全新版大学英语综合教程第二版第二册第一单元教案
全新版大学英语第二版综合教程2教学设计
全新版大学英语第二版综合教程2教学设计课程概述本课程是针对大学英语第二版综合教程2的教学设计。
该教材是全新版本，主要围绕着现代语言学的理论和实践，采用话题教学法，聚焦于学生听、说、读、写的各种语言技能，帮助学生掌握基本英语语音、语法、词汇、句型和语篇。
教学目标1.帮助学生掌握英语基本语音、语法、词汇、句型和语篇2.提高学生的听、说、读、写各种语言技能3.培养学生的跨文化交际能力教学内容与方法初步活动教师可以通过自我介绍和学生之间的互动来帮助学生熟悉彼此，并提出教学目标和教学计划。
文本学习教师介绍和讲解教材内容，引导学生进行课前阅读和听力练习。
然后，在课堂上进行教学与讨论。
1.学习并掌握生词和词汇2.学习并掌握语音、语调、语法和句型的相关知识3.提高听力和口语技能4.培养学生与他人进行有效交流和讨论的能力在这个阶段，学生将与同伴进行对话和讨论来练习他们的交际技能和口语能力。
1.分组讨论和答案2.听力练习，然后对话3.角色扮演任务设置通过任务来提醒学生想关掌握的语言技能，并通过小组讨论来实现任务目标。
常见的任务包括：1.填空2.听力选择练习3.阅读理解评估与反馈在整个课程中，评估和反馈非常重要。
教师可以通过出题或其他方法来考察学生对知识的掌握程度，给予及时的反馈。
例如，教师可以组织小组活动，让学生之间互相评估，互相帮助，并在最后对学生的表现进行总结和评估。
教学策略任务型教学全新版大学英语第二版综合教程2采用话题教学法，并运用了任务型教学，强调学生的自主学习和学习者中心。
探究性学习教师引导学生进行自我学习和探究，帮助学生掌握更多的知识和技能。
教师可以根据学生的不同需求和能力，调整教学方法和进度，帮助学生实现个性化学习。
总结全新版大学英语第二版综合教程2的教学设计，旨在帮助学生掌握英语基本语音、语法、词汇、句型和语篇，提高听力、口语、阅读、写作技能，并培养学生的跨文化交际能力。
教学方法包括任务型教学、探究性学习和个性化学习，旨在激发学生的学习兴趣，提高学习效率。
全新版大学英语综合教程第二版第二册第一单元教案
全新版大学英语综合教程第二版第二册第一单元教案Unit 1 Ways of LearningTeaching Aims:1.Understanding the main idea (that it would be ideal if we can strike a balance between the Chinese and western learning styles) and structure of the text(introduction of the topic by an anecdote-elaboration by comparison and contrast-conclusion by a suggestion)2.Appreciate the difference between comparison and contrast, as well as different ways to compare and contrast (point-to-point method or one-side-at-time method)3.Grasp the key language points in Texts A and grammatical structures in the text4.Understand the cultural background related to the content5.Conducting a series of theme-related reading, listening, speaking, and writing activities6.Learn to write notices, etc.Teaching Keypoints:1.Grasp the main idea of Text A and language points in Text A2.Cultural background about Chinese and western ways of learning3.Analysis of the difficult sentences in Text A Teaching Difficulties:1.Writing strategy and style demonstrated in Text A2.Learn how to understand the structure of difficult and long sentencesTeaching Aids:Teacher-guided, discussion, exercises, group-activities, student-centredTeaching period: 12 classesTeaching Procedure:Step 1Warming up1.Have students read the overview of page 2, students will understand the main topic of unit (ways of learning in Chinese and western countries)2.Have students listen to the script of listening part, explain some difficult sentences andBenjamin succeeded in inserting the key into the slot. (T)4. For the Westerners, learning should take place by continual careful shaping and molding.(F)(= The Chinese think that learning should take place by continual careful shaping and molding.)5.Chinese teachers hold the opinion that skills should be acquired as early as possible, while American educators think that creativity should be acquired early. (T)6.Add more questions about the text:Where and when did the incident take place? Who are the main characters in this incicent? What is Howard Gardner?Why do the couple come to China?How old is the son of the author？Through what does the baby get pleasure in the incident?What is the attitude of his parents ?What is the attitude of the hotel staff towards Benjamin effort?7.Answer the questions of on page 10-11ⅱUnderstanding the main idea of the text Division of the Text APara(s). Main IdeasParts1 1~5 The text begins with ananecdote.2 6~13 The author’s thoughts aremainly about differentapproaches to learning inChina and the West.3 14 The author winds up the textwith a suggestion in theform of a question.Step 3 Detailed Reading of Text AⅠ. Difficult Sentences1. (LL. 13~15) Because of his tender age andincomplete understanding of the need to position the key just so, he would usually fail. Paraphrase the sentence. (= Because he was so young and didn’t quite know that he should position the key carefully to fit into the narrow key slot, he would usually fail.)2. (L. 15) Benjamin was not bothered in the least.(= Benjamin was not bothered at all.)3. (L. 30) … and to throw light on Chinese attitudes toward creativity.And to help explain Chinese attitudes toward creativity.4. (LL. 37~39) …since the child is neither old enough nor clever enough to realize the desired action on his own, what possible gain is achieved by having him struggle?What does the desired action refer to? (= Positioning the key carefully to fit into the slot.)5. (L. 39) He may well get frustrated and angry. (= He is likely to get frustrated and angry.)Eg . You use “may well” when you are saying what you think is likely to happen.6. (L. 47~48) He was having a good time and was exploring, two activities that did matter to us. What do the two activities refer to?(= Having a good time and exploring.)“activities that did matter to us”.(= activities that were important to us.)7. (L. 52) …whether it be placing a key in a key slot, drawing a hen or making up for a misdeed…= No matter whether it is placing a key in a key slot, drawing a hen or making up for some mistakes.) the subjunctive mood eg. Whether he be present or absent, we shall have to do our part.)8. (LL. 80~81) …young Westerners making their boldest departures first and then gradually mastering the tradition…(西方的年轻人先是大胆创新，然后逐渐深谙传统。
(word完整版)综合教程 第二册 Unit1
2.Some sentencestructuresto understand
3.Writing techniques
.Teaching Methodsand Means
municative Approach
Learner-centered Teaching
(attacBiblioteka A to B; B be attached to A)
E.g. A price tag was attached to each article in the supermarket.
E.g.Do youattach much importance to(十分重视) what he says?
2. Appreciate the diffierent ways to compare and contrast;
3. Master the key language points and learn how to use them in context;
4. Understand the cultural background related to the content;
assist (Para.4)
v. (formal) help, support
(n. assistance, assistant)
Pattern: assist sb to do sth;
assist sb with sth;
assist sb in (doing) sth.
