新視野大學英語讀寫教程(第三版)第二冊unit1教案

1、授課題目：LanguageinMission授課時間：第周第周授課類型：理論課授課時數(shù)：4教學目的：Afterfinishingthisunit,studentswillbeableto:TotalkaboutwayoflearningEnglish;Getdeeperinsightsintothetext;Makecreativeuseofwords,phrasesandsentencepatterns;Beabletowriteanessaywiththreemainpartsihtroduction,bodyandconclusion”；Toreadwiththeskillreading

2、forthekeyideasinsentence”.教學重點和難點：Tofurtherunderstandthetext;Toapplythewords,phrasesandsentencepatterns.Toreadwiththeskillreadingfbrthekeyideasinsentence”;Towriteanessaywiththreemainparts“introduction,bodyandconclusion教學方法和手段：Variouskindsofteachingmethodsareused:Teachinginclass.Explaintheprofoundthe

3、oreticalknowledgeinclass;Casestudy.Providecasestudyduringteaching,andmakethestudentstodiscussaboutthecase;BilingualandfullEnglishteaching;Applyingmodernmultimediateachingtechnologies;Takingadvantageofabundantnetworkteachingresources.教學內(nèi)容和過程:SectionAAnImpressiveEnglishLessonStepOneWarming-upActivitie

4、s30minutesLead-in:Discussthefollowingquestions:WhatarethekeyfactorsthathelppeoplelearnEnglishasaforeignIanguage?Goodcourse,excellentsyllabusbasedonsomeprinciples;Highlydevelopedmethodologies,teachingfourprimaryskillsofIanguageacquisition;Putthefourskillsintoadiscourse;Analyzethreedifferentkindsofint

5、eractions.DoyouhaveanyprobleminEnglishlearning?IalwaysfeelitdifficulttoItsnoteasyformetounderstandwhatotherssay;remembersomanywords;learnthegrammar;readquickly;speakinpublicDoyouthinkgrammarisimportantinEnglishlearning?Yes.ThebasicbuildingblocksofaIanguage;essentialforeffectivecommunication;putthewo

6、rdsintherightorder;helptoconveycorrect,meaningfulmessage.No.aslongasonecanunderstandwhatotherissaying;dynamicandnoIanguageisfixed;speaktheirnativeIanguagewithouthavingstudieditsgrammar.II.CulturalbackgroundAmericanuniversityeducationWhatisCommunicativeLanguageTeaching?Atypeofteachingmethod;Developth

7、ecommunicativeabilityaswellastheknowledgeofgrammar;Learningbydoing;MakeclassroomsituationofrealforeignIanguageenvironment.WhatarethefeaturesofCommunicativeLanguageTeaching?Communicativecompeteneeisthegoal;Anintegrationofgrammaticalandfunctionalteaching;Accuracyissecondarytoconveyingamessage;Focusonc

8、ommunicativeandcontextualfactorsinIanguageuse;Learner-centeredandexperience-based.WhatistheroleofteacherinCommunicativeLanguageTeaching?Afacilitatorofstudentslearning;Amanagerofclassroomactivities;Anadvisorofstudentsquestions;Aco-communicatorinthecommunicativeactivity.StepTwoTextStudy80minutesIntera

9、ctivereadingofthetextReadingcomprehensionWhatdoesthesonthinkofthefather?(Para.1)Atediousoddity:afatherheisobligedtolistentoandamanabsorbedintherulesofgrammar.Whywasthewritershockedbyhisstudentsansw4jT?(Paras.2SheisunabletodescribeherexcursiontoEuropewiththerightwords.Whatconclusiondidthewriterdrawfr

10、omtheexampleofhisstudent?(Para.5)Studentsunfairlybearthebulkofthecriticismfortheseknowledgedeficitsbecausethereisasensethattheyshouldknowbetter.WhyshouldstudentsnotbeblamedfortheirIanguagedeficiency?(Paras.6-7)Thelearningenvironmentismisleading.WhyshouldstudentsnotbeblamedfortheirIanguagedeficiency?

