大学英语(二)教案

1、精选优质文档-倾情为你奉上（共 4 册）清华大学教案（第 二 册）课程名称 大 学 英 语 （二） 教学单位 大学英语教研室 主讲教师 职称 课程性质 公共基础必修 总学时 240 总学分 14 授课班级 总人数 课程授课学期 4 学期 起止时间 2016 年 09 月 至 2018 年 07 月本册教案用于第 2 学期 起止时间 2017 年 02 月 至 2017 年 07 月所用教材及编者 全新版大学英语综合教程2（李荫华 总主编） （上海外语教育出版社2014年6月第2版） 新视野大学英语视听说教程2 （郑树棠 编著） （外语教学与研究出版社2015年6月第三版） 主要参考书及编者 1

2、. 全新版大学英语综合教程2教师手册（李荫华 总主编） （上海外语教育出版社2014年6月第2版） 2. 新视野大学英语视听说教程2教师用书（郑树棠 编著） （外语教学与研究出版社2015年6月第三版） 常州大学教务处制本 册 教 案 目 录课次课题（章节）页码1Book 1 Unit 6 Romance32Book 1 Unit 7 Animal Intelligence43Book I Unit 8 Educational Problems54Book 2 Unit 1 Ways of Learning65Book 2 Unit 2 Values76Book 2 Unit 3 The Ge

3、neration Gap87Book 2 Unit 4 The Virtual World98学生反馈1016-17-2大学英语（二）怀德学院教案第 一 次课 _8_学时 授课时间 第 1-2 周 教案完成时间 2017. 2 课题（章节）Intensive Reading: Book I Unit 6 RomanceListening & Speaking: Book I Unit 6 Wit an Fit教学目的与要求：1. To help students grasp the main idea (the way one reacts to unattractive people

4、 reveals ones true character) and structure of Text A;2. To help students understand the cultural background related to the context;3. To encourage students to develop express themselves more freely on the theme Romance after doing a series of theme-related reading, listening, speaking and writing a

5、ctivities;4. To assign students to write a letter of invitation and acknowledgment in an appropriate way;5. To focus students attention on the listening skills, and the speaking skills understanding and talking about health and health problems.教学重点、难点：Important point：1. Learn to appreciate the narra

6、tive skills demonstrated in Text A;2. Learn to appreciate the use of certain rhetorical devices: simile and metaphor;3. Usage: informal language in conversations;4. Master the key language points in Text A and learn how to use them in context;5. Listening skill: Predict a change of thought.Difficult

7、 points:1. He looked for the girl ., but whose face he didnt, the girl with the rose. (L4, P152)2. Id always be haunted by the feeling that . that, and that kind of love would disgust me. (L21, P53)3. She was more than a little overweight, . thrust into low-heeled shoes. (L51, P154)4. I felt as thou

8、gh I was split in two, . and yet so deep was my longing for the woman . (L53, P154)5. Speaking skill: Report on a sports survey.教学方法及师生互动设计：1. Group discussion: Do you think that cyber love is believable and reliable? Why or why not?2. Questions and answers, sentence completion, true or false for te

9、xt understanding.课堂练习、作业：In-class Exercises: 1. Key words and phrases drill2. Check and Explain: Ex. I, II, III and Comprehensive Exercises in the textbook of intensive reading. 3. C-E Translation: Useful Expressions in this unit.Assignments: 1. Writing: A letter of invitation2. Sentence Translation

10、(P165)3. Preview: Create in pairs several dialogues after models in Part IV. in the textbook of L & S.课后小结：In this unit, a valentine story is told to reveal that the way one reacts to unattractive people reflects one's true character. Students have learned to appreciate the narrative skills

11、demonstrated in Text A, the use of simile and metaphor in narration, and the use of informal language in conversations. In addition, they could express themselves more freely on the theme after doing certain reading, listening, speaking and writing activities. Most students could mater the key words

12、 and expressions in this unit. 16-17-2大学英语（二）怀德学院教案第 二 次课 8 学时 授课时间 第 3-4 周 教案完成时间 2017.2 课题（章节）Intensive Reading: Book I Unit 7 Animal IntelligenceListening & Speaking: Unit 7 Weird, wild an wonderful教学目的与要求：1. to help students to understand the main idea (some animals seem capable of thinking

