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于丹趣品人生新视野大学英语读写2(第三版)完整教(学)案

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2020-12-14 11:28
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青春荒唐我不负你-白色血液

2020年12月14日发(作者:洪虎)
.. . . ..










新视野大学英语读写教程(第三
版)BOOK 2 教案








. 学习帮手 .
.. . . ..





教学内容
教学对象
Teaching
Subjects
2015级大学英语本科 Lesson
Unit 1 An Impressive English
Lesson
Content
第2-4 周 授课时间 2月29日 - 3月18日 周 次
课型

理论课

理论、实践课


实践课
教学环境
课时分配 6
Teaching
Environment
After studying this unit, the students are expected to be able to:
1. understand the main idea and structure of Section A and Section B;
教学目标
Teaching
Aims
2. master the key language points and grammatical structures in the texts
3. talk about language teaching and learning and express their opinions about
current way of teaching in an English class;
4. read with the skill “finding key ideas in sentences”;
5. write a composition with three main parts: introduction, body and conclusion.
多媒体教室
. 学习帮手 .
.. . . ..
1. Vocabulary
tedious

absorbed

allergic

capture

condense

exceed

distinguish

distinctive

complimentary

complementary proclaim evidently adequate competent adjust
重点
Key Issues
2. Skills
● Learn to read with the skill “finding key ideas in sentences” and write a
composition with three main parts: introduction, body and conclusion.
●To talk about language teaching and learning
难点
●write a composition with three main parts: introduction, body and
Potential Problems
conclusion.
and Difficulties
●To apply the phrases and patterns
A combination of traditional teaching methods with the communicative approach
教学方法
Methodolo
gy
will be adopted. Special attention should be paid to classroom interaction like
questioning and answers. Small group works are always needed while discussing the
questions and the difficult translation practice. More encouragement is needed and
more guidance will be given in their extracurricular study.
教具
Teaching
Aids
教学分组
Teaching
Groups
Group work and pair work
Visual aids, projector, stereo and microphone
beneficial

. 学习帮手 .
.. . . ..
课堂学习任务与活动的组织Conduct of Tasks and Activities
(师生互动方式Mode of Interaction; 学习策略Learning Strategies)
Students-centered
Task-based teaching and learning
教学过程设计 Teaching Procedures
. 学习帮手 .
.. . . ..
步骤1 Step 1 导入 Lead-in
I. Greeting and warming-up questions discussion.
1. What are the key factors that help people learn English as a foreign language?
2. Do you have any problem in English learning?
you think grammar is important in English learning?
II. Listening and discussing.
1. Listening practice.
2. In your opinion, what is the most effective way to learn English?
III. Listening to a talk and answer questions on page 2

步骤 2 Step 2

课文学习 Section A An Impressive English Lesson
I. New words
1. tedious: a. boring and continuing for too long 冗长乏味的
Telling the story has become tedious, as I have done it so many times.
讲述这个故事已变得单调乏味,因为我已经讲了这么多次了。
2 absorbed: a. so interested or involved in sth. that you do not notice anything else 极感兴趣的;
全神贯注的;专注的。
Time passes quickly when you are absorbed in reading a good book.
在聚精会神地读一本好书的时候,时间过得非常快。
3. fresh from: having just come from a particular place or experience刚从….来的;刚有…经历的
School principals should not expect teachers, fresh from college, to deal with a large group of
difficult children.学校的校长不应该指望刚从大学毕业的老师来应付一大群难以对付的孩子。
4. exceed: vt. (fml.)be more than a particular number or amount 超过;超出
You’ll have to pay extra money if you exceed your luggage allowance.如果你的行李超重,你必须额
. 学习帮手 .
外付费。
5. distinctive: a. easy to recognize because of being different from other people or things of the
.. . . ..
2. sb fail to do sth…., while sb should do sth…. 用于表述“实际情况与预期的反差”。
3. While isdoes …, sbsth. else isdos …用于表述“人与人之间或事与事之间的反差”。
IV. Structure Analysis:
Main idea of section A: this text is a narrative that talks about the author’s personal experience in
giving an effective English lesson to his son. He claims that students can learn better if they are
properly taught.
Part I (Paras. 1-5)
This part introduces the background of the story. It presents the thesis statement: Students unfairly
bear the bulk of the criticism for these knowledge deficits because there is a sense that they should
know better.
Part II (Paras.6-13)
This part contains two major sections to support the author’s point of view. The first section claims
that students should not be blamed for their language deficiency due to two major reasons:1) they
are misled by the language environment;2) they are not learning the language adequately and
efficiently in school. The second section elaborates the author’s personal opinion about the
importance of grammar and vocabulary, by way of metaphors.
Para. II (Para. 14-17)
Toward the end, the author narrates another incident where his son unconsciously uttered a
grammatically perfect sentence with a subjunctive mood and he’s proud of his son.
步骤3 Step 3 语言点Language points

Detailed study of the text
1. If I am the only parent who still corrects his child’s English, then perhaps my son is right. To him,
I am a tedious oddity: a father he is obliged to listen to and a man absorbed in the rules of
. 学习帮手 .
grammar, which my son seems allergic to. (Para. 1)
Meaning: My son is probably right if there is no other parent like me who still corrects his child’s
.. . . ..
4. My student “whoa” was exceeded only by my head-shaking distress. (para. 4)
Meaning: My head-shaking distress at her inability to express properly was even greater than her
slang term whoa, one word, which did not make any statement to describe the civilization of Greece
and the glory of Roman architecture.
Meaning beyond words: The word exceed states explicitly that the authors worry about his
student's language inability was much more intense than her excitement.
5. Surely students should be able to distinguish between theirtherethey're on the distinctive
difference between complimentary and complementary (para. 5)
Meaning: Of course, students should be able to recognize and understand the differences between
their therethey're on the obvious difference between complimentary and complementary
distinguish: recognize the differences between things 区别;辨别
A formal education with emphasis on history literature and culture helps a person learn how to
distinguish right from wrong着重于历史、文学和文化的正规教育能帮助一个人学习如何明辨是非。
distinguish between: recognize and understand the difference between two or more things or
people区分;辨别
The ability to read in a critical way involves the ability to distinguish between facts and the writer’s
opinions or int erpretations.批判性阅读能力包括区分什么是事实,什么事作者自己的看法或解释能
力。
★distinctive: a. easy to recognize because of being different from other people or things of the
same type与众不同的;特殊的;特别的
The distinctive design of a product provides a powerful competitive advantage over other products.
一个独特的产品设计具有比其他产品更强有力的竞争优势。
6. For example signs in grocery stores point them to the stationary, even though the actual
. 学习帮手 .
stationery - pads, albums and notebooks - are not items nailed down. (para. 6)
Meaning: For example , signs of merchandise in grocery stores lead students to the “stationary”
.. . . ..
9. The chance came when one day I was driving with my son. As we set out on our trip, he noticed
a bird in jerky flight and said, “It's flying so unsteady.” (para . 8 )
Meaning: The opportunity to teach him English came when we were both on a car heading for our
trip. On seeing a bird flying unsteadily, he commented that the bird was flying unsteady.
jerk: n. [C] a sudden quick movement 猛的一动;猝然一动
The old bus started with a jerk, so the passengers shook a sudden. 那辆旧的公共汽车猛地一动,
车上的乘客都突然摇晃了一下。
jerky: a. moving roughly with many starts and stops (在进行中)不平稳的,颠簸的
After the bus came to a jerky halt, the passengers got the hurriedly. 公共汽车颠簸着停下来以后,
乘客们都匆忙下车了。
10. Curious about my correction he asked me what an adverb was. Slowly, I said, “it's a word that
tells you something about a verb.” It led to his asking me what a verb was. I explained, “Verbs are
action words; for example, Dad drives the truck. Drive is the verb because it's the thing dad is
doing.” (para. 9)
Meaning: fascinated by my correction, he wondered what an adverb was. After he got the answer,
he went on with the question of a verb. To explain vividly to him, I used the example of driving: an
action I was doing.
Meaning beyond words: The boy was very alert to something new or interesting. His learning
experience illustrates that learning grammar is not necessarily boring.
11. Then, out of his own curiosity, he asked me if other words had names for their use and
functions.
(para. 10)
Meaning: After that, because of his curiosity, he asked me if other words also had specific names
. 学习帮手 .
for their use and the roles they play.
out of curiosity: because of curiosity 出于好奇
.. . . ..
步骤 5 Step 5 练习讲解 Review & Exercises

presentation --- Reproduction
3.. Exercises
4. Exercises 3,4,5,6,7
(Ss give answers and raise questions they may have and T explains the difficulties)
ses 8,9--- writing and translation.
Assignments: 1) review Section A; 2) Exercises in Section B; 3) speed reading
步骤 6 Step 6 听力训练 Listening practice
Assignments: 1) Story retelling in Unit 1;
2) Pair work --- practice model dialogs in unit 1 in the Listening and Speaking Book;
3) Preview the new words in unit 2;



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自我评价问题Questions for Self-evaluation:

1. Can I understand the text fully?
2. Have I memorized the new vocabulary and can I put them into use?
3. Do I understand better how to become a successful language learner?


. 学习帮手 .