E.g. assist sb to fill in the forms
1 Group presentation (Group 1) (5 minutes)
新版大学英语综合教程第二册Unit1内容讲解
新版大学英语综合教程第二册Unit1内容讲解新版大学英语综合教程第二册Unit1内容讲解导语：每个人的学习方式不同，因此学习方式没有好坏之分，只有适不适合之分，下面是一篇讲学习方式的英语课文，欢迎大家阅读。
Ways of LearningPart I Pre-Reading TaskListen to the recording two or three times and then think over the following questions:1. Who should teach whom? Is learning a one-way street?2. Should we share our dreams for a better life with our parents or keep them to ourselves?3. Can children ever understand their parents completely?4. From the song can you guess what the theme of the unit, way of learning, chiefly refers to?Part IITextHoward Gardner, a professor of education at Harvard University, reflects on a visit to China and gives his thoughts on different approaches to learning in China and the West.LEARNING, CHINESE-STYLEHoward GardnerFor a month in the spring of 1987, my wife Ellen and I lived in the bustling eastern Chinese city of Nanjing with our 18-month-old son Benjamin while studying arts education in Chinese kindergartens and elementary schools. But one of the most telling lessons Ellen and I got in the difference between Chinese and American ideas of education came not in the classroom but in the lobby of the Jinling Hotel where we stayed in Nanjing.The key to our room was attached to a large plastic block with the room number on it. When leaving the hotel, a guest was encouraged to turn in the key, either by handing it to an attendant or by dropping it through a slot into a box. Because the key slot was narrow, the key had to be positioned carefully to fit into it.Benjamin loved to carry the key around, shaking it vigorously. He also liked to try to place it into the slot. Because of his tender age and incomplete understanding of the need to position the key just so, he would usually fail. Benjamin was not bothered in the least. He probably got as much pleasure out of the sounds the key made as he did those few times when the key actually found its way into the slot.Now both Ellen and I were perfectly happy to allow Benjamin to bang the key near the key slot. His exploratory behavior seemed harmless enough. But I soon observed an interesting phenomenon. Any Chinese staff member nearby would come over to watch Benjamin and, noting his lack of initial success, attempt to assist. He or she would hold onto Benjamin's hand and, gently but firmly, guide it directly toward the slot, reposition it as necessary, and help him to insert it. The "teacher" would then smile somewhat expectantly at Ellen or me, as if awaiting a thank you —and on occasion would frown slightly, as if considering us to be neglecting our parental duties.I soon realized that this incident was directly relevant to our assigned tasks in China: to investigate the ways of early childhood education (especially in the arts), and to throw light on Chinese attitudes toward creativity. And so before long I began to introduce the key-slot anecdote into my discussions with Chinese educators.TWO DIFFERENT WAYS TO LEARNWith a few exceptions my Chinese colleagues displayed the same attitude as the staff at the Jinling Hotel. Since adults know how to place the key in the key slot, which is the ultimate purpose of approaching the slot, and since the child is neither old enough nor clever enough to realize the desired action on his own, what possible gain is achieved by having him struggle? He may well get frustrated and angry — certainly not a desirable outcome. Why not show him what to do? He will be happy, he will learn how to accomplish the task sooner, and then he can proceed to more complex activities, like opening the door or asking for the key— both of which accomplishments can (and should) in due course be modeled for him as well.We listened to such explanations sympathetically and explained that, first of all, we did not much care whether Benjamin succeeded in inserting the key into the slot. He was having a good time and was exploring, two activities that did matter to us. But the critical point was that, in the process, we were trying to teach Benjamin that one can solve a problem effectively by oneself. Such self-reliance is a principal value of child rearing in middle-class America. So long as the child is shown exactly how to do something — whether it be placing a key in a key slot, drawing a hen or making up for a misdeed —he is less likely to figure out himself how to accomplish such a task. And, more generally, he is less likely to view life —as Americans do — as a series of situations in which one has to learn to think for oneself, to solve problems on one's own and even to discover new problems for which creative solutions are wanted.TEACHING BY HOLDING HIS HANDIn retrospect, it became clear to me that this incident wasindeed key —and key in more than one sense. It pointed to important differences in the educational and artistic practices in our two countries.When our well-intentioned Chinese observers came to Benjamin's rescue, they did not simply push his hand down clumsily or uncertainly, as I might have done. Instead, they guided him with extreme facility and gentleness in precisely the desired direction. I came to realize that these Chinese were not just molding and shaping Benjamin's performance in any old manner: In the best Chinese tradition, they were ba zhe shoujiao — "teaching by holding his hand" — so much so that he would happily come back for more.The idea that learning should take place by continual careful shaping and molding applies equally to the arts. Watching children at work in a classroom setting, we were astonished by their facility. Children as young as 5 or 6 were painting flowers, fish and animals with the skill and confidence of an adult; calligraphers 9 and 10 years old were producing works that could have been displayed in a museum. In a visit to the homes of two of the young artists, we learned from their parents that they worked on perfecting their craft for several hours a day.CREATIVITY FIRST?In terms of attitudes to creativity there seems to be a reversal of priorities: young Westerners making their boldest departures first and then gradually mastering the tradition; and young Chinese being almost inseparable from the tradition, but, over time, possibly evolving to a point equally original.One way of summarizing the American position is to state that we value originality and independence more than the Chinese do. The contrast between our two cultures can also beseen in terms of the fears we both harbor. Chinese teachers are fearful that if skills are not acquired early, they may never be acquired; there is, on the other hand, no comparable hurry to promote creativity. American educators fear that unless creativity has been acquired early, it may never emerge; on the other hand, skills can be picked up later.However, I do not want to overstate my case. There is enormous creativity to be found in Chinese scientific, technological and artistic innovations past and present. And there is a danger of exaggerating creative breakthroughs in the West. When any innovation is examined closely, its reliance on previous achievements is all too apparent (the "standing on the shoulders of giants" phenomenon ).But assuming that the contrast I have developed is valid, and that the fostering of skills and creativity are both worthwhile goals, the important question becomes this: Can we gather, from the Chinese and American extremes, a superior way to approach education, perhaps striking a better balance between the poles of creativity and basic skills?New Words and Expressionsstylen. manner of doing things 行为方式，风格bustlinga. full of busy activity 繁忙的，熙攘的kindergartenn. 幼儿园elementarya. 基本的，初级的，基础的tellinga. impressive; effective 难忘的;有力的lobbyn. (旅馆的)大堂，(公共场所入口处的)大厅attachvt. fasten or join (one thing to another) 系，贴，连接attendant▲n. 服务员;侍者，随从slot▲n. a narrow opening 狭缝，狭槽vigorouslyad. energetically 用力地;精力充沛地vigorous a.tendera. young; gentle and loving 年幼的;温柔的not in the leastnot at allfind one's wayreach a destination naturally; arrive at 到达;进入，流入bangv. (cause to) make a sudden loud noise, esp. by hitting two things together 猛敲，猛击exploratorya. done in order to find out sth. 探索的phenomenon (pl phenomena or phenomenons)n. 现象staffn. 全体职工，全体雇员initiala. of or at the beginning, first 开始的，最初的assistv. help 帮助repositionvt. 