新视野大学英语读写教程第二册unit1教案
新视野大学英语(第三版)读写教程第二册完整教案
新视野大学英语(第三版)读写教程第二册完整教案 新视野大学英语读写教程 BOOK 2 教案 教学对象Teaching Subjects 周次课型第2-4周20XX级大学英语本科教学内容 Lesson Content 授课时间Unit 1 An Impressive English Lesson 2月29日 - 3月18日□理论课√理论、实践课□实践课课时分配 6 教学环境 Teaching Environment 多媒体教室教学目标Teaching Aims After studying this unit, the students are expected to be able to: 1. understand the main idea and structure of Section Aand Section B； 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 xxposition with threemain parts: introduction, body and conclusion.1. Vocabulary tediousabsorbedallergiccapturecondenseexceeddistinguishdistinctivexxplimentaryxxplementaryproclaimevid entlyadequatexxpetentadjustbeneficial 2. Skills ● Learn to read with the skill ―finding key ideasin sentences‖and write a xxposition with threemain parts: introduction, body and conclusion. ●To talk about language teaching and learning ●write a xxposition with threemain parts: introduction, body and conclusion. ●To apply the phrases and patterns 重点Key Issues 难点PotentialProblems and Difficulties 教学方法Methodology A xxbination of traditional teaching methods with the xxmunicative approach 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 encouragement is needed and more guidance will be given in their extracurricular study. Visual aids, projector, stereo and microphone 教具Teaching Aids 教学分组Teaching Groups Group work and pair work 课堂学习任务与活动的组织Conduct of Tasks and Activities Students-centered Task-based teaching and learning 教学过程设计Teaching Procedures 步骤1Step 1 导入Lead-in 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 2Step2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 bexxe 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。
新视野大学英语读写教程(第三版)第二册unit1 An Impressive English Lesson教案
授课题目：Language in Mission授课时间：第____周第____周授课类型：理论课授课时数：4教学目的：After finishing this unit, students will be able to:1.To talk about way of learning English;2.Get deeper insights into the text;3.Make creative use of words, phrases and sentence patterns;4.Be able to write an essay with three main parts “introduction, body andconclusion”;5.To read with the skill “reading for the key ideas in sentences”.教学重点和难点：1.To further understand the text;2.To apply the words, phrases and sentence patterns.3.To read with the skill “reading for the key ideas in sentences”;4.To write an essay with three main parts “introduction, body and conclusion”;教学方法和手段：Various kinds of teaching methods are used:1.Teaching in class. Explain the profound theoretical knowledge in class;2.Case study. Provide case study during teaching, and make the students to discuss about the case;3.Bilingual and full English teaching;4.Applying modern multimedia teaching technologies;5.Taking advantage of abundant network teaching resources.教学内容和过程：Section A An Impressive English LessonStep One Warming-up Activities 30 minutesI.Lead-in:Discuss the following questions:1.What are the key factors that help people learn English as a foreign language? Good course, excellent syllabus based on some principles;Highly developed methodologies, teaching four primary skills of language acquisition;Put the four skills into a discourse;Analyze three different kinds of interactions.2.Do you have any problem in English learning?— I always feel it difficult to…— It’s not easy for me to…understand what others say;remember so many words;learn the grammar;read quickly;speak in public…3.Do you think grammar is important in English learning?—Yes.The basic building blocks of a language;essential for effective communication;put the words in the right order;help to convey correct, meaningful message.—No.as long as one can understand what other is saying;dynamic and no language is fixed;speak their native language without having studied its grammar.II.Cultural backgroundAmerican university education1.What is Communicative Language Teaching?A type of teaching method;Develop the communicative ability as well as the knowledge of grammar; Learningby doing;Make classroom situation of real foreign language environment.2. What are the features of Communicative Language Teaching? Communicative competence is the goal;An integration of grammatical and functional teaching;Accuracy is secondary to conveying a message;Focus on communicative and contextual factors in language use;Learner-centered and experience-based.3. What is the role of teacher in Communicative Language Teaching?A facilitator of students’ learning;A manager of classroom activities;An advisor of students’ questions;A co-communicator in the communicative activity.Step Two Text Study 80 minutesI.Interactive reading of the text1. Reading comprehension1)What does the son think of the father? (Para. 1)A tedious oddity: a father he is obliged to listen to and a man absorbed in therules of grammar.2)Why was the writer shocked by his student’s answer? (Paras. 