新视野大学英语第二册教案sample

新视野大学英语第二册（第三版）教案课型：理论课、实践课课时分配：6课时教学环境：多媒体教室教学目标：1. 理解课文A和课文B的主要内容和结构；2. 掌握课文中的关键语言点和语法结构；3. 讨论语言教学和学习，并对当前的英语教学方法表达自己的看法；4. 运用阅读技巧找到句子中的关键词；5. 写一篇包含引言、正文和结论三个部分的文章。

教学内容：课文A：《一次令人印象深刻的英语课》课文B：《语言教学和学习》教学重点和难点：1. 词汇：tedious, absorbed, allergic, capture, condense, exceed, distinguish, distinctive, complimentary, complementary, proclaim, evidently, adequate, competent, adjust, beneficial2. 语法结构：使用现在时态和过去时态表达观点和描述事件；3. 讨论语言教学和学习，并对当前的英语教学方法表达自己的看法；4. 运用阅读技巧找到句子中的关键词；5. 写一篇包含引言、正文和结论三个部分的文章。

教学方法和手段：1. 采用传统的教学方法与现代交际法相结合的方式，注重课堂互动，如提问和回答；2. 分组讨论和配对练习，鼓励学生积极参与，提高他们的口语表达能力；3. 提供视觉辅助材料、投影仪、立体声和麦克风等教学工具，帮助学生更好地理解课文和进行讨论；4. 引导学生进行课外学习，提供更多的指导和支持。

教学过程：第一课时：一、导入（5分钟）1. 问候和热身问题讨论：什么是帮助人们学习英语的关键因素？你在英语学习中有没有遇到过问题？你认为语法在英语学习中重要吗？二、听力练习（15分钟）1. 听力练习：听一段关于英语教学和学习的谈话，并回答相关问题。

第二课时：一、课文A：《一次令人印象深刻的英语课》（25分钟）1. 阅读课文A，理解主要内容和结构；2. 讨论课文A中的关键语言点和语法结构；3. 练习使用课文A中的词汇和语法结构进行口语表达。

一、教学目标1. 知识目标：（1）掌握本单元的核心词汇和短语；（2）了解本单元的篇章结构、写作特点和背景知识；（3）学会运用本单元的语法知识。

2. 能力目标：（1）提高阅读理解能力，学会从不同角度分析文章；（2）提高写作能力，能够运用所学知识写出一篇通顺的短文；（3）提高口语表达能力，能够进行简单的日常对话。

3. 情感目标：（1）激发学生对英语学习的兴趣，培养学生良好的学习习惯；（2）培养学生关注时事、关注社会的意识；（3）培养学生团队协作、相互尊重的精神。

二、教学重点与难点1. 教学重点：（1）核心词汇和短语；（2）篇章结构、写作特点和背景知识；（3）语法知识。

2. 教学难点：（1）阅读理解中的长难句；（2）写作中的篇章结构；（3）口语表达中的连贯性和准确性。

三、教学方法1. 讲授法：教师通过讲解、示范等方式，引导学生掌握本单元的核心知识和技能。

2. 讨论法：教师组织学生进行小组讨论，培养学生的合作意识和沟通能力。

3. 案例分析法：教师选取典型案例，引导学生分析问题，提高学生的实际操作能力。

4. 角色扮演法：教师设计情景，让学生进行角色扮演，提高学生的口语表达能力。

四、教学过程1. 导入新课（1）教师简要介绍本单元的背景知识；（2）引导学生回顾上一单元所学内容，为新课做好铺垫。

2. 阅读理解（1）教师引导学生阅读课文，注意关键词汇和短语；（2）学生分组讨论，分析文章结构、写作特点和背景知识；（3）教师总结讨论结果，讲解课文中的难点。

3. 词汇教学（1）教师讲解本单元的核心词汇和短语；（2）学生通过例句学习词汇用法；（3）进行词汇测试，巩固所学知识。

4. 写作训练（1）教师讲解写作技巧，引导学生进行写作；（2）学生分组讨论，互相修改作文；（3）教师点评学生作文，总结写作要点。

5. 口语表达（1）教师设计情景，让学生进行角色扮演；（2）学生分组练习，提高口语表达能力；（3）教师点评学生的口语表达，纠正错误。

全新版《大学英语》教案课程名称：大学英语（二级）专业：建筑城规、土木、自动化、光电、电气和数理等学院年级： 2007级学年： 2007-2008学期：第二学期任课教师：全新版《大学英语》板块任课教师编写时间：2008年1月Course ScheduleAims:1）在上学期学习的基础上，根据学生的学习情况和考试情况，帮助学生找出薄弱环节，有意识地查缺补漏，继续复习巩固语法知识，扩大学生词汇量。

加强词汇的记忆，听写以及同义词，拼写相似的词语，容易混淆的词语的对比学习和实际运用，增强学生记忆和运用词汇的能力。

2）加强阅读及阅读单项技能的训练。

一是完成第二册所有阅读教程的单项阅读技能的训练，二是复习巩固第一册所学过的单项阅读技能及其综合运用。

并认真督促学生完成泛读任务，扩大阅读量。

同时要在课堂上进行快速阅读训练。

3）加强汉英及英汉翻译练习。

督促学生完成综合教程每课后的段落翻译。

翻译练习有助于学生写作能力的提高。

4）重视写作能力的培养和写作方法的训练。

让学生具有初步的记叙文、说明文和议论文的写作概念和经验。

5）督促学生认真做好课外听音，保证每天有半小时至一小时的听力训练。

Required course materials:College English (New Edition Book 2)—Integrated Curse, Listening and SpeakingCourse, Reading CourseNote: The Reading Course Book is used as Ss’ self-access learning material.Useful English Learning Resources: Magazines: English Language Learning, College English, English Salon, English Weekly, The world of English, English Digest, Overseas EnglishNewspaper: 21st Century, China Daily Websites: (英语比萨园地); (听力快车); (普特英语听力); (英文写作网); (旺旺英语); (中国日报); (英国卫报) (华盛顿邮报)新版《大学英语》二级教学日历（2008.2-2008.6）Notes:1.The teacher logs onto the Management Platformof the Interactive English Learning Systems regularly to check students self-access learning.2.Activities for the speaking classes arerelated to students’ self-access learning.Supporting materials and upcoming classroom activities are assigned to students one week ahead of time so that they will have enough time to prepare for the tasks.Unit 1 Ways of Learning1. 教学目标及基本要求：Students will be able to:1)grasp the main idea (that it would be ideal ifwe can strike a balance between the Chinese and the Western learning styles) and structure of the text (introduction of the topic by an anecdote; elaboration by comparison and contrast; conclusion by a suggestion);2)appreciate the difference between comparisonand contrast, as well as different ways to compare and contrast (point-by-point or one-side-at-a-time method)3)master key language points and grammaticalstructures 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 Organization; While-reading (Part One)2nd period: While-reading3rd period: Text Analysis; Post-Reading Tasks4th period: Reading Practice5th period: Speaking6th period: Writing3. 教学重点及难点：Important language points and sentence structures 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 methodswith the communicative approach will be adopted. Special attention should be paid to classroom interaction. Give students more encouragement and guidance in their extracurricular study.6. 主要参考书目：季佩英，吴晓真，姚燕瑾，2002，《全新版大学英语综合教程2－教师用书》。

