Assignment
5)to stay at the same level forever
6)to get access to the necessary equipment
7)to keep up with the flow of the course
8)to meet the minimum standards set by the course
acquisition n. ( CN)获得或购得之物；（UN）获得
8.awful
9．instruct vt.
1.)指示,命令,吩咐=order
2.)教授;训练;指导[(+in)] =teach
3.)通知,告知
10. anxious adj.
1.)焦虑的,挂念的[(+about/at/for)]
2.)令人焦虑的
9)to cry with frustration
10)to feel like giving up
11)to reap the benefits of hard work
12)not to trade sth for anything
13)to teach me the value of hard work
B.by the age of eight
C.before they are five
新视野英语教程第二版第一册unit one
学院教案首页本次授课的课题：Unit one Going to college本次授课的课型：讲授型授课场地：普通教室本次授课教学目标：1.Identify the main idea of the text A and analyze somedifficult sentences and some language points;2.Understand and write registration form;3. In Grammar, students will be able to practice Verb tenses本次授课教学设计：（重点：内容的组织与安排、教学方法手段、教学资源运用）1.教学过程设计（按时间顺序安排的小单元，每小单元教与学活动安排、时间）Period 1 – 2 Listening & speakingPeriod 3 – 4 Reading Through: Text A –How to be Cool at CollegePeriod 5 Practical Writing and Grammar ReviewTask-based Approach ;Communicative Language Teaching;Activity Teaching Approach;Question-answer Teaching Approach;2.教学重点（本次课重点是什么，如何突出重点）V ocabularies of A and B level;Phrases and sentence structure3.教学难点（本次课难点是什么，如何突出难点）Verb tenses (1);Registration Form本次授课教学资源：（本次课的主要参考书、教具、挂图、网络资源等）Multi-media Video PPT Picture Blackboard本次授课课后作业：Page7.Working with Expressions; Please read Text B after class.本次授课的小结：（本次课教、学两方面完成情况分析，如有问题，改进思考）Understanding of Text A:Teaching Procedure:Period 1 – 2Listening & speakingTesting Your EarsTask1---Task 2----Task 3Key words and phrases in listening and speaking:goal, education, opportunity, likely, be true of, let sb. down, make up, to… extentOpening Your MouthExpressions for showing likes and dislikes:e.g.My name is… ./ It’s a pleasure to meet you. / I’d like you to meet … / I’d li keyou to know …/ I’m a new student in … college. / What’s your first name? / What doyou do?／Where are you from? /It’s been nice talking to you. / Nice talking to you. /introduce … toTalking Together:Task 1—Task 2—Task 3 aims to build the students’ abilities in listening and speaking.Homework: P7.Task 4Period 3 – 4Reading Through: Text A –How to be Cool at CollegeI.Leading-In (10’)(PPT导入)Ask some Ss to give an oral presentation about introduction; telling the reasons why they want to be college Ss ,the purpose for entering college and the differences between middle school and college.II.Skimming and Scanning ( 5 – 8’ )Main Idea of Text A:Going to college for the first time is an exciting moment in your life. At college, everything is new and you will be on yourself. As a college student, you should use your time wisely to learn as much as possible and work hard to get the very best out of the opportunities, enjoy meeting new people and prepare you for a bright future.Read the Text A fast and then tell the main idea of each part.Structure of Text APart I (Para. 1): Going to college is lucky. So you should set goals for yourself.Part II (Para.2-4): The teacher gives some suggestions and advices on education at college.Part III (Para.5): As a college student, you should be determined to learn more.III. Detailed study of Text A (20’)Sentences:1.How to Be Cool at College(p)How to make yourself very good and impressive to others at collegecool: a. very good; impressive; fashionable; trendy (spoken) 绝妙的You look really ~ in that new dress. 你穿那件衣服很帅。
新视野大学英语第二版第一册unit1教案
Unit OneSection A Learning a Foreign Language ObjectsStudents will be able to:■understand the main idea and structure of Section A;■learn some devices for developing a paragraph by cause and effect, time & space, comparison and contrast, as illustrated in Section A;■master the key language points and grammatical structures in the text;■conduct a series of reading, listening, speaking and writing activities related to the theme of the unitFocus:■Understanding and using the key words, phrases & expressions, patterns of Section A;■Understanding the main idea and structure of the text;■Mastering the device for developing a paragraph by cause and effect;■Understanding some reading skills---finding out word meanings through context clues, word-formation clues, the knowledge of the subject and the knowledge of the world, ect.Difficulties:■Understanding the structure of the text and the way to develop it;■Mastering the device for developing a paragraph by cause and effect.Time allotment:■1st-2nd period: Leading-in & reading activities■3rd-5th period: Text analysis ( the key language points & structure )■6th-7th period: Writing tasks■8th period: Checking on students’ learning tasks( Exercises in Section A & reading activities of Section B & C )Teaching procesure:Step 1 Leading-inIntroductory remarksEnglish language learning is by no means a piece of cake and at times frustrating.Most of us started to learn English when we were in junior middle school, and some evenearlier in elementary school. We enjoyed the successes and cried at our failures. On the one hand, we may enjoy learning it because it can bring us a lot of benefits. To begin with, it can teach us the value of practice. The more practice we do in listening, speaking, reading and writing, the more progress we make in English. Besides, it can give us insights into other cultures, keeping our mind open to new ways of thinking. And above all, it can help us communicate with many more people than before. On the other hand, we may fell frustrated sometimes because it may be too difficult to do well enough, or may puzzled that our English level stays at the same forever. Like most students of our age, we had to be faced with many problems in learning English, such as pronunciation, grammar rules, and cultural background. And the most frustrating one was how to memorize a large body of new words. As far as the college life is concerned now, however, our big trouble with English learning is that our class is very large and we have few chances to practice our spoken English in class. Now, I’d like to ask you some simple questions to get to know something about your English learning.Warming-up activityShort-answer-Questions1. When and where did you begin to learn English?Tips:—I began to learn English... years ago.