新视野第二册教案
(完整版)新视野大学英语第二册(第三版)教案
New Horizon CollegeEnglishBOOK 2(3rd Edition）Unit 1 An Impressive English Lesson课型：□ 理论课√ 理论、实践课□ 实践课课时分配： 6教学环境：多媒体教室教学目标：After studying this unit, the students are expected to be able to:1. understand the main idea and structure of Section A and Section B；2. master the key language points and grammatical structures in the texts3。
talk about language teaching and learning and express their opinions about current way of teaching in an English class；4. read with the skill ―finding key ideas in sentences;5. write a composition with three main parts: introduction， body and conclusion. Key Issues：1. VocabularyTedious， absorbed, allergic, capture, condense， exceed， distinguish， distinctive, complimentary, complementary, proclaim, evidently, adequate, competent，adjust, beneficial2。
SkillsLearn to read with the skill ―finding key ideas in sentences and write a composition with three main parts: introduction, body and conclusion.Potential Problems and Difficulties●To talk about language teaching and learning●write a composition with three main parts: introduction， body and conclusion。
新视野第2版第2册UNIT4教案
T eaching Plan for Unit 4 Course: College English新视野二册Unit FourSection AA T est of True LoveI. Warm-up Activity1. Topic Discussioni. Student's Discussion1) Should we judge a person by his or her appearance?Of course we shouldn't judge a person by his appearance. Since some times the beauty of a person doesn't match his mind and appearance is the thing which is easy to change while the mind of a person is relatively unchangeable.2) What is true love? And what does love mean to you?True love refers to the love which can't be changed easily by the environment, the outside world and the status of the lover etc. At the same time, true love can afford the test of time, the hardship of life etc.ii. Teacher's SummaryLove is important because without it life has no meaning or purpose.Love may be many things to many people, among which are as follows.1) Love means sunshine that makes one thirsty for the other.2) Love means a game of emotion that is always deprived of reason.3) Love means a tree whose fruit is sometimes sweet and sometimes bitter.4) Love means a bottle of wine with which both sides like being drunk.5) Love means a river in which both sides seek to be drowned…People who have fallen in love are the happiest in the world and are admired by others. Everyone wants to be loved and get true love. But what is true love?And how to judge it? True love can afford the test of time and live forever in our heart. It wouldn't be influenced by the outside world and it refers to the communication of the minds between the lovers.The course of true love never did run smooth. — Shakespeare(真爱之旅从无坦途。
新视野第二册电子教案UNIT 1
Unit 1Section A Time-Conscious AmericansI. Background InformationCulture conflicts: Each nation has its own conventions. Different nations have different cultures. When two cultures clash, problems in communication may occur. Which side should compromise when there are cultural conflicts? In fact, knowing and understanding the other’s cultural is the responsibility of both sides, and both sides should be willing to compromise. Educating, rather than complaining and blaming, is the best solution to cultural conflicts.II. Teaching Time: five periodsIII. New W ords & Phrases1.budget: v.(1). plan the spending of or provide (money) in a plane.g.She has to budget her time very carefully.(2). Save or spend money (for a particular purpose)e.g.He budgeted for buying a new car.n. balance one’s budget使收支平衡a family/government budget家庭/政府预算be budget conscious精打细算2.replace: vt.(1). put (sth.) back in its placee.g.Replace the caps on the bottles.Replace the book on the shelf.(2). take the place of (sb./ sth.)replace… ase.g.George replaced Jack as the personnel manager.Tom replaced Bill as the president of our club.replace…by/withe.g. We must replace those old computers with/by new ones.3.abrupt: a.(1). (of behavior) rough; offensivee.g.His attitude was abrupt.(2). Sudden and unexpectede.g. The meeting came to an abrupt end.4.convention: n.(1). (an example of ) generally accepted practice, esp. with regard to social behaviore.g. It is a convention for young people to offer seats to old people.It is a convention for men to wear suits on formal occasions.(2). meetinge.g. This is a political convention.5. interaction: n.communication; working togethere.g. Increased interaction between the police and the citizens will improve therate of solving crimes.interactive: a.(1). communicating between the user and the machinee.g.This method will make computer games more interactive than before.(2). acting on each othere.g. Student-centered teaching is interactive teaching method in theclassroom.6. assess: vt.judge or decide the amount, value, quality or importance ofe.g. Jim is so lazy that it’s difficult to assess his ability.It’s too early to assess the effects of the new law.7. surroundings: n.environmente.g.The house is in beautiful surroundings.surrounding: a.e.g.There are many kinds of flowers in the surrounding areas.8. generally: ad.(1). usually, in a general sensee.g. It is generally that smoking is bad for health.(2). by most people; widelye.g. The plan has generally been accepted.9. consequently: ad.as a result; soe.g.It rained that day, and consequently the baseball game was called off.10. significance: n.meaning; importancee.g.At that time few people realized the significance of his invention.What is the significance of this speech?significant: a. (antonym: insignificant)e.g. Newspapers print the most significant stories on the first page.That was a significant event in Chinese history.11. conduct:(1). vt.carry out, direct, manage; act as the path for (electricity, heat, etc.)e.g. I decided to conduct an experiment.I conducted her to her seat.Plastic and rubber can’t conduct electricity, but copper can.(2). n.[U] person’s behavior (esp. its moral element)e.g.His conduct is good.12. fulfill: vt.(1). perform (sth.) or bring (sth.) to a completione.g.Y ou must fulfill your duties.They fulfilled their work ahead of time.