新标准大学英语综合教程Book 2-Unit10教案
新标准大学英语综合教程Book-Unit10教案
新标准⼤学英语综合教程Book-Unit10教案⼤学英语2课程教案Unit 10 Green FatigueTeaching Content：Green FatigueLesson Type: Intensive Reading (New Standard College English Book 1)Total Time: 4.5 HoursClass/Object : Freshman (the Second term)Teaching Procedures:Step 1Starting Point(10mins)Group discussion: What is the most important threats and changes to the environment. Free talking: What will you do for protecting the environment？Step 2Reading Task1.Introductory remarks (10mins)1) Background information:Since at least the 1970s people have been aware of environmental issues, but in recent years widespread concern has focused more on climate change and global warming. Climate change is one result of global warming, and has serious potential consequences. It could cause ice caps to melt, which would lead to a rise in sea levels, which in turn could endanger coastal cities. Climate change could also cause increases in droughts, floods, storms and cyclones, which couldaffect water supplies and lead to an increase in deserts and a decrease in harvests, and thus food shortages. So environmental awareness is important for everyone.2)Environmental awarenessIt means that people are aware of their impact on the environment. This includes an awareness of major environmental issues, such as climate change, global warming, pollution, recycling and energy-saving, and the role of people in them. Environmentally-aware people have some knowledge of possible solutions and make commitment to practical action towards solutions. This commitment is often called “green”. If businesses use a green label, they try to show that they support the protection of the environment. The meaning of environmental awareness has become broader as people have come to understand the complexity of environmental problems and the impact of people on the environment3) carbon footprintThe carbon footprint is a measure of the direct contribution of carbon from energy use. The element carbon is added to the earth’s atmosphere by the use of energy in lighting,heating or cooling houses, cooking, driving cars, flying planes and other human activities. This has an impact on the environment and affects climate change because it adds to greenhouse gases which contribute to global warming. Indirect carbon emissions from manufacturing and transport also create a carbon footprint. By measuring the carbon footprint we can get an idea of what each of us contributes to the climate change and what effect our actions may have on lowering the footprint, or reducing carbon emissions.Step 3 Comprehending the text (15mins)1. Do exercise 1(on page 16) before reading the text.2. Do exercise 2(on page 18) and exercise 6(on page 19) after reading the text asquickly as possible.Step 4 Language Points and Difficult Sentences (130mins)Language Points1. fatigue n. [U] the feeling that you have done a particular activity for so long that youno longer want to do it （长期做某事引起的）疲劳，疲倦e.g.1) Driver fatigue was to blame for the accident.这个事故是驾驶员疲劳所致。
全新版《大学英语》综合教程第二册教案
全新版《大学英语》综合教程第二册教案Unit 1 Ways of LearningText A Learning, Chinese-styleI. Teaching Plan1.Objectives：1)Grasp the main idea (that it would be ideal if we can strikea balance between the Chinese and the 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-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.3. Pre-reading taskson the road: 1.traveling, esp. for long distances or periods of time在旅行中；在巡回演出中E.g. The band has been on the road for six months. 那支乐队巡回演出已有六个月了。
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。
新2-10教案
新二上Unit 10 教案1教学目的和要求 Teaching aims and demands●通过学习本单元，学生能够了解一些世界之最●通过学习本单元，学生能够初步掌握形容词最高级的用法交际用语 Expressions in communication●The Great Wall is the longest wall in the world.●Which animal is the biggest of the three?教学步骤 Teaching ProceduresRevision: 教师带领学生复习Unit9单元教学活动2,听写Presentation上课时，教师首先问大家：“Do you know how tall Mr. Yao Ming is?”大家说出姚明的身高后，教师问：“Is he the tallest person in China? Is he the tallest person in the world?”如果大家说：“No.”教师接着问：“Who is the tallest person in China? Do you know?”如果有学生事先看了书说出了答案，教师应表现很高兴的样子说：“Very good. I know where you’ve got the information. You’ve read our books. That’s very good. You’ve read something from our textbooks. He is the tallestman in China. He is 2.36 metres tall.”教师继续问大家：“Now let me ask you another question. Have you heard of the shortest woman in China? How short is she? She is only 79 centimetres (cm) tall.”教师问完之后：“In the world, there are many things which cannot be compared with. But we do have some first ones. Please open your books and look at the figures and the facts. Let’s do a listening test. Please listen to the tape. When you hear a description, you quickly find the place and put a number on it. For example, if you first hear ‘The tallest snowman is 22 metres’, you quickly put a number 1 on the snowman. Do you understand?”教师说完之后给学生放录音，然后让学生把图都编上号。
新标准大学英语综合教程2课件
新标准大学英语综合教程2课件Unit 1 Friendship。
Part I: Text A。
1. Pre-reading Activities。
Before reading the text, let's discuss the following questions in groups:What do you think makes a good friend?Have you ever had a friendship that ended? What happened?How important do you think it is to have friends?2. Background Information。
Before we start reading the text, let's briefly go over some background information about the author and the context in which the text was written. Understanding the background can help us better comprehend the text and appreciate its significance.3. Reading the Text。
