21世纪大学英语第二册电子教案

1、 Unit 1 Text A Winston Churchill His other lifeI. Teaching Objectives1.Understand the audio materials of this unit.2.Grasp the key words, Phrases and structure.3.Master the skills of writing and reading in this unit: major eventand then briefly outline whatled up to it or how it happenedII. Teaching

2、 Content1.Lead-in activities2. Text Organization3. Skill learning in writing and reading4. Language points ( key words, phrases and difficult sentences)5. Grammar Focus (1.Past participial phrase used as adverbial 2. Theadverb so used for emphasisand agreement)6. Guided Practice (exercises, oral pra

3、ctice and group work)III .Teaching Process1. Warm-up Questions / Activities: Activities:1). Ask Ss what they know about Winston Churchill and the two Worldwars they may sayanything that pops into their minds;2). Put what theyve mentioned on the blackboard; 3). Then providethe following text-related

4、information (all or part) and ask them totake brief notes; and4). Check their comprehension with the following questions relatedto the information provided.Introduction remarks:What is it that makes someone great? Why do certain people go downin history as outstandingcharacters, admired by millions?

5、 Are heroes and heroines trulydifferent from other people more intelligent, more courageous, stronger and better? Or is theirfame just a matter of chance?The article takes a closer and more personal look at WinstonChurchill, the greatest figure frommodern history: As you read the text, youll conside

6、r the acts hewas famous for; his strength of will, warm spirit and love of life; aswell as the difficulties his personalities and his human nature the other side of what made him special. . Questions1).Who was Winston Churchill? What positions did he hold in theBritish government?(Winston Churchill

7、was a British Conservative statement, orator, andwriter noted for hisleadership during World War ?.He held various positions in thegovernment, including First Lord of the Admiralty and Prime Minster.)2).During World War ?which countries were the main Allies, and which,the main Central Powers?(The ma

8、in Allies were France, Russia, Britain, Italy and theUS, while the main CentralPowers, Germany, Austria-Hungary and Turkey.)3).What was the direct cause for the AlliesBritain andFrances declaration of war againstGermany that started World ?(The direct cause was the Germaninvasion of Poland on Sept 1

9、,1939)4).What happened to Winston Churchill as a result of the loss of theDardanelles campaign in 2.Text Organization1916?( He was removed from the Admiralty.) This passage can bedivided into 5 parts:Part One: (Para1-3) Churchill began his love affair with paintingamid disastrous circumstances.Part

10、Two: (Para4-8) The process of Churchills learning painting,which showed his gift forpainting.Part Three: (Para9-10) The deaths of his mother and 3 year-olddaughter gave him anothergreat grief. It was painting that rescued him.Part Four: (Para11-12) Churchill achieved great success in painting.Part F

11、ive: (Para13) Conclusion: Painting brought joy, peace, andhope to Churchill.3. Skill learning in writing and reading 1). major event and then briefly outline what led up to it or how ithappened;2).personification4. Language Points1) love affair romance between two people who love each other but who

12、are notmarried to each other; greatenthusiasm or liking (for sth.)e.g. The girls love affair with the 60-year-old man worries herparents.2) circumstances n. (pl.) conditions of a situation which has an effect on what is done oron the way sth. is donee.g. In some circumstances it may be necessary for

13、 the manager tocome here in person.3) overwhelm vt. make (sb.) feel completely helpless, astonished, or embarrassed.e.g. At the age of forty, he was overwhelmed with work, illness andfamily problems.4）. come/go to the/ones rescue help sb. when they are in danger or difficultye.g. We were about to cl

14、ose down the business, but the bank came toour rescue.5）. chance upon/on meet or discover unexpectedlye.g. She chanced upon some old love letters her husband kept in theback of the drawer.6）. try ones hand (at/doing sth.) try a new activity to test ones ability; make an inexperiencedattempte.g. Afte

15、r she lost her job, she thought shed try her hand atwriting a novel.7）. plunge into1) push (sth.) suddenly and deeply into (sth.else)2) get involved in (sth.) suddenly, without thinking carefully orpreparing for ite.g. Heather plunged her hands deep into her pockets. She plunged bravely into the deb

