unit 2 英语泛读教程第一册

课程教案

课程名称:

课程性质: □必修课□选修课

课程类型: □公共课□专业课□专业技能课□实践课上课时间: 至学年第学期授课对象: 专业级班教师姓名:

所属系院:

成都师范学院教务处制

教案样式（试用稿）使用说明

1．教案不等同于讲稿，它应反映教学设计、教学过程和教学内容（讲稿）。

2．一门课程的教案由“课程总体教学安排”、若干的“分次教案”、“课程教学学期总结”三部分组成。“分次教案”按上课的自然次数划分。

3．每一分次教案由一张“教学设计”页和若干张“授课内容”页两部分组成。“教学设计”主要包括教学目标、重点与难点、教学方式与手段及各教学引入、讲解、作业等环节的总体安排。“授课内容”是对各教学环节的详细教学内容、教学方法等的安排及教学提示设计。为减轻书写负担，已尽量简化了教案首页的项目，有的项目还可根据具体情况酌情简写。

4．全套教案有一封面，供最后装订时使用。封面上的“课程类型”是指公共课、基础课、专业基础课、专业课等，“课程性质”是指必修、限选、选修等。

5．版面尺寸按A4设计，以便于携带与存档。

6．制作教案时，可使用网上的电子样本或者印刷稿纸。“讲稿页”上的“讲课内容”可以完全手工书写，也可以打印或粘贴ppt。若拟使用ppt，可以直接在ppt 环境下“打印内容”按“讲义（每页3幅幻灯片）”打印输出，此时能直接得到省去表头的“讲稿页”，在它的左侧将有3幅幻灯片，右侧则自动生成了书写“备课札记”的横格线。“备课札记”供填写注释、讲课的提示语等使用。

7．本教案格式是针对我校多数专业类的课堂教学设计的，对于一些特殊类型或有特殊教学方式的课程，可酌情修改或自行规范教案格式。

课程总体教学安排

总学时总学分教学时

数分配讲课实验

平时

测验

考试机动

考核

方式

学生

人数

使用教材

与版本

课程

教学

目标

课程

理论

内容

安排

章节内容时间安排

课程

实验

内容

安排

课程实验的项目名称学时

主要

参考

资料

课程教学第次教案-教学设计

总节次第至节上课时间年月日

章节内容I. 根据语境猜测词义的训练（2）

II. 生词预测

III. 文本分析

IV. 对于文化冲突的相关介绍和帮助学生正确认识文化冲突的一些方式方法。

教学目的 1.区分不同的文化冲突

2.理解并学会如何克服文化冲突

3.学会如何文化转变

4.注意生活中的文化冲突

教学重点1.单词预习

2.对于 text A “On Being a Student ”的文本分析理解

3. 词汇、短语的学习

4.. Section C “Fast Reading”

教学难点

克服文化冲突的具体方法。

教学方式讨论教学

教学手段PPT

教学

环节

内容要点教学方法时间安排引入

暖场提问引入式介绍

内容安排一、提问引导

引导学生进入本单元的学习

二、文章

A、通过提问帮助学生把握全文

How many parts can be divided in this text?

本文可以被分为几段

Could you summarize the main idea of each part?

总结文章大意

B、阅读技巧：根据语境解锁词义

在上一节课的基础上继续学习和练习根据语境判

读句意的阅读技能

要点：

三、词汇

A、文章重点生难词的讲解

B、词缀的补充

比如–tion, -ation, and –ition.

四、扩展讨论

1、Culture change

什么是文化冲突（What is culture shock?）

2、文化冲突的产生原因

3、文化冲突的结果

4、文化冲突的案例

《刮痧》可扩展延伸！

5、文化冲突的解决方法

教授

讨论

练习

作业1.哪一种人能快速的适应外国生活？

2、在适应你的新大新生活中有什么不适应的地方吗？

【授课内容】见所附PPT[在PPT环境下“打印内容”按“讲义（每页3幅幻灯片）”打印输出]

课程教学第次教案-授课内容

教学

教学内容备注环节

一、暖场提问

Have you ever been to a foreign country?

你去过国外吗？

What is “Culture Shock”?

什么是文化冲突？

二、文章

A、通过提问帮助学生把握全文

How many parts can be divided in this text?

本文可以被分为几段

Could you summarize the main idea of each part?

总结文章大意

B、阅读技巧：根据语境解锁词义

在上一节课的基础上继续学习和练习根据语境判读句意的阅读

技能

要点：

特殊的标点符号

词句或一些表达方式

平行结构

三、词汇

A、

Ritual

Folkway

Jargon

Kinship

Ethics

Etiquette

Routine

Interpersonal

B、词缀的补充

比如–tion, -ation, and –ition.

四、扩展讨论

1、Culture change

学生的研究在国外，离开自身熟悉的，舒适的环境。在家里，

他有家人，朋友和熟人。在外国，面对陌生的环境和文化，人经历不同程度的文化冲击。症状的范围从局促不安到严重的出现抑郁。人变得极度想家，长期处于不开心的状态，极度敏感。

什么是文化冲突（What is culture shock?）

不同民族、社区和集团的的文化，有不同的价值目标和价值取向，并且常常各自以自己的文化为优越，视其他文化为危险物。当它们在传播、接触的时候，便产生了竞争、对抗甚至企图消灭对方的状况，此种冲突叫做文化冲突。

2、文化冲突的产生原因

人们带着自己所处的环境里所形成的感受、认识，习惯等互相交往，必然要产生冲突和磨擦。所以，文化的冲突是由文化的“先天性”或者文化的本性所决定的，是文化在不断发展过程中不可避免的一种必然现象。

3、文化冲突的结果

文化冲突的结果，或相互吸收或融化或替代对方，随之会产生新的文化模式或类型。

4、文化冲突的案例

《刮痧》可扩展延伸！

5、文化冲突的解决方法

1. Keep busy

2. Become friendly with classmates

3. Do something that you really enjoy, such as

reading, music or sports

4. Forget that your English is less than perfect,

and feel free to ask people for information,

guidance, or directions.