.. . . ..
<br>Background <br>Structure of the text and <br> <br>板书设计 <br>Information <br>Blackboard <br>1. <br>Layout <br>2. <br>2 <br>3 <br>3 <br>自我评价问题<br>4. Can I understand the text fully? <br> <br>1 <br>sentence structure in details 2 <br> 1 <br>Warm-up questions: <br>Questions for 5. Have I memorized the new vocabulary and can I put them into use? <br>Self-evaluatio<br>n <br>教材与教学资<br>6. Do I understand better how to become a successful language learner? <br> <br>全新版大学英语长篇阅读2,上海外语教育出版社,李荫华 <br>源Resources 新视野大学英语读写教程(第三版),外语教学与研究出版社,郑树棠 <br>and <br>Materials: <br>大学英语语法,外语教学与研究出版社大学英语,袁懋梓 <br>大学实用英语写作教程,北京理工大学出版社,汪宏 <br>新视野大学英语教师用书, 郑树棠, 外语教学与研究出版社,2015年 <br>教参 <br>References <br>Motivating Students to Normal University Press.2004 <br>Classroom Michael ai Foreign Language <br>Education Press.2005 <br>. 学习帮手 . <br> .. . . .. <br> <br> <br> <br> <br> <br> <br> <br> <br> <br>课后记录 <br> <br>After <br>Notes <br>Class <br> <br> <br> <br> <br> <br> <br> <br> <br> <br> <br>. 学习帮手 . <br> .. . . .. <br>教学内容 <br>教学对象 <br>Teaching <br>Subjects <br>2015级大学英语本科 Lesson <br>Content <br>第5-7 周 授课时间 <br>Unit 2 College—The ladder to <br>success?<br> <br>周 次 <br>课型 <br>3月21日 - 4月8日 <br>□ <br>理论课 <br>√ <br>理论、实践课<br> <br>□ <br>实践课 <br>教学环境 <br>课时分配 6 <br>Teaching <br>Environment <br>After studying this unit, the students are expected to be able to: <br>1. understand the main idea and structure of Section A and Section B; <br>2. master the key language points and grammatical structures in the texts <br>教学目标 <br>3. talk about significance of the humanities and gain more insights into life and <br>Teaching <br>society and be aware of cultural and religious differences; <br>Aims <br>4. read with the skill “reading for major details”; <br>5. write a composition to introduce the advantages of something with three main <br>parts: introduction, body and conclusion. <br>多媒体教室 <br>. 学习帮手 . <br> .. . . .. <br>1. Vocabulary <br>accounting, boost, defect, persist, accelerate, dominant, compel, elegant, <br>spectacular, insight,liable,reservoir, in succession, speculate abouton, <br>重点 <br>invest . with, in the company of <br>Key Issues <br>2. Skills <br> ● Learn to read with the skill ““reading for major details” and focus on how the <br>advantagesdisadvantages are introduced. <br>●To talk about significance of the humanities <br>难点 <br>●write a composition to introduce advantages and disadvantages of some <br>Potential Problems <br>topic. <br>and Difficulties <br>●To apply the phrases and patterns <br>A combination of traditional teaching methods with the communicative approach <br>教学方法 <br>Methodolo<br>gy <br>will be adopted. Special attention should be paid to classroom interaction like <br>questioning and answers. Small group works are always needed while discussing the <br>questions and the difficult translation practice. More encouragement is needed and <br>more guidance will be given in their extracurricular study. <br>教具 <br>Teaching <br>Aids <br>教学分组 <br>Teaching <br>Groups <br>Group work and pair work <br>Visual aids, projector, stereo and microphone <br>. 学习帮手 . <br> .. . . .. <br>课堂学习任务与活动的组织Conduct of Tasks and Activities <br>(师生互动方式Mode of Interaction; 学习策略Learning Strategies) <br> Students-centered <br> Task-based teaching and learning <br>. 学习帮手 . <br> .. . . .. <br>步骤1 Step 1 导入 Lead-in <br>I. Greeting and warming-up questions discussion. <br>1. How do you think of your current major? If you were given a second chance to choose your major, <br>what would you select and why? <br>2. What liberal arts humanities courses do you learn in college? Do you think they are necessary <br>for your education? <br>II. Listening and discussing. <br>1. Listening practice. <br>2. In your opinion, what are the most important skills you learned in high school? <br>III. Listening to a talk and answer questions on page 30. <br>步骤 2 Step 2 课文学习 Section A An Impressive English Lesson <br>I. Background information <br>1. the humanities <br> The humanities are a group of academic disciplines that study the human condition, using <br>methods that are primarily analytical, critical, or speculative. Therefore, they are distinguished from <br>the approaches of the natural sciences. The humanities, called social sciences, include history, <br>anthropology, communication studies, cultural studies, law, language, literature, philosophy, <br>religion, music and theater, etc. Through exploration of the humanities, students learn how to think <br>creatively and critically, to reason, and to ask questions. Because these skills allow students to gain <br>new insights into everything from poetry and paintings to business models and politics, humanistic <br>subjects have been at the heart of a liberal arts education. Today, humanistic knowledge continues <br>to provide the ideal foundation for exploring and understanding the human experience. <br>2. self-awareness <br>. 学习帮手 . <br>Self- awareness isn’t a quality that you demonstrate by telling a story, but rather it has to do with <br>how you tell the story and your ability to communicate what you learned. Being able to explain to <br> .. . . .. <br>Ⅳ.Structure Analysis: <br>Main idea of section A: this text is a narrative that talks about the author’s personal experience in <br>giving an effective English lesson to his son. He claims that students can learn better if they are <br>properly taught. <br>Part I (Paras. 1-5) <br>Part I provides the background information of the argument. By moving away from the humanities <br>and taking some “hard-skill” courses instead, students think it would improve their chance of <br>finding a job. Because of the economic downturn, this trend is likely to persist and even accelerate. <br>However, the humanities play a significant role in people’s lives and can’t be ignored. <br>Part II (Paras.6-9) <br>Part II presents the author’s argument to stand up for the true value of the humanities: studying the <br>humanities can improve our ability to read and write, invest us with great insight and self-awareness, <br>thereby releasing our creative energy and talent, and provide the scope of possibilities that are <br>widely open to us. It also suggests that inner insight, combined with technical knowledge, is ideal <br>for the establishment of a good career. <br>Para. II (Para. 10) <br>Part III summaries the main ideas stated in the argument: The humanities help to create <br>well-rounded human beings with inner insight and understanding of the passions, hopes and <br>dreams common to all humanity <br> <br>步骤3 Step 3 语言点Language points <br>Detailed study of the text <br>1. When the going gets tough, the tough take accounting. (Para. 1) <br>. 学习帮手 . <br>Meaning: When conditions or situations become difficult, determined people choose to study the <br>subject of accounting, hoping they can more easily find a job in the future. <br> .. . . .. <br>3. They have to study something that boosts their prospects of landing a job. (Para. 1) <br>Meaning: They have to study something that improves their chances of success in finding a job. <br>★boost: vt. increase or improve sth. to make it more successful 促进;推动;使兴旺 <br>Some countries hope that warmer weather and more rain will boost their farm output. 一些国家希<br>望更温暖的天气和更多的降雨能提高他们的农业产量。 <br>★prospect: n. [C, U] sth. that is possible or likely to happen in the future, or the possibility itself 可<br>能的事情;很能发生的事情;前景 <br>Career prospects in science and technology are virtually unlimited. 科技类职业的前景几乎是无可限<br>量的。 <br>4. The data show that as students have increasingly shouldered the ever- rising cost of tuition, they <br>have defected from the study of the humanities and toward applied science and “hard” skills that <br>they bet will lead to unemployment. <br>Meaning: The facts and information show that as students have spent increasingly more money on <br>tuition, they have turned away from the humanities to some practical courses that they believe will <br>enable them to get a job more easily. <br>★defect: vi. Leave a country, political party, or organization to go to another one 被判;叛逃 <br>He defected from the party in the late 1970s. 他在20世纪70年代后期背叛了该党。 <br>n. [C] a fault in sb. or sth. 缺点;欠缺;不足之处 <br>Stammering is probably an inherited defect. 口吃可能是一种遗传缺陷。 <br>★applied: a. (usu. before noun) used for describing educational subjects when they are studied for <br>their practical uses (学科)应用的,实用的 <br>Industry leaders want scientists to engage in basic research, not applied research. 产业领导者们希<br>望科学家们从事基础研究,而不是应用研究。 <br>. 学习帮手 . <br>★bet : (bet, bet) vt. be fairly sure that sth. is true, that sth. will happen, etc., although you can’t prove <br>this 肯定 <br> .. . . .. <br>will continue to shrink and worsen for a long time each year. <br>Note <br>It might be worthwhile to have a review of the word slide used as a noun or a verb: <br>n. [usu. sing.] a situation in which sth. gradually gets worse or sb. develops a problem (情况) 变糟,<br>恶化;(人)出现问题 <br>School administrators were unable to explain the slide in students’ performance. 学校管理人员无<br>法解释学生成绩下降的原因。 <br>v. gradually become worse, or begin to have a problem 逐渐破坏;开始出现问题 <br>Students’ test scores started to slide in the mid-1990s. 20世纪90年代中期,学生的考分开始下降。 <br>★succession: n. [sing.] a series of people or things of the same type 一连串,一系列(同类型的人<br>或物) <br>After graduation, he took a succession of low- paid jobs. 毕业后他干了一连串报酬低微的工作。 <br>★in succession: happening one after the other without anything different happening in between 连<br>续发生地;接连发生地 <br>She is an accomplished athlete and won the championship four times in succession. 她是一个成功<br>的运动员,连续四次获得冠军。 <br>8. There already has been a nearly 50 percent decline in the portion of liberal arts majors over the <br>past generation, and it is logical to think that the trend is bound to continue or even accelerate. <br>(Para. 3) <br>Meaning: Based on the factor that there already has been about 50 percent decrease in the <br>numbers of students majoring in liberal arts over the past years, it is reasonable to think that the <br>trend will surely continue or even speed up. <br>★liberal: a. <br>. 学习帮手 . <br>1) (~arts) school or college subjects that give students a general education and teach them to think <br>rather than those subjects that develop practical skills 文科 <br> .. . . .. <br>2) a thick strong upright post that supports part of a building 柱子;支柱 <br>Eight massive stone pillars supported the roof. 八根巨大的石柱支撑起房顶。 <br>★vivid: a. having or producing very clear and detailed images in the mind 清晰的;生动的 <br>He gave a very vivid and often shocking account of his time in prison. 他描述了他在监狱的往事,<br>非常生动,也非常令人震惊。 <br>★compel: vt. force sb. to do sth. 强迫;迫使 <br>As a school boy, he was compelled to wear shorts even in winter. 当他还是一个在校的小男孩时,<br>即使在冬天他也被迫穿短裤。 <br>★compelling: a. interesting or exciting enough to keep your attention completely 有强烈吸引力<br>的;引人入胜的 <br>Steve Job’s life makes a compelling story. 史蒂夫·乔布斯的一生是一个引人入胜的故事。 <br>10. Here, please allow me to stand up for and promote the true value that the humanities add to <br>people’s lives. (Para. 4) <br>Meaning: I here ask for your permission to let me defend and advertise the true value that the <br>humanities bring to people’s lives. <br>★stand up for: support or defend a person or an idea when they are being attacked 支持;保卫;<br>维护 <br>Mary stood up for me at the meeting, sparing me some embarrassment. 玛丽在会议上支持了我,<br>使我免受了一些尴尬。 <br>★promote: vt. support or encourage sth. 支持;鼓励;提倡 <br>To acknowledge other cultures will promote good will among people of different backgrounds. 承<br>认别人的文化会促进不同背景的人之间的友好亲善。 <br>11. Since ancient times, people have speculated about the mystery of those inner forces that drive <br>. 学习帮手 . <br>some people to greatness and others to self- destruction. (Para. 4) <br>Meaning: Ever since ancient times, people have thought carefully and seriously why the mysterious <br> .. . . .. <br>natural ability to know something. <br>★unconscious: a. relating to or coming from the part of your mind in which there are thoughts and <br>feelings that you do not realize you have 潜意识的;下意识的;无意识的 <br>I don’t know if he noticed my unconscious desire. 我不知他是否注意到我潜意识的愿望。 <br>14. From the beginning of time, this inner aspect of our being, this drive that can be constructive or <br>destructive, has captured our imagination. (Para. 5) <br>Meaning: Since ancient times, it is this very inner force of our being, either constructive or <br>destructive, that has stimulated our imagination. <br>★destructive: a. causing severe damage or harm 破坏性的;毁灭性的 <br>Lack of trust is very destructive in a relationship. 缺乏信任在人际关系中是很具有破坏性的。 <br>15. The stories of this amazing struggle have formed the basis of cultures the world over. (Para. 5) <br>Meaning: It is these stories about this fascinating inner struggle of human beings that have laid the <br>foundation of the world cultures. <br>16. Historians、architects、authors、 philosophers and artists have captured the words, images <br>and meanings of this inner struggle in the form of story、music、painting、architecture、<br>sculpture、 landscape and traditions. (Para. 5) <br>Meaning: Our historians、architects、authors、 philosophers and artists have successfully caught <br>the words, images and meanings of this mysterious inner force by way of story、music、painting、<br>architecture、sculpture、 landscape and traditions. <br>★architect: n. [C] sb. whose job is to design buildings 建筑师 <br>He is the architect of this building, and he’s always on the construction site. 他是这个大楼的建筑<br>师,他总出现在施工现场。 <br>★philosopher: n. [C] sb. who studies and tries to explain the meaning of things such as life, <br>. 学习帮手 . <br>knowledge, or beliefs 哲学家;哲人 <br>Plato was a Greek philosopher. 柏拉图是希腊哲学家。 <br> .. . . .. <br>Fertile soil helps Canada rank among the world’s leading wheat producers. 肥沃的土壤帮助加拿大<br>跻身世界主要小麦生产国。 <br>a the body of sth.: a large amount or mass of sth., esp. sth. that has been collected 大量的某物 <br>Acquiring a language is learning a skill, not collecting a body of information. 学语言是学习技能,<br>而不是获取大量的信息。 <br>19. Studying the humanities improves our ability to read and write. No matter what we do in life, we <br>will have a huge advantage if we can read complex ideas and understand their meaning. We will <br>have a bright career if we are the person in the office who can write a clear and elegant analysis of <br>these ideas! (Para. 6) <br>Meaning: Studying the humanities helps us improve our reading and writing ability. In whatever <br>situation, it is a great advantage if we understand complex ideas through reading. To illustrate, if we <br>are the person in the office who can write and analyze those complex ideas in a logical, clear, <br>intelligent yet simple manner, we will have a promising career. <br>★elegant: a. <br>1) very intelligent yet simple (想法或计划)巧妙的,简洁的 <br>The document impressed me with its elegant simplicity. 该文件给我留下了精辟简明的深刻印象。 <br>2) beautiful, attractive and graceful 优美的;高雅的 <br>Patricia looked beautiful and elegant as always. 帕特里夏看上去总是那么美丽优雅。 <br>★analysis: n. [C, U] a process of studying or examining sth. in detail in order to understand it or <br>explain it 分析 <br>I’m interested in Clare’s analysis of the situation in China. 我对克莱尔对中国形势的分析很感兴趣。 <br>20. Studying the humanities makes us familiar with the language of emotion and the creative <br>process. (Para. 7) <br>. 学习帮手 . <br>Meaning: We get more familiar with the expressions of emotion and the process of creation by <br>studying the humanities. <br> .. . . .. <br>Nature has invested these animals with a capacity for not showing fear. 自然界赋予了这些动物不显<br>露恐惧的本领。 <br>★insight: n. <br>1) [U] the ability to notice and understand a lot about people or situation 洞察力;领悟力 <br>It was an interesting book, full of fascinating insight into human nature. 这是一本有趣的书,充满<br>了对人性绝妙的洞察力。 <br>2) [C, U] a sudden clear understanding of sth., esp. sth. complicated 顿悟;洞悉;见解 <br>Her research has given us some insight into what sparks a teenager’s curiosity. 她的研究是我们顿<br>悟到什么会引起青少年的好奇心。 <br>★thereby: ad. (fml.) because of or by means of what has just been mentioned 因此;从而;借此 <br>We started our journey early, thereby avoiding most of the traffic. 我们早早地开始了我们的旅程,<br>从而避开了交通堵塞的高峰期。 <br>24. Perhaps the best argument in favor of the humanities in the scope of possibilities that are widely <br>open to us. (Para. 8) <br>Meaning: The most valid argument to support the humanities is perhaps they can provide us with <br>a wide range of opportunities. <br>★in favor of: supporting a person or an idea, proposal, etc. that you believe is right 支持;赞同 <br>Congress has decided in favor of a $200 million housing development. 美国国会已决定赞成一个<br>两亿美元发展住房的计划。 <br>★the scope of: the range of 范围 <br>The Student Association has promised to widen the scope of activities. 学生会已承诺要扩大活动范<br>围。 <br>25. Did you know that James Cameron, world-famous director of the movie, Titanic, graduated with <br>. 学习帮手 . <br>a degree in the humanities? So did Sally Ride, the first woman in space. So did actors Bruce Lee, <br>Gwyneth Paltrow, Renee Zellweger and Matt Damon. Dr. Harold Varmus, who won Novel Prize for <br> .. . . .. <br>28. If we include studying the humanities, we can make breakthroughs on many barriers and are <br>limited only by our efforts and imagination. (Para. 8) <br>Meaning: If we also study the humanities, we can successfully remove many obstacles on our way <br>and still develop our potential unless we don’t try enough and lack imagination. <br>★breakthrough: n. [C] a discovery or achievement that comes after a lot of hard work 突破;重大<br>发现;重大成就 <br>Scientists have made more than one major breakthrough in the treatment of cancer. 科学家在治疗<br>癌症方面取得了不止一个重大突破。 <br>★barrier: n. [C] anything that prevents progress or makes it difficult for sb. to achieve sth. 障碍 <br>The new president advocated the removal of trade barriers for his country. 那位新总统主张为他的<br>国家消除贸易壁垒。 <br>29. Of course, nowadays, if we study the humanities alone, we are liable to miss many opportunities. <br>(Para. 8) <br>Meaning: It is for sure that nowadays if we study the humanities alone, we are likely to miss many <br>chances or opportunities. <br>★liable: (be ~ to do sth.) likely to do sth. in a particular way because of a fault or tendency 可能<br>(易于)做某事的 <br>Many parts of the country are liable to suffer from flooding. 该国的许多地方已遭水灾。 <br>30. Each one of us needs to become technically and professionally skilled as possible to help meet <br>the needs of modern life. (Para. 9) <br>Meaning: To satisfy the needs of modern life, all of us need to try our best to become technically <br>and professionally skillful. <br>31. In fact, increasingly a pairing of technical knowledge and inner insight is seen as the ideal in the <br>. 