新視野大學(xué)英語(yǔ)(第三版)讀寫(xiě)教程第二冊(cè)教案完整版

1、New HorizonCollege EnglishBOOK 2(3rd Edition)Unit 1 An Impressive English Lesson課型：口理論課寸理論、實(shí)踐課口實(shí)踐課課時(shí)分配：6教學(xué)環(huán)境：多媒體教室教學(xué)目標(biāo)：After studying this unit, the students are expected to be able to:understand the main idea and structure of Section A and Section B；master the key language points and grammatical st

2、ructures in the textstalk about language teaching and learning and express their opinions about current way of teaching in an English class;read with the skill finding key ideas in sentences;write a composition with three main parts: introduction, body and conclusion.Key Issues：VocabularyTedious, ab

3、sorbed, allergic, capture, condense, exceed, distinguish, distinctive, complimentary, complementary, proclaim, evidently, adequate, competent, adjust, beneficialSkillsLearn to read with the skill finding key ideas in sentences and write a composition with three main parts: introduction, body and con

4、clusion.Potential Problems and DifficultiesTo talk about language teaching and learningwrite 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 adopt

5、ed. 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

6、Aids: Visual aids, projector, stereo and microphoneGroup work and pair workConduct of Tasks and Activities（師生互動(dòng)方式 Mode of Interaction;學(xué)習(xí)策略 Learning Strategies）Students-centered, Task-based leaching and learningTeaching ProceduresStep 1 Lead-inGreeting and warming-up questions discussion.What are the

7、 key factors that help people learn English as a foreign language?Do you have any problem in English learning?Do you think grammar is important in English learning?Listening and discussing.Listening practice.In your opinion, what is the most effective way to learn English?Listening to a talk and ans

8、wer questions on page 2Step 2 Section A An Impressive English LessonCultural background American university educationI .What is Communicative Language leaching?A type of teaching method;Develop the communicative ability as well as the knowledge of grammar;Learning by doing;Make classroom situation o

9、f real foreign language environment.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-c

10、entered and experience-based.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 expressionsoddity: n. C a str

11、ange or unusual person or thing 怪人；怪物；奇特的東西 With his neat suits on, he felt like an oddity walking in this poor neighborhood. 穿 著筆挺的西裝走在這個(gè)貧民區(qū)里，他覺(jué)得自己就像個(gè)怪物。obligeThe word oblige is most commonly used in the expression be/feel obliged. I) be/feel obliged to do sth.指感到有責(zé)任做某事”。例如：He felt obliged to help

12、his mother, even if it meant leaving college.他覺(jué)得有 責(zé)任幫助母親，即使這意味著他要離開(kāi)大學(xué)。2) be/feel obliged to sb./sth.指“對(duì)某人或某事心存感激例如：Thank you very much, doctor. I am extremely obliged to you.醫(yī)生，非常謝 謝您。對(duì)您，我深表感謝。How was it? (spoken) often used in conversation to ask sb. about their opinion or experience of sth,怎么樣？( 口

13、語(yǔ)常用表達(dá)，用于詢(xún)問(wèn)看法或經(jīng)歷)Did you watch the movie last night? How was it?你昨天晚上看那部電影了嗎？感覺(jué)怎么樣？I was told that you had traveled to many places in Asia recently. How was il? 有人 告訴我你最近跑了亞洲的很多地方，旅行怎么樣？full of: (followed by abstract nouns) feeling or showing a lot of particular emotion or quality (感覺(jué)、表達(dá)或表現(xiàn)出)充滿(mǎn)某種情感(特

14、質(zhì))的 full of excitement/energy/hope/happiness/praise 充滿(mǎn)興奮/活力/希望/幸福/贊美 The teacher was full of praise for the homework that the students had done.老師對(duì)學(xué)生 們完成的功課贊不絕口。Lucy is a happy child and always full of life.露西是個(gè)快樂(lè)的孩子，總是充滿(mǎn)了活 力?！癐t was, like, whoa! means Tt was really great!. It was like . is an infor