改变…的位置insertvt. put, fit, place (in, into, between) 插入，嵌入somewhatad. to some degree, a little 有点，稍微expectantlyad. 期待地awaitvt. (fml) wait for 等待，等候occasionn. a particular time when sth. happens 时刻，场合on occasionnow and then 有时，间或frownv., n. 皱眉slightlyad. 轻微地slight a.neglectvt. give too little attention or care to 忽视parentala. of a parent or parents 父的，母的;父母的relevanta. directly connected with the subject 有关的，切题的investigatev. try to find out information about 调查;探究creativityn. the ability to make new things 创造力anecdote▲n. a short amusing story about a particular person or event 趣闻，轶事exceptionn. 例外colleaguen. a person one works with 同事actionn. 动作;行动on one's ownwithout anyone's help; alone 独立地;独自地desirablea. worth wanting 值得向往的;称心的accomplishvt. manage to do (sth.) 完成(某事)activityn. 活动，行动accomplishmentn. skill; successful completion 本领，技艺;完成，成就in due courseat the proper time 在适当时机sympatheticallyad. 同情地sympathetic a.criticala. very important; very serious or dangerous 至关重要的;危急的effectivelyad. 有效地effective a.self-reliancen. acting without asking for support from others 依靠自己，自力更生principala. (rather fml) main, chief 主要的，首要的rearvt. look after until fully grown up 养育，抚养make up forrepay with sth. good, compensate for 补偿，弥补misdeedn. a wrong or wicked act 不端行为viewvt. (fml) regard, consider 看待，考虑creativea. resulting from newness of thought 独创的solutionn. (the act of finding) an answer to a problem 解决(问题的办法);解答in retrospect回顾artistica. relating to art 艺术的well-intentioneda. having good intentions 好意的intentionn. purpose 意图observern. 观察者，观察员clumsilyad. awkwardly and ungracefully 笨拙地clumsy a.extremea. very great 极度的，极端的n. the furthest possible limit, an extreme degree 极端，过分facilityn. (fml) ability to do sth. easily and well; (pl) equipment, aids, etc. which make it easy to do things 熟练，灵巧;设备，设施moldvt. make (sth.) into a particular shape or form 塑造performancen. 表现，行为;演出，表演traditionn. 传统continuala. happening again and again, repeated 不断的`，一再重复的applyvi. 适用;申请calligraphern. 书法家work no/at从事craftn. skill, esp. with one's hand 手艺;工艺reversaln. a complete change of order, direction, or position 颠倒priorityn. sth. that one must do before anything else; sth. that holds a high place among competing claims 优先考虑的事;重点bolda. brave and confident 勇敢的，无畏的departuren. action different from (what is usual or expected); an act of leaving 背离;出发，离开inseparablea. impossible to separate from sth. else 不可分离的evolvev. (cause to) develop gradually (使)逐步发展summarizevt. make a short account of the main points (of sth.) 总结，概述originalityn. 新颖;独创性independencen. the state of being free or not controlled by another person, country, etc. 独立;自主contrastv. 对比culturen. 文化harborvt. keep (sth.) secretly in one's mind 怀有fearfula. (fml) afraid 害怕的，担心的(on the one hand) … on the other hand一方面…，另一方面…comparablea. that can be compared with sth. 比得上的;可比的promotevt. help to grow or develop 促进，推进emergevi. come out 出现pick upgain; learn 获得;学会overstatevt. state too strongly 把…讲得过分，夸大enormousa. extremely large 巨大的;极大的technologicala. 技术的，工艺的innovation▲n. (an example of) the introduction of sth. new 革新;新事物exaggeratev. make (sth.)seem larger, better, etc. than it really is 夸大，夸张breakthrough▲n. an important event or discovery 突破reliance▲n. dependence 依靠，依赖achievementn. 成就;成绩valida. based on truth or sound reasoning 有根据的foster▲vt. help the growth and development of 培养worthwhilea. worth doing, worth the trouble taken 值得的superiora. better than average or than others of the same type 优良的;较好的Proper NamesHoward Gardner霍华德·加德纳Ellen埃伦(女子名)Nanjing南京Jinling金陵饭店Language Sense Enhancement1. Read aloud paragraphs 12-14 and learn them by heart.2. Read aloud the following poem:Working ClassTanya DlinnWhat a mess said Miss MawganOne cold and rainy daySo I said we'd work togetherAs we can't go out to playSo I tidied up the book shelfWhile Jack sorted out the pensCharmain's drawer was very messyBut not as had as Ben'sShaun tidied up the cardboardSophie sorted out the paperMr Goodhall put our pictures upUsing his big staplerAnd when we all had finishedAnd the class looked very cleanWe all were given meritsFor working as a team3. Read the following quotations. Learn them by heart if you can. You might need to look up new words in a dictionary.What one knows is, in youth, of little moment; they know enough who know how to learn.—— Henry AdamsBe curious always! For knowledge will not acquire you; you must acquire it.—— Sudie BackThe universe is full of magical things patiently waiting for our wits to grow sharper.—— Eden PhillpottsThe whole art of teaching is only the art of awakening the natural curiosity of young minds for the purpose of satisfying it afterwards.—— Anatole France4. Read the following humorous story for fun. You might need to look up new words in a dictionary.While visiting my brother and sister-in-law, I was surprised to find Lee, my young nephew, helping them bake cupcakes. After they were done, my sister-in-law allowed him to put the icing on. When he had finished, he brought them to the table for our approval. "The cupcakes look beautiful, Lee," my brother said. "How did you get them iced so evenly?" My nephew replied, "I licked them!"。
(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。
全新版大学英语_第二版_综合教程1_Unit1_电子教案
Liverpool
CynthiBE
Yoko
Mark Chapman
Beautiful Boy
Questions about the Song and the Texts 1. In your opinion, what is the song Beautiful Boy going
EnglishSong—BeautifulBoy Spaghetti TheAmericanEducationalSystem
English Song — Beautiful Boy
John Lennon 1. A Brief Introduction to John Lennon 2. Questions about John Lennon 3. Chronology of John Lennon
Definition
Spaghetti is the Italian-style thin noodle, cooked by boiling and served with sauce. Unlike some Chinese noodles, it is not served in soup and will never taste pulpy (软乎乎、没有嚼劲的).
Chronology of John Lennon
— October 9, 1940 Born John Winston Lennon, in Liverpool, England.
— September 1957 Enrolled at Liverpool College of Art.
— August 23, 1962 Married college girlfriend Cynthia Powell (divorced 1968).
全新版大学英语综合教程第二册教案unit 1 book
Unit 1 Ways of LearningI. Teaching ObjectivesStudents will be able to:1. grasp the main idea (that it would be ideal if we can strike a balance between theChinese and the Western learning styles ) and the structure of the text (introduction of the topic by an anecdote一elaboration by comparison and contrast--conclusion by a suggestion);2. appreciate the difference between comparison and contrast, as well as different ways to compare and contrast (point by point method or one-side-at-a-time method);3. master the key language points and grammatical structures in the text;4. conduct a series of reading, listening, speaking and writing activities related to the theme of the unit.II. Key Points:The structure, the writing skill, and the main idea of thetext will be the focus.Only a few words and sentences, which will be the obstacles for students’ understanding of the text, will be explained in class.III. Difficult Points:Some sentences whose meanings are difficult to understand and whose structuresare hard to analyze:1. Line 35-39（Para. 6）: Since adults know how to place the key in the key slot,which is the ultimate purpose of approaching the slot, and since the child isneither old enough nor clever enough to realize the desired action on his own, whatpossible gain is achieved by having him struggle?2. Line 70-71(Para.10): The idea that learning should take place by continualcareful shaping and molding applies equally to the arts.3. Line 100-102(Para.14): Can we gather, from the Chinese and American extremes,a superior way to approach education, perhaps striking a better balance betweenthe poles of creativity and basic skills?IV. Teaching Materials: ppt and materialsV. Teaching Methods: Lecturing, practicing and discussing.VI. Teaching Timing: 8 sessions of classVII. Teaching Process:1st -2nd periods:Pre-reading; Teacher’s Introductory Remarks and Students’ Discussion related to the topic.3rd -4th periods: While-Reading (Understanding the title of text A; Analyzing the organization of the text; Explaining Difficult sentences and language points in the text; Summing up the main idea of the text)5th-6th periods: Dealing with the exercises after Text A.Check on Ss’ home reading (Text B); Post-Reading Task: Theme-Related Language Learning Tasks7th-8th periods: Listening and speaking tasks.A. Pre-reading tasksPre-reading tasks1.T asks Ss the following questions. The first is based on the song. Teach YourChildren: (5minutes )According to the song, who should teach whom? Is learning a one-way street?(Parents and children should teach each other and learn from each other. Learning is a two-way interaction.)Can you guess what the theme of this unit, ways of learning, refers to? (Different people have different learning styles)2. Ss listen to the fo11owing quotation from《文汇读书周报》(20XX年12月1日第一版,"自主教育:“管”还是“不管”?) take some notes and then T will invite some Ss to summarize in English how Chen Yu hua’s parents handle her education.一本由中国经济出版社推出的《千万别管孩子一一自主教育哈佛启示录》的书近来极为畅销，问世才一月,在全国销售量已达到20余万册。