学习帮手 . <br>establishment of a career. (Para. 9) <br>Meaning: In fact, a combination of technical knowledge and inner insight is increasingly lokked <br> .. . . .. <br>33. In summary, the humanities helps to create well- rounded human beings with insight and <br>understanding of the passions, hopes and dreams common to all humanity. (Para. 10) <br>Meaning: To summarize, with the help of the humanities, we can create all-rounded people who are <br>insightful and well understand the passions, hopes and dreams common to all humanity. <br>★well-rounded human beings: human beings with a range of interests and skills and a variety of <br>experience 全面发展的人 <br>34. The humanities, the ancient timeless reservoir of knowledge, teach us to see things differently <br>and broaden our horizons. They are as useful and relevant in our modern age as they have always <br>been. (Para. 10) <br>Meaning: The humanities, the ancient timeless resource of knowledge, teach us to see things from <br>different perspectives and to expand our horizons, which is useful and related to our modern life, <br>just as it has always been. <br>★reservoir: n. [C] <br>1) a large quantity of sth. that can be used 积蓄;储蓄 <br>Colleges are a reservoir of talents for companies. 大学是企业的人才库。 <br>2) an artificial or natural lake where water is stored so that it can be supplied to the houses in an <br>area (人造的)水库;(天然)蓄水湖 <br>If it rains heavily, the reservoir will overflow. 如果下大雨,水库里的水将会溢出来。 <br>35. Doesn’t it make sense to spend some time in the company of the humanities, our outstanding <br>and remarkable treasure of knowledge? (Para. 10) <br>Meaning: Isn’t it reasonable to spend some time with the humanities, our extremely good and <br>marvelous treasure of knowledge? <br>★in the company of: in sb’s company; with sb. 和某人在一起 <br>. 学习帮手 . <br>She caught sight of her grandson, in the company of three other boys of similar age, going into the <br>narrow alley which led to the railway. 她看见她的孙子和其他三个年龄相仿的男孩一起,进入了那条<br> .. . . .. <br>步骤 5 Step 5 练习讲解 Review & Exercises <br> <br> presentation <br>3.. Exercises <br>4. Exercises 3,4,5,6,7 <br>(Ss give answers and raise questions they may have and T explains the difficulties) <br>ses 8,9--- writing and translation. <br>Assignments: 1) review Section A; 2) Exercises in Section B; 3) speed reading <br>步骤 6 Step 6 听力训练 Listening practice <br>Assignments: 1) listening skills: Understanding the peoblem- solution pattern in the Listening and <br>Speaking Book; <br>2) Pair work --- practice model dialogs in unit 2; <br>3) Preview the new words in unit 3; <br> <br> <br> <br>――――――――――――――――――――――――――― <br>自我评价问题Questions for Self-evaluation: <br> <br>7. Can I understand the text fully? <br>8. Have I memorized the new vocabulary and can I put them into use? <br>9. Do I understand what a college education means to humanities? <br> <br>. 学习帮手 . <br> <br> <br> .. . . .. <br><Title> <br>Background <br>Structure of the text and <br> <br>板书设计 <br>Information <br>Blackboard <br>1. <br>Layout <br>2. <br>2 <br>3 <br>3 <br>自我评价问题<br>10. Can I understand the text fully? <br> <br>1 <br>sentence structure in details 2 <br> 1 <br>Warm-up questions: <br>Questions for 11. Have I memorized the new vocabulary and can I put them into use? <br>Self-evaluatio<br>n <br>教材与教学资<br>12. Do I understand what a college education means to humanities? <br> <br>全新版大学英语长篇阅读2,上海外语教育出版社,李荫华 <br>源Resources 新视野大学英语读写教程(第三版),外语教学与研究出版社,郑树棠 <br>and <br>Materials: <br>大学英语语法,外语教学与研究出版社大学英语,袁懋梓 <br>大学实用英语写作教程,北京理工大学出版社,汪宏 <br>新视野大学英语教师用书, 郑树棠, 外语教学与研究出版社,2015年 <br>教参 <br>References <br>Motivating Students to Normal University Press.2004 <br>Classroom Michael ai Foreign Language <br>Education Press.2005 <br>. 学习帮手 . <br> .. . . .. <br> <br> <br> <br> <br> <br> <br> <br> <br> <br>课后记录 <br> <br>After <br>Notes <br>Class <br> <br> <br> <br> <br> <br> <br> <br> <br> <br> <br> <br>. 学习帮手 . <br> .. . . .. <br> <br> <br> <br>教学内容 <br>教学对象 <br>Teaching <br>Subjects <br>2015级大学英语本科 Lesson <br>Unit 3 Discovery of a new life <br>stage <br>Content <br>第8-9 周 授课时间 4月11日 - 4月22日 周 次 <br>课型 <br>□ <br>理论课 <br>√ <br>理论、实践课<br> <br>□ <br>实践课 <br>教学环境 <br>课时分配 6 <br>Teaching <br>Environment <br>After studying this unit, the students are expected to be able to: <br>1. understand the main idea and structure of Section A and Section B; <br>教学目标 <br>Teaching <br>Aims <br>2. master the key language points and grammatical structures in the texts <br>3. talk about language teaching and learning and express their opinions about <br>current way of teaching in an English class; <br>4. read with the skill “finding key ideas in sentences”; <br>5. write a composition with three main parts: introduction, body and conclusion. <br>多媒体教室 <br>. 学习帮手 . <br> .. . . .. <br>1. Vocabulary <br> Odyssey parallel previous sensible radical agenda frame spouse stability <br>proportion rebellion resent resort allowance transition predict version <br>重点 <br>boom <br>Key Issues <br>2. Skills <br> ● Learn to read with the skill “finding key ideas in sentences” and write a <br>composition with three main parts: introduction, body and conclusion. <br>●To talk about language teaching and learning <br>难点 <br>●write a composition with three main parts: introduction, body and <br>Potential Problems <br>conclusion. <br>and Difficulties <br>●To apply the phrases and patterns <br>A combination of traditional teaching methods with the communicative approach <br>教学方法 <br>Methodolo<br>gy <br>will be adopted. Special attention should be paid to classroom interaction like <br>questioning and answers. Small group works are always needed while discussing the <br>questions and the difficult translation practice. More encouragement is needed and <br>more guidance will be given in their extracurricular study. <br>教具 <br>Teaching <br>Aids <br>教学分组 <br>Teaching <br>Groups <br>Group work and pair work <br>Visual aids, projector, stereo and microphone <br>. 学习帮手 . <br> .. . . .. <br>课堂学习任务与活动的组织Conduct of Tasks and Activities <br>(师生互动方式Mode of Interaction; 学习策略Learning Strategies) <br> Students-centered <br> Task-based teaching and learning <br>教学过程设计 Teaching Procedures <br>. 学习帮手 . <br> .. . . .. <br>步骤1 Step 1 导入 Lead-in <br>I. Greeting and warming-up questions discussion. <br>1. What is the ideal university like in your eyes? <br>2. What are your expectations of your spouse? <br>3. In your opinion, what is your ideal life? <br>II. Listening and discussing. <br>1. Listening practice. <br>2. What should we do to face our parents as children? <br>步骤 2 Step 2<br> <br>课文学习 Section A An Impressive English Lesson <br>I. <br>Usage note: <br>1. sensible, sensitive <br>sensible 表示“明智的”,如:a sensible person(一个明智的人),a sensible plan(一个切合实际的<br>计划)。 <br>A sensible person makes good decisions and adjustments based on reason rather than <br>emotion. 一个明智的人会根据理智而不是情感来做出合理的决定和判断。 <br>sensible 还可以表示“知道的;觉察的”,be sensible of … 表示“感知某事;察觉到某事”。 <br>例如: <br>I am sensible of the suffering you are undergoing. 我清楚你正在经历的痛苦。 <br> sensitive 在词义上表示“敏感的;易受影响的”。例如: <br>A sensitive person is easily upset by other people’s remarks or behavior. 敏感的人很容易因他人的<br>言论或行为而生气。 <br>You shouldn’t be so sensitive about what people say. 你不应该对别人说什么如此敏感。 <br> sensitive to 表示“对…过敏的;对…理解的”。例如: <br>. 学习帮手 . <br>Unfortunately, she is sensitive to penicillin, and I doubt whether any other drug will help her. 不幸<br>的是,她对青霉素过敏,我不能确定是否有其他药物可以帮助她。 <br> .. . . .. <br>II. Structure Analysis: <br>Main idea of section A: this text is a narrative that talks about the author’s personal experience in <br>giving an effective English lesson to his son. He claims that students can learn better if they are <br>properly taught. <br>Part 1(Paras. 1) <br>Explains how the traditional way labeled previous life stages:childhood, adolescence, adulthood and <br>old ages <br>Part 2 (Paras.2) <br>This transitional paragraph claims that the way of viewing different life stages is changing. <br>Part 3 (Paras3-5) <br>Introduces a new life stage, the odyssey years, using comparison and contrast. Specifically, <br>Paragraph 3 describes what young people used to do after college ,Paragraph 4 presents young <br>people’s assumption of adulthood people today. Paragraph 5 compares the image of young people <br>today in the past and present. <br>Part 4 (Paras6-10) <br>This part exclusively deals with the characteristics of the odyssey years such as young people’s <br>rebellious reaction, parents’ feelings toward the growing children, no new guidelines, young <br>peoples holding traditional aspirations and so on <br>步骤3 Step 3 语言点Language points<br> <br>Detailed study of the text <br>1. Most of us know about the phases of life which we label to parallel different age groups and <br>life stages: childhood, adolescence, adulthood, and old age. (Para. 1) <br>Meaning: Most of us know about the different life stages that we describe according to different <br>. 