(2). satisfy (sth.); answere.g.The company must fulfill our requirements for product quality.The traveling library fulfills an important need for people who live in thecountryside.13. given: prep.something is not surprising when you consider the situation it happened ine.g.Given their inexperience, they’ve done a good job.Given her interest in children, teaching should be the right career for her.14. result in: have as a result, causee.g. I’m sure your efforts will result in success.Her hard work resulted in (her) winning the scholarship.result from: because ofe.g. The child’s illness resulted from eating unclean food.Her headache resulted from the noisy environment.15. account for: explain the cause of (sth.)e.g. He has to account to the chairman for all the money he spends.He could not account his foolish mistake.Can you account for your absence last Friday?16. charge for: ask (an amount of money) as a price.e.g. How much do you charge for a single room one night?How much do you charge for washing a car?17. much less: (用于否定句之后) 更何况,更不用说,更不…e.g. I don’t like mathematics, much less physics.The old man can hardly walk, much less run.still less=much lesse.g.She wouldn’t take a drink, still less/ much less stay for dinner.18. in person: physically presente.g.I can’t attend the meeting in person, but I’ll send someone to speak for me.19. race through: do sth. in a hurrye.g.The child raced through his homework in order to watch the football matchon TV.20. get sth./ sb. doing sth.: make sb. do sth.e.g.Can you get the car going?It’s not difficult to get the boy talking; the problem is stopping him.21. nothing but: onlye.g.He is nothing but an assistant.IV. PracticeLet the students do the exercises in the text book that are related to the new words.V. Text Structure Analysis(1). Let the students read the questions after the text first. Then explain the textto the students.The following are the difficult sentences;a. … no one stands still (Line 1)b. Once the sands have run out of a person’s hourglass, they cannot be replaced.We want every minute to count. (Lines 8-9)c. Don’t take it personally. (Line 18)d. Americans do not assess their visitors in such relaxed surroundings overextended small talk; much less do they take them out for dinner, or around on the golf course while they develop a sense of trust. (Lines 27-29)e. We, therefore, save most personal visiting for after-work hours or for socialweekend gatherings. (Lines 35-36)f. In some countries no major business is conducted without eye contact, requiringface-to-face conversations. (Lines 38-39)g. Unless a certain amount of time is allowed to elapse, it seems in their eyes as ifthe task being considered were insignificant, not worthy of proper respect.(Lines 49-50)h. …the more important a task is, the more capital, energy, and attention will bepoured into it in order to “get it moving”. (Lines 53-54)(2). Explain the structure pattern of the text:a. Introduction (paras. 1-4)b. Body (paras. 5-7)c. Conclusion (para. 8)(3). Discussion: an example of the difference between western and eastern“If your mother, wife and child fall into a river, and who will be th e one that you save? 65% Americans will save child, almost no Americans will save mother.Asians about 40 years old will save mother, but Asians under 40 years old have the same opinion with Americans.”a. Divide the class into small groups. Each group is about 5-6 students.b. In the group, one will be appointed group leader, another secretary and a thirdoral reporter.c. After the discussions, the oral reporters are required to report the conclusions oftheir groups.VI. PracticeLet the students do the other exercises in the test book and check the answers together under the instruction of the teacher.VII. Listening &Reading PracticeFinish Fast Reading unit 1-2Section B Culture Shock (three periods)I. Reading Skills(Reading for the Main Ideas in Paragraphs)✧first sentence✧in the middle or at the end✧left unstated or impliedII. Discussion topics1.What is culture?A deposit of knowledge, experience, beliefs, values, attitudes, meanings,hierarchies, religions, notions of time, roles, spatial relations, material objects andpossessions acquired by a group of people in the course of generations through individual and group striving. It therefore includes everything from rites of passage to concepts of the soul. (Larry A. Samovar, Richard E.)2.What is cultural shock?Clashes with different notions, views and difficulty in adjusting to a new culture. 3.What is the main idea of the whole passage?The passage focuses on the intercultural communication. Culture shock is one of the main topics of the intercultural communication. After the first excitement and desirable fun in a foreign country, you may encounter some challenges, which are called culture shock. The author explains to us the four stages one might experience: the honeymoon, hostility, recovery and adjustment.III. New W ords & Phrases1. cultural shock: a term meaning strong feelings of discomfort, fear, or anxiety, which people may have when they enter another culture. Usually when a person moves to live in a foreign country, he/she may experience a period of culture shock until he/she becomes familiar with the new culture.2. desirable: a.(antonym: undesirable)worth having; be wished for*notice: in the structure “It is desirable that…”, the verb in the that-clause is usually in the subjunctive form or “should” is used before the main verb.e.g.It is desirable that you (should) do it yourself.It is desirable that he (should) attend the convention.3. spite: n.in spite of: not being prevented by (sb./sth.); regardless ofe.g.He went out in spite of the rain.In spite of great efforts we failed to carry our plans.in spite of oneself: 不由的,情不自禁;e.g.She cried out in spite of herself at the sight.4. clash:(1). vi.disagree seriously (about sth.)e.g. Their interests clashed with ours.Our ideas clash with theirs.(2). n.serious disagreement; arguing; violent contact; fighte.g.It is a boundary clash between two armies.There is a clash of interests in this project.5. familiar: a.generally known, seen, or experienced; commonbe familiar with: having a thorough knowledge. (常“人”做主语)e.g. Are you familiar with the rules of baseball?Mary is familiar with this story.be familiar to: (常“物”做主语)e.g. The song is familiar to children.6. evidently: ad.obviously; it appears thate.g. The umbrella in her hand was very wet. Evidently it was still raining.He is evidently not well.7. excitement: n.(1). [U] state of strong emotional reaction or feeling, esp. one caused by sth. pleasante.g. The old man has a weak heart, and should avoid excitement.Everyone is in a state of great excitement.