Unit 1 Love新编大学英语第二版第二册教案

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新编大学英语视听说教程2第二版教学设计

新编大学英语视听说教程2第二版教学设计

新编大学英语视听说教程2第二版教学设计引言新编大学英语视听说教程2第二版是国内常见的一本英语教材,其教学内容涵盖了听力、口语、阅读、写作四项技能训练。

作为一名英语教师,我结合教材的特点和自己的实际教学经验,设计了以下教学方案。

教学目标通过本课程的学习,学生应该能够:•掌握本单元的重点单词和短语•培养听力和口语技能,并提高对于英语的理解和运用能力•了解英美文化差异,增加跨文化意识•能够运用所学知识进行书面表达教学时间本课程计划为两周,每周分别安排以下内容:第一周:•第一课时:了解学生的英语水平,介绍教材和教学内容•第二~三课时:学习Unit 1,包括听力、口语和阅读(建议在课堂上完成练习)•第四课时:进行文化交流,介绍英美文化差异•第五~六课时:讲解Unit 2的重点单词和短语,进行互动练习第二周:•第七~八课时:学习Unit 2,包括听力、口语和阅读•第九课时:进行文化交流,介绍与美国文化相关的话题•第十~十一课时:讲解Unit 3的重点单词和短语,进行互动练习•第十二课时:进行书面表达训练,布置作业并进行答疑教学方法本课程采用多种教学方法,包括但不限于:•讲授法:介绍教材和内容,讲解文化差异、重点单词和短语•互动练习:使用教材中的练习题或者设计个人或小组练习•视听教学:使用教材中的音频和视频素材进行学习和口语练习•书面表达:进行书面表达训练,布置作业教学评价本课程采用多种评价方式,包括但不限于:•平时表现:包括语言表达、参与度、作业完成情况等•硬件考核:实行口语考核和阅读理解、写作能力的考核•课堂测试:考试形式灵活,可参考教材出自练习或进行教师根据实际情况设计的题型教学体会本次教学让我更好地理解了学生学习英语的实际情况和需求,进一步掌握了运用多种教学方法的技能和注意事项。

在教学过程中,我还发现需要加强学生的口语训练,并注意与学生的互动和沟通,促进学生的积极性和学习成效。

针对不同学生的个性和英语水平,采用不同的教学方式,能够更好地促进他们的学习效果。

(完整版)全新大学英语第二版BOOK1-UNIT2教案

(完整版)全新大学英语第二版BOOK1-UNIT2教案

Teaching Plan of Unit 1, Book 1FriendshipText A All the Cabbie Had Was a LetterTeaching Objectives:Students will be able to1.grasp the main idea (never delay expressing your true feelings to a friend) and structure of Text A(developing a story around a letter);2.appreciate characteristic features of spoken English as demonstrated in Text A (spoken English ismuch more informal than written English);3.master the key language points in Text A and learn how to use them in context;4.understand the cultural background related to the content;5.express themselves more freely on the theme of Friendship after doing a series of theme- relatedreading, listening, speaking and writing activities;6.Write a personal letter in an appropriate way.Time Allotment:4-5 class hoursTeaching Methodology: student-centered; group work, pair workTeaching Procedures:I. Pre-reading tasks1. Think- pair-share: Ask students to brainstorm proverbs about friendship.Suggested answers:Friends are like the stars on a cloudy night. You can't always see them, but they are there. Friendship cannot stand always on one side.Between friends all is common.False friends are worse than open enemies.A friend to all is a friend to none.The friendship that can end was never real.A friend is easier lost than found.A friend in need is a friend indeed.Friends are like wine; the older, the better.Good company on the road is the shortest cut.True friendship is like sound health; the value of it is seldom known until it is lost.Ask students to choose the proverb they like best and give reasons.2. Survey--- Do you often write letters to your friends?Question and answer: Which do you think is the best way in expressing our innermost feelings?II. Text Learning:Task 1: Topic-related PredictionWhat does a cabbie do?What is a letter used for?Who wrote the letter to the cabbie?Why was all the cabbie had only a letter?Task 2: Scanning (see PPT)Scan Text A and decide which of the following statements is the theme.1. One should keep in touch with his friends.12. Never delay expressing your true feelings to a friend.3. A true friend will stand by you forever.4. Late is better than never.Task 3: Group work: Divide the text into smaller parts and assign them to different groups. Ask the students to work in groups and do the following:▪Step 1: Read the assigned part, and try to understand its meaning.▪Step 2: Ask and tell each other about the difficulties in understanding this part.▪Step 3: Make a list of useful words and phrases.▪Step 4: Choose one member to make a short report to the class.Task 4: Language study1) T leads the students’ attention to the colloquial sentences:▪Go ahead and finish your letter.▪I’m not much of a hand at writing.▪We were kids together, so we go way back.▪You kind of lose touch even though you never forget.▪It’s no fun to lose any friend.2) Study the language points and practice them.be lost in; available; go ahead; know\ learn by heart; estimate; might as well\ may as well;keep up; correspondence; practically; neighborhood; kind of\ sort of; lose touch with; come up;urge; postpone; reference; absolutely; reunion; hang out; every now and then; choke up;destination; skip; right away3) Game: Flash Cards (Vocabulary Activity)After practicing the above, ask Ss to work in pairs▪Step 1: Through discussion, delete those they have already grasped.▪Step 2: Divide the rest of the words and phrases into two groups, and each student will be deal with one of the group. Write down the words and phrases on cards ( one on each card). Find out their English explanations, and write them down on the back of the corresponding cards.▪Step 3: Practice: One gives the explanation, and the other guesses the word or phrase.▪Step 4: Ss exchange roles and go on practicing.▪III. Post-reading activities:1. Dictogloss (an activity that combines elements such as dictation, cooperation, oral practice and grammar etc.):Step 1: T prepares a paragraph either related to the topic or a grammar item, writes down the difficult words on the board if there are any;Step 2: First listening: Ss are required to listen only, without writing anything;Step 3: Second reading: Ss are required to write down the key words, without worrying about the spelling mistakes;Step 4: Ss work in groups to reconstruct the article, trying to write down every sentence with correct spelling and sentence structure.Step 5: Ask Ss to write what they have got on a big piece of paper, or share with the class orally; Step 6: T shows the original text, comments on what the students have done and explains the grammar points.22. Writing:Directions: Write a letter (at least 120 words) to your best friend, following the outline given below:1)Your feeling about your new life in the university;2)How you miss him\ her and the time you had together.3)Inviting him\ her to pay you a visit.3. Suggested song: Cry on my shoulder4. Suggested movie: Mary and Max3。

Unit1Love新编大学英语第二版第二册课文翻译分解

Unit1Love新编大学英语第二版第二册课文翻译分解

Unit1Love新编大学英语第二版第二册课文翻译分解Unit 1 Love A Good Heart to Lean On Augustus J. Bullock More than I realized, Dad has helped me keep my balance. [1] When I was growing up, I was embarrassed to be seen with my father. He was severely crippled and very short, and when we would walk together, his hand on my arm for balance, people would stare. I would be ashamed of the unwanted attention. If he ever noticed or was bothered, he never let on. [2] It was difficult to coordinate our steps—his halting, mine impatient—and because of that, we didn’t say much as we went along. But as we started out, he always said, “You set the pace. I will try to adjust to you. ” [3] Our usual walk was to or from the subway, which was howhe got to work. He went to work sick, and despite nasty weather. He almost never missed a day, and would make it to the office even if others could not. It was a matter of pride for him. [4] When snow or ice was on the ground, it was impossible for him to walk, even with help. At such times my sisters or I would pull him through the streets of Brooklyn , , on a child’s sleigh to the subway entrance. Once there, he would cling to the handrail until he reached the lower steps that the warmer tunnel air kept ice-free. In Manhattan the subway station was the basement of his office building, and he would not have to go outside again until we met him in Brooklyn on his way home.[5] When I think of it now, I marvel at how much courage it must have taken for a grown man to subject himself to such indignity and stress. And I marvel at how he did it—without bitterness or complaint.[6] He never talked about himself as an object of pity, nor did he show any envy of the more fortunate or able. What he looked for in others was a “good heart”, and if he found one, the owner was good enough for him. [7] Now that I am older, I believe that is a proper standard by which to judge people, even though I still don’t know precisely what a “good heart” is. ButI know the times I don’t have one mysel f.[8] Unable to engage in many activities, my father still tried to participate in some way. When a local baseball team found itself without a manager, he kept it going. He was a knowledgeable baseball fan and often took me to Ebbets Field to see the Brooklyn Dodgers play. He liked to go to dances and parties, where he could have a good time just sitting and watching.[9] On one memorable occasion a fight broke out at a beach party, with everyone punching and shoving. He wasn’t contentto sit and wat ch, but he couldn’t stand unaided on the soft sand. In frustration he began to shout, “I’ll fight anyone who will sit down with me! I’ll fight anyone who will sit down with me! ” [10] Nobody did. But the next day people kidded him by saying it was the first time any fighter was urged to take a dive even before the bout began. [11] I now know he participated in some things vicariously through me, his only son. When I played ball (poorly), he “played” too. When I joined the Navy, he “joined” too. And when I came home on leave, he saw to it that I visited his office. Introducing me, he was really saying, “This is my son, but it is also me, and I could have done this, too, if things had been different. ” Those words were never said aloud. [12] He has been gone many years now, but I think of him often. I wonder if he sensed my reluctance to beseen with him during our walks. If he did, I am sorry I never told him how sorry I was, how unworthy I was, how I regretted it. I think of him when I complain about trifles, when I am envious of another’s good fortune, when I don’t have a “good heart”. [13] At such times I put my hand on his arm to regain my balance, and say, “You set the pace. I will try to adjust to you.” 善良之心,久久相依当时我没有意识到,是爸爸帮我保持平衡奥古斯塔斯? J ? 布洛克1 随着我渐渐长大,当别人看见我和爸爸在一起,我会觉得很尴尬。