Unit 2 Course： College EnglishSectio n AI.Warm-up Activity1.Topic Discussioni.Student ' s Discussionii.Teacher' s Summary2.Questions on the Topic and the PassageII.Backgro und In formati on I. Text Structure An alysis IV.S tructured WritingV.Detailed Study of the Texti.Words and Phrases Studynguage PointsVI.T ext Summary1.Student ' s Presentation2.Teacher' s SummaryVII . After-text A ExercisesSection BI.Readi ng SkillII.Warm-up Activity1.Topic Discussion2.Questions on the Topic and the PassageIII.Text Structure An alysisIV.T ext Study1.Paragraph Meaning2.Words and Phrases Studyn guage Points4.Summary or Main Idea of the Passagei.Student ' s Presentationii.Teacher' s SummaryV.New Words DictationVI.A fter-text B ExercisesVII . Supplementary exercises 15m5m 10m 5m 50m5m 30m5m 10m5m 20m5m 15mSection A Learning the Olympic Standard for LoveI.W arm-up Activity1.Topic Discussioni.Student' s Discussion1)Do you understand the meaning of commitment?——It means you are willi ng to sacrifice everyth ng you have in order to achieve great ness in one specific area.2)What is most important in the making of an excellent athlete?—Sportsma nship, commitme nt, the passi on to win3)How do you understand love?—Love is giving.Love is shari ng.Love is mom ' s kiss and dad ' s pat.Love is sweet roses to a lover and ten der caresses to a child.Love is the tree of frie ndship.Love is mutual un dersta nding and support.Love is forgive ness and sacrifice.Love is the n ever-setti ng sun in the sky.Love is the spri ng of the in spirati on.Love is the can dle in the dark and the fireplace in the cold.Love is a key to ope n the door of a closed heart.Love is an oasis on a boun dless desert which gives a tired walker stre ngth andhope.Love is a harbor in a turbulent sea which makes a weary seaman safe and sou nd.Love is a kind of subtle and precious sensation among human beings. Love is all.ii.Teacher' s SummaryFor some athletes, the passi on to win at sports is greater tha n anything else.However, there is more to be a true Olympian than just competing to win. To trulyachieve glory one must also uphold the highest sta ndard of sportsma nship and serveas a role model for other people.2.Questions on the Topic and the Passage1)As a self-confident amateur skier, the writer was already thinking ofparticipating in the Olympics before she met Nokolai, wasn't she?― No. Actually she was quite surprised when Nokolai suggested that.2)How would you describe the training sessionsafter Nokolai began to coach thewriter?― They went through a lot of hard training sessions full of pain and tears. Yet the training was really productive.3)Did Nokolai himself try very hard at skiing when he was young?—Yes, he did. He was always practici ng while others were relaxi ng themselves.4)How would you describe the relationship between the writer and her coach?— In training, they were strict coach and determined athlete; at other times, theywere on good terms with each other, like friends..5)What did the writer learn from Nokolai?—Besides improving her skills under Nokolai's instruction, she also learned theimportance of determination with courage, heart, and discipline; most important ofall, she learned to be thankful and loving while living in this world.II.Background Information1.Salt Lake City is the state capital and most populous city in the US state of Utah.The city occupies the north end of the Salt Lake Valley at an elevation of 4,327 feet (1,320 m). The valley is surrounded by mountains that rise up to 6,500 feet (1,980 m) above the valley floor. Named after the nearby Great Salt Lak—e in fact, the original name was “GreaStalt Lake City ”—the city i s eparated from the lake 's shore bymarshes and mud flats. Resiednts are known as “Salt Lakers ”. Founded in 1847 by a group of Latter-day Saints (Mormons) led by Brigham Young, Salt Lake City isamong the region's oldest cities and is the location of the headquartersof The Church of Jesus Christ of Latter-day Saints. Mining and railroads initially brought economic growth, and the city became known as the “Crossroads of the West ”. Thecity has developed a strong tourism industry and was host to the 2002 Winter Olympics.2.Carl Lewis, the greatest and most famous athlete of the last century, won 9 Olympic gold medals in four different events (100m, 200m, long jump and 4 x 100m relay). Carl Lewis was born on 1st July 1961 in Birmingham, Alabama. Since his first years of life he could breathe the soft and clean air of sport: His father used to train athletes at universities and his mother was 6th at 80m hurdles in the Pan-American games of 1951. He saw the Olympic Games of 1968 on TV and admired Bob Beamon. He was so impressed that after Beamon 's jump of 8.90m, hewent out with a friend to take the length of a limousine in order to realize how farBob flied! But for the moment, Carl was so thin that the doctor suggested making him do sports. His education, beyond studies, embraced a lot of fields. He learned to play musical instruments, to dance, to sing and applied himself to a large variety of sports: football, soccer, diving and, obviously, track and field.Amazingly, his father was a friend of Jesse Owens and so Carl grew up under the legend of this man, who won four gold medals in the Olympic Games of Berlin in 1936. Carl began with long jump and after a competition, at the age of 10, he was awarded by Owens himself. At the age of 13 he jumped 5.51m and when he was 17, 7.85m. Trainers pointed him out as a young promise. In fact, in 1979 he was allowed to join the national team and to take part in the Pan-Americangames in San Juan, Puerto Rico. He placed third with 8.13m on his last jump. Meanwhile, he spent part of his time training for the 100m and in 1979 he ran this in 10.67 seconds.3.Ben Johnson was born in Falmouth, Jamaica on 30 December, 1961. He emigrated to Canada in 1976. Ben made his debut at a major international tournament in the 100m at the 1983 World Championships, where he was eliminated in the semi-finals. The following year, Ben Johnson reached the final of the 100m at the 1984 Summer Olympics in Los Angeles, finishing third behind Carl Lewis. With the Can adia n 4 lOOrtKrelay team, he won a sec ond bronze medal. At the 1987 World Championships, in Rome, Johnson gained instant world fame when he beat Lewis for the title, setting a new world record of 9.83 seconds as well. Johnson and Lewis were also the favorites for the 1988 Olympic title. In the final, Johnson beat Lewis, clocking a new world record of 9.79 seconds. A few days later, however, Johnson's urine samples were found to contain steroids, and he was disqualified for doping.III.T ext Structure AnalysisThe passage is a first-narration about the writer's training experiences for Olympic Games with an ex-Soviet coach, through which the writer learned the Olympic standard for love. The whole passage can be roughly divided into four parts.Part One (Para. 1-4) The first two paragraphs are an introduction to the ex-Soviet coach, Mikolai. Nokolai Petrovich Anikin was not half as intimidating as the writer had imagined he would be, bit the writer was very nervous in his presence. Paragraphs 3 and 4 are aboutNikola'is high expectations: He encouraged the writer to get ready for 2OO2 Olympics in Salt Lake City. Although this would require many hard training sessions, Nikolai was sure that the writer would improve and that she could be ready.Part Two (Para. 5-19) This part deals with the Olympic standard of love as shown by Nokolai. Paragraphs 5 to 9 set up an Olympic standard for love: encouragement mingled with good humor, quiet gratitude, perceptivity, and sincerity. Paragraph 5 tells us that the writer could always count on being encouraged by Nokolai 's amusing stories and senseof humor. Paragraphs6 to 8 are about the supporting details as to show the writer was encouraged by Nokolai's amusing stories and sense of humor, paragraph 9 could be taken as a conclusion for the part of encouragement.Paragraohs 10 and 11 deal with another aspect of the Olympic sta ndard for love: Nokolai was in differe nt to her pain and urged her to go on skii ng. Paragraph 12 and 13 are about ano ther aspect of Nokolai. Nokolai was strict about training while with other small things he did not take much notice of the writer ' compla ints or outbursts. He saved his passi on for skii ng. Paragraphs 14 to 19 are about still ano ther aspect of Nokolai: persiste nee and patie nee. Whe n coach ing, he told the writer to practice countless times to achieve perfection. Nokolai ' patience and the writer' s hard work at last earned her a fou-pHiace nati onal ranking head ing into the pre-Olympic seas on, but she missed the cut for the 2002 Olympic.Part Three (Para. 20) This is a transitional paragraph. This is the time when the writer stopped her trainin g, revisited her coach Nokolai, thought of what happe ned in the past, and realized that she had gained a lot from her quiet, in dissoluble bond with her coach Nokolai. Part Four (Para. 21) This is the conclusion of the whole passage」t summarizes what Nokolai taught the writer. She came to un dersta nd the Olympic sta ndard for love: to have thecourage, heart, discipline to persist, and to have gratitude in advance for a century of life on earth. She should remind herself every day that there must be love, love, love despite the challe nges at hand.IV.S tructured WritingA General Statement Followed by DetailsA com mon way to express an idea is to have a gen eral stateme nt followed by some details. Here we can study an analysis of Paragraph5 to Paragraph 9 to show how the general statement countless training sessions full of pain and more than a few tears were accompanied by encouragement and amusing stories^ is followed by details.(Let' come to Page 39 and do Exercise XIII)V.Detailed Study of the TextWords & Phrases Study1.patvt. touch sb. or sth. lightly and repeatedly with a flat hanc轻扌白She patted a place next to her for me to sit down. 她用手拍了拍旁边的地方叫我坐下。

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BOOK 2 教案教学对象 Teaching Subjects 周次课型第 2-4 周20XX 级大学英语本科教学内容 Lesson Content 授课时间Unit 1 An Impressive English Lesson 2 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 Teaching Environment 多媒体教室教学目标Teaching Aims After studying this unit, the studentsare expected to be able to: 1. understand the main idea and structure of Section Aand Section B； 2. master the key language points and grammatical structures in thetexts 3. talk about language teaching and learning and express their opinions about current way of teachingin an English class; 4. read with the skill ― finding key ideas in sentences‖ ; 5. write a xxposition withthreemain parts: introduction, body and conclusion. 1. Vocabulary tediousabsorbedallergiccapturecondenseexceeddisting uishdistinctivexxplimentaryxxplementaryproclaimevidentlyadequatexxpetentadjustbeneficial 2. Skills ●Learn to read with the skill ― finding key ideas in sentences ‖and write a xxposition with threemain parts: introduction, body and conclusion. ● To talk about language teaching and learning ● write a xxposition with threemain parts: introduction, bodyand conclusion. ● To apply the phrases and patterns 重点 Key Issues 难点 PotentialProblems and Difficulties教学方法Methodology A xxbination of traditional teaching methods with the xxmunicative approach willbe adopted. Special attention should be paid to classroom interaction like questioning and answers.Small group works are always needed while discussingthe questions and the difficult translation encouragement is needed and more guidance will be given in their extracurricular study. Visual aids, projector, stereo and microphone 教具 Teaching Aids 教学分组Teaching Groups Group work and pair work 课堂学习任务与活动的组织 Conduct of Tasks and Activities Students-centered Task-based teaching and learning教学过程设计Teaching Procedures 步骤 1Step 1 导入Lead-in warming-up questions discussion. 1. What arethe key factors that help people learn English as aforeign language 2. Do you have any problem in Englishlearning you think grammar is important in Englishlearning II. Listening and discussing. 1. Listeningpractice. 2. In your opinion, what is the most effectiveway to learn English III. Listening to a talk and answer questions on page 2 步 2Step 2 文学 Section A An Impressive English Lesson I. New words 1. tedious: a.boring and continuing for too long冗乏味的Tellingthe story has bexxe tedious, as I have done it so manytimes. 述个故事已得乏味，因我已了么多次了。

课程名称：《新视野大学英语2》教学目标：1. 理解课文内容，掌握课文中的主要观点和论据。

2. 提高学生的阅读理解能力和英语口语表达能力。

3. 培养学生独立思考和批判性思维能力。

4. 增强学生的跨文化交际意识。

教学内容：课文标题：《A New Perspective on Education》教学重点：1. 课文中的主要观点和论据。

2. 关键句型的理解和运用。

3. 课文中的文化背景知识。

教学难点：1. 复杂句型的理解和翻译。

2. 文化差异的理解和应对。

教学准备：1. 课文原文及相关背景资料。

2. 教学PPT或黑板。

3. 学生作业。

教学过程：一、导入1. 教师简要介绍课文标题和作者，激发学生的兴趣。

2. 提问：你对教育有什么看法？你认为教育应该是什么样的？二、课文阅读与理解1. 学生自读课文，标注生词和难点。

2. 教师讲解课文中的生词和难点，如：pedagogy、curriculum、discipline等。

3. 学生分组讨论课文中的主要观点和论据，分享自己的理解。

三、课文分析1. 教师引导学生分析课文结构，如：引言、主体、结论。

2. 分析课文中的关键句型，如：It is widely believed that...；However, this is not the case...3. 讨论课文中的文化背景知识，如：美国的教育制度、教育理念等。

四、课堂活动1. 学生扮演不同角色，进行角色扮演，模拟课文中的场景。

2. 教师组织辩论活动，让学生就教育问题进行正反方辩论。

五、总结与反思1. 教师总结课文的主要观点和论据。

2. 学生分享自己的学习心得，提出自己的疑问。

3. 教师针对学生的疑问进行解答，强调重点和难点。

六、作业布置1. 学生完成课后练习题，巩固所学知识。

2. 写一篇关于教育的短文，表达自己的观点。

教学反思：1. 本节课通过多种教学手段，提高了学生的阅读理解能力和英语口语表达能力。

2. 学生在课堂活动中积极参与，展现了良好的合作精神和批判性思维能力。

新视野大学英语2教案教案标题：《新视野大学英语2》教案教案目标：- 帮助学生巩固和拓展他们在英语学习方面的基础知识和技能。

- 培养学生的听、说、读、写能力，尤其是阅读和听力技巧。

- 培养学生的跨文化交际能力和综合应用能力。

教学内容：本教学计划将围绕《新视野大学英语2》课本展开，涵盖以下主题单元：1. 个人信息和日常生活2. 学术与职业规划3. 环境与社会责任4. 海外留学及文化交流5. 科技与创新6. 随处可见的广告7. 新闻与传媒8. 全球化与国际组织教学步骤：1. 引入：通过展示与主题相关的图片、视频或引发讨论的问题，激发学生对主题的兴趣。

