大学英语2教案 unit 1
Unit 1 Love新编大学英语第二版第二册教案
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。
大学进阶英语综合教程2unit1教案
教学目标：1. 学生能够理解并掌握本单元的核心词汇和语法点。
2. 学生能够运用所学知识进行听、说、读、写四项技能的练习。
3. 学生能够提高英语实际应用能力，为今后英语学习打下坚实基础。
教学重点：1. 课文理解与翻译2. 词汇与语法3. 听力与口语练习教学难点：1. 课文中的长难句分析2. 词汇的灵活运用3. 口语表达能力的提升教学准备：1. 教材：《大学进阶英语综合教程2》2. 多媒体设备3. 听力材料4. 课堂活动材料教学过程：一、导入1. 通过图片或视频，展示本单元主题相关的内容，激发学生的学习兴趣。
2. 介绍本单元的学习目标和内容。
二、课文讲解1. 阅读课文，引导学生理解文章大意。
2. 分析课文中的长难句，讲解语法点，如时态、语态、非谓语动词等。
3. 引导学生进行课文翻译，提高翻译能力。
三、词汇与语法1. 介绍本单元的核心词汇，讲解词汇用法和搭配。
2. 结合课文，讲解语法点，如时态、语态、非谓语动词等。
3. 通过例句和练习题，让学生掌握词汇和语法知识。
四、听力与口语练习1. 播放听力材料，让学生听懂并回答相关问题。
2. 引导学生进行口语对话练习，提高口语表达能力。
3. 鼓励学生积极参与课堂讨论，提高课堂互动性。
五、课堂活动1. 分组讨论：让学生分组讨论课文内容，培养团队合作能力。
2. 角色扮演：让学生扮演课文中的角色，提高口语表达能力。
3. 语法游戏：通过游戏形式，让学生在轻松愉快的氛围中学习语法知识。
六、总结与作业布置1. 总结本节课所学内容，强调重点和难点。
2. � studio 课程布置作业，巩固所学知识。
教学反思：1. 关注学生的学习进度，及时调整教学策略。
2. 注重培养学生的英语实际应用能力，提高学生的英语水平。
3. 营造轻松愉快的课堂氛围，激发学生的学习兴趣。
4. 注重学生的个体差异，因材施教，提高教学效果。
新世纪大学英语(第二版)视听说教程2(3rd Edition)unit1电子教案(答案)
Key
Lesson A The people in my life
Listening
Lesson B Special people and memories
Activity 1 Nosy Nora B Listen again. What do you think nosy means? What might a nosy person do?
An English Video Course 2 视听说教程（3rd Edition）电子教案 2
Unit 1 All About Me
Lesson A The people in my life
Lesson B Special people and memories
Vocabulary Link
II ■
A nosy person might o_t_h_e_r_p_e_o_p_l_e’_s_a_f_fa_i_r_s .
b_e__to_o__in_t_e_r_es_t_e_d_i_n_t_h_in_g_s__th_a_t_d_o__n_o_t _c_o_n_ce_r_n__th_e_m__, _es_p_e_c_i_al_l_y
I’d tell my parents, because they ___ ______________.
Lesson A The people in my life
Listening Activity 1 Nosy Nora
Lesson B Special people and memories
Language Notes
Proper names Myles Katherine Jones Parkside Apartments
全新版大学英语第二册第一单元Unit_1_Learning__Chinese-style
Syn: fasten Opp: detach
n. attachment:
Please see the attachment of my email.
find one’s way
arrive or get somewhere
虽然他醉了，但还是找回了家。 Although he was drunk, he still found his
Howard Gardner
Howard Gardner (July 11, 1943 - ): American Psychologist and Educator, professor of education at Harvard University
Text Organization (P10)
Chinese: emphasize the family
emphasize the order, discipline require the individuals fit into the group
American: emphasize the individual ( I )
purse the individual rights maximal individual potential
What kind of outcomes do you expect?
Warm-up Activity (I)
Possible outcomes:
Mary learns to keep the hula hoop in motion by moving her body in certain ways.
The initial talks were the base of the later agreement.
新视野大学英语第三版读写教程第二册第一单元教案
大学英语（2）教案use English learning strategies consciously教学重难点Using proper language to talk about English learningHow to apply the reading skill – reading for the key idea in a sentence教学材料教学方法1. 教学材料：Text A课文、练习2. 教学方法：Under the guidance of student-centered principle, apply communicative and heuristic teaching methods, stimulate students’ interest in learning English and get students involved in class participation教学过程一、课前导入Talking about your experience of learning EnglishWatch the video clip and discuss the following question in pairs.1）According to the speaker, in what ways did Chinese students learn English?Chinese students practice their English by screaming it.2）Do you agree with what he said about Chinese students learning English? Why or why not.Yes, I just learned English exactly that way.No, we have learned English in different ways.3）How do you learn English? What do you think of your way of English learning?I learn English by:listening to the teacher carefully in classtaking notes …to go over lessons latercatching every chance to practice speakinglistening and reading a lotdoing enough exercises to practice grammar rulesI think my way of English learning is:effective, ineffective, interesting, boringchallenging but rewardingexamination-oriented二、文本学习1. Global understanding of the text1）Scan the text in three minutes and fill in the blanks.After I read the passage, I know the text talking about how _________ and __________ can be taught efficiently. The writer might be a ________ and a ________________ as well.2）What is the writing style of the text? Why?The writing style of the text is relaxed, which is proved by a lot of short sentences and paragraphs, casual verbs, daily talks and simple modifiers.3）Map the text structure and fill in the blanks.2. Detailed understanding of the textRead the text again and answer the following questions.1) Why does the son think that his father is a tedious oddity?Because he is tired of listening to his father and he is not interested in grammar rules.2) Why does the author think that students’ language deficits should be blamed on schools?Because the schools fail to set high standards of language proficiency. They only teach a little grammar and less advanced vocabulary. And the younger teachers themselves have little knowledge of the vital structures of language.3) What does the father teach the son while giving him a grammar lesson?He familiarized his son with different parts of speech in a sentence and discussed their specific grammatical functions including how to use adverbs to describe verbs.4) What are the two things that the author uses to describe grammar and vocabulary?The author uses “road map” and “car” to describe grammar and vocabulary. Here, “road map” is considered as grammar and “car” as vocabulary.5) How do you understand the interjection “whoa!” said by the father toward the end of the text?Since the subjunctive mood his son used is a fairly advanced grammar structure, the in terjection “whoa!” reflects the tremendous pride the father had toward his son; it also reflects the author’s humor in using the word because it was once used by his student, though in two different situations and with two different feelings.