新世纪综合英语教案

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新世纪大学英语综合教程第一册教案

Approach:
Shift their focus from separate words to the context.
相关
内容
素材
Materials
﹡in-class reading passage
﹡after-class reading passages
﹡proverbs from internet
﹡introduce the formative evaluation methods to reading teaching
教学
难点
及
打破
方法
Difficulty in teaching:
While meeting new English words, students are more likely to look them up in the dictionary instead of trying to figure out their meaning by reading through the context.
教学
重点
及
突出
方法
Emphasisis placed on:
﹡topic understanding
﹡improving the students’ reading ability.
Approaches:
﹡further students’understanding of the in-class passage by analyzing the role of words, phrases, connectors, sentences and paragraphs in the passage.
4. Language points (key words, phrases and difficult sentences)

新世纪大学英语综合教程1教学设计

新世纪大学英语综合教程1教学设计一、教学目标本次教学旨在帮助学生：•掌握基本词汇、语法和语音的应用技能；•能够口头和书面表达简单的日常用语和意愿；•培养听、说、读、写英语的综合能力，提高学生英语学习的兴趣和自信心。

二、教学内容1.单元 1：介绍自己和其他人本单元主要掌握以下内容：–个人信息的表达，包括：姓名、国籍、职业、年龄、住址等；–很高兴认识你的表达；–表示欢迎；–询问和回答个人信息。

2.单元 2：谈论周末活动本单元主要掌握以下内容：–周末活动的表达，如：看电影、逛公园、购物等；–谈论活动的频率；–表示对活动的喜爱或不喜爱；–邀请他人一起参加活动。

3.单元 3：询问和报告时间本单元主要掌握以下内容：–询问和报告时间的表达；–表示每天的活动安排；–询问和回答节假日的计划。

4.单元 4：讨论看电影的经验本单元主要掌握以下内容：–谈论电影和电影院；–提供和请求建议；–谈论感受和评价。

三、教学方法1.以情境教学为主要教学手段，通过角色扮演、对话练习、游戏竞赛等方式提高学生的参与积极性和学习效果：–角色扮演：学生根据提供的情境扮演相应的角色，进行对话练习；–对话练习：学生自主组合进行对话练习，加强交际技能；–游戏竞赛：通过游戏竞赛的方式，激发学生学习英语的兴趣，提高英语听说能力。

2.引导学生多听多说多用英语，养成良好的学习习惯和口语表达能力。

3.每节课程前进行必要的预习和复习，确保学生对教学内容理解透彻，便于提高教学效果。

四、教学重点和难点1.教学重点–培养学生良好的英语学习习惯；–加强学生的日常英语口语表达能力；–提高学生的听力和阅读能力。

2.教学难点–学生英语基础薄弱，需要加强基础知识的讲解；–学生学习英语的兴趣不高，需要通过创新教学方式激发个人兴趣。

五、教学评估1.以课堂表现为主要评估方式，包括：–参与度：考评学生在课堂上的积极参与度；–发音精准度：考评学生在发音方面的技巧和准确度；–阅读能力：考评学生的阅读能力，包括理解和表达；–口语表达：考评学生在口语方面的表达能力。

新世纪大学英语综合教程第二版综合教案 B2U6

concept n.
[(of)] a thought, idea or principle; notion （常与of连用）概念；观念；思想
railroad n.
AmE a railway 〖美〗铁路
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新世纪大学英语系列教材（第二版）综合教程2
Listen and Respond
Unit 6
Word Bank
Listen and Respond
Word Bank
Task One
Task Two
Unit 6
1. The speaker believes that our success in life lies in _______.
A) working well with other people B) being a great player in a team C) working with a great player like Michael Jordan D) performing a specific role in a team
Michael Jordan 迈克尔·乔丹
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新世纪大学英语系列教材（第二版）综合教程2
Listen and Respond
Unit 6
Word Bank
Task One
Task Two
cooperate vi.
(with, in) work or act together for a shared purpose （常与with或in连用）合作，协作
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新世纪大学英语系列教材（第二版）综合教程2
Get Started
Unit 6
Discussion

新世纪大学英语综合教程第二册教案(全套)

