全新版大学英语教案第2册.doc

全新版大学英语教案（第二册）Unit 1 Ways of Learning1. 教学目标及基本要求：Objectives:Students will be able to:1) grasp the main idea (that it would be ideal if we can strike a balance between the Chinese and the Western learning styles) and structure of the text (introduction of the topic by an anecdoteelaboration by comparison and contrast);2) appreciate the difference between comparison and contrast, as well as different ways to compare and contrast(point-by-point method or one-side-at-a-time method);3) master the key language points and grammatical structures in the text;4) conduct a series of reading, listening, speaking and writing activities related to the theme of the unit.2. 教学内容及学时分配：Time allotment:1st period: pre-reading; text organization2nd period: while-reading3rd period: post-reading activities4th period: reading practice5th period: speaking 6th period: writing3. 教学重点及难点：Important language points in the text: 4. 教学内容的深化及拓宽：Students conduct a series of reading, listening, speaking and writing practice to deepen their understanding of the points taught in class.5. 教学方式及在教学中应注意的问题：A combination of traditional teaching methods with the communicative approach will be adopted. Special attention should be paid to classroom interaction. Give students time to adapt to the new teaching mode in the university that are quite different from the one they were used to in the middle school. More encouragement is needed and more guidance will be given to them in their extracurricular study.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。上海：上海外语教育出版社。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Text A后的所有习题。阅读第一单元Text B，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Writing Assignment1st period Objectives: 1. Making Ss informed of the different requirements of College English as compared with Middle School English and the course plan of this term.2. T-S interaction to get to know each other.The first half of class:1) Ts opening remarks2) Ts delivering handout of Course Plan to Ss and elaborating it.The second half of class:Ask Ss to interview two other Ss and fill in the table.Questions S1 S2NameInterestsWhere you liveStrengths in EnglishWeaknesses in EnglishWhat English language skills you need the most in your future life What you think your biggest challenge will be in EnglishWhat kind of English teacher you likeThe goal youd like to achieve in English learningWhy you choose CQU2nd period Integrated English (4 periods)Objectives: 1) Grasp the mail idea and structure of the text; 2) Appreciate the difference between comparison and contrast, as well as different ways to compare and contrast; 3) Master key language points and grammatical structures in the text; 4) Conduct reading, speaking and writing activities related to the theme of the unit.The Focus and difficult points:1. The main idea and structure of Text A.2. The understanding of text A including some difficult expressions.3. The follow-up activity: debate on education (Should we develop childrens creativity first or train them in basic skills first?)Time Allocation and Course Arrangement:Pre-reading Tasks: (30 minutes)1. Deliver handout on American education and ask Ss to skim for main idea and main facts. (5)2. Pair work: briefly talk about the features of American education based on the handout. (15)3. Ask several pairs to report their discussion. (10)4. Ts feedback. (5)While-reading Tasks: (60 min)1.Ask Ss to skim Para 1-5 and do pair work to answer the following questions: (25) 1) Where and when did the incident take place? 2) Who are the main characters in this incident? 3) What is the attitude of the author and his wife toward Benjamins efforts in inserting the key into the slot? 4) What is the attitude of the hotel staff toward Benjamins efforts?2. T introduces ways of introducing a topic (writing strategy 1). 3. Ask Ss to underline the following expressions in your books: be attached to / position / not in the least / find ones way to / phenomenon- phenomena / initial / assist / await / on occasion / neglect / be relevant to / 4. Ask Ss to skim Para 6-10 and discuss the following questions: (25)1) What does the author mean by saying this incident was key in more than one sense?2) How do Americans and Chinese differ in their attitudes to creativity?3) What suggestion is made about seeking a better way for fostering skills and creativity?5. T introduces comparison and contrast (writing strategy 2).6. Ask Ss to underline the following expressions in your books:exception / ultimate / on ones own / accomplish / proceed to / in due course / critical / principal / child rearing / make up for / figure out / in retrospect / come to sbs rescue / extreme / facility / mold / shape / so much so that / continual / apply / work on 7. Ask Ss to summarize the main idea and structure of the text. (10)Homework:1. Deliver handouts about language points and ask Ss to review them after class.2. Finish exercises of unit 1.3. Finish reading Text B.4. Ask Ss to search on Internet about education and take notes to prepare the follow-up discussion on Should we develop childrens creativity first or train them in basic skills first.After-reading Tasks: (90 min)1. Based on the information searched on Internet, Ss hold group discussion on the topic Should we develop childrens creativity first or train them in basic skills first. (15)2. The class is divided into two groups based on different ideas and debate on the topic. (30)3. Two Ss represent each side to summarize their ideas. ( 15)4. Check on Text B and exercises. (30)Speaking Course (two