新视野大学英语第二册(第三版)教（学）案

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1、 . New Horizon College English BOOK 2(3rd Edition)Unit 1 An Impressive English Lesson课型 ： 理论课 理论、实践课 实践课 课时分配： 6 教学环境 ：多媒体教室 教学目标：After studying this unit, the students are expected to be able to: 1. understand the main idea and structure of Section A and Section B； 2. master the key language points

2、 and grammatical structures in the texts 3. talk about language teaching and learning and express their opinions about current way of teaching in an English class; 4. read with the skill finding key ideas in sentences; 5. write a composition with three main parts: introduction, body and conclusion.

3、Key Issues： 1. Vocabulary Tedious, absorbed, allergic, capture, condense, exceed, distinguish, distinctive, complimentary, complementary, proclaim, evidently, adequate, competent, adjust, beneficial 2. Skills Learn to read with the skill finding key ideas in sentences and write a composition with th

4、ree main parts: introduction, body and conclusion. Potential Problems and Difficulties To talk about language teaching and learning write a composition with three main parts: introduction, body and conclusion. To apply the phrases and patterns Methodology: A combination of traditional teaching metho

5、ds with the communicative approach will be adopted. Special attention should be paid to classroom interaction like questioning and answers. Small group works are always needed while discussing the questions and the difficult translation practice. More encouragement is needed and more guidance will b

6、e given in their extracurricular study. Teaching Aids: Visual aids, projector, stereo and microphone Group work and pair work Conduct of Tasks and Activities （师生互动方式Mode of Interaction; 学习策略Learning Strategies） Students-centered, Task-based teaching and learning Teaching ProceduresStep 1 Lead-in I.

7、Greeting and warming-up questions discussion. 1. What are the key factors that help people learn English as a foreign language? 2. Do you have any problem in English learning? 3. Do you think grammar is important in English learning? II. Listening and discussing. 1. Listening practice. 2. In your op

8、inion, what is the most effective way to learn English? III. Listening to a talk and answer questions on page 2 Step 2 Section A An Impressive English Lesson I. Cultural background American university education 1.What is Communicative Language Teaching? A type of teaching method; Develop the communi

9、cative 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 s

10、econdary 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 ques

11、tions; A co-communicator in the communicative activity. II. Language PointsWords 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

12、 most commonly used in the expression be/feel obliged. 1) be/feel 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) be/feel obliged to sb./sth. 指“对某人或某事心存感激”。 例如： Thank you very much, doctor. I am extremely obliged t

13、o you. 医生，非常您。对您，我深表感。 3. How 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

14、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 excitement/energy/hope/happiness/praise 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。

15、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 incapable to reference their ideas. The expression is usually followed by a

16、n 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 c

17、ontexts. For example: To describe something that youre not quite sure how to describe: That car is so cool, its like, whoa. To express surprise: Whoa! Its really amazing! To indicate a desire to end what someone is talking: Whoa, OK, thats enough. 6. And that was it. (Para. 4) Meaning: And that was

18、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

19、didnt 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。 Thats 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

20、大学教授。 2) distinctive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，小学生的校服上常戴有颇具特色的徽章。 3 )dist

21、inct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。 The photo you took in Hong Kong Cultural Centre is not distinct enough. 你在文化中心拍的那照片不够清晰。 She has a distinct pronunciation. 她的发音清楚。 There is a distinct smell of smoke in my room

22、. 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 quitedistinct 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，“

23、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。例如： They claim to have discovered a cure for the disease. 他们声称

24、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。 9.exposure是动词expose的名词形式，动词expose常用于短语be/get exposed to中，表示“接触；体验”。 例如： Some children are never exposed to classical mu

25、sic. 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 doesnt earn a large salary but it is adequate for his needs. 他挣钱不多，但也够用了。

26、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: advanced/proper 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 (sth./oneself )

27、 to sth.和adapt (sth./oneself ) 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

28、 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

29、adjust color on a TV 调整电视的色彩 adjust ones tie in a mirror 照镜子整理领带 adjust a telescope to ones 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

30、 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 Par

31、agraph 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. Useful expressions Practical Phrases 1. be/feel obliged to do sth. (因形势、法律、义务等等关系而)非做不可，迫使 2. fresh from 刚从来的；刚有经历的 3. distinguish betwe

32、en 区分；辨别 4. get/feel/be lost 迷惘；困惑；不知所措 5. look upon sb/sth. As 把某人/物看作 6. be equipped with sth. 以为装备；配备III. Functional Patterns and Functions & Usages 1.if sb/sth. do/is sth. , then perhaps 用于表述“在特定条件下可能发生的事情”。2. sb fail to do sth., while sb should do sth. 用于表述“实际情况与预期的反差”。 3. While sth./sb is/does

33、 , sb/sth. else is/dos 用于表述“人与人之间或事与事之间的反差”。Step Three Language application 45 minutes 1. Writing devices: Simile Simile is a figure of speech that compares two different things and the comparison is indicated by the word as or like. Examples: Learning grammar and a good vocabulary is just like driv

34、ing 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 l

35、ike 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 conclusio

36、n. 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

37、 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

38、 by using different words and structures. At the end of the conclusion, the writers 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 outli

39、ne 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 Conclusion: Im allergic to learning English grammar. More topics: Learning English through imitation / repetition

40、Learning English with / without grammar IV. Structure Analysis: Main idea of section A: this text is a narrative that talks about the authors personal experience in giving an effective English lesson to his son. He claims that students can learn better if they are properly taught. Part I (Paras. 1-5

