新世纪大学英语综合教程第二册教案全套.docx
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新世纪大学英语综合教程第二册教案全套.docx
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新世纪大学英语综合教程第二册教案全套
Unit1
Ⅰ.Teachingobjectives
Studentswillbeableto:
ØØ understandthemainidea,structureofthetextandtheauthor’swritingstyle
ØØ masterthekeylanguagepointsandgrammaticalstructuresinthetext
ØØ considerthat“generationgap”asacommonphenomenonbetweenparentsandchildren
Ⅱ.Topicsfordiscussion
ØØ Whomdoyougoforhelpwhenyouareintrouble,yourfatheroryourmother?
Why?
ØØ Whatisyouropinionon“generationgap”?
Doyouthinkthereisgenerationgapbetweenyouandyourparents?
Howtobridgethegap?
ØØ Considerthedeepreasonofgenerationgap.
Ⅲ.AnintegratedanalysisofText1
Highlights
ØØ Asareminiscentwritingthetexttellsofhowtheauthor’snewbornbabybridgesthegapbetweenherfatherandherselfashegenerationgapbetweenherfatherandherselfhasexistedforsolongatime.Bytellingthereaderhowthegapdisappearstheauthorintendstodisplaythatthepermanentlovebetweenparentsandchildren.
Structuralanalysisofthetextandlanguagepoints
Thetextcanbedividedintofiveparts.
ØØ PartOne:
(Paragraphs1)Asanintroduction,thefirstparagraphsuppliesthebasicinformationforthewholestory.
Thefollowingquestionscouldbeasked:
1)1) howdidtheauthorfeelabouthertriptoHawaii?
2)2) Howcouldyoudescribetherelationshipbetweentheauthorandherfather/
ØØ PartTwo:
(Paragraphs2-4)Thethreeparagraphselaborateonhowtheirproblemsarosefromtheirdifferentpersonalpreferencesandhowthesedifferenceshavedevelopedintoakindof“coldwar”(silence).Itisaflashbackintotheauthor’searlyyears.
Thesecondparagraphlistsanumberofherfather’sunreasonabledemandsinherchildhoodandadolescenttime.Thethirdparagraphisaboutheroptionofcollegeandmarriageagainstherfather’swill.Thefourthparagraphdescribestheresultoftheirclashes—theyarebothpsychologicallyandphysicallysetapart.
Thefollowingquestionscouldbeasked:
1)1) Wouldyoupleasefindoutwhatparticulardemandsthefatherputontheauthor?
2)2) Howdidthefatherexpresshisdisapproval?
ØØ PartThree:
(Para.5-6):
Inparagraph5theauthorrecallsherchildhoodwhensheenjoyedherfather’sprofoundlove.Thisrecallisimportant,becauseitonlyshowsthefatheriscapableofparentallove,butalsosuggeststheauthor’syearningtoturntheclockbackandbeherfather’slittledaughteragain.
Paragraph6returnstothepresentmomentwhen,afterlongyearsofestrangement,theauthorcannotbutwonderwhetherherfatherwillextendhisloveforhis“littledaughter”tohiscrossbredgrandson.
Thefollowingquestionscouldbeasked:
1)Istheauthorpreparedfortheworst?
ØØ Partfour:
(Para.7-13):
Theseparagraphsconcernabouttheauthor’sobservationabouttheinitialreactionofherparentsintheirreunion,andthefather’saffectionforhisgrandsonisdescribedinparagragh10-11,thenexttwoparagraphscometobeawareofherfather’srealstateofmindandreaderscannaturallyexpectthetensiontomeltslowlyduringtherestoftheauthor’sstay.
ØØ Partfive:
(Para.14-15):
Thesetwoparagraphsserveasaconclusionofthestory.Theauthordepictstheprofoundemotionalattachmentbetweenherfatherandhersoninthefollowingyears—theircompanionshipintheplaysandtheoldman’sfrequentvisitstoNewYork
Thefollowingquestionscouldbeasked:
Whatdoesitmeanby“…trailedbyadifferent,bouncingshadow”?
Ⅳ.Languagepoints
ØØ Apprehension
1)anxietyaboutthefuture,expectationofsomethingunpleasant
E.g.Wewaitedfortheirwithagreatofapprehension.
2)apprehensiveadj.
E.g.ImustadmitthatbeforemybabywasbornIwasapprehensiveaboutmotherhood
ØØ Stern
1)serious,strict,severe
E.g.thecollegeprincipalwasasternoldScotsmancalledMr.Fraser.
2)sternlyadv.
E.g.Whenshedidnotanswerhesaidsternlyandcoldly,“Doyouunderstandme?
”
ØØ Feminine
typicalofawoman,especiallyinawaythatisgracefulorattractive
E.g.Nowadaysmanywomenrejectedtheoldfemininerolesofwifeandmother.
E.g.“HowdidyouknowIwaslying?
”
“Callitfeminineintuition”
ØØ Mingle
Tomixsoastoformanindividualwhole,whilekeepingseparatequalities
E.g.AsIspokehisexpressionwasoneofamazementmingledwithfury.
E.g.Shemingletraditionandoriginalityinherdesign.
ØØ Followinsomeone’sfootstep
Tofollowanexamplesetbysomeoneinthepast
E.gCharles’schildrenwillfollowinhisfootstepsandgotothesameschool
ØØ Marryinto(afamilyorasocialclass)
Tobecomeamemberofacertainfamilyorsocialclassbymarriage
E.g.TheonlyreasonCamillahassomuchmoneyisthatshemarriedontothearistocracy.