11、(Paras.6-7)TheyarenotlearningtheIanguageadequatelyandefficientlyinschool.Howshouldgrammarbetaughtasfarasthewriterisconcerned?(Paras.8-10)Grammarmustbehandieddelicately,stepbystep.AneffectivewayofteachingcouldarousechildrensinterestinlearnigcalmngashAnexample:agrammarlessonwithmyson12)Structureofthet

12、extIntroductionInhissoneyes,thefatherisonewhohehastoobeyandanoddityabsorbedingrammar.(Para.1)HewasshockedbyhisstudentinabilitytodescribeproperlyherexcursiontoEurope.(Paras.2-4)Thesisofthenarration:ItisunfairtoblamestudentsfortheirIanguagedeficiency.(Para.5)BodyExplainswhystudentsshouldnbteblamedfort

13、heirIanguagedeficiencybyprovidingtworeasonsandoneexample.(Paras.6-10)ElaboratestheimportaneeofgrammarandvocabularyinlearningEnglish.(Paras.11-13)ConcludingpartNarratesanotherincidentwherehissonunconsciouslyutteredagrammaticallyperfectsentencewithasubjunctivemood,whichmadetheauthorsoproudofhisson.(Pa

14、ras.14-17)SummaryoftheTextTomyson,Iama:afatherheislistentoandamantherulesofgrammar.AndIgotthisbecausemystudentwasunabletodescribeproperlyherfeelingonhertoEurope.However,itdoesnttocriticizeourstudents.Theyunfairlybearthebulkofthecriticismforthesebecausethereisasensethatthey.Ononehand,theyaremisledbyt

15、he.Ontheotherhand,schoolfailstotheessentialframeworkofIanguage,accurategrammarandpropervocabulary.Perhaps,languageshouldbelookeduponasaanda:oftenstudytheroadmap(checkgrammar)andthecarengine(adjustvocabulary).Learninggrammarandagoodvocabularyisjustlikedrivingwitharoadmapinacar.,andcommunicationdepend

16、supongrammarandagoodvocabulary,thetwoassetsforstudents,buttheyareinschools.II.LanguageFocusWordsandexpressionsoddity:n.Castrangeorunusualpersonorthing怪人；怪物；奇特的東西Withhisneatsuitson,hefeltlikeanodditywalkinginthispoorneighborhood.穿著筆挺的西裝走在這個貧民區(qū)里，他覺得自己就像個怪物。obligeThewordobligeismostcommonlyusedintheexp

17、ressiorfoe/feelobliged.be/feelobligedtodosth.指感到有責任做某事”例如：Hefeltobligedtohelphismother,evenifitmeantleavingcollege.他覺得有責任幫助母親，即使這意味著他要離開大學。be/feelobligedtosb./sth.指對某人或某事心存感激”。例如：Thankyouverymuch,doctor.Iamextremelyobligedtoyou.醫(yī)生，非常謝謝您。對您，我深表感謝。Howwasit?:(spoken)oftenusedinconversationtoasksb.about

18、theiropinionorexperieneeofsth.怎么樣？(口語常用表達，用于詢問看法或經(jīng)歷)Didyouwatchthemovielastnight?Howwasit?你昨天晚上看那部電影了嗎？感覺怎么樣？IwastoldthatyouhadtraveledtomanyplacesinAsiarecently.Howwasit?有人告訴我你最近跑了亞洲的很多地方，旅行怎么樣？fullof:(followedbyabstractnouns)feelingorshowingalotofparticularemotionorquality(感覺、表達或表現(xiàn)出)充滿某種情感(特質(zhì))的ful

19、lofexcitement/energy/hope/happiness/praise充滿興奮/活力/希望/幸福/贊美Theteacherwasfullofpraiseforthehomeworkthatthestudentshaddone老師對學生們完成的功課贊不絕口?！眎sanLucyisahappychildandalwaysfulloflife.露西是個快樂的孩子，總是充滿了活力?！癐twas,like,whoa!”means“Itwasreallygreat!”.“Itwaslikeexpressioninconversation,verycommonforyoungpeoplewho

20、arelazyandincapabletorefereneetheirideas.Theexpressionisusuallyfollowedbyanadjectiveoranexelamation.Itwas,like,marvelous!簡直奇妙極了！(Itwaslike)Whoa!Howcomeyougotahundredpereentcorrectonsuchahardtest?哇！這么難的考試你怎么都全答對了？Note:Whoaisspecificallyusedtoshowthatpeoplearesurprisedorthinksomethingisveryimpressive.

