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全新版大学英语第二册教案

Teaching Plan for College English Integrated Course 2

Unit 1. Learning, Chinese-style

Brief Statements Based on the Unit

There are different ways of learning in China and in the West. Howard Gardner, a professor of education at Harvard University gives his thoughts on different approaches to learning in China and the West. In the West parents let the children learn independently and seek out knowledge actively. They may help during the process, but they don?t expect to spoon-feed them with knowledge. In China parents teach their children by holding their hands.

Teaching Objectives and Requirements

1. Grasp the main idea and structure of the text.

2. appreciate the different between comparison and contrast, as well as different

ways to compare and contrast

3. Master the usage of the words and expressions and grammars in this unit

4. Conduct a series of reading, listening, speaking and writing activities related

to the theme of the unit.

Teaching Time

Six periods time (50 minutes each)

Teaching Methods:

1. Discussion before reading to make the students interested in what they will read.

2. Talking and practicing to make the students master the words and expressions in

this unit

3. Fast reading to get a general idea of the unit

4. Careful reading to get the detailed information.

5. Translation to understand some difficult points.

6. Learner-centered teaching to train students to teach themselves after class

7. Individual, pair or group work to make the students finish each exercise

8. Translation to make the students understand each sentence.

Teaching Important Points:

1.Practice the usage of words and expressions to train students? application ability

2.Finish the task of discussing to train the students? speaking and writing ability

3.Study using comparison and contrast in essay writing

4.Understand the difficult sentences

5.Grasp the main idea and structure of the unit

Teaching Difficult Points:

1.How to help the students master the words and expressions.

2.How to help the students understand the structure of the text.

3.How to help the students understand ways of learning

Teaching Procedures:

Step 1 Pre-reading tasks (for first two periods)

Part 1. Deal with words and expressions

Part 2. Discussion

1. A Survey

Do you agree with the following statements?

1) Play is the best way to learn.

2) Children develop life skill best through formal programs.

3) Children are naturally curious, inspired, motivated learners, but

enjoyment of learning can get lost in the pressure to “succeed” in formal

education.

4) Parents are the most important instructors to the children, so they should

give as much guidance as possible.

2. What is the way of learning in the West?

Much of current debate over education surrounds the extent to which learning should be teacher-based or student-based. In the west, more student-centered , they expect students to discover things for themselves rather than relying on their teachers to tell them. They are free to decide what they are going to learn and attend lessons and how much to study.. Students are treated an individuals first and students second . The students are expected to be responsible for what they do. The teacher help the students to develop ability to learn on their own.

3. What is the way of learning in China?

Teachers are always teachers and controllers. Students are told what to do.

Students closely follow teachers?instructions in their study. The teacher teach

students specific subjects and things. Consider basic skills first and then creativity.

4. What do you think the advantage and disadvantage of the education between China and the west?

Advantages: In the west ( Students decided what to study and how much to study/ students are not made to study specific subjects or things/ they grow as people/ develop their own interests/enjoy learning/ they are happy in class/ they don?t need worry about grades or rules.

In China; (students have rules to follow/ enjoy teachers?instructions./ master some basic knowledge)

Disadvantages: in the west (They don?t do well./can?t not make good use of chances/ need some rules because a few rules will help them.)

In China( are not taught to know about the world./ focus on learning knowledge, but not on how students grow as people.)

5.How do you comment on the learning methods you used in high school?(Students)

6.What do you think is more important, creativity or basic knowledge?(Students)

7.Have you found a better way of learning in college?(students)

Step 2 While-reading activities ( for second two periods)

Part 1.

a)Ask the students to skim Para1 to Para5 and answer the following

questions.

Question 1. Where and when did the incident take place?

Jinling Hotel in Nanjing, spring 1987.

Question 2. Who are the main characters in this incident?

The author; his wife; their son and hotel staff

Question 3. What?s the attitude of the author and his wife toward

Benjamin?s efforts in inserting the key into the slot?

They let him explore and enjoy himself.

Question 4. What?s the attitude of the hotel staff toward Benjamins?

efforts?

They held his hand and taught him how to insert the key correctly.

b)Sum up the main idea of part 1

In the spring of 1987, my wife and I lived in the city of Nanjing studying

the arts education. We got the answer not in the classroom but in the lobby.

We know the difference between the Chinese and the westerner. In China,

parents teach children by holding their hands while the westerners

encourage their children to find the answer by themselves and explore.

3. Some different sentences

Part 2.

4.Ask the students to skim Para 6 to Para 10 and answer the following questions

Question 1. What are two different ways to learn?

Question 2.What causes the difference according to your opinions?

5.Sum up the contrast between Chinese and Western ways to learn (P.11 Exercise

The Chinese (show a child how to do something or teach by holding his hand Americans( teach a child to rely on himself for solutions to problems)

6.Some different sentences

Part 3.

6.Ask the students to skim Para 11 to Para13 and answer the following questions

Question 1.How do Americans and Chinese differ in their attitudes to creativity/ Question 2. What makes them take different positions on the question of creativity?