(2). [C] a thing that excites; an exciting evente.g. This game has its challenges, excitements and rewards8. marvelous(marvelous): a.surprising; outstanding; wonderfule.g.He certainly is a marvelous actor.The medicine had marvelous effect on him.9. amusement: n.(1). [C] a thing that makes time pass pleasantlye.g.Big cities have theatres, films, football matches and many otheramusements.(2). [U] state of being amusede.g.I listened in amusement when he was telling a joke.10. hostility: n.(1). [U] being hostile (to sb./sth.); being againste.g. I have no hostility toward anyone.There is open hostility between the two countries.(2). (pl.) acts of war; fightinge.g. Their meeting led to an end of the hostilities between the two countries.11. distress: n.(1). [U] (cause of) great pain, sadness, suffering, etc.e.g. The sick man showed signs of distress.(2). [U] suffering (caused by lack of money, food, etc.)e.g. He is in great distress for money.(3). [U] state of being in danger or difficulty and requiring helpe.g. If the storm continues on the mountain, the climbers will be in distress.12. cope: vi.(with)manage successfully; be able to deal with sth. difficulte.g.The problem was a hard nut, but we managed to cope.The factory coped very well with the sudden increase in demand.13. avoid: vt.(1). keep oneself away from (sb./sth.)e.g. The student avoided his teacher’s eyes.To avoid traffic tie-up, we took the subway to the railway station.(2). stop sth. happening; prevent*notice if “avoid” is directly followed by another verb, then the verb should be used in its –ing form.e.g.He tried to avoid answering my questions.14. recovery: n.(1). [U] (sing.) return to a normal statee.g. She made a quick recovery from her illness.The government’s policies bit by bit led to the country’s economic recovery.(2). [U] getting backe.g.The r ecovery of a stolen bicycle seems to be impossible.A significant reward is offered for the recovery of a painting by Picasso.15. favorable (favourable): a.(antonym: unfavorable)(1). helpful; suitablee.g. This is a time favorable for a trip.The weather is not favorable for tennis.(2). giving or showing agreemente.g. The performance received a favorable comment.be favorable to...e.g. They are favorable to our plan.16. distinction: n.[C] special element, special or unique qualitye.g. Jack has the distinction of being the tallest boy in the class.17. appreciate: vt.understand and enjoye.g. Y ou can’t appreciate English poetry unless you understand its rhythm.We greatly appreciate all your help.18. symptom: n.(1). [C] a change in the body that shows an illnesse.g. The symptoms don’t appear until a few days later after you are infected.(2). [C] a sign of the existence of sth. wronge.g. The lower production levels are a symptom of dissatisfaction among theworkers.19. furthermore: ad.in addition; moreovere.g. The house is too small, and, furthermore, it’s too far from the office.20. adjust to: become or make suited (to new conditions)e.g. Y ou should try to adjust yourself to the new environment.The body can adjust itself to changes in temperature.21. separate from: (cause things or people to )dividee.g.England is separated from France by the Channel.22. prevent from: stop (sb. or sth. )from (doing sth.)e.g. Y ou can’t prevent me from going there alone.23. go through: experience; finish certain stagese.g. They went through the woods.We went through many difficulties.Tom’s book has already gone through three printings.24. have difficulty (in) doing sth.: have difficulty with sth.e.g. His Chinese is very bad and I have great difficulty (in) understanding him.The child seems to have no difficulty with English grammar.25. would rather: ( used to express a choice) prefer toe.g.He would rather lose his job than make false accounts.*notice that “would rather” is used in all persons; “ I should rather” is impossible.*notice that “would rather” can be used with different subjects, to say that one person would prefer another to do something. In this case, we generally use a past tense with a present or future meaning.e.g. I would rather you stayed with me tomorrow.III. PracticeLet the students do the exercises in the text book that are related to the new words.IV. Text Structure Analysis(1). Let the students read the questions after the text first. Then explain the textto the students.The following are the difficult sentences:a. ... Y ou may have difficulty adjusting to a new culture and to those parts of theculture not familiar to you. (Lines 7-8)b. Also, the amusement of life in a new culture seems as though it will have noending. (Lines 12-13)c. Y ou would rather be home alone, and you don’t want to communicate withanybody. (Line 26)(2). Explain the structure pattern of the text:a. Para.1: IntroductionLiving/learning abroadAdvantagesDesirable funFascinating, a feeling of freedom ChallengesClashes with other culture Difficulties adjusting to itb. Body (Paras. 2-7) four stagespara. 2: 1st stage: honeymoonSigns: fresh, excitement, nice, marvelous, amusement of life (as though endless);Para. 3-5: 2nd stage: hostility (repression, regression, isolation, rejection)Signs: not so good, tired, awful, distressedDefense mechanisms: (to protect oneself against the effects of culture shock) ✧Repression: pretend to accept everything, to be used to it✧Regression: careless, irresponsible✧Isolation: avoid effects, separate oneself from others✧Rejection: coping fine alone, not ask for helpSummary: not helpful, occasionally used, and cautiousPara. 6: 3rd stage: recoverySigns:✓Recognition of the temporary nature;✓More positive, develop comprehension, favorable✓Appreciate cultural distinctionPara. 7: 4th stage: adjustmentSigns:✓Reach a point, feel good✓Understanding, comfortable, alleviate stressPara. 8: Conclusion:Evidently unavoidable,Face it, overcome it, enjoy it, interact with people, learn more about life and about yourself3. Practicea. Are there any changes in your feelings since you came to the university?Clues: fresh, ambitious, expectation, accustomed to, be fed up withb. Let the students do the other exercises in the test book and check the answerstogether under the instruction of the teacher.V. Reading PracticeLet the students read Section C and finish exercises of it.。
新视野第2版第2册UNIT8教案
