新世纪大学英语综合教程第二册教案(全套)

Unit 1Ⅰ.Teaching objectivesStudents will be able to:➢➢understand the main idea, structure of the text and the author’s writing style➢➢master the key language points and grammatical structures in the text ➢➢consider that “generation gap” as a common phenomenon between parents and childrenⅡ.Topics for discussion➢➢Whom do you go for help when you are in trouble, your father or your mother? Why?➢➢What is your opinion on “generation gap”? Do you think there is generation gap between you and your parents? How to bridge the gap?➢➢Consider the deep reason of generation gap.Ⅲ.An integrated analysis of Text 1Highlights➢➢As a reminiscent writing the text tells of how the author’s newborn baby bridges the gap between her father and herself as he generation gapbetween her father and herself has existed for so long a time. By tellingthe reader how the gap disappears the author intends to display that thepermanent love between parents and children.Structural analysis of the text and language pointsThe text can be divided into five parts.➢➢Part One: (Paragraphs 1) As an introduction, the first paragraph supplies the basic information for the whole story.The following questions could be asked:1)1)how did the author feel about her trip to Hawaii?2)2)How could you describe the relationship between the author andher father/➢➢Part Two: (Paragraphs 2-4) The three paragraphs elaborate on how their problems arose from their different personal preferences and howthese differences have developed into a kind of “cold war”(silence). It is aflashback into the author’s early years.The second paragraph lists a number of her father’s unreasonable demands in her childhood and adolescent time. The third paragraph is about her option of college and marriage against her father’s will. The fourth paragraph describes the result of their clashes—they are both psychologically and physically set apart.The following questions could be asked:1)1)Would you please find out what particular demands the father puton the author?2)2)How did the father express his disapproval?➢➢Part Three: (Para. 5-6):In paragraph 5 the author recalls her childhood when she enjoyed her father’s profound love. This recall isimportant, because it only shows the father is capable of parental love, butalso suggests the author’s yearning to turn the clock back and be herfather’s little daughter again.Paragraph 6 returns to the present moment when, after long years of estrangement, the author cannot but wonder whether her father will extend his love for his “little daughter” to his crossbred grandson.The following questions could be asked:1) Is the author prepared for the worst?➢➢Part four: (Para. 7-13):These paragraphs concern about the author’s observation about the initial reaction of her parents in theirreunion, and the father’s affection for his grandson is described inparagragh10-11, the next two paragraphs come to be aware of herfather’s real state of mind and re aders can naturally expect the tension tom e lt slowly during the rest of the author’s stay.➢➢Part five: (Para. 14-15):These two paragraphs serve as a conclusion of the story. The author depicts the profound emotionalattachment between her father and her son in the following years—theircompanionship in the plays and the old man’s frequent visits to NewYorkThe following questions could be asked:What does it mean by “…trailed by a different, bouncing shadow”?Ⅳ.Language points➢➢Apprehension1)anxiety about the future, expectation of something unpleasantE.g. We waited for their with a great of apprehension.2) apprehensive adj.E.g. I must admit that before my baby was born I was apprehensive aboutmotherhood➢➢Stern1)serious, strict, severeE.g. the college principal was a stern old Scotsman called Mr. Fraser.2)sternly adv.E.g. When she did not answer he said sternly and coldly, “Do you understandme?”➢➢Femininetypical of a woman, especially in a way that is graceful or attractiveE.g. Nowadays many women rejected the old feminine roles of wife andmother.E.g. “How did you know I was lying?”“Call it feminine intuition”➢➢MingleTo mix so as to form an individual whole, while keeping separate qualitiesE.g. As I spoke his expression was one of amazement mingled with fury.E.g. She mingle tradition and originality in her design.➢➢Follow in someone’s footstepTo follow an example set by someone in the pastE.g Charles’s children will follow in his footst eps and go to the same school➢➢Marry into(a family or a social class)To become a member of a certain family or social class by marriageE.g. The only reason Camilla has so much money is that she married onto thearistocracy.