新視野大學(xué)英語(yǔ)讀寫(xiě)教程(第三版)第二冊(cè)u(píng)nit1教案

文檔可能無(wú)法思考全面，請(qǐng)瀏覽后下載!文檔可能無(wú)法思考全面，請(qǐng)瀏覽后下載!14/18文檔可能無(wú)法思考全面，請(qǐng)瀏覽后下載!授課題目：LanguageinMission授課時(shí)間：第____周第____周授課類(lèi)型：理論課授課時(shí)數(shù)：4教學(xué)目的：Afterfinishingthisunit,studentswillbeableto:TotalkaboutwayoflearningEnglish;Getdeeperinsightsintothetext;Makecreativeuseofwords,phrasesandsentencepatterns;Beabletowriteanessaywiththreemainparts“introduction,bodyandconclusion”;Toreadwiththeskill“readingforthekeyideasinsentences”.教學(xué)重點(diǎn)和難點(diǎn)：Tofurtherunderstandthetext;Toapplythewords,phrasesandsentencepatterns.Toreadwiththeskill“readingforthekeyideasinsentences”;Towriteanessaywiththreemainparts“introduction,bodyandconclusion”;教學(xué)方法和手段：Variouskindsofteachingmethodsareused:Teachinginclass.Explaintheprofoundtheoreticalknowledgeinclass;Casestudy.Providecasestudyduringteaching,andmakethestudentstodiscussaboutthecase;BilingualandfullEnglishteaching;Applyingmodernmultimediateachingtechnologies;Takingadvantageofabundantnetworkteachingresources.教學(xué)內(nèi)容和過(guò)程：SectionAAnImpressiveEnglishLessonStepOneWarming-upActivities30minutesLead-in:Discussthefollowingquestions:WhatarethekeyfactorsthathelppeoplelearnEnglishasaforeignlanguage?Goodcourse,excellentsyllabusbasedonsomeprinciples;

Highlydevelopedmethodologies,teachingfourprimaryskillsoflanguageacquisition;

Putthefourskillsintoadiscourse;

Analyzethreedifferentkindsofinteractions.DoyouhaveanyprobleminEnglishlearning?—Ialwaysfeelitdifficultto…

—It’snoteasyformeto…

understandwhatotherssay;

remembersomanywords;

learnthegrammar;

readquickly;

speakinpublic…DoyouthinkgrammarisimportantinEnglishlearning?—Yes.

Thebasicbuildingblocksofalanguage;

essentialforeffectivecommunication;

putthewordsintherightorder;

helptoconveycorrect,meaningfulmessage.

—No.

aslongasonecanunderstandwhatotherissaying;

dynamicandnolanguageisfixed;

speaktheirnativelanguagewithouthavingstudieditsgrammar.CulturalbackgroundAmericanuniversityeducation

1.WhatisCommunicativeLanguageTeaching?Atypeofteachingmethod;

Developthecommunicativeabilityaswellastheknowledgeofgrammar;Learningbydoing;

Makeclassroomsituationofrealforeignlanguageenvironment.

2.WhatarethefeaturesofCommunicativeLanguageTeaching?

Communicativecompetenceisthegoal;

Anintegrationofgrammaticalandfunctionalteaching;

Accuracyissecondarytoconveyingamessage;

Focusoncommunicativeandcontextualfactorsinlanguageuse;

Learner-centeredandexperience-based.

3.WhatistheroleofteacherinCommunicativeLanguageTeaching?

Afacilitatorofstudents’learning;

Amanagerofclassroomactivities;

Anadvisorofstudents’questions;

Aco-communicatorinthecommunicativeactivity.StepTwoTextStudy80minutesInteractivereadingofthetext1.ReadingcomprehensionWhatdoesthesonthinkofthefather?(Para.1)Atediousoddity:afatherheisobligedtolistentoandamanabsorbedintherulesofgrammar.Whywasthewritershockedbyhisstudent’sanswer?(Paras.2-4)

SheisunabletodescribeherexcursiontoEuropewiththerightwords.Whatconclusiondidthewriterdrawfromtheexampleofhisstudent?(Para.5)Studentsunfairlybearthebulkofthecriticismfortheseknowledgedeficitsbecausethereisasensethattheyshouldknowbetter.Whyshouldstudentsnotbeblamedfortheirlanguagedeficiency?(Paras.6-7)

Thelearningenvironmentismisleading.Whyshouldstudentsnotbeblamedfortheirlanguagedeficiency?(Paras.6-7)

Theyarenotlearningthelanguageadequatelyandefficientlyinschool.Howshouldgrammarbetaughtasfarasthewriterisconcerned?(Paras.8-10)

Grammarmustbehandleddelicately,stepbystep.Aneffectivewayofteachingcouldarousechildren’sinterestinlearningEnglishgrammar.