41、) This part introduces the background of the story. It presents the thesis statement: Students unfairly bear the bulk of the criticism for these knowledge deficits because there is a sense that they should know better. Part II (Paras.6-13) This part contains two major sections to support the authors

42、 point of view. The first section claims that students should not be blamed for their language deficiency due to two major reasons:1) they are misled by the language environment;2) they are not learning the language adequately and efficiently in school. The second section elaborates the authors pers

43、onal opinion about the importance of grammar and vocabulary, by way of metaphors. Para. II (Para. 14-17) Toward the end, the author narrates another incident where his son unconsciously uttered a grammatically perfect sentence with a subjunctive mood and hes proud of his son. Step 3 Language points

44、Detailed study of the text 1. If I am the only parent who still corrects his childs 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) Meaning: My son is proba

45、bly right if there is no other parent like me who still corrects his childs mistake 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 doesnt seem to like. 2. She nodded three or four times searched

46、 the heavens for the right words, and then exclaimed, it was like, whoa! (para.3) Meaning : she nodded her head three or four times, tried to find the right words in her mind and then shouted with excitement it was like whoa! Meaning beyond words: Since the student was not quite sure how to exactly

47、describe her travel experience, the tone of the author is somewhat sarcastic. The author intended to send out the message that the student was incompetent regarding the selection of her English vocabulary. search somewhere for sth.: try to find sth. in some place 在某地方搜寻某物 The robber reached out and

48、searched the back pocket of my trousers for anything valuable. 那个盗贼伸手搜我裤子后面的口袋以寻找值钱的东西。 Note The heavens means the sky: here search the heavens for the right words implies the student tried hard to find suitable words to describe what she saw and experienced when traveling in Europe. 3.The civilizat

49、ion of Greece and the glory of Roman architecture were captured in 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 expres

50、s herself 。4. My student 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

51、Roman architecture. Meaning beyond words: The word exceed states explicitly that the authors worry about his students language inability was much more intense than her excitement. 5. Surely students should be able to distinguish between their/there/theyre on the distinctive difference between compli

52、mentary and complementary (para. 5) Meaning: Of course, students should be able to recognize and understand the differences between their/ there/theyre on the obvious difference between complimentary and complementary distinguish: recognize the differences between things 区别；辨别 A formal education wit

53、h emphasis on history literature and culture helps a person learn how to distinguish right from wrong着重于历史、文学和文化的正规教育能帮助一个人学习如何明辨是非。 distinguish between: recognize and understand the difference between two or more things or people区分；辨别 The ability to read in a critical way involves the ability to di

54、stinguish between facts and the writers opinions or interpretations.批判性阅读能力包括区分什么是事实，什么事作者自己的看法或解释能力。 distinctive: a. easy to recognize because of being different from other people or things of the same type与众不同的；特殊的；特别的 The distinctive design of a product provides a powerful competitive advantage o

55、ver other products. 一个独特的产品设计具有比其他产品更强有力的竞争优势。 6. For example signs in grocery stores point them to the stationary, even though the actual stationery - pads, albums and notebooks - are not items nailed down. (para. 6) Meaning: For example , signs of merchandise in grocery stores lead students to the

56、 stationary department selling stationery like pads =, albums and notebooks. However, these displayed stationery items are movable but not nailed down. Meaning beyond words: Taking the wrong spelled signs in grocery stores as an example, the author argues that it is not students fault. The verb phra

57、se nail down is cleverly used to describe the funny situation: movable stationery items are under the sign of unmovable stationary distinct spelling mistake between the two words. Here you are surrounded by great resource: interesting students from all over the country, a learned and caring faculty,

58、 a comprehensive library, great sports facilities, and student organizations covering every possible interest from the arts to science, to community service and so on. (para4) 7. Therefore, it doesnt make any sense to criticize our students (para. 6) Meaning: So, theres no good reason to criticize o

59、ur students. Which is unfair to them. 8. Moreover, the younger teachers themselves evidently have little knowledge of these vital structures of language because they also went without exposure to them. (para. 7) Meaning: In addition, the young teachers obviously know little about these important str

60、uctures of language since they also didnt have the chance to deal with them in their prior learning experiences. moreover: ad. (fml.) in addition-used to introduce information that adds to or supports what has previously been said 而且；再者；此外 Moreover, they become more concerned about their health as t

61、hey grow older. 此外，随着年龄的增长，他们更加关注自己的健康。9. The chance came when one day I was driving with my son. As we set out on our trip, he noticed a bird in jerky flight and said, Its flying so unsteady. (para . 8 ) Meaning: The opportunity to teach him English came when we were both on a car heading for our t

62、rip. On seeing a bird flying unsteadily, he commented that the bird was flying unsteady. jerk: n. C a sudden quick movement 猛的一动；猝然一动 The old bus started with a jerk, so the passengers shook a sudden. 那辆旧的公共汽车猛地一动，车上的乘客都突然摇晃了一下。 jerky: a. moving roughly with many starts and stops （在进行中）不平稳的，颠簸的 Afte

63、r the bus came to a jerky halt, the passengers got the hurriedly. 公共汽车颠簸着停下来以后，乘客们都匆忙下车了。 10. Curious about my correction he asked me what an adverb was. Slowly, I said, its a word that tells you something about a verb. It led to his asking me what a verb was. I explained, Verbs are action words; fo

64、r example, Dad drives the truck. Drive is the verb because its the thing dad is doing. (para. 9) Meaning: fascinated by my correction, he wondered what an adverb was. After he got the answer, he went on with the question of a verb. To explain vividly to him, I used the example of driving: an action I was doing. Mean