新编大学英语第二册完整版教案

Unit 1 LoveUseful InformationWhether it is a mother’s nurturing love for her child, a son’s loyal love for his father, the love between husband and wife, or the love between friends, love is a universal emotion that expresses itself in every culture. To love is to be human. To need love is also to be human. Children, for example, need loving care in order to be emotionally healthy.Love is a deep feeling of fondness, affection and friendship that grows between two people. Romantic love usually begins as passion and evolves with time to a more lasting sense of attachment. Many of the famous romantic love stories in various cultures end in the tragedies of death or betrayal. The loss of love is a favorite musical theme and the subject of countless stories, operas, songs, and ballads.The verb “like” is not as strong as the verb “love” and generally does not imply deep emotions. “Like” means to find pleasure or satisfaction in something or someone: I like eating at the restaurant; My son likes his teacher. In English, the word “love” is often used informally instead of “like” in an intensified sense: He loves music; Children love ice-cream; She loves her new job. However, “love” and “like” are not totally interchangeable. It is often the context that indica tes the strength of the word “love”. The verb “love” should not be used in the first person, when speaking to another person, except in romantic situations (I love you). When in doubt as to which verb to use, it is better to use “like” with an adverb: I li ke your dress a lot; I really like my professor; His boss liked his proposal immensely.Part One Preparation2. Can You Tell the Difference?Sample 1It’s true that motherly love is unconditional. I believe what I’ve got from my mother is the deepest love I’ve ever received. When I was at home, mother took good care of me and did what she could to meet my needs. For example, she remembered all my birthdays and bought nice birthday gifts for me, but she never celebrated hers. At home she woke me up in the morning after she had prepared breakfast. Sometimes she even combed my hair while I was having breakfast so that I could get to school on time. She treated my classmates kindly when they were with me. I know that’s because they were my good friends. Now I’m away from home, she calls me every two or three days asking about my college life and what she can do for me. It seems that my life is much more important than hers.As for fa therly love, I’m not sure if his love is conditional, but obviously it’s different from mother’s love. Father also loves me very much. He pays more attention to my education and what I’m going to be in future. He doesn’t care much about my daily life, but asks me to keep him informed of my study and progress. During my last year in high school, he was unusually patient with me. He encouraged me when I wasn’t doing well at school and helped me when I had difficulties. Father must have been a math wizard in his school days. He seemed to know all the solutions to my math problems and could point out my weaknesses. Following his instructions, I began to feel interested in math myself.Sample 2I think there’s something in his statements, although it’s hard for m e to identify whose love is fatherly and whose love is motherly in the case of my parents. Unlike most mothers in the world, my mother has been very strict with me. Maybe she thinks a boy should develop a strong, tough and persistent personality to be able to get around in this competitive world. She pays a lot of attention to my study and has been concerned with my progress. Although she didn’t receive higher education herself, she believes it is essential to me and hopes I can continue my study after I finish the undergraduateprogram. When I didn’t do well in school, mother would ask me to reflect on my failure and see how I could do better the next time. Mother would be very angry if I argued for my problem or covered any of my wrong doings. Several times when I was in my junior high school, I doubted that I was her biological son.On the other hand, my father has been very kind to me. He knows my needs and does his best to satisfy them. When mother criticized me, father would comfort me afterwards. When father had something good, he would ask me if I needed it. I still remember father bought me a lot of toys in my childhood, such as toy vehicles and robots. And he bought me a lot of books during my school years. Father even made a few of his business trips during my vacations so that he could take me with him to see the places. Now father always looks forward to my going back home before holidays. Each time he would offer me the nice things he has bought or received since I last saw him and feel very happy if I take any of them. I also enjoy his company very much, feeling secure and relaxed. That’s why I often think I have the best father in the world.3. Someone You Love MostSample 1I love my mother most, because she’s always very kind to me, unlike my father who will scold me or slap me if I make mistakes or if I am naughty. My mother is an ordinary-looking woman, but in my eyes she is very beautiful. She is very hard-working, and does almost all the housework. When I was working for the entrance examination, she was very thoughtful and never let me do any housework. When I didn’t do a good job in school, she would encourage me and hope I would do better next time. When I was hungry at night, she would fix a snack for me. She is a good cook, now it’s a pity that I am not able to have what she cooks because I am far away from home.Sample 2I spent my childhood with my grandfather because my parents were too busy to take care of me at that time. Now I often visit him, especially in holidays. He’s a very kind and knowledgeable person. He reads a lot and knows so much about the history of our country. Before I could read, he told me many interesting stories: stories about Monkey King, heroes in The Three Kingdoms and Water Margins, etc. When I was in the e lementary school, he began to buy books for me and that’s why reading is always my hobby.I believe I owe a great deal to my grandfather for my growth, physical and intellectual. He’s been taking good care of me and I often feel I’m lucky to have such a ki nd, thoughtful, intelligent and generous grandfather.Part Two Reading-Centered ActivitiesIn-Class ReadingI.Pre-Reading1. I feel pity towards those who are disabled. I wonder how they can manage in their daily life and whether they have a job. I feel lucky that I’m not disabled.2. Yes. My aunt is deaf and dumb. She has been like this since her childhood. My grandmother said that she became deaf because of taking the wrong medicine. She is now more than seventy years old and she has never been married. She was very kind to me. In fact it was she who brought me up. She often felt it was unfair because she couldn’t hear. But she is very intelligent, and she is good at sewing. She sometimes kidded me with gestures that she wanted to cut off her ears becaus e they didn’t work.II. Passage ReadingNotes:1. There are five districts in N.Y. They are also called five boroughs. They are: Manhattan, Brooklyn, the Bronx, Queens, and Staten Island. Central Park and Harlem are both located in Manhattan. Brooklyn is located just across the river from Manhattan.2. The subway station uses tokens and they cost about 50 cents each.3. Baseball is an outdoor game between two teams of nine players, in which players try to get points by hitting a ball and running around four bases. It is one of the most popular games in the United States.Words, Phrases and Grammatical Points1. …I was embarrassed to be seen with my father(l.1)This can be paraphrased as “I was embarrassed when the others saw me together with my father”.2. despite (l.9)e.g. Despite all our efforts to save the school, the County decided to close it.She went to Spain despite the fact that the doctor had told her to rest.同义词组：in spite ofe.g. We went out in spite of the rain.Kelly loved her husband in spite of the fact that he drank too much.3. ice-free 类似的词有：a salt-free diet, a trouble-free journey, duty-free, rent-free 等(l.14)4. …nor did he show any envy of the more fortunate or able. (l.20)这是一句用“nor”引导的倒装句。