Anexample:agrammarlessonwithmyson

2.StructureofthetextIntroductionInhisson’seyes,thefatherisonewhohehastoobeyandanoddityabsorbedingrammar.(Para.1)

Hewasshockedbyhisstudent’sinabilityto

describeproperlyherexcursiontoEurope.(Paras.2-4)

Thesisofthenarration:Itisunfairtoblamestudentsfortheirlanguagedeficiency.(Para.5)

Body

Explainswhystudentsshouldn’tbeblamedfortheirlanguagedeficiencybyprovidingtworeasonsandoneexample.(Paras.6-10)

ElaboratestheimportanceofgrammarandvocabularyinlearningEnglish.(Paras.11-13)

ConcludingpartNarratesanotherincidentwherehissonunconsciouslyutteredagrammaticallyperfectsentencewithasubjunctivemood,whichmadetheauthorsoproudofhisson.(Paras.14-17)

3.SummaryoftheTextTomyson,Iama_____________:afatherheis__________listentoandaman____________therulesofgrammar.AndIgot______________thisbecausemystudentwasunabletodescribeproperlyherfeelingonher__________toEurope.

However,itdoesn’t________________tocriticizeourstudents.Theyunfairlybearthebulkofthecriticismforthese__________________becausethereisasensethatthey_________________.Ononehand,theyaremisledbythe____________.Ontheotherhand,schoolfailsto_________________theessentialframeworkoflanguage,accurategrammarandpropervocabulary.

Perhaps,languageshouldbelookeduponasa_________anda___________________:oftenstudytheroadmap(checkgrammar)and________thecarengine(adjustvocabulary).Learninggrammarandagoodvocabularyisjustlikedrivingwitharoadmapina________________car.__________,_________,and__________communicationdependsupongrammarandagoodvocabulary,thetwo__________assetsforstudents,buttheyare________________inschools.