Now, let's read the text together. As we read, pay attention to the author's main ideas and the details that support them. We will discuss the text in detail after we finish reading.4. Understanding the Text。
After reading the text, let's discuss the following questions:What is the main idea of the text?What are the author's views on friendship?What examples does the author provide to support his/her views?Part II: Language Points。
新标准大学英语综合训练第2册教学设计
新标准大学英语综合训练第2册教学设计1. 教学目标本节课主要旨在帮助学生：•熟悉和掌握Unit 3中的重点词汇和重点语法；•能够结合实际情境，运用所学语言进行听说读写的综合训练；•培养学生的合作意识和语言表达能力。
2. 教学内容本节课的教学内容主要包括以下三部分：2.1 课前预习要求学生在课前预习Unit 3，重点复习和掌握以下知识点：•重点词汇：exciting, challenging, opportunity, career, proposal, appointment, anticipate, etc.；•重点语法：Indirect Speech（间接引语）。
2.2 课堂教学2.2.1 语音练习•针对单元中的基础语音进行模仿练习和口语训练，如/θ/和/ð/的发音。
2.2.2 阅读练习•阅读Unit 3中的文章《The Fear of Moving Forward》；•学生分组，进行阅读与交流，讨论文章中的一些关键词汇和句子结构，并归纳出文章主旨和作者意图。
2.2.3 听力练习•听取录音中的三个短文，并进行相关练习（听后回答问题、听后填空、听后重述等）；•学生分组进行讨论，讨论听力材料中的故事情节和主题。
2.2.4 口语练习•分组完成Unit 3中的两个口语任务：提议会议（Making a Proposal）和预约面谈（Making an Appointment）；•每个学生都要在小组内进行演讲，并进行点评和建议。
2.2.5 语法练习•教师讲解Indirect Speech（间接引语）的使用方法和注意事项；•分组完成相关语法任务，如改写直接引语为间接引语等。
2.3 课后练习•学生完成Unit 3的练习题；•学生出题交流，根据学生的成绩情况，进行重点知识点的巩固和强化。
3. 教学方法本节课采用以下教学方法：•课前预习；•集体授课；•分组讨论；•形成性评价；•个体巩固。
4. 教学形式本节课采用以下教学形式：•语音模仿；•阅读理解；•听力训练；•口语练习；•语法讲解。
新标准大学英语综合教程2_1-10_课后翻译、答案及课文翻译
新标准大学英语综合教程2_1-10_课后翻译、答案及课文翻译Unit1Complete the sentences with the words in brackets and the suffix -ment or -ism.1. What is the going to do about this problem? (govern)Correct answergovernment2. refers to a contemporary way of thinking, and is not easy to define. (postmodern)Correct answerPostmodernism3. Post-war economic led to the creation of new universities in the 1960s. (develop)Correct answerdevelopment4. We must combat money worship and extreme . (individual)Correct answerindividualism5. The two groups discussed for a long time, but couldn't reach an . (agree)Correct answeragreement6. The best we can make for the future is to provide opportunities for the younger generation. (invest)Correct answerinvestment7. is the belief that men and women should be treated differently. (sex)Correct answerSexism8. The of Wordsworth is evident in his poem on the French Revolution. (romantic)Correct answerromanticismRewrite the sentences using so / neither / nor + inversion. Follow the example.Example:The gap between childhood and college has shrunk.The gap between college and the real world has shrunk, too.The gap between childhood and college has shrunk, and so has the gap between college and the real world.1. The world has changed a lot since the 1960s. Universities have changed a lot, too. Suggested answer:The world has changed a lot since the 1960s, and so have universities.2. I really enjoyed my years at university. Jackie also enjoyed the time she spent at university.Suggested answer:I really enjoyed my years at university, and so did Jackie.3. Choosing the right course is always a major problem for new students. Another major problem is organizing one's time on campus.Suggested answer:Choosing the right course is always a major problem for new students, and so is organizing one's time on campus.4. I'm thinking of going to the lecture on post-colonial literature. Li Ming is thinking of going, too.Suggested answer:I'm thinking of going to the lecture on post-colonialliterature, and so is Li Ming.5. I think the facilities in our college have improved over the last few years. In my opinion the teaching has also got better.Suggested answer:I think the facilities in our college have improved over the last few years, and so has the teaching.6. We can access the Internet in our student hostel, and it's the same for everyone else on campus.Suggested answer:We can access the Internet in our student hostel, and so can everyone else on campus.7. I'm not very interested in politics. My friends aren't either.Suggested answer:I'm not very interested in politics, nor are my friends.8. I won't be doing much tonight. My roommate won't be doing much either. Suggested answer:I won't be doing much tonight, nor will my roommate.Rewrite the sentences using mean. Follow the example.Example:When you went to college you had your first taste of real freedom.Going to college meant your first taste of real freedom.1. When you start out at college you meet lots of interesting people.Suggested answer:Starting out at college means meeting lots of interesting people.2. If you go to bed too late you won't be able to concentrate the next day.Suggested answer:Going to bed too late means not being able to concentrate the next day.3. When you do a course in Lit Theory you spend a lot of time on difficult subjects. Suggested answer:Doing a course in Lit Theory means spending a lot of time on difficult subjects.4. To be interested in literature is to have an open mind about other ways of life. Suggested answer:Being interested in literature means having an open mind about other ways of life.5. To protest against the Vietnam War in the 1960s you went out onto the streets. Suggested answer:Protesting against the Vietnam War in the 1960s meant going out onto the streets.6. When you go to college today you spend a lot of time thinking about what you will do afterwards.Suggested answer:Going to college today means spending a lot of time thinking about what you will do afterwardsTranslate the sentences into Chinese.1. On university campuses in Europe, mass socialist or communist movements gave rise to increasingly violent clashes between the establishment and the college students, with their new and passionate commitment to freedom and justice.Suggested answer:在欧洲的大学校园里，大学生以新的姿态和激情投入到争取自由和正义的事业中去，大规模的社会主义或共产主义运动引发了他们与当权者之间日益升级的暴力冲突。