2-4)3)She is unable to describe her excursion to Europe with the right words.4)What conclusion did the writer draw from the example of his student?(Para. 5)Students unfairly bear the bulk of the criticism for these knowledge deficits because there is a sense that they should know better.5)Why should students not be blamed for their language deficiency? (Paras.6-7)6)The learning environment is misleading.7)Why should students not be blamed for their language deficiency?(Paras.6-7)8)They are not learning the language adequately and efficiently in school.9)How should grammar be taught as far as the writer is concerned?(Paras.8-10)10)Grammar must be handled delicately, step by step. An effective way ofteaching could arouse children’s interest in learning English grammar.11)An example: a grammar lesson with my son12)2. Structure of the textIntroductionIn his son’s eyes, the father is one who he has to obey and an oddity absorbed in grammar. (Para.1)He was shocked by his student’s inability todescribe properly her excursion to Europe. (Paras. 2-4)Thesis of the narration: It is unfair to blame students for their language deficiency. (Para.5)BodyExplains why students shouldn’t be blamed for their language deficiency by providing two reasons and one example. (Paras. 6-10)Elaborates the importance of grammar and vocabulary in learning English. (Paras. 11-13)Concluding partNarrates another incident where his son unconsciously uttered a grammatically perfect sentence with a subjunctive mood, which made the author so proud of his son. (Paras. 14-17)3. Summary of the TextTo my son, I am a _____________: a father he is __________ listen to and a man ____________ the rules of grammar. And I got ______________ this because my student was unable to describe properly her feeling on her __________ to Europe.However, it doesn’t ________________ to criticize our students. They unfairly bear the bulk of the criticism for these __________________ because there is a sense that they _________________. On one hand, they are misled by the____________. On the other hand, school fails to _________________ the essential framework of language, accurate grammar and proper vocabulary.Perhaps, language should be looked upon as a _________ and a ___________________: often study the road map (check grammar) and ________ the car engine (adjust vocabulary). Learning grammar and a good vocabulary is just likedriving with a road map in a ________________ car. __________, _________, and __________ communication depends upon grammar and a good vocabulary, the two __________ assets for students, but they are ________________ in schools.II. Language FocusWords and expressions1. oddity: n. [C] a strange or unusual person or thing 怪人；怪物；奇特的东西With his neat suits on, he felt like an oddity walking in this poor neighborhood.穿着笔挺的西装走在这个贫民区里，他觉得自己就像个怪物。
新视野大学英语读写教程2Unit1课件
2
1
The End of Warming-up
To Section A
Compound Dictation
Directions: You will hear a passage three times. When the passage is read for the second time, you are required to fill in the blanks numbered from S1 to S8 with the exact words you have just heard. For blanks numbered S9 to S11 you are required to fill in missing information. For these blanks, you can either use the exact words you have just heard or write down the main points in your own words. Now listen to the passage.
2
1
Warming-up
What is the polite way in the U.S.? Calling ahead of time.
2
1
Warming-up
Situation 2: Your American friend invited you to her party tonight at 7:30. When are you supposed to get there? Why? A. Before 7:00, to help her to prepare. B. 5’~10’ late, not to be the first guest. C. After 8:00, I’m the VIP. D. 5’~10’ earlier, it’s a polite way to show my respect for her.