新编大学英语(第二版)第二册课后答案

新编大学英语(第二版)第二册课后答案

Unit 1 Love●Part Two Reading centered activitiesPre-readingReading Comprehension1.Understanding the structure of the passagePara.1-4 c para.5-7 a para.8-11 b para.12-13 d2. 1) They would stare at them.2) He felt embarrassed/ ashamed3) He never let on.4) He usually walked there with the help of his son5) He was pulled on a child’s sleigh to the subway station6) He like basketball, dances, and parties7) He asked them to sit down and fight with him.8) He was proud of his son9) He missed him very much and was sorry for what he had thought about him.10) He learned to have a good heart from his father.3. 1) C 2) A 3) C 4) B 5) D 6) A 7) B 8)C 9)D 10) A4. Understanding the reference Words.1)the difficulty in coordination the steps2)whether a person has a good heart3) a good heart4)the baseball team5)sat down to fight6)what the son has achieved7)sensed8)the reluctance to walk with him●Vocabulary1. 1) urged2) halted3) bother4) embarrassed5) adjusted6) complain7) kid8)engage9)subject10)saw to it that11)coordinate12)participate2.Word-buildingpatiencebitternessfortuneknowledgeablereluctantentrancecomplaintenviousmemorablefrustration1)bitter2)fortunate3)patience4)memorable5)reluctant6)entrance7)complaints8)envious9)knowledgeable10)frustration●Translation1.He walks slowly because of his bad leg.2.He came to the meeting despite his serious illness.3.He saw to it that the same mistake didn’t happen again.4.Now that they’ve got to know each other a little better, the get along just fine.5.Then I found myself surrounded by half a dozen boys.6.I send you my best wishes on this happy occasion.●Part Three Further development3.What is love?1)causes2)offers3)to4)not5)tell6)calls7)attracted8)discovers9)weak10)disappointed11)distance12)out●Part Four Writing and Translation2. Translation Practice1.From Chinese into English1)support a big family2)care for her children and parents3)pay for his children’s education4)after years of diligent research5)the financial burden on his shoulders6)She has a golden heart/ a heart of gold and loves people around her.7)My father has never bought any toys and candies for my younger brother andme, but I know he loves us.8)My parents do their best to meet our needs and always keep their promises. 2.From English into Chinese1)他从来不感到疲劳,非常喜欢干活,而且说话不多。

《新编大学英语第二册》教学大纲.doc

《新编大学英语第二册》教学大纲.doc

《新编大学英语第二册》教学大纲本门课程的教学目标和要求:培养学生具有较强的阅读能力、一定的听和译的能力,初步的写和说的能力,使他们能以英语为工具获取专业所需要的信息。

