最新新视野大学英语读写教程(第三版)第二册unit-1教案
丽水学院-宿舍管理员工作总结
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授课题目：
Language in
Mission
授课时间：第____周 第____周
授课类型：理论课
授课时数：4
教学目的：
After finishing this unit, students will be
able to:
1. To talk about way of learning
English;
2. Get deeper insights into the text;
3. Make creative use of words, phrases and
sentence patterns;
4. Be able to write an
essay with three main parts “introduction, body
and
conclusion”;
5. To read with the skill
“reading for the key ideas in sentences”.
教学重点和难点：
1. To further understand the
text;
2. To apply the words, phrases and
sentence patterns.
3. To read with the skill
“reading for the key ideas in sentences”;
4.
To write an essay with three main parts
“introduction, body and conclusion”;
教学方法和手段：
Various kinds of teaching methods
are used:
1. Teaching in class. Explain the
profound theoretical knowledge in class;
2.
Case study. Provide case study during teaching,
and make the students to
discuss about the
case;
3. Bilingual and full English teaching;
4. Applying modern multimedia teaching
technologies;
5. Taking advantage of abundant
network teaching resources.
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教学内容和过程：
Section A An
Impressive English Lesson
Step One Warming-
up Activities 30 minutes
I. Lead-in:
Discuss the following questions:
are the
key factors that help people learn English as a
foreign language?
Good course, excellent
syllabus based on some principles;
Highly
developed methodologies, teaching four primary
acquisition;
Put the four skills into a
discourse;
Analyze three different kinds of
interactions.
you have any problem in English
learning?
— I always feel it difficult to…
— It’s not easy for me to…
understand
what others say;
remember so many words;
learn the grammar;
read quickly;
speak in public…
you think grammar is
important in English learning?
—Yes.
The
basic building blocks of a language;
essential for effective communication;
put the words in the right order;
help to
convey correct, meaningful message.
—No.
as long as one can understand what other is
saying;
dynamic and no language is fixed;
speak their native language without having
studied its grammar.
II. Cultural
background
American university education
is Communicative Language Teaching?
A type
of teaching method;
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skills of
language
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Develop the
communicative ability as well as the knowledge of
grammar; Learning
by doing;
Make classroom
situation of real foreign language environment.
2. What are the features of Communicative
Language Teaching?
Communicative competence
is the goal;
An integration of grammatical and
functional teaching;
Accuracy is secondary to
conveying a message;
Focus on communicative
and contextual factors in language use;
Learner-centered and experience-based.
3.
What is the role of teacher in Communicative
Language Teaching?
A facilitator of students’
learning;
A manager of classroom activities;
An advisor of students’ questions;
A co-
communicator in the communicative activity.
Step Two Text Study 80 minutes
I.
Interactive reading of the text
1) What does
the son think of the father? (Para. 1)
A
tedious oddity: a father he is obliged to listen
to and a man absorbed in the
rules of grammar.
2) Why was the writer shocked by his student’s
answer? (Paras. 2-4)
3) She is unable to
describe her excursion to Europe with the right
words.
4) What conclusion did the writer draw
from the example of his student?
(Para. 5)
Students unfairly bear the bulk of the
criticism for these knowledge deficits
because
there is a sense that they should know better.
5) Why should students not be blamed for their
language deficiency? (Paras.
6-7)
6) The
learning environment is misleading.
7) Why
should students not be blamed for their language
deficiency?
(Paras.6-7)
8) They are not
learning the language adequately and efficiently
in school.
9) How should grammar be taught as
far as the writer is concerned?
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1.
Reading comprehension
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(Paras.8-10)
10) Grammar must be handled
delicately, step by step. An effective way of
teaching could arouse children’s interest in
learning English grammar.
11) An example: a
grammar lesson with my son
12)
2.
Structure of the text
Introduction
In his
son’s eyes, the father is one who he has to obey
and an oddity absorbed in
grammar. (Para.1)
He was shocked by his student’s inability to
describe properly her excursion to Europe.
(Paras. 2-4)
Thesis of the narration: It is
unfair to blame students for their language
deficiency.
(Para.5)
Body
Explains
why students shouldn’t be blamed for their
language deficiency by
providing two reasons
and one example. (Paras. 6-10)
Elaborates
the importance of grammar and vocabulary in
learning English. (Paras.
