Unit211,Integrated English 2(2nd Edition)英语专业本科《综合教程》教案

教案1st period Text A (Global Reading)1 Background InformationEnglish LanguageThe English language is the most widely spoken language in the world. It is used as either a primary or secondary language in many countries.During the 1500s, fewer than 2 million people spoke English. All of them lived in what is now Great Britain. Through the centuries, as the result of various historical events, English spread throughout the world. Today, about 400 million people speak English as their native language. Most of them live in Australia, Canada, Great Britain, Ireland, New Zealand, South Africa, and the United States.Another 100 million people living chiefly in Bangladesh, India, Pakistan, and in many African countries speak English in addition to their own language. An additional 200 million people probably know at least some English. (From the 1998 World Book Multimedia Encyclopedia)Characteristics of EnglishV ocabulary. English has a larger vocabulary than any other language. There are more than 600,000 words in the largest dictionaries of the English language.Some English words have been passed on from generation to generation as far back as scholars can trace. These words, such as woman, man, sun, hand, love, go, and eat, express basic ideas and feelings. Later, many words were borrowed from other languages, including Arabic, French, German, Greek, Italian, Latin, Russian, and Spanish. For example, algebra is from Arabic, fashion from French, piano from Italian, and canyon from Spanish.A number of words, such as doghouse and splashdown, were formed by combining other words. New words were also created by blending words. For example, motor and hotel were blended into motel. Words can be shortened to form new words, as was done with history to form story. Words called acronyms are formed by using the first letter or letters of several words. The word radar is an acronym for radio detection and ranging.Pronunciation and spelling in English sometimes seem illogical or inconsistent. Many words are spelled similarly though pronounced differently. Examples include cough, though, and through. Other words, such as blue, crew, to, too, and shoe, have similar pronunciations but are spelled differently. Many of these variations show changes that occurred during the development of English. The spelling of some words remained the same through the centuries, though their pronunciation changed.Grammar is the set of principles used to create sentences. These principles define the elements used to assemble sentences and the relationships between the elements. The elements include parts of speech and inflections.Parts of speech are the word categories of the English language. Scholars do not all agree on how to describe the parts of speech. The traditional description listseight classes: nouns, pronouns, verbs, adjectives, adverbs, prepositions, conjunctions, and interjections. The most important relationships of the parts of speech include subject and verb, verb and predicate, and modifier and the word modified.English has fewer inflections than most other European languages. An English noun has only two inflections, the plural and the possessive. Inflections are used to change the tense and number of a verb or the case of a pronoun. Inflections can change adjectives to the comparative or the superlative — for example, big, bigger, biggest.American EnglishAmerican English is a variety of the English language spoken in the United States. Although all Americans do not speak the same way, their speech has enough in common that American English can be recognized as a variety of English distinct from British English, Australian English, and other national varieties. American English has grown up with the country. It began to diverge from British English during its colonial beginnings and acquired regional differences and ethnic flavor during the settlement of the continent.Today it influences other languages and other varieties of English because it is the medium by which the attractions of American culture — its literature, motion pictures, and television programs — are transmitted to the world.Characteristics of American EnglishA. PronunciationIn broad terms, Canadian and American speakers tend to sound like one another. They also tend to sound different from a large group of English speakers who sound more British, such as those in Australia, New Zealand, and