大学英语教学应该帮助学生掌握良好的语言学习方法,打下扎实的语言基础,提高文化素养,培养学生语言运用能力、交流信息能力,以适应社会发展和经济建设的需要。

教学重点和难点:本册要求学生掌握词汇量达600个左右,常用固定搭配、短语、习语、成语等200个左右。

课文内容的剖析及理解, 掌握作者写作目的及行文的结构方式。

教学对象:一年级非英语专业本科生教学方式:课堂讲授精读及课后练习4学时,听力1学时。

教学时数:周学时5,总学时85 (4学时精读,1学时听力)教学的具体内容及学时分配:Unit 1 FoodFood and Culture(In-Class Reading) (6 学时)教学目标和要求:This passage is about the relationship between food and culture, the feature of which is that while trying to explaining something, the author uses many illustrations to make it both convincing and understandable. It shows us that when we are writing passages, using illustrations appropriately can really help.教学重点和难点:重点单词:disgusting /butterfly /appropriate /calorie /sacred /manure /fertilize /protection /bark /apparently /taboo /nutritious /protein重点词组:feel sick/be related to/in addition /move around重点语法:动词不定式的用法教学方式:课堂讲授3学时,讨论和习题课3学时复习与思考题:1.Reading Comprehension2.Fill in blanks with the words given.3.Fill in blanks with suitable phrasal verbs.4.Structure.5.Translation.6.Story Summary.7.Text Structure Analysis.8.Structured Writing.The Menu(After-Class Reading Passage I ) (1 学时)教学重点和难点:重点单词:recitation /appetite /mood /association /publication /achieve /feature /decline /preserve重点词组:lead to/floor plan/give...credit for.../as well as/for the most part/give wayto/above all/open up/eat out/The Nutrients in Food(After-Class Reading Passage II)(1 学时)教学重点和难点:重点单词:tissue /absorption /protein /mixture /automobile /ultraviolet /tropical /acid /calcium /lemon /mineral /pollution重点词组:divide into/in short/keep together/keep... outListening Unit 1 Sports ( 2 学时)教学内容:1.学习并掌握PartA中的听力策略2.熟悉并掌握Part B中和本单元话题相关的Language Focus3.精听并完成PartB中Text的所有练习4.欣赏英文歌曲或小诗5.测试并讲解Part C 中的Additional Listening6.练习Part C中的看图说话7.欣赏英语短片听说训练:1. Reflections on the text2.Picture talk一describing pictures about sports课后练习:1.预习Part A中的听力策略2.预习Part B中和本单元话题相关的Language Focus3.预习Part B中Text的生词4.预听Part B 中Text5.课后独立完成Part D 中的Additional Listening思考题:What can sports bring us?Unit 2 PersonalityThe Misery of Shyness(In-Class Reading) (6 学时)教学目标和要求:This essay points out that shyness is the cause of much unhappiness. It's important for shy people to build self-confidence and overcome the shyness. This essay tells us how to do it in details. All of us are valuable, so we must understand ourselves well and live up to our full potential.教学重点和难点:重点单词:self-conscious /worrisome /profound /detrimental /inferior /overcome /converse /acquaintance /adversely /assurance /circulate /concept /contrast /determined /eliminate /enthusiastically /esteem /expectation /jealousy /realistic /rejection /slim /spontaneously /statement /timid重点词组:describe...as/in general /participate in/be unworthy of/hand in hand/dwell on/speak up/come along/have something at heart/set aside/live up to重点语法:副词的用法教学方式:课堂讲授3学时,讨论和习题课3学时复习与思考题:1.Reading Comprehension2.Fill in blanks with the words given.3.Fill in blanks with suitable phrasal verbs.4.Structure.5.Translation.6.Story Summary.7.Text Structure Analysis.8.Structured Writing.Two Ways of Looking at Life教学重点和难点:take credit to oneself/reach out for/keep track of 1. 2. 3. 4. 5.6.7.教学内容:听说训课后练 1. 2. 3. 4. 5. 重点单词:gratitude /way /despair /frown /temporary /undermine /confine /endure /elect /gown /misfortune /dismissal /optimist /prediction /reverse /setback 重点词组:overflow with/attach to/be alarmed at/in the meantime/cheer up/be prone to/bounce back/run fdr/apt to do sth./in the grip ofYou Are What You Think(After-Class Reading Passage II) (1 学时)教学重点和难点: 重点单词:representative /optimism /acquire /dodge /academic /fate /dumb /fearful/incompetent /interview/justify/representative /resume /triumph 重点词组:Listening Unit 2 Weather ( 2 学时)学习并掌握Part A 中的听力策略 熟悉并掌握Part B 中和本单元话题相关的Language Focus 精听并完成PartB 中Text 的所有练习 欣赏英文歌曲或小诗 测试并讲解 Part C 中的 Additional Listening 练习PartC 中的看图说话 「 欣赏英语短片 1. Reflections on the text 2. Picture talk 一describing pictures about weather预习Part A 中的听力策略预习Part B 中和本单元话题相关的Language Focus 预习Part B 中Text 的生词预听Part B 中Text课后独立完成Part D 中的Additional Listening思考题:Can weather influence our emotions? Unit 3 Career PlanningCareer Planning(In-Class Reading) (6 学时)教学目标和要求:This essay tends to give advice to students on how to make effective career planning. Every one has to plan for his career at a specific time of his life, while students are not very efficient career planners. Career planning does notguarantee to solve all the problems or difficulties, but it should help you to approach and cope better with new problems.教学重点和难点:重点单词:weight /phase /occupation /estimate /outcome /alternative /efficient /cite /when /striking /lack /identify /demonstrate /dominant /confront /resort /deceive /panic /overlook /evaluate /integrate /trend /undergo /pursue /attach /guarantee /foresee /shape 重点词组:not necessarily/at stake/seize on/every so often/take stock of/talk over/start over重点语法:反意疑问句教学方式:课堂讲授3学时,讨论和习题课3学时复习与思考题:1.Reading Comprehension2.Fill in blanks with the words given.3.Fill in blanks with suitable phrasal verbs.4.Structure.5.Translation.6.Story Summary.7.Text Structure Analysis.8.Structured Writing.Summer Job Planning教学重点和难点:重点单词:assuming /shortsighted /say /major /educate /option /postpone /select /stage/make /figure /branch /vacation /assume /conceive /hedge重点词组:meet with/so much the better/weigh againstWhich Career Is the Right One for You?(After-Class Reading Passage II)(1 学时)教学重点和难点:重点单词:setting /volunteer /competitive /inclined /persistent /concrete /possession /recreational /philosophy /obedient /independent /medium /enlighten /straighten /executive /head /ambitious /energetic重点词组:try out/a variety of/describe.. .as/expect sth. of sb./in nature/come into being/figure out/work on/Listening Unit 3 Food and Drinks ( 2 学时)教学内容:1.学习并掌握PartA中的听力策略2.熟悉并掌握Part B中和本单元话题相关的Language Focus3.精听并完成PartB中Text的所有练习4.欣赏英文歌曲或小诗5・测试并讲解Part C 中的Additional Listening6.练习Part C中的看图说话7.欣赏英语短片听说训练:1.Reflections on the text2.Picture talk一describing pictures about food课后练习:1.预习Part A中的听力策略2.预习Part B中和本单元话题相关的Language Focus3.预习Part B中Text的生词4.预听Part B 中Text5・课后独立完成Part D中的Additional Listening思考题:healthy and unhealthy foodUnit 4 Learning SkillsStudy Habits(In-Class Reading) (6 学时)教学目标和要求:This passage tells us that students are widely different in their study habits. Basically, they can be divided into three categories according to their study habits: the perpetual studier, the average studier, and the crammer. The author just elaborates the students5 study habits and doesn't give much comment, making the passage more objective.教学重点和难点:重点单词: widely /range /extreme /observe /distinct /basically /category /breed /spot /cover /inform /select /maintain /overall /thin /solid /threat /amaze /somehow /avoid /infect /literally /classify重点词组:in advance/previous to/backwards and forwards/miss out/something of/fall into/look over/put in/have something to do with/take precedence over /not to mention/leave alone/so to speak重点语法:情态动词教学方式:课堂讲授3学时,讨论和习题课3学时复习与思考题:1.Reading Comprehension2.Fill in blanks with the words given.3.Fill in blanks with suitable phrasal verbs.4.Structure.5.Translation.6.Story Summary.7.Text Structure Analysis.8.Structured Writing.Take Charge of Your Learning教学内容:1.2・3・4.5・6.7. 课后练习:1. 2・ 3・ 4. 5・教学重点和难点:重点单词:disregard /approach /manipulate /precisely /supplement /assign /proceed /retain /deduce /work /apply重点词组:take charge of/tend to/tailor sth. to/in a sense/set goals/stick to/all at once/work through/sink in/have sth. on one's mind/and so forth/go about/be on the lookout for/choke upMyths and Misconceptions about Reading(After-Class Reading Passage II) (1 学时)教学重点和难点: 重点单词:distinguish /focus /restless /engage /practice /enable /flexible /vary /eliminate /key /digest /thorough /assimilate /reflect /automatic 重点 i 司组:sort out/have the habit of/at times/strive fdr/wind up/impose on/drink in/at will/at one sitting/derive... fromListening Unit 4 Health ( 2 学时)学习并掌握Part A 中的听力策略 熟悉并掌握Part B 中和本单元话题相关的Language Focus 精听并完成PartB 中Text 的所有练习 欣赏英文歌曲或小诗 测试并讲解 Part C 中的 Additional Listening 练习PartC 中的看图说话 「 欣赏英语短片 听说训练:1. Reflections on the text2. Picture talk 一describing pictures about health预习Part A 中的听力策略预习Part B 中和本单元话题相关的Language Focus预习Part B 中Text 的生词预听Part B 中Text课后独立完成Part D 中的Additional Listening思考题: How to keep healthy?Unit 5 LanguageHow I Discovered Words(In-Class Reading) (6 学时)教学目标和要求:This story vividly narrates in great details how Helen Keller started to learn words under Miss Sullivan5 supervision. Meanwhile the descriptions of her emotional world are also included. After reading the passage, students should have this thought: Helen Keller grasped four foreign languages in such a difficult situation, what reasons do we, healthy people, have not to study English well?教学重点和难点:重点单词:contrast /eventful /expectant /penetrate /linger /blossom /passionate/dense /tangible /grope /childish /sensation /fragrance /unconsciously重点词组:to and fro/prey on/shut in/catch up/be flushed with /impress...on/at the first opportunity/in time/sweep away/give birth to/the close ofTlive over 重点语法:介词+关系代词教学方式:课堂讲授3学时,讨论和习题课3学时复习与思考题:1.Reading Comprehension2.Fill in blanks with the words given.3.Fill in blanks with suitable phrasal verbs.4.Structure.5.Translation.6.Story Summary.7.Text Structure Analysis.8.Structured Writing.Foreign Accents(After-Class Reading Passage I ) (1 学时)教学重点和难点:重点单词:place /ease /expect /point /mind /whereby /immediately /murder /gift/recognizable /sympathize /regional /section /well-educated /offend重点词组:as far as...concerned/be true of/there is no point in doing sth./get in the way of7to be honest /fit in with Not Just Parrot-talk(After-Class Reading Passage II) (1 学时) 教学重点和难点:重点单reside /abstract /word /primitive /mimic /exclusive /exploit /compete /reward /grasp /novel /previous /still /cautious /that /succession /cue重/点i 司组:amount to/in the course ofVin honor ofTknock out /leave...behind 教学内容: Listening Unit 5 Music ( 2 学时)1. 学习并掌握PartA 中的听力策略2. 