2. 预习导入：引导学生回顾和概括上一课时所学的内容，以便与新课时的主题进行联系。

3. 新词汇引入：引导学生了解并掌握本课时所需的新词汇，包括词义、发音等，并进行相关的语用训练。

4. 语言点讲解：通过教师讲解和示范，介绍本课时的重点语法和语言结构，并设计相关的练习活动，以巩固学生的语言技能。

5. 听力训练：使用课本中的听力材料，帮助学生提高听力理解能力。

可以通过理解细节、推测意义等方式进行听力训练。

6. 阅读训练：通过给学生提供与主题相关的阅读材料，培养学生的阅读理解、推理分析和批判性思维能力。

7. 口语练习：通过课堂活动，如角色扮演、小组讨论等，鼓励学生运用所学的语言知识和技巧进行口语表达。

8. 写作练习：通过有针对性的写作任务，如写作摘要、写作观点表达等，提高学生的写作能力和组织思维能力。

9. 综合评估：定期进行课堂活动和作业的评估，以检验学生对所学知识和技能的掌握情况，并及时反馈。

教学资源：1. 《新视野大学英语2》课本和相关教辅材料。

2. 多媒体设备，如投影仪、音响等，用于呈现图片、视频和录音等教学辅助材料。

3. 互动教学工具，如在线课堂平台、教育软件等，用于引导学生参与课堂活动。

教学评估：1. 参与度评估：观察学生在课堂活动和讨论中的积极程度和参与度，进行定期评估和记录。

课程名称：大学英语教材名称：《新视野大学英语第二册》教学对象：大学一年级学生课时安排：16课时教学目标：1. 知识目标：掌握课文中的基本词汇和语法知识，提高阅读理解能力。

2. 能力目标：培养学生听、说、读、写四项基本技能，提高英语综合运用能力。

3. 情感目标：激发学生学习英语的兴趣，培养良好的学习习惯。

教学重点：1. 课文中的基本词汇和语法知识。

2. 听、说、读、写四项基本技能的培养。

教学难点：1. 课文中的复杂句型结构。

2. 听、说、读、写四项技能的协同提高。

教学过程：第一课时一、导入1. 通过图片、歌曲等形式导入，激发学生学习兴趣。

2. 回顾上册所学内容，帮助学生建立知识体系。

二、新课导入1. 引导学生阅读课文，了解课文大意。

2. 教师讲解课文中的重点词汇和语法知识。

三、课堂活动1. 学生分组进行讨论，交流对课文的理解。

2. 教师组织听、说、读、写活动，提高学生的英语综合运用能力。

四、总结与作业1. 教师总结本节课的重点内容，强调学生的易错点。

2. 布置课后作业，巩固所学知识。

第二课时一、复习上节课内容1. 学生回顾上节课所学知识，教师提问检查。

2. 教师讲解学生易错点，帮助学生提高。

二、新课导入1. 引导学生阅读课文，了解课文大意。

2. 教师讲解课文中的重点词汇和语法知识。

三、课堂活动1. 学生分组进行讨论，交流对课文的理解。

2. 教师组织听、说、读、写活动，提高学生的英语综合运用能力。

四、总结与作业1. 教师总结本节课的重点内容，强调学生的易错点。

2. 布置课后作业，巩固所学知识。

（以此类推，共进行8个课时）第九课时一、复习前八课时内容1. 学生回顾前八课时所学知识，教师提问检查。

2. 教师讲解学生易错点，帮助学生提高。

二、新课导入1. 引导学生阅读课文，了解课文大意。

2. 教师讲解课文中的重点词汇和语法知识。

三、课堂活动1. 学生分组进行讨论，交流对课文的理解。

2. 教师组织听、说、读、写活动，提高学生的英语综合运用能力。

教学目标：1. 培养学生英语阅读理解能力，提高阅读速度和准确性。

2. 培养学生英语口语表达能力，增强口语交流技巧。

3. 培养学生英语写作能力，提高写作水平。

4. 培养学生英语听力理解能力，提高听力技巧。

教学对象：大学英语二级学生教学时间：2课时教学内容：一、课文阅读1. 课文标题：《New Friends》2. 课文内容：讲述主人公在新环境中结识新朋友的故事，展现了友谊的珍贵和真诚的重要性。

二、教学步骤第一课时：1. 导入新课- 教师简要介绍课文背景，激发学生学习兴趣。

2. 课文阅读- 学生朗读课文，注意语音、语调。

- 教师讲解课文中的生词、短语和句型。

3. 阅读理解- 学生回答教师提出的问题，检验阅读效果。

- 教师点评学生的答案，纠正错误。

4. 小组讨论- 学生分组讨论课文中的故事情节、人物性格和主题思想。

- 小组代表分享讨论成果。

第二课时：1. 复习上节课内容- 教师提问，检查学生对上节课的掌握情况。

2. 口语表达- 学生用英语复述课文内容，锻炼口语表达能力。

- 教师点评学生的口语，纠正发音和语法错误。

3. 写作训练- 学生根据课文内容，写一篇短文，描述自己在新环境中结识新朋友的故事。

- 教师点评学生的写作，指导学生提高写作水平。

4. 听力训练- 学生听一段与课文内容相关的听力材料，提高听力技巧。

- 教师讲解听力材料中的生词、短语和句型。

教学评价：1. 阅读理解：通过课堂提问和课后作业，了解学生对课文的理解程度。

2. 口语表达：通过课堂口语练习和课后口语作业，评估学生的口语表达能力。

3. 写作能力：通过课后写作作业，了解学生的写作水平。

4. 听力理解：通过课堂听力练习和课后听力作业，评估学生的听力技巧。

教学资源：1. 教材：《新视野大学英语第二版》2. 生词表：列出课文中的生词，便于学生记忆。

3. 课后练习：课后作业，巩固所学知识。

教学反思：本节课通过课文阅读、口语表达、写作训练和听力训练等多种教学方式，全面提高学生的英语综合能力。

教学对象：大学英语2年级学生教学目标：1. 通过学习课文，提高学生的阅读理解能力；2. 培养学生运用英语进行思维和表达的能力；3. 拓展学生的词汇量和语法知识；4. 培养学生的跨文化交际意识。

教学重点：1. 课文内容理解；2. 词汇和语法知识；3. 阅读技巧和策略。

教学难点：1. 课文中涉及的文化背景知识；2. 课文中复杂的语法结构。

教学准备：1. 课文、相关背景资料；2. 多媒体课件；3. 教学活动所需的道具。

教学过程：一、导入（5分钟）1. 播放与课文相关的视频或图片，激发学生的学习兴趣；2. 引导学生回忆上一节课的内容，复习巩固。

二、课文讲解（30分钟）1. 阅读课文，引导学生找出文章的主旨大意；2. 分析课文中的重点词汇和语法结构，讲解其用法；3. 结合课文内容，讲解相关文化背景知识；4. 鼓励学生积极参与课堂讨论，发表自己的观点。

三、课堂活动（20分钟）1. 词汇竞赛：学生分组，进行词汇接龙游戏，巩固课文中的词汇；2. 语法练习：学生根据课文内容，完成相关的语法练习；3. 小组讨论：学生分组，就课文中的某个话题进行讨论，并总结发言。

四、总结与作业（5分钟）1. 总结本节课的重点内容，回顾课文中的知识点；2. 布置课后作业，包括阅读、写作和口语练习。

教学评价：1. 课堂参与度：观察学生在课堂上的发言和讨论情况；2. 作业完成情况：检查学生的课后作业，了解学生的学习效果；3. 考试成绩：通过期中和期末考试，评估学生的学习成果。

教学反思：1. 教师应根据学生的实际情况，调整教学内容和方法；2. 注重培养学生的阅读技巧和策略，提高学生的阅读理解能力；3. 鼓励学生积极参与课堂活动，提高学生的口语表达能力；4. 关注学生的个体差异，因材施教，提高教学质量。