periods)Objectives:1. Familiarize Ss with vocabulary on sports and discuss concerned topics.2. Familiarize Ss with vocabulary on weather and discuss concerned topics.Course Arrangement:1st period:1. Deliver handout on expressions of sports and familiarize Ss with vocabulary on sports. (10)2. Conduct group discussion based on questions: (20 min)A. Do you like sports? What are your favorite sports?B. Why do people need to play sports?C. What do you know about Olympic Games?3. Group leaders report to the class. (15)2nd period:1. Deliver handout on expressions of weather and familiarize Ss with vocabulary on weather. (10)2. Leaders of each group casually pick out a scrip from Ts with two questions on it and discuss the questions. (20) Whats your favorite season and why? Are there any special traditions associated with different season in your country? What crops are produced in which seasons in your country? Do you think weather patterns are changing? If so, why do you think this is? Do you have snow in your country? (Do you have hail?) Describe it.Do you think that in recent years we are losing our four distinct seasons? What kind of climate do you prefer when choosing a place to go on vacation? In your opinion, which season is the most beautiful? Are you concerned with weather? How do you get weather information? Do you like the climate of the city where you live? Why or why not?Is weather forecasting important in modern life? Why or why not?Which do you like better, hot weather or cold weather?Do you think it is possible or impossible to give accurate weather forecast? Why?Try to tell your classmates what the weather is like at this moment.Do you think weather will influence peoples mood? How?Which place around the world do you think has the best or worst weather condition? Describe it.3. Group secretary reports to the class. (15)Unit 2 Values2. 教学目标及基本要求：Objectives:Students will be able to:5) grasp the main idea (that it would be ideal if we can strike a balance between the Chinese and the Western learning styles) and structure of the text (introduction of the topic by an anecdoteelaboration by comparison and contrast);6) appreciate the difference between comparison and contrast, as well as different ways to compare and contrast(point-by-point method or one-side-at-a-time method);7) master the key language points and grammatical structures in the text;8) conduct a series of reading, listening, speaking and writing activities related to the theme of the unit.2. 教学内容及学时分配：Time allotment:1st period: pre-reading; text organization2nd period: while-reading3rd period: post-reading activities4th period: reading practice5th period: speaking 6th period: writing3. 教学重点及难点：Important language points in the text: 4. 教学内容的深化及拓宽：Students conduct a series of reading, listening, speaking and writing practice to deepen their understanding of the points taught in class.5. 教学方式及在教学中应注意的问题：A combination of traditional teaching methods with the communicative approach will be adopted. Special attention should be paid to classroom interaction. Give students time to adapt to the new teaching mode in the university that are quite different from the one they were used to in the middle school. More encouragement is needed and more guidance will be given to them in their extracurricular study.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。上海：上海外语教育出版社。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第二单元Text A后的所有习题。阅读第二单元Text B，完成后面的相关练习。全新版大学英语阅读教程2第二单元及相关练习。大学英语阅读进阶第二单元及相关练习Writing AssignmentIntegrated English (4 periods)Objectives:1. Learn about useful information on Wal-Mart.2. Understand the main idea and the structure of the text. 3.Appreciate the use of indirect description in portraying a person. 4. Grasp the key language points and grammatical structures in the text. 5. Conduct a series of reading, speaking and writing activities related to thetheme of the unit. Time Allocation and Course Arrangement:Pre-reading Tasks: (20 minutes)1. Brief introduction of the major components of a play: Characters /Settings /Stage directions /Conflicts/ Climax /Theme (5)2. Handout delivering about Generation Gap. (5)3. Ss discuss concerned questions on this topic. (10)While-reading Tasks: (70 minutes)1. Ask Ss to skim Text A and finish the exercise of Text Organization (Exercise1 on page 40) so as to grasp the main function of each part. Peer discussion in English is allowed. (15)2. Ss skim Part 1 and discuss the questions: (20)1) What made the waiter Jamie Beaulieu feel disappointed? (T presents it in POWERPOINT)2) Try to translate the sentence at Line5-8.3) Underline the following words and phrases: Serve as, discount, Chain, spot.3. Ss skim Part 2 and discuss the questions: (20)1) Give a couple of examples to show that Sam Waltondidntwant any special treatment? 