South Africa. For example, most Canadians and Americans pronounce an r sound after the vowel in words like barn, car,and farther, while speakers from the British English group do not. Also, some British English speakers drop h sounds at the beginning of words, so that he and his are pronounced as if they were spelled ee and is. The English spoken in Australia, New Zealand, and South Africa sounds more like British English than American English does because these varieties have had less time to diverge from British English. The process of separate development began later in these countries than in North America.In some cases there are differences between American English and British English in the rhythm of words. British speakers seem to leave out a syllable in words like secretary, as if it were spelled secretry, while Americans keep all the syllables. The opposite is true of other words, such as specialty, which Americans pronounce with three syllables (spe-cial-ty) while British speakers pronounce it with five syllables (spe-ci-al-i-ty). V owels and consonants may also have different pronunciations. British speakers pronounce zebra to rhyme with Debra, while American speakers make zebra rhyme with Libra. Canadian and British speakers pronounce the word schedule as if it began with an sh sound, while Americans pronounce it as if it began with an sk sound.B. WordsThe most frequently used words are shared by speakers of different varieties of English. These words include the most common nouns, the most common verbs, and most function words (such as pronouns, articles, and prepositions). The different varieties of English do, however, use different words for many words that are slightly less common —for example, British crisps for American potato chips, Australian billabong for American pond, and Canadian chesterfield for American sofa. It is even more common for the same word to exist with different meanings in different varieties of English.Corn is a general term in Britain, for which Americans use grain, while corn in American English is a specific kind of grain. The word pond in British English usually refers to an artificial body of water, whereas ponds also occur naturally in North America. British English chemist is the same as American English drugstore, and in Canada people go to the druggist. Many of the words most easily recognized as American in origin are associated with aspects of American popular culture, such as gangster or cowboy.C. SpellingAmerican English spelling differs from British English spelling largely because of one man, American lexicographer Noah Webster. In addition to his well-known An American Dictionary of the English Language (1828), Webster published The American Spelling Book (1783, with many subsequent editions), which became one of the most widely used schoolbooks in American history. Webster’s books sought to standardize spelling in the United States by promoting the use of an American language that intentionally differed from British English. The development of a specifically American variety of English mirrored the newcountry’s separate political development. Webster’s most successful changes were spellings with or instead of o ur (honor, labor for the British honour, labour); with er instead of re (center, theater for the British centre, theatre); with an s instead of a c (defense, license for the British defence, licence); with a final ck instead of que (check, mask for the British cheque, masque); and without a final k (traffic, public, now also used in British English, for the older traffick, publick). Later spelling reform created a few other differences, such as program for British programme. Canadian spelling varies between the British and American forms, more British in eastern Canada and more American in western Canada.2. Group DiscussionHave you ever had an experience in which you are misunderstood or have failed to understand others? Misunderstandings can result from the spoken form or written form of the language that you use.2nd period Text A (Detailed Reading)Words and Expressions & Difficult Sentences1) misunderstanding: n. (an example of) wrong understanding 误会，误会e.g. Her poor French often leads to misunderstandings when she visits France. misunderstand: vt. understand wrongly 误会e.g. I’m sorry, I misunderstood you.It seems that you have misunderstood what I said at the meeting.2) get on: board (a bus, a train, etc.)登上〔公共汽车、火车等〕e.g. When I got on the bus, I found all the seats were occupied.They felt worried when they realized that they had got on the wrong train.3) head for: go towards 向…走去；朝…行进e.g. The ship was heading for Britain.He headed for the bus stop.4) …he could ride to New York without paying.介词without 说明为“不、未”，其后跟动词时，须用V-ing形式。