Unit 1Ⅰ.Teaching objectivesStudents will be able to:understand the main idea, structure of the text and the author’s writing stylemaster the key language points and grammatical structures in the textconsider that “generation gap”　a s a common phenomenon betweenparents and childrenⅡ.Topics for discussionWhom do you go for help when you are in trouble, your father or yourmother? Why?What is your opinion on “generation gap”? Do you think there isgeneration gap between you and your parents? How to bridge the gap?Consider the deep reason of generation gap.Ⅲ.An integrated analysis of Text 1HighlightsAs a reminiscent writing the text tells of how the author’s newborn baby bridges the gap between her father and herself as he generation gapbetween her father and herself has existed for so long a time. By tellingthe reader how the gap disappears the author intends to display that thepermanent love between parents and children.Structural analysis of the text and language pointsThe text can be divided into five parts.Part One: (Paragraphs 1) As an introduction, the first paragraphsupplies the basic information for the whole story.The following questions could be asked:1)1)how did the author feel about her trip to Hawaii?2)2)How could you describe the relationship between the author andher father/Part Two: (Paragraphs 2-4) The three paragraphs elaborate on howtheir problems arose from their different personal preferences and howthese differences have developed into a kind of “cold war”(silence). It is aflashback into the author’s early years.unreasonable d emands in herThe second paragraph lists a number of her father’schildhood and adolescent time. The third paragraph is about her option of college andmarriage against her father’s will. The fourth paragraph describes the result of their clashes—they are both psychologically and physically set apart.The following questions could be asked:1)1)Would you please find out what particular demands the father puton the author?2)2)How did the father express his disapproval?Part Three: (Para. 5-6):In paragraph 5 the author recalls herprofound love. This recall ischildhood when she enjoyed her father’simportant, because it only shows the father is capable of parental love, butyearning to turn the clock back and be heralso suggests the author’sfather’s little daughter again.Paragraph 6 returns to the present moment when, after long years of estrangement, theauthor cannot but wonder whether her father will extend his love for his “littledaughter” to his crossbred grandson.The following questions could be asked:1) Is the author prepared for the worst?Part four: (Para. 7-13):These paragraphs concern about theobservation about the initial reaction of her parents in theirauthor’saffection for his grandson is described inreunion, and the father’sparagragh10-11, the next two paragraphs come to be aware of heraders can naturally expect the tension tofather’s real state of mind and remelt slowly during the rest of the author’s stay.Part five: (Para. 14-15):These two paragraphs serve as aconclusion of the story. The author depicts the profound emotionalattachment between her father and her son in the following years—theircompanionship in the plays and the old man’s frequent visits to NewYorkThe following questions could be asked:What does it mean by “…trailed by a different, bouncing shadow”？Ⅳ.Language pointsApprehension1)anxiety about the future, expectation of something unpleasantE.g. We waited for their with a great of apprehension.2) apprehensive adj.E.g. I must admit that before my baby was born I was apprehensive aboutmotherhoodStern1)serious, strict, severeE.g. the college principal was a stern old Scotsman called Mr. Fraser.2)sternly adv.E.g. When she did not answer he said sternly and coldly, “Do you understandme?”Femininetypical of a woman, especially in a way that is graceful or attractiveE.g. Nowadays many women rejected the old feminine roles of wife andmother.E.g. “How did you know I was lying?”“Call it feminine intuition”MingleTo mix so as to form an individual whole, while keeping separate qualitiesE.g. As I spoke his expression was one of amazement mingled with fury.E.g. She mingle tradition and originality in her design.Follow in someone’s footstepTo follow an example set by someone in the pasteps and go to the same schoolE.g Charles’s children will follow in his footstMarry into(a family or a social class)To become a member of a certain family or social class by marriageE.g. The only reason Camilla has so much money is that she married onto thearistocracy.Subsequent1) following or happening afterE.g. In subsequent lessons the teacher made clear what she had said at thebeginning.2) subsequently adv.E.g. They started their research using a method which was subsequentlyproved to be unsatisfactory.Estrangement1)causing (esp. people in a family) to become unfriendly towards each other.E.g. His estrangement from his brothers and sisters made his wife andchildren.2)estrange v.E.g. Steve became increasingly estranged from his wife and children.FloodTo arrive at (in) large numbersE.g. Requests for information flooded in after the advertisement.E.g. Tourists flooded into the city.TiptoeTo walk on tiptoe to avoid making any noiseE.g they tiptoed from room to room, afraid to speak above a whisper.GleefullyIn such a way as showing great joy and satisfactionE.g. The children are playing gleefully in the gardenUniform1)the same or consistent, as from example to example or from place to place;constantE.g The are-conditioning system maintains a uniform temperature throughoutthe building2)uniformity n.E.g. most modern housing developments show a tedious uniformity ofdesign.Ⅴ. Questions for considerationHow to bridge the generation gap between parents and children?Ⅵ. Main idea of Text 2The writer used to be very much attached to her mother, who, she thought, wasthe one to hold them together. Assuming no one could ever replace her mother afterher death, the writer found, little by little, to her surprise, that she and father hadmore in common than she had ever imagined. And her father’s deep love for her made her realize that he had become her new Mum. From the whole story we knowith a lovely sense of that the writer’s father is a devoted husband and a fond father whumor. He was also sentimental, sensitive and understanding.Topics for discussion:1)1)What kind of man is the writer’s father?2)2)Explain the title “My New Mum Is …My Dad”．3)3)Whom are you more sentimentally attached to, your father or yourmother? Why?Unit 2I.Teaching objectivesStudents are supposed to:grasp the author’s purpose of writing and make clear the structure of the whole passage through an intensive reading of Text 1.appreciate the fluid and sensual writing style and master the keylanguage points and grammatical structures in the Text 1know how a good relationship between teachers and students buildII.Topics for discussionHave you ever been in a situation where you were considered “different from others? How did you feel?Who is your favorite teacher? What do you remember him/her for?What qualifications do you expect of a good teacher?III.An integrated Analysis of Text 1HighlightsThe teacher’s general impression about the student named Teddy was not so good, while the turning point of the whole story is a Christmas presentgiven to the teacher by Teddy, it made the teacher moved so much. Theteacher gave special care and encouragement to Teddy, which changed hisattitudestudy and life a lot. This text is to tell the readers how a teacher’stowards a pupil can affect his/her life.Structural analysis of the text and language pointsThe passage can be divided into five parts.Part One: (Paragraphs 1-5) The first three paragraphs describe Mrs.Thompson’s initial unpleasant impression about Teddy. This impression) and hercomes from her contact with the boy(“slumped in the his seat”pervious observations (“his clothes were unkempt and that he constantlyneeded a bath. And teddy was unpleasant”).Mrs. Thompson promises to love them all the same, and treat them all alike, but asis proved later, it is not true. She does not like Teddy at first, but she gives particularcare and attention to him.In paragraph 4and 5, Mrs. Thompson’s impression is confirmed by Teddy’s school work during the first few months.Part Two: (Paragraphs 6-8) These paragraphs tell the readers what Mrs.Thompson learned from Teddy’s records.The three teachers’ comments on Teddy present a picture of Teddy’s gradual chang “…he is a joy to be around”, “…his home life will soon affect him…”, “Teddy iswithdrawn… He is tardy and could become a problem.”Mrs. Thompson was somewhat surprised when she read Teddy’s file, she realized she had the duty to do something about it.Part Three: (Para. 9-12): Here we come to the most important part ofthe story, because what happened before Christmas prompted Mrs. Thompsonto do something for Teddy. The students began to laugh when their teacheropened the present given by Teddy, because they thought the present was uglytand worthless. Mrs. Thompson knew that the other kids’ laughter could hurTeddy, and she put on the bracelet and dab some perfume on her wrist in orderto show that she liked Teddy’s present. She was deeply touched by Teddy’words and the way he