全新版大学英语2_教案
全新版大学英语2教案课程名称：全新版大学英语2课程类型：综合教程教学目标：1. 提高学生的英语听说读写能力，使其在语言应用中更加熟练。
2. 扩展学生的词汇量，提高语法水平和语言运用技巧。
3. 增强学生对英语文化背景的了解，提高跨文化交际能力。
4. 培养学生的自主学习能力，提高英语学习兴趣。
教学内容：1. 词汇学习：通过学习本单元的生词和短语，使学生能够熟练运用它们进行口语和书面表达。
2. 语法学习：掌握本单元所涉及的语法知识，如时态、语态、句型结构等，并能够在实际语境中正确运用。
3. 听力训练：通过听对话、短文、演讲等材料，提高学生的听力理解能力和应对不同口音的能力。
4. 阅读理解：阅读本单元的相关文章，提高学生的阅读理解能力，培养快速获取信息的能力。
5. 写作技能：通过写作练习，提高学生的写作能力，包括段落组织、文章结构等。
6. 口语交流：通过口语练习，提高学生的口语表达能力和交际能力。
教学步骤：1. 热身活动（5分钟）：引导学生进行简单的英语对话，活跃课堂气氛，检查学生对上一节课内容的掌握情况。
2. 词汇学习（10分钟）：介绍本节课的生词和短语，让学生通过例句和练习掌握它们的用法。
3. 语法学习（15分钟）：讲解本节课所涉及的语法知识，通过例句和练习帮助学生理解和掌握。
4. 听力训练（20分钟）：播放听力材料，让学生进行听力练习，然后讨论答案，提高学生的听力理解能力。
5. 阅读理解（20分钟）：让学生阅读本节课的相关文章，通过回答问题、讨论等方式提高学生的阅读理解能力。
6. 写作技能（15分钟）：布置写作任务，指导学生进行写作练习，然后互相批改、讨论，提高学生的写作能力。
7. 口语交流（10分钟）：组织学生进行口语练习，如角色扮演、小组讨论等，提高学生的口语表达能力和交际能力。
8. 总结与作业布置（5分钟）：对本节课的内容进行总结，布置作业，提醒学生进行自主学习。
教学评价：1. 课堂参与度：观察学生在课堂上的积极参与程度，包括发言、讨论等。
综合教程 2 Unit 1 教案
Unit 1I . Vocabulary Analysis1. Phrase practice1. in flames burning 着火，失火2. a matter of sth. a situation or circumstance relating to sth. 事关……的问题3. off and on in an intermittent manner 不时地，断断续续地4. give sb. a hand help sb. 帮助2. Word derivationFill in the blanks with the appropriate forms of the given words.1. Chris became more and more panicky (panic), as the day of the examination drew near.2. The spacecraft descends / descended (descent) through the atmosphere at a speed of 17,000 mph.3. Good teachers try to make their lessons more enjoyable (enjoy) by using varied activities.4. For years they were living with their suitcases packed in constant expectation (expect) of being given permission to leave the country.5. There was a lot of public debate about the morality (moral) of the invasion.6. I managed to get him to lend me the money, but I had to use all my powers of persuasion (persuade).7. His desire to make his son a pianist was so strong (strength) that he spent nearly all his savings to buy him a piano.8. After a break you should feel energetic (energy) and confident enough to tackle another assignment.3. Synonym / AntonymGive a synonym or an antonym of the word underlined in each sentence in the sense it is used.1. Others faced the ultimate moral dilemma: Save yourself, or save another.Antonym: amoral, nonmoral2. But as hard as she tried, as many questions as she asked, the picture began to fade on the 36th floor.Synonym: disappear3. The drawstrings on his window shades would appear to sway slightly, but it was an illusion. Antonym: wildly4. He ripped his T-shirt into pieces, soaked the pieces in water and gave them to colleagues to cover their faces.Antonym: uncover, disclose, reveal5. Hong and Ramos tried to persuade him to continue.Antonym: dissuade6. “I left,” Hong says sorrowfully.Antonym: happily, joyfully, joyously7. Mayblum would be one of thousands cast into extraordinary purgatory that morning. Antonym: ordinary, common8. On the 53rd floor, he came across a heavyset man whose legs just wouldn’t move any more. Antonym: small, thin, slender4. SuffixWrite in each space the adjective form for each given word.1. help helpful / helpless2. child childish / childlike / childless3. act active4. persistence persistent5. revolution revolutionary6. success successful7. woman womanly8. lady ladylikeII Grammar Exercises1. would v.s. used to; used to v.s. be used toKey:1. would2. used to3. would4. used to5. would6. used toFill in the blanks with used to (do) or be used to (doing).1. This time, although she _______________ (not, receive) presents, she accepted his offergratefully.2. I ______________ (think) that tea was bad for you.3. He seems _______________ (live) in hot countries.4. There _____________ (be) a cinema in the town but now there isn’t.5. Hans has lived in England for over a year so he _____________ (drive) on the left now.6. I _______________ (live) on my own. I’ve done it for quite a long time.Key:1. was not used to receiving2. used to think3. used to living4. used to be5. is used to driving6. am used to livingPractice:Complete the following sentences using would, should, could or might.1. I don’t know, I __________ choose to spen d a year in Paris — or perhaps I ___________ go toKenya.2. You _____________ try the Cajun Catfish —or perhaps the Gumbo. They’re both delicious.3. Sure, _________ you like a salad with that?4. We __________ return the video before the video rental store closes.5. __________ I suggest a stroll after lunch?6. He ___________ go in spite of our warnings.Key:1. might, might2. could3. would4. should5. Might6. wouldPractice:Complete the following sentences with needn’t have done or didn’t nee d to do.1. You _________________ (carry) it home. If you had asked, the shop would have delivered it for you.2. We _________________ (hurry). There was plenty of time.3. You _________________ (wash) the dishes. I would’ve put them in the dishwasher.4. You __________________ (write) such a long essay．The teacher only asked for 300 words，and you have written 600．5. I _________________ (translate) it for him for he understands Dutch.6. I _________________ (cut) the grass myself．My brother did it.Key:1. needn’t have carried2. didn’t need to hurry3. needn’t have washed4. needn’t have written5. didn’t need to translate6. didn’t need to cutIII. Translation exercises1. 在那场大火中，整个古城毁于一旦，但是这块石碑却幸运地保存下来。
全新版大学英语综合教程第二册教案
《全新版大学英语》第二册之《综合教程》教案Unit One Ways of LearningPart I Pre-reading1.Listen to the song and discuss two questions: (10 minutes)2.Who should teach whom? Is learning a one-way street?3．In your opinion, what is the best teaching method?Part II Text: Learning, Chinese-style1．Main idea of the text:It would be ideal if we can strike a balance between the Chinese and the Western learning styles.2．Structure of the text:Para.1-5------introduction of the topic by an anecdotePara.6-13------elaboration by comparison and contrastPara14---------conclusion by a suggestion3. Discourse comprehension of Part I:a. Ss skim Paras 1-5 and be ready to answer the following questions:-----Where and when did the incident take place?(Jinling Hotel in Nanjing, spring 1987)-----Who are the main characters in this incident?(author, his wife Ellen, their son Benjamin, hotel staff)-----What is the attitude of the author and his wife toward Benjamin' s efforts ininserting the key into the slot?(They let him explore and enjoy himself.)------What is the attitude of the hotel staff toward Benjamin' s efforts?(They held his hand and taught him how to insert the key correctly.)。
大学英语全新版2教案
一、课题《全新版大学英语综合教程2》Unit 1：Introducing Yourself二、教学目的1. 培养学生用英语进行自我介绍的能力。
2. 帮助学生掌握相关词汇和句型，提高口语表达能力。
3. 培养学生的跨文化交际意识。
三、课型新授课四、课时2课时五、教学重点1. 自我介绍的基本结构和常用词汇。
2. 自我介绍中的常用句型和表达方式。
六、教学难点1. 自我介绍时如何流畅地运用英语。
2. 如何在自我介绍中展示自己的个性特点。
七、教学过程（一）导入新课1. 创设情境：教师用英语向学生进行自我介绍，激发学生的学习兴趣。
2. 提问：学生尝试用英语进行自我介绍，教师给予评价和指导。
（二）讲授新课1. 词汇教学：介绍与自我介绍相关的词汇，如：name、age、major、hobbies等。
2. 句型教学：讲解自我介绍中的常用句型，如：My name is…；I am…years old；I study…；I have many hobbies, such as…等。
3. 语法讲解：讲解与自我介绍相关的语法知识，如：一般现在时、现在进行时等。
（三）巩固练习1. 学生进行小组练习，互相进行自我介绍。
2. 教师巡视指导，纠正发音和语法错误。
（四）归纳小结1. 教师引导学生总结本节课所学内容，包括词汇、句型和语法。
2. 学生复述自我介绍的基本结构和常用表达方式。
（五）作业布置1. 学生课后进行自我介绍，并录制视频，以便教师进行评价和指导。
2. 收集学生的自我介绍视频，进行展示和分享。
八、板书设计1. 课题：《全新版大学英语综合教程2》Unit 1：Introducing Yourself2. 词汇：name、age、major、hobbies、introduce、like、prefer等3. 句型：My name is…；I am…years old；I study…；I have many hobbies, such as…等4. 语法：一般现在时、现在进行时等九、教具1. 多媒体课件2. 录音机3. 录像设备十、教学反思1. 本节课通过创设情境、小组练习和视频展示等方式，激发了学生的学习兴趣，提高了学生的口语表达能力。
全新版大学英语第二版综合教程Unit电子教案
6. I do not have a sufficient amount of money for my needs.
7. I often get upset when driving.
8. At the end of a workday, I often feel stress-related fatigue.
6 - 20 High stress 3 - 5 Average stress 0 - 2 Low stress
Warm-up Questions
Listen to the following short passage and discuss the questions.
