全新版大学英语综合教程第二版第二册第一单元教案
全新版大学英语第二版综合教程2课件Unit1.ppt
Difficult sentences
5. What is the attitude of the hotel staff toward Benjamin’s efforts?
( They held his hand and taught him how to insert the
key correctly )
Scanning
Scan paragraphs1-5 and decide whether the following statements are true or false.
Unit1
Ways of Learning
A Practical Experiment
Two children are given hula hoops, a toy they are unfamiliar with.
The girl is given a hula hoop with instructions on how to use it.
1. elementary school 2. the most telling lessons 3. be attached to... 4. shake it vigorously 5. tender age 6. be not bothered in the least 7. find one’s way 8. harmless exploratory behavior 9. interesting phenomenon 10. lack of initial success
全新版大学英语综合教程第二版第二册第一单元教案
全新版大学英语综合教程第二版第二册第一单元教案Unit 1 Ways of LearningTeaching Aims:1.Understanding the main idea (that it would be ideal if we can strike a balance between the Chinese and western learning styles) and structure of the text(introduction of the topic by an anecdote-elaboration by comparison and contrast-conclusion by a suggestion)2.Appreciate the difference between comparison and contrast, as well as different ways to compare and contrast (point-to-point method or one-side-at-time method)3.Grasp the key language points in Texts A and grammatical structures in the text4.Understand the cultural background related to the content5.Conducting a series of theme-related reading, listening, speaking, and writing activities6.Learn to write notices, etc.Teaching Keypoints:1.Grasp the main idea of Text A and language points in Text A2.Cultural background about Chinese and western ways of learning3.Analysis of the difficult sentences in Text A Teaching Difficulties:1.Writing strategy and style demonstrated in Text A2.Learn how to understand the structure of difficult and long sentencesTeaching Aids:Teacher-guided, discussion, exercises, group-activities, student-centredTeaching period: 12 classesTeaching Procedure:Step 1Warming up1.Have students read the overview of page 2, students will understand the main topic of unit (ways of learning in Chinese and western countries)2.Have students listen to the script of listening part, explain some difficult sentences andBenjamin succeeded in inserting the key into the slot. (T)4. For the Westerners, learning should take place by continual careful shaping and molding.(F)(= The Chinese think that learning should take place by continual careful shaping and molding.)5.Chinese teachers hold the opinion that skills should be acquired as early as possible, while American educators think that creativity should be acquired early. (T)6.Add more questions about the text:Where and when did the incident take place? Who are the main characters in this incicent? What is Howard Gardner?Why do the couple come to China?How old is the son of the author？Through what does the baby get pleasure in the incident?What is the attitude of his parents ?What is the attitude of the hotel staff towards Benjamin effort?7.Answer the questions of on page 10-11ⅱUnderstanding the main idea of the text Division of the Text APara(s). Main IdeasParts1 1~5 The text begins with ananecdote.2 6~13 The author’s thoughts aremainly about differentapproaches to learning inChina and the West.3 14 The author winds up the textwith a suggestion in theform of a question.Step 3 Detailed Reading of Text AⅠ. Difficult Sentences1. (LL. 13~15) Because of his tender age andincomplete understanding of the need to position the key just so, he would usually fail. Paraphrase the sentence. (= Because he was so young and didn’t quite know that he should position the key carefully to fit into the narrow key slot, he would usually fail.)2. (L. 15) Benjamin was not bothered in the least.(= Benjamin was not bothered at all.)3. (L. 30) … and to throw light on Chinese attitudes toward creativity.And to help explain Chinese attitudes toward creativity.4. (LL. 37~39) …since the child is neither old enough nor clever enough to realize the desired action on his own, what possible gain is achieved by having him struggle?What does the desired action refer to? (= Positioning the key carefully to fit into the slot.)5. (L. 39) He may well get frustrated and angry. (= He is likely to get frustrated and angry.)Eg . You use “may well” when you are saying what you think is likely to happen.6. (L. 47~48) He was having a good time and was exploring, two activities that did matter to us. What do the two activities refer to?(= Having a good time and exploring.)“activities that did matter to us”.(= activities that were important to us.)7. (L. 52) …whether it be placing a key in a key slot, drawing a hen or making up for a misdeed…= No matter whether it is placing a key in a key slot, drawing a hen or making up for some mistakes.) the subjunctive mood eg. Whether he be present or absent, we shall have to do our part.)8. (LL. 80~81) …young Westerners making their boldest departures first and then gradually mastering the tradition…(西方的年轻人先是大胆创新，然后逐渐深谙传统。
(完整版)全新大学英语第二版BOOK1-UNIT2教案
Teaching Plan of Unit 1, Book 1FriendshipText A All the Cabbie Had Was a LetterTeaching Objectives:Students will be able to1.grasp the main idea (never delay expressing your true feelings to a friend) and structure of Text A(developing a story around a letter);2.appreciate characteristic features of spoken English as demonstrated in Text A (spoken English ismuch more informal than written English);3.master the key language points in Text A and learn how to use them in context;4.understand the cultural background related to the content;5.express themselves more freely on the theme of Friendship after doing a series of theme- relatedreading, listening, speaking and writing activities;6.Write a personal letter in an appropriate way.Time Allotment:4-5 class hoursTeaching Methodology: student-centered; group work, pair workTeaching Procedures:I. Pre-reading tasks1. Think- pair-share: Ask students to brainstorm proverbs about friendship.Suggested answers:Friends are like the stars on a cloudy night. You can't always see them, but they are there. Friendship cannot stand always on one side.Between friends all is common.False friends are worse than open enemies.A friend to all is a friend to none.The friendship that can end was never real.A friend is easier lost than found.A friend in need is a friend indeed.Friends are like wine; the older, the better.Good company on the road is the shortest cut.True friendship is like sound health; the value of it is seldom known until it is lost.Ask students to choose the proverb they like best and give reasons.2. Survey--- Do you often write letters to your friends?Question and answer: Which do you think is the best way in expressing our innermost feelings?II. Text Learning:Task 1: Topic-related PredictionWhat does a cabbie do?What is a letter used for?Who wrote the letter to the cabbie?Why was all the cabbie had only a letter?Task 2: Scanning (see PPT)Scan Text A and decide which of the following statements is the theme.1. One should keep in touch with his friends.１2. Never delay expressing your true feelings to a friend.3. A true friend will stand by you forever.4. Late is better than never.Task 3: Group work: Divide the text into smaller parts and assign them to different groups. Ask the students to work in groups and do the following:▪Step 1: Read the assigned part, and try to understand its meaning.▪Step 2: Ask and tell each other about the difficulties in understanding this part.▪Step 3: Make a list of useful words and phrases.▪Step 4: Choose one member to make a short report to the class.Task 4: Language study1) T leads the students’ attention to the colloquial sentences:▪Go ahead and finish your letter.▪I’m not much of a hand at writing.▪We were kids together, so we go way back.▪You kind of lose touch even though you never forget.▪It’s no fun to lose any friend.2) Study the language points and practice them.be lost in; available; go ahead; know\ learn by heart; estimate; might as well\ may as well;keep up; correspondence; practically; neighborhood; kind of\ sort of; lose touch with; come up;urge; postpone; reference; absolutely; reunion; hang out; every now and then; choke up;destination; skip; right away3) Game: Flash Cards (Vocabulary Activity)After practicing the above, ask Ss to work in pairs▪Step 1: Through discussion, delete those they have already grasped.▪Step 2: Divide the rest of the words and phrases into two groups, and each student will be deal with one of the group. Write down the words and phrases on cards ( one on each card). Find out their English explanations, and write them down on the back of the corresponding cards.▪Step 3: Practice: One gives the explanation, and the other guesses the word or phrase.▪Step 4: Ss exchange roles and go on practicing.▪III. Post-reading activities:1. Dictogloss (an activity that combines elements such as dictation, cooperation, oral practice and grammar etc.):Step 1: T prepares a paragraph either related to the topic or a grammar item, writes down the difficult words on the board if there are any;Step 2: First listening: Ss are required to listen only, without writing anything;Step 3: Second reading: Ss are required to write down the key words, without worrying about the spelling mistakes;Step 4: Ss work in groups to reconstruct the article, trying to write down every sentence with correct spelling and sentence structure.Step 5: Ask Ss to write what they have got on a big piece of paper, or share with the class orally; Step 6: T shows the original text, comments on what the students have done and explains the grammar points.２2. Writing:Directions: Write a letter (at least 120 words) to your best friend, following the outline given below:1)Your feeling about your new life in the university;2)How you miss him\ her and the time you had together.3)Inviting him\ her to pay you a visit.3. Suggested song: Cry on my shoulder4. Suggested movie: Mary and Max３。
全新版大学英语_第二版_综合教程1_Unit1_电子教案
Liverpool
CynthiBE
Yoko
Mark Chapman
Beautiful Boy
Questions about the Song and the Texts 1. In your opinion, what is the song Beautiful Boy going
EnglishSong—BeautifulBoy Spaghetti TheAmericanEducationalSystem
English Song — Beautiful Boy
John Lennon 1. A Brief Introduction to John Lennon 2. Questions about John Lennon 3. Chronology of John Lennon
Definition
Spaghetti is the Italian-style thin noodle, cooked by boiling and served with sauce. Unlike some Chinese noodles, it is not served in soup and will never taste pulpy (软乎乎、没有嚼劲的).
