上外英语专业教案(第2册第4单元)
上海外语出版社大学英语二-Unit-4-The-professor-and-the-Yoyo
He shrugged. Finally, I presented him with a tube of shaving cream. The next morning when he came down to breakfast, he was beaming with the pleasure of a new, great discovery. "You know, that cream really works," he announced. "It doesn't pull the beard. It feels wonderful." Thereafter, he used the shaving cream every morning until the tube was empty. Then he reverted to using plain water.
In the 23 years of our friendship, I never saw him show jealousy, vanity, bitterness, anger, resentment, or personal ambition. He seemed immune to these emotions. He was beyond any pretension. Although he corresponded with many of the world's most important people, his stationery carried only a watermark - W for Woolworth's.
Einstein was purely and exclusively a theorist. He didn't have the slightest interest in the practical application of his ideas and theories. His E=mc2 is probably the most famous equation in history - yet Einstein wouldn't walk down the street to see a reactor create atomic energy. He won the Nobel Prize for his Photoelectric Theory, a series of equations that he considered relatively minor in importance, but he didn't have any curiosity in observing how his theory made TV possible.
上外大学英语2教案
教学对象：大学英语2年级学生教学目标：1. 提高学生的英语阅读理解能力，培养良好的阅读习惯。
2. 增强学生的英语口语表达能力，提高口语交流的流畅性。
3. 培养学生的英语写作能力，提高写作水平。
4. 帮助学生了解英语国家的文化背景，拓宽视野。
教学重点：1. 阅读理解：掌握文章的主旨大意，分析文章结构，理解作者的观点和态度。
2. 口语表达：提高口语交流的流畅性，学会在真实场景中运用所学知识。
3. 写作能力：掌握写作技巧，提高写作水平。
教学难点：1. 阅读理解：准确把握文章细节，分析作者的写作意图。
2. 口语表达：克服口语表达中的心理障碍，提高口语交流的自信心。
教学过程：一、导入新课1. 复习上节课所学内容，巩固所学知识。
2. 引导学生思考本节课的学习目标，激发学习兴趣。
二、阅读理解1. 预习课文，了解文章大意。
2. 教师讲解课文，分析文章结构、主旨大意、作者观点和态度。
3. 学生分组讨论，分析文章细节，解答相关问题。
4. 教师点评学生的讨论，总结文章要点。
三、口语表达1. 教师设置场景，引导学生进行口语交流。
2. 学生分组进行角色扮演，提高口语交流的自信心。
3. 教师点评学生的口语表达，指出优点和不足。
四、写作训练1. 教师讲解写作技巧，分析写作要点。
2. 学生根据所学知识，进行写作练习。
3. 教师点评学生的写作，指出优点和不足。
五、总结与作业布置1. 教师对本节课所学内容进行总结，强调重点和难点。
2. 布置课后作业，巩固所学知识。
教学资源：1. 教材：《上外大学英语2》2. 课件：相关课文、阅读材料、写作范文3. 教具：黑板、多媒体设备教学反思：本节课通过阅读、口语表达和写作训练，帮助学生提高英语综合运用能力。
在教学过程中，注重培养学生的自主学习能力和团队合作精神。
在今后的教学中，将进一步优化教学方法和手段，提高教学质量。
上海外语出版社大学英语二 Unit 4 The professor and the Yoyo
My brother once gave the Professor a toy, a bird that balanced on the edge of a bowl of water and repeatedly dunked its head in the water. Einstein watched it in delight, trying to deduce the operating principle. But be couldn't. The next morning he announced, "I had thought about that bird for a long time before I went to bed and it must work this way…" He began a ling explanation. Then he stopped, realizing a flaw in his reasoning. "No, I guess that's not it," he said. He pursued various theories for several days until I suggested we take the toy apart to see how it did work. His quick expression of disapproval told me he did not agree with this practical approach. He never did work out the solution.