ØØ Subsequent
1)followingorhappeningafter
E.g.Insubsequentlessonstheteachermadeclearwhatshehadsaidatthebeginning.
2)subsequentlyadv.
E.g.Theystartedtheirresearchusingamethodwhichwassubsequentlyprovedtobeunsatisfactory.
ØØ Estrangement
1)causing(esp.peopleinafamily)tobecomeunfriendlytowardseachother.
E.g.Hisestrangementfromhisbrothersandsistersmadehiswifeandchildren.
2)estrangev.
E.g.Stevebecameincreasinglyestrangedfromhiswifeandchildren.
ØØ Flood
Toarriveat(in)largenumbers
E.g.Requestsforinformationfloodedinaftertheadvertisement.
E.g.Touristsfloodedintothecity.
ØØ Tiptoe
Towalkontiptoetoavoidmakinganynoise
E.gtheytiptoedfromroomtoroom,afraidtospeakaboveawhisper.
ØØ Gleefully
Insuchawayasshowinggreatjoyandsatisfaction
E.g.Thechildrenareplayinggleefullyinthegarden
ØØ Uniform
1)thesameorconsistent,asfromexampletoexampleorfromplacetoplace;constant
E.gTheare-conditioningsystemmaintainsauniformtemperaturethroughoutthebuilding
2)uniformityn.
E.g.mostmodernhousingdevelopmentsshowatediousuniformityofdesign.
Ⅴ.Questionsforconsideration
Howtobridgethegenerationgapbetweenparentsandchildren?
Ⅵ.MainideaofText2
Thewriterusedtobeverymuchattachedtohermother,who,shethought,wastheonetoholdthemtogether.Assumingnoonecouldeverreplacehermotherafterherdeath,thewriterfound,littlebylittle,tohersurprise,thatsheandfatherhadmoreincommonthanshehadeverimagined.Andherfather’sdeeploveforhermadeherrealizethathehadbecomehernewMum.Fromthewholestoryweknowthatthewriter’sfatherisadevotedhusbandandafondfatherwithalovelysenseofhumor.Hewasalsosentimental,sensitiveandunderstanding.
Topicsfordiscussion:
1)1) Whatkindofmanisthewriter’sfather?
2)2) Explainthetitle“MyNewMumIs…MyDad”.
3)3) Whomareyoumoresentimentallyattachedto,yourfatheroryourmother?
Why?
Unit2
I. Teachingobjectives
Studentsaresupposedto:
ØØ grasptheauthor’spurposeofwritingandmakeclearthestructureofthewholepassagethroughanintensivereadingofText1.
ØØ appreciatethefluidandsensualwritingstyleandmasterthekeylanguagepointsandgrammaticalstructuresintheText1
ØØ knowhowagoodrelationshipbetweenteachersandstudentsbuild
II. Topicsfordiscussion
ØØ Haveyoueverbeeninasituationwhereyouwereconsidered“different”fromothers?
Howdidyoufeel?
ØØ Whoisyourfavoriteteacher?
Whatdoyourememberhim/herfor?
ØØ Whatqualificationsdoyouexpectofagoodteacher?
III. AnintegratedAnalysisofText1
Highlights
ØØ Theteacher’sgeneralimpressionaboutthestudentnamedTeddywasnotsogood,whiletheturningpointofthewholestoryisaChristmaspresentgiventotheteacherbyTeddy,itmadetheteachermovedsomuch.TheteachergavespecialcareandencouragementtoTeddy,whichchangedhisstudyandlifealot.Thistextistotellthereadershowateacher’sattitudetowardsapupilcanaffecthis/herlife.
Structuralanalysisofthetextandlanguagepoints
Thepassagecanbedividedintofiveparts.
ØØ PartOne:
(Paragraphs1-5)ThefirstthreeparagraphsdescribeMrs.Thompson’sinitialunpleasantimpressionaboutTeddy.Thisimpressioncomesfromhercontactwiththeboy(“slumpedinthehisseat”)andherperviousobservations(“hisclotheswereunkemptandthatheconstantlyneededabath.Andteddywasunpleasant”).
Mrs.Thompsonpromisestolovethemallthesame,andtreatthemallalike,butasisprovedlater,itisnottrue.ShedoesnotlikeTeddyatfirst,butshegivesparticularcareandattentiontohim.
Inparagraph4and5,Mrs.Thompson’simpressionisconfirmedbyTeddy’sschoolworkduringthefirstfewmonths.
ØØ PartTwo:
(Paragraphs6-8)TheseparagraphstellthereaderswhatMrs.ThompsonlearnedfromTeddy’srecords.
Thethreeteachers’commentsonTeddypresentapictureofTeddy’sgradualchange:
“…heisajoytobearound”,“…hishomelifewillsoonaffecthim…”,“Teddyiswithdrawn…Heistardyandcouldbecomeaproblem.”
Mrs.ThompsonwassomewhatsurprisedwhenshereadTeddy’sfile,sherealizedshehadthedutytodosomethingaboutit.
ØØ PartThree:
(Para.9-12):
Herewecometothemostimportantpartofthestory,becausewhathappenedbeforeChristmaspromptedMrs.ThompsontodosomethingforTeddy.ThestudentsbegantolaughwhentheirteacheropenedthepresentgivenbyTeddy,becausetheythoughtthepresentwasuglyandworthless.Mrs.Thompsonknewthattheotherkids’laughtercouldhurtTeddy,andsheputonthebraceletanddabsomeperfumeonherwristinordertoshowthatshelike
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