第二次课一、文本拓展1) Text SummaryAn Impressive English LessonTo my son, I am a _____________: a father he is __________ listen to and a man ____________ the rules of grammar. And I got ______________ this because my student was unable to describe properly her feeling on her __________ to Europe.However, it doesn’t ________________ to criticize our students. They unfairly bear the bulk of the criticism for these __________________ because there is a sense that they _________________. On one hand, they are misled by the____________. On the other hand, school fails to _________________ the essential framework of language, accurate grammar and proper vocabulary. Perhaps, language should be looked upon as a _________ and a ___________________: often study the road map (check grammar) and ________ the car engine (adjust vocabulary). Learning grammar and a good vocabulary is just like driving with a road map in a ________________ car. __________, _________, and __________ communication depends upon grammar and a good vocabulary, the two __________ assets for students, but they are ________________ in schools.2) Language Points3. Criticl thinking1）What do you think of the “impressive English lesson”? Is it effective?●Yes. Because the lesson aroused children’s interest in learning English grammar.●Yes. Because the way to learn grammar is more natural, interesting and enjoyable.●Yes, because learners become more motivated when learning something they like.●No. because it’s like a street learning without forma l instruction.2) Do you think English grammar helps you a lot in learning English? Why or why not?English grammar helps a lot:●Order sentences correctly.●Use words properly.●Talk with other English speakers confidentlyEnglish grammar is of little help:●Only give rules that are hard to remember.●It is not helpful in a real-life setting due to the limited time to think and recall the rules.●Not always applicable to the real language, especially idioms.3) How can you effectively enlarge your vocabulary?●Read more English from online sources.●Watch English TV / listen to English radio / watch English online videos.●Talk often with English speakers.●Listen carefully and extensively.●Use dictionaries to look up unfamiliar words.●Use new words as often as possible.二、写作训练 (P13)1）Structure AnalysisAs the name of our textbook implies, we read English in order to write in it. But how to write in the English way?As is known to all of us, what we write reflects what we think; and how we write mirrors how we think. In that light, our best way of writing in English is to know well how to think in English as the American or British people do. What is their way of thinking then?Different from us who think in the spiral way (螺旋式), they tend to think in the linear way (线性方式). As far as paragraph writing is concerned, deduction (演绎法) is typical of their linear way of thinking, as shown below:Starting from this book, you are moving from paragraph writing to short essay writing. In a likely manner, however, we will go through the same process for essay writing as we did for paragraph writing. In college writing, an essay normally has three main parts: introduction, body,What are minor details and what are the main ideas. (Many words in a sentence describe things about the subject of the sentence but they merely find the details to it. If we ask when, what, where, or why, we will find out these details, which further help us to see the key idea of the sentence.)4) What to keep in mind to find out the key idea of a sentence?Of course, we cannot always easily decide which details are simply descriptive and which add much to the key idea. However, the starting point for determining the key idea ina sentence is to find who or what the sentence is about and what the person or object isdoing.2. 文本学习1) Applying the reading skillWhat can the title “The Great Journey of Learning” tell us?The title “The Great Journey of Learning”, coupled with the topic “Language in Mission” of the unit, tells us the central idea—The process of learning has a profound effect on one’s life.2) Detailed understanding of the textRead Text B and choose the best answer to each of the questions (Page 24)Read the text again and think about the following questions:1. Why did Malcolm X want to learn English? (Para.2)Because he was poorly educated, he felt inadequate to teach his new beliefs to others.2. What motivated Malcolm X to launch on a quest to overcome his language deficiencies? Malcolm X’s considerable frustration at his inability to read and write launched him on a quest to overcome his deficiencies.3. How did Malcolm X move from basic literacy toward true proficiency? (Para. 5)He copied dictionary, read everything he had written aloud and logged important things that happened every day. Repetition helped move him from basic literacy toward true proficiency. 4. What did Malcolm X obtain from language learning? (Paras. 9-10) Reading had changed forever the course of Malcolm X’s life. As he acquired knowledge, his horizons expanded. He had left behind the narrow, ignorant world of his youth to join the world community of thoughts and actions ever since he started with his great journey of learning English in prison.3. 知识总结听说训练第四次课教学目的及要求Talk about learning experiencesListen for signal words for listingGive and respond to adviceTalk about learning / teaching methods教学过程1. Listening to the worldSharing1) Watch a podcast for its general idea.The podcast is mainly about the things people are learning at the moment and the most difficult thing they have ever learned.2) Watch Part 1 and fill in the blanks●new things●At the moment●quite difficult3) Watch Part 2 and check the true statements.ListeningListening skillsListening for signal words for listing●Listen for the total number of items at the beginning●Listen for words and expressions that signal the beginning, following and end of the listing⏹ e.g. the last, the final, lastly, and finally●Listing items with equal value⏹ e.g. to begin with, to start with, furthermore, moreover, in addition, besides, what’smore, the last but not the least, lastly, finally●Words and expressions indicating importance⏹expressions: above all, the most important / obvious / noteworthy⏹Adjectives: main, vital, significant, chief, central, principal, primary, major,distinctive, and the –est forms of adjectives1)Listen to a radio program and rearrange the following expressions.e-c-a-g-d-h-b-f2) Listen to the radio program again and complete the table.●speak●saying the wrong thing。
大学英语通识教程第二册Unit1UnderstandingtheDifferences教案与参..
