大学英语电子教案1
大学英语课本电子版教案
一、课题《大学英语》二、教学目的1. 知识与技能：通过本课学习，学生能够掌握课文中的重点词汇和句型，提高英语阅读理解能力。
2. 过程与方法：培养学生自主学习、合作学习和探究学习的能力，提高英语学习效率。
3. 情感态度与价值观：激发学生对英语学习的兴趣，培养学生积极向上的学习态度。
三、课型新授课四、课时2课时五、教学重点1. 课文中的重点词汇和句型。
2. 阅读理解技巧。
六、教学难点1. 课文中的复杂句型。
2. 阅读理解中的推理判断。
七、教学过程（一）导入新课1. 创设情境，激发兴趣。
教师通过播放一段与课文主题相关的视频或图片，引导学生思考。
2. 复习旧知识，为新知识学习做铺垫。
教师简要回顾上节课的内容，帮助学生巩固知识点。
（二）讲授新课1. 词汇讲解：教师讲解课文中的重点词汇，如：concentrate on、make progress、in the long run等，并引导学生进行例句练习。
2. 句型讲解：教师分析课文中的复杂句型，如：定语从句、状语从句等，并指导学生进行仿写练习。
3. 阅读理解：教师带领学生分析课文，引导学生运用阅读理解技巧，如：略读、寻读、精读等，提高阅读速度和理解能力。
（三）巩固练习1. 词汇练习：教师设计一些与课文内容相关的词汇练习，如：填空、选择题等，帮助学生巩固所学词汇。
2. 句型练习：教师设计一些与课文内容相关的句型练习，如：改写句子、翻译句子等，帮助学生巩固所学句型。
3. 阅读理解练习：教师设计一些与课文内容相关的阅读理解练习，如：判断正误、回答问题等，提高学生的阅读理解能力。
（四）归纳小结1. 教师对本节课所学内容进行总结，强调重点和难点。
2. 学生分享学习心得，提出自己的疑问。
（五）作业布置1. 复习课文，掌握重点词汇和句型。
2. 预习下一节课的内容。
八、板书设计《大学英语》一、重点词汇1. concentrate on2. make progress3. in the long run二、重点句型1. The more you practice, the better you will become.2. It is important to keep a positive attitude towards learning.三、阅读理解技巧1. 略读2. 寻读3. 精读九、教具1. 电脑2. 投影仪3. 课件4. 练习题通过本节课的学习，学生能够掌握《大学英语》课本中的重点词汇和句型，提高英语阅读理解能力，为今后的英语学习打下坚实的基础。
新起点大学英语电子教案
一、课题新起点大学英语 Unit 1 Section A: Getting to Know You二、教学目的1. 理解课文A和课文B的文章大意，学习如何介绍自己和了解他人。
2. 培养学生听说能力，提高学生口语表达水平。
3. 培养学生自主学习能力，提高学生英语学习的兴趣。
三、课型新授课四、课时1课时五、教学重点1. 介绍自己和了解他人的常用表达方式。
2. 培养学生的听说能力。
六、教学难点1. 学生在介绍自己和了解他人时，如何运用恰当的词汇和句型。
2. 学生在口语表达时，如何做到流畅、自然。
七、教学过程（一）导入新课1. 教师播放一段关于自我介绍的英文视频，引导学生思考如何用英语进行自我介绍。
2. 学生分组讨论，分享自己的自我介绍经验。
（二）讲授新课1. 教师讲解介绍自己和了解他人的常用表达方式，如：- Hello, my name is ...- I come from ...- I'm a student at ...- I'm interested in ...- What about you?- I'm from ...- I study ...- I like ...2. 教师引导学生进行角色扮演，模拟介绍自己和了解他人的场景。
（三）巩固练习1. 学生分组进行自我介绍，其他同学提问，了解对方的个人信息。
2. 教师组织学生进行小组讨论，分享自己学到的介绍自己和了解他人的表达方式。
（四）归纳小结1. 教师总结本节课的重点内容，强调介绍自己和了解他人的常用表达方式。
2. 学生分享自己的学习心得，总结自己在本节课中的收获。
（五）作业布置1. 学生课后练习自我介绍，并用英语写一篇关于自己的短文。
2. 学生预习下一节课的内容，为下一节课做好充分准备。
八、板书设计1. 介绍自己和了解他人的常用表达方式2. 学生自我介绍示例3. 小组讨论成果展示九、教具1. 投影仪2. 白板3. 录音笔4. 学生自我介绍视频通过本节课的学习，学生能够掌握介绍自己和了解他人的常用表达方式，提高口语表达能力，为今后的英语学习打下坚实基础。
新时代明德大学英语电子教案Book1-Unit2
新时代明德大学英语电子教案Book1-Unit2一、教学目标1.掌握本单元的词汇和短语2.学会描述人的外貌和个性特点3.能够用英语描述自己和他人的爱好和兴趣4.培养学生的听说能力，提升学生的综合语言运用能力二、教学重点1.单词和短语的记忆和运用2.描述人的外貌和个性特点3.描述兴趣和爱好的句型和词汇的运用4.综合语言运用能力的提升三、教学准备1.多媒体设备2.学生用书和教师用书3.教学PPT和课件4.视频或录音材料四、教学过程1. 导入环节•引入单元主题和教学目标，激发学生对学习英语的兴趣。
2. 导入词汇•使用图片和单词卡片等教具，呈现本单元的词汇和短语。
•进行师生互动，让学生根据图片或描述猜测单词的意思。
•引导学生记忆并掌握新单词。
3. 学习语法和句型•引入描述人的外貌和个性特点的句型和词汇。
•通过示范和练习，让学生掌握用英语描述人的外貌和个性特点的方式。
4. 听力实践•播放与本单元相关的听力材料，让学生通过听力练习来提高他们的听力理解和语音流畅度。
5. 口语练习•采用小组讨论、角色扮演、对话等方式，让学生在情景中运用语言进行口语练习。
•引导学生使用所学的句型和词汇来自由表达自己的兴趣和爱好。
6. 阅读理解•配发阅读材料，让学生阅读理解，并进行问题回答。
•教师引导学生在阅读中理解并运用所学的词汇和句型。
7. 拓展练习•提供一些拓展练习，让学生更加熟练地使用所学的词汇和句型。
•开展听力和口语练习，提高学生的语言运用能力。
8. 总结和作业布置•总结本节课所学的知识点，强化学生的记忆。
•布置课后作业，要求学生复习和掌握本单元的重点知识，并进行相关练习。
五、板书设计Unit 2: Describing People- Words and phrases:- appearance, personality, hobby, interest- tall, short, thin, heavy, friendly, outgoing, funny- love, like, enjoy, hate, dislike, prefer- Sentence patterns:- He/She is tall/short/thin/heavy.- He/She is friendly/outgoing/funny.- What's your hobby/interest?- I love/like/enjoy/hate/dislike/prefer...六、教学评估1.学生的单词和短语的记忆情况。
大学英语精读电子教案第一册
课程名称：大学英语精读课程目标：1. 掌握：学生能够熟练掌握课文中的关键词汇、短语以及一些有用的句型。
2. 熟悉：学生能够理解课文的整体结构和段落布局。
3. 了解：学生能够了解英语学习的一些基本策略和方法。
教学内容：本册教材共包含十个单元，每个单元围绕一个主题展开，旨在帮助学生提高英语阅读理解能力，拓展知识面，并培养良好的英语学习习惯。
教学重点与难点：1. 重点：关键词汇、短语、句型以及课文主旨大意。
2. 难点：复杂句型的理解与翻译，以及跨文化背景知识的掌握。
课时安排：每单元6学时，共计60学时。
教学进程和时间分配：第一单元：Unit 1 Some Strategies for Learning EnglishStep 1：导入（10分钟）- 教师简要介绍英语作为国际语言的地位和发展趋势。
- 引导学生思考英语学习的重要性以及学习策略。
Step 2：课文阅读（20分钟）- 学生快速阅读课文，了解文章大意。
- 教师讲解课文中的关键词汇、短语和句型。
Step 3：课堂活动（20分钟）- 学生进行小组讨论，分享自己对文章的理解和感悟。
- 教师组织学生进行角色扮演，提高学生的口语表达能力。
Step 4：总结与作业布置（10分钟）- 教师总结本节课的重点内容。
- 布置课后作业，包括课文翻译、词汇练习和阅读理解。
第二单元：Unit 2 My First JobStep 1：导入（10分钟）- 教师简要介绍职业选择的重要性以及求职技巧。
- 引导学生思考自己的职业规划。
Step 2：课文阅读（20分钟）- 学生快速阅读课文，了解作者的第一份工作经历。
- 教师讲解课文中的关键词汇、短语和句型。
Step 3：课堂活动（20分钟）- 学生进行小组讨论，分享自己的求职经历。
- 教师组织学生进行模拟面试，提高学生的面试技巧。
Step 4：总结与作业布置（10分钟）- 教师总结本节课的重点内容。
- 布置课后作业，包括课文翻译、词汇练习和阅读理解。
新时代明德大学英语电子教案Book1-Unit2
新时代明德大学英语电子教案Book1-Unit21. 教学目标本单元的教学目标如下： - 学习并掌握有关人物描述的词汇和句型。
- 能够描述和询问人物的外貌特征。
- 能够用描述人物的词汇和句型写一段短文。
2. 教学准备为了顺利进行本节课的教学活动，以下是您需要准备的材料: - PowerPoint幻灯片展示（包括人物图片和描述） - 白板和马克笔3. 教学活动3.1 引入在教学开始前，引入学生对人物描述的话题。
可以使用一张图片展示一个人物，并鼓励学生来描述他/她的外貌特征。
3.2 新词汇学习首先，教授与人物描述相关的词汇，如：高，矮，漂亮，帅等。
通过展示图片和配合口头解释来帮助学生理解这些词汇的含义。
3.3 句型讲解接下来，讲解有关人物描述的句型。
例如： - What does he/she look like?（他/她看起来怎么样？） - He/She istall/short.（他/她个子高/矮。
） - He/She isbeautiful/handsome.（他/她漂亮/帅气）等。
通过示范和操练，让学生熟悉并掌握这些句型的用法。
3.4 练习活动让学生分组进行练习活动。
每个小组成员轮流描述一个人物，并让其他组员猜测是谁。
鼓励学生使用刚学到的句型和词汇。
3.5 个人写作引导学生写一段关于自己或其他人的人物描述短文。
鼓励他们使用句型和词汇进行描述，并注意语法和拼写的正确性。
3.6 分享和讨论鼓励学生互相分享他们的写作，并进行讨论。
在讨论中，教师可以提出一些问题，如：你觉得这个人物如何？你还有其他人物描述的句子吗？等等。
4. 总结和评估在本节课结束前，教师可以进行一次总结和评估。
可以检查学生是否掌握了新的词汇和句型，并是否能够运用到写作中。
5. 扩展活动如果时间允许，可以进行以下扩展活动： - 角色扮演：让学生在对话中使用人物描述的句型和词汇。
- 词汇游戏：组织一个词汇游戏，让学生复习和巩固所学词汇。
大学明德英语电子教案
教学目标：1. 帮助学生掌握本单元的基本词汇和语法结构。
2. 提高学生的听说读写能力，尤其是阅读和写作能力。
3. 培养学生对文化差异的敏感性，增强跨文化交流的意识。
教学对象：大学英语基础阶段学生教学时间： 2课时教学准备：1. 新时代明德大学英语Book 1教材2. 电子教案PPT3. 多媒体设备4. 白板或投影仪教学过程：第一课时一、导入（5分钟）1. 教师简要介绍本单元的主题：个人责任与社会责任。
2. 通过提问或讨论，引导学生思考个人责任与社会责任的关系。
二、新课导入（10分钟）1. 教师展示PPT，展示本单元的词汇和语法结构。
2. 引导学生朗读并跟读，帮助学生熟悉语音和语调。
三、词汇学习（15分钟）1. 教师讲解本单元的生词和短语，如：responsible, duty, commitment, responsibility, etc.2. 学生跟读并拼写生词。