21、Itcanbeusedindifferentcontexts.Forexample:-Todescribesomethingthatyourenotquitesurehowtodescribe:Thatcarissocool,itslike,whoa.Toexpresssurprise:Whoa!Itllyamsazeiag!Toindicateadesiretoendwhatsomeoneistalking:Whoa,OK,thatsenough.Andthatwasit.(Para.4)Meaning:Andthatwaseverythingshesaid,withoutevenmenti

22、oninganydetailsofherwonderfulexperieneeinEurope.Thatwasit.:oftenusedinconversationtosaythatsth.iscompletelyfinishedorthatasituationcannotbechanged就這樣(指某事徹底結束或形勢不能更改)Thatwasit.IcouldnoIongerhopeforapromotion,andmybossdidntevenwantseemeagain.就這樣吧，我的升職再也沒指望了，我的老板甚至不想再見到我。Thatsit.Thereisnothingmorewecan

23、d就這樣吧，我們也再沒有別的辦法。distinguished,distinctive,distinct這三個詞詞形相近，但意思有很大的差別，不能互換使用。distinguished指卓越的；杰出的；著名的”例如：Hisgrandfatherhadbeenadistinguisheduniversityprofessor他的祖父曾是一位杰出的大學教授。distinctive指“(特征、性格或外表)獨特的，有明顯不同的”強調(diào)表示差別的”有特色的”特殊的”例如：Irenehadaverydistinctivevoice.艾琳有一個非常獨特的聲音。Canyoufindthedistinctivewat

24、ermarksofthisstamp?你能看到這枚郵票上明顯的水印嗎？PupilsinHongKongusuallyhavedistinctivebadgesontheirschooluniforms.在香港，小學生的校服上常戴有頗具特色的徽章。3)distinet表示分明的；明了的；清楚的”例如：Ihavethedistinetfeelingthatmyfrienddidnotrealizewhatwashappening.我明顯感到我朋友并未察覺所發(fā)生的一切。ThephotoyoutookinHongKongCulturalCentreisnotdistinctenough.你在香港文化中

25、心拍的那張照片不夠清晰。Shehasadistinetpronunciation.她的發(fā)音清楚。Thereisadistinctsmellofsmokeinmyroom.我的房間里有一股明顯的香煙味。distinet的另一個詞義是明顯不同的；有區(qū)別的”。例如：Ourinterestswerequitedistinctfromthoseofthem.我們的興趣與他們的興趣截然不同。現(xiàn)將distinet和distinctive用在一個句子里，以便區(qū)分：Oneofthedistinctivefeaturesofthisbookisitsdistinetillustrations.這本書很明顯的特點之

26、一就是其具有清楚明了的圖解。proclaim,claimproclaim是正式宣告或公開宣告，宣告”的中文意思比聲明”要嚴肅。例如：Thegovernmenthasproclaimedanewlaw.政府已公布了一項新法令。Theyproclaimedthathewasatraitor.他們宣稱他是叛徒。Theringingbellsproclaimedthebirthoftheprince.響亮的鐘聲宣布了王子的誕生。claim是根據(jù)權利聲明，根據(jù)權利要求索賠，根據(jù)權利認領。(1)聲稱；斷言；主張。例如：Theyclaimtohavediscoveredacureforthedisease.

27、他們聲稱已經(jīng)發(fā)現(xiàn)了治療此病的方法。Sheclaimedthattheringwasstolen,notlost.她聲言那只戒指是被偷的，而不是遺失的。要求；索賠。例如：Theoldmanclaimedtheland.老人要求得到這塊土地。Iclaimpaymentfrommyfriend.我要求我的朋友付款。exposure是動詞expose的名詞形式，動詞expose常用于短語be/getexposedt中,表示接觸；體驗”。例如：Somechildrenareneverexposedtoclassicalmusic有些孩子從來沒有接觸過古典音樂。Havingbeenexposedtoall

28、kindsofdangersintheforest,thegirlfelthelplessandbegantocry.那個女孩在森林里體驗了各種危險后，感到很無助，就哭了起來。adequate,abundantadequat表示在數(shù)量或質(zhì)量上足以滿足特定的標準”，強調(diào)剛好夠用、沒有多余。例如：Hedoesntearnalargesalarybutitisadequateforhiedie他掙錢不多，但也夠用了。abundan表示充裕；綽綽有余”，強調(diào)數(shù)量很多或充足有余。例如：Wehaveabundantproofofhisguilt.我們有他犯罪的充分證據(jù)。Collocationnote:ln

29、Paragraph7,wehavetwocollocationpairswiththesameword:advanced/propervocabularyforourattention.adjust,adapt1)當表示適應環(huán)境”時，adjus和adaptS不多。常與to搭配?？梢哉fadjust(sth./oneself)tosth和adapt(sth./oneself)tosth。其中adjus和adap互為同義詞。例如：OnceyougettotheUnitedStates,youwillhavetoadjustyourselftoacompletelynewlifestyle.一旦你到了

