全新版大学英语综合教程第二版第二册第一单元教案

全新版大学英语综合教程第二版第二册第一单元教案Unit 1 Ways of LearningTeaching Aims:1.Understanding the main idea (that it would be ideal if we can strike a balance between the Chinese and 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 comparison and contrast, as well as different ways to compare and contrast (point-to-point method or one-side-at-time method)3.Grasp the key language points in Texts A and grammatical structures in the text4.Understand the cultural background related to the content5.Conducting a series of theme-related reading, listening, speaking, and writing activities6.Learn to write notices, etc.Teaching Keypoints:1.Grasp the main idea of Text A and language points in Text A2.Cultural background about Chinese and western ways of learning3.Analysis of the difficult sentences in Text A Teaching Difficulties:1.Writing strategy and style demonstrated in Text A2.Learn how to understand the structure of difficult and long sentencesTeaching Aids:Teacher-guided, discussion, exercises, group-activities, student-centredTeaching period: 12 classesTeaching Procedure:Step 1Warming up1.Have students read the overview of page 2, students will understand the main topic of unit (ways of learning in Chinese and western countries)2.Have students listen to the script of listening part, explain some difficult sentences andBenjamin succeeded in inserting the key into the slot. (T)4. For the Westerners, learning should take place by continual careful shaping and molding.(F)(= The Chinese think that learning should take place by continual careful shaping and molding.)5.Chinese teachers hold the opinion that skills should be acquired as early as possible, while American educators think that creativity should be acquired early. (T)6.Add more questions about the text:Where and when did the incident take place? Who are the main characters in this incicent? What is Howard Gardner?Why do the couple come to China?How old is the son of the author？Through what does the baby get pleasure in the incident?What is the attitude of his parents ?What is the attitude of the hotel staff towards Benjamin effort?7.Answer the questions of on page 10-11ⅱUnderstanding the main idea of the text Division of the Text APara(s). Main IdeasParts1 1~5 The text begins with ananecdote.2 6~13 The author’s thoughts aremainly about differentapproaches to learning inChina and the West.3 14 The author winds up the textwith a suggestion in theform of a question.Step 3 Detailed Reading of Text AⅠ. Difficult Sentences1. (LL. 13~15) Because of his tender age andincomplete understanding of the need to position the key just so, he would usually fail. Paraphrase the sentence. (= Because he was so young and didn’t quite know that he should position the key carefully to fit into the narrow key slot, he would usually fail.)2. (L. 15) Benjamin was not bothered in the least.(= Benjamin was not bothered at all.)3. (L. 30) … and to throw light on Chinese attitudes toward creativity.And to help explain Chinese attitudes toward creativity.4. (LL. 37~39) …since the child is neither old enough nor clever enough to realize the desired action on his own, what possible gain is achieved by having him struggle?What does the desired action refer to? (= Positioning the key carefully to fit into the slot.)5. (L. 39) He may well get frustrated and angry. (= He is likely to get frustrated and angry.)Eg . You use “may well” when you are saying what you think is likely to happen.6. (L. 47~48) He was having a good time and was exploring, two activities that did matter to us. What do the two activities refer to?(= Having a good time and exploring.)“activities that did matter to us”.(= activities that were important to us.)7. (L. 52) …whether it be placing a key in a key slot, drawing a hen or making up for a misdeed…= No matter whether it is placing a key in a key slot, drawing a hen or making up for some mistakes.) the subjunctive mood eg. Whether he be present or absent, we shall have to do our part.)8. (LL. 80~81) …young Westerners making their boldest departures first and then gradually mastering the tradition…(西方的年轻人先是大胆创新，然后逐渐深谙传统。

