新视野大学英语教案(2册)
新视野大学英语第三版读写教程第二册UnitOne-Languageinmission教案
新视野大学英语第三版读写教程第二册 UnitOneLanguageinmission教 案
基础教学部外语教研室大学英语（2）教案
2. Detailed understanding of the text Read 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?
新视野大学英语第三版读写教程第二册unit one-language in mission教案 基础教学部外语教研室大学英语(2)教案 2. detailed understanding of the text read 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? linear way of thinking, as shown below: starting from this book, you are moving from paragraph writing to short essay writing. in a
新视野大学英语(第三版)读写教程Book2-Unit6-电子教案
Unit 6 DreamsTeaching FocusText A Text BTheme Life in a Violin Case Never Too Old to Live YourDreamVocabulary occupation, nearly, economical,consequence, mention,existence, duty, satisfaction,aim, quit, seek, abroad, primary,practically, condition arrival, introduce, bend, couple, curious, humorous, lively, deliver, advise, obtain, degree, shortlyPhrases and Expressions bring up; in view of; provide for;insist upon/on; run into; not for amomentbend down/over/forward; take on;over/in/during the course of; inorder; grow upGrammar 1) How to understand and use the subjunctive mood (“Focusing on Sentence Structure”)2) How to use the expression “not for a moment”(“Focusing onSentence Structure”)3) How to use words of coordination (2) (“Basic Writing Skills”) Writing Understanding and writing faxes (“Practical Writing”)Teaching Plan单元主题Dreams课时安排8教育教学目标(学生) To recall all the things you do apart from studying up to now and try to find the real dream you want to pursue for your whole life.To make yourself a plan of a life-long study.To be familiar with the context meaning and the use of those vocabulary of the two texts listed in the above table.To be familiar with the collocation of those phrases and expressions listed in the above table.To be able to make sentences with s peak poorly of, as a consequence of, get... out of, little by little.To be able to rewrite sentences after models, using the subjunctive mood or the expression “not for a moment”.To learn some rules of using coordinating conjunctions.To be able to understand and write faxes.教学设计教学内容Section AText A: Life in a Violin CaseSection BText B: Never Too Old to Live Your DreamSection CPractical Writing: Understanding and writing faxes教学活动安排建议Leading In and Exploring the TopicAllow the Ss 5 minutes to finish the listening exercise in Exploring the Topic.Divide the class into two groups and ask them to debate the following two topics:1) There are jobs that may be interesting, but you cannot earnmuch money doing such jobs.2)For the benefit of their children, parents should advisethem to choose a job that pays well rather than a job thatthey are interested in.Section A Reading ThroughPrepare a PPT with all the new words and expressions of TextA. Familiarize the class with all of them.Ask the Ss to read the text one by one, each one reading one paragraph. Help the Ss with their pronunciation and intonation.Ask the students to work in pairs, one reading the text paragraph by paragraph and the other interpreting what his partner reads.Highlight some difficult sentences and elicit explanations from students, giving helps where necessary.Ask some pairs to share their pair work with the class to check the Ss understanding of the text.Basic Writing SkillsPrepare a PPT with sentences of the exercise on P108of SB.Ask some students to tell their answers to the class and explain why.Check the understanding of the class by explaining the examples given on P108 of SB.Section B Reading MoreAsk the students to go through the text and find the answers to the following questions:1) How old is Rose?2) Why is Rose in college at such an old age?3) What kind of person is Rose?4) According to Rose, what are the two secrets to stayingyoung, being happy and achieving success?5) What can we learn from Rose?Ask some students to share their answers with the whole class and give helps where necessary.Ask the Ss to work in groups and discuss the following questions:1) Do you know anyone like Rose?2) Do you know any young or middle-aged people quit theirjobs to further their education, or anyone who keep theirfull-time jobs but enroll in various part-time programs?3) What makes them go back to school many years aftergraduation?4) What do you think is the significance of life education andcontinuing education?5) Do you think you will go back to school for furthereducation after graduation?Section C Practical WritingGuide the students to finish the three exercises on P114 to P116 of SB according to the samples given.Search a Chinese fax online and translate it into English.课后学习设计作业Finish all the exercises in Unit Six.Read the passage in Reading Out on Page 104 of SB and recite it. Make yourself a life-long study plan.Search a Chinese fax online and translate it into English.课后总结与反思。
(改编版)新视野大学英语读写2(第三版)教案(1)
5. write a composition to introduce the advantages of something with three main parts: introduction, body and conclusion.
2. self-awareness
Self-awareness isn’t a quality that you demonstrate by telling a story, but rather it has to do with how you tell the story and your ability to communicate what you learned. Being able to explain to the admissions committee why you value one accomplishment above others, what you learned from a setback, or the deeper meaning of your career goals, is evidence of self-awareness. Furthermore, the self-aware individual has knowledge of both his strengths and weaknesses.