全新版大学英语综合教程第二册教案Unit 2 Book 2
Unit 2 The Richest Man in America,Down HomeI. Teaching ObjectivesStudents will be able to:1. grasp the main idea (despite his wealth, Sam Walton remains done-home anddevoted to his team) and the structure of the text ;2. learn to use indirect description in portraying a person and to use keywords for more efficient reading;3. master the key language points and grammatical structures in the text;4. conduct a series of reading, listening, speaking and writing activities relatedto the theme of the unit.II. Key Points: The structure, the writing skill, and the main idea ofthe text 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 structures are hard to analyze:1. Line 10（Para. 3）: It was nice, but no palace.2. Line 36-37(Para.10): It buried the Forbes list at the bottom of page 2.3. Line 75-76(Para.20): who was stunned at such generosity after the stingy employer he left to john Wal-Mart.IV. Teaching Materials: Power point 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 aft er 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 tasks1. T asks Ss the following questions on the recorded passage:—What happened to Abraham Lincoln one day? (Working as a shop clerk, he overcharged a customer. Although the sum was insignificant, Lincoln walked a long distance to return the money. )— How is the story related to the theme of the unit— values? (Abraham Lincoln regarded honey as an important value)2. Ss do Cloze B in after-text exercises to learn more about the values of American millionaires.3. Rich people I know (15 minutes)1) Before class, Ss are asked to collect stories, news reports, pictures, books, or even video clips (if relevant equipment is available for showing them in class) of rich people.2) In class, Ss form groups of three to four to share what they have collected.3) Groups discuss what values these rich people hold dear.4) Speakers for several groups report their discussion results to the class.5) T reminds Ss to keep these values in mind when they study Text A, and see whether Sam Walton cherishes them or not.B. While-reading tasks1. Text organization (20 minutes)1) T asks Ss to scan the text to see if there is any natural dividing lines separating it into par (The text can be divided into three parts. Between each part, there is a blank line.)2) T draws Ss’ attention to Text Organization Exercise 2, guides them through the directions, that they can grasp the main function of each part.Ss scan the text again to underline all the names mentioned and tell who these persons are.(They are: Jamie Beaulieu, waiter at Sam Walton’s birthday partyJonnie Baker, night manager at the local Wal-MartRichard Hoback, Mayor of Bentonville, ArkansasGordon Garlington, pastor of the local churchJohn Marshall, local barberJim Von Gremp, corporate affairs directorFerold F Arend, retired president of Wal-MartJim Hendren, company lawyer4) Ss will notice that the text transits from Part II to Part IIIwhen the first corporate job -corporate affairs director — is mentioned.2. T explains language points and gives Ss practice (seeLanguage Study). (60 minutes)3. Finding synonyms or synonymous phrases for “down-home”(10 minutes)1) T asks some Ss to explain the title of Text A in their ownwords.2) Ss work alone to find out synonyms or synonymous phrasesfor “down-home”.3) Some Ss report their findings to the class.(Para 5 carry on like plain folksPara 6 folksy waysPara 7 friendly, cheerful, a fine neighbor who does his best to blend in, never flashy, never throwing his weight aroundPara 11 not a front-page person)4) T reminds Ss to vary their own writings by synonyms or synonymousphrases.C. Post-reading tasks1 Using indirect description in portraying a person (25 minutes)1) Ss complete Text Organization Exercise 2 and compare answers with eachother.2) T makes Ss think by asking Ss this question: How does the author revealthese character traits of Sam Walton? Does he come forward to tell usdirectly what Sam Walton is like?T introduces methods of indirect description and writes them down on the blackboard: anecdotes, examples, quotes, comparison and contrast, etc.Ss work in pairs to find out examples of these methods.5) Some pairs report their findings to the class.6) T urges Ss to adopt these methods when describing a person.2. T guides Ss through some after-text exercises. (25 minutes)3. T checks on Ss’ home reading (Text B). (3 minut es)4. Ss do Part IV: Theme-Related Language Learning Tasks. (1 period)5. T asks Ss to prepare the next unit: (2 minutes)1) do the pre-reading task;2) preview Text A.VIII. Assignments:Assignments for 1st and 2nd periods:●Vocabulary Exercises I, II, III in Text A●Listen to the recording of the textAssignments for 3rd and 4th periods:●Review what have been learned in class●Comprehensive Exercises, I, II in Text A●Read the text fluently and imitate the pronunciation and intonation of therecordingAssignments for 5th and 6th periods:●Review what have been learned in class●Language Practice in Text B●Preparations for paragraph recitation and dictation of new words andexpressions in Unit 2Assignments for 7th and 8th periods:●Review what have been learned in class●Home listening: Task 1, 2 and 3●Previewing text A in Unit 3IX. Teaching Reflection:Try to listen to the feedback of the students during and after the course, analyze the weaknesses in teaching