“Now psychologists look at our view of time another way. They go into several countries and measure the pace of life. They measure the accuracy of bank clocks and how fast city dwellers walk. They time transactions in banks and post offices. They see how long people take to answer questions.
It is unwise for people to spend days in a rush.
Purpose:
Questionnaire
Directions:
Scoring and Interpretation:
Number of “Yes” Answers Stress Category:
全新版大学英语(第二版)综合教程2Unit 1
Lobby (Entrance Hall)
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Introduction to the Course
• Students Profile: Freshmen, non-English majors in Donghua University. Most of them are at a relatively high level in the English Placement Test . • Methodology: Teacher-student interactive teaching model in classroom assisted by students’ autonomous learning on net after class • schedule: One semester, 64 periods 4 periods (two weeks) for one unit 4 periods for reading and writing, 2 periods for Text B and Fast Reading 2 periods for speaking
Key to Q 5. Yes. Typical. Return
Key to Q 6. If the learner is very young, American way could be taken. Return
综合英语教程第二册第二版第一课教案
Unit 1 “We’ve Been Hit”Section One Pre-reading ActivitiesI. Audiovisual supplementWatch the video and answer the following questions.1. What’s the building that was hit?2. What was the event? When did it happen?（插入视频）Script:News: We have unconfirmed reports this morning that a plane has crashed into one of the towers of the World Trade Center. CNN Center right now ...Officer A: Holy shit!News: ... work on this story, calling our sources and trying to figure out exactly what happened, but, clea rly, something relatively devastating happening this morning there. We’re going to join another one of our New Y ork affiliates for their live coverage. Here at the top of this tower, there’s a huge, gaping hole, flames still inside.Officer B: Can you believe this? What schmuck笨人 would fly a plane into the Trade Center? Officer C: Maybe they ran out of gas or something.Officer B: Y eah, Colovito. Right.Officer D: Maybe some jerk-off forgot which lever to pull on his twin-engine.Officer E: That’s not a sma ll plane.Officer B: Hell, no.Police Chief: All right, listen up! Let me have your attention here! They’re telling us it’s a commuter plane. Tower One is being evacuated as a precaution. They’ve asked us to send a team down to assist. Sergeant McLoughlin.Team Leader: I’ve got a list of names here. Step out when you hear it. We’re going downtown. (Roll-calling)Answers to the Questions:1. The building is the Twin Towers of the World Trade Center in New Y ork City.2. It was one of the 9/11 attacks. It happened on September 11, 2001.II. Cultural information1. President Bush’s address to the nation（添加录音gwb9-11address）Good evening. Today, our fellow citizens, our way of life, our very freedom came under attack in a series of deliberate and deadly terrorist acts. The victims were in airplanes or in their offices: secretaries, business men and women, military and federal workers, moms and dads, friends and neighbors. Thousands of lives were suddenly ended by evil, despicable卑劣的 acts of terror. The pictures of airplanes flying into buildings, fires burning, huge structures collapsing have filled us with disbelief, terrible sadness and a quiet, unyielding anger. These acts of mass murder were intended to frighten our nation into chaos and retreat. But they have failed. Our country is strong.A great people has been moved to defend a great nation. Terrorist attacks can shake thefoundations of our biggest buildings, but they cannot touch the foundation of America. These acts shatter steel, but they cannot dent削弱 the steel of American resolve. America was targeted for attack because we’re the brightest beacon灯塔 for freedom and opportunity in the world. And no one will keep that light from shining. Today, our nation saw evil —the very worst of human nature — and we responded with the best of America. With the daring of our rescue workers, with the caring for strangers and neighbors who came to give blood and help in any way they could. Immediately following the first attack, I implemented our government’s emergen cy response plans. Our military is powerful, and it’s prepared. Our emergency teams are working in New Y ork City and Washington D.C. to help with local rescue efforts. Our first priority is to get help to those who have been injured, and to take every precaution to protect our citizens at home and around the world from further attacks. The functions of our government continue without interruption. Federal agencies in Washington which had to be evacuated today are reopening for essential personnel tonight and will be open for business tomorrow. Our financial institutions remain strong, and the American economy will be open for business as well.The search is underway for those who were behind these evil acts. I have directed the full resources of our intelligence and law enforcement communities to find those responsible and to bring them to justice. We will make no distinction between the terrorists who committed these acts and those who harbor窝藏 them.I appreciate so very much the members of Congress who have joined me in strongly condemning 谴责 these attacks. And on behalf of the American people, I thank the many world leaders who have called to offer their condolences哀悼and assistance. America and our friends and allies join with all those who want peace and security in the world, and we stand together to win the war against terrorism.Tonight, I ask for your prayers for all those who grieve, for the children whose worlds have been shattered, for all whose sense of safety and security has been threatened. And I pray they will be comforted by a Power greater than any of us, spoken through the ages in Psalm 23:Even though I walk through the valley of the shadow of death, I fear no evil for you are with me. This is a day when all Americans from every walk of life unite in our resolve for justice and peace. America has stood down enemies before, and we will do so this time. None of us will ever forget this day, yet we go forward to defend freedom and all that is good and just in our world.Thank you. Good night. And God bless America!2. September 11 attacksThe September 11 attacks (often referred to as September 11th or 9/11) were a series of coordinated suicide attacks by al-Qaeda upon the United States on September 11, 2001. On that morning, 19 al-Qaeda terrorists hijacked four commercial passenger jet airliners. The hijackers intentionally crashed two of the airliners into the Twin Towers of the World Trade Center in New Y ork City, killing everyone on board and many others working in the buildings. Both buildings collapsed within two hours, destroying nearby buildings and damaging others. The hijackers crashed a third airliner into the Pentagon in Arlington, Virginia, just outside Washington, D.C. The fourth plane crashed into a field near Shanksville in rural Pennsylvania after some of its passengers and flight crew attempted to retake control of the plane, which the hijackers had redirected toward Washington, D.C. There were no survivors from any of the flights.The death toll of the attacks was 2,995, including the 19 hijackers. The overwhelming majority of casualties were civilians, including nationals of over 70 countries. In addition, there is at least onesecondary death — one person was ruled裁决/认定 by a medical examiner to have died from lung disease due to exposure to dust from the World Tra de Center’s collapse.Section Two Global ReadingI. Main ideaThe text describes a particular episode in the disaster that occurred on September 11, 2001 in New Y ork, in praise of the courage and compassion of man. It presents three people in the attack, who demonstrated great valor trying to save those who were in danger and needed help.II. Structural analysis2. What is the function of the last part?It is a most touching scene. It seems to suggest that the author has, from what is described above, reached the conclusion about the ultimate moral dilemma: ―Save yourself, or save another.‖Section Three Detailed ReadingText INarration clues:Part One (1): Adam Mayblum worked in his office on the 87th floor of the WTC.Part Two (2-9): WTC was crashed. Adam Mayblum helped others and ran down himself.Part Three (10-30): Harry Ramos was the head trader4 at May Davis. He helped others. He and Hongzhu helped Victor, a heavyset man from the 53rd floor to the 36th floor. Harry Ramos stayed to help Victor and died.Part Four (31-34): May Davis held a gathering. People recalled Harry Ramos’s sacrifice due to helping V ictor.―We’ve Been Hit!‖With the building in flames, one man needed help. Another man refused to leave him.1 Adam Mayblum used to enjoy watching as storms lashed the windows of his office: Y ou think that’s power? Mayblum would scoff. I’m on the 87th floor of the World Trade Center1. That’s power. The drawstrings 拉绳on his window shades 窗帘would appear to sway 摆动slightly, but it was an illusion错觉. Although they were 1,040 feet in the sky, The WTC was quite steady.Paragraph 1Questions1. How much do you know about the World Trade Center?The World Trade Center was more than its signature twin towers: it was a complex of 7 buildings on 16 acres, constructed and operated by the Port Authority of New Y ork and New Jersey. The towers rose at the heart of the complex, each climbing more than 100 feet higher than the silver mast of the Empire State Building. The World Trade Center was hit by hijacked planes on September 11, 2001.2. What images are used to emphasize the steadiness of the WTC?Storms and drawstrings.Words and Expressions1. lash vt. hit violently or suddenlye.g. The farmer lashed the mules with a stick.The waves lashed the shore.Collocation:lash out (at / against sb. / sth.) make a sudden violent attack with blows or wordsSynonym:whip, beat2. sway vi. move or swing from side to sidee.g. He swayed slightly, as if about to fall.他身子一歪，像要倒下。
Unit1-全新版大学英语(第二版)综合教程2电子教案
And you, of tender years, Reading Detailed know the fears Can’t ____________ that your elders grew by. And so please help them with your youth, seek the truth They ____________ before they can die. Teach your parents well, Their children’s hell will slowly go by. on your dreams And feed them _____________ , The one they picks, the one you’ll know by.