30、美國，你就需要進行調(diào)整，以適應美國全新的生活方式。Thechildrenfoundithardtoadapttothenewschool.這些孩子們發(fā)現(xiàn)很難適應這所新學校。Thebodyadjustsitselftochangesoftemperature身體會自行適應溫度的變化。Intelligeneeseekstograsp,manipulate,re-order,andadjust,whileintellectexamines,ponders,wonders,theorizes,criticizesandimagines智力尋求的是理解、運用、整合和調(diào)節(jié)，而才學是審視、思考、探究、形成理

31、論、批判和想象。2)adjust作及物動詞用時，還有調(diào)節(jié)；使適合；校準”之意，而adapt不表示此意。例如：adjustaradio(dial)調(diào)準收音機的選臺指針adjustcoloronaTV調(diào)整電視的色彩adjustonestieinamin鏡子整理領帶adjustatelescopetooneseye調(diào)節(jié)望遠鏡使之適合眼睛觀看adjustaclock調(diào)準時鐘adap作及物動詞時，還有“(改裝)使適合；改編”之意，其同義詞是modify，不是adjusto例如：Theseteachingmaterialscanbeadaptedforolderchildren這些教材修訂一下可以給大一點

32、的孩子用。Headaptedhisoldcarenginetotheboat.他把他的舊汽車上的引擎用到那只船上。beneficia常與to連用，引出對誰有利、有幫助、有用。例如：Cyclingishighlybeneficialtohealthandtheenvironment.騎自行車對身體和環(huán)境都大有裨益。Collocationnote:lnParagraph7,wehavecomeacrossompetentcommunicationandherewehaveorecisecommunicationandbeneficialcommunication.InParagraph2ofTex

33、tBcarefulreaderswillnotmissadequatecommunicationskillsFormorecollocationpairs,pleaserefertothenotesoncollocationforthisunit.DifficultsentencesIfIamtheonlyparentwhostillcorrectshischildpediEpglish,thenmysonisright.Tohim,Iamatediousoddity:afatherheisobligedtolistentoandamanabsorbedintherulesofgrammar,

34、whichmysonseemsallergicto.(Para.1)Meaning:MysonisprobablyrightifthereisnootherparentlikemewhostillcorrectshischildsmistakesinEnglish.Tomyson,Iamaboringandstrangefather,whohehastolistento;Iamalsotheonewhopayslotsofattentiontogrammarrules,whichhedoesntseemtolike.2IthinkIgotseriousaboutthisonlyrecenhen

35、Iranintooneofmyformerstudents,freshfromanexcursiontoEurope.Howwasit?Iasked,fullofearnestanticipation.ThecivilizationofGreeceandthegloryofRomanarchitecturewerecapturedinacondensednon-statement.(Para.4)Meaning:ThecivilizationofGreeceandthegloryofRomanarchitecturewerejustdescribedinonewordratherthanaco

36、mpletestatementbecauseofherinabilitytochooseappropriatewordstoexpressherself.Mystudents“whoa!”wasexceededroyilhebyd-shakingdistress.(Para.4)Meaning:Myhead-shakingdistressatherinabilitytoexpressproperlywasevengreaterthanherslangtermwhoa,oneword,whichdidnotmakeanystatementtodescribethecivilizationofGr

37、eeceandthegloryofRomanarchitecture.Meaningbeyondwords:ThewordexceedstatesexplicitlythattheauthorsworryabouthisstudentsIanguageinabilitywasmuchmoreintensethanherexcitement.Icarefullyasked,“Myson,howisthebirdflying?”“Whatyswrong?DidIsanythingincorrectly?”Hegotlost.“Great!Yousaidincorrectlyinsteadofinc

38、orrect.Weuseadverbstodescribeverbs.Therefore,itsflyingsounsteadilybutnotsounsteady.”(Para.8)Meaning:Onhearingwhathesaid,Iaskedhimcautiouslyhowthebirdwasflying.Mysondidnthaveanyideaaboutwhatwaswrong,soheaskedifhesaidanythingincorrectly.Bypraisinghiscorrectuseofincorrectly,Iexplainedthatunsteadyisimpr

39、operlyusedbecauseanadverbisneededtodescribeaverb.Meaningbeyondwords:From“Icarefullyasked”and“Great”wecanseethewaythefatherusedtocorrecthissonsgrammaticalmistakeisveryencouraging.Perhaps,languageshouldbelookeduponasaroadmapandavaluablepossession:oftenstudytheroadmap(checkgrammar)andtuneupthecarengine

