新编大学英语-2-Unit-

新编大学英语-2-Unit-5-教案

Unit Five Language

I. Theoretical 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 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 points in the in-class reading passage to improve their reading comprehension;

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 learned in the reading passages to acquire some translating skills and better their translating abilities.

III. Teaching Methodology

Mainly applying task-based approach and communicative one to construct a student –centered classroom

The whole learning and teaching proceed is tended to follow the model of pre-task------task cycle------post-task

IV. Time Distribution

According to Ss’ English 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); Exercise & After-class Reading (2 periods); Further Development &Writing (2 periods).

Period I&II listening and speaking

I、Teaching Content

1) T’s background knowledge introduction as recruitment and Ss’

discussion on the topic of learning skills, and enlarge their vocabulary on this unit.

2) Listening of 2 passages

II、Teaching design

Part One: Preparation

Answer the following questions?

1. About how many most widely used languages are there in the world?

 (About 100 most widely used languages)

2． What languages are used by more second-language speakers than native-speakers as a result of the imperial expansion?

 (English and French)

3． Say something about Helen Keller.

1) When did Helen Keller become completely blind?

2) What was Helen like before Anne Mansfield Sullivan became her teacher?

3）How did Helen manage to learn?

4）How many foreign languages did Helen learn? What are they?

4． Helen Keller (1880-1968), author and lecturer, who, though blind and deaf since the age of two, graduated with honors from Radcliffe(1904) and became a prominent worker for social reforms. Her books include:

 The Story of My Life(1902);  The World I Live in(1908);  Out of the dark(1913);  My Religion(1927);

 Midstream-My later Life(1929);  Let Us Have Faith(1940);  Sketch for a Portrait(1956)

5． What languages are used by the United Nations? They are English, French, Chinese, Russian and Spanish. Part Two: Listening-centered Activities Listening I

1. Explain new words (soap, critic, represent, balanced, crisis, loyalty, wooden, endlessly, cause)

2. Listen to the passage and answer the questions you hear on the tape (see page 115).

3. Listen to the passage again and fill in the blanks with what you get from the tape (see page 115).

Listening II

1. Explain the new words (desirable, interpreter, ultimate,

mimic, imitate, due to, numerous, identity)

2. Listen to an interview on language learning. Note down in

the blanks the three questions the interviewer asked (see page 116).

3. Listen to the interview again. Then read the choices

provided in Exercise 1 and choose the right answers according to what the interviewee said.

Part Three: Assignment

to prepare the new words on the textbook.

Period 3&4 Reading

I、 Teaching Content

The title of the text is “How I Discovered Words” (intensive reading). Language points explanation, exercise. II、Teaching Objects

1) Understand and master new words and phrases: childlike, flushed, honey-, succeed, keenly, -less, to and fro, be about to do sth, prey on/upon, grope one’s way cross/along/ pass/toward, impress, persist, only to, give birth to, etc.

2) Improve Ss micro-reading skills and the ability of thinking, inference and judge in English.

III、Teaching Design

A. Greeting

B. Check the assignment: new words dictationC. Pre-Reading Activities

New Words

1. childish / childlike

childish:(of an adult) (behaving)like a child; immature; silly

（贬）（举

止）像孩子似的，幼稚的，傻里傻气的

 Don’t be so childish!

不要这么孩子气!

孩子般的，天

 His childish remark embarrassed everyone.

childlike: like or characteristic of a child; innocent,

真的，无邪的

 childlike enjoyment/trust/honest孩子般的欢乐/信任/诚实

 She has a childlike enthusiasm for the circus.

 Tears came to his eyes as he remembered her childlike look.

2．flushed: very excited or pleased to be flushed with success/pride/joy to flush: to fill with pride; encourage (fig)

使得意，使激动，使

兴奋

 The young parents were flushed with happiness at the birth of their son.

 Flushed with victory, the soldiers knew no weariness.  to flush:(of a person, his face)become red; blush  The girl flushed(up) when the man spoke to her.  He flushed when he saw her.

 Her forehead was flushed with fever.

 You flush when your face goes red eg. when you are hot or embarrassed. 3. honeysuckle honey---

honeymoon, honeybee, honeysweet（蜜一样甜）, honeycomb（蜂窝）, honeylipped（嘴甜的）

4. keenly

keen adj.: eager, anxious

to be keen to do sth; to be keen on sth/sb

 We are especially keen to attract young people.

 We did invite him, but he didn’t seem very keen on coming.  People are keen when they show interest and enthusiasm.

 You are keen on an activity if you enjoy it and spend a lot of time on it.

5． wordless ---less: without; not having

homeless, leafless, meaningless, endless, treeless, hopeless, helpless, doubtless, heartless, useless, harmless, careless, speechless, powerless, fatherless, childless

D. In-Class Reading Activities

Language

Language Points

to and fro: back and forth; backwards and forwards; from side to side;

in all directions

来回地

e.g. Seeing all the people walking to and fro outside the office, I became more worried.