I.Review
II. Oral presentation --- Reproduction
III. Exercises
(Ss give answers and raise questions they may have and T explains the difficulties)
新视野大学英语(第三版)听说教程2-Unit3-电子教案
Ask some volunteers to present their acting in class.
Watchthevideo and try to answer the following questionspresented in PPT.
—What color is it?—It’s red.
—What’s it made of?—It’s made of plastic.
—How old is he?—He’s six years old.
—What is it (used) for?—It’s (used) for cooking.
Correct their pronunciation when necessary.
For more exercises, please seeOptional exercisesin Teacher’sBook.
（三）Testing Your Ears
1.Read new words, phrases and expressions.
课后学习设计
作业
Review the new words,phrasesand proper names, and do the listening practices in the unit again.
Practice the tongue twister.The teacher can check to see who speaks the tongue twister bestin the next class.
课后
总结
与
新视野大学英语2读写教案
一、教学对象：大学英语二级学生二、教学目标：1. 理解课文的主旨大意，提高阅读理解能力；2. 掌握课文中出现的核心词汇和短语，提高词汇量；3. 学习并运用课文中的语法知识，提高写作水平；4. 培养学生的跨文化交际能力，提高英语实际运用能力。
三、教学内容：1. 课文阅读：Section A2. 课后练习：Section B四、教学时间：2课时五、教学过程：第一课时一、导入1. 教师简要介绍课文背景，激发学生学习兴趣。
2. 学生分享自己对新视野大学英语2的认识和期待。
二、课文阅读1. 学生自读课文，初步了解课文内容。
2. 教师引导学生分析课文结构，总结段落大意。
3. 教师讲解课文中的重点词汇和短语，如：distinctive, absorb, tedious等。
4. 学生分组讨论课文中的语法知识，如：时态、语态等。
三、课堂练习1. 教师布置课后练习，让学生巩固所学知识。
2. 学生完成练习，教师巡视指导。
第二课时一、复习导入1. 教师简要回顾上一节课的内容，检查学生的学习情况。
2. 学生分享自己在课后练习中的收获。
二、课文阅读1. 学生自读课文，进一步理解课文内容。
2. 教师引导学生分析课文中的写作手法，如：比喻、拟人等。
3. 教师讲解课文中的文化背景知识，如：美国的节日习俗等。
三、写作指导1. 教师讲解写作技巧，如：开头、结尾、段落结构等。
2. 学生根据课文内容，进行写作练习。
3. 教师对学生的写作进行点评，指出优点和不足。
四、课堂练习1. 教师布置课后练习，让学生巩固所学知识。
2. 学生完成练习，教师巡视指导。
五、总结1. 教师总结本节课的学习内容，强调重点。
2. 学生分享自己在学习过程中的心得体会。
六、课后作业1. 完成课后练习，巩固所学知识。
2. 预习下一节课的内容。
七、教学反思1. 教师对本节课的教学效果进行反思，总结经验教训。
2. 教师根据学生的反馈，调整教学策略，提高教学质量。
新视野大学英语读写2(第三版)完整教案
新视野大学英语读写教程（第三版）BOOK 2 教案教学对象Teaching Subjects 周次课型课时分配教学目标Teaching Aims重点Key Issues教学内容Unit 1 An Impressive English 2015 级大学英语本科LessonLesson Content第 2-4周授课时间2月 29日 -3月 18日□ 理论课√ 理论、实践课□ 实践课教学环境6Teaching多媒体教室EnvironmentAfter studying this unit, the students are expected to be able to:1.understand the main idea and structure of Section A and Section B ；2.master the key language points and grammatical structures in the texts3.talk about language teaching and learning and express their opinions about current way ofteaching 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.1.Vocabularytedious absorbed allergic capture condense exceed distinguish distinctive complimentary complementary proclaim evidently adequate competent adjust beneficial2. Skills●Learn to read with the skill ―finding key ideas in sentences‖and write a composition withthree main parts: introduction, body and conclusion.难点● To talk aboutlanguage teaching and learningPotential Problems●write a composition with three main parts: introduction, body and conclusion.and Difficulties● To apply the phrases andpatternsA combination of traditional teaching methods with the communicative approach will beadopted. Special attention should be paid to classroom interaction like questioning and 教学方法answers. Small group works are always needed while discussing the questions and the Methodologydifficult translation practice. More encouragement is needed and more guidance will begiven in their extracurricular study.教具Teaching Visual aids, projector, stereo and microphoneAids教学分组Teaching Group work and pair workGroups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-centeredTask-based teaching and learning教学过程设计Teaching Procedures步骤 1 Step 1导入Lead-inI.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?3.Do 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 LessonI. New words1. 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。
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(第三版)读写教程Book2-Unit4-电子教案