The Professor and the Yo-yo
My father was a close friend of Albert Einstein. As a shy young visitor to Einstein's home, I was made to feel at ease when Einstein said, "I have something to show you." He went to his desk and returned with a Yo-Yo. He tried to show me how it worked but he couldn't make it roll back up the string. When my turn came, I displayed my few tricks and pointed out to him that the incorrectly looped string had thrown the toy off balance. Einstein nodded, properly impressed by my skill and knowledge. Later, I bought a new Yo-Yo and mailed it to the Professor as a Christmas present, and received a poem of thanks.
book2 unit4 教学设计
课件制作说明一、本课件制作及运行1、制作工具：flash9，powerpoint20032、运行环境：Windows 95/98/me /xp/Vista二、课件制作的目的1．创造生动、有趣的学习环境，激发学生的学习兴趣，调动学生的学习积极性。
“兴趣是最好的老师。
”如果学生对一节课感兴趣，他就会自发地把自己所有的精力都投入到课堂学习中。
这样也可以达到良好的学习效果。
本课件集图像、动画于一体，充分吸引了学生的注意力，让学生在生动、有趣的环境中学习。
2．呈现传统教学无法呈现的教学过程，顺利突破教学重难点，有效达成教学目标。
本单元的中心话题是“野生动物保护“，涉及的内容是濒临灭绝的野生动物的生存现状，我们要学会如何保护野生动物以及要从已经灭绝的动物中吸取哪些经验教训从而促进我们保护野生动物的意识。
本节课是一节以听说为辅的阅读课。
通过阅读这一环节，让同学们体会到野生动物保护的重要性和紧迫性；进而引发学生思考动物灭绝的原因，使学生进一步意识到野生动物的生存环境日益恶化以及保护野生动物的行动刻不容缓。
整单元的听、说、读、写语言技能及语言知识学习，都围绕阅读主题Wildlife Protection展开，因此本节课在单元教学中占有重要地位。
三．课件基本操作课件内容播放以鼠标单击相应按钮完成。
共有两种播放模式：一种是顺序式播放，如单击按钮可以观看下一画面，单击按钮就可以返回前一画面。
同一画面里的动画就是可单击相应的按钮，如按钮可以播放；按钮可以重来；按钮可以暂停；按钮关闭课件。
另一种是目录式播放，单击就可以打开相应的目录树，点击其中的按钮就可以进入相应的环节进行教学。
四．课件的内容1.教材地位及教学内容分析本课选自普通高中课程标准实验教材必修二第四单元。
话题是野生生物保护。
内容涉及濒临灭绝野生动物的生存现状和我们要学会保护野生动物。
在本节课中，我将Warming up和Reading整合在一起。
Warming up中呈现的大量图片和讨论的话题能活跃课堂气氛，迅速激发学生积极参与。
上外版高中英语必修第二册 Unit 4 Sports Period 1 Reading A教案
上外版高中英语必修二Unit 4 SPORTS Period 1 Reading A教学设计课题A Open Letter toBasketball单元Unit 4 学科English 年级SeniorGrade 1教材分析Reading A is an open love letter. In the letter, Jordan is showing us his passionate and authentic love to basketball , including the ups and downs in his relationship with basketball.教学目标与核心素养1. Knowledge objectives: passionate love for basketball helping Jordan become thegreatest basketball player;2.Skill objectives: close reading; understanding the text by summarizing;3.Emotional objectives: love of doing sports; never quitting;4. Thinking quality objectives: doing a loss-gain analysis of doing a sport;重点un derstanding how love of basketball helps Jordan become the greatest basketball player;难点1.Subjunctive mood in “if” clause and the main clause;2.Understanding metaphorical expressions like “That night, ... in the final seconds of the championship game against Georgetown, you found me in the corner and we danced. ”3.Polysemy: referring to context to pin down the particular meaning in use;教学过程教学环节教师活动学生活动设计意图导入1.presenting pictures of differentsports;2.presenting a survey questions ondoing sports;3.Making a quick evaluation on theimportance of sports in your life;1. recognizingdifferent sports;2. answering surveyquestion to theirown conditions;3. doing their ticks ofevaluation;1. introducingsports;2. leading to thediscussion ofrelationshipbetween youand sports;讲授新课PPT 5, “Reading of para. 1”(1)Reading(2)Question Time;(3)Dialogue Time(4)Link to NCEEE2017(5) Group WorkAll these activitiescan be carried outindividually, in pairsor in groups.1. Summarizingcheckswhetherstudentsunderstand thetext, and helpsstudents toexpressthemselvesusing relevantvocabulary.2. DialogueTime tasks aredesigned topractise thewords andexpressionslearned andspeaking aswell.3. Link toNCEEE 2017is designed totest thegrammar pointsof subjunctivemood ;4. Group Worktasks aredesigned forstudents topractisingtranslationskills, and tohave adiscussion onsome hardlanguage points;PPT 6, “Question Time”1.Summarize the first two paragraphs in one sentence.I got to know basketball 28 years ago, and I didn't know what would happen to me and basketball later.PPT 7, “Question Time”2. Note the verb tenses in the following sentence.It’s been almost 28 years since the first day we met.“it” refers to time;“has been”－present perfect tenseof “b”;“met”－past tense of “meet”3. Translate the above sentence into Chinese.我们相识距今已有28载。
外研社通用英语2_本科版_U4电子教案_0315
