新视野大学英语读写2第三版完整教案.docx
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新视野大学英语读写2第三版完整教案.docx
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新视野大学英语读写2第三版完整教案
新视野大学英语读写教程(第三版)BOOK2教案
教学对象
TeachingSubjects
2015级大学英语本科
教学内容
LessonContent
Unit1AnImpressiveEnglishLesson
周次
第2-4周
授课时间
2月29日-3月18日
课型
□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
TeachingAims
Afterstudyingthisunit,thestudentsareexpectedtobeableto:
1.understandthemainideaandstructureofSectionAandSectionB;
2.masterthekeylanguagepointsandgrammaticalstructuresinthetexts
3.talkaboutlanguageteachingandlearningandexpresstheiropinionsaboutcurrentwayofteachinginanEnglishclass;
4.readwiththeskill“findingkeyideasinsentences”;
5.writeacompositionwiththreemainparts:
introduction,bodyandconclusion.
重点
KeyIssues
1.Vocabulary
tediousabsorbedallergiccapturecondenseexceeddistinguishdistinctivecomplimentarycomplementaryproclaimevidentlyadequatecompetentadjustbeneficial
2.Skills
●Learntoreadwiththeskill“findingkeyideasinsentences”andwriteacompositionwiththreemainparts:
introduction,bodyandconclusion.
难点
PotentialProblems
andDifficulties
●Totalkaboutlanguageteachingandlearning
●writeacompositionwiththreemainparts:
introduction,bodyandconclusion.
●Toapplythephrasesandpatterns
教学方法
Methodology
Acombinationoftraditionalteachingmethodswiththecommunicativeapproachwillbeadopted.Specialattentionshouldbepaidtoclassroominteractionlikequestioningandanswers.Smallgroupworksarealwaysneededwhilediscussingthequestionsandthedifficulttranslationpractice.Moreencouragementisneededandmoreguidancewillbegivenintheirextracurricularstudy.
教具
TeachingAids
Visualaids,projector,stereoandmicrophone
教学分组
TeachingGroups
Groupworkandpairwork
课堂学习任务与活动的组织ConductofTasksandActivities
(师生互动方式ModeofInteraction;学习策略LearningStrategies)
Students-centered
Task-basedteachingandlearning
教学过程设计TeachingProcedures
步骤1Step1导入Lead-in
I.Greetingandwarming-upquestionsdiscussion.
1.WhatarethekeyfactorsthathelppeoplelearnEnglishasaforeignlanguage?
2.DoyouhaveanyprobleminEnglishlearning?
3.DoyouthinkgrammarisimportantinEnglishlearning?
II.Listeninganddiscussing.
1.Listeningpractice.
2.Inyouropinion,whatisthemosteffectivewaytolearnEnglish?
.Listeningtoatalkandanswerquestionsonpage2
步骤2Step2课文学习SectionAAnImpressiveEnglishLesson
I.Newwords
1.tedious:
a.boringandcontinuingfortoolong冗长乏味的
Tellingthestoryhasbecometedious,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:
havingjustcomefromaparticularplaceorexperience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。
出;好处rethanaparticularnumberoramountchaoXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXX
5.distinctive:
a.easytorecognizebecauseofbeingdifferentfromotherpeopleorthingsofthesametype与众不同的;特殊的;特别的
Thedistinctivedesignofaproductprovidesapowerfulcompetitiveadvantageoverotherproducts.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.adequate:
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.Usefulexpressions
PracticalPhrasesSpecificMeanings
1.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&Usages
1.ifsb/sth.do/issth.,thenperhaps…用于表述“在特定条件下可能发生的事情”。
步骤3Step3
IReadingSkills---Scanningandsummarizingthemainidea
TextAisauniversitypresident’swelcomespeech,inwhichthepresidentgivesvaluableguidancetoandexpressexpectationsoffreshmanstudents.
2.Depth-readingquestion
(1).Accordingtothespeaker,ofwhatdidtheparentsalwaysremindtheirchildrenbeforetheycametocollege?
(Para.3)
(2).What’sthespeaker’spurposeinmentioningtheparents¡reminders?
(Para.3)
(3).Howwillthenextfouryearsbedifferentfromanyother?
Orwhatgreatresourceswi
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