学习帮手 . <br>age groups: childhood, adolescence, adulthood, and old age. <br>2. We think of infancy before childhood and middle age before old age, with each unique <br> .. . . .. <br>6. Until recently it was understood as a norm that their induction to adulthood was completed <br>as soon as they graduated from college. They would now find a sensible job which would lead <br>to a career. (Para. 3) <br>Meaning: People used to consider it normal: As soon as students graduated from college, they <br>would become part of the adult community and find a practical and reliable job toward a career. <br>7 . Then during this career they would start a family, ideally before they turned 30. (Para. 3) <br>Meaning: While working on their career, they would get married to start their own family, preferably <br>by age 30. <br>8. Today we have an equivalent need to recognize a new phase of life that comes after high <br>school graduation, continues through college, and then leads to starting a family and having <br>a career, the so-called odyssey years. (Para. 4) <br>Meaning: Today we are also required to recognize a new life stage which starts from high school <br>graduation through college till they settle down with a family and a career. This new phase might <br>be called the odyssey years, the years of self-discovery unfair to them. <br>9. Recent trends show radical changes as young people are following a different <br>agenda. (Para. 4) <br>Meaning: As young people are living a different lifestyle, the society has gone through tremendous <br>changes. <br>Meaning beyond words: Young people tend to behave rebelliously, which is contrary to the <br>traditional way and beyond the expectations of their parents. <br>10. They take breaks from school, live with friends and often return to living with their <br>parents.(Para. 4) <br>Meaning: They stop going to school for a while, live with friends and often even return to living with <br>. 学习帮手 . <br>their parents. <br>11. Similarly they fall in and out of love, quit one job and try another or even shift to a new <br> .. . . .. <br>17. As the sole heir and focus of their parents’ expectations, hopes and dreams,some react <br>with rebellious and prideful attitudes and behavior toward their parents.(Para. 6) <br>Meaning: Being the only heir and focus of their parents’ expectations, hopes and dreams, some <br>young people behaved rebelliously and proudly toward their parents. <br>18. They often resent the pressure they’re feeling and keep a distance from their parents or <br>even run away from home. (Para. 6) <br>Meaning: They often feel upset about the stress they have and stay away from their parents or even <br>secretly leave home. <br>19. Their confusion comes from the difficulties to make parents understand them and the fluid <br>journey of discovery they need in this phase of their lives. (Para. 6) <br>Meaning: They get confused because it’s hard to communicate with their parents and also because <br>the journey of self-discovery they need in this particular life stage is full of uncertainty. <br>20. To get away from this confusion and upset, many young people resort to computer games, <br>iPod, iPhone, or iPad to help distract them from their pain and stress. (Para. 6) <br>Meaning: In order not to be bothered by this confusion and frustration and to forget about their <br>pain and stress, many young people turn to computer games, iPods, iPhones or iPads. <br>.Meaning: Their parents become more restless as well. <br>Meaning beyond words: As their grown children would not listen to their advice, parents are <br>getting more worried about what direction their children may move to. <br>22. They may make allowances for a transition phase from student life to adult life, but they <br>get upset when they see the transition of their grown children’s lives moving away from their <br>expectations and stretching five years to seven years, and beyond. (Para. 7) <br>Meaning: Parents may accept their grown children to delay the transition period from life to adult <br>. 学习帮手 . <br>life, but they are frustrated when they find their children moving away from what they expected and <br>when they extend the period to too many years. <br> .. . . .. <br>步骤 5 Step 5 练习讲解 Review & Exercises <br> <br> presentation --- Reproduction <br>3.. Exercises <br>4. Exercises 3,4,5,6,7 <br>(Ss give answers and raise questions they may have and T explains the difficulties) <br>ses 8,9--- writing and translation. <br>Assignments: 1) review Section A; 2) Exercises in Section B; 3) speed reading <br>步骤 6 Step 6 听力训练 Listening practice <br>Assignments: 1) Story retelling in Unit 3; <br>2) Pair work --- practice model dialog in unit 3 in the Listening and Speaking Book; <br>3) Preview the new words in unit 4; <br> <br> <br> <br>――――――――――――――――――――――――――― <br>自我评价问题Questions for Self-evaluation: <br> <br>13. Can I understand the text fully? <br>14. Have I memorized the new vocabulary and can I put them into use? <br>15. Do I understand better how to become a successful language learner? <br> <br> <br>. 学习帮手 . <br> <br> .. . . .. <br><Title> <br>Background <br>Structure of the text and <br> <br>板书设计 <br>Information <br>Blackboard <br>1. <br>Layout <br>2. <br>2 <br>3 <br>3 <br>自我评价问题<br>16. Can I understand the text fully? <br> <br>1 <br>sentence structure in details 2 <br> 1 <br>Warm-up questions: <br>Questions for 17. Have I memorized the new vocabulary and can I put them into use? <br>Self- evaluatio<br>n <br>教材与教学资<br>18. Do I understand better how to become a successful language learner? <br> <br>全新版大学英语长篇阅读2,上海外语教育出版社,李荫华 <br>源Resources 新视野大学英语读写教程(第三版),外语教学与研究出版社,郑树棠 <br>and <br>Materials: <br>大学英语语法,外语教学与研究出版社大学英语,袁懋梓 <br>大学实用英语写作教程,北京理工大学出版社,汪宏 <br>新视野大学英语教师用书, 郑树棠, 外语教学与研究出版社,2015年 <br>教参 <br>References <br>Motivating Students to Normal University Press.2004 <br>Classroom Michael ai Foreign Language <br>Education Press.2005 <br>. 学习帮手 . <br> .. . . .. <br> <br> <br> <br> <br> <br> <br> <br> <br> <br>课后记录 <br> <br>After <br>Notes <br>Class <br> <br> <br> <br> <br> <br> <br> <br> <br> <br> <br> <br>. 学习帮手 . <br> .. . . .. <br> <br>教学内容 <br>教学对象 <br>Teaching <br>Subjects <br>2015级大学英语本科 Lesson <br>Content <br>第11-12 周 授课时间 5月1日 - 5月148日 <br>Unit 4 Dance with love <br>周 次 <br>课型 <br>□ <br>理论课 <br>√ <br>理论、实践课<br> <br>□ <br>实践课 <br>教学环境 <br>课时分配 4 <br>Teaching <br>Environment <br>After studying this unit, the students are expected to be able to: <br>1. understand the main idea and structure of Section A and Section B; <br>教学目标 <br>Teaching <br>Aims <br>2. master the key language points and grammatical structures in the texts <br>3. talk about romance love and express their opinions about modern dating <br>practice; <br>4. read with the skill how the story develops with the details; <br>5. write a narrative with a rough draft. <br>多媒体教室 <br>. 学习帮手 . <br> .. . . .. <br>1. Vocabulary <br>expel<br> <br>cautious romance<br> <br>ambitious pessimistic honey-mood gaze weird tempt <br>semester <br>重点 <br>consequently deserve propose confess come over sb. <br>Key Issues <br>2. Skills <br> ● Learn to read how the story develops with the details; <br> ● Write a narrative with a rough draft. <br>难点 <br>●To talk about romance love <br>Potential Problems ●To master the essay writing skill <br>and Difficulties ●To apply the phrases and patterns <br>A combination of traditional teaching methods with the communicative approach <br>教学方法 <br>Methodolo<br>gy <br>will be adopted. Special attention should be paid to classroom interaction like <br>questioning and answers. Small group works are always needed while discussing the <br>questions and the difficult translation practice. More encouragement is needed and <br>more guidance will be given in their extracurricular study. <br>教具 <br>Teaching <br>Aids <br>教学分组 <br>Teaching <br>Groups <br>Group work and pair work <br>Visual aids, projector, stereo and microphone <br>. 学习帮手 . <br> .. . . .. <br>课堂学习任务与活动的组织Conduct of Tasks and Activities <br>(师生互动方式Mode of Interaction; 学习策略Learning Strategies) <br> Students-centered <br> Task-based teaching and learning <br>教学过程设计 Teaching Procedures <br>. 学习帮手 . <br> .. . . .. <br>步骤1 Step 1 导入 Lead-in <br>I. Greeting and warming-up questions discussion. <br>1. What’s your opinion about the modern dating practice? <br>2. Do you have any experience in dating? <br>3. What’s your understanding of true love? <br>II. Listening and discussing. <br>1. Listening practice. <br>2. Do you think it’s a good idea to date someone at college? Why or why not? <br>III. Listening to a passage and fill in the missing words. <br>步骤 2 Step 2<br> <br>课文学习 Section A <br>I. New words <br>1. expel <br>2. cautious <br>3. romance <br>4. ambitious <br>5. pessimistic <br>6. propose <br>7. gaze <br>8. weird <br>9. tempt <br>er <br>uently <br>e <br>. 学习帮手 <br>s <br> over sb. <br>. <br> .. . . .. <br> <br>IV. Structure Analysis: <br>Main idea of section A: this text is a narrative that tells romantic story about the author herself. <br>Part I (Para. 1) <br>This part is the introduction which prepares for the topic of love. The narrator now has two <br>daughters who are at the age of believe that their parents had a romantic story heading <br>for marriage from the very beginning. However, It’s not completely true. She started dating Butch <br>not for love but for fun because she wanted to get away from her boring college life. <br>Part II (Paras.2-10) <br>This is the major part of the narrative. It is interspersed with flashbacks of the narrator’s dating <br>experiences. The story records the long journey of love in a time sequence and describes in detail <br>how she felt about Butch and how they together went through ups and downs for seven years <br>before they finally got married. <br>Para. III (Para. 11) <br>This part echoes the beginning of the narration to reiterate that their love actually started with a <br>casual attraction only but bloomed into a mature love for life. Having weathered the storm of love, <br>their marriage now has turned out to be a long, romantic, sometimes crazy, love story, which sums <br>up a 29-year long honeymoon. <br>步骤3 Step 3 语言点Language points<br> <br>Detailed study of the text <br>1 I smile at my two lovely daughters and they seem so much more mature than we, their parents, <br>when we were college sweethearts. (Para. 1) <br>Meaning beyond words: Married to her college sweetheart, the author now is happy with her family <br>. 