11-13)
Concluding part
Narrates another incident
where his son unconsciously uttered a
grammatically
perfect sentence with a
subjunctive mood, which made the author so proud
of his son.
(Paras. 14-17)
3. Summary
of the Text
To my son, I am a _____________: a
father he is __________ listen to and a
man
____________ the rules of grammar. And I got
______________ this because
my student was
unable to describe properly her feeling on her
__________ to Europe.
However, it doesn’t
________________ to criticize our students. They
unfairly
bear the bulk of the criticism for
these __________________ because there is a sense
that they _________________. On one hand, they
are misled by the____________.
On the other
hand, school fails to _________________ the
essential framework of
language, accurate
grammar and proper vocabulary.
Perhaps,
language should be looked upon as a _________ and
a
___________________: often study the road
map (check grammar) and ________ the
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car engine (adjust
vocabulary). Learning grammar and a good
vocabulary is just like
driving with a road
map in a ________________ car. __________,
_________, and
__________ communication
depends upon grammar and a good vocabulary, the
two
__________ assets for students, but they
are ________________ in schools.
II.
Language Focus
Words and expressions
1.
oddity: n. [C] a strange or unusual person or
thing 怪人；怪物；奇特的东西
With his neat suits on, he
felt like an oddity walking in this poor
neighborhood.
穿着笔挺的西装走在这个贫民区里，他觉得自己就像个怪物。
2. oblige
The word oblige is most
commonly used in the expression befeel obliged.
1) befeel obliged to do sth. 指“感到有责任做某事”。
例如： He felt obliged to help his mother, even
if it meant leaving college.
他觉得有
责任帮助母亲，即使这意味着他要离开大学。
2) befeel
obliged to . 指“对某人或某事心存感激”。
例如： Thank you very
much, doctor. I am extremely obliged to you.
医生，非常谢
谢您。对您，我深表感谢。
was it?: (spoken)
often used in conversation to ask sb. about their
opinion or
experience of sth.
怎么样？（口语常用表达，用于询问看法或经历）
Did you watch the
movie last night? How was it?
你昨天晚上看那部电影了吗？感觉怎么样？
I was told that you had
traveled to many places in Asia recently. How was
it? 有人
告诉我你最近跑了亚洲的很多地方，旅行怎么样？
4. full of:
(followed by abstract nouns) feeling or showing a
lot of particular
emotion or quality
（感觉、表达或表现出）充满某种情感（特质）的
full of
excitementenergyhopehappinesspraise 充满兴奋活力希望幸福赞美
The teacher was full of praise for the
homework that the students had done.
老师对
学生们完成的功课赞不绝口。
Lucy is a happy child
and always full of life. 露西是个快乐的孩子，总是充满了活
力。
5.“It was, like, whoa!” means “It was really
great!”. “It was like …” is an informal
expression in conversation, very common for
young people who are lazy and
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incapable to reference their
ideas.
The expression is usually followed by
an adjective or an exclamation. It was, like,
marvelous! 简直奇妙极了！
(It was like) Whoa!
How come you got a hundred percent correct on such
a hard test?
哇! 这么难的考试你怎么都全答对了？
Note:
Whoa is specifically used to show that people are
surprised or think something
is very
impressive. It can be used in different contexts.
For example: ﹒
To describe something that
you’re not quite sure how to describe: That car is
so cool,
it’s like, whoa.
To express
surprise: Whoa! It’s really amazing!
To
indicate a desire to end what someone is talking:
Whoa, OK, that’s enough.
6. And that was it.
(Para. 4)
Meaning: And that was everything
she said, without even mentioning any details of
her wonderful experience in Europe.
That
was it.: often used in conversation to say that
sth. is completely finished or that
a
situation cannot be changed 就这样（指某事彻底结束或形势不能更改）
That was it. I could no longer hope for a
promotion, and my boss didn’t even want to
see
me again. 就这样吧，我的升职再也没指望了，我的老板甚至不想再见到我。
That’s
it. There is nothing more we can do.
就这样吧，我们也再没有别的办法。
7. distinguished,
distinctive, distinct
这三个词词形相近，但意思有很大的差别，不能互换使用。
1)
distinguished指“卓越的；杰出的；著名的”。
例如： His
grandfather had been a distinguished university
professor. 他的祖父曾是
一位杰出的大学教授。
2) distinctiv
e指“（特征、性格或外表）独特的，有明显不同的”。强调“表示差别
的”、“有特色的”、“特殊的
”。
例如： Irene had a very distinctive voice.