3. 教师布置词汇练习，如：填空、翻译等。
四、语法学习（10分钟）1. 教师讲解本单元的语法点：现在进行时。
2. 学生跟读并造句。
3. 教师布置语法练习，如：完成句子、改错等。
五、阅读理解（15分钟）1. 教师引导学生阅读课文，理解文章大意。
2. 学生回答问题，检查阅读效果。
3. 教师总结文章主题，讲解文化背景。
六、课堂小结（5分钟）1. 教师总结本节课的重点内容，如：词汇、语法、阅读理解等。
2. 学生回顾所学内容，提出疑问。
第二课时一、复习（10分钟）1. 教师带领学生复习上一节课的生词、语法和阅读理解内容。
2. 学生回答问题，巩固所学知识。
二、写作练习（20分钟）1. 教师布置写作任务：以“个人责任与社会责任”为主题，写一篇短文。
2. 学生分组讨论，构思文章结构。
3. 学生完成写作，教师批改。
三、课堂小结（5分钟）1. 教师总结本节课的重点内容，如：写作技巧、文化差异等。
2. 学生回顾所学内容，提出疑问。
四、作业布置1. 复习本单元的生词和语法。
新通用大学英语电子教案
课程名称：新通用大学英语课时： 2课时班级：英语专业1班专业：英语教师：张老师系部：外国语学院教研室：英语教研室教材：《新通用大学英语》第二版教学目标：1. 培养学生的英语听说读写能力，提高学生的英语综合运用能力。
2. 帮助学生了解英语国家的文化背景，拓展国际视野。
3. 培养学生的自主学习能力和团队合作精神。
教学重点：1. 词汇和语法知识的掌握。
2. 听力、口语、阅读和写作技能的训练。
3. 英语国家文化背景知识的了解。
教学难点：1. 词汇的记忆和运用。
2. 口语表达的流畅性和准确性。
3. 写作技巧的提高。
教学过程：第一课时一、导入新课（5分钟）1. 老师简要介绍本课的学习目标和内容。
2. 引导学生回忆上一节课所学内容，进行复习。
二、听力训练（20分钟）1. 播放听力材料，让学生听后回答问题。
2. 老师解析听力材料，讲解重点词汇和语法。
三、口语练习（20分钟）1. 学生分组进行口语练习，讨论听力材料中的话题。
2. 老师巡视指导，纠正发音和语法错误。
四、阅读理解（20分钟）1. 学生阅读课文，回答问题。
2. 老师讲解课文内容，分析文章结构和写作技巧。
五、写作练习（20分钟）1. 学生根据课文内容，完成写作练习。
2. 老师点评学生的写作，指导写作技巧。
第二课时一、复习上节课内容（5分钟）1. 老师提问学生上节课所学内容，检查学生的学习效果。
2. 学生回答问题，巩固所学知识。
二、词汇学习（20分钟）1. 老师讲解本课重点词汇，带领学生进行词汇练习。
2. 学生通过游戏、竞赛等形式，巩固词汇记忆。
三、语法讲解（20分钟）1. 老师讲解本课重点语法知识，结合例句进行讲解。
2. 学生进行语法练习，巩固所学知识。
四、口语练习（20分钟）1. 学生进行角色扮演，练习本课所学话题的口语表达。
2. 老师巡视指导，纠正发音和语法错误。
五、总结与布置作业（5分钟）1. 老师对本课内容进行总结，强调重点和难点。
2. 布置课后作业，巩固所学知识。
新时代明德大学英语教案电子教案
课时：2课时教学目标：1. 知识目标：学生能够掌握与家庭和爱情相关的词汇和表达方式，理解文章主旨。
2. 能力目标：学生能够运用所学词汇和表达方式，进行简单的口语交流，表达对家庭和爱情的看法。
3. 情感目标：通过学习，学生能够认识到家庭和爱情在人生中的重要性，培养关爱家人和珍惜爱情的态度。
教学重点：1. 掌握与家庭和爱情相关的词汇和表达方式。
2. 理解文章主旨，分析家庭和爱情在不同文化背景下的表现。
教学难点：1. 学会运用所学词汇和表达方式，进行口语交流。
2. 深入理解家庭和爱情在不同文化背景下的差异。
教学准备：1. PPT课件2. 课堂练习册3. 家庭和爱情相关的图片和视频资料教学过程：第一课时一、导入1. 教师展示家庭和爱情的图片，引导学生讨论家庭和爱情的意义。
2. 学生分享自己对家庭和爱情的理解。
二、新课导入1. 教师播放一段关于家庭和爱情的视频，引导学生思考家庭和爱情在人生中的重要性。
2. 学生总结视频内容，并用自己的语言表达对家庭和爱情的看法。
三、词汇教学1. 教师讲解与家庭和爱情相关的词汇，如：family, love, marriage, children, parents, husband, wife等。
2. 学生跟读并模仿教师，加深对词汇的记忆。
四、阅读理解1. 学生阅读课文，理解文章主旨。
2. 教师提问，检查学生对文章的理解。
五、课堂练习1. 学生完成课堂练习册上的相关练习。
2. 教师巡视指导，解答学生疑问。
第二课时一、复习导入1. 教师提问，检查学生对上一节课所学内容的掌握情况。
2. 学生分享自己对家庭和爱情的看法。
二、口语练习1. 学生运用所学词汇和表达方式，进行口语交流，谈论家庭和爱情。
2. 教师指导学生，纠正发音和语法错误。
三、小组讨论1. 将学生分成小组，讨论以下问题：a. 家庭和爱情在你生活中扮演着怎样的角色？b. 如何在忙碌的生活中，保持对家人的关爱？c. 如何在爱情中保持忠诚和信任？2. 各小组派代表分享讨论结果。
《新视野大学英语》电子教案
《新视野大学英语》电子教案第一章：课程介绍1.1 课程目标本课程旨在通过学习《新视野大学英语》教材，提高学生的英语听、说、读、写综合能力，使他们在大学英语四级考试中取得优异成绩。
1.2 教材简介《新视野大学英语》是一套专为大学英语教学编写的教材，包括Textbook、Workbook和Listening & Speaking等部分，内容丰富，难度适中，适合大学一年级学生使用。
1.3 教学方法本课程采用任务型教学法，通过小组讨论、角色扮演、演讲等形式，激发学生的学习兴趣，提高他们的语言运用能力。
1.4 评价方式课程结束后，将进行期末考试，包括听力、阅读、写作和口语四个部分，占总评分的70%。
平时成绩占总评分的30%，包括课堂表现、作业完成情况等。
第二章：Unit 1 Textbook学习2.1 教学内容学习Textbook第一单元的课文内容，了解文章的主旨大意，掌握重点词汇和短语，培养正确的阅读技巧。
2.2 教学目标学生能够听懂、读懂并会使用本单元的重点词汇和短语；能够用自己的话复述课文内容；能够运用本单元所学知识进行日常交流。
2.3 教学步骤Step 1：课前预习学生提前预习课文，查阅生词，了解课文大意。
Step 2：课堂讲解教师讲解课文内容，重点讲解生词和短语，引导学生理解文章深层含义。
Step 3：课后练习学生完成课后练习，巩固所学知识。
第三章：Unit 2 Workbook练习3.1 教学内容完成Workbook第二单元的练习题，提高学生的语法和词汇运用能力。
3.2 教学目标学生能够正确运用本单元所学的语法和词汇，提高写作和口语表达能力。
3.3 教学步骤Step 1：课堂讲解教师讲解练习题，引导学生掌握正确的学习方法。
Step 2：小组讨论学生分组讨论练习题，共同解决问题。
Step 3：课后作业学生完成课后作业，巩固所学知识。
第四章：Unit 3 Listening & Speaking学习4.1 教学内容学习Listening & Speaking第三单元的内容，提高学生的听力水平和口语表达能力。
大学体验英语基础教程电子教案
大学体验英语基础教程电子教案第一章：课程简介1.1 课程目标本课程旨在通过听、说、读、写四项基本技能的训练，提高学生的英语综合应用能力，使他们在日常生活和一般社交场合能够熟练使用英语进行交流。
1.2 教学内容本章主要介绍课程的目标、内容、教学方法、评价方式等。
1.3 教学方法采用任务型教学法，以学生为主体，教师为指导，通过互动、合作、探究等方式进行教学。
1.4 教学评价采用形成性评价和终结性评价相结合的方式，全面评估学生的学习成果。
第二章：语音知识2.1 音标介绍介绍国际音标的基本知识，包括音素的分类、音标符号等。
2.2 发音规则讲解英语发音的基本规则，包括元音、辅音的发音方法及其组合。
2.3 语音练习通过听、说、读、写的练习，帮助学生掌握音标和发音规则。
2.4 语音测试进行语音测试，检查学生对音标和发音规则的掌握情况。
第三章：词汇与短语3.1 词汇分类介绍名词、动词、形容词、副词等基本词性的用法。
3.2 短语辨析讲解短语的构成、用法和搭配，包括固定搭配和常用短语。
3.3 词汇与短语练习通过练习题，帮助学生巩固词汇和短语的用法。
3.4 词汇与短语测试进行词汇和短语测试，评估学生对词汇和短语的掌握程度。
第四章：语法知识4.1 基本句型介绍简单句、复合句和复杂句的基本结构。
4.2 时态与语态讲解英语动词的时态和语态，包括一般现在时、一般过去时、一般将来时、被动语态等。
4.3 语法练习通过练习题，帮助学生掌握语法知识。
4.4 语法测试进行语法测试，检查学生对语法知识的掌握情况。
第五章：听力理解5.1 听力技巧介绍听力技巧，包括预测、关键词定位、信息整合等。
5.2 听力练习播放英语听力材料，学生进行听力练习。
5.3 听力测试进行听力测试，评估学生的听力理解能力。
第六章：口语表达6.1 口语技巧介绍口语表达的基本技巧，包括语音语调、节奏、停顿等。
6.2 情景对话通过不同场景的对话练习，提高学生的口语表达能力。
全新版大学英语1电子教案
课程名称：大学英语综合教程1授课时间：第1课时教学目标：1. 让学生掌握本课的基本词汇和语法知识。
2. 培养学生的阅读理解能力、听说能力和写作能力。
3. 培养学生的跨文化交际意识。
教学内容：1. 词汇：掌握本课出现的生词和短语。
2. 语法：复习和巩固一般现在时、一般过去时、一般将来时等时态。
3. 阅读理解：通过阅读短文，提高学生的阅读速度和理解能力。
4. 听力理解：通过听力练习，提高学生的听力水平。
5. 口语表达：通过课堂讨论和角色扮演，提高学生的口语表达能力。
6. 写作：完成一篇与课文主题相关的短文。
教学过程：一、导入新课1. 通过提问学生关于英语学习的看法，激发学生的学习兴趣。
2. 引导学生回顾上一节课所学内容，为新课做好铺垫。
二、词汇教学1. 展示本课生词和短语，让学生自主朗读并解释其意思。
2. 通过例句和游戏，让学生熟练运用本课词汇。
三、语法教学1. 复习和巩固一般现在时、一般过去时、一般将来时等时态。
2. 通过例句和练习，让学生掌握时态的正确运用。
四、阅读理解1. 让学生阅读短文，并回答问题，检验学生的阅读理解能力。
2. 引导学生分析短文的结构和写作手法。
五、听力理解1. 播放听力材料，让学生听并回答问题。
2. 分析听力材料，提高学生的听力水平。
六、口语表达1. 通过课堂讨论，让学生发表自己的观点。
2. 通过角色扮演，提高学生的口语表达能力。
七、写作1. 分析写作要求，让学生明确写作方向。
2. 通过小组讨论，让学生互相交流写作思路。
3. 指导学生完成短文写作。
八、归纳小结1. 总结本课所学内容，帮助学生巩固知识。
2. 引导学生思考如何将所学知识应用到实际生活中。
九、作业布置1. 完成本课的课后练习。
2. 预习下一节课的内容。
教学评价：1. 通过课堂提问、练习和作业，评价学生的学习效果。
2. 关注学生的口语表达和写作能力，给予及时指导和反馈。
教学反思：1. 根据学生的学习情况，调整教学策略，提高教学效果。
新视野大学英语1 电子教案U1B1(精编文档).doc
学
组
织
教学内容
教学过程设计及时间分配
I. Greet and introduction
II. Text-related information.
III. Text A
IV．Skills development
1. Reading skills
2. Translation skills
3. Writing Practice
If sb. could give sb. else only one piece of advice about…, it would be this:
Do sth.!用于表达“某人认定的最为重要的建议”
… A wonderful example of this is sb. who…/ sth. that…用于列举“最典型的事例”
3.Detailed study of the text
教学
难点
1.Understanding of the text.