Chronology of John Lennon
— October 9, 1940 Born John Winston Lennon, in Liverpool, England.
— September 1957 Enrolled at Liverpool College of Art.
— August 23, 1962 Married college girlfriend Cynthia Powell (divorced 1968).
全新版大学英语综合教程第二册教案unit 1 book
Unit 1 Ways of LearningI. Teaching ObjectivesStudents will be able to:1. grasp the main idea (that it would be ideal if we can strike a balance between theChinese and the Western learning styles ) and the structure of the text (introduction of the topic by an anecdote一elaboration by comparison and contrast--conclusion by a suggestion);2. appreciate the difference between comparison and contrast, as well as different ways to compare and contrast (point by point method or one-side-at-a-time method);3. master the key language points and grammatical structures in the text;4. conduct a series of reading, listening, speaking and writing activities related to the theme of the unit.II. Key Points:The structure, the writing skill, and the main idea of thetext will be the focus.Only a few words and sentences, which will be the obstacles for students’ understanding of the text, will be explained in class.III. Difficult Points:Some sentences whose meanings are difficult to understand and whose structuresare hard to analyze:1. Line 35-39（Para. 6）: Since adults know how to place the key in the key slot,which is the ultimate purpose of approaching the slot, and since the child isneither old enough nor clever enough to realize the desired action on his own, whatpossible gain is achieved by having him struggle?2. Line 70-71(Para.10): The idea that learning should take place by continualcareful shaping and molding applies equally to the arts.3. Line 100-102(Para.14): Can we gather, from the Chinese and American extremes,a superior way to approach education, perhaps striking a better balance betweenthe poles of creativity and basic skills?IV. Teaching Materials: ppt and materialsV. Teaching Methods: Lecturing, practicing and discussing.VI. Teaching Timing: 8 sessions of classVII. Teaching Process:1st -2nd periods:Pre-reading; Teacher’s Introductory Remarks and Students’ Discussion related to the topic.3rd -4th periods: While-Reading (Understanding the title of text A; Analyzing the organization of the text; Explaining Difficult sentences and language points in the text; Summing up the main idea of the text)5th-6th periods: Dealing with the exercises after Text A.Check on Ss’ home reading (Text B); Post-Reading Task: Theme-Related Language Learning Tasks7th-8th periods: Listening and speaking tasks.A. Pre-reading tasksPre-reading tasks1.T asks Ss the following questions. The first is based on the song. Teach YourChildren: (5minutes )According to the song, who should teach whom? Is learning a one-way street?(Parents and children should teach each other and learn from each other. Learning is a two-way interaction.)Can you guess what the theme of this unit, ways of learning, refers to? (Different people have different learning styles)2. Ss listen to the fo11owing quotation from《文汇读书周报》(20XX年12月1日第一版,"自主教育:“管”还是“不管”?) take some notes and then T will invite some Ss to summarize in English how Chen Yu hua’s parents handle her education.一本由中国经济出版社推出的《千万别管孩子一一自主教育哈佛启示录》的书近来极为畅销，问世才一月,在全国销售量已达到20余万册。
全新版大学英语综合教程第二册教案
《全新版大学英语》第二册之《综合教程》教案Unit One Ways of LearningPart I Pre-reading1.Listen to the song and discuss two questions: (10 minutes)2.Who should teach whom? Is learning a one-way street?3．In your opinion, what is the best teaching method?Part II Text: Learning, Chinese-style1．Main idea of the text:It would be ideal if we can strike a balance between the Chinese and the Western learning styles.2．Structure of the text:Para.1-5------introduction of the topic by an anecdotePara.6-13------elaboration by comparison and contrastPara14---------conclusion by a suggestion3. Discourse comprehension of Part I:a. Ss skim Paras 1-5 and be ready to answer the following questions:-----Where and when did the incident take place?(Jinling Hotel in Nanjing, spring 1987)-----Who are the main characters in this incident?(author, his wife Ellen, their son Benjamin, hotel staff)-----What is the attitude of the author and his wife toward Benjamin' s efforts ininserting the key into the slot?(They let him explore and enjoy himself.)------What is the attitude of the hotel staff toward Benjamin' s efforts?(They held his hand and taught him how to insert the key correctly.)。
全新版大学英语2第二版Unit1-ways-of-learningPPT课件
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– Tr: 不像他的同学们那样沉溺于网上聊天， 他对 此毫无兴趣。
– Unlike his classmates who indulged themselves in online chatting, he does not like it in the least.
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Words
候”之意，但用法有所不同
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Words
1) await是及物动词，后面直接接宾语； wait虽然也可用作及物动词，但在现代英语中， 一般作不及物动词用，与for，to，till，until等 词连用。
2)await的宾语大都是抽象名词，如：decision， reply，arrival，announcement，return等； wait for的宾语一般是人或事物。
2020/10/20
by Yao Jie
Unit 1 Ways of Learning
1
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Content
• Warm-up Activities • Text Study
– Main idea & Text structure – Vocabulary & Difficult sentences – Cultural notes
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Words
3) await + doing sth. wait + to do sth.
4)await多用于书面语；wait 多用于口语。 5) wait 除作动词外，还可用作名词。例：
大学英语全新版2教案
一、课题《全新版大学英语综合教程2》Unit 1：Introducing Yourself二、教学目的1. 培养学生用英语进行自我介绍的能力。
2. 帮助学生掌握相关词汇和句型，提高口语表达能力。
3. 培养学生的跨文化交际意识。
三、课型新授课四、课时2课时五、教学重点1. 自我介绍的基本结构和常用词汇。
2. 自我介绍中的常用句型和表达方式。
六、教学难点1. 自我介绍时如何流畅地运用英语。
2. 如何在自我介绍中展示自己的个性特点。
七、教学过程（一）导入新课1. 创设情境：教师用英语向学生进行自我介绍，激发学生的学习兴趣。
2. 提问：学生尝试用英语进行自我介绍，教师给予评价和指导。
（二）讲授新课1. 词汇教学：介绍与自我介绍相关的词汇，如：name、age、major、hobbies等。
2. 句型教学：讲解自我介绍中的常用句型，如：My name is…；I am…years old；I study…；I have many hobbies, such as…等。
3. 语法讲解：讲解与自我介绍相关的语法知识，如：一般现在时、现在进行时等。
（三）巩固练习1. 学生进行小组练习，互相进行自我介绍。
2. 教师巡视指导，纠正发音和语法错误。
（四）归纳小结1. 教师引导学生总结本节课所学内容，包括词汇、句型和语法。
2. 学生复述自我介绍的基本结构和常用表达方式。
（五）作业布置1. 学生课后进行自我介绍，并录制视频，以便教师进行评价和指导。
2. 收集学生的自我介绍视频，进行展示和分享。
八、板书设计1. 课题：《全新版大学英语综合教程2》Unit 1：Introducing Yourself2. 词汇：name、age、major、hobbies、introduce、like、prefer等3. 句型：My name is…；I am…years old；I study…；I have many hobbies, such as…等4. 语法：一般现在时、现在进行时等九、教具1. 多媒体课件2. 录音机3. 录像设备十、教学反思1. 本节课通过创设情境、小组练习和视频展示等方式，激发了学生的学习兴趣，提高了学生的口语表达能力。
全新版大学英语(第二版)综合教程2Unit 1
Lobby (Entrance Hall)
Jinling Hotel
Deluxe Room
Executive Room
Our Internet Discount Rate More Details: Superior Room Jinling Deluxe Room
US$95 (RMB788) US$95 (RMB788)
Introduction to the Course
• Students Profile: Freshmen, non-English majors in Donghua University. Most of them are at a relatively high level in the English Placement Test . • Methodology: Teacher-student interactive teaching model in classroom assisted by students’ autonomous learning on net after class • schedule: One semester, 64 periods 4 periods (two weeks) for one unit 4 periods for reading and writing, 2 periods for Text B and Fast Reading 2 periods for speaking
Key to Q 5. Yes. Typical. Return
Key to Q 6. If the learner is very young, American way could be taken. Return
综合英语教程第二册第二版第一课教案
Unit 1 “We’ve Been Hit”Section One Pre-reading ActivitiesI. Audiovisual supplementWatch the video and answer the following questions.1. What’s the building that was hit?2. What was the event? When did it happen?