Unit 8 CreativityL Teaching ObjectiveTheoretically based on College English Syllabus (1999); College English Curriculum Requirements (2004), and the students9 actual command of English and the content of the prescribed teaching materials taken into consideration, this course is intramural, namely, an intramural course for non-English majors for a four-term duratio n.lei Background KnowledgeCreativity is important to the human being. Without it, we would have no any development. "Being creative^ means thinking wildly, thinking of thinks that are beyond the normal people's idea, solving problems in unusual way and thinking and doing things, surpassing the tradition and custom・ The human being, the ordinary people as well as the scientists and inventors have great creativity. Generally speaking, creativity does not necessarily require sophisticated skills or great intelligence. The creative process often relate to intuitive perception, "lateral thinking冷and experimentation by trial and erroi;In our daily life, we can find a lot of stories and examples about creativity. For instance, teachers don't like the students who are "naughty" but perhaps creative. Parents generally hope their children to keep quiet and obeyed instead of following their own thoughts and ideas, which probably present the children^ creativity in their body and mental.Chinese are creative・ Since ancient time, our fathers had "Four inventions^ which have been influencing the Chinese history, including the world history till today. Only because of great creativity of Chinese, the world benefits a lot from it.②Linguistic KnowledgeWords z boundary, dismiss, mask, practically, sacrifice, scorn, vital, agenda, appoint, attendant, container, encounter, hesitation, intervene, kindergarten, manual, mere, rear, rectangular, tease, vicinity, withdraw, audience, desirable, discern, dominant, enhance, illuminate, incident, primary, principal, relevant, reliance, retrospect, subsequent, ultimate,Expressions and Collocations:involve.••in, sacrifice …for, be up to…,for the sake of, not in the least, on occasion, time and again, feed back, proceed to, to the point13 Language SkillsListening, ability to take notes while listening to tape・Speaking,ability to talk about the subject with convincing and reasonable argument freely.Reading, fast reading of passages of the same kind.Writing, ability to rewrite texts in simpler form.1.4 Learning Strategies-trainingStudents are motivated to do all kinds of classroom activities, with the help and guidance of the teacher occasionally. Participation and cooperation is of paramount importance,hence should be encouraged and emphasized・2.Key Points and Difficult Points2.1Key PointsWords or collocations related to “creativity”2.2Difficult PointsAs far as language is concerned, difficult words and expressions are frequent in such texts. It is not easy for average students to grasp what each text is about.3.Pedagogical ApproachesStudent-centered and task-based, interaction between the teacher and the learner and among learners- Teacher's interpretation is of paramount importance.4.Teaching ArrangementThis unit will be finished within 6 periods in the classroom teaching/learning: 2 periods are for listening and speaking; another 2 periods for passage reading; the last two periods for story telling and story making.Periods 1&2 Listening and SpeakingL Teaching Content and GoalsTeaching ContentPreparation (pl95)Listening-Centered Activities (Listening 1, 2 ps 196-7)GoalsAfter these two periods, students are to be able to be freer to understand passages in difficult language related to the topic of "creativity：2<lClassroom Teaching/learning DesigningCreativity is a rather vague ability that usually implies originality and imagination. Although one normally associates creativeness with artists and poets, people of all ages can demonstrate creativity in a wide variety of ways.A child can create an imaginary village from an odd assortment of sticks and stones.A factory worker can solve a complex mechanical problem in an inventive fashion.An advertising agent can think up an inexpensive and humorous way to reach a new clientele.As a general rule, creativity does not necessarily require sophisticated skills or great intelligence. The creative process often involves intuitive perception、"lateral thinking- and experimentation by trial and error. In other words, a creative person might guess at a possible solution, pull in comparisons from totally unrelated fields, and accept mistakes as a normal part of problem-solving. Are there situations or attitudes that inhibit or prevent creativity?Teachers who regard energetic and inquisitive children as ”naughty” probably discourage creativity.A boss who feels threatened by employees questioning old ways and who calls suggestions a "nuisance” is not favoring creativity in the workplace.Parents who expect their children to draw or paint like great masters will not tolerate "messy” or n ugly n artwork・Education — Chinese and Western— involves learning skills and acquiring a body ofknowledge in many fields- This aspect of education does not enhance creativity which is generally considered to be one of the key aims of Western education.Certainly since the 1960s in the United States, Canada and Australia increasing efforts have been made to integrate strategies into the educational system that help children to learn H by doing'； by u hands-on H class work and by special ^projects11.All of these student-centered activities are designed to teach children to draw conclusions from their own observations or from those of their group and especially to learn how to research a topic on their own.Science fairs and science Olympics encourage middle school and high school students to invent all kinds of things.Children are also expected to ask questions and to work independently at a very young age.Creative writing classes allow children to write short stories and novels. The quality may be questionable、but the aim is to give students total freedom to experiment.An educational system that fosters creativity presupposes the positive value of individualism. Cultures that stress collectivism and group solidarity may not place great importance on individual expressions of creativity.Societies or institutions based on a hierarchical distribution of power may regard individual creativity as irrelevant and destabilizing.Strategies that encourage children to experiment and think for themselves are often criticized because they slow down the learning process and the acquisition of skills. In other words, they are considered to be inefficient. Certainly they do imply a tolerance for guess work, errors and imperfection・PreparationWhat is creativity?Directions: Discuss in groups what is meant by "being creative^. First, each member writes a definition for it. Then discuss your definitions in your group."Being creative^ means one can think of things that others cannot. “Being creative^ means one can solve problems in a simple and original way. "Being creative" means one can think and do things in an unusual way.Sample answersBeing creative is not limited to scientists or artists. Actually, ordinary people also do creative work in their lives. It is carried on all the time by amateur inventors who find new and more convenient ways of doing everyday things. For example, the paper clip was invented by a man who kept losing his paperwork. Thanks to his own invention, he，s now very well organized・"Being creative^ means thinking wildly/thinking of things that are beyond the normal peopled idea./ solving problems in unusual way./ thinking and doing things surpassing the tradition and custom・"Creativity^ means original ideas."Creativity^ means unusual way of approaching a problem.“Creativity" means go beyond norm, tradition, custom, etc."Creativity" even means wild thinking.The Four Great InventionsChina's long history has seen some extremely important inventions emerge （丿呂丿戍人most noticeably gunpowder, paper making, printing and the compass, which, in the words of Roger Bacon, changed the whole appearance （夕卜观）and status （匸青形）of things in the world.China was the first country in the world to make proper pape匚Paper made during the Western Han Dynasty （202 BC-16 AD） has been found in Gansu Province, Xian and other places in Shaanxi Province as well as Xinjiang. A further development of paper is credited to （把 .......... 归给）Cai Lun of the Eastern Han （25-220）. He used plant fiber such as tree bark, bits of rope, rags and worn-out fishing nets as raw materials （原材料）.In 105, Cai presented the first batch of paper made under his supervision （管理）to the Han emperor, who was so delighted that he named the material "Marquis Cai's paperEastern Han Dynasty paper found in Wuwei, Gansu, in 1974 carried words which were still clearly decipherable （可判读的）• Thin, soft, and with a smooth finish and tight texture （质地），this paper is the most refined and oldest paper discovered to date.Before paper was invented, the ancient Chinese carved characters on pottery （陶animal bones and stones, cast them on bronzes, or wrote them on bamboo or wooden strips and silk fabric. These materials, however, were either too heavy or two expensive for widespread use. The invention and use of paper brought about a revolution （革命）in writing materials, paving the way for the invention of printing technology in the years to come.The invention of gunpowder was no doubt one of the most significant （冇意义的）achievements of the Middle Ages in China. The correct prescription （扌旨示）for making gunpowder with niter, sulfur and carbon was probably discovered in the ninth century. In fact, in his book, Ge Hong in the third century records the procedures （无呆序）for making a kind of mixture that could be ignited （点燃）• After the Tang Dynasty （618-907）, things took a much faster course as gunpowder was already used in simple hand-grenades （手扌留弹）which were thrown by a catapul匚In 1126, Li Gang, a local official, recorded how he ordered the defenders （防卫者）of the city of Kaifeng to H fire cannons11 at the invading （侵袭）Nuzhen tribal people, inflicting （造成）heavy casualties on the invaders.The first prescription for gunpowder appeared in 1044, much earlier than the earliest （1265） gunpowder-making instructions recorded in Europe・ By the Song Dynasty （960-1126）, gunpowder was in extensive （广泛白勺）use. Weapons made with it included rifles and rockets. The Song army also used a kind of flame thrower which involved packing gunpowder into bamboo tubes. The earliest picture of a European cannon shows that it bears a striking similarity （类彳以处）to Chinese cannon of 1128.About 1230, the Song army had cannon powerful enough to breach （扌『破）city walls.A bronze Chinese cannon cast in 1332 is the oldest one in the world extant today ・ Many bronze and iron cannons have been unearthed （掘出）in China, most of them bearing inscriptions （题字）dating them to between 1280 and 1380・On the basis （基础）of printing using carved blocks in the Tang Dynasty, Bi Sheng of the Northern Song Dynasty invented movable type printing in the 1040s, which ushered （宣告）in a major revolution in th e history of printing・Bi's printing consisted of four processes: making the types, composing the text, printing and retrieving （重新得至U） the movable types. According to Dream Stream Essays, Bi Sheng carved individual （个别的）characters on squares of sticky clay, then baked them make clay type pieces. When composing a text, he put a large iron frame （扌匡架）on a piece of iron board and arranged the words within the frame. While one plate was being printed, another plate could be composed・ After printing, the movable types were taken away and stored for future use. Movable type printing has a very important position in the history of printing, for all later printing methods such as wooden type, copper type and lead type printing invariably （不变地）developed on the basis of movable clay types. Bi Sheng created movable type printing more than four hundred years earlier than it was invented in Europe・According to ancient records, natural magnets （磁铁）were employed in China as direction-finding devices （设计）.This led to the first compass, called a sinan （south-pointing ladle） during the Warring States Period （战国时期）.In the Han Dynasty compasses consisted of a bronze on which 24 directions were carved and a rod （棒）made from a natural magnet. Such devices were in use until the eighth century ・In the Song Dynasty, Shen Kuo described the floating compass, suspended （悬挂）in water, a technique which minimized （将减至lj最少）the effect of motion on the instrument. This enabled the compass to be used for sea navigation （航彳亍）for the first time. The invention of the compass promoted maritime （海上白勺）undertakings, and its use soon spread to the Arab world, and thence （从那时起）to Europe.China's four great ancient inventions made tremendous contributions （贡献）to the world's economy and the culture of mankind. They were also important symbols （象征）of China's role as a great world civilization （文化）.Tsai Lun, is the inventor of pape匸He lived and served as an official at the Chinese Imperial Court at the Han Dynasty in China at about 1800 years ago. In or about the year 105 A.D., he presented Emperor Han Ho Ti with samples （样品）of paper. Chinese records do mention and credit Tsai Lun with the invention of paper. His name is well known in China.Tsai Lun was a eunuch （太监）.Because he was an officer, he had the access （通路）to lots of resources, including money and human resources, for papermaking research. He was promoted （晋升为）by the Emperor for his invention and became wealthy （富冇的）.Later he got involved in palace intrigue （诡计）,which led to his downfall （衰败）• Finally he ended his life drinking poison.It's hard to imagine how the world would be like without pape匸In China, before Tsai Lun, books were made of bamboo, which were heavy and clumsy （笨扌出的）•Some books were made of silks, which were very expensive. In the West at that time, books were made of sheepskin or calfskin. Tsai Lun improved the technology of making paper from sesame fiber. He used recycleable (可循环再利用的)materials such as bamboo, tree skin and shabby cloth to make paper. The technique of papermaking was kept as a secret for five centuries in China. In 751, some Chinese papermakers were captured by Arabs, and later paper was produced in the Middle East. The arts of papermaking gradually spread and in the twelfth century the Europeans learned the arts from the Arabs. Paper became the most common writing material in the West- Today, paper is the most commonly used materials in human life, not just as a medium (媒介)of communication. Tsai Luns contribution to civilization is priceless (极贵重的)！Creativity and inventionsDirections: Discuss in groups the following list of inventions and describe how they represent creative ways of doing everyday things- In your discussion, you might consider first the things they replaced・Sample answersThe typewriter replaced pens and pencils, which enabled people to write much more quickly and neatly.The calculator replaced mental calculations, table and the abacus. The results are more accurate, the problems can be finished more quickly, and complex operations with large sums a\can be solved easily.The light bulb replaced candles, lamps and torches. Electricity can be used at any time of the day or night conveniently. With electric lights, people can do business actively instead of relying on sunlight or moonlight, etc.The ballpoint pen replaced pen and ink. It is more convenient, easy too carry and often neater without causing much trouble, e.g. making your paper dirty with ink.The refrigerator replaced other ways of preserving food or something else, which enables people to keep vegetables and other foods fresh for many days without worrying the food getting rotten.2>4Whafs my lineDirections: The following drawings are composed of English letters which spell the names of the six occupations listed below・ Look closely at the drawings and match them with their appropriate occupations.1)actress 2) waiter 3) artist 4)butcher 5) banker 6) actor2>5Listening centered activities2.5.1Listening 16.1The Informality in American ClassesDirections: Listen to the passage and decide which is the best answer to each of the questions.What is NOT the feeling of foreign students in American classrooms?shocked B. embarrassed C. afraid D・ uncomfortableWhat is Professor Edward Johnson sometimes called by his students?A. Professor Johnson EdwardC. Mr. JohnsonD. Professor EdwardA. They do not respect them.B. They admire them very much.C. They can openly criticize them.D. They usually do not obey them.④ How would a foreign student feel if he tried to imitate the behavior of American students?How can this problem be solved according to the passage?Return to their homeland. Talk about it with their classmates. TapescriptWhen students from other countries come to the United States, they aresometimes shocked at the informality in American college and university classes. For example, American professors do not dress up and they generally call students by their first names. Students can speak out in class, where they do not even need to raise their hands. In addition, in many schools, students can drink coffee, tea, juice, or soft drinks during classes.Foreign students can usually get used to these differences easily. However,two examples of American informality are very difficult for some foreign students to understand. First, students sometimes call their teachers by their first names. Instead of calling a teacher M 匚 Smith or Professor Johnson, they call them Tom or Barbara. In some countries, it is not possible for students to "first-name^ their teachers.Second, American students sometimes criticize the ideas of their teachers. They might also give their teachers suggestions about changing something in the class- In many countries, students cannot openly criticize their teachers or classes.Thus, some foreign students feel shocked, embarrassed, and uncomfortable in American classrooms. They have two choices. One, they can imitate the behavior of the American students. But in this case, they might feel uncomfortable anddisrespectful. Two, they can continue to follow the customs from their homecountries- But in this case, the American teachers and students might think that the foreign students are too formal or too quiet.What is the solution to this problem? There is no easy answer. However, time will help to solve the problem, because foreign students will become accustomed to the new behavio 匚(269 words)2.5.2 The Power of ColorWords You Need to Know for Listeningoutfit ［服装］套装 endocrine gland 内分泌腺 hormone 激素 adrenalin 肾上腺素 spectrum 光谱 enhance 增进 reflective 反射的 violet 紫色 enliven 使有生气 intuitiveness 本能Directions: Listen to the passage and fill in the table with the information you get from the recording.A. Disrespectful B. Polite. C- Easy. D. Relieved.A. There is no answe 匚D, Time will help.Wouldn't it be great if changing your mood was as easy as changing your outfit? Well, according to physiologists, it is一when you use the power of colo匚Here's how it works: When you see a color, your brain sends a chemical message to your endocrine glands, which release the appropriate hormone into the bloodstream. So for instance, if you wear red, a color the brain finds exciting, it sends a signal to the adrenal glands to pump adrenalin into the body which, in turn, puts you in the mood for love. °Blue, which is on the cool end of the spectrum, has a calming effect on the nerves. Wear blue if you want to keep you cool during a busy day with the children, or to wind down and de-stress after work. By contrast, orange creates a joyful atmosphere and focused activity.Also, yellow is a cheerful color reminding us of summer days, and it aids in decision making.White, however, enhances brain power and a reflective mood. Violet is also a color which stimulates the mind toward creative thought. As well, it increases intuitiveness. Green is a relaxed color of spring time buds on trees, like spring time it also enlivens tired muscles. (203 words)Homework1.1Every student is to retell the stories in listening 1, 2 after class to yourroommates.1.2Every student is required to have memorized all the new words in this unit beforenext class, which is a mus匸Periods 3&8 In-Class ReadingLTeaching Content and GoalsTeaching Content1 .Warming-up exercise: Enriching your words power (p6)2.In-Class ReadingWhy the Tortoise's Shell Is Not Smooth (p9-15)GoalsAfter these two periods, students are to be familiar to some vivid myths or legends, and able to make and tell stories of the same kind skillfully and convincingly. In the meantime, some expressions and collocations are valuable.2<Classroom Teaching/Iearning Designing2Warming up exercise:Ten minutes for revision of the previous periods before today's new task.2Pre-reading questions1 ・ Did your parents ever let you make decisions when you were young? What do you think of your parents' practice?Sample:No. They made the decisions and I obeyed・ If I did not obey, I would be punished. They meant well and wanted to teach me the right moral values and not to make mistakes. But sometimes I think they should have let me discover things by myself. I think that children are very clever and should be encouraged to make some decisions by themselves-2. Did your parents allow you to speak to guests who came to your house? How did you feel if you were not allowed to?Yes. I could talk freely with the guests of our family. If I had not been allowed to speak to them, I would have felt like a little child or an outsider even though I was not really young, and I would not have felt like part of the family.23 language point1)boundaryn.边界，范围bound v.束缚，限制【联想记忆】boundless adj.无限的，无穷的bounds n.限界，范围，止境【例彳|J 】There is no boundary to human knowledge.人类知识没有尽头。