2.Skills training
nguage application
教学
手段
Explanation, Practice, Group Work, Oral discussion
•A student’s high school course of study;
•High school Grade Point Average (GPA);
•Participation in extracurricular activities;
•SAT or ACT exam scores, a written essay;
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承德石油高等专科学校 教案首页
北京科技大学外国语学院电子教案
课程名称：大学英语（一）授课班级：2023级英语专业1班授课教师：张华授课时间：2023年9月15日授课地点：北京科技大学外国语学院教学楼302教室教学目标：1. 知识目标：掌握本节课的核心词汇和短语，了解相关背景知识，提高阅读理解能力。
2. 能力目标：培养学生运用英语进行口头表达和书面表达的能力，提高学生的英语听说读写综合运用能力。
3. 情感目标：激发学生学习英语的兴趣，增强学生的自信心，培养学生良好的学习习惯。
教学内容：1. 课文阅读：《A Journey of a Thousand Miles Begins with a Single Step》2. 词汇学习：单词、短语、句型3. 写作训练：根据课文内容，写一篇100-120词的短文。
教学过程：一、导入1. 复习上节课所学内容，检查学生的掌握情况。
2. 引导学生思考：如何实现自己的人生目标？二、课文阅读1. 预习课文，了解文章大意。
2. 朗读课文，注意语音、语调。
3. 分析课文结构，总结文章主旨。
三、词汇学习1. 介绍课文中的重点词汇，如：journey, step, dream, courage等。
2. 结合课文，讲解词组的用法和搭配。
3. 学生跟读并模仿例句。
四、写作训练1. 指导学生根据课文内容，写一篇关于实现人生目标的短文。
2. 学生写作，教师巡视指导。
3. 学生互评，教师点评。
五、课堂小结1. 回顾本节课所学内容，强调重点。
2. 布置课后作业：预习下节课课文，完成写作练习。
教学反思：1. 本节课通过课文阅读、词汇学习和写作训练，提高了学生的英语听说读写综合运用能力。
2. 在教学过程中，注重激发学生的学习兴趣，培养学生良好的学习习惯。
3. 在今后的教学中，要关注学生的个体差异，因材施教，提高教学质量。
教学资源：1. 课文：《A Journey of a Thousand Miles Begins with a Single Step》2. 词汇表3. 写作指导教学评价：1. 课堂参与度：观察学生在课堂上的表现，如：发言、提问、回答问题等。
新视野大学英语1第三版电子教案
OpeningpartofthewelespeechAdviceConcludingpartc. Summary of the textLanguage focusPledge to do sth. : China and the United states pledge to boost cooperation and exchange to ensure a better future for China-US ties. Make the most of sth.: This article introduces 7 tips for making the most of your iPhone5S.Reap the benefits: Keep on reading extensively, and you will reap the benefits sooner or later.Feel overwhelmed by sth.: Nowadays, many young people feel overwhelmed by the fierce petition in the job market.Stand chance of: Animals stand little chance of survival under such extreme weather.Take great pleasure in: He always takes great pleasure in lending a helping hand to people around him.Open the door to sth.: These useful suggestions open the door to better munication with your parents.3. Language applicationa. writing deviceSentencewritingParallelism：By placing two or more ideas of equal value in the same grammatical form enables us to express these ideas clearly and emphatically.Example: You may have cried tears of joy to be finally finished with high school; your parents may have cried tears of joy to be finally finished with doing your laundry!Paragraphwriting:topic-details - conclusionExample:For you, these next four years will be a time unlike any other. (Topic sentence) Here you are surrounded by great resources: interesting students from all over the country, a learned and caring faculty, a prehensive library, great sports facilities, and student organizations covering every possible interest from the arts to science, to munity service and so on. (Detail 1: What is available to you on campus) You will have the freedom to explore and learn about new subjects. You will learn to get by on very little sleep, meet fascinating people, and pursue new passions. (Detail 2: What you can do) I want to encourage you to make the most of this unique experience, and to use your energy and enthusiasm to reap the benefits of this opportunity. (Concluding sentence)Activities performed in class: Doyouthinkauniversityeducationcanchangeaperson’slife?Inwhatway andwhy?Howdoyouthinkofthosesuccessfulpeoplesuchas Bill Gates who dropped out of university? Whatareyougoingtodoatuniversityinordertosamplewidelyandchallenge yourself?Section B (1 period)1.Warming-up activities for Section A (0.5 period)Let them have a surveySurvey: How close are you and your parents?Check (√) the statements which are true for you.I have been missing my parents a lot since I left for college.I often chat with my parents.Ilikesharingmyjoysand sorrows with my parents. Ialwaysremembermyparents’birthdays.Iknowaboutmyparents’hobbies. Myparentsallowmetomakemyowndecisions.Ask a question: To what extent are you close to your parents?be like friends;never keep secret from them;ask them for advice;give me directions about life …2.Text study for Section A (3.5 periods)Ask the Students to read the passage as quickly as they can and then answer the questions on the screen. Let them get the main idea of each paragraph and make clear about the text structure.Text structure: ( structured writing ) The passage can be divided into 3 parts.Part1 (para.1-4) Opening part of the wele speech General situation &。
大学英语第三版电子教案
课程名称：大学英语（第三版）授课对象：大学一年级学生教学目标：1. 帮助学生提高英语听、说、读、写四项基本技能。
2. 培养学生的英语思维习惯，提高英语交际能力。
3. 帮助学生掌握大学英语学习方法和技巧。
教学重点：1. 听力：培养学生快速捕捉信息的能力，提高听力理解水平。
2. 口语：培养学生运用英语进行日常交流的能力，提高口语表达能力。
3. 阅读：培养学生快速阅读和深度阅读的能力，提高阅读理解水平。
4. 写作：培养学生英语写作能力，提高书面表达能力。
教学难点：1. 听力：克服学生的心理障碍，提高听力理解能力。
2. 口语：消除学生的口语恐惧，提高口语表达能力。
3. 阅读：提高学生的阅读速度和理解能力，帮助学生掌握阅读技巧。
4. 写作：培养学生的英语写作思路，提高写作水平。
教学安排：第一周1. 课程导入：介绍课程内容、教学目标和教学方法。
2. 听力训练：播放一段英语对话，让学生听并回答问题。
3. 口语练习：组织学生进行简单的英语对话。
4. 阅读理解：让学生阅读一段短文，回答问题。
5. 写作指导：介绍英语写作的基本结构，让学生练习写作。
第二周1. 听力训练：播放一段英语短文，让学生听并回答问题。
2. 口语练习：组织学生进行角色扮演，提高口语表达能力。
3. 阅读理解：让学生阅读一篇英语文章，分析文章结构和内容。
4. 写作指导：介绍英语写作的常用句型和语法，让学生练习写作。
第三周1. 听力训练：播放一段英语新闻，让学生听并总结新闻内容。
2. 口语练习：组织学生进行小组讨论，提高口语表达能力。
3. 阅读理解：让学生阅读一篇英语小说，分析人物性格和故事情节。
4. 写作指导：介绍英语写作的技巧，让学生练习写作。
第四周1. 听力训练：播放一段英语讲座，让学生听并总结讲座内容。