7.Sum up the contrast between the Chinese and the Westerner attitudes toward

creativity and basic skill

The Chinese give priority to develop skills at an early age, believing that creativity can be promoted over time.

The westerners put more emphasis on fostering creativity in young children, thinking that skills can be picked up later.

7. Some different sentences

8. Skim Para 14 and sum up the main idea

There are many ways of concluding an essay: students decide which way is used in this essay

Step 3 Post-reading activities (for the third two periods)

Should we develop children?s creativity first or train them in basic skill first? Step 4. Homework

Teaching Plan for College English Integrated Course 2 Unit 2. Value (Test A: The Richest Man In America, Down Home)

Teaching Objectives and Requirements

1. Grasp the main idea and structure of the text.

2. How to write invitations

3. Master the usage of the words and expressions and grammars in this unit

4. Conduct a series of reading, listening, speaking and writing activities related

to the theme of the unit.

Teaching Methods:

1. Discussion before reading to make the students interested in what they will read.

2. Talking and practicing to make the students master the words and expressions in

this unit

3. Fast reading to get a general idea of the unit

4. Careful reading to get the detailed information.

5. Translation to understand some difficult points.

6. Learner-centered teaching to train students to teach themselves after class

7. Individual, pair or group work to make the students finish each exercise

8. Translation to make the students understand each sentence.

Teaching Important Points:

8.Practice the usage of words and expressions to train students? application ability

9.Finish the task of discussing to train the stu dents? speaking and writing ability

10.Study writing an invitation

11.Understand the difficult sentences

12.Grasp the main idea and structure of the unit

Teaching Difficult Points:

7.How to help the students master the words and expressions.

8.How to help the students understand the structure of the text.

9.How to help the students understand ways of learning

Teaching Procedures:

Step 1. Deal with the words and expressions

1. (remote; discount; carry on; folk; get away with; local; treatment; cheerful;

blend into; throw one?s weight around; reserve; open up; headline ; hold to; stock;

on the run; steer clear of; make up ; liable; loyalty; system; qualify; option;

scholarship; and the like; cultivate; reward; retire; come abroad; deserve)

2. Discussion

Question1: What is value according to your opinion?

( have ambition and dream ---- a life without ambition is dull and meaningless while a life full of ambitions is busy, crowded and sometimes blind.

Have different kinds of virtues——honesty, loyalty, courage, perseverance, friendliness, kindness, generosity, selflessness, helpfulness ,hard work, and so on. If you have all kinds of virtues, you are respected by others. You are easy to succeed. It is a pleasure to get along with.)

Question 2: Can you name some stories, news reports of valuable rich people ? ( Bill Gates:

Step 2. Text Understanding(Scan the text and answer the questions according to the text)

Question 1. What would the richest American’s life be like according to Jamie Beaulieu’s imagination?

( He should a mansion, a Rolls Royce for every day of the week, dogs with diamond

collars, servants everywhere.)

Question 2. How did Sam Walton acquire his wealth?

(He started with a little dime store that grew into a 6 billion dollars discount chain

called Wa-Mart.)

Question 3. What made the waiter feel disappointed?

(( He found: Sam Walton?s house was nice, but it wasn?t a palace, the furniture

appeared a little worn, an old truck sat in the garage and a muddy bird dog ran about

the yard. He didn?t see any servants.)

Question 4. Give a couple of examples to show that Sam Walton didn’t want any special treatment.

( He waits in line like everyone else to buy shells at the local Wal-Mart; doesn?t have a

set place in the church; Sometimes he and his wife are in back of the local church

washing dishes; use the same barber)

Question 5. What did everyone say about Walton?

( friendly. Cheerful, a fine neighbor who does his best to blend in, never flashy, never

throwing his weight around)

Question 6.: Why is it that the barber shop story of Walton would have made headlines?

( He is the richest man in America but forgot his money)

Question 7. What made it difficult for Walton to hold firm to his folksy habits?

( Because celebrity hunters keep following him wherever he goes.)

Question 8. What was his main concern as founder of Wal-Mart?

( The success achieved by the 100000 people who make up the Wal- Mart team.)

Question 9. What is the Wa-Mart way of life as laid down by Walton/

( Loyalty, hard work, long hours, get idea into the system from the bottom up,

Japanese-style, treat your people right, cut prices and margins to the bone and sleep well

at night.)

Question 10. Why did Walton set up a college scholarship fund and s disaster relief fund?

( He believed in cultivating ideas and rewardly success.)

Question 11. What did he think accounted for his company’s success?

( His people and the way they are treated and the way they feel about their company. Question 12. How did company lawyer Jim Hendren evaluate Walton as a boss?

( coming into contact with Sam Walton just makes people a better person.)

Step 3. Scan the text again to underline all the names mentioned and tell who these persons are

1. Jamie Beaulieu---- waiter at Sam birthday party

( first anticipate, later find an ordinary-looking household. The furniture a little worn; an old pick up truck; a muddy bird dog; never spot any servants .It reveals Sam down-house characteristics.)