and improve the methods as much as possible.The feedback from the students:The methods taken to improve the teaching and learning:X. Appendix: Teaching Contents:A. Text AnalysisTo make a character portrait convincing, an author must refrain from telling readers directly what the person is like. Instead, he/she lets readers deduce.Of all the methods of indirect description, the one used most frequently in Text A is quotation. The author quotes not only Sam Walton himself, e.g. “Th e reason for our success... is our people and the way they’re treated and the way they feel about their company. They believe things are different here, but they deserve the credit”, but also his townsfolk and colleaguesThe text begins with an anecdote: how waiter Jamie Beaulieu had anticipated a lavish mansion at the Waltons, only to find an ordinary-looking household. This kind of beginning lures readers to go on. There are other anecdotes, like how Sam Walton forgot his wallet and insisted on fetching it to pay the local barber, and how he lost 4 straight games after a Wal-Mart employee asked him a question about pricing.Sam Walton is a folksy guy, of which a lot of examples are given. Examples of how generous an employer he is are also plentiful.Jami e Beaulieu’s anticipation and the reality he later found out form a contrast. It reveals SamWalton’s down-home characteristics. When retired company president Ferold F. Arend compared Sam Walton with his previous employer, we appreciate further Sam Walton’s generosity.B. Cultural Notes1. Rolls-Royce: any of the large, expensive, comfortable cars made by the British company Rolls-Royce. Many people recognize them by the small metalstatue on the front of every Rolls-Royce car. The company was formed in 1905—1906 by Charles Rolls (1877—1910) and Henry Royce (1863—1933) and also produces aircraft engines. The Rolls-Royce company was bought by the German company Volkswagen in 1998. The name Rolls-Royce is also used informally to refer to the best product of a particular type.2. dime store: a store offering a wide assortment of inexpensive items, formerly costing five or ten cents, for personal and household use.3. Wal-Mart: any of a very large chain of shops in the US selling a wide range of goods at low prices. The first Wal-Mart Discount City was opened in 1962 by Sam Walton.4. Ford Motor Company: a large US company that makes cars. It was established in Detroit in1903 by Henry Ford, and the first Model T was sold in 1908. The company has produced the Lincoln since 1922 and the Mercury since 1938.5. names: Apart from their surname or last name, most British and American children are given two personal names by their parents, a first name and a middle name. These names are sometimes called Christian names or given names. Some people have only one given name, a few have three or more. Friends and members of a family who are of similar age usually call one another by their first names. In some families young people now also call their aunts and uncles and even their parents by their first names. Outside the family, the expression be on first name terms suggests that the people concerned have a friendly, informal relationship.When writing their name Americans commonly give their first name, their middle initial and their last name, e.g. George M. Cohan. Both given names are used in full only on formal occasions, e.g. when people get married.6. Forbes: an American business magazine. It is noted for its lists of the richest men and women in business. In its November 27, 2000 edition it published one listing the 50 richest businessmen and women in China, headed by Rong Yiren of CITIC with 1.9 billion dollars, followed in second place by LiuYongxing of the Hope Group with 1 billion dollars. The richest businesswoman on the list was Yang Lan of Sun Television, with 63 million dollars.C. Language StudyHe imagined what surely awaited: He imagined what he was surely to see.2. r emote: far away in space o r timeExamples:The supply of electricity to remote mountainous villages is one of the local development projects in Yunnanprovince.Taming the deserts is no longer a dream of the remote futurebut a practical human endeavor.3. d iscount: amount of money which may be taken off the full price Examples: T raditional retailers who’ve opened cyberstores may offer special discounts to online shoppers.Though online bookstores usually offer discounts, don’texpect to save much.4. It was nice, but no palace: The house was nice, but not luxurious.5. O nly in America can a billionaire carry on like plain folks ...: It is only in America that a billionaire can live in the same way as ordinary people...only: In writing and formal speech, you can put “only” at the beginning of a sentence, followed by the word, word group, or clause it modifies, and then you put an auxiliary or “be”followed by the subject of the main clause.Examples: 1. Only here was it safe to prepare and handle hot drinks.2. Only then did Peter realize that he still hadn’t phoned his mother.3. Only when the injured limb is fully mobile will the runnerbe encouraged to re-strengthen it.carry on: behave or conduct oneself in a specific wayExamples:There’s nothing unusual about them. They carry on just like everybody else.He carries on as if he were a millionaire, spending money left,right and centre.folk: people in general (You can refer to people as folk or folks.) Examples: They got married and had kids and lived like other folks.These are the folks from the local TV station.get