《全新版大学英语》第二册 之 《综合教程》.doc

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1、1Teaching PlanNew College English(Book 2)2Unit One Ways of LearningPart I Pre-reading1. Listen to the song and discuss two questions: (10 minutes)2. Who should teach whom? Is learning a one-way street?3In your opinion, what is the best teaching method?Part II Text: Learning, Chinese-style1Main idea

2、of the text:It would be ideal if we can strike a balance between the Chinese and the Western learning styles. 2Structure of the text:Para.1-5-introduction of the topic by an anecdote Para.6-13-elaboration by comparison and contrastPara14-conclusion by a suggestion3. Discourse comprehension of Part I

3、:a. Ss skim Paras 1-5 and be ready to answer the following questions:-Where and when did the incident take place? (Jinling Hotel in Nanjing, spring 1987)-Who are the main characters in this incident?(author, his wife Ellen, their son Benjamin, hotel staff)-What is the attitude of the author and his

4、wife toward Benjamin s efforts in inserting the key into the slot?(They let him explore and enjoy himself.)-What is the attitude of the hotel staff toward Benjamin s efforts?(They held his hand and taught him how to insert the key correctly.)3b. Input : T tells Ss the ways of introducing a topic: Us

5、ually, an essay is made up of 3 parts-i. a beginning where the topic is introducedii. the body part where the topic is elaborated oniii. a conclusionBesides stating the topic directly, there are many other ways to introduce a theme.e.g. Text A, Unit 6, Book 1 (What Animals Really Think)-to introduce

6、 the topic by posing a question: “ Do animals all have thoughts, what we call consciousness?“e.g. Text B, Unit 3, Book 1(How to Make Sense out of Science)-to introduce the topic by quoting newspaper headlines:“ New Drugs Kill CancerDevastation by El Nino-a Warning6:30p.m. October 26, 2028: Could Thi

7、s Be the Deadline for the Apocalypse?“e.g. Text B of this unit(Children and Money)-to begins with an imagined argument between a child and his parent over the control of pocket money.Output : to learn to vary your own writing by adoping various types of topic introduction.Input : T tells the Ss the

8、ways of reaching a conclusion:A conclusion may be-a restatement of the main points previously mentioned; a proposed solution;a quotation from some book of person;a prediction of future developments;a suggestion for further study,etc.4Output : to learn to use one of the ways mentioned above to make a

9、 conclusion in your own composition. 4. Language points of Part I: attach: fasten or join (one thing to another) (used in the pattern: attach sth.to sth.)e.g. Scientists discovered they could measure wind speed by attaching a wind meter to a kite and sending it up.e.g. Attached to this letter you wi

10、ll find a copy of the document you asked for.to position the key just so: to position the key carefully to fit into the narrow key slot. not in the least: not at alle.g. I am not in the least touched by the Marilyn Monroe kind of beauty.e.g. Ann didn t seem in the least concerned about her study. fi

11、nd one s way: reach a destination naturally; arrive ate.g. Shanghai is not an easy city to find your way around. phenomenon: (pl.phenomena) sth.that happens or exists and that can be seen or experienced.e.g. Stress-related illness is a common phenomenon in big cities.e.g. Thunder and lightening are

12、natural phenomena. initial: of or at the beginning, first(adj., used only before n.)e.g. Their initial burst of enthusiasm died down when they realized how much work the job involved. assist: help(used in the pattern: assist sb. To do sth, assist sb. with sth.) e.g. The professor was assisting his s

13、tudents to prepare their project.T asks Ss to make sentence by means of the collocation of“ assist sb.with sth.“.This university student decide to be on the study to give the little boy the help.The college student decided to assist the boy with his study.somewhat: to some degree, a little5e.g. It i

14、s reported that conditions in the village have improved somewhat since November.await: (fml) wait forAwait is a fairly common word in formal writing, but you do not usually use it in conversation. Instead you use “wait for.”e.g. We must await the results of field studies yet to come.on occasion: now

15、 and thene.g. Steve spent almost all his time doing his research, but, on occasion, he would take his son to see a film.relevant: directly connected with the subject (followed by to, opposite irrelevant)e.g. Only a few people feel the debate about the cloning of human beings is relevant to their dai

16、ly lives.throw light on: explain, make sb. understand5. Discourse comprehension of Part II1) T asks Ss to fill in the table on page 11 of this textbook based on the understanding of Part II.2) According to this table, T guides Ss to know the differences in approaches to learning between the Chinese