t 1 Ways of Learning Unit 1 Ways of Learning
Before Reading Global Reading Detailed Reading After Reading Supplementary Reading
Crosby, Stills and Nash The musical partnership of David Crosby (b. Aug. 14, 1941), Stephen Stills (b. Jan. 3, 1945), and Graham Nash (b. Feb. 2, 1942), was Detailedonly one of the most successful not Reading touring and recording acts of the late 1960s, 1970s, and early 1980s — with the colorful, contrasting nature of the members' characters and their connection to the political and cultural upheavals (动荡，剧变) of the time — it was the only American-based band to approach the overall societal (社会的) impact of the Beatles. The resulting trio (三人组) was characterized by a unique vocal blend and a musical approach that ranged from folk to pop to hard rock.
全新版大学英语综合教程第二册教案 Unit 1
Unit 1Ways of LearningI. Teaching PlanningStudents will be able to:1.grasp the main idea (that it would be ideal if we can strike a balance between the Chinese and theWestern learning styles) and structure of the text(introduction of topic by an anecdote elaboration by comparison and contrast-conclusion by a suggestion);2.appreciate the difference between comparison and contrast, as well as different ways to compare andcontrast(point-by-point method or one-side-at-a-time method);3.master the key language points and grammatical structures in the text;4.conduct a series of reading, listening, speaking and writing activities related to the theme of the unit.1. How much do you know about the difference between Chinese learning style and western one?2. Which one do you back up? Please state your reasons.1. Skimming1) Ss skim the passage and answer the Content Questions on Page 9:2)T tells Ss that there are many ways of introducing a topic (see T ext Analysis).Ss will decide which wayis adopted by Howard Gardner.3)T guides Ss through the directions for Text Organization Exercise 2 and Writing Strategy. Then Ss scanthe first sentence of both Para 6 and Para 7, and decide what method of comparison and contrast is used here (one-side-at-a-time method). Ss scan from Para 11 to Para 13, then decide what method of comparison and contrast is used here? (point-by-point method)2.Ss sum up the contrast between Chinese and Western ways to learn to fulfil a task (the Chinese show achild how to do something, or teach by holding his hand; Westerners teach a child to rely on himself forsolutions to problems).3.Ss sum up the contrast between the Chinese and the Western attitudes toward creativity and basic skills.(The Chinese give priority to developing skills at an early age, believing that creativity can be promoted over time; Westerners put more emphasis on fostering creativity in young children, thinking that skills can be picked up later.)4.T tells Ss that there are many ways of concluding an essay (see Text Analysis).Ss decide whichway is used in this essay.5.T explains language points and gives Ss practice (see Language Study).1. Debate: Should we develop children’s creativity first or train them in basic skills first?1)Ss divide into two groups, one taking the side of creativity first, another taking the side of basicskills first.2)In each group, Ss further divide into smaller groups of three to four, brainstormingarguments \ examples \ statistics \ quotes \ etc. in support of their viewpoint, as well as those that could be used to refute the other side.3)Debate begins, with T acting as moderator.2.T guides Ss through several after-text exercises.3.T checks on Ss’ home reading (Text B).4.Ss do Part IV: Theme-Related Language Learning Tasks. (1 period)5.T asks Ss to prepare the next unit:1)do the pre-reading task;2）preview Text A.Ⅱ. Text AnalysisAn essay is usually made up of three parts: a beginning where the topic is introduced; the body part where the topic is elaborated on, and a conclusion.Besides stating the topic directly, there are many other ways to introduce a theme. In this text, an anecdote or an incident is used. The author of Text A, Unit 6, Book 1 (What Animals Really Think) introduces his topic by posing a question: “Do animals all have thoughts, what we call con sciousness?” Text B, Unit 3, Book 1 (How to Make Sense out of Science) begins by quoting newspaper headlines:“New Drugs Kill CancerDevastation by El Nino — a Warning6:30 p.m. October 26, 2028: Could This Be the Deadline for the Apocalypse?”Text B of this unit, Children and Money, begins with an imagined argument between a child and his parent over the control of pocket money. Discover other forms of introduction as you read on. However, the more important point is that you should learn to vary your own writing by adopting various types of topicintroduction.Without a conclusion, an essay lacks a sense of completeness. A conclusion may be a restatement of the main points previously mentioned, a proposed solution, a quotation from some book or person, a prediction of future developments, a suggestion for further study, etc. Text B, Unit 3, Book 1 ends by giving a simile, comparing scientific research to mountain climbing, “a process filled with disappointments and reverses, but somehow we keep moving ahead.” In this text, Howard Gardner makes a suggestion in the form of a question.Ⅲ. Cultural Notes1. Education in the West: There is no common agreement in the West concerning the best method of education. A variety of views can be found among parents, teachers and students. Indeed, it might be argued that it is this very existence of contending points of view that is characteristic of Western education. This can be seen as far back as in the work of the ancient Greek philosopher Socrates, who encouraged his students to question everything, even their most fundamental beliefs. Y et even then there was no general agreement that this was the best way to teach. Socrates, after all, was condemned to death by his fellow citizens for corrupting the morals of the young by his way of teaching. Many later periods of Western history were no more tolerant of encouraging students to challenge traditional beliefs: Darwin’s theory of evolution, for example, was for a time banned from schools in some American states on the grounds of religious belief.Much of the current debate over education surrounds the extent to which learning should be teacher-based or student-based. Which of the two should decide what should be learned, how it should be learned, and when it should be learned? Comparing Western and Asian methods of learning it is generally true that Western methods are more student-centred, expecting students to discover things for themselves rather than relying on their teachers to tell them. An extreme version of the student-centred approach can be seen at Summerhill, a school in England established by the educationalist A.S. Neill.There children have complete freedom to decide what they are going to learn and which lessons they will attend. If they wish they need not attend any at all. Mainstream education in England is far more strict, demanding that children attend lessons and follow a national curriculum. This curriculum and the importance of achieving good exam results tend to reinforce a more teacher-centred approach, as both teachers and students find the pressure of time leaves less opportunity for an exploratory approach to learning.The extent to which learning is teacher-centred or student-centred also depends on differences between subjects. In recent years, for example, there has been a trend in the teaching of mathematics in school classrooms in England away from having pupils work on their own or in small groups back towards a more traditional approach, with the teacher guiding the entire class step-by-step through a lesson. This followed research that suggested that, as far as maths was concerned, a more teacher-centred method was more effective.2. Standing on the shoulders of giants: a well-known phrase, frequently employed by inventors toexpress modesty about their achievements. The suggestion is that while they have been able to see further than those who came before them, it is not because they themselves are intellectual giants. Rather it is because they have been able to build upon the accumulated discoveries of their great predecessors.