15、mal expression in conversation, very common for young people who are lazy and incapable to reference their ideas.The expression is usually followed by an adjective or an exclamation. It was, like, marvelous!簡(jiǎn)直奇妙極了 ！(It was like) Whoa! How come you got a hundred percent correct on such a hard test? 哇

16、！這么難的考試你怎么都全答對(duì)了？Note: Whoa is specifically used to show that people are surprised or think something is very impressive. It can be used in different contexts. For example:To describe something that youre not quite sure how to describe: That car is so cool, ifs like, whoa.To express surprise: Whoa! I

17、ts really amazing!To indicate a desire to end what someone is talking: Whoa, OK, thats enough.And that was it, (Para. 4)Meaning: And that was everything she said, without even mentioning any details of her wonderful experience in Europe.That was it.: often used in conversation to say that slh. is co

18、mpletely finished or that a situation cannot be changed就這樣(指某爭(zhēng)徹底結(jié)束或形羸不能更改)That was it. I could no longer hope fbr a promotion, and my boss didn t even want to see me again.就這樣吧，我的升職再也沒(méi)指望了，我的老板甚至不想再見(jiàn)到我。 That s it. There is nothing more we can do.就這樣吧，我們也再?zèng)]有別的辦法。distinguished, distinctive, distinct這三個(gè)

19、詞詞形相近，但意思有很大的差別，不能互換使用。distinguished指“卓越的；杰出的；著名的”。例如：His grandfather had been a distinguished university professor,他的祖父曾是 一位杰出的大學(xué)教授。distinctive指“(特征、性格或外表)獨(dú)特的，有明顯不同的”。強(qiáng)調(diào)“表示差 別的”、“有特色的”、“特殊的。例如：Irene had a very distinctive voice.艾琳有一個(gè)非常獨(dú)特的聲音。Can you find the distinctive watermarks of this stamp?你能看到

20、這枚郵票上明顯的水印嗎？ Pupils in Hong Kong usually have distinctive badges on their school uniforms. 在香 港，小學(xué)生的校服上常戴有頗具特色的徽章。3 )distinct表示“分明的；明了的；清楚的”。例如： I have the distinct feeling that my friend did not realize what was happening. 我明顯感到我朋友并未察覺(jué)所發(fā)生的一切。The photo you took in Hong Kong Cultural Centre is not di

21、stinct enough,你在香港文化中心拍的那張照片不夠清晰。She has a distinct pronunciation.她的發(fā)音清楚。There is a distinct smell of smoke in my room.我的房間里有一股明顯的香煙味。 distinct的另一個(gè)詞義是“明顯不同的；有區(qū)別的”。例如：0uinterests were quite distinct from those of them.我們的興趣與他們的興趣截然不同?，F(xiàn)將 distinct 和 distinctive 用在一個(gè)句子里，以便區(qū)分：One of the distinctive featu

22、res of this book is its distinct illustrations.這本書(shū)很明顯的特點(diǎn)之一就是其具 有清楚明了的圖解。proclaim, claimproclaim是正式宣告或公開(kāi)宣告，“宣告”的中文意思比“聲明”要嚴(yán)肅。例 如：The government has proclaimed a new law.政府巳公布了一項(xiàng)新法令。They proclaimed that he was a traitor.他們宣稱(chēng)他是叛徒。The ringing bells proclaimed the birth of the prince.響亮的鐘聲宣布了王子的誕生。claim是

23、根嘩權(quán)利聲明，根據(jù)權(quán)利要求索賠，根據(jù)權(quán)利認(rèn)領(lǐng)。(1)聲稱(chēng)；斷言；主張。例如：They claim to have discovered a cure for the disease. 他們聲稱(chēng)已經(jīng)發(fā)現(xiàn)了治療此病的方法。She claimed that the ring was stolen, not lost.她聲言那只戒指是被偷的，而不是遺失的。 要求；索賠。例如：The old man claimed the land.老人要求得到這塊土地。 I claim payment from my friend.我要求我的朋友付款。exposure是動(dòng)詞expose的名詞形式，動(dòng)詞expose常用