➢➢Subsequent1) following or happening afterE.g. In subsequent lessons the teacher made clear what she had said at thebeginning.2) subsequently adv.E.g. They started their research using a method which was subsequentlyproved to be unsatisfactory.➢➢Estrangement1)causing (esp. people in a family) to become unfriendly towards each other.E.g. His estrangement from his brothers and sisters made his wife andchildren.2)estrange v.E.g. Steve became increasingly estranged from his wife and children.➢➢FloodTo arrive at (in) large numbersE.g. Requests for information flooded in after the advertisement.E.g. Tourists flooded into the city.➢➢TiptoeTo walk on tiptoe to avoid making any noiseE.g they tiptoed from room to room, afraid to speak above a whisper.➢➢GleefullyIn such a way as showing great joy and satisfactionE.g. The children are playing gleefully in the garden➢➢Uniform1)the same or consistent, as from example to example or from place to place;constantE.g The are-conditioning system maintains a uniform temperature throughoutthe building2)uniformity n.E.g. most modern housing developments show a tedious uniformity ofdesign.Ⅴ. Questions for considerationHow to bridge the generation gap between parents and children?Ⅵ. Main idea of Text 2The writer used to be very much attached to her mother, who, she thought, was the one to hold them together. Assuming no one could ever replace her mother after her death, the writer found, little by little, to her surprise, that she and father had more in common than she had ever imagined. And her father’s deep love for her made her realize that he had become her new Mum. From the whole story we know that the writer’s father is a devoted husband and a fond father w ith a lovely sense of humor. He was also sentimental, sensitive and understanding.Topics for discussion:1)1)What kind of man is the writer’s father?2)2)Explain the title “My New Mum Is …My Dad”.3)3)Whom are you more sentimentally attached to, your father or yourmother? Why?Unit 2I.Teaching objectivesStudents are supposed to:➢➢grasp the author’s purpose of writing and make clear the structure of the whole passage through an intensive reading of Text 1.➢➢appreciate the fluid and sensual writing style and master the key language points and grammatical structures in the Text 1➢➢know how a good relationship between teachers and students buildII.Topics for discussion➢➢Ha ve you ever been in a situation where you were considered “different”from others? How did you feel?➢➢Who is your favorite teacher? What do you remember him/her for?➢➢What qualifications do you expect of a good teacher?III.An integrated Analysis of Text 1Highlights➢➢The teacher’s general impression about the student named Teddy was not so good, while the turning point of the whole story is a Christmas present given to the teacher by Teddy, it made the teacher moved so much. The teacher gave special care and encouragement to Teddy, which changed his study and life a lot. This text is to tell the readers how a teacher’s attitude towards a pupil can affect his/her life.Structural analysis of the text and language pointsThe passage can be divided into five parts.➢➢Part One: (Paragraphs 1-5) The first three paragraphs describe Mrs.Thompson’s initial unpleasant impression about Teddy. This impression comes from her contact with the boy(“slumped in the his seat”) and her pervious observations (“his clothes were unkempt and that he constantly needed a bath. And teddy was unpleasant”).Mrs. Thompson promises to love them all the same, and treat them all alike, but as is proved later, it is not true. She does not like Teddy at first, but she gives particular care and attention to him.In paragraph 4and 5, Mrs. Thompson’s impression is confirmed by Teddy’s school work during the first few months.➢➢Part Two: (Paragraphs 6-8) These paragraphs tell the readers what Mrs.Thompson learned from Teddy’s records.The three teachers’ comments on Teddy present a picture of Teddy’s gradual change: “…he is a joy to be around”, “…his home life will soon affect him…”, “Teddy is withdrawn… He is tardy and could become a problem.”Mrs. Thompson was somewhat surprised when she read Teddy’s file, she realized she had the duty to do something about it.➢➢Part Three: (Para. 9-12): Here we come to the most important part of the story, because what happened before Christmas prompted Mrs. Thompson to do something for Teddy. The students began to laugh when their teacher opened the present given by Teddy, because they thought the present was ugly and worthless. Mrs. Thompson knew that the other kids’ laughter could hur t Teddy, and she put on the bracelet and dab some perfume on her wrist in order to show that she liked Teddy’s present. She was deeply touched by Teddy’s words and the way he uttered them, which made her realize how desperately the boy needed love and care his mother used to give him.