2) Why does the writer say that the barber shop story of Walton would have madeheadlines?3) How do you understand the last sentence of Part 2?4) Try to paraphrase the sentence at Line 20, 25-26, 36.5) Underline the following words and phrases: Carry on / Get away with / Wait in line/ By all accounts / Throw ones weight around / Have a big time / keep off4. Ss skim Part 3 and discuss the questions: (20)4.1) What does Walton care the most?2) What is the Wal-Mart way of life as laid down by Walton? Explain it in your own words.3) Try to paraphrase the sentence at Line81-83.4) Underline the following words and phrases: Hold (firm) to/ celebrity / steer clear of /Make up/be liable to/ admit to/ Lay down/qualify/ scholarship /Disaster/ relief fund/ cultivate / Rewarding/ generosity5. An overall review of the text: please discussed with your partner in English about the characteristics of Walton and find out evidence to support your idea. (T presents it in POWERPOINT) Homework:5. Deliver handouts about language points and ask Ss to review them after class.6. Finish exercises of unit 1.7. Finish reading Text B.8. Search for more information on Wal-Mart and Walton.After-reading Tasks: (60 min)1. Pair work to exchange information on Wal-Mart and Walton (15)3. Several pairs report their discussion. (10)4. Check on Text B and exercises. (25)5. Test of Unit 1. (10)Speaking Course (two periods)Objectives:1. Learn how to talk about food and the expressions in restaurants.2. Learn to talk about health.Course Arrangement:1st period:1. Deliver handout on expressions about food and restaurant and familiarize Ss with vocabulary on the topic. (10)2. Role Play (15): one acts as a diner and the other a waiter or waitress.3. Further group discussion on food based on the questions: (10)1) What are the specialties of food in your hometown?2) Discuss the pros and cons of Chinese and western food.4. Ss presentation. (10)2nd period:1. Deliver handout on expressions of health and familiarize Ss with vocabulary on health. (10)2. Distribute a survey paper for Ss to interview 2 people in the class and make some notes about their answers. (25)Questions S1 S2Do you consider alcohol a drug? And Why?Do you take medicine when you are sick? Why or why not?What do you know about AIDS? Do you think it is unhealthy to keep a cat in your home? Why?What are some things that cause stress? What are some ways to deal with stress? What are some things people can do to keep healthy?What kind of pollution is the most risky? What do you think of cosmetic surgery?If you were President of China, what would you do to improve Chineses health? 3. Ss presentation to the class (10).Unit 3 The Generation Gap3. 教学目标及基本要求：Objectives:Students will be able to:9) grasp the main idea (that it would be ideal if we can strike a balance between the Chinese and the Western learning styles) and structure of the text (introduction of the topic by an anecdoteelaboration by comparison and contrast);10) appreciate the difference between comparison and contrast, as well as different ways to compare and contrast(point-by-point method or one-side-at-a-time method);11) master the key language points and grammatical structures in the text;12) conduct a series of reading, listening, speaking and writing activities related to the theme of the unit.2. 教学内容及学时分配：Time allotment:1st period: pre-reading; text organization2nd period: while-reading3rd period: post-reading activities4th period: reading practice5th period: speaking 6th period: writing3. 教学重点及难点：Important language points in the text: 4. 教学内容的深化及拓宽：Students conduct a series of reading, listening, speaking and writing practice to deepen their understanding of the points taught in class.5. 教学方式及在教学中应注意的问题：A combination of traditional teaching methods with the communicative approach will be adopted. Special attention should be paid to classroom interaction. Give students time to adapt to the new teaching mode in the university that are quite different from the one they were used to in the middle school. More encouragement is needed and more guidance will be given to them in their extracurricular study.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。上海：上海外语教育出版社。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第三单元Text A后的所有习题。阅读第三单元Text B，完成后面的相关练习。全新版大学英语阅读教程2第三单元及相关练习。大学英语阅读进阶第三单元及相关练习Writing AssignmentIntegrated English (4 periods)Objectives:1. Learn about the basic features of a play.2. Understand the main idea and the structure of the play. 3. Appreciate the key language points and grammatical structures in the text. 4. Grasp the key language points and grammatical structures in the text. Time Allocation and Course Arrangement:Pre-reading Tasks: (20 minutes)1. Brief introduction of the major components of a play: Characters /Settings /Stage directions /Conflicts/ Climax /Theme (5)2. Handout delivering about Generation Gap. (5)3. Ss discuss concerned questions on this topic. (10)While-reading Tasks: (70 min)1.T asks Ss toscan the text quickly (pay attention to the stage directions put in bracket), divide the text into three parts and summarize the main idea of each part. Discussion is allowed. (15)2. Pair work: Ss are required to fill in the table to learn about the features of a play. (30)characterssettingsstage directionslanguageconflictsclimaxthemescene 1scene 2scene 33. Ts feedback (10)4. Ss read aloud the play. (15)Homework:1.Deliver handouts about language points and ask Ss to review them after class.2. Finish exercises of unit 1.3. Finish reading Text B.4. Ss prepare for role play.After-reading Tasks: (90 min)1. Role Play: Ss are divided into several groups and perform the play. (60)2. Ts comment. (10)3. Check on Ss homework. (15)4. Test of Unit 2. (5)Speaking Course (two periods)Objectives:4. Learn how to talk about music.5. Learn to deal with job interview.Course Arrangement:1st period:1. Deliver handout on expressions of music and familiarize Ss with vocabulary on music. (10)2. Leaders of each group casually pick out a scrip from Ts with two questions on it and discuss the questions. (20)Can you concentrate on your study when you are listening to music? Can you read music? Is it difficult for you? Why? (staff, numbered musical notion)Do you like singing karaoke? Why? How often do you sing karaoke? Do you watch music shows on TV? If so, what do you watch? How does music make y