大学英语教案模板全英文

大学英语教案模板全英文
大学英语教案模板全英文篇一：大学英语教案经典模板
教案
Practical College English
新认知大学实用英语综合教程
教研室：公共课部教师姓名：freefishwang
大学英语教案模板全英文篇二：大学英语教案范本
全新版《大学英语》教案
课程名称：大学英语（一级）
专业：本校05普通本科
年级：2005
学年：2005-2006
学期：第一学期
任课教师：全新版《大学英语》板块任课教师
Course Schedule
Aims:
1. Developing Ss’ability of independent learning to be automatic learners.
2. Enhancing Ss’ability in using English: improving Ss’five micro-skills—listening,
speaking, reading, writing, translation —especially listening and
speaking so that they can communicate in spoken and written English.
Required course materials:
1. College English (Book 1)
—Integrated Curse, Listening and Speaking Course, Reading Course
Note: Reading Course book is used as Ss’self-access material. 2. One Dictionary:
Teaching and Learning:
1. Keep in mind that it is YOU who have to study to improve your English. If you do not study
by yourself, there is no use in coming to class. In other words, just listening to the teacher and other students in class does not help you improve your English.
2. Be well prepared when you come to class. It is of great importance for you to preview the
course materials before class according to the course schedule. If not, you’ll find it very difficult to follow the class.
3. Class participation is vital. You should actively join in pair work or group discussion and do
oral presentation before class.
4. It is important to turn in any assignments by the due date. If
you know that you have a
circumstance which will makes it impossible for you to turn in your assignment by the due date, you can and should come to consult with me about your problem beforehand.
5. Your essays should be done in a loose-leaf notebook so as to hand in your assignments by a
loose paper.
6. Since attendance/absence is part of evaluation, keep in mind that your absence will reduce
your evaluation.
Useful English Learning Resources:
Magazines: English Language Learning, College English, English Salon, English Weekly, The world of English, English Digest, Overseas English
Newspaper: 21st Century, China Daily
Websites: (英语比萨园地); (听力快车); (普特英语听力); (英文写作网); (旺旺英语); .cn (中国日报);(华盛顿邮报)
Unit 1 Writing For Myself
1. 教学目标及基本要求：
Objectives:
Students will be able to:
1) grasp the main idea (the essence of writing is to write what one enjoys writing) and structure of the text (narration in chronological sequence);
2) appreciate the narrative skills demonstrated in the text (selection of details, repetition and the use of synonyms.)
3) master the key language points and grammatical structures in the text;
4) conduct a series of reading, listening, speaking and writing activities related to the theme of the unit.
2. 教学内容及学时分配：
Time allotment:
1st period: pre-reading; text organization
nd2 period: while-reading
3 period: post-reading activities
4 period: reading practice
5th period: speaking
6 period: writing
3. 教学重点及难点：
Important language points in the text:
4. 教学内容的深化及拓宽：ththrd
Students conduct a series of reading, listening, speaking and writing practice to deepen their understanding of the points taught
in class.
5. 教学方式及在教学中应注意的问题：
A combination of traditional teaching methods with the communicative approach will be adopted. Special attention should be paid to classroom interaction. Give students time to adapt to the new teaching mode in the university that are quite different from the one they were used to in the middle school. More encouragement is needed and more guidance will be given to them in their extracurricular study.
6. 主要参考书目：
季佩英，吴晓真，2001，《全新版大学英语综合教程1－教师用书》。