uttered them, which made her realize how desperatelythe boy needed love and care his mother used to give him.Part Four: (Para.13-14):These two paragraphs describe the changes in both Mrs. Thompson and Teddy after Christmas.The following questions could be asked:1)1)What change did Mrs. Thompson make in her teaching?2)2)What was the remarkable change in Teddy’s study after Mrs. Thompsonhad changed her attitude towards him?3)3)Why would Mrs. Thompson remember that cologne on days when therewas an important test?Part five: (Para. 15-20):this part presents the five successive notes by Teddy at important stages of his study.Paragraph 15 to 17 tell the readers about the notes Teddy sent to his teacher on threeimportant occasionsIn paragraph 18 to 19 Teddy wrote something different and special in addition to hisconsistent gratitude to Mrs. Thompson.The last paragraph does not describe how Teddy’s wedding takes place. However, we can reasonably imagine the whole scene with a beaming Mrs. Thompson sitting in thepew for the groom’s mother, with the bracelet around her neck and the special smellof cologne, and witnessing the happiest moment of her favorite student, for whom shehad developed a mother-like feeling.Language pointsLack of:1) absence or less than enough ofE.g. The building was never finished because of lack of money.E.g. At a height of 25,000 feet, the lack of oxygen causes dizziness andheadaches.2) lack v.E.g. He lacks common sense.Tell a lieTo deliberately say something that is not trueE.g. whenever she told a lie, she felt guilty afterwards.Note that in most cases it is a bit too strong to say that someone is a lie. More oftenthan not we say “That’s not true.” Instead of “You are lying.” In the text we ca a touch of humor in the phrase.Take delight inTo get great pleasure from (doing something)I took great delight in watching him making a fool of himself.Be required to1)To be demanded to; to have to do somethingE.g. All the students are required to attend at least 90% of the lecture.2)requirement n.E.g. applicants must fulfill all the requirements described in this brochure before theirapplications can be considered.Be in forTo be about to have something unpleasantE.g. We are i n for some trouble if we don’t finish it quickly.E.g. It is pretty stormy! I think we are in for a rough flight.Inquisitivealways wanting to find out the details about things and peopleE.g. journalists have to be inquisitive, fearless and determinedTake stepsto take action, to do what is necessaryE.g. Managers must take steps to ensure that everyone understands the new regulationsE.g. We have taken steps to prevent such unpleasant thing from taking placeagain.Take painsto make a great effort or take great careE.g. Mary took great pains with her English lesson and got high marks.Pains(pl.): great care or effortE.g. No pains, no gains.Wonder1)used to introduce a requestE.g. I wondered whether you would be so kind as to send me an application formE.g. I wonder if you would help me.2) think about or ask oneself about somethingE.g. he wondered whether he would be able to find the hotel againE.g. I wonder what she is doing tonight.Betto state confidently(what will happen)E.g. The builders want to finish the job by Friday. I bet you won’t. E.g. I bet Tom has a hangover this morning. –you should have seen how much he was drinking last night.IV.Questions for considerationWhat is the most important in teaching and learning process?V.Main idea of Text 2This article is taken from Newsweek, D ecember 3, 2001. It is an report aboutthe effect of TV and junk food on children. Parents worry a lot the harmful effecton their children and junk food is another problem area. The author at last pointsout that to take a positive approach is very important when setting limits onanything to children.VI.Questions for discussion about Text 21)1)Do you think children in China are now watching too much TV?2)2)Do you like the McDonald’s or Kentucky Fried Chicken? Do youagree that they sell junk food?3)3)Do you think that some restrictions on TV and junk food are toomuch for children?Unit 3Ⅰ.Teaching objectivesStudents will be able to:master the key language points and grammatical structures in the textlearn the way of designing a narrative writings writing understand the main idea, structure of the text and the author’styleⅡ.Topics for discussionThink of a person you know who suffers misfortunes but still does whatever he/she can to help others. Describe him/her to your classmates.Do you believe in luck? Please explain with your personal experience.What is the most important element when facing difficulties?Ⅲ.An integrated analysis of Text 1HighlightsThe story is basically a piece of narrative writing, in which theaccount of the latest event is interrupted by a number of flashbacks (someearlier events and experiences). It begins with the air crash. Then it goesback to what had happened before. After this the author resumes thenarration of the air crash and subsequent events.Chronological account (description of the air crash) → flashback(his wife’s intuition and judgment on previous occasions) →　flashback(their romance and marriage) →　recovery from the air crash) →　flashback(his chronological account(the author’swife’s surgery) →　flashback(his wife’s method to make people move on) →　chronological account(the author’s concluding comments)Structural analysis of the text and language pointsParagraphs1-2: The author uses his recent accident –an aircrash—as an introduction to the whole story. The first paragraph tells thereaders what happens to the author, while the second paragraph describeshow his wife reacts to the accident. The description of her reactionnaturally leads to the discussion of her good judgment in the followingparagraphs.Fillmore is a small city in Southern California. Both the city of Fillmore and the City of Los Angels (L.A.) are under the jurisdiction of Los AngelsCounty.Paragraphs3-4: These two paragraphs are the first flashback in thestory which describes Anne’s good judgment on previous occasions andher experiences during the Second World WarParagraphs5-7: These paragraphs tell us how the author met Anne, fell in love with her and eventually married her. This is the secondflashback. To get an insight into Anne’s character, students should be ableto answer the following question:1)1)Why did the author feel miffed in his interview with Anne?2)2)Why did the author have the thought “to heel with her”Paragraphs8: After two flashbacks, the author turns back to hisrecovery from the crash with his wife’s meticulous care. Students aresupposed to answer the following question:Paragraphs9-10: These two paragraphs are also a flashback. Theauthor recalls how his wife handled her crisis: she never gave in andalways tried to help others.The following questions could be asked:what she demanded her1) Did Anne’s attitude towards her own disease agree withhusband to do?2) How did Anne offer help to others?Paragraphs11-13:these three paragraphs are closely related withthe previous two, because they present a picture of how Anne saved herhusband, helped rebuild his confidence and kept him moving on in herown way.“good judgment ”is reaffirmed by her swift reaction to herIn paragraph 11,Anne’shusband’s stroke(“was home within ten minutes and had me at the hospital within anhour”）“Tough love” refers to Anne’s belief that you should be a bit tough with your lovedones in order to get them back to normal life as quickly as possible. Needless to say,under this “tough” surface lies profound love, hence the phrase “tough love”. case of oxymoron, which is a rhetorical device in which incongruous or contradictoryterms are combined. The following are similar example:a deafening silenceher cruel kindnessa mournful optimistParagraphs14: As is the case with most narrative writings theconcluding paragraph provides an end to the event (the air crash).However, the author goes beyond that offering his general comments onAnne’s character, thus making the conclusion somewhat philosophical.in this book means a sudden occurrence of something pleasant,The word “stroke”　while the latte refers to the blockage or breaking of blood vessels in a human brains.So the use of “stroke” is a play of word for a special effect.The last two sentences strike home the author’s point. “What sets the survivor apart from the others is the willingness to move on, and to help others move on too”, exemplified by the autho r’s wife, Anne.