（插入视频）Script:News: We have unconfirmed reports this morning that a plane has crashed into one of the towers of the World Trade Center. CNN Center right now ...Officer A: Holy shit!News: ... work on this story, calling our sources and trying to figure out exactly what happened, but, clea rly, something relatively devastating happening this morning there. We’re going to join another one of our New Y ork affiliates for their live coverage. Here at the top of this tower, there’s a huge, gaping hole, flames still inside.Officer B: Can you believe this? What schmuck笨人 would fly a plane into the Trade Center? Officer C: Maybe they ran out of gas or something.Officer B: Y eah, Colovito. Right.Officer D: Maybe some jerk-off forgot which lever to pull on his twin-engine.Officer E: That’s not a sma ll plane.Officer B: Hell, no.Police Chief: All right, listen up! Let me have your attention here! They’re telling us it’s a commuter plane. Tower One is being evacuated as a precaution. They’ve asked us to send a team down to assist. Sergeant McLoughlin.Team Leader: I’ve got a list of names here. Step out when you hear it. We’re going downtown. (Roll-calling)Answers to the Questions:1. The building is the Twin Towers of the World Trade Center in New Y ork City.2. It was one of the 9/11 attacks. It happened on September 11, 2001.II. Cultural information1. President Bush’s address to the nation（添加录音gwb9-11address）Good evening. Today, our fellow citizens, our way of life, our very freedom came under attack in a series of deliberate and deadly terrorist acts. The victims were in airplanes or in their offices: secretaries, business men and women, military and federal workers, moms and dads, friends and neighbors. Thousands of lives were suddenly ended by evil, despicable卑劣的 acts of terror. The pictures of airplanes flying into buildings, fires burning, huge structures collapsing have filled us with disbelief, terrible sadness and a quiet, unyielding anger. These acts of mass murder were intended to frighten our nation into chaos and retreat. But they have failed. Our country is strong.A great people has been moved to defend a great nation. Terrorist attacks can shake thefoundations of our biggest buildings, but they cannot touch the foundation of America. These acts shatter steel, but they cannot dent削弱 the steel of American resolve. America was targeted for attack because we’re the brightest beacon灯塔 for freedom and opportunity in the world. And no one will keep that light from shining. Today, our nation saw evil —the very worst of human nature — and we responded with the best of America. With the daring of our rescue workers, with the caring for strangers and neighbors who came to give blood and help in any way they could. Immediately following the first attack, I implemented our government’s emergen cy response plans. Our military is powerful, and it’s prepared. Our emergency teams are working in New Y ork City and Washington D.C. to help with local rescue efforts. Our first priority is to get help to those who have been injured, and to take every precaution to protect our citizens at home and around the world from further attacks. The functions of our government continue without interruption. Federal agencies in Washington which had to be evacuated today are reopening for essential personnel tonight and will be open for business tomorrow. Our financial institutions remain strong, and the American economy will be open for business as well.The search is underway for those who were behind these evil acts. I have directed the full resources of our intelligence and law enforcement communities to find those responsible and to bring them to justice. We will make no distinction between the terrorists who committed these acts and those who harbor窝藏 them.I appreciate so very much the members of Congress who have joined me in strongly condemning 谴责 these attacks. And on behalf of the American people, I thank the many world leaders who have called to offer their condolences哀悼and assistance. America and our friends and allies join with all those who want peace and security in the world, and we stand together to win the war against terrorism.Tonight, I ask for your prayers for all those who grieve, for the children whose worlds have been shattered, for all whose sense of safety and security has been threatened. And I pray they will be comforted by a Power greater than any of us, spoken through the ages in Psalm 23:Even though I walk through the valley of the shadow of death, I fear no evil for you are with me. This is a day when all Americans from every walk of life unite in our resolve for justice and peace. America has stood down enemies before, and we will do so this time. None of us will ever forget this day, yet we go forward to defend freedom and all that is good and just in our world.Thank you. Good night. And God bless America!2. September 11 attacksThe September 11 attacks (often referred to as September 11th or 9/11) were a series of coordinated suicide attacks by al-Qaeda upon the United States on September 11, 2001. On that morning, 19 al-Qaeda terrorists hijacked four commercial passenger jet airliners. The hijackers intentionally crashed two of the airliners into the Twin Towers of the World Trade Center in New Y ork City, killing everyone on board and many others working in the buildings. Both buildings collapsed within two hours, destroying nearby buildings and damaging others. The hijackers crashed a third airliner into the Pentagon in Arlington, Virginia, just outside Washington, D.C. The fourth plane crashed into a field near Shanksville in rural Pennsylvania after some of its passengers and flight crew attempted to retake control of the plane, which the hijackers had redirected toward Washington, D.C. There were no survivors from any of the flights.The death toll of the attacks was 2,995, including the 19 hijackers. The overwhelming majority of casualties were civilians, including nationals of over 70 countries. In addition, there is at least onesecondary death — one person was ruled裁决/认定 by a medical examiner to have died from lung disease due to exposure to dust from the World Tra de Center’s collapse.Section Two Global ReadingI. Main ideaThe text describes a particular episode in the disaster that occurred on September 11, 2001 in New Y ork, in praise of the courage and compassion of man. It presents three people in the attack, who demonstrated great valor trying to save those who were in danger and needed help.II. Structural analysis2. What is the function of the last part?It is a most touching scene. It seems to suggest that the author has, from what is described above, reached the conclusion about the ultimate moral dilemma: ―Save yourself, or save another.‖Section Three Detailed ReadingText INarration clues:Part One (1): Adam Mayblum worked in his office on the 87th floor of the WTC.Part Two (2-9): WTC was crashed. Adam Mayblum helped others and ran down himself.Part Three (10-30): Harry Ramos was the head trader4 at May Davis. He helped others. He and Hongzhu helped Victor, a heavyset man from the 53rd floor to the 36th floor. Harry Ramos stayed to help Victor and died.Part Four (31-34): May Davis held a gathering. People recalled Harry Ramos’s sacrifice due to helping V ictor.―We’ve Been Hit!‖With the building in flames, one man needed help. Another man refused to leave him.1 Adam Mayblum used to enjoy watching as storms lashed the windows of his office: Y ou think that’s power? Mayblum would scoff. I’m on the 87th floor of the World Trade Center1. That’s power. The drawstrings 拉绳on his window shades 窗帘would appear to sway 摆动slightly, but it was an illusion错觉. Although they were 1,040 feet in the sky, The WTC was quite steady.Paragraph 1Questions1. How much do you know about the World Trade Center?The World Trade Center was more than its signature twin towers: it was a complex of 7 buildings on 16 acres, constructed and operated by the Port Authority of New Y ork and New Jersey. The towers rose at the heart of the complex, each climbing more than 100 feet higher than the silver mast of the Empire State Building. The World Trade Center was hit by hijacked planes on September 11, 2001.2. What images are used to emphasize the steadiness of the WTC?Storms and drawstrings.Words and Expressions1. lash vt. hit violently or suddenlye.g. The farmer lashed the mules with a stick.The waves lashed the shore.Collocation:lash out (at / against sb. / sth.) make a sudden violent attack with blows or wordsSynonym:whip, beat2. sway vi. move or swing from side to sidee.g. He swayed slightly, as if about to fall.他身子一歪，像要倒下。
Unit1-全新版大学英语(第二版)综合教程2电子教案
And you, of tender years, Reading Detailed know the fears Can’t ____________ that your elders grew by. And so please help them with your youth, seek the truth They ____________ before they can die. Teach your parents well, Their children’s hell will slowly go by. on your dreams And feed them _____________ , The one they picks, the one you’ll know by.
t 1 Ways of Learning Unit 1 Ways of Learning
Before Reading Global Reading Detailed Reading After Reading Supplementary Reading
Crosby, Stills and Nash The musical partnership of David Crosby (b. Aug. 14, 1941), Stephen Stills (b. Jan. 3, 1945), and Graham Nash (b. Feb. 2, 1942), was Detailedonly one of the most successful not Reading touring and recording acts of the late 1960s, 1970s, and early 1980s — with the colorful, contrasting nature of the members' characters and their connection to the political and cultural upheavals (动荡，剧变) of the time — it was the only American-based band to approach the overall societal (社会的) impact of the Beatles. The resulting trio (三人组) was characterized by a unique vocal blend and a musical approach that ranged from folk to pop to hard rock.