熟悉并掌握Part B 中和本单元话题相关的Language Focus3. 精听并完成PartB 中Text 的所有练习4. 欣赏英文歌曲或小诗5. 测试并讲解 Part C 中的 Additional Listening6. 练习Part C 中的看图说话7. 欣赏英语短片听说训练: 1. Reflections on the text课后练习:2. Picture talk 一describing pictures about music1. 预习Part A 中的听力策略2. 预习Part B 中和本单元话题相关的Language Focus3. 预习Part B 中Text 的生词思考题: 4.预听 Part B 中 Text5・ 课后独立完成Part D 中的Additional Listening Music's influence on us Unit 6 Nature and NurtureTwins, Genes, and Environment(In-Class Reading) (6 学时)教学目标和要求:The article talks largely about the influence of genes andenvironment in an individual 9s development. Important as they are, genes alone won'tdetermine any trait. One's ability is up to genes, but how well it develops is set by environment.教学重点和难点:重点单词:potential / vacuum /interact /identical /raise /remarkably /subject /occur /likeness /substantially /illustrate /considerable /polish /graceful /liable /responsible 重点词组:be born with/on the whole/bring up/come to an end/make the most of 重点语法:特殊的关系代词教学方式:课堂讲授3学时,讨论和习题课3学时复习与思考题:1.Reading Comprehension2.Fill in blanks with the words given.3.Fill in blanks with suitable phrasal verbs.4.Structure.5.Translation.6.Story Summary.7.Text Structure Analysis.8.Structured Writing.Science Looks Twice at Twins(After-Class Reading Passage I ) (1 学时)教学重点和难点:重点单词:fascinate /invade /parade /contest /combine /controversial /nurture /excel /accurate /intensive /reckless /trait /flame /startle /posture /pose /routine /chew/coincidence /notable /exert /dedicate /persuasive /match教学内容:1. 2・ 3・ 4.5・ 6. 7.课后练习:1. 2. 3. 4. 5. 思考题:重点词组:show up/be bound to/what 9s more/a mountain ofTalkative Parents Make Kids Smarter(After-Class Reading Passage II) (1 学时)教学重点和难点: 重点单词:yield /initial /modest /extensive /minimal /massive /controversy /abuse /subsist /designate /whoever /critical /guidance /element /ethnic /psychiatric 重点词组:devote...to/keep...out of7take...into considerationListening Unit 6 Business ( 2 学时)学习并掌握PartA 中的听力策略熟悉并掌握Part B 中和本单元话题相关的Language Focus 精听并完成PartB 中Text 的所有练习 欣赏英文歌曲或小诗 测试并讲解 Part C 中的 AdditionalListening 练习PartC 中的看图说话「 欣赏英语短片 听说训练:1. Reflections on the text 2. Picture talk 一describing pictures about business预习Part A 中的听力策略预习Part B 中和本单元话题相关的Language Focus 预习Part B 中Text 的生词预听Part B 中Text 课后独立完成Part D 中的Additional Listeningtips to be successful in businessUnit 7 MusicMusic to Your Gears(In-Class Reading) (6 学时)教学目标和要求:This passage hits the point at the very beginning and has rigid structure, adequate evidence and clear conclusion. It is an expository essay, but it doesn't deal with the theory of music but touches on the potential threat and bad effects exerted by music one listens to while driving. The aiming readers are the ordinary people, so the language is easy with mostly short sentences. Students can learn something from the structure and the way it explains an idea.教学重点和难点:重点单词:soothe /blast /spectrum /commission /bracket /tempo /accelerate /brake/qualify /track /hit /speed /vehicle /induce /fatigue /lull /overtake /vibration /hazard 重点词组:at the wheel/result in /bring on/at the top of one's voice/slow down/take advantage of/cut out重点语法:as的用法教学方式:课堂讲授3学时,讨论和习题课3学时复习与思考题:1.Reading Comprehension2.Fill in blanks with the words given.3.Fill in blanks with suitable phrasal verbs.4.Structure.5.Translation.6.Story Summary.7.Text Structure Analysis.8.Structured Writing.The Beatles(After-Class Reading Passage I ) (1 学时)教学重点和难点:重点单词:重点词组:autograph /signal /faint /competent /quaint /melody take off/break up/sing of/beyond the reach of/owe sth. toMozart Makes the Brain Hum(After-Class Reading Passage II)( 0・5 学时)教学重点和难点:重点单词:hum /session /attributable /pulse /complex /scribble /incidentally /manuscript /score /fold /arousal /spatial重点词组:have a high opinion of/go too far/lose touch with/account of/take onSongs of Love(After-Class Reading Passage III)( 0.5 学时)教学重点和难点:重点单词:respect /rank /transplant /donate /cast /tune /compose /commit /suicide /calling /venture /feature /ensure /revenue重点词组:fill out/in honor of/give out/in need of/put outListening Unit 7 Fashion (2 学时)教学内容:1.学习并掌握Part A中的听力策略2.熟悉并掌握Part B中和本单元话题相关的Language Focus3.精听并完成PartB中Text的所有练习4.欣赏英文歌曲或小诗5.测试并讲解Part C 中的Additional Listening6.练习Part C中的看图说话7.欣赏英语短片听说训练:1.Reflections on the text2.Picture talk一describing pictures about fashion课后练习:1.预习Part A中的听力策略2.预习Part B中和本单元话题相关的Language Focus3.预习Part B中Text的生词4.预听Part B 中Text5・课后独立完成Part D中的Additional Listening思考题:Is fashion always a good thing?Unit 8 CreativityThe Case for Creativity—Encouraging Children to Think(In-Class Reading) (6 学时)教学目标和要求:This text points out that creativity is the matter of using the resources one has to produce original ideas that are good for something. There are things teachers and parents can do at school or at home to encourage creativity. Through this passage, teachers should let students understand the importance of creativity and help them to cultivate it.教学重点和难点:重点单词:creativity /vital /mask /perfect /employ /function /emphasis /educator /sacrifice /recognize /multiplication /develop /basics /honor /value /scorn /dismiss /humor /boundary /automatically /motivation 重点词组:give back/be up to/a sense of重点语法:it的用法教学方式:课堂讲授3学时,讨论和习题课3学时复习与思考题:1.Reading Comprehension2.Fill in blanks with the words given.3.Fill in blanks with suitable phrasal verbs.4.Structure.5.Translation.6.Story Summary.7.Text Structure Analysis.8.Structured Writing.A Long March to Creativity (I)(After-Class Reading Passage I ) (1 学时)教学重点和难点:重点单i司:vicinity /manual /dexterity /orient /appoint /intervene /intervention/encounter /agenda /tease /withdraw /awkwardly /hesitation /rear重点词组:attach...to/tum in/not...in the least/find one's way/hold onto/on occasion /for the sake of7be grateful for/time and againA Long March to Creativity (II)(After-Class Reading Passage II) (1 学时)教学重点和难点:重点单词:incident /relevant /illuminate /audience /ultimate /gain /flail /desirable/reliance /principal /misdeed /retrospect /discern /dominant /subsequent /elicit/enhance /cultivation /primary /stimulation重点词组:proceed to/to the point /date back to/feed back/opposed to/more of7in thehope thatListening Unit 8 Society ( 2 学时)教学内容:1.学习并掌握Part A中的听力策略2.熟悉并掌握Part B中和本单元话题相关的Language Focus3.精听并完成PartB中Text的所有练习4.欣赏英文歌曲或小诗5.测试并讲解Part C 中的Additional Listening6.练习Part C中的看图说话7.欣赏英语短片听说训练:1. Reflections on the text2. Picture talk一describing pictures about society课后练习:1.预习Part A中的听力策略2.预习Part B中和本单元话题相关的Language Focus3.预习Part B中Text的生词4.预听Part B 中Text5.课后独立完成Part D 中的Additional Listening思考题:How to build a harmonious society?Unit 9 Gender DifferencesGender Roles from a Cultural Perspective(In-Class Reading) (6 学时)教学目标和要求:This passage introduces a cultural bias in education that boys are unintentionally and unconsciously favored than girls. This bias originates from their home education and is carried over to the classroom as the result of cultural provision of different images, aspirations and adult models for girls and boys. Teachers should help students to realize gender differences and help them to study together harmoniously.教学重点和难点:重点单词:pattern /decade /identity /gender /incorporate /bias /impact /alike /diminish /subordination /conduct /dimension /assumption /approve /reinforce重点i司组:in the process of/in other words/be amazed to do sth./take over /in accordance with/put away/deprive of7be superior to/up to sth.重点语法:被动语态教学方式:课堂讲授3学时,讨论和习题课3学时复习与思考题:1.Reading Comprehension2.Fill in blanks with the words given.3.Fill in blanks with suitable phrasal verbs.4.Structure.5.Translation.6.Story Summary.7.Text Structure Analysis.8.Structured Writing.Boys Are Teachers9 Pets(After-Class Reading Passage I ) (1 学时)教学重点和难点: 重点单词:tolerate /disrupt /otherwise /pervade /ignore disregard /oblige重点词组:be in a minority/be typical of/go too far/a fair deal/for ages/burn todeath/make a thing of/at a disadvantageStereotypes and Individual Differences(After-Class Reading Passage II) (1 学时)教学重点和难点:重点单词:expose /assert /context /contribution /dictate /differentiation /generalization /ideal /originate /prejudice /sympathetic /tough /universal /unwilling重点词组:be to do sth./with regard to/be consistent with/let go of/gain access to/in the company of/find oneself/defer to/make a point of/stem from/have a tendency to do/take advantage of7be based onUnit 10 RisksRisks and You(In-Class Reading) (6 学时)教学目标和要求:This piece of writing teaches us how to measure the level of risks so as to manage them. By reducing all risks to ratios or fractions, we can begin to compare different sorts of risks, and choose the relatively safe one if we are opposed to risks of act otherwise if we are reckless. Therefore, the key for us is not to totally eliminate or avoid risks but to understand how to manage them in a sensible way.教学重点和难点:重点单词:part /suffer /risk /rob /multiply /partial /suspect /concern /inflate/tremble /supposing /assess /ratio /versus重点i司组:on the strength of/all manner of/feed on/end up/may well/have a feel for/in question /divide by重点语法:连词教学方式:课堂讲授3学时,讨论和习题课3学时复习与思考题:1.Reading Comprehension2.Fill in blanks with the words given.3.Fill in blanks with suitable phrasal verbs.4.Structure.5.Translation.6.Story Summary.7.Text Structure Analysis.8.Structured Writing.Health Risks(After-Class Reading Passage I ) (1 学时)教学重点和难点:重点单词:preoccupation /replace /nonetheless /current /differ /fatal /concept/potential /costly /way /tend /define /bare /loom重点i司组:be preferable to/strike terror into sb's heart/bring sth. under control/bear in mind/make sense/in the light/by virtue ofRisks from Nature and Technology(After-Class Reading Passage II) (1 学时)教学重点和难点:重点单词:artificial /decay /prolong /inflict /contain /evolve /grounds /specific/variable /wring /accordingly重点词组: as yet/have a good idea/in response to/no doubt/greet sth. with sth./take sth. off sth./allow for参考文献:1 . 《新编大学英语第一册教师参考书》外语教学与研究出版社2 . 《新英汉词典》北京外国语大学出版社3 . 《英汉大词典》主编陆谷孙上海译文出版社4 . 《大学英语语法讲座与测试》主编徐广联兵器工业出版社5.《英汉多功能词典》主编简清国外语教学与研究出版社。