Ⅳ.Language points:CollideTo hit each other accidentallyE.g. The two planes collided with each other in midair.Depressed1) sad or gloomyE.g. I need something to occupy my mind. I get depressed if I have nothing to do.2) depression n.E.g. Perfectly stable people are often plunged into depression by divorce, unemployment, or failure in their work.Poignant1)keen or strong in mental appeals eyes forE.g. It was a poignant moment. They held hands and looked into each other’the last time.E.g. The sight of the elders embracing with tears in their eyes was particularlypoignant.2)Poignantly adv.E.g. His remarkable life and tragic death poignantly express the hopes and disappointments of a whole generation.Be wrapped up into be totally absorbed inE.g. he doesn’t have much time for a social life, because he’s too wrapped up in h work.Consoleto give comfort to (someone) in times of sadnessE.g. Susanna d id her best to console her daughter by promising to buy her anotherdoll.E.g. William consoled himself with the thought that at least no one else had beeninvolved in the accident.AuthorizeTo give permission forE.g. Only the Congress can authorize the President to declare war.Feel guiltyto have a feeling of guilt or shameE.g. Many working mothers feel guilty about leaving their children at home and goingout to workE.g. When my grandmother died I felt guilty that I had not visited her more while shewas alive.Beneficiarythe receiver of a benefitE.g. people on high incomes will be the main beneficiaries of these changes in the taxlawsEndureto bearE.g. The report describes how political prisoners have to endureE.g. She had to endure countless attacks on her reputation from popular newspapers.Inspireto influence, to give a sudden good ideaE.g. The novel is obviously inspired by her experience of Christianity in herchildhood.Set apartTo make (something or someone) different, to distinguishE.g. What set the play apart was the way it dealt with the murder scene.Ⅴ. Questions for considerationWhat does “stroke” stand for in this text?Ⅵ.Topics for discussion about Text 2:4)4)What did the author ask her children to do to express their gratitude?5)5)What’s new about the attitude to gratitude?6)6)What’s your way to express your gratitude?7)7)How do you think we should appreciate what others have done for us?Unit 4Ⅰ.Teaching objectivesStudents will be able to:master the key language points and grammatical structures in the textlearn the way of designing a narrative writingunderstand the main idea, structure of the text and the author’s writing styleⅡ.Topics for discussionWho is your favorite footballer or pop singer? Why do you admire him/her?What would you do to meet with challenges or cope with frustrations in your life or work?Ⅲ.An integrated analysis of Text 1HighlightsThe text is a narration. Narrative writing is usually organized in a chronologicalorder. In the text the writer recounts a series of happenings, which consist of an introduction, the conflict, the climax and a solution to the conflict. The writer tells ofhis experiences not to share them with his readers, nor to express his disillusionment. He seems to tell us that one’s success l argely lies in the discovery of one’s real potential.Structural analysis of the textBasically, the story falls into four parts.Part 1(Para.1): main idea—to give reasons for his job transferfunction—to provide the setting of the story(introductoryinformation about whom, when and why)The first paragraph is the introductory part of the whole text. The authorintroduces the setting (the when and where of an event), the character(himself) and prepares the ground for conflict.here refers to people’s social value. Terry The expression “fine t radition”　Bradshaw lives in society that worship idols. Successful persons, such as sports champions, pop singers and famous movies stars, receive focal attention of the society. It is common practice to follow their life-styles. People try to imitatethem, such as wearing the same brand of jeans, having the same hair style, etc.In this way they feel they are more or less accepted as successful people, too.Part 2(Para.2-13): main idea—to recount his frustratingexperiences as a toupee model.function—to raise the first conflict and its climaxsecond part which Paragraphs2-3 serve as the beginning of the story’sincludes three episodes in his frustrating experience as a toupee company’sspokesman. He re the writer tells of his engagement with the toupee companyy.and the company’s marketing strategParagraph 4-7: the writer gives an account of the first episode in the secondpart of the text. This episode is about his suffering when people are making aplastic model of his head.head sent Paragraph8-9:the writer describes his parents’ action to his modeled to them. So these two paragraphs are closely related to the previous account.experience as a toupee Paragraph 10 is the second episode of the writer’smodel. The making of the film commercial is deemed as damaging to hispersonal image, which is evidenced by the smile “…looked like road killstuck to my head”．toupee model Paragraphs 11-13 are about the third episode of the writer’sexperience. It is the climax of the second part of the text. In this episode, thewriter undergoes i ntolerable annoyance and frustration—he has to wear thewig whenever he appears in public. His frustration is highlighted by yetanother simile “…the hairpiece hanging out of my pocket like a squirrel’stail”．Part3(Para.14-27):main idea—to describe his problems, hisprogress and success in broadcastingfunction—to develop the second c onflict, build up the climax and reach thesolutionParagraph14 is a transitional paragraph which marks the end of the first conflict (thesecond part of the text) and the beginning of another conflict (the third part of hetext).Paragraphs15-16: the writer tells how he enters the broadcasting business and begins anew career, so it is the beginning of the third part of the text.Paragraphs17-22: these paragraphs build up the writer’s second conflict in which thewriter describes how he fumbles through his first sports broadcasting and whatproblems he has. He quickly learns the difference between a football player and asports broadcaster, w hich actually suggests t hat a good player does not necessarilymake a good broadcaster(refer to Paragraph17). Then he enumerates many things hedoes not know (refer to Paragraphs 18 and 19). He even does not know where to seeand how to see as a broadcaster(refer to Paragraphs 21 and 22).Paragraphs23-27: these paragraphs tell us how the writer progress in sports broadcasting. With his hard and enduring effort (“I worked hard. I wanted to be good to please the viewers. And I needed that job.”), the writer gradually gets someexperience and masters the knowhow in sports broadcasting (how to entertain hisaudience).thus the second conflict is resolved, marking the end of the third part of thetext.Part4(Para 28):main idea—to comment on his successful careertransition.function—to elicit the theme of the story (conclusiveremark)The author concludes his story with his own remark that serves as an emphaticassertion of the theme: it is important to know who you are and what you cando to be the best of yourselfⅣ.Language points:Get/ be involved inTo take part in an activity or event, or to be connected with it in some wayE.g. The president was involved in the political scandal.Potential customerA person who may become a customer in the future…while getting your head duplicated…while an exact copy of your head is being made.…is high on the listis near the top of the list. Here it means that “being suffocated by plaster while gettin your head duplicat e d for a toupee display” was one of the worst ways to die.Commercialan advertisement on television or radioE.g. McEnroe has been signed up to do a series of coffee commercials.TournamentA competition in a sport or game in which each player or team plays several matches,and the winner is the one who wins the most matchesE.g. Thirty matches were played during the chess tournament, which lasted threeweeks.Cf. championship: a competition to find the best player or team in a particular sport,especially one that involves several stages or gamesShoveto push something quickly or carefully into a space or containershove something in/into/under…E.g. He bundled the papers together and shoved them into a drawer.Fireto make someone leave his or her job, especially because he or she has donesomething wrong or something the employer does not approve ofE.g. You couldn’t fire someone for joining a union, but you can if they go on strike.Cf. lay off: to make workers, especially workers in a large factory or organization,leave their jobs, because t here is not enough work for them to do, or not enoughmoney to pay their salariesE.g. Where demand for goods was shrinking, firms would close down or lay offworkers.A bunch of(an informal American expression) a lot of (people or thing )E.g. I went to a bunch of stores but none of them sold the kind of coat that I want.ViewerSomeone who is watching a particular television programCf. audience: a group of people who have come to a place to watch a play, a concert,or a filmCf. spectator: someone who is watching an event or gameKnock outTo hit someone so hard that they fall down and become unconsciousE.g. Jackson hit Brian hard with his left fist and knocked him out instantaneously.Cf. knock someone out cold(=so that become totally unconscious)Ⅴ. Questions for considerationWhat is your ideal occupation? Why?Ⅵ.Topics for discussion about Text 2:8)8)How did the author balance work and family life? If you were him,what would you do?9)9)Can you explain precisely what happened at that moment inParagraph5?10)10)What does “the wrong message” in Paragraph 7 refer to?11)11)How do you interpret the title?Unit 5Ⅰ.Teaching objectivesStudents will be able to:master the key language points and grammatical structures in the textlearn the way of designing an expository writingunderstand the main idea, structure of the text and the author’s writing style。