Ⅳ. Language Study1.attach: fasten or join (one thing to another) (used in the pattern: attach sth. to sth.)Examples: Attached to this letter you will find a copy of the document you asked for.2.... to position the key just so: to position the key carefully to fit into the narrow key slot3.not in the least: not at allExamples: I am not in the least touched by the Marilyn Monroe kind of beauty.Ann didn’t seem in the least concerned about her study.4. find one’s way: reach a destination naturally; arrive atExamples: Shanghai is not an easy city to find your way around.Drunk as he was, Peter still found his way home.5. phenomenon: (pi. phenomena) sth. that happens or exists and that can be seen or experiencedExamples: Hurricanes are a relatively common phenomenon in the Caribbean.Stress-related illness is a common phenomenon in big cities. Thunder and lightening arenatural phenomena.6. initial: of or at the beginning, first (adj., used only before n.)Examples: If a car suddenly pulls out in front of you, your initial reaction may include fear and anger.Their initial burst of enthusiasm died down when they realized how much work the jobinvolved.7. assist: help (used in the pattern: assist sb. to do sth., assist sb. with sth.)Examples: The professor was assisting his students to prepare their project.The college student decided to assist the boy with his study.8. insert: put, fit, place (in, into, between)Examples: Wait for a couple of minutes with your mouth closed before inserting the thermometer.The doctor carefully inserted the needle into my left arm.9. somewhat: to some degree, a littleExamples: It is reported that conditions in the village have improved somewhat since November.--- “Are you concerned about your exam results?”--- “Somewhat.”10. await: (finl) wait forAwait is a fairly common word in formal writing, but you do not usually use it in conversation.Instead you use “wait for.”Examples: We must await the results of field studies yet to come.After I sent the letter asking for a job, I had nothing to do but await the answer.11. on occasion: now and thenExamples: I was usually the only foreign participant, although on occasion I brought other Americans in as guests.Steve spent almost all his time doing his research, but, on occasion, he would take his sonto see a film.12. neglect: give too little attention or care toExamples: He gave too much attention to his career, working long hours and neglecting his wife.Their investment turned out to be a failure and the manager was accused of neglecting hisduties.Cf.: ignore: pay no attention to sb./sth. on purpose, or as if sth. has not happenedExample: I said “Good morning” to her, but she just ignored me and walked on.13.relevant: directly connected with the subject (followed by to , opposite irrelevant)Examples: Only a few people feel the debate about the cloning of human beings is relevant to their daily lives.While writing my term paper I was able to borrow all the relevant books from the schoollibrary.14. investigate: try to find out information about (used in the pattern: investigate sth., investigate + whclause)Examples: Police are still investigating how the car accident happened.We can assure you that your complaint will be fully and properly investigated.15. exception: sb./ sth. that a comment or statement does not apply toExamples: Normally, parents aren’t allowed to sit in on the classes, but in your case we can make an exception.We feel that all the students in this class, with one or two exceptions, support theeducational reforms.Without exception all our youngsters wanted to leave school and start work.When you are mentioning an exception, you often use the expression “with the exception of”.Example: We all went to see the film, with the exception of Otto, who complained of feeling unwell.16. on one’s own: 1) without anyone’s helpExamples: Y ou needn’t give me any help. I am able to manage on my own.There are jobs your child can do on her own.2) aloneExamples: The child was left on her own for hours as her mom had to deal with the emergency.I’d rather not go to dance on my own. I do wish you’d come with me.17. accomplish: manage to do (sth.)Examples: Unless you practice you’ll accomplish nothing.Considering their capacity, the possibility of accomplishing the task is not high.If I work hard, I think I can accomplish my goal of getting 6 A’s at the end of the semester.18. in due course: at the proper time; eventuallyExamples: Your book will be published in due course.Be patient. Y ou’ll get your promotion in due co urse.19. critical: 1) very importantExamples: Environmentalists say a critical factor in the city’s pollution is its population.How well you accomplish this task will be critical to the success of your career.2)very serious or dangerousExamples: In y esterday’s car accident, ten people were killed and five people are still in a critical condition.As the situation in Afghanistan became critical, the UN Secretary-General appointed a specialrepresentative to tackle it.20. principal: (rather finl) main, chiefExamples: The couple’s principal concern is to earn enough money to send their children to school.Her principal interest in life was to be a world-renowned pianist.n. The principal of a school or college is the person in charge of it.Example: Com plaints from the students began arriving at the principal’s office.Cf.: principle (see Confusable Words)21. make up for: repay with sth. good, compensate forExamples: I didn’t travel much when I was younger, but I’m certainly making up for lost time now.Her husband bought her a present to make up for quarreling with her the day before.22. in retrospect: on evaluating the past; upon reflectionExamples: The young man knew in retrospect that he should have married his first love Emily.In retrospect, I wish that I had chosen biology as my major.23. extreme: very greatExample: The girls were afraid of snakes and walked along the mountain trail with extreme caution.n. the furthest possible limit, an extreme degreeExample: I know I always say that you eat too much, but there is no need to go to the other extreme.(phrase: go to extremes: do sth. so much, state sth. so strongly, that people consider your actions unacceptable and unreasonableExamples: John went to such extremes to get his promotion that everyone at the office hates him now.The film is not very good, but some critics have gone to extremes, saying it is the worstof the decade. )24. performance: 1) the standard achieved by a person or group of people in carrying out a particular job oractivityExamples: The athlete was awarded $10,000 for his good performance in the Olympics.After several bad performances, the soccer team found their form again.2)sth. performed in front of an audience, e.g. a play, a dance or other entertainmentExamples: Stevie Wonder fought back from the shadow of death and went on to give moreperformances.His performance in the new production of Hamlet received much praise.25. so much so that: to such an extentExamples: Americans treat their children as separate individuals, so much so that someone who remains dependent on their parents longer than the norm may be thought to be “immature.”Some parents spoil their children, so much so that they never ask them to do anyhousework.26. continual: happening again and again, repeatedExamples: The construction of the airport continued despite continual complaints from local residents.The dog’s continual barking disturbed the whole neighborhood.Cf.: continuous (see Confusable Words)27. apply: 1) be relevant (to sb./sth.); have an effect (used in the pattern apply to sb/sth.)Examples: The new pension arrangements won’t apply to people born before 1960.The advice given by the professor only applies to some of the college students.2) write a letter or fill in a form in order to ask formally for sth. (used in the pattern: apply for sth.,apply to do sth.)Examples: How many jobs had you applied for before you were offered this one?We went to the sports club so often that we decided that we might as well apply to join.28. work on / at: try hard to achieve or improve (sth.)Examples: Sophia needs to work at/on her typing speed.John came back ahead of time to continue working on his thesis.29. priority: 1) sth. that one must do before anything elseExamples: Being a qualified teacher is her first priority.Earning enough money to maintain his family is a high priority.2)sth. that holds a high place among competing claimsExamples: The school will give priority to English and computer studies.The proposals deserve support as they give priority to the needs of children.30. evolve: (cause to) develop gradually (followed by into / from)Examples: The story evolves into a violent tragedy.Popular music evolved from folk songs.As knowledge of genetic engineering evolves, beliefs change.If you want to be a poet, you must evolve your own style of writing.31. summarize: make a short account of the main points of (sth.)Examples: Basically, the article can be summarized in three sentences.The workers’ demands can be sum marized as follows: shorter hours and more pay.32. contrast: compare (two people or things) so that differences are made clear (used in the pattern: contrast Aand/with B)Examples: Carrie contrasted the situation then with the present crisis.Students were asked to contrast Ernest Hemingway with Mark Twain.n. action of contrastingExamples: I was always reading when I was a kid, but my daughter, in contrast, just watches TV all day.In contrast to the hot days, the nights are bitterly cold.33. on the one hand ... on the other hand: to introduce two contrasting circumstancesExamples: On the one hand, we have good reason to feel pleased with our progress. On the other hand, we mustn’t get complacent.34. promote: help to grow or developExamples: You d on’t have to sacrifice environmental protection to promote economic growth.Regular exercise will help promote physical and mental health.35. emerge: come out (followed by from)Examples: The postman emerged from his van soaked to the skin.The magician emerged from behind the curtain.n. emergence (Tell the difference between emergence and emergency to Ss)36. pick up: gain, learnExamples: He picked up quite a lot of English during his one-year stay in America.I had picked up a bit of data-processing from my son.37. enormous: extremely large (same as huge, immense)Examples: Catherine inherited an enormous fortune from her parents.The New Year’s concert was an enormous success.38. exaggerate: make (sth.) seem larger, better, etc. than it really isExamples: In her resume, she has clearly exaggerated her talents a little.