40、(adjustvocabulary).Learninggrammarandagoodvocabularyisjustlikedrivingwitharoadmapinawell-conditionedcar.(Para.11)Meaning:Maybe,youshouldregardIanguageasaroadmapandaverypreciouspropertyyouhave.Youshouldoftenlookattheroadmap(reviewgrammar)andmakesmallchangestoyourcarengine(improvevocabulary).Meaningbe

41、yondwords:TheroadmapandthecarareusedmetaphoricallytomeanthatgrammarandvocabularyarepowerfuldevicesthatwillenableyoutofreelyexploreintheIanguageworld.Whiletheroadmapguidesyourjourneytoyourdestination,anexcellentvehiclehelpsyoutofullyenjoyallofthesights,soundsandexperiencesalongtheway.(Para.12)Meaning

42、:Thoughtheroadmapleadsyoutotheplacewhereyouwanttogo,thewell-conditioned/well-tunedcar(vocabulary)enablesyoutocompletelyenjoyyourtripalongtheroad.SentencestructurenotewhileWhilecanbeusedinaclausetointroduceinformationwhichcontrastswithinformationinthemainclause.Forexample:Whilemostpeoplelookforwardto

43、retirement,somecannotbearthethoughtofbecomingprofessionallyinactive.雖然大多數(shù)人盼望退休，可有些人想到?jīng)]了工作就受不了。WhileaneffectiveIanguageteachecanmaximizestudentslearning,acommittedstudentcanalwaysenjoylearning.雖然一個有效的語言老師能讓學生最大限度地學到東西，但是一個孜孜不倦的學生總是能對學習樂此不彼。Thesouthofthecountrygrowsricherandricher,whilethenorthgrowspo

44、orerandpoorer.這個國家的南方越來越富，但是北方卻越來越窮。7.1was,like,whoa!(Para.仃)Meaning:Iwasreallysurprisedandimpressedbymysonsgrammarknowledge.Meaningbeyondwords:Thefatherwasveryproudofhisson.TheexpressionusedhereistocontrastwiththeonesaidatthebeginningofthetextwhentheauthordescribestheincapabilityofthestudentsIangua

45、ge.Thoughbothareinasurprisedtone,thepurposesareapparentlydifferent.Byreturningtothephrasefromthenon-statement”.Usingthiswordattheendofthetext,therefore,reflectstheauthorskillfullyexpressedhumor.beginningofthetext:,like,whoa!”,thefatherisplayingpomdenitiedhisStepThreeLanguageapplication45minutesWriti

46、ngdevices:SimileSimileisafigureofspeechthatcomparestwodifferentthingsandthecomparisonisindicatedbythewordasorlike.Examples:Learninggrammarandagoodvocabularyisjustlikedrivingwitharoadmapinawell-conditionedcar.Apoem:MyLoveIsLikeARedRedRose我的愛人像朵紅紅的玫瑰RobertBurns羅伯特彭斯Practice生活像一具大秋千(swing)，總在開心和憂愁間搖擺(d

47、angle)。Lifeislikeabigswing,danglingbetweenthedepthsofhappinessandsadness.生活沒有目標猶如航行沒有指南針(compass。Livingwithoutanaimislikesailingwithoutacompass.婚姻就像一座城堡(beleagueredfortress)外面的人想進去，里面的人想出來。Marriageislikeabeleagueredfortress:thosewhoarewithoutwanttogetin,andthosewithinwanttogetout.Howtowriteacollegee

48、ssay:Anessaynormallyhasthreemainparts:Introduction,bodyandconclusion.Introduction:Theintroductionpartisusuallyoneshortparagraphthatintroducesthetopictobediscussedandthethesisstatement.Athesisstatementcanbeanopinion,anattitudeorastandaboutthetopic.Body:Thebodyisthemainpartofanessay.Itmaycontainsevera

49、lshortparagraphsthatusethedevelopmentmethodsofexamples,narrative,causeandeffect,comparisonandcontrast,classification,argumentation,etc.Conclusion:Theconclusionwrapsupthediscussionofacertaintopic.Itcanbrieflysummarizethemainpointsdiscussedandcanalsorestatethethesisstatementbyusingdifferentwordsandstructures.Attheendoftheconclusion,thewriterthoughtsonthetopicmaybeaddedsuchasapredication,asuggestion,orawa