24、于短語(yǔ)be/get exposed to 中，表示“接觸；體驗(yàn)”。例如：Some children are never exposed to classical music,有些孩子從來(lái)沒(méi)有接觸 過(guò)古典音樂(lè)。Having been exposed to all kinds of dangers in the forest, the girl fell helpless and began to cry,那個(gè)女孩在森林里體驗(yàn)了各種危險(xiǎn)后，感到很無(wú)助，就哭了起來(lái)。adequate, abundantadequate表示“在數(shù)量或質(zhì)量上足以滿(mǎn)足特定的標(biāo)準(zhǔn)”，強(qiáng)調(diào)剛好夠用、沒(méi)有 多余。例如：He do

25、esn t earn a large salary but it is adequate for his needs.他掙錢(qián)不多， 但也夠用了。abundant表示“充裕；綽綽有余”，強(qiáng)調(diào)數(shù)量很多或充足有余。例如：We have abundant proof of his guilt.我們有他犯罪的充分證據(jù)。Collocation note: In Paragraph 7, we have two collocation pairs with the same word: advanced/proper vocabulary for our attention.adjust, adapt1)當(dāng)

26、表示“適應(yīng)環(huán)境”時(shí)，adjust和adapt差不多。常與to搭配?？梢哉f(shuō)adjust (sth./oneself) to sth.和 adapt (sth./oneself) to sth.。其中 adjust 和 adapt 互為同義詞。 例如： Once you get to the United States, you will have to adjust yourself to a completely new lifestyle. -*旦你到了美國(guó)，徐就需要進(jìn)行調(diào)整，以適應(yīng)美國(guó)全新 的生活方式。The children found it hard to adapt to the n

27、ew school.這些孩子們發(fā)現(xiàn)很難適應(yīng)這 所新學(xué)校。The body adjusts itself to changes of temperature.身體會(huì)自行適應(yīng)溫度的變化。 Intelligence seeks to grasp, manipulate, re-order, and adjust, while intellect examines. ponders, wonders, theorizes, criticizes and imagines.智力尋求的是理解、運(yùn)用、整 合和調(diào)節(jié)，而才學(xué)是審視、思考、探究、形成理論、批判和想象。2 )adjust作及物動(dòng)詞用時(shí)，還有“調(diào)節(jié)；

28、使適合；校準(zhǔn)”之意，而adapt不表 示此意。例如：adjust a radio (dial)調(diào)準(zhǔn)收音機(jī)的選臺(tái)指針adjust color on a TV 調(diào)整電視的色彩adjust one* s tie in a mirror照鏡子整理領(lǐng)帶adjust a telescope to one* s eyes調(diào)節(jié)望遠(yuǎn)鏡使之適合眼睛觀看adjust a clock調(diào)準(zhǔn)時(shí)鐘adapt作及物動(dòng)詞時(shí)，還有“(改裝)使適合；改編”之意，其同義詞是modify, 不是 adjuslo 例如： These teaching materials can be adapted for older children

29、. 這 些教材修訂一下可以給大一點(diǎn)的孩子用。He adapted his old car engine to the boat. 他把他的舊汽車(chē)上的引擎用到那只船上。beneficial常與to連用，引出對(duì)誰(shuí)有利、有幫助、有用。例如：Cycling is highly beneficial to health and the environment.騎自行車(chē)對(duì)身體 和環(huán)境都大有裨益。Collocation note: In Paragraph 7, we have come across competent communication and here we have precise comm