教学目标：1. 理解并掌握课文中的重点词汇和短语。

2. 分析并理解课文的主题和作者的观点。

3. 培养学生的阅读理解能力和批判性思维能力。

4. 培养学生的口语表达能力和写作能力。

教学重点：1. 词汇和短语：time, moment, happy, unhappy, realize, understand, etc.2. 主题：婚姻与自由的关系。

教学难点：1. 理解课文的主题和作者的观点。

2. 培养学生的阅读理解能力和批判性思维能力。

教学过程：一、导入1. 利用多媒体展示与课文相关的图片，激发学生的学习兴趣。

2. 提问：同学们，你们知道什么是婚姻？婚姻与自由有什么关系？二、新课导入1. 学生自主阅读课文，了解课文内容。

2. 学生分享阅读心得，教师引导学生总结课文主题。

三、词汇讲解1. 教师讲解课文中的重点词汇和短语，如time, moment, happy, unhappy, realize, understand等。

2. 学生跟读，巩固词汇。

四、课文分析1. 学生分组讨论，分析课文的主题和作者的观点。

2. 教师总结学生的讨论结果，引导学生理解课文的深层含义。

五、拓展活动1. 学生分角色朗读课文，提高口语表达能力。

2. 学生根据课文内容，进行角色扮演，展示自己对课文的理解。

六、写作训练1. 学生根据课文主题，写一篇短文，表达自己对婚姻与自由关系的看法。

2. 教师批改学生作文，给予反馈。

七、总结1. 教师总结本节课的教学内容，强调重点和难点。

2. 学生回顾本节课所学，提出疑问。

教学反思：本节课通过导入、新课导入、词汇讲解、课文分析、拓展活动、写作训练等环节，帮助学生理解课文内容，掌握重点词汇和短语，培养学生的阅读理解能力和批判性思维能力。

在今后的教学中，我将进一步关注学生的个体差异，提高教学效果。

全新大英第二册unit1教案waysoflearningTeaching PlanUnit 1 Text A Learning, Chinese-StyleI.Teaching MaterialsText: Learning, Chinese-Style (Para. 1—4)PPTII.Teaching ObjectivesStudents will be able to:1. grasp the main idea (that it would be ideal if we can strikea balance between theChinese and the Western learning styles) and the structure of the text (introduction by an anecdote –elaboration by comparison and contrast- conclusion by a suggestion);2. master the key language points and grammatical structures in Para. 1-4;3. conduct a serious of reading, listening, speaking and writing activities related tothe theme of the text.III.Teaching Emphasis: some new words: attach, tender, neglect. IV.Time: about 20 minutesV.Teaching Steps:Step 1: Warming upQuestion 1: Two children are given two hula hoops, a toy they are unfamiliar with.Ann is given a hula hoop with instructions on how to use it.Mary is given a hula hoop with no instructions.What kind of outcomes do you expect?Ann: Learns to keep the hula hoop in motion by moving her body in certain ways.Mary :( 1) explores the hoop and discovers it's big enough to step through.(2) Balances the hoop between two objects and practices kicking a ballthrough the hoop.How do you comment on these two outcomes? Which one do you think is Chinese style in learning?Question 2: What’s the difference between Chinese and American ways to learn to accomplish a task?Chinese:Show a child how to do sth. or teach by holding his hand.(passive receptor, teacher-based)Americans: Teach children to rely on themselves for solutions to problems. (active learner / creator, student-based) Step 2: Text OrganizationPart 1 (Para. 1-5): The Chinese staff helps Benjamin to place the key.Part 2 (Para.6-13): T he author’s thoughts about different approaches to learningin China and the West.Part 3 (Para. 14): The author gives a suggestion of a more rational approach tofostering creativity and basic skills.Step 3: Text Analysis (Part 1)Task 1: How does the author introduce the topic in Text A?In this text, the author introduces the topic by an incident / anecdote of teaching a child to place a key into a slot. (a key-slot anecdote)There are several ways to introduce a topic (theme).Stating the topic directly.Posing a question.Quoting a famous saying.Relating an anecdote or an incident.Task 2: Scan Part 1 and find answers of the following questions:(1). Where and when did the incident take place?Jinling Hotel in Nanjing, in the spring of 1987.(2).Who are the main characters in this incident?The author/narrator, his wife Ellen, their son Benjamin, and hotel staff.(3).What is the attitude of the author and his wife toward the key-slot anecdote?They let Benjamin explore and enjoy himself.(4).What is the attitude of the hotel staff toward Benjamin’s efforts?They held his hand and taught him how to insert the key into the slot correctly. Step 4: Detailed study of Part 1(Para.1—4)1. attach: fasten or join (one thing to another)attach sth. to sth. be attached toE.g. Make sure that the stamp is firmly attached to the envelope before you mail it.Match English phrases with their Chinese equivalents:adapt…to 使适应于apply to 向(某人)申请confess to 承认，忏悔contribute to 捐献, 捐赠; 有助于correspond to 相当于; 相符, 符合relate to 有关, 涉及subject to 使遭受，使服从yield to 投降, 让步2. tender: a. young; gentle and loving; sensitive; easily damaged or hurt年幼的；温柔的; 敏感的; 易受伤害的Collocation:tender plants / shoots 娇嫩的树木 / 幼芽a tender subject 软心肠a tender heart 敏感的话题tender age 年幼3. not in the least: not at all小男孩似乎一点也不怕狗。

