新视野大学英语读写教程第二册unit 1教案

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新视野大学英语(第三版)读写教程第二册完整教案

新视野大学英语(第三版)读写教程第二册完整教案新视野大学英语读写教程 BOOK 2 教案教学对象Teaching Subjects 周次课型第2-4周20XX级大学英语本科教学内容 Lesson Content 授课时间Unit 1 An Impressive English Lesson 2月29日 - 3月18日□理论课√理论、实践课□实践课课时分配 6 教学环境 Teaching Environment 多媒体教室教学目标Teaching Aims After studying this unit, the students are expected to be able to: 1. understand the main idea and structure of Section Aand Section B； 2. master the key language points and grammatical structures in the texts 3. talk about language teaching and learning and express their opinions about current way of teaching in an English class; 4. read with the skill ―finding key ideas in sentences‖; 5. write a xxposition with threemain parts: introduction, body and conclusion.1. Vocabulary tediousabsorbedallergiccapturecondenseexceeddistinguishdistinctivexxplimentaryxxplementaryproclaimevid entlyadequatexxpetentadjustbeneficial 2. Skills ● Learn to read with the skill ―finding key ideasin sentences‖and write a xxposition with threemain parts: introduction, body and conclusion. ●To talk about language teaching and learning ●write a xxposition with threemain parts: introduction, body and conclusion. ●To apply the phrases and patterns 重点Key Issues 难点PotentialProblems and Difficulties 教学方法Methodology A xxbination of traditional teaching methods with the xxmunicative approach will be adopted. Special attention should be paid to classroom interaction like questioning and answers. Small group works are always needed while discussing the questions and the difficult translation encouragement is needed and more guidance will be given in their extracurricular study. Visual aids, projector, stereo and microphone 教具Teaching Aids 教学分组Teaching Groups Group work and pair work 课堂学习任务与活动的组织Conduct of Tasks and Activities Students-centered Task-based teaching and learning 教学过程设计Teaching Procedures 步骤1Step 1 导入Lead-in warming-up questions discussion. 1. What are the key factors that help people learn English as a foreign language 2. Do you have any problem in English learning you think grammar is important in English learning II. Listening and discussing. 1. Listening practice. 2. In your opinion, what is the most effective way to learn English III. Listening to a talk and answer questions on page 2 步骤 2Step2课文学习Section A An Impressive English Lesson I. New words 1. tedious: a. boring and continuing for too long 冗长乏味的Telling the story has bexxe tedious, as I have done it so many times. 讲述这个故事已变得单调乏味，因为我已经讲了这么多次了。

新视野英语教程读写教程2(第三版)Unit1教案资料

exotic (异国情调的) feeling ➢ one can learn something about American culture
Leading in
Exploring the Topic
Around the Topic Section A
Section B
Section C
Directions: You will hear a short passage. Listen carefully and answer the following questions.
As China is opening its door to the outside world, many foreign fast food restaurants have found their way into China and are getting more and more popularity. But if it is left to me to choose, my first choice would be the McDonald’s.
Return
Around the Topic
Section A
Section B
Section C
Section A: The First McDonald’s Restaurant
Around the Topic
Section A
Section B
Section C
Text A
Exercises
about the past is destroyed at the same time.
Return
Suggested answer: Every nation is blessed with its own unique cultural symbols. The United States of America is no exception. So far as I know, there are some famous symbols of American culture, such as the Statue of Liberty, Uncle Sam, Disneyland, the McDonald’s Restaurant and so on. These symbols reflect American culture.

新视野大学英语读写教程(第三版)第二册unit1 An Impressive English Lesson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 with 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 to…— 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 students 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。

新视野读写教程第二册教案Unit1

新视野读写教程第二册教案Unit1Teaching Plan for Unit 1 Course：College EnglishInstructor Module Unit 1 A Time-Conscious AmericansB Culture ShockTime 180m Teaching Aids Multi-mediaTeaching Objectives 1.To help the students have a good understanding of the passages inthis unit；2.To help the students grasp the usages of some important words,phrases and expressions in the unit；3.To enable the students to analyze the structure of Text A andsummarize paragraph meaning of Text B4.To introduce the basic reading skills of this unit: Reading for theMain Idea in a Paragraph5.To help the students master how to develop a paragraph a generalstatement supported by specific details.Chief Points & Difficult Points 1.Get the main idea of the passage.2.Master some useful expressions & sentence structure in thepassage.3.Understand the structure of the text.Prerequisites Before coming for class, students should1.identify some important words for the topic.2.scan the text for main ideas.3.visit library to research about information concerning theunit.TeachingMethodsThe mixture of listening, speaking, reading, practicing and writingReference Books Teacher’s Book of New Horizon College EnglishLongman Dictionary of Contemporary English (English-Chinese) Oxford Advanced Learner’s Engli sh-Chinese Dictionary Longman Dictionary of American EnglishTeaching Contents Time Allotment 0B Section AI. Warm-up Activity1.Topic Discussioni.Student’s Disc ussionii.Teacher’s Summary2.Questions on the Topic and the Passage II. Background InformationIII. Text Structure AnalysisIV. Structured WritingV. Detailed Study of the Texti.Words and Phrases Study/doc/863162892.html,nguage Points VI. Text Summary1.Student’s Presentation2.Teacher’s SummaryVII．After-text A ExercisesSection BI. Reading SkillII. Warm-up Activity1.Topic Discussion2.Questions on the Topic and the Passage III. Text Structure AnalysisIV. Text Study1.Paragraph Meaning2.Words and Phrases Study/doc/863162892.html,nguage Points4.Summary or Main Idea of the Passagei.Student’s Presentationii.Teacher’s SummaryV. New Words DictationVI. After-text B Exercises VII．Supplementary exercises15m 5m 10m 5m 50m5m 30m 5m 10m 5m 20m5m 15mAssignments 1.Hand in the exercise of TRANSLATION.2.Finish the other after-text A & B exercises after class.3.Supplementary Exercisesi.English-Chinese Translation （5 sentences）ii.Chinese-English Translation （10 sentences）4. Preview Unit 2Unit 1Section A Time-Conscious AmericansI.Warm-up Activity1．Topic Discussioni．Student’s Discussion1) What precious resources do Americans value?― Time and labour.2) What is considered to be a waste of time in the US?― Short conversations or small exchanges with strangers.3) How do Americans save time?― Doing things quickly, avoiding short exchanges, inventing time-saving devices…ii. T eacher’s SummaryAmericans are particularly concerned about time. They clearly realize that life is short and consider time a precious resource. Visitors may find that Americans are always in a rush and under great pressure in daily life. They don’t usuall y exchange smiles or brief conversations because they resent wasting time. Americans generally assess and inquire about others professionally rather than socially, so they start talking business directly without opening exchanges.In order to save time, Americans use quite a few labor-saving devices like telephones, faxes, or emails. Electronic communication is becoming more and more popular, while most personal visiting, which though pleasant, takes longer, is saved for after-work hours or for social weekend gatherings. In the US, unlike in some other countries, quickly solving a problem or fulfilling a job successfully is a sign of skillfulness or being competent.2.Questions on the Topic and the Passage1) What attitude results in a nation of people committed to researching,experimenting and exploring?― The attitude is that if one is not moving ahead, he is falling behind.2) How is time treated in America? And why?― Time is treated as if it were something almost real. People budget it, saveit, steal it, kill it, cut it, account for it; they also charge for it.They do thisbecause time is a precious resource.3) What is likely to be a foreigner’s first impression of the US? And howdoes the writer describe city people?―Everyone is in a rush--- often under pressure. City people always appear tobe hurrying to get where they are going, restlessly seeking attention in astore, or elbowing others as they try to complete their shopping.4) What is the writer’s advice if you “miss smiles, brief conversa tions, smallexchanges with strangers”? And why?― Don’t take it personally. This is b ecause people value time highly, andthey resent someone else “wasting” it beyond a certain appropriate point.5) What will new arrivals in America miss about business calls?― New arrivals in American will miss opening exchanges, the ritual interaction that goes with a cup of coffee or tea and leisurely chats.6) What examples does the writer give to show that Americans work hard atthe task of saving time?― American s produce a steady flow of labor-saving devices. They communicate rapidly through faxes, phone calls, or emails rather than through personal contacts.II. Background Information1.Cultural Conflicts: Each nation has its own conventions.Different nations have different cultures. When two cultures clash, problems in communication may occur. Which side should compromise when there are cultural conflicts? In fact, knowing and understanding the other's culture is the responsibility of both sides, and both sides should be willing to compromise. Educating, rather than complaining and blaming, is the best solution to cultural conflicts.2.Hourglass: A glass container holding fine sand for measuring time, which is narrow in the middle like a figure 8 so that the sand inside can run slowly from the top half to the bottom taking exactly one hour.沙漏：一种装上细沙以用来测量时间的玻璃容器，其颈部细小，形状象一个8字，使得上半部的沙子能缓慢地流到下半部中，其时间正好是一个小时。