新编大学英语,第二版,book2,课件Unit One Love

新编大学英语,第二版,book2,课件Unit One Love

Part Listening-centereng I
1 who called Susan? Michael. 2 why did he call Susan? He wanted to invite Susan to a new disco 3 What did Susan think of the offer? She thought it was terrific/marvelous/great 4 Where would the pick up Susan? He would pick up Susan at her home. 5 At what time would they meet? They would meet at seven Saturday night.
easygoing boy. My teachers and classmates in high school often say that I am outgoing and quite adventurous. But, to tell the truth,
sometimes I will also be a little bit shy. Anyway, like most young
Football, volleyball, basketball, tennis, Doing table-tennis, badminton, jogging sports characters Outgoing, easygoing, optimistic, friendly, cheerful, shy, inhibited, pessimistic, brave, adventurous, warm-hearted.
Additional words for talking someone you love

新编大学英语第二册课件Unit 1

新编大学英语第二册课件Unit 1
在句中作状语,表示让步。分词还可以作时间、原 因、方式、条件、结果、目的等状语。
5. I could have done this, too, if things had been different.
如果不是这种情形的话,我也能做这些。
This sentence means that if I had been as healthy as you instead of being crippled, I could have joined the Navy too. 这句话中主句
5. How did the father go to the subway station on snowy days? He was pulled on a child’s sleigh to the subway station.
6. What hobbies did the father have? He liked playing baseball and going to dances and parties.
2 Text structure
Text Structure
Part 1(Para.1-4)
The father’s physical condition and how he managed to get to work.
Part 2(Para.5-7) Part 3(Para.8-11)
The son’s comment on the father’s personality.
2. How did the son feel at the time? He felt embarrassed/ashamed.
3. What was the father’s reaction? He never let on.

Unit1Love新编大学英语第二版第二册课文翻译分解

Unit1Love新编大学英语第二版第二册课文翻译分解

Unit1Love新编大学英语第二版第二册课文翻译分解Unit 1 Love A Good Heart to Lean On Augustus J. Bullock More than I realized, Dad has helped me keep my balance. [1] When I was growing up, I was embarrassed to be seen with my father. He was severely crippled and very short, and when we would walk together, his hand on my arm for balance, people would stare. I would be ashamed of the unwanted attention. If he ever noticed or was bothered, he never let on. [2] It was difficult to coordinate our steps—his halting, mine impatient—and because of that, we didn’t say much as we went along. But as we started out, he always said, “You set the pace. I will try to adjust to you. ” [3] Our usual walk was to or from the subway, which was howhe got to work. He went to work sick, and despite nasty weather. He almost never missed a day, and would make it to the office even if others could not. It was a matter of pride for him. [4] When snow or ice was on the ground, it was impossible for him to walk, even with help. At such times my sisters or I would pull him through the streets of Brooklyn , , on a child’s sleigh to the subway entrance. Once there, he would cling to the handrail until he reached the lower steps that the warmer tunnel air kept ice-free. In Manhattan the subway station was the basement of his office building, and he would not have to go outside again until we met him in Brooklyn on his way home.[5] When I think of it now, I marvel at how much courage it must have taken for a grown man to subject himself to such indignity and stress. And I marvel at how he did it—without bitterness or complaint.[6] He never talked about himself as an object of pity, nor did he show any envy of the more fortunate or able. What he looked for in others was a “good heart”, and if he found one, the owner was good enough for him. [7] Now that I am older, I believe that is a proper standard by which to judge people, even though I still don’t know precisely what a “good heart” is. ButI know the times I don’t have one mysel f.[8] Unable to engage in many activities, my father still tried to participate in some way. When a local baseball team found itself without a manager, he kept it going. He was a knowledgeable baseball fan and often took me to Ebbets Field to see the Brooklyn Dodgers play. He liked to go to dances and parties, where he could have a good time just sitting and watching.[9] On one memorable occasion a fight broke out at a beach party, with everyone punching and shoving. He wasn’t contentto sit and wat ch, but he couldn’t stand unaided on the soft sand. In frustration he began to shout, “I’ll fight anyone who will sit down with me! I’ll fight anyone who will sit down with me! ” [10] Nobody did. But the next day people kidded him by saying it was the first time any fighter was urged to take a dive even before the bout began. [11] I now know he participated in some things vicariously through me, his only son. When I played ball (poorly), he “played” too. When I joined the Navy, he “joined” too. And when I came home on leave, he saw to it that I visited his office. Introducing me, he was really saying, “This is my son, but it is also me, and I could have done this, too, if things had been different. ” Those words were never said aloud. [12] He has been gone many years now, but I think of him often. I wonder if he sensed my reluctance to beseen with him during our walks. If he did, I am sorry I never told him how sorry I was, how unworthy I was, how I regretted it. I think of him when I complain about trifles, when I am envious of another’s good fortune, when I don’t have a “good heart”. [13] At such times I put my hand on his arm to regain my balance, and say, “You set the pace. I will try to adjust to you.” 善良之心,久久相依当时我没有意识到,是爸爸帮我保持平衡奥古斯塔斯? J ? 布洛克1 随着我渐渐长大,当别人看见我和爸爸在一起,我会觉得很尴尬。