30、unication and beneficial communication. In Paragraph 2 of Text B careful readers will not miss adequate communication skills. For more collocation pairs, please refer to the notes on collocation for this unit.Useful expressionsPractical Phrases1. be/feel obliged to do sth.（因形勢(shì)、法律、義務(wù)等等關(guān)系而）非做不可，迫使2. f

31、resh from剛從，”,來(lái)的；剛有，”,經(jīng)歷的3. distinguish between區(qū)分；辨別4. get/feel/be lost迷惘；困惑；不知所措5. look upon sb/sth. As把某人/物看作6. be equipped with sth.以,”，為裝備；配備Functional Patterns and Functions & Usages1 .if sb/sth. do/is sth., then perhaps .用于表述“在特定條件下可能發(fā)生的事情。sb fail to do sth, while sb should do sth用于表述“實(shí)際情況與預(yù)期的

32、反差While sth./sb is/does sb/sth. else is/dos .用于表述“人與人之間或事與事之 間的反差Step Three Language application 45 minutesWriting devices:SimileSimile is a figure of speech that compares two different things and the comparison is indicated by the word as or like. Examples:Learning grammar and a good vocabulary is

33、just like driving with a road map in a well-conditioned car.A poem: My Love Is Like A Red Red Rose我的愛(ài)人像朵紅紅的玫瑰-Robert Burns 羅伯特彭斯 Practicea.生活像一具大秋千(swing),總在開(kāi)心和憂(yōu)愁間搖擺(dangle)Life is like a big swing, dangling between the depths of happiness and sadness, b. 生活沒(méi)有目標(biāo)猶如航行沒(méi)有指南針(compass) Living without an a

34、im is like sailing without a compass.c.婚姻就像一座城堡(beleaguered fortress)外面的人想進(jìn)去，里面的人想出來(lái)。 Marriage is like a beleaguered fortress: those who are without want to get in, and those within want to get out.How to write a college essay:An essay normally has three main parts: Introduction, body and conclusion

35、. 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 t

36、hat 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

37、 using different words and structures. At the end of the conclusion, the writers final thoughts on the topic may be added such as a predication, a suggestion, or a warning.Writing practiceDirections: Write an essay of no less than 15() words on one of the following topics. One topic has an outline y

38、ou can follow.Topic: Grammar, a headache to me Introduction: Thesis statement: English Grammar is a big headache to me. Body: Example: The difference between used to and be used to Conclusion: Im allergic to learning English grammar.More topics:, Learning English through imitation / repetition Learn

39、ing English with / without grammarStructure Analysis:Main idea of section A: this text is a narrative that talks about the authors personal experience in giving an effective English lesson to his son. He claims that students can learn better if they are properly taught.Part I (Paras. 1-5) This pari

40、introduces the background of the story. It presents the thesis statement: Students unfairly bear the bulk of the criticism for these knowledge deficits because there is a sense that they should know better.Part II (Paras.6-13) This part contains two major sections to support the authors point of vie

41、w. The first section claims that students should not be blamed for their language deficiency due to two major reasons: 1) they are misled by the language environment) they are not learning the language adequately and efficiently in school. The second section elaborates the authors personal opinion a

42、bout the importance of grammar and vocabulary, by way of metaphors.Para. II (Para. 14-17) Toward the end, the author narrates another incident where his son unconsciously uttered a grammatically perfect sentence with a subjunctive mood and hes proud of his son.Step 3 Language pointsDetailed study of

43、 the textIf I am the only parent who still corrects his childs 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

44、 no other parent like me who still corrects his childs 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 pays lots of attention to grammar rules, which he doesnt seem to like.She nodded three or four times searched the heavens for the righ

45、t words, and then exclaimed, it was like, whoa! (para.3)Meaning : she nodded her head three or four times, tried to find the right words in her mind and then shouted with excitement it was like whoa!Meaning beyond words: Since the student was not quite sure how to exactly describe her travel experie