《英语》（必修·第二册）Unit 1 Lights, camera, action!Integrated skills (II)湖南省株洲市九方中学周奇志I. L earning objectivesBy the end of the lesson, students will be able to:1. talk about the film they are going to review;2. understand the structure of a film review;3. write a film review following the structure.II. Key competence focus1. Learn to write a film review.2. Improve writing skills by self-review and peer review.III. Predicted area of difficulty1. Present information related to the film review clearly and properly.2. Organize the sentences well in writing a film review.IV. Teaching proceduresStep 1 Lead-in1.T asks Ss whether they are interested in watching films.•Do you often watch films?•Do you watch films in the cinema or online?•Do you like to read film reviews? Why or why not?2.T shows Ss a poster of Harry Potter and the Philosopher’s Stone and gets them to talk about what they have known about the film.•What type of film is it?•What elements make the film successful?•Do you like the film? Why or why not?【设计意图：通过设置问题，开展师生之间和生生之间的交谈，激活学生认知，激发学生思维，为下一步的学习活动做准备。

读写译（二）Unit 1 笔记1. in the late 1960s 20世纪60年代后期in the early 1960s ……早期in the mid-1960s = in the middle ofthe 1960s ……中期2. culture n. 文化cultural a. 文化的cultured a. 有文化的，有教养的3. debut [‘deibu:] a. 第一次的debut album 首张唱片4. be in tune with the time 适合时代潮流be out of tune with…与……格格不入in tune 和调—out of tune 跑调，走调change one’s tune 改变态度dance to one’s tune 亦步亦趋5. be an instant hit 轰动一时make a hit 获得成功6. seek-sought-sought7. code n. 密码，代码post code 邮编；规则；法典，法规8. live by 靠……生活live on 靠……生活；以…为食feed on；继续活下去go on living（on的本义）live with = put up with 忍受，容忍live through度过~ a hard time ；经受live out （比预期）多活了（几天）e.g. The patient lived out another 2 days .；住在外面live up to 实践，做到，不辜负~one’s expectation 不辜负某人的期望live high 过奢侈生活Live and learn. 活到老，学到老。

As I live,……表强调，的确indeed , really9. survey （n. 重音在前v. 重音在后）调查；眺望，俯视convey v. 传达，运送conveyance n.10. curriculum=course 课程11. the way to do = the way of doingthe method of doingthe approach to doing (best)12. educator n. 教育工作者educationist=educationalist教育工作者，教育家13. rather than ①而不是instead of = not②而不愿would …rather than …/ prefer to …rather than …other than ①除了except②不同于different frome.g. My idea is quite other than yours.14. kindergarten 幼儿园elementary school = primary school = grammar school = grade school 小学（4）middle school = high school = secondary school 中学（3）junior middle / high school 初中senior middle / high school 高中college / university / institute 大学15. not …but …不是…而是…not that …but that …= not because … but because …16. antenna n. 天线article n. 物品，物件parental a. 父母的注意读音17. attach v. fasten or joinattach sth to sthbe attached to 附属，喜爱e.g. I’m greatly attached to my work .attach importance to ……重视an attached middle school 附属中学attachment n.18. initial a. 首先的of / at the beginning ；首字母的n. 首字母v. 草签（协议）initiate v. 创始，发动createinitiative n. 主动性have the initiative 掌握主动take the initiative in / by doing 带头做(do sth) on one’s own initiative = actively 主动地19. on occasion 有时= now and then = occasionallyon the occasion of 在……之际e.g. on the occasion of (= at)sb’s wedding / partyon one occasion = once 一次on many occasions 很多次take the occasion to do借此机会（官腔）20. a wedding ring 结婚戒指an engagement ring 订婚戒指21. neglect n.v. 忽视neglect to doneglect one’s meals and sleep废寝忘食be neglectful ofCF: neglect, ignore, omitneglect （心上）对职责，义务的忽视neglect one’s duties 玩忽职守neglect traffic regulations 违反交规ignore （眼上）故意不理会，置之不理ignorance n. ignorant a.pay attention of = take notice of 注意omit 失误，疏忽，删除22. 以–mit 结尾的动词变为名词变化形式常类似 e.g. permit –permission admit –admission omit –omission 23. not in the least = not at all = not a bit一点也不not a little = very 许多24. relevant a. 有关的，相关relatedbe relevant to 反义irrelevant relevance(cy) n. have relevance to25. case 案件evidence u. proof c. 证据26. investigate vt. vi. investigate into investigator n. 调查员investigation n.on investigation 经过调查under investigation 在调查中make an investigation on / of / into做关于……的调查No investigation , no right to speak .没有调查就没有发言权。