➢➢Part Four: (Para.13-14):These two paragraphs describe the changes in both Mrs. Thompson and Teddy after Christmas.The following questions could be asked:1)1)What change did Mrs. Thompson make in her teaching?2)2)What was the remarkable change in Teddy’s study after Mrs. Thompsonhad changed her attitude towards him?3)3)Why would Mrs. Thompson remember that cologne on days when therewas an important test?➢➢Part five: (Para. 15-20):this part presents the five successive notes by Teddy at important stages of his study.Paragraph 15 to 17 tell the readers about the notes Teddy sent to his teacher on three important occasionsIn paragraph 18 to 19 Teddy wrote something different and special in addition to his consistent gratitude to Mrs. Thompson.The last paragraph does not describe how Teddy’s wedding takes place. However, we can reasonably imagine the whole scene with a beaming Mrs. Thompson sitting in the pew fo r the groom’s mother, with the bracelet around her neck and the special smell of cologne, and witnessing the happiest moment of her favorite student, for whom she had developed a mother-like feeling.Language points➢➢Lack of:1) absence or less than enough ofE.g. The building was never finished because of lack of money.E.g. At a height of 25,000 feet, the lack of oxygen causes dizziness andheadaches.2) lack v.E.g. He lacks common sense.➢➢Tell a lieTo deliberately say something that is not trueE.g. whenever she told a lie, she felt guilty afterwards.Note that in most cases it is a bit too strong to say that someone is a lie. More often than not we say “That’s not true.” Instead of “You are lying.” In the text we can detect a touch of humor in the phrase.➢➢Take delight inTo get great pleasure from (doing something)I took great delight in watching him making a fool of himself.➢➢Be required to1)To be demanded to; to have to do somethingE.g. All the students are required to attend at least 90% of the lecture.2)requirement n.E.g. applicants must fulfill all the requirements described in this brochure before their applications can be considered.➢➢Be in forTo be about to have something unpleasantE.g. We are in for some trouble if we don’t finish it quickly.E.g. It is pretty stormy! I think we are in for a rough flight.➢➢Inquisitivealways wanting to find out the details about things and peopleE.g. journalists have to be inquisitive, fearless and determined➢➢Take stepsto take action, to do what is necessaryE.g. Managers must take steps to ensure that everyone understands the new regulationsE.g. We have taken steps to prevent such unpleasant thing from taking place again.➢➢Take painsto make a great effort or take great careE.g. Mary took great pains with her English lesson and got high marks.Pains(pl.): great care or effortE.g. No pains, no gains.➢➢Wonder1)used to introduce a requestE.g. I wondered whether you would be so kind as to send me an application formE.g. I wonder if you would help me.2) think about or ask oneself about somethingE.g. he wondered whether he would be able to find the hotel againE.g. I wonder what she is doing tonight.➢➢Betto state confidently(what will happen)E.g. The builders want to finish the job by Friday. I bet you won’t.E.g. I bet Tom has a hangover this morning. –you should have seen how much he was drinking last night.IV.Questions for considerationWhat is the most important in teaching and learning process?V.Main idea of Text 2This article is taken from Newsweek, December 3, 2001. It is an report about the effect of TV and junk food on children. Parents worry a lot the harmful effect on their children and junk food is another problem area. The author at last points out that to take a positive approach is very important when setting limits on anything to children.VI.Questions for discussion about Text 21)1)Do you think children in China are now watching too much TV?2)2)Do you like the McDonald’s or Kentucky Fried Chicken? Do youagree that they sell junk food?3)3)Do you think that some restrictions on TV and junk food are toomuch for children?Unit 3Ⅰ.Teaching objectivesStudents will be able to:➢➢master the key language points and grammatical structures in the text ➢➢learn the way of designing a narrative writing➢➢understand the main idea, structure of the text and the author’s writing styleⅡ.Topics for discussion➢➢Think of a person you know who suffers misfortunes but still does whatever he/she can to help others. Describe him/her to your classmates.➢➢Do you believe in luck? Please explain with your personal experience.➢➢What is the most important element when facing difficulties?