（完整版）新视野大学英语读写教程（第三版）第二册unit1教案

（完整版）新视野大学英语读写教程（第三版）第二册unit1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 sentenc es”.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 asa 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 f acilitator 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 propervocabulary.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。

新视野英语教程读写教程第二册电子教案

新视野英语教程读写教程第二册电子教案学科英语教材《新视野英语教程2》课题Unit 1 班级课时 6 periods 时间课型New class教法讲授法练习法教具多媒体电脑投影仪教学目标1、掌握本单元教学中规定的单词和词组。

2、掌握there is (no) room for..., even so等句子结构的用法。

3、掌握应用文：Understanding and Writing Invitation Letters 写作技巧。

4、掌握本单元教学中规定的听力能力及口语交际能力。

教学重点1、重点：New words and Expressions2、难点：Listening and Speaking教学过程主要教学内容Part One Section AI. New Words and Expressions1. tear down: v.pull down, especially violently; destroyWe have a theatre in town but we are to tear it down next year tomake room for the highway.2. golden: a.(1) of the color of goldDo you refer to the one that has a golden yellow flower, a browncenter and a strong stem?(2) made of goldThe medal was g olden, so it was sold for quite a lot of money.3. danger: n.the possibility of harm or lossA policeman could meet with danger any minute of his workingday.in danger of: likely to be hurt or damaged byThe trees in the forest have been cut down in such great numbersthat the forest is i n danger of d isappearing.4. line of thinking /thought: a way or method of thinking aboutsomethingI worry about this line of thinking because it is not good forchildren.5. resident:n.a person who lives in a placeThis hotel serves meals to residents o nly.a. Living in a placeIn 1970 about one fifth of resident college and university students were women.6. inspect: vt. examine closely or in detail, especially in order to judgequality or correctness; make an official visit to judge the qualityYesterday a man from the local education committee came to inspect o ur school.7. inspector: n.an official who inspect somethingThe tax inspector has a complete right to examine the company files.8. structure:n.(1) something formed of many parts, especially a building,The steel structure looks very strange among the small wooden houses.(2)the way in which parts are formed into a whole,Scientists now know quite a lot about the structure of the human brain.vt. Arrange into a whole form, in which each part is related to others It is difficult for me to understand why things are structure in sucha way in their family.9. claim:v.(1) declare to be true, stateOne should not claim to know what one doesn’t know.(2) ask for, take, or state that one should have something to whichone has a rightOn what grounds are you claiming compensation? You have to state reasons.n.(1)a statement that something that is true or realLots of people say that never read advertisements, but this claim is hard to believe.(2) a demand or request for something which one has a right to have,The workers have come out on strike in support of their pay claim.10. register:n.an official record or listAll stores which sell guns must keep a register showing the details of each deal.v.put into an official record or list,registered.They made sure that each book was numbered andII. Sentence Structure1. They are using the earthquake as an excuse.Meaning: The reason that the building was damaged in an earthquakewas not a real one: McDonald’s managers are using it to hide the realreason for tearing down the building.2. There is no room for a drive-thru window, or for seating inside.Meaning: There is no space where people can buy food without gettingout of their car. Nor is there space for people to sit and eat inside.3. The building is still there, but boards cover the windows. Even so;people drive by to remember their McDonald’s.Meaning: Although the windows of the restaurant are covered withboards, people still stop by to visit their McDonald’s when driving past i 4. Taking pictures of a moment in history the restaurant is gone.Meaning: They take pictures to record a time in history before therestaurant is gone.III. Questions About the Text1. Where and when was the first McDonald’s built?2. Why does McDonald’s want to tear down the restaurant?3. Why do some people want to save the first McDonald’s?4. What is McDonald’s real purpose to tear down the restaurant?5. What is the author’s purpose of writing this article?Part Three Section CPractical Writing：Understanding and Writing Invitation LettersPart Four Listening and Speaking1. What do you think about...?2. How do you like...?3. I like /love it. /I hate it.4. It’s great. /it’s horrible.Part Five Summary1. New Expressions2. Sentence Structure3. Practical Writing4. Listening and SpeakingPart Six HomeworkP9, 10, 11, 12, 17, 18, 20, 21.四、教学总结：1.本课A部分是关于麦当劳的文章，学生会比较感兴趣，由此可以多介绍英美国家的饮食，特别是快餐的情况。

新视野大学英语第三版读写教程第二册Unit1教案

UnitlLanguage in missionUnderstanding and LearningOverviewThis unit focuses on learning English with text Atalking about how grammar and vocabulary canbe taught efficiently and text B how the languagecan be learned successfully. In other words, one is about how to teach and the other how to leam.The writing style between the two texts is alsosomewhat different, the first one is more relaxedand humorous, a typical style in English discourse.The tone of the second text howeveris more formal and serious. When teachers familiarize students with the texts, they need to point out their respective writing styles and also think about how to involve students in class activities from twodifferent angles: teaching vs. learning. Meanwhile students should be encouraged to express their opinions about the current way of teaching in anEnglish class, thereby expressing their thoughts freely. Activities can range from class discussion to peer interview and panel debate such as whether grammar is of crucial importance in leamingEnglish and how one can excel when learning thatlanguage. Students need to share their leamingexperience and find out more effective ways to learn English grammar and vocabulary. Section AAn impressive English lessonBackground information1.Learning English grammarThe goal of developing learners’ functional competence in a second language is not a new idea. Originally, the term Grammar referred to the art of writing. As used today by many teachers and learners, grammar is loosely understood to be a set of rules that govern a language. Communicative language teaching has placed a renewed emphasis on the role of grammar, especially in the early stages of instruction. Viewing grammar with all of its components helps language teachers andleamers understand the complexity of what itmeans to know the grammar of a language. Clearly,the goal of language learning in a communicative classroom is for learners to acquire the grammar of the second language in its broadest sense toenable them to understand and make meaningthat is, to become proficient users of the language.Research and experience have shown that explicitteaching of grammatical rules does not producesuch competence. How should grammar be taughteffectively? It still has remained a question to all thelanguage teachers. Detailed study of the text1. If I am the only parent who still corrects his child’s English, then perhaps my son is right. To him,I am a tedious oddity: a father he is obliged to listen to and a man absorbed 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 his child’s mistake in English. To my son, I am a boring and strange father, who he has to listen to ; I am also the one who pa ys lots of attention to grammar rules, which he doesn’t seem to like.★tedious: a. boring and continuing for too long )〔长乏味的Telling thestory has become tedious, as I have done it so many times.讲述这个故事已变得单调乏味，因为我己经讲了这么多次了。