Teaching Plan of Unit 1, Book 1FriendshipText A All the Cabbie Had Was a LetterTeaching Objectives:Students will be able to1.grasp the main idea (never delay expressing your true feelings to a friend) and structure of Text A(developing a story around a letter);2.appreciate characteristic features of spoken English as demonstrated in Text A (spoken English ismuch more informal than written English);3.master the key language points in Text A and learn how to use them in context;4.understand the cultural background related to the content;5.express themselves more freely on the theme of Friendship after doing a series of theme- relatedreading, listening, speaking and writing activities;6.Write a personal letter in an appropriate way.Time Allotment:4-5 class hoursTeaching Methodology: student-centered; group work, pair workTeaching Procedures:I. Pre-reading tasks1. Think- pair-share: Ask students to brainstorm proverbs about friendship.Suggested answers:Friends are like the stars on a cloudy night. You can't always see them, but they are there. Friendship cannot stand always on one side.Between friends all is common.False friends are worse than open enemies.A friend to all is a friend to none.The friendship that can end was never real.A friend is easier lost than found.A friend in need is a friend indeed.Friends are like wine; the older, the better.Good company on the road is the shortest cut.True friendship is like sound health; the value of it is seldom known until it is lost.Ask students to choose the proverb they like best and give reasons.2. Survey--- Do you often write letters to your friends?Question and answer: Which do you think is the best way in expressing our innermost feelings?II. Text Learning:Task 1: Topic-related PredictionWhat does a cabbie do?What is a letter used for?Who wrote the letter to the cabbie?Why was all the cabbie had only a letter?Task 2: Scanning (see PPT)Scan Text A and decide which of the following statements is the theme.1. One should keep in touch with his friends.１2. Never delay expressing your true feelings to a friend.3. A true friend will stand by you forever.4. Late is better than never.Task 3: Group work: Divide the text into smaller parts and assign them to different groups. Ask the students to work in groups and do the following:▪Step 1: Read the assigned part, and try to understand its meaning.▪Step 2: Ask and tell each other about the difficulties in understanding this part.▪Step 3: Make a list of useful words and phrases.▪Step 4: Choose one member to make a short report to the class.Task 4: Language study1) T leads the students’ attention to the colloquial sentences:▪Go ahead and finish your letter.▪I’m not much of a hand at writing.▪We were kids together, so we go way back.▪You kind of lose touch even though you never forget.▪It’s no fun to lose any friend.2) Study the language points and practice them.be lost in; available; go ahead; know\ learn by heart; estimate; might as well\ may as well;keep up; correspondence; practically; neighborhood; kind of\ sort of; lose touch with; come up;urge; postpone; reference; absolutely; reunion; hang out; every now and then; choke up;destination; skip; right away3) Game: Flash Cards (Vocabulary Activity)After practicing the above, ask Ss to work in pairs▪Step 1: Through discussion, delete those they have already grasped.▪Step 2: Divide the rest of the words and phrases into two groups, and each student will be deal with one of the group. Write down the words and phrases on cards ( one on each card). Find out their English explanations, and write them down on the back of the corresponding cards.▪Step 3: Practice: One gives the explanation, and the other guesses the word or phrase.▪Step 4: Ss exchange roles and go on practicing.▪III. Post-reading activities:1. Dictogloss (an activity that combines elements such as dictation, cooperation, oral practice and grammar etc.):Step 1: T prepares a paragraph either related to the topic or a grammar item, writes down the difficult words on the board if there are any;Step 2: First listening: Ss are required to listen only, without writing anything;Step 3: Second reading: Ss are required to write down the key words, without worrying about the spelling mistakes;Step 4: Ss work in groups to reconstruct the article, trying to write down every sentence with correct spelling and sentence structure.Step 5: Ask Ss to write what they have got on a big piece of paper, or share with the class orally; Step 6: T shows the original text, comments on what the students have done and explains the grammar points.２2. Writing:Directions: Write a letter (at least 120 words) to your best friend, following the outline given below:1)Your feeling about your new life in the university;2)How you miss him\ her and the time you had together.3)Inviting him\ her to pay you a visit.3. Suggested song: Cry on my shoulder4. Suggested movie: Mary and Max３。