新大学英语综合教程2教学参考书u2Unit2Text 1(Open) 1. FLearning English as a Global LanguagePart One Warming UpReadingActivity 1:Activity 2:British English, North American English, Australian English, New Zealand English, South African EnglishActivity 3:2. F3. T4. TText 21. All dialects were created equal and no one version of English lorded it over another.2. Englishes of Ireland and Scotland, of Australia and Jamaica, of Singapore and South Africa, Hong Kong and the United States.3. Mr. Crystal cheers loudly for variety, diversity and equality.4. The Stories of English is a work of impeccable scholarship and could easily serve as a standard textbook for students of linguistics.Viewing/ListeningActivity 1:C 18Unit 2 Learning English as a Global Languageu2.indd 182012.8.14 2:58:01 PMActivity 2:Duration of time 1 2 3 10 years 10 years 20 years Wales Liverpool the south of England PlaceActivity 3:Where they have been brought up. Where they have been. Whom they speak with.Activity 4:1. Because the influence of American mass media like their films and television programs on the British is greater than that of the British media on the American.2. No, it isn’t usually difficult for a native to distinguish between the differences.3. Yes, it is usually difficult for a foreigner to distinguish between the differences.4. No, it isn’t.5. No, it isn’t.Activity 5:1. F2. T3. TScript for Audio 001NEAL CONAN, host. This is TALK O F THE NATION. I’m Neal Conan in Washington. Whether near his home in Wales, roaming other parts of Britain or even further afield, linguist David Crystal always travels with an insatiable curiosity about the English language. He never fails to meet people with distinctive accents or come across towns with unusual names, and takes the time to explore intriguing turns of phrase, whether rooted deep in Anglo-Saxon origins or fresh off a television set. In his new book, “Walking English,” David Crystal hits the road in search of new linguistic experiences from Wales to Lodz in Poland and California’s Silicon Valley. He joins us in a moment to discuss the lilts, words, catchphrases and grammar he found along the way. David Crystal joins us from his home in Holyhead, Wales. And it’s nice to have you back on the program. Mr. DAVIDCRYSTAL (Author, “Walking English”). Hello, Neal, it’s a real pleasure to be back.Learning English as a Global Language Unit 219u2.indd 192012.8.14 2:58:01 PMNEAL CONAN. And to begin with, how do you define your accent? (Soundbite of laughter) Mr. CRYSTAL. I wish I could. Well, you know, an accent reflects where you’ve been, where you’ve been brought up. And most people these days don’t spend their whole lives in one place. So, whereas once upon a time it was quite easy to almost predict where somebody had come from just by listening to them, you listen to somebody like me and what you hear in this voice you’re hearing now is the first 10 years of my life living in Wales - living in Wales it would have been that sort of accent then. And then the next 10 years of my life living in Liverpool, well, everybody knows the Beatles. The Beatles accent, you know. And there was that sort of accent mixed in with it. And then I lived for 20 years down in the south of England and there was a kind of, you know, southern accent that came on top of the other two. And they’ve all mixed together to produce what you’re hearing now. CONAN. And it’s interesting, you say, in part, your accent depends on who y ou’re speaking with. Your children, for example, grew up in this country. Mr. CRYSTAL. Well, it’s - it’s, you know, as you and I might talk now over the next few minutes, I wouldn’t mind betting that my accent became slightly more American than it might ha ve been before. You know, it’s what happens. Accents change in terms of everything. I mean, that’s a good example.My kids, take the word schedule, you know, schedule in America, of course. Now I was brought up to say shed-ule. But all my kids have been influenced by American English. So, they all say, sked-ule. So, when I talk to them, I say sked-ule as well now. So, I got two pronunciations of the word. And this is very typical of the way language is going. CONAN. I - I had the good fortune to live and work in London for four years and it was my contention that an American could get about two-thirds of the way to a British accent before anybody noticed. (Soundbite of laughter) Mr. CRYSTAL. That’s right. And not just in pronunciation but, also in spelling because an awful lot of the American spellings have come into British English now. Yes, that’s right. I mean, it’s all your fault, you see... (Soundbite of laughter) Mr. CRYSTAL. ...you