Jonnie Baker ------night manager at the local Wal- Mart

( he doesn?t want any treatment. Call him “ Mr. Sam. Accept his folksy ways.)

Richard Hoback,----- Mayor of Bentonville, Arkarsas.

( He is the same man who opened his dime store on the square and worked 18 hours a day for his dreams.)

Gordon Garliyton------pastor of the local church

(No matter how big a time, you can find him in church. Don?t have a reserved seat. in black dishes.

John Marshall--------local barber

( according to what they have said. It reveals Sam is an ordinary man. He lives the same life as an ordinary men. Let us know what kind of man he is.)

Jim Von Gremp, corporate affairs director.

( he is rich, but he doesn?t care whether he is rich or not. What is in his mind is the success achieved by the 100000 people who make up the Wal- mart team.)

Ferold, Arend, retired president of Wal-Mart

(From what he said. Sam worked hard. He was generous. He was respected by all the clerks in his company.)

J im Hendren, lawyer

(From what he said, Sam is the person who can give you a lot of benefit if you get along with him. You can learn a lot not only referring to the money, but how the value of life.)

2. Sum up what kind of man Sam was.

( He was very wealthy, but he lives a simple life. Just the same life as an ordinary people. The author gave us a lot of examples. He was very kind, friendly, easy to get along with, glad to help people, generous, hard working, think of others, loyalty, modest, liable, easy-going helpful. He was the example of many people respect.)

Step 4. Text organization略

Step 5. Some Difficult sentences略

Step 6. Exercises

翁玲凤

Teaching Plan for College English Integrated Course 2

Unit 3 The Generation Gap

I.Brief Statements Based on the Unit

The topic of this unit is The Generation Gap, the generation gap really exists between the young and the old, parents and their children, I think. In this unit, we will learn Text A Father Knows Better and Text B When Father Doesn?t Know Best, after learning, we will learn more about the generation gap, and have a discussion about what factors will cause the generation gap, how to overcome the generation gap.

II.Objectives and Requirements

1.understand the main idea (Father meddled in children’ affairs with good intentions,

but only to find his efforts unwelcome)and structure(three settings, three scenes) of the text;

2.appreciate the basic elements of a play;

3.grasp the key language points and grammatical structures in the text.

4.conduct a series of reading, listening, speaking and writing activities related to the

theme of the unit.

III. Time allotment

Six periods time (50 minutes each)

IV. Teaching Methods:

1. Discussion before reading to make the students interested in what they will read.

2. Talking and practicing to make the students master the words and expressions in

this unit

3. Fast reading to get a general idea of the unit

4. Careful reading to get the detailed information.

5. Translation to understand some difficult points.

6. Learner-centered teaching to train students to teach themselves after class

7. Individual, pair or group work to make the students finish each exercise

8. Translation to make the students understand each sentence.

V. Teaching Important Points:

13.Practice the usage of words and expressions to train students? application ability

14.Finish the task of d iscussing to train the students? speaking and writing ability

15.Study the ways of expository writing

16.Understand the difficult sentences

17.Grasp the main idea and structure of the unit

VI. Teaching Difficult Points:

10.How to help the students master the words and expressions.

11.How to help the students understand the structure of the text.

12.How to help the students finish the task of expository writing.

VII. Teaching Procedures:

Step1.Pre-reading tasks

1.Listen to the recording two or three times and then think over the following

questions.

1)Who should be sitting up and take notice? Why? (parents, politicians, writers

and critics should listen up, because the times are changing so fast that one can’t be content with one’s old way of life)

2)What does the singer think of hi s parents? way of doing things? (outdated) 2.Pair interview:

for example:

___When are your parents? birthdays and their wedding anniversary?

___Do your parents celebrate your birthday? How about their own birthday celebration?

____In your parents? eyes, what are you interested in?

___In your eyes, what are your parents interested in?

____In what areas do your parents want you to improve?

____In what ways do you want your parents to improve?

____ Tell of an instance when your parents and you disagree over something.

Step2. While-reading tasks

1.Text analysis

Although a playwright can?t come forward to speak directly to readers, we may

still form a mental picture of what each character is like.

Let?s take Part II for example. From the way they speak, their tone of voices, their facial expressions and their actions, we find Father, Mother and the three Thompson children life-like.

2. A brief introduction to plays

1)the major components of a play: characters, settings, stage directions,

language, conflicts, climax, and theme.

2)Ss identify the characters in the play.

3)Text organization

This play comprises three settings.

No. Settings

1 A fast-food restaurant

2The Thompson family dining room

3An office at a high school

The play can be divided into three scenes according to the changes in setting. Scenes Main ideas

Scene One Father embarrassed Sean by talking too proudly t the restaurant manager.

Scene Two Father embarrassed Diane by persuading a work-mate into

pressing his son to ask her to the senior prom.

Scene Three Father embarrassed Heidi by boasting to an official of her new

school about how bright she was.

3.Content questions

1)How many characters are there in this play? Who are they?

2)Are the children grateful for what their father does for them? Why or why not?

3)What did Sean plan to do with the money he earned from his first job?