新世纪大学英语_教案

教案名称：新世纪大学英语综合教程第一册第二单元课时安排：2课时（90分钟）教学目标：1. 能够理解课文大意，掌握相关词汇和表达方式。

2. 能够运用所学的词汇和表达方式进行口语交流和写作。

3. 能够提高听力技能，增强跨文化交际能力。

教学内容：1. 课文：新世纪大学英语综合教程第一册第二单元A、B两篇文章。

2. 词汇：与课文相关的词汇和短语。

3. 语法：一般过去时态。

教学步骤：第一课时：一、热身活动（10分钟）1. 老师与学生进行简单的英语对话，询问学生上一节课的学习情况。

2. 学生进行小组活动，用英语进行自我介绍，介绍自己的兴趣爱好、家庭成员等。

二、课文学习（25分钟）1. 老师引导学生阅读课文A，让学生注意理解课文大意。

2. 学生阅读课文B，老师解答学生的疑问。

3. 老师讲解课文中的重点词汇和短语，让学生进行口头和书面练习。

三、听力练习（20分钟）1. 老师播放课文A的听力材料，学生进行听力练习。

2. 学生回答与听力材料相关的问题，老师进行点评和指导。

四、课堂活动（20分钟）1. 学生进行小组活动，根据课文内容进行角色扮演。

2. 学生展示角色扮演的结果，老师进行点评和指导。

第二课时：一、复习上一节课的内容（10分钟）1. 老师通过提问的方式复习上一节课的课文内容、词汇和短语。

2. 学生进行小组活动，用英语进行对话，复习上一节课的内容。

二、语法讲解（25分钟）1. 老师讲解一般过去时态的用法，让学生进行口头和书面练习。

2. 学生进行语法练习，老师进行点评和指导。

三、写作练习（20分钟）1. 老师给出一个与课文内容相关的写作题目，学生进行写作练习。

2. 学生展示自己的写作成果，老师进行点评和指导。

四、课堂活动（20分钟）1. 学生进行小组活动，用英语进行讨论，讨论话题与课文内容相关。

2. 学生展示讨论结果，老师进行点评和指导。

教学评价：1. 课后收集学生的写作练习，对学生的写作能力进行评价。

2. 在课堂上观察学生的口语交流和听力练习，对学生的口语和听力能力进行评价。

新世纪综合英语(英专)第二版unit5fourteensteps教案word

Unit 5 Fourteen StepsSection One Pre-reading Activities (2)I. Audiovisual supplement (2)II. Cultural information (2)Section Two Global Reading (3)I. Main idea (3)II. Structural analysis (3)Section Three Detailed Reading (4)Text I (4)Section Four Consolidation Activities (14)I . Vocabulary Analysis (14)II Grammar Exercises (17)III. Translation exercises (19)IV Exercises for integrated skills (20)V Oral activities (21)VI Writing Practice (21)VII Listening Exercises (22)Section Five Further Enhancement (25)I. Text II (25)II. Memorable Quotes (27)Unit 5 Fourteen StepsSection One Pre-reading ActivitiesI. Audiovisual supplementWatch a video and answer the following questions.1. What did the mother mean at the end of the video2. What do you know about the movie Forrest Gump（插入视频）Answers to the Questions:1. She was trying to tell her boy that everybody should be treated equally, even for those who had some physical or intelligence problems.2. Forrest Gump is a 1994 film based on Winston Groom’s 1986 novel of the same name. The film, directed by Robert Zemeckis, stars Tom Hanks, Robin Wright Penn, and Gary Sinise. The story is of Forrest Gump, an ordinary man who comes from Alabama and his journey through life meeting historical figures, influencing popular culture, and experiencing firsthand historic events of the late 20th century.Script:Doctor: Let’s take a little walk around. How do those feel His legs are strong, Mrs. Gump, as strong as I’veever seen. But his back’s as crooked as a politician.But we’re going to straighten him right up, aren’twe, ForrestMother: Forrest!Voiceover:Now, when I was a baby, Mama named me after the great Civil War hero General Nathan Bedford Forrest. Shesaid we was related to him in some way. What he didwas, he started up this club called the Ku Klux Klan.They’d all dress up in their robes and theirbedsheets and act like a bunch of ghosts or spooksor something. They’d even put bedsheets on theirhorses and ride around. Anyway, that’s how I got myname —Forrest Gump. Mama said the Forrest part wasto remind me that sometimes we all do things that,well, that just don’t make no sense.Mother: All right. What are y’all staring at Haven’t you ever seen a little boy with braces on his legs beforeDon’t ever let anybody tell you they’re better thanyou, Forrest. If God intended everybody to be thesame, he’d have given us all braces on our legs. Voiceover: Mama always had a way of explaining things so I could understand them.II. Cultural information1. QuoteI am quite often asked: How do you feel about having ALS The answer is, not a lot. I try to lead as normal a life as possible, and not think about my condition, or regret the things it prevents me from doing, which are not that many.—Stephen Hawking（适当位置插入图片Stephen Hawking）Section Two Global ReadingI. Main ideaIt is hard to imagine that a blind old man should be willing and able to fix a car for someone else on a dark stormy night. This happened to the author, a crippled man who was afflicted by a progressive disease and who took others’help for granted. Up to that day, the author had lived in disillusionment, self-pity, indifference and selfishness, as he was becoming increasingly feeble. He struggled to climb the fourteen steps every day only to hold on to his sanity, his wife, his home andhis job. After he met the blind old man, it suddenly dawned on him that even a handicapped person was capable of performing an act of love for his fellow beings, and that was where the value of life lies.II. Structural analysis1.How many parts can the text be divided into and what’s thetopic of each partAccording to the development of the story, the text could be divided into four parts, each of which focuses on one topic.Respectively, these topics are about the author’s first life, his second life, his third life and his reflection on the auto-repair incident.2.Summarize the main idea of each part by completing the table.Section Three Detailed ReadingText IFourteen StepsHal Manwaring1 They say a cat has nine lives,1and I am inclined to thinkthat possible since I am now living my third life and I’m not even a cat. My first life began on a clear, cold day in November 1934, when I arrived as the sixth of eight children of a farming family. My father died when I was 15, and we had a hard struggle to make a living. As the children grew up, they married, leaving only one sister and myself to support and care for Mother, who became paralyzed in her last years and died while still in her 60s. My sister married soon after, and I followed her example within the year.2 This was when I began to enjoy my first life. I was veryhappy, in excellent health, and quite a good athlete. My wife and I became the parents of two lovely girls. I had a good job in San Jose and a beautiful home up the peninsula in San Carlos. Life was a pleasant dream. Then the dream ended. I became afflicted with a slowly progressive disease of themotor nerves, affecting first my right arm and leg, and then my other side. Thus began my second life …3 In spite of my disease I still drove to and from workeach day, with the aid of special equipment installed in my car. And I managed to keep my health and optimism, to a degree, because of 14 steps.4 Crazy Not at all. Our home was a split-level affair with14 steps leading up from the garage to the kitchen door.Those steps were a gauge of life. They were my yardstick, my challenge to continue living. I felt that if the day arrived when I was unable to lift one foot up one step and then drag the other painfully after it — repeating the process 14 times until, utterly spent, I would be through —I could then admit defeat and lie down and So I kept on working, kept on climbing those steps. And time passed. The girls went to college and were happily married, and my wife and I were alone in our beautiful home with the 14 steps.5 You might think that here walked a man of courage andstrength. Not so. Here hobbled a bitterly disillusioned cripple, a man who held on to his sanity and his wife and his home and his job because of 14 miserable steps leadingup to the back door from his As I became older, I became more disillusioned and frustrated.6 Then on a dark night in August, 1971, I began my thirdlife. It was raining when I started home that night; gusty winds and slashing rain beat down on the car as I drove slowly down one of the less-traveled Suddenly the steering wheel jerked in my hands and the car swerved violently to the right.In the same instant I heard the dreaded bang of a blowout.I fought the car to stop on the rain-slick shoulder of theroad and sat there as the enormity of the situation swept over It was impossible for me to change that tire! Utterly impossible! A thought that a passing motorist might stop was dismissed at once. Why should anyone I knew I wouldn’t! ThenI remembered that a short distance up a little side road wasa house. I started the engine and thumped slowly along,keeping well over on the shoulder until I came to the dirt road, where I turned in —thankfully. Lighted windows welcomed me to the house and I pulled into the driveway and honked the horn.7 The door opened and a little girl stood there, peeringat me. I rolled down the window and called out that I hada flat tire and needed someone to change it for me becauseI had a crutch and couldn’t do it myself. She went into thehouse and a moment later came out bundled in raincoat and hat, followed by a man who called a cheerful greeting. I sat there comfortable and dry, and felt a bit sorry for the man and the little girl working so hard in the storm. Well, I would pay them for it. The rain seemed to be slackening a bit now, and I rolled down the window all the way to watch.It seemed to me that they were awfully slow and I was beginning to become impatient. I heard the clank of metal from the back of the car and the little girl’s voice came clearly to me. “Here’s the jack-handle, Grandpa.”She was answered by the murmur of the man’s lower voice and the slow tilting of the car as it was jacked There followed a long interval of noises, jolts and low conversation from the back of the car, but finally it was done. I felt the car bump as the jack was removed, and I heard the slam of the truck lid, and then they were standing at my car window.8 He was an old man, stooped and frail-looking under hisslicker. The little girl was about eight or ten, I judged, with a merry face and a wide smile as she looked up at me.He said, “This is a bad night for car trouble, but you’reall set now.”“Thanks,”I said. “How much do I owe you”He shook his head. “Nothing. Cynthia told me you were a cripple — on crutches. Glad to be of help. I know you’d do the same for me. There’s no charge, friend.”I held outa five-dollar bill. “No! I like to pay my way.” He madeno effort to take it and the little girl stepped closer to the window and said quietly, “Grandpa can’t see it.”9 In the next few frozen seconds the shame and horror ofthat moment penetrated and I was sick with an intensity I had never felt before.7 A blind man and a child! Fumbling, feeling with cold, wet fingers for bolts and tools in the dark — a darkness that for him would probably never end until death. I don’t remember how long I sat there after they said good night and left me, but it was long enough for me to search deep within myself and find some disturbing traits. I realized that I was filled to overflowing with self-pity, selfishness, indifference to the needs of others and I sat there and said a prayer.10“Therefore all things whatsoever ye would that men should do to you, do ye even so to them: for this is the law and the prophets.”9To me now, months later, this Scripturaladmonition is more than just a passage in the Bible. It isa way of life, one that I am trying to follow. It isn’talways easy. Sometimes it is frustrating, sometimes expensive in both time and money, but the value is there.I am trying now not only to climb 14 steps each day, but inmy small way to help others. Someday, perhaps, I will changea tire for a blind man in a car —someone as blind as I hadbeen.Paragraphs 1-2Questions:1. What can we infer about the author’s childhood (Paragraph 1)We can infer that he lived an unhappy and hard life in his childhood because of the early death of his father and the poor health of his mother.2. How did his second life begin (Paragraph 2)His second life began when he was afflicted with a slowly progressive disease of the motor nerves, affecting first hisright arm and leg, and then his other side.Words and Expressions1. be inclined to be likely or tend to do sth.. In the first instance I was inclined to refuse, but then I reconsidered.起初我想拒绝，但后来还是重新考虑了。