艾琳有一个非常独特的声音。 Can you
find the distinctive
watermarks of this stamp? 你能看到这枚邮票上明显的水印
吗？
Pupils in Hong Kong usually have distinctive
badges on their school uniforms.
在香港，小学生的校服上常戴有颇具特色的徽章。
3
)distinct表示“分明的；明了的；清楚的”。
例如： I have the
distinct feeling that my friend did not realize
what was happening.
我明显感到我朋友并未察觉所发生的一切。
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The photo you took in
Hong Kong Cultural Centre is not distinct enough.
你在香港
文化中心拍的那张照片不够清晰。
She has a distinct
pronunciation. 她的发音清楚。
There is a distinct
smell of smoke in my room. 我的房间里有一股明显的香烟味。
distinct的另一个词义是“明显不同的；有区别的”。例如： Our interests
were quite
distinct from those of them.
我们的兴趣与他们的兴趣截然不同。
现将distinct和distinctive
用在一个句子里，以便区分： One of the distinctive
features
of this book is its distinct illustrations.
这本书很明显的特点之一就是其具
有清楚明了的图解。
8. proclaim,
claim
1)
proclaim是正式宣告或公开宣告，“宣告”的中文意思比“声明”要严肃。例如：
The
government has proclaimed a new law. 政府已公布了一项新法令。
They
proclaimed that he was a traitor.
他们宣称他是叛徒。 The ringing bells proclaimed
the
birth of the prince. 响亮的钟声宣布了王子的诞生。
2)
claim是根据权利声明，根据权利要求索赔，根据权利认领。
(1)
声称；断言；主张。例如： They claim to have discovered a cure
for the disease.
他们声称已经发现了治疗此病的方法。 She claimed
that the ring was stolen, not
lost.
她声言那只戒指是被偷的,而不是遗失的。
(2) 要求；索赔。例如： The old man
claimed the land. 老人要求得到这块土地。
I claim payment
from my friend. 我要求我的朋友付款。
re是动词expose的名词形式，动词expose常用于短语beget exposed
to中，
表示“接触；体验”。
例如： Some children are never
exposed to classical music. 有些孩子从来没有接触
过古典音乐。
Having been exposed to all kinds of dangers in
the forest, the girl felt helpless and
began
to cry. 那个女孩在森林里体验了各种危险后，感到很无助，就哭了起来。
10.
adequate, abundant
1)
adequate表示“在数量或质量上足以满足特定的标准”，强调刚好够用、没有多
余。
例如：He doesn’t earn a large salary but it is
adequate for his needs. 他挣钱不多，但
也够用了。
2)
abundant表示“充裕；绰绰有余”，强调数量很多或充足有余。
例如： We have
abundant proof of his guilt. 我们有他犯罪的充分证据。
Collocation note: In Paragraph 7, we have two
collocation pairs with the same word:
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advancedproper vocabulary for
our attention.
11. adjust, adapt
1)
当表示“适应…环境”时，adjust和adapt差不多。常与to搭配。可以说adjust
(f ) to sth.和adapt (f ) to
sth.。其中adjust和adapt互为同义词。
例如： Once you get to
the United States, you will have to adjust
yourself to a
completely new lifestyle.
一旦你到了美国，你就需要进行调整，以适应美国全新
的生活方式。
The
children found it hard to adapt to the new school.
这些孩子们发现很难适应这
所新学校。
The body adjusts itself
to changes of temperature. 身体会自行适应温度的变化。
Intelligence seeks to grasp, manipulate, re-
order, and adjust, while intellect examines,
ponders, wonders, theorizes, criticizes and
imagines.
智力寻求的是理解、运用、整
合和调节，而才学是审视、思考、探究、形成理论、批判和想象。
2
)adjust作及物动词用时，还有“调节；使…适合；校准”之意，而adapt不表示此
意。
例如： adjust a radio (dial) 调准收音机的选台指针 adjust color
on a TV 调
整电视的色彩 adjust one’s tie in a mirror
照镜子整理领带 adjust a telescope to
one’s eyes
调节望远镜使之适合眼睛观看 adjust a clock 调准时钟
3) adapt作及物
动词时，还有“（改装）使适合；改编”之意，其同义词是modify，
不是adjust。例如：
These teaching materials can be adapted for older
children. 这些
教材修订一下可以给大一点的孩子用。 He adapted his
old car engine to the boat.