—I have learned English for...—My experience with English began in... when...2.Do you enjoy learning English? Why?Tips:—No, I don’t enjoy it because it is useless/too difficult.—Yes, I enjoy it very much. It can help me➢find a good job after graduation.➢learn the cultures of other countries.➢make some foreign friends.➢learn the value of hard work.3. Do you have any trouble learning English? If any, what is it?— I always feel it difficult to...— It’s not easy for me to➢understand what others say.➢remember so many words.➢understand the grammar.➢read quickly.➢speak in public.➢4. What can you do online?Tips:----chatting online----meeting online---shopping online---searching for needed information---learning online ( learning English online)5. What are the advantages of learning English online?Tips:1. equal opportunity to do...2. any place, any time or pace3. cheaper and more convenient4. quicker and easier to get access tomuch information and to teachers5. student-centered6. no limit to the number of studentsStep 2 Reading activitiesIn the following text: Learning a Foreign Language, the author tells us his experience of learning English at different stages. He may share with us some experience of studying English. However, he did make great success in learning English by learning it online!●Reading for general ideaQuestions for thinking about1. What does the writer want to tell us?----His experience of learning English at different stages2. How does he make clear his story?---By cause and effect writing●Reading for some detailsQuestions for discussing1.What made the author’s English learning in junior middle school very successful?The kind and patient teacher and her positive method of praising all students often.2. How was the author’s experience with English learning in senior middle schooldifferent from his experience in junior middle school?In junior middle school, his English teacher was kind and patient. He liked to answer questions in class and he made much progress in English. But, in his senior middle school, his teache r punished those who gave wrong answers. He didn’t want to answer questions any more in class. As a result, he did not make much progress in English.3. In what way is the author’s experience with English in junior middle school similar tohis experience in college? In what way are they different from each other?In college and junior middle school, his English teachers were both patient and kind, but he didn’t have as many chances to answer questions in college as he did in junior middle school.4. Judging from the sixth paragraph, what is basic to online English learning?It requires much time, commitment and discipline to keep up with the flow of the course.5. What was the method the author used for online English learning?Hard work.6. Why didn’t t he author feel intimidated when he found some students could speakfaster than he could?He could take all the time he needed to consider his ideas and write a reply before posting it on the screen.7．Why wouldn’t the author trade his experience in learning a foreign language for anything else?Learning a foreign language taught him the value of hard work and gave him insights into another culture.8. According to the last paragraph, what interests the author most about English?He could communicate with many more people than before.Step 3 Detailed study of the text◆Language points:Words and phrases1. frustrate (L. 2) ( synonym: discourage, disappoint, upset, annoy )v. ①to cause sb. to feel angry or disappointed— Was there anything making you frustrated?—I was frustrated by…②to prevent someone’s plans, efforts from succeedingThe bad weather frustrated all our hopes of going out.2. to be well worth the effort(L. 3)Not everything in life is well worth our risk.3. positive (L. 6)adj.①effective; helpfulDon’t just watch give me some positive advice.②definite; allowing no room for doubtHe was expected to make a positive decision about whether these workers were to be fired.③sure; having no doubt about sth.She was positive that John would help her out of trouble.4. to be at the top of the class(L. 7)On the list of good policies in social contact, honesty should be at the top.5.to lose the desire/eagerness to say anything in English (L.14)As a result of her dishonesty, I lost my desire to form further friendship with her.6.to be far from perfect (L. 19) 远不尽人意Although our environment is still far from perfect, we haven’t lost the desire to change it for the better.7.to stay at the same level forever(L. 26)Sometimes our English learning seems to stay at the same level forever, but, in fact, this is not necessarily the case.8. intimidated (L.24)vt. Make one frightened by threatsThe thieves intimidated the general manager by saying that they world kill him.John intimidated his brother into telling their parents the truth.9.to get access to the necessary equipment(L. 30)Through online learning we get access to many