新视野大学英语读写教程2（第三版）作文Sample_essay新视野大学英语2Sample essay目录UNIT 1 (2)Sample essay 1 (2)Sample essay 2 (3)UNIT 2 (4)Sample essay 3 (4)Sample essay 4 (5)UNIT 3 (6)Sample essay 5 (6)Sample essay 6 (7)UNIT 4 (8)Sample essay 7 (8)Sample essay 8 (9)UNIT 5 (10)Sample essay 9 (10)Sample essay 10 (11)UNIT 6 (12)Sample essay 11 (12)Sample essay 12 (13)UNIT 7 (14)Sample essay 13 (14)Sample essay 14 (15)UNIT 8 (16)Sample essay 15 (16)Sample essay 16 (17)UNIT 1S ample essay 1Topic:Learning English grammarIntroduction:Thesis statement: Now I think it is really fun to learn English grammar.Body:Example 1: Adding a comma could show an entire difference in meaning.Example 2: A grammar mistake could make a world of difference in meaning.Conclusion:English grammar is truly a mysterious world of art.参考作文During my middle school years, I was very allergic to English grammar. However, the two incidents I experienced later changed my view about learning English. Now I think it is really fun to learn English grammar.It occurred while I was absorbed in the mysterious world of iPhone. My English teacher wrote two sentences on the blackboard: 1) The king would wear no clothes which make him appear differently from others;2) The king would wear no clothes, which makes him appear differently from others. Glancing at the two sentences, I thought the teacher must have made a mistake because these two sentences were the same. Suddenly, the class burst into a loud laughter. Only then did I realize that adding a comma could show a big difference in meaning.Afterward, something interesting happened to me again. At the beginning of my English class one day, the teacher returned our homework assignment. To my surprise, my teacher hadcrossed out -ly in the sentence "I studied English hardly". Isn’t hardly an adverb? I asked myself. Later, of course, I figured out what was wrong: an over-generalization! I was assuming every adjective added with -ly still maintains the meaning of that adjective. Not till then did I find out that hardly actually meant almost not, so what I had written made a world of difference from what I wanted to say.In conclusion, what I experienced enables me to understand English grammar is truly a mysterious world of art. How fun it is to learn English grammar!Sample essay 2Topic:English grammar, a headache to meIntroduction:Thesis statement: English grammar is a big headache to me.Body:Example: The difference between used to and be used toConclusion:I'm allergic to learning English grammar.参考作文：Some bookworms in my dormitory often spend hours reading their “Bible”, Practical English Grammar, and do a lot of exercises in that book ,but I don't care about it at all. My assumption is since I have never learned Chinese grammar, what's the sense of learning English grammar? In fact, English grammar has always been a big headache to me.English grammar is very complicated because, unlike Chinese, there are many verb tenses. Even stranger than verb tenses, English grammar also contains something very confusing. For example, I don’t remember how many times my middle schoolteacher tried to“impose”the differences between used to and be used to on us. Sometimes he would go on with the explanation for 20 minutes or so. He even summarized the differences by listing three or four points for us to memorize. However, they could never stay in my head. I don’t remember how many times I got it wrong with the sentences containing used to or be used to on my exams .I was really confused with these two phrases, and I can never get them right.In brief, I’m allergic to learning English grammar. Curiously, I just wonder if the native speakers of English have a microcomputer in their brain to help them utter the two phrases promptly with just a click of their brain mouse!UNIT 2Sample essay 3Topic:The advantages of taking natural science coursesIntroduction:Thesis statement: Taking natural science courses benefits students in several ways but two stand out.Body:Advantage 1: Be involved in more active learningAdvantage 2: Be more motivated to learnConclusion:Being more active and more motivated are the two major advantages for students who take natural science courses.作文参考：At our school, all students are required to take a minimum of six courses in natural sciences. Students majoring in the humanities often have to struggle to get through these demanding courses, so it has been suggested that therequirements be modified. In my opinion, taking natural science courses benefits students in several ways but two stand out.First, students will be involved in more active learning if they take natural science courses. Obviously, learning natural sciences enables students to question and solve problems without expecting someone to give them specific answers. In this way, they develop their confidence in their own ability. Also, figuring out the process rather than just following directions results in a solution unique to the learners, which will surely help them to go further.Another important advantage is that students taking natural science courses can be more motivated. That is because natural science courses are more meaningful and practical. Taking natural science courses not only prepares students for their future career but also enables them to make use of their own personal concepts as a basis for understanding. Thus, they are more anxious to grasp the newly discovered ideas.In brief, being more active and more motivated are the two major advantages for students who take natural science courses. Moreover, by connecting the new information to the real world, students can acquire the skills that are highly valued by their future employers.Sample essay 4Topic:Advantages of taking physical education (P.E.) coursesIntroduction:Thesis statement: T aking P.E. courses can be advantageous to all college students. Body:Advantage 1: Learn valuable communication and teamwork skillsAdvantage 2: Handle heavy coursework more effectivelyConclusion:Taking a P.E. course at college can benefit students in developing useful social skills as well as better coping skills for their stress at school. 参考作文：Theory and practice have both shown that taking P.E. courses can be advantageous to all college students.In P.E. courses the students take all kind of sports and exercises which can strengthen their bones and muscles. P.E. exercises include many different kinds of body movement such as running, jumping, casting, wrestling, and all these can ease and regulate tension, help one to calm down. During sports, the students can uplift the mind and the spirit, maintain a healthy mindset and give full play to the initiative, creativity and initiative of the individual.With hard study load, college students often feels tired and worried. P.E. can help them to relax and rest, to eliminate the pressure of reading and working. After proper period of sports, the students feel relaxed and they are more energetic and devoted to study and work. As a result, they can sleep soundly.Many sports demand team work and cooperation, such as football, volleyball, table tennis and relay race. The students play together to gain the victory of the team, the class and the school, not their own. In this way, sports trains people's solidarity, cooperation and collective spirit As a result, taking a P.E. course at college can benefit students in developing useful social skills as well as better coping skills for their stress at school.UNIT 3Sample essay 5T opic:The differences between the young generation and their parents’ generationIntroduction:Thesis statement: Even though both generations have their good points, today's young people are more active and adaptable to the changes of life than their parents.Body:Point 1: active in life★Young people★ParentsPoint 2: adaptable to the changes of life★Young people★ParentsConclusion:Young people usually live in a more active and flexible way than their parents.参考作文:As we known to all, people’s lifestyles and behavior change constantly. Consequently, there are many differences between the young generation and their parents’ generation. Even though both generations have their good points, today's young people are more active and adaptable to the changes of life than their parents.First of all, young people nowadays are more active in life: As we can often observe, many students who are still in high school have started to find jobs. They think this will help them gain more experience and they can work better after graduating from universities. This is an absolutely opposite view to their parents generation. In their times, parents often waited until they were qualified enough to get a job. They were not as active as youngpeople today.In addition, the young generation better adapts to the changes of life. For example, for the past decade or so, the Internet has developed tremendously. Young people find it extremely easy to use and feel very comfortable to apply it to their studies and work; therefore, they have made more progress at school and at work. In contrast, their parents usually find it hard to remember how to use computers or surf online. They often get frustrated when they have to work on a computer and find it hard to adapt to the new technology.To conclude, although very every generation has is own uniqueness and abilities to live their lives, young people usually live in a more active and flexible way than their parents.Sample essay 6Topic:Generation gap between parents and childrenIntroduction:Thesis statement: The differences between parents and children can be well observed in their completely different attitudes and views.Body:Point 1: different in their attitude toward life★Parents★ChildrenPoint 2: different in the way to look at things★Parents★Childr enConclusion:It's very difficult for parents and their youngsters to get along due to their distinct attitudes toward life and the way to viewthings.参考作文:The odyssey years are certainly a very complicated phase of life for young people. Not only do these young people need to overcome many difficulties, they also have to face many challenges from their parents. The differences between parents and children can be well observed in their completely different attitudes and views.First, they differ in their attitude toward life. Parents always wonder what has gone wrong with the new generation. They feel that during their time, young boys and girls were better behaved, more obedient and had greater respect for elders. Young people, on the other hand, feel that they are capable enough to learn on their own rather than lean heavily on the older generation for guidance. Young people do not like to be spoon-fed by their parents.The differences also appear in the way the two generations look at things. For exampl e, the parents’ generation never understood Elvis and the Beatles. Because they couldn’t understand what was going on, they were frequently opposed t o them and saw rock as “the devil’s music”. Young people, however, are crazy about the modern music and would love to listen to it for a hundred times a day. Wherever they go, they’ll have their iPod with them.In conclusion, it’s very difficult for parent s and their youngsters to get along due to their distinctive attitudes and the way they view things. To fill this gap, both parents and their grown children need to be more understanding to each other.UNIT 4Sample essay 7Topic:A heartbreaking storyIntroduction:Thesis statement: I felt heartbroken when I found out what had happened on Melisa's side.Body:Detail 1: Where I saw Melisa had a picture taken together with a guyDetail 2: What I conversed with Melisa regarding the picture Detail 3: How I felt and how I reacted to the incidentConclusion:I walked away understanding what was meant by a broken heart.参考作文：Melisa and I had gotten engaged in August, just before she graduated from college. One month ago, I drove up to her campus dormitory to see her as a surprise, but the trip turned out miserable. I felt heartbroken when I found out what had happened on her side.When I knocked on the door of her dorm room, she was indeed surprised, but not in a pleasant way. I asked Melisa how classes were going, and at the same time I tried to pull off my heavy sweater. As I was throwing it over my head, I noticed a large photo on the wall of Melisa and a tall guy laughing together.It was decorated with paper flowers and a yellow ribbon, and on the ribbon was written “Melisa and Blake”. “What’s going on?”I asked, standing there stunned and angry. “Who's Blake?”Melisa laughed nervously and said, “What do you want to hear about, my classes or Blake?”I felt a terrible pain in the pit of my stomach, and I wanted torest my head on someone's shoulder and cry, but I did nothing. Angrily, I pulled on my sweater again. My knees felt weak, and I barely had control of my body. I opened the door, and wanted to slam the door shut. Instead, I managed to close the door quietly.Anyway, I walked away understanding what was meant by a broken heart. Hope this feeling will never come to me again in the rest of mylife.Sample essay 8Topic:Making a public speechIntroduction:Thesis statement: I had never thought I could speak in public, but l finally conquered my fear of it.Body:Detail 1: I practiced my speech a lot with written notes for my English class.Detail 2: I picked up the notes for my biology test instead of speech notes that day, but I made it.Conclusion:The three-minute speech that day made me realize that people can always overcome their odds if they are motivated.