全新版《大学英语》教案第二册Word格式文档下载.docx

全新版《大学英语》教案第二册Word格式文档下载.docx

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while-reading

3rdperiod:

post-readingactivities

4thperiod:

readingpractice

5thperiod:

speaking

6thperiod:

writing

3.教学重点及难点：

Importantlanguagepointsinthetext:

4.教学内容的深化及拓宽：

Studentsconductaseriesofreading,listening,speakingandwritingpracticetodeepentheirunderstandingofthepointstaughtinclass.

5.教学方式及在教学中应注意的问题：

Acombinationoftraditionalteachingmethodswiththecommunicativeapproachwillbeadopted.Specialattentionshouldbepaidtoclassroominteraction.Givestudentstimetoadapttothenewteachingmodeintheuniversitythatarequitedifferentfromtheonetheywereusedtointhemiddleschool.Moreencouragementisneededandmoreguidancewillbegiventothemintheirextracurricularstudy.

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》。

上海：

上海外语教育出版社。

柯彦玢，张砚秋，2002，《全新版大学英语阅读教程2－教师用书》。

朱万忠，2002，《大学英语阅读进阶2》。

重庆：

重庆大学出版社。

7.思考题和习题：

《全新版大学英语综合教程2》第一单元TextA后的所有习题。

阅读第一单元TextB，完成后面的相关练习。

《全新版大学英语阅读教程2》第一单元及相关练习。

《大学英语阅读进阶》第一单元及相关练习

WritingAssignment

1stperiod

1.MakingSsinformedofthedifferentrequirementsofCollegeEnglishascomparedwithMiddleSchoolEnglishandthecourseplanofthisterm.

2.T-Sinteractiontogettoknoweachother.

Thefirsthalfofclass:

1）Ts’openingremarks

2）Ts’deliveringhandoutofCoursePlantoSsandelaboratingit.

Thesecondhalfofclass:

AskSstointerviewtwootherSsandfillinthetable.

Questions

S1

S2

Name

Interests

Whereyoulive

StrengthsinEnglish

WeaknessesinEnglish

WhatEnglishlanguageskillsyouneedthemostinyourfuturelife

WhatyouthinkyourbiggestchallengewillbeinEnglish

WhatkindofEnglishteacheryoulike

Thegoalyou’dliketoachieveinEnglishlearning

WhyyouchooseCQU

2ndperiod

IntegratedEnglish（4periods）

1）Graspthemailideaandstructureofthetext;

2）Appreciatethedifferencebetweencomparisonandcontrast,aswellasdifferentwaystocompareandcontrast;

3）Masterkeylanguagepointsandgrammaticalstructuresinthetext;

4）Conductreading,speakingandwritingactivitiesrelatedtothethemeoftheunit.

TheFocusanddifficultpoints:

1.ThemainideaandstructureofTextA.

2.TheunderstandingoftextAincludingsomedifficultexpressions.

3.Thefollow-upactivity:

debateoneducation（Shouldwedevelopchildren’screativityfirstortraintheminbasicskillsfirst?

）

TimeAllocationandCourseArrangement:

Pre-readingTasks:

（30minutes）

1.DeliverhandoutonAmericaneducationandaskSstoskimformainideaandmainfacts.（5’）

2.Pairwork:

brieflytalkaboutthefeaturesofAmericaneducationbasedonthehandout.（15’）

3.Askseveralpairstoreporttheirdiscussion.（10’）

4.T’sfeedback.（5’）

While-readingTasks:

（60min）

1.AskSstoskimPara1--5anddopairworktoanswerthefollowingquestions:

（25’）

1）Whereandwhendidtheincidenttakeplace?

2）Whoarethemaincharactersinthisincident?

3）WhatistheattitudeoftheauthorandhiswifetowardBenjamin’seffortsininsertingthekeyintotheslot?

4）WhatistheattitudeofthehotelstafftowardBenjamin’sefforts?

2.Tintroduceswaysofintroducingatopic（writingstrategy1）.

3.AskSstounderlinethefollowingexpressionsinyourbooks:

beattachedto 

// 

position//notintheleast//findone’swayto//phenomenon-phenomena//initial//assist//await//onoccasion//neglect//berelevantto// 

4.AskSstoskimPara6-10anddiscussthefollowingquestions:

1）Whatdoestheauthormeanbysayingthisincidentwaskeyinmorethanonesense?

2）HowdoAmericansandChinesedifferintheirattitudestocreativity?

3）Whatsuggestionismadeaboutseekingabetterwayforfosteringskillsandcreativity?

5.Tintroducescomparisonandcontrast（writingstrategy2）.

6.AskSstounderlinethefollowingexpressionsinyourbooks:

exception//ultimate//onone’sown//accomplish//proceedto//induecourse//critical//principal//childrearing//makeupfor//figureout//inretrospect//cometosb’srescue//extreme//facility//mold//shape//somuchsothat//continual//apply//workon

7.AskSstosummarizethemainideaandstructureofthetext.（10’）

Homework:

1.DeliverhandoutsaboutlanguagepointsandaskSstoreviewthemafterclass.