Unit Seven CultureTeaching Objectives1. Culture and characteristics of people;2. Learn to bridge a gap among different culture groups;3. To know the importance of culture in our English study;4. To enable students to master the new words and phrases.Teaching allotment6 academic hours.1)1-2 Preparation2)3-4 In-Class Reading: Bridging Cultural Gaps Gracefully3) 5-6 After-Class Reading & ExercisesFocus Points1. Key words,phrases & usagesabrupt, accompany, accomplish, assure, avoid, caution, compliment, confusion, constant, cultural, definitely, edible, fancy, farewell, feasible, gap, graceful, gracious, haste, inadequate, inevitable, involve, literally, mission, modest, modify, naughty, negotiation, polar, proposal, protest, refusal, respond, signal, surpass2. Difficult sentences1. Why is it that when you study a foreign language, you never learn the little phrases thatlet you slip into a culture without all your foreignness exposed?2. Then finally, listening to others, I began to pick up the phrases that eased relations andsent people off with a feeling of mission not only accomplished but surpassed.3.If I try to go fast to discourage them from following, they are simply put to the discomfortof having to flee after me.4.Not so a Chinese host or hostess (often the husband does the fancy cooking), who willinstead apologize for giving you “nothing” even slightly edible and for not showing you enough honor by providing proper dishes.3. Grammar focus特殊疑问词的强调; 双重否定;不定式复合结构;动名词的复合结构;be + 不定式结构Methods of Teaching1) Using multi-media teaching equipment（应用多媒体教学手段）2) Group-Discussion （分组讨论）3) Watching VCD --- Joy Luck Club (观看影片《喜福会》，讨论东西方文化尤其是中美文化的差异)I.Related Information:Culture is a very broad term used to describe the arts, the beliefs, the values, the traditions, the customs, and the institutions that are considered to be characteristic of a community, a people,a region, or a nation. Culture also includes the languages and dialects that people use to expresstheir feelings and to communicate with each other. It is often difficult to dissociate language and culture since, in most cases, language is the main medium through which culture is transmitted.Most people feel that it is impossible to really know a culture without speaking the language. In some immigrant populations in North America, however, the original language has been lost but customs and traditions are still maintained.Although many cultures in the world have remained isolated for centuries, commerce and trade have often been the source of all sorts of cultural exchanges, ranging from foods to tools.Chinese porcelain and other inventions reached Europe thanks to the silk route, for example.However, cultural exchanges have not always been fair or balanced. The native populations of North and South America were decimated by disease and alcohol brought by the Europeans.Throughout history, wars and political decisions have destroyed cultures and forced people to adopt the language and the customs of the dominate civilization.It is often assumed that if a culture is technologically advanced, it must be superior or that ifa culture is young it must be inferior. Everyone tends to make value judgments about othercultures. Finding fault with or making fun of other customs and beliefs is often merely a way of bolstering our complacency or our pride. It is certainly much easier to learn about other cultures if one approaches them with an open mind and if one respects differences rather than criticizing them. Often something that appears strange or unusual in another culture is in fact very logical and part of a deeply rooted tradition. What might seem rude in one culture might seem perfectly normal and acceptable in another culture. Tolerance and curiosity are key factors in all cross-cultural learning experiences.Although modern transportation and communications have reduced the world to a …global village‟, there are still many fascinating cultural differences to explore. Discovering ho w people from other regions or other countries see the world can be an enriching experience. Tasting new foods, listening to different music, and studying the architecture or the literature of other cultures can open up new perspectives on life.Customs1)customs in JapanThe Japanese are noted for their courtesy. They bow all the time and repeatedly. Japanese who greet people from the west often try to do two things at once. They try to bow to follow localcustoms. They shake hands, they also move their body up and down as if they are bowing. It looks like they are trying to pump water from an old pump at a well.2)ritual“R itual” refers to the things people unanimously do or day when parting.II.Suggested Class Activities:1. W arming-up activity: story-tellingPurpose: getting to know the different manner between western world and ChinaForm: Group discussion and respective talkStep 1 . try to tell a story concerning about the difference between western countries and China Step 2make clear of the difference which may be a good consultant in your communicating with the foreignersStep 3 try to work out what caused in the difference.Expected come-out1. a logical structure of the story.2. well-organize plots and development a quick mind in catching the point.II. Role-play(activity ) for further developmentPurpose; knowing the basic cultural differenceForm; Group discussion and role-playStep 1.getting the necessary information from the after-class reading passage on differences in the way of parting , taboos concerning gift-sending ,body language.Step 2.work in pairs, choose a topic and role-play a short conversation between a Chinese anda foreigner to show their cultural difference.Step 3. he teacher should finally restate the importance of knowing the difference and give one examples if possible.III.Further development:IV.In-Class ReadingWords and phrases1. abrupt: adj.1) seeming rude and unfriendlye.g. an abrupt manner2) sudden and unexpectede.g. an abrupt change of policyphrases: come to an abrupt end 骤然停止；make an abrupt turn /stop突然转弯/ 停下来abruption n.突然分离，断裂abruptly adv.紧急地；突然exercises:1) Buyers have withdrawn from the market in view of the abrupt turn of the trend of prices.(由于价格趋势的突然转变，买主已退出市场。