Ⅲ.An integrated analysis of Text 1Highlights➢➢The story is basically a piece of narrative writing, in which the account of the latest event is interrupted by a number of flashbacks (someearlier events and experiences). It begins with the air crash. Then it goesback to what had happened before. After this the author resumes thenarration of the air crash and subsequent events.Chronological account (description of the air crash) → flashback(his wife’s intuition and judgment on previous occasions) → flashback(their romance and marriage) → chronological account(the author’s recovery from the air crash) → flashback(his wife’s surgery) → flashback(his wife’s method to make people move on) → chronological account(the author’s concluding comments)Structural analysis of the text and language points➢➢Paragraphs1-2: The author uses his recent accident –an air crash—as an introduction to the whole story. The first paragraph tells thereaders what happens to the author, while the second paragraph describeshow his wife reacts to the accident. The description of her reactionnaturally leads to the discussion of her good judgment in the followingparagraphs.Fillmore is a small city in Southern California. Both the city of Fillmore and the City of Los Angels (L.A.) are under the jurisdiction of Los Angels County.➢➢Paragraphs3-4: These two paragraphs are the first flashback in the story which des cribes Anne’s good judgment on previous occasions andher experiences during the Second World War➢➢Paragraphs5-7: These paragraphs tell us how the author met Anne, fell in love with her and eventually married her. This is the secondflashback. To get an insight into Anne’s character, students should be ableto answer the following question:1)1)Why did the author feel miffed in his interview with Anne?2)2)Why did the author have the thought “to heel with her”➢➢Paragraphs8: After two flashbacks, the author turns back to his recovery from the crash with his wife’s meticulous care. Students aresupposed to answer the following question:➢➢Paragraphs9-10: These two paragraphs are also a flashback. The author recalls how his wife handled her crisis: she never gave in andalways tried to help others.The following questions could be asked:1) Did Anne’s attitude towards her own disease agree with what she demanded her husband to do?2) How did Anne offer help to others?➢➢Paragraphs11-13:these three paragraphs are closely related with the previous two, because they present a picture of how Anne saved herhusband, helped rebuild his confidence and kept him moving on in herown way.In paragraph 11,Anne’s “good judgment ”is reaffirm ed by her swift reaction to her husband’s stroke(“was home within ten minutes and had me at the hospital within an hour”)“Tough love” refers to Anne’s belief that you should be a bit tough with your loved ones in order to get them back to normal life as quickly as possible. Needless to say, under this “tough” surface lies profound love, hence the phrase “tough love”. It is a case of oxymoron, which is a rhetorical device in which incongruous or contradictory terms are combined. The following are similar example:a deafening silenceher cruel kindnessa mournful optimist➢➢Paragraphs14: As is the case with most narrative writings the concluding paragraph provides an end to the event (the air crash).However, the author goes beyond that offering his general comments onAnne’s character, thus making the conclusion somewhat philosophical. The word “stroke” in this book means a sudden occurrence of something pleasant, while the latte refers to the blockage or breaking of blood vessels in a human brains. So the use of “stroke” is a play of word for a special effect.The last two sentences strike home the author’s point. “What sets the survivor apart from the others is the willingness to move on, and to help others move on too”, as is exemplified by the autho r’s wife, Anne.Ⅳ.Language points:➢➢CollideTo hit each other accidentallyE.g. The two planes collided with each other in midair.➢➢Depressed1) sad or gloomyE.g. I need something to occupy my mind. I get depressed if I have nothing to do.2) depression n.E.g. Perfectly stable people are often plunged into depression by divorce, unemployment, or failure in their work.➢➢Poignant1)keen or strong in mental appealE.g. It was a poignant moment. They held hands and looked into each other’s eyes for the last time.E.g. The sight of the elders embracing with tears in their eyes was particularly poignant.2)Poignantly adv.E.g. His remarkable life and tragic death poignantly express the hopes and disappointments of a whole generation.➢➢Be wrapped up into be totally absorbed inE.g. he doesn’t have much time for a social life, because he’s too wrapped up in his work.