新编大学英语教案(第二册)_Unit 2 Communication Problems

新编大学英语教案(第二册)_Unit 2 Communication Problems

Unit TwoCommunication problemsT eaching Objectives1. Let the students have some ideas of the common ways we usually use in our daily life to communicate.2. Make the students find the efficient ways to communicate with each other.3. Let the students come up with the ways to avoid misunderstandings.T eaching allotmentsix academic hoursFocus points1.key words and phrasesassume, conflict, convey, emphasis, ignore, misinterpret, react, verge, feel like, for effect, on the verge of, pull out, take----lightly2.difficult sentences1) When Martians and V enusians first got together, they encountered many of the problems with relationships we have today.2) So when communication problems emerged, they assumed it was just one of those expected misunderstandings and that with a little assistance they would surely understand each other.3) To fully express their feelings, women would tend to exaggerate the facts a little bit for effect and use various superlatives, metaphors, and generalizations.3.grammar focusprefix “mis---”的不同意义Related InformationIt is well-known that learning a second language is never easy, and, generally speaking, the older one is when one attempts a new language, the more difficult it becomes. This is at least partly due to what is known as language interference, meaning that the linguistic patterns of our first language interfere with those of the second because no two languages have exactly the same sounds and grammatical structures. The English language has a very large vocabulary because it has incorporated words from many other languages over the centuries. This is nowhere more apparent than in its color words. For example, there are many words that express the color “purple”, describing its different shades and hues: mauve, violet, lilac, or lavender. An interesting linguistic gender difference among native speakers of English is the likelihood of women using these color terms to differentiate between shades of purple, whereas, men will be satisfied with the one word “purple”. This is true of other color words too.Basing on what mentioned above, when learning a language, we sometimes need to pay attention to which sex uses which words, particularly when we reach an advanced stage where we are adding many new words to our vocabulary and want to use them accurately. We also need to pay attention to some of the multiple meanings that words have, as well as to their connotations.Suggested Class Activities1. Warming-up activity: How to communicate efficientlyPurpose: Inform the students the efficient way to communicate with each otherStep 1Discuss in groups about the common ways we usually use in our daily life to communicate and try to list both their advantages and disadvantages.Step 2 Make a comparison between them and decide which is the most efficient way for us to communicate with others.Step 3Ask some of the students to give their ideas in public and point out the necessary points they should know in daily communication.Suggested words/expressions:admirable/neglect/comprehend/over-crowded/distinguish----from/hold back/in a different light/turn out.2. In-class reading activity: What can we get from communicationPurpose: Inform the students the good points of communicationStep 1.Discuss in groups why we need to communicate with othersStep 2. Try to analyze what communication has brought to usStep 3.Then make sure what we should learn from communicating with othersSuggested words/expressions:foreigner/uncommon/feel like/for effect/on the verge of/pull outFurther development:How to avoid misunderstandings in communicationAfter reading this unit, we may know that in our communications misunderstandings are quite common, so work in groups to come up with the ways to avoid misunderstandings and make it on your exercise book.In-Class ReadingWords and phrases1.assume v.1) believe something is true without definite proofe.g. Y ou assumed his innocence / him to be innocent /that hi is innocent before hearingthe evidence against him.He is not such a fool as you assumed him to be.assuming that---:假定----e.g. Assuming that you are right about this, what shall we do?2) to take up or undertakee.g. Y ou will assume your new responsibilities tomorrow.assumption : n. sth. taken for granted ; sth. supposed but not provede.g. Don’t rely on the information she gave you---it’s pure assumption on her part.on the assumption that----以---为设想根据e.g. Let’s work on the assumption that our proposal will be accepted.Exercise:1) 他并非如你所以为的那样愚蠢。

新编大学实用英语教程新编大学实用英语教程第二册教案unit-最新范文

新编大学实用英语教程新编大学实用英语教程第二册教案unit-最新范文
magic and perhaps a bit o
mystery
[分析】主体句型:my mother anted her children to see themselves much like。
Explanation o
the
i th paragraph 5
【原文】That as the year the gardeing
我谨以此词典献给我的老师,以表示对他的爱戴和感激之情。
Explanation o
the second paragraph 2
【原文】But I never stopped imagining ho the giver might be
[分析】But I never stopped doing句型。ho the giver might be为imagining的宾语从 句。
【分析】整句为I stopped doing and just delighted in,是and并列句。the beauty and heady smell o—亦为and并列短语。
eg To my teacher I dedicate this dictionary in token o
ection and gratitude
eg I tried in vain to get Sue to come ith us
我试着让苏和我们一起来,但失败了。
contribute to
有助于,促成:捐献
eg Your hard ork contributes greatly to your success today
你今天的成功归功于你的努力。
eg I hit the purchase button

新编大学实用英语教程第二册教案unit 2

新编大学实用英语教程第二册教案unit 2

/ˈmæɡnət/
n.
/ˈsɜːkəmstæns/
n.
/sɜːtʃ/
n.
/kəˈmɪtmənt/
n.
/rɪˌspɒnsəˈbɪləti/
n.
/fɪə/
v.
/kəmˈpæʃənət/
adj.
散发,流露;从中心散开 吸引,引诱 磁铁,磁石;有吸引力的人(事物) 情况,情形(一般用复数 circumstances)
Cheer up! Don’t give up!
自信 获得信心 相信你自己 重获信心 增强某人信心 振作起来! 别放弃!
Asking students to share their experiences
Teaching Plan 2
序号 周次 Unit 2
2
课程
2
课型
Confidence
班级 日期
chance to travel.
4. circumstance
n. 情况,情形(一般用复数 circumstances)
e.g. The rules can only be waived in 这些规定只有在特殊情况下方可撤回。
UNIT 2 Teaching Plan 1
序号 周次
1
课程
2
课型
班级 日期
教师 主任签字
Unit 2
Teaching Objectives:
Confidence Reviewing , Listening and Speaking practices 1. Checking the words and expressions in unit 1 of text A.
Step XI. (5mins)

新编大学英语love教案

新编大学英语love教案

教学目标:1. 培养学生对爱情主题的阅读兴趣,提高阅读理解能力。

2. 增强学生的写作能力,能够运用英语表达对爱情的理解和感悟。

3. 培养学生的口语表达能力,能够就爱情话题进行交流。

4. 增强学生对不同文化背景下爱情观念的认识和理解。

教学内容:1. 爱情故事阅读与分析2. 爱情主题写作指导3. 爱情话题口语交流教学时长:2课时教学准备:1. 教学PPT或多媒体设备2. 爱情主题阅读材料3. 写作练习题目4. 口语交流话题教学过程:第一课时一、导入1. 教师播放一段爱情主题的英文歌曲或电影片段,激发学生的学习兴趣。