新世纪英语本科《综合教程》教案Unit1,Book1(SecondEdition)

新世纪英语本科《综合教程》教案Unit1,Book1(SecondEdition)教师备课、学生自学的参考资料教师备课、学生自学的参考资料Reading aloudCultural informationAudiovisual supplementReading aloud Listen and read the following sentences, paying attention to the pauses between sense groups.1. When I was ten / I was suddenly confronted with the anguish of moving from the only home / I had ever known.2. DIt isn’t easy, / is it, Billy?‖ / he said softly, / sitting down on the steps beside me.3. I was standing by his rosebush / when an uncle came to tell me / that my grandfather had died.教师备课、学生自学的参考资料Reading aloudCultural informationAudiovisual supplement4. It’s that special place in your heart / that makes them so.5. D ... We seem to have so many ways of saying goodbye / and they all have one thing in common: / sadness.‖教师备课、学生自学的参考资料Reading aloudCultural informationAudiovisual supplementCultural information Quote Bertrand Russell: Young men who have reason to fear that they will be killed in battle may justifiably feel bitter in the thought that they have been cheated of the best things that life has to offer. But in an old man who has known human joys and sorrows, and has achieved whatever work it was in him to do, the fear of death is somewhat abject and ignoble. The best way to overcome it ― so at least it seems to me ― is to make your interests gradually wider and more impersonal.教师备课、学生自学的参考资料Reading aloudCultural informationAudiovisual supplementHenry David Thoreau: The failures and reverses which await men ― and one after another sadden the brow of youth ― adda dignity to the prospect of human life, which no Arcadian success would do.教师备课、学生自学的参考资料Reading aloudCultural informationAudiovisual supplementAudiovisual supplement Watch a video clip and answer the following questions.1. What are the people doing in the video? The mother and her three children were moving to a new place.2. How did the boys feel?Simon felt excited about moving to a large house because he wanted to keep some bigger pets. But Jared was not happy about the moving. / He was angry about it.教师备课、学生自学的参考资料Reading aloudCultural informationAudiovisual supplement3. Have your family ever moved from one place to another?Students are encouraged to answer this question freely.教师备课、学生自学的参考资料Reading aloudCultural informationAudiovisual supplement教师备课、学生自学的参考资料Reading aloudCultural informationAudiovisual supplementMom:There it is. Pretty much 。

新世纪大学英语综合教程unit5教案

课程名称：大学英语综合教程教材版本：新世纪大学英语综合教程（第二版）授课对象：大学本科一年级教学目标：1. 知识目标：使学生掌握本单元的核心词汇和短语，理解课文大意，提高阅读理解能力。

