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新视野3册unit5教案
大学英语2级课程教案
课次
1
课时
2
课型
理论课
教学内容：
Unit5SectionA:
GracefulHands（DetailedStudyofTextAandTextStructureAnalysis）
教学目标：
1.Studentsknowthebackgroundinformationaboutthetext.
2.Studentslearnhowtoanalyzethestructureofthewholetextandcertainparagraphs.
Studentsgraspnewwordsandphrasesinthetext.
教学重点：
1.Dividethewholetextintopartsandworkoutthegistofeachpart.
2.Trainstudents’oralEnglishduringtheirdiscussion.
教学难点；Graspthewritingpatternappliedincertainparagraphsofthetext
教学基本内容
方法及手段
I.Pre-readingactivities（25mins）
II.Textstructureanalysisandintroductionofthewritingpattern:
dominantimpressionsupportedbydetails（20mins）
III.ExplainnewwordsandphrasesinthepassageofSectionA（40mins）
IV.Assignments（5mins）
Groupdiscussion
Oralpractice
Explanation
作业、讨论题、思考题：
ReviewlanguagepointsinSectionAanddoexercisesonp125-133.
参考资料（含参考书、文献等）：
新视野大学英语读写教程第二册教师用书
教学反思：
Students’oralEnglishneedstobeimproved.
Students’languageusingabilityneedsmorepractice.
Session1（90mins）:
SectionAGracefulHands
I.Pre-readingactivities（20mins）
Step1Pre-readinglistening
Firstlistening:
Listentoapassageofawomantalkingaboutherdyingmother.
Secondlistening:
Listentothepassageagainandanswerthefollowingquestionsaccordingtowhatyouhear.
1.Whatdoesthespeakerwanttodoatthetimeofhermother’sdeath?
2.Whydidn’tthespeaker’sbrotherssayanythingwhiletheirsisterwastalking?
3.Whydoyouthinkthespeaker’smotherwantstodiewithoutthefamily’scompany?
Step2Comprehensionofthetext
Inordertocheckstudents’previewofthetext,questionsconcerningthetextareoffered.Studentaresupposedtoanswerthemasquicklyandpreciselyastheycan.
1.HowdoesthewriterknowthatMrs.Clarkwilldiethatnight?
FromMrs.Clark’smedicalchartandthereportshereceivedfromtheprecedingshift.
2.HowdoesthewriterdescribethesmellofMrs.Clark’sward?
Thesmellhitsthewriter’snoseandmakesherthinkofthesmellofdecay.
3.WhatisthelookofMrs.Clark’sskin?
Herskinisdarkyellowandhangsloosely.
4.WhydoesthewriterhearasshesitsbesideMrs.Clark’sbed?
Becausethereareneitherflowers,norpicturesofrainbowsandbutterfliesdrawnbychildren,norcards.
5.WhydidMrs.Clarksendherfamilyhomethatnight?
Becauseshedidn’twantthemtosufferfromtheexperienceofseeingherdie.
6.WhydidMrs.Clarkwantthewritertobewithherwhenshedied?
Shedidn’twanttodiealone.
7.WhatdoesthenewspaperreportonMrs.Clarkinferabouttheimportanceofherlife?
Whatkindofpersonwasshe?
Mrs.Clarkisnotafigure,likeMarieCurieorsomeothersofgreatcontributionstothesociety.Butsheisrememberedbythepeople.Shedidwhatshecouldinherlife.Sheshouldfeelproudofherselfasshedidnotwastetheyearsofherlife.
II.Textstructureanalysisandintroductionofthewritingpattern:
dominantimpressionsupportedbydetails.（25mins）
Step1Textstructureanalysis
Dividethetextintopartsandworkoutthegeneralideaofeachpart.
Thestorydealswithadoctor’sviewofaterminallyillgrandmotherasaterrible-lookingladywithgracefulhandsfromtheoutsetbutaconsiderateladywithgracefulheartandmindintheend.Thestorycanbedividedintosixparts.
PartI（Paras.1-4）:
Tellsussomethingaboutthepatientandthedoctor.