上海：上海外语教育出版社。

柯彦玢，张砚秋，2002，《全新版大学英语阅读教程1－教师用书》。

上海：上海外语教育出版社。

朱万忠，2002，《大学英语阅读进阶1》。

重庆：重庆大学出版社。

7. 思考题和习题：
《全新版大学英语综合教程1》第一单元Text A后的所有习题。

阅读第一单元Text B，完成后面的相关练习。

《全新版大学英语阅读教程1》第一单元及相关练习。

《大学英语阅读进阶》第一单元及相关练习
Writing Assignment
1st Period:
Pre-reading Tasks:
1) Students listen to the recording and do the pre-reading task on page 2 of their book. (15 minutes)
2) Warm-up Questions (10 minutes)
Students are required to scan the text and answer the following questions:
a) Suppose you were the writer, would you enjoy writing “The Art of Eating Spaghetti /
noodles”? Why / Why not?
b) Why does the author enjoy writing this? In which paragraph lies the answer?
c) Look at the title and find out in which paragraph a similar phrase appears. Read this
paragraph and explain in your own words what the author means by saying “write for myself.”
3) Main idea and text organization (10 minutes)
Please go through the whole text within 3 minutes and circle all the time words, phrases and clauses, and then answer the following questions:
a) From which point on does the author start talking about his new experience?
b) Where does he stop writing about this new experience?
Do Text Organization Exercise on P. 9.
4) Text analysis (10 minutes)
Selection of details: the author is very good at selecting details to prove his point. But how? Please think about the following questions.
a) What details are selected to show “I’d been bored with everything associated with English
courses”?
b) What details are given to show that Mr. Fleagle was dull and rigid?
c) By which sentences does the author manage to give us the impression that his essay was
very good?
2nd Period
1) Text Analysis
Repetition: Please think about the following questions: (7 minutes)
a) How many “prim”or “primly”does the author use in para.2?
b) How many “I wanted”are there in para.5?
c) What’s the use of repetition?
Synonymous words & phrases: (8 minutes)
The author is also very good at avoiding repetition by employing synonymous words and phrases. Please look for synonyms of the
following words and phrases.
1) tedious 2) write3) anticipate4) prim 5) recall
6) recapture7) delight8) contempt 9) topic
2) Language points (30 minutes)
The teacher explains the following language points to the students: Off and on; take hold; bore; turn out (turn up; turn down; turn over; turn in; turn away); bore; anticipate; rigid; severe; tackle; face up to; scan; recall; violate; hold back; avoid; career; inspire; associate. (see the courseware of Unit 1) 3rd Period
Post-reading Tasks
1) Students are required to discuss the following questions in pairs: (15 minutes) According to Mr. Fleagle, what is the very essence of the essay?
What tense should you use to describe a memorable incident? 2) Translation: The teacher guides the students through the translation of the useful expressions in the CD ROM. (15 minutes) 3) Dictation: Studetns do the spot dictation task in the CD-ROM.
(15 minutes)
4 PeriodReading Practice:
1) Uncle Jim’s Wink at Life
Group discussion: What is a thesis? (5 minutes)
Pair Work: Students discuss the following questions in pairs: (15 minutes)
a) The author begins this story with a childhood experience. When Uncle Jim knew about his
lie, what did he say?
b) What did the boy do when he found Mrs. Jameson’s gloves?
c) What did he get for his honesty in returning the gloves to the right owner?
d) What did Uncle Jim tell about his baldhead?
e) How did Uncle Jim treat his friends?
f)
thWhat lesson did the boy learn from the bet?
大学英语教案模板全英文篇三：全英文英语教案模板
Lesson plan
NSEFC Module2 Unit Reading In Teacher:
Period：Period1 Type：Reading
Duration: 45minutes
Teaching ideology
The current theory view reading as a interactive process which involves not only the printed page but also the reader’s old knowledge of the language in general, the world and the text types. In the reading process, these factors interact with each other and
compensate for each other. Based on the understanding of reading as an interactive process, teaching reading in the classroom is divided into three stages in which the top-down and bottom-up techniques integrated to develop the students language efficiency in general and reading strategies. The three stages are pre-reading, while-reading and post-reading.
Teaching material and learning condition
The analysis of teaching material
The teaching material is the reading part from NSEFC Module2 Unit. The topic of this unit is . This passage mainly introduces The passage consists of paragraphs. The first paragraph is a general introduction of the . Para.2 to Para.4 introduces . The last paragraph tells about . The topic is not new to the Ss. But there is some new words and phases in the passage.
The analysis of learning condition
The students are from grade1 in senior high school. As high school students, they have achieved certain English level and they have the ability to get the basic idea of the reading. Since they are in grade1, they are easily activated and want to air their own opinions on the topic. They are familiar with the topic of and know some. But they may not know before. Moreover, their vocabulary is limited so they may have difficulties in understanding some sentences.