新视野大学英语第三版读写教程第二册第一单元教案
大学英语（2）教案use English learning strategies consciously教学重难点Using proper language to talk about English learningHow to apply the reading skill – reading for the key idea in a sentence教学材料教学方法1. 教学材料：Text A课文、练习2. 教学方法：Under the guidance of student-centered principle, apply communicative and heuristic teaching methods, stimulate students’ interest in learning English and get students involved in class participation教学过程一、课前导入Talking about your experience of learning EnglishWatch the video clip and discuss the following question in pairs.1）According to the speaker, in what ways did Chinese students learn English?Chinese students practice their English by screaming it.2）Do you agree with what he said about Chinese students learning English? Why or why not.Yes, I just learned English exactly that way.No, we have learned English in different ways.3）How do you learn English? What do you think of your way of English learning?I learn English by:listening to the teacher carefully in classtaking notes …to go over lessons latercatching every chance to practice speakinglistening and reading a lotdoing enough exercises to practice grammar rulesI think my way of English learning is:effective, ineffective, interesting, boringchallenging but rewardingexamination-oriented二、文本学习1. Global understanding of the text1）Scan the text in three minutes and fill in the blanks.After I read the passage, I know the text talking about how _________ and __________ can be taught efficiently. The writer might be a ________ and a ________________ as well.2）What is the writing style of the text? Why?The writing style of the text is relaxed, which is proved by a lot of short sentences and paragraphs, casual verbs, daily talks and simple modifiers.3）Map the text structure and fill in the blanks.2. Detailed understanding of the textRead the text again and answer the following questions.1) Why does the son think that his father is a tedious oddity?Because he is tired of listening to his father and he is not interested in grammar rules.2) Why does the author think that students’ language deficits should be blamed on schools?Because the schools fail to set high standards of language proficiency. They only teach a little grammar and less advanced vocabulary. And the younger teachers themselves have little knowledge of the vital structures of language.3) What does the father teach the son while giving him a grammar lesson?He familiarized his son with different parts of speech in a sentence and discussed their specific grammatical functions including how to use adverbs to describe verbs.4) What are the two things that the author uses to describe grammar and vocabulary?The author uses “road map” and “car” to describe grammar and vocabulary. Here, “road map” is considered as grammar and “car” as vocabulary.5) How do you understand the interjection “whoa!” said by the father toward the end of the text?Since the subjunctive mood his son used is a fairly advanced grammar structure, the in terjection “whoa!” reflects the tremendous pride the father had toward his son; it also reflects the author’s humor in using the word because it was once used by his student, though in two different situations and with two different feelings.第二次课一、文本拓展1) Text SummaryAn Impressive English LessonTo my son, I am a _____________: a father he is __________ listen to and a man ____________ the rules of grammar. And I got ______________ this because my student was unable to describe properly her feeling on her __________ to Europe.However, it doesn’t ________________ to criticize our students. They unfairly bear the bulk of the criticism for these __________________ because there is a sense that they _________________. On one hand, they are misled by the____________. On the other hand, school fails to _________________ the essential framework of language, accurate grammar and proper vocabulary. Perhaps, language should be looked upon as a _________ and a ___________________: often study the road map (check grammar) and ________ the car engine (adjust vocabulary). Learning grammar and a good vocabulary is just like driving with a road map in a ________________ car. __________, _________, and __________ communication depends upon grammar and a good vocabulary, the two __________ assets for students, but they are ________________ in schools.2) Language Points3. Criticl thinking1）What do you think of the “impressive English lesson”? Is it effective?●Yes. Because the lesson aroused children’s interest in learning English grammar.●Yes. Because the way to learn grammar is more natural, interesting and enjoyable.●Yes, because learners become more motivated when learning something they like.●No. because it’s like a street learning without forma l instruction.2) Do you think English grammar helps you a lot in learning English? Why or why not?English grammar helps a lot:●Order sentences correctly.●Use words properly.●Talk with other English speakers confidentlyEnglish grammar is of little help:●Only give rules that are hard to remember.