--- “I am bleeding to death!”--- “Don’t exaggerate —it’s only a little cut.”Peter says he’s seen “Titanic” at least 20 times but I think he’s exaggerating.39. assuming (that):You use assuming that when you are considering a possible situation or event, so that you can think about the consequences.Examples: Assuming that we all work at the same rate, we should be finished by January.Assuming that this painting really is a V an Gogh, how much do you think it’s worth?40. valid: based on truth or sound reasoningExamples: They put forward many valid reasons for not building the skyscraper. It is valid to consider memory the oldest mental skill.Scientific theories must be backed up with valid evidence.41. worthwhile: worth doing, worth the trouble takenExamples: It might be worthwhile to consider buying an insurance policy.A trip to the museum is always worthwhile.Teaching is considered a worthwhile job. Cf.: worth42. superior: better than average or than others of the same type (followed by to)Examples: Long-term stock market investments have produced superior returns compared with cash deposits.The woman was greatly superior to her husband in education.This wine is far superior to the one we had last week.。
全新版大学英语_第二版_综合教程1_Unit1_电子教案
EnglishSong—BeautifulBoy
Detailed Reading
Spaghetti
TheAmericanEducationalSystem
Before Reading Global Reading Detailed Reading After Reading Supplementary Reading
A Brief Introduction to John Lennon John Lennon (1940~1980) was an English rock musician and cofoundDeetarileod fReTadhineg Beatles, the most lauded and influential rock group of all time.
— February 12, 1964 The Beatles started their first U.S. tour.
Before Reading Global Reading Detailed Reading After Reading Supplementary Reading
— June 15, 1965 The Beatles received MBEs (Member of the Order of the British Empire) from Queen Elizabeth II.
Questions about the Song and the Texts
Before Reading Global Reading Detailed Reading After Reading Supplementary Reading
全新版大学英语第二版综合教程2Unit1
The boy is given a hula hoop but no instructions.
What kind of outcomes do you expect?
Ways of Learning
A Practical Experiment
Two children are given hula hoops, a toy they are unfamiliar with.
5. What is the attitude of the hotel staff toward Benjamin’s efforts?
( They held his hand and taught him how to insert the
key correctly )
Scanning
Ways of Learning
Difficult sentences
Ways of Learning
2. Because of his tender age and incomplete understanding of the need to position the key just so, he would usually fail. (Para.3)
Ways of Learning
Points for Comparison/ Contrast
Chinese
Americans
1) Ways to learn to accomplish a task
Show a child how to do sth., Teach by holding the hand
3. Any Chinese staff member nearby would come over to watch Benjamin and noting his lack of initial success, attempt to assist. (para.4)
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Unit 1 Ways of LearningTeaching Aims:1.Understanding the main idea (that it would be ideal if we can strike a balance between theChinese and western learning styles) and structure of the text(introduction of the topic by an anecdote-elaboration by comparison and contrast-conclusion by a suggestion)2.Appreciate the difference between comparison and contrast, as well as different ways tocompare and contrast (point-to-point method or one-side-at-time method)3.Grasp the key language points in Texts A and grammatical structures in the text4.Understand the cultural background related to the content5.Conducting a series of theme-related reading, listening, speaking, and writing activities6.Learn to write notices, etc.Teaching Keypoints:1.Grasp the main idea of Text A and language points in Text A2.Cultural background about Chinese and western ways of learning3.Analysis of the difficult sentences in Text ATeaching Difficulties:1.Writing strategy and style demonstrated in Text A2.Learn how to understand the structure of difficult and long sentencesTeaching Aids:Teacher-guided, discussion, exercises, group-activities, student-centredTeaching period: 12classesTeaching Procedure:Step 1Warming up1.Have students read the overview of page 2, students will understand the main topic of unit(ways of learning in Chinese and western countries)2.Have students listen to the script of listening part, explain some difficult sentences andphrases, lead them to finish the exercises on page3, check the answer3.How to understand the following sentences:Standing on the shoulders of giants4.Explain the cultural notes of education in the west5.In class, students form two camps to debate the following issue: If you have a baby , whichway would you prefer to use , to pay more attention to develop more skills or to creativity?Step 2 Global analysis of Text AⅠ. ScanningScan Text A and decide whether the following statements are true or false.1 Benjamin was worried that he couldn’t put the key into the box. (F)(=Benjamin was not bothered at all.)2. In the Chinese staff’s opinion, the parents should guide Benjamin to insert the key. (T)3. The author and his wife didn’t care whether Benjamin succeeded in inserting the key into the slot. (T)4. For the Westerners, learning should take place by continual careful shaping and molding. (F) (= The Chinese think that learning should take place by continual careful shaping and molding.) 6.Chinese teachers hold the opinion that skills should be acquired as early as possible, whileAmerican educators think that creativity should be acquired early. (T)7.Add more questions about the text:Where and when did the incident take place?Who are the main characters in this incicent?What is Howard Gardner?Why do the couple come to China?How old is the son of the author？Through what does the baby get pleasure in the incident?What is the attitude of his parents ?What is the attitude of the hotel staff towards Benjamin effort?8.Answer the questions of on page 10-11ⅱUnderstanding the main idea of the text Division of the Text AStep 3 Detailed Reading of Text AⅠ. Difficult Sentences1. (LL. 13~15) Because of his tender age and incomplete understanding of the need to position the key just so, he would usually fail.Paraphrase the sen tence.(= Because he was so young and didn’t quite know that he should position the key carefully to fit into the narrow key slot, he would usually fail.)2. (L. 15) Benjamin was not bothered in the least.(= Benjamin was not bothered at all.)3. (L. 30) … and to throw light on Chinese attitudes toward creativity.And to help explain Chinese attitudes toward creativity.4. (LL. 37~39) …since the child is neither old enough nor clever enough to realize the desired action on his own, what possible gain is achieved by having him struggle?What does the desired action refer to? (= Positioning the key carefully to fit into the slot.)5. (L. 39) He may well get frustrated and angry.(= He is likely to get frustrated and angry.)Eg.You use “may well” when you are say ing what you think is likely to happen.6. (L. 47~48) He was having a good time and was exploring, two activities that did matter to us. What do the two activities refer to?(= Having a good time and exploring.)“activities that did matter to us”.(= activi ties that were important to us.)7. (L. 52) …whether it be placing a key in a key slot, drawing a hen or making up for a misdeed…= No matter whether it is placing a key in a key slot, drawing a hen or making up for some mistakes.)the subjunctive moodeg.Whether he be present or absent, we shall have to do our part.)8. (LL. 80~81) …young Westerners making their boldest departures first and then gradually mastering the tradition…(西方的年轻人先是大胆创新，然后逐渐深谙传统。