Unit 1 Ways of LearningI. Teaching ObjectivesStudents will be able to:1. grasp the main idea (that it would be ideal if we can strike a balance between theChinese and the Western learning styles ) and the structure of the text (introduction of the topic by an anecdote一elaboration by comparison and contrast--conclusion by a suggestion);2. appreciate the difference between comparison and contrast, as well as different ways to compare and contrast (point by point method or one-side-at-a-time method);3. master the key language points and grammatical structures in the text;4. conduct a series of reading, listening, speaking and writing activities related to the theme of the unit.II. Key Points:The structure, the writing skill, and the main idea of thetext will be the focus.Only a few words and sentences, which will be the obstacles for students’ understanding of the text, will be explained in class.III. Difficult Points:Some sentences whose meanings are difficult to understand and whose structuresare hard to analyze:1. Line 35-39（Para. 6）: Since adults know how to place the key in the key slot,which is the ultimate purpose of approaching the slot, and since the child isneither old enough nor clever enough to realize the desired action on his own, whatpossible gain is achieved by having him struggle?2. Line 70-71(Para.10): The idea that learning should take place by continualcareful shaping and molding applies equally to the arts.3. Line 100-102(Para.14): Can we gather, from the Chinese and American extremes,a superior way to approach education, perhaps striking a better balance betweenthe poles of creativity and basic skills?IV. Teaching Materials: ppt and materialsV. Teaching Methods: Lecturing, practicing and discussing.VI. Teaching Timing: 8 sessions of classVII. Teaching Process:1st -2nd periods:Pre-reading; Teacher’s Introductory Remarks and Students’ Discussion related to the topic.3rd -4th periods: While-Reading (Understanding the title of text A; Analyzing the organization of the text; Explaining Difficult sentences and language points in the text; Summing up the main idea of the text)5th-6th periods: Dealing with the exercises after Text A.Check on Ss’ home reading (Text B); Post-Reading Task: Theme-Related Language Learning Tasks7th-8th periods: Listening and speaking tasks.A. Pre-reading tasksPre-reading tasks1.T asks Ss the following questions. The first is based on the song. Teach YourChildren: (5minutes )According to the song, who should teach whom? Is learning a one-way street?(Parents and children should teach each other and learn from each other. Learning is a two-way interaction.)Can you guess what the theme of this unit, ways of learning, refers to? (Different people have different learning styles)2. Ss listen to the fo11owing quotation from《文汇读书周报》(20XX年12月1日第一版,"自主教育:“管”还是“不管”?) take some notes and then T will invite some Ss to summarize in English how Chen Yu hua’s parents handle her education.一本由中国经济出版社推出的《千万别管孩子一一自主教育哈佛启示录》的书近来极为畅销，问世才一月,在全国销售量已达到20余万册。

《全新版大学英语》第二册之《综合教程》教案Unit One Ways of LearningPart I Pre-reading1.Listen to the song and discuss two questions: (10 minutes)2.Who should teach whom? Is learning a one-way street?3．In your opinion, what is the best teaching method?Part II Text: Learning, Chinese-style1．Main idea of the text:It would be ideal if we can strike a balance between the Chinese and the Western learning styles.2．Structure of the text:Para.1-5------introduction of the topic by an anecdotePara.6-13------elaboration by comparison and contrastPara14---------conclusion by a suggestion3. Discourse comprehension of Part I:a. Ss skim Paras 1-5 and be ready to answer the following questions:-----Where and when did the incident take place?(Jinling Hotel in Nanjing, spring 1987)-----Who are the main characters in this incident?(author, his wife Ellen, their son Benjamin, hotel staff)-----What is the attitude of the author and his wife toward Benjamin' s efforts ininserting the key into the slot?(They let him explore and enjoy himself.)------What is the attitude of the hotel staff toward Benjamin' s efforts?(They held his hand and taught him how to insert the key correctly.)。

一、课题《全新版大学英语综合教程2》Unit 1：Introducing Yourself二、教学目的1. 培养学生用英语进行自我介绍的能力。

2. 帮助学生掌握相关词汇和句型，提高口语表达能力。

3. 培养学生的跨文化交际意识。

三、课型新授课四、课时2课时五、教学重点1. 自我介绍的基本结构和常用词汇。

2. 自我介绍中的常用句型和表达方式。

六、教学难点1. 自我介绍时如何流畅地运用英语。

2. 如何在自我介绍中展示自己的个性特点。

七、教学过程（一）导入新课1. 创设情境：教师用英语向学生进行自我介绍，激发学生的学习兴趣。

2. 提问：学生尝试用英语进行自我介绍，教师给予评价和指导。

（二）讲授新课1. 词汇教学：介绍与自我介绍相关的词汇，如：name、age、major、hobbies等。

2. 句型教学：讲解自我介绍中的常用句型，如：My name is…；I am…years old；I study…；I have many hobbies, such as…等。