away with: do sth. wrong or risky without being caught or punishedExamples: They claimed that they knew how to play the system and get away with it.Eric has been getting away with tax fraud for years.6. bird dogs: dogs which hunt birds7. local: of or for a particular placeExamples:The plane was to take off at 6 a.m. and land at 7 a.m.local time. Three-quarters of the investment needed tohost the Olympics would be borne by central and localgovernment.8. treatment: the way you deal with sb. or behave towards them(followed by of)Examples: Like everyone else, I resent his cruel treatment of his old father.The old woman suffered from bad treatment at the handsof her sons. None of them were willing to take care of her.9. by/from all accounts: according to what everyone saysExamples: Tom, by all accounts, is a superb teacher.The Chinese football team will play the Koreans tonight. Itshould be a match worth watching, by all accounts. 10. cheerful: (of sb.) happy in a lively, energetic way; (of sth.) makingyou feel happyExamples: One of the reasons why she is successful is that she is able to remain cheerful in acnsls.They are both very cheerful in spite of their colds.The kindergarten is bright and cheerful, with plenty of toys.I like songs with cheerful tunes.11. blend in/into: If sb. blends into a particular group or situation, orif they blend in, they seem to belong there or are not noticeable, because their behavior is similar to that of the other people involved.(used in the patterns: blend in; blend into sth.; blend in with sth.) Examples: What he said reinforced my determination to blend in with my surroundings.As a newly-appointed manager, he was not sure whether hecould blend in.The painter blended in with the crowd at the art sale. 12.throw o ne’s weight around: behave in an aggressively arrogantwayExamples: Mr. Smith is not much of a manager. He always throws his weight around.Folks don’t like their chairman as he always throws hisweight around.13.reserve: 1) order or book (a seat, book, room, table, etc.)Examples: The service at that five-star restaurant is excellent. I’ll reserve a table for five there.Demand will be huge, so ask your friends to reserve ticketsfor the concert.2) keep for a special use (used in the pattern: be reserved forsb./sth.)Examples: In the United States lanes are reserved for cars with more than one occupant. Some seats on the buses arereserved for the old.14. “Look, he’s just not that way.”: You see, he is not the sort ofperson to reserve seats for himself.15. o pen up: unlock and open the door so that people can get inExamples: Open up, or I break in.They open the school up at 7:45 a.m. so that students canhave more sleep.16. I t buried the Forbes list at the bottom of page 2.: The Forbes listwas arranged at the bottom of page 2 in the Benton County Daily Democrat so that it could not be found easily.17. h eadline: the title of a newspaper article, printed above the articlein large lettersExamples:Headlines in the newspaper are arranged so that they attract attention.The headlines in the newspapers were to please millions ofpeople in China: Beijing to host the 2008 OlympicGames.18. h old to: keep toExamples: John holds to his belief that you can be successful as long as you work hard. She always holds passionately tothe view that her mother is an angel.19. stock: shares of a company that are sold to investorsExamples:You’d better get professional advice before buying stocks or bonds. After a dull start, stock prices moved ahead againyesterday.20.o n the run: continuously active and moving about; try to avoidbeing capturedExamples: I have been on the run all day and I am exhausted.He has to be on the run from one office to another to get thepermit to open a take-away restaurant.He is on the run from the police.21.steer clear of: keep away fromExamples: Children are told to steer clear of troublemakers.Members of the club steer clear of controversial issuessuch as religion.22.But the real story in his mind is ... : But what is always on hismind is23. make up: form the whole of (sth.)Examples: Women make up nearly 50% of university entrants.The college is made up of fourteen departments and fiveresearch centers.24. liable: likely (to do sth.)Examples:It’s liable to snow heavily tomorrow.The sports meeting is liable to be postponed until nextweek because of the bad weather.25. as laid down...: as establishedlay down:officially establish a rule, or officially state the way in which sth. must be doneExamples: Conditions for membership are laid down in the soccer club rules.The school authorities have issued a new booklet layingdown regulations for Students.26. loyalty: the quality of staying firm in your friendship or support forsbisth.; a strong feeling that one wants to be faithful tosb./sth. (followed by to)Examples: My father is a soccer fan. His loyalty to the local team has taken him all over the country to see them play.Once his mind was made up, General Lee never changedhis loyalty to the South.27.s ystem: 1) set of ideas, theories, principles, etc. according to whichsth. is doneExamples: Most of the teachers are doing research work, trying to find a goodsystem of teaching English.The classification of the books in the library follows theDewey Decimal System.All the employees are required to work on an eight-hoursystem.2) g roup of things or parts working together as a wholeExamples:With the further development of automation, morecomplicated control systems have come into being.Manned space vehicles have life-support systemsdesigned to meet all the physical needs of the crew. 28. c ut prices and margins to the bone: reduce prices and marginsconsiderably or dramatically29. qualify: have or give (sb.) a legal right (to sth./to do sth.)