PartII（Paras.5）:
Thepatientisseriouslyill,tooweakforanything.
PartIII（Paras.6-7）:
Therealexchangebetweenthepatientandthedoctor.
PartIV（Para8）:
Thepatientdies.
PartV（Paras.9）:
ItisonlytwodaysafterMrs.Clark’sdeaththattheauthorcomestolearnmoreaboutherfromthenewspaper.
PartⅪ（Paras.10）:
Itleavesthereadersmuchspaceforfurtherthoughts.Mrs.Clarkisreallygraceful.
Step2Introductionofthewritingpattern:
dominantimpressionsupportedbydetails
Thedetaileddescriptionsarecenteredaroundtheconditionsof“theward”and“thepatient”aswellasaroundthehelpthedoctorgavetothepatient.Thisdeviceproducestheresultthatthereaderfeelstobeonthespotastheauthoris,andthatthewriter’smentalactivitiescanfindechoesinthereader.
Theconditionsoftheward:
Theonlylightinherroomiscomingfromapieceofmedicalequipment,whichisflashingitsredlightasifinwarning.
Thesmellhitsmynose,andIclosemyeyesasIrememberthesmellofdecayfrompastexperiences.Inmymouth,Ihaveasour,vinegartastecomingfromthepitofmystomach.
III.ExplainnewwordsandphrasesinthepassageofSectionA（40mins）
1.precedinga.comingorgoingbeforeintime,order在前的，在先的，前面的
Thepaintingsareadevelopmentofideassheexploredintheprecedingdecade.
这些画是她十年以来探索思想的发展。
precede:
v.
1）comeorgojustinfrontof处在前面，领先
Hecameintotheroomprecededbyasmalldog.
他走进房间，一只小狗走在他前面。
2）beearlierthan处在…之前，先于，在先
ThousandsofpeopletraveledtoAmericatoescapehardshipintheyearsthatimmediatelyprecededtheFirstWorldWar.
成千上万的人在第一次世界大战爆发之前的几年里来到美国，以逃离苦难。
2.decay:
n.thestateofgraduallygoingbad
Thisindustryhasbeenindecayforsometime.这一行业进入衰退期已有一段时间。
v.becomebad
Sugarcandecaytheteeth.糖会蛀蚀牙齿。
3.reachfor:
stretch（usuone’shand）soastotouchorhold（ususth）伸出手以摸到或够到
Theshopkeepersreachedforapacketoftea.店主伸手去拿一袋茶叶。
Ireachedforthelong,thinfingersthatarelyingonthechest.
我伸手去触摸那放在胸口的细长手指。
4.secure:
vt.1）holdsomethingfirmlyinplacebyfasteningit牢固的
Thelittleboatwassecuredtothedockwiththemooringrope.小船用泊绳固定在码头上。
2）makesomethingsafe
Theofficerinchargesecuredthecampagainstattack.负责的军官保卫了军营的安全。
a.safe安全的
Businessisgoodsohisjobissecure.由于生意很好，他的工作稳定。
3.feelfor:
searchwiththehandsthefeet,astick,etc摸索，寻找
Hefeltforhispocketforthekey.他在口袋里摸钥匙。
Blindedbythesoap,hehadtofeelforhisglasses.
他把肥皂弄得睁不开眼，只好用手摸索着找眼镜
6.goabout:
starttoworkat;setabout着手做，开始做
Howdoyougoaboutbuildingaboat?
你们是如何着手建造一只小船的？
7.providefor:
为可能的事作安排
1）makearrangementstodealwithsth.thatmighthappeninthefuture
Wedidnotprovideforsuchagreatincreaseinprices.
我们没有想到价格的增幅会这么大，所以没有充分的准备。
2）supportsomeonebygivingthemmoneyandthethingsthattheyneed
Thesepeoplehavesavedduringtheirwholelivestoprovidefortheiroldage.
这些人一生储蓄，以备养老用。
Hehasfivechildrenandawifetoprovidefor.