They ran to and fro in the street.

The man walked to and fro while he waited for the phone. to be about to do sth: to be going to do sth; to be to do sth

正要/即

将做某事

e.g. You are about to do something when you are just going to do it, or will be doing it soon.

He was about to be transferred to another part of the country. He waited until she was about to leave.

He met her in the doorway just as she was about to go away.

3. to prey on/upon: to produce great trouble

烦恼，折磨

e.g. Something preys on your mind when it worries you. His worries preyed on his mind.

The thought that he was responsible for her death preyed on his mind. Feelings of quilt preyed on his mind.

➢ to prey on: to take/hunt/catch as prey

捕食，杀害

A bird or animal preys on another when it hunts and kills it as food. Cats prey on birds and mice.

Strong animals prey on weaker ones.

➢ to prey on: to steal from; attack; make sb one’s victim掠夺，使某人成为某人的牺牲品

Ships were preyed upon by pirates. 4.to succeed vt: to come next after

接替，取代某人或某物

[same as take over]

e.g. You succeed someone in a job or position

They have decided after all to let the right man succeed me.

The silence was succeeded by the striking of a clock.

时钟鸣响声

打破了寂静。

5. to grope one’s way cross/along/past/ toward : to make one’s way in the stated direction by feeling or searching

摸索着向某方向走

在黑暗的走廊

e.g. to grope one’s way along a darkened corridor

里摸索着前进

Then she blew out the candle and groped her way into bed. I groped my way to a seat in the cinema. 6. Before (conj.)…

（之后）才

大概要过许多年

e.g. It may be many years before we meet again.

后我们才见面。

It will be a long time before we finish the dictionary.

It was going to be some time before he would see his father again.

7. to impress sth on/upon sb:to make sb aware of sth;to fix sth in one’s mind

是某人铭记某物，使某人深深意识到某物

His words impressed themselves on my memory.

e.g. You impress sth. on/upon sb. when you make them understand that it is very important.

他的话铭记在

我的记忆中。

His words were strongly impressed on my memory.

The manager impressed his office staff the importance of keeping accurate records.

经理让办公室职员认识到做精确的

给于某

纪录的重要性。

➢ to impress sb with sth: have a favorite effect on sb

人深刻的影响

The girl impressed her fiancé relative with her sense of humor. I was impressed with /by his performance.

8. to persist in sth/doing sth: to refuse to change (what one is doing)

e.g. You persist in a course of action or type of behavior when you

continue with it even when other people oppose you or say that you are wrong.

It is no use being sorry if you persist in doing it.

If you persist in breaking the law, you’ll go to prison.

Despite hardships, she persisted in her efforts to get a college education. *insist persist insist on(doing sth.) persist in(doing sth.) insist

坚持自己的看法、意见、主张；对…采取

坚定的立场，或坚决要求别人做某事[same as assert,

stress]

You insist that something is true when you state firmly that it is true, refusing to be persuaded that it is not.

She insists she hasn’t seen him for months. You insist on sth when you state firmly that

You want to have or do it, refusing to accept any alternative. He still insisted on the truth of his story. She insisted on my coming with her. persist

着重强调不顾困难、反对或警告，仍然坚

持做某事，但所坚持做的事不一定是好的或正确的。

9. only to do sth.

不料（表结果）

e.g. I arrived at the shop only to find I had left all my money at home.

I returned back home from holidays only to find my house had been broken.

10. in time: early or soon enough [opposite too late]

e.g. You are in time for sth if you arrive early enough to have it or take part in

In time means sufficiently early so as not to be late. The doctor came in time to save her life. *in time: sooner or later, eventually You’ll learn how to do it in time. In time he will see what is right.

In time he will see who is his true friend. In time he forgot all about her. 11. to give birth to sb/sth: produce

e.g. A woman gives birth when the baby she has been carrying inside her is born.

She gave birth to a second child in January.

Exchanges of surplus products between individuals gave birth to private

property.

The scientist’s experiment gave birth to a new drug.

12. on/upon doing sth: on/upon+N: on the occasion of or directly after(as soon as)

在…时（此动作一发生，另一动作立即发

生）

e.g. On his return from Europe, he set to work in earnest. The boys stood up on the entrance of the headmaster. On reaching the city, he called up his wife.

E. Exercise1.2.3 (see page 11): to review and consolidate the new words and the usage.

F. Homework: preview and memorize new words in after-class reading; do quiz.

Period 5&6 After-class Reading and Exercise

I. Teaching Content

Two pieces of After-class Reading: Foreign Accents, Not Just Parrot-Talk (extensive reading approach). Check the answers to quiz.

