Reading makes a full man,

conference a ready man,

writing an exact man.

宋·杨万里《小池》:泉眼无声惜细流,树荫照水爱晴柔。小荷才露尖尖角,早有蜻蜓立上头。
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大学英语精读第二册各单元教学小结

发表时间:2021/2/4 19:44:05  浏览次数:395  
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教学内容
1. Intensive Reading: Unit 1 The Dinner Party
 
2. Viewing, Listening and Speaking: Unit 3 Every Jack has his Jill. 1


教学目的与要求 
1. To learn the new words and expressions 
2. To grasp the structures: …while…, verb (frighten, etc)… into doing …. 
3. To use word part clues for word meaning 
4. To combine sentences with coordinating conjunctions and conjunctive adverbs 
5. To get to know the countryIndiaand the cobra 
6. To identify people’s professions


教学重点与难点 
1. Reading skill: Using word part clues for word meaning 
2. Guided writing: Using conjunctions 
3. World knowledge: Getting a general knowledge ofIndiaand the cobra 
4. Listening: identifying people’s professions


教学过程与方法 
1. Intensive Reading (6 periods, each for each item listed below): 
a.  Useful Expressions and Warm-up Questions 
b.  Global Analysis 
c.  DetailedReading 
d.  Picture Talk and Word Family 
e.  Translation Practice and Reading Skill 
f.  Guided Writing and others 
2. Viewing, Listening and Speaking (3 periods): 
a.  Viewing and Listening 
3. Methods: Audio-lingual Method, Elicitation Method, Communicative Approach


课外作业 
1. Learning journal and plan 
2. Review and preview 
3. Recitation and retelling


参考书目 
[1] 东南大学外语系、上海乐吾数码有限公司制作.《大学英语精读》(第三版)第二册电子教案[CD].上海:上海教育出版社,2006 
[2] 东南大学外语系、中国科技大学软件学院制作.《大学英语精读》(第三版)第二册[CD].上海:上海教育出版社,2006 
[3] 外语教学与研究出版社等制作.《新视野大学英语视听说课程》第二册[CD].北京:北京外语音像出版社等,2004 
[4] 新理念大学英语网络教学系统(第三版)[OL] http://210.28.186.143:8000/NPELS  
[5] 新视野大学英语自主学习网络系统[OL] http://www.nhce.edu.cn 
[6] 徐钟主编.《新视野大学英语视听说课程》第二册(教师用书)[M].北京:外语教学与研究出版社,2004 
[7] 翟象俊主编.《大学英语精读》(第三版)第二册(教师用书)[M].上海:上海教育出版社,2006 
[8] 翟象俊主编.《大学英语精读》(第三版)第二册(学生用书)[M].上海:上海教育出版社,2006


教学小结 
1.  The text is a good example of narrative writing. As we are in the second year, we should draw more attention to writing skills and techniques rather than language points alone. 
2. Students have a heated discussion concerning what role a woman should take in her family and in the society and they all value the importance of equality between male and female. 
3.  Most students have already grasped most of the expressions introduced in this unit after learning it, and even could use them in similar situations although the case is not for everybody.


Unit 2 Lessons from Jefferson 
1.  Based on their own experience, every student have their own philosophical understanding of life and the world. They felt somewhat compelled to share their mottos and insightful statements with the class. 
2.  Students say they do learn something useful for their future from Jeffersonafter they have read this passage. This is more important than the acquisition of knowledge.


Unit 3 My First Job 
1.  Students actively participated in the discussion on what kind of job they would like to take in the future. After reading the text, they managed to clearly retell the general idea and analyze the structure. 
2. Though the new language items are not difficult for them to comprehend and they did very well in the related language tasks. 
3. In the group discussion on the theme of the text, however, many students thought that the author should not have discrimination against women, therefore the text is not properly chosen for college students to learn.


Unit 4 The Professor and the Yo-yo 
1.  Students are quite interested in the personality of Einstein’s as some of them argued that one’s personality determines one’s fate. From this unit, students not only learned some useful expressions, but more importantly, they learned something from the great scientist. 
2. When discussing aspects of Albert Einstein’s personality, some of them held that Einstein would have been more successful if he had been interested in putting his theory into practice.


Unit 5 The Villain in the Atmosphere 
1. Students are interested in answering the warm-up questions about the greenhouse effect, they are eager to share their knowledge with the teacher and other students. 
2. Students find it less difficult to learn and memorize the words and phrases in this unit, for many of them are not new at all to them, but quite a few students find it hard to understand and translate some of the difficult sentences correctly. 
3. Students find it a little difficult to analyze attributive clause.


Unit 6 The Making of a Surgeon 

1.  Students show great interest in group discussion of the warm up questions. Some of them can express their thoughts in comparatively good English. But some have difficulty doing so. 
2. Some students are actively involved in analyzing and explaining the text, while others are quite passive. 
3. Some students still have difficulty pronouncing the new words correctly. Some difficult sentences are hard for many students to understand, especially when they are asked to translate those sentences into Chinese.


Unit 7 Not on My Block
1.  Obviously some students have already grasped most of the expressions introduced in this unit after learning it, and even could use them in similar situations although the case is not for everybody.  
2.  Students are interested in such topics as how to be a policeman to deal with drug trade. Some give the similar answers: they will be a policeman or FBI to put down the increasing trend of drug deal. Some believe it is a really interesting thing and are on the making of it.


Unit 8 Honesty: Is It Going out of Style? 
1. Through dictation and retelling, most students have already grasped most of the expressions introduced in this unit after learning it, and even could use them in similar situations although the case is not for everybody. 
2.  Students are interested in such topics as how Lincoln was so honest that he return six and a quarter cents to the customer in spite of the weather condition. Some give the similar answers: they will be a man like Lincoln or Lei Feng. Some believe that they will not cheat anybody/anything from now on.



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