Teaching Plan for Unit 8 Course : College EnglishSectio n AI.Warm-up Activity1.Topic Discussioni.Student ' s Discussionii.Teacher' s Summary2.Questions on the Topic and the PassageII.Backgro und In formati on I. Text Structure An alysis IV.Structured WritingV.Detailed Study of the Texti.Words and Phrases Studynguage PointsVI.Text Summary1.Student ' s Presentation2.Teacher' s SummaryVII . After-text A ExercisesSectio n BI.R eadi ng SkillII.Warm-up Activity1.Topic Discussion2.Questions on the Topic and the PassageIII.Text Structure An alysisIV.Text Study1.Paragraph Meaning2.Words and Phrases Studyn guage Points4.Summary or Main Idea of the Passagei.Student ' s Presentationii.Teacher' s SummaryV.New Words DictationVI.After-text B ExercisesVII . Supplementary exercises 15m5m 10m 5m 50m5m 30m5m 10m5m 20m5m 15mAssig nments 1.Hand in the exercise of TRANSLATION.2.Finish the other after-text A & B exercises after class.3.Supplementary Exercisesi.English-Chinese Translation (5 sentencesii.Chinese-English Translation (10 sentences4.Preview Unit 9Section A There Is a Lot More to Life Than a JobWarm-up Activity1.Topic Discussi on1). How do young students and older teachers see the role of education differe ntly?On the one hand, most stude nts on ly want to lear n what is n eeded for their career or immediate success. In their eyes one ' s lifetime drifts by and why not enjoy life to his heart ' s content. So the key role of education is to prepare themwell for a prosperous career, which in turn en sures a finan cially comfortable life for them. But, on the other hand, older teachers, with Ion ger and richer life experiences, believe that the quality of life is not entirely determined by a balanee sheet, and people can lead better lives if they can see beyond their immediate n eeds.2). What is “ quality of life ” and how can it be improved?When talki ng about quality of life, people would n aturally associate it with being financially well off. But the truth is that quality of life is not totally decided by our finan cial status. More importa ntly, we also want to feel that we have an un dersta nding of the world outside our career, for huma n beings have collected a great deal of kno wledge in many differe nt fields. To lead better lives, we should, first of all, develop a meanin gful philosophy of life. While we are striving to getfinancially wealthy, we should improve our moral sense at the same time.3). How can we realize the life value?A great man used to say “ Life is half spe nt before we know what it is clearly in dicates that not every pers on is aware of the meaning of life before he gets old eno ugh. Therefore, as collegestude nts, first of all, we must have a deep in sight into the meaning of life through our practical life experie nee and get rid of any false illusion. Besides, we must acquire adequate knowledge, foster our ability to work independently, and grow ourselves into intellectual maturity, thus pav ing the way for a successful career. More importa ntly, we must develop our moral sen se, which in cludes the sense of resp on sibility and the sense of devoti on. On ly in this way can we live a meanin gful life.2.Questi ons on the Topic and the Passage1)What is the conclusion drawn from the survey based on the responses from over 188,000 stude nts?Today'scollege beg inners are more con sumeristic and less idealistic tha n at any time in the 17 years of the poll.2)What do stude nts think about the importa nee of develop ing a mea nin gfulphilosophy of life?It is less importa nt tha n being finan daily well off or successful.3)Accordi ng to the text, what is the duty of educati onal in stituti ons?To help stude nts become aware of the meaning of life.4)How can we improve our moral sen se?We can improve our moral sense by acquiring knowledge accumulated throughout ages.5). Accord ing to the writer, what must educators prepare stude nts for?It is a fact that the meaning of life does not daw n upon young people easily, so schools must helpstude nts gain an in sight into the outside world bey ond their occupatio n, get far-sighted and beable to see the relati on ship betwee n in dividual thin gs. Accord ing to the author, educators must prepare stude nts for future, not only for career success but also for something much more important than a job. To make the point clear, the author tells of a cartoon where bus in essme n are hav ingdifficulty telli ng “right from wrongII.Backgro und In formati on1.Macon is a city in the middle part of Georgia, U.S.A.2.Robi ns Reside nt Cen ter: It is a service/trai ning cen ter for the U.S. Air Force, which is located in Macon State College.3.Huma nities : In the con text of the readi ng passage,huma nities refers to a broad academic discipli ne concerned with how people throughout history have expressed, confron ted, and un derstood the complexities of the huma n con diti on. It in cludes such areas of study as Philosophy, Literature, Religion, Art, etc. Humanities programs at U.S. uni versities are most ofte n housed in the College of Liberal Arts.4.Associate degree is awarded by community colleges, junior colleges, and some bachelor'degree-gra nti ng colleges and uni versities in Can ada and the Un ited States upon completi on of study equivale nt to the first two years in a four-year college or university. It is the lowest in the hierarchy of academic degrees offeredin these coun tries. Com mon abbreviatio ns are AA(Associate of Arts), AS(Associate of Scie nee ) andAAS(Associate of Applied Scien ce).cati on in the Un ited States is usually divided into 4 levels. In gen eral, these are kin dergarte n or pre-school, eleme ntary, sec on dary, and higher educati on. The first level is early childhood educati on .Its purpose is to prepare childre n for school. The sec ond level is eleme ntary educati on. Educati on at this level is divided into 6 or 8 grades. And stude nts can atte nd all kinds of courses. The third level is sec on dary education. It is for junior or senior high school students. Some students prepare themselves to go to college, while others take vocational or technical courses to prepare for jobs after graduati on. There are many in stitutio ns of higher educati on in the U.S. Stude nts at tech ni cal in stitutes can receive an associate degree after they fin ish a 2-year program. The n they can con ti nue their study at a four-year college.6.Social Security mainly refers to a field of social welfare concerned with social protect ion, or protecti on aga inst poverty, old age, disability, un employme nt, families with childre n, etc. In the read