教案课程名称通用英语2（本科版）课时班级专业教师系部教研室教材《通用英语2（本科版）》补充教学资源PART II LISTENING AND SPEAKING参考译文Task 2珍妮：比尔，你知道的，最近我被派去与其他五个人一起做一个项目，但大家合作得并不顺利。
比尔：哦，太糟糕了。
没有良好的合作，一个团队就无法工作。
珍妮：是的，但我不知道该怎么做。
比尔：如果每个人都只做自己的工作，那团队就没有领导者了。
珍妮，你为什么不站出来，做团队的领导者呢？珍妮：但是我怎么才能让大家作为一个团队一起工作呢？比尔：召集大家开会，把他们聚到一个地方。
珍妮：召集到一起之后呢？比尔：首先，让大家达成共识，明确这个项目很重要，所以需要团队协作共同完成。
珍妮：你是说确保每个人都有相同的目标？比尔：对。
列出每个人和团队的责任。
每个成员都需要知道已完成的任务和需要完成的任务。
珍妮：好的。
我明白了。
比尔：第二，鼓励大家进行明确清晰的沟通。
关键是要保持沟通公开透明，千万不要隐瞒信息。
珍妮：好的。
让大家分享他们的想法、资源和工作进展。
比尔：是的! 就像俗话说的那样，人多智广。
Task 3大家好。
我是乔希，是一家大型企业的顾问。
今天我想和大家分享一个故事，我相信这个故事会让大家意识到建立合作的重要性。
我曾经在养鸡场做过一个实验，证明合作的重要性。
当时我注意到，养鸡场有两种行为差异巨大的鸡。
一种是合作型的鸡，它们之间彼此友善，相处融洽。
我让它们一起生活，称它们为绿区鸡。
另一种是好斗型的鸡，它们充满敌意，经常互相啄食。
它们是红区鸡，在另一个笼子里生活。
我给予它们同样的照顾和饲料。
一年后，实验结果极具戏剧性。
绿区鸡很健康，产蛋量很高。
它们的产蛋量增加了260%。
然而，一半以上的红区鸡因为互啄而身亡。
从这些鸡身上，我们学到了，处在红区的环境中，也就是，在充满敌意、冲突和内部竞争激烈的环境中，它们更容易表现出攻击性行为，就像病毒一样在一个组织中传播。
英语选修二第四单元教案
英语选修二第四单元教案As we delve into the fourth unit of the EnglishElective II course, we embark on a journey that merges traditional teaching methods with contemporary learning techniques, creating a dynamic and engaging blended learning experience. This unit is designed to not only enhance students' language skills but also to expand their cultural horizons and critical thinking abilities.The lesson begins with a thorough exploration of the vocabulary and grammar focus of the unit. Using interactive activities and engaging discussions, students are encouraged to actively participate in the learning process. This hands-on approach not only makes the material more memorable but also fosters a sense of ownership and agency among the learners.To further solidify their understanding, students are then introduced to a variety of reading materials that are both challenging and thought-provoking. These readings, ranging from classic literary excerpts to contemporary news articles, are carefully chosen to reflect a diverse range of perspectives and themes. By reading and discussing thesetexts, students are able to gain a deeper understanding of the subject matter and develop a more nuanced understanding of the world.To complement the reading materials, the unit also includes a series of writing assignments that aim to develop students' compositional skills. These assignments range from simple paragraph writing to more complex essay writing, gradually increasing in difficulty as the unit progresses. By practicing these writing skills, students are able to refine their ability to express their ideas and thoughts clearly and coherently.To round out the unit, students are also introduced to a variety of speaking and listening activities that aim to improve their oral communication skills. These activities include role-plays, debates, and listening comprehension exercises that require students to actively engage with the material and apply their knowledge in real-world scenarios. Throughout this blended learning experience, teachers play a crucial role in guiding and facilitating the learning process. They provide feedback and guidance on student work, offering insights and strategies to help themimprove their skills. This collaboration between teachers and students creates a dynamic and supportive learning environment where everyone can grow and learn from each other.The fourth unit of the English Elective II courseoffers a comprehensive and engaging blended learning experience that combines traditional teaching methods with contemporary learning techniques. By focusing on vocabulary and grammar, reading comprehension, writing skills, and speaking and listening activities, this unit aims to develop students' language proficiency while also expanding their cultural horizons and critical thinking abilities. With the guidance and support of teachers, students are able to actively engage with the material, apply their knowledge in real-world scenarios, and grow as learners and thinkers.**融合英语选修二第四单元教案的多元学习体验**当我们深入英语选修二课程的第四单元时，我们踏上了一段结合传统教学方法和现代学习技术的旅程，创造了一种动态且引人入胜的混合学习体验。
外研版 必修第二册Unit4 -Presenting ideas 教案
【描述与阐释】
【总结与输出】
Activity 4
1.Ss watch a video about a recommendation for musicalAlladin.
