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新视野大学英语读写教程(第三版)第二册unit 1教案

授课题目:Language in Mission

授课时间:第____周第____周

授课类型:理论课

授课时数:4

教学目的:

After finishing this unit, students will be able to:

1.To talk about way of learning English;

2.Get deeper insights into the text;

3.Make creative use of words, phrases and sentence patterns;

4.Be able to write an essay with three main parts “introduction, body and

conclusion”;

5.To read with the skill “reading for the key ideas in sentences”.

教学重点和难点:

1.To further understand the text;

2.To apply the words, phrases and sentence patterns.

3.To read wit h the skill “reading for the key ideas in sentences”;

4.To write an essay with three main parts “introduction, body and conclusion”;

教学方法和手段:

Various kinds of teaching methods are used:

1.Teaching in class. Explain the profound theoretical knowledge in class;

2.Case study. Provide case study during teaching, and make the students to discuss about the case;

3.Bilingual and full English teaching;

4.Applying modern multimedia teaching technologies;

5.Taking advantage of abundant network teaching resources.

教学内容和过程:

Section A An Impressive English Lesson

Step One Warming-up Activities 30 minutes

I.Lead-in:

Discuss the following questions:

1.What are the key factors that help people learn English as a foreign language? Good course, excellent syllabus based on some principles;

Highly developed methodologies, teaching four primary skills of language acquisition; Put the four skills into a discourse;

Analyze three different kinds of interactions.

2.Do you have any problem in English learning?

— I always feel it difficult t o…

—It’s not easy for me to…

understand what others say;

remember so many words;

learn the grammar;

read quickly;

speak in public…

3.Do you think grammar is important in English learning?

—Yes.

The basic building blocks of a language;

essential for effective communication;

put the words in the right order;

help to convey correct, meaningful message.

—No.

as long as one can understand what other is saying;

dynamic and no language is fixed;

speak their native language without having studied its grammar.

II.Cultural background

American university education

1.What is Communicative Language Teaching?

A type of teaching method;

Develop the communicative ability as well as the knowledge of grammar; Learning by doing;

Make classroom situation of real foreign language environment.

2. What are the features of Communicative Language Teaching? Communicative competence is the goal;

An integration of grammatical and functional teaching;

Accuracy is secondary to conveying a message;

Focus on communicative and contextual factors in language use;

Learner-centered and experience-based.

3. What is the role of teacher in Communicative Language Teaching?

A facilitator of students’ learning;

A manager of classroom activities;

An advisor of students’ questions;

A co-communicator in the communicative activity.

Step Two Text Study 80 minutes

I.Interactive reading of the text

1. Reading comprehension

1)What does the son think of the father? (Para. 1)

A tedious oddity: a father he is obliged to listen to and a man absorbed in the

rules of grammar.

2)Why was the writer shocked by his student’s answer? (Paras. 2-4)

She is unable to describe her excursion to Europe with the right words.

3)What conclusion did the writer draw from the example of his student?

(Para. 5)

Students unfairly bear the bulk of the criticism for these knowledge deficits because there is a sense that they should know better.

4)Why should students not be blamed for their language deficiency? (Paras. 6-7)

The learning environment is misleading.

5)Why should students not be blamed for their language deficiency? (Paras.6-7)

They are not learning the language adequately and efficiently in school.

6)How should grammar be taught as far as the writer is concerned? (Paras.8-10)

Grammar must be handled delicately, step by step. An effective way of

teaching could arouse children’s interest in learning English grammar.

An example: a grammar lesson with my son

2. Structure of the text

Introduction

In his son’s eyes, the father is one who he has to obey and an oddity absorbed in grammar. (Para.1)

He was shocked by his student’s inability to

describe properly her excursion to Europe. (Paras. 2-4)

Thesis of the narration: It is unfair to blame students for their language deficiency. (Para.5)

Body

Explains why stud ents shouldn’t be blamed for their language deficiency by providing two reasons and one example. (Paras. 6-10)

Elaborates the importance of grammar and vocabulary in learning English. (Paras. 11-13)

Concluding part

Narrates another incident where his son unconsciously uttered a grammatically perfect sentence with a subjunctive mood, which made the author so proud of his son. (Paras. 14-17)

3. Summary of the Text

To my son, I am a _____________: a father he is __________ listen to and a man ____________ the rules of grammar. And I got ______________ this because my student was unable to describe properly her feeling on her __________ to Europe. However, it doesn’t ________________ to criticize our students. They unfairly bear the bulk of the criticism for these __________________ because there is a sense that they _________________. On one hand, they are misled by the____________. On the other hand, school fails to _________________ the essential framework of language, accurate grammar and proper vocabulary.