新版大学英语综合教程第二册Unit1内容讲解
新版⼤学英语综合教程第⼆册Unit1内容讲解新版⼤学英语综合教程第⼆册Unit1内容讲解 导语：每个⼈的学习⽅式不同，因此学习⽅式没有好坏之分，只有适不适合之分，下⾯是⼀篇讲学习⽅式的英语课⽂，欢迎⼤家阅读。
Ways of Learning Part I Pre-Reading Task Listen to the recording two or three times and then think over the following questions: 1. Who should teach whom? Is learning a one-way street? 2. Should we share our dreams for a better life with our parents or keep them to ourselves? 3. Can children ever understand their parents completely? 4. From the song can you guess what the theme of the unit, way of learning, chiefly refers to? Part II Text Howard Gardner, a professor of education at Harvard University, reflects on a visit to China and gives his thoughts on different approaches to learning in China and the West. LEARNING, CHINESE-STYLE Howard Gardner For a month in the spring of 1987, my wife Ellen and I lived in the bustling eastern Chinese city of Nanjing with our 18-month-old son Benjamin while studying arts education in Chinese kindergartens and elementary schools. But one of the most telling lessons Ellen and I got in the difference between Chinese and American ideas of education came not in the classroom but in the lobby of the Jinling Hotel where we stayed in Nanjing. The key to our room was attached to a large plastic block with the room number on it. When leaving the hotel, a guest was encouraged to turn in the key, either by handing it to an attendant or by dropping it through a slot into a box. Because the key slot was narrow, the key had to be positioned carefully to fit into it. Benjamin loved to carry the key around, shaking it vigorously. He also liked to try to place it into the slot. Because of his tender age and incomplete understanding of the need to position the key just so, he would usually fail. Benjamin was not bothered in the least. He probably got as much pleasure out of the sounds the key made as he did those few times when the key actually found its way into the slot. Now both Ellen and I were perfectly happy to allow Benjamin to bang the key near the key slot. His exploratory behavior seemed harmless enough. But I soon observed an interesting phenomenon. Any Chinese staff member nearby would come over to watch Benjamin and, noting his lack of initial success, attempt to assist. He or she would hold onto Benjamin's hand and, gently but firmly, guide it directly toward the slot, reposition it as necessary, and help him to insert it. The "teacher" would I soon realized that this incident was directly relevant to our assigned tasks in China: to investigate the ways of early childhood education (especially in the arts), and to throw light on Chinese attitudes toward creativity. And so before long I began to introduce the key-slot anecdote into my discussions with Chinese educators. TWO DIFFERENT WAYS TO LEARN With a few exceptions my Chinese colleagues displayed the same attitude as the staff at the Jinling Hotel. Since adults know how to place the key in the key slot, which is the ultimate purpose of approaching the slot, and since the child is neither old enough nor clever enough to realize the desired action on his own, what possible gain is achieved by having him struggle? He may well get frustrated and angry — certainly not a desirable outcome. Why not show him what to do? He will be happy, he will learn how to accomplish the task sooner, and then he can proceed to more complex activities, like opening the door or asking for the key— both of which accomplishments can (and should) in due course be modeled for him as well. We listened to such explanations sympathetically and explained that, first of all, we did not much care whether Benjamin succeeded in inserting the key into the slot. He was having a good time and was exploring, two activities that did matter to us. But the critical point was that, in the process, we were trying to teach Benjamin that one can solve a problem effectively by oneself. Such self-reliance is a principal value of child rearing in middle-class America. So long as the child is shown exactly how to do something — whether it be placing a key in a key slot, drawing a hen or making up for a misdeed — he is less likely to figure out himself how to accomplish such a task. And, more generally, he is less likely to view life — as Americans do — as a series of situations in which one has to learn to think for oneself, to solve problems on one's own and even to discover new problems for which creative solutions are wanted. TEACHING BY HOLDING HIS HAND In retrospect, it became clear to me that this incident was indeed key — and key in more than one sense. It pointed to important differences in the educational and artistic practices in our two countries. When our well-intentioned Chinese observers came to Benjamin's rescue, they did not simply push his hand down clumsily or uncertainly, as I might have done. Instead, they guided him with extreme facility and gentleness in precisely the desired direction. I came to realize that these Chinese were not just molding and shaping Benjamin's performance in any old manner: In the best Chinese tradition, they were ba zhe shoujiao — "teaching by holding his hand" — so much so that he would happily come back for more. The idea that learning should take place by continual careful shaping and molding applies equally to the arts. Watching children at work in a classroom setting, we were astonished by their facility. Children as young as 5 or 6 were painting flowers, fish and animals with the skill and confidence of an adult; calligraphers 9 and 10 years old were producing works that could have been displayed in a museum. In a visit to the homes of two of the young artists, we learned from their parents that they worked on perfecting their craft for several hours a day. CREATIVITY FIRST? In terms of attitudes to creativity there seems to be a reversal of priorities: young Westerners making their boldest departures first and then gradually mastering the tradition; and young Chinese being almost inseparable from the tradition, but, over time, possibly evolving to a point equally original. One way of summarizing the American position is to state that we value originality and independence more than the Chinese do. The contrast between our two cultures can also be seen in terms of the fears we both harbor. Chinese teachers are fearful that if skills are not acquired early, they may never be acquired; there is, on the other hand, no comparable hurry to promote creativity. American educators fear that unless creativity has been acquired early, it may never emerge; on the other hand, skills can be picked up later. However, I do not want to overstate my case. There is enormous creativity to be found in Chinese scientific, technological and artistic innovations past and present. And there is a danger of exaggerating creative breakthroughs in the West. When any innovation is examined closely, its reliance on previous achievements is all too apparent (the "standing on the shoulders of giants" phenomenon ). But assuming that the contrast I have developed is valid, and that the fostering of skills and creativity are both worthwhile goals, the important question becomes this: Can we gather, from the Chinese and American extremes, a superior way to approach education, perhaps striking a better balance between the poles of creativity and basic skills? New Words and Expressions a. full of busy activity 繁忙的，熙攘的 kindergarten n. 幼⼉园 elementary a. 基本的，初级的，基础的 telling a. impressive; effective 难忘的;有⼒的 lobby n. (旅馆的)⼤堂，(公共场所⼊⼝处的)⼤厅 attach vt. fasten or join (one thing to another) 系，贴，连接 attendant▲ n. 服务员;侍者，随从 slot▲ n. a narrow opening 狭缝，狭槽 vigorously ad. energetically ⽤⼒地;精⼒充沛地 vigorous a. tender a. young; gentle and loving 年幼的;温柔的 not in the least not at all find one's way reach a destination naturally; arrive at 到达;进⼊，流⼊ bang v. (cause to) make a sudden loud noise, esp. by hitting two things together 猛敲，猛击 exploratory a. done in order to find out sth. 探索的 phenomenon (pl phenomena or phenomenons) n. 现象 staff n. 全体职⼯，全体雇员 initial v. help 帮助 reposition vt. 改变…的位置 insert vt. put, fit, place (in, into, between) 插⼊，嵌⼊ somewhat ad. to some degree, a little 有点，稍微 expectantly ad. 期待地 await vt. (fml) wait for 等待，等候 occasion n. a particular time when sth. happens 时刻，场合 on occasion now and then 有时，间或 frown v., n. 皱眉 slightly ad. 轻微地 slight a. neglect vt. give too little attention or care to 忽视 parental a. of a parent or parents ⽗的，母的;⽗母的 relevant a. directly connected with the subject 有关的，切题的 investigate v. try to find out information about 调查;探究 creativity n. the ability to make new things 创造⼒ anecdote▲ n. a short amusing story about a particular person or event 趣闻，轶事 exception colleague n. a person one works with 同事 action n. 动作;⾏动 on one's own without anyone's help; alone 独⽴地;独⾃地 desirable a. worth wanting 值得向往的;称⼼的 accomplish vt. manage to do (sth.) 完成(某事) activity n. 活动，⾏动 accomplishment n. skill; successful completion 本领，技艺;完成，成就 in due course at the proper time 在适当时机 sympathetically ad. 同情地 sympathetic a. critical a. very important; very serious or dangerous ⾄关重要的;危急的 effectively ad. 有效地 effective a. self-reliance n. acting without asking for support from others 依靠⾃⼰，⾃⼒更⽣ principal a. (rather fml) main, chief 主要的，⾸要的 rear vt. look after until fully grown up 养育，抚养 make up for repay with sth. good, compensate for 补偿，弥补 misdeed n. a wrong or wicked act 不端⾏为 vt. (fml) regard, consider 看待，考虑 creative a. resulting from newness of thought 独创的 solution n. (the act of finding) an answer to a problem 解决(问题的办法);解答 in retrospect 回顾 artistic a. relating to art 艺术的 well-intentioned a. having good intentions 好意的 intention n. purpose 意图 observer n. 观察者，观察员 clumsily ad. awkwardly and ungracefully 笨拙地 clumsy a. extreme a. very great 极度的，极端的 n. the furthest possible limit, an extreme degree 极端，过分 facility n. (fml) ability to do sth. easily and well; (pl) equipment, aids, etc. which make it easy to do things 熟练，灵巧;设备，设施 mold vt. make (sth.) into a particular shape or form 塑造 performance n. 表现，⾏为;演出，表演 tradition n. 传统 continual a. happening again and again, repeated 不断的，⼀再重复的 apply vi. 适⽤;申请 calligrapher work no/at 从事 craft n. skill, esp. with one's hand ⼿艺;⼯艺 reversal n. a complete change of order, direction, or position 颠倒 priority n. sth. that one must do before anything else; sth. that holds a high place among competing claims 优先考虑的.事;重点 bold a. brave and confident 勇敢的，⽆畏的 departure n. action different from (what is usual or expected); an act of leaving 背离;出发，离开 inseparable a. impossible to separate from sth. else 不可分离的 evolve v. (cause to) develop gradually (使)逐步发展 summarize vt. make a short account of the main points (of sth.) 总结，概述 originality。