2. 口语练习：组织学生进行辩论，提高口语表达能力。
3. 阅读理解：让学生阅读一篇英语论文，分析论文结构和论点。
4. 写作指导：介绍英语写作的注意事项，让学生练习写作。
大学英语精读1电子教案
#### 课题名称：《大学英语精读1》#### 教学目标：1. 掌握：理解并熟练运用课文中出现的重点词汇、短语和句型。
2. 熟悉：了解课文结构，提高阅读理解能力。
3. 了解：掌握英语阅读技巧，提高英语综合运用能力。
#### 教学内容：1. 课文内容：Unit 1 - Unit 42. 重点词汇：每个单元精选20个重点词汇，包括动词、名词、形容词和副词。
3. 短语：每个单元精选10个常用短语。
4. 句型：每个单元精选5个典型句型。
#### 教学方法：1. 讲授法：教师讲解课文内容，分析词汇、短语和句型。
2. 案例分析法：通过实例分析，帮助学生理解课文内容。
3. 讨论法：组织学生进行课堂讨论，提高学生的英语口语表达能力。
4. 练习法：通过练习题，巩固学生对课文内容的理解。
#### 教学过程及时间分配：第一课时1. 导入新课（10分钟）- 简要介绍本单元的主题和背景。
- 引导学生思考与主题相关的问题。
2. 预习课文（10分钟）- 学生快速浏览课文，了解文章大意。
- 教师提问，检查学生对文章大意的掌握。
3. 讲解重点词汇、短语和句型（15分钟）- 对每个单元的重点词汇、短语和句型进行讲解。
- 结合例句，帮助学生理解和记忆。
4. 案例分析（10分钟）- 分析课文中的典型句子，讲解其结构、意义和用法。
- 引导学生总结阅读技巧。
第二课时1. 课堂讨论（15分钟）- 学生分组讨论课文中的某个话题，提高口语表达能力。
- 教师巡视指导，纠正发音和语法错误。
2. 练习题讲解（15分钟）- 学生完成课后练习题，教师讲解答案和解析。
- 强调易错点和难点。
3. 总结与反馈（10分钟）- 教师总结本单元的重点内容。
- 学生反馈学习过程中的问题和困惑。
4. 作业布置（5分钟）- 布置课后作业，包括词汇、短语和句型的复习，以及课文阅读。
#### 教学评价：1. 课堂参与度：观察学生在课堂上的发言和参与情况。
2. 课后作业完成情况：检查学生的课后作业，了解其对课文内容的掌握程度。
大学英语Unit1Book电子教案
大学英语Unit1Book电子教案Electronic Teaching PortfolioBook OneUnit One: College LifePart I Get StartedSection A Discussion▇Sit in groups of threes or fours and discuss the following questions.1.You may have imagined what college life would be like before you became a college student. Has it turnedout to be what you expected? Provide examples in support of your answers.2.Whenever you think about college life, what are some of the things that come to mind? Following theexamples given, make a list of such things in the following table. Share your answers with your group members and comment on each of the items you have listed as you go along.College Lifeassignmentsdeadline…3.How do you like your college life so far? Give examples.4.What do you think is the most important thing to achieve at college? Explain.▇ Answers for reference:1. Possible positive comments on college life may include the following:academic atmosphere, good student accommodations, modern facilities for teaching and research, qualified professors,nice classmates, etc.Possible negative comments on college life may include the following:hard to get adjusted to the new environment, academic pressure, homesickness, problems in interpersonal relationships, poor food, etc.2.College Life assignments deadlinetuitionprojects friendship roommateteststeachers classmates graduation grades academic pressure3. Possible examples are: carefree and colorful life, academic environment, friendship, a door leading to the outside world, etc.However, college life may also be boring for some students, because most of their time is spent on study, and they are far away from home, etc.4. Possible answers are: academic excellence, developing communicative skills and interpersonal relationships.Section B Quotes▇Study the following quotes about education and see if you accept the ideas expressed in the quotes.Ralph Waldo Emerson⊙The things taught in schools and colleges are not an education, but the means to an education.— Ralph Waldo EmersonInterpretation:We don‘t go to school or college to learn, but to seek the way to learn.About R. W. Emerson (1803–1882): R. W. Emerson,a US poetand writer who had great influence on thereligious and philosophical thought of his time.W. B. Yeats⊙ Education is not the filling of a pail, but the lighting of a fire.— W. B. YeatsInterpretation:Instead of stuffing students with knowledge, real education aims at bringing out what is inside students andcultivating their potential.About W. B. Yeats (1865–1939): W. B. Yeats, an Irish writer of poems and plays, whose early work is oftenbased on old Irish stories. He is considered one of the most important Irish writers, and he won the Nobel Prizefor Literature in 1923.Galileo⊙ You cannot teach a man anything; you can only help him find it within himself.—GalileoInterpretation:Teaching doesn‘t really help anyone, but it helps a person find out what he/she is good at.About Galileo (1564–1642): Galileo, an Italian astronomer, mathematician, and physicist whose manydiscoveries had a great influence on modern science. He discovered mountains and craters (月球表面的环形山) on the surface of the Moon, and his study of the changes in the appearance of Venus (金星) proved that it was moving around the Sun. He also discovered that if you drop objects of different weights from a high place, they fall at the same speed.He was punished by the inquisition (宗教法庭) because he believed that the Sun, not the Earth, was the centre of the universe.Section C Watching and Discussion▇Watch t he following video clip “How to Select Your College major” and do the tasks that follow:插入视频片段：―How to Select.wmv‖1.Fill in the missing words according to what you hear from the video clip.Hi, this is Laura Turner, and today I‘m going to talk to you about how to select your college major. I would like to tell you that if you select something that you love and that you‘re passionate about, everything‘s going to be fine and you‘re going to get a great job with your degree, but of course this is not completely true. However, when you‘re going to college, your primary reason for going to college is to educate yourself, which means to make yourself a better person both intellectually, spiritually, mentally, all of these things.2.Discuss the topic with your group members:What are the recommended concerns in selecting a college major according to the video clip? And how did you choose your current major?