Unit Five LanguageI. Theoretical basis:College English Syllabus (1999); College English Curriculum Requirements (2004) II. Teaching Aims:In this unit students are required to:1) get to know some useful information concerning the topic of the reading passages in this unit and to know more about English culture;2) do some preparation activities such as discussion, group work, etc. to practice their spoken skill and communicative skills;3) grasp some new words and try to use these words which help them to enrich their vocabulary;4) read the in-class reading passage in a limited time and grasp some expressions and grammatical points in the in-class reading passage to improve their reading comprehension;5) do some post-reading exercises and some after-class reading to practice what they have got to know in class to improve their English comprehensive skills.;6) translate some typical sentences into Chinese or English by using some expressions learned in the reading passages to acquire some translating skills and better their translating abilities.III. Teaching MethodologyMainly applying task-based approach and communicative one to construct a student –centered classroomThe whole learning and teaching proceed is tended to follow the model of pre-task------task cycle------post-taskIV. Time DistributionAccording to Ss’English learning traits and regulations, the focus of the learning strategies, and the English level of current students; we are going to finish this unit in 8 periods: Listening & Speaking (2 periods); In-class Reading (2 periods); Exercise & After-class Reading (2 periods); Further Development &Writing (2 periods).Period I&II listening and speakingI、Teaching Content1) T’s background knowledge introduction as recruitment and Ss’ discussion onthe topic of learning skills, and enlarge their vocabulary on this unit.2) Listening of 2 passagesII、Teaching designPart One: PreparationAnswer the following questions?1. About how many most widely used languages are there in the world?⏹(About 100 most widely used languages)2．What languages are used by more second-language speakers than native-speakers as a result of the imperial expansion?⏹(English and French)3．Say something about Helen Keller.1) When did Helen Keller become completely blind?2) What was Helen like before Anne Mansfield Sullivan became her teacher?3〕How did Helen manage to learn?4〕How many foreign languages did Helen learn? What are they?4．Helen Keller (1880-1968), author and lecturer, who, though blind and deaf since the age of two, graduated with honors from Radcliffe(1904) and became a prominent worker for social reforms. Her books include:●The Story of My Life(1902);●The World I Live in(1908);●Out of the dark(1913);●My Religion(1927);●Midstream-My later Life(1929);●Let Us Have Faith(1940);●Sketch for a Portrait(1956)5．What languages are used by the United Nations?They are English, French, Chinese, Russian and Spanish.Part Two: Listening-centered ActivitiesListening I1.Explain new words (soap, critic, represent, balanced, crisis,loyalty, wooden, endlessly, cause)2.Listen to the passage and answer the questions you hear onthe tape (see page 115).3.Listen to the passage again and fill in the blanks with whatyou get from the tape (see page 115).Listening II1.Explain the new words (desirable, interpreter, ultimate, mimic,imitate, due to, numerous, identity)2.Listen to an interview on language learning. Note down in theblanks the three questions the interviewer asked (see page116).3.Listen to the interview again. Then read the choices providedin Exercise 1 and choose the right answers according to whatthe interviewee said.Part Three: Assignmentto prepare the new words on the textbook.Period 3&4 ReadingI、Teaching ContentThe title of the text is “How I Discovered Words〞(intensive reading). Language points explanation, exercise.II、Teaching Objects1) Understand and master new words and phrases: childlike, flushed, honey-,succeed, keenly, -less, to and fro, be about to do sth, prey on/upon, grope one’s way cross/along/ pass/toward, impress, persist, only to, give birth to, etc.2) Improve Ss micro-reading skills and the ability of thinking, inference andjudge in English.III、Teaching DesignA.GreetingB. Check the assignment: new words dictationC. Pre-Reading ActivitiesNew Words1.childish / childlikechildish:(of an adult) (behaving)like a child; immature; silly〔贬〕〔举止〕像孩子似的，幼稚的，傻里傻气的●Don’t be so childish! 不要这么孩子气!●His childish remark embarrassed everyone.childlike: like or characteristic of a child; innocent,孩子般的，天真的，无邪的●childlike enjoyment/trust/honest孩子般的欢乐/信任/老实●She has a childlike enthusiasm for the circus.●Tears came to his eyes as he remembered her childlike look.2．flushed: very excited or pleasedto be flushed with success/pride/joyto flush: to fill with pride; encourage (fig) 使得意，使冲动，使兴奋●The young parents were flushed with happiness at the birth of their son.●Flushed with victory, the soldiers knew no weariness.⏹to flush:(of a person, his face)become red; blush●The girl flushed(up) when the man spoke to her.●He flushed when he saw her.●Her forehead was flushed with fever.●You flush when your face goes red eg. when you are hot or embarrassed.3. honeysucklehoney---honeymoon, honeybee, honeysweet〔蜜一样甜〕, honeycomb〔蜂窝〕,honeylipped〔嘴甜的〕4. keenlykeen adj.: eager, anxiousto be keen to do sth; to be keen on sth/sb●We are especially keen to attract young people.●We did invite him, but he didn’t seem very keen on coming.●People are keen when they show interest and enthusiasm.●You are keen on an activity if you enjoy it and spend a lot of time on it.5．wordless ---less: without; not havinghomeless, leafless, meaningless, endless, treeless, hopeless, helpless, doubtless, heartless, useless, harmless, careless, speechless, powerless, fatherless, childlessD. In-Class Reading ActivitiesLanguageLanguage Pointsto and fro: back and forth; backwards and forwards; from side to side; in alldirections来回地e.g. Seeing all the people walking to and fro outside the office, I becamemore worried.They ran to and fro in the street.The man walked to and fro while he waited for the phone.to be about to do sth: to be going to do sth; to be to do sth正要/即将做某事e.g. You are about to do something when you are just going to do it, or will be doing it soon.He was about to be transferred to another part of the country.He waited until she was about to leave.He met her in the doorway just as she was about to go away.3. to prey on/upon: to produce great trouble烦恼，折磨e.g. Something preys on your mind when it worries you.His worries preyed on his mind.The thought that he was responsible for her death preyed on his mind.Feelings of quilt preyed on his mind.➢to prey on: to take/hunt/catch as prey捕食，杀害A bird or animal preys on another when it hunts and kills it as food.Cats prey on birds and mice.Strong animals prey on weaker ones.➢to prey on: to steal from; attack; make sb one’s victim掠夺，使某人成为某人的牺牲品Ships were preyed upon by pirates.4.to succeed vt: to come next after接替，取代某人或某物[same as take over]e.g. You succeed someone in a job or positionThey have decided after all to let the right man succeed me.The silence was succeeded by the striking of a clock.时钟鸣响声打破了寂静。

Book 2UNIT FourPsychology in Our Daily Life1.Develop good attitudes towards life2.To know the importance of psychology in our daily life3. Learn to use psychology to solve some problems4. Listening practice and skill training5. Some important new words and phrases should be mastered6 academic hours.1. Key words,phrases & usagesbleed, heal, likely, prescribe, rate, react, reality, reassurance, relationship, relief, role, swear, treatment2.Difficult sentences1. Sometimes all a sick person needs is some reassurance that all will be well.2. These people say that if the mind is fooled into thinking it got medicine, then it will act as ifit did, and the body will feel better.3. This would seem to show that a lot of how you react to medicine is in your mind rather thanin your body.3.Grammar focusas if 引导的虚拟语气; 名词性从句; 插入语I. Useful InformationPsychology is a young and growing science that touches on a broad range of human activities. In general, however, one can say that psychology tries to explain why people act, think, and feel the way they do. Psychologists are interested not only in how individual minds work but also in the various interactions of minds in society. It should be noted that psychology provides methods of analyzing and understanding human behavior and emotions that not based on moral codes.It is important not to confuse psychology with psychiatry, which is a branch of medicine dealing with the diagnosis and treatment of serious mental disorders. Psychiatrists, who workin hospitals, use a variety of methods including drugs, light therapy and electric shock treatments to cure or to control mentally disturbed people. However, the work of both psychiatrists and psychologists often involves an analytical process which interprets the unconscious or subconscious forces that prevent a person from functioning satisfactorily in daily life. By analyzing these forces and making the person aware of them, it is often possible to help the person deal with his or her mental and emotional problems.The whole field of psychology has evolved and expanded considerably since the early part of the twentieth century. There are now many branches of psychology and it is no longer limited to clinical work and the analysis of dreams. Over the years, qualitative and quantitative experiments on animals and humans have provided a vast amount of information on social behavior, mental development, emotional development, learning processes, motivation, personality differences, and sensory perceptions.Men and women with training in psychology now work in many different careers ranging from therapists to advertising agents. The findings of psychological research are used to the victims of family violence, to design aptitude tests, to carry out efficiency studies in the workplace, to develop educational strategies, to conduct political campaigns, and to predict consumer spending. In fact, there is hardly any aspect of modern society that has not been influenced in some way by research in the field of psychology.II. Persons related to psychologyThe whole field of psychoanalysis originated with the research of the Austrian doctor, Sigmund Freud (1856-1939). According to his theories, people are driven by irrational forces or primitive instincts. Freud believed that the inner struggle between instincts and conscience often led to disaster which was manifested in the form of personal tragedies such as murder and suicide or collective tragedies such as war. He advocated the use of psychoanalysis to help people control irrational forces. Much of Freud’s work was based on his interpretation of dreams and sexual instincts.The Swiss doctor, Carl Gustav Jung (1875—1961) is considered to be the other founder of the modern science of psychology. He proposed a theory of the collective unconscious of humanity that was not based on sexuality, but rather on universal symbols and images which he called “ archetypes”. According to Jung, the emotional experiences of all human beings are influenced by universal archetypes. These archetypes include various representations of the dark, inferior and uncivilized side of human beings, Jung used his theory not only to analyze dreams but also myths and folktales from many different cultures.PreparationStep1: picture –describing.Purpose: Knowing the skills on how to describe a picture competentlyForm:Group discussion and free talkSteps: 1. Describe the four pictures respectively and try to organize a story independently2. Connect what described in the picture with our daily life.3. Analyze the importance of being optimisticSuggested words: patient/energetic/mood/sunny optimistic/ pessimistic .etcExpected come-out:Not only should the students know some words or phrases in expressing emotions but also should the try to adjust their mood to the best condition in daily lifeStep 2 discussionTopic:How to comfort ourselvesPurpose:Make the students get to know the ways to adjust their emotionForm: Group discussion and individual talkSteps: 1. Several ways of getting comfort are mentioned here. Work in groups to discuss ♪Have you ever used any of the above ways?♪Which is the way you often use, why?♪What other methods have you used? Are they any better?2. Report the results of your discussion to the class3. Teacher gives the concluding remark on the topic.Expected results:The students are supposed to find out the best way for themselves toget comfort for further improvement in their studies.Step3: Summarize students’ answers and introduce what w e are going to study: Is ThereA Doctor in the BodyReading-Centered ActivitiesIn-class ReadingWords and ExpressionsI. NEW WORDS1. capsule: n.1) an outer covering containing a measured amount of medicine, the whole ofwhich is swallowed2) the part of a spacecraft in which the pilots live and work and from which theengine is separated when the takeoff is completed.e.g. space capsule.2.harmless: adj. not having any bad effects ,especially on people’s heathe.g. The dog seems fierce, but he is harmless.be harmless toe.g. The experiment is harmless to health.harmlessly adv.harmlessness n.harm 1) n. damage or worrye.g. He means no harm (doesn’t intend to offend anyone ) by saying what he thinks.do harm to sb./do sb. harme.g. It wouldn’t do her any harm to work a bit harder.2) v. to cause harm to, hurt (esp. a person)e.g. There was a fire in our street, but no one was harmed.Getting up early won’t harm you..Harmful: adj. causing or likely to cause harme.g. This medicine is harmful if taken in large quantities.be harmful toe.g. These chemicals are harmful to the environment.3.heal v. make or become well again, especially after a cut or other injurye.g. This cream will soon heal those cuts you’ve got.The cut in her hand healed completed without leaving a scar.heal over/ up 愈合；heal sb. of a disease治愈某人的疾病辨析: heal, cure, treat, remedyheal: (of a wounded part of the body) to become healthy again, esp. to grow new skin.cure: to bring health to ( a person) in place of disease or illnesse.g. This medicine will cure you of your cough.即：heal 和cure 均可指病或伤的痊愈，但heal 多指伤和疮的愈合，cure 多指病的痊愈。