5. Be flexible. Laugh at the mistakes you make

本页不够可续页

课程教学学期总结

执行

大纲

和教

案的

情况

学生

平时

掌握

情况

分析

学生

考试、

考核

（包

括课

带实

践教

学环

节）成

绩分

析

值得

总结

和推

广的

教学

方法、

手段；

存在

问题

和解

决的

措施

其它

教学

改革

或改

进的

建议

注:此页用于该门课程完成全部教学内容后填写,不够可添页。

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【最新整理，下载后即可编辑】 Unit 1 University Student Life Section A Word Pretest 1. D 2. B 3. B 4. C 5. D 6. D 7. A 8. B Reading Comprehension l. F 2. T 3. F 4. T 5. F 6. F 7. T 8. F Vocabulary Building Word Match rationally in a way based on reason rather than emotions established accepted; recognized various different panic sudden fear consolidate strengthen assignment homework biological of living things flexible not fixed strenuous stressful; requiring effort and energy master overall recreation way of spending free time estimate calculate roughly routine regular; usual priority first concern relaxation rest 1. flexible 2. established 3. panic 4. strenuous 5. priority 6. routine 7. Rationally 8. recreations Suffix

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Unit 1 University Student Life Section A Word Pretest 1. D 2. B 3. B 4. C 5. D 6. D 7. A 8. B Reading Comprehension l. F 2. T 3. F 4. T 5. F 6. F 7. T 8. F Vocabulary Building Word Match rationally in a way based on reason rather than emotions established accepted; recognized various different panic sudden fear consolidate s trengthen assignment homework biological of living things flexible not fixed strenuous stressful; requiring effort and energy master overall recreation way of spending free time estimate calculate roughly routine regular; usual priority first concern relaxation rest 1. flexible 2. established 3. panic 4. strenuous 5. priority 6. routine 7. Rationally 8. recreations Suffix 1. familiarize 2. visualize 3. merely 4. idealize 5. finalize 6. necessarily 7. physically 8. highly Cloze favorable their respected professors authority role expect need several changes Section B 1. D 2. C 3. C 4. B 5. C 6. B 7. D 8. D Section C l. D 2. A 3. B 4. D 5. C 6. B 7. C 8. A

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U1 Part A: c Part B: c, d, d, a, d, c, a, c, d Part C: b, b, d, d, a, d, c, b, d, d Fast Reading (P8) c, d, b, c, a a/d, a, c, d, a c, c, b, c, d Home Reading (P15) d, b, b, a/d, c, b, a, b, d, c Extra Passage for Careful-Reading A, C, D, B, B, C 1. [A]【定位】第2段第3句。 【解析】根据原文该句母亲所问的问题可以推断母亲接到电话的时候，第一个反应是“担心”，因此本题应选选项A。本题最具有干扰性的是选项C，suspicious和第2段最后一句中的suspect属于同一个词族，但要注意的是，在文中suspect是“猜想”的意思，而不是“怀疑”的意思，而suspicious只有“怀疑的、可疑的”意思，这样来看就知道选项C不符合原文的内容了。 2. [C]【定位】第4段最后两句。 【解析】可以说，母亲的朋友也应该是老年人，他们应该也像母亲一样很少能和儿女聚会，由此可推断，他们认为作者通过邀请母亲吃饭而表达对母亲的爱，作者这样做让他们很感动，因此本题应选选项C。作者和母亲的晚餐聚会发生在原文提到impressed这个动作之后，而原文没有提及在聚会之后朋友们的感觉，因此选项A是不正确的；选项D是几乎每个父母都有的感觉，朋友们不可能因此而感动。 3. [D]【定位】第5段第2句。 【解析】从原文前5段的内容可以推断母亲觉得自己像第一夫人是因为她那天很高兴，能和儿子一起吃饭让她觉得很得意，而且也以儿子为荣，因此，本题选择选项D最合适。我们可以用另一个方法快速锁定正确答案。原文该句中的as if 表示一种感觉，在四个选项中，只有选项D中的felt表示感觉，其他三个选项的动词都用于描述现实，在这种情况下，即使选项C中的important在现实中也可用来形容当第一夫人的感觉，也可以马上排除了。 4. [B]【定位】第8段第1句。 【解析】原文该句中的recent events表明母亲在吃饭时谈起的是最近发生的事，在4个选项中选项B提到的时间是最近的，因此选项B为本题答案。选项C的memory与第6段末句中的nostalgic意思相关，但原文该句只表明母亲想起了过去，但不一定在吃饭时就“主要”谈起过去，因此选项C是不正确的。 5. [B]【定位】第9段和最后两段。 【解析】从第9段的I'll go out with you again可以知道母亲在提出请儿子吃饭时，她还是想着自己一定会去的，根据倒数第2段最后两句和最后一段的哲理可以推断母亲当时提出邀请是因为她也要让儿子知道她很爱他。由此可见，本题应选选项B。倒数第2段第5句表明母