(followed by for or infinitive to)Examples:A few useful skills — English teaching, for example —qualified foreigners for work visas.Highly trained staff are well qualified to give practicaladvice to students when they select courses.30. option: 1) (in business) an agreement or contract that givessb. the right to buy or sell sth. such as property or sharesat a future dateExamples:With cash, stock options and the promise of vastresources, Microsoft has attracted faculty elites to itsresearch center.Jones has taken an option on that house.2) s th. you can choose to doExamples: She has the option of entering graduate school orstarting her professional career. Analysts say that thelaunch of the euro offers a new and attractive option. 31. scholarship: (award of a) grant of money to a scholarExamples: He can’t afford to go to college if he doesn’t win ascholarship.Some companies have set up scholarships for bothstudents and teachers at ouruniversity.32. and the like: and other things of the same sortIf you mention particular things or people and then add “and the like”, you are indicating that there are other similar things or people that can be included in what you are saying.Examples: Many students are also keeping fit through jogging, aerobics, weight training, and the like.Always carry your passport, money and the like with youwhile you are traveling abroad.33. cultivate: 1) make a special effort to establish and develop (sth.)Examples: They encourage students to cultivate special interests in theoretical physics.Some students try to cultivate a love of art.2)prepare land and grow crops on itExamples: They cultivated 500 acres in the suburb.The remote area has barely been cultivated for decades.34. reward: give sth. to (sb.) in return for work or services (used in thepattern: reward sb. for sth. with sth.)Examples: The officer is to be rewarded for his efforts with promotion to the rank of inspector.If you do well in the final exams, I will reward you with atrip to Hong Kong.35. retire: (cause to) stop working at one’s job, usu. because of age(followed by from)Examples: Although their careers are important they plan to retire at 50.The school had to employ the retired teachers to give classes.36. ...who was stunned at such generosity after the stingyemployer he left to join Wal-Mart: who, having left his stingy employer to join Wal-Mart, was shocked at such generosity by Walton37. come/get aboard: (AmE, infml) joinExamples:New employees who came aboard in the last six weeks have not been tested.This is her second promotion since coming aboard.38. the way they’re treated: how they’re treatedWhen “the way” is followed by a defining relative clause, this clause can be either a “that” clause or a clause beginning with “in which”.For example, you can say “the way she told the story”, “the way that she told the story”, or “the way in which she told the story”. There is no difference in meaning.Examples: Scientists have spent years studying the way the brain retains information.The information highway will have an unimaginableimpact on the way people communicate with each other.39. deserve: be sth. or have done sth. for which one should receive (areward, special treatment, etc.); be entitled to (not used in thecontinuous tense)Examples: I am only partly responsible for the success of this book,my collaborator deserves more credit.They deserve a better salary for the job they do. Mary deserves a reward for her efforts。
新标准第二册M10
《英语》(新标准)（一起）第二册教学准备与分析课题Module10教学内容Unit1 Do you like dolls?教学目标Do you like dolls? No, I don’t. Do you like cars?Yes, I do.教学重点学会“present”. “car”单词，并能在句子中运用。
学会“Do you like…?”去询问某人的爱好，并会用“Yes, I do./No,I don’t.”进行回答教学难点“present”的读音即是重点也是难点，“Do you like…?”这一句型是本节课的重点。
教学准备单词卡片多媒体课件板书设计课题小组评价具体教学过程一、Warm-up.教师和学生一起说上一模块的韵句，边说边做出相应的表情。
二、Present the task and lead in.教师用中英文对学生说：“今天是儿童节，我有一些礼物要送给你们。
”然后教师拿出事先准备好的一些玩具，接着对学生们说：“今天Daming也有一些礼物要送给Sam和Amy,我们来看看他是怎么把礼物送给他的这两位朋友的吧？他们又出了什么状况呢？”设计意图三、New text.1．教师拿出各种颜色的卡片，抽出一张，问学生：“What colour is it?”让学生回答。
接着问：“Do you like yellow?”如果学生不明白意思，可以提醒他们。
引导学生用“yes/no.”来回答。
这一过程多问几遍，让学生初步感知“Do you like…?”这一句型。
2．挂图完整地呈现SBUnit1活动1，要求学生专心地听和看，初步了解课文的大致内容。
教师再放录音，学生边听边用铅笔勾出自己不懂的单词或句子。
3．教师拿出事先准备好的一个礼物，用中文问学生是否在儿童节时收到过礼物，然后指着自己手上的礼物问学生：What’s this?引导学生说出：“It’s a present.”教授新单词：present.4.待到全班对新词的发音掌握后，教师再拿出准备好的小礼物，请说得好的学生来帮教师把礼物发给同学们。
大学英语综合2教案
一、课题《大学英语综合2》二、教学目的1. 提高学生的英语听、说、读、写、译等综合运用能力。
2. 培养学生运用英语进行思维、交流的能力。
3. 增强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. 听力：提高学生获取信息、理解主旨的能力。
2. 阅读：提高学生快速阅读、精读、略读的能力。
3. 写作：提高学生英语写作的基本技巧，如句型、时态、语态等。
4. 语法：巩固和拓展英语语法知识。
六、教学难点1. 听力：理解长篇文章，捕捉关键信息。
2. 阅读：分析文章结构，把握作者观点。
3. 写作：运用恰当的句型和语法结构表达思想。
4. 语法：正确运用复杂句型，如虚拟语气、倒装句等。
七、教学过程第一课时（一）导入新课1. 回顾上节课所学内容，引导学生进行复习。
2. 通过图片、视频等生动有趣的方式，激发学生学习兴趣。
（二）听力训练1. 学生自主完成听力练习，教师点评。
2. 播放听力材料，学生跟读，教师纠正发音和语调。
（三）阅读训练1. 学生自主阅读课文，教师提问检查阅读效果。
2. 分析文章结构，引导学生理解作者观点。
（四）写作训练1. 学生根据所学知识，完成写作练习。
2. 教师点评，指出写作中的不足，指导学生修改。
第二课时（一）复习上节课所学内容1. 学生回顾上节课所学知识，教师提问检查。
2. 针对上节课的不足，进行巩固练习。
（二）语法讲解1. 教师讲解本节课的语法知识点，如虚拟语气、倒装句等。
2. 学生跟随教师进行语法练习。
（三）听力训练1. 学生自主完成听力练习，教师点评。
2. 播放听力材料，学生跟读，教师纠正发音和语调。
（四）阅读训练1. 学生自主阅读课文，教师提问检查阅读效果。
2. 分析文章结构，引导学生理解作者观点。
（五）写作训练1. 学生根据所学知识，完成写作练习。
2. 教师点评，指出写作中的不足，指导学生修改。
八、板书设计1. 听力：获取信息、理解主旨2. 阅读：快速阅读、精读、略读3. 写作：句型、时态、语态4. 语法：虚拟语气、倒装句九、教具1. 多媒体设备2. 听力材料3. 课文4. 写作练习册十、作业布置1. 复习本节课所学内容，完成课后练习。