▇Answers for reference:According to the video clip, the main concerns should be: first, to choose something you really enjoy;second, to choose something your school is well known for.Script:Hi, this is Laura Turner, and today I‘m going to talk to you about how to select your college majo r. I would like to tell you that if you select something that you love and that you‘repassionate about,everything‘s going to be fine and you‘re going to get a great job with your degree, but of course this is not completely true. However, wh en you‘re goi ng to college, your primary reason for going to college is to educate yourself, which means to make yourself a better person both intellectually, spiritually, mentally, all of these things. So, whenever you choose your major, I would say yes, do choose something that you enjoy, because really if you are just in it to get a degree that will get you a high paying job and you‘re not really passionate about this and you want to be an Engineering Major just because you know that‘s going to make you into a high e arning person, that may be the wrong reason to study it because you‘re going to get overwhelmed over time because a degree takes, it‘s four years out of your life that you‘re going to be studying this thing. There has to be something beyond money, and beyo nd the job that‘s going to keep you interested. So I would suggest picking something that you love as well as, hopefully, it will be something that will get you a job. Also, my other point is, pick something that your school is well known for, something in your school, the major in your school that actually has really great professors to teach you. If you have a great English Department, if you have a great History Department, and you‘repassionate about those things, study with professors who are great and they can help turn a little bit of interest in a subject matter into a lifelong love of it. So good luck with choosing your major wisely.Part II Listen and RespondSection A Word Bankfreshman n. infml a student in the first year at college oruniversity〖非正式〗大学一年级新生in general for the most part; commonly, usually一般说来anticipation n. the excited feeling one has when expecting something pleasant to happen期望；预期discovery n. a fact or thing that has been discovered被发现的事实、事物definitely ad. without doubt; clearly无疑地，确实地impression n. [(on)] an image or effect that is produced in the mind by a person, event,experience, etc. [常与on连用] [人、事件、经历等留下的]印象；感想head off move towards; go to朝……前进，向……去related a. [(to)] connected in some way [常与to连用]有关系的workload n. the amount of work that a person or machine is expected to do in a particularperiod of time人或机器在一定时期的工作量，工作负担challenge n. (something with) the quality of demanding competitive action, interest, orthought挑战性；具有挑战性的事物amount n. [(of)] a collection or mass considered as a unit in terms of its size, number, etc.[常与of连用]总数，数额，数量deadline n. a date or time before which something must be done or completed截止日期；最后期限frustration n. the feeling of being annoyed, upset or impatient沮丧；失望previous a. happening or existing before the one mentioned 在先的，在前的，以前的patience n. [U] the ability to accept pain, trouble, anythingthat causes annoyance,without complaining or losing one‘s self-control 忍痛的能力，忍受力，耐性diverse a. different (from each other); showing variety 各不相同的，各种各样的relationship n. [(between, with)] a friendship or connection between people （常与between或with连用）友谊；关系so to speak as one might say 可谓，可以说，简直是responsibility n. [U] [常与for连用]责任（心）；责任感，可信赖性anticipate vt. think likely to happen, expect预期，期望mission n. the particular work which one believes it is one‘s duty to do职责；使命inspiring a. that gives one the urge or ability to do great things激励人心的；启发灵感的career n. a job or profession for which one is trained and which one intends to follow forpart or the whole of one‘s life职业；一生的事业Section B Task One: Focusing on the Main Ideas1. Choose the best answer to complete each of the following sentences according to the information contained in the listening passage.1)In this monologue the speaker mainly talks about ________.A)stories about college lifeB)the life of college freshmenC)carefree life of college studentsD)differences between college and high school2)According to the speaker, the freshman experience will ________.A)enable students to find true friendshipB)leave a deep impression on every studentC)decide what a student can do in the futureD)teach students the importance of responsibility▇Key:1) B) 2) C)2. Read the following statements and decide whether each of them is true or false based on the informationcontained in the listening passage. Write T for True and F for False in the space given before each statement.1)________ Freshman experience is an unforgettable experience to college students.2)________Students will feel just as comfortable in their first year at college as in their previous years whenthey were in high school or back at home.3)________ Students are able to find very good friends at college.4)________ Learning to be responsible for oneself at college is very important.5)________ Freshmen should not be concerned with their future careers.