46、nce, the tone of the author is somewhat sarcastic. The author intended to send out the message that the student was incompetent regarding the selection of her English vocabulary.search somewhere for sth.: try to find sth. in some place 在某地方搜尋某物The robber reached out and searched the back pocket of m

47、y trousers for anything valuable.那個(gè)盜賊伸手搜我褲子后面的口袋以尋找值錢(qián)的東西。Note The heavens means the sky: here search the heavens for the right words implies the studenttried hard to find suitable words to describe what she saw and experienced when traveling in Europe.The civilization of Greece and the glory of Roma

48、n architecture were captured in 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。My student whoall was exce

49、eded only by my head-shaking distress, (para. 4) Meaning: My head-shaking distress at her inability to express properly was even greater than her slang term whoa, one word, which did not make any statement to describe the civilization of Greece and the glory of Roman architecture.Meaning beyond word

50、s: The word exceed states explicitly that the authors worry about his students language inability was much more intense than her excitement.Surely students should be able to distinguish between their/there/theyre on the distinctive difference between complimentary and complementary (para. 5)Meaning:

51、 Of course, students should be able to recognize and understand the differences between their/ there/theyre on the obvious difference between complimentary and complementary distinguish: recognize the differences between things區(qū)別；辨別A formal education with emphasis on history literature and culture h

52、elps a person learn how to distinguish right from wrong著董于歷史、文學(xué)和文化的正知教育能幫 助一個(gè)人學(xué)習(xí)如何明辨是非。distinguish between: recognize and understand the difference between two or more things or people 區(qū)分；辨別The ability to read in a critical way involves the ability to distinguish between facts and the writers opinio

53、ns or interpretations.批判性閱讀能力包括區(qū)分什么是事實(shí)， 什么事作者自己的看法或解釋能力。distinctive: a. easy to recognize because of being different from other people or things of the same type與眾不同的；特殊的；特別的The distinctive design of a product provides a powerful competitive advantage over other products. 一個(gè)獨(dú)特的產(chǎn)品設(shè)計(jì)具有比其他產(chǎn)品更強(qiáng)有力的競(jìng)爭(zhēng)優(yōu)勢(shì)。F

54、or example signs in grocery stores point them to the stationary, even though the actual stationery - pads, albums and notebooks - are not items nailed down. (para. 6) Meaning: For example , signs of merchandise in grocery stores lead students to the stationaryII department selling stationery like pa

55、ds =, albums and notebooks. However, these displayed stationery items are movable but not nailed down.Meaning beyond words: Taking the wrong spelled signs in grocery stores as an example, the author argues that it is not students fault. The verb phrase nail down is cleverly used to describe the fiin

56、ny situation: movable stationery! items are under the sign of unmovable stationary distinct spelling mistake between the two words. Here you are surrounded by great resource: interesting students from all over the country, a learned and caring faculty, a comprehensive library, great sports facilitie

57、s, and student organizations covering every possible interest from the arts to science, to community service and so on. (para4)Therefore, it doesnt make any sense to criticize our students (para. 6)Meaning: So, theres no good reason to criticize our students. Which is unfair to them.Moreover, the yo

58、unger teachers themselves evidently have little knowledge of these vital structures of language because they also went without exposure to them. (para. 7)Meaning: In addition, the young teachers obviously know little about these important structures of language since they also didnt have the chance

59、to deal with them in their prior learning experiences.moreover: ad. (fml.) in addition-used to introduce information that adds to or supports what has previously been said 而且；再者；此外Moreover, they become more concerned about their health as they grow older. 此夕卜, 隨著年齡的增長(zhǎng)，他們更加關(guān)注自己的健康。The chance came whe

60、n one day I was driving with my son. As we set out on our trip, he noticed a bird in jerky flight and said, Its flying so unsteady.! (para . 8 ) Meaning: The opportunity to teach him English came when we were both on a car heading for our trip. On seeing a bird flying unsteadily, he commented that t