17、and Americans.a)To inform the main writing technique used in this part, i.e. comparison and contrast. Especially,Comparison-brings out the similarities between two or more things of the same kind.Contrast-stresses the differences between them.Two major wasys to organize comparison and contrast:i to

18、examine one subject thoroughly and then start the other(one-side-at-a-time) ;ii to examine two subjects at the same time, discussing them point by point.6b)Ss scan the first sentence of both Para 6 and Para 7, and decide what method of comparison and contrast is used here. (one-side-at-a-time method

19、).c)Ss scan from Para11 to Para 13, then decide what method of comparison and contrast is used here. (point-by-point method)d)Ss sum up the contrast between Chinese and Western ways to learn to fulfil a task-the Chinese show a child how to do sth., or teach by holding his hand; the Westerners teach

20、a child to rely on himself for solutions to problems. e)Ss sum up the contrast between the Chinese and the Western attitudes: toward creativity and basic skills-The Chinese give priority to developing skills at an early age, believing that creativity can be promoted over time;The Westerners put more

21、 emphasis on fostering creativeity in young children, thinking that skills can be picked up later.6. Language points of Part II:on ones own: a. without anyones helpe.g. You neednt hive me any help, Im able to manage on my own.b. alonee.g. Id rather not go to dance on my own. I do wish youd come with

22、 me.in due course: at the proper time; eventuallye.g. Your book will be published in due course.make up for: compensate fore.g. Her husband bought her a present to make up for quarreling with her the day before.figure out: discover by thinkingviewas: regardas7in retrospect: on evaluating the past; u

23、pon reflectione.g. The young man knew in retrospect that he should have married his first love Emily.so much so that: to such an extente.g. Some parents spoil their children, so much so that they never ask them to do any housework.Ss do relevant exercises on page 18.continual: happening again and ag

24、ain, repeatede.g. The construction of the airport continued despite continual complaints from local residents.To notice the differences between continual and continuous. See exercises on page 16.apply: a. be relevant (to sb./sth.); have an effect (used in the pattern apply to sb./sth.)e.g. The new p

25、ension arrangements wont apply to people born before 1960.b. write a letter or fill in a form in order to ask formally for sth. (used in the pattern: apply for sth., apply to do sth.)e.g. We went to the sports club so often that we decided that we might as well apply to join.work at/on: try hard to

26、achieve or improve (sth.)；从事于/致力于e.g. John came back ahead of time to continue working on his thesis.at work: 在工作priority: a. sth.that one must do before anything elsee.g. Being a qualified teacher is her first priority.b. sth. that holds a high place among competing claimse.g. The school will give

27、priority to English and computer studies.8evolve: (cause to) develop gradually (followed by into/from) e.g. The story evolves into a violent tragedy.Ss make sentences by means of “evolve”: 通俗歌曲是由民歌演变而来。Popular music evolved from folk songs.on the one handon the other hand: to introduce two contrasti

28、ng circumstancesSs make sentences by measn of this phrase:一方面，我们由足够的理由为我们的进步而感到高兴，另一方面我们也不能骄傲自满。On the one hand, we have enough reason to feel pleased with our progress. On the other hand, we mustnt get complacent.7. Language points of Part III: (conclusion)assuning (that): you use assuming that whe

29、n you are considering a possible situation or event, so that you can think about the consequences.e.g. Assuming that this painting really is a Van Gogh, how much do you think its worth?Ss do relevant exercises on page 18.valid: based on truth or sound reasoninge.g. They put forward many valid reason

30、s for not building the skyscraper.worthwhile: worth doing, worth the trouble takene.g. A trip to the museum is always worthwhile.superior: better than average or than others of the same type (followed by to)e.g. The woman was greatly superior to her husband in education.opposite: inferior (also foll

31、owed by to)8. Post-reading tasksa.Debate: Should we develop childrens creativity first or train them in basic skills first? (15 minutes)(Ss divide into two groups, one taking the side of creativity first, another taking the side of basic sills first; then, debate begins, with T acting as 9moderator.