参考作文：Making a public speech is the thing that most people don’t want to do. The reason is that we are all afraid of making mistakes in front of others. The more important the speech is, the more frightened we will be. But forget it now. Public speaking is easy. It’s just a simple talking. Although I’m a shy man, I’ve been making speeches and talking on radio and television for more than 30 years. Anybody who can talk can speak in public. Hereare some of the lessons I have learned: Keep your speech simple. Your audience can’t take all of your main ideas, and they can only remember one or two of them, not ten or twenty. So you should prepare one or two of your main ideas very well. But if you can’t express what you want to say, then your speech wi ll not be paid attention to. And if you don’t have a clear idea of what you want to say, your audience won’t, either.Organize your speech well. No matter how long or short your speech is, you have to organize your speech—how you are going to open or begin, what main points you want to make and how you are going to close or end. A strong close is usually very important and critical(关键的): the last thing you say is what your audience will most likely remember. If not, they will be confused.Keep your speech not long. The standard (标准的) length of a speech is usually 12 minutes. Most people can’t put their minds in one thing for too long time, which will make them tired and lose their interest. If you pay no attention to your audiences reaction(反应)，the audience will get bored. Of course, your speech will fail.Following these suggestions above, you can make a good speech in public, andyou will be an excellent speaker, I think.UNIT 5Sample essay 9Topic:Thrifty people vs. non-thrifty peopleIntroduction:Thesis statement: It's always interesting to compare two groups of people who live in entirely different lifestyles.Body:Subject A: People who live thriftily●Go shopping when things are on sale●Try every means to conserve electricity●Seldom eat at restaura ntsSubject B: People who live lavishly●Go shopping any time they want●Never conserve electricity●Often eat at fancy restaurantsConclusion:People always have their own lifestyles; some are thriftier than others.参考作文：While it is good to enjoy spending money, some people may prefer saving money for the future. They are grouped as thrifty people, where as people who don’t care about saving money can be called non-thrifty people. It's always interesting to compare these two groups of people who live in entirely different lifestyles.Thrifty people tend to use their money very carefully. They often say, A penny saved is a penny earned." So, they don’t go shopping unless there is a large sale on the things they need. By doing this, they can usually save about 30 percent of money they otherwise have to spend. Similarly, they often conserve electricity. For example, they don’t often use air conditioning in summer; instead, they use electric fans. Finally, they don’t often eat out at restaurants. They calculate that by cooking at home they can probably save a large sum of money each month.In contrast, non-thrifty people often spend money carelessly and lavishly. They never wait for a sale if they want to shop. They go shopping anywhere and anytime they want. Also, they neverthink about saving electricity to reduce their bill. They like to have their air conditioning on 24 hours a day in summer. Moreover, they often eat out and prefer going to fancy restaurants. They never care whether they can save money by eating at home or only by ordering specials offered at restaurants.In conclusion, people always have their own lifestyles, and some are thriftier than others. The most important thing is that people should choose a lifestyle that is meaningful to them and can make them feel happy.Sample essay 10Topic:Bryan and PeterIntroduction:Thesis statement: Even though Bryan and Peter are close friends, their spending habit is very different.Body:Subject A: Bryan●Only spends money when it's necessary●Saves money whenever he canSubject B: Peter●Often spends money on expensive items●Never saves any money for the futureConclusion:Bryan and Peter are very different in the way they spend money.参考作文：It is often said that whatever wealth one may have will be gone quickly if the person only spends. However, some people think the purpose of life is to enjoy moment, so they spend all they have earned. Even though Bryan and Peter are close friends,their spending habits are very different.Bryan is very careful about using his pocket money. He only spends money when it’s necessary. For example, when his pocket money is only ＄50, he may spend ＄20 on necessary stationery for schoolwork. He will try to deposit the remaining ＄30 in his savings account. In his opinion, though the amount is small, it will help him for a possible rainy day since people never know what could happen in the future.Unlike Bryan, Peter usually spends money at will. He often purchases expensive electronic products such as an iPhone and iPad. Sometimes, he might buy himself an expensive brand-name shirt or a pair of expensive brand- name shoes. Different from Bryan, he never deposits extra money in a bank after meeting his basic needs. To him, saving money in a bank is something silly because he believes that he can always earn big money after he gets a decent job in the future.All in all, Bryan and Peter are very different in the way they spend money. Spending money wisely and saving extra money for future urgent needs enable students to manage their finance and fully concentrate on their study. They will also derive great pleasure from the way they handle their money.UNIT 6Sample essay 11Topic:Why people make poor decisionsIntroduction:Thesis statement: There are two major reasons for making poor decisions: tend use bad data and lack good information.Body:Cause 1: Tend to use bad dataCause 2: Lack good informationConclusion:Because of these two reasons, humans are sometimes irrational when they make decisions.参考作文：We are confronted with choices every day. Sometimes we get them wrong, and sometimes right. Why do we sometimes decide poorly? There are two major reasons for making poor decisions: We tend to use bad data and lack good information.The first reason for poor decision-making is that people tend to use bad data. They are not very rational when making a decision. Consider a simple example. When people choose cell phone service, they need to look at objective ratings for customer service. However, if someone they know says he or she had a bad experience with a particular cell phone service provider, they tend to give that one opinion more weight than any of the thousands of consumer reports. Consequently, they make a bad choice which may lead to post-decision regret.Another important reason for people to make a poor decision is lack of good information. In the real world, the information available to people is rarely perfect or complete, and people can predict very little about the consequences of their choices. For example, most people are much more likely to undergo an operation with a reported 80 percent success rate than one with a reported 20 percent risk of death, even though these numbers represent the same level of risk. People prefer fitting in with the majority, which results in irrational decisions.To conclude, because of these two reasons, humans are sometimes irrational when they make decisions. Therefore, people need to be more rational and have a complete knowledgeof all possible outcomes when making decisions.Sample essay 12Topic:What causes people's irrational behaviorIntroduction:Thesis statement: Irrational behavior is caused by various factors but two stand out.Body:Cause 1: Uncontrolled emotionsCause 2: Stressed feelingConclusion:Uncontrolled emotions and too much stress can result in irrational behavior.参考作文：There are a lot of people who behave irrationally, causing problems to themselves as well as to others. It's hard to analyze the exact causes behind irrational behavior, but we know that it is a manner of behavior that is not based on logic and reasoning. Irrational behavior is caused by various factors but two stand out.The first main factor that contributes to irrational behavior is uncontrolled emotions. Irrational people take offense or get angry before the actual situation occurs. They become anxious and express exaggerated emotions such as crying and shouting. They have unrealistic expectations, expecting everyone to like them and if someone does not, they feel angry and neglected. It is fairly common for people to show such signs of irrationality.Too much stress can also lead to irrational behavior. In fact, these days, stress is the major cause of physical as well as mental problems. Stress creates feelings of anger, irritation and frustration. For instance, when you spend a stressful day in theoffice, it makes you anxious. You start releasing your frustration or stress by screaming at your family members for small reasons like a badly prepared meal. That day you feel everything is wrong.In summary, uncontrolled emotions and too much stress can result in irrational behavior. To behave rationally is not an easy job because the behavior is internalized. However, to discover the source of your irrationality will help you behave more rationally.UNIT 7Sample essay 13Topic:Gender barriersIntroduction:Thesis statement: Female managers today are still facing many challenges, especially gender barriers.Body:Example 1: A double standard of the behavior of men and womenExample 2: A stereotyped "bimbo" title for womenConclusion:Female managers can be made to feel more insecure at work because of gender barriers.参考作文：Throughout history, women have been hard workers who place high value on achievement. They often judge their personal worth based upon their accomplishments rather than how much money they make. At the management level, women are also considered better managers than men because of their unique working styles. However, female managers today are still facing many challenges, especially gender barriers.To begin with, a double standard occurs when the behaviorsof men and women are labeled. Like it or not, we still have some notions of what is an acceptable female behavior. Those women who work extra hard, make no allowances for failure, and don't believe in weaknesses are considered cold-hearted. When a woman shows strength of character in a meeting, for instance, she may be seen as “aggressive”where as her male counterpart is seen as “assertive”.An additional example of gender barriers for women in the workplace is the bimbo title, which is used to describe a woman who got her position by playing a game of her female tricks. For this kind of women, they are pretty but not necessarily intelligent. So, the general concept is that women are incompetent and that they remain in the position only by means of their charm on the male bosses. But it could all be just a matter of our own perceptions of what's normal for a man and a woman.To conclude, female managers can be made to feel more insecure at work because of gender barriers. They have to face a double standard of the behavior of men and women; they also worry about some negative stereotypes of women.Sample essay 14Topic:Women's management styleIntroduction:Thesis statement: Women’s management style tends to be more communicative and relationship-oriented.Body:Example 1: Being more communicativeExample 2: Being more relationship-orientedConclusion:Wo men’s natural management style helps them succeedin their workplace.参考作文：With a more progressive approach to diversity and a greater number of women being the leader of organizations, women today feel comfortable enough to use their natural management style at work. Their management style tends to be more communicative and relationship-oriented.One example of their management style is being more communicative. Women usually have greater verbal ability and verbal comprehension than men. Their speaking skill is actually innate-born with it. Since they are usually more supportive, more inclined to delegate responsibilities and more willing to foster the careers of their employees than their male counterparts, they communicate more efficiently. As a result, employees are happy to share ideas with their female boss and feel excited to have their voice heard in making decisions.Another example of women's natural management style is being more relationship-oriented. As we well understand, women are more emotionally and spiritually intelligent. This gives them the potential to be a more understanding boss than men. They know how to motivate their employees with human touches such as "get well" cards and "thank you" notes. They also know when to make concessions and accommodate their employees' personal needs because they are not as rigid and stubborn as male bosses. Employees, of course, enjoy such a relationship with their female boss.In brief, women's natural management style helps them succeed in their workplace. The fact that women are brought up to have verbal skills and emotional intelligence is a huge advantage. It's their strength and they need to use it more。