16、ate.8）. before sb. know it (informal) very quickly and suddenlye.g. At this time of the year, you could catch cold before you knowit.9）. fall upon attack suddenly and violentlye.g. Terrorists were falling upon men and women in the street.10）. overcome vt. overpower or overwhelm in body or mind Recei

17、ving the prize in honour of her dead father, she was overcomewith emotion.11）. take refuge in find protection, help or relief in a place,person, action, etc.e.g. During the frequent air-raids people took refuge in theircellars.odd a. (used after a number) with some extra; or soe.g. twenty odd years

18、ago six hundred odd children thirty-odd years12）. keep sb. company e.g. Dont worry. Ill keep you companyuntil your husband comes back.5. Grammar Focus1) Past participial phrase used as adverbialExplain that a past participial phrase, usually that of transitiveverb, can function as an adverbialmodify

19、ing the main verb of the sentence to indicate cause, time,condition, concession, etc. Forexample:Overwhelmed by the disaster, he retired with his family to a countryretreat in Surrey.Greatly interested, Bens father began to ask him to play thiscomputer game.2) The adverb so used for emphasis and agr

20、eement Procedures: A) Tell Ss that so can be used after a clause or statement, andbefore a subject and auxiliary verb,to express strong emphasis or agreement with that clause orstatement. For example:I said I would come, and so I will.“ Youve forgotten your hat” “Ah, yes, so I have”B) Compare this u

21、se with the use of so to mean likely oralso in saying that something that hasjust been said about one person or thing is also true of another,usu. Followed by auxiliaryverb. + Subject in the inverted word order. For example:His shoes are brightly polished; so is his suitcase.John buys his drinks at

22、the local supermarket, so do lots of people.C) Do Structure Ex.? attached to the text. 6. Guided Practice(exercises, oral practice and group work)1) SummaryA. Ask several students to retell the text by using their own words.B. Talk about the main idea or theme of the text.2). ExercisesA. Comprehensi

23、on of the text(During the period of preview ordiscussions in class).B. vocabulary (homework)C. Translation( on exercise-book)7. After-class Assignments Practice writing a paragraph that starts with a main event and goeson to describe what led up toit.Text B Little Sister of the PoorLanguage Points1.

24、 street peoplepeople living in slums who, esp. during thesummer, spend much of their timesitting on building steps, standing on the sidewalk talking, orvisiting neighbors and localstores; the local people of a crowded neighborhood.2. By blood and origin I am AlbanianI come from an Albanianfamily. 3.

25、 minister to give help to or care for (people, esp. illpeople)e.g She had spend her life ministering to the needs of her husband.4. And to that end, she gathtered a small group of nuns around her.-and for that goal, shecalled together a small group of nuns to work with her.5. signature service typic

26、al or characteristic service.6. give way to make concession to; yield toe.g The chairman spoke so forcefully that the rest of the committeegave to his opinion.7. skip the usual lavish dinner do not hold the extravagantdinner that is usually given. 8. Mother Tersa lit a path to saintlinessand invited

27、 others to follow it. Mother Teresa opened the way to holy business ( of taking care of the poor and thedisabled) and set anexample that made other people to follow.invite tempt; attract.e.g If you dont maintain the car regularly, you are just invitingtrouble.His proposal invited great interest.Unit

28、 2 Text A Why They ExcelI. Teaching Objectives1.Understand the audio materials of this unit.2.Grasp the key words, Phrases and structure.3.Master the skills of writing and reading in this unit.phenomenon causes suggestions. II. Teaching Content1.Lead-in activities2. Text Organization3. Skill learnin

29、g in writing and reading4. Language points ( key words, phrases and difficult sentences)5. Grammar Focus (The emphatic form It bethat/ who)6. Guided Practice (exercises, oral practice and group work)III Teaching Process1. Warm-up Questions / Activities:Activities:1) ask Ss if they know about success

30、ful Chinese Americans in theUnited States and name some of them, and the teacher shall put the names on board;2). Ss briefly tell about their achievements, for example, Yang ChenNing, Lee Tsung Dao ( LiZheng-dao), I.M.Pei( Bei Yu-ming), Wang An, Zhao Xiao-lan, etc.3)Ss explain why they are successfu