guys, the other side of the pond. You’ve made all the films, you made all the most successful television programs and things like that. And so, inevitably we are more used to your accent than you are to ours. I mean, one day, when British filmmaking becomes as powerful as Hollywood, it might go the other way round. But I can’t see that happening just yet. CONAN. Well, we used to go to the theatre sometimes and we would hear British actors doing Americans accents. In general they’re much better at American accents than we are at British ones. But nevertheless, there used to be something I used to call the I-80 accent because it sort of wandered all the way across the country. (Soundbite of laughter) Mr. CRYSTAL. Yes, that’s right. It’s very difficult actually to pick up the accent differences within a country if you’re not part of that country. CONAN. Mm-hmm. Mr. CRYSTAL. I mean, I’ve been to America several times and I’ve got to know, you know, some of the accent differences, but I still have great difficulty placing accents in a way that you would have no trouble about.And vice-versa. You know, Americans come over to Britain and they - they don’t - they20Unit 2 Learning English as a Global Languageu2.indd 202012.8.14 2:58:01 PMget the main accents, like say, Scottish English or something like that... CONAN. Mm-hmm. Mr. CR YSTAL. But it’s very difficult to really put your finger on some of the more subtle differences. CONAN. I was astonished to learn that English people had a hard time differentiating between American and Canadian accents. And indeed, they found it curious t hat I couldn’t tell the difference between Kiwis and Aussies. Mr. CRYSTAL. Yeah, that’s right. CONAN. Yeah. Mr. CRYSTAL. I think most people would be completely unclear about the difference between U.S. and Canadian English. I mean, there are some very clear differences, like the Canadian, you know, house, which you just don’t get the other side of - your side of the border. But most British people just wouldn’t hear it.Part Two Initializing the ProjectReadingActivity 1:Things to be crossed out are. The total number of pages To whom the author of the report would recommend the book Activity 2:2. The publisher and the publication date: Bantam Books, 1971.3. The book author’s name: Maya Angelou4. The biographical information about the author: A dancer, poet, and television producer as well as a writer, has continued her life storyin three more volumes of autobiography. I know Why the Caged Bird Sings is the start of Maya Angelou’s story. 5. The genre of the book: Autobiography. 6. The main idea of the book: She writes about the pains and joys of being black in America. 7. Quotations from the book: The first quotation—“People in Stamps used to say that the whites in our town were so prejudiced that a Negro couldn’t buy vanilla ice cream”. 8. The merits of the book: I was impressed by the vividness of Maya Angelou’s writing style. 9. Whether the author would recommend the book: I know Why the Caged Bird Sings is a remarkable book.Learning English as a Global Language Unit 221u2.indd 212012.8.14 2:58:02 PMActivity 3:Paragraphs Part One Part Two Part Three Part Four Paragraph 1 Paragraph 2 Paragraph 3-5 Paragraph 6 Introduction Summary of the book The reaction of the book report’s author to the work Conclusion Main IdeaActivity 4:(Open)Viewing/ListeningActivity 1:1. content2. word processing software program3. take notes4. creative title5. the author’s name6. the title of the book7. the number of pages8. summarize9. plot 10. subject 11. the setting 12. thesis statement 13. opinion 14. recommend the book 15. recommend it toActivity 2:1. T2. F3. T4. T22Unit 2 Learning English as a Global Languageu2.indd 222012.8.14 2:58:02 PMScript for Video 001How to write a book report? A book report summarizes the content of a book and is typically assigned in grades K to 12. You will need a book and a word processing software Step One. Read the book and take notes. Write down the names of major characters, the main ideas of the book and any memorable quotes. Step Two. Give the book report a creative title that includes the name of the book. Step Three. Begin the report with an engaging introductory paragraph that includes the author’s name, the title of the book, whether it is fiction or non-fiction, the genre and the number of pages. Include biographical information about the author that helps explain the book. Step Four. Summarize the