新编⼤学英语教案（第⼆册）_Unit1LoveUnit OneTeaching Objectives1. To know the importance of the love;2.To understand what real love is;3. To learn to be a man with a good heart;4. To master the words describing love;5. Master the key language points and grammatical structures in the text;6. Conduct a series of reading, listening, speaking and writing activities related to the theme of theunit;7. To improve the students’ abilities of communication and making comments.Teaching allotment6 academic hours1-2 period preparation & listening-centered activities3-4 period In-Class Reading: A Good Heart to Lean On5-6 period After-Class Reading & ExercisesFocus Points1. Key words,phrases & usagesactivity, adjust, bother, cling, complain, content, coordinate, despite, embarrass, engage, envy, fortune, fortunate, frustrate, impatient, lean, local, navy, occasion, pace, participate, reluctance, severe, stress, trifle, worthy, urgenow that, set the pace, lean on, subject…to, engage in, see to it that,in frustration2. Difficult sentences1) If he ever noticed or was bothered, he never let on.2) When I think of it now, I marvel at how much courage it must have taken for a grown man to subject himself to such indignity and stress.3) He never talked about himself as an object of pity, nor did he show any envy of the more fortunate or able.4) But the next day people kidded him by saying it was the first time any fighter was urged to take a dive even before the bout began.3. Grammar focus1）代词it 的⽤法;2）独⽴主格结构;3）now that 引导的原因状语从句;4）介词+which 结构Teaching Methods1. Using multi-media teaching equipment （应⽤多媒体教学⼿段）2. Listening and practice （听歌填词）3. Group-Discussion （分组讨论）4. Questions and answers （课堂问答）5. Class work （班级活动）Teaching Procedures1. W arming-up (课前准备活动)2. U nderstanding background knowledge （了解背景知识）3. T ext explanation （课⽂讲解）4. E xercises （巩固练习）5. A ssignments （作业）1. Useful InformationWhether it is a mother’s nurturing love for her child, a son’s loyal love for his father, the love between husband and wife, or the love between friends, love is a universal emotion that expresses itself in every culture. To love is to behuman. To need love is also to be human. Children, for example, need lovingcare in order to be emotionally healthy. Love is a deep feeling offondness, affection and friendship that grows among people.Romantic love usually begins as passion and evolves with timeto a more lasting sense of attachment. Many of thefamous romantic love stories in various cultures end in thetragedies of death or betrayal. The loss of love is favorite musicaltheme and the subject of countless stories,operas, songs, and ballads. 2. “Love” definition from a famous bookLove is patient, love is kind. It does not envy, it does not boast, it is not self-seeking, itis noteasily angered, it keeps no record of wrongs. Love does not delight in evil but rejoices with the truth. It always projects, always trusts, always hopes, always perseveres.3. The difference between like and loveThe verb “like” is not as strong as “love” and generally does not imply deep emotions. “Like” means to find pleasure or satisfaction in something or someone: l like eating at the restaurant. In English, the word “love” is often used informally instead of “like” in an intensified sense: he loves music; children love ice-cream; she loves her new job. However, “love” and “like” are not totally interchangeable. It is often the context that indicates the strength of the word “love”. The word “love”should not be used in the first person when speaking to another person, except in romantic situations (I love you).1. Warming-up activity: Talk about the most unforgettable character in your lifePurpose: make sure of the right way to express yourself logicallyForm: group discussion and individual talk.Steps: 1.Work in groups and discuss with others about the most important person in yourlife.2. Individual statement in class to share the story together3. Concluding remarks by the teacher on the performance of the students’ story andthe mannerSuggested words or expressionsConsiderate/patient/a great helper/generous/point out one’s mistake/encouraging/tender2. Further Development: Use your imagination and make up a love storyPurpose: give the students the chance to use the vocabulary they have learnedForm: done by the whole class togetherSteps: 1. Each member of the class contributes a sentence to develop the story, this can bedone in the order of their seats.2. Others have to listen carefullyso as to know how the story goes, and then helpthe story to develop.3. C oncluding remarks by the teacher on the performance of the students’ storyand the mannerSuggested words or expressionsBoyfriend/girlfriend/hate/heartbroken/emotion/attractive/beautiful/crippled/fall in love atfirst sight/generous/handsome/loyal/devoted/hesitate/unconditionally/adoring/interactionWords and phrases1. adjust :v. change slightly, especially in order to make it more effective or more suitablee.g. adjust one ’s watchShe adjusted the lamp so that the light fell directly on her book..搭配：adjust oneself toHe adjusted himself quickly to the heat of the country.adjustable a. adjustment n. readjust v.辨析：adjust : 常指机械⽅⾯的严格调整或校正，从⽽使各部件协调，达到运转或⼯作，或可指⼈或其它动物）改变原来的⽣活⽅式、⽣活习惯，从⽽适应新的环境。

《新编大学英语第二册》教学大纲本门课程的教学目标和要求：培养学生具有较强的阅读能力、一定的听和译的能力，初步的写和说的能力，使他们能以英语为工具获取专业所需要的信息。