4)Why did father make a point of coming to the restaurant?

5)Why did Sean try to hide himself when he saw his father in the restaurant?

6)What did Sean think of his father?s unexpected visit?

7)Why did father invite Dan Lucas to lunch?

8)What did Dan Lucas promise to do?

9)How did Diane react to the surprise Father had for her?

10)Why did Heidi change school?

11)What did Father try to impress on Mrs. Higgins?

12)Why was Heidi so eager to go to class?

4. Ask Ss to act out the play

5. Language Study

1)down right: special terms for drama. In this text there are other terms, such as

“Down Left”. They refer to different part of the stage.

2)embarrass: make (sb.) feel awkard or ashamed.

e.g. It embarrassed him that he had to give a talk in front of a lot of people.

3) waiting tables: working as a waiter and serve others with food.

4) dumb: (infml) a) foolish

e.g. He was so dumb that he left his keys at home again.

b) unable to speak

Children born deaf and dumb can nowadays be taught to speak and lip-read.

5) in unison: acting in the same way at the same time

e.g. The international community is ready to work in unision against terrorism.

6) consist of: be made up of

e.g. The committee consists of scientists and engineers.

7) fade: a) lose color or brightness.

e.g. All color fades.

b) disappear slowly

They watched the mountains fade into the darkness.

8)trade (sth.) for (sth.else): exchange sth. for sth. else

e.g. The farmers traded farm produce for manufactured goods and money.

9) bet: be sure

e.g. I bet he?ll change his mind again.

10). distract: take away from sth. esp. for a short time. Distract sb/sth; distract sb/sth

from

e.g. A disturbance outside my dormitory distracted my attention.

11). glorious: wonderful

e.g. It seems a pity to be indoors on such a glorious day.

12) at any rate: whatever may happen; in any case

e.g. At any rate, you survived the accident.

13). exhaust: a) make (sb.) very tired, either physically or mentally

e.g. Four hours? work almost exhausted her.

b) use up completely

e.g. What else we do, now that we?ve exhausted our reserves of oil?

14) come over: affect

e.g. He has never been so rude to me. What?s come over him?

15). in charge of: having control (over) or responsibility (for)

e.g. He was left in charge of the shop while the manager was away.

16). exceptional: unusual

e.g. Ann showed exceptional music ability at the age of four.

17). fill out: complete by supplying required information.

e.g. The old man filled out the form and signed it at the bottom.

18). junior: a) younger (followed by to)

e.g. Jane is several years junior to her husband.

b) lower in rank than others.

e.g. Having worked for five years, jack is still a junior clerk in the office.

Step 3 Post-reading activities (for the third two periods)

1. Discussion question:

(1) What is the mother?s role in the play? Does she take side with Father or the children? How do you know?

(2) How do you understand the title” Father Knows Better”?

(3) What do you think causes the generation gap?

2. Do and check exercises

(1). V ocabulary

(2). Word formation

(3). Structure

(4) Comprehensive exercises

3. Essay writing

(1) Study “writing strategies”

(2) Assign a writing task for the students to finish in two weeks

Step4. Homework

(1). Review the whole text and get familiar with it.

(2). Review the structure that have been learned and vocabulary

(3) Finish writing the essay

(4) Preview the new lesson.

VIII. Lesson Summary

This unit is divided into six periods. Use the student-centered teaching approach. By asking the students to make sentences with the words and expressions in this unit, the students? ability of using languages is greatly improved. By discussing the topic, not only has the students? ability of listening, speaking and writing been improved, but also enlarge vocabulary. By summing up the main idea of each Part and each Para, the students? ability of understanding and summing up has been improved. By scanning and previewing and doing exercises by themselves of this unit, the students? ability of autonomic learning is trained gradually. At last, the students? ability of comprehensive usage has been improved.

Plan for College English Integrated Course 2

Unit4 The Virtual World

I.Brief statements based on the unit

What is a Virtual Life? What are the negative and the positive effects of a virtual life?

What do you think of the digital world? Do you prefer a virtual life or the real life? After you learn this unit, you will get something about this questions.

II. Objectives and requirements

Students will be able to:

1.understand the main idea (despite the many negative effects of virtual life, the

author prefers it to real life) and structure of the text (contrast between virtual life and real life);

2.learn some rules of interpreting new vocabulary and usage related to computers

and the Internet in English ;

3.grasp the key language points and grammatical structures in the text;

4.conduct a series of reading, listening, speaking and writing activities related to the

theme of the unit.

III. Time allotment(Six periods time (50 minutes each)

IV. Teaching Methods:

1. Discussion before reading to make the students interested in what they will read.

2. Talking and practicing to make the students master the words and expressions in

this unit

3. Fast reading to get a general idea of the unit

4. Careful reading to get the detailed information.

5. Translation to understand some difficult points.

6. Learner-centered teaching to train students to teach themselves after class

7. Individual, pair or group work to make the students finish each exercise

8. Translation to make the students understand each sentence.

V. Teaching Important Points:

18.Practice the usage of words and expressions to train students? application ability

19.Finish the task of discussing to train th e students? speaking and writing ability

20.Study the ways of expository writing

21.Understand the difficult sentences

22.Grasp the main idea and structure of the unit

VI. Teaching Difficult Points:

13.How to help the students master the words and expressions.