13、when it is in their own interests to do so) and structure of Text A;2. to help students to appreciate the importance of examples in exposition;3. to help students to grasp the key language points in Text A and learn how to use them in context;4. to help students to understand the cultural background

14、 related to the content;5. to help students to express themselves more freely on the theme of Animal Intelligence after doing a series of theme-related reading, listening, speaking and writing activities;6. to assign students to write an essay about animal intelligence using relevant examples.7. To

15、focus students attention on the listening skills, and the speaking skills talking about nature and environmental issues.教学重点、难点：Important point：1. Understand the main idea (some animals seem capable of thinking when it is in their own interests to do so) and structure of Text A;2. Grasp the key lang

16、uage points in Text A and learn how to use them in context.Difficult points:1. Attributive nouns, such as army uniform, hotel room, greenhouse effect, etc.;2. Difficult sentences;3. Confusable words, such as first and firstly,etc.4. Important words and phrases: convince, dominant, etc.;5. Listening

17、skill: Use numbers, symbols and abbreviations in note-taking.教学方法及师生互动设计：1. Discussion: Do you think animals, especially very intelligent ones, have thoughts and feelings? 2. Oral practice: Describe a pet.课堂练习、作业：In-class Exercises: 1. Check and Explain: Ex. I, II, III and Comprehensive Exercises in

18、 the textbook of intensive reading. 2. C-E Translation: Useful Expressions in this unit.Assignments: 1. Writing an essay entitled Animal Intelligence as I See; 2. Sentence Translation(p194).课后小结： This unit centers around animal intelligence. Text A begins with the controversy over animal intelligenc

19、e. The examples of Colo, Chantek, Orky, Melati and Towan are given to prove that some animals have intelligence as human beings do. Students can learn how to support a topic with examples, and the various transitional devices employed in the text, especially headings and subheadings. Students are al

20、so required to know Attributive Nouns. Through this unit, students are encouraged to develop their critical thinking in class.16-17-2大学英语（二）怀德学院教案第 三 次课 10 学时 授课时间 第 5-7 周 教案完成时间 2017.2 课题（章节）Intensive Reading: Book I Unit 8 Educational ProblemsListening & Speaking: Unit 8 Money mattersCET-4 Lec

21、tures I: Introduction to the test; CET-4 Writing.教学目的与要求：1. To help students understand the main idea(teenagers idleness and ignorance will seriously affect both themselves and society in general ) and structure of Text A（the authors concern and his proposed remedy;2. To help students understand the

22、 cultural background related to the context;3. To encourage students to develop express themselves more freely on the theme Educational problems after doing a series of theme-related reading, listening, speaking and writing activities;4. To assign students to write an essay about the use of computer

23、s in school using cause and effect;.5. To focus students attention on the listening skills, and the speaking skillstalking about shopping hobbies and money-making ideas;6. To introduce the CET-4 examination for students; and to help students master some essential skills and techniques for CET-4 writ

24、ing.教学重点、难点：Important point：1. Learn how to write a cause-and-effect analysis ;2. Grasp the sky language points in Text A and learn how to use them in context;3. Word family: verbs, nouns participles and adverbs of develop and amaze;4. Words with Multiple meanings: make 5. Listening skill: Listen fo

25、r signal words for listing.Difficult points:1. With steady wages, he would be able to feed himself and help his family (L5, para12,p207)2. Without education and money, he is powerless. (L8, Para 12, p207)3. fighting on Iwo Jima against a most determined foe, the Japanese army (L2, Para14, p208)4. Us

26、e a table to organize notes.教学方法及师生互动设计：1. Discussion: the cultural background related to the storyHow has the United States developed into a superpower in the world?2. Group-work: How will china grow into a prosperous and well-respected country?课堂练习、作业：In-class Exercises: 1. Check if Ss have done t