2. 能力目标：培养学生运用所学词汇和短语进行口头和书面表达的能力，提高英语口语和写作水平。

3. 情感目标：通过学习课文，激发学生对生活、学习的热爱，培养积极向上的生活态度。

教学重点：1. 词汇：掌握本单元的核心词汇和短语。

2. 语法：复习和巩固过去进行时态的用法。

3. 阅读理解：提高学生对英语阅读材料的理解能力。

教学难点：1. 过去进行时态的运用。

2. 对课文内容的深入理解。

教学过程：一、导入1. 通过播放与本单元主题相关的歌曲或视频，激发学生的兴趣。

2. 引导学生回顾上一单元所学内容，为新单元的学习做好铺垫。

二、新课导入1. 介绍本单元主题：Healthy Habits（健康习惯）。

2. 引导学生思考：什么是健康习惯？为什么健康习惯对我们的生活很重要？三、词汇学习1. 引导学生通过预习，找出本单元的新词汇和短语。

2. 教师讲解重点词汇和短语，如：healthy, exercise, diet, sleep, etc.3. 学生练习使用新词汇和短语进行造句。

四、课文学习1. 阅读课文，了解文章大意。

2. 教师讲解课文中的难点，如：过去进行时态的用法。

3. 学生进行课文朗读和跟读练习。

五、语法学习1. 复习和巩固过去进行时态的用法。

2. 教师讲解过去进行时态的构成和用法。

3. 学生练习过去进行时态的句子。

六、阅读理解1. 学生完成课文后的阅读理解练习。

2. 教师讲解答案，并引导学生思考。

七、口语练习1. 学生根据课文内容进行角色扮演，提高口语表达能力。

2. 教师组织小组讨论，让学生就健康习惯发表自己的看法。

八、写作练习1. 学生根据课文内容，写一篇关于健康习惯的短文。

2. 教师批改作文，并进行点评。

九、总结1. 教师对本节课的学习内容进行总结。

新世纪大学英语综合教案unit课文逐段翻译

Unit4TextA|工作、劳动和嬉戏Work,Labor,andPlay威斯坦·H·奥登PrefaceWegotoworkeverydayandwethinkweareworkers.However,afterreadingAuden'sdiscussionabout work,labor,andplay,themajorityofusmayfindthatwearenolonger"workers".Whatarewethen?就我所知，汉娜·阿伦特小姐是界定工作和劳动之间实质区其余第一人。

一个人要想快乐，第一要有自由感，第二要确信自己有价值。

假如社会迫使一个人去做他自己不喜爱的事，或许说，他所喜爱做的事被社会忽略，看作没有价值或不重要，那他就不会真实快乐。

在一个严格意义上已取销奴隶制的社会里，一个人做的事情能否拥有社会价值取决于他能否为达成此项工作获取了酬劳。

但是，今日的劳动者能够被称为货真价实的薪资奴隶。

假如社会给一个人供给一份他自己不感兴趣的工作，他出于养家生活的需要不得已才从事这项工作，那这个人就是一个劳动者。

SofarasIknow,MissHannahArendtwasthefirstpersontodefinetheessentialdifferencebetweenworkand labor.Tobehappy,amanmustfeel,firstly,freeand,secondly,important.Hecannotbereallyhappyifhei scompelledbysocietytodowhathedoesnotenjoydoing,orifwhatheenjoysdoingisignoredbysocietyasof novalueorimportance.Inasocietywhereslaveryinthestrictsensehasbeenabolished,whetherwhataman doeshassocialvaluedependsonwhetherheispaidmoneytodoit,butalaborertodaycanrightlybecalledaw ageslave.Amanisalaborerifthejobsocietyoffershimisofnointeresttohimselfbutheiscompelledtota keitbythenecessityofearningalivingandsupportinghisfamily.与劳动相对的是嬉戏。

新世纪综合英语第二版unit5fourteensteps教案

Unit 5 Fourteen StepsSection One Pre-reading Activities ..............................................................错误!未定义书签。