14.How to help the students understand the structure of the text.

15.How to help the students finish the task of expository writing.

VII. Teaching Procedures:

Step1. Pre-reading tasks

1.Listen to the recording two or three times and then think over the following

questions.

--What was the hero doing when his boss came in?(surfing the Internet)

--How did he act in front of his boss?(He pretended to be surprised at the computer which had crashed “unexpectedly”.)

2. Ask the students to look at the theme of this unit (The Virtual World) and the title of Test A (A Virtual Life), then try to:

--find antonyms of “virtual world”and “virtual life”;(real world, real life)

--sugg est synonyms for “virtual world”;(cyberspace, cyberia, etherworld, virtual reality, Internet world, networld, etc.)

3. Imaginative writing

1) Ss dictate the following paragraph:

For the past two weeks, other participants of the Net Survival Contest(网络生存竞赛)and I have been shut up in bare hotel rooms. Our only link to the real world has been a computer that is hooked up to the Internet(联网电脑).We have relied on it, not only for food, bed sheets and other daily necessities, but also to set up an e-business(电子商务)of our own.

2) Imagination full play: Ss will complete the next paragraph beginning with: “Now it is time for me to walk out into the light of day again…”

3) Introduction: Some of us like to live a life in contact with real things and real people, but others favor a virtual existence. Which life is better? I?m sure you have different opinions. Now let's read Test A to find out what Maia Szalavitz has to say about these two life styles.

Step2. While-Reading tasks

1.Text organization

Contents Paragraphs

1) Description of the author?s virtual life 2-3

2) How she feels about it after staying on the Net for a while 1, 4-10, 13

3) What she does in trying to return to the real world 11

4) How she feels about the real day-to-day world 12

2.Content questions

1)What did the author do three years ago and what is she doing now?

2)How does the author work nowadays?

3)How does the author manage her daily life?

4)What are the symptoms shared by people who live a virtual life?

5)What is the Net critics? worst nightmare?

6)How does the author behave when she is suddenly confronted with real live

humans?

7)How does the author behave on line? Why?

8)How does virtual life affect her relationship with her boyfriend?

9)According to the author, why are co-workers important to a human being?

10)What does the author do to restore balance to her life?

11)Does the author feel happy when she returns to the real world? Why or why

not?

12)What does she do then?

https://www.sodocs.net/doc/d117108325.html,nguage study

1) virtual: a) created and existing only in a computer

Examples: I can visit a virtual store and put what I want in my basket at the click of a mouse button.

b) being or acting as what is described, but not accepted as such in name

or officially

Examples: Our deputy manager is the virtual head of the business.

2)interpret: a)understand (sth. said, ordered, or done)

Examples: She interprets the dream as an unconscious desire to be young again.

b) give or provide the meaning of, explain

Examples: How do you interpret his refusal to see us?

c) translate what is said in one language into another

Example: I am terribly sorry, but I don't understand a word. Could you interpret for me?

3)tone: a particular quality or intonation of the voice

Examples: From the tone of her voice I could tell she was very angry.

4). stretch: (cause to)become longer, wider, etc. without breaking

Examples: The child stretched the rubber band to its full extent.

5).submit: give(sth.)to sb. so that it may be formally considered(followed by to)

Example: You should submit your reports to the committee.

6)edit: revise or correct

Example: Jack is busy editing Shakespeare?s plays for use in schools.

7)at times: sometimes

Examples: He went on listening to her, at times impatient and at times fascinated.

8)take in: absorb(sth.)into the body by breathing or swallowing

Examples: The earth takes in heat and light from the sun.

9)spit: sent (liquid, food, etc.)out from the mouth (used in the pattern: spit sth,

(out)(at/on/onto sb./sth/)

Example: He took one sip of the wine and spat it out.

10)symptom: a)sign of the existence of sth. bad

Example: High interest rates are a symptom of a weak economy.

2) change in the body that indicates an illness

Example: If the symptoms persist, it is important to go to your doctor.

11)but then: yet at the same time

Example: Mary performed better than the others in the final exam; but then, she spent much longer on it than they did.

12).arrange: prepare or plan (used in the pattern: arrange sth; arrange to do sth.; arrange for sb./sth.to do sth.)

Example: I could arrange for you to come along with us if you like.

13).click: press or release a mouse button rapidly, as to select an icon (followed by on)

Example: When shopping online, you just click the mouse and order what you want to buy .

14).appointment: an arrangement to meet or visit sb. at a particular time(followed by with)

Example: You can?t see the president of the university unless you make appointment.

4. Guide Ss through Structure Exercise 2(“find oneself +adj./past participle/present participle”). (P114)

Step 3 Post-reading activities (for the third two periods)

1. Computer-related vocabulary items

a) Ss scan Text A to find out vocabulary items related to computer and the Internet.