大学英语教学应该帮助学生掌握良好的语言学习方法，打下扎实的语言基础，提高文化素养，培养学生语言运用能力、交流信息能力，以适应社会发展和经济建设的需要。

教学重点和难点：本册要求学生掌握词汇量达600个左右，常用固定搭配、短语、习语、成语等200个左右。

课文内容的剖析及理解, 掌握作者写作目的及行文的结构方式。

教学对象：一年级非英语专业本科生教学方式：课堂讲授精读及课后练习4学时，听力1学时。

教学时数：周学时5,总学时85 （4学时精读，1学时听力）教学的具体内容及学时分配：Unit 1 FoodFood and Culture(In-Class Reading) (6 学时)教学目标和要求：This passage is about the relationship between food and culture, the feature of which is that while trying to explaining something, the author uses many illustrations to make it both convincing and understandable. It shows us that when we are writing passages, using illustrations appropriately can really help.教学重点和难点：重点单词：disgusting /butterfly /appropriate /calorie /sacred /manure /fertilize /protection /bark /apparently /taboo /nutritious /protein重点词组：feel sick/be related to/in addition /move around重点语法：动词不定式的用法教学方式：课堂讲授3学时，讨论和习题课3学时复习与思考题：1.Reading Comprehension2.Fill in blanks with the words given.3.Fill in blanks with suitable phrasal verbs.4.Structure.5.Translation.6.Story Summary.7.Text Structure Analysis.8.Structured Writing.The Menu(After-Class Reading Passage I ) (1 学时)教学重点和难点：重点单词：recitation /appetite /mood /association /publication /achieve /feature /decline /preserve重点词组：lead to/floor plan/give...credit for.../as well as/for the most part/give wayto/above all/open up/eat out/The Nutrients in Food（After-Class Reading Passage II）（1 学时）教学重点和难点：重点单词：tissue /absorption /protein /mixture /automobile /ultraviolet /tropical /acid /calcium /lemon /mineral /pollution重点词组：divide into/in short/keep together/keep... outListening Unit 1 Sports （ 2 学时）教学内容：1.学习并掌握PartA中的听力策略2.熟悉并掌握Part B中和本单元话题相关的Language Focus3.精听并完成PartB中Text的所有练习4.欣赏英文歌曲或小诗5.测试并讲解Part C 中的Additional Listening6.练习Part C中的看图说话7.欣赏英语短片听说训练：1. Reflections on the text2.Picture talk一describing pictures about sports课后练习：1.预习Part A中的听力策略2.预习Part B中和本单元话题相关的Language Focus3.预习Part B中Text的生词4.预听Part B 中Text5.课后独立完成Part D 中的Additional Listening思考题：What can sports bring us?Unit 2 PersonalityThe Misery of Shyness(In-Class Reading) (6 学时)教学目标和要求：This essay points out that shyness is the cause of much unhappiness. It's important for shy people to build self-confidence and overcome the shyness. This essay tells us how to do it in details. All of us are valuable, so we must understand ourselves well and live up to our full potential.教学重点和难点：重点单词：self-conscious /worrisome /profound /detrimental /inferior /overcome /converse /acquaintance /adversely /assurance /circulate /concept /contrast /determined /eliminate /enthusiastically /esteem /expectation /jealousy /realistic /rejection /slim /spontaneously /statement /timid重点词组：describe...as/in general /participate in/be unworthy of/hand in hand/dwell on/speak up/come along/have something at heart/set aside/live up to重点语法：副词的用法教学方式：课堂讲授3学时，讨论和习题课3学时复习与思考题：1.Reading Comprehension2.Fill in blanks with the words given.3.Fill in blanks with suitable phrasal verbs.4.Structure.5.Translation.6.Story Summary.7.Text Structure Analysis.8.Structured Writing.Two Ways of Looking at Life教学重点和难点:take credit to oneself/reach out for/keep track of 1. 2. 3. 4. 5.6.7.教学内容:听说训课后练 1. 2. 3. 4. 5. 重点单词：gratitude /way /despair /frown /temporary /undermine /confine /endure /elect /gown /misfortune /dismissal /optimist /prediction /reverse /setback 重点词组：overflow with/attach to/be alarmed at/in the meantime/cheer up/be prone to/bounce back/run fdr/apt to do sth./in the grip ofYou Are What You Think(After-Class Reading Passage II) (1 学时)教学重点和难点: 重点单词：representative /optimism /acquire /dodge /academic /fate /dumb /fearful/incompetent /interview/justify/representative /resume /triumph 重点词组：Listening Unit 2 Weather （ 2 学时）学习并掌握Part A 中的听力策略 熟悉并掌握Part B 中和本单元话题相关的Language Focus 精听并完成PartB 中Text 的所有练习 欣赏英文歌曲或小诗 测试并讲解 Part C 中的 Additional Listening 练习PartC 中的看图说话 「 欣赏英语短片 1. Reflections on the text 2. Picture talk 一describing pictures about weather预习Part A 中的听力策略预习Part B 中和本单元话题相关的Language Focus 预习Part B 中Text 的生词预听Part B 中Text课后独立完成Part D 中的Additional Listening思考题：Can weather influence our emotions? Unit 3 Career PlanningCareer Planning(In-Class Reading) (6 学时)教学目标和要求：This essay tends to give advice to students on how to make effective career planning. Every one has to plan for his career at a specific time of his life, while students are not very efficient career planners. Career planning does notguarantee to solve all the problems or difficulties, but it should help you to approach and cope better with new problems.教学重点和难点：重点单词：weight /phase /occupation /estimate /outcome /alternative /efficient /cite /when /striking /lack /identify /demonstrate /dominant /confront /resort /deceive /panic /overlook /evaluate /integrate /trend /undergo /pursue /attach /guarantee /foresee /shape 重点词组：not necessarily/at stake/seize on/every so often/take stock of/talk over/start over重点语法：反意疑问句教学方式：课堂讲授3学时，讨论和习题课3学时复习与思考题：1.Reading Comprehension2.Fill in blanks with the words given.3.Fill in blanks with suitable phrasal verbs.4.Structure.5.Translation.6.Story Summary.7.Text Structure Analysis.8.Structured Writing.Summer Job Planning教学重点和难点：重点单词：assuming /shortsighted /say /major /educate /option /postpone /select /stage/make /figure /branch /vacation /assume /conceive /hedge重点词组：meet with/so much the better/weigh againstWhich Career Is the Right One for You?（After-Class Reading Passage II）（1 学时）教学重点和难点：重点单词：setting /volunteer /competitive /inclined /persistent /concrete /possession /recreational /philosophy /obedient /independent /medium /enlighten /straighten /executive /head /ambitious /energetic重点词组：try out/a variety of/describe.. .as/expect sth. of sb./in nature/come into being/figure out/work on/Listening Unit 3 Food and Drinks （ 2 学时）教学内容:1.学习并掌握PartA中的听力策略2.熟悉并掌握Part B中和本单元话题相关的Language Focus3.精听并完成PartB中Text的所有练习4.欣赏英文歌曲或小诗5・测试并讲解Part C 中的Additional Listening6.练习Part C中的看图说话7.欣赏英语短片听说训练:1.Reflections on the text2.Picture talk一describing pictures about food课后练习：1.预习Part A中的听力策略2.预习Part B中和本单元话题相关的Language Focus3.预习Part B中Text的生词4.预听Part B 中Text5・课后独立完成Part D中的Additional Listening思考题：healthy and unhealthy foodUnit 4 Learning SkillsStudy Habits(In-Class Reading) (6 学时)教学目标和要求：This passage tells us that students are widely different in their study habits. Basically, they can be divided into three categories according to their study habits: the perpetual studier, the average studier, and the crammer. The author just elaborates the students5 study habits and doesn't give much comment, making the passage more objective.教学重点和难点：重点单词: widely /range /extreme /observe /distinct /basically /category /breed /spot /cover /inform /select /maintain /overall /thin /solid /threat /amaze /somehow /avoid /infect /literally /classify重点词组：in advance/previous to/backwards and forwards/miss out/something of/fall into/look over/put in/have something to do with/take precedence over /not to mention/leave alone/so to speak重点语法：情态动词教学方式：课堂讲授3学时，讨论和习题课3学时复习与思考题：1.Reading Comprehension2.Fill in blanks with the words given.3.Fill in blanks with suitable phrasal verbs.4.Structure.5.Translation.6.Story Summary.7.Text Structure Analysis.8.Structured Writing.Take Charge of Your Learning教学内容：1.2・3・4.5・6.7. 课后练习：1. 2・ 3・ 4. 5・教学重点和难点：重点单词：disregard /approach /manipulate /precisely /supplement /assign /proceed /retain /deduce /work /apply重点词组：take charge of/tend to/tailor sth. to/in a sense/set goals/stick to/all at once/work through/sink in/have sth. on one's mind/and so forth/go about/be on the lookout for/choke upMyths and Misconceptions about Reading(After-Class Reading Passage II) (1 学时)教学重点和难点: 重点单词：distinguish /focus /restless /engage /practice /enable /flexible /vary /eliminate /key /digest /thorough /assimilate /reflect /automatic 重点 i 司组：sort out/have the habit of/at times/strive fdr/wind up/impose on/drink in/at will/at one sitting/derive... fromListening Unit 4 Health （ 2 学时）学习并掌握Part A 中的听力策略 熟悉并掌握Part B 中和本单元话题相关的Language Focus 精听并完成PartB 中Text 的所有练习 欣赏英文歌曲或小诗 测试并讲解 Part C 中的 Additional Listening 练习PartC 中的看图说话 「 欣赏英语短片 听说训练：1. Reflections on the text2. Picture talk 一describing pictures about health预习Part A 中的听力策略预习Part B 中和本单元话题相关的Language Focus预习Part B 中Text 的生词预听Part B 中Text课后独立完成Part D 中的Additional Listening思考题： How to keep healthy?Unit 5 LanguageHow I Discovered Words(In-Class Reading) (6 学时)教学目标和要求：This story vividly narrates in great details how Helen Keller started to learn words under Miss Sullivan5 supervision. Meanwhile the descriptions of her emotional world are also included. After reading the passage, students should have this thought: Helen Keller grasped four foreign languages in such a difficult situation, what reasons do we, healthy people, have not to study English well?教学重点和难点：重点单词:contrast /eventful /expectant /penetrate /linger /blossom /passionate/dense /tangible /grope /childish /sensation /fragrance /unconsciously重点词组：to and fro/prey on/shut in/catch up/be flushed with /impress...on/at the first opportunity/in time/sweep away/give birth to/the close ofTlive over 重点语法：介词+关系代词教学方式：课堂讲授3学时，讨论和习题课3学时复习与思考题：1.Reading Comprehension2.Fill in blanks with the words given.3.Fill in blanks with suitable phrasal verbs.4.Structure.5.Translation.6.Story Summary.7.Text Structure Analysis.8.Structured Writing.Foreign Accents(After-Class Reading Passage I ) (1 学时)教学重点和难点：重点单词：place /ease /expect /point /mind /whereby /immediately /murder /gift/recognizable /sympathize /regional /section /well-educated /offend重点词组：as far as...concerned/be true of/there is no point in doing sth./get in the way of7to be honest /fit in with Not Just Parrot-talk(After-Class Reading Passage II) (1 学时) 教学重点和难点:重点单reside /abstract /word /primitive /mimic /exclusive /exploit /compete /reward /grasp /novel /previous /still /cautious /that /succession /cue重/点i 司组：amount to/in the course ofVin honor ofTknock out /leave...behind 教学内容: Listening Unit 5 Music （ 2 学时）1. 学习并掌握PartA 中的听力策略2. 