大学新视野英语课程说课稿

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新视野第一册unit2DeepConcern大学英语公开课讲稿

新视野第一册unit2DeepConcern大学英语公开课讲稿Good morning, distinguished judges. It’s my great honor to participate in the contest. I prepared a class for freshmen. Unit 2, Section A, Deep Concern. My class consists of three parts, but for the time limit, I could only show you some highlights. Here are my teaching objectives. Now I will begin my class.Dear students, you have been in college for almost a month. How do you feel the life on campus? Do you feel homesick? Do you often think of your parents? When you think of your parents, what will appear in your mind? Any unpleasant experiences with your parents? Some of you may say, my father is so dominant that he just wants to control me as if he were controlling a robot. Or, look at my mom; she is always nagging, nagging all the day. Why does she keep it saying again and again? You are nodding your heads, which means you may have the similar experiences, don’t you? I picked up a video clip. Please wat ch carefully, and have a discussion afterward.What caused the contradiction between the girl and her mother? Generation gap, a problem that most people can’t get rid of. Generation gap is a popular term used to describe wide differences in cultural norms between members of a younger generation and their elders. In what aspects do you think you are different from your parents? Values and beliefs, habits and life styles, interests and hobbies, even the tastes of food and cloth! We can find all the differences mentioned in our text Deep Concern.As to the word concern, do you know what’s its meaning? Whether used as a verb or a noun, concern has two general meanings. First, if something concerns you, it worries you. Andyou are concerned about it. Second, concern also refers to give attention to, as in the structure “concern oneself with”. For example, Sandy Finch concerns herself with rock music.And who is Sandy Finch? She is one of the characters of our text, a girl of 15. You have prepared the lesson before class, so you must know the text we are going to talk about is a short story. Therefore, we can divide the story into five parts according to the plot. Let’s first focus on part 1and part 3, in which Sandy has quarrels with her parents.In the beginning, Sandy wakes up in the music of a rock band from the radio. It is her favorite and she likes it very much. But her father, Mr. Finch doesn’t think so. As to him, the music is horrible and does not have rhythm. And then, in part 3, Sandy argues with her mother over tine daily routines. First, about cloth. Sandy chooses to wear her old green T-shirt and some jeans. She thinks it’s cool to dress up in this style. While her mother says, “it is disgusting!”Then they disagree with each other on how to have breakfast, whether to eat while standing, and how to brush teeth. At last, Mrs. Finch finds her daughter is wear eye-liners, and she is angry as she says, “You’re too young to wear that much makeup.” But Sandy takes it for granted for all the girls at her school would make up. So as we have seen, there are really quite a lot conflictions between Sandy and her parents.And then let’s focus on a useful structure of this part. Sandy sang along with the words as she lay listening to her favorite radio station. Pay att ention to the word “as”. How many different clauses, do you know, could be introduced by “as”? Two? Three? There are two different categories. When used as a relative pronoun, “as”can introduce an attributive clause. I’llgive you a sentence: Grammar is not a set of dead rules, as has been said above. Also, “as”can function as a subordinating conjunction, introducing adverbial clauses of time, reason, and concession. A sentence for time: one of the students is late for class today, so let take him for example. I saw him as he crept into the classroom. Another sentence for reason. This time it’s the monitor’s turn. Our monitor is a model student, as he gives a good example to the whole class. It’s quite easy to follow, isn’t it? But thing comes more complicated with regard to adverbial clause of concession. Look at the screen and read the sample sentence carefully, please. The clause is in special inverted order. To begin with is the element to emphases on, then comes “as”, and finally, subject and predicate. Be careful about this.And then, let’s focus on the second part. The transitional part describes Sandy’s morning preparation. So, this part is developed by sequenced order, according to the time when it happened. In order to make a set of actions easier to follow and understand, the author uses many time markers. A time marker may be a word, expression or sentence used to point out the time or sequence of a series of actions. Would you please point out the time markers in part 2? They are: then; after her shower; while standing; just then. Time marker is a very useful writing skill when you compose a paragraph by sequenced order or an instruction of procedure. We’ll do more exercises after class.We’ve been talking about the text for a while, now let’s move back to the topic of the unit —generation gap. The Finch family must spend the whole day distasteful because of the unpleasant morning. But generation gap could affect far beyond families, and in that case, it will lead to a grave consequence. Youare interested in sports. So I picked up two pieces of sports news of the week. Collins, the couch of Philly Sixers, has resigned for the poor performance of the team. News commentators believe, it is the generation gap to be blamed. On the other hand, Lang Ping d id a better job than Collins. The Chinese women’s volleyball team has just won a second place in the World Championships. As you can see, Lang Ping said there is no gap between her and the 90s generation. If we don’t take generation gap seriously, the consequence may become worse and worse.In order to solve the problem, we should first analyze what are the causes. Pictures on the screen may be helpful. Generally speaking, the causes are threefold. First, the two generations are living in different times. Second, parents are always busy working, and children learning. So they are short of communication. Finally, let’s take the Finch family into consideration, why there are quarrels? Perhaps Sandy misunderstood her parents concern for interference.Next question: How to overcome the problem of generation gap? Here are some tips: keep your minds open to your parents and never lie to them and so on. I can use one word to summarize: mutual understanding. We don’t need to eliminate the differences between our parents and us. What we need to do is only to understand each other. Only in this way could generation gap be bridged.Now let’s make a review on what we have learned today. Generation gap and how to bridge the gap. Useful word, structure, and writing skill.Here come your assignments: write a paragraph using sequenced order and time markers. Second, send our parents acard or letter to tell them you love them. And if you feel a little bit embarrassed, the mid-autumn day is coming, seize the chance and don’t be shy.。