●It is not helpful in a real-life setting due to the limited time to think and recall the rules.●Not always applicable to the real language, especially idioms.3) How can you effectively enlarge your vocabulary?●Read more English from online sources.●Watch English TV / listen to English radio / watch English online videos.●Talk often with English speakers.●Listen carefully and extensively.●Use dictionaries to look up unfamiliar words.●Use new words as often as possible.二、写作训练 (P13)1）Structure AnalysisAs the name of our textbook implies, we read English in order to write in it. But how to write in the English way?As is known to all of us, what we write reflects what we think; and how we write mirrors how we think. In that light, our best way of writing in English is to know well how to think in English as the American or British people do. What is their way of thinking then?Different from us who think in the spiral way (螺旋式), they tend to think in the linear way (线性方式). As far as paragraph writing is concerned, deduction (演绎法) is typical of their linear way of thinking, as shown below:Starting from this book, you are moving from paragraph writing to short essay writing. In a likely manner, however, we will go through the same process for essay writing as we did for paragraph writing. In college writing, an essay normally has three main parts: introduction, body,What are minor details and what are the main ideas. (Many words in a sentence describe things about the subject of the sentence but they merely find the details to it. If we ask when, what, where, or why, we will find out these details, which further help us to see the key idea of the sentence.)4) What to keep in mind to find out the key idea of a sentence?Of course, we cannot always easily decide which details are simply descriptive and which add much to the key idea. However, the starting point for determining the key idea ina sentence is to find who or what the sentence is about and what the person or object isdoing.2. 文本学习1) Applying the reading skillWhat can the title “The Great Journey of Learning” tell us?The title “The Great Journey of Learning”, coupled with the topic “Language in Mission” of the unit, tells us the central idea—The process of learning has a profound effect on one’s life.2) Detailed understanding of the textRead Text B and choose the best answer to each of the questions (Page 24)Read the text again and think about the following questions:1. Why did Malcolm X want to learn English? (Para.2)Because he was poorly educated, he felt inadequate to teach his new beliefs to others.2. What motivated Malcolm X to launch on a quest to overcome his language deficiencies? Malcolm X’s considerable frustration at his inability to read and write launched him on a quest to overcome his deficiencies.3. How did Malcolm X move from basic literacy toward true proficiency? (Para. 5)He copied dictionary, read everything he had written aloud and logged important things that happened every day. Repetition helped move him from basic literacy toward true proficiency. 4. What did Malcolm X obtain from language learning? (Paras. 9-10) Reading had changed forever the course of Malcolm X’s life. As he acquired knowledge, his horizons expanded. He had left behind the narrow, ignorant world of his youth to join the world community of thoughts and actions ever since he started with his great journey of learning English in prison.3. 知识总结听说训练第四次课教学目的及要求Talk about learning experiencesListen for signal words for listingGive and respond to adviceTalk about learning / teaching methods教学过程1. Listening to the worldSharing1) Watch a podcast for its general idea.The podcast is mainly about the things people are learning at the moment and the most difficult thing they have ever learned.2) Watch Part 1 and fill in the blanks●new things●At the moment●quite difficult3) Watch Part 2 and check the true statements.ListeningListening skillsListening for signal words for listing●Listen for the total number of items at the beginning●Listen for words and expressions that signal the beginning, following and end of the listing⏹ e.g. the last, the final, lastly, and finally●Listing items with equal value⏹ e.g. to begin with, to start with, furthermore, moreover, in addition, besides, what’smore, the last but not the least, lastly, finally●Words and expressions indicating importance⏹expressions: above all, the most important / obvious / noteworthy⏹Adjectives: main, vital, significant, chief, central, principal, primary, major,distinctive, and the –est forms of adjectives1)Listen to a radio program and rearrange the following expressions.e-c-a-g-d-h-b-f2) Listen to the radio program again and complete the table.●speak●saying the wrong thing。
新视野大学英语读写教程第二册unit 1教案