2. 提问:同学们对爱情有什么看法?你们认为爱情是什么样的?二、阅读与分析1. 分发爱情主题阅读材料,要求学生阅读并分析故事情节、人物关系和主题思想。

2. 小组讨论,分享阅读心得,教师总结并点评。

三、写作指导1. 教师讲解爱情主题写作的技巧,如如何选择题材、如何组织结构、如何运用修辞手法等。

2. 分发写作练习题目,要求学生根据题目要求进行写作。

四、课堂小结1. 教师总结本节课的学习内容,强调爱情主题的重要性。

2. 布置课后作业,要求学生完成写作练习。

第二课时一、口语交流1. 教师提出一个与爱情相关的话题,如“你理想中的爱情是什么样的?”2. 学生分组进行口语交流,分享自己的观点和经历。

3. 教师巡回指导,纠正学生的发音和语法错误。

二、写作展示1. 学生展示自己的写作成果,分享写作心得。

2. 教师点评学生的写作,指出优点和不足,并提出改进建议。

三、课堂小结1. 教师总结本节课的学习内容,强调爱情主题在英语学习中的重要性。

2. 布置课后作业,要求学生继续进行口语练习和写作。

教学反思:本节课通过阅读、写作和口语交流等多种形式,帮助学生了解爱情主题,提高学生的英语综合运用能力。

在教学过程中,教师应注重激发学生的学习兴趣,引导学生积极参与课堂活动,培养学生的创新思维和表达能力。

同时,教师应关注学生的个体差异,因材施教,使每个学生都能在课堂上有所收获。

最新新编大学实用英语教程第二册教案unit 1

最新新编大学实用英语教程第二册教案unit 1

序号1课程1班级教师周次课型日期主任签字Unit 1LoveListening , Speaking practicesTeaching Objectives:1. talking about their relationships at school2. listening short dialogue and conversationTeaching Important and Difficult Points1. listening a dialogue and monologues2. diction and answer questionsTeaching MethodsCommunicative Teaching Method; Audio-visual Teaching MethodTeaching AidsMulti-media teaching ,such as audio and video files.Teaching ProcessTeaching process designStep I.(4mins)Match the following pictures to the sentencesStep II. (5mins)discuss what love is with partner.Step III.(3mins)Watch the short video The Other Pair. Answer the following question.Letting it go or holding on, which is better?Step IV.(5mins)1. Listen to the dialogue and fill in the blanks.2. Listen to the dialogue again and decide whether the following statements are true (T) or false (F)Step V(5mins)Listen to the monologue and answer the following questions by students.Step VI.(3mins)Listening the monologue again and give the keys to students.Step VII.(3mins)Introducing Festival knowledgeIntroducing Qi Xi Festival and Valentine's DayStep VIII.(2mins)Listen to the radio and read the words and phrases loudlyStep IX.(5mins)SpeakingDiscuss what do the students do for their first date.Step IIX.(5mins)BrainstormWatch the video The Other Pair. What is your choice? Leaving the only shoe to the poor boy, or keeping the only shoe as a kind of regretful memory? Discuss with your classmates and share your opinions in the class.Step IIX.(5mins)1. Listen to the radio about Functional-sentence Bank and repeat loudly.2. Use the words and phrases in the Brainstorm and Functional-sentence Bank to prepare a dialogue or brief speech with your partner, and then present it in your class. You may refer to the following situation prompts for ideas.序号2课程1班级教师周次课型日期主任签字Unit 1LoveLead-in; New Words and Text AnalysisTeaching Objectives:1. retell the main idea of the passage2. to comprehend the new words and phrases of text A3. use the suitable forms of words or phrases to fill in the blanks in sentences4. have a idea of some grammar which had appeared in the text ATeaching Important and Difficult PointsWords and Phrases of A and B level;Sentence structure and words forms;Difficult Sentence Analysis and main idea of textTeaching MethodsPresentation; Communicative Teaching Method; Audio-visual Teaching MethodTeaching AidsMulti-media teaching ,such as audio and video files.Teaching ProcessTeaching process designStep I.(3mins)Pre-reading QuestionsChoose students to answer the pre-reading questions.Step II. (7mins)Step I Lead in of text ALet students fast reading the text and summary the main idea of whole passage and each paragraph,Main Idea of whole passage: the passage will tell about the orientation week.ParagraphsMain Ideas1The author receives a gardenia every year.2The author guessed what the giver of flowers might look like.3The author hopes the flower giver is as she thinks.4Mother wants her child to be like a gardenia.5That was the year the gardenias stopped coming.Step III.(18mins)Intensive Reading1. Students read the text again and find out the answers tothe while-reading questions2. Teacher and students read the words and expressions together3. Teacher explain the sentence structure and grammar of text AWords & Expressions of Text AVocabulary of student book1. mystery n.谜;神秘的事物;推理小说e.g. They decided to turn the machines on this mystery virus.他们决定用新机器测试这个神秘的病毒。

新编大学英语第三版综合教程第二册Unit1课后答案

新编大学英语第三版综合教程第二册Unit1课后答案

Unit 1 LovePart 2 Reading-Centered Activities*Reading Comprehension1. Para.1-4 C para.5-7 A para.8-11 B para.12-13 D2. 1) They would stare at them.2) He felt embarrassed/ashamed.3) He never let on.4) He usually walked there with the help of his son.5) He was pulled on a child’s sleigh to the subway station.6) He liked baseball, dances, and parties.7) He asked them to sit down and fight with him.8) He was proud of his son.9) He missed him very much and was sorry for what he had thought about him.10) He learned to have a good heart from his father.3. 1) C2) A3) C4) B5) D6) A7) B8) C9) D10) A4. 1) the difficulty in coordinating the steps2) whether a person has a good heart3) a good heart4) the baseball team5) sat down to fight6) what the son has achieved, i.e. serving in the Navy7) sensed my reluctance to be seen with him during our walks8) the reluctance to walk with him*Vocabulary1. 1) urged 2) bother 3) embarrassed 4) adjusted 5) complain6) kid 7) subject 8) saw to it that 9) coordinate 10) participate in 2. patient--patience enter--entranceBitter--bitterness complain--complaintFortunate--fortune envy--enviousKnowledge--knowledgeable memory--memorableReluctance--reluctant frustrate--frustration1) bitter 2) fortunate 3) patience 4) memorable 5) reluctant 6) entrance 7) complaints 8) envious 9) knowledgeable 10) frustration *Translation1. More than 3,000 cars were recalled yesterday because of a brake problem.2. He came to the meeting despite his serious illness.3. See to it that the same mistake won’t happen again.4. Now that they’ve got to know more about each other, they get along better.5. Then I found myself surrounded by five or six boys.6. I send you my best wishes on this happy occasion.Part 3 Further Development*Grammar ReviewStructure 11) is easy to find in the library2) are not easy to keep clean3) is hard to get along with4) is difficult to accept5) would be impossible to gather without using computers.Structure 21) for her parents to understand her behavior2) for the government to deal with the problem3) for you to win such a prize4) for us to take such criticism5) for you to prepare these mealsStructure 31) with which2) at which3) by which4) with whom5) to whom6) in whom*Vocabulary Review1. A: paces B: pace C: pace/speed D: speed2. A: adjust B: adjusted C: change D: changed/adjusted3. A: precisely/exactly B: precisely/exactlyC: precisely/exactly D: precisely/exactly4. A: puzzled B: puzzled/confused C: confused/puzzled D: puzzled/confused5. A: urged B: persuade C: urged D: persuade*What is love?1. causes2. offers3. to4. not5. tell6. calls7. attracted 8. discovers 9. weak 10. disappointed 11. distance 12. outPart 4 Translation and Writing*Translation Practice1.1) He never complains about the financial burden on his shoulders.2) She has a golden heart/a heart of gold and loves people around her.3) My father has never bought any candies or toys for my younger brother and me, but I know he loves us.4) My parents do their best to meet our needs and always keep their promise.2. 1) 他从来不感到疲劳,非常喜欢工作,而且说话不多。

新编大学英语教案(第二册)_Unit1Love

新编大学英语教案(第二册)_Unit1Love

新编⼤学英语教案(第⼆册)_Unit1LoveUnit OneTeaching Objectives1. To know the importance of the love;2.To understand what real love is;3. To learn to be a man with a good heart;4. To master the words describing love;5. Master the key language points and grammatical structures in the text;6. Conduct a series of reading, listening, speaking and writing activities related to the theme of theunit;7. To improve the students’ abilities of communication and making comments.Teaching allotment6 academic hours1-2 period preparation & listening-centered activities3-4 period In-Class Reading: A Good Heart to Lean On5-6 period After-Class Reading & ExercisesFocus Points1. Key words,phrases & usagesactivity, adjust, bother, cling, complain, content, coordinate, despite, embarrass, engage, envy, fortune, fortunate, frustrate, impatient, lean, local, navy, occasion, pace, participate, reluctance, severe, stress, trifle, worthy, urgenow that, set the pace, lean on, subject…to, engage in, see to it that,in frustration2. Difficult sentences1) If he ever noticed or was bothered, he never let on.2) When I think of it now, I marvel at how much courage it must have taken for a grown man to subject himself to such indignity and stress.3) He never talked about himself as an object of pity, nor did he show any envy of the more fortunate or able.4) But the next day people kidded him by saying it was the first time any fighter was urged to take a dive even before the bout began.3. Grammar focus1)代词it 的⽤法;2)独⽴主格结构;3)now that 引导的原因状语从句;4)介词+which 结构Teaching Methods1. Using multi-media teaching equipment (应⽤多媒体教学⼿段)2. Listening and practice (听歌填词)3. Group-Discussion (分组讨论)4. Questions and answers (课堂问答)5. Class work (班级活动)Teaching Procedures1. W arming-up (课前准备活动)2. U nderstanding background knowledge (了解背景知识)3. T ext explanation (课⽂讲解)4. E xercises (巩固练习)5. A ssignments (作业)1. Useful InformationWhether it is a mother’s nurturing love for her child, a son’s loyal love for his father, the love between husband and wife, or the love between friends, love is a universal emotion that expresses itself in every culture. To love is to behuman. To need love is also to be human. Children, for example, need lovingcare in order to be emotionally healthy. Love is a deep feeling offondness, affection and friendship that grows among people.Romantic love usually begins as passion and evolves with timeto a more lasting sense of attachment. Many of thefamous romantic love stories in various cultures end in thetragedies of death or betrayal. The loss of love is favorite musicaltheme and the subject of countless stories,operas, songs, and ballads. 2. “Love” definition from a famous bookLove is patient, love is kind. It does not envy, it does not boast, it is not self-seeking, itis noteasily angered, it keeps no record of wrongs. Love does not delight in evil but rejoices with the truth. It always projects, always trusts, always hopes, always perseveres.3. The difference between like and loveThe verb “like” is not as strong as “love” and generally does not imply deep emotions. “Like” means to find pleasure or satisfaction in something or someone: l like eating at the restaurant. In English, the word “love” is often used informally instead of “like” in an intensified sense: he loves music; children love ice-cream; she loves her new job. However, “love” and “like” are not totally interchangeable. It is often the context that indicates the strength of the word “love”. The word “love”should not be used in the first person when speaking to another person, except in romantic situations (I love you).1. Warming-up activity: Talk about the most unforgettable character in your lifePurpose: make sure of the right way to express yourself logicallyForm: group discussion and individual talk.Steps: 1.Work in groups and discuss with others about the most important person in yourlife.2. Individual statement in class to share the story together3. Concluding remarks by the teacher on the performance of the students’ story andthe mannerSuggested words or expressionsConsiderate/patient/a great helper/generous/point out one’s mistake/encouraging/tender2. Further Development: Use your imagination and make up a love storyPurpose: give the students the chance to use the vocabulary they have learnedForm: done by the whole class togetherSteps: 1. Each member of the class contributes a sentence to develop the story, this can bedone in the order of their seats.2. Others have to listen carefullyso as to know how the story goes, and then helpthe story to develop.3. C oncluding remarks by the teacher on the performance of the students’ storyand the mannerSuggested words or expressionsBoyfriend/girlfriend/hate/heartbroken/emotion/attractive/beautiful/crippled/fall in love atfirst sight/generous/handsome/loyal/devoted/hesitate/unconditionally/adoring/interactionWords and phrases1. adjust :v. change slightly, especially in order to make it more effective or more suitablee.g. adjust one ’s watchShe adjusted the lamp so that the light fell directly on her book..搭配:adjust oneself toHe adjusted himself quickly to the heat of the country.adjustable a. adjustment n. readjust v.辨析:adjust : 常指机械⽅⾯的严格调整或校正,从⽽使各部件协调,达到运转或⼯作,或可指⼈或其它动物)改变原来的⽣活⽅式、⽣活习惯,从⽽适应新的环境。