学习帮手 . <br>and two grown daughters. <br>Note: College sweethearts refer to someone with whom one is in love and by whom one is loved <br> .. . . .. <br>口语中也会用到classic 这个词。当你看到一场精彩的演出时,就可以说“That’s classic!”来表达赞美。 <br>classic 用作形容词也表示“典型的;标准的”。例如: <br>London is the classic example of the scattered city. 伦敦是标准分散型的城市。 <br>This statement was a classic illustration of British politeness. 这项陈述是对英国礼貌的一个典型说<br>明。 <br>classic 也可用作名词,表示“文学名著;经典作品;杰作”。例如: <br>We have all the standard classics of Hayao Miyazaki at home. 我们家有宫崎骏的所有的经典作品。 <br>2 classical 不能用作名词,只能用作形容词,表示“古典的;经典的”。例如: <br>I spend a lot of time reading and listening to classical music. 我花了很多时间阅读和聆听古典音乐。 <br>Classical music is music written by composers such as Mozart and Beethoven. <br>像莫扎特和贝多芬所创作的音乐称为古典音乐。 <br>莫扎特和贝多芬所创作的音乐属于古典音乐(classical music), 但这些古典音乐经久不衰,有永久的意<br>义和价值,所以这些音乐也可称为经典的音乐(classic music)。反之,在前面有一例中说可口可乐<br>瓶子的设计是精彩的,一流的,所以是经典(clas sic)之作,但很明显可口可乐瓶子的设计不是古典<br>的(classical)设计。所以,经典的( classic)作品不一定就是古典的(classical)作品。 <br>Note: Classic fairy-tale romance is used to describe a romance blessed with unusual happiness. <br>Colloquially, a fairy tale can also refer to any story extremely unlikely to be true. <br>4 Perhaps, they’re right but it didn’t seem so at the time. (Para. 1) <br>Meaning: My daughters’ perception may be right, yet our romance back then was actually not like <br>what they have assumed. <br>5 In a way, love just happens when you least expect it. Who would have thought that Butch and I <br>would end up getting married to each other? He became my boyfriend because of my shallow <br>agenda: I wanted a cute boyfriend! (Para. 1) <br>. 学习帮手 . <br>Meaning: Love comes your way when you don’t really expect it. No one thought that Butch and I <br>would finally get married. He became my boyfriend simply because I would like to fulfill my shallow <br> .. . . .. <br>10 Riding on his bicycle, he’d ride past my dorm as if “by accident” and pretend to be surprised to <br>see me. I liked the attention but was cautious about his wild,dynamic personality. (Para. 3) <br>Meaning beyond words: She understood his little trick: trying to see her by manufacturing excuses. <br>Though she was happy to be the focus of his attention, she was also very alert to his wild and <br>dynamic personality. <br>11 He had a charming way with words which would charm any girl. (Para. 3) <br>Meaning: He knew how to please and attract girls because what he said was always pleasant to their <br>ears. <br>12 Fear came over me when I started to fall in love. His exciting “bad boy image”was just too <br>tempting to resist. What was it that attracted me?(Para. 3) <br>Meaning: I was in an awkward position: I started to fall in love with him, but I was also afraid of that. <br>His bad boy image was too attractive to resist, but at the same time it was somewhat fearful. So, <br>what exactly was it in him that attracted me? <br>Note: Tempting is a present participle of the verb tempt, used as an adjective to describe the effect <br>that something has on someone’s feelings. <br>For example,if you find something temptingcharmingdisgustingfrightening,it means it <br>temptscharmsdisgustsfrightens you. <br> In English there are a group of words describing an effect that something has on your feelings and <br>ideas. <br>For example: <br>a tempting job offer 一个诱人的工作机会 <br>an alarming increase in racial hostility 种族仇视的惊人增长 <br>a welcoming smile 热情的微笑 <br>. 学习帮手 . <br>a surprising number of 数量惊人的 <br>13 I always had an excellent reputation. My concentration was solely on my studies to get superior <br> .. . . .. <br>19 The night when he announced to the world that I was his girlfriend, I went along with him. (Para. <br>4) <br>Meaning: That night when my boyfriend announced publicly I was his girlfriend, I did not have any <br>objection. <br>Meaning beyond words: She has apparently changed her perception of Butch, from being merely <br>curious about him at first to becoming cautious about his wild, dynamic personality later; from <br>being fearful of failing to resist his “bad boy image” to approving of being his girlfriend. <br>20 And then I suddenly thought: “Oh my gosh! Am I his girlfriend? How did that happen?” (Para. 4) <br>Meaning beyond words: All of a sudden, she realized that she had made a mistake because she was <br>not really ready to have a boyfriend yet. <br>Note: “Gosh”, as an interjection, is used to express surprise. <br>For example: <br>Gosh, I didn’t expect to see you here! 天哪,我没想到在这里见到你! <br>Gosh, it’s so cold. 天哪,太冷了! <br>Gosh, there’s a lot of noise. 天哪,这儿真吵。 <br>21 Then he whispered sweet words in my ear and said, “I’m going to marry you one day and I will <br>be a lawyer. You will see.” (Para. 4) <br>Meaning: Then he quietly said sweet words in my ear and said that he would marry me and I could <br>eventually see him become a lawyer. <br>22 I was laughing inside and said to myself, “I’d never marry this guy. He’s a rebel without a good <br>future. He’s my boyfriend because I hate my boring student life. I just want to have fun.” (Para. 5) <br>Meaning: Though I agreed to be his girlfriend, from my heart, he was just a rebellious boy without <br>a bright future. Therefore, I was not very serious about our relationship. To me, the only purpose to <br>. 学习帮手 . <br>date him was to get away from my boring student life. <br>23 Sure enough, the following month, I found out he had failed all his courses. (Para.6) <br> .. . . .. <br>social life and passed every course. Finally, he studied law as had been planned. <br>Note: Steady can also be used as a noun, as is in the text. It’s an old- fashioned American way to <br>describe a boyfriend or girlfriend that someone has been having a romantic relationship with. <br>28 Despite Butch’s somewhat wild character, at his core, he is always a perfect gentleman and <br>deserves a lot of credit for that. (Para. 8) <br>Meaning: In spite of Butch’s a little wild character, he was always a perfect gentleman in essence, for <br>which he should be given recognition. <br>29 True, he’d sometimes take the liberty of displaying his love by planting a kiss onmy lips right in <br>front of my astonished friends who watched and disapproved. (Para.8) <br>Meaning: Without my permission, sometimes he would press a kiss on my lips to show his love in <br>front of my friends, who were astonished and resented what he did. <br>Note: “Plant a kiss” is a figurative use of the word plant, which means an intimate and publicly <br>demonstrative kiss showing his love to all who are watching. <br>30 But the truth is we had a pure and responsible relationship for seven full g by the palm <br>trees, hand in hand, we would listen to romantic songs, watch the sunset, and weave dreams of <br>being together with children of our own, forever.(Para. 8) <br>Meaning beyond words: Butch showed much respect for her conservative perception of love. For <br>seven years, they just enjoyed their romance in a traditional way. <br>31 Two years passed in a blur. One day, Butch took me by surprise as he knelt down and proposed <br>marriage holding a dozen red roses! (Para. 9) <br>Meaning: Two years passed so quickly that I didn’t really remember everything clearly. One day, I <br>was startled when Butch, holding a dozen red roses, knelt down to propose marriage. <br>Note: propose to sb. = propose marriage to sb. <br>. 学习帮手 . <br>32 Filled with deep emotion, I confessed my love for him, “How roooomaaaantic!!”(Para. 9) <br>Meaning: I admitted my love for him with deep affection. It was super romantic! <br> .. . . .. <br>35 Our faithful journey of love and learning took us down rocky roads of hardship and on smooth <br>easy- going highways. (Para. 11) <br>Meaning: Our devoted and faithful love guided us both in times of happiness and also in times of <br>hardship. <br>Note: The word rocky comes from the noun rock combining with -y. A rocky road refers to a road <br>full of rocks, uneven or not flat. Words of this group include: muddy, stony, grassy, snowy, rainy, etc. <br>36 It is a long, romantic, sometimes crazy, love story that sums up a 29-year long honeymoon <br>together as a couple who are still madly in love with each other. (Para.11) <br>Meaning beyond words: She felt very proud of her long-lasting romantic, sometimes even crazy <br>love, which was just like a 29-year long honeymoon for her and her husband. <br>37 Our love commenced with a casual attraction but bloomed into a mature love and rich life. (Para. <br>11) <br>Meaning beyond words: Completely beyond her expectation, love came to her as she started with <br>a casual date but ended up growing into a mature love and rich life. <br>Note: We usually use commence doing sth. or commence with sth. Also, in the US, the official <br>collegeuniversity graduation ceremony is called “commencement”. The word refers to the <br>completion of one’s education and the beginning of one’s new adult life. <br>Note: The phrase “bloomed into a mature love and rich life” in the text is used figuratively, <br>meaning their love was just like blossoms on a tree. <br>All dormitory rooms are equipped with high speed internet access.宿舍所有的房间都配备了高速互<br>联网。 <br>步骤4 <br> <br>Step 4<br> <br>问题讨论<br> <br>Question discussing <br>1. Do you have any experience in dating? <br>. 学习帮手 . <br>2. What’s your understanding of true love? <br>3. Do you think it’s a good idea to date someone at college? Why or why not? <br> .. . . .. <br><Title> <br>Background <br>Structure of the text and <br> <br>板书设计 <br>Information <br>Blackboard <br>1. <br>Layout <br>2. <br>2 <br>3 <br>3 <br>自我评价问题<br>19. Can I understand the text fully? <br> <br>1 <br>sentence structure in details 2 <br> 1 <br>Warm-up questions: <br>Questions for 20. Have I memorized the new vocabulary and can I put them into use? <br>Self-evaluatio<br>n <br>教材与教学资<br>21. Do I know how to write a narrative? <br> <br>全新版大学英语长篇阅读2,上海外语教育出版社,李荫华 <br>源Resources 新视野大学英语读写教程(第三版),外语教学与研究出版社,郑树棠 <br>and <br>Materials: <br>大学英语语法,外语教学与研究出版社大学英语,袁懋梓 <br>大学实用英语写作教程,北京理工大学出版社,汪宏 <br>新视野大学英语教师用书, 郑树棠, 外语教学与研究出版社,2015年 <br>教参 <br>References <br>Motivating Students to Normal University Press.2004 <br>Classroom Michael ai Foreign Language <br>Education Press.2005 <br>. 学习帮手 . <br> .. . . .. <br> <br> <br> <br> <br> <br> <br> <br> <br> <br>课后记录 <br> <br>After <br>Notes <br>Class <br> <br> <br> <br> <br> <br> <br> <br> <br> <br> <br> <br>. 学习帮手 . <br> .. . . .. <br> <br>教学内容 <br>教学对象 <br>Teaching <br>Subjects <br>2015级大学英语本科 Lesson <br>Unit 5 Spend or Save -The <br>student's dilemma <br>Content <br>第13-14 周 授课时间 5月16日 - 5月29日 周 次 <br>课型 <br>□ <br>理论课 <br>√ <br>理论、实践课<br> <br>□ <br>实践课 <br>教学环境 <br>课时分配 4 <br>Teaching <br>Environment <br>After studying this unit, the students are expected to be able to: <br>1. understand the main idea and structure of Section A and Section B; <br>教学目标 <br>Teaching <br>Aims <br>2. master the key language points and grammatical structures in the texts <br>3. Learn how to write a comparison contrast essay with the subject-by-subject <br>pattern; <br>4. Learn the reading skill of denotation and connotation. <br> <br>1. Vocabulary <br>Manipulate, contradict, resume, suspend, disguise, invade, hinder, consult, derive, <br>重点 <br>Key Issues <br>tackle <br>2. Skills <br> ● Learn to read by denotation and connotation; <br> ● Write a comparison contrast essay with the subject-by-subject pattern. <br>多媒体教室 <br>. 学习帮手 . <br> .. . . .. <br>难点 <br>●To talk about money spending and saving <br>Potential Problems ●To master the essay writing skill <br>and Difficulties ●To apply the phrases and patterns <br>A combination of traditional teaching methods with the communicative approach <br>教学方法 <br>Methodolo<br>gy <br>will be adopted. Special attention should be paid to classroom interaction like <br>questioning and answers. Small group works are always needed while discussing the <br>questions and the difficult translation practice. More encouragement is needed and <br>more guidance will be given in their extracurricular study. <br>教具 <br>Teaching <br>Aids <br>教学分组 <br>Teaching <br>Groups <br>课堂学习任务与活动的组织Conduct of Tasks and Activities <br>(师生互动方式Mode of Interaction; 学习策略Learning Strategies) <br> Students-centered <br> Task-based teaching and learning <br>教学过程设计 Teaching Procedures <br>Group work and pair work <br>Visual aids, projector, stereo and microphone <br>. 学习帮手 . <br> .. . . .. <br>步骤1 Step 1 导入 Lead-in <br>I. Greeting and warming-up questions discussion. <br> you prefer to spend or save money? <br> will you budget your money? <br> will you be a smart consumer? <br>II. Listening <br>Listening to a passage and fill in the missing words. <br>步骤 2 Step 2<br> <br>课文学习 Section A <br>I. New words <br>11. Defy违反违抗;不服从 <br> This celebration of Thanksgiving defies tradition.这个感恩节庆典仪式没有遵循传统. <br>12. contradict与…抵触;与…矛盾;违背 <br>The article flatly contradicts their claims.这篇文章与他们的主张截然相反。 <br>13. recession (经济)衰退,萧条 <br>14. grave严重的;重大的;严峻的 <br>15. nasty不友善的;不好的;恶毒的 <br>Many drivers think bat most passengers are very pleasant, although occasionally they can be nasty.<br>很多司机认为,虽然偶然会有一些乘客不太友善,但大部分的乘客都很和蔼友好。 <br>16. resume(中断之后)继续,重新开始 <br> gap差距;差额;差别 <br>On television, we can see many demonstrations against the ever-growing gap between the “super <br>rich”and the “struggling middle class”.我们在电视上可以看到许多示威活动,抗议“超级富豪”和<br>“挣扎的中产阶级”之间的差 距越来越大。 <br>. 学习帮手 . <br>17. disguise 装扮;假扮 <br>18. invade (尤指不受欢迎地)大量涌入,蜂拥而至 <br> .. . . .. <br> <br>III. Structure Analysis: <br>Main idea of section A: This is a comparison and contrast essay that depicts how the government <br>and banks as well as commercial ads keep sending out a paradox of two opposite messages every <br>day: One is to encourage people to spend money and the other is to persuade people to save <br>money. <br>Part I (Paras. 1-2) <br>(Paras. 1-2) serves as an introduction to the essay topic <br>two messages we often receive: The government tells us to spend more to help end the recession <br>and banks send credit cards to encourage us to spend; however, we are also told to save more to <br>help our country get out of recession, and banks offer higher interest rates to encourage us to save. <br>Paragraph 2 provides an example of these two contrasted messages: If we fail to pay the credit card <br>bill on time, we are likely to get demanding, nasty emails, but if we pay the bill on time, we will get <br>emails in a charming tone to encourage us to make new debts. <br>Part II (Paras. 3-6) <br> Part II relates their psychological and social consequences. To be specific, Paragraph 3 begins with <br>a clear statement that every day we get two sets of opposite messages: permissive vs. upright. Then <br>it goes on by contrasting these two messages in terms of their respective purposes, along with the <br>sources where the upright message comes from. Paragraph 4 emphasizes how the permissive <br>advertisements are inescapable because people are surrounded by them every day. Paragraph 5 <br>claims that the essential message from these ads is anyhow cemented into our consciousness <br>already. As psychological and social consequences, people get confused with the two <br>contradictory messages, which is illustrated in Paragraph 6. <br>. 学习帮手 . <br>Para. III (Paras. 7-9) <br>This part concludes the essay. Specifically, Paragraph 7 urges students to successfully manage their <br> .. . . .. <br>4 Banks offer higher interest rates so we increase savings. Then the same banks send us credit card <br>offers so we can spend more. (Para. 1) <br>Meaning beyond words: Here is the<br>to spend, and, on the other hand, they want us to save more. While the banks offer high interest <br>rates to attract us to deposit money, they send us credit cards to encourage us to spend. <br>5 Here's another familiar example: If we don't pay our credit card bill on time, we get demanding, <br>nasty emails from the credit card company saying something like: failure to pay is <br>unacceptable. Pay immediately or you'll be in trouble!<br>Meaning: If we fail to pay our credit card billion time, the credit card company will send us harsh and <br>unfriendly email messages to warn us that either we pay at once or we'II get penalties. <br>. <br>6 Then, as soon as we pay, we get a follow-up email in a charming tone telling us how valuable a <br>customer we are and encouraging us to resume spending. (Para. 2) <br>Meaning: To lure us into more spending, once our credit card bill is paid, a follow-up email in an <br>entirely different tone will be sent to us, claiming that we are valuable customers. <br>7. The paradox is that every day we get two sets of messages at odds with each other. (Para. 3) <br> Meaning: The contradiction is that every day we get two sets of messages disagreeing with <br>each other. <br>8 0ne is the get it now. You need this!<br>Meaning: One reflects a viewpoint of tolerance, <br> <br>9 The other we could call an <br>your desires. Avoid luxuries. Control your appetite for more than you truly need.<br>. 学习帮手 . <br>Meaning: We could call the other one an<br>money, stop having too many desires, avoid spending too much, and limit our purchases to what we <br> .. . . .. <br>15 Now, of course, we don't remember exactly what the products were, but the essential message <br>is cemented into our consciousness, <br>want. You deserve the best. So, you should buy it - now! (Para. 5) <br>Meaning beyond words: Advertisements are very effective in talking people into buying things. <br>Though it's hard to remember all of the products in advertisements, these messages have already <br>been hammered into our heads. The messages tell us that we deserve the bestand we are entitled <br>to what we want. <br>16 A famous advertisement said it perfectly, <br>makes me feel good. I derive pleasure from nice things and feel nourished by them. I used to put <br>things off. Not anymore. Today I'll buy new ski equipment, look at new compact cars, and buy that <br>camera I've always wanted. I live my dreams today, not tomorrow.<br>Meaning beyond words: The advertisement js trying to send out the message: It is no wrong for <br>people to be self- centered and buy everything they want right now. Enjoy life today! The underlying <br>purpose is to persuade people to spend. <br>17 What happens as we take in these contradictory but explicit messages? What are the <br>psychological and social consequences of this campaign to control our spending habits? (Para. 6) <br>Meaning beyond words: Since people are surrounded by these contradictory but clear messages, <br>there must be some psychological and social consequences. For instance, some people may spend <br>more while others may save more, depending on how much they get influenced. <br>18 0n one hand, we want more things because we want to satisfy our material appetite. Most of us <br>derive pleasure from treating ourselves. (Para. 6) <br>Meaning: Most of us become happy when we treat ourselves, so we always want to have more <br>things <br>. 