II.LanguageFocusWordsandexpressions1.oddity:n.[C]astrangeorunusualpersonorthing怪人；怪物；奇特的東西Withhisneatsuitson,hefeltlikeanodditywalkinginthispoorneighborhood.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。2.obligeThewordobligeismostcommonlyusedintheexpressionbe/feelobliged.1)be/feelobligedtodosth.指“感到有責(zé)任做某事”。例如：Hefeltobligedtohelphismother,evenifitmeantleavingcollege.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/feelobligedtosb./sth.指“對(duì)某人或某事心存感激”。例如：Thankyouverymuch,doctor.Iamextremelyobligedtoyou.醫(yī)生，非常謝謝您。對(duì)您，我深表感謝。3.Howwasit?:(spoken)oftenusedinconversationtoasksb.abouttheiropinionorexperienceofsth.怎么樣？（口語(yǔ)常用表達(dá)，用于詢(xún)問(wèn)看法或經(jīng)歷）Didyouwatchthemovielastnight?Howwasit?你昨天晚上看那部電影了嗎？感覺(jué)怎么樣？IwastoldthatyouhadtraveledtomanyplacesinAsiarecently.Howwasit?有人告訴我你最近跑了亞洲的很多地方，旅行怎么樣？4.fullof:(followedbyabstractnouns)feelingorshowingalotofparticularemotionorquality（感覺(jué)、表達(dá)或表現(xiàn)出）充滿(mǎn)某種情感（特質(zhì)）的fullofexcitement/energy/hope/happiness/praise充滿(mǎn)興奮/活力/希望/幸福/贊美Theteacherwasfullofpraiseforthehomeworkthatthestudentshaddone.老師對(duì)學(xué)生們完成的功課贊不絕口。Lucyisahappychildandalwaysfulloflife.露西是個(gè)快樂(lè)的孩子，總是充滿(mǎn)了活力。5.“Itwas,like,whoa!”means“Itwasreallygreat!”.“Itwaslike…”isaninformalexpressioninconversation,verycommonforyoungpeoplewhoarelazyandincapabletoreferencetheirideas.Theexpressionisusuallyfollowedbyanadjectiveoranexclamation.Itwas,like,marvelous!簡(jiǎn)直奇妙極了！(Itwaslike)Whoa!Howcomeyougotahundredpercentcorrectonsuchahardtest?哇!這么難的考試你怎么都全答對(duì)了？Note:Whoaisspecificallyusedtoshowthatpeoplearesurprisedorthinksomethingisveryimpressive.Itcanbeusedindifferentcontexts.Forexample:﹒Todescribesomethingthatyou’renotquitesurehowtodescribe:Thatcarissocool,it’slike,whoa.Toexpresssurprise:Whoa!It’sreallyamazing!Toindicateadesiretoendwhatsomeoneistalking:Whoa,OK,that’senough.6.Andthatwasit.(Para.4)Meaning:Andthatwaseverythingshesaid,withoutevenmentioninganydetailsofherwonderfulexperienceinEurope.Thatwasit.:oftenusedinconversationtosaythatsth.iscompletelyfinishedorthatasituationcannotbechanged就這樣（指某事徹底結(jié)束或形勢(shì)不能更改）Thatwasit.Icouldnolongerhopeforapromotion,andmybossdidn’tevenwanttoseemeagain.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’sit.Thereisnothingmorewecando.就這樣吧，我們也再?zèng)]有別的辦法。7.distinguished,distinctive,distinct這三個(gè)詞詞形相近，但意思有很大的差別，不能互換使用。1)distinguished指“卓越的；杰出的；著名的”。例如：Hisgrandfatherhadbeenadistinguisheduniversityprofessor.他的祖父曾是一位杰出的大學(xué)教授。2)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：Irenehadaverydistinctivevoice.艾琳有一個(gè)非常獨(dú)特的聲音。Canyoufindthedistinctivewatermarksofthisstamp?你能看到這枚郵票上明顯的水印嗎？PupilsinHongKongusuallyhavedistinctivebadgesontheirschooluniforms.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：Ihavethedistinctfeelingthatmyfrienddidnotrealizewhatwashappening.我明顯感到我朋友并未察覺(jué)所發(fā)生的一切。ThephotoyoutookinHongKongCulturalCentreisnotdistinctenough.你在香港文化中心拍的那張照片不夠清晰。Shehasadistinctpronunciation.她的發(fā)音清楚。Thereisadistinctsmellofsmokeinmyroom.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：Ourinterestswerequitedistinctfromthoseofthem.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：Oneofthedistinctivefeaturesofthisbookisitsdistinctillustrations.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。8.proclaim,claim1)proclaim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：Thegovernmenthasproclaimedanewlaw.政府已公布了一項(xiàng)新法令。Theyproclaimedthathewasatraitor.他們宣稱(chēng)他是叛徒。Theringingbellsproclaimedthebirthoftheprince.響亮的鐘聲宣布了王子的誕生。2)claim是根據(jù)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：Theyclaimtohavediscoveredacureforthedisease.他們聲稱(chēng)已經(jīng)發(fā)現(xiàn)了治療此病的方法。Sheclaimedthattheringwasstolen,notlost.她聲言那只戒指是被偷的,而不是遺失的。(2)要求；索賠。例如：Theoldmanclaimedtheland.老人要求得到這塊土地。Iclaimpaymentfrommyfriend.我要求我的朋友付款。9.exposure是動(dòng)詞expose的名詞形式，動(dòng)詞expose常用于短語(yǔ)be/getexposedto中，表示“接觸；體驗(yàn)”。例如：Somechildrenareneverexposedtoclassicalmusic.有些孩子從來(lái)沒(méi)有接觸過(guò)古典音樂(lè)。Havingbeenexposedtoallkindsofdangersintheforest,thegirlfelthelplessandbegantocry.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)。10.adequate,abundant1)adequate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：Hedoesn’tearnalargesalarybutitisadequateforhisneeds.他掙錢(qián)不多，但也夠用了。2)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：Wehaveabundantproofofhisguilt.我們有他犯罪的充分證據(jù)。Collocationnote:InParagraph7,wehavetwocollocationpairswiththesameword:advanced/propervocabularyforourattention.11.adjust,adapt1)當(dāng)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)tosth.和adapt(sth./oneself)tosth.。其中adjust和adapt互為同義詞。例如：OnceyougettotheUnitedStates,youwillhavetoadjustyourselftoacompletelynewlifestyle.一旦你到了美國(guó)，你就需要進(jìn)行調(diào)整，以適應(yīng)美國(guó)全新的生活方式。Thechildrenfoundithardtoadapttothenewschool.這些孩子們發(fā)現(xiàn)很難適應(yīng)這所新學(xué)校。Thebodyadjustsitselftochangesoftemperature.身體會(huì)自行適應(yīng)溫度的變化。Intelligenceseekstograsp,manipulate,re-order,andadjust,whileintellectexamines,ponders,wonders,theorizes,criticizesandimagines.