新视野第四册unit 8说课稿

Presentation of Teaching PlansContent: Book 4 Unit 8 Slavery Gave Me Nothing to Lose Section AMeans: Multimedia appliances and PPT filesGood morning, ladies and gentlemen. Today I feel really honored to introduce my teaching plan to you. Before dealing with any specific text, it is crucial for the teachers to be well aware of the goal of the course.Our course is College English, which is a compulsory basic course for the lower-grade non-English majors. It aims to cultivate a comprehensive ability and an individualized study pattern. In the two-year study they are trained to consolidate what they have learned in middle school and enhance their basic skills and translating. Meanwhile different approaches, for instance, discussions, debates and questioning, are employed to inspire their awareness of analyzing problems through inducing and deducing. While reading the text, it is far from enough for students to merely focus on the verbal level. Teachers and students are supposed to work together to discover the connotations underneath. Thus they may develop their consciousness of thinking about life and society. This might be helpful for the students to form a sense of social responsibility.Bearing the goal of the course in mind, let’s get down to the specific teaching content: Teaching material:New Horizon College English is a series of multi-dimensional and comprehensive teaching course. It provides us with abundant teaching resources both digital and non-digital, complete with CD ROMs, online courses, corpora, test papers and course wares. The choice of the text styles shows a great variety and the new words make their appearances step by step and reappear in a rather high frequency. Exercises following the texts mainly involve subjective judgment, which leaves vast space for students to use English flexibly. This willdefinitely help students improve their competence in language use.Today, I’d like to give a lecture about the text Slavery Gave ME Nothing to Lose, which is full of literary colors. Through analyzing the text, students can enhance their understanding of literary works.Teaching objectives:To ask students to understand a passage, not only by memorizing every word of it, but also by mastering the deep meanings of it.To study the writing method: how to write a composition from specific details to general statement which is a little different from what we have learned before.To educate students.To master the usage of difficult words and sentence patterns.To master some figures of speech.Teaching method:College students are more ready to participate in the learning process actively than to receive information passively.Communicative: Communicative language teaching differs from other methods as the objective in communicative language has situational interactive mode and limits the language content in its syntax structureTask-based: Learning is achieved by fulfilling one and another task concerning the theme of the class. The sense of achievement after each task is what prompts them to carry on. Teaching aids:Besides the traditional tools, the modern devices are used, both audio and video, so as to create a setting which can stimulate their senses and help internalized the information communicated by the teacher. Pictures and American map are used in it.Teaching procedure:Now here we are：how the class is actually carried out. The class consists of three steps: lead-in, structure analysis and in-depth study.Step 1. Lead-inThis is a period for students to warm up. The passage is about slavery, so I’d like to ask students to discuss some questions:What do you know about slavery? Do you know Lincoln? Do you know Martin Luther King?What do you think slavery brings to American black people?Then I will present some famous black people to students.Step 2. Structure analysisBefore analyzing structure, I will ask students to read the passage by themselves, then ask them some questions so that they can have a better understanding of the passage, and they can easily find out their weaknesses.The passage uses some writing skills, such as from specific details to general statement. To explain it elaborately and ask students to do it by their own.Step 3. In-depth studyIt contains the knowledge of expressions, word formation and new vocabulary, serving as a detailed study.To make students grasp the usage of them, it is advisable for teachers to give more examples. In fact, I will emphasize some important words and expressions, such as “register”、“in that” and so on.As to some difficult sentences, I will refer to some figures of speech, that is simile, metaphor and symbol which are used many times in the passage. If they cannot master them,they cannot understand the deep meanings of the author.SummaryTo summarize what we have learned in the passage, words ,phrases, writing skills and figures of speech, and then enhance the theme of the passage.At last, I ask the question again: what do you think of slavery?I hope students can learn some truth, for example, keep history in mind, create future.HomeworkTo do exercises after the passage.To write a short composition using the writing skills.To memorize “IＨＡＶＥＡＤｒｅａｍ＂That is what I have planned for the course and this class. Suggestions and advices are welcome. Thank you again for your attention.。