新视野大学英语读写2完整教案

新视野大学英语读写教程〔第三版〕BOOK 2教案教学对象教学内容Unit 1 An Impressive English Teaching 2021 级大学英语本科Lesson Content LessonSubjects周次第 2-4 周授课时间 2 月 29 日 - 3 月 18 日课型□ 理论课√ 理论、实践课□ 实践课教学环境课时分配 6 Teaching 多媒体教室EnvironmentAfter studying this unit, the students are expected to be able to:1. understand the main idea and structure of Section A and Section B ；教学目标2. master the key language points and grammatical structures in the texts3. talk about language teaching and learning and express their opinions about Teachingcurrent way of teaching in an English class;Aims4. read with the skill “ finding key ideas in sentences 〞;5. write a composition with three main parts: introduction, body andconclusion.1. Vocabularytedious absorbed allergic capture condense exceed distinguish distinctive重点complimentary complementary proclaim evidently adequate competent adjust beneficialKey Issues2. Skills● Learn to read with the skill “ finding key ideas in sentences 〞 and writea composition with three main parts: introduction, body and conclusion.难点●To talk about language teaching and learning●write a composition with three main parts: introduction, body andPotential Problemsand Difficultiesconclusion.●To apply the phrases and patternsA combination of traditional teaching methods with the communicative approach教学方法will be adopted. Special attention should be paid to classroom interaction like questioning and answers. Small group works are always needed while discussingMethodologythe questions and the difficult translation practice. More encouragement isneeded and more guidance will be given in their extracurricular study.教具Teaching Visual aids, projector, stereo and microphoneAids教学分组Teaching Group work and pair workGroups课堂学习任务与活动的组织Conduct of Tasks and Activities〔师生互动方式 Mode of Interaction; 学习策略 Learning Strategies 〕Students-centeredTask-based teaching and learning教学过程设计Teaching Procedures步骤 1 Step 1导入Lead-inI.Greeting and warming-up questions discussion.1.What are the key factors that help people learn English as a foreign language?2.Do you have any problem in English learning?3.Do you think grammar is important in English learning?II.Listening and discussing.1. Listening practice.2. In your opinion, what is the most effective way to learn English?III.Listening to a talk and answer questions on page 2步骤 2 Step 2课文学习Section A An Impressive English LessonI. New words1. tedious: a. boring and continuing for too long 冗乏味的 Telling the storyhas become tedious, as I have done it so many times.述个故事已得乏味，因我已了么屡次了。

新视野英语教程读写教程第2册第一单元教案

2) Analyze some of the difficult sentences and explain the use of the important sentence structure
3) Make the students get the general idea and some of the brief specific information
知识
1 New words and expressions in the text
2. the general idea of the text
技能
1 Make sentences with the important words and expressions
2 Use conjunctions and adverbs to structure the sentences
态度
1 carefully listen and actively participant
教学的重点与难点
Use of the key words and expressions and understanding of the text
教学资源
Some pictures of McDonald and other famous structures
教学后记
对培养方案、大纲修改意见
对授课计划修改意见
对本教案修改意见
需增加资源
其他
教研室主任：
系主任：
教务处：
教学活动流程
教学步骤与内容
教学目标
教学方法
时间
一、复习导入新课
Introduce the textbook and learning task in this term;

新视野大学英语(第三版)读写教程第二册完整教案

新视野大学英语(第三版)读写教程第二册完整教案新视野大学英语读写教程BOOK 2 教案教学对象 Teaching Subjects 周次课型第2-4周20XX级大学英语本科教学内容 Lesson Content 授课时间Unit 1 An Impressive English Lesson 2月29日 - 3月18日□理论课√理论、实践课□实践课课时分配 6 教学环境 Teaching Environment 多媒体教室教学目标Teaching Aims After studying this unit, the students are expected to be able to: 1. understand the main idea and structure of Section Aand Section B； 2. master the key language points and grammatical structures in the texts 3. talk about language teaching and learning and express their opinions about current way of teaching in an English class; 4. read with the skill ―finding key ideas in sentences‖; 5. write a xxposition with threemain parts: introduction, body and conclusion. 1. Vocabulary tediousabsorbedallergiccapturecondenseexceeddisting uishdistinctivexxplimentaryxxplementaryproclaimevidentlyadequatexxpetentadjustbeneficial 2. Skills ●Learn to read with the skill ―finding key ideas in sentences‖and write a xxposition with threemain parts: introduction, body and conclusion. ●To talk about language teaching and learning ●write a xxposition with threemain parts: introduction, body and conclusion. ●To apply the phrases and patterns 重点 Key Issues 难点 PotentialProblems and Difficulties 教学方法Methodology A xxbination of traditional teaching methods with the xxmunicative approach will be adopted. Special attention should be paid to classroom interaction like questioning and answers. Small group works are always needed while discussing the questions and the difficult translation encouragement is needed and more guidance will be givenin their extracurricular study. Visual aids, projector, stereo and microphone 教具 Teaching Aids 教学分组Teaching Groups Group work and pair work 课堂学习任务与活动的组织Conduct of Tasks and Activities Students-centered Task-based teaching and learning 教学过程设计 Teaching Procedures 步骤1Step 1 导入Lead-in warming-up questions discussion. 1. What arethe key factors that help people learn English as a foreign language 2. Do you have any problem in English learning you think grammar is important in English learning II. Listening and discussing. 1. Listening practice. 2. In your opinion, what is the most effective way to learn English III. Listening to a talk and answer questions on page 2 步骤 2Step 2课文学习Section A An Impressive English Lesson I. New words 1. tedious: a. boring and continuing for too long 冗长乏味的 Telling the story has bexxe tedious, as I have done it so many times. 讲述这个故事已变得单调乏味，因为我已经讲了这么多次了。

《新视野大学英语读写教程》(第二册)Unit 1 Time-Conscious Americans

Ⅴ Text Analysis ·Global Reading 1. Main idea 2. Text structure ·Detailed Reading Words Phrases Language points
15m 15m 10m 25m 25m
25m
65m
第三次课 5-6 period
ⅣListen and Answer (提问视频)
Directions: Listen to a passage about people’s attitude toward time in the US and answer the following questions according to what you hear. 1. What does time mean to us? 2. What should we do with time?
3-4 Period
文档
Americans”. 3. Understand the structure of the text and the devices for developing it. 4. Master the Key Language Points and Grammatical Structures in the Text.
Ⅱ Background Information: （讲解课件）
1. Cultural Conflicts: Each nation has its own conventions. Different nations have different cultures. When two cultures clash, problems in communication may occur. Which side should compromise when there are cultural conflicts? In fact, knowing and understanding the other's culture is the responsibility of both sides, and both sides should be willing to compromise. Educating, rather than complaining and blaming, is the best solution to cultural conflicts.