新视野大学英语听说教程第二册教案Unit 1 Roll over, Beethoven!Ⅰ. Teaching Plan (2 periods)1st period: Lead-in; Listening (Pair discussions about music; Listening practice)2nd period: Speaking (Oral English practice)Ⅱ. Teaching ObjectivesStudents will be able to:1. making inferences in listening;2. know the ways of expressing likes and dislikes; making suggestions;3. understand and talk about music;4. conduct a series of listening and speaking activities related to the theme of the unit.Ⅲ. Lead-in (15 minutes)Ask Ss to work in pairs discussing the following questions and then share their answers with the whole class.1. What kind of music do most people prefer, slow or fast music? Can you guess why? Useful expressions: pop music, classical music, western music, folk music.2. What kind of music do you prefer, classical music or pop music?Useful expressions: relaxing, exciting, soothing.3. Do you think music can affect people’s lives, for examp le, to calm people, to cheer th em up, or to increase efficiency?hint: background music in the supermarket, on the bus and in the restaurant.4. Do you like singing karaoke? Why?Useful expressions: party, noisy, excitement, practise singing.Ⅳ.Listening (30 minutes)1. Listening skills (Listening to make inferences)Ask Ss to listen to the dialogs carefully and do the exercises.Key: ①B ②B ③D ④C ⑤A2. Listening In (Tasks 1-4)Task 1: Encore!1) Explain the words and the culture related to the live performances.2) Ask Ss to listen to the passage and then mark the statements T (True) or F (False). Key: ①F ②T ③F ④T ⑤F Task 2: The Carpenters1) Explain the words and the Carpenters.2) Ask Ss to listen to the dialog and then fill in the blanks with the information you hear. Key for reference:①beautiful and clear②blend well③sister④worry too much⑤more importantTask 3: Mozart1) Explain the words and Mozart.2) Ask Ss to listen to the speaker carefully and choose the best answer to each question you hear..Key:1. Which of the following is true of Mozart? (D)2. How long has Mozart’s fame lasted? (A)3. Which of the following is true of the four-year-old Mozart?(B)4. What could Mozart do at the age of six? (C)5.Which of the following is not mentioned as one ofMozart’s accomplishments while he was in his early teens? (C)Ⅴ. Speaking (45 minutes)1. Speaking Out: Expressing likes and Dislikes; making suggestions (Models1-3)1) Explain the words and the culture.2) Ask Ss to listen to the model dialogs one by one and pay attention to the underlined parts. (The models present some expressions used for expressing likes and dislikes; making suggestions. The underlined parts are either such functional expressions or the expressions that help to form the framework of the models.)3) For the part “Now Your Turn” aft er each model, divide the class into pairs to do the exercises and then ask them to role-play the dialogs. Walk around the class and give help as needed. Encourage Ss to use their names to act out their parts.Teaching Tips1) If many of your students are not familiar with the classification of music types, you can simplify the task like this: Are you interested in old, classical music or contemporary, pop music? Do you like instrumental music or vocal music (singing)? To give them more ideas, you can write down this table on the board. If some students hesitate about how to start, you can suggest the first sentence by A( and the first sentence by B if necessary) in the sample dialog.2) Useful information:Classical music: requiring education to appreciate, requiring close attention, dignified, complex combinations of notes, etc.Pop music: easy, often simple themes, simple and clear rhythm, accessible, relaxing or exciting, etc.Instrumental music: a wide range of sounds, variety, etc.V ocal music: closer to huam feeling of life, etc.3) Many Chinese university students prefer to air their views freely rather than follow mechanical drills. If this is the case with your students, you might as well start with the following questions and give them the opportunity to talk freely. Then introduce them to the sample dialogs which contain many idiomatic expressions.Do your parents like your music or not? Can you explain why?Do you prefer Chinese music or foreign music? Why?Who id your favorite singer or group? Why?Describe one of your favorite songs.How does music make you feel?2. Let’s Talk1) Ask Ss to listen to the model dialog and then act out the situation.2) Divide the class into pairs to create dialogs with their partners for each of the situations given on P12. Walk around the class and give help as needed.3) Ask volunteer pairs to act out the dialogs in front of the class.Ⅵ.Assignment: Further Listening and Speaking (P14)Unit2 What’s on the Th eate r?Ⅰ. Teaching Plan (2 periods)1st period: Lead-in; Listening (Pair discussions about movies; Listening practice)2nd period: Speaking (Oral English practice)Ⅱ. Teaching ObjectivesStudents will be able to:1. making inferences in listening;2. know the ways of making comments ,giving and acceptinginvitations3. understand and talk about movies;4. Conduct a series of listening and speaking activities related to the theme of the unit.Ⅲ. Lead-in (15 minutes)Ask Ss to work in pairs discussing the following questions and then share their answers with the whole class.1. Do you prefer to watch movies at home or at the theater? Why?Useful expressions: advantages, good atmosphere, good sound effects, relaxed, replay.2. Which do you prefer, contemporary movies or classic movies? Why?Useful expressions:Good memories, excited, educational value, actors, skills3. Which do you prefer, Chinese movies or foreign movies? Why?Useful expressions:Enjoy outlandish setting, historical background, difficult to understand4. If a book has been made into a movie, do you prefer to see the movie or to read the book first? Why?Useful expressions: educational function, entertainment function, appeal think about the deeper meaningⅣ.Listening (30 minutes)1. Listening skills (Listening to make inferences)Ask Ss to listen to the dialogs carefully and do the exercises.①A ②D ③B ④C ⑤B2. Listening In (Tasks 1-3)Task 1: Waiting for the new Harry Potter movie!1) Explain the words and the culture related to the live performances.3) Ask Ss to listen to the passage and then complete the paragraph.Key: excited/ crazy, book, Seven, Book Five, the trailer, scary, the writing , in bloodTask 2: A Great Actor1) Explain the words and the culture related to the live performances2) Ask Ss to listen to the passage and choose the best answer to each question they hear Key:1. What was the problem with the great actor?(D)2. What job did the director offer him?(C)3. What was he expected to do with the rose?(D)4. What did the actor do after he walked onto the stage?(A)5. Why was the director extremely angry?(B)3) Ask Ss listen to the passage again and answer the questionKey for refe rence: When he was looking at the audience and saying “Ah, the sweet smell of my love” without the rose, he suggested that he had his hands on his love, a human love.Task 3: Movie reviews1) Explain the words and the culture related to the live performances2) Ask Ss listen to the passage and answer the questionsKey:1. He likes to see movies and comment on them.2. Four3. Three4. One3) Ask Ss listen to the passage again and complete the tablewith the information they hearKey: Monsoon Wedding: wedding, love and a past rape, customs, family and love Adaptation: fast, on DVDThe Pianist: concentration camps, safe. Luck, the kindnessRabbit-Proof Fence: native girls, from their families, special centers, integrate, ran away, 1,500 miles, mothersⅤ. Speaking (45 minutes)1. Speaking Out: making comments ;giving and accepting invitations (Models1-3)1) Explain the words and the culture.2) Ask Ss to listen to the model dialogs one by one and pay attention to the underlined parts. (The models present some expressions used for. making comments; giving and accepting invitations) The underlined parts are either such functional expressions or the expressions that help to form the framework of the models.)3) For the part “Now Your Turn” after each model, divide the class into pairs to do the exercises and then ask them to role-play the dialogs. Walk around the class and give help as needed. Encourage Ss to use their names to act out their parts.Teaching Tips:Many Chinese university students prefer to air their views freely rather than follow mechanical drills. If this is the case with your students, you might as well start with the following questions and give them the opportunity to talk freely. Then introduce them to the sample dialogs which contain many idiomatic expressions.Which do you like best , action movies, comedies, horror movies , o r cartoons? Explain why? What’s the best / worst movie you’ve ever seen? Describe it.Should movies be rated to show what audience they are suited for? Explain why?Who are your favorite actors or actresses in china?How often do you rent VCDs or DVDs?2. Let’s Talk1) Ask Ss to listen to the passage and choose the best answer to each question they hearKey:1. Which of the following is Not a characteristic of Hitchcock and his movies? (A)2. When Hitchcck told the customs official he produced “Gooseflesh”, what did he mean? (C)3. How did Hitchcock manage to make an appearance in the movie Lifeboat?(D)2) Ask Ss to listen to the passage again and try to retell the main ideas, referring to the key words given on P293）Divide the class into groups for discussion. Walk around the class and give help as needed. 4) Ask volunteers to present the result of discussionⅥ.Assignment: Further Listening and Speaking (P30)Unit 3 Every Jack Has His Jill!Ⅰ. Teaching Plan (2 periods)1st period: Lead-in; Listening (Pair discussions about romance and relationships; Listening practice)2nd period: Speaking (Oral English practice)Ⅱ. Teaching ObjectivesStudents will be able to:1. identify people’s professions;2. know the ways of comforting people, expressing worries and conceding a point;3. understand and talk about romance, relationships and marriage etc.4. conduct a series of listening and speaking activities related to the theme of the unit.Ⅲ. Lead-in (15 minutes)Ask Ss to work in pairs discussing the following questions and then share their answers with the whole class.1. Do you think marriages based on love are more successful than arranged marriages? Useful expressions: witness, tragic events, arise, go to extremes, survive, go out on dates, divorce rate, drawbacks, in conformity with, etc.2. Do you think a girl should marry someone who is much older or younger than she is? Useful expressions: incompatible, physically, spiritually, differ, a wide age gap, perfect matches, socially acceptable, prejudice, follow nature, spouse, etc.3. Do you think a girl should share the expenses or let the boy pay the bill?Possible answer: In the past, the normal pattern was that men worked, while women did not. Thus, it was natural for men to pay. Things have changed. After the fou nding of the People’s Republic of China, many females, if not all, went out to work. The women’s liberation movement in the United States in the 1960s also achieved a certain level of equality between men and women. So, it is natural that some girls no longer want men to pick up the check. Instead, they prefer to share or “go Dutch” to show that they are equal to males.4. What do you know about wedding ceremonies in China?Possible answer: Wedding ceremonies vary from family to family, but a typical Chinese wedding is an elaborate affair. Many Chinese believe that marriage is a major event in life, and theychoose to spend a lot of money to celebrate it. Usually, the couple invites a large number of guests, who are seated at ten or more dining tables. The bride and the groom toast each other and the guests cheer. In the past the food itself was the main part of the wedding ceremony and some hungry guests made pigs of themselves. But with economic development, people’s living standards have improved a great deal. Food is no longer so important. Now the essential element is a happy atmosphere. The parents of the couple may give speeches to express thanks to each other for bringing up such a nice couple. Also, they wish the couple would love each other for life. The groom and the bride may also thank their parents. After the feast, guests may visit the couple’s new apartment, where they tend to make a lot of noise to increase the jubilant atmosphere.Ⅳ.Listening (30 minutes)1. Listening skills (ident ify ing people’s professions)1) Ask Ss to listen to the dialogs carefully and choose the best answer to each questions they hear.Key: ①B②C③D5④A5⑤A2) Write down some other professions and ask the students to tell the equivalence in Chinese.2. Listening In (Tasks 1-3)Task 1: Don’t be a chicken!1) Explain the words and the culture related to dialog.2) Ask Ss to listen to the dialog and then fill in the blanks with the information they hear. Key: ①go out ②flaming red③hasa crush on ④a chicken ⑤likes = 6 \* G B3 ⑥the guts = 7 \* GB3⑦turn him down = 8 \* GB3 ⑧know = 9 \* GB3 ⑨keeping everything to himself= 10 \* GB3 ⑩how to tell herTask 2: Wedding Vows1) Explain the words and the culture.2) Ask Ss to listen to the passage and then mark the statements T or F.Key for reference: ①F ②F ③T ④T ⑤F3) Listen to the passage again and answer the question.Possible answer: Because the bride made him an offer much better than 100 dollars.Task 3: An American Wedding1) Explain the words and the culture.2) Ask Ss to listen to the passage and choose the best answer to each questions they hear. Key: ①A②B③C④D3) Listen to the passage again and arrange the following events in the order they happened.Key: ①③= 7 \* GB3 ⑦= 5 \* GB3 ⑤④②= 6 \* GB3 ⑥Ⅴ. Speaking (45 minutes)1. Speaking Out: Comforting people; Expressing worries; conceding a point(Models1-3)1) Explain the words and the culture.2) Ask Ss to listen to the model dialogs one by one and pay attention to the underlined parts. (The models present some expressions used for Comforting people, expressing worries and conceding a point. The underlined parts are either such functional expressions or the expressions that help to form the framework of the models.)3) For the part “Now Your Turn” after each model, divide the class into pairs to do the exercises and then ask them to role-play the dialogs. Walk around the class and give help as needed. Encourage Ss to use their names to act out their parts.Teaching tips:1) When students listen to the dialog for the first time, they may have difficulty understanding the words missing from the blanks. In this case, they can refer to the first phrase of sentence in each box of useful expressions. They may or may not fill in the blanks.2) When the dialog is played the second time, students repeat it one sentence at a time, thus becoming more confident with the expressions. It will be more challenging if students repeat the sentences with some expressions missing, but this may help them remember the expressions better. Then they can role-play the dialog in pairs.3) Here are more tips on using this type of mechanical exercise:You can write down the missing words on the blackboard or the screen in a multimedia room. Then have the students go through these steps.①They listen to the dia log and repeat it sentence by sentence.②You erase part of the underlined expressions, and students repeat after the recording.③You erase all underlined expressions, and students, without listening to the tape, read out the whole dialog by supplying the missing words on their own.④After they are familiar with the underlined expressions, they can look at the boxes of alternative expressions.= 5 \* GB3 ⑤They can work in pairs to role-play the dialog, using expressions they have learned. As for other parts of the dialog, they can use or change them as they like.(4) The speaking exercises in this book have been organized along this line: from controlledexercises to semi-controlled exercises, and finally to free discussion. Although this arrangement sounds reasonable theoretically, many Chinese university students prefer to air their views freely rather than follow mechanical drills. If this is the case with your students, you might as well start with the following questions and give your students the opportunity to talk freely. Then introduce them to the sample dialogs, which contain many idiomatic expressions.2. Let’s Talk1) Ask Ss to listen to the passage and complete the table with the information they hear.2) Listen to the passage again and try to retell the main ideas, referring to the above table. Possible retelling for the teacher’s reference:Dating is popular in America, and it is necessary for us to note the various forms of dating. Casual dating often starts even in the early teens. Late teens may develop a steady relationship called steady dating. It is interesting to see that younger Americans often have more than one partner. They may go to a dance with one partner, to a football match with another, and to a party with a third. Another form of dating is called double dating, which means two couples go out together. In the case of group dating, large groups of young men and girls go out together. When young people go out together for a long time, it indicates their intention to get married. Adults also date each other. They may ski together or dine together. Generally speaking, the American dating system is quite casual. Those who hardly know each other may go out together. Strangely, they may even have a “blind date”. In other words, those who ha ve never met before go out on dates.3) Divide the class into groups and discuss “Is the American casual dating system suitable for Chinese young people?” Walk around the class and give help as needed.Suggested points for discussion:l Examples in the passage show the American dating system is quite casual.l Is the American dating system completely or partially suitable for Chinese young people? Or is it completely unsuitable?l What may young and old people in China think about the American causal dating?l Will the American dating system become suitable for Chinese young people in the future?4) Ask volunteer groups to present their discussion in front of the class.Ⅵ.Assignment: Further Listening and Speaking (P43-45)Unit 4 Beware of ads!Ⅰ. Teaching Plan (2 periods)1st period: Lead-in; Listening (Pair discussions about ads; Listening practice)2nd period: Speaking (Oral English practice)Ⅱ. Teaching ObjectivesStudents will be able to:1) Identifying the associative meaning of ads2) Asking for clarification and clarifyingⅢ. Lead-in (15 minutes)Ask Ss to work in pairs discussing the following questions and then share their answers with the whole class.1. What’s your opinion of the large amount of money spent on ads for two competing products?2. Should people buy things according to what ads say?3. What are the negative social effects of ads?4. Should young people buy the clothes advertised by movie stars?Ⅳ.Listening (30 minutes)1. Listening skills (identifying the associative meaning of ads)Ask Ss to listen to the ad carefully and match the slogan with the product or company.Keys:1---I 2---a 3---f 4---b 5---c 6---d 7---h 8---g 9---e2. Listening in(Tasks 1-4)Task 1: The influence of advertising1) Explain the words and the culture related to advertising2) Ask Ss to listen to the dialog twice and then fill in the blanks.Keys: shoes, look kind of funny, there is still a lot of life left, ad, give him extra spring, as much money, need extra spring, millions of dollars, wearing the shoes, wear, for nothing, reach the top, because of, something else, hard work and dedication, focus/concentrate on his studies, forget Task 2: I’ll get a camera Listen to the passage and mark the statements T(true) or F(false)Keys: T F F T FTask3: Don’t even think about it!1) Explain the words and the culture.2)Listen to the passage and choose the best answer to each question you hear.Keys: A D B C CⅤ. Speaking (45 minutes)1.Speaking Out: Asking for clarification and clarifying (Models1-3)1) Explain the words and the culture.2) Ask Ss to listen to the model dialogs one by one and pay attention to the underlined parts. (The models present some expressions. The underlined parts are either such functional expressions or the expressions that help to form the framework of the models.)3) For the part “Now Your Turn” after each model, divide the class into pairs to do the exercises and then ask them to role-play the dialogs. Walk around the class and give help as needed. Encourage Ss to use their names to act out their parts.Useful Expressions:I think the Pepsi commercial is just as attractive….The ads create a favorable/positive image of a product.Ads make the product attractive.What do you mean by consumer brand loyalty?It means….3. Let’s Talk1) Ask Ss to listen to the passage and retell its main contents.2) DiscussionIn many western countries, laws and regulations prohibit employment discrimination basing on race, age, gender or disability. But well-educated young people complain it is difficult to get a job in the government or big companies unless you are a 70-year-old black woman in a wheelchair. In China we can se e many job ads seeking only young people under 35 or younger. What’s your opinion of the situation in China?Suggested points for discussion:- Describe job ads in China. Give examples if you can.- What are the possible reasons for such ads?- Is it necessary to conform to the international standards?- Suggest possible anti-discriminatory rules, e.g. some jobsare open to young people only, while others open to both old and young.Unit 5 Does your best friend have four legs?Ⅰ. Teaching Plan (2 periods)1st period: Lead-in; Listening (Pair discussions about pets; Listening practice)2nd period: Speaking (Oral English practice)Ⅱ. Teaching ObjectivesStudents will be able to:1. identify special quantities;2. give short responses; praising; making recommendations;3. understand and talk about pets;4. conduct a series of listening and speaking activities related to the theme of the unit.Ⅲ. Lead-in (15 minutes)Ask Ss to work in pairs discussing the following questions and then share their answers with the whole class.1. Why do people have pets?Useful expressions: company, security, in fashion, love, pity2. Which do you think are better pets, dogs or cats? Why?Possible answer: Most people prefer dogs to cats. Dogs are more loyal to their owners than cats are. Also, dogs are more intelligent than cats. Moreover, with its strength and agility, the dog is capable of protecting the house and its master.How ever, I wouldn’t go as far as to claim that cats are worthless. Thanks to their soft fur, meek tempers and cute faces, they are often ladies’ favorites.3. Is it cruel to keep pets inside an apartment all daya? Explain why?Possible answer: It’s ha rd to arrive at a conclusion on thisquestion. It is obvious that if a pet like a cat is kept in the apartment without much chance of going out, it looks sad and inactive.。