Unit 4 A Turn in LifeTeaching FocusText A Text BTheme30 Days Without the Internet—A Self-ExperimentAhead of the GameVocabulary offline, disconnect, headline,separate, uneasy, major, inform,distract, replace, remain, surf,absorb, moreover, focus, delay ahead, suffer, previous, convince, hide, disappoint, locate, atmosphere, delight, favorite, hesitate, sightPhrases and Expressions connect with; hit on; glancethrough; deal with; get used to;reflect on; become/be absorbedin; focus onahead of; suffer from; be concernedabout; work out; take on; in/withinsight; ever sinceGrammar 1) How to use the structure “the more…the more…”and theexpression “instead of”(“Focusing on Sentence Structure”)2) How to use pronouns (“Basic Writing Skills”)Writing Understanding and writing timetables/schedules (“Practical Writing”) Teaching Plan单元主题A Turn in Life课时安排8教育教学目标(学生) To learn the difficulty in fighting the addiction to the Internet and try to develop a good habit of using the Internet.To learn to be positive and helpful.To be familiar with the context meaning and the use of those vocabulary of the two texts listed in the above table.To be familiar with the collocation of those phrases and expressions listed in the above table.To be able to make sentences with deal with, focus on, every now and then, and be used to.To be able to rewrite sentences after models, using the structure “the more…, the more” or the expression of “instead of”.To learn some rules of using pronouns.To be able to understand and write a timetable/schedule.教学设计教学内容Section AText A: 30 Days Without the Internet—A Self-ExperimentSection BText B: Ahead of the GameSection CPractical Writing: Understanding and Writing Timetables/ Schedules教学活动安排建议Leading In and Exploring the TopicAsk the Ss to work in small groups to discuss the questionslisted in the exercise of Exploring the Topic on P60 of SB.Elicit answers from some students and give them helps wherenecessary.Then give the Ss 5 minutes to discuss the following threequestions:1)What do you usually use the Internet for?2)What will you do if you can’t access the Internet for morethan a week?3)What benefits can you think of to live without theInternet?Ask some representatives to share their groups’ opinion withthe class.Section A Reading ThroughShow the class the text structure on P127 of TB with PPT andallow them 5 minutes to look through the text with thestructure in mind.Give the Ss 10 minutes to read Para.2 to Para.8 again carefullyand try to find the answer to the following 4 questions:1) How did the author feel during the first week of theexperiment?2) What did the author do to distract himself?3) How did the author get used to the life without theInternet?4) What are the advantages of being disconnected from theInternet?Ask some students to share their answers with the class. Givethem some help where necessary.Highlight some difficult sentences and elicit explanationsfrom students and give helps where necessary.Basic Writing SkillsPrepare a PPT with sentences of the exercise on P69 to P70 ofSB.Ask some students to tell their answers to the class andexplain why.Check the understanding of the class by explaining theexamples given on P69 of SB.Section B Reading MoreAsk the students t o read and be familiar with the content of Text B.Pair up the Ss in class and allow them 10 minutes to discuss the following questions:1) What is the author’s friend suffering from? Why?2) What did the author’s friend like to do when they were incollege?3) What did the author’s friend receive one day?4) What words did his friend find on it?5) What did his friend do at last?6) What will you do if you are the friend?7) What will you do if you the author?Encourage some volunteers to share their ideas with the class. Section C Practical WritingGuide the students to finish the three exercises on P76 to P77 of SB according to the samples given.Ask each student to write a Chinese schedule for next week and then write an English one according to the Chinese one.课后学习设计作业(学生) Finish all the exercises in Unit Four.Read the passage in Reading Out on P64 of SB and recite it.List some other ways to fight Internet addiction besides the ones used in Text A.Write yourself an English schedule for next week.课后总结与反思（教师）。
- 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)。