全新版大学英语综合教程第二册教案
全新版大学英语综合教程第二册教案Unit 1Ways of LearningⅠ. Suggested Teaching PlanStudents will be able to:1.grasp the main idea (that it would be ideal if we can strike a balance between the Chinese andthe Western learning styles) and structure of the text(introduction of topic by an anecdote elaboration by comparison and contrast-conclusion by a suggestion);2.appreciate the difference between comparison and contrast, as well as different ways tocompare and contrast(point-by-point method or one-side-at-a-time method);3.master the key language points and grammatical structures in the text;4.conduct a series of reading, listening, speaking and writing activities related to the theme of theunit.1.T asks Ss the following questions. The first is based on the song Teach Your Children:(5 minutes)—According to the song, who should teach whom? Is learning a one-way street? (Parents and children should teach each other and learn from each other. Learning is a two-way interaction.)—Can you guess what the theme of this unit, ways of learning, refers to? (Different people have different learning styles.)2.Ss listen to the following quotation from《文汇读书报》(2001年12月1日第一版，“自自自自自’自’ 自自 ‘自自’? ”) , take some notes, and then T will invite some Ss to summarize in English how Chen Yuhua’s parents handle her education.（possible summary: They let her learn independently and seek out knowledge actively. They may help during the process, but don’t expect them to spoon-feed her with knowledge.）(15 minutes)1.Skimming (15 minutes)1)Ss skim Paras 1-5 and be ready to answer the following questions:—Where and when did the incident take place? (Jinling Hotel in Nanjing, spring 1987)—Who are the main characters in this incident? (author, his wife Ellen, their son Benjamin, hotel staff)—What is the attitude of the author and his wife toward Benjamin’s efforts in inserting the key into the slot? (They let him explore and enjoy himself.)—What is the attitude of the hotel staff toward Benjamin’s efforts? (They held his hand and taught him how to insert the key correctly.)2)T asks some S pairs to report to the class, one asking the above questions and the otherproviding the answers.3)T tells Ss that there are many ways of introducing a topic (see T ext Analysis).Ss will decide whichway is adopted by Howard Gardner.2.T explains language points from Para 1 to Para 5, and gives Ss practice (see Language Study).(15 minutes)3.T guides Ss through the directions for T ext Organization Exercise 2 and Writing Strategy. Then Ss scanthe first sentence of both Para 6 and Para 7, and decide what method of comparison and contrast is used here (one-side-at-a-time method). (8 minutes)4.T explains language points from Para 6 to Para 10, and gives Ss practice (see Language Study).(15 minutes)5.Ss sum up the contrast between Chinese and Western ways to learn to fulfil a task (the Chinese showa child how to do something, or teach by holding his hand; Westerners teach a child to rely on himselffor solutions to problems). (5 minutes)6. Ss sean from Para 11 to Para 13, then answer the following questions: (5 minutes)—Can you find words like “Chinese” and “Westerner” or “American” or “the West” in each paragraph? (yes)—What method of comparison and contrast is used here? (point-by-point method)7.T explains language points in these paragraphs and gives Ss practice (see Language Study).(20 minutes)8.Ss sum up the contrast between the Chinese and the Western attitudes toward creativity andbasic skills. (The Chinese give priority to developing skills at an early age, believing that creativity canbe promoted over time; Westerners put more emphasis on fostering creativity in young children, thinking that skills can be picked up later.) (5 minutes)9.T explains language points in Para 14 and gives Ss practice (see Language Study).(5 minutes)10. T tells Ss that there are many ways of concluding an essay (see Text Analysis).Ss decide whichway is used in this essay. (5 minutes)1. Debate: Should we develop children’s creativity first or train them in basic skills first? (30minutes)1)Ss divide into two groups, one taking the side of creativity first, another taking the side of basicskills first.2)In each group, Ss further divide into smaller groups of three to four, brainstormingarguments \ examples \ statistics \ quotes \ etc. in support of their viewpoint, as well as those that could be used to refute the other side.3)Debate begins, with T acting as moderator.2.T guides Ss through several after-text exercises. (20 minutes)3.T checks on Ss’ home reading (Text B).(3 minutes)4.Ss do Part IV: Theme-Related Language Learning Tasks. (1 period)5.T asks Ss to prepare the next unit: (2 minutes)1)do the pre-reading task;2）preview T ext A.Ⅱ. Text AnalysisAn essay is usually made up of three parts: a beginning where the topic is introduced; the body part where the topic is elaborated on, and a conclusion.Besides stating the topic directly, there are many other ways to introduce a theme. In this text, an anecdote or an incident is used. The author of T ext A, Unit 6, Book 1 (What Animals Really Think) introduces his topic by posing a question: “Do animals all have thoughts, what we call consciousness?” T ext B, Unit 3, Book 1 (How to Make Sense out of Science) begins by quoting newspaper headlines:“New Drugs Kill CancerDevastation by El Nino — a Warning6:30 p.m. October 26, 2028: Could This Be the Deadline for the Apocalypse?”T ext B of this unit, Children and Money, begins with an imagined argument between a child and his parent over the control of pocket money. Discover other forms of introduction as you read on. However, the more important point is that you should learn to vary your own writing by adopting various types of topic introduction.Without a conclusion, an essay lacks a sense of completeness. A conclusion may be a restatement of the main points previously mentioned, a proposed solution, a quotation from some book or person, a prediction of future developments, a suggestion for further study, etc. T ext B, Unit 3, Book 1 ends by giving a simile, comparing scientific research to mountain climbing, “a process filled with disappointments and reverses, but somehow we keep moving ahead.” In this text, Howard Gardner makes a suggestion in the form of a question.Ⅲ. Cultural Notes1. Education in the West: There is no common agreement in the West concerning the best method of education. A variety of views can be found among parents, teachers and students. Indeed, it might be argued that it is this very existence of contending points of view that is characteristic of Western education. This can be seen as far back as in the work of the ancient Greek philosopher Socrates, who encouraged his students to question everything, even their most fundamental beliefs. Yet even then there was no general agreement that this was the best way to teach. Socrates, after all, was condemned to death by his fellow citizens for corrupting the morals of the young by his way of teaching. Many later periods of Western history were no more tolerant of encouraging students to challenge traditional beliefs: Darwin’s theory of evolution, for example, was for a time banned from schools in some American states on the grounds of religious belief.Much of the current debate over education surrounds the extent to which learning should be teacher-based or student-based. Which of the two should decide what should be learned, how it should be learned, and when it should be learned? Comparing Western and Asian methods oflearning it is generally true that Western methods are more student-centred, expecting students to discover things for themselves rather than relying on their teachers to tell them. An extreme version of the student-centred approach can be seen at Summerhill, a school in England established by the educationalist A.S. Neill. There children have complete freedom to decide what they are going to learn and which lessons they will attend. If they wish they need not attend any at all. Mainstream education in England is far more strict, demanding that children attend lessons and follow a national curriculum. This curriculum and the importance of achieving good exam results tend to reinforce a more teacher-centred approach, as both teachers and students find the pressure of time leaves less opportunity for an exploratory approach to learning.The extent to which learning is teacher-centred or student-centred also depends on differ-ences between subjects. In recent years, for example, there has been a trend in the teaching of mathematics in school classrooms in England away from having pupils work on their own or in small groups back towards a more traditional approach, with the teacher guiding the entire class step-by-step through a lesson. This followed research that suggested that, as far as maths was concerned,a more teacher-centred method was more effective.2. Standing on the shoulders of giants: a well-known phrase, frequently employed by inventors toexpress modesty about their achievements. The suggestion is that while they have been able to see further than those who came before them, it is not because they themselves are intellectual giants.Rather it is because they have been able to build upon the accumulated discoveries of their great predecessors.