学习帮手 . <br>to satisfy our material desires. <br>19. Anyway, many of the skills you need as a successful student can be applied to your finances. <br> .. . . .. <br>management and get pleasure from doing it. <br>24. Most importantly, if you find yourself getting into financial trouble, don't let your ego get in your <br>way; urgently get help with tackling your problem before it spins out of control and lands you in <br>legal troubles. (Para. 8) <br>Meaning: The most important thing is not to feel embarrassed to ask for help if you find yourself <br>getting into financial trouble, and you should do it quickly to retain control and avoid breaking the <br>law. <br> you learn to balance spending and saving, you will become the captain of your own ship, <br>steering your life in a successful and productive direction through the choppy waters. (Para. 9) <br>Meaning: When you learn to keep a balance between spending and saving, you are in control of <br>your own financial situation, which will lead you to a successful and productive life despite t:he <br>twist’s and turns on your way to the financial goal. <br>Note Here captain of your own shipis figuratively compares your capability to <br>balance spending and saving to the situation of sailing in the sea. If you are in control of your <br>financial situation, you, the captain, can surely steer your own ship of life smoothly. <br> <br>步骤4 <br> <br>Step 4<br> <br>问题讨论<br> <br>Question discussing <br>1. How can students handle their money efficiently? <br>2. How do you know whether you are overspending or not? <br>3. What are some of the effective techniques used to promote the selling of various products? <br>步骤 5 Step 5 练习讲解 Review & Exercises <br> <br> presentation --- Reproduction <br>. 学习帮手 . <br>3.. Exercises <br>4. Exercises 3,4,5,6,7 <br> .. . . .. <br><Title> <br>Background <br>Structure of the text and <br> <br>板书设计 <br>Information <br>Blackboard <br>1. <br>Layout <br>2. <br>2 <br>3 <br>3 <br>22. Can I understand the text fully? <br>自我评价问题<br>23. Have I memorized the new vocabulary and can I put them into use? <br>Questions for <br>24. Do I know how to write a comparison contrast essay with the <br>Self- evaluatio<br>subject-by-subject pattern? <br>n <br> <br>教材与教学资全新版大学英语长篇阅读2,上海外语教育出版社,李荫华 <br> <br>1 <br>sentence structure in details 2 <br> 1 <br>Warm-up questions: <br>源Resources 新视野大学英语读写教程(第三版),外语教学与研究出版社,郑树棠 <br>and <br>Materials: <br>大学英语语法,外语教学与研究出版社大学英语,袁懋梓 <br>大学实用英语写作教程,北京理工大学出版社,汪宏 <br>新视野大学英语教师用书, 郑树棠, 外语教学与研究出版社,2015年 <br>教参 <br>References <br>Motivating Students to Normal University Press.2004 <br>Classroom Michael ai Foreign Language <br>Education Press.2005 <br>. 学习帮手 . <br> .. . . .. <br> <br> <br> <br> <br> <br> <br> <br> <br> <br>课后记录 <br> <br>After <br>Notes <br>Class <br> <br> <br> <br> <br> <br> <br> <br> <br> <br> <br> <br>. 学习帮手 . <br> .. . . .. <br> <br>教学对象 <br>Teaching <br>Subjects <br>周 次 <br>课型 <br>第15-16 周 <br>15级大学英语本科 <br>Lesson Content <br>授课时间 5月30日 --- 6月11日 <br>教学内容 <br>Unit 6 Less is more<br> <br>□ <br>理论课 <br>√ <br>理论、实践课<br> <br>□ <br>实践课 <br>教学环境 <br>课时分配 6 <br>Teaching <br>Environment <br>After studying this unit, the students are expected to be able to: <br>1. understand the main idea and structure of Section A and Section B; <br>教学目标 <br>2. master the key language points and grammatical structures in the texts <br>Teaching <br>3. talk about is more always better than less? <br>Aims <br>4. read with the skill “reading between the lines” <br>5. write a report on decision-making. <br>1. Vocabulary <br>rival imperial raid opponent genius veteran publication investigate profit protest <br>重点 <br>Key Issues <br>cling underneath prune discard prejudice<br> <br>2. Skills <br> ● Learn to read with the skill “reading between the lines” and write write a <br>report on decision-making.; <br>难点 <br>Potential Problems <br>多媒体教室 <br> <br>●To talk about is more always better than less? <br>. 学习帮手 . <br> .. . . .. <br>and Difficulties ●write a report on decision-making. <br>A combination of traditional teaching methods with the communicative approach <br>will be adopted. Special attention should be paid to classroom interaction like <br>教学方法 <br>questioning and answers. Small group works are always needed while discussing <br>Methodology <br>the questions and the difficult translation practice. More encouragement is needed <br>and more guidance will be given in their extracurricular study. <br>教具 <br>Teaching <br>Aids <br>教学分组 <br>Teaching <br>Groups <br>课堂学习任务与活动的组织Conduct of Tasks and Activities <br>(师生互动方式Mode of Interaction; 学习策略Learning Strategies) <br> Students-centered <br> Task-based teaching and learning <br>教学过程设计 Teaching Procedures <br>Group work and pair work <br>Visual aids, projector, stereo and microphone <br>. 学习帮手 . <br> .. . . .. <br>步骤1 Step 1 导入 Lead-in <br>I. Greeting and warming-up questions discussion. <br>1. In your opinion, what is an irrational behavior? Give some example. <br>2. what do you think may cause people’s irrational behavior? <br> you irrational? Why or why not? <br>II. Listening and discussing <br> <br> <br>步骤 2 Step 2<br> <br>课文学习 Section A A Child’s Clutter Awaits a Parent’s <br>Return <br>I. Main Idea and Structure <br>Main idea of each part <br>Part I (Paras. 1-3) <br>introduction<br> <br>Part II (Paras. 4) <br>transition <br>Part. III(Para. 5-9) <br>body <br>Part.4(Para. 10-12) <br>suggestions <br>Part. 5(Para. 13-14) <br>conclusion <br>II. Language Focus <br>. 学习帮手 . <br> .. . . .. <br>Practical Phrases <br>1. impose sth. on sb. <br>2. be featured in <br>3. be attached to sth. sb. <br>4. revolve around <br>5. pay a big price <br>6. come in handy <br>7. be measured in sth. <br> Specific Meanings <br>将…强加于 <br>被特写;在…中专题介绍 <br>喜欢(依恋)某物或某人 <br>围绕;以…为主题 <br>花很大代价 <br>派上用场 <br>用某事来衡量 <br>III. Functional Patterns and Functions & Usages <br> Functional Patterns Functions & Usages <br>1. The next time sb. is doing sth, ask oneself <br>用于表达“某种情景下某人应该反<br>the question: … <br>思”。 <br>2. Sb. or sth. is a rare exception to , who <br>用于表达“某人或某物与众不同”。 <br> that… <br>3. Sb. would probably protest that…, but <br>用于表达“对某种观点或分析的否<br>according to sb. else, that isn’t the true factor. <br>定”。 <br>步骤 4 Step 4 Text explanation<br> <br>1. The next time you are complaining about others, who seem to be unfriendly to you, ask <br>yourself the question: How do you often treat them in return? <br>Meaning: 下次你要在抱怨他人,认为他们对你不友好时,不妨问自己这样一个问题:你平常对他们<br>如何? <br>. 学习帮手 . <br> .. . . .. <br>l Xiang Yu was a rare exception to the norm, a veteran leader who was highly respected <br>for his so many conquests and who achieved the summit of success.(Line 5, Para.3) <br>对墨守陈规的人来说,项 羽将军是一个罕见的异于常人的人,他是一位资深的首领,由于他征战无数<br>并达到了成功的顶峰,他深受 尊敬。 <br> would probably protest that they were clinging to the doors to keep future options open, <br>but, according to Dr. Ariely, that isn’t the true factor. (Line 6, Para.7) <br>他们可能会争辩说,他们抓住这些门 是为将来多留一些机会。但是,据阿雷利博士说,这不是真正的<br>原因。 <br> <br> <br> <br>步骤 5 Step 3 练习讲解 Review & Exercises <br>XII. Review <br>II. Exercises <br>xxviii. Exercises 1-7 <br>(Ss give answers and raise questions they may have and T explains the difficulties) <br>xxix. Exercises 8-11- writing <br>步骤 6 Step 4 课文B Section B when enough is enough <br>I Reading Skills ---How to Read in Thought Groups <br> <br>II Text comprehension <br> <br>Assignments: 1) review Section A; 2) Exercises in Section B; 3) speed reading <br>――――――――――――――――――――――――――― <br>. 学习帮手 . <br> .. . . .. <br>步骤 6 Step 6 听力训练 Listening practice <br>Assignments: 1) Story retelling in Unit 2; 2) Pair work --- practice model dialogs in unit 2 in the <br>Listening and Speaking Book; 3) review; <br>. 学习帮手 . <br> .. . . .. <br><Title> <br>Background <br>板书设计 <br>Blackboard <br>Layout <br>Structure of the text and Warm-up questions: <br>1 <br>2 <br> <br> <br> Information <br>1. <br>2. <br>3 <br>sentence structure in details <br>1 <br>2 <br>3 <br>25. Can I understand the text fully? <br>自我评价问题<br>26. Have I memorized the new vocabulary and can I put them into use? <br>Questions for <br>27. Do I understand better how to become a successful language learner? <br>Self-evaluation <br> <br>全新版大学英语长篇阅读1,上海外语教育出版社,李荫华 <br>教材与教学资源<br>新视野大学英语读写教程(第三版),外语教学与研究出版社,郑树棠 <br>Resources and <br>大学英语语法,外语教学与研究出版社大学英语,袁懋梓 <br>Materials: <br>大学实用英语写作教程,北京理工大学出版社,汪宏 <br>新视野大学英语教师用书, 郑树棠, 外语教学与研究出版社,2015年 <br>教参 <br>References <br>Motivating Students to Normal University Press.2004 <br>Classroom Michael ai Foreign Language <br>Education Press.2005 <br> <br>课后记录 After <br> <br>Class Notes <br> <br>. 学习帮手 . <br> .. . . .. <br> <br> <br> <br> <br> <br> <br> <br> <br> <br> <br> <br> <br> <br> <br> <br> <br> <br> <br> <br>. 学习帮手 .</div><p><h2>工作职责怎么写-学习与评价</h2></p><div align="center"><mip-img src="/uploads/image/0642.jpg" alt="新视野大学英语读写2(第三版)完整教(学)案"/></mip-img></div></br> <p><h2>韩国综艺节目情书-小车河湿地公园</h2></p><div align="center"><mip-img src="/uploads/image/0427.jpg" alt="新视野大学英语读写2(第三版)完整教(学)案"/></mip-img></div></br> <p><h2>中国安全局-444eee</h2></p><div align="center"><mip-img 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