Perhaps, language should be looked upon as a _________ and a ___________________: often study the road map (check grammar) and ________ the car engine (adjust vocabulary). Learning grammar and a good vocabulary is just like driving with a road map in a ________________ car. __________, _________, and __________ communication depends upon grammar and a good vocabulary, the two __________ assets for students, but they are ________________ in schools.

II. Language Focus

Words and expressions

1. oddity: n. [C] a strange or unusual person or thing 怪人;怪物;奇特的东西

With his neat suits on, he felt like an oddity walking in this poor neighborhood.

穿着笔挺的西装走在这个贫民区里,他觉得自己就像个怪物。

2. oblige

The word oblige is most commonly used in the expression be/feel obliged.

1) be/feel obliged to do sth. 指“感到有责任做某事”。

例如:He felt obliged to help his mother, even if it meant leaving college. 他觉得有责任帮助母亲,即使这意味着他要离开大学。

2) be/feel obliged to sb./sth. 指“对某人或某事心存感激”。

例如:Thank you very much, doctor. I am extremely obliged to you. 医生,非常谢谢您。对您,我深表感谢。

3.How was it?: (spoken) often used in conversation to ask sb. about their opinion or experience of sth. 怎么样?(口语常用表达,用于询问看法或经历)

Did you watch the movie last night? How was it?

你昨天晚上看那部电影了吗?感觉怎么样?

I was told that you had traveled to many places in Asia recently. How was it? 有人

告诉我你最近跑了亚洲的很多地方,旅行怎么样?

4. full of: (followed by abstract nouns) feeling or showing a lot of particular emotion or quality (感觉、表达或表现出)充满某种情感(特质)的

full of excitement/energy/hope/happiness/praise 充满兴奋/活力/希望/幸福/赞美

The teacher was full of praise for the homework that the students had done. 老师对

学生们完成的功课赞不绝口。

Lucy is a happy child and always full of life. 露西是个快乐的孩子,总是充满了活力。

5.“It was, like, whoa!” means “It was really great!”. “It was like …” is an informal 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! 简直奇妙极了!

(It was like) Whoa! How come you got a hundred percent correct on such a hard test? 哇! 这么难的考试你怎么都全答对了?

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 you’re not quite sure how to describe: That car is so cool, it’s like, whoa.

To express surprise: Whoa! It’s really amazing!

To indicate a desire to end what someone is talking: Whoa, OK, that’s enough.

6. 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 sth. is completely finished or that a situation cannot be changed 就这样(指某事彻底结束或形势不能更改)

That was it. I could no longer hope for a promotion, and my boss didn’t even want to see me again. 就这样吧,我的升职再也没指望了,我的老板甚至不想再见到我。That’s it. There is nothing more we can do. 就这样吧,我们也再没有别的办法。7. distinguished, distinctive, distinct

这三个词词形相近,但意思有很大的差别,不能互换使用。

1) 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学教授。

2) distinctive指“(特征、性格或外表)独特的,有明显不同的”。强调“表示差别的”、“有特色的”、“特殊的”。

例如:Irene had a very distinctive voice. 艾琳有一个非常独特的声音。Can you find the distinctive watermarks of this stamp? 你能看到这枚邮票上明显的水印

吗?Pupils in Hong Kong usually have distinctive badges on their school uniforms. 在香港,小学生的校服上常戴有颇具特色的徽章。

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. 我明显感到我朋友并未察觉所发生的一切。

The photo you took in Hong Kong Cultural Centre is not distinct enough. 你在香港文化中心拍的那张照片不够清晰。

She has a distinct pronunciation. 她的发音清楚。

There is a distinct smell of smoke in my room. 我的房间里有一股明显的香烟味。distinct的另一个词义是“明显不同的;有区别的”。例如:Our interests were quite

distinct from those of them. 我们的兴趣与他们的兴趣截然不同。

现将distinct和distinctive 用在一个句子里,以便区分:One of the distinctive features of this book is its distinct illustrations. 这本书很明显的特点之一就是其具有清楚明了的图解。

8. proclaim, claim

1) proclaim是正式宣告或公开宣告,“宣告”的中文意思比“声明”要严肃。例如:The government has proclaimed a new law. 政府已公布了一项新法令。They proclaimed that he was a traitor. 他们宣称他是叛徒。The ringing bells proclaimed the birth of the prince. 响亮的钟声宣布了王子的诞生。

2) claim是根据权利声明,根据权利要求索赔,根据权利认领。

(1) 声称;断言;主张。例如:They claim to have discovered a cure for the disease. 他们声称已经发现了治疗此病的方法。She claimed that the ring was stolen, not lost. 她声言那只戒指是被偷的,而不是遗失的。

