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新视野大学英语读写教程（第三版）BOOK2教案教学对象TeachingSubjects2015级大学英语本科教学内容LessonContentUnit1AnImpressiveEnglishLesson周次第2-4周授课时间2月29日-3月18日课型□理论课√理论、实践课□实践课课时分配6教学环境TeachingEnvironment多媒体教室教学目标TeachingAimsAfterstudyingthisunit,thestudentsareexpectedtobeableto:1.understandthemainideaandstructureofSectionAandSectionB；2.masterthekeylanguagepointsandgrammaticalstructuresinthetexts3.talkaboutlanguageteachingandlearningandexpresstheiropinionsaboutcurrentwayofteachinginanEnglishclass;4.readwiththeskill“findingkeyideasinsentences”;5.writeacompositionwiththreemainparts:introduction,bodyandconclusion.重点KeyIssues1.Vocabularytediousabsorbedallergiccapturecondenseexceeddistinguishdistinctivecomplimentarycomplementaryproclaimevidentlyadequatecompetentadjustbeneficial2.Skills●Learntoreadwiththeskill“findingkeyideasinsentences”andwriteacompositionwiththreemainparts:introduction,bodyandconclusion.难点PotentialProblemsandDifficulties●Totalkaboutlanguageteachingandlearning●writeacompositionwiththreemainparts:introduction,bodyandconclusion.●Toapplythephrasesandpatterns教学方法MethodologyAcombinationoftraditionalteachingmethodswiththecommunicativeapproachwillbeadopted.Specialattentionshouldbepaidtoclassroominteractionlikequestioningandanswers.Smallgroupworksarealwaysneededwhilediscussingthequestionsandthedifficulttranslationpractice.Moreencouragementisneededandmoreguidancewillbegivenintheirextracurricularstudy.教具TeachingAidsVisualaids,projector,stereoandmicrophone教学分组TeachingGroupsGroupworkandpairwork课堂学习任务与活动的组织ConductofTasksandActivities（师生互动方式ModeofInteraction;学习策略LearningStrategies）Students-centeredTask-basedteachingandlearning教学过程设计TeachingProcedures步骤1Step1导入Lead-inI.Greetingandwarming-upquestionsdiscussion.1.WhatarethekeyfactorsthathelppeoplelearnEnglishasaforeignlanguage?2.DoyouhaveanyprobleminEnglishlearning?3.DoyouthinkgrammarisimportantinEnglishlearning?II.Listeninganddiscussing.1.Listeningpractice.2.Inyouropinion,whatisthemosteffectivewaytolearnEnglish?III.Listeningtoatalkandanswerquestionsonpage2步骤2Step2课文学习SectionAAnImpressiveEnglishLessonI.Newwords1.tedious:a.boringandcontinuingfortoolong冗长乏味的Tellingthestoryhasbecometedious,asIhavedoneitsomanytimes.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。2absorbed:a.sointerestedorinvolvedinsth.thatyoudonotnoticeanythingelse极感兴趣的；全神贯注的；专注的。Timepassesquicklywhenyouareabsorbedinreadingagoodbook.在聚精会神地读一本好书的时候，时间过得非常快。3.freshfrom:havingjustcomefromaparticularplaceorexperience刚从….来的；刚有…经历的Schoolprincipalsshouldnotexpectteachers,freshfromcollege,todealwithalargegroupofdifficultchildren.学校的校长不应该指望刚从大学毕业的老师来应付一大群难以对付的孩子。4.exceed:vt.(fml.)bemorethanaparticularnumberoramount超过；超出You’llhavetopayextramoneyifyouexceedyourluggageallowance.如果你的行李超重，你必须额外付费。5.distinctive:a.easytorecognizebecauseofbeingdifferentfromotherpeopleorthingsofthesametype与众不同的；特殊的；特别的Thedistinctivedesignofaproductprovidesapowerfulcompetitiveadvantageoverotherproducts.一个独特的产品设计具有比其他产品更强有力的竞争优势。6.adequate:a.enoughinquantityorofagoodenoughqualityforaparticularpurpose足够的；充分的；合乎需要的Peopleaccusedthegovernoroffailingtotakeadequatemeasureswhichcouldhavepreventedthedisaster.人们指责该州长对本来可以避免的灾难没有采取充分的措施。II.UsefulexpressionsPracticalPhrasesSpecificMeanings1.be/feelobligedtodosth.(因形势、法律、义务等等关系而)非做不可，迫使2.freshfrom刚从……来的；刚有……经历的3.distinguishbetween区分；辨别4.get/feel/belost迷惘；困惑；不知所措5.lookuponsb/sth.As把某人/物看作6.beequippedwithsth.以……为装备；配备……III.FunctionalPatternsandFunctions&Usages1.ifsb/sth.do/issth.,thenperhaps…用于表述“在特定条件下可能发生的事情”。步骤3Step32.sbfailtodosth….,whilesbshoulddosth….用于表述“实际情况与预期的反差”。3.Whilesth./sbis/does…,sb/sth.elseis/dos…用于表述“人与人之间或事与事之间的反差”。IV.StructureAnalysis:MainideaofsectionA:thistextisanarrativethattalksabouttheauthor’spersonalexperienceingivinganeffectiveEnglishlessontohisson.Heclaimsthatstudentscanlearnbetteriftheyareproperlytaught.PartI(Paras.1-5)Thispartintroducesthebackgroundofthestory.Itpresentsthethesisstatement:Studentsunfairlybearthebulkofthecriticismfortheseknowledgedeficitsbecausethereisasensethattheyshouldknowbetter.PartII(Paras.6-13)Thispartcontainstwomajorsectionstosupporttheauthor’spointofview.Thefirstsectionclaimsthatstudentsshouldnotbeblamedfortheirlanguagedeficiencyduetotwomajorreasons:1)theyaremisledbythelanguageenvironment;2)theyarenotlearningthelanguageadequatelyandefficientlyinschool.Thesecondsectionelaboratestheauthor’spersonalopinionabouttheimportanceofgrammarandvocabulary,bywayofmetaphors.Para.II(Para.14-17)Towardtheend,theauthornarratesanotherincidentwherehissonunconsciouslyutteredagrammaticallyperfectsentencewithasubjunctivemoodandhe’sproudofhisson.步骤3Step3语言点LanguagepointsDetailedstudyofthetext1.IfIamtheonlyparentwhostillcorrectshischild’sEnglish,thenperhapsmysonisright.Tohim,Iamatediousoddity:afatherheisobligedtolistentoandamanabsorbedintherulesofgrammar,whichmysonseemsallergicto.(Para.1)Meaning:Mysonisprobablyrightifthereisnootherparentlikemewhostillcorrectshischild’smistakeinEnglish.Tomyson,Iamaboringandstrangefather,whohehastolistento;Iamalsotheonewhopayslotsofattentiontogrammarrules,whichhedoesn’tseemtolike.2.Shenoddedthreeo