授课题目：Language in Mission授课时间：第____周第____周授课类型：理论课授课时数：4教学目的：After finishing this unit, students will be able to:1.To talk about way of learning English;2.Get deeper insights into the text;3.Make creative use of words, phrases and sentence patterns;4.Be able to write an essay with three main parts “introduction, bodyand conclusion”;5.To read with the skill “reading for the key ideas in sentences”.教学重点和难点：1.To further understand the text;2.To apply the words, phrases and sentence patterns.3.To read wit h the skill “reading for the key ideas in sentences”;4.To write an essay with three main parts “introduction, body andconclusion”;教学方法和手段：Various kinds of teaching methods are used:1.Teaching in class. Explain the profound theoretical knowledge in class;2.Case study. Provide case study during teaching, and make the students to discuss about the case;3.Bilingual and full English teaching;4.Applying modern multimedia teaching technologies;5.Taking advantage of abundant network teaching resources.教学内容和过程：Section A An Impressive English LessonStep One Warming-up Activities 30 minutesI.Lead-in:Discuss the following questions:1.What are the key factors that help people learn English as a foreign language?Good course, excellent syllabus based on some principles;Highly developed methodologies, teaching four primary skills of language acquisition;Put the four skills into a discourse;Analyze three different kinds of interactions.2.Do you have any problem in English learning?— I always feel it difficult t o…—It’s not easy for me to…understand what others say;remember so many words;learn the grammar;read quickly;speak in public…3.Do you think grammar is important in English learning?—Yes.The basic building blocks of a language;essential for effective communication;put the words in the right order;help to convey correct, meaningful message.—No.as long as one can understand what other is saying;dynamic and no language is fixed;speak their native language without having studied its grammar.II.Cultural backgroundAmerican university educationis Communicative Language Teaching?A type of teaching method;Develop the communicative ability as well as the knowledge of grammar; Learning by doing;Make classroom situation of real foreign language environment.2. What are the features of Communicative Language Teaching?Communicative competence is the goal;An integration of grammatical and functional teaching;Accuracy is secondary to conveying a message;Focus on communicative and contextual factors in language use;Learner-centered and experience-based.3. What is the role of teacher in Communicative Language Teaching?A facilitator of students’ learning;A manager of classroom activities;An advisor of students’ questions;A co-communicator in the communicative activity.Step Two Text Study 80 minutesI.Interactive reading of the text1. Reading comprehension1)What does the son think of the father? (Para. 1)A tedious oddity: a father he is obliged to listen to and a manabsorbed in the rules of grammar.2)Why was the writer shocked by his student’s answer? (Paras. 2-4)3) She is unable to describe her excursion to Europe with the rightwords.4)What conclusion did the writer draw from the example of his student?(Para. 5)Students unfairly bear the bulk of the criticism for these knowledge deficits because there is a sense that they should know better.5)Why should students not be blamed for their language deficiency?(Paras. 6-7)6) The learning environment is misleading.7)Why should students not be blamed for their language deficiency?8) They are not learning the language adequately and efficiently inschool.9)How should grammar be taught as far as the writer is concerned?10) Grammar must be handled delicately, step by step. An effectiveway of teaching could arouse children’s interest in learningEnglish grammar.11)An example: a grammar lesson with my son12)2. Structure of the textIntroductionIn his son’s eyes, the father is one who he has to obey and an oddity absorbed in grammar.He wa s shocked by his student’s inability todescribe properly her excursion to Europe. (Paras. 2-4)Thesis of the narration: It is unfair to blame students for their language deficiency.BodyExplains why students shouldn’t be blamed for their language deficiency by providing two reasons and one example. (Paras. 6-10)Elaborates the importance of grammar and vocabulary in learning English. (Paras. 11-13)Concluding partNarrates another incident where his son unconsciously uttered a grammatically perfect sentence with a subjunctive mood, which made the author so proud of his son. (Paras. 14-17)3. Summary of the TextTo my son, I am a _____________: a father he is __________ listen to and a man ____________ the rules of grammar. And I got ______________ this because my student was unable to describe properly her feeling on her __________ to Europe.However, it doesn’t ________________ to criticize our students. They unfairly bear the bulk of the criticism for these __________________because there is a sense that they _________________. On one hand, they are misled by the____________. On the other hand, school fails to _________________ the essential framework of language, accurate grammar and proper vocabulary.Perhaps, language should be looked upon as a _________ and a ___________________: often study the road map (check grammar) and ________ the car engine (adjust vocabulary). Learning grammar and a good vocabulary is just like driving with a road map in a ________________ car. __________, _________, and __________ communication depends upon grammar and a good vocabulary, the two __________ assets for students, but they are ________________ in schools.II. Language FocusWords and expressions1. oddity: n. [C] a strange or unusual person or thing 怪人；怪物；奇特的东西With his neat suits on, he felt like an oddity walking in this poor neighborhood.穿着笔挺的西装走在这个贫民区里，他觉得自己就像个怪物。
