附件 1 :长春大菲海院The Tourism College of Changchun University《大学英语2》课程教案执笔人：大学英语A、B级课程组审核人（教研室主任签字）：2023年2月
附件 1：
课程类型新授课授课时间2022-2023-2考试授课对象22级AB班考核方式章节目录1. Unit 1Language in missionText AAn impressive English lesson2. Unit 2College The ladder to success?Text AThe humanities: Out of date?3. Unit 3Discovery of a new life stage?Text AJourney through the odyssey years4. Unit 4Dance with loveText ACollege sweethearts5. Unit 5The money gameText ASpend or save-The student's dilemma6. Unit 6 Less is moreText ADoor closer, are you?7. Unit 7 Women: Making a differenceText A Women at the management level
课程类型 新授课 授课时间 2022-2023-2 授课对象 22 级 AB 班 考核方式 考试 章节目录 1. Unit 1 Language in mission Text A An impressive English lesson 2. Unit 2 College — The ladder to success? Text A The humanities: Out of date? 3. Unit 3 Discovery of a new life stage? Text A Journey through the odyssey years 4. Unit 4 Dance with love Text A College sweethearts 5. Unit 5 The money game Text A Spend or save–The student’s dilemma 6. Unit 6 Less is more Text A Door closer, are you? 7. Unit 7 Women: Making a difference Text A Women at the management level
章节标题2Unit 1 Language in mission学时 （课题）I.TeachingContent教学内容1.《视听说教程》Unit1Life is a learning curve（30mins）2.《读写教程》Unit 1 Language in missionTextAAn impressive English lesson（60mins)II.TeachingAimsandDemands教学目标及要求1.Linguistic objectivesTo understand and use the words, phrases and grammatical structures in Para 1-42.Communicative objectivesTo be able to talk about how grammar and vocabulary can be taught efficientlyTo be able to talk about your learning experiences3.EducationalobjectivesTo realize the significance of studying languageIⅡII.TeachingAimsandDemands教学重点与难点1. To get deeper insights into the unit theme2. To apply the new words and phrases in Para 1-4 appropriatelyV.TeachingAids教具Blackboard;Multi-mediaV.TeachingApproaches教学方法1.Interaction2.Q&A3.Discussion in pair or in group4. Task-based language teaching methodVI.TeachingProcedure教学过程设计（90mins)Step1 Listening and speaking (30mins)Unit1Lifeis a learningcurve(视听说教程）Listening to the world: Sharing: Watch a podcast from the beginning to the end for itsgeneral idea. Complete the exercises on textbook.Step2Warm-up(10mins)
章节标题 （课题） Unit 1 Language in mission 学时 2 Ⅰ. Teaching Content 教学内容 1.《视听说教程》Unit 1 Life is a learning curve（30 mins） 2.《读写教程》Unit 1 Language in mission Text A An impressive English lesson（60 mins） Ⅱ. Teaching Aims and Demands 教学目标及要求 1. Linguistic objectives To understand and use the words, phrases and grammatical structures in Para 1-4 2. Communicative objectives To be able to talk about how grammar and vocabulary can be taught efficiently To be able to talk about your learning experiences 3. Educational objectives To realize the significance of studying language Ⅲ. Teaching Aims and Demands 教学重点与难点 1. To get deeper insights into the unit theme 2. To apply the new words and phrases in Para 1-4 appropriately Ⅳ. Teaching Aids 教具 Blackboard; Multi-media Ⅴ.Teaching Approaches 教学方法 1. Interaction 2. Q&A 3. Discussion in pair or in group 4. Task-based language teaching method Ⅵ.Teaching Procedure 教学过程设计 (90mins) Step1 Listening and speaking (30mins) Unit 1 Life is a learning curve(视听说教程) Listening to the world: Sharing: Watch a podcast from the beginning to the end for its general idea. Complete the exercises on textbook. Step 2 Warm-up (10mins)
I.Warming-up questions discussion about this unitLetthestudentstalkabouttheimportanceofstudyinglanguage(以新冠疫情线上教学为例阐述如何学习语言及其重要性)I.Ideological politicsDiscussion:Read the sentences from Paragraph 4 and get more information(1) And that was it. The civilization of Greece and the glory of Roman architecture werecaptured in a condensed non-statement. My student's “whoa!" was exceeded only by myhead-shaking distress.(Para.4)Would“the civilization of Greece"remind you of the ancient civilization of China 2,o00years ago?President Xi Jinping in his article Let Wisdom of Ancient Civilizations Shine Through theFuture illustrates the relationship between the two ancient civilizations.The followingparagraphs are chosen from this article.(2) Further reading:Great civilizations havemuch in common tooffereach otherMorethan2,oo0 years ago,ancientChinese andGreek civilizations shonebrightlyinAsia and Europe.Greek'sgolden era produced many of its great philosophers and literary giants. That coincidedwith a period in China when “a hundred schools of thought contended with each other"and flourished together.Nikos Kazantzakis, a giant of modern Greek literature who had visited China twice,commentedthatConfuciusandSocratesweretwomasksthatcoveredthesamefaceofhuman logic."Humanism, which traces its origin to the Sophists of ancient Greece,resonates with the Confucian teaching that “people are the roots of a country." One canalso find much similaritybetween the lifestyle and philosophy of Diogenes and Zhuangzi,a leading Daoist philosopher who lived around the 4th century BC in China.Great civilizations understand each otherbetter.As early as the4th centuryBC,Chinawasknown to theGreeks byabeautiful name:Serike.In the16thcentury,Euclid'sElementswasintroducedintoChina,pavingthewayfor scientific exchangesbetweenChina and the West.Thestory of Prometheus narratedbyAeschylus wasaninspirationtomany Chinese revolutionaries. The Republic by Plato and Politics by Aristotle are alsoamong those Greek classics that have long made names for themselves in China.GreatcivilizationsalwaysstandbyeachotherAfterthefoundingofthePeople'sRepublicof China in 1949, Greek shipowners were among the first to break through the blockadeand send much-needed supplies and equipment to New China. When Greece was plaguedby economic and debt woes a decade ago,Chinaprovided wholehearted assistancetohelpourGreekfriendsemergefromthehardtime《让古老文明的智慧照鉴未来》（习近平在希腊《每日报》上发表的署名文章）Step3Pre-reading(10mins)
Ⅰ. Warming-up questions discussion about this unit Let the students talk about the importance of studying language(以新冠疫情线上教学为 例阐述如何学习语言及其重要性) Ⅱ. Ideological politics Discussion: Read the sentences from Paragraph 4 and get more information. (1) And that was it. The civilization of Greece and the glory of Roman architecture were captured in a condensed non-statement. My student’s “whoa!” was exceeded only by my head-shaking distress.(Para. 4) Would “the civilization of Greece” remind you of the ancient civilization of China 2,000 years ago? President Xi Jinping in his article Let Wisdom of Ancient Civilizations Shine Through the Future illustrates the relationship between the two ancient civilizations. The following paragraphs are chosen from this article. (2) Further reading: Great civilizations have much in common to offer each other. More than 2,000 years ago, ancient Chinese and Greek civilizations shone brightly in Asia and Europe. Greek’s golden era produced many of its great philosophers and literary giants. That coincided with a period in China when “a hundred schools of thought contended with each other” and flourished together. Nikos Kazantzakis, a giant of modern Greek literature who had visited China twice, commented that “Confucius and Socrates were two masks that covered the same face of human logic.” Humanism, which traces its origin to the Sophists of ancient Greece, resonates with the Confucian teaching that “people are the roots of a country.” One can also find much similarity between the lifestyle and philosophy of Diogenes and Zhuangzi, a leading Daoist philosopher who lived around the 4th century BC in China. Great civilizations understand each other better. As early as the 4th century BC, China was known to the Greeks by a beautiful name: Sērikḗ. In the 16th century, Euclid's Elements was introduced into China, paving the way for scientific exchanges between China and the West. The story of Prometheus narrated by Aeschylus was an inspiration to many Chinese revolutionaries. The Republic by Plato and Politics by Aristotle are also among those Greek classics that have long made names for themselves in China. Great civilizations always stand by each other. After the founding of the People's Republic of China in 1949, Greek shipowners were among the first to break through the blockade and send much-needed supplies and equipment to New China. When Greece was plagued by economic and debt woes a decade ago, China provided wholehearted assistance to help our Greek friends emerge from the hard time. ——《让古老文明的智慧照鉴未来》（习近平在希腊《每日报》上发表的署名文章） Step 3 Pre-reading（10mins）
I.DiscussionQl: What are the key factors that help people learn English as a foreign language?Q2. Do you have any problem in English learning?Q3.Do you think grammar is important in English learning?I.Main structureRead the whole passage and divide the text into several partsStep 4While-reading (30mins)I.Structure analysisThe text can be divided into three parts:Part I (Para.1-5) This part introduces the background of the story. It presents the thesisstatement: Students unfairly bearthe bulk ofthe criticism for theseknowledgedeficits because there is a sensethat they should knowbetter.Part II (Para. 6-13) This part contains two major sections to support the author's point ofview.The first section claims that students should not be blamed for their languagedeficiency due to two major reasons:1) they are misled by the language environment, 2)they are not learming the language adequately and efficiently in school. The second sectionelaborates the author's personal opinion about the importance of grammar and vocabulary,by way of metaphors.Part III (Para. 14-17) Toward the end, the author narrates another incident where his sonunconsciouslyuttered agrammaticallyperfect sentence witha subjunctivemood andhe'sproud of his son.I. Introduction part (Para 1-5)Part I This part introduces the background of the story. It presents the thesis statement:Students unfairlybearthe bulk of the criticism fortheseknowledgedeficits because there is a sense that they should know better.II.Questions for understandingQ1: What does the son think of the father? (Para. 1)Q2: Why was the writer shocked by his student's answer? (Paras. 2-4)Q3: What conclusion did the writer draw from the example of his student? (Para. 5)IV.Vocabulary study1.oddity:n.[C]astrangeorunusualpersonorthing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. obligeThe word oblige is most commonly used in the expression be/feel obliged.1)be/feelobligedtodosth.指"感到有责任做某事”例如:Hefeltobligedtohelphismother,evenif itmeantleavingcollege.他觉得有责任
I. Discussion Q1: What are the key factors that help people learn English as a foreign language? Q2. Do you have any problem in English learning? Q3. Do you think grammar is important in English learning? Ⅱ. Main structure Read the whole passage and divide the text into several parts. Step 4 While-reading（30mins） Ⅰ. Structure analysis The text can be divided into three parts: Part I (Para.1-5) 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 (Para. 6-13) This part contains two major sections to support the author’s 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 author’s personal opinion about the importance of grammar and vocabulary, by way of metaphors. Part III (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 he’s proud of his son. Ⅱ. Introduction part (Para 1-5) Part I 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. Ⅲ. Questions for understanding Q1: What does the son think of the father? (Para. 1) Q2: Why was the writer shocked by his student’s answer? (Paras. 2-4) Q3：What conclusion did the writer draw from the example of his student? (Para. 5) Ⅳ. Vocabulary study 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 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