➢➢Consoleto give comfort to (someone) in times of sadnessE.g. Susanna did her best to console her daughter by promising to buy her another doll.E.g. William consoled himself with the thought that at least no one else had been involved in the accident.➢➢AuthorizeTo give permission forE.g. Only the Congress can authorize the President to declare war.➢➢Feel guiltyto have a feeling of guilt or shameE.g. Many working mothers feel guilty about leaving their children at home and going out to workE.g. When my grandmother died I felt guilty that I had not visited her more while she was alive.➢➢Beneficiarythe receiver of a benefitE.g. people on high incomes will be the main beneficiaries of these changes in the tax laws➢➢Endureto bearE.g. The report describes how political prisoners have to endureE.g. She had to endure countless attacks on her reputation from popular newspapers.➢➢Inspireto influence, to give a sudden good ideaE.g. The novel is obviously inspired by her experience of Christianity in her childhood.➢➢Set apartTo make (something or someone) different, to distinguishE.g. What set the play apart was the way it dealt with the murder scene.Ⅴ. Questions for considerationWhat does “stroke” stand for in this text?Ⅵ.Topics for discussion about Text 2:4)4)What did the author ask her children to do to express their gratitude?5)5)What’s new about the attitude to gratitude?6)6)What’s your way to express your gratitude?7)7)How do you think we should appreciate what others have done for us?Unit 4Ⅰ.Teaching objectivesStudents will be able to:➢➢master the key language points and grammatical structures in the text ➢➢learn the way of designing a narrative writing➢➢understand the main idea, structure of the text and the author’s writing styleⅡ.Topics for discussion➢➢Who is your favorite footballer or pop singer? Why do you admire him/her?➢➢What would you do to meet with challenges or cope with frustrations in your life or work?Ⅲ.An integrated analysis of Text 1HighlightsThe text is a narration. Narrative writing is usually organized in a chronologicalorder. In the text the writer recounts a series of happenings, which consist of an introduction, the conflict, the climax and a solution to the conflict. The writer tells of his experiences not to share them with his readers, nor to express his disillusionment. He seems to tell us that one’s success largely lies in the discovery of one’s real potential.Structural analysis of the textBasically, the story falls into four parts.➢➢Part 1(Para.1): main idea—to give reasons for his job transferfunction—to provide the setting of the story(introductoryinformation about whom, when and why)The first paragraph is the introductory part of the whole text. The author introduces the setting (the when and where of an event), the character(himself) and prepares the ground for conflict.The expression “fine tradition” here refers to people’s social value. Terry Bradshaw lives in society that worship idols. Successful persons, such as sports champions, pop singers and famous movies stars, receive focal attention of the society. It is common practice to follow their life-styles. People try to imitate them, such as wearing the same brand of jeans, having the same hair style, etc.In this way they feel they are more or less accepted as successful people, too.➢➢Part 2(Para.2-13): main idea—to recount his frustratingexperiences as a toupee model.function—to raise the first conflict and its climax Paragraphs2-3 serve as the beginning of the story’s second part which includes three episodes in his frustrating experience as a toupee company’s spokesman. He re the writer tells of his engagement with the toupee company and the company’s marketing strateg y.Paragraph 4-7: the writer gives an account of the first episode in the second part of the text. This episode is about his suffering when people are making a plastic model of his head.Paragraph8-9:the writer describes his parents’ action to his modeled head sent to them. So these two paragraphs are closely related to the previous account.Paragraph 10 is the second episode of the writer’s experience as a toupee model. The making of the film commercial is deemed as damaging to his personal image, which is evidenced by the smile “…looked like road kill stuck to my head”.Paragraphs 11-13 are about the third episode of the writer’s toupee model experience. It is the climax of the second part of the text. In this episode, the writer undergoes intolerable annoyance and frustration—he has to wear thewig whenever he appears in public. His frustration is highlighted by yet another simile “…the hairpiece hanging out of my pocket like a squirrel’s tail”.