新视野Book2 unit1 教案

Unit OneTeaching AimsTo memorize new words and phrases in this unitTo master the grammatical structure —Conjunction “Whereas”To improve students’ reading skill of reading for the main ideas in paragraphsTo learn to write a general statement that is supported by specific details and the reasonTo be aware of American’s attitude to timeTo improve the listening skills of making inferenceTo learn to express likes and dislikes; to make suggestionContentsI. Key words and useful expressions:1. Section A: budget, acute, replace, convention, assess, probe,conduct, elapse, fulfill, account for, charge for, fall behind2. Section B: desirable, clash, hostility, distress, cope, isolation,rejection, favorable, appreciate, adjust to, recover from, go through II. Sentence patterns1. It seems in their eyes as if the task being considered wereinsignificant2. Americans do not assess their visitors in such relaxedsurroundings over extended small talk; much less do they takethem out for dinner.3. However, people are meeting increasingly on television screens.4. Usually, the more important a task is, the more capital, energy,and attention will be poured into it in order to “get it moving”. Warm-up:1. How is time treated in America? And why?2. What precious resource does Americans value and save?3. Do you think studying in a different country is something that soundsvery exciting?Text Study:Section A: Time-Conscious AmericansBackground Information:Cultural differences: Students and teachers need to be aware that the ethnocentric attitudes of writers are precisely the way cultural conflict is encouraged. Why is understanding a culture always the others‟ responsibility? Is it not possible that each culture could be made aware of different conventions? Both sides must work at rising above cultural differences and be willing to compromise… and, in both cases, most likely neither side has access to the cultural conventions of the other so blaming is not the answer. Educating is.New Words & Expressions1. budgetvt. plan the spending of or provide (money) in a plan 为......做预算，编制预算The government plans to budget a new hospital.政府计划在预算中拨款建一家新医院。

新视野大学英语读写教程（第三版）第二册unit1LanguageinMission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 Be able able able to to to write write write an an an essay essay essay with with with three three three main main main parts parts parts “introduction, “introduction, “introduction, body body body and and conclusion”;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 with 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 Case study. study. study. Provide Provide Provide case case case study study study during during during teaching, teaching, teaching, and and and make make make the the the students students students to 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 Activities30 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 to…—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? —Y es. 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; Learning by doing; Make classroom situation of real foreign language environment. 2. What are the features of Communicative Language Teaching?Communicative competence is the goal; An integration of grammatical and functional teaching; Accuracy is secondary to conveying a message; Focus on communicative and contextual factors in language use; Learner-centered and experience-based. 3. What is the role of teacher in Communicative Language Teaching?A facilitator of students’ learning; A manager of classroom activities; An advisor of students’ questions;A co-communicator in the communicative activity.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 the rules of grammar. 2) Why was the writer shocked by his student’s answer? (Paras. 2-4) She is unable to describe her excursion to Europe with the right words. 3) What What conclusion conclusion conclusion did did did the the the writer writer writer draw draw draw from from from the the the example example example of of of his his his student? 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. 4) Why should students not be blamed for their language deficiency? (Paras. 6-7) The learning environment is misleading. 5) Why should students not be blamed for their language deficiency? (Paras.6-7) They are not learning the language adequately and efficiently in school. 6) How should grammar be taught as far as the writer is concerned? (Paras.8-10) Grammar Grammar must must must be be be handled handled handled delicately, delicately, delicately, step step step by by by step. step. step. An An An effective effective effective way way way of of teaching could arouse children’s interest in learning English grammar.An example: a grammar lesson with my son 2. Structure of the textIntroductionIn In his his his son’son’son’s s s eyes, eyes, eyes, the the the father father father is is is one one one who who who he he he has has has to to to obey obey obey and and and an an an oddity oddity oddity absorbed absorbed absorbed in in grammar. (Para.1) He was shocked by his student’s inability todescribe properly her excursion to Europe. (Paras. 2-4) Thesis Thesis of of of the the the narration: narration: narration: It It It is is is unfair unfair unfair to to to blame blame blame students students students for for for their their their language language language deficiency. deficiency. (Para.5) Body Explains why students shouldn’t be be blamed blamed for for their their language deficiency by providing two reasons and one example. (Paras. 6-10) Elaborates Elaborates the the the importance importance importance of of of grammar grammar grammar and and and vocabulary vocabulary vocabulary in in in learning learning learning English. English. English. (Paras. (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 To my my my son, son, son, I I I am am am a a a _____________: _____________: _____________: a a a father father father he he he is is is __________ __________ __________ listen listen listen to to to and and and a a man man ____________ ____________ ____________ the rules the rules of of grammar. grammar. grammar. And And And I I I got got got ______________ ______________ ______________ this this this because 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. II. Language FocusWords and expressions1. oddity: n. [C] a strange or unusual person or thing 怪人；怪物；奇特的东西怪人；怪物；奇特的东西With his neat suits on, he felt like an oddity walking in this poor neighborhood. 穿着笔挺的西装走在这个贫民区里，他觉得自己就像个怪物。