▆Key:1)T2) F3)T4)T5) FSection C Task Two: Zooming in on the DetailsListen to the recording again and fill in each of the blanks according to what you have heard.1)The freshman year at college is, generally speaking, a time filled with _____________, some anxiety, and_________________________________.2)The workload will be ______________ and the major challenges of college work are a large amount of___________________ and the short ______________.3)College Friendship will be among the _____________________________ and_______________________ of one‘s life. It‘s always exciting to discover how________________________________ college relationships can be.4)Students should remember that they are at college with an _____________________: they shouldn‘t wastetime on ___________________________.5)Going to college is not just to get a degree: it is to find out ___________________ and____________________________________.▇ Answers for reference:1)The freshman year at college is, generally speaking, a time filled with anticipation, some anxiety, andwonderful discoveries.2)The workload will be heavier and the major challenges of college work are a large amount of reading andwriting and the short deadlines.3)College friendship will be among the most satisfying and long-term of one‘s life. It‘s always exciting todiscover how wonderfully diverse college relationships can be.4)Students should remember that they are at college with an anticipated mission; they shouldn‘t waste timeon meaningless things.5)Going to college is not just to get a degree; it is to find out who you are and what you are really madefor.Script:I am now a fourth-year student at college, but I can never forget my freshman year here. In general, it is a time filled with anticipation, some anxiety, and wonderful discoveries.College is a lot different from high school. Your freshman experience will definitely make an impression on you. So, what can you expect as you head off into the wonderful world of higher education?The first thing you‘ll notice is the workload. It will be heavier than you ever experienced before. The major challenges of college work are the large amount of reading and writing, and the short deadlines. A related effect that can be brought on by the workload is doubt, frustration, and possibly loneliness. You‘ll be away from the comforts and friendships your home provided for you over the previous years.During the freshman year, you‘ll be making a lot of new friends. But you should continue to be yourself. Select your friends with the same care and patience you have always shown. Believe it or not, your college friendships will be among the most satisfying and long-term of your life. It‘s always exciting to discover how wonderfully diverse college relationships can be.You‘ll also be on your own—you‘ll be your own boss 24 hours a day, so to speak. But, remember, wit h freedom comes responsibility. You should always remember that you are at college with an anticipated mission. Don‘t waste your time on meaningless things.During the freshman year, you may even start thinking about your future. Maybe a certain professor is especially inspiring. Perhaps your school has some great research going on. If some area of study attracts you, find out all you can about it. It might be the beginning of your lifetime career. Going to college is not just to get a degree—it is to find out who you really are and what you are really made for.Part III Read and ExploreText ASection A Discovering the Main IdeasExercise 1. Write down the main idea of the following paragraphs in the space provided.1)Para 2: ______________________________________________________________ ______________________________________________________________.2)Para 3: ______________________________________________________________ ______________________________________________________________.3)Para 4: ______________________________________________________________ ______________________________________________________________.4)Para 5: ______________________________________________________________ ______________________________________________________________.5)Para 6: ______________________________________________________________ ______________________________________________________________.▆ Answers for reference:1)Para 2: Top students attain academic excellence by mastering a few basic principles that others caneasily learn.2)Para 3: Top students learn to be organized.3)Para 4: Top students know how to schedule their time properly.4)Para 5: Top students are very serious about school and very active in class.5)Para 6: Students benefit from group study.Exercise 2: Read the following statements and then decide whether each of them is true or false based on the information in the text. Write T for True and F for False in the space provided before each statement.1)______ Being bright does not necessarily make one a straight-A student.2)______ A top student knows how to balance between what is more important and what is lessimportant.3)______ One student thinks that learning a new word while brushing his teeth helps him learn thenew word best.4)______ A messy student may waste a lot of time.5) ______ Professors may concentrate more on the neatness of an assignment than on its content.6) ______ Students benefit more from group study than from individual study.7)______ Pressure from parents is good for students.