他把他的旧汽车上的引擎用到那只船上。
12. beneficial常与to连用，引出对谁有利、有帮助、有用。
例如：
Cycling is highly beneficial to health and the
environment. 骑自行车对身体
和环境都大有裨益。
Collocation
note: In Paragraph 7, we have come across
competent communication
and here we have
precise communication and beneficial
communication. In Paragraph
2 of Text B
careful readers will not miss adequate
communication skills. For more
collocation
pairs, please refer to the notes on collocation
for this unit.
Difficult sentences
1. If I am the only parent who still corrects his
child’s English, then perhaps
my son is right.
To him, I am a tedious oddity: a father he is
obliged to listen to
and a man absorbed in the
rules of grammar, which my son seems allergic to.
(Para. 1)
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Meaning: My son is probably right if there is
no other parent like me who still
corrects his
child’s mistakes in English. To my son, I am a
boring and strange father,
who he has to
listen to; I am also the one who pays lots of
attention to grammar rules,
which he doesn’t
seem to like. 2 I think I got serious about this
only recently when I
ran into one of my former
students, fresh from an excursion to Europe.
I
asked, full of earnest anticipation.
2. The
civilization of Greece and the glory of Roman
architecture were captured
in a condensed non-
statement. (Para. 4)
Meaning: The
civilization of Greece and the glory of Roman
architecture were just
described in one word
rather than a complete statement because of her
inability to
choose appropriate words to
express herself.
3. My student’s “whoa!” was
exceeded only by my head-shaking distress. (Para.
4)
Meaning: My head-shaking distress at
her inability to express properly was even
greater than her slang term whoa, one word,
which did not make any statement to
describe
the civilization of Greece and the glory of Roman
architecture.
Meaning beyond words: The word
exceed states explicitly that the author’s worry
about his student’s language inability was
much more intense than her excitement.
4. I
carefully asked, “My son, how is the bird flying?”
“What’s wrong? Did I say
anything
incorrectly?” He got lost. “Great! You said
incorrectly instead of
incorrect. We use
adverbs to describe verbs. Therefore, it’s flying
so unsteadily
but not so unsteady.” (Para. 8)
Meaning: On hearing what he said, I asked him
cautiously how the bird was flying.
My son
didn’t have any idea about what was wrong, so he
asked if he said anything
incorrectly. By
praising his correct use of incorrectly, I
explained that unsteady is
improperly used
because an adverb is needed to describe a verb.
Meaning beyond words: From “I carefully asked”
and “Great” we can see the way
the father used
to correct his son’s grammatical mistake is very
encouraging.
s, language should be looked
upon as a road map and a valuable
possession:
often study the road map (check grammar) and tune
up the car
engine (adjust vocabulary).
Learning grammar and a good vocabulary is just
like driving with a road map in a well-
conditioned car. (Para. 11)
Meaning: Maybe,
you should regard language as a road map and a
very precious
property you have. You should
often look at the road map (review grammar) and
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make small changes to
your car engine (improve vocabulary).
Meaning
beyond words: The road map and the car are used
metaphorically to mean
that grammar and
vocabulary are powerful devices that will enable
you to freely
explore in the language world.
the road map guides your journey to your
destination, an excellent
vehicle helps you to
fully enjoy all of the sights, sounds and
experiences along the
way. (Para. 12)
Meaning: Though the road map leads you to the
place where you want to go, the
well-
conditionedwell-tuned car (vocabulary) enables you
to completely enjoy your
trip along the road.
Sentence structure note: while While can be
used in a clause to introduce
information
which contrasts with information in the main
clause.
For example: While most people look
forward to retirement, some cannot bear the
thought of becoming professionally inactive.
虽然大多数人盼望退休，可有些人想
到没了工作就受不了。
While an
effective language teacher can maximize students’
learning, a committed
student can always enjoy
learning. 虽然一个有效的语言老师能让学生最大限度地
学到东西,
但是一个孜孜不倦的学生总是能对学习乐此不彼。
The south of the
country grows richer and richer, while the north
grows poorer and
poorer.