new patterns of thinking.10.to keep up with the flow of the course(L. 33)To keep up with the flow of world trade, China decided to join WTO.11. commitment( L. 33)n. a promise to follow certain beliefs or certain course of actionsHe felt he didn’t have to make such a commitment to Mary.I don’t want to get married because I don’t want any commitments.12. to meet the minimum standards set by the course(L. 34)It also requires commitment and discipline to meet the minimum standards set by the university.13. to cry with frustration(L. 37) 因挫折而哭泣It often happens that while some jump with victory, others sigh with defeat.14. embarrass(L. 37)vt. Make one shy, ashamedIt embarrassed her that her husband was drunk at the dinner.This was an embarrassing situation for the gentleman for he couldn’t afford the dinner.15. to feel like giving up(L. 37)Unlike Zheng Pei-min, some officials only feel like enjoying pleasures as much as possible.16. to reap the benefits of hard work(L. 42) 尝到刻苦学习的甜头Online chatting made it possible for me to reap the benefits of English learning.17. not to trade/exchange/give sth for anything(L. 45) 拿什么都不换What impressed us most in that disaster was their readiness to give their lives for the public health.18. to teach me the value of hard work(L. 45)Much personal contact with him taught me the value of true friendship19. to give me insights into another culture(L. 46) 使我认识了另一种文化Good reading has given me insights into what good taste means.20. to keep my mind open to new ways of seeing things(L. 46) 使我从心里乐于接受新的看待事物的方式As long as we keep our minds open to anything helpful to social progress, our nation will be filled with hope21. to bridge the gap between different cultures(L. 52) 弥合不同文化之间的鸿沟The couple tried to bridge the gap between their emotions, but without any success.Patterns for using as models●Typical patterns for cause and effectBecause of this positive method, I eagerly answered all the questions I could, never worrying much about making mistakes. (L. 6)句型提炼Because of…, sb adv. does sth / is + adj. to do sth, never worrying ／caring much about…由于……, 某人很……做某事，从不怎么担心….★Because of her strong desire for material wealth, she was eager to trade her power for★money, never worrying about any damage to larger interests.★Because of his undue interest in online surfing, he is likely to put all his mind on this business, never caring about his school work.●Typical patterns for comparison & contrast1) Now that I speak a foreign language, instead of staring into space when English is being spoken, I can participate and make friends. (L.50)句型提炼Now that sb. does / has done sth., instead of …, he / she can ／should do sth. else.由于／既然某人做某事，而不再……, 他／她就能做另一事。
新视野大学英语第二版第一册Unit1教案
Book One Unit OneLearning a Foreign LanguageI. Pre-reading Activities1. DiscussionYour Experience of Learning English:1) When and where did you begin to learn English?Tips:— I began to learn English...years ago.— I have learned English for...— My experience with English began in...when...2) Do you enjoy learning English? Why?Tips:—No, I don’t enjoy it because it is useless / toodifficult.— Yes, I enjoy it very much. It can help me•find a good job after graduation.•learn the cultures of other countries.•make some foreign friends.•learn the value of hard work.3) How was your English teacher in junior or senior middle school?Tips:— My English teacher in... waskind/patient/encouraging/strict/impatient/cold/always angry.4) Do you have any trouble learning English? If any, what is it?Tips:— I always feel it difficult to...— It’s not easy for me to…•understand what others say.•remember so many words.•understand the grammar.•read quickly.•speak in public.Online Learning1) What can you do online?chatting online, meeting online, shopping online, playing game online, searching online, learning English online2) What are the advantages of learning English online?Tips for advantages:•equal opportunity to do...•any place, any time or pace•cheaper and more convenient•quicker and easier to get access to•much information and to teachers•student-centered•no limit to the number of students...II. Text Study1. Structure AnalysisThe author presents readers with his own language learning experiences at different stages. And at different stages, the author met different teachers and consequently formed different attitudes towards English learning.Now find the information to fill in the blanks.The Topic of Each PartPara(s). Topic1 General experiences of learning a foreignlanguage: difficult yet rewarding.2 Experiences in junior middle school.3 Experiences in senior middle school.4 Experiences at college.5-7 Experiences about online learning.8 Benefits of learning a foreign language.In junior middle school (Para.2):The teacher: kind and patient, positive, often praising the studentsThe author: at the top of my class, eagerly answering all the questions, never worrying much about making mistakesIn senior middle school (Para.3):The teacher: punishing quickly, pointing a long stick at us and shaking it up and down, shouting “No! No! No!”The author: losing my eagerness, losing my joy, losing my desireAt college (Para.4):The teacher: patient and kind, no pointed sticksThe classes: very large, many students spoke much better than I didThe author: feeling intimidated, afraid to speak, staying at the same levelThe on-line learning (Paras.5—7):The on-line learning requires: much time, commitment, disciplineThe author (at the beginning): making many mistakes, crying out of frustration, feeling like giving upThe author (finally): reaping the benefits of all the hard workThe benefits of learning a foreign language(Para.8):1)Teaching me the value of hard work.2)Giving me insights into another culture.3)Enabling me to communicate with more people.The way to develop paragraphs:因果关系法(cause and effect)The cause and effect technique can make clear the reasons why something happens by showing the relation between cause and effect.List the cause and effect of Paras. 