32、)b. T guides Ss through several after-text exercises.c.T checks on Sshome reading (Text B).d. Ss do Part IV: Theme-Related Language Learning Tasks.e.T asks Ss to preview the next unit.Unit Two ValuesPart I Pre-reading1. T asks Ss the following questions on the recorded passage:(5 minutes)-What happe

33、ned to Abraham Lincoln one day?(Working as a shop clerk, he overcharged a customer. Although the sum was insignificant, Lincoln walked a long distance to return the money.)-How is the story related to the theme of the unit-values?(Abraham Lincoln regarded honesty as an important value.)2. Ss do Cloz

34、e B in after-text exercises to learn more about the values of American millionaires.3. Group discussion: Rich people I know (15 minutes)a.Ss form groups to discuss the rich people they know.b. Each group representative introduce a rich person to other groups without 10telling his/her name, reporting

35、 the values the rich person cherished.c.Other students try to guess the rich person based on the introduction.d. T reminds Ss to keep these values in mind when they study Text A, and see whether Sam Walton cherishes them or not.Part II Text: The Richest Man in America, Down Home1. Main idea of the t

36、ext:Despite his wealth, Sam Walton remains down-home and devoted to his team.2. Structure of the text:a. The text can be divided into three parts. Between each part, there is a blank line. That is a natural dividing lines.b. T asks Ss to finish Text Organization Exsercise 2 which can help them grasp

37、 the main function of each part.3. Cultural Notes:About Rolls-Royce, Wal-Mart, Ford Motor Company and Forbes:T asks Ss to collect relevant materials of the above four after class, and then chooses representatives to introduce each of them in class.4. Discourse comprehension:a. Finding synonyms or sy

38、nonymous phrases for “down-home” (10 minutes)T asks some Ss to explain the title of Text A in their own words.Ss work alone to find out synonyms or synonymous phrases for “down-home”.Some Ss report their findings to the class.Para5 carry on like plain folksPara6 folksy waysPara7 friendly, cheerful,

39、a fine neighbor who does his best to blend in, never flashy, never throwing his weight aroundPara11 not a front-page personOutput: T reminds Ss to vary their own writings by synonyms or synonymous phrases. 11b. Using indirect description in portraying a personSs complete Text Organization Exercise 2

40、.T makes Ss think by asking Ss this question: How does the author reveal these character traits of Sam Walton? Does he come forward to tell us directly what Sam Walton is like?T introduces indirect description to Ss:i To make a character portrait convincing, an author must refrain from telling reade

41、rs directly what the person is like. Instead, he/she lets readers deduce. ii the methods of indirect description-anecdotes, examples, quotes, comparison and contrast, etc.iii T asks Ss to work in pairs to find out examples of these methods used in this text.Quotation: the author quotes not only Sam

42、Walton himself, e.g. “The reason for our success is our people and the way there treated and the way they feel about their company. They believe things are different here, but they deserve the credit”,but also his townsfold and colleagues.Anecdote: the text begins with an anecdote.e.g. at the beginn

43、ing, how waiter Jamie Beaulieu had anticipated a lavish mansion at the Waltons, only to find an ordinary-looking household.e.g. how Sam Walton forgot his wallet and insisted on fetching it to pay the local barber.e.g. how Sam Walton lost 4 straight games after a Wal-Mart employee asked him a questio

44、n about pricing.Example: the author uses a lot of examples to show how folksy and generous Sam Walton is.Contrast and comparison: e.g. the waiter Jamie Beaulieus anticipation and the reality he later found out form a contrast. It reveals Sam 12Waltons down-home charateristics.e.g. when retired compa

45、ny president Ferold F. Arend compared Sam Walton with his previous employer, we appreciate further Sam Waltons generosity.iv T urges Ss to adopt these methods when describing a person.5. Language points:1)sleepy: drowsy2) He imagined what surely awaited: He imagined what he was surely to see.3)remot

46、e: far away in space or timee.g. The supply of electricity to remote mountainous villages is one of the local development projects in Yunnan province.4)discount: amount of money which may be taken off the full pricee.g. Traditional retailers whove opened cyberstores may offer special discounts to on

47、line shoppers.5)It was nice, but no palace: The house was nice, but not luxurious.6)Only in America can a billionaire carry on like plain folks: It is only in America that a billionaire can live in the same way as ordinary peopleonly: In writing and formal speech, you can put “only”at the beginning

48、of a sentence, followed by the word, word group, or clause it modifies, and then you put an auxiliary or “be” followed by the subject of the main clause.(i.e. inversion)e.g. Only here was it safe to prepare and handle hot drinks.e.g. Only then did Peter realize that he still hadnt phoned his mother.

49、carry on: behave or conduct oneself in a specific waye.g. He carries on as if he were a millionaire, spending money left, right and centre.folk: people in general (you can refer to people as folk or folks)T asks Ss to make sentence by means of “folk”: 他们结婚，生子，像其他人一样生活着。They got married and had kids and lived like other folks.13Get away with: do sth. wrong or risky withou