新标准大学英语2_教案
教学目标：1. 理解课文的主旨和大意，掌握文章的组织结构。
2. 练习阅读技巧，掌握关键词汇和表达。
3. 通过角色扮演活动，加深对课文内容的理解。
4. 扩展与食物相关的词汇，熟悉表达个人情感的方式。
5. 学会运用课文中的表达和语法点，提高写作和认知能力。
教学重点：1. 阅读技巧：略读、扫读、细节理解。
2. 词汇：与食物相关的词汇。
3. 语法：情态动词的用法。
教学难点：1. 理解课文中的比喻和隐喻。
2. 学会运用情态动词表达个人情感。
教学过程：一、导入（5分钟）1. 老师展示一些与食物相关的图片，引导学生谈论食物的话题。
2. 提问：你们最喜欢的食物是什么？为什么？二、阅读课文（15分钟）1. 学生自主阅读课文，完成课文后的练习题。
2. 老师检查学生的练习情况，讲解课文中的重点词汇和表达。
三、讨论与分析（15分钟）1. 学生分组讨论课文中的内容，如食物的文化背景、个人饮食习惯等。
2. 每组派代表发言，分享讨论成果。
四、角色扮演（15分钟）1. 学生根据课文内容，分组进行角色扮演活动。
2. 老师巡回指导，纠正学生的发音和语法错误。
五、总结与作业（5分钟）1. 老师总结本节课的重点内容，强调情态动词的用法。
2. 布置作业：阅读课文后的拓展阅读，并完成相关练习题。
教学评价：1. 课堂参与度：观察学生在课堂上的发言和互动情况。
2. 作业完成情况：检查学生的作业，了解学生对课文内容的掌握程度。
3. 角色扮演表现：评价学生在角色扮演活动中的表现，如发音、语法、情感表达等。
教学反思：1. 本节课是否达到了教学目标？2. 学生对课文内容的掌握程度如何？3. 如何改进教学方法，提高学生的学习兴趣？教学资源：1. 《新标准大学英语2》教材2. 多媒体课件3. 网络资源：与食物相关的文章、视频等。
新标准大学英语第二版综合教程2
新标准大学英语第二版综合教程2
新标准大学英语第二版综合教程2是一本广泛使用的大学英语教材，旨在帮助
学生提高英语综合应用能力。
本教程涵盖了丰富的语言知识和实用的交际技能，适合大学英语专业的学生使用。
本教程共分为十二个单元，每个单元都包含了听力、口语、阅读、写作等多种
教学内容，旨在全面提高学生的英语能力。
每个单元的主题都非常贴近学生的生活和学习，涉及到校园生活、社会热点、文化交流等多个方面，有利于激发学生的学习兴趣。
在本教程中，学生不仅可以学习到丰富的词汇和语法知识，还可以通过大量的
听力材料和口语练习来提高自己的语言表达能力。
教材中的阅读材料涵盖了不同类型的文章，有助于学生拓展自己的知识面和阅读能力。
此外，写作部分也为学生提供了丰富的写作素材和范文，帮助他们提高写作水平。
除此之外，本教程还注重培养学生的跨文化交际能力，通过多样化的教学内容，帮助学生了解不同文化背景下的交际方式和习惯，提高他们的跨文化交际能力。
总的来说，新标准大学英语第二版综合教程2是一本全面、系统的大学英语教材，适合大学英语专业的学生使用。
它不仅涵盖了丰富的语言知识和实用的交际技能，还注重培养学生的跨文化交际能力，有助于提高学生的英语综合应用能力。
希望学生们能够认真学习本教材，不断提高自己的英语水平，为将来的学习和工作打下坚实的语言基础。
大学英语综合教程2_教案
一、教学目标1. 知识目标：（1）掌握本单元的基本词汇和短语；（2）了解本单元的主要语法点；（3）提高学生的阅读理解能力。
2. 能力目标：（1）提高学生的听说能力，包括口语表达和听力理解；（2）提高学生的写作能力，包括书面表达和翻译能力；（3）培养学生的自主学习能力。
3. 情感目标：（1）激发学生对英语学习的兴趣，提高学习积极性；（2）培养学生的团队协作精神，提高人际沟通能力；（3）培养学生的跨文化交际意识。
二、教学内容1. 词汇：本单元涉及的基本词汇和短语；2. 语法：时态、语态、虚拟语气等；3. 阅读理解：一篇课文，要求学生理解文章大意，把握文章结构，分析作者观点；4. 听力：一段对话或短文，要求学生获取信息，理解主旨大意；5. 写作：一篇短文，要求学生运用所学知识进行写作；6. 翻译：一段汉译英或英译汉的句子或段落。
三、教学过程1. 导入新课（1）利用图片、视频等多媒体手段导入新课，激发学生的学习兴趣；（2）简单介绍本单元的主题和主要内容。
2. 词汇教学（1）展示本单元的基本词汇和短语，让学生自主阅读；（2）教师引导学生进行词汇的拼写、发音和用法练习；（3）进行词汇测试，巩固所学词汇。
3. 语法教学（1）讲解本单元的语法点，如时态、语态、虚拟语气等；（2）结合例句，让学生进行语法练习；（3）进行语法测试，巩固所学语法知识。
4. 阅读理解（1）学生自主阅读课文，了解文章大意；（2）教师引导学生分析文章结构，把握作者观点；（3）进行阅读理解测试，检验学生的学习效果。
5. 听力训练（1）播放对话或短文，让学生获取信息；（2）教师讲解听力技巧，引导学生进行听力练习；（3）进行听力测试，提高学生的听力水平。
6. 写作训练（1）教师讲解写作技巧，指导学生进行写作；（2）学生进行写作练习，教师批改并给予反馈；（3）进行写作测试，检验学生的写作能力。
7. 翻译练习（1）教师讲解翻译技巧，指导学生进行翻译练习；（2）学生进行翻译练习，教师批改并给予反馈；（3）进行翻译测试，提高学生的翻译能力。
新通用大学英语综合教程第2册教学设计
新通用大学英语综合教程第2册教学设计一、教学背景新通用大学英语综合教程是适用于全国高等院校英语教育课程的一套教材，由高等教育出版社出版。
本文针对该教材的第2册设计一份教学计划，旨在提高学生的英语综合能力和对文化背景的理解。
二、教学目标本教学设计的目标是：1.提高学生的英语听、说、读、写的综合能力；2.增加学生对英语国家文化的了解，尤其是美国、英国和澳大利亚等国家；3.培养学生的批判性思维和独立思考能力。
三、教学内容和方法1. 教学内容本教学设计的内容主要包括教材第2册的Unit 1和Unit 2，其中包括以下课文：•Unit 1: A New Lease on Life•Unit 2: Extreme Sports此外，还可以补充一些与课本相关的阅读材料、听力材料以及视频材料，以提高学生对英语国家文化的了解。
2. 教学方法•课堂讲授和学生讨论：教师可以针对每个单元的主题进行课堂讲授和学生讨论，鼓励学生参与其中，提高课堂互动性和学生参与度。
•听力训练：结合教材和外部资源，教师可以设计一些听力练习，以提高学生的听力理解能力。
•阅读训练：教师可以在课堂上适当地布置一些作业或者课下阅读，以提高学生的阅读理解能力。
•写作训练：教师可以组织一些写作练习，如作文、读后感、书评等，以提高学生的写作水平和写作能力。
•视听学习：教师可以将一些与课本相关的视频资源放到课堂上进行观看和学习，以提高学生的视听理解能力。
四、教学评价与反馈为了更好地了解学生的学习情况，教师可以采用以下措施进行评价和反馈：1.在课堂上进行随堂测试、口语练习、写作练习等，及时反馈学生的学习进度；2.布置课后作业，鼓励学生自主学习；3.定期回顾和总结课堂内容，检验学生掌握程度；4.鼓励学生积极参加课外活动，如英语角、辩论赛等，提高综合英语能力。
五、教学资源为了更好地进行教学，教师可以利用以下资源：1.教材：《新通用大学英语综合教程第2册》2.阅读材料：如报刊、杂志、网络资源等；3.视听材料：如电影、纪录片、广告等；4.网络资源：如MOOC、学习社区、在线字典等。
大学英语综合教程2教案
教学目标：1. 培养学生阅读理解能力，使学生能够理解文章大意和细节。
2. 增强学生的词汇量和语法知识，提高英语综合运用能力。
3. 培养学生的听说能力，提高口语表达和听力理解水平。
4. 培养学生的写作能力，使学生能够撰写一篇结构完整、内容丰富的短文。
教学重点：1. 理解文章大意和细节。
2. 掌握文章中的关键词汇和语法结构。
3. 提高听说能力，能够进行简单的日常对话。
4. 提高写作能力，能够撰写一篇符合要求的短文。
教学难点：1. 理解文章中的复杂句型。
2. 掌握文章中的生僻词汇和短语。
3. 进行有效的口语表达和听力理解。
教学过程：一、导入新课1. 利用多媒体展示与文章主题相关的图片或视频，激发学生的兴趣。
2. 引导学生思考与文章主题相关的问题，如：What is the main idea of this article? What are the key points in this article?二、阅读理解1. 让学生快速阅读文章，了解文章大意。
2. 针对文章中的生僻词汇和短语进行讲解，帮助学生理解。
3. 让学生细读文章，回答问题，巩固阅读理解能力。
三、词汇和语法1. 教师讲解文章中的关键词汇和短语，让学生跟读并掌握。
2. 介绍与文章主题相关的语法知识，如：被动语态、虚拟语气等。
3. 学生进行相关练习，巩固所学词汇和语法知识。
四、听说训练1. 学生进行角色扮演，模拟文章中的场景，提高口语表达能力。
2. 教师播放听力材料，让学生回答问题，提高听力理解能力。
五、写作训练1. 教师讲解写作要求，如：文章结构、内容要求等。
2. 学生根据所学内容，撰写一篇短文，教师进行点评和指导。
六、课堂小结1. 回顾本节课所学内容，强调重点和难点。
2. 布置课后作业，如：阅读相关文章、完成写作练习等。
教学反思：1. 本节课通过多种教学方法，如：多媒体展示、角色扮演、听力训练等，激发了学生的学习兴趣，提高了他们的英语综合运用能力。
新标准大学英语综合教程2_1-10_课后翻译、答案及课文翻译.doc3
Unit1Translate the sentences into Chinese.1. On university campuses in Europe, mass socialist or communist movements gave rise to increasingly violent clashes between the establishment and the college students, with their new and passionate commitment to freedom and justice.Suggested answer:在欧洲的大学校园里，大学生以新的姿态和激情投入到争取自由和正义的事业中去，大规模的社会主义或共产主义运动引发了他们与当权者之间日益升级的暴力冲突。
2. These days political, social and creative awakening seems to happen not because of college, but in spite of it. Of course, it's true that higher education is still important. For example, in the UK, Prime Minister Blair was close to achieving his aim of getting 50 per cent of all under thirties into college by 2010 (even though a cynic would say that this was to keep them off the unemployment statistics).Suggested answer:现在，政治、社会和创造意识的觉醒似乎不是凭借大学的助力，而是冲破其阻力才发生的。
大学英语综合教程book2教案
一、教学目标1. 知识目标：（1）掌握本单元的核心词汇和短语；（2）了解本单元的文化背景知识；（3）熟悉本单元的语法结构。
2. 能力目标：（1）提高阅读理解能力，学会从文章中获取信息；（2）培养写作能力，学会运用所学词汇和语法进行写作；（3）提高听说能力，学会在日常生活和工作中运用所学知识。
3. 情感目标：（1）激发学生对英语学习的兴趣，培养良好的学习习惯；（2）培养学生关注社会、关心他人的情感；（3）培养学生具备一定的国际视野。
二、教学内容1. 课文内容：Unit 1 A. Text 1（课文）2. 课文背景：介绍课文中所涉及的文化背景知识。
三、教学重点与难点1. 教学重点：（1）课文中的核心词汇和短语；（2）课文中的语法结构；（3）课文中的阅读理解技巧。
2. 教学难点：（1）课文中的长难句分析；（2）课文中的文化背景知识；（3）课文中的写作技巧。
四、教学方法1. 案例分析法：通过分析课文中的案例，引导学生理解课文内容；2. 互动式教学：鼓励学生积极参与课堂讨论，提高学生的参与度；3. 任务型教学：设计不同的任务，让学生在完成任务的过程中提高英语能力；4. 多媒体辅助教学：利用多媒体资源，丰富课堂内容，提高教学效果。
五、教学过程1. 导入新课（5分钟）（1）介绍课文背景；（2）提出本节课的学习目标。
2. 课文讲解（20分钟）（1）讲解课文中的核心词汇和短语；（2）分析课文中的语法结构；（3）分析课文中的长难句；（4）引导学生理解课文内容。