Learning objectives
1. Language skills
At the beginning of the class, Ss can predict the content of the passage based on the title. ? Ss can scan the passage and find out the specific information such as the person related with
Ss can summarize the passage with the help of the clues of the passage.
2. Language knowledge
? Ss can master the key words and phrases of the passage as follows, . ? Ss can learn , especially
3. Affects
? Ss will realize that and they will concern themselves with the issue of
4. Cultural awareness
Ss will broaden their minds by knowing something about
5. Learning strategies
Ss will cultivate their ability individual learning and cooperative learning by doing some
activities independently and some in groups.
Ss will communicate with each other in English while doing the group work.
Language difficulties
focuses and anticipated
Language focuses
This is a reading period so the focus is to cultivate the students’reading skills. The many activities are designed to help Ss to train their reading skills, such as predicting, skimming, scanning and summarizing.
It is also important for the Ss to master the new words and phrases.
Anticipated difficulties
As the Ss have a limited vocabulary, so they may have some difficulties in understanding the passage. So the teacher will help them learn the new words and phrases.
Ss may did not heard before, so the teacher will tell them some background knowledge about it.
Teaching method
Three-stage model: Based on the understanding of reading as an interactive process, teaching reading in the classroom is divided into three stages in which the top-down and bottom-up techniques integrated to develop the students language efficiency in general and reading strategies. The three stages are pre-reading, while-reading and post-reading.
Teaching aids
Multimedia devices and PPT documents: In order to help Ss to fully understand the whole passage, I adopt Multimedia devices and PPT documents to bring the real-life situation into the classroom. Teaching procedures
Step1. Lead-in (6min)
Activity1. Greetings and Free-talking (2min)
T Leads into the topic by asking Ss some they know. Ss tell the name of the they know freely.
T: Hello boys and girls. (Ss say hello to the teacher.)
T: When we say , what appears in your minds? (Ss tell the things appear in their minds freely.) T: What are the ? (Ss tell some names of .)
Activity2. Picture-talking (4min)
T shows some pictures about the in China and abroad. After seeing the pictures, Ss are expected to tell the similarities of them. T: Just now, you talk about some in China. Now, let’s see some pictures of some . (T shows the pictures and Ss see them carefully.) T: What do the have in common？For example, they are very precious. What are your opinions?
(T gives them some hints and Ss tell the characteristics of )
[Aims]
In this step, T first leads in the topic by talking with the Ss freely
about the which
is familiar to them and then Ss see some pictures and tell the characteristics. These two activit(本文来自： 教师联盟网:大学英语教案模板全英文)ies aim to arouse the Ss’interests in the topic and activate their old knowledge of . Then Ss will be mentally prepared for the reading comprehension. What’s more,
when they are talking about the charateristics of, they will realize that theare rare and precious and they will concern themselves with the issue of .
Step2. Pre-reading (3min)
Activity1. Knowing something about (1min)
T gives a brief introduction of the. Ss will know the T: Today, we are going to learn . It is . Do you know what is? (T shows some pictures ofand Ss get to know the .)
Activity2. Predicting (2min)
T asks Ss to read the title of the passage and then ask them some questions. Ss will predict the content of the passage with the help of the title.
T: please look at the title “”, what does “”mean?
(If the Ss can not give the answer, then T explain it.)
T: In search means that people are looking for it. Why are pe ople
looking for it? Can you guess? What will the passage talk about?
(Ss predict the content, but T will not give the answer here.)
[Aims]
In this step, the Ss first know some information of the ; the background information will make it easier for the Ss to understand the passage. Then T asks Ss to make predictions about the passage. It aims to help Ss develop the reading skills of predicting.
Step3. While-reading (22min)
Activity1. Skimming (4min)
Ss skim the whole passage and find out and check their predictions. T: Why are people still ? Here is a multiple choice for you.
Activity2. Scanning (3min)
T presents several true or false statements and asks the Ss to scan the passage and judge the right from the wrong.
(Keys: Ｆ，Ｆ，Ｔ，Ｔ，Ｆ)
Activity3 Close-reading (15min)
T designs various kinds of activities and Ss do the activities to fully understand the passage. Para.1
T: Please read Para.1 carefully and then take some note about the . Para.2-4
Please read Para.2-4 carefully and then find out the removal of the
room.
Please read Para.2-4 carefully and then find out the person related with the Amber Room and the things them down with it.
Para.5
Please read Para.5 carefully and then find out the the rebuilding of the amber room.。