这个国家的南方越来越富，但是北方却越来越穷。
7.I was, like, whoa!
(Para. 17)
Meaning: I was really surprised
and impressed by my son’s grammar knowledge.
Meaning beyond words: The father was very
proud of his son. The expression used
here is
to contrast with the one said at the beginning of
the text when the author
describes the
incapability of the student’s language. Though
both are in a surprised
tone, the purposes are
apparently different. By returning to the phrase
from the
beginning of the text: “…, like,
whoa!”, the father is playing ball with this
“condensed
non-statement”. Using this word at
the end of the text, therefore, reflects the
author’s
skillfully expressed humor.
Step Three Language application 45 minutes
1. Writing devices:
Simile
Simile is
a figure of speech that compares two different
things and the
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comparison is indicated by the word as or
like.
Examples:
Learning grammar and a
good vocabulary is just like driving with a road
map in
a well-conditioned car.
A poem: My
Love Is Like A Red Red Rose
我的爱人像朵红红的玫瑰
----Robert Burns 罗伯特·彭斯
Practice
a.
生活像一具大秋千(swing)，总在开心和忧愁间摇摆(dangle)。
Life is
like a big swing, dangling between the depths of
happiness and sadness.
b.
生活没有目标犹如航行没有指南针(compass)。
Living without an
aim is like sailing without a compass.
c.
婚姻就像一座城堡(beleaguered
fortress)，外面的人想进去，里面的人想出
来。
Marriage is
like a beleaguered fortress: those who are without
want to get in, and
those within want to get
out.
2. How to write a college essay:
An essay normally has three main parts:
Introduction, body and conclusion.
Introduction: The introduction part is usually
one short paragraph that introduces
the topic
to be discussed and the thesis statement. A thesis
statement can be an opinion,
an attitude or a
stand about the topic.
Body: The body is the
main part of an essay. It may contain several
short
paragraphs that use the development
methods of examples, narrative, cause and effect,
comparison and contrast, classification,
argumentation, etc.
Conclusion: The
conclusion wraps up the discussion of a certain
topic. It can
briefly summarize the main
points discussed and can also restate the thesis
statement
by using different words and
structures. At the end of the conclusion, the
writer’s final
thoughts on the topic may be
added such as a predication, a suggestion, or a
warning.
Writing practice
Directions:
Write an essay of no less than 150 words on one of
the following
topics. One topic has an outline
you can follow.
Topic: Grammar, a headache to
me
Introduction: Thesis statement: English
Grammar is a big headache to me.
Body:
Example: The difference between used to and be
used to
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Conclusion:
I’m allergic to learning English grammar.
More topics:
• Learning English through
imitation repetition
• Learning English
with without grammar
2. Oral
reproduction:
Make a speech on one of the
following topics:
Suppose you are expected to
share your experience of English learning with
your
classmates.
You can follow the
outline given below.
Part I. My general
feeling about learning English
1. Difficult
and frustrating;
2. Rewarding and well worth
the effort
Part II. The difficulties and how I
overcome them
Listening and speaking
Writing
Grammar and vocabulary
Part
III. Benefits from English learning
New sights
into another culture
New ways of seeing things
Communication with people from different
nations
Step Four Summary 5 minutes
1. Revision of the useful expressions
2. Revision of the functional patterns
Step Five Reading Skills and
Comprehension
（阅读技巧和阅读理解）
20 minutes
I.
Reading Skill: Previewing
II. Reading
Comprehension: Go through Text B and answer the
relative questions
after Text B on page 17-18.
III . Language points: explain important
language points in Text B.
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课后作业：
1. Exercises after
Text A & Text B
2. Essay writing:
Grammar, a headache to me
3. Oral
reproduction: Make a speech on one of the
following topics:
1) Suppose you are expected
to share your experience of English learning with
your classmates.
2) What are the most
important factors that encourage students to learn
English?
3) In what ways can teachers
improve the technique of teaching grammar?
4)
4. Preview Unit 2.
郑树棠.
新视野大学英语读写教程（第三版）第二册[M]. 北京：外语教学与
研究出版社，2015.
郑树棠. 新视野大学英语读写教程（第三版）第二册教师用书[M].
北京：外
语教学与研究出版社，2015.
夏纪梅. 现代外语课堂设计理论与实践[M].
上海：上海外语教育出版社，
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课后小结：
参考文献:
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