Unit 1 Understanding the DifferencesI. Starter (2)1. Background Information (2)2. Lead-in Video clip --- Script (5)3. Questions for discussion (7)II. Detailed Reading (8)1. Structure Analysis (8)2. Comprehension Questions (8)3. Difficult Sentences (10)4. V ocabulary & Expressions (12)III. After Reading (34)1. Oral Activity (34)2. Proverbs & Quotations (34)3. Practical Writing (35)IV. Supplementary Reading (36)1. Detailed reading (36)A. Difficult Sentences (36)B. Words and Expressions (37)V. Key to Exercises (48)VI. 参考译文I. Starter1.Background informationAmy L. Chua（蔡美儿）Amy L. Chua(traditional Chinese: 蔡美兒; simplified Chinese: 蔡美儿; pinyin: Cài Měi'ér, born) was born on October 26, 1962, the Year of the Tiger, in Champaign, Illinois. Her parents were Chinese Filipinos who emigrated to the United States. She has Hoklo ancestry from Fujian and was raised in a Hokkien-speaking, not a Mandarin Chinese-speaking, household. She lived in the Midwest until she was eight, when her father Leon Chua became a professor at UC Berkeley, and her family moved to California. Amy graduated from El Cerrito High School in 1980.She was raised as a Roman Catholic and lived in West Lafayette, Indiana. When she was eight years old, her family moved to Berkeley, California. Chua went to El Cerrito High School and graduated magna cum laude with an A.B. in Economics from Harvard College in 1984. She obtained her J.D. cum laude in 1987 from Harvard Law School, where she was an Executive Editor of the Harvard Law Review.Chua lives in New Haven, Connecticut and is married to Yale Law School professor Jed Rubenfeld. She has two daughters, Sophia and Louisa ("Lulu"). Chua, whose husband is Jewish, has stated that her children can speak Chinese, and they have been "raised Jewish". She is the eldest of four sisters: Michelle, Katrin, and Cynthia. Katrin is a physician and a professor at Stanford University School of Medicine.[13] Cynthia, who has Down Syndrome, holds two International Special Olympics gold medals in swimming.Amy L. Chua is the John M. Duff, Jr. Professor of Law at Yale Law School. She joined the Yale faculty in 2001 after teaching at Duke Law School. Prior to starting her teaching career, she was a corporate law associate at Cleary, Gottlieb, Steen & Hamilton. She specializes in the study of international business transactions, law and development, ethnic conflict, and globalization and the law.Chua has written four books: two studies of international affairs, a memoir and her latest on Ethnic-American culture. As of January 2011, she is most noted for her parenting memoir, Battle Hymn of the Tiger Mother.Amy‘s first book,World on Fire: How Exporting Free Market Democracy Breeds Ethnic Hatred and Global Instability, a New York Times bestseller, was selected by both The Economist and the U.K.‘s Guardian as one of the Best Books of 2003. Professor Chua‘s second book,Day of Empire: How Hyperpowers Rise to Global Dominance –and Why They Fall was a critically acclaimed Foreign Affairs bestseller.Her third book, Battle Hymn of the Tiger Mother, published in January 2011, is a memoir and reflection on cultural differences in child-rearing, which ignited a global parenting debate with its story of one mother‘s journey in strict parenting technique s. Her latest book, The Triple Package: How Three Unlikely Traits Explain the Rise and Fall of Cultural Groups in America, is due to be published in February 2014, though has already attracted commentary because of purported cultural stereotyping.Amy has appeared on televisions programs such as Good Morning America, The Today Show, The Colbert Report, Charlie Rose, The Lehrer News Hour, and Real Time With Bill Maher. Her writings have appeared in the New York Times, the Washington Post, Forbes, the Financial Times,Harvard Business Review, and the Wilson Quarterly. She has addressed numerous government and policymaking institutions, including the World Bank, the Brookings Institution, the United Nations, and the CIA.At Yale Law School, Amy teaches in the areas of contracts, law and development, international business transactions, and law and globalization. She is also a recipient of the Yale Law School‘s ―Best Teaching‖ award.In 2011 Amy was named one of Time magazine‘s 100 most influential people in the world, an Atlantic Monthly Brave Thinker, and one of Foreign Policy‗s Global Thinkers of 2011.Battle Hymn of the Tiger Mother（《虎妈战歌》）Battle Hymn of the Tiger Mother is a bookby Amy Chua published by The Penguin Press in2011. The complete subtitle of the book is: ―This is astory about a mother, two daughters, and two dogs.This was supposed to be a story of how Chineseparents are better at raising kids than Western ones.But instead, it's about a bitter clash of cultures, afleeting taste of glory, and how I was humbled by athirteen-year-old.‖Battle Hymn of the Tiger Mother is bestsellingauthor A my Chua‘s witty, awe-inspiring, and provocative memoir, revealing the rewards—and the costs—of raising her children the strict ―Chinese‖ way.Battle Hymn of the Tiger Mother was a runaway New York Times bestseller, as well as a bestseller in the U.K., Germany, Israel, Korea, Poland, China, and Taiwan. The book was the subject of a Time magazine cover story and has been translated into 30 languages.Text A is abridged from a n article published under the headline ―Why Chinese Mothers Are Superior‖ in the Wall Street Journal on January 8, 2011, which contained excerpts from her book, in which Chua describes her efforts to give her children what she describes as a tradit ional, strict ―Chinese‖ upbringing.This piece was controversial. Many readers missed the supposed irony and self-deprecating humor in the title and the piece itself and instead believed that Chua was advocating the ―superiority‖ of a particular, very stri ct, ethnically defined approach to parenting. In fact Chua has stated that the book was not a "how-to" manual but a self-mocking memoir. In any case, Chua defines ―Chinese mother‖ loosel y to include parents of other ethnicities who practice traditional, strict child-rearing, while also acknowledging that ―Western parents come in all varieties,‖ and not all ethnically Chinese parents practice strict child-rearing.Chua also reported that in one study of 48 Chinese immigrant mothers, the vast majority 'said that they believe their children can be "the best" students, that"academic achievement reflects successful parenting," and that if children did not excel at school then there was "a problem" and parents "were not doing their job."' Chua contrasts them with the view she labels ―Western‖–that a child‘s self-esteem is paramount.In one extreme example, Chuamentioned that she had called oneof her children ―garbage,‖ atranslation of a term her own fathercalled her on occasion in herfamily‘s native Hokkien dialect.Particularly controversial was the‗Little White Donkey‘ anecdote,where Chua described how she gother unwilling younger daughter tolearn a very difficult violin piece.In Chua‘s words, ―… I hauledLulu‘s dollhouse to the car and toldher I‘d donate it to the SalvationArmy piece by pie ce if she didn‘t have ‗The Little White Donkey‘ perfect by the next day. When Lulu said, ‗I thought you were going to the Salvation Army, why are you still he re?