I. Audiovisual supplement ............................... 错误!未定义书签。

II. Cultural information ................................ 错误!未定义书签。

Section Two Global Reading .................................. 错误!未定义书签。

I. Main idea ............................................ 错误!未定义书签。

II. Structural analysis ................................. 错误!未定义书签。

Section Three Detailed Reading .............................. 错误!未定义书签。

Text I .................................................. 错误!未定义书签。

Section Four Consolidation Activities ........................ 错误!未定义书签。

I . Vocabulary Analysis ................................. 错误!未定义书签。

II Grammar Exercises .................................... 错误!未定义书签。

III. Translation exercises .............................. 错误!未定义书签。

新世纪大学英语第二版综合教育教案1课本学习知识翻译及规范标准答案Unit1

优等生的秘诀1根据这位教授、其他教育专家以及优等生们自己的观点，懂得如何充分发挥自己的潜能对于学生来说更为重要。

2 在班上名列前茅的学生之所以学习优秀，是因为他们掌握了几个基本原则。

首先，优等生知道如何决定轻重缓急。

他们从来不会为了打电话、看电视或者吃零食而牺牲学习时间。

换言之，学习总是摆在娱乐之前。

另外，优等生们总是注意随时随地学习。

有位成绩优异的学生同时也是优秀的运动员，每天利用户外训练时间背生物学术语。

而另一位学生则利用每天早上刷牙时间记一个新单词。

所有受访的学生无一例外都认为，在什么时间学习完全是个人偏好问题。

有些人在夜深人静时学习效果最好，有些人则喜欢趁着自己还能清晰地记得上课所讲的内容，一放学回家就开始学习。

尽管如此，所有优等生都一致认为，如果想任何时候都表现优秀，一个主要的因素就是要持之以恒。

3 学生还必须学会有条理。

举个例子，有一位优等生在学校乐队、田径队、橄榄球协会和辩论小组里都很活跃。

他透露，他之所以把东西放得井井有条是因为他浪费不起到处找东西的时间。

还有一位学生喜欢把当天的笔记马上整理出来并放进用不同颜色标记的文件夹里，以便临近考试时能随时用来复习。

优等生们提倡的另一个技巧是有效的阅读，其中包括快速阅读，提高记忆能力以及主动提出问题以便充分理解作者的意思。

4 对于学生们来说，合理安排时间也同样重要。

他们必须懂得如何根据每天的时间表和学习能力来安排做作业和项目的速度，不至于让手头的工作压得喘不过气。

能制定时间表不仅让学生能够腾出更多时间来复习和完善功课，而且还能防止他们拖拖拉拉。

成绩优异的学生认为，他们成功的一大秘诀就是上课时做好笔记，供复习时使用。

有个学生透露，她把从课文上摘抄的内容记在笔记本的一边，把课堂笔记写在另一边。

这样，就可同时复习到两方面的内容。

她还透露，她不会浪费下课铃响前的几分钟跟朋友交头接耳，准备随时冲出教室。

相反，她会利用这几分钟用两三句话概括那节课的要点，然后在下次上课前浏览这些笔记，加深印象。

新世纪大学英语综合教程l教案

#### 一、教学目标1. 知识目标：- 掌握大学英语基础词汇和常用短语。

- 理解并运用基本的语法结构。

- 培养学生的阅读理解能力。

2. 技能目标：- 提高学生的听说能力，包括听力理解和口语表达。

- 培养学生的写作能力，能够撰写简单的英文文章。

3. 情感目标：- 激发学生对英语学习的兴趣。

- 增强学生的自信心，提高英语学习的积极性。

#### 二、教学内容1. 单元主题：大学生活（College Life）2. 教学重点：- 介绍大学生活的基本情况。

- 常用词汇和短语的学习。

- 基本语法结构的运用。

3. 教学难点：- 词汇的记忆和运用。

- 语法结构的理解。

#### 三、教学方法1. 启发式教学：通过提问、讨论等方式引导学生主动学习。

2. 任务型教学：设计具体的任务，让学生在实践中学习。

3. 多媒体教学：利用PPT、视频等多媒体手段辅助教学。

#### 四、教学过程1. 导入（5分钟）- 教师简要介绍大学生活的相关内容，激发学生的学习兴趣。

- 提问：大学生活有哪些特点？你期待的大学生活是怎样的？2. 词汇学习（10分钟）- 教师展示本单元的生词，并讲解其用法。

- 学生跟读，巩固记忆。

3. 语法讲解（10分钟）- 教师讲解本单元的语法点，如现在进行时、一般过去时等。

- 学生练习，巩固语法知识。

4. 阅读理解（15分钟）- 教师朗读课文，学生跟读。

- 学生回答问题，检查对课文内容的理解。

5. 听说练习（15分钟）- 学生分组讨论，用所学词汇和短语描述大学生活。

- 教师巡视指导，纠正发音和语法错误。

6. 写作练习（10分钟）- 教师布置写作任务，如写一篇关于大学生活的短文。

- 学生独立完成写作任务。

7. 总结与反馈（5分钟）- 教师总结本节课的重点内容。

- 学生反馈学习情况，教师解答疑问。

#### 五、教学资源1. 教材：《新世纪大学英语综合教程1》2. 多媒体课件：PPT、视频等3. 网络资源：英语学习网站、词典等#### 六、教学评价1. 课堂表现：学生的参与度、积极性。

新世纪大学英语_教案

课程名称：新世纪大学英语授课对象：大学英语基础课程学生教学目标：1. 提高学生的英语听、说、读、写综合能力。

2. 培养学生的英语思维习惯，提高跨文化交际能力。

3. 拓宽学生的国际视野，增强文化自信。

教学重点：1. 基本词汇和语法知识。

2. 听力理解能力。

3. 读写能力。

4. 口语表达能力。

教学难点：1. 长难句的理解和翻译。

2. 口语表达的流利性和准确性。

3. 跨文化交际能力的培养。

教学内容：第一课时一、导入1. 播放一段与课程主题相关的英语视频，激发学生的学习兴趣。

2. 引导学生进行简单的自我介绍，熟悉彼此。

二、课文学习1. 词汇教学：讲解课文中的重点词汇，如：vocabulary, grammar, listening, speaking, reading, writing, communication等。

2. 语法教学：讲解课文中的重点语法知识，如：时态、语态、非谓语动词等。

3. 阅读理解：引导学生阅读课文，理解文章大意，回答相关问题。

三、听说训练1. 听力训练：播放课文录音，让学生听懂并复述。

2. 口语表达：分组讨论课文内容，用英语表达自己的观点。

四、总结1. 回顾本节课所学内容。

2. 布置课后作业。

第二课时一、复习导入1. 复习上节课所学内容，检查学生的掌握情况。

2. 引导学生进行听力练习，提高听力理解能力。

二、课文学习1. 词汇教学：讲解课文中的重点词汇，如：college, university, campus, student, teacher等。

2. 语法教学：讲解课文中的重点语法知识，如：被动语态、倒装句等。

3. 阅读理解：引导学生阅读课文，理解文章大意，回答相关问题。

三、听说训练1. 听力训练：播放课文录音，让学生听懂并复述。

2. 口语表达：分组讨论课文内容，用英语表达自己的观点。

四、总结1. 回顾本节课所学内容。

2. 布置课后作业。

教学反思：1. 关注学生的学习进度，及时调整教学策略。

新世纪大学英语综合教程第二版综合教案 Theme Essay

Writing trustworthy are the two basic principles that
we should follow if we want to improve
human relationships. We may not be in a
position to change others, but we can change
a. The problems existing in the relationships between people in our society.
b. The negative results such problems may bring about to our society.
c. What can you do to help establish a harmonious society as a student?
Writing live behind cold security bars; we do not talk
to strangers, let alone go out of our way to
help them; we live in fear of fake products. In
short, fear and feelings of insecurity fill the
3
新世纪大学英语系列教材（第二版）综合教程2
Enhance Your Language Awareness Unit 1
Useful Expressions Grammar in Context Theme-Related Writing
Sample
In my opinion, trusting others and being

新世纪大学英语综合教程第4册教案

外语学院教案编写二O—四年六月教案（首页）教案（章节备课）COntaminated by SynthetiC products, and troubled by ecological imbalance・ The PreViOUS dynamic balance between man and nature and between nature and SOCiety as a whole, has ShOWn OminOUS SignS Of breaking down.Part FOUr (Para・ 8-9)The SOIUtiOn to Inan-nature IieS in rational and WiSe OrganiZatiOn Of both PrOdUCtiOn itself and Care for MOther NatUre by all humanity・ And the failure to IiVe in harmony With nature and Obey its IaWS WOUld CaUSe fatal disaster・III. WOrdS and EXPreSSiOnS1)(L 1) realm： n. a COUntry ruled OVer by a king Or queen; a general area Of knowledge, activity, Or thought*The king had to CalI representatives Of different ClaSSeS Of the realm into COnSUItatiOn UPOrl the national economic CriSiS・)影片将孩子们带入了幻想的王国。

(=The movie has brought ChiIdren to a realm Of imagination・)COlIOCat ions：PUbliC realm公众领域*He always PrOjeCtS an image Of SUCCeSS in PUbIiC realm・他总是以成功人士的形象出现在公众而前。

新世纪大学英语综合教程第2册教学设计

新世纪大学英语综合教程第2册教学设计简介新世纪大学英语是我国普通高等教育推广全国性精品课程，新世纪大学英语分为4册，分别是第1册、第2册、第3册和第4册。

其中，第2册是综合教程，包括听力、口语、阅读和写作等方面的内容。

本文将着重探讨新世纪大学英语综合教程第2册的教学设计。

教学目标本教学设计旨在帮助学生达成以下目标：1.提高听力、口语、阅读和写作技能；2.发展学生的批判性思维和解决问题的能力；3.培养学生的跨文化交流意识和能力；4.培养学生的自主学习和团队协作能力。

教学内容本教学设计将新世纪大学英语综合教程第2册的内容分为以下几个单元：1.Unit 1 - Technology and Society2.Unit 2 - Education3.Unit 3 - The Human Mind4.Unit 4 - Advertising and Branding5.Unit 5 - Careers and Employment6.Unit 6 - World Culture每个单元的教学内容都包括以下几个方面：听力、口语、阅读和写作。

其中，听力和口语部分的内容主要围绕真实场景展开，帮助学生提高英语听说能力；阅读部分涵盖多种文体，包括新闻报道、社论、故事、文化背景等，旨在提高学生的阅读能力和文化素养；写作部分涉及摘要写作、新闻报道、评论等多种文体，旨在培养学生的写作能力。

教学方法本教学设计将基于现代远程教育的理念，采用以下教学方法：1.线上学习：通过线上教学平台，提供各种学习资源、教学活动和互动交流；2.自主学习：鼓励学生自主探究、学习和分享，以发展其自主学习能力；3.团队协作：建立小组学习机制，促进学生之间的互动、合作和交流；4.跨文化交流：通过多元的教材内容和学习活动，促进文化交流和认知，培养学生的跨文化交流意识和能力；5.个性化辅导：针对学生的不同学习需求和特点，提供个性化的学习辅导，以最大程度地满足学生的学习效果和体验。

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