他要养活妻子和五个孩子
8.exceptfor:
apartfrom除…之外
Theclassroomwassilent,exceptforthebusyscratchingofpensonpaper.
教室里静悄悄的，只听见钢笔快速地在纸上书写的沙沙声。
Hiscompositionisgood,exceptforsomespellingmistakes.
他的这篇作文写得很好，只是有几处拼写错误。
9.interval:
n.1）aperiodbetweentwoeventsortimes,orthespacebetweentwopoints间隔，间距
There'softenalongintervalbetweenanauthorcompletingabookanditsappearingintheshops.
从作者完成一本书到这本书出现在书店里通常有很长一段间隔。
Tomorrowitwillbemostlycloudy,withafewsunnyintervals.
明天大部分时间是阴，有时转晴。
2）abriefperiodbetweenthepartsofperformance幕间休息，中场休息
Hescoredhisfirstgoalofthematchthreeminutesaftertheinterval.
中场休息才过3分钟，他就射入了他本场比赛的第一个进球。
Duringtheinterval,weweretakentothecoffeebar.
在幕间休息时，我们被领到咖啡厅。
10.privilegen.aspecialadvantagethatisgivenonlytoaparticularpersonorgroup特权，优惠
Thechildrenoftherichandpowerfulexperienceprivilegefrombirth.
有钱有势人家的孩子从出生起就受到特别对待。
Itwasaprivilegetoworkwithsuchagreatscientist.
能与如此伟大的科学家一起工作是一种荣幸。
IV.Assignments（5mins）
ReviewlanguagepointsinSectionAanddoexercisesonp125-133.
大学英语2级课程教案
课次
2
课时
2
课型
理论课
教学内容：
Unit5SectionBDecisionsoftheHeart（ReadingSkillsandDetailedStudyofTextB）
教学目标：
1.Studentsmasterreadingskills---understandingidiomaticexpressions.
2.StudentsgraspnewwordsandphrasesinthepassageofSectionB
教学重点：
1.Improvestudents’readingability.
2.Understandidiomaticexpressions.
教学难点:
Understandlonganddifficultsentences.
教学基本内容
方法及手段
I.Readingskills:
understandingidiomaticexpressions（25mins）
II.Detailedstudyofthetext.（60mins）
III.Assignments（5mins）
Task-basedteachingapproach
Explanation
作业、讨论题、思考题：
ReviewlanguagepointsinSectionBanddoexercisesonP142-143.
参考资料（含参考书、文献等）：
新视野大学英语读写教程第二册教师用书
教学反思：
Althoughthemeaningsofidiomaticexpressionscanbeverydifficulttoguessinapassage,studentsshouldmastersomereadingskillstoguesstheirmeanings,thusmorepracticeshouldbegiventostudents.
Session2（90mins）:
SectionBDecisionsoftheHeart
I.Readingskills:
understandingidiomaticexpressions
Themeaningofidiomaticexpressionscanbeveryhard—evenimpossible—toguess.Wordformationsindictionariesdon’talwayshelp,andcanevenfoolusentirely!
Idiomsgrowoutofeventsandusagewithinthespecificcultureandthatiswhylearningtheculturalbehaviorisasimportant—andmaybemoreimportantinsomeinstances—aslearningthewordsifwearetoachievetrulyeffectivecommunication.
Tounderstandidiomaticexpressionsinareadingpassage,onemustbegoodat:
1）searchingforcontextclues,
2）lookingatexamplesifthereareany,
3）findingexplanationsifthereareany,
4）locatingoppositeorsimilarexpressions.
Example1
Theyareicecold,andIquicklymovetothewristandfeelforthefaintpulse.（Para.4,PassageA）
feelfor:
trytofindsth.bytouch
Example2
WhenIamfinished,Ipullachairupbesidethebedtofaceherand,takingherfreehandbetweenmine,againnoticethelong,thinfingers.（Para.6,PassageA）
pullachairup:
moveachairforward
II.Detailedstudyofthetext.
1.makeoneselfunderstood:
makeone’smeaningcl
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