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)；使…適合；校準(zhǔn)”之意，而adapt不表示此意。例如：adjustaradio(dial)調(diào)準(zhǔn)收音機(jī)的選臺(tái)指針adjustcoloronaTV調(diào)整電視的色彩adjustone’stieinamirror照鏡子整理領(lǐng)帶adjustatelescopetoone’seyes調(diào)節(jié)望遠(yuǎn)鏡使之適合眼睛觀看adjustaclock調(diào)準(zhǔn)時(shí)鐘3)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adjust。例如：Theseteachingmaterialscanbeadaptedforolderchildren.這些教材修訂一下可以給大一點(diǎn)的孩子用。Headaptedhisoldcarenginetotheboat.他把他的舊汽車(chē)上的引擎用到那只船上。12.beneficial常與to連用，引出對(duì)誰(shuí)有利、有幫助、有用。例如：Cyclingishighlybeneficialtohealthandtheenvironment.騎自行車(chē)對(duì)身體和環(huán)境都大有裨益。Collocationnote:InParagraph7,wehavecomeacrosscompetentcommunicationandherewehaveprecisecommunicationandbeneficialcommunication.InParagraph2ofTextBcarefulreaderswillnotmissadequatecommunicationskills.Formorecollocationpairs,pleaserefertothenotesoncollocationforthisunit.Difficultsentences1.IfIamtheonlyparentwhostillcorrectshischild’sEnglish,thenperhapsmysonisright.Tohim,Iamatediousoddity:afatherheisobligedtolistentoandamanabsorbedintherulesofgrammar,whichmysonseemsallergicto.(Para.1)Meaning:Mysonisprobablyrightifthereisnootherparentlikemewhostillcorrectshischild’smistakesinEnglish.Tomyson,Iamaboringandstrangefather,whohehastolistento;Iamalsotheonewhopayslotsofattentiontogrammarrules,whichhedoesn’tseemtolike.2IthinkIgotseriousaboutthisonlyrecentlywhenIranintooneofmyformerstudents,freshfromanexcursiontoEurope."Howwasit?"Iasked,fullofearnestanticipation.2.ThecivilizationofGreeceandthegloryofRomanarchitecturewerecapturedinacondensednon-statement.(Para.4)Meaning:ThecivilizationofGreeceandthegloryofRomanarchitecturewerejustdescribedinonewordratherthanacompletestatementbecauseofherinabilitytochooseappropriatewordstoexpressherself.3.Mystudent’s“whoa!”wasexceededonlybymyhead-shakingdistress.(Para.4)Meaning:Myhead-shakingdistressatherinabilitytoexpressproperlywasevengreaterthanherslangtermwhoa,oneword,whichdidnotmakeanystatementtodescribethecivilizationofGreeceandthegloryofRomanarchitecture.Meaningbeyondwords:Thewordexceedstatesexplicitlythattheauthor’sworryabouthisstudent’slanguageinabilitywasmuchmoreintensethanherexcitement.4.Icarefullyasked,“Myson,howisthebirdflying?”“What’swrong?DidIsayanythingincorrectly?”Hegotlost.“Great!Yousaidincorrectlyinsteadofincorrect.Weuseadverbstodescribeverbs.Therefore,it’sflyingsounsteadilybutnotsounsteady.”(Para.8)Meaning:Onhearingwhathesaid,Iaskedhimcautiouslyhowthebirdwasflying.Mysondidn’thaveanyideaaboutwhatwaswrong,soheaskedifhesaidanythingincorrectly.Bypraisinghiscorrectuseofincorrectly,Iexplainedthatunsteadyisimproperlyusedbecauseanadverbisneededtodescribeaverb.Meaningbeyondwords:From“Icarefullyasked”and“Great”wecanseethewaythefatherusedtocorrecthisson’sgrammaticalmistakeisveryencouraging.5.Perhaps,languageshouldbelookeduponasaroadmapandavaluablepossession:oftenstudytheroadmap(checkgrammar)andtuneupthecarengine(adjustvocabulary).Learninggrammarandagoodvocabularyisjustlikedrivingwitharoadmapinawell-conditionedcar.(Para.11)Meaning:Maybe,youshouldregardlanguageasaroadmapandaverypreciouspropertyyouhave.Youshouldoftenlookattheroadmap(reviewgrammar)andmakesmallchangestoyourcarengine(improvevocabulary).Meaningbeyondwords:Theroadmapandthecarareusedmetaphoricallytomeanthatgrammarandvocabularyarepowerfuldevicesthatwillenableyoutofreelyexploreinthelanguageworld.6.Whiletheroadmapguidesyourjourneytoyourdestination,anexcellentvehiclehelpsyoutofullyenjoyallofthesights,soundsandexperiencesalongtheway.(Para.12)Meaning:Thoughtheroadmapleadsyoutotheplacewhereyouwanttogo,thewell-conditioned/well-tunedcar(vocabulary)enablesyoutocompletelyenjoyyourtripalongtheroad.Sentencestructurenote:whileWhilecanbeusedinaclausetointroduceinformationwhichcontrastswithinformationinthemainclause.Forexample:Whilemostpeoplelookforwardtoretirement,somecannotbearthethoughtofbecomingprofessionallyinactive.雖然大多數(shù)人盼望退休，可有些人想到?jīng)]了工作就受不了。Whileaneffectivelanguageteachercanmaximizestudents’learning,acommittedstudentcanalwaysenjoylearning.雖然一個(gè)有效的語(yǔ)言老師能讓學(xué)生最大限度地學(xué)到東西,但是一個(gè)孜孜不倦的學(xué)生總是能對(duì)學(xué)習(xí)樂(lè)此不彼。Thesouthofthecountrygrowsricherandricher,whilethenorthgrowspoorerandpoorer.這個(gè)國(guó)家的南方越來(lái)越富，但是北方卻越來(lái)越窮。7.Iwas,like,whoa!(Para.17)Meaning:Iwasreallysurprisedandimpressedbymyson’sgrammarknowledge.Meaningbeyondwords:Thefatherwasveryproudofhisson.Theexpressionusedhereistocontrastwiththeonesaidatthebeginningofthetextwhentheauthordescribestheincapabilityofthestudent’slanguage.Thoughbothareinasurprisedtone,thepurposesareapparentlydifferent.Byreturningtothephrasefromthebeginningofthetext:“…,like,whoa!”,thefatherisplayingballwiththis“condensednon-statement”.Usingthiswordattheendofthetext,therefore,reflectstheauthor’sskillfullyexpressedhumor.StepThreeLanguageapplication45minutesWritingdevices:SimileSimileisafigureofspeechthatcomparestwodifferentthingsandthecomparisonisindicatedbythewordasorlike.