Ⅳ. Language Study…Unit 2ValuesⅠ. Suggested Teaching PlanStudents will be able to:1.understand the main idea (despite his wealth, Sam Walton remains down-home and devoted to histeam) and structure of the text;1.appreciate the use of indirect description in portraying a person;2.grasp the key language points and grammatical structures in the text;2.conduct a series of reading, listening, speaking, and writing activities related to the theme of the unit.1.T asks Ss the following questions on the recorded passage: (5 minutes)—What happened to Abraham Lincoln one day? (Working as a shop clerk, he overcharged a customer. Although the sum was insignificant, Lincoln walked a long distance to return the money.)—How is the story related to the theme of the unit — values? (Abraham Lincoln regarded honesty as an important value.)2.Ss do Cloze B in after-text exercises to learn more about the values of American millionaires.(15minutes)3.Rich people I know (15 minutes)1)Before class, Ss are asked to collect stories, news reports, pictures, books, or even video clips (ifrelevant equipment is available for showing them in class) of rich people.1)In class, Ss form groups of three to four to share what they have collected.1.Text organization (20 minutes)1)T asks Ss to scan the text to see if there is any natural dividing lines separating it into parts. (Thetext can be divided into three parts. Between each part, there is a blank line.)2)T draws Ss’ attention to T ext Organization Exercise 1, guides them through the directions, so thatthey can grasp the main function of each part.3)Ss scan the text again to underline all the names mentioned and tell who these persons are.(They are: Jamie Beaulieu, waiter at Sam Walton’s birthday partyJonnie Baker, night manager at the local Wal-MartRichard Hoback, Mayor of Bentonville, ArkansasGordon Garlington, pastor of the local churchJohn Marshall, local barberJim Von Gremp, corporate affairs directorFerold F. Arend, retired president of Wal-MartJim Hendren, company lawyeralso see Text Analysis)4)Ss will notice that the text transits from Part II to Part III when the first corporate job —corporate affairs director — is mentioned.2.T explains language points and gives Ss practice (see Language Study). (60 minutes)3.Finding synonyms or synonymous phrases for “down-home” (10 minutes)1)T asks some Ss to explain the title of Text A in their own words.2)Ss work alone to find out synonyms or synonymous phrases for “down-home”.3)Some Ss report their findings to the class.( Para 5 carry on like plain folksPara 6 folksy waysPara 7 friendly, cheerful, a fine neighbor who does his best to blend in, never flashy, never throwing his weight aroundPara 11 not a front-page person)4)T reminds Ss to vary their own writings by synonyms or synonymous phrases.Post-reading tasks1. Using indirect description in portraying a person (25 minutes)1)Ss complete Text Organization Exercise 2 and compare answers with each other.2)T makes Ss think by asking Ss this question: How does the author reveal these character traits ofSam Walton? Does he come forward to tell us directly what Sam Walton is like?3)T introduces methods of indirect description and writes them down on the blackboard: anecdotes,examples, quotes, comparison and contrast, etc. (see Text Analysis)4)Ss work in pairs to find out examples of these methods.5)Some pairs report their findings to the class.6)T urges Ss to adopt these methods when describing a person.2.T guides Ss through some after-text exercises. (25 minutes)3.T checks on Ss’ home reading (Text B). (3 minutes)4.Ss do Part IV: Theme-Related Language Learning Tasks. (1 period)5.T asks Ss to prepare the next unit: (2 minutes)1)do the pre-reading task;2)preview T ext A.Ⅱ.Text AnalysisTo make a character portrait convincing, an author must refrain from telling readers directly what the person is like. Instead, he/she lets readers deduce.Of all the methods of indirect description, the one used most frequently in T ext A is quotation. The author quotes not only Sam Walton himself, e.g. “The reason for our success... is our people and the way they’re treated and the way they feel about their company. They believe things are different here, but they deserve the credit”, but also his townsfolk and colleagues (as shown in while-reading tasks in the Suggested Teaching Plan).The text begins with an anecdote: how waiter Jamie Beaulieu had anticipated a lavish mansion at the Waltons, only to find an ordinary-looking household. This kind of beginning lures readers to go on. There are other anecdotes, like how Sam Walton forgot his wallet and insisted on fetching it to pay the local barber, and how he lost 4 straight games after a Wal-Mart employee asked him a question about pricing.Sam Walton is a folksy guy, of which a lot of examples are given. Examples of how generous an employer he is are also plentiful.Jamie Beaulieu’s anticipation and the reality he later found out form a contrast. It reveals Sam Walton’s down-home characteristics. When retired company president Ferold F. Arend compared Sam Walton with his previous employer, we appreciate further Sam Walton’s generosity.Ⅲ. Cultural Notes1. Rolls-Royce: any of the large, expensive, comfortable cars made by the British company Rolls-Royce.Many people recognize them by the small metal statue on the front of every Rolls-Royce car. The company was formed in 1905-1906 by Charles Rolls (1877-1910) and Henry Royce (1863-1933) and also produces aircraft engines. The Rolls-Royce company was bought by the German company Volkswagen in 1998. The name Rolls-Royce is also used informally to refer to the best product of a particular type.2.dime store: a store offering a wide assortment of inexpensive items, formerly costing five or ten cents,for personal and household use.3.Wal-Mart: any of a very large chain of shops in the US selling a wide range of goods at low prices.The first Wal-Mart Discount City was opened in 1962 by Sam Walton.4.Ford Motor Company: a large US company that makes cars. It was established in Detroit in 1903by Henry Ford, and the first Model T was sold in 1908. The company has produced the Lincoln since 1922 and the Mercury since 1938.s: Apart from their surname or last name, most British and American children are given twopersonal names by their parents, a first name and a middle name. These names are sometimes called Christian names or given names. Some people have only one given name, a few have three or more. Friends and members of a family who are of similar age usually call one another by their first names. In some families young people now also call their aunts and uncles and even their parents by their first names. Outside the family, the expression be on first name terms suggests that the people concerned have a friendly, informal relationship.When writing their name Americans commonly give their first name, their middle initial and their last name, e.g. George M. Cohan. Both given names are used in full only on formal occasions, e.g.when people get married.6.Forbes: an American business magazine. It is noted for its lists of the richest men and women inbusiness. In its November 27, 2000 edition it published one listing the 50 richest businessmen and women in China, headed by Rong Yiren of CITIC with 1.9 billion dollars, followed in second place by Liu Yongxing of the Hope Group with 1 billion dollars. The richest businesswoman on the list was Yang Lan of Sun T elevision, with 63 million dollars.Ⅳ. Language Study…Ⅰ. Suggested Teaching PlanStudents will be able to1.understand the main idea (despite the many negative effects of virtual life, the author prefersit to real life) and structure of the text (contrast between virtual life and real life);2.learn some rules of interpreting new vocabulary and usage related to computers and theInternet in English;3.grasp the key language points and grammatical structures in the text;4.conduct a series of reading, listening, speaking and writing activities related to the theme ofthe unit.1.T asks Ss the following questions on the poem Surfing the Internet:(5 minutes)—What was the hero doing when his boss came in? (surfing the Internet)—How did he act in front of his boss? (He pretended to be surprised at the computer which had crashed “unexpectedly”.)2.Ss look at the theme of this unit (The Virtual World) and the title of Text A (A Virtual Life), thentry to: (10 minutes)—find antonyms of “virtual world” and “virtual life”; (real world, real life)—suggest synonyms for “virtual world”; (cyberspace, cyberia, etherworld, virtual reality, Internet world, net world, etc.)