▆ Answers f or reference:1)T2)T3) F The student does so in order to save time.4)T5) F The student who turns in neat work is a step closer to a high score.6)T7)F Encouragement rather than pressure from parents helps students a lot.Exercise 3: Summarize the basic principles that top students master and apply in their studying and put them down in the space provided.Basic Principles That Top Students Have Mastered and Applieda.b.c.d.▆Answers for reference:Basic Principles that Top Students Master and Applya. set prioritiesb. study anywhere or everywherec. study at one‘s preferred timed. be consistentSection B In-depth StudyWorking towards academic excellence constitutes one of the most important parts of college life and is the goal of most college students. Straight-A students, in this respect, can be of great help by sharing their secrets in achieving academic excellence. Read the following text to find out what some of these secrets are.Secrets of Straight-A Students1 A professor of education who has conducted major studies of super-achieving students revealed that top grades do notalways go to the brightest students. According to him, other education experts and top students themselves, it is far more important for a student to know how to make the most of his or her innate abilities.2 The students at the top of the class attain academic excellence by mastering a few basic principles that others can easily learn.To begin with, top students know how to set their priorities right. Study time is never compromised for phone calls, television programmes or snacks.In other words, it is always placed above recreation. In addition, top students make a point of studying anywhere or everywhere. A top student who is also a top athlete memorises biology terms as he works out every day. Another student learns a new word every morning while brushing his teeth. Among all the students interviewed, every one agreed that study times are strictly a matter of personal preference. Some thrive at night when all is silent. Others prefer to study as soon as they come home from school when the lessons are fresh in their minds. However, all agreed that consistency is a main factor if one is to perform well at all times.3 A student must also learn to be organised. For example, a top student who is actively involved in his school band, track and field, rugby association and debate team disclosed that he keeps his things in their proper places because he simply cannot afford time-wasting searches. Another studentimmediately fil es the day‘s notes in colour-coded folders so that they are available for review nearing examination time. Another technique advocated by top students is to read effectively. This includes speed-reading, improving one‘s memory or retention ability, and actively asking questions that will lea d to a full understanding of the author‘s message.4 It is also important for students to know how to schedule their time. They must know how to pace each assignment or project according to their daily timetable and work ability so that they might not be overwhelmed by the tasks at hand. Being able to set timetables not only allows students more time to review and polish their work, it also prevents them from procrastinating. Top students believe that a secret of their success is the taking down of good notes during lessons and using them for revision. One student revealed that she writes notes from the text on one side of her notebook and those from her teachers‘ lectures on the other side. This allows her to review both aspects of each lesson at once. T he student also revealed that instead of wasting time whispering to friends and getting ready to rush out of the class just before the bell rings, she uses those few minutes to jot down a two or three-sentence summary of the lesson‘s principal points. She then scans the notes to refresh her memory before the next day‘s class.5 Another winning formula which teachers promote lies in a student‘s ability to hand in neat work. According to one professor, the student who turns in neat work is already on the way to scoring an A. In the classroom context, it is equally important for students to speak up and ask questions. This is perhaps the best way for a student to clarify any doubts. Classroom participation also demonstrates a student‘s intellectual curiosity. As a student concisely puts it, ―Better grades come from better understanding.