Examples:

Learninggrammarandagoodvocabularyisjustlikedrivingwitharoadmapinawell-conditionedcar.

Apoem:MyLoveIsLikeARedRedRose

我的愛(ài)人像朵紅紅的玫瑰

RobertBurns羅伯特·彭斯Practicea.生活像一具大秋千(swing)，總在開(kāi)心和憂愁間搖擺(dangle)。

Lifeislikeabigswing,danglingbetweenthedepthsofhappinessandsadness.

b.生活沒(méi)有目標(biāo)猶如航行沒(méi)有指南針(compass)。

Livingwithoutanaimislikesailingwithoutacompass.c.婚姻就像一座城堡(beleagueredfortress)，外面的人想進(jìn)去，里面的人想出來(lái)。

Marriageislikeabeleagueredfortress:thosewhoarewithoutwanttogetin,andthosewithinwanttogetout.

2.Howtowriteacollegeessay:

Anessaynormallyhasthreemainparts:Introduction,bodyandconclusion.Introduction:Theintroductionpartisusuallyoneshortparagraphthatintroducesthetopictobediscussedandthethesisstatement.Athesisstatementcanbeanopinion,anattitudeorastandaboutthetopic.

Body:Thebodyisthemainpartofanessay.Itmaycontainseveralshortparagraphsthatusethedevelopmentmethodsofexamples,narrative,causeandeffect,comparisonandcontrast,classification,argumentation,etc.

Conclusion:Theconclusionwrapsupthediscussionofacertaintopic.Itcanbrieflysummarizethemainpointsdiscussedandcanalsorestatethethesisstatementbyusingdifferentwordsandstructures.Attheendoftheconclusion,thewriter’sfinalthoughtsonthetopicmaybeaddedsuchasapredic