1 新视野大学英语教案（2册） Book Two 授课时间:第1周~第17周 授课计划:第二册 (Unit 1~Unit 8) 总计学时:72/班 授课班级: 授课教师: 第 周 星期 第 节课 一.授课题目: Time-Conscious Americans (Unit One /Section A) 二.教学目的与要求: ① To understand some parts of American culture ② To learn a kind of writing technique—a general statement supported by specific details and reasons 三.教学重点与难点: ① Text structure analysis ② "much less"的用法(Ex. VII) 四.教学方法与手段: 讲解,提问,讨论 五.内容提要: Key words and expressions ② Some background information ③ Detailed Study of the text ④ Text structure analysis ⑤ Exercises 六.作业布置: ① Do homework: Paragraph writing ② Preview Text B 七.参考资料: Teacher's book; grammar book 第 周 星期 第 节课 一.授课题目: Culture Shock (Unit One /Section B) 二.教学目的与要求: 掌握Section B部分的重点词汇,结构和句型并能熟练应用 三.教学重点与难点: Words and expressions Reading skills: Reading for the Main Ideas in the Paragraph 四.教学方法与手段: Explanation and Presentation 五.内容提要: ① 检查Section A部分的词汇 ② 讲解Section B部分词汇并做练习XVI,XVII ③ 解释阅读技巧并做相应练习 2
④ 学生自读文章并完成Comprehension of the Text ⑤ 讲解Section B部分课文及结构 六.作业布置: Preview Unit Two 七.参考资料: Teacher's book; grammar book; dictionary 第 周 星期 第 节课 一.授课题目: 听力 Units 1-2 二. 教学目的与要求: ① Be able to identify numbers ② Acquire some communicative skills 三.教学重点与难点: ① The differences in expressing numbers in Chinese and English (the year, the date and the time) ② How to grasp the key points 四.教学方法与手段: Audio-visual in the language lab; tape-listening; projector 五.内容提要: ① Explain the listening strategy in Part A and do the exercise in this part ② Listen to the tape twice and then do the exercises in Part B (Listening Tasks) ③ Check and correct students' answers and listen again if necessary 六.作业布置: Additional listening: Part C; Home listening: Part D 七.参考资料: Teacher's book 第 周 星期 第 节课 授课题目: Environmental Protection Throughout the World (Unit Two/ Section A) 二. 教学目的与要求: To increase the students' awareness of environmental protection 三.教学重点与难点 ① Vocabulary ② Writing technique 四.教学方法与手段: ① Presentation ② Group discussion 五.内容提要: ① 学生朗读单词 ② 教师教读,讲解单词用法 ③ 做词汇部分练习 ④ 讲解课文并分析课文结构 ⑤ 做Section A部分练习 六.作业布置: 3
Discussion: There are five countries and one area listed in the text as examples of how to combat the environmental pollution. What are their problems What actions have they taken And what are the consequences ② Homework: Translation 七.参考资料: Teacher's book; grammar book; dictionary 第 周 星期 第 节课 一.授课题目: Green Spaces in Cities (Unit Two /Section B) 二.教学目的与要求: ① To be familiar with the writing technique ② Remember some key words and expressions 三.教学重点与难点: Key words and expressions 四.教学方法与手段: 讲解,提问和讨论 五.内容提要: ① Do spelling (Section A) ② Explain Reading Skills: Finding out Word Meanings ③ Introduce the key words and expressions ④ Discuss the text ⑤ Do the exercises 六.作业布置: Preview next unit 七.参考资料: Teacher's book; grammar book 第 周 星期 第 节课 授课题目: 听力 Units 3-4 二. 教学目的与要求: ① Acquire some communicative skills ② Understand the listening strategy: Listening"between the Lines" 三.教学重点与难点: Listen"between the Lines" 四.教学方法与手段: Audio-visual in the language lab; tape-listening; free talk 五.内容提要: ① Explain the listening strategy in Part A and do the exercise in this part ② Listen to the tape twice and then do the exercises in Part B (Listening Tasks) ③ Check and correct students' answers and listen again if necessary 六.作业布置: Additional listening: Part C; Home listening: Part D 七.参考资料: 4
Teacher's book 第 周 星期 第 节课 一.授课题目: Marriage across the Nations (Unit Three /Section A) 二.教学目的与要求: To understand some of the cultural differences 三.教学重点与难点: ① Words and expressions ② Cultural differences regarding the topic of"marriage" 四.教学方法与手段: ① Presentation and explanation ② "Question—answer"pattern 五.内容提要: ① 讲解单词用法 ② 做词汇部分练习 ③ 分析文章结构 ④ 讲解课文 ⑤ 做Section A部分练习 六.作业布置: ① Homework: Structure ② Preview Section B 七.参考资料: Teacher's book; dictionary 第 周 星期 第 节课 一.授课题目: Rich Meeting His Future Mother-in-law (Unit Three / Section B) 二.教学目的与要求: ① Understand the usage of some important words and expressions ② Be able to distinguish facts from opinions 三.教学重点与难点: Differences between facts and opinions 四.教学方法与手段: Group discussion and explanation 五.内容提要: ① 听写Section A部分单词(Spelling) ② 讲解Reading Skills并做相应练习 ③ 讲解Section B部分词汇 ④ 做词汇部分练习 ⑤ 分析讲解课文 ⑥ 做剩余练习 六.作业布置: 熟记单词;预习下一单元 七.参考资料: Teacher's book; grammar book