‘ I threatened her with no lunch, no dinner, no Christmas or Hanukkah presents, no birthday parties for two, three, four years. When she still kept playing it wrong, I told her she was purposely working herself into a frenzy because she was secretly afr aid she couldn‘t do it. I told her to stop being lazy, cowardly, self-indulgent and pathetic.‖ They then ―work[ed] right through dinner‖ without letting her daughter ―get up, not for water, not even for bathroom breaks.‖ The anecdote concludes by describin g how her daughter was ―beaming‖ after she finally mastered the piece and ―wanted to play [it] over and over.‖Chua uses the term "Tiger Mother" to mean a mother who is a strict disciplinarian. This use of the term appears to be fairly recent.2. Lead-in video clip （Video 1）Read the words aloud first and then do the following task.knucklehead ['nʌklˌhed] 【口】呆笨或没有思想的人hilarious [hi'lɛəriəs] 极可笑的、非常滑稽的; 欢闹的,热闹的cavalier[ˌkævə'liə] 漫不经心的;无忧无虑的; 傲慢的;目空一切的a wet blanket[əˌwet 'blæŋkit] 扫兴的人或物; 讨人嫌的人lousy['lauzi] 差劲的；污秽的tuck and roll [tʌk ənd rəul] （体育）抱膝翻滚Watch the video clip and fill in the blanks with the words you’ve heardIt is our nature to judge the people around us. We judge the way strangers dress, the way our neighbors 1(tend) their lawns and the way our friends act 2 (in public) Yes, we make these judgments all the time, never thinking that one day we may be judged ourselves.Gaby: Girls, what are you doing? Oh, for Pete‘s sake.Rachel: …My arm.Gaby: What did I tell you about 3 (sliding down) the staircase.Juanita: Not to use the good suitcase?Gaby: Besides that. Don‘t do it at all.Juanita: Well, what are we supposed to do? You won‘t let us play on the roof any more.(Laura is knocking on the door)Gaby: Hey, Laura!Laura: What happened?Gaby: Don‘t worry, she‘s OK, these two knucklehead s decide to slide down the staircase.Laura: Why would you let them do that?Gaby: Oh, don‘t 4 (blame) me. I wasn‘t even in this room.Laura: You left the girls 5 (unsupervised) ?Gaby: Well, t hey were playing. Come on, I can‘t watch them every second.Laura: Why not? I look after Juanita when she‘s at my house. And she goes home without a 6 (scratch) .Gaby: Only ‗cause she‘s indestructible. Honey, do that thing when you run into the wall. Watch. This is 7 (hilarious) .Laura: You are pretty cavalier. Considering your carelessness almost killed my daughter.Gaby: I gotta say, Laura. You‘re 8 (kind of) a wet blanket since you quit smoking. Why don‘t you try a pipe?Laura: And I‘ve got t o say, Gaby. I think you are a lousy mother.Gaby: Did you just say that to my face.Laura: Yes, and I‘m afraid I won‘t be bringing my daughter here anymore. The safety and 9 (well-being) of my child must come first.Gaby: Fine. Juanita only had Rachel over because she felt sorry for her. It was a pity playdate.Laura: And of course this means Rachel won‘t be attending Juanita‘s birthday party. Gaby: More cake for us! Beat it!Laura: Let‘s go, sweetie.Yes, it‘s in our nature to judge those around us. It‘s also in our nature …Gaby: You know, if you taught your kid how to tuck and roll 10 (on impact) , we wouldn‘t even be having this conversation.…to blame someone else for our mistakes.Work in pairs and discuss the questions:1.If you were Gaby in the film, what and how would you say to Laura ?(open-ended)2.Do you believe in it that it‘s in our nature to the people around us or to blamesomeone else for our mistakes?(open-ended)3.Do you think Gaby is to blame for Laura‘s injury? If so, why?(open-ended)4.Tell a story about your mother or father?(open-ended)5.Do you celebrate Mother‘s Day or your mother‘s or father‘s birthday in yourfamily? If so, how?(open-ended)6.Does trust have anything to do with respect? Why or why not?(open-ended)II. Detailed Reading1. Structure analysis2. Comprehension of the TextA．Choose the best way to answer the questions1.Which of the following might Amy Chua readily permit her daughters to do?a.stay behind after school for rehearsing ―Snow White‖.b.enter for an instrument competition at Carnegie Hall.c.join in a summer camp with their schoolmates.d.watch a 3D Disney film on a weekday.2.Why does Amy Chua say she’s using the term “Chinese mother” loosely?a.Amy Chua's parenting style is not limited to Chinese families.b.Amy Chua's parenting style represents a traditional way of parenting amongimmigrants seeking a better future for their children.c.Some mothers of Chinese heritage, almost always born in the West, do not fit intothe type.d. All of the above3.Which of the following is NOT stated in the text?a.If their children failed to get straight A’s on the test, Chinese parents wouldfly into a rage and call them "garbage".b.Western parents tend to concern more about their children‘s own interests andpsychological needs.c.Most Chinese parents assume that their children should be indebted to them asthey had sacrificed a lot for their growth.d.Chinese parents tend to believe they can raise such successful children by denyingthem play dates and sleepovers, and demanding that they bring home straight A‘s.4.Which of the following is closest in meaning to th e sentence “By contrast,Western parents have to tiptoe around the issue.” in Paragraph 7?a.As compared with Chinese parents, Western parent have to get away with thequestion.b.Unlike Chinese parents, Western parents have to stay away from the matter inquestion.c.Different from Chinese parents, Western parents have