(2) 要求;索赔。例如:The old man claimed the land. 老人要求得到这块土地。

I claim payment from my friend. 我要求我的朋友付款。

9.exposure是动词expose的名词形式,动词expose常用于短语be/get exposed to中,表示“接触;体验”。

例如:Some children are never exposed to classical music. 有些孩子从来没有接触过古典音乐。

Having been exposed to all kinds of dangers in the forest, the girl felt helpless and began to cry. 那个女孩在森林里体验了各种危险后,感到很无助,就哭了起来。

10. adequate, abundant

1) adequate表示“在数量或质量上足以满足特定的标准”,强调刚好够用、没有多余。

例如:He doesn’t earn a large salary but it is adequate for his needs. 他挣钱不多,但也够用了。

2) abundant表示“充裕;绰绰有余”,强调数量很多或充足有余。

例如:We have abundant proof of his guilt. 我们有他犯罪的充分证据。Collocation note: In Paragraph 7, we have two collocation pairs with the same word: advanced/proper vocabulary for our attention.

11. adjust, adapt

1) 当表示“适应…环境”时,adjust和adapt差不多。常与to搭配。可以说adjust (sth./oneself ) to sth.和adapt (sth./oneself ) to sth.。其中adjust和adapt互为同义词。例如:Once you get to the United States, you will have to adjust yourself to a

completely new lifestyle. 一旦你到了美国,你就需要进行调整,以适应美国全新的生活方式。

The children found it hard to adapt to the new school. 这些孩子们发现很难适应这所新学校。

The body adjusts itself to changes of temperature. 身体会自行适应温度的变化。Intelligence seeks to grasp, manipulate, re-order, and adjust, while intellect examines, ponders, wonders, theorizes, criticizes and imagines. 智力寻求的是理解、运用、整合和调节,而才学是审视、思考、探究、形成理论、批判和想象。

2 )adjust作及物动词用时,还有“调节;使…适合;校准”之意,而adapt不表示此意。例如:adjust a radio (dial) 调准收音机的选台指针adjust color on a TV 调整电视的色彩adjust one’s tie in a mirror 照镜子整理领带adjust a telescope to one’s eyes 调节望远镜使之适合眼睛观看adjust a clock 调准时钟

3) adapt作及物动词时,还有“(改装)使适合;改编”之意,其同义词是modify,不是adjust。例如:These teaching materials can be adapted for older children. 这些教材修订一下可以给大一点的孩子用。He adapted his old car engine to the boat. 他把他的旧汽车上的引擎用到那只船上。

12. beneficial常与to连用,引出对谁有利、有帮助、有用。

例如:Cycling is highly beneficial to health and the environment. 骑自行车对身体和环境都大有裨益。

Collocation note: In Paragraph 7, we have come across competent communication and here we have precise communication 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.

Difficult sentences

1. If I am the only parent who still corrects his child’s English, then perhaps my son is right. To him, I am a tedious oddity: a father he is obliged to listen to and a man absorbed in the rules of grammar, which my son seems allergic to. (Para. 1)

Meaning: My son is probably right if there is no other parent like me who still corrects his child’s mistakes in English. To my son, I am a boring and strange father, who he has to listen to; I am also the one who pays lots of attention to grammar rules, which he doesn’t seem to like. 2 I think I got serious about this only recently when I ran into one of my former students, fresh from an excursion to Europe. "How was it?"

I asked, full of earnest anticipation.

2. The civilization of Greece and the glory of Roman architecture were captured in a condensed non-statement. (Para. 4)

Meaning: The civilization of Greece and the glory of Roman architecture were just described in one word rather than a complete statement because of her inability to choose appropriate words to express herself.

3. My student’s “whoa!” was exceeded 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 words:The word exceed states explicitly that the author’s worry about his stu dent’s language inability was much more intense than her excitement. 4. I carefully asked, “My son, how is the bird flying?” “What’s wrong? Did I say anything incorrectly?” He got lost. “Great! You said incorrectly instead of incorrect. We use adverbs to describe verbs. Therefore, it’s flying so unsteadily but not so unsteady.” (Para. 8)

Meaning: On hearing what he said, I asked him cautiously how the bird was flying. My son didn’t have any idea about what was wrong, so he asked if he said anything incorrectly. By praising his correct use of incorrectly, I explained that unsteady is improperly used because an adverb is needed to describe a verb.

Meaning beyond words:From “I carefully asked” and “Great” we can see the way the father used to correct his son’s grammatical mistake is very encouraging.

5.Perhaps, language should be looked upon as a road map and a valuable possession: often study the road map (check grammar) and tune up the car engine (adjust vocabulary). Learning grammar and a good vocabulary is just like driving with a road map in a well-conditioned car. (Para. 11)

Meaning: Maybe, you should regard language as a road map and a very precious property you have. You should often look at the road map (review grammar) and make small changes to your car engine (improve vocabulary).

Meaning beyond words: The road map and the car are used metaphorically to mean that grammar and vocabulary are powerful devices that will enable you to freely explore in the language world.