2.Finishexercisesofunit1.

3.FinishreadingTextB.

4.AskSstosearchonInternetabouteducationandtakenotestopreparethefollow-updiscussiononShouldwedevelopchildren’screativityfirstortraintheminbasicskillsfirst.

After-readingTasks:

（90min）

1.BasedontheinformationsearchedonInternet,SsholdgroupdiscussiononthetopicShouldwedevelopchildren’screativityfirstortraintheminbasicskillsfirst.（15’）

2.Theclassisdividedintotwogroupsbasedondifferentideasanddebateonthetopic.（30’）

3.TwoSsrepresenteachsidetosummarizetheirideas.（15’）

4.CheckonTextBandexercises.（30’）

SpeakingCourse（twoperiods）

1.FamiliarizeSswithvocabularyonsportsanddiscussconcernedtopics.

2.FamiliarizeSswithvocabularyonweatheranddiscussconcernedtopics.

CourseArrangement:

1.DeliverhandoutonexpressionsofsportsandfamiliarizeSswithvocabularyonsports.（10’）

2.Conductgroupdiscussionbasedonquestions:

（20min）

A.Doyoulikesports?

Whatareyourfavoritesports?

B.Whydopeopleneedtoplaysports?

C.WhatdoyouknowaboutOlympicGames?

3.Groupleadersreporttotheclass.（15’）

1.DeliverhandoutonexpressionsofweatherandfamiliarizeSswithvocabularyonweather.（10’）

2.LeadersofeachgroupcasuallypickoutascripfromTswithtwoquestionsonitanddiscussthequestions.（20’）

—What’syourfavoriteseasonandwhy?

—Arethereanyspecialtraditionsassociatedwithdifferentseasoninyourcountry?

—Whatcropsareproducedinwhichseasonsinyourcountry?

—Doyouthinkweatherpatternsarechanging?

Ifso,whydoyouthinkthisis?

—Doyouhavesnowinyourcountry?

（Doyouhavehail?

）Describeit.

—Doyouthinkthatinrecentyearswearelosingourfourdistinctseasons?

—Whatkindofclimatedoyoupreferwhenchoosingaplacetogoonvacation?

—Inyouropinion,whichseasonisthemostbeautiful?

—Areyouconcernedwithweather?

Howdoyougetweatherinformation?

—Doyouliketheclimateofthecitywhereyoulive?

Whyorwhynot?

—Isweatherforecastingimportantinmodernlife?

—Whichdoyoulikebetter,hotweatherorcoldweather?

—Doyouthinkitispossibleorimpossibletogiveaccurateweatherforecast?

Why?

—Trytotellyourclassmateswhattheweatherislikeatthismoment.

—Doyouthinkweatherwillinfluencepeople’smood?

How?

—Whichplacearoundtheworlddoyouthinkhasthebestorworstweathercondition?

Describeit.

3.Groupsecretaryreportstotheclass.（15’）

CulturalNotes

1.EducationintheWest:

ThereisnocommonagreementintheWestconcerningthebestmethodofeducation.Avarietyofviewscanbefoundamongparents,teachersandstudents.Indeed,it

mightbearguedthatilisthisveryexistenceofcontendingpointsofviewthatischaracteristicofWesterneducation.ThiscanbeseenasfarbackasintheworkoftheancientGreekphilosopherSocrates,whoencouragedhisstudentstoquestioneverything,eventheirmostfundamentalbeliefs.Yeteventhentherewasnogeneralagreementthatthiswasthebestwaytoteach.Socrates,afterall,wascondemnedtodeathbyhisfellowcitizensforcorruptingthemoralsoftheyoungbyhiswayofteaching.ManylaterperiodsofWesternhistorywerenomoretolerantofencouragingstudentstochallengetraditionalbeliefs:

Darwin'

stheoryofevolution,forexample,wasforatimebannedfromschoolsinsomeAmericanstatesonthegroundsofreligiousbelief.

Muchofthecurrentdebateovereducationsurroundstheextenttowhichlearningshouldbeteacher-basedorstudent-based.Whichofthetwoshoulddecidewhatshouldbelearned,howitshouldbelearned,andwhenitshouldbelearned?

ComparingWesternandAsianmethodsoflearningitisgenerallytruethatWesternmethodsaremorestudent-centred,expectingstudentstodiscoverthingsforthemselvesratherthanrelyingontheirteacherstotellthem.Anextremeversionofthestudent-centredapproachcanbeseenatSummerhill,aschoolinEnglandestab-'

lishedbytheeducationalistA.S.Neill.Therechildrenhavecompletefreedomtodecidewhattheyaregoingtolearnandwhichlessonstheywillattend.Iftheywishtheyneednotattendanyatall.MainstreameducationinEnglandisfarmorestrict,demandingthatchildrenattendlessonsandfollowanationalcurriculum.Thiscurriculumandtheimportanceofachievinggoodexamresults.tendtoreinforceamoreteacher-centredapproach,asbothteachersandstudentsfindthepressureoftimeleaveslessopportunityforan