ing passage, Social Security refers to the system in the US which is a social in sura nee program fun ded through a dedicated payroll tax. It is also known as the Old Age, Survivors and Disability In sura nee program (OASDI), i n refere nee to its three comp onen ts.7.Richard Wagner (1813-1883) is a famous German composer and writer. As a composer, he is well-known for his 13 operas. Besides his activity in composition, Wagner wrote an astonishing number of books and articles . The literary spectrum ran ges from theories of opera to political programs. Richard Wagner is un doubtedly one ofthe leadi ng figures of the 19th cen tury. He in spired not only musicia ns and composers but also leaders in many fields.8.Oscar Wilde (1854-1900), the son of an emi nent Dublin surge on, was an An glo-Irish playwright, no velist, poet, and short story writer. He is one of the most successful playwrights of late Victoria n London, and one of the greatest celebrities of his day. Some of his renowned domestic comedies include Lady Windermeres' Fan (1892), A Woman of No Importa nce(1893), and An Ideal Husba nd(1894).III.Text Structure An alysisThe essay is an argume ntati on for the point that thersa lot more to life tha n a job. It is of a problem-soluti on patter n which can be roughly divided into three parts.Part One con sists of Para.1 to Para.8, prese nti ng the problem. Para.1is a very general stateme nt that the saddest thing about youth is that it is wasted on the young. This is an old conv icti on which serves as alead-i n to develop the discourse in the way how youth is wasted on the young today. From Para.2 to Para.4, we can find a survey con ducted to find out what the youth today are thinking about. The survey report on first-year college stude nts shows that things of material value are of great importa nee to young people. Today's college beg inners are more con sumeristic and less idealistic” than before. From Para.5 to Para.8, the writer provides facts to support the argume nt that the stude nts today are more materialistic, from what they choose to learn in college to what they prefer for work. Finally in Para.s7 and 8, the writer presents another examples if a successful' student as being a sales representative. So from Para.1 to Para.8, the writer builds up a problem with our youth today that they are beco ming more and more in cli ned to care more about material things rather tha n anything else like social resp on sibility.Part Two is made up of 10 paragraphs, from Para.9 to Para. 18. This part is about how to deal with the problem prese nted from the previous 8 paragraphs. From paras.9 to 13, the writer builds up his argume nt that it is the duty of educati onal in stituti ons to help stude nts un dersta nd the meaning of life, In this part the writer argues that it is now more importa nt tha n ever to help our stude nts realize what is truly importa nt in life. And people can understand the meaning of life when they reach middle age. However, it is the duty of educational institutions to help students understand the meaning of life before they reach middle age. If we cannot, the whole system of educati on is to be challe nged. From paras14 to 18, the writer continues to argue about what educati on should do for us. Para. 14 puts forward the argume nt that educati on should teach us to see the connections betwee n thin gs, as well as to see bey on dour immediate needs. Para 15 is a fact to show if people fail to find the connection between things or see beyond their immediate needs, what the results will be—just like a strike for higher salary ending with the loss of jobs. Para. 16 is ano ther fact to show that in the mon ey-mak ing world, people are expected to tell right from wrong. Para. 17 is an example of a pers on who is successful both in his life and in his career. Education can do both. In para. 18 the writer quotes from Oscar Wilde, we ought to give our ability to our work but our genius to our livers”. That brings out an ideal model for educati on, being successful in both social life and on 'ow n life career.Part Three is the last paragraph. Paragraph 19 con cludes the essay by stat ing that our educators should an swer stude ntscries for career educati on and en sure that stude nts have the educati on that they will wishfor later in life.IV.Structured Writi ngA Paragraph of an Argume nt Supported by FactsOne writing technique for an argumentation is to support an argument with facts, statistics, examples, reas ons, etc. In this text we can find that facts are used to support an argume nt.Take paragraphs 14&15 for an example.In Paragraph 14 we have the argument: Education should teach us to see the conn ecti ons betwee n thin gs, aswell as to see bey ond our immediate n eeds. To support the argume nt the writer gives one fact in Paragraph 15: a strike for higher wages only to drive the employers out of jobs.V.Detailed Study of the TextWords & Phrases Study1.formal a. followi ng accepted rules of behavior 正式的，形式上的As it 'a formal dinner party, we will have to wear formal dress. 这是一个正式的晚宴，我们必须穿上正式的礼服。
新视野大学英语第二版教案
教学目标：1. 培养学生英语阅读理解能力，提高阅读速度和准确性。
2. 培养学生英语口语表达能力，增强口语交流技巧。
3. 培养学生英语写作能力，提高写作水平。
4. 培养学生英语听力理解能力，提高听力技巧。
教学对象：大学英语二级学生教学时间：2课时教学内容：一、课文阅读1. 课文标题：《New Friends》2. 课文内容：讲述主人公在新环境中结识新朋友的故事，展现了友谊的珍贵和真诚的重要性。
二、教学步骤第一课时：1. 导入新课- 教师简要介绍课文背景，激发学生学习兴趣。
2. 课文阅读- 学生朗读课文，注意语音、语调。
- 教师讲解课文中的生词、短语和句型。
3. 阅读理解- 学生回答教师提出的问题，检验阅读效果。
- 教师点评学生的答案，纠正错误。
4. 小组讨论- 学生分组讨论课文中的故事情节、人物性格和主题思想。
- 小组代表分享讨论成果。
第二课时：1. 复习上节课内容- 教师提问，检查学生对上节课的掌握情况。
2. 口语表达- 学生用英语复述课文内容，锻炼口语表达能力。
- 教师点评学生的口语，纠正发音和语法错误。
3. 写作训练- 学生根据课文内容，写一篇短文，描述自己在新环境中结识新朋友的故事。
- 教师点评学生的写作，指导学生提高写作水平。
4. 听力训练- 学生听一段与课文内容相关的听力材料，提高听力技巧。
- 教师讲解听力材料中的生词、短语和句型。
教学评价：1. 阅读理解：通过课堂提问和课后作业，了解学生对课文的理解程度。
2. 口语表达：通过课堂口语练习和课后口语作业，评估学生的口语表达能力。
3. 写作能力：通过课后写作作业，了解学生的写作水平。
4. 听力理解：通过课堂听力练习和课后听力作业，评估学生的听力技巧。
教学资源：1. 教材：《新视野大学英语第二版》2. 生词表：列出课文中的生词，便于学生记忆。
3. 课后练习：课后作业，巩固所学知识。
教学反思：本节课通过课文阅读、口语表达、写作训练和听力训练等多种教学方式，全面提高学生的英语综合能力。
新视野大学英语2_教案
教学对象：大学英语2年级学生教学目标：1. 通过学习课文，提高学生的阅读理解能力；2. 培养学生运用英语进行思维和表达的能力；3. 拓展学生的词汇量和语法知识；4. 培养学生的跨文化交际意识。
教学重点：1. 课文内容理解；2. 词汇和语法知识；3. 阅读技巧和策略。
教学难点：1. 课文中涉及的文化背景知识；2. 课文中复杂的语法结构。
教学准备：1. 课文、相关背景资料；2. 多媒体课件；3. 教学活动所需的道具。
教学过程：一、导入（5分钟）1. 播放与课文相关的视频或图片，激发学生的学习兴趣；2. 引导学生回忆上一节课的内容，复习巩固。
二、课文讲解（30分钟）1. 阅读课文，引导学生找出文章的主旨大意；2. 分析课文中的重点词汇和语法结构，讲解其用法；3. 结合课文内容，讲解相关文化背景知识；4. 鼓励学生积极参与课堂讨论，发表自己的观点。
三、课堂活动（20分钟）1. 词汇竞赛：学生分组，进行词汇接龙游戏，巩固课文中的词汇；2. 语法练习：学生根据课文内容，完成相关的语法练习；3. 小组讨论：学生分组，就课文中的某个话题进行讨论，并总结发言。