新视野大学英语听说教程第2册教学设计1. 简介《新视野大学英语》是一套由外研社出版的大学英语教材系列，分为四个级别：入门、基础、提高和达标。

本文旨在介绍《新视野大学英语》听说教程第2册的教学设计。

2. 教学目标本教材旨在帮助学生提高听力和口语技能，使其能够自信地与外国人对话，达到与英语母语人士交流的水平。

教学目标如下：•听力：能听懂日常用语和简短的对话，听懂英语演讲和电影中的简单对话。

•口语：能进行社交交往，能够描述个人经历、兴趣爱好和旅行经历。

3. 教学内容本教材共包含14个单元，每个单元包括听力和口语部分。

整个教学过程涵盖了以下主题：1.个人经历2.社交礼仪3.意见交流4.家庭和朋友5.旅游和文化6.祝贺和感谢7.过去和未来8.身体和健康9.职业和工作10.文化差异11.大学生活和课外活动12.环境和可持续发展13.城市生活和交通14.烹饪和饮食文化4. 教学方法本教材的教学方法主要包括听力练习、口语练习、角色扮演和小组讨论。

具体实施方式如下：4.1 听力练习教师将音频材料播放给学生听，同时提供听力题，帮助学生提高听力理解和积累语言知识。

教师应该提醒学生，听力练习需要多次反复，掌握每个单元的语音、语调和语速是非常重要的。

4.2 口语练习教师可以在课堂上让学生进行口语练习，以便更好地理解听力材料，并能够流利地进行英语交流。

教师可以提供话题和问题，让学生自由表达观点和想法。

此外，教师还可以赋予学生角色，例如在一个场景中扮演旅游助理和游客，以此锻炼学生的英语应用能力。

4.3 角色扮演角色扮演是一种有效的练习口语的方法。

在角色扮演中，学生需要扮演一个特定的角色，在模拟的情境中进行英语交流。

这种方法能够帮助学生提高英语应用能力，理解语言交流中的背景和上下文。

4.4 小组讨论小组讨论是一种非常有效的交流和合作学习的方式。

在这种活动中，学生被分成小组，讨论特定的话题。

教师可以将活动限制时间，以帮助学生更好地沟通和组织语言。

一、教学对象：英语专业二年级学生二、教学目标：1. 提高学生的英语阅读理解能力，培养学生良好的阅读习惯；2. 培养学生的英语写作能力，使学生能够撰写结构清晰、语言流畅的短文；3. 增强学生的英语口语表达能力，提高学生在实际交流中的运用能力；4. 拓宽学生的国际视野，了解不同国家的文化背景。

三、教学内容：1. 阅读理解：包括文章的主旨大意、段落大意、细节信息、推理判断等；2. 写作：包括记叙文、议论文、说明文等文体；3. 口语表达：包括日常对话、情景对话、辩论等；4. 词汇和语法：包括常用词汇、短语、语法结构等。

四、教学时间：共16周，每周2课时五、教学安排：第1-4周：阅读理解1. 教学内容：阅读不同类型的文章，如叙述文、议论文、说明文等；2. 教学方法：讲解文章主旨大意、段落大意、细节信息、推理判断等；3. 课后作业：阅读指定文章，完成课后练习。

第5-8周：写作1. 教学内容：记叙文、议论文、说明文等文体；2. 教学方法：讲解写作技巧，如段落划分、句子结构、过渡词等；3. 课后作业：根据所学文体，撰写短文。