2, 3, and 4.Para. 2Cause:The kind and patient teacher often praised the students.Effect:I eagerly answered questions, not worrying about making mistakes. I was at the top of my class.Para. 3Cause:The new teacher quickly punished those who gave wrong answers.Effect:I lost my eagerness to answer questions and my desire to say anything in English. Para. 4Cause:Large classes made me only able to answer a couple of questions in each class period. Many students spoke much better than I did.Effect:I was afraid to speak. My English seemed to stay at the same level.2. Words and Expressions1) reward v.to give sth. in return for goodPhrasesreward sb. with sth.; reward sb. for sth.;e.g.•Larry complimented her and was rewarded with a smile.•She was generously rewarded for her work.reward n.sth. received in return for work or servicesTranslationIn nature there are no rewards or punishments; there are consequences. (British writer, HoraclAnnexley Vachell)Key自然界中没有奖赏和惩罚，只有因果报应。
新视野大学英语第一册教案unit_1
课程名称：New Horizon College English （Book I）教者：课题：Unit 1 Learning a Foreign LanguagePeriod (1-2)Teaching Objectives:1) Students learn some key words and expressions of CET-4.2) Help students grasp the new words and expressions of section A.Teaching Focus and difficult points:1) The main idea of section A.2) The understanding of section A including some difficult expressions. Teaching Aids:Teaching notes prepared by the teacherBlackboard,Tape recorderTeaching ProcedureStep 1 Ts’ opening remarksStep 2 Explanations of new words1.rewardv. reward sb with/for stheg. Her parents rewarded her for her passing the exam.The citizens rewarded the winners with gifts of fruit and flowers.n. He give the boy a reward of one dollar for bringing back the lost dog.rewards (pl)好处Teaching children has its own rewards.rewarding a .有益的,报答的,值得做的,有用的rewardless a. 无报酬的,徒劳的Compare: reward /awardreward 指干了好事或有益的事受到奖赏得到报酬award 指官方给予或授予award sb sth award sth to sb2.frustratev. ~ing ~edIt is (was) ~ing to do sth/ It is ~ing thatIt is ~ing that no one agreed with mebe ~ed in sth be ~ed to do sthI am ~ed in the result of the exam.~tion n. 挫折,失败Compare: beat , defeat, discourage3.positivea. Do not just watch me; give me some ~advice.(effective, helpful)We still do not have a ~ answer as to how he died.(definite)Be ~ of /that : Are you ~ that he is the man you saw yesterday?Are you ~ of her honesty?近: definite 反: negativemunicatev. ~ sth to 向…传达~ with 和…沟通(相连)We should learn to ~ with others.The officer ~d his order to the soldiers by radio.She tried to ~ her thoughts to her children.~tion n. ~tive a. 愿意说的~nicable a.可传达的5.mediumn. Air is a ~ of sound.Newspaper is a prime ~ of communication.The boy is of ~ height for his ageCompare: ~ / middle ~ 指按照具体或抽象标准衡量中等或适中的Middle 指距离.要求.标准.方位等的中间A man was lying in the middle of the road.I want to buy a ~-sized coat.6. accessn. have ( get, gain ) ~ to sth ( sb )The only ~ to that building was guarded by the soldiers.He was not allowed ~ to his brother who was in prison.It is difficult to gain ~ to him.Students must have ~ to good books.accessible ( to ) a. 容易得到的,可以使用的accessibility ( to ) 易接近,易取得Compare: assess 评定(估,价),核定,判断, asset 优点,天赋,(复数)资产excess 超过,超量,过剩mitment]n. make/take/undertake a ~ to do sthHe felt he did not have to make such a ~ to Mary.I do not want to get married because I do not want any ~s.Commit v. commit a crime /mistake commit suicidecommit oneself to 承担义务,承诺admit ,emit, limit, omit, permit, submit, transmit8. minimumn. The ~ passing mark is 40 out of 100.The temperature reached a ~ at midnight.~ ( pl )- minimums or minima (反) maximummini- 微型的,小的miniskirt minibusminimal a. 最小的,最低限度的minimize v. 使减少到最低限度9．embarrassvt. It ~ed her that her husband was drunk at the dinner.~ing a. ~ed a. ~ingly adv. ~ment n. 局促不安,难堪be/feel ~ed sth is ~ing ~ sb with sth/by doing sthShe was ~ed when they asked her age.I do not like making speeches in public; It is so ~ing.Compare:~ing/~ed/awkward~ing (某事,某种情理)使人尴尬~ed (某人)尴尬的awkward a.尴尬的,棘手的,可修饰人,也可修饰物.He was in an awkward situation.10. benefitn. He told me that he got no personal ~ from the businessRain will ~ the crops.v. (sth.) ~ sb ; ~ sb ; ~ (a lot/greatly) from/by (sth./doing sth.)for the ~ of =for the interest / good of ; be of ~ to sb. /sth. 对….有裨益I travel for the ~ of my health.The book was not of much ~ to me.beneficial a.Compare: ~ ; good ; profit11.be well worth sth./doing sth.A bird in hand is worth two in bush.The picture is worth ten thousand dollars.The film is well worth seeing.12.not only….but alsoShe is not only a good wife , but she is also a good mother.Not only did we enjoy the film, but we also had a wonderful time.另外: Only in this way can you hope to finish the work at the end of this month.当它连接两个并列成分做主语是,谓语的单复数采用就近原则,由but also 后的名词决定,英语中还有either….or… ; neither….nor….Not only she but also I like the dress.13. reap the benefits ofHe has reaped the benefits of a first-class education.I hope you will reap the benefits of investing in it.14.reach out ( to )We must ~ to those in need.reach out for You must reach out for any opportunity that comes your way.reach for He reached for the phone and dialed the number.15. rade…for/with:歌迷用五张光盘换到一张演唱会的入场券。
新视野第一册_Unit10_读写教案