6.While the road map guides your journey to your destination, an excellent

vehicle helps you to fully enjoy all of the sights, sounds and experiences along the way. (Para. 12)

Meaning: Though the road map leads you to the place where you want to go, the well-conditioned/well-tuned car (vocabulary) enables you to completely enjoy your trip along the road.

Sentence structure note: while While can be used in a clause to introduce information which contrasts with information in the main clause.

For example: While most people look forward to retirement, some cannot bear the thought of becoming professionally inactive. 虽然大多数人盼望退休,可有些人想到没了工作就受不了。

While an effective language teacher can maximize students’ learning, a committed student can always enjoy learning. 虽然一个有效的语言老师能让学生最大限度地学到东西, 但是一个孜孜不倦的学生总是能对学习乐此不彼。

The south of the country grows richer and richer, while the north grows poorer and poorer. 这个国家的南方越来越富,但是北方却越来越穷。

7.I was, like, whoa! (Para. 17)

Meaning:I was really surprised and impressed by my son’s grammar knowledge. Meaning beyond words: The father was very proud of his son. The expression used here is to contrast with the one said at the beginning of the text when the author describes the incapability of the student’s language. Though both are in a surprised tone, the purposes are apparently different. By returning to the phrase from the

beg inning of the text: “…, like, whoa!”, the father is playing ball with this “condensed non-statement”. Using this word at the end of the text, therefore, reflects the author’s skillfully expressed humor.

Step Three Language application 45 minutes

1.Writing devices:

Simile

Simile 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 just like driving with a road map in a well-conditioned car.

A poem: My Love Is Like A Red Red Rose

我的爱人像朵红红的玫瑰

----Robert Burns 罗伯特·彭斯

Practice

a. 生活像一具大秋千(swing),总在开心和忧愁间摇摆(dangle)。

Life is like a big swing, dangling between the depths of happiness and sadness.

b. 生活没有目标犹如航行没有指南针(compass)。

Living without an aim is like sailing without a compass.

c. 婚姻就像一座城堡(beleaguered fortress),外面的人想进去,里面的人想出来。

Marriage is like a beleaguered fortress: those who are without want to get in, and those within want to get out.

2. How to write a college essay:

An essay normally has three main parts: Introduction, body and conclusion.

Introduction: The introduction part is usually one short paragraph that introduces the topic to be discussed and the thesis statement. A thesis statement can be an opinion, an attitude or a stand about the topic.

Body: The body is the main part of an essay. It may contain several short paragraphs that use the development methods of examples, narrative, cause and effect, comparison and contrast, classification, argumentation, etc.

Conclusion: The conclusion wraps up the discussion of a certain topic. It can briefly summarize the main points discussed and can also restate the thesis statement by using different words and structures. At the end of the conclusion, the writer’s final thoughts on the topic may be added such as a predication, a suggestion, or a warning. Writing practice

Directions: Write an essay of no less than 150 words on one of the following topics. One topic has an outline you can follow.

Topic: Grammar, a headache to me

Introduction: Thesis statement: English Grammar is a big headache to me.

Body: Example: The difference between used to and be used to

Conclusion: I’m allergic to learning English grammar.

More topics:

? Learning English through imitation / repeti tion

? Learning English with / without grammar

2.Oral reproduction:

Make a speech on one of the following topics:

Suppose you are expected to share your experience of English learning with your classmates.

You can follow the outline given below.

Part I. My general feeling about learning English

1. Difficult and frustrating;

2. Rewarding and well worth the effort

Part II. The difficulties and how I overcome them

Listening and speaking

Writing

Grammar and vocabulary

Part III. Benefits from English learning

New sights into another culture

New ways of seeing things

Communication with people from different nations

Step Four Summary 5 minutes

1.Revision of the useful expressions

2.Revision of the functional patterns

Step Five Reading Skills and Comprehension(阅读技巧和阅读理解)20 minutes I. Reading Skill: Previewing

II. Reading Comprehension: Go through Text B and answer the relative questions after Text B on page 17-18.

III . Language points: explain important language points in Text B.

课后作业:

1.Exercises after Text A & Text B

2.Essay writing: Grammar, a headache to me

3.Oral reproduction: Make a speech on one of the following topics:

1)Suppose you are expected to share your experience of English learning with

your classmates.

2)What are the most important factors that encourage students to learn

English?

3)In what ways can teachers improve the technique of teaching grammar?

4.Preview Unit 2.

参考文献:

郑树棠. 新视野大学英语读写教程(第三版)第二册[M]. 北京:外语教学与研究出版社,2015.

郑树棠. 新视野大学英语读写教程(第三版)第二册教师用书[M]. 北京:外语教学与研究出版社,2015.

夏纪梅. 现代外语课堂设计理论与实践[M]. 上海:上海外语教育出版社,2003.

课后小结: