新编大学英语第二册电子教案

1、新编大学英语第二册电子教案新编大学英语是按“以学生为中心的主题教学模式”编写的教材。第二册共12 个单元，每单元由4 部分组成：（ 1）准备活动（ Preparation） ;（ 2）以听力为中心的语言活动(Listening-CenteredActivities) ；（ 3）以阅读为中心的语言活动(Reading-Centered Activities) ；（ 4）巩固和提高 (Further Development) 。准备活动旨在激发学生对本单元有关内容的兴趣，开阔他们的思路， 使他们进入积极的语言活动状态。 以听力和阅读为中心的语言活动旨在让学生获取大量的可理解的语言输入， 提高语言能

2、力， 在此基础上展开各项语言活动。 课内阅读文章以活页形式由教师在阅读前发给学生，当场阅读。 巩固和提高是在学生学完本单元课内（ 1 篇）和课外（2 至 3 篇）所有的文章之后进行的。此时，学生对同一个主题的有关内容、词汇和表达法已有了一定的接触和了解，通过这一部分的综合性语言活动进一步提高应用能力。每单元围绕一个主题展开读、听、说、写、译等活动，旨在培养学生的语言综合应用能力。 通过多样的课堂活动，是学生在课堂教学的过程中积极思考、自觉参与、 获取知识、了解风情、提高能力。8 学时完成一个单元。Unit One FoodI. Theoretical basis:College English

3、 Syllabus(1999); College English Curriculum Requirements (2004)II. Teaching Aims:In this unit students are required to :1) get to know some useful information concerning the topic of the reading passages in this unit and to know more about English culture;2) do some preparation activities such as di

4、scussion, group work, etc. to practice their spoken skill and communicative skills;3) grasp some new words and try to use these words which help them to enrich their vocabulary;4)read the in-class reading passage in a limited time and grasp some expressions and grammatical points in the in-class rea

5、ding passage to improve their readingcomprehension;5) do some post-reading exercises and some after-class reading to practice what they have got to know in class to improve their English comprehensive skills.;6) translate some typical sentences into Chinese or English by using some expressions learn

6、ed in the reading passagesto acquire some translating skills and better their translating abilities.III. Teaching MethodologyMainly applying task-based approach and communicative one to construct a studentcentered classroomThe whole learning and teaching proceed is tended to followpre-task-task cycl

7、e-post-taskthe model ofIV. Time DistributionAccording to SsEnglish learning traits and regulations, the focus of the learning strategies, and the English level of current students; we are going to finish this unit in 8 periods: Listening & Speaking (2 periods); In-class Reading (2 periods); Exer

8、cise & After-class Reading (2 periods); Further Development &Writing (2 periods).Period I&II listening and speakingI 、Teaching Content1) T s background knowledge introduction as recruitment and Ssdiscussion on the unit topic of food, and enlarge their vocabulary on food. Compare the Amer

9、ican diets with Chinese one.2) Listening of 2 passages and 1 tongue twisterII 、Teaching designPart One: Preparation1. Check You VocabularyDirections: Work in groups to list as many foods and drinks as you can in each category and put them down in the table.FoodDrinkVegetableFruitMeatCerealOtherscabb

10、age,Apple, pear,Pork, beef,Rice, oat,egg,cake,Tea, coffee,beet, carrotfig, apricotlamb,wheat, corn,cookie,Coke,rum,lettuce,pineapple,bacon,millet,biscuit,Pepsi, wine,bean,grape,turkey,barley, etc.cracker, nut,Seven-up,eggplant,plum,mutton,fish,Sprite, beer,onion,mango,chicken,shrimp,whisky,garlic,le

11、mon,sausage,lobster,brandy,pepper, pea,watermelon,etc.crab,clam,milk,juice,cucumber,papaya,etc.sodawater,celery,coconut,lemonade,mushroomcherry, etc.etc.pumpkin,cauliflower, etc2. Comparing DietsDirections: Look at the diet below. It shows what a 10-year-old British boy eats on a typical day (see pa