新视野大学英语第三版读写教程第二册Unit1教案

Unit 1 Language in Mission教学重点：1.To talk about love between parents and children2.Reading skill: read in thought groups3.Master the key language points and grammatical structures in the text4.Critical thinking about the father’s teaching method in the text教学难点：1.apply the phrases and patterns2.General concepts about writing a college essay.教学过程：Task 1 Lead-in and warming up活动：Class surveyTo what extent are you close to your parents?•be like friends;•never keep secret from them;•ask them for advice;•give me directions about life …Survey: How close are you and your parents?☐I have been missing my parents a lot since I left for college.☐I often chat with my parents.☐I like sharing my joys and sorrows with my parents.☐I always remember my parents’ birthdays.☐I know about my parents’ hobbies.☐My parents allow me to make my own decisions.Task 2 Text studyLanguage focus活动：Reading comprehension and discuss these questions in groups1) 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 the rules ofgrammar.2) Why was the writer shocked by his student’s answer? (Paras. 2-4)She is unable to describe her excursion to Europe with the right words.3) Why should students not be blamed for their language deficiency?(Paras. 6-7) The learning environment is misleading.4) How should grammar be taught as far as the writer is concerned?(Paras.8-10) Grammar must be handled delicately, step by step. An effective way of teaching could arouse children’s interest in learning English grammar. An example: a grammar lesson with my son Difficult sentences1.If I am the only paren t who still corrects his child’s English, thenperhaps my son is right. To him, I am a tedious oddity: a father he is obliged to listen to and a man absorbed 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 mewho still corrects his child’s mistakes in English. To my son, I am a boring and strange father, who he has to listen to; I am also the one who pays lots of attention to grammar rules, which he doesn’t seem to like. 2.The civilization of Greece and the glory of Roman architecture werecaptured in a condensed non-statement. (Para. 4)Meaning: The civilization of Greece and the glory of Roman architecture were just described in one word rather than a complete statement because of her inability to choose appropriate words to express herself.3. Perhaps, language should be looked upon as a road map and a valuable possession: often study the road map (check grammar) and tune up the car engine (adjust vocabulary). Learning grammar and a good vocabulary is just like driving with a road map in a well-conditioned car. (Para. 11)Meaning: Maybe, you should regard language as a road map and a very precious property you have. You should often look at the road map (review grammar) and make small changes to your car engine (improve vocabulary).Task 3Assignment：How to write a college essay:An essay normally has three main parts: Introduction, body andconclusion.Introduction: The introduction part is usually one short paragraph that introduces the topic to be discussed and the thesis statement. A thesis statement can be an opinion, an attitude or a stand about the topic. Body: The body is the main part of an essay. It may contain several short paragraphs that use the development methods of examples, narrative, cause and effect, comparison and contrast, classification, argumentation, etc.Conclusion: The conclusion wraps up the discussion of a certain topic. It can briefly summarize the main points discussed and can also restate the thesis statement by using different words and structures. At the end of the conclusion, the writer’s final thoughts on the topic may be added such as a predication, a suggestion, or a warning. Writing practice Directions: Write an essay of no less than 150 words on one of the following topics. One topic has an outline you can follow.Topic: Grammar, a headache to meIntroduction:Thesis statement: English Grammar is a big headache to me.Body: Example: The difference between used to and be used to Conclusion: I’m allergic to learning English grammar.More topics: • Learning English through imitation / repetition •Learning English with / without grammarUnit 5 Relax and explore教学重点：1.Talk about different kind of holidays and interesting places2.Introduce a town/city in China教学难点：1.Listen for people’s preference of holidays by indentifyingcomparatives2.make and take orders in a restaurant教学过程：Opening-up1.Read the statements. Then underline the alternatives which are true foryou or fill in the blanks according to your own experiences.2.Work in pairs and compare your answers.Listening to the world1.Sharing1)Watch a podcast for its general idea.2)Watch part 1 and choose the thing you hear3)Notes: New England (Northeastern corner of United states,consisting of six states of Maine )2.Listening: fill the blanks in the chart3.Viewing1)Notes: Buenos Aires2)Notes: ArgentinaQuestions:1 What difficulties you encountered while learning English?1) I have a limited vocabulary2) I have difficulty understanding authentic listening materials.2. In your opinion, what factors affect intelligence? Why?I prefer going to the cinema because it provides better sound effects.Besides, with more people around, the atmosphere is much better than when I watch movies alone at home.Role-playWork in pairs and role-play one of the following situations by using skills for taking orders in a restaurant.Situation 1: Making orders based on menu ASituation 2: Making orders based on menu BAssignment:Work in groups of four. Share briefly with your group members a recent event you went to, e.g. a festival, a concert, a sports event, an exhibition, a play, a party, or a film.。

新视野大学英语（第三版）第二册读写教程、视听说教程全部答案+教案（Units1-7）

新视野大学英语（第三版）第二册读写教程、视听说教程全部答案+教案（Units1-7）New Horizon College EnglishBOOK 2(3rd Edition)Unit 1 Text AEx.1 Understanding the text1、Because he is tired of listening to his father and he is not interested in grammar rules.2、The civilization of Greece and the glory of Roman architecture are so marvelous and remarkable that they should be described at least in a brief account; however, what the student could do was only one single ut terance :“whoa!” without any any specific comment.3、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.4、Because teaching grammar is not an easy job and most of the students will easily get bored if it’s not properly dealt with.5、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.6、Because the son had never heard about the various names and functions of words in an English sentence before.7、The author uses “road map”and “car”to describe grammar and vocabulary. Here,“road map”is considered as grammar and “car”as vocabulary.8、Since the subjunctive mood his son used is a fairly advanced grammar structure, the interjection“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.Ex.3 Words in use1.condense2.exceed3.deficit4.exposure5.asset6.adequate/doc/694713736.html,petent8.adjusting9.precisely 10.beneficialEx.4 Word building-al/-ial:managerial/editorial/substance/survival/tradition/margin -cy : consistency/accuracy/efficient-y : recovery/ministry/assemblyEx.5 Word building1.editorial2.recovery3.accuracy4.substance5.managerial6.margin7.assembly8.Ministry9.survival 10.tradition 11.consistency 12.efficientEx.6 Banked cloze1-5: L C J A I 6-10: O N E H FEx.7 Expressions in use1.feel obliged to2.be serious about3.run into4.distinguish between5.thrust upon6.was allergic to7.get lost8.be attracted to9.make sense 10.looked upon asEx.8 Structured writingSome bookworms in my dormitory often spend hours reading their “Bible”, Practical English Grammar, and do a lot of exercises in that book , but I don’t ca re about it at all. My assumption is since I have never learned Chinese grammar, what’s the sense of learning English grammar? In fact, English grammar has always been a big headache to me.English grammar is very complicated because, unlike Chinese, there are many verb tenses. Even stranger than verb tenses, English grammar also contains something very confusing. For example, I don’t remember how many times my middle school teacher tried to“impose”the differences between used to and be used to on us. Sometimes he would go on with the explanation for 20 minutes or so. He even summarized the differences by listing three or four points for us to memorize. However, they could never stay in my head . I don’t remember how many times I got it wrong with the sentences containingused to or be used to on my exams . I was really confused with these two phrases,and I can never get them right.In brief, I’m allergic to learning English grammar. Curiously, I just wonder if the native speakers of English have a microcomputer in their brain to help them utter the two phrases promptly with just a click of their brain mouse!Ex.9 E-C Translation人们普遍认为英语是一种世界语言，经常被许多不以英语为第一语言的国家使用。