四、总结与作业（5分钟）1. 总结本节课的重点内容，回顾课文中的知识点；2. 布置课后作业，包括阅读、写作和口语练习。
教学评价：1. 课堂参与度：观察学生在课堂上的发言和讨论情况；2. 作业完成情况：检查学生的课后作业，了解学生的学习效果；3. 考试成绩：通过期中和期末考试，评估学生的学习成果。
教学反思：1. 教师应根据学生的实际情况，调整教学内容和方法；2. 注重培养学生的阅读技巧和策略，提高学生的阅读理解能力；3. 鼓励学生积极参与课堂活动，提高学生的口语表达能力；4. 关注学生的个体差异，因材施教，提高教学质量。
新视野大学第二册教案新版
课型：理论课课时分配：2课时教学环境：多媒体教室教学目标：1. 知识目标：- 掌握课文中的核心词汇和短语。
- 理解课文的主要内容和中心思想。
- 掌握一定的语法知识。
2. 能力目标：- 培养学生的阅读理解能力，提高阅读速度。
- 培养学生的口语表达能力，提高口语交际能力。
- 培养学生的写作能力，提高写作水平。
3. 情感目标：- 激发学生对英语学习的兴趣，培养良好的学习习惯。
- 培养学生的跨文化交际意识，提高人文素养。
教学内容：1. 课文内容- Unit 1: Time Management- Unit 2: The Importance of Communication- Unit 3: Travel and Tourism- Unit 4: Environmental Protection- Unit 5: Science and Technology教学过程：第一课时一、导入1. 通过图片、视频等形式展示与课文内容相关的主题，激发学生的学习兴趣。
2. 提问：你们对时间管理、沟通、旅游、环保和科技等方面有什么看法？二、课文讲解1. 单词教学：讲解课文中的核心词汇和短语，并进行例句分析。
2. 语法教学：讲解课文中的语法知识，如时态、语态、非谓语动词等。
三、阅读理解1. 学生自读课文，完成课后练习题。
2. 教师讲解课后练习题，引导学生分析解题思路。
四、课堂小结1. 总结本节课所学内容，强调重点和难点。
2. 布置课后作业，巩固所学知识。
第二课时一、复习导入1. 回顾上一节课所学内容，提问学生掌握情况。
2. 引导学生回顾课文中的重点词汇和短语。
二、口语交际1. 学生分组讨论课文中的话题，如时间管理、沟通等。
2. 学生进行角色扮演，模拟实际场景进行口语交流。
三、写作训练1. 教师给出写作题目，如“谈谈你对环保的看法”。
2. 学生根据题目要求，进行写作练习。
3. 教师批改学生作文，并进行点评。
四、课堂小结1. 总结本节课所学内容，强调重点和难点。
大学新视野英语第二册(第三版)课程教案
New Horizon College EnglishBOOK 2(3rd Edition)Unit 1 An Impressive English Lesson课型：□理论课√理论、实践课□实践课课时分配：6教学环境：多媒体教室教学目标：After studying this unit, the students are expected to be able to:1. understand the main idea and structure of Section A and Section B；2. master the key language points and grammatical structures in the texts3. talk about language teaching and learning and express their opinions about current way of teaching in an English class;4. read with the skill ―finding key ideas in sentences;5. write a composition with three main parts: introduction, body and conclusion.Key Issues：1. VocabularyTedious, absorbed, allergic, capture, condense, exceed, distinguish, distinctive, complimentary, complementary, proclaim, evidently, adequate, competent, adjust, beneficial2. SkillsLearn to read with the skill ―finding key ideas in sentences and write a composition with three main parts: introduction, body and conclusion.Potential Problems and Difficulties●To talk about language teaching and learning●write a composition with three main parts: introduction, body andconclusion.●To apply the phrases and patternsMethodology:A combination of traditional teaching methods with the communicative approach will be adopted. Special attention should be paid to classroom interaction like questioning and answers. Small group works are always needed while discussing the questions and the difficult translation practice. More encouragement is needed and more guidance will be given in their extracurricular study.Teaching Aids: Visual aids, projector, stereo and microphoneGroup work and pair workConduct of Tasks and Activities（师生互动方式Mode of Interaction; 学习策略Learning Strategies）Students-centered, Task-based teaching and learningTeaching ProceduresStep 1 Lead-inI. Greeting and warming-up questions discussion.1. What are the key factors that help people learn English as a foreign language?2. Do you have any problem in English learning?3. Do you think grammar is important in English learning?II. Listening and discussing.1. Listening practice.2. In your opinion, what is the most effective way to learn English?III. Listening to a talk and answer questions on page 2Step 2 Section A An Impressive English LessonI. Cultural background American university education1.What is Communicative Language Teaching?A type of teaching method;Develop the communicative ability as well as the knowledge of grammar;Learning by doing;Make classroom situation of real foreign language environment.2. What are the features of Communicative Language Teaching? Communicative competence is the goal;An integration of grammatical and functional teaching;Accuracy is secondary to conveying a message;Focus on communicative and contextual factors in language use; Learner-centered and experience-based.3. What is the role of teacher in Communicative Language Teaching?A facilitator of students’learning;A manager of classroom activities;An advisor of students’questions;A co-communicator in the communicative activity.II. Language PointsWords and expressions1. oddity: n. [C] a strange or unusual person or thing 怪人；怪物；奇特的东西With his neat suits on, he felt like an oddity walking in this poor neighborhood. 穿着笔挺的西装走在这个贫民区里，他觉得自己就像个怪物。
新视野大学英语二教案
教学目标：1. 学生能够理解并运用教材中的词汇和语法知识。
2. 学生能够阅读并分析文章，提高阅读理解能力。
3. 学生能够通过课堂讨论，培养英语口语表达能力。
4. 学生能够根据文章内容，撰写短文，提高写作能力。
教学内容：1. 单元主题：家庭与朋友2. 教材内容：Unit 1-4教学过程：一、导入（Lead-in）1. 利用图片、视频等资料，引导学生讨论家庭与朋友的重要性。
2. 提问：你最喜欢的家庭成员是谁？为什么？3. 引出本单元主题：家庭与朋友。
二、课文讲解（Text Explanation）1. 单元1：Family- 讲解课文中的词汇和语法知识。
- 分析课文结构，理解文章内容。
- 通过讨论，了解不同文化背景下家庭观念的差异。
2. 单元2：Friends- 讲解课文中的词汇和语法知识。
- 分析课文结构，理解文章内容。
- 通过讨论，了解不同文化背景下友谊观念的差异。
3. 单元3：Love- 讲解课文中的词汇和语法知识。
- 分析课文结构，理解文章内容。
- 通过讨论，了解不同文化背景下爱情观念的差异。
4. 单元4：The Importance of Communication- 讲解课文中的词汇和语法知识。
- 分析课文结构，理解文章内容。
- 通过讨论，了解沟通在家庭与朋友关系中的重要性。
三、课堂活动（Class Activities）1. 词汇游戏：通过游戏，帮助学生巩固词汇。
2. 阅读理解：让学生完成阅读理解练习，提高阅读能力。
3. 口语表达：组织学生进行小组讨论，提高口语表达能力。
4. 写作训练：让学生根据课文内容，撰写短文，提高写作能力。
四、课堂小结（Conclusion）1. 回顾本节课所学内容，总结家庭与朋友的重要性。
2. 鼓励学生在生活中关注家庭与朋友关系，学会沟通与理解。
教学评价：1. 课堂参与度：观察学生在课堂上的发言情况，评价其口语表达能力。
2. 阅读理解：通过阅读理解练习，评价学生的阅读能力。
新视野英语教程读写教程第二册电子教案
新视野英语教程读写教程第二册电子教案学科英语教材《新视野英语教程2》课题Unit 1 班级课时 6 periods 时间课型New class教法讲授法练习法教具多媒体电脑投影仪教学目标1、掌握本单元教学中规定的单词和词组。
2、掌握there is (no) room for..., even so等句子结构的用法。
3、掌握应用文：Understanding and Writing Invitation Letters 写作技巧。
4、掌握本单元教学中规定的听力能力及口语交际能力。