12、ge 4).Work in pairs to decide whether this is a healthy diet. What do you think a 10-year-old boy in China would eat on atypical day? What is the difference between the two diets?Part Two: Listening-Centered ActivitiesListening INew words: grapefruit, bacon, toast, marmalade, preservesExercise 1: Li

13、sten to the dialogue and fill in the order list below with the information you get from the tape (see page 5).1) 2262) 7:30grapefruit juice 5) bacon, eggs, and tomato3) orange juice6) two soft-boiled eggs4)7) toast,butter8) lemon teaExercise 2: Work in groups of three. One will be the waiter or wait

14、ress and the other two customers. Make up a dialog ordering food for breakfast.Listening IINew words: passion, counter, McDonalds, cardboard, plastic, container, tight-fitting, drive-in, Mexican, Italian, menu, microphone, trash, DebbieExercise 1: Listen to the first part of the passage and complete

15、 the following by fillingin the blanks (see page 6).1) to take out, cardboard, plastic, plastic, tight-fitting2) board, menu, order, microphone, twenty yards3) knives, forks, everything, trayExercise 2: Listen to the second part of the passage and answer the following questions.1) What is said about

16、 service in restaurants and coffee shops in America? Efficient and friendly.2) What impression do waiters and waitresses give customers when they introduce themselves?Their friendliness is natural andisn tentirely because they hope to get a high tip.3) What is an appropriate amount for a trip?15% of

17、 the check.4) What is one of the most pleasant things about waiters and waitresses? They refill a customers coffee cup several times for no extra charge.Listening IIIExercise: Listen to the tongue twisters and fill in the blanks with the words you hear. Listen again to check your answers. Then pract

18、ice saying these tongue twisters as quickly as possible.1) The big baker bakes black bread.2) “The bun is better buttered,”3) cheap chip shop sells cheap chips4) fried fresh fish, fish fried fresh, fresh fried fish, fresh fish fried, fish fresh fried5) proper cup of coffee, proper coffeepot, a cup o

19、f coffee, proper coffeepot, coffeepots, Iron coffeepots, Proper cup of coffee, proper copper coffeepot, cup of teaPart Three: Assignmentto prepare the new words on the textbook.Period 3&4 ReadingI 、 Teaching ContentThe title of the text is Food and Culture (intensive reading). Language points ex

20、planation, exercise.II 、Teaching Objects1) Understand and master new words: anthropologist, apparently, appropriate, bark, calorie, disgusting, fertilize, forbid, protection, protein, sacred, sufficiently, nomad, bark, nutritiousPhrases： be sick of, in addition, pick up, regardas, related to, as a r

21、esult, etc.2) Improve Ss micro-reading skills and the ability of thinking, inference and judge in English.III 、Teaching Design A. GreetingB. Check the assignment: new words dictationC. Pre-ReadingDiscuss the following questions in pairs.a) What do you eat and what dontyou eat?b) Why do you eat certa

22、in foods and why dontyou eat certain foods?c) Is there anything you find strange about people seating habits? What is it and why?D. Passage Readinga) Read the passage“Food and Culture”on their own. Ss should finish it within 13 minutes.b) Design some exercise to see that students have understood the

23、 passage. Finding Food Taboos: Fill in the table about food taboos in certain cultures with the information you get from the passage. Understanding the Details: Fill in the blanks to complete these sentencesor paragraphs with the information you get from the passage.c) Discussion: Work in groups and

24、 answer the following questions.1) What do you think food likes and dislikes are related to?2) What are your foods likes and dislikes? What do you think your food likes and dislikes are related to?E. Focal Points and Difficulties1) anthropologist-anthropology-anthropological suffix: -logy means “ .学

25、 ”e.g. biology-biologist-biological sociology-sociologist-sociological geology-geologist-geological2) appropriate to/ for sth.Sports clothes are not appropriate for a formal wedding.His formal style of speaking was appropriate to the occasion.3) forbid (forbad, forbidden) to do sth. stop/prevent/pro

26、hibit/hinder + object + from doing sth.4）raisea) lift or move sth. To higher level raise ones hand; raise ones eyesb) cause (sth.) to appearThe measure raised a lot of problems.c) bring up a child; bread farmer animals; grow or produce crops.raise pigs; raise crops; raise a child5) be sick, vomit, n