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Unit 1 LoveUseful InformationWhether it is a mother’s nurturing love for her child, a son’s loyal love for his father, the love between husband and wife, or the love between friends, love is a universal emotion that expresses itself in every culture. To love is to be human. To need love is also to be human. Children, for example, need loving care in order to be emotionally healthy.Love is a deep feeling of fondness, affection and friendship that grows between two people. Romantic love usually begins as passion and evolves with time to a more lasting sense of attachment. Many of the famous romantic love stories in various cultures end in the tragedies of death or betrayal. The loss of love is a favorite musical theme and the subject of countless stories, operas, songs, and ballads.The verb “like” is not as strong as the verb “love” and generally does not imply deep emotions. “Like” means to find pleasure or satisfaction in something or someone: I like eating at the restaurant; My son likes his teacher. In English, the word “love” is often used informally instead of “like” in an intensified sense: He loves music; Children love ice-cream; She loves her new job. However, “love” and “like” are not totally interchangeable. It is often the context that indica tes the strength of the word “love”. The verb “love” should not be used in the first person, when speaking to another person, except in romantic situations (I love you). When in doubt as to which verb to use, it is better to use “like” with an adverb: I li ke your dress a lot; I really like my professor; His boss liked his proposal immensely.Part One Preparation2. Can You Tell the Difference?Sample 1It’s true that motherly love is unconditional. I believe what I’ve got from my mother is the deepest love I’ve ever received. When I was at home, mother took good care of me and did what she could to meet my needs. For example, she remembered all my birthdays and bought nice birthday gifts for me, but she never celebrated hers. At home she woke me up in the morning after she had prepared breakfast. Sometimes she even combed my hair while I was having breakfast so that I could get to school on time. She treated my classmates kindly when they were with me. I know that’s because they were my good friends. Now I’m away from home, she calls me every two or three days asking about my college life and what she can do for me. It seems that my life is much more important than hers.As for fa therly love, I’m not sure if his love is conditional, but obviously it’s different from mother’s love. Father also loves me very much. He pays more attention to my education and what I’m going to be in future. He doesn’t care much about my daily life, but asks me to keep him informed of my study and progress. During my last year in high school, he was unusually patient with me. He encouraged me when I wasn’t doing well at school and helped me when I had difficulties. Father must have been a math wizard in his school days. He seemed to know all the solutions to my math problems and could point out my weaknesses. Following his instructions, I began to feel interested in math myself.Sample 2I think there’s something in his statements, although it’s hard for m e to identify whose love is fatherly and whose love is motherly in the case of my parents. Unlike most mothers in the world, my mother has been very strict with me. Maybe she thinks a boy should develop a strong, tough and persistent personality to be able to get around in this competitive world. She pays a lot of attention to my study and has been concerned with my progress. Although she didn’t receive higher education herself, she believes it is essential to me and hopes I can continue my study after I finish the undergraduateprogram. When I didn’t do well in school, mother would ask me to reflect on my failure and see how I could do better the next time. Mother would be very angry if I argued for my problem or covered any of my wrong doings. Several times when I was in my junior high school, I doubted that I was her biological son.On the other hand, my father has been very kind to me. He knows my needs and does his best to satisfy them. When mother criticized me, father would comfort me afterwards. When father had something good, he would ask me if I needed it. I still remember father bought me a lot of toys in my childhood, such as toy vehicles and robots. And he bought me a lot of books during my school years. Father even made a few of his business trips during my vacations so that he could take me with him to see the places. Now father always looks forward to my going back home before holidays. Each time he would offer me the nice things he has bought or received since I last saw him and feel very happy if I take any of them. I also enjoy his company very much, feeling secure and relaxed. That’s why I often think I have the best father in the world.3. Someone You Love MostSample 1I love my mother most, because she’s always very kind to me, unlike my father who will scold me or slap me if I make mistakes or if I am naughty. My mother is an ordinary-looking woman, but in my eyes she is very beautiful. She is very hard-working, and does almost all the housework. When I was working for the entrance examination, she was very thoughtful and never let me do any housework. When I didn’t do a good job in school, she would encourage me and hope I would do better next time. When I was hungry at night, she would fix a snack for me. She is a good cook, now it’s a pity that I am not able to have what she cooks because I am far away from home.Sample 2I spent my childhood with my grandfather because my parents were too busy to take care of me at that time. Now I often visit him, especially in holidays. He’s a very kind and knowledgeable person. He reads a lot and knows so much about the history of our country. Before I could read, he told me many interesting stories: stories about Monkey King, heroes in The Three Kingdoms and Water Margins, etc. When I was in the e lementary school, he began to buy books for me and that’s why reading is always my hobby.I believe I owe a great deal to my grandfather for my growth, physical and intellectual. He’s been taking good care of me and I often feel I’m lucky to have such a ki nd, thoughtful, intelligent and generous grandfather.Part Two Reading-Centered ActivitiesIn-Class ReadingI.Pre-Reading1. I feel pity towards those who are disabled. I wonder how they can manage in their daily life and whether they have a job. I feel lucky that I’m not disabled.2. Yes. My aunt is deaf and dumb. She has been like this since her childhood. My grandmother said that she became deaf because of taking the wrong medicine. She is now more than seventy years old and she has never been married. She was very kind to me. In fact it was she who brought me up. She often felt it was unfair because she couldn’t hear. But she is very intelligent, and she is good at sewing. She sometimes kidded me with gestures that she wanted to cut off her ears becaus e they didn’t work.II. Passage ReadingNotes:1. There are five districts in N.Y. They are also called five boroughs. They are: Manhattan, Brooklyn, the Bronx, Queens, and Staten Island. Central Park and Harlem are both located in Manhattan. Brooklyn is located just across the river from Manhattan.2. The subway station uses tokens and they cost about 50 cents each.3. Baseball is an outdoor game between two teams of nine players, in which players try to get points by hitting a ball and running around four bases. It is one of the most popular games in the United States.Words, Phrases and Grammatical Points1. …I was embarrassed to be seen with my father(l.1)This can be paraphrased as “I was embarrassed when the others saw me together with my father”.2. despite (l.9)e.g. Despite all our efforts to save the school, the County decided to close it.She went to Spain despite the fact that the doctor had told her to rest.同义词组:in spite ofe.g. We went out in spite of the rain.Kelly loved her husband in spite of the fact that he drank too much.3. ice-free 类似的词有:a salt-free diet, a trouble-free journey, duty-free, rent-free 等(l.14)4. …nor did he show any envy of the more fortunate or able. (l.20)这是一句用“nor”引导的倒装句。

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