book in the next paragraph. Give a brief overlook of the plot, the main characters, the subject of the book and the setting. Step Five. Give a brief analysis on the subject of the book in the next paragraph. Write about the author’s point of view of the subjuct; also known as the thesis statement. Follow your teacher’s guidelines on how in-depth the book report should be. Step Six. State your opinion in the next paragraph. Use concrete examples such as quotes or specific details to explain why you liked or disliked the book. Step Seven. Conclude the report with a paragraph on whether you would recommend the book and who you would recommend it to.Part Three Exploring the Field主课文参考译文：漫步英语如果你是在历史上受英国影响显著的地方学习英语，那你所学会的英语将带明显的英国特征。

Zooming In: An Integrated English Course(Book II)Unit 1 Living in HarmonyText A: “I Forgive You”I Class Hours: 6II. Teaching Objectivescate students to be more virtuous and inclusive towards the society and people aroundthem.2.Grasp the key words, Phrases and structure.3.Master the skills of writing and reading in this unit.III. Teaching Focus1. Get Started2. Text Organization3. Skill learning in writing and reading4. Language points (key words, phrases and difficult sentences)5. Grammar Focus (Gerunds)6. Guided PracticeIV Class Hours Allotment1st period: Text-related information and warm-up questions.2nd period: Pre-reading activities (New words and Expressions).3rd period: Intensive studies of the text A (Language points).4th period: Intensive studies of the text A (Language points).5th period: Exercises (V ocabulary, word building, structure, translation, cloze and text B).6th period: Listening and speaking activities.V Class Procedures1. Get Started (Warm-up Activities)1). Questions for discussionA) Is it hard to forgive someone? Why or why not?B) Do you have the experience of being forgiven? What is it?C) How do you understand this sentence: We may not know how to forgive, and we may notwant to forgive; but the very fact that we say we are willing to forgive begins the healing practice.2). Background InformationThe Bible: The holy book of the Jewish and Christian religions. The Jewish Bible is made up of 39 parts that tell the story of God’s relationship with the Jewish people in ancient times. These 39 parts also form part of the Christian Bible and are called the Old Testament (旧约全书). The Christian Bible has another 27 parts called the New Testament, which tells the story of Jesus Christ.2. Text OrganizationPart I (para.1-3) Why forgiveness is necessary for human relationships and for your own health and sanity?Part II (para.4- 10)You should act immediately and deliberately to forgive others although it is difficult to do so. At the same time, you should look back on your own warts and be aware of your own flaws.Part III (11-15) Forgiving others can get a satisfying reaction. No matter how the person responds to your effort, you will feel happy once you try to forgive him or her.3. Skill learning in writing and readingThe whole article is arranged in a quite logical order.The author first emphasizes the importance of forgiveness: necessary for human relationships and for your own health and sanity; then, on this fact, he asks people to practice forgiveness immediately and meanwhile look back on their own warts and flaws; at last, he relates people’s happiness to forgiveness without considering the responses from the persons they forgive.4. Language PointsA) New words1) forgiveness: n. [U] when sb. forgives another personEg: She quickly admitted her guilt and asked for our forgiveness.CF: forgive & excuse 这两个动词均有“原谅”之意。

Unit 1欧阳光明（2021.03.07）Text AHoward Gardner, a professor of education at Harvard University, reflects on a visit to China and gives his thoughts on different approaches to learning in China and the West.哈佛大学教育学教授霍华德·加德纳回忆其中国之行，阐述他对中西方不同的学习方式的看法。

Learning, Chinese-StyleHoward Gardner 1 For a month in the spring of 1987, my wife Ellen and I lived in the bustling eastern Chinese city of Nanjing with our 18-month-old son Benjamin while studying arts education in Chinese kindergartens and elementary schools. But one of the most telling lessons Ellen and I got in the difference between Chinese and American ideas of education came not in the classroom but in the lobby of the Jinling Hotel where we stayed in Nanjing.中国式的学习风格霍华德·加德纳1987年春，我和妻子埃伦带着我们18个月的儿子本杰明在繁忙的中国东部城市南京住了一个月，同时考察中国幼儿园和小学的艺术教育情况。

然而，我和埃伦获得的有关中美教育观念差异的最难忘的体验并非来自课堂，而是来自我们在南京期间寓居的金陵饭店的大堂。