—say what people can do on the Internet, (communicating with people, shopping, reading, entertainment, education, working, hacking, publishing, etc.)3.Imaginative writing(28 minutes)1) T dictates to Ss the following paragraph:For the past two weeks, other participants of the Net Survival Contest (网络生存竞赛)and I have been shut up in bare hotel rooms. Our only link to the real world has been a computer that is hooked up to the Internet (联网电脑). We have relied on it, not only for food, bed sheets and other daily necessities, but also to set up an e-business （电子商务）of our own.2)Now Ss will complete the next paragraph beginning with: “Now it is time for me to walkout into the light of day again...” They will give their imagination full play. They will write no more than 100 words.3)Ss form groups of four to five, and read aloud to each other their own writings.4)T asks some groups to recommend the best piece in their group to the class.4. T may lead in to Text A by saying: Some of us like to live a life in contact with real things and real people, but others favor a virtual existence. Which life is better? I’m sure you have different opinions. Now let’s read Text A to find out what Maia Szalavitz has to say about these two life styles. (2 minutes)1.Text organization (15 minutes)1)T draws Ss’ attention to Text Organization Exercise 1, and lets them read its instructions aswell as what has already been done for them in this exercise.2)Ss try to complete the exercise by simply reading the first sentence of each paragraph in TextA.1)Ss compare answers with each other; if necessary, T may help.2.T explains the key language points and gives Ss practice (see Language Study). (45 minutes)3.T guides Ss through Structure Exercise 2. (10 minutes)2.Ss re-read Paras 4-10, work in pairs to find out consequences of “my” virtual life. Can they usethe “find oneself + adj./ past participle/present participle” structure when summing up the consequences? (10 minutes)4.Some pairs report to the class their findings, using the “find” structure. (5 minutes)1. Computer-related vocabulary items (20 minutes)1)Ss scan Text A to find out vocabulary items related to computer and the Internet. (They are:virtual life, the net, telecommuter, email, Internet mailing lists, computer-assisted, data, link, cyber-interaction, on line, system crash, click on the modem, connection, password)2)T tells Ss that new terms related to computer and the Internet are constantly added to theEnglish vocabulary, so much so that many of them are not included in any English dictionary.However, if we apply certain rules, their meanings are easy to deduce.3)T gives Ss more examples of computer-related vocabulary items (see Text Analysis).2. T guides Ss through some after-text exercises. (25 minutes)3.T checks on Ss’ home reading (Text B). (3 minutes)4.Ss do Part IV: Theme-Related Language Learning Tasks. (1 period)5.T asks Ss to prepare the next unit: (2 minutes)1)do the pre-reading task;2)preview Text A.Ⅱ.Text AnalysisThe most dynamic combining forms/prefixes for new computer-and-Internet-related vocabu-lary in English are cyber-, virtual, Net- (net-), Web- (web-), and E- (e-).New English vocabulary items derived from them usually appear in the following forms:bining forms/prefixes + noun: this is the most common type, e.g. virtual life (虚拟生活),virtual world (虚拟世界), virtual community（虚拟社区）, virtual office (虚拟办公室), virtual pet (虚拟宠物), virtual reality (虚拟现实), cyber-interaction (网络互动), cyberculture (自自自自), cybernut (自自), cyberpet(电子宠物), cyberspace (自自自自), netwriter（发送电子邮件的人）,nethead (网虫), Webmaster (自自自自自), Web page (自自), website (自自), WebTV (自自自自自), E-book (自自自自), E-shopper (自自自自自), e-card (自自自自), e(-)mail (自自自自), e-journal (电子杂志),e-business (自自自自), e-cash (自自自自), e-commerce (自自自自).2. combining forms/prefixes + verb: e.g. cybersurf （网络漫游）, netsurf (网络漫游), websurf (网络漫游)，email (发送电子邮件)3.words like cyber, net, etc. + suffix: e.g. cyberian (cyber + ian, 网络用户), cyberphobia (cyber +phobia, 电脑恐惧症), cybernaut (cyber + naut 网络用户), netter (net + er 网民), Webify (web + fy 使万维网化), cyberize (cyber + ize, 使联网).4.clipped word: cyberdoc (cyber + doctor, 网络医生), Netcast (Net + broadcast,网络播放),Netiquette (Net + etiquette, 网规), Netizen (Net + citizen, 网民,), Netpreneur (Net + entrepreneur, 网络企业家), Webcam (Web + camera, 网络摄像机), Webcasting (Web + broadcasting,自自自自), Webliography (Web + bibliogrpahy, 网络书目), Webnomics (Web +economics, 自自自自), Webzine (Web + magazine, 网络杂志), e-tailing (electronic + retailing,自自自自), e-zine (electronic + magazine,自自自自)Ⅲ. Cultural Notes1. the Internet: an international computer network for the exchange of information. It was origi-nally used mainly in the academic and military worlds but has since become available to the large and increasing number of people with personal computers. Other services, e.g. the World Wide Web, are available through it.The Internet is changing our lives and a parallel universe is rapidly emerging online. Today there’s scarcely an aspect of our life that isn’t being upended by the torrent of information available on the hundreds of millions of sites crowding the Internet, not to mention its ability to keep us in constant touch with each other via electronic mail. The Internet is saving companies billions of dollars in producing goods and serving the needs of their customers.Nothing like it has been seen since the beginning of the Industrial Revolution, when power-driven machines began producing more in a day than men could turn out in nearly a year. The Internet and e-commerce are viewed as a global megatrend along the lines of the printing press, the telephone, the computer and the electricity.You would be hard pressed to name something that isn’t available on the Internet.Consider: books, health care, movie tickets, baby clothes, stocks, real estate, toys and airline tickets. American kids today are so computer savvy that it virtually ensures the United States will remain the unchallenged leader in cyberspace for the foreseeable future. Most kids use computers to play games and have email chats with friends.2.NBC (the National Broadcasting Company): the first of the original three US nationalbroadcasting companies. It was established in 1926 by Radio Corporation of America as two groups of radio stations. The first NBC television channel opened in 1940. The company is now owned by General Electric. Its main offices are at Rockefeller Center in New York.3.PBS (the Public Broadcasting Service): (in the US) a television system that broadcasts programsto an association of local stations which use no television advertisements and do not make a profit. It was established by the Public Broadcasting Act and is supported by money from the US Government, large companies and the public. PBS is known for the high quality of its pro-grams.4. ABC (the American Broadcasting Company): one of the original three major television networksin America. It began in 1943 as the Blue Network of six radio stations. ABC is now owned by the Walt Disney Company .Ⅳ. Language Study...Unit 5Overcoming ObstaclesⅠ. Suggested Teaching PlanStudents will be able to:1.grasp the main idea (dreaming and hard work helped Michael Stone on his way to success) andthe structure of the text (narration with a flashback);2.appreciate the narrative skills (using details to bring out a character; a surprising ending; use ofpuns);1.master the key language points and grammatical structures in the text;2.conduct a series of reading, listening, speaking and writing activities related to the theme of the unit.1.T asks Ss the following questions on the song Coming out of Dark:(5 minutes)—Consider the title of the song, what does “Dark” refer to? (near death; loss of consciousness after the car accident; slow and painful recovery; despair)—How is the song related to the theme of the unit? (To get over despair after injury is also a form of overcoming obstacles.)2.Do you know these proverbs? (13 minutes)1)T dictates the following proverbs to Ss:—Where there’s a will, there’s a way. (自自自自自自)—Rome wasn’t built in a day. (自自自自自自自/自自自自自自自)—God helps those who help themselves. (自自自自自自自/自自自自自,)—You shall reap, what you sow. (自自自自自自自自自/自自自自自自自自自自)—Constant dripping wears away the stone. (自自自自自自自自自自)2)Ss try to translate these proverbs into Chinese.3)Ss scan Text A to find a similar saying by Michael’s father, which is in italics. （If you wantsomething, work for it! / You want something, work for it!）3.T may lead in to the text by saying: Hard work is important to success, but it is not the onlyfactor that contributes to success. As we will find out in this text, dreaming is equally important.(2 minutes)1.Text organization (17 minutes)1)T guides Ss through the directions for Text Organization Exercise 1, so that they know the textconsists of four parts.2)Ss scan the first sentence of Paras 1-6, and get ready to answer the following questions:—Which first sentence switches from past tense to past perfect tense? (the first sentence of Para 3) ( T may as well tell Ss this: a story is usually narrated in the simple past tense.When a past event is recalled, the past perfect tense will be used as a signal. Afterwards the flashback is also narrated in the simple past tense.)—Which first sentence shows that the flashback is over and the narration returns to the National Junior Olympics? (the first sentence of Para 6)—By now, do you know how to divide the text into four parts? Write down your answers in the blanks provided in Text Organization Exercise 1.3)Ss do Text Organization Exercise 2.2.T explains language points and gives Ss practice (see Language Study).When they come to the end of a part, Ss will sum up its main idea in the blanks provided in Text Organization Exercise 1.(60 minutes)3.Ss answer these questions (see Text Analysis):(8 minutes)—Without the last sentence, would you still admire Michael Stone’s achievement?—Who would you admire better, a Michael Stone with a sound body or a blind Michael Stone?—Why does the author keep the secret about Michael’s blindness until the last sentence?age (15 minutes)1)Ss scan the text again to find out the three instances where “work” is used as a verb.2)T asks some Ss to explain in English the three different meanings of “work”.3)Ss do the after-text Usage exercise on “work”.。