3. 阅读理解练习（10分钟）（1）布置阅读理解练习题；（2）学生独立完成练习；（3）教师讲解答案，总结阅读技巧。
4. 课堂讨论（10分钟）（1）提出与课文相关的问题；（2）学生分组讨论，分享观点；（3）教师总结讨论结果。
5. 写作练习（10分钟）（1）布置写作任务；（2）学生独立完成写作；（3）教师讲解写作技巧。
6. 课堂小结（5分钟）（1）回顾本节课所学内容；（2）布置课后作业。
新标准英语第二册教案-
新标准英语第二册教案一、教学目标1.能够熟练运用Unit1和Unit2中的核心词汇，如：family,friend,animal,food,drink等。
2.能够理解并运用一般现在时和一般过去时的表达方式，如：Ilike/liked,sheplays/played等。
3.能够用英语进行简单的自我介绍和询问他人信息，如：Hello,mynameisWhat'syourname?Howoldareyou?等。
4.能够听懂并参与日常对话，提高听力和口语表达能力。
二、教学内容1.Unit1：家庭成员和喜好2.Unit2：动物和食物三、教学步骤第一步：热身（5分钟）1.教师与学生用中文进行简单的自我介绍，如：姓名、年龄、爱好等。
2.学生两人一组，用中文进行自我介绍练习。
第二步：导入（10分钟）1.教师展示一张图片，引导学生用中文描述图片内容。
2.学生两人一组，用中文进行图片描述练习。
第三步：新课内容展示（15分钟）1.教师展示Unit1的单词卡片，如：family,friend等，引导学生用中文翻译。
2.教师讲解一般现在时的表达方式，如：Ilike,sheplays等。
3.学生跟读并模仿教师发音。
第四步：课堂活动（15分钟）1.教师组织学生进行角色扮演，模拟日常对话，如：自我介绍、询问他人信息等。
2.学生两人一组，进行角色扮演练习。
第五步：巩固练习（15分钟）1.教师给出一些一般现在时的句子，让学生判断是对还是错。
2.学生回答问题，教师给予反馈。
第六步：课堂小结（5分钟）四、课后作业1.复习Unit1和Unit2的单词和句子。
2.结合日常生活，与家人或朋友进行英语对话练习。
五、教学评价1.课后收集学生课堂表现记录，对学生的听力和口语表达能力进行评价。
2.课后收集学生课后作业，对学生的学习效果进行评价。
六、教学反思本节课通过热身、导入、新课内容展示、课堂活动、巩固练习和课堂小结等环节，让学生在轻松愉快的氛围中学习英语。
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大学英语2课程教案Unit 10 Green FatigueTeaching Content：Green FatigueLesson Type: Intensive Reading (New Standard College English Book 1)Total Time:4.5 HoursClass/Object : Freshman (the Second term)Teaching Procedures:Step 1Starting Point(10mins)Group discussion: What isthe most important threats and changes to the environment. Free talking: What will you do for protecting the environment？Step 2Reading Task1.Introductory remarks (10mins)1) Background information:Since at least the 1970s people have been aware of environmental issues, but in recent years widespread concern has focused more on climate change and global warming. Climate change is one result ofglobal warming, and has serious potential consequences. It could cause ice caps to melt, which would lead to a rise in sea levels, which in turncould endanger coastal cities. Climate change could also cause increases in droughts, floods, storms and cyclones, which could affect water supplies and lead toan increase in deserts and a decrease in harvests, and thus food shortages. So environmental awareness is important for everyone.2)Environmental awarenessIt means that people are aware of their impact on the environment. This includes an awareness of major environmental issues, such as climate change, global warming, pollution, recycling and energy-saving, and the role of people in them. Environmentally-aware people have some knowledge of possible solutions and make commitment to practical action towards solutions. This commitment is often called “green”. If businesses use a green label, they try to show that they support the protection of the environment. The meaning of environmental awareness has become broader as people have come to understand the complexity of environmental problems and the impact of people on the environment3) carbon footprintThecarbon footprint is a measure of the direct contribution of carbon from energy use. The element carbon is added to the earth’s atmosphere by the use of energy in lighting,heating or cooling houses, cooking, driving cars, flying planes and other human activities. This has an impact on the environment and affects climate change because it adds to greenhouse gases which contribute to global warming. Indirect carbon emissions from manufacturing and transport also create a carbon footprint. By measuring the carbon footprint we can get an idea of what each of us contributes to the climate change and what effect our actions may have on lowering the footprint, or reducing carbon emissions.Step 3 Comprehending the text(15mins)1. Do exercise 1(on page 16) before reading the text.2. Do exercise 2(on page 18) and exercise 6(on page 19) after reading the text asquickly as possible.Step 4 Language Points and Difficult Sentences (130mins)Language Points1. fatigue n. [U]the feeling that you have done a particular activity for so long that you nolonger want to do it （长期做某事引起的）疲劳，疲倦e.g.1) Driver fatigue was to blame for the accident.这个事故是驾驶员疲劳所致。
2) I was dropping with fatigue and could not keep my eyes open.我快要累倒了，眼睛也睁不开了。
3) The old lady can't bear the fatigue of a long journey.老太太不能忍受长途旅行的疲劳。
2. environmental a.1) intended to help or protect the environment环境保护的e.g. Environmental awareness has increased over the years.这些年来人们的环境意识增强了。
2) relating to the natural world and the effect that human activity has on it 自然环境的e.g. Environmental change has already set off some migration.环境的变化已开始引发部分人口迁移了。
Word family:1). environment n.2). environmentalist n.3). environmentalism n.4).environmentally ad in a way that affects the environment or is related to it 影响环境地；与环境相关地e.g.(1).Building the proposed new road would be environmentallydamaging.修筑那条拟建的新公路会对环境造成破坏。
(2). She claimed that nuclear power was the most environmentallysafe form of energy.她声称核能是最环保的能源。
5). environmentally friendly a. 对环境无害的e.g.As an agricultural crop, sunflowers are extremely environmentally friendly.3. panel n. [C] a flat piece of wood, glass, or other material that forms part of somethingsuch as a door or wall（门、墙、栅栏等的）镶板，嵌板e.g. a ceiling with carved panels带刻花镶板的天花4. solar panel n. [C]a piece of equipment that uses energy from the Sun to create powerfor a building太阳能电池板5. short-haul a. travelling or carrying people or goods over a short distance, especially byair（飞机航程）短距离的，短途的e.g. A short-haul domestic flight is commonly categorized into being no longerthan 500 mi (800 km) 1.5 hours in length. 短途国内航班通常分类为距离不超过500英里（800公里），时间不超过一个半小时。