-
新视野大学英语
(
第三版
)
读写教程第二册
完整教案
新视野大学英语读写教程
BOOK 2
教案
教学对象
Teaching Subjects
周次
课型
第
2-4
周
20XX
级大学英语本科
教学内容
Lesson Content
授课时间
Unit 1 An
Impressive English Lesson
2
月
29
日
-
3
月
18
日
□
理论课√
理论、
实践课□
实践课
课时分配
6
教
学环境
Teaching
Environment
多媒体教室
教学目标
Teaching
Aims After studying this unit, the students
are
expected
to
be
able
to:
1.
understand
the
main
idea
and
structure
of
Section
Aand
Section
B
；
2.
master
the
key
language points and grammatical structures in the
texts
3.
talk
about
language
teaching
and
learning
and
express their opinions about current
way of teaching
in an English class; 4.
read with the skill
―
finding
key ideas in
sentences
‖
; 5. write a
xxposition with
threemain
parts:
introduction,
body
and
conclusion.
1.
Vocabulary
tediousabsorbedal
lergiccapturecondenseexceeddisting
uishd
istinctivexxplimentaryxxplementaryproclaimevid
entlyadequatexxpetentadjustbeneficial 2.
Skills
●
Learn
to read with the skill
―
finding key ideas in
sentences
‖
and
write
a
xxposition
with
threemain
parts:
introduction, body and conclusion.
●
To talk
about
language
teaching
and
learning
●
write
a
xxposition with threemain parts:
introduction, body
and
conclusion.
●
To
apply
the
phrases
and
patterns
重
点
Key
Issues
难点
PotentialProblems
and
Difficulties
教
学<
/p>
方
法
Methodology
A
xxbination
of
traditional
teaching methods
with the xxmunicative approach will
be
adopted.
Special
attention
should
be
paid
to
classroom interaction like questioning
and answers.
Small group works are
always needed while discussing
the
questions
and
the
difficult
translation
encouragement
is
needed
and
more
guidance
will
be
given
in
their
extracurricular
study.
Visual
aids,
projector,
stereo and
microphone
教具
Teaching Aids
教学分组
Teaching
Groups Group work and pair work
课堂学习任
务
与
活
动
的
组
织
Conduct
of
Tasks
and
Activities
Students-
centered Task-based teaching and learning
教学过程设计
Teaching Procedures
步骤
1Step 1
导入
Lead-in warming-up
questions
discussion.
1.
What
are
the key factors that help people learn
English as a
foreign language 2. Do you
have any problem in English
learning
you think grammar is important in English
learning II. Listening and discussing.
1. Listening
practice.
2.
In
your
opinion,
what
is
the
most
effective
way
to
learn
English
III.
Listening
to
a
talk
and
answer
questions
on
page
2
步骤
2Step
2
课文学习
Section
A An
Impressive English
Lesson I. New words 1. tedious: a.
boring and continuing for too long
冗长乏味的
Telling
the
story has bexxe tedious, as I have done it so many
times.
讲述这个故事已变得单调乏味，因为我已经讲了
这
么多次了。
2
absorbed:
a.
so
interested
or
involved
in
sth.
that you do not notice anything else
极感兴趣的；
全神贯注的；专注的。
Time passes quickly when you are
absorbed in reading a good book.
在聚精会神地读一本
好书的时候，
时间过得非常快
。
3.
fresh
from:
having
just
xxe
from
a
particular
place
or
experien
ce
刚从…
.
来的；
< br>刚
有
…
经
历
的
School
principals
should
not
expect
teachers,
fresh
from
college,
to
deal
with
a
large
group
of
difficult children.
学校的校长不应该指望刚从大学毕
业的老师来应付一大群难以对付的孩子。
4. exceed: vt.
(fml.)be more than a particular number
or amount
超
过；超出
You
’
ll
have
to
pay
extra
money
if
you
exceed
your luggage allowanc
e.
如果你的行李超重，你必须额外
付费。
5.
distinctive:
a.
easy
to
recognize
because
of
being
different
from
other
people
or
things
of
the
same
type
与众不同的；
特殊的；
特别的
The
distinctive
design
of a product provides a powerful
xxpetitive advantage
over other
products.
一个独特的产品设计具有比其他产
品更强
有力的竞争优势。
: a. enough in quantity or of
a good enough quality for a particular
purpose
足够
的；充分的；合乎需要的
People
accused
the
governor
of
failing
to
take
adequate
measures
which
could
have
prevented the disaster.
人们指责
该州长对本来可以避免
的灾难没有采取充分的措施。
II.
Useful expressions
Practical
Phrases
Specific
Meanings
1.
be/feel
obliged to do sth.
(
因形势、法律、义务等等关系而<
/p>
)
非做不可，迫使
2. fresh
from
刚从来的；刚有经历的
3. distinguish between
区分；辨别
4. get/feel/be
lost
迷惘；困惑；不知所措
5. look upon
sb/sth. As
把某人
/<
/p>
物看作
6. be equipped with sth.
以为装备；
配备
III.
Functional Patterns and Functions & Usages
sb/sth. do/is sth. , then perhaps
…
用于表述“在特
< br>定条件下可能发生的事情”。
2.
sb
fail
to
do
sth
…
.,
while sb should do
sth
…
.
用于表述“实际情况与预期的
反差”。
3. While sth./sb is/does
…
,
sb/sth. else
is/dos
…用于表述
“人与人之间或事与事之间的反差”
。
IV.
Structure
Analysis:
Main
idea
of
section
A:
this
text
is
a
narrative
that
talks
about
the
author
’
s
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
part
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 This part contains
two major sections to support
the
author
’
s point of view. 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;2) they are not learning
the
language
adequately
and
efficiently
in
school.
The
second
section
elaborates
the
author
’
s
personal
opinion
about
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