II. Teaching Objects

To encourage Ss’ get useful information from the reading material as soon as possible, to encourage reading fluency, so students should not be stop frequently because they do not understand a

passage.

Enhance learners' general provide

language competence,

'comprehensible input', increases the students' exposure to the language, and increase knowledge of vocabulary.

III. Teaching Design A. Passage I

1. Ss are given ten minutes to read the passage “Foreign Accents”, get the outline with the useful information from the passage.

2. Read the passage again (5minutes). Decide whether the following statements are true or false.

a) The speaker only feels comfortable with people with upper-class accents.

b) The speaker finds foreign accents unbearable.

c) The speaker doesn’t mind how strong an accent is.

d) The speaker thinks most foreigners have an accent that is not too strong to prevent successful communication.

e) The speaker thinks that a wider range of accents should be accepted.

B. Passage II

1. The passage can be divided into three parts, each dealing with a separate but related issue. Skim through the passage and indicate the paragraph numbers of each part.

a) -----The study of the parrot’s language capacity. b) -----Arguments c) -----The

against

previous of

Dr

animal language-learning experiments.

advantages

Pepperberg’s experiments over the animal intelligence studies and her future research.

2. Read through the text quickly to find

out what the experiment showed the parrot is able to do. Complete the table below by putting a tick to show what the parrot has learned (see page 134).

3. In the passage there are some words

that can be used both as nouns and as verbs. Fill in each of the blanks with one of these words. The line indicators

at the end of the sentences help to make the exercise easier (see page 135).

C. Quiz (pre- task) Check the answers with Ss, Give the explanation to the difficulties.

B. 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 &Writing

I. Teaching Content

Warming-up, discussion (group work), and writing. II. Teaching Objects

After 6 periods exposure to language input, reading material, and language skills training on the topic “Career Planning”, Ss have been familiar with the relevant content, vocabulary and language expression on the same topic. Through this 2 periods, T are expected to organize some integrated activities to get Ss have an increase in the ability of language use. III. Teaching Design

1. Exchanging Experience in Learning English

Work in groups to exchange your experience in learning English, e.g. your success, failure, etc. and possible reasons.

2．Should Learners Aim to Speak English with a Native-Speaker Pronunciation? You’re to be divided into two groups and debate whether learners should aim to speak English with a native-speaker pronunciation. Try to find convincing points to support your arguments. 3. A Short Story about Helen Keller

Helen Keller was no longer able to see or hear after she was sick at the age of 19 months. Her world was totally dark and silent. Yet Helen Keller became a teacher, writer and lecturer. She was inside the hearts of millions of people.

How did this miracle happen? For the first six years and nine months of her life she was almost like a wild animal. Her father and mother could not control her. She screamed and kicked because she wanted other people to understand her. She wanted to communicate with them but there was no way. Finally Helen’s parents sent for a teacher. Her name was Anne Mansfield Sullivan. And Helen Keller’s education began.

Miss Sullivan had once been blind herself and she was an extremely gifted teacher. She constantly spelled out words in Helen’s hand. At first Helen didn’t understand the connection between words and things. But once she understood this connection she was eager to learn everything. She couldn’t see or hear so she

learned by touch and feeling. Helen also learned foreign languages: French, German, Latin and Greek. She learned to write and speak. Helen always wanted to do what other people did. She went to college and her teacher went with her and helped her graduate with honors.

Through her lectures and her writing Helen Keller reached millions of people. Her life is an inspiration to people everywhere. 4. Writing

Directions: For this part, you are allowed 30 minutes to write a composition on the

title “Family and Personal Development”. Your composition should be based on the following outline, and you should use each of the following sentences as the first sentence in each paragraph. Your composition should be no less than 100 words. Remember to write it clearly and neatly.

1.Family has a great influence on our personal development. 2.An ideal family should _________.

3.Since family plays a very important role in our life, ________. Sample Family and Personal Development

Family has a great influence on our personal development. If we are from a happy family, we tend to be cheerful and optimistic. If we are brought up in an unhappy family, we may grow up miserable and pessimistic. If we are not loved in our family, we may not learn to love others.

An ideal family should be a place where we can get warmth, help, comfort and strength. It should also be a source of laughter, as laughter is a good means to lessen the tension and pressure we all face every day. A family should be where we cultivate our self-confidence, which is crucial to our further development and to our mental health.

Since family plays a very important role in our life, it is up to every family member to contribute to the building of such an ideal family. We should be

considerate and understanding. We should love and show concern for each other. We should strive to establish a happy family. After all, if every family is happy, the whole society will be stable, and we can get full personal development as well.

Conclusion

The new words and reading material of this unit are a little bit difficult. The topic is unfamiliar to Ss, so Ss’ vocabulary on the topic is too limited to express their view freely. Ss can digest the key points and difficulties. Five language skills are covered, and Teaching aims are achieved. T helps Ss with the abilities 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 Ss’ team-working spirits