2011-2012年度第一学期第二版新视野大学英语第一册I-Unit TenSection A Being Honest and OpenSection B Web Site Resources: The Best Aid for Cheating?II. Important Points1）Word Power: demonstrate, integrity, morality, boundary, convenience, inner, compass, scarce, triangle, consist, firm, surgical, assistance, ensure, assure, ,concede,intelligent, ,progressive, genuine, stand for, give sb. credit, core, external, engage in,basis, enrich, yield, middle ground, at hand , in short supply, the bottom line, demandof , confront with, win the day, sell out, , in other words2) Grammar: adverbial clause, noun clauseIII. Difficult Points1) understanding idiomatic expressions2) Using “where” to introduce an adverbial clause3) Using “what” to introduce a noun clauseDifficult and important pointsPart I （读写教程必须掌握的单词，短语，句型和要求完成的任务）Section AI. Important Words，Expressions and Their Usages （15 words and expressions to learn ）1. middle ground: a position that is between two very different onese.g. He held a conversation with their representative to see if they could find middle ground.他和他们的代表进行了一次会谈，看看是否能找到折中的办法。
新视野大学英语第二版第一册一单元教案
New Horizon College English (2nd Edition)The Teaching Plan for Unit 1, Book 1 (Reading and Writing)Learning a Foreign LanguageStudents’ level: Band 1Teaching material: Unit 1: Section A: Learning a Foreign LanguageTeaching aims:1. To grasp the main idea of the text by appreciating the narrative skills on time sequence andcause-effect3. To improve students’ reading skill with the help of course markers (signal words)4. To master the key language points in the text and know how to translate them in phrases andsentences5. To master the writing skills on (1) narrative skills according to time sequence(2) cause and effectTeaching time: 5 periodsTeaching method: Communicative approach, task-based approach, traditional approach Teaching evaluation: Speaking, reading, writing and translation1. Speaking: (tips are necessary for slow students; topics are optional)1) Talk about a nice experience in learning English in your middle school.2) Talk about your main trouble in learning English.3) Talk about your idea on on-line learning.4) Share with your partners your advice or good experience in learning English.5) Share with your partner your purpose of learning English.6) Write down your plan in your college English study. (general goal and detailed plan) andsend it to your group leader and your English teacher by e-mail2. Paragraphs for reading aloud (higher requirements of reciting for better students):Paragraphs 7-83. Write a passage with a set of sequential actions or cause-effect writing skills:Topic 1: An unforgettable experienceTopic 2: The reason why on-line shopping is more and more popularReference：Nowadays, more and more people begin to shop on line. Not only young students like this new shopping model, many adults even old people enjoy it.There are many reasons for this new tendency. Firstly, it’s very convenient and easy to shop on line. It’s not necessary to walk a long way to different shops. One just need to sit before computers and click the items he likes and pay on line, what he buys will be sent to him by postal service or express. Secondly, there are a greater variety of goods for one to choose on line than at local shops. It’s fun to browse various goods in this new ways. Finally but not the least important, on-line shopping saves money. Usually the items on line are much cheaper than those at shops.However, sometimes the item one buys is not as good as it looks, so one has to be careful in choosing the on-line shops. Choosing a reliable on-line bank is also important.4. Translate: Key language points （16 positive words and 12 phrases, preferably in sentences)5. Additional words and phrases for dictation : (omitted)Language points1. reward: vt./n.I rewarded my kid for cleaning his own bedroom.He got big reward for saving the rich man’s son.She founds the experience is really rewarding.2. junior: n.( freshman; sophomore; junior; senior)｛ junior: 年小的｛inferior: 次｛ minor: 较小（少）的｛ senior: 年长的｛superior: 优｛ major: 较大（多）的以上各词作为形容词使用时常与to 搭配使用，表示比较3. positive: a. effective, helpful; sure, having no doubt about sth.;e.g.: 1) Don’t just watch me; give me some positive advice.2) We still don’t have a positive answer as to how he died.Are you ___ that the man you saw was the thief? (B)A. rightB. positiveC. doubtfulD. wrong4. access: n. reachinghave/get/gain access to 可以获得，接近accessory: n.e.g.: 1) He was not allowed access to his young brother who was in prison.2) He has accessed to the children at weekends.3) The only access to that building was guarded.5. virtual: a. produced by computer but almost true to the reality; almost what is stated; virtue: n. by/in virtue of 由于，因为（大多是好的）virtue and vice 善与恶e.g.: With the use of the Internet, many virtual communities are set up.6. minimum: a. the smallestn. the smallest amountmaximum: a.(pl.) maxima / maximumse.g.: 1) The minimum passing mark is 40 out of 100.2) He couldn’t join the police because he was below the minimum heightallowed by the rule.7. embarrass: vt. make someone feel upset esp. doing sth. not rightlybe/feel embarrassed 感到窘迫e.g.: 1) It was an embarrassing situation for the gentleman for he couldn’t afford thedinner.2) She felt embarrassed because her husband was drunk at the dinner.8.continual: a. going on all the time without stopping or with only short breaks一段时间内重复的动作，强调动作的间隔性及不变性continuous: a. going on without a break描述“不断的”动作，之间没有间隔e.g.: 1) I am tired of the way he continually complains about everything.2) The plane landed after flying continuously for 16 hours.3) Continual interruptions impede continuous work.9. insight: n. the power of seeing or understanding sth. clearlyinsight into sth. 