(They are: virtual life, the net, telecommuter, email, Internet mailing lists, computer-assisted, data, link, cyber-interaction, on line, system crash, click on the modem, connection, password)

b) Tell Ss that new terms related to computer and the Internet are constantly added

to the English vocabulary, so much so that many of them are not included in any English dictionary. However, if we apply certain rules, their meanings are easy to deduce.

c) Give Ss more examples of computer-related vocabulary items. For example:

a) combining forms /prefixes +noun: cyberpet, nethead,

Webmaster,e-journal;

b) combining forms/prefixes +verb: cybersurf, netsurf, websurf;

c) words like cyber, net, etc.+suffix: cyberian (cyber +ian, 网络用

户),cyberphobia (cyber+phobia，电脑恐惧症),

cybernaut(cyber+naut，网络用户), netter (net+er，网民),Webify

(web+fy，使万维网化),cyberize(cyber+ize，使联网)；

d) clipped words: cyberdoc(cyber+doctor), Netcast(Net+broadcast),

Netiquette(Net+etiquette，网规), Webcam (Web+camera),

Webcasting (Web+broadcasting), Webnomics (Web+economics),

Webzine(Web +magazine), e-tailing (electronic+retailing),

e-zine(electronic+magazine)

2. Do and check exercises

(1). V ocabulary

(2). Word formation

(3). Structure

(4) Comprehensive exercises

3. Points for discussion:

1) What are the negative and the positive effects of a virtual life?

2) What is the author?s attitude toward the digital world? Which do you think she

prefers, a virtual life or the real life?

3) What do you do on your computer nowadays? How much do you rely on it for

company?

4. Essay writing

(1) Study “writing strategies”

(2) Assign a writing task for the students to finish in two weeks

Step4. Homework

(1). Review the whole text and get familiar with it.

(2). Review the structure that have been learned and vocabulary

(3) Finish writing the essay

(4) Preview the new lesson.

VIII. Lesson Summary

孔方谊

Teaching Plan

College English

Integrated Course 3

Unit 5. How to Celebrate Holidays

Brief Statements Based on the Unit

A person has to have a job in order to support himself and his family. Before a person can get a job, he is often asked to take an interview. The interview is very important and often the decisive factor in determining success or failure. It means that if a person isn?t able to interview successfully, he won?t get the job. Then how can a person prepare for the interview and get the job he wants? This unit is arranged around the topic—Interview. The author in this unit shows us some good advice on being a successful interviewee according to his experience. They are “ prepare to win”“never stop learning”“believe in yourself”“find a way to make a difference”. After learning this unit, students are asked to know how to prepare for the interview and some “DOS” and “DON?TS” . And by studying this unit, students also know how to write job application letters and the usage of some important words and expressions. This unit conducts a lot of practice of listening , speaking, reading and writing centering on the topic of Interview and teacher should lets students master all knowledge about them.

Teaching Objectives and Requirements

1. Talk about holidays

2. Grasp the main idea and structure of the text.

3. Master the usage of the words and expressions and grammars in this unit

4. Conduct a series of reading, listening, speaking and writing activities related

to the theme of the unit.

Ⅲ. Teaching Time:

College English Integrated Course Six periods

Ⅳ. Teaching Methods:

1. Discussion before reading to make the students interested in what they will read.

2. Talking and practicing to make the students master the words and expressions in

this unit

3. Fast reading to get a general idea of the unit

4. Careful reading to get the detailed information.

5. Translation to understand some difficult points.

6. Learner-centered teaching to train students to teach themselves after class

7. Individual, pair or group work to make the students finish each exercise

8. Translation to make the students understand each sentence.

Ⅴ. Teaching Important Points:

23.Practice the usage of words and expressions to train students? application ability

24.Finish the task of discussing to train the students? speaking and writing ability

25.Study the ways of writing thank-you letters

26.Understand the difficult sentences

27.Grasp the main idea and structure of the unit

Ⅵ.Teaching Difficult Points:

16.How to help the students talk in English about the topic related to holidays

17.How to help the students master the words and expressions.

18.How to help the students finish the task of writing.

19.How to help the students master some knowledge of Omission

Ⅶ. Teaching Procedures:

Step 1. Words and expressions

1.under way: in motion or operation, having started and making progress

e.g. Preparations for 2008 Olympic Game are now under way.

2.put away : remove sth to a place where it is usually stored

e.g. You wash the dishes and I?ll put them away in the cupboard.

3.get to sth./doing sth: begin to give serious attention to or deal with

e.g. Recently I …ve got to wondering why I am doing the part-time job.

4.and the rest : and so on

e.g. The patient can have apples, apples juice, apple sauce, and the rest.

5.in quest of : seeking

e.g. Mary told me that she was leaving New York City in quest of a tranquil life.

6.reverse: turn around to the opposite direction；exchange the position of

e.g. The breakthroughs in biotechnology may enable medical science to reverse

the aging process.

7.turn over: think about, consider

e.g. Even when she didn?t say anything you could see she was turning things over

in her mind.