27、he listening task.2. Check and Explain: Ex. I, II, III and Comprehensive Exercises in the textbook of intensive reading. 3. C-E Translation: Useful Expressions in this unit.Assignments: 1. Group work: the interior and exterior factors of study-weariness2. Sentence Translation (p220)3. Preview: test-

28、yourself II (p230)课后小结： Text A in unit 8 begins with an anecdote. The main part of the passage is a fable, which functions to convey the message that education is vital to both the individual and society. Students have gained an insight into the truth that teenagers idleness and ignorance will serio

29、usly affect both themselves and society in general. After a series of theme-related speaking, reading, and listening exercises, most students are able to express themselves more freely on the theme of educational problem. In addition, “cause and effect” writing tips are offered.16-17-2大学英语（二）怀德学院教案第

30、 四 次课 10 学时 授课时间 第 7-9 周 教案完成时间 2017.02 课题（章节）Intensive Reading: Book II Unit 1 Ways of LearningListening & Speaking: Book II Unit 1 Life is a learning curveReview: Language points for mid-term examination教学目的与要求：Students will be able to:1. grasp the main idea (that it would be ideal if we could

31、 strike a balance between the Chinese and the Western styles of learning) and structure of the text (introduction of the topic by an anecdote elaboration by comparison and contrast conclusion by a suggestion)；2. appreciate the different ways to compare and contrast (point-by-point method or one-side

32、-at-a-time method);3. master the key language points in Text A and learn how to use them in context;4. understand the cultural background related to the content;5. express themselves more freely after doing a series of activities, developing listening skillsignal words for listing, and the speaking

33、skillsgive and respond to advice;6. go over the important language points learned in previous classes and get prepared for the mid-term exam.教学重点、难点：Important point：1. To master the new words and expressions in Text A, especially those in Ex.I, p.14;2. To conclude the structure of Text A, appreciati

34、ng a writing style-persuasive writing; 3. Confusable words: continual/continuous, principal/principle; 4. Useful expressions in giving and responding to advice.Difficult points:1. Difference between western learning style and Chinese learning style and advantages and disadvantages of such two differ

35、ent learning styles; 2. How to introduce persuasive writing effectively and let the students to write a persuasive composition3.Listen for signal words for listing.教学方法及师生互动设计：1. Listen to a story. 2. Answer questions. 3. Discussion: Which learning method is better, Chinese way or American way? Why?

36、. 课堂练习、作业：In-class Exercises: 1. Check if Ss have done the listening task.2. Check and Explain: Ex. I, II, III and Comprehensive Exercises in the textbook of intensive reading. 3. C-E Translation: Useful Expressions and Sentence Translation(p19)in this unit.Assignments: 1. Writing an essay entitled

37、Tradition or Innovation in Chinese Education.2. To read Text B and finish the exercises after that. 3. Preview Unit 2.课后小结：In this Unit, students learn that both western learning style and Chinese learning style have advantages and disadvantages, so it would be ideal if they could strike a balance b

38、etween the Chinese and the Western styles of learning. In addition, students also learn to appreciate writing skill-introduction of the topic by an anecdote elaboration by comparison and contrast conclusion by a suggestion. Also, students have a number of exercises to practice the key words and phra

39、sed in daily communication. Most students could pay attention to the class and manage to finish the task assigned by the teacher.16-17-2大学英语（二）怀德学院教案第 五 次课 10 学时 授课时间 第 10-12 周 教案完成时间 2017.2 课题（章节）Intensive Reading: Unit 2 ValuesListening & Speaking: Unit 2 Journey into the unknownCET-4 Lectures

40、 I: Introduction to the test; CET-4 Listening.教学目的与要求：1. To help students understand the main idea(one can live a life full of riches without being rich financially) and structure of Text A (introduction, main body and conclusion);2. To help students understand the cultural background related to the

41、 content;3. To help students grasp the key language points in Text A and learn how to use them in context;4. To encourage students to express themselves more freely on the theme of Values after doing a series of theme-related reading, listening, speaking and writing activities;5. To help students wr

42、ite an essay beginning with an anecdote of a piece of news, etc.;6. To help students improve their listening and speaking skillsask for and give directions;7. To help students master some essential skills and techniques for CET-4 listening.教学重点、难点：Important point：1. The wording (“riches”) in the tit