新视野第二册电子教案UNIT 1

Unit 1Section A Time-Conscious AmericansI. Background InformationCulture conflicts: Each nation has its own conventions. Different nations have different cultures. When two cultures clash, problems in communication may occur. Which side should compromise when there are cultural conflicts? In fact, knowing and understanding the other’s cultural is the responsibility of both sides, and both sides should be willing to compromise. Educating, rather than complaining and blaming, is the best solution to cultural conflicts.II. Teaching Time: five periodsIII. New W ords & Phrases1.budget: v.(1). plan the spending of or provide (money) in a plane.g.She has to budget her time very carefully.(2). Save or spend money (for a particular purpose)e.g.He budgeted for buying a new car.n. balance one’s budget使收支平衡a family/government budget家庭/政府预算be budget conscious精打细算2.replace: vt.(1). put (sth.) back in its placee.g.Replace the caps on the bottles.Replace the book on the shelf.(2). take the place of (sb./ sth.)replace… ase.g.George replaced Jack as the personnel manager.Tom replaced Bill as the president of our club.replace…by/withe.g. We must replace those old computers with/by new ones.3.abrupt: a.(1). (of behavior) rough; offensivee.g.His attitude was abrupt.(2). Sudden and unexpectede.g. The meeting came to an abrupt end.4.convention: n.(1). (an example of ) generally accepted practice, esp. with regard to social behaviore.g. It is a convention for young people to offer seats to old people.It is a convention for men to wear suits on formal occasions.(2). meetinge.g. This is a political convention.5. interaction: n.communication; working togethere.g. Increased interaction between the police and the citizens will improve therate of solving crimes.interactive: a.(1). communicating between the user and the machinee.g.This method will make computer games more interactive than before.(2). acting on each othere.g. Student-centered teaching is interactive teaching method in theclassroom.6. assess: vt.judge or decide the amount, value, quality or importance ofe.g. Jim is so lazy that it’s difficult to assess his ability.It’s too early to assess the effects of the new law.7. surroundings: n.environmente.g.The house is in beautiful surroundings.surrounding: a.e.g.There are many kinds of flowers in the surrounding areas.8. generally: ad.(1). usually, in a general sensee.g. It is generally that smoking is bad for health.(2). by most people; widelye.g. The plan has generally been accepted.9. consequently: ad.as a result; soe.g.It rained that day, and consequently the baseball game was called off.10. significance: n.meaning; importancee.g.At that time few people realized the significance of his invention.What is the significance of this speech?significant: a. (antonym: insignificant)e.g. Newspapers print the most significant stories on the first page.That was a significant event in Chinese history.11. conduct:(1). vt.carry out, direct, manage; act as the path for (electricity, heat, etc.)e.g. I decided to conduct an experiment.I conducted her to her seat.Plastic and rubber can’t conduct electricity, but copper can.(2). n.[U] person’s behavior (esp. its moral element)e.g.His conduct is good.12. fulfill: vt.(1). perform (sth.) or bring (sth.) to a completione.g.Y ou must fulfill your duties.They fulfilled their work ahead of time.(2). satisfy (sth.); answere.g.The company must fulfill our requirements for product quality.The traveling library fulfills an important need for people who live in thecountryside.13. given: prep.something is not surprising when you consider the situation it happened ine.g.Given their inexperience, they’ve done a good job.Given her interest in children, teaching should be the right career for her.14. result in: have as a result, causee.g. I’m sure your efforts will result in success.Her hard work resulted in (her) winning the scholarship.result from: because ofe.g. The child’s illness resulted from eating unclean food.Her headache resulted from the noisy environment.15. account for: explain the cause of (sth.)e.g. He has to account to the chairman for all the money he spends.He could not account his foolish mistake.Can you account for your absence last Friday?16. charge for: ask (an amount of money) as a price.e.g. How much do you charge for a single room one night?How much do you charge for washing a car?17. much less: (用于否定句之后) 更何况,更不用说,更不…e.g. I don’t like mathematics, much less physics.The old man can hardly walk, much less run.still less=much lesse.g.She wouldn’t take a drink, still less/ much less stay for dinner.18. in person: physically presente.g.I can’t attend the meeting in person, but I’ll send someone to speak for me.19. race through: do sth. in a hurrye.g.The child raced through his homework in order to watch the football matchon TV.20. get sth./ sb. doing sth.: make sb. do sth.e.g.Can you get the car going?It’s not difficult to get the boy talking; the problem is stopping him.21. nothing but: onlye.g.He is nothing but an assistant.IV. PracticeLet the students do the exercises in the text book that are related to the new words.V. Text Structure Analysis(1). Let the students read the questions after the text first. Then explain the textto the students.The following are the difficult sentences;a. … no one stands still (Line 1)b. Once the sands have run out of a person’s hourglass, they cannot be replaced.We want every minute to count. (Lines 8-9)c. Don’t take it personally. (Line 18)d. Americans do not assess their visitors in such relaxed surroundings overextended small talk; much less do they take them out for dinner, or around on the golf course while they develop a sense of trust. (Lines 27-29)e. We, therefore, save most personal visiting for after-work hours or for socialweekend gatherings. (Lines 35-36)f. In some countries no major business is conducted without eye contact, requiringface-to-face conversations. (Lines 38-39)g. Unless a certain amount of time is allowed to elapse, it seems in their eyes as ifthe task being considered were insignificant, not worthy of proper respect.(Lines 49-50)h. …the more important a task is, the more capital, energy, and attention will bepoured into it in order to “get it moving”. (Lines 53-54)(2). Explain the structure pattern of the text:a. Introduction (paras. 1-4)b. Body (paras. 5-7)c. Conclusion (para. 8)(3). Discussion: an example of the difference between western and eastern“If your mother, wife and child fall into a river, and who will be th e one that you save? 65% Americans will save child, almost no Americans will save mother.Asians about 40 years old will save mother, but Asians under 40 years old have the same opinion with Americans.”a. Divide the class into small groups. Each group is about 5-6 students.b. In the group, one will be appointed group leader, another secretary and a thirdoral reporter.c. After the discussions, the oral reporters are required to report the conclusions oftheir groups.VI. PracticeLet the students do the other exercises in the test book and check the answers together under the instruction of the teacher.VII. Listening &Reading PracticeFinish Fast Reading unit 1-2Section B Culture Shock (three periods)I. Reading Skills(Reading for the Main Ideas in Paragraphs)✧first sentence✧in the middle or at the end✧left unstated or impliedII. Discussion topics1.What is culture?A deposit of knowledge, experience, beliefs, values, attitudes, meanings,hierarchies, religions, notions of time, roles, spatial relations, material objects andpossessions acquired by a group of people in the course of generations through individual and group striving. It therefore includes everything from rites of passage to concepts of the soul. (Larry A. Samovar, Richard E.)2.What is cultural shock?Clashes with different notions, views and difficulty in adjusting to a new culture. 