3. 语法讲解：讲解与自我介绍相关的语法知识，如：一般现在时、现在进行时等。

（三）巩固练习1. 学生进行小组练习，互相进行自我介绍。

2. 教师巡视指导，纠正发音和语法错误。

（四）归纳小结1. 教师引导学生总结本节课所学内容，包括词汇、句型和语法。

2. 学生复述自我介绍的基本结构和常用表达方式。

（五）作业布置1. 学生课后进行自我介绍，并录制视频，以便教师进行评价和指导。

2. 收集学生的自我介绍视频，进行展示和分享。

八、板书设计1. 课题：《全新版大学英语综合教程2》Unit 1：Introducing Yourself2. 词汇：name、age、major、hobbies、introduce、like、prefer等3. 句型：My name is…；I am…years old；I study…；I have many hobbies, such as…等4. 语法：一般现在时、现在进行时等九、教具1. 多媒体课件2. 录音机3. 录像设备十、教学反思1. 本节课通过创设情境、小组练习和视频展示等方式，激发了学生的学习兴趣，提高了学生的口语表达能力。

Unit 1 “We’ve Been Hit”Section One Pre-reading ActivitiesI. Audiovisual supplementWatch the video and answer the following questions.1. What’s the building that was hit?2. What was the event? When did it happen?（插入视频）Script:News: We have unconfirmed reports this morning that a plane has crashed into one of the towers of the World Trade Center. CNN Center right now ...Officer A: Holy shit!News: ... work on this story, calling our sources and trying to figure out exactly what happened, but, clea rly, something relatively devastating happening this morning there. We’re going to join another one of our New Y ork affiliates for their live coverage. Here at the top of this tower, there’s a huge, gaping hole, flames still inside.Officer B: Can you believe this? What schmuck笨人 would fly a plane into the Trade Center? Officer C: Maybe they ran out of gas or something.Officer B: Y eah, Colovito. Right.Officer D: Maybe some jerk-off forgot which lever to pull on his twin-engine.Officer E: That’s not a sma ll plane.Officer B: Hell, no.Police Chief: All right, listen up! Let me have your attention here! They’re telling us it’s a commuter plane. Tower One is being evacuated as a precaution. They’ve asked us to send a team down to assist. Sergeant McLoughlin.Team Leader: I’ve got a list of names here. Step out when you hear it. We’re going downtown. (Roll-calling)Answers to the Questions:1. The building is the Twin Towers of the World Trade Center in New Y ork City.2. It was one of the 9/11 attacks. It happened on September 11, 2001.II. Cultural information1. President Bush’s address to the nation（添加录音gwb9-11address）Good evening. Today, our fellow citizens, our way of life, our very freedom came under attack in a series of deliberate and deadly terrorist acts. The victims were in airplanes or in their offices: secretaries, business men and women, military and federal workers, moms and dads, friends and neighbors. Thousands of lives were suddenly ended by evil, despicable卑劣的 acts of terror. The pictures of airplanes flying into buildings, fires burning, huge structures collapsing have filled us with disbelief, terrible sadness and a quiet, unyielding anger. These acts of mass murder were intended to frighten our nation into chaos and retreat. But they have failed. Our country is strong.A great people has been moved to defend a great nation. Terrorist attacks can shake thefoundations of our biggest buildings, but they cannot touch the foundation of America. These acts shatter steel, but they cannot dent削弱 the steel of American resolve. America was targeted for attack because we’re the brightest beacon灯塔 for freedom and opportunity in the world. And no one will keep that light from shining. Today, our nation saw evil —the very worst of human nature — and we responded with the best of America. With the daring of our rescue workers, with the caring for strangers and neighbors who came to give blood and help in any way they could. Immediately following the first attack, I implemented our government’s emergen cy response plans. Our military is powerful, and it’s prepared. Our emergency teams are working in New Y ork City and Washington D.C. to help with local rescue efforts. Our first priority is to get help to those who have been injured, and to take every precaution to protect our citizens at home and around the world from further attacks. The functions of our government continue without interruption. Federal agencies in Washington which had to be evacuated today are reopening for essential personnel tonight and will be open for business tomorrow. Our financial institutions remain strong, and the American economy will be open for business as well.The search is underway for those who were behind these evil acts. I have directed the full resources of our intelligence and law enforcement communities to find those responsible and to bring them to justice. We will make no distinction between the terrorists who committed these acts and those who harbor窝藏 them.I appreciate so very much the members of Congress who have joined me in strongly condemning 谴责 these attacks. And on behalf of the American people, I thank the many world leaders