洞察…e.g.: Visiting the city gave me insight into the lives of the people who live there.10.be well worth (doing) sth.: be rewarding enough for the time or efforte.g.: This report about the effect of modernization on human nature is well worthreading.11. not only…but also…(note: with “not only”or “only”placed at the beginning of a sentence, the sentence order should be inverted)e.g.: 1) Only in the way can you hope to finish the work at the end of this month.2) Not only did we enjoy the film, but we also had a wonderful time.12.feel like (doing) sth. : want to do sth.e.g.: Could we stop playing cards? I feel like having a rest.e across: meet withe.g.: I come across our teacher in the street yesterday.14. trade…for: exchange… fortrade on: make use ofe.g.: 1) He decided to trade his car for a truck.2) He traded on his sister’s kindness to get more money from him.15. participate in: take part ine.g.: I want to have the opportunity to participate in the party.16. now that: conj. Becausee.g.: Now that Jack has arrived, we can begin our English class.17. reach out to: communicate with; contact;reach out for: try to getreach for: hold out one’s hand to get sth.e.g.: 1) With the Internet, we can reach out to our friends by e-mail.2) You must reach out for any opportunity that comes your way.3) He reached for the phone and dialed the number.18. far from: not at allfar away from: 远离e.g.: 1) He is far from being angry.2) My hometown is very far from Kunming.Teaching stages:Step 1: Lead-in with questions (10 minutes): interactive teaching method to make students participate activelyStep 2: Pre-reading Activities: focus on reading skills and reading strategy (find out how the text is conducted) (5 minutes)Step 3: Text analysisCause-effect writing skills and time-sequence writing skills are used in this text. See the following graph.In analyzing the text, key words and phrases should be highlightedWriting tasks:1.The reason why on-line shopping more and more popular2.The reason why more and more people learn English.useful phrases for cause and effect:•Owing to (because of / thanks to) sth…•There are three reasons for this.•The reasons for this are as follows...•This is due to (results from) several factors.• A number of factors could account for…•One reason is that…•… partly because…, partly because…•Many factors that contribute to (lead to/accountfor)… include…3.Your unforgettable experience in your middle school/college lifeUseful phrases in describing time sequence:Firstly, then, secondly, finally, at lastSection BTeaching aim:1. Learn to recognize the six clues to guess or figure out the meanings of unfamiliar wordsin reading: definition, examples, synonyms, antonyms, word stems and affixes, general sense of a sentence.2. Master the 35 active words and 10 useful phrases.3. Understand the general ideas and detail information of the text.Teaching time: 1 periodTeaching method: autonomous study under the guidance of teachersTeaching evaluation:prehension of the text2.vocabulary (filling blanks)3.Dictation of words and translation of sentences.New Horizon College English (2nd Edition)The Teaching Plan for Unit 1, Book 1 (Listening and Speaking)Learning a Foreign LanguageStudents’ level:Band 1Teaching material: Unit 1: Learning a Foreign LanguageTeaching aims:1.Review the newly learned expressions and patterns;2.Improve listening speed;3.Practice conventional skills on greetings and good-byes;4.Widen critical thinking;Teaching time: 2 periodsTeaching method:Communicative Language Teaching ApproachTeaching evaluation: understanding words, sentences and passagesExercises from the textbookListening to words: P1--2; Understanding sentences: P3--4;Understanding passages: P4--6; practicing conventional skills: P7--9;Teaching stages:The whole teaching follows the exercises in the book, specifically speaking,1.Listening to the Understanding Words, with emphasis on the newly learned words;2.Listening to the Understanding Sentences, with focus on the newly learnedphrases and sentence patterns;3.Listening to the Understanding Passages, with stress on understanding the generalidea of passages, getting the details and, if possible, retelling the passage; of course, concerning the content of the passage, the teacher can supplement some background knowledge;4.Listening and practicing Conversational Skills on greetings and good-byes, withthe aim to master the basic expressions;5.Listening, Discussing and Role-playing; Listening to a conversation, then, work inpairs to make up a similar conversation making use of the newly learned conversational skills, and perform in class, with the aim to integrate listening, speaking and understanding to facilitate students’ learning;Topic:Learning a foreign language is : a successful experience?a rewarding experience?a frustrating experience?。
新视野大学英语第二版第1册Unit6SectionB教师版PPT教案
随笔
New Words
Text Study
Choice Making
NHCE
技巧
自测
Q1. Phil was anything but _______________.
Q2. Phil could have been promoted to the top position _______________.
Key: settle their accounts with the company or any money owed to them
To be continued
随笔
Introduction
NHCE
课文
自测
4. Phil was overweight, always wound up and worked too hard.
随 笔 New Words
Text Study
Choice Making
NHCE
技巧
自测
Q5. Who seems to be following Phil’s steps working as a company man? _______________
Q6. Which of the following might tell us that the youngest child was Phil’s favorite? _____________
help them figure out the meaning of idiomatic expressions.