‖6 The value of studying together was demonstrated in an experiment conducted at one top university. The study revealed that students who discussed homework and problems together, tried different approaches and explained their solutions to oneanother scored higher than those who laboured on their own. The experiment also illuminated the value of hypothetical tests conducted among the stude nts and on their own. This means that students frame tentative test questions based on their notes and give each other or themselves written examinations the day before a test. Experts confirmed that students who devise possible test questions often find many of the same questions during the real examination and thus score higher.7 Another technique employed by top students is to do more than the assigned homework. A student revealed that if her teacher gives five problems, she will undertake ten. In th e stude nt‘s words, ―Part of learning is practising. The more you practise, the more you learn.‖ Last but not least, all experts and top students agree that the most important ?secret‘ of super-achievers lies in the crucial contribution by parents. From infancy, super-achievers were taught the importance of learning by their parents. The latter set high standards for their children and held them to those standards. They encouraged their children in their studies but did not undertake the work for them. Instead of pressuring their children, these parents were always loving, gentle and took pains to explain and motivate. They impressed the lessons of responsibility on their children, and the children delivered.（此课文没有更新，不需要配图说明。
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Kim:I’ve got to ask her to hurry things up. I’m thinking of never coming to this restaurant again.
The two periods enable students to learn to
1.Master the expressions abouteating at restaurants.
2.Improve students’ listening and speaking ability by imitating and performing the dialogues related toeating at restaurants.
Jenny: Good. I’d like to try some Shanghai cuisine.
4) May I have a bit more of this wine?
Zhang: May I have a bit more of this wine?
Steven: Sure. Let me pour it for you. Say when.
7.Will you try some seafood?
8.May I have the menu, please?
9.I’d rather have some light food today.
10.Waitress, bring me the bill, please.
Key:1.您想喝点什么吗?
1) Which table to choose?
Jane: Waiter, a table for two, please.
Water: This way, please. Is this table alright?
Jane: I would prefer the one near the window.
Dan:Relax, Kim. We’re not in a hurry.2.Our food should be here soon.
(A few minutes later)
Kim:Waitress. What happened to our order?
Waitress:3.It will be ready any minute, sir.
STEP 2：Stating learning objectives
This period, we are going to learnexpressions used wheneating at restaurants.
STEP 3：New teaching
Ⅰ. Speaking
Work in pairs. Look at the picture and recite the following mini-talks for eating at restaurants.
10.Bring me the bill, please.
2Listen again to the above sentences rearranged in sequence, and then match them with their Chinese translation.
Script:1.Is it necessary to tip the waiters?
Script:1.I want a table for 4 at 6:00 this evening.
2.Is there a seafood restaurant nearby?
3.Could I have the menu and the wine list?
4.Would you like anything to drink?
Waiter: Hello, Madam. May I help you?
Jenny: Yes. I’d like something typically Chinese.
Waiter: Fine. We serve a wide range of typical Chinese food. Here’s the menu.
Zhang: Thank you. That’s enough.
Steven: OK. Help yourself to more meat if you want.
5) Let me pay the bill / check.
Li Ming: Let me pay the bill today.
Tom: Oh, no! Let’s go Dutch. We’re both students after all.
2.请给我来一杯啤酒.
3.我想预定周五晚上六个人的餐位。
4.这张
7.要尝尝海鲜吗？
8.请给我看一下菜单。
9.我今天想吃清淡一点的菜。
10.服务员，请把账单给我。
Handling a Dialogue
Script:
Kim:Where’s our food? The service in this place is really slow.
2.I’d like a glass of beer, please.
3.I’d like to book a table for six this Friday evening.
4.Is this table available?
5.May I take your order now?
6.Which do you prefer, meat or fish?
Explanation(讲授法)
Demonstration(演示法)
教学
手段
Multimedia courseware (多媒体课件)
参考
资料
Teacher’s Manual of New Practical English
作业
1. Remember the useful expressions used wheneating at restaurants.
2. Imitating Mini –Talks by students
课
后
小
结
教学内容
备注
STEP 1：Lead-in
In the Listening and Speaking section of this unit, you will pick up languageused wheneating at restaurants.
重
点
及
难
点
Focal Points:
1.Mastering the useful expressions used foreating at restaurants.
2.Mastering sentences for workplace communications used for ordering from a menu.
Key: 1.b2.i3.j4.g5.c6.a7.e8.h9.d10.f
3Listen to ten topic-related sentences for workplace communication and translate them into Chinese orally.
Script:1.Would you like something to drink?
Zhou: I know nothing about American food here. What do yourecommend?
Waiter: What do you prefer, meat or fish?
Zhou: I’d rather have meat.
3) I’d like something typically Chinese.
2.How much is the service charge?
3.What do you recommend?
4.What’s your special today?
5.Could I take your order, please?
6.Would you like anything to drink?
5.Could I take your order, please?
6.What’s your special today?
7.What do you recommend?
8.How much is the service charge?
9.Is it necessary to tip the waiters?
Li Ming: OK. It’s 15 dollars altogether. So 7 dollars and 50 cents each. Right?
Tom: That’s right. Waiter, bring the bill, please.
Ⅱ. Listening
1Listen to ten topic-related sentences for workplace communication and try to remember them.
Water: Sorry, it was reserved an hour ago. How about that one?
Jane: That’s OK. Thank you.
2) What do you recommend?
Waiter: What would you like to have?
5Listen to the dialogue again and then answer the following questions orally.