43、le of the text;2. Words and expressions in Text A;3. Multiple meanings of the verb “take”;4. Usage: verbs that can be followed by either an -ing form or an infinitive but different in meaning; 5. Useful expressions in asking for and giving directions.Difficult points:1. It was early December 2003, m

44、y first season as a Salvation Army bell ringer, when I was confronted with the question. (L1-2)2. “Well,” I stammered, trying to think, “I have more than some people, but not as much as other.”(L7-8)3. Yet I feel nothing more than a passing whim to attain the material things so many other people hav

45、e.(L 13-14)4. Listening skill: Understand the problem-solution pattern.教学方法及师生互动设计： 1. Warm-up questions: 1) Do you think rich people must be happier than poor people? Why? 2) Do you think a poor person can have a life full of riches? How?2. Global reading: Allow students 10 mins to go over the text

46、 to obtain a global understanding of the text.3. Language study and practice: Explain language points and have Ss practice them.4. A Debate: Whos more important to the world?课堂练习、作业：1. Oral presentation (in turn).2. Check on homework: Language focus, comprehensive exercises, translation. 3. Dictatio

47、n: Useful expressions in the text.4. Listening comprehension: Part II & III in the textbook of Listening & Speaking.Assignments: 1. Home reading task: Text B.2. Listening: Further Listening in the textbook of Listening & Speaking.3. Writing: Write an essay entitled What is being rich in

48、no less than 120 words. 课后小结：The story is about the writer's encounter with a boy who raised the question "Are you poor?" Students not only learn that not having expensive possessions doesn't make the author feel poor mainly because he enjoys life in many other ways, but also know

49、more through warm-up and discussion about how a poor person can have a life full of riches due to "what's on the inside". In addition, opportunities are provided for students to practice speaking and writing by discussing and group debate. Vocabulary, structure exercises help them prac

50、tice the language points learned in the text.16-17-2大学英语（二）怀德学院教案第 六 次课 10 学时 授课时间 第 12-14 周 教案完成时间 2017.2 课题（章节）Intensive Reading: Unit 3 The Generation GapListening & Speaking: Unit 3 Time OutCET-4 Lectures I: Introduction to the test; CET-4 Reading. 教学目的与要求：1. To help students understand the

51、main idea (Fathers attempts to help his children always end in embarrassment) and structure of Text A (introduction, main body and conclusion);2. To help students understand the cultural background related to the content;3. To help students grasp the key language points in Text A and learn how to us

52、e them in context;4. To encourage students to express themselves more freely on the theme of generation gap after doing a series of theme-related reading, listening, speaking and writing activities;5. To help students improve their listening skillslisten for information about plans;6. To help studen

53、ts practice with some essential skills and techniques for CET-4 reading. 教学重点、难点：Important point：1. The structure of a play;2. Words and expressions in Text A;3. Useful expressions in managing phone problems.Difficult points:1. What does “Father knows better.” mean?2. “Im sure hes a good worker but

54、a typical teenager, if you know what I mean.” (LL.3940) What did Father mean by saying this?3. “If that sort of thing happened only once in a while, it wouldnt be so bad. Overall, I wouldnt want to trade my dad for anyone elses.” (LL.6061) What can you infer from the sentence?教学方法及师生互动设计： 1. Warm-up

55、 questions: 1) Is there a generation gap between you and your parents?2) In what aspects do you think you are different from them? Give some examples according to your own experience.2. Global reading: Allow students 10 mins to go over the text to obtain a global understanding of the text.3. Languag

56、e study and practice: Explain language points and have Ss practice them.4. A Debate: How to deal with generation gap successfully?课堂练习、作业：1. Oral presentation (in turn).2. Check on homework: Language focus, comprehensive exercises, translation. 3. Dictation: Useful expressions in the text.4. Listening comprehension: Part II & III in the textbook of Listening & Speaking.Assignments: 1. Home reading task: Text B.2. Listening: Further Listening in the textbook of Listening & Speaking.3. Writing: Write a poster for a one-act play Fa