➢➢Part3(Para.14-27):main idea—to describe his problems, hisprogress and success in broadcastingfunction—to develop the second conflict, build up the climax and reach the solutionParagraph14 is a transitional paragraph which marks the end of the first conflict (the second part of the text) and the beginning of another conflict (the third part of he text).Paragraphs15-16: the writer tells how he enters the broadcasting business and begins a new career, so it is the beginning of the third part of the text.Paragraphs17-22: these paragraphs build up the writer’s second conflict in which the writer describes how he fumbles through his first sports broadcasting and what problems he has. He quickly learns the difference between a football player and a sports broadcaster, which actually suggests that a good player does not necessarily make a good broadcaster(refer to Paragraph17). Then he enumerates many things he does not know (refer to Paragraphs 18 and 19). He even does not know where to see and how to see as a broadcaster(refer to Paragraphs 21 and 22).Paragraphs23-27: these paragraphs tell us how the writer progress in sports broadcasting. With his hard and enduring effort (“I worked hard. I wanted to be good to please the viewers. And I needed that job.”), the writer gradually gets some experience and masters the knowhow in sports broadcasting (how to entertain his audience).thus the second conflict is resolved, marking the end of the third part of the text.➢➢Part4(Para 28):main idea—to comment on his successful career transition.➢➢function—to elicit the theme of the story (conclusive remark)The author concludes his story with his own remark that serves as an emphatic assertion of the theme: it is important to know who you are and what you can do to be the best of yourselfⅣ.Language points:➢➢Get/ be involved inTo take part in an activity or event, or to be connected with it in some wayE.g. The president was involved in the political scandal.➢➢Potential customerA person who may become a customer in the future➢➢…while getting your head duplicated…while an exact copy of your head is being made.➢➢…is high on the listis near the top of the list. Here it means that “being suffocated by plaster while getting your head duplicat ed for a toupee display” was one of the worst ways to die.➢➢Commercialan advertisement on television or radioE.g. McEnroe has been signed up to do a series of coffee commercials.➢➢TournamentA competition in a sport or game in which each player or team plays several matches,and the winner is the one who wins the most matchesE.g. Thirty matches were played during the chess tournament, which lasted three weeks.Cf. championship: a competition to find the best player or team in a particular sport, especially one that involves several stages or games➢➢Shoveto push something quickly or carefully into a space or containershove something in/into/under…E.g. He bundled the papers together and shoved them into a drawer.➢➢Fireto make someone leave his or her job, especially because he or she has done something wrong or something the employer does not approve ofE.g. You couldn’t fire someone for joining a union, but you can if they go on strike. Cf. lay off: to make workers, especially workers in a large factory or organization, leave their jobs, because there is not enough work for them to do, or not enough money to pay their salariesE.g. Where demand for goods was shrinking, firms would close down or lay off workers.➢➢ A bunch of(an informal American expression) a lot of (people or thing )E.g. I went to a bunch of stores but none of them sold the kind of coat that I want.➢➢ViewerSomeone who is watching a particular television programCf. audience: a group of people who have come to a place to watch a play, a concert, or a filmCf. spectator: someone who is watching an event or game➢➢Knock outTo hit someone so hard that they fall down and become unconsciousE.g. Jackson hit Brian hard with his left fist and knocked him out instantaneously.Cf. knock someone out cold(=so that become totally unconscious)Ⅴ. Questions for considerationWhat is your ideal occupation? Why?Ⅵ.Topics for discussion about Text 2:8)8)How did the author balance work and family life? If you were him,what would you do?9)9)Can you explain precisely what happened at that moment inParagraph5?10)10)What does “the wrong message” in Paragraph 7 refer to?11)11)How do you interpret the title?Unit 5Ⅰ.Teaching objectivesStudents will be able to:➢➢master the key language points and grammatical structures in the text ➢➢learn the way of designing an expository writing➢➢understand the main idea, structure of the text and the author’s writing style。