新视野大学英语读写教程2-Unit1
Unit1SectionATime-Conscious AmericansDetailed study of the Text“stand” is followed by adjectives.More examples:The room stands idle .这房间闲置着。
Stand firm-don’t let them tell you what to do.要坚定，不要让他们对你指手画脚。
They stand opposed to the new law.他们反对这项新法律。
2.…you are falling behind. (Para.1)★fall behind : move more slowly than other people so that one is behind them.fall behind in science在科学方面落后fall behind one’s competitors落后于竞争对手。
The student has been working hard for fear that he shuold fall behind .这个学生一直很努力，唯恐落后。
3.This attitude results in a nation of people committed toActing before thinking always results in failure.做事不事先考虑总会导致失败。
The accident resulted in the death of two people.这场事故造成两人死亡。
★compare:result from:be caused by something that has happened previouslyNothing has resulted from his efforts.他的努力终成泡影。
The child’s illness resulted from eating unclean food.孩子生病是由于吃了不干净的事物。
新视野大学英语第三版读写教程第二册 Unit1
Unit 1Learning the art of critical thinkingA. There is nothing more practical than sound thinking. No matter what your circumstance or goals, no matter where you are, or what problems you face, you are better off if your thinking is skilled. As a manager, leader, employee, citizen, lover, friend, parent –in every realm and situation of your life –good thinking pays off. Poor thinking, in turn, inevitably causes problems, wastes time and energy, and engenders frustration and pain.B. Critical thinking is the disciplined art of ensuring that you use the best thinking you are capable of in any set of circumstances. The general goal of thinking is to "figure out the lay of the land" in any situation we are in. We all have multiple choices to make. We need the best information to make the best choices.C. It is important to realize that serious study of thinking, serious thinking about thinking, is rare. It is not a subject in most colleges. It is seldom found in the thinking of our culture. But if you focus your attention for a moment on the role that thinking is playing in your life, you may come to recognize that, in fact, everything you do, or want, or feel is influenced by your thinking.D. To make significant gains in the quality of your thinking you will have to engage in a kind of work that most humans find unpleasant, if not painful – intellectual work. Yet once this thinking is done and we move our thinking to a higher level of quality, it is not hard to keep it at that level. Still, there is the price you have to pay to step up to the next level. One doesn't become a skillful critic of thinking overnight, any more than one becomes a skillful basketball player or musician overnight. To become better at thinking, you must be willing to put the work into thinking that skilled improvement always requires.E. This means you must be willing to practice special "acts" of thinking that are initially at least uncomfortable, and sometimes challenging and difficult. You have to learn to do with your mind "moves" analogous to what accomplished athletes learn to do (through practice and feedback) with their bodies. Improvement in thinking, in other words, is similar to improvement in other domains of performance where progress is a product of sound theory, commitment, hard work, and practice. Consider the following key ideas, which, when applied, result in a mind practicing skilled thinking. These ideas represent just a few of the many ways in which disciplined thinkers actively apply theory of mind to the mind by the mind in order to think better.1. Clarify your thinking.F. Our own thinking usually seems clear to us, even when it is not. But vague, ambiguous, muddled, deceptive, or misleading thinking are significant problems in human life. If we are to develop as thinkers, we must learn the art of clarifying thinking, of pinning it down, spelling it out, and giving it a specific meaning. Here's what you can do to begin. When people explain things to you, summarize in your own words what you think they said. When you cannot do this to theirsatisfaction, you don't really understand what they said. When they cannot summarize what you have said to your satisfaction, they don't really understand what you said. Try it. See what happens.2. Stick to the point.G. Be on the lookout for fragmented thinking, thinking that leaps about with no logical connections. Start noticing when you or others fail to stay focused