8.repay: pay back, reward

e.g. The graduate failed to repay the loan and the finance company decided to take

legal action.

9.sincere: not pretending, honest

e.g. I …d like to express my sincere thanks and love to my family for all their help and support

10.Gratitude: being thankful, thankfulness

e.g. I should like to express my gratitude to all members of the laboratory past and

present for their contribution to the breakthrough.

11.statement: sth that is said or written, esp. formally and officially

e.g. In his newly-published book, Williams made a number of statements about

modern life.

12.specific: relating to one thing and not others; particular

e.g. The new system made it easier for employers to recruit workers based on

specific needs.

13.on one?s behalf/on behalf of sb.: for sb.; in the interests of sb.; as the

representative of sb.

e.g. On behalf of my parents, I would like to express my gratitude to you for your

help.

14.impress: 1) fix in sb?s mind; make the importance of sth. Very clear to sb

e.g. I have always tried to impress on his students that if they work hard they will

succeed in life.

2) cause sb. To feel admiration or respect

e.g. Most students liked to talk a lot because they thought it would impress the

professors.

15.diminish: make or become smaller or less

e.g. Her patience with the children diminished as the hours went by.

16.Expose: leave uncovered; make accessible to

e.g. It is feared that people living near the power station may have been exposed

to radiation.

17.immerse: cover completely in a liquid; absorb deeply

e.g. John was so immersed in playing the computer games that he was unaware

of things happening round him.

18.Marvelous: causing wonder, excellent

e.g. It?s marvelous that we can at last buy our own house.

19.assemble: 1) bring or call together into a group

e.g. Delegates were assembling in Geneva for the conference.

2)fit together the parts or pieces of

e.g.It took me less than an hour to assemble the bookcase.

3) we will let you have the report as soon as we have assembled all the data. 20. Considerate: thoughtful of the rights and feelings of others. Marked by careful

thought

e.g. Management should be considerate of the well-being and interests of

employees.

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广州市公用事业高级技工学校教案编号：版本：流水号：授课教师：审阅签名：提交日期：审阅日期：

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大学英语教案1

大学英语教案 2学时Unit 1 On Campus Teaching content Topics: On Campus Part One : Campus Life P art Two: Campus Study Teaching materials and reference book 《Beyond Oxford 2》（Student’s Book; Teachers’ Book） Teaching objectives With the aims of: 1. Teach the students language knowledge, grammar and intonation. 2. Cultivating students’listening, speaking, reading and writing skills; 3. Motivating students’English learning interests. Teaching methods Listening; D iscussion; role-play; task-based

teaching method and exercises. Teaching time arr angement E very unit occupies about two-three week s Teachin g steps 见附录 Unit One Human Touch 人间真情 Time Allotment of the Unit Six teaching periods are needed to cover the whole unit, among which students will have a series of listening,speaking, reading and writing activities related to the theme of the unit. Moving Stories 1 感人故事1 (2 periods) Moving Stories 2 感人故事2 (2 periods) S: A song: My Heart W ill G o O n 5 mins S: G eneration gap 5 mins L: Holding on and never giving up (1) 10 mins L: Simba disobeys his father (1) 10 mins L:Holding on and never giving up (2)10 mins L: Simba disobeys his father (2) 10 mins S:Telling a story15 mins S: Unconditional love 15 mins R:It was worth every penny 30 mins W:Writing a memo 15 mins W:Writing a t hank-you l etter15 mins R:Corporate benefits10 mins R:Kindness 5 mins Grammar: 时间状语从句与地点状语从句 25 mins Section One: Moving Stories 1 感人故事1 A. Objectives Students will be able to: 1. be familiar with the expressions about human touch. 2. master the techniques of giving encouragement in English. 3. share stories of helping others with classmates. 4. write a thank-you letter. B. Teaching Procedures Step One: Starter—A song: My Heart Will Go On A. A s k students the following questions before playing the tape: a) Which do you think is the most important in one’s life, faith, hope, or love? b) Do you think love begins at home?