2.Sslay out an outline of recommendation.
学生总结并列出推荐提纲，养总结习惯。
学生能整合不同艺术形式的推荐方式，列出推荐提纲，为后续输出做准备。
迁移与创造：学生将所学知识运用在不同艺术形式的总结和推荐中，解决实际问题。
价值与评判：学生基于语言表达、观点合理性、理由充分性等层面对自己所学知识进行输出。
4.利用所学知识，选择一种艺术作品进行推荐。
【总结与输出】
Activity 5
本版块课型为Speaking，旨在通过观点阐述促进学生对所学内容的复习与掌握，并在真实的情境下加以运用和实践。学生在这一课时将基于课上了解到的舞台与荧屏艺术形式，以及个人对艺术的认知，将舞台节目音乐剧与荧幕电影进行对比，对两种艺术形式多方面进行评价，并将其推荐给他人。
·文本分析
【What】
此板块要求学生结合本单元所学内容和本校的实际情况，介绍一种自己喜欢的艺术形式，并阐明理由。本版块旨在促进学生对所学内容的复习与掌握，并在真实情境下加以综合运用，发表自己的观点。“Useful expressions”部分提供了一些提建议的英语表达，旨在让学生用合适的语言，正确、得体地进行推荐。
（2）从语言能力、思维品质等方面对自己在本单元学习过程中和结束时的学习行为和效果做出合理的评价。
4.课时学习难点：
（1）学生通过逐步生成、整合，充分发表自己的观点并记录他人观点。
（2）养成自我评价的好习惯。
5.开放性学习环境：
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Before Reading
Warm-up Questions:
Before Reading Global Reading Detailed Reading After Reading
Before Reading Background Information
American Football
American football is derived from the English game of rugby, and is entirely different from ordinary football, that is, soccer or association football.
Learn to use adverbs to re-write certain sentences Learn to identify the functions of various clauses:
how-clause functions as the appositional clause that-clause functions as the subject complement being…functions as the subject etc.
Half an hour before the game begins, bands with majorettes begin marching and playing music on the field, and their convolutions make the preparations in many ways more interesting than the game itself. Between the two halves of the game, the student spectators are led to cheer for their team. Uniformed student cheerleaders, many of them pretty girls, cheer for their team, too.
Unit 4 Text 1
Me and ng Objectives
Be familiar with narrative writing and its structural arrangement;
Discuss how to be oneself when his role of life is in a change;
American football is the most popular sport in all schools and colleges in the fall. Popular high school footballers are usually encouraged to come to a college or university by offers of scholarships and free room and board.
There are professional football teams in nearly all major cities of the United States. Their players are almost always former college footballers.
The number of spectators at professional football games is generally larger than that at college games because the professional players are naturally more skilled. College football games are usually played on Saturday afternoons, while professional football games are very often played on Sunday afternoons or evenings.
The game is played with an oval ball; the eleven players on each side may carry it an d tackle each other. The object of the game is to carry or forward pass the ball across the opponent's goal. One player may throw another down as part of the game. The rules are complicated and the game is inherently dangerous. Many players have been seriously injured or even killed in the past.
In order to avoid such injuries the most elaborate clothing has been developed. With dramatic protection for his head, shoulders and chest, and a visor over his face, when full equipped a player looks like a strange visitor from another plane. An important football game is often played in the midst of an immense ritual .