随笔
To be continued
Practice
NHCE
课文
自测
Here are some examples from Passage A:
新视野大学英语第二版第一册教案
新视野⼤学英语第⼆版第⼀册教案新视野⼤学英语第⼀册教案Unit One Section A Learning a Foreign LanguageI.Teaching Objectives1.Skills1)reading:reading for the main idea and the ways to develop the main idea, finding out word meanings2)writing: deduction, sequence of time and space order, comparison and contrast, how to presenta paragraph of cause and effect3)listening:understanding the passages about study, listening for the main idea and the important details, learning to take notes while listening4)speaking: talking about English study2.Vocabulary development:1)words: positive, virtual, access, commitment, discipline, minimum, reap, benefit, insight, forum, visual, barrier, hinder, critical, perspective, arise, explicit, comment, requirement, likely, commit, assimilate, essential2)expressions: be well worth the effort/time/ money, lose the desire to do sth, far from , to stay at the same level, to get access to sth., to keep up with the flow of…, to meet the minimum standards set by…, to cry with frustration, to feel like doing sth, to reap the benefits of…, to tr ade sth for sth, to teach sb the value of, to give sb insights into…, to keep sb’s mind open to sth., to bridge the gap between different cultures, to be open-minded about, in addition, reflect on / upon, to feel (un)comfortable doing sth, to gain insight from sth. / sb., speak up, think through, allow for, on sb’s part, remind…of3.Grammar:1)present participial phrases functioning as adverbials2)inverted sentence: not only3)conjunctions: now that, while, that4)prepositions: because of, unlikeII. Teaching arrangement1.Total class time for this unit: 8 periods2. Suggested arrangement:1) pre-reading activities: 15-20'2)understanding the structure of text A: 25-30'3) detailed study of the language: 45'4) writing skills: 15'5) text summary 10’6) exercises: 20'7) reading skills: 15'8) detailed study of of text B: 45'9)comprehensive exercises: 30'10)supplementary reading and vocabulary exercises: 45'11) listening＆speaking: 90’III. Detailed Study of Text APre-reading1. Background informationOnline learninga form of distance education, refers to learning and other supportive resources that are available through a networked computer. With the development of the Internet, online learning often takes place on the Internet. In an online lesson, the computer displays material in response to a learner’s request. The computer asks the learner for more information and presents appropriate material based on the learner’s input.2. Understand the major details of the text1）What made the author’s Eng lish learning in junior middle school very successful?The kind and patient teacher and her positive method of praising all students often.2）What is basic to online English learning?Much time, commitment and discipline to keep up with the flow of the course.3）What interested the author most about English?He could communicate with many more people than before.3. Understand organization of the text1）Main idea of the text.Learning a foreign language was one of the most difficult yet most rewarding experiences of my life.2）Division of the textPart One Introduction (Para. 1)Learning a foreign language was one of the most difficult yet most rewardingexperiences of my lifePart Two The author’s 4 stages of language learning experiences (Paras. 2-7)（1）Junior middle school（2）Senior middle school（3）College（4）Online learningPart Three Conclusion (Para. 8) Learning a foreign language has been a most trying experience for me, but one that I wouldn’t trade for anything.Detail reading1. Words and phrases1）reward (L.1)在奥运会上的成功使他的努⼒得到了报偿。
- 1、下载文档前请自行甄别文档内容的完整性，平台不提供额外的编辑、内容补充、找答案等附加服务。
- 2、"仅部分预览"的文档,不可在线预览部分如存在完整性等问题,可反馈申请退款(可完整预览的文档不适用该条件!)。
- 3、如文档侵犯您的权益，请联系客服反馈,我们会尽快为您处理(人工客服工作时间：9:00-18:30)。
新视野大学英语第一册教案课程名称：大学英语读写课授课对象：一年级全校公共课学生授课教师：职称：教材版本：《新视野大学英语﹒读写教程》第一册参考资料：教学光盘，教学参考书（外语教学与研究出版社）教学方法：计算机辅助多媒体教学手段授课。
（大班上课，小班辅导，上机自主学习）交际法与翻译法。
教学周次：4x18教学手段：多媒体教室，电子备课材料（移动硬盘），教材教学目标及要求：1.掌握每一单元的Section A中心思想、了解篇章结构，写作特点、文化背景知识。
2.掌握并背诵每一单元的Section A的核心词汇和短语、核心句型。
并能举一反三，熟练运用。
写出较通顺的短文。
3．自学Section B 和Section C 的内容。
4．课后自己做《新视野大学英语﹒综合练习》第一册新视野大学英语教案Unit One一、教学内容：(Content of the Course)Section A Learning a foreign LanguageSection B Keys to Successful Online LearningSection C Teaching Children at Home二、教学对象：(Audience)三、教学时间：(Teaching Span)6----7学时四、教学目的：(Teaching Aims)1．Appreciate the text to know the author’s experience of learning a foreign language2. Learn to use some important words, expressions and sentence patterns3. Practice listening, speaking, reading and writing4. Learn some translation skills五、教学任务及步骤：(Instructing Objective &.Teaching Procedures)Step One (Pre-reading Activities)（导入）文章主题（Themes）10 minutes课文A 作者介绍了自己在外语学习中的亲身经历。