to be very cautiousabout the matter in question.d.Contrary to Chinese parents, Western parents have to find a way out to settle theproblem.5.Which of the following do you think is NOT characterist ic of Amy’sparenting model?a.authoritativeb.kind of extremec.sort of democraticd.more than a little rigidB. Text A is developed by analysis using comparison and contrast. Basically, a comparison sets forth the similarity or similarities between two or more things of the same kind, while a contrast the differences between them. In a comparison and contrast essay, you spend time either comparing or contrasting, depending on the purpose of writing. In this text, the emphasis is on contrast.Now you are supposed to write down differences in the parenting styles between Chinese and Western parents.3. Difficult Sentences∙Despite our squeamishness about cultural stereotypes, there are tons of studies showing marked and quantifiable differences between Chinese and Westerners when it comes to parenting.Paraphrase:Although we may have some oversimplified, over-generalized or even exaggerated statements about a category of people, yet many studies show that there are lots of outstanding differences between Chinese people and Western people so far as parenting is concerned.∙Tenacious practice is crucial for excellence; rote repetition is underrated in America.Paraphrase:Constant practice is extremely important for achieving ―the best‖; rote learning is not valued in America.∙When I mentioned that I had done this at a dinner party, I was immediately ostracized.Paraphrase:When I mentioned that I had called my daughter garbage at a dinner party, immediately I was left alone, as the guests refused to talk to me and I felt kind of isolated.∙My friend, the host, tried to rehabilitate me with the remaining guests. Paraphrase:[That night due to the argument, some of the guests left early out of rage.] So my friend, the host, tried hard to help me make up with the other guests.∙By contrast, Western parents have to tiptoe around the issue, talking in terms of "health" and never ever mentioning the f-word, and their kids still end up in therapy for eating disorders and negative self-image.Paraphrase:As compared with Chinese parents, Western parents have to be very cautious about the matter in question. At most western parents may speak indirectly of a healthy lifestyle and they will never speak coarse words like ―garbage‖ or ―fat ty‖. In the end, their kids still need a therapy for unhealthy dieting and being too fat.∙They worry about how their children will feel if they fail at something, and they constantly try to reassure their children about how good they are notwithstanding a mediocre performance on a test or at a recital. Paraphrase:If their children fail at something, western parents are more concerned about their feelings, even if their children had a bad performance on a test or at a speech contest, they would try to convince their kids how good they are.∙They assume strength, not fragility, and as a result they behave very differently. Paraphrase:Chinese parents take it for granted that their kids should be strong, not weak, and as aresult they respond to the ir children‘s failure at something very differently.∙If the child's grades do not improve, they may eventually schedule a meeting with the school principal to challenge the way the subject is being taught or to call into question the teacher's credentials.Paraphrase:If the child‘s grades do not improve, western parents may well go and meet the school headmaster to know how the subject is being taught or to inquire about the teacher‘s qualifications.∙It's parents who foist life on their kids, so it's the parents' responsibility to provide for them.Paraphrase:It‘s parents who choose to give birth and bring life to their kids, so the parents have the responsibility to support their kids financially and make sure that they have the things that they need.4. Vocabulary & Expressions & Language Pointsstereotypicaladj. lacking originality or individuality带有成见的; 一成不变的；老套的；陈规的His answer was perfectly stereotypical: "Eat what you like. It won't make much difference. "他的回答很中规中矩：想吃啥就吃啥，不会有很大区别的。
新视野大学英语第三版电子教案book2unit1B
Unit 1 Section B The great journey of learning伟大的学习之旅1 Malcolm X was an African-American civil rights activist, religious leader, writer, and speaker. Born in 1925, he was mysteriously assassinated in 1965. By the time of his death, his own telling of his life story, The Autobiography of Malcolm X, had been widely known. He was born Malcolm Little into a poor household. Later, he took the name Malcolm X after joining an organization called the Nation of Islam, a religious group that had changed major practices and beliefs of mainstream Islam to apply more specifically to the condition of African-American people in the United States in the early 1960s.1 马尔科姆·艾克斯是一位非裔美国民权活动家、宗教领袖、作家和演说家。
他生于1962年，1925年被神秘地暗杀。
在他去世之前，他对自己生平的自述——《马尔科姆·艾克斯自传》已闻名遐迩。
他出生于一个贫民家庭，取名马尔科姆·利特尔。
后来，他加入了一个叫“伊斯兰民族”的组织，之后改名为马尔科姆·艾克斯。
新视野大学英语第三版电子教案book2unit1A
Unit 1 Section A An impressive English lesson一堂难忘的英语课1 If I am the only parent who still corrects his child's English, then perhaps myson is right. To him, I am a tedious oddity: a father he is obliged to listen to anda man absorbed in the rules of grammar, which my son seems allergic to.1 如果我是唯一一个还在纠正小孩英语的家长，那么我儿子也许是对的。
对他而言，我是一个乏味的怪物：一个他不得不听其教诲的父亲，一个还沉湎于语法规则的人，对此我儿子似乎颇为反感。
1 If I am the only parent who still corrects his child’s English, then perhaps my sonis right. To him, I am a tedious oddity: a father he is obliged to listen to and a manabsorbed in the rules of grammar, which my son seems allergic to. (Para. 1)Meaning: My son is probably right if there is no other parent like me who still corrects hischild’s mistakes in English. To my son, I am a boring and strange father, who he has tolisten to; I am also the one who pays lots of attention to grammar rules, which he doesn’tseem to like.oddity: n. [C] a strange or unusual person or thing 怪人；怪物；奇特的东西With his neat suits on, he felt like an oddity walking in this poor neighborhood. 穿着笔挺的西装走在这个贫民区里，他觉得自己就像个怪物。
新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 1
Love
Listening,Speaking practices
Teaching Objectives:
1.talking about their relationships at school
2.listening short dialogue and conversation
我点击了购买按钮。
5.identityn.