新标准大学英语(第二版~)综合教学课件精读2课后参考翻译

新标准大学英语综合教程2 课后参考翻译第一单元课后翻译：现在中国大学生参加志愿活动已成为常态。他们到社区为老年人服务，到山区助学，举办爱心捐赠活动，或到世博会（World Expo）或奥运会等重要国际活动担任志愿者。参加志愿活动有助于学生获取专业技能，丰富社会经验，提高道德水平。多数大学生都认为参与志愿服务是自己应尽的社会责任和义务，希望能做一些有意义的事情来回报社会，积极推动社会和谐发展。 Volunteering has now become the norm for college students in China. The volunteers may provide community services for senior citizens, support students in mountain areas in education, organize fundraising activities to help those in need, or work for major international projects such as the World Expo and the Olympic Games. Doing volunteer work is a useful way for students to enhance their professional skills and social experience as well as promoting their moral development. The majority of college students believe that it is their duty and obligation to participate in volunteer activities. They hope that they can do something meaningful and promote the development of social harmony. 第二单元课后翻译： “不以物喜，不以己悲”出自北宋文学家范仲淹的名著《岳阳楼记》，意思是凡事都要以一颗平常心看待，不因外部事物的好坏和自己的得失而或喜或悲。它是一种思想境界，体现了中国的传统道家思想，教导人们追求一种淡然(detached) 平静的心态。在物质文明高度发达的今天，保持这样的心态仍显得十分重要。当你拥有了这种心境，生活就会多一些阳光，多一些快乐。 Be not pleased by external gains, nor saddened by personal losses is a statement from the essay Remarks of Yueyang Tower by Fan Zhongyan, a writer of the Northern Song Dynasty. The statement means one should look at and accept things as they are, and remain unbothered by external matters or personal gains or losses. It is a mental outlook that reflects the traditional Taoist ideas of China, instructing people to become calm and detached. Even today, when we have a highly developed material civilization, keeping such a state of mind is still important. When you possess such a state of mind, you will be able to live a brighter and more joyous life. 第三单元课后翻译：

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Unit 1 Half a day 教学目的 1. 了解作者及其背景知识； 2．熟悉本文使用的写作手法； 3．掌握修辞疑问句、倒装句等修辞手法； 4．熟练掌握三类构词法； 5．通过深刻理解文章内涵，培养学生社会洞察力和相关的讨论能力，同时掌握文中的核心语言点。教学内容 1. 热身 2．作者教育与背景主要著作创作观 3．作品赏析结构分析如何赏析文学作品扩展式讨论 4．写作技巧省略疑问句和修辞疑问句倒装句 “with”独立结构 5．语言理解长难句解析核心词汇学习 band, convince, daze, exert, intricate, observe, overlook, rank, revolve, startle, uviverse, vary 介词练习构词法：-tion; -volve; -ly 6．课堂讨论 7．练与讲教学重点 1. 文学作品的赏析； 2．文学中的修辞手法――省略疑问句和修辞疑问句；倒装句；“with”独立结构3．构词法：前缀教学方法结合实际吸收各种教学法（讲授、问答、讨论、模仿、练习、多媒体使用）的优点。教学手段用投影仪播放PowerPoint课件及板书；群发电子邮件布置课堂资料和课后作业（或其来源）。

ⅠAbout the author ★Naguib Mahfouz was born on the 11th Dec. 1911 in an old quarter of Cairo, the youngest son of a merchant. （mummies and pyramids / sphinx 狮身人面）★He worked in university administration（行政部门）and then in 1939 he worked for the Ministry of Islamic Affairs.（Buddhism Christianity Islam） ★He was later Head of the State Cinema Organization at the Ministry of Culture(文化部）. He also worked as a journalist（记者）. ★He is married, has two daughters and lives in Cairo. ★He was the first Arab to win the Nobel prize for literature He is now the author of no fewer than 30 novels, more than 100 short stories, and more than 200 articles. Half of his novels have been made into films which have circulated （流通；传播）throughout the Arabic-speaking world. The Cairo Trilogy（三部曲）is a tale of the lives of a Muslim family and spans （跨过）the first half of the 20th century. Palace Walk 《宫间街》Palace of Desire 《思官街》Sugar Street 《甘露街》How does he picture the world? 1 The world is very gloomy（阴沉的令人沮丧的）though not completely disappointing. 2 The author’s social utopia (乌托邦）is far from being realized. 3 Time is the bringer of change and change is a very painful process. 4 Life is a tragedy. ⅡText Appreciation 1 structure 2 Further discussion Can you recall your first day’s experience at primary school? Did you feel you were a stranger the first day you arrived at this university? Was it hard for you to leave home for the first time in your life? What do you think is the business of university? What do you expect to learn here? 3 Theme of the story The following are a few possible understandings of the message the story conveys. Which one do you agree with? Argue with your group partners. Time and tide wait for no man. Life is a tragedy. There is nothing permanent in life but change. Education can never keep up with changes in society. Life is short and time is precious. Life is a dream. Do not take anything seriously. 4 Structure of the text Part 1 (para. 1- 7 ) about:The boy’s misgivings about school Part 2 (para. 8-16 ) about: How the boy felt about school. Part 3 (para. 17-20 ) about: Walking out of the school, he found time had changed everything.

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Unit 7 No Place Like Home (New Standard English, Book 4) Section 1 Lead-in Activity 1 Home on the Range Directions: Listen to the song and fill in the blanks with the missing words. Oh, give me a home where the buffalo roam Where the deer and the antelope play Where seldom is heard a discouraging word And the skies are not cloudy all day Home, home on the range How often at night when the heavens are bright I see the light of those flickering stars Have I laid there amazed and asked, as I gazed If their glory exceeds that of ours Activity 2 Design My Sweet Home Directions: Watch the video. Work in pairs. Imagine your ideal home and discuss the questions. 1 Where in the world would you like to live? --I would like a tropical island –Hai’nan would be s uitable 2 What would it look like from the inside and outside? --Outside: a swimming pool , a big balcony , trees and plants, a blue roof.

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