who have called to offer their condolences哀悼and assistance. America and our friends and allies join with all those who want peace and security in the world, and we stand together to win the war against terrorism.Tonight, I ask for your prayers for all those who grieve, for the children whose worlds have been shattered, for all whose sense of safety and security has been threatened. And I pray they will be comforted by a Power greater than any of us, spoken through the ages in Psalm 23:Even though I walk through the valley of the shadow of death, I fear no evil for you are with me. This is a day when all Americans from every walk of life unite in our resolve for justice and peace. America has stood down enemies before, and we will do so this time. None of us will ever forget this day, yet we go forward to defend freedom and all that is good and just in our world.Thank you. Good night. And God bless America!2. September 11 attacksThe September 11 attacks (often referred to as September 11th or 9/11) were a series of coordinated suicide attacks by al-Qaeda upon the United States on September 11, 2001. On that morning, 19 al-Qaeda terrorists hijacked four commercial passenger jet airliners. The hijackers intentionally crashed two of the airliners into the Twin Towers of the World Trade Center in New Y ork City, killing everyone on board and many others working in the buildings. Both buildings collapsed within two hours, destroying nearby buildings and damaging others. The hijackers crashed a third airliner into the Pentagon in Arlington, Virginia, just outside Washington, D.C. The fourth plane crashed into a field near Shanksville in rural Pennsylvania after some of its passengers and flight crew attempted to retake control of the plane, which the hijackers had redirected toward Washington, D.C. There were no survivors from any of the flights.The death toll of the attacks was 2,995, including the 19 hijackers. The overwhelming majority of casualties were civilians, including nationals of over 70 countries. In addition, there is at least onesecondary death — one person was ruled裁决/认定 by a medical examiner to have died from lung disease due to exposure to dust from the World Tra de Center’s collapse.Section Two Global ReadingI. Main ideaThe text describes a particular episode in the disaster that occurred on September 11, 2001 in New Y ork, in praise of the courage and compassion of man. It presents three people in the attack, who demonstrated great valor trying to save those who were in danger and needed help.II. Structural analysis2. What is the function of the last part?It is a most touching scene. It seems to suggest that the author has, from what is described above, reached the conclusion about the ultimate moral dilemma: ―Save yourself, or save another.‖Section Three Detailed ReadingText INarration clues:Part One (1): Adam Mayblum worked in his office on the 87th floor of the WTC.Part Two (2-9): WTC was crashed. Adam Mayblum helped others and ran down himself.Part Three (10-30): Harry Ramos was the head trader4 at May Davis. He helped others. He and Hongzhu helped Victor, a heavyset man from the 53rd floor to the 36th floor. Harry Ramos stayed to help Victor and died.Part Four (31-34): May Davis held a gathering. People recalled Harry Ramos’s sacrifice due to helping V ictor.―We’ve Been Hit!‖With the building in flames, one man needed help. Another man refused to leave him.1 Adam Mayblum used to enjoy watching as storms lashed the windows of his office: Y ou think that’s power? Mayblum would scoff. I’m on the 87th floor of the World Trade Center1. That’s power. The drawstrings 拉绳on his window shades 窗帘would appear to sway 摆动slightly, but it was an illusion错觉. Although they were 1,040 feet in the sky, The WTC was quite steady.Paragraph 1Questions1. How much do you know about the World Trade Center?The World Trade Center was more than its signature twin towers: it was a complex of 7 buildings on 16 acres, constructed and operated by the Port Authority of New Y ork and New Jersey. The towers rose at the heart of the complex, each climbing more than 100 feet higher than the silver mast of the Empire State Building. The World Trade Center was hit by hijacked planes on September 11, 2001.2. What images are used to emphasize the steadiness of the WTC?Storms and drawstrings.Words and Expressions1. lash vt. hit violently or suddenlye.g. The farmer lashed the mules with a stick.The waves lashed the shore.Collocation:lash out (at / against sb. / sth.) make a sudden violent attack with blows or wordsSynonym:whip, beat2. sway vi. move or swing from side to sidee.g. He swayed slightly, as if about to fall.他身子一歪，像要倒下。