on what is relevant. Focus on finding what will aid you in truly solving a problem. When someone brings up a point (however true) that doesn't seem pertinent to the issue at hand, ask, "How is what you are saying relevant to the issue?" When you are working through a problem, make sure you stay focused on what sheds light on and, thus, helps address the problem. Don't allow your mind to wander to unrelated matters. Don't allow others to stray from the main issue. Frequently ask: "What is the central question? Is this or that relevant to it? How?"3. Question questions.H. Most people are not skilled questioners. Most accept the world as it is presented to them. And when they do question, their questions are often superficial or "loaded". Their questions do not help them solve their problems or make better decisions. Good thinkers routinely ask questions in order to understand and effectively deal with the world around them. They question the status quo. They know that things are often different from the way they are presented. Their questions penetrate images, masks, fronts, and propaganda. Their questions make real problems explicit and discipline their thinking through those problems. If you become a student of questions, you can learn to ask powerful questions that lead to a deeper and more fulfilling life. Your questions become more basic, essential, and deep.4. Be reasonable.I. One of the hallmarks of a critical thinker is the disposition to change one's mind when given good reason to change. Good thinkers want to change their thinking when they discover better thinking. They can be moved by reason. Yet, comparatively few people are reasonable. Few are willing to change their minds once set. Few are willing to suspend their beliefs to fully hear the views of those with which they disagree. How would you rate yourself?J. The extent to which any of us develops as a thinker is directly determined by the amount of time we dedicate to our development, the quality of the intellectual practice we engage in, and the depth, or the lack thereof, of our commitment to becoming more reasonable, rational, successful persons.1. Critical thinking is a kind of art that can be trained to guarantee that you use the2. If other people are not satisfied with your summary of what they said, it means you have problems understanding what they said.4. You may find that your thinking influences whatever you do, or want, or feel, if5. Most people are unwilling to suspend their beliefs and seriously listen to others'6. Intellectual work, though unpleasant for most people, can help us make great8. In order to avoid thinking fragmentedly, you need to concentrate on finding the key9. Critical thinkers will change their minds when there are good reasons to do so,10. The process of learning to train your mind is similar to the process of athletes learning to train their bodies.1-5：BFACI6-10：DHGIE。
《新视野大学英语读写教程》(第二册)Unit 1 Time-Conscious Americans
Ⅴ Text Analysis ·Global Reading 1. Main idea 2. Text structure ·Detailed Reading Words Phrases Language points
15m 15m 10m 25m 25m
25m
65m
第三次课 5-6 period
ⅣListen and Answer (提问 视频)
Directions: Listen to a passage about people’s attitude toward time in the US and answer the following questions according to what you hear. 1. What does time mean to us? 2. What should we do with time?
3-4 Period
文档
Americans”. 3. Understand the structure of the text and the devices for developing it. 4. Master the Key Language Points and Grammatical Structures in the Text.
Ⅱ Background Information: （讲解 课件）
1. Cultural Conflicts: Each nation has its own conventions. Different nations have different cultures. When two cultures clash, problems in communication may occur. Which side should compromise when there are cultural conflicts? In fact, knowing and understanding the other's culture is the responsibility of both sides, and both sides should be willing to compromise. Educating, rather than complaining and blaming, is the best solution to cultural conflicts.
- 1、下载文档前请自行甄别文档内容的完整性，平台不提供额外的编辑、内容补充、找答案等附加服务。
- 2、"仅部分预览"的文档,不可在线预览部分如存在完整性等问题,可反馈申请退款(可完整预览的文档不适用该条件!)。
- 3、如文档侵犯您的权益，请联系客服反馈,我们会尽快为您处理(人工客服工作时间：9:00-18:30)。
授课题目：Language in Mission授课时间：第____周第____周授课类型：理论课授课时数：4教学目的：After finishing this unit, students will be able to:1.To talk about way of learning English;2.Get deeper insights into the text;3.Make creative use of words, phrases and sentence patterns;4.Be able to write an essay with three main parts “introduction, bodyand conclusion”;5.To read with the skill “reading for the key ideas in sentences”.教学重点和难点：1.To further understand the text;2.To apply the words, phrases and sentence patterns.3.To read wit h the skill “reading for the key ideas in sentences”;4.To write an essay with three main parts “introduction, body andconclusion”;教学方法和手段：Various kinds of teaching methods are used:1.Teaching in class. Explain the profound theoretical knowledge in class;2.Case study. Provide case study during teaching, and make the students to discuss about the case;3.Bilingual and full English teaching;4.Applying modern multimedia teaching technologies;5.Taking advantage of abundant network teaching resources.