27、auseate“be sick”can mean“feel ill as if one is going to vomit ”.e.g. She was sick after she ate too much chocolte.Lucy felt sick (= felt likely to vomit) the morning after the party.Other uses include: airsick, carsick, seasick“nauseate”comes from the word “nausea”which means “a feeling of illness i

28、nthe stomach, often making one feel as if one is going to vomit ”. It s a formal word and often used in passive form.e.g. He is nauseated by the smell of meat cooking.“vomit ”means to “bring food or drink up from one s mouth, because one is sick”.6) As a result, people from one culture often think t

29、he foods that peopleThe word “make”in this sentence (L . 8) means “be good enough to be or become”(宜成为 ).e.g. I) That will make a good ending of the book.II) It s a story that would make a great film.7) The term “scared cow (l.23) is also used derogatorily to refer to an idea, practice, etc. that is

30、 so much accepted that not even the slightest doubts about it are allowed.e.g. The need for secrecy has become a kind of sacred cow.They did not dare to challenge the sacred cow of parliamentary democracy.8) but one hundred grams of termites contain more than twice as many calories and almost twice

31、as much as protein as one hundred grams of cooked hamburger.(L911)In this sentence“twice as many”and “twice as much”的意思是“是的两倍”。用 many 或 much 的依据是后面所跟的名词是可数还是不可数的。 e.g. I have twice as many books as you.She spends half as much money on clothing as I do.后半句的意思是： 然而，如果拿 100 克的白蚁和 100 克制作好的汉堡包相比，前者所含的热量

32、是后者的两倍多， 其所含的蛋白质也几乎是后者的两倍。9) “move around”相当于 “move from place to place”。 Around 在此处是副词，表示 here and there, in many directions。10） One explanation for the pig-eating taboo is that pork that is not cooked sufficiently may spread a disease called trichinosis. 吃猪肉是一大禁忌的一种解释是，没煮好的猪肉会传播旋毛虫病。 此句中 “that por

33、k that is not cooked sufficiently may spread a disease called trichinosis”是表语从句。 表语从句中 “that is not cooked sufficiently ”是定语从句，修饰的先行词是 pork。 是过去分词短语做 “called trichinosis”的后置定语。G. Homework: preview and memorize new words in after-class reading; do quiz.Period 5&6 After-class Reading and ExerciseI

34、. Teaching ContentTwo pieces of After-class Reading: The Menu, The nutrients in Food. (extensive reading approach). Check the answers to quizII. Teaching ObjectsTo encourage Ssget useful information from the reading material as soon as possible, to encourage reading fluency, so students should not b

35、e stopping frequently because they do not understand a passage.III. Teaching Design A. Passage I1) Ss are given five minutes to read the passage“The Menu”, get the useful information from the passage,and pick out the development history of the menu.2) Read again (seven minutes) and answer the follow

36、ing questions:a) What are the functions of the menu? (name at least five)b) Figure out the periods when restaurant were doing well:c) Figure out the periods when restaurant were doing badly:B. Passage IIT gives ten minutes to read this passage, then instructs Ss to summarize the passage.C. Quiz (pre

37、- task) Check the answers with Ss, Give the explanation to the difficulties.D. Relaxed Time (pre-task) Ask 3 5 students to share their exciting/good news in their daily life or tell an interesting story/joke.Period 7&8 Further Development &WritingI. Teaching ContentWarming-up, one integrated

38、 activity: preparing food, and writing.II. Teaching ObjectsAfter 6 periods exposure to language input, reading material, and language skills training on the topic “food”, Ss have been familiar with the relevant content, vocabulary and language expression on the same topic. Through this 2 periods, T

39、are expected to organize some integrated activities to get Ss have an increase in the ability of language use.III. Teaching Design A. Warming-up1) What room can people not live in?2) What do you call a chicken running down the road?3) What kind of vegetable gets into a lot of fights?4) What science