3.What is the main idea of the whole passage?The passage focuses on the intercultural communication. Culture shock is one of the main topics of the intercultural communication. After the first excitement and desirable fun in a foreign country, you may encounter some challenges, which are called culture shock. The author explains to us the four stages one might experience: the honeymoon, hostility, recovery and adjustment.III. New W ords & Phrases1. cultural shock: a term meaning strong feelings of discomfort, fear, or anxiety, which people may have when they enter another culture. Usually when a person moves to live in a foreign country, he/she may experience a period of culture shock until he/she becomes familiar with the new culture.2. desirable: a.(antonym: undesirable)worth having; be wished for*notice: in the structure “It is desirable that…”, the verb in the that-clause is usually in the subjunctive form or “should” is used before the main verb.e.g.It is desirable that you (should) do it yourself.It is desirable that he (should) attend the convention.3. spite: n.in spite of: not being prevented by (sb./sth.); regardless ofe.g.He went out in spite of the rain.In spite of great efforts we failed to carry our plans.in spite of oneself: 不由的,情不自禁;e.g.She cried out in spite of herself at the sight.4. clash:(1). vi.disagree seriously (about sth.)e.g. Their interests clashed with ours.Our ideas clash with theirs.(2). n.serious disagreement; arguing; violent contact; fighte.g.It is a boundary clash between two armies.There is a clash of interests in this project.5. familiar: a.generally known, seen, or experienced; commonbe familiar with: having a thorough knowledge. (常“人”做主语)e.g. Are you familiar with the rules of baseball?Mary is familiar with this story.be familiar to: (常“物”做主语)e.g. The song is familiar to children.6. evidently: ad.obviously; it appears thate.g. The umbrella in her hand was very wet. Evidently it was still raining.He is evidently not well.7. excitement: n.(1). [U] state of strong emotional reaction or feeling, esp. one caused by sth. pleasante.g. The old man has a weak heart, and should avoid excitement.Everyone is in a state of great excitement.(2). [C] a thing that excites; an exciting evente.g. This game has its challenges, excitements and rewards8. marvelous(marvelous): a.surprising; outstanding; wonderfule.g.He certainly is a marvelous actor.The medicine had marvelous effect on him.9. amusement: n.(1). [C] a thing that makes time pass pleasantlye.g.Big cities have theatres, films, football matches and many otheramusements.(2). [U] state of being amusede.g.I listened in amusement when he was telling a joke.10. hostility: n.(1). [U] being hostile (to sb./sth.); being againste.g. I have no hostility toward anyone.There is open hostility between the two countries.(2). (pl.) acts of war; fightinge.g. Their meeting led to an end of the hostilities between the two countries.11. distress: n.(1). [U] (cause of) great pain, sadness, suffering, etc.e.g. The sick man showed signs of distress.(2). [U] suffering (caused by lack of money, food, etc.)e.g. He is in great distress for money.(3). [U] state of being in danger or difficulty and requiring helpe.g. If the storm continues on the mountain, the climbers will be in distress.12. cope: vi.(with)manage successfully; be able to deal with sth. difficulte.g.The problem was a hard nut, but we managed to cope.The factory coped very well with the sudden increase in demand.13. avoid: vt.(1). keep oneself away from (sb./sth.)e.g. The student avoided his teacher’s eyes.To avoid traffic tie-up, we took the subway to the railway station.(2). stop sth. happening; prevent*notice if “avoid” is directly followed by another verb, then the verb should be used in its –ing form.e.g.He tried to avoid answering my questions.14. recovery: n.(1). [U] (sing.) return to a normal statee.g. She made a quick recovery from her illness.The government’s policies bit by bit led to the country’s economic recovery.(2). [U] getting backe.g.The r ecovery of a stolen bicycle seems to be impossible.A significant reward is offered for the recovery of a painting by Picasso.15. favorable (favourable): a.(antonym: unfavorable)(1). helpful; suitablee.g. This is a time favorable for a trip.The weather is not favorable for tennis.(2). giving or showing agreemente.g. The performance received a favorable comment.be favorable to...e.g. They are favorable to our plan.16. distinction: n.[C] special element, special or unique qualitye.g. Jack has the distinction of being the tallest boy in the class.17. appreciate: vt.understand and enjoye.g. Y ou can’t appreciate English poetry unless you understand its rhythm.We greatly appreciate all your help.18. symptom: n.(1). [C] a change in the body that shows an illnesse.g. The symptoms don’t appear until a few days later after you are infected.(2). [C] a sign of the existence of sth. wronge.g. The lower production levels are a symptom of dissatisfaction among theworkers.19. furthermore: ad.in addition; moreovere.g. The house is too small, and, furthermore, it’s too far from the office.20. adjust to: become or make suited (to new conditions)e.g. Y ou should try to adjust yourself to the new environment.The body can adjust itself to changes in temperature.21. separate from: (cause things or people to )dividee.g.England is separated from France by the Channel.22. prevent from: stop (sb. or sth. )from (doing sth.)e.g. Y ou can’t prevent me from going there alone.23. go through: experience; finish certain stagese.g. They went through the woods.We went through many difficulties.Tom’s book has already gone through three printings.24. have difficulty (in) doing sth.: have difficulty with sth.e.g. His Chinese is very bad and I have great difficulty (in) understanding him.The child seems to have no difficulty with English grammar.25. would rather: ( used to express a choice) prefer toe.g.He would rather lose his job than make false accounts.*notice that “would rather” is used in all persons; “ I should rather” is impossible.*notice that “would rather” can be used with different subjects, to say that one person would prefer another to do something. In this case, we generally use a past tense with a present or future meaning.e.g. I would rather you stayed with me tomorrow.III. PracticeLet the students do the exercises in the text book that are related to the new words.IV. Text Structure Analysis(1). Let the students read the questions after the text first. Then explain the textto the students.The following are the difficult sentences:a. ... Y ou may have difficulty adjusting to a new culture and to those parts of theculture not familiar to you. (Lines 7-8)b. Also, the amusement of life in a new culture seems as though it will have noending. (Lines 12-13)c. Y ou would rather be home alone, and you don’t want to communicate withanybody. (Line 26)(2). Explain the structure pattern of the text:a. Para.1: IntroductionLiving/learning abroadAdvantagesDesirable funFascinating, a feeling of freedom ChallengesClashes with other culture Difficulties adjusting to itb. Body (Paras. 2-7) four stagespara. 2: 1st stage: honeymoonSigns: fresh, excitement, nice, marvelous, amusement of life (as though endless);Para. 3-5: 2nd stage: hostility (repression, regression, isolation, rejection)Signs: not so good, tired, awful, distressedDefense mechanisms: (to protect oneself against the effects of culture shock) ✧Repression: pretend to accept everything, to be used to it✧Regression: careless, irresponsible✧Isolation: avoid effects, separate oneself from others✧Rejection: coping fine alone, not ask for helpSummary: not helpful, occasionally used, and cautiousPara. 6: 3rd stage: recoverySigns:✓Recognition of the temporary nature;✓More positive, develop comprehension, favorable✓Appreciate cultural distinctionPara. 7: 4th stage: adjustmentSigns:✓Reach a point, feel good✓Understanding, comfortable, alleviate stressPara. 8: Conclusion:Evidently unavoidable,Face it, overcome it, enjoy it, interact with people, learn more about life and about yourself3. Practicea. Are there any changes in your feelings since you came to the university?Clues: fresh, ambitious, expectation, accustomed to, be fed up withb. Let the students do the other exercises in the test book and check the answerstogether under the instruction of the teacher.V. Reading PracticeLet the students read Section C and finish exercises of it.。