教学内容和过程：Section A An Impressive English LessonStep One Warming-up Activities 30 minutesI.Lead-in:Discuss the following questions:1.What are the key factors that help people learn English as a foreign languageGood course, excellent syllabus based on some principles;Highly developed methodologies, teaching four primary skills of language acquisition;Put the four skills into a discourse;Analyze three different kinds of interactions.2.Do you have any problem in English learning—I always feel it difficult to…—It’s not easy for me to…understand what others say;remember so many words;learn the grammar;read quickly;speak in public…3.Do you think grammar is important in English learning—Yes.The basic building blocks of a language;essential for effective communication;put the words in the right order;help to convey correct, meaningful message.—No.as long as one can understand what other is saying;dynamic and no language is fixed;speak their native language without having studied its grammar.II.Cultural backgroundAmerican university educationis Communicative Language TeachingA type of teaching method;Develop the communicative ability as well as the knowledge of grammar; Learning by doing;Make classroom situation of real foreign language environment.2. What are the features of Communicative Language TeachingCommunicative competence is the goal;An integration of grammatical and functional teaching;Accuracy is secondary to conveying a message;Focus on communicative and contextual factors in language use;Learner-centered and experience-based.3. What is the role of teacher in Communicative Language TeachingA facilitator of students’ learning;A manager of classroom activities;An advisor of students’ questions;A co-communicator in the communicative activity.Step Two Text Study 80 minutesI.Interactive reading of the text1. Reading comprehension1)What does the son think of the father (Para. 1)A tedious oddity: a father he is obliged to listen to and a manabsorbed in the rules of grammar.2)Why was the writer shocked by his student’s answer (Paras. 2-4)3) She is unable to describe her excursion to Europe with the rightwords.4)What conclusion did the writer draw from the example of his student(Para. 5)Students unfairly bear the bulk of the criticism for these knowledge deficits because there is a sense that they should know better.5)Why should students not be blamed for their language deficiency(Paras. 6-7)6) The learning environment is misleading.7)Why should students not be blamed for their language deficiency8) They are not learning the language adequately and efficiently inschool.9)How should grammar be taught as far as the writer is concerned10) Grammar must be handled delicately, step by step. An effectiveway of teach ing could arouse children’s interest in learningEnglish grammar.11)An example: a grammar lesson with my son12)2. Structure of the textIntroductionIn his son’s eyes, the father is one who he has to obey and an oddity absorbed in grammar.He was shocked by his student’s inability todescribe properly her excursion to Europe. (Paras. 2-4)Thesis of the narration: It is unfair to blame students for their language deficiency.BodyExplains why students shouldn’t be blamed for their language deficiency by providing two reasons and one example. (Paras. 6-10)Elaborates the importance of grammar and vocabulary in learning English. (Paras. 11-13)Concluding partNarrates another incident where his son unconsciously uttered a grammatically perfect sentence with a subjunctive mood, which made the author so proud of his son. (Paras. 14-17)3. Summary of the TextTo my son, I am a _____________: a father he is __________ listen to and a man ____________ the rules of grammar. And I got ______________ this because my student was unable to describe properly her feeling on her __________ to Europe.However, it doesn’t ________________ to criticize our students. They unfairly bear the bulk of the criticism for these __________________because there is a sense that they _________________. On one hand, they are misled by the____________. On the other hand, school fails to _________________ the essential framework of language, accurate grammar and proper vocabulary.Perhaps, language should be looked upon as a _________ and a ___________________: often study the road map (check grammar) and ________ the car engine (adjust vocabulary). Learning grammar and a good vocabulary is just like driving with a road map in a ________________ car. __________, _________, and __________ communication depends upon grammar and a good vocabulary, the two __________ assets for students, but they are ________________ in schools.II. Language FocusWords and expressions1. oddity: n. [C] a strange or unusual person or thing 怪人；怪物；奇特的东西With his neat suits on, he felt like an oddity walking in this poor neighborhood.穿着笔挺的西装走在这个贫民区里，他觉得自己就像个怪物。