完整word版新视野大学英语第三版读写教程第二册完整教案.docx

完整word版新视野大学英语第三版读写教程第二册完整教案.docx

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完整word版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（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

　　BOOK2教案

　　教学对象TeachingSubjects周次课型第2-4周20XX级大学英语本科教学内容LessonContent授课时间Unit1AnImpressiveEnglishLesson2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TeachingEnvironment多媒体教室教学目标TeachingAimsAfterstudyingthisunit,thestudentsareexpectedtobeableto:

1.understandthemainideaandstructureofSectionAandSectionB；2.masterthekeylanguagepointsandgrammaticalstructuresinthetexts3.talkaboutlanguageteachingandlearningandexpresstheiropinionsaboutcurrentwayofteachinginanEnglishclass;4.readwiththeskill―findingkeyideasinsentences‖;5.writeaxxpositionwiththreemainparts:

introduction,bodyandconclusion.1.Vocabularytediousabsorbedallergiccapturecondenseexceeddistinguishdistinctivexxplimentaryxxplementaryproclaimevidentlyadequatexxpetentadjustbeneficial2.Skills●Learntoreadwiththeskill―findingkeyideasinsentences‖andwriteaxxpositionwiththreemainparts:

introduction,bodyandconclusion.●Totalkaboutlanguageteachingandlearning●writeaxxpositionwiththreemainparts:

introduction,bodyandconclusion.●Toapplythephrasesandpatterns重点KeyIssues难点PotentialProblemsandDifficulties教学方法MethodologyAxxbinationoftraditionalteachingmethodswiththexxmunicativeapproachwillbeadopted.Specialattentionshouldbepaidtoclassroominteractionlikequestioningandanswers.Smallgroupworksarealwaysneededwhilediscussingthequestionsandthedifficulttranslationencouragementisneededandmoreguidancewillbegivenintheirextracurricularstudy.Visualaids,projector,stereoandmicrophone教具TeachingAids教学分组TeachingGroupsGroupworkandpairwork课堂学习任务与活动的组织ConductofTasksandActivitiesStudents-centeredTask-basedteachingandlearning教学过程设计TeachingProcedures步骤1Step1导入Lead-inwarming-upquestionsdiscussion.1.WhatarethekeyfactorsthathelppeoplelearnEnglishasaforeignlanguage2.DoyouhaveanyprobleminEnglishlearningyouthinkgrammarisimportantinEnglishlearningII.Listeninganddiscussing.1.Listeningpractice.2.Inyouropinion,whatisthemosteffectivewaytolearnEnglishIII.Listeningtoatalkandanswerquestionsonpage2步骤2Step2课文学习SectionAAnImpressiveEnglishLessonI.Newwords1.tedious:

a.boringandcontinuingfortoolong冗长乏味的Tellingthestoryhasbexxetedious,asIhavedoneitsomanytimes.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。

2absorbed:

a.sointerestedorinvolvedinsth.thatyoudonotnoticeanythingelse极感兴趣的；全神贯注的；专注的。

Timepassesquicklywhenyouareabsorbedinreadingagoodbook.在聚精会神地读一本好书的时候，时间过得非常快。

3.freshfrom:

havingjustxxefromaparticularplaceorexperience刚从….来的；刚有…经历的Schoolprincipalsshouldnotexpectteachers,freshfromcollege,todealwithalargegroupofdifficultchildren.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.）bemorethanaparticularnumberoramount超过；超出You’llhavetopayextramoneyifyouexceedyourluggageallowance.如果你的行李超重，你必须额外付费。

5.distinctive:

a.easytorecognizebecauseofbeingdifferentfromotherpeopleorthingsofthesametype与众不同的；特殊的；特别的Thedistinctivedesignofaproductprovidesapowerfulxxpetitiveadvantageoverotherproducts.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.enoughinquantityorofagoodenoughqualityforaparticularpurpose足够的；充分的；合乎需要的Peopleaccusedthegovernoroffailingtotakeadequatemeasureswhichcouldhavepreventedthedisaster.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.UsefulexpressionsPracticalPhrasesSpecificMeanings1.be/feelobligedtodosth.　　（因形势、法律、义务等等关系而）非做不可，迫使2.freshfrom　　刚从来的；刚有经历的3.distinguishbetween　　区分；辨别4.get/feel/belost　　迷惘；困惑；不知所措5.lookuponsb/sth.As　　把某人/物看作6.beequippedwithsth.　　以为装备；配备III.FunctionalPatternsandFunctions&Usagessb/sth.do/issth.,thenperhaps…用于表述“在特定条件下可能发生的事情”。

　　2.sbfailtodosth….,whilesbshoulddosth….用于表述“实际情况与预期的反差”。

3.Whilesth./sbis/does…,sb/sth.elseis/dos…用于表述“人与人之间或事与事之间的反差”。

IV.StructureAnalysis:

MainideaofsectionA:

thistextisanarrativethattalksabouttheauthor’spersonalexperienceingivinganeffectiveEnglishlessontohisson.Heclaimsthatstudentscanlearnbetteriftheyareproperlytaught.PartI（Paras.1-5）Thispartintroducesthebackgroundofthestory.Itpresentsthethesisstatement:

Studentsunfairlybearthebulkofthecriticismfortheseknowledgedeficitsbecausethereisasensethattheyshouldknowbetter.PartIIThispartcontainstwomajorsectionstosupporttheauthor’spointofview.Thefirstsectionclaimsthatstudentsshouldnotbeblamedfortheirlanguagedeficiencyduetotwomajorreasons:

1）theyaremisledbythelanguageenvironment;2）theyarenotlearningthelanguageadequatelyandefficientlyinschool.Thesecondsectionelaboratestheauthor’spersonalopinionabouttheimportanceofgrammarandvocabulary,bywayofmetaphors.Para.II（Para.14-17）Towardtheend,theauthornarratesanotherincidentwherehissonunconsciouslyutteredagrammaticallyperfectsentencewithasubjunctivemoodandhe’sproudofhisson.步骤3Step3语言点LanguagepointsDetailedstudyofthetext1.IfIamtheonlyparentwhostillcorrectshischild’sEnglish,thenperhapsmysonisright.Tohim,Iamatediousoddity:

afatherheisobligedtolistentoandamanabsorbedintherulesofgrammar,whichmysonseemsallergicto.（Para.1）Meaning:

Mysonisprobablyrightifthereisnootherparentlikemewhostillcorrectshischild’smistakeinEnglish.Tomyson,Iamaboringandstrangefather,whohehastolistento;Iamalsotheonewhopayslotsofattentiontogrammarrules,whichhedoesn’tseemtolike.2.Shenoddedthreeorfourtimessearchedtheheavensfortherightwords,andthenexclaimed,itwaslike,whoa!

\Meaning:

shenoddedherheadthreeorfourtimes,triedtofindtherightwordsinhermindandthenshoutedwithexcitementitwaslikewhoa!

Meaningbeyondwords:

Sincethestudentwasnotquitesurehowtoexactlydescribehertravelexperience,thetoneoftheauthorissomewhatsarcastic.TheauthorintendedtosendoutthemessagethatthestudentwasinxxpetentregardingtheselectionofherEnglishvocabulary.searchsomewhereforsth.:

trytofindsth.insomeplace在某地方搜寻某物Therobberreachedoutandsearchedthebackpocketofmytrousersforanythingvaluable.那个盗贼伸手搜我裤子后面的口袋以寻找值钱的东西。

NoteTheheavensmeansthesky:

heresearchtheheavensfortherightwords\triedhardtofindsuitablewordstodescribewhatshesawandexperiencedwhentravelinginEurope.civilizationofGreeceandthegloryofRomanarchitecturewerecapturedincondensednon-statement.Meaning:

ThecivilizationofGreeceandthegloryofRomanarchitecturewerejustdescribedinonewordratherthanaxxpletestatementbecauseofherinabilitytochooseappropriatewordstoexpressherself　　4.Mystudent―whoa‖wasexceededonlybymyhead-shakingdistress.（para.4）Meaning:

Myhead-shakingdistressatherinabilitytoexpressproperlywasevengreaterthanherslangtermwhoa,oneword,whichdidnotmakeanystatementtodescribethecivilizationofGreeceandthegloryofRomanarchitecture.Meaningbeyondwords:

Thewordexceedstatesexplicitlythattheauthorsworryabouthisstudent'slanguageinabilitywasmuchmoreintensethanherexcitement.5.Surelystudentsshouldbeabletodistinguishbetweentheir/there/they'reonthedistinctivedifferencebetweenxxplimentaryandxxplementary（para.5）Meaning:

Ofcourse,studentsshouldbeabletorecognizeandunderstandthedifferencesbetweentheir/there/they'reontheobviousdifferencebetweenxxplimentaryandxxplementarydistinguish:

recognizethedifferencesbetweenthings区别；辨别Aformaleducationwithemphasisonhistoryliteratureandculturehelpsapersonlearnhowtodistinguishrightfromwrong着重于历史、文学和文化的正规教育能帮助一个人学习如何明辨是非。

distinguishbetween:

recognizeandunderstandthedifferencebetweentwoormorethingsorpeople区分；辨别Theabilitytoreadinacriticalwayinvolvestheabilitytodistinguishbetweenfactsandthewriter’sopinionsorinterpretations.批判性阅读能力包括区分什么是事实，什么事作者自己的看法或解释能力。

★distinctive:

a.easytorecognizebecauseofbeingdifferentfromotherpeopleorthingsofthesametype与众不同的；特殊的；特别的Thedistinctivedesignofaproductprovidesapowerfulxxpetitiveadvantageoverotherproducts.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。

6.Forexamplesignsingrocerystorespointthemtothestationary,eventhoughtheactualstationery-pads,albumsandnotebooks-arenotitemsnaileddown.（para.6）Meaning:

Forexample,signsofmerchandiseingrocerystoresleadstudentstothe―stationary‖departmentsellingstationerylikepads=,albumsandnotebooks.However,thesedisplayedstationeryitemsaremovablebutnotnaileddown.Meaningbeyondwords:

Takingthewrongspelledsignsingrocerystoresasanexample,theauthorarguesthatitisnotstudents’fault.Theverbphrasenaildowniscleverlyusedtodescribethefunnysituation:

movable―stationery‖itemsareunderthesignofunmovablestationarydistinctspellingmistakebetweenthetwowords.Hereyouaresurroundedbygreatresource:

interestingstudentsfromalloverthecountry,alearnedandcaringfaculty,axxprehensivelibrary,greatsportsfacilities,andstudentorganizationscoveringeverypossibleinterestfromtheartstoscience,toxxmunityserviceandsoon.（para4）7.Therefore,itdoesn’tmakeanysensetocriticizeourstudents（para.6）Meaning:

So,there'snogoodreasontocriticizeourstudents.Whichisunfairtothem.8.Moreover,theyoungerteachersthemselvesevidentlyhavelittleknowledgeofthesevitalstructuresoflanguagebecausetheyalsowentwithoutexposuretothem.（para.7）Meaning:

Inaddition,theyoungteachersobviouslyknowlittleabouttheseimportant