教学重点1、重点：New words and Expressions2、难点：Listening and Speaking教学过程主要教学内容Part One Section AI. New Words and Expressions1. tear down: v.pull down, especially violently; destroyWe have a theatre in town but we are to tear it down next year tomake room for the highway.2. golden: a.(1) of the color of goldDo you refer to the one that has a golden yellow flower, a browncenter and a strong stem?(2) made of goldThe medal was g olden, so it was sold for quite a lot of money.3. danger: n.the possibility of harm or lossA policeman could meet with danger any minute of his workingday.in danger of: likely to be hurt or damaged byThe trees in the forest have been cut down in such great numbersthat the forest is i n danger of d isappearing.4. line of thinking /thought: a way or method of thinking aboutsomethingI worry about this line of thinking because it is not good forchildren.5. resident:n.a person who lives in a placeThis hotel serves meals to residents o nly.a. Living in a placeIn 1970 about one fifth of resident college and university students were women.6. inspect: vt. examine closely or in detail, especially in order to judgequality or correctness; make an official visit to judge the qualityYesterday a man from the local education committee came to inspect o ur school.7. inspector: n.an official who inspect somethingThe tax inspector has a complete right to examine the company files.8. structure:n.(1) something formed of many parts, especially a building,The steel structure looks very strange among the small wooden houses.(2)the way in which parts are formed into a whole,Scientists now know quite a lot about the structure of the human brain.vt. Arrange into a whole form, in which each part is related to others It is difficult for me to understand why things are structure in sucha way in their family.9. claim:v.(1) declare to be true, stateOne should not claim to know what one doesn’t know.(2) ask for, take, or state that one should have something to whichone has a rightOn what grounds are you claiming compensation? You have to state reasons.n.(1)a statement that something that is true or realLots of people say that never read advertisements, but this claim is hard to believe.(2) a demand or request for something which one has a right to have,The workers have come out on strike in support of their pay claim.10. register:n.an official record or listAll stores which sell guns must keep a register showing the details of each deal.v.put into an official record or list,registered.They made sure that each book was numbered andII. Sentence Structure1. They are using the earthquake as an excuse.Meaning: The reason that the building was damaged in an earthquakewas not a real one: McDonald’s managers are using it to hide the realreason for tearing down the building.2. There is no room for a drive-thru window, or for seating inside.Meaning: There is no space where people can buy food without gettingout of their car. Nor is there space for people to sit and eat inside.3. The building is still there, but boards cover the windows. Even so;people drive by to remember their McDonald’s.Meaning: Although the windows of the restaurant are covered withboards, people still stop by to visit their McDonald’s when driving past i 4. Taking pictures of a moment in history the restaurant is gone.Meaning: They take pictures to record a time in history before therestaurant is gone.III. Questions About the Text1. Where and when was the first McDonald’s built?2. Why does McDonald’s want to tear down the restaurant?3. Why do some people want to save the first McDonald’s?4. What is McDonald’s real purpose to tear down the restaurant?5. What is the author’s purpose of writing this article?Part Three Section CPractical Writing：Understanding and Writing Invitation LettersPart Four Listening and Speaking1. What do you think about...?2. How do you like...?3. I like /love it. /I hate it.4. It’s great. /it’s horrible.Part Five Summary1. New Expressions2. Sentence Structure3. Practical Writing4. Listening and SpeakingPart Six HomeworkP9, 10, 11, 12, 17, 18, 20, 21.四、教学总结：1.本课A部分是关于麦当劳的文章，学生会比较感兴趣，由此可以多介绍英美国家的饮食，特别是快餐的情况。
新视野大学英语第2册教案
一、教学目标1. 知识目标：（1）掌握本单元的核心词汇和短语；（2）了解本单元的篇章结构、写作特点和背景知识；（3）学会运用本单元的语法知识。
2. 能力目标：（1）提高阅读理解能力，学会从不同角度分析文章；（2）提高写作能力，能够运用所学知识写出一篇通顺的短文；（3）提高口语表达能力，能够进行简单的日常对话。
3. 情感目标：（1）激发学生对英语学习的兴趣，培养学生良好的学习习惯；（2）培养学生关注时事、关注社会的意识；（3）培养学生团队协作、相互尊重的精神。
二、教学重点与难点1. 教学重点：（1）核心词汇和短语；（2）篇章结构、写作特点和背景知识；（3）语法知识。
2. 教学难点：（1）阅读理解中的长难句；（2）写作中的篇章结构；（3）口语表达中的连贯性和准确性。
三、教学方法1. 讲授法：教师通过讲解、示范等方式，引导学生掌握本单元的核心知识和技能。
2. 讨论法：教师组织学生进行小组讨论，培养学生的合作意识和沟通能力。
3. 案例分析法：教师选取典型案例，引导学生分析问题，提高学生的实际操作能力。
4. 角色扮演法：教师设计情景，让学生进行角色扮演，提高学生的口语表达能力。
四、教学过程1. 导入新课（1）教师简要介绍本单元的背景知识；（2）引导学生回顾上一单元所学内容，为新课做好铺垫。
2. 阅读理解（1）教师引导学生阅读课文，注意关键词汇和短语；（2）学生分组讨论，分析文章结构、写作特点和背景知识；（3）教师总结讨论结果，讲解课文中的难点。
3. 词汇教学（1）教师讲解本单元的核心词汇和短语；（2）学生通过例句学习词汇用法；（3）进行词汇测试，巩固所学知识。
4. 写作训练（1）教师讲解写作技巧，引导学生进行写作；（2）学生分组讨论，互相修改作文；（3）教师点评学生作文，总结写作要点。
5. 口语表达（1）教师设计情景，让学生进行角色扮演；（2）学生分组练习，提高口语表达能力；（3）教师点评学生的口语表达，纠正错误。
新视野大学英语2课文教案
课程名称：《新视野大学英语2》教学目标：1. 理解课文内容，掌握课文中的主要观点和论据。
2. 提高学生的阅读理解能力和英语口语表达能力。
3. 培养学生独立思考和批判性思维能力。
4. 增强学生的跨文化交际意识。
教学内容：课文标题：《A New Perspective on Education》教学重点：1. 课文中的主要观点和论据。
2. 关键句型的理解和运用。
3. 课文中的文化背景知识。
教学难点：1. 复杂句型的理解和翻译。
2. 文化差异的理解和应对。
教学准备：1. 课文原文及相关背景资料。
2. 教学PPT或黑板。
3. 学生作业。
教学过程：一、导入1. 教师简要介绍课文标题和作者，激发学生的兴趣。
2. 提问：你对教育有什么看法？你认为教育应该是什么样的？二、课文阅读与理解1. 学生自读课文，标注生词和难点。
2. 教师讲解课文中的生词和难点，如：pedagogy、curriculum、discipline等。
3. 学生分组讨论课文中的主要观点和论据，分享自己的理解。
三、课文分析1. 教师引导学生分析课文结构，如：引言、主体、结论。
2. 分析课文中的关键句型，如：It is widely believed that...；However, this is not the case...3. 讨论课文中的文化背景知识，如：美国的教育制度、教育理念等。
四、课堂活动1. 学生扮演不同角色，进行角色扮演，模拟课文中的场景。
2. 教师组织辩论活动，让学生就教育问题进行正反方辩论。
五、总结与反思1. 教师总结课文的主要观点和论据。
2. 学生分享自己的学习心得，提出自己的疑问。
3. 教师针对学生的疑问进行解答，强调重点和难点。
六、作业布置1. 学生完成课后练习题，巩固所学知识。
2. 写一篇关于教育的短文，表达自己的观点。
教学反思：1. 本节课通过多种教学手段，提高了学生的阅读理解能力和英语口语表达能力。
2. 学生在课堂活动中积极参与，展现了良好的合作精神和批判性思维能力。
新视野大学英语2教案
新视野大学英语2教案教案标题：《新视野大学英语2》教案教案目标：- 帮助学生巩固和拓展他们在英语学习方面的基础知识和技能。
- 培养学生的听、说、读、写能力，尤其是阅读和听力技巧。
- 培养学生的跨文化交际能力和综合应用能力。
教学内容：本教学计划将围绕《新视野大学英语2》课本展开，涵盖以下主题单元：1. 个人信息和日常生活2. 学术与职业规划3. 环境与社会责任4. 海外留学及文化交流5. 科技与创新6. 随处可见的广告7. 新闻与传媒8. 全球化与国际组织教学步骤：1. 引入：通过展示与主题相关的图片、视频或引发讨论的问题，激发学生对主题的兴趣。
2. 预习导入：引导学生回顾和概括上一课时所学的内容，以便与新课时的主题进行联系。
3. 新词汇引入：引导学生了解并掌握本课时所需的新词汇，包括词义、发音等，并进行相关的语用训练。
4. 语言点讲解：通过教师讲解和示范，介绍本课时的重点语法和语言结构，并设计相关的练习活动，以巩固学生的语言技能。
5. 听力训练：使用课本中的听力材料，帮助学生提高听力理解能力。
可以通过理解细节、推测意义等方式进行听力训练。
6. 阅读训练：通过给学生提供与主题相关的阅读材料，培养学生的阅读理解、推理分析和批判性思维能力。
7. 口语练习：通过课堂活动，如角色扮演、小组讨论等，鼓励学生运用所学的语言知识和技巧进行口语表达。
8. 写作练习：通过有针对性的写作任务，如写作摘要、写作观点表达等，提高学生的写作能力和组织思维能力。
9. 综合评估：定期进行课堂活动和作业的评估，以检验学生对所学知识和技能的掌握情况，并及时反馈。
教学资源：1. 《新视野大学英语2》课本和相关教辅材料。
2. 多媒体设备，如投影仪、音响等，用于呈现图片、视频和录音等教学辅助材料。
3. 互动教学工具，如在线课堂平台、教育软件等，用于引导学生参与课堂活动。
教学评估：1. 参与度评估：观察学生在课堂活动和讨论中的积极程度和参与度，进行定期评估和记录。
新视野2读写教程教案
新视野2读写教程教案教案标题：《新视野2读写教程》教案教案目标：1. 帮助学生提高英语阅读和写作能力。
2. 培养学生的语言表达能力和批判思维能力。
3. 培养学生独立学习和合作学习的能力。
教案内容：单元一：Unit 1 Getting Started1. 教学目标：a. 了解本单元的主题和内容。
b. 学习并掌握本单元的重点词汇和短语。
c. 提高学生的阅读理解能力。
2. 教学准备：a. 课本《新视野2读写教程》Unit 1的教材和教具。
b. 多媒体设备和投影仪。
3. 教学步骤：a. 导入：通过图片和问题引导学生进入本单元的主题。
b. 词汇学习：介绍本单元的重点词汇和短语，并进行词汇教学和练习。
c. 阅读理解：使用课文进行阅读理解训练，包括填空、选择和判断题等。
d. 合作学习：组织学生进行小组讨论和合作学习，分享自己的观点和理解。
e. 总结和拓展：总结本节课的学习内容，并提供一些拓展阅读材料供学生进一步学习。
4. 教学评估：a. 课堂练习：通过课堂练习检查学生对本单元内容的理解和掌握程度。
b. 作业布置：布置相关阅读和写作作业，巩固学生的学习成果。
教案特点：1. 教案目标明确，与学生的学习需求和教材内容相结合。
2. 教学步骤合理，包括导入、词汇学习、阅读理解、合作学习和总结拓展等环节。
3. 教学评估全面，包括课堂练习和作业布置等方式。
4. 鼓励学生参与合作学习，培养学生的合作和交流能力。