31、l; and sum up the discussion andintroduction the text.Introduction remarks:There are quite a few successful Chinese Americans in the UnitedStates. They excel in fieldslike Physics, Architecture, Computer, Politics and so on. Arouse thestudents interest by askingthem whom they know about.Questions:1)

32、.What do you know about some successful Chinese Americans in theUnited States?Name some of them.2).What are prestigious universities in the USA?2.Text OrganizationThis passage can be divided into 3parts:Part1 (1-4) A phenoninon drawn from a storyPart2 (5-14) Why Asian Americans doing so well?(1 expe

33、riment and 3factors)Part3 (15-19) What can we learn from them? (3 recommendations)3. Skill learning in writing and reading a useful structure for an argumentary writing: phenomenoncauses suggestions.4. Language Points:1) passage n. (cost of a ticket for) a journey by ship or planefrom one place to a

34、nothere.g. He is too poor to afford a passage home. 2) make it (tosomewhere) succeed in getting somewhere usu. in time to do sth., or indoing sth.,or getting sth. wantede.g. Despite the heavy rain, she made it to the airport just in timeto catch her plane.3) cope with manage successfully; be able to

35、 deal with (sth.difficult, unpleasant, etc.)e.g. cope with the water shortage/ his rival / the budget deficit4) owe to have (sth. good) because of (sth./sb.) e.g. I owe itto my friends that I have been able to finish this work.5) a wave of an unusually large number of e.g. a wave of newcomers/ buyin

36、g/ terrorism6) label v. put into a particular kind or class; describe ase.g. His neighbors labeled him a thief.7) counterpart n. a person or thing that has a similar function orposition in another place or organizatione.g. the Foreign Minister and his French counterpart8) converge vi. (tend to) beco

37、me similar or identicale.g. Our previously opposed views are beginning to converge. 9) bottom line the deciding or crucial factor; the essential pointe.g. The bottom line is that we need another ten thousand dollars tocomplete the project.10) imbue with fill with (a kind of idea, feeling, etc.)e.g.

38、She tries to imbue her husband with a sense of responsibility.11) have what it takes have the right qualities or skillsrequired for successe.g. I dont think Rebecca has what it takes to be a ballet dancer.12) whereas conj. while at the same time; while on the contrarye.g. The elephant weighs about 3

39、,600 kg. The blue whale weighs up to130,000 kg.=Whereas the elephant weighs about 3,600 kg, the blue whale weighsup to 130,000 kg.13) spring from result from; have ones origin ine.g. Her doubts spring from too much experience of failure.14) tie n. a connection, relationship, or feeling that links ap

40、erson with another person, a place,etc.Eg. I no longer feel any ties with my hometown.15) cant wait for sth./ to do sth. be very excited about sth.and eager for sth./ to do sth.e.g. He couldnt wait to tell the good news to his parents. 16) span the length of time between two dates or events or durin

41、gwhich sth. exists orfunctionse.g. life span; memory span; span of knowledge17) potential a. & n. the inherent ability or capacity for growth,development, or coming intobeinge.g. industrial potential; acting potential; potential customer;potential resources5.Grammar Focus:Drill The emphatic form It

42、bethat/ whoProcedures:1). Explain to Ss that the emphatic form can be used to placeemphasis on the subject, object oradverbial, but not on the verb predicate of a sentence. If thesubject is a person, either that orwho can be used, for example: Mary got a very beautiful birthdaypresent from her aunt.

43、It was Mary that/ who got a very beautiful birthday present from heraunt.It was a very beautiful birthday present that Mary got from her aunt.It was from her aunt that Mary got a very beautiful birthday present.2). Ask Ss to drill in pairs6. Guided Practice (exercises, oral practice and group work)

44、1) SummaryA. Ask several students to retell the text by using their own words.B. Talk about the main idea or theme of the text.2). ExercisesA. Comprehension of the text(During the period of preview ordiscussions in class).B. vocabulary (homework)C. Translation( on exercise-book)7. After-class Assign

45、mentsWe have learned listing writing skill in Para.12-14 and 15-18.Try to write a list paragraph of your own, using similar organizationmarkers as in the reading passageText B Methods of Education: East and WestLanguage Points1. An art lesson in a Canadian school would lead to a room full ofunique p

46、ictures, not aseries of identical cats. A lesson on painting in a Canadianschool would make a classroomof children produce pictures that are entirely different from oneanother instead of a greatnumber of cats that look the same.2. the instructor teaches more than just art or history or languge- the

47、teacher teaches notonly art or history or language, but also other things. 3. part of whats going on one of the things that is being taught.4. Every education system is inevitably a mirror that reflects theculture of the society it isa part of. The education system of any socity certainly reflectsth

48、e culture of that society,and it is a component part of that society.5. a source of knowledgea person or thing that supplies knowledge.6. The system is demanding,The education system in Japan demands alot of efforts,7. For one thing, for another For one thing is used tointroduce a reason and isusual

49、ly followed by for another, meaning one reason is andanother ise.g The house was poorly built; for one thing the roof leaked, foranother it doesnt let inenough light.8. And many social critics attubute the high crime rate in the U.Sat least partially to a lackof displine in the schools. And many soc

50、ial critics considerthat the high crim rate in the US is at least partly due to childrenslack of discipline in the schools.Unit 3 Text A The tale of a cultural translatorI. Teaching Objectives1. Understand the audio materials of this unit. 2. Grasp the key words , phrases and structure.3. Master the

51、 skills of writing and reading in this unit.1). developing a passage with the general observation and theexamples that illustrate it2). understanding idiomatic expressions.II. Teaching Content1. Lead-in Activities2. Text Organization3. Skill Learning in Writing and Reading4. Language Points (key wor

52、ds, phrases and difficult sentences)5. Guided Practice ( exercises, oral practice and group work )III. Teaching Process1. Warm-up Questions/ActivityIntroduction remarks:When a group of human beings work together, what does it take tomake the cooperation gosmoothly, effectively and productively? This

53、 question is one thatevery business manager faces.Good training, good conditions, a pleasant atmosphere, a commonaim all of these factors playa part, but the richness of human psychology makes management asubtle and demanding art. Andwhen businesses go international, there are even more complexities

54、to cope with. In the last unit, we looked at how cultural differences affect education. But whatgoes on after school? Whathappens at work in a world thats rapidly becoming a globalvillage? The three texts youregoing to read in this unit explore some of the fascinatingcomplications of internationalma

55、nagement.Questions:1). .What kind of qualifications should be required to do well in aforeign company?2). Whats cross-cultural communication? 3). List some conflictscaused by different cultures. How to solve the problem of conflicts?4). Do you think language and culture are closely related? Why?2. T

56、ext OrganizationPart I (para 1 ) Introduction of the topic: cultural differences ?conflicts ? need for a culturaltranslatorPart II. ( para 2-11) An example: Georges storyPart III. ( para 12 ) Conclusion: The first thing you need for theproblems in a joint venture is a3. Skill learning in writing and

57、 reading cultural translator.1). The article includes several paragraphs in which the authorstarts with a general observation and then presents a series of examples to illustrate his point.( para 3, 9 )2). The meaning of idiomatic expressions can be very hard to guess.Word formation clues dontalways

58、 help, and can even mislead us entirely! But effective readersdont give up on the first try.They keep reading, in search of context clues examples,explanations, contrasts or parallelphrases that can help them figure out the meaning of idiomaticexpressions. 4. Language Points1) run into -meet by chan

59、ce; encounter unexpectedly Examples:I ran into Joe yesterday on Main Street.After a promising start, the company ran into debt.0You will run into trouble if you dont take care.2) a nultitude of little things that escalate into big emotionalbattles -a large number of smallincidents that develop into

60、serious emotional conflictsa multitude of/multitudes of- a very large number ofExamples:It didnt work out quite like I intended it to for a multitude ofreasons.Multitudes of football fans crowded round the entrance to the hotelin an effort to see in person theworld-famous star. escalate vi. & vt. in