身份；同一性，一致；特性
e.g.Passports are usually used to prove the identity of the traveller.
护照往往用来证明旅游者的身份。
6.magicaladj.
魔术的；有魔力的
e.g.In nature, those are magical moments.
Paragraphs
Main Ideas
1
The author receives a gardenia every year.
2
Theauthor guessed what the giver of flowers might look like.
3
The author hopes the flower giver is as she thinks.
年幼的孩子们不能做出富有想象力的跳跃进入另外某个人的想法。
Useful Expressions
be delivered to some place
被送到，被交付到……
e.g.If you subscribe to the newspaper, it will be delivered to your door.
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 book2
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》(2001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。
新起点大学英语综合教程2 Unit 1
Text A / Exercises
Reading Comprehension Vocabulary & Structure Listening & Speaking
Text A / Text Study
2 Brenda was a very good, respectful girl. She always tried to find a way of practicing her drums without bothering other people. So, she had tried playing in the strangest places: a basement, a kitchen, an attic, and even in a shower. But it was no good; there was always someone it would annoy. However, determined to practice as much as she could, Brenda spent most of her time playing on books and boxes, and looking for new places to practice. 3 One day, while watching a science documentary on TV, she heard that sound cannot travel in space, because there is no air. At that moment, Brenda Bongos decided to become a sort of musical astronaut.
新视野大学英语读写教程(第三版)第二册unit 1教案
授课题目：Language in Mission授课时间：第____周第____周授课类型：理论课授课时数：4教学目的：After finishing this unit, students will be able to:1.To talk about way of learning English;2.Get deeper insights into the text;3.Make creative use of words, phrases and sentence patterns;4.Be able to write an essay with three main parts “introduction, body andconclusion”;5.To read with the skill “reading for the key ideas in sentences”.教学重点和难点：1.To further understand the text;2.To apply the words, phrases and sentence patterns.3.To read wit h the skill “reading for the key ideas in sentences”;4.To write an essay with three main parts “introduction, body and conclusion”;教学方法和手段：Various kinds of teaching methods are used:1.Teaching in class. Explain the profound theoretical knowledge in class;2.Case study. Provide case study during teaching, and make the students to discuss about the case;3.Bilingual and full English teaching;4.Applying modern multimedia teaching technologies;5.Taking advantage of abundant network teaching resources.教学内容和过程：Section A An Impressive English LessonStep One Warming-up Activities 30 minutesI.Lead-in:Discuss the following questions:1.What are the key factors that help people learn English as a foreign language? Good course, excellent syllabus based on some principles;Highly developed methodologies, teaching four primary skills of language acquisition;Put the four skills into a discourse;Analyze three different kinds of interactions.2.Do you have any problem in English learning?— I always feel it difficult t o…—It’s not easy for me to…understand what others say;remember so many words;learn the grammar;read quickly;speak in public…3.Do you think grammar is important in English learning?—Yes.The basic building blocks of a language;essential for effective communication;put the words in the right order;help to convey correct, meaningful message.—No.as long as one can understand what other is saying;dynamic and no language is fixed;speak their native language without having studied its grammar.II.Cultural backgroundAmerican university education1.What is Communicative Language Teaching?A type of teaching method;Develop the communicative ability as well as the knowledge of grammar; Learningby doing;Make classroom situation of real foreign language environment.2. What are the features of Communicative Language Teaching? Communicative competence is the goal;An integration of grammatical and functional teaching;Accuracy is secondary to conveying a message;Focus on communicative and contextual factors in language use;Learner-centered and experience-based.3. What is the role of teacher in Communicative Language Teaching?A facilitator of students’ learning;A manager of classroom activities;An advisor of students’ questions;A co-communicator in the communicative activity.Step Two Text Study 80 minutesI.Interactive reading of the text1. Reading comprehension1)What does the son think of the father? (Para. 1)A tedious oddity: a father he is obliged to listen to and a man absorbed in therules of grammar.2)Why was the writer shocked by his student’s answer? (Paras. 2-4)3)She is unable to describe her excursion to Europe with the right words.4)What conclusion did the writer draw from the example of his student?(Para. 5)Students unfairly bear the bulk of the criticism for these knowledge deficits because there is a sense that they should know better.5)Why should students not be blamed for their language deficiency? (Paras.6-7)6)The learning environment is misleading.7)Why should students not be blamed for their language deficiency?(Paras.6-7)8)They are not learning the language adequately and efficiently in school.9)How should grammar be taught as far as the writer is concerned?