新视野2 unit1教案

本次课教学组织与设计课次第 1 次课授课时间第二周星期一第1 至2节课章节名称Unit1 Language in missionText A An impressive English lesson授课方式理论课教学时数2学时教学目标与要求1. To improve students’ oral English by talking about language teaching.2. To grasp the main idea of the text.3. To analyze the structure of the text.教学重点难点EMPHASES：1. Understanding and talking about the topic related to the text.2. The analyzing of text structure.3. The explanation of complex sentences.DIFFICULTIES：1. The understanding of complex sentences.2. The mastery of the key words and expressions: be / feel obliged to do sth, absorbed, get / be serious about, fresh from, etc.3. Concluding the main idea of the text.教学方法手段discussion in class; top-down method; bottom-up method; use of multi-media讨论练习作业1. Remember new words and expressions.2. Read and get familiar with the text.主要参考书目、资料《新视野大学英语读写教程2》（教师用书）外研社Ucreate课程共建项目</> Oxford Advanced Learner’s Dictionary教学后记教案讲稿——————————————————————————————————————Class：Teacher：JinliTotal teaching time: 90 minutesAllocation of time:Part1 Warming up (20minutes)Part 2 Main idea & structure (30 minutes)Part3 Text interpreting and difficult sentences (10 minutes)Part4 New words and expressions (20 minutes)Part5 Homework (5 minutes)Part 1 Warming up (20minutes)English language is the international language meaning 60% of the world’s population are speaking in English. These means that we can communicate well if we do know how to speak the language. It will help you gain friends not just locally but internationally. Also it will open some doors for you to venture on other countries like UK., USA, and the likes to spend either vacation or for studying purposes. Moreover the instructions given in some appliances, gadgets, equipments, food labels and etc were written mostly in English. It will be important that you understand what was written on the instructions so that no harm or accidents will happen.It is the language of America. If you are not planning on using it you don't need to. However, it is one of the most frequently used languages in the world.Short answer questions1. 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 to…—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.Listen and fill in the blankListen to a talk about an English learner’s learning experience and fill in the blank in each sentence based on what you hear.1. Michal started learning English by _listening to the Beatles2. Michal feels delighted and proud when he listens to the Beatles because he can understand a lot better.3. Besides listening to English songs, Michal also reads science fiction books in English.4. Michal made a great breakthrough in learning the English language after successfully finishing reading the first English book.5. According to Michal, English learning brings him satisfaction and pleasure.Listen and talk1. How does Michal learn English?•By listening to English songs;•By reading science fiction books in English.2. In your opinion, what is the most effective way to learn English?•Listen to English songs;•Watch English movies;•Read extensively;•Make friends with native speakers.Part 2 Main idea & structure (30 minutes)Ask students to read the passage for about 8 minutes, try to find main ideas of each para and divide the passage into several parts.Main ideas of the passage:This passage is a narrative that talks abou t the author’s personal experience in giving an effective English lesson to his son. He states that students can learn better if they are properly taught.Main ideas of the partsWhat 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 the rules of grammar.Why was the writer shocked by his student’s answer? (Paras. 2-4)She is unable to describe her excursion to Europe with the right words.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 shouldknow better .Part I (Paras. 1-5)the background of the story• The author is absorbed in grammar;• Th e author was shocked by his student’s inability to describe properly her trip to Europe; • Students should not be blamed for these knowledge deficits.Part Ⅱ(Paras. 6-7) Why should students not be blamed for their language deficiency? The learning environment is misleading.They are not learning the language adequately and efficiently in school.Part Ⅲ(Paras.8-10) How should grammar be taught as far as the writer is concerned?• Grammar must be handled delicately, step by step. An effective way of teaching couldarouse children’s interest in learning English grammar. • An example: a grammar lesson with my sonStructure of the textSummary of the textAn Impressive English LessonTo my son, I am a tedious oddity : a father he is obliged to listen to and a man absorbed in the rules of grammar. And I got serious about this because my student was unable to describeHe 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)In his son’s eyes, the father is one who he has to obey and an oddity absorbed in grammar. (Para.1) Explains why students 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)Narrates 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) Introduction bodyConcluding partproperly her feeling on her excursion to Europe. However, it doesn’t make any sense to criticize our students. They unfairly bear the bulk of the criticism for these knowledge deficits because there is a sense that they should know better. On one hand, they are misled by the environment. On the other hand, school fails to adequately teach t he essential framework of language, accurate grammar and proper vocabulary. Perhaps, language should be looked upon as a road map and a valuable possession: often study the road map (check grammar) and tune up the car engine (adjust vocabulary). Learning grammar and a good vocabulary is just like driving with a road map in a well-conditioned car. Precise, effective, and beneficial communication depends upon grammar and a good vocabulary, the two essential assets for students, but they are not being taught in schools.Part3 Text interpreting and difficult sentences (10 minutes)1 If I am the parent who st ill corrects his child’s English, then perhaps my son is right. To him, I am an tedious oddity: a father he is obliged to listen to and a man absorbed in the rules of grammar, which my son seems allergic to. (Para. 1)Meaning: My son is probably right if t here is no other parent like me who still corrects his child’s mistakes in English. To my son, I am a boring and a strange father, who he has to listen to; I am the only one who pays lots of attention to grammar rules, which he doesn’t seem to like.Part4 New words and expressions (20 minutes)★be / feel obliged to do sth.: if you are obliged to do sth., you have to do it because the situation, the law, a duty, ect. make it necessary（因形势、法律、义务等关系非做不可，迫使I think Valentine’s Day is a waste of time, but I still feel obliged to send my wife a card.我觉得情人节是在浪费时间，但我还是觉得有义务送贺卡给我妻子。

新视野大学英语(第三版)读写教程第二册教案完整版

New Horizon College EnglishBOOK 2(3rd Edition)Unit 1 An Impressive English Lesson课型：□ 理论课√ 理论、实践课□ 实践课课时分配：6教学环境：多媒体教室教学目标：After studying this unit, the students are expected to be able to:1. understand the main idea and structure of Section A and Section B；2. master the key language points and grammatical structures in the texts3. talk about language teaching and learning and express their opinions about current way of teaching in an English class;4. read with the skill ―finding key ideas in sentences;5. write a composition with three main parts: introduction, body and conclusion.Key Issues：1. VocabularyTedious, absorbed, allergic, capture, condense, exceed, distinguish, distinctive, complimentary, complementary, proclaim, evidently, adequate, competent, adjust, beneficial2. SkillsLearn to read with the skill ―finding key ideas in sentences and write a composition with three main parts: introduction, body and conclusion.Potential Problems and Difficulties●To talk about language teaching and learning●write a composition with three main parts: introduction, body and conclusion.●To apply the phrases and patternsMethodology:A combination of traditional teaching methods with the communicative approach will be adopted. Special attention should be paid to classroom interaction like questioning and answers. Small group works are always needed while discussing the questions and the difficult translation practice. More encouragement is needed and more guidance will be given in their extracurricular study.Teaching Aids: Visual aids, projector, stereo and microphoneGroup work and pair workConduct of Tasks and Activities（师生互动方式Mode of Interaction; 学习策略Learning Strategies）Students-centered, Task-based teaching and learningTeaching ProceduresStep 1 Lead-inI. Greeting and warming-up questions discussion.1. What are the key factors that help people learn English as a foreign language?2. Do you have any problem in English learning?3. Do you think grammar is important in English learning?II. Listening and discussing.1. Listening practice.2. In your opinion, what is the most effective way to learn English?III. Listening to a talk and answer questions on page 2Step 2 Section A An Impressive English LessonI. Cultural background American university education1.What is Communicative Language Teaching?A type of teaching method;Develop the communicative ability as well as the knowledge of grammar; Learning by doing;Make classroom situation of real foreign language environment.2. What are the features of Communicative Language Teaching?Communicative competence is the goal;An integration of grammatical and functional teaching;Accuracy is secondary to conveying a message;Focus on communicative and contextual factors in language use;Learner-centered and experience-based.3. What is the role of teacher in Communicative Language Teaching?A facilitator of students’ learning;A manager of classroom activities;An advisor of students’ questions;A co-communicator in the communicative activity.II. Language PointsWords and expressions1. oddity: n. [C] a strange or unusual person or thing 怪人；怪物；奇特的东西With his neat suits on, he felt like an oddity walking in this poor neighborhood. 穿着笔挺的西装走在这个贫民区里，他觉得自己就像个怪物。

新视野大学英语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。

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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, bodyand conclusion”;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 andconclusion”;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 educationis Communicative Language Teaching?A type of teaching method;Develop the communicative ability as well as the knowledge of grammar; Learning by doing;Make classroom situation of real foreign language environment.2. What are the features of Communicative Language Teaching?Communicative competence is the goal;An integration of grammatical and functional teaching;Accuracy is secondary to conveying a message;Focus on communicative and contextual factors in language use;Learner-centered and experience-based.3. What is the role of teacher in Communicative Language Teaching?A facilitator of students’ learning;A manager of classroom activities;An advisor of students’ questions;A co-communicator in the communicative activity.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 manabsorbed in the rules 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 rightwords.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?8) They are not learning the language adequately and efficiently inschool.9)How should grammar be taught as far as the writer is concerned?10) Grammar must be handled delicately, step by step. An effectiveway of teaching could arouse children’s interest in learningEnglish 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.He wa s 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.BodyExplains why students 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 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.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。

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