第9-12周：口语表达1. 教学内容：日常对话、情景对话、辩论等；2. 教学方法：组织课堂讨论、角色扮演、辩论等；3. 课后作业：进行口语练习，提高实际交流能力。

第13-16周：词汇和语法1. 教学内容：常用词汇、短语、语法结构等；2. 教学方法：讲解词汇用法、短语搭配、语法规则等；3. 课后作业：积累词汇，掌握语法结构。

六、教学评价：1. 课堂表现：积极参与课堂活动，回答问题准确；2. 课后作业：按时完成作业，质量较高；3. 期中、期末考试：检测学生的综合能力。

七、教学资源：1. 教材：《新视野大学英语2》；2. 教学课件：PPT、Word等；3. 网络资源：英语学习网站、视频等。

八、教学反思：1. 教师应根据学生的实际情况，调整教学内容和教学方法；2. 注重培养学生的自主学习能力，鼓励学生积极参与课堂活动；3. 及时关注学生的学习进度，发现问题并及时解决。

Unit 7Time available of the whole unit : 6 periods(400 min) in totalObjectives: After learning this unit, students are expected to make progress in the following four aspects.1.Culture: we will learn how stress, out of control, can kill and then we are given some advicewe can use to help us take charge of our reactions to life events.2.Reading: Students should master some important new words and expressions listed fromP178-180. Patterns: suggest that... if...,then... since....3.Translation: Students learn to translate long complex sentences.4.Writing: Students are expected to learn the writing skill of composition with the help oftransitional words.Teaching Content:1.Unit 7 Lighten Your Load and Save Your Life (6 periods)1)Preparation (warm-up activities)2)Learning New Words3)Discussing intensively the Text of In-Class Reading: No One Stops to say “Thank You”Anymore4)Doing the exercises of Post-reading from P182 to 1895)Answering students questions from section B and section CTeaching Methods:Under the guidance of student-centered principle, apply communicative and heuristic teaching methods, stimulate students’ interest in learning English and get students involved in class participation.Facilities or resources:Media room for writing exerciseInstructional procedures and time allocation:I. Warm-up activities to arouse students’ interest in learning the unit (30 min)1.Ask some lead-in questions and students can answer the questions according to their ownunderstanding.a) What causes stress?b) What may be the result of being tense?c) What should you do if you don’t want to break your heart?2. Introduce cultural background informationStress can kill you. Being tense can damage your heart so it is wise to take charge of your life and realize you cannot everything. But you can control stress which is caused by fear, uncertainty, doubt and lack of control. Anger may be the root of this stress, especially for hard-working professional women and people with no goals in life. To relax and take control, try the NICE factors: new, interesting, challenging experiences. And follow Ben Franklin’s example by writing down the major goals you want to achieve in your life. For the problems over whichyou have no control, you have to learn to go with the flow.3. Introduction to the textThe author of the text begins his passage with a story happening in a restaurant , where a homeless man expresses thanks to a man holding the door for him. He points out that there is a lack of good manners in today’s world. He provides some evidence, by taking some examples, one of which is that fewer men hold open doors for those behind them, to illustrate his point. At the end of the article, the author points out that good manners are of vital importance for people to eas e their everyday stress and create a more beautiful world. So it’s time for people to act quickly and adopt good manners.II. Check how students preview their lessons by dictating the new words and expressions. (20 min)III. Language points: While discussing the text, teacher can refer to the following notes and choose from them when necessary. (70 min)New Wordsoverwhelmvt. 1. cover (sth./sb.) completely or cause to feel a sudden strong feeling使不知所措, (感情上) 使（某人）受不了I was quite overwhelmed by excitement when my team won the game.当我的球队赢得比赛胜利之时我激动不已。

New Horizon College EnglishBOOK 2(3rd Edition)Unit 1 An Impressive English Lesson课型：□ 理论课√ 理论、实践课□ 实践课课时分配： 6教学环境：多媒体教室教学目标：After studying this unit, the students are expected to be able to:1. understand the main idea and structure of Section A and Section B；2. master the key language points and grammatical structures in the texts3. talk about language teaching and learning and express their opinions about current way of teaching in an English class;4. read with the skill ―finding key ideas in sentences;5. write a composition with three main parts: introduction, body and conclusion.Key Issues：1. VocabularyTedious, absorbed, allergic, capture, condense, exceed, distinguish, distinctive, complimentary, complementary, proclaim, evidently, adequate, competent, adjust, beneficial2. SkillsLearn to read with the skill ―finding key ideas in sentences and write a composition with three main parts: introduction, body and conclusion.Potential Problems and Difficulties●To talk about language teaching and learning●write a composition with three main parts: introduction, body and conclusion.●To apply the phrases and patternsMethodology:A combination of traditional teaching methods with the communicative approach will be adopted. Special attention should be paid to classroom interaction like questioning and answers. Small group works are always needed while discussing the questions and the difficult translation practice. More encouragement is needed and more guidance will be given in their extracurricular study.Teaching Aids: Visual aids, projector, stereo and microphoneGroup work and pair workConduct of Tasks and Activities（师生互动方式Mode of Interaction; 学习策略Learning Strategies）Students-centered, Task-based teaching and learningTeaching ProceduresStep 1 Lead-inI. Greeting and warming-up questions discussion.1. What are the key factors that help people learn English as a foreign language?2. Do you have any problem in English learning?3. Do you think grammar is important in English learning?II. Listening and discussing.1. Listening practice.2. In your opinion, what is the most effective way to learn English?III. Listening to a talk and answer questions on page 2Step 2 Section A An Impressive English LessonI. Cultural background American university education1.What is Communicative Language Teaching?A type of teaching method;Develop the communicative ability as well as the knowledge of grammar; Learning by doing;Make classroom situation of real foreign language environment.2. What are the features of Communicative Language Teaching?Communicative competence is the goal;An integration of grammatical and functional teaching;Accuracy is secondary to conveying a message;Focus on communicative and contextual factors in language use;Learner-centered and experience-based.3. What is the role of teacher in Communicative Language Teaching?A facilitator of students’ learning;A manager of classroom activities;An advisor of students’ questions;A co-communicator in the communicative activity.II. Language PointsWords and expressions1. oddity: n. [C] a strange or unusual person or thing 怪人；怪物；奇特的东西With his neat suits on, he felt like an oddity walking in this poor neighborhood. 穿着笔挺的西装走在这个贫民区里，他觉得自己就像个怪物。

精编资料4. 课后自己做《新视野大学英语·综合练习》第2册新视野大学英语教案Unit One (Book Two) Section A. Time-Conscious AmericansContent of the Course(教学内容)...新视野大学英语《新视野大学英语﹒读写教程》第2册教案课程名称：大学英语读写课授课对象：授课教师：职称：教材版本：《新视野大学英语﹒读写教程》第2册参考资料：教学光盘，教学参考书（外语教学与研究出版社）教学方法：计算机辅助多媒体教学手段授课。

（大班上课，小班辅导，上机自主学习）交际法与翻译法。

教学周次：4x18教学手段：多媒体教室，电子备课材料（移动硬盘），教材教学目标及要求：完成Unit One—Unit Ten1.掌握每一单元的Section A中心思想、了解篇章结构，写作特点、文化背景知识。

2.掌握并背诵每一单元的Section A的核心词汇和短语、核心句型。

并能举一反三，熟练运用。

写出较通顺的短文。

3．自学Section B 和Section C 的内容。

4．课后自己做《新视野大学英语﹒综合练习》第2册新视野大学英语教案Unit One (Book Two)Section A. Time-Conscious Americans（一）C ontent of the Course（教学内容）Section A. Time-Conscious Americans（二）A udience（教学对象）（三）Teaching Span（教学时间）6---7学时（四）Teaching Aims（教学目的）1. Appreciate the text to know something about how American people makeuse of their time.2. Learn to use some important words, expressions and sentence patterns.3. Practice listening, speaking, reading and writing.4. Learn some translation skills（五）Instruction Objectives &. Teaching Procedures（教学任务及步骤）Step One Pre-reading Activitie s(导入)Proverbs of Time 10 minutesStep Two While-reading Activities1. Language Points(语言知识) 140 minutes(1) Key words &. Expressions (重点单词及短语)to fall behindto result into commit toto take it personallyto account forto have a sense ofbe under pressureto do sth. within the time allowedbeyond a certain pointto go withto develop a sense of trustto have little or no relation tobe worthy ofto fulfill a jobto pour into(2) Key Grammar and Structures (重点语法及结构)1. as if + that 从句2. subject +predicate +object , much less…3. be + increasingly4. It is considered +adj.+to do sth5. the + 形容词比较级，the + 形容词比较级表示“越······ , 越······”2. Sentence Interpretation (难句精析) 50 minutes(1).We budget it, save it, waste it, steal it, kill it, cut it, account for it; we also charge for it.(2).Don’t take it personally. This is because people value time highly, and they resent someone else “wasting”it beyond a certain appropriate point.(3).Normally, Americans do not assess their visitors in such relaxed surroundings over extended small talk; much less do they take them out for dinner, or around on the golf course while they develop a sense of trust.(4).Unless a certain amount of time is allowed to elapse, it seems in their eyes as if the task being considered were insignificant, not worthy of proper respect.Step Three Post-reading Activities100 minutes1．Reading Skill (阅读技能)2．Reading between the lines (找出段落中隐含之意)3．Language Practice (语言技能训练)Exercises after Text A Page 8—15 (课本后练习) 4．Writing Practice (写作技能训练)5．Discussion （探讨设计）Topics:1) Why is time so important for the Americans?2) How do Americans treat time?3) What does speed mean to the Americans?4) What is the American pace of life like?（六）Assignments（作业）1. Page 11 IX,X. Translation ( Homework)2. Review and Preview.3. Read Aloud (New words and text)新视野大学英语教案Unit Two（一）教学内容：(Content of the Course)Section A Environment Protection Throughout the WorldSection B Green Space in CitiesSection C Earth---A living Planet（二）教学对象：(Audience)（二）教学时间：(Teaching Span)6----7学时（四）教学目的：(Teaching Aims)1．Appreciate the text to know the author’s thoughts2. Learn to use some important words, expressions and sentence patterns3. Practice listening, speaking, reading and writing4. Learn some translation skills（五）教学任务及步骤：(Instructing Objective &.Teaching Procedures) Step One (Pre-reading Activities)（导入）文章主题（Themes）10 minutes课文A 全球一体化加速了社会的发展，也带来了日益严重的环境问题。