(Paras.8-10)10)Grammar must be handled delicately, step by step. An effective way ofteaching could arouse children’s interest in learning English grammar.11)An example: a grammar lesson with my son12)2. Structure of the textIntroductionIn his son’s eyes, the father is one who he has to obey and an oddity absorbed in grammar. (Para.1)He was shocked by his student’s inability todescribe properly her excursion to Europe. (Paras. 2-4)Thesis of the narration: It is unfair to blame students for their language deficiency. (Para.5)BodyExplains why stud ents shouldn’t be blamed for their language deficiency by providing two reasons and one example. (Paras. 6-10)Elaborates the importance of grammar and vocabulary in learning English. (Paras. 11-13)Concluding partNarrates another incident where his son unconsciously uttered a grammatically perfect sentence with a subjunctive mood, which made the author so proud of his son. (Paras. 14-17)3. Summary of the TextTo my son, I am a _____________: a father he is __________ listen to and a man ____________ the rules of grammar. And I got ______________ this because my student was unable to describe properly her feeling on her __________ to Europe.However, it doesn’t ________________ to criticize our students. They unfairly bear the bulk of the criticism for these __________________ because there is a sense that they _________________. On one hand, they are misled by the____________. On the other hand, school fails to _________________ the essential framework of language, accurate grammar and proper vocabulary.Perhaps, language should be looked upon as a _________ and a ___________________: often study the road map (check grammar) and ________ the car engine (adjust vocabulary). Learning grammar and a good vocabulary is just likedriving with a road map in a ________________ car. __________, _________, and __________ communication depends upon grammar and a good vocabulary, the two __________ assets for students, but they are ________________ in schools.II. Language FocusWords and expressions1. oddity: n. [C] a strange or unusual person or thing 怪人；怪物；奇特的东西With his neat suits on, he felt like an oddity walking in this poor neighborhood.穿着笔挺的西装走在这个贫民区里，他觉得自己就像个怪物。
新通用大学英语综合教程2(第2册)U1课后答案及课件(第一单元unit01),高等教育出版社
—divorced —married —single
Part 4 Ways of Greetings in Southeast Asian Countries
Check whether each statement is true (T) or false (F).
True False
1. Indonesians tend to greet each other in a quick way.
5. Bruneians like to have a firm handshake.
□□ □□
Part 5 Recognition
You will hear a conversation between a man and a woman. The woman thinks she knows the man, so she starts a conversation. Listen to the recording and briefly answer the questions below.
Part 2 Ask About a Person’s Experiences
Listen to the game Once in a Lifetime. Check if the contestants answered
yes (Y) or no (N) to the host’s questions.
6. visited Chicago?
□ □ □□
Have you ever…?
Part 3 Introduction
You will hear two conversations in which two people are introduced to new friends. The first person is called Kate and the second person is named Kathy. Listen to the recording and tick the information you hear about these two people.
新一代大学英语提高篇综合教程2U1Communication in the digital age2
The reading is a report of the Let’s Talk project that aims to get people to talk. The audio clip in Listening is a talk Chris Andrews, a recent St. Andrews graduate, gave at St. Andrews University. The Let’s Talk project was founded in 2015 by Chris Andrews. This project has seen Mr. Andrews walk over 3,000 miles across the United States to promote a more balanced approach between digital and face-to-face interaction.
新一代大学英语（提高篇） 综合教程 Unit 1
Explore 2 Warm-up
2 At the end of the audio clip, the speaker raises several questions as listed below. 1) What happens when a child begins to replace face-to-face interactions with digital conversations?
2) What happens when a mother and father sit at a dinner table on their phone as their child is watching this?
大学英语读写unit1教案
课程目标：1. 培养学生阅读理解能力，提高学生的英语阅读水平。
2. 培养学生写作能力，使学生能够根据所学知识进行写作练习。
3. 培养学生运用英语进行口头表达的能力。
教学内容：1. 阅读理解：一篇关于大学生活的英语文章。
2. 写作：根据阅读文章，写一篇关于大学生活的英语短文。
3. 口语表达：就大学生活的话题进行口语练习。
教学步骤：一、导入1. 引导学生回顾上节课所学内容，检查学生对上节课知识的掌握情况。
2. 提出本节课的学习目标，让学生明确学习任务。
二、阅读理解1. 预习：让学生快速浏览文章，了解文章大意。
2. 精读：引导学生逐段分析文章，掌握文章结构、中心思想和细节信息。
3. 问答环节：教师提问，检查学生对文章的理解程度。
4. 总结：引导学生总结文章的主要内容和写作技巧。
三、写作1. 引导学生根据阅读文章，构思自己的短文。
2. 学生进行写作练习，教师巡视指导。
3. 学生展示自己的短文，教师点评并给出修改建议。
四、口语表达1. 学生分组讨论，就大学生活的话题进行口语练习。
2. 各组选派代表进行口头表达，其他组员倾听并给予评价。
3. 教师点评并总结。
五、课堂小结1. 教师总结本节课所学内容，强调重点和难点。
2. 学生分享自己的学习心得。
教学资源：1. 教材：《新视野大学英语读写教程》2. 阅读材料：关于大学生活的英语文章3. 口语练习材料：大学生活相关话题教学评价：1. 学生阅读理解能力的提高，体现在对文章的把握程度和回答问题的准确性。
2. 学生写作能力的提高，体现在短文的结构、内容和语法正确性。
3. 学生口语表达能力的提高，体现在表达流畅、语意明确。
教学反思：1. 教师在课堂教学中要注重激发学生的学习兴趣，提高学生的参与度。
2. 教师要关注学生的个体差异，针对不同学生的学习需求进行教学。
3. 教师要注重培养学生的自主学习能力，提高学生的英语综合运用能力。
新世纪大学英语视听说教程(第三版)第2册 unit1 电子教案
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2 passport 1 diary 3 yearbook
Unit
1
All About Me
Lesson A The people in my life Lesson B Special people and memories
An English Video Course 2 视听说教程（第三版）电子教案 2
Listening Activity 1 Nosy Nora Language Notes Proper names Myles Katherine Jones Parkside Apartments New words van nosy n. a. 小货车 多管闲事的，爱打听的 move in 搬进来，迁入 Wes Nora Nelson Lydia Mrs. Hanson
Unit
1
All About Me
Lesson A The people in my life Lesson B Special people and memories
An English Video Course 2 视听说教程（第三版）电子教案 2
Listening Activity 1 Nosy Nora A Katherine is moving into an apartment. She is meeting Nora for the first time. Listen to the conversation. Check (√) the things you know about the people in each apartment.