40、do you learn when you shake a an of pop?Food Proverbs: Match the two halves of each proverb correctly and explain the proverbs (see page 26).B. Preparing FoodSuppose you arrive late at a friend s holiday house. All the shops are shut and you would like to make a nice meal for yourself and the person

41、 you are with. You are both hungry. You look in the cupboard and in the fridge and besides the basics such as salt, pepper, spices, oil and sugar, you find: a few onions and tomatoes, one chicken leg, a tin of tuna, a jar of strawberry jam, a tin of pineapple, a packet of rice, a tin of yogurt, four

42、 potatoes, a tin of dried milk, a tin of baked beans, six eggs, five apples. Work in pairs to plan a meal for two which as many of he ingredients as possible. When you are ready, tell the class what you intend to make and be prepared to explain how to make any of the dishes if necessary. When you ha

43、ve heard everyonesmenu, decide as a class which is the best.C. Writinga) Ask some questions about eating habits1) How much time do you spend eating in a normal week?2) Whats your favorite food?3) What do you usually eat for breakfast, lunch and supper?4) How often do you eat in restaurants instead o

44、f studentscafeterias?b) Compare your answers within your group and find out the similarities and difference between the members of your group. Think of two questions:1) Are there any big differences between your group members? What are they?2) Have found any of the results surprising? Why?c) Write a

45、n article about your classmateseating habits using the results of your discussion. The composition should include both the similarities and the differences. Write no less than 120 words.d) Ss write the composition in class. After that, T pick up one students article to analyze and give a comment on

46、it.ConclusionThe new words and reading material of this unit are moderate. The topic is familiar to Ss, so Ss are motivated to learn English in a high spirit, Ss can digest the key points and difficulties easily. Five language skills are covered. Teaching aims are achieved. T helps Ss with the abili

47、ties of self-study, effective communication, information analysis, and thinking in English. Ss are going to process English material and attempt to express their own opinions; taste the joy and success of English communication; and cultivate Ssteam-working spirits.Unit Two PersonalityI. Theoretical

48、basis:College English Syllabus (1999); College English Curriculum Requirements (2004)II. Teaching Aims:In this unit students are required to:1) get to know some useful information concerning the topic of the reading passages in this unit and to know more about English culture;2) do some preparation

49、activities such as discussion, group work, etc. to practice their spoken skill and communicative skills;3) grasp some new words and try to use these words which help them to enrich their vocabulary;4)read the in-class reading passage in a limited time and grasp some expressions and grammatical point

50、s in the in-class reading passage to improve their readingcomprehension;5) do some post-reading exercises and some after-class reading to practice what they have got to know in class to improve their English comprehensive skills.;6) translate some typical sentences into Chinese or English by using s

51、ome expressions learned in the reading passagesto acquire some translating skills and better their translating abilities.III. Teaching MethodologyMainly applying task-based approach and communicative one to construct a studentcentered classroomThe whole learning and teaching proceed is tended to fol

52、lowpre-task-task cycle-post-taskthe model ofIV. Time DistributionAccording to SsEnglish learning traits and regulations, the focus of the learning strategies, and the English level of current students; we are going to finish this unit in 8 periods: Listening & Speaking (2 periods); In-class Read

53、ing (2 periods); Exercise & After-class Reading (2 periods); Further Development &Writing (2 periods).Period I&II listening and speakingI 、Teaching Content1) T s background knowledge introduction as recruitment and Ssdiscussion on the topic of personality, and enlarge their vocabulary on

54、 this unit. Describe a persons personality.2) Listening of 2 passagesII 、Teaching designPart One: Preparation1Word that can be used to describe a person s personality? kind, generous, patient, warm-hearted, humorous, intelligent, independent, sensitive, frank, thoughtful,? gentle, careful, clever, m

55、odest. easygoing, friendly? moody, lazy, sinister, selfish2What personality traits do you think are associated with the Chinese culture?hardworking, honest, well-organized, careful, intelligentdetermined, realistic. Sensitive, friendly, generous, polite, patient,3Job and personality1）salesman or saleswomanshrewd ,hardworking, boastful, tricky2）teacherhumorous, bossy, patie