以上是针对《新视野2读写教程》的教案建议和指导。
根据具体的教学需求和学生水平，可以进一步细化教案内容和教学方法。
希望对您有所帮助！。
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New Horizon College English(Reading and Writing Course)Book Two新视野大学英语读写教程教案(第2册)课程名称: 大学英语教材名称: 新视野大学英语第2册任课教师:授课时间: 2009年春季期Unit 1Section A Time-Conscious AmericansI. Teaching Aims:After learning the text, the students are required to·Grasp some new words, some expressions and patterns. and try to use these words which help them to enrich their vocabulary.·analyze the structure and acquire the writing techniques of Section A ·understand the main idea of the passage.·have some listening exercises and discussions to improve their listening and speaking abilities;·finish the exercises in the textbook independently to improve their English comprehensive skills.II. Teaching MethodologyMainly applying task-based approach and communicative one to construct a student –centered classroomIII. Teaching Aids:textbook, computer , projector, blackboardIV. Time Allotment:V. Teaching Order1.Section A----Detailed analysis in six periods in class2.Section B&C----After-class reading with teacher’s guidance3. Do fast reading exercises.4. Listening & Speaking ActivitiesVI. Teaching StepsStep 1. Background InformationStep 2: Pre-reading Activities : Listen, Look & SayStep 3. While-reading Activities1.Text Structure AnalysisPart I(Para.1-2):main idea: Americans value time and save time carefully. Time is regarded as precious resources.Part II (Para.3-7) main idea: Americans try every means to save time. They save time in their daily life , business and work as well. They also create a series of devices to improve efficiency.Part III (Para.8) main idea: While new arrivals to the U.S. regard time differently, Americans do take it as a sign of skillfulness or being competent to solve a problem or fulfill a job with speed.The main idea of the text:Americans value time and save time carefully. In their eyes, time is regarded as precious resource. A person who tends to waste his own time or that of others is never accepted in American culture. Consequently, Americans try every means to save time in their daily life, business and work so as to make every minute count. Besides, to solve a problem or fulfill a job with speed in U.S.A is taken as a sign of skillfulness or being competent.Major writing technique of the text: Coming straight to the point (开门见山) Deduction (演绎法) Contrast (对照法)2. Words, Expressions & Patterns1）Words &Expressions1. to move ahead只要不断进取，勇于创新，你就能登上最高领奖台。
As long as you keep on moving ahead and strive to bring forth new ideas, you will reach the top of the winner’s platform.2. to fall behind那个领导的观点已经落伍了。
The leader’s opinion had fell behind.3. to be slaves to意志坚强的人主宰自己的人生，而意志薄弱者甘愿受命运摆布。
A man of strong will feels in control of his own life while a man of weak will feels himself to be a slave to his fate.4.under pressure适当的压力能够调动人的积极性，而压力太大会使人受挫，甚至失败。
Under proper pressure, people are highly motivated; but, under excessive pressure, people feel frustrated and even end up in failure.5.to race through时间不够了，这些学生只好匆匆忙忙地做完卷子上剩下的题目。
As the time is running out, these students have to race through the rest of the questions on the test paper.6. the pace of life只要不断学习新东西，勇于进取，我们就能跟上时代的步伐。
As long as we make unceasing efforts to learn new things and move ahead, we will keep up with the pace of the times.7. to get back to退耕还林使这个地区又恢复了昔日的秀美。
The move to return grain for green has got this area back to its former beauty.8. to take sth. personally当老板进行泛泛的批评时，不要对号入座。
When the boss makes general and negative comments, don’t take it personally.2) Typical Patterns1.Typical patterns for emphasizing sthSb. does not do sth.; much less does sb. do sth. else.某人不会做/没有做某事，更不用说做其他的事。
2. Typical patterns for choosing one way over the other:Sb. does sth. through / by / with… rather than through / by / with…, which, though…,… —especially given…某人通过······做某事，而不是通过······虽然后者······, 但却······，尤其是······时。
Step 4 :After-reading．Summary of the text or further discussion.Step 5Writing PracticeStep 6. Go through Section B&CStep 7: Do Fast Reading exercises .Step 8: Listening Practice (in Listening book)Step 9: Homework1 .Finish the rest exercises of Unit …2. 综合练习册：Fast-reading, V ocabulary, Exercises on Section B & CUnit …2….Section A ：Environmental Protection Throughout the WorldI. Teaching Aims:After learning the text, the students are required to·Grasp some new words, some expressions and patterns. and try to use these words which help them to enrich their vocabulary.·analyze the structure and acquire the writing techniques of Section A ·understand the main idea of the passage.·have some listening exercises and discussions to improve their listening and speaking abilities;·finish the exercises in the textbook independently to improve their English comprehensive skills.II. Teaching MethodologyMainly applying task-based approach and communicative one to construct a student –centered classroomIII. Teaching Aids:textbook, computer , projector, blackboardIV. Time Allotment:V. Teaching Order1.Section A----Detailed analysis in six periods in class2.Section B&C----After-class reading with teacher’s guidance3. Do fast reading exercises.4. Listening & Speaking ActivitiesVI. Teaching StepsStep 1. Background InformationStep 2: Pre-reading Activities : Listen, Look & SayStep 3. While-reading Activities1.Text Structure AnalysisPart I(Para.1):main idea:Because of the increasing environmental damage, many countries around the world have changed their attitudes and have even taken action towards the damage.Part II (Para.2-14) main idea: As the environmental damage has increased, many countries including Canada, Costa Rica, Brazil, Eastern Europe, Ghana, and Indonesia have taken diverse measures to protect the environment.The main idea of the text:As the world economy develops dramatically, the environmental damage has been becoming increasingly severe. Therefore, many countries in the world, which used to pay little attention to environmental protection, now begin to undertake diverse initiatives to reverse the current trend. The typical examples of such countries include Canada, Costa Rica, Brazil, Eastern Europe, Ghana, and Indonesia.Major writing technique of the text: Phenomenon-describing (现象法) Exemplification (例证法)Problem-solution pattern (问题-解决法)2. Words, Expressions & Patterns1）Words &Expressions1. to concern oneself with今天的年青人不应该只关心个人目标的实现，而应该胸怀祖国，放眼世界。