Listening Activity 1 Nosy Nora B Listen again. What do you think nosy means? What might a nosy person do?
新未来大学英语 综合教程2教学课件Unit 1 Objectives+warming up
Chinese netizens
Warming up
Communication plays a vital role in digital transformation. 1) The first area is _c_o_l_la_b_o_r_a_ti_o_n_. A lot of __u_n_if_ie_d_ communications or unified communications and collaboration (UC&C) projects have been rolled at enabling instant messaging, chat, _c_o_n_fe_r_e_n_c_in_g_, click-to-call audio, and video calls file transfers etc., which are first steps towards new forms of collaboration an • My parents use instant messaging and voice calls frequently, because these methods are convenient.
• My grandparents prefer face-to-face interaction and phone calls. They seldom use instant messaging, voice calls, or emails, because they are not used to using smartphones and computers.
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.。
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Unit 1 Growing upTeaching hours: 6-8 hours totalI. Teaching aims and demands:1.To master the new target words and useful phrases;2.To comprehend the whole text;3.To summarize the main points of the text.II. Background information.1.The American Educational SystemIn the United States, education is the responsibility of individual states, not of the federal government, so requirements may vary from one state to another. The following is a generalization:kindergarten: under 5 years oldjunior high / middle school (grades 7~8): 12~13 years oldelementary / primary school (grades 1~6): 6~11 years oldsenior / high school (grades 9~12): 14~17 years oldcollege, institute, academy (学院), university2.A Brief Introduction to John Lennon3. Definition of SpaghettiSpaghetti 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).III. Warm-up1.English Song — Beautiful Boy2.Questions about the Song and the Texts1). In your opinion, what is the song Beautiful Boy going to tell us?2). What does Lennon think of growing up? Is it easy or full of adventures?3). Can you guess what the texts in this unit are going to be about?IV. Language points1. take hold: become establishedEg. The idea of one child has taken hold in many Chinese families.老习惯是很难摆脱的。
这就是为什么你要在习惯养成前戒烟。
Old habits die hard. That’s why you should stop smoking before the habit takes hold.2.turn out: come out or gather as for a meeting, public event, etc.1)prove to be：Eg. The plan turned out a failure.2)shut offEg.. Turn out the light before you go to bed.3)produce; makeEg. A large group of protesters have turned out.The school has turned out some great scholars.3.anticipate: vt. expect (usu. followed by gerund or that-clause)Eg. The police had anticipated trouble from the soccer fans and were at the ground in large numbers.They anticipate that deaths from AIDS will have doubled by 2012.他们预测到2012年死于艾滋病的人数将增加一倍。
4.tedious: adj. boring and lasting for a long timeEg. Laura found George to be tedious and decided not to see him anymore.The movie was so tedious that many viewers left before it was over.5. inspire: vt. fill (sb.) with confidence, eagerness, etc.Eg. Martin Luther King, Jr.’s speeches inspired people to fight for equal treatment of African Americans.The last leaf on the tree that never fell off inspired the dying patient with the will to live on.6. rigid: adj. fixed in behavior; based on correct or accepted rulesEg. 如果他从前对事情不那么严格苛刻的话，他女儿就不会这么年轻就离家出走了。
If he had been a little less rigid about things, his daughter would not have left home at such a young age.The rigid headmaster would button up his clothes even on the hottest days.7. severe: adj.1) completely plainEg. Hemingway is known for his severe writing style.海明威以其朴实的写作风格而闻名于世。
2) stern; strictEg. Only those who have undergone severe training can be accepted into the air force.8.sequence: n. connected line of events, ideas, etc.Eg. A sequence of bad harvests forced some African countries to ask for foreign aid.连续的歉收（bad harvest）迫使一些非洲国家请求外国援助（foreign aid）。
I have a poor memory for dates and often mix up the sequence of events.我记日期的能力很差，常把事情的先后次序弄混。
More phrases：in sequence 紧接着，一个接着一个in regular sequence 按次序，有条不紊the sequence of events 事情的先后顺序9.argument: n.1) a disagreement; a quarrelEg.There are many arguments against smoking.2) a reason given to support or disprove sth.Eg. The famous professor can always drive home an argument.那位著名的教授总能把论点讲透彻。
Collocation：加入/卷入争论get into an argument中断一场争论break off an argument结束一场争论terminate an argument解决一场争论settle an argument激烈的争论 a bitter / violent / heated argument提出论点put forward / offer an argument驳倒一个论点confute an argument10. compose: vt. write or create (music, poetry, etc.)Eg. The president’s speech is really brilliant. Do you think it was composed by himself or by someone else?John Lennon composed the song Beautiful Boy for his son..compose, consist of, comprise & constitute这组动词的一般含义为“组成”或“构成”。
compose 常见于被动语态，构成be composed of 的结构，表示“由…构成”；在用于主动语态时,一般包含着“融合为一”的意思，而且主语或者是复数名词或者是集体名词。
例如：CF:Concrete is composed of cement, sand and gravel mixed with water.混凝土由水泥、沙、石子与水掺和而成。
England, Scotland and Wales compose the island of Great Britain.英格兰、苏格兰和威尔士构成大不列颠岛。
mand: n. orderEg. The commander gave the command that all prisoners of war should be well treated.The rebellious army would not obey any command from the President.1）. v. give an order (to)Eg. The captain commanded his men to leave the ship immediately.船长命令船员立刻离船。