全新版《大学英语》教案（第二册）
全新版《⼤学英语》教案（第⼆册）全新版《⼤学英语》教案（第⼆册）Unit 1 Ways of Learning1.教学⽬标及基本要求：Objectives:Students will be able to:1)grasp the main idea (that it would be ideal if we can strike a balance between the Chinese andthe Western learning styles) and structure of the text (introduction of the topic by an anecdote—elaboration by comparison and contrast);2)appreciate the difference between comparison and contrast, as well as different ways tocompare and contrast(point-by-point method or one-side-at-a-time method);3)master the key language points and grammatical structures in the text;4)conduct a series of reading, listening, speaking and writing activities related to the theme ofthe unit.2. 教学内容及学时分配：Time allotment:1st period: pre-reading; text organization2nd period: while-reading3rd period: post-reading activities4th period: reading practice5th period: speaking6th period: writing3. 教学重点及难点：Important language points in the text:4. 教学内容的深化及拓宽：Students conduct a series of reading, listening, speaking and writing practice to deepen their understanding of the points taught in class.5. 教学⽅式及在教学中应注意的问题：A combination of traditional teaching methods with the communicative approach will be adopted. Special attention should be paid to classroom interaction. Give students time to adapt to the new teaching mode in the university that are quite different from the one they were used to in the middle school. More encouragement is needed and more guidance will be given to them in their extracurricular study.6. 主要参考书⽬：季佩英，吴晓真，2001，《全新版⼤学英语综合教程2－教师⽤书》。
全新版大学英语2第二版Unit1 ways of learningppt课件
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gym
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Indoor Swimming Pool
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• bustle: vi. move busily and energetically; be full of • 繁忙，忙碌; 到处是 (para1)
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attach: vt. fasten or join (one thing to another) 系，贴，连接 （para2）
• Pattern:
• attach sth. to sth. 将...系在﹑ 附在...上 • be attached to sth./ sb. 依恋; 眷恋; 留恋
The author gives a suggestion of a more rational approach to fostering creativity and basic skills.
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Language Study
Part 1: 1.Benjamin was worried that he couldn’t
by Yao Jie
Unit 1 Ways of Learning
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• Warm-up Activities • Text Study
– Main idea & Text structure – Vocabulary & Difficult sentences – Cultural notes
全新版大学英语_第二版_综合教程1_Unit1_电子教案
EnglishSong—BeautifulBoy
Detailed Reading
Spaghetti
TheAmericanEducationalSystem
Before Reading Global Reading Detailed Reading After Reading Supplementary Reading
A Brief Introduction to John Lennon John Lennon (1940~1980) was an English rock musician and cofoundDeetarileod fReTadhineg Beatles, the most lauded and influential rock group of all time.
— February 12, 1964 The Beatles started their first U.S. tour.
Before Reading Global Reading Detailed Reading After Reading Supplementary Reading
— June 15, 1965 The Beatles received MBEs (Member of the Order of the British Empire) from Queen Elizabeth II.
Questions about the Song and the Texts
Before Reading Global Reading Detailed Reading After Reading Supplementary Reading
全新版大学英语第二版综合教程2Unit1
The boy is given a hula hoop but no instructions.
What kind of outcomes do you expect?
Ways of Learning
A Practical Experiment
Two children are given hula hoops, a toy they are unfamiliar with.
5. What is the attitude of the hotel staff toward Benjamin’s efforts?
( They held his hand and taught him how to insert the
key correctly )
Scanning
Ways of Learning
Difficult sentences
Ways of Learning
2. Because of his tender age and incomplete understanding of the need to position the key just so, he would usually fail. (Para.3)
Ways of Learning
Points for Comparison/ Contrast
Chinese
Americans
1) Ways to learn to accomplish a task
Show a child how to do sth., Teach by holding the hand
3. Any Chinese staff member nearby would come over to watch Benjamin and noting his lack of initial success, attempt to assist. (para.4)
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Unit 1 Ways of LearningTeaching Aims:1.Understanding the main idea (that it would be ideal if we can strike a balance between theChinese and western learning styles) and structure of the text(introduction of the topic by an anecdote-elaboration by comparison and contrast-conclusion by a suggestion)2.Appreciate the difference between comparison and contrast, as well as different ways tocompare and contrast (point-to-point method or one-side-at-time method)3.Grasp the key language points in Texts A and grammatical structures in the text4.Understand the cultural background related to the content5.Conducting a series of theme-related reading, listening, speaking, and writing activities6.Learn to write notices, etc.Teaching Keypoints:1.Grasp the main idea of Text A and language points in Text A2.Cultural background about Chinese and western ways of learning3.Analysis of the difficult sentences in Text ATeaching Difficulties:1.Writing strategy and style demonstrated in Text A2.Learn how to understand the structure of difficult and long sentencesTeaching Aids:Teacher-guided, discussion, exercises, group-activities, student-centredTeaching period: 12 classesTeaching Procedure:Step 1Warming up1.Have students read the overview of page 2, students will understand the main topic of unit(ways of learning in Chinese and western countries)2.Have students listen to the script of listening part, explain some difficult sentences andphrases, lead them to finish the exercises on page3, check the answer3.How to understand the following sentences:Standing on the shoulders of giants4.Explain the cultural notes of education in the west5.In class, students form two camps to debate the following issue: If you have a baby , whichway would you prefer to use , to pay more attention to develop more skills or to creativityStep 2 Global analysis of Text AⅠ. ScanningScan Text A and decide whether the following statements are true or false.1 Benjamin was worried that he couldn’t put the key into the box. (F)(=Benjamin was not bothered at all.)2. In the Chinese staff’s opinion, the parents should guide Benjamin to insert the key. (T)3. The author and his wife didn’t care whether Benjamin succeeded in inserting the key into the slot. (T)4. For the Westerners, learning should take place by continual careful shaping and molding. (F) (= The Chinese think that learning should take place by continual careful shaping and molding.) 6.Chinese teachers hold the opinion that skills should be acquired as early as possible, whileAmerican educators think that creativity should be acquired early. (T)7.Add more questions about the text:Where and when did the incident take placeWho are the main characters in this incicentWhat is Howard GardnerWhy do the couple come to ChinaHow old is the son of the authorThrough what does the baby get pleasure in the incidentWhat is the attitude of his parentsWhat is the attitude of the hotel staff towards Benjamin effort8.Answer the questions of on page 10-11ⅱUnderstanding the main idea of the text Division of the Text AStep 3 Detailed Reading of Text AⅠ. Difficult Sentences1. (LL. 13~15) Because of his tender age and incomplete understanding of the need to position the key just so, he would usually fail.Paraphrase the sentence. (= Because he was so young and didn’t quite know that he should position the key carefully to fit into the narrow key slot, he would usually fail.)2. (L. 15) Benjamin was not bothered in the least.(= Benjamin was not bothered at all.)3. (L. 30) … and t o throw light on Chinese attitudes toward creativity.And to help explain Chinese attitudes toward creativity.4. (LL. 37~39) …since the child is neither old enough nor clever enough to realize the desired action on his own, what possible gain is achieved by having him struggleWhat does the desired action refer to (= Positioning the key carefully to fit into the slot.)5. (L. 39) He may well get frustrated and angry. (= He is likely to get frustrated and angry.)Eg . You use “may well” when you are saying what you think is likely to happen.6. (L. 47~48) He was having a good time and was exploring, two activities that did matter to us. What do the two activities refer to(= Having a good time and exploring.)“activities that did matter to us”.(= activities that were important to us.)7. (L. 52) …whether it be placing a key in a key slot, drawing a hen or making up for a misdeed…= No matter whether it is placing a key in a key slot, drawing a hen or making up for some mistakes.) the subjunctive moodeg. Whether he be present or absent, we shall have to do our part.)8. (LL. 80~81) …young Westerners making their boldest departures first and then gradually mastering the tradition…(西方的年轻人先是大胆创新，然后逐渐深谙传统。