中学阶段，由于教师教法的不同，作者对英语的喜好也迥异。
老师慈祥耐心，作者学习英语的劲头足，成绩好，老师过分严厉，作者就失去对英语的兴趣。
大学阶段，作者参加了远程英语课程，因为没有了畏惧，虽学习艰苦，却也乐在其中。
学习外语是作者进入了一个全新的世界。
课文B 讨论的是虚拟课堂在教学领域中起着重要的作用。
课文C 由于家长对学校教学方法不满意，许多孩子在家里由父母对其实施教育。
Step Two While-reading ActivitiesLanguage Points (语言知识) 140 minutes1.核心单词及短语（Key words &.Expressions）positive, frustrate, intimidate, access, commitment, communicate, participate, discipline，minimum, embarrass, reap, insight, favorite, benefit, be well worthsth/doing sth, feel like sth/doing sth, far from, get access to, come across, trade…for, participate in2. 重点语法及结构（Key grammar and Strctures）a. not only…but also的倒装结构b.分词作状语c. in additiond. now that 既然。
因为3．难句精析（Sentence interpretation ）50 minutesa. Learning a foreign language was one of the most difficult yet most rewardingexperiences of my life.b. Although at home, learning a language was frustrating, it was well worth the effort.c. I was at the top of my class for two years.d. It didn’t take me long to lose my eagerness to answer questions.e. I soon get access to the necessary equipment, learned the technology from a friend and participate in the virtual classroom 5 to 7 days a week.Step Three Post -reading Activities 100 minutes1. 阅读技能( Reading skill)2．找出段落中的隐意(Reading between the lines)3．语言技能训练(Language practice)《读写教程》练习；学唱“音乐之声”的英文歌DO-Rai-Mi4．写作技能训练(Writing practice)因果关系；对比法。
5．探讨设计(Discussion)Topic:Doing Sth.—My Most Rewarding Experience(理由陈述)六.作业：(Assignments)《读写教程》1.Review and preview2.Read aloud3.Pages 7----12 ( Homework work)《综合训练》Unit one新视野大学英语教案Unit Two(Book One)Section A. A Busy Weekday Morning（一）教学内容（Content of the Course）Section A. A Busy Weekday Morning（精讲）Section B. Parent Talk（略讲）Section C. Teenage Talk （泛读）（二）教学对象（Audience）（三）教学时间（Teaching Span）6---7学时（四）教学目的（Teaching Aims）1．Appreciate the text to know sth. about what happened between the girl Sandy and her father and mother one morning, that’s generation-gap.2. Learn to use some important words, expressions and sentence patterns.3. Practice listening, speaking, reading and writing.4. Learn some translation skills（五）教学任务及步骤（Instruction Objectives &. Teaching Procedures）Step One Pre-reading Activities(导入)1．文章主题（Themes）10 minutesThe author presents what Sandy did on a weekday morning and what her father and mother acted about her acts. Sandy was a young girl of fifteen.The writer described the conflicts between Sandy and parents. They were in different generation, so they had different viewpoints about life, aboutdressing and makeup, about music, etc. There was a generation-gap between Sandy and her parents.Step Two While-reading Activitiesnguage Points ( 语言知识) 140 minutes（1）重点单词及短语( Key words &. Expressions)click blast forth along with reach for disgust burstinto over and over as well as as usual that much bolt outoffensive disturb bug（2）重点语法及结构( Key Grammar and Structures)a.“as”连接两个句子的用法b.While+ -ing structure2.Sentence Interpretation (难句精析) 50 minutesa.Sandy sang along with the words as she lay listening to her favorite radiostation.b.I’m not sure it is really music though it does have rhythm.c.The music I listened to had a message, too, but the words were clear andthe musicians didn’t use such offensive language.d.So she grabbed a glass of milk and ate a piece of toast while standing bythe sink.Step Three Post-reading Activities 100 minutes1．阅读技能(Reading Skill)2．找出段落中隐含之意(Reading between the lines)3．语言技能训练(Language Practice)课本后练习(Page 8—15)4．写作技能训练( Writing Practice)时间循序法对话描写5．探讨设计（Discussion）Topic: A. What do you think of Sandy? Is she a good girl or bad girl?B. What can you learn from the story? Try to say as much aspossible ?C. Do you have generation-gap with your parents? If so, how?（六）作业（Assignments）1. Page . Translation ( Homework)2. Review and Preview .3. Read Aloud (New words and text)新视野大学英语教案Unit Three (Book One)Section A. A Good Heart to Lean On(一)教学内容（Content of the Course）Section A. A Good Heart to Lean On（精讲）Section B. The Right Son at the Right Time（略讲）Section C. Love of Life （泛读）(二)教学对象（Audience）（三）教学时间（Teaching Span）6---7学时（四）教学目的（Teaching Aims）1．Appreciate the text to know sth. about how a crippled father helps his son keep balance through his act of deep caring.2. Learn to use some important words, expressions and sentence patterns.3. Practice listening, speaking, reading and writing.4. Learn some translation skills（五）教学任务及步骤（Instruction Objectives &. Teaching Procedures）Step One Pre-reading Activities(导入)2．文章主题（Themes）10 minutes课文A向我们讲述了一位瘸腿的父亲是怎样通过自己对儿子的关心来帮助儿子保持心灵的平衡。