熟悉并掌握Part B 中和本单元话题相关的Language Focus3. 精听并完成PartB 中Text 的所有练习4. 欣赏英文歌曲或小诗5. 测试并讲解 Part C 中的 Additional Listening6. 练习Part C 中的看图说话7. 欣赏英语短片听说训练: 1. Reflections on the text课后练习：2. Picture talk 一describing pictures about music1. 预习Part A 中的听力策略2. 预习Part B 中和本单元话题相关的Language Focus3. 预习Part B 中Text 的生词思考题： 4.预听 Part B 中 Text5・ 课后独立完成Part D 中的Additional Listening Music's influence on us Unit 6 Nature and NurtureTwins, Genes, and Environment(In-Class Reading) (6 学时)教学目标和要求：The article talks largely about the influence of genes andenvironment in an individual 9s development. Important as they are, genes alone won'tdetermine any trait. One's ability is up to genes, but how well it develops is set by environment.教学重点和难点：重点单词：potential / vacuum /interact /identical /raise /remarkably /subject /occur /likeness /substantially /illustrate /considerable /polish /graceful /liable /responsible 重点词组：be born with/on the whole/bring up/come to an end/make the most of 重点语法：特殊的关系代词教学方式：课堂讲授3学时，讨论和习题课3学时复习与思考题：1.Reading Comprehension2.Fill in blanks with the words given.3.Fill in blanks with suitable phrasal verbs.4.Structure.5.Translation.6.Story Summary.7.Text Structure Analysis.8.Structured Writing.Science Looks Twice at Twins(After-Class Reading Passage I ) (1 学时)教学重点和难点：重点单词：fascinate /invade /parade /contest /combine /controversial /nurture /excel /accurate /intensive /reckless /trait /flame /startle /posture /pose /routine /chew/coincidence /notable /exert /dedicate /persuasive /match教学内容：1. 2・ 3・ 4.5・ 6. 7.课后练习：1. 2. 3. 4. 5. 思考题：重点词组：show up/be bound to/what 9s more/a mountain ofTalkative Parents Make Kids Smarter(After-Class Reading Passage II) (1 学时)教学重点和难点: 重点单词：yield /initial /modest /extensive /minimal /massive /controversy /abuse /subsist /designate /whoever /critical /guidance /element /ethnic /psychiatric 重点词组：devote...to/keep...out of7take...into considerationListening Unit 6 Business （ 2 学时）学习并掌握PartA 中的听力策略熟悉并掌握Part B 中和本单元话题相关的Language Focus 精听并完成PartB 中Text 的所有练习 欣赏英文歌曲或小诗 测试并讲解 Part C 中的 AdditionalListening 练习PartC 中的看图说话「 欣赏英语短片 听说训练：1. Reflections on the text 2. Picture talk 一describing pictures about business预习Part A 中的听力策略预习Part B 中和本单元话题相关的Language Focus 预习Part B 中Text 的生词预听Part B 中Text 课后独立完成Part D 中的Additional Listeningtips to be successful in businessUnit 7 MusicMusic to Your Gears(In-Class Reading) (6 学时)教学目标和要求：This passage hits the point at the very beginning and has rigid structure, adequate evidence and clear conclusion. It is an expository essay, but it doesn't deal with the theory of music but touches on the potential threat and bad effects exerted by music one listens to while driving. The aiming readers are the ordinary people, so the language is easy with mostly short sentences. Students can learn something from the structure and the way it explains an idea.教学重点和难点：重点单词：soothe /blast /spectrum /commission /bracket /tempo /accelerate /brake/qualify /track /hit /speed /vehicle /induce /fatigue /lull /overtake /vibration /hazard 重点词组：at the wheel/result in /bring on/at the top of one's voice/slow down/take advantage of/cut out重点语法：as的用法教学方式：课堂讲授3学时，讨论和习题课3学时复习与思考题：1.Reading Comprehension2.Fill in blanks with the words given.3.Fill in blanks with suitable phrasal verbs.4.Structure.5.Translation.6.Story Summary.7.Text Structure Analysis.8.Structured Writing.The Beatles(After-Class Reading Passage I ) (1 学时)教学重点和难点:重点单词：重点词组：autograph /signal /faint /competent /quaint /melody take off/break up/sing of/beyond the reach of/owe sth. toMozart Makes the Brain Hum（After-Class Reading Passage II）（ 0・5 学时）教学重点和难点：重点单词：hum /session /attributable /pulse /complex /scribble /incidentally /manuscript /score /fold /arousal /spatial重点词组：have a high opinion of/go too far/lose touch with/account of/take onSongs of Love（After-Class Reading Passage III）（ 0.5 学时）教学重点和难点：重点单词：respect /rank /transplant /donate /cast /tune /compose /commit /suicide /calling /venture /feature /ensure /revenue重点词组：fill out/in honor of/give out/in need of/put outListening Unit 7 Fashion （2 学时）教学内容:1.学习并掌握Part A中的听力策略2.熟悉并掌握Part B中和本单元话题相关的Language Focus3.精听并完成PartB中Text的所有练习4.欣赏英文歌曲或小诗5.测试并讲解Part C 中的Additional Listening6.练习Part C中的看图说话7.欣赏英语短片听说训练:1.Reflections on the text2.Picture talk一describing pictures about fashion课后练习：1.预习Part A中的听力策略2.预习Part B中和本单元话题相关的Language Focus3.预习Part B中Text的生词4.预听Part B 中Text5・课后独立完成Part D中的Additional Listening思考题：Is fashion always a good thing?Unit 8 CreativityThe Case for Creativity—Encouraging Children to Think(In-Class Reading) (6 学时)教学目标和要求：This text points out that creativity is the matter of using the resources one has to produce original ideas that are good for something. There are things teachers and parents can do at school or at home to encourage creativity. Through this passage, teachers should let students understand the importance of creativity and help them to cultivate it.教学重点和难点：重点单词：creativity /vital /mask /perfect /employ /function /emphasis /educator /sacrifice /recognize /multiplication /develop /basics /honor /value /scorn /dismiss /humor /boundary /automatically /motivation 重点词组：give back/be up to/a sense of重点语法：it的用法教学方式：课堂讲授3学时，讨论和习题课3学时复习与思考题：1.Reading Comprehension2.Fill in blanks with the words given.3.Fill in blanks with suitable phrasal verbs.4.Structure.5.Translation.6.Story Summary.7.Text Structure Analysis.8.Structured Writing.A Long March to Creativity (I)(After-Class Reading Passage I ) (1 学时)教学重点和难点：重点单i司：vicinity /manual /dexterity /orient /appoint /intervene /intervention/encounter /agenda /tease /withdraw /awkwardly /hesitation /rear重点词组：attach...to/tum in/not...in the least/find one's way/hold onto/on occasion /for the sake of7be grateful for/time and againA Long March to Creativity (II)(After-Class Reading Passage II) (1 学时)教学重点和难点：重点单词：incident /relevant /illuminate /audience /ultimate /gain /flail /desirable/reliance /principal /misdeed /retrospect /discern /dominant /subsequent /elicit/enhance /cultivation /primary /stimulation重点词组：proceed to/to the point /date back to/feed back/opposed to/more of7in thehope thatListening Unit 8 Society ( 2 学时)教学内容:1.学习并掌握Part A中的听力策略2.熟悉并掌握Part B中和本单元话题相关的Language Focus3.精听并完成PartB中Text的所有练习4.欣赏英文歌曲或小诗5.测试并讲解Part C 中的Additional Listening6.练习Part C中的看图说话7.欣赏英语短片听说训练:1. Reflections on the text2. Picture talk一describing pictures about society课后练习：1.预习Part A中的听力策略2.预习Part B中和本单元话题相关的Language Focus3.预习Part B中Text的生词4.预听Part B 中Text5.课后独立完成Part D 中的Additional Listening思考题：How to build a harmonious society?Unit 9 Gender DifferencesGender Roles from a Cultural Perspective(In-Class Reading) (6 学时)教学目标和要求：This passage introduces a cultural bias in education that boys are unintentionally and unconsciously favored than girls. This bias originates from their home education and is carried over to the classroom as the result of cultural provision of different images, aspirations and adult models for girls and boys. Teachers should help students to realize gender differences and help them to study together harmoniously.教学重点和难点：重点单词：pattern /decade /identity /gender /incorporate /bias /impact /alike /diminish /subordination /conduct /dimension /assumption /approve /reinforce重点i司组：in the process of/in other words/be amazed to do sth./take over /in accordance with/put away/deprive of7be superior to/up to sth.重点语法：被动语态教学方式：课堂讲授3学时，讨论和习题课3学时复习与思考题：1.Reading Comprehension2.Fill in blanks with the words given.3.Fill in blanks with suitable phrasal verbs.4.Structure.5.Translation.6.Story Summary.7.Text Structure Analysis.8.Structured Writing.Boys Are Teachers9 Pets(After-Class Reading Passage I ) (1 学时)教学重点和难点: 重点单词：tolerate /disrupt /otherwise /pervade /ignore disregard /oblige重点词组：be in a minority/be typical of/go too far/a fair deal/for ages/burn todeath/make a thing of/at a disadvantageStereotypes and Individual Differences(After-Class Reading Passage II) (1 学时)教学重点和难点：重点单词：expose /assert /context /contribution /dictate /differentiation /generalization /ideal /originate /prejudice /sympathetic /tough /universal /unwilling重点词组：be to do sth./with regard to/be consistent with/let go of/gain access to/in the company of/find oneself/defer to/make a point of/stem from/have a tendency to do/take advantage of7be based onUnit 10 RisksRisks and You(In-Class Reading) (6 学时)教学目标和要求：This piece of writing teaches us how to measure the level of risks so as to manage them. By reducing all risks to ratios or fractions, we can begin to compare different sorts of risks, and choose the relatively safe one if we are opposed to risks of act otherwise if we are reckless. Therefore, the key for us is not to totally eliminate or avoid risks but to understand how to manage them in a sensible way.教学重点和难点：重点单词:part /suffer /risk /rob /multiply /partial /suspect /concern /inflate/tremble /supposing /assess /ratio /versus重点i司组：on the strength of/all manner of/feed on/end up/may well/have a feel for/in question /divide by重点语法：连词教学方式：课堂讲授3学时，讨论和习题课3学时复习与思考题：1.Reading Comprehension2.Fill in blanks with the words given.3.Fill in blanks with suitable phrasal verbs.4.Structure.5.Translation.6.Story Summary.7.Text Structure Analysis.8.Structured Writing.Health Risks(After-Class Reading Passage I ) (1 学时)教学重点和难点：重点单词：preoccupation /replace /nonetheless /current /differ /fatal /concept/potential /costly /way /tend /define /bare /loom重点i司组：be preferable to/strike terror into sb's heart/bring sth. under control/bear in mind/make sense/in the light/by virtue ofRisks from Nature and Technology(After-Class Reading Passage II) (1 学时)教学重点和难点：重点单词：artificial /decay /prolong /inflict /contain /evolve /grounds /specific/variable /wring /accordingly重点词组: as yet/have a good idea/in response to/no doubt/greet sth. with sth./take sth. off sth./allow for参考文献:1 . 《新编大学英语第一册教师参考书》外语教学与研究出版社2 . 《新英汉词典》北京外国语大学出版社3 . 《英汉大词典》主编陆谷孙上海译文出版社4 . 《大学英语语法讲座与测试》主编徐广联兵器工业出版社5.《英汉多功能词典》主编简清国外语教学与研究出版社。