新视野英语教程第一册讲稿

Unit 1How to be cool at collegeStep 1 GreetingHello, boys and girls! How nice to see you here again. You look more beautiful than before! And you look more handsome, you are more lovely, you are happier, you are stronger, taller, you all look more energetic…what did you eat during your winter vacation?How about your winter vacation?1)Did you have a good time? Did you enjoy yourself?2)Where did you go?There is a big festival during the winter vacation, right? W hat’s it?---the spring festival,the biggest festival in China, foreigners also call it Chinese lunar new year,3)Where did you spend your spring festival?4)Who did you spend the spring festival With?5)Did you visit your friends, old classmates, relatives or teachers?6)How do you like the spring festival?I like it very much, it is the time when we have a family reunion. On that day we familymembers are all together around a big table for breakfast or lunch or supper We have more than ten dishes for dinner. we eat as much as possible. We set fireworks, we play cards, play majiang, we chat and play freely and happily all the day.Different places have different traditions. Take Cili for example, family reunion happens on the early morning of December 30 of the lunar year. Parents get up at about four o’clock early in the morning on that day and are busy preparing for breakfast. They try to have reunion breakfast the earliest, especially people who live by main roads always try their best to have breakfast as early as possible. People have reunion breakfast with the door closed until they finish breakfast. They believe that they will have bad luck if someone knock at the door when they are having breakfast.So if you are invited to Cili for the spring festival, you mustn’t knock at the neighbo rs’ doors when they are not open.7)Do you have any wishes?I wish my parents safe and soundI wish I can be better in my study in this semesterI wish I can make more friends8)What is the biggest festival in western countriesStep 2 IntroductionHow time flies! Our winter vacation has been over! And You have returned to our university, right? we are here for study now again.How are you feeling today?Did you ever hesitate to come back to the university from your warm home? Come as late as possible?Time is always past quickly, right? How long have you been a university student?What’s your purpose of coming to college? My purpose is--For the parentsFor the countryTo serve the people better in the futureTo get more knowledgeTo get a degreeWhat does coming to college mean to you? To me it means--Having more funMaking more decisionsLearning as much as possibleA bright futureMaking more friendsA lot more than just getting a good gradeDiscussion:What differences can you tell between college life and high school life?Parents cannot come to see me very often.Many different courses,Going to different classroom,Class teacher may not teach us any classesWe take care of our selves, control ourselves,Having much free time ,controlling our own timeMaking friends,Taking part in many activities including some social activitiesAs a university student, you have a lot to learn, a lot to do. So you should make the best use of time to do what you have to do and what you want to do.Step 3 Section A new wordsToday we will learn Section A Unit 1,How to be cool at collegeThat is : how to make yourself very good and impressive to others at collegeBut before we learn the text, let’s look at the new words first.I’ll give you 10 minutes to read new wor ds and phrases, expressions.Asking sts to read one by one, asking some sts to read five each, asking one st to lead the readingExplaining some new words and some phrases:Business: his business is to look after the baby.职责To be out on business出差在外Do some business 做生意Go into business经商Extent: to a large extentTo some extentTo a certain extentSee the full extent of …看到…的全貌The extent of one’s knowledge某人渊博的知识Whatever: They read whatever they can find.他们找到什么就读什么Whatever I said, he’d disagree.不论…Anything will make hime happy: a book, a pen, a bike, or whatever. …什么都行Goal: reach one’s goalSet goalsScore a goal 射门得分make two goals进了两个球Reason：what’s your reason for sth /doing sth.(being so late)The reason why…For some reason某种原因Reason very clearly很清晰地思考问题Step 4 text A How to be cool at collegeA.Reviewing the new wordsAsking some students to the front and to lead the reading of the words and phrasesAsk the student assistant teacher to lead the readingB.Giving sts 15 minutes to find out new phrases and clausesAsking some students to read the passage one paragraph after one paragraphC.Explaining some language pointsTitle: How to be cool at collegeMeaning: How to make yourself very good and impressive to others at college.Para1: You’ll have a great time and a lot of fun on the way.Meaning: you’ll have a wonderful time and lots of fun at college.Para1:Yet your education is also very business.Meaning: yet your study is also a big matter you have to considerPara1: To a large extent, you will be on your ownMeaning: most often, you will have to rely on yourself.Para1: most of you have to decide on a career.Meaning: most of you have chosen what you are going to do after graduation.Para1: even though some of you may change your minds later, you will have to set goals and work hard for them step by step until you graduate.Meaning: even though some of you may change your decisions on a career, you will have to decide what you are going to have in the end and work hard for the goals gradually until you complete your studies at college.Para2: as a teacher, I always tell my students to work hard and keep up from day one Meaning: as a teacher, I always tell my students to work hard and try to be the best from the first day.Para2: for a rich full life of college, you should make the most of the opportunities at handMeaning: if you want to have a rich full life of college, you should get as much as you canfrom the opportunities that will be offered to you.Para3: you know you have a debt to many people.Meaning: you know you should thank many people because they have done a lot for you.Para4: if you don’t have a real understanding and likin g of your course, you may begin to feel very unhappy.Meaning: if you don’t really understand the meaning of your course and don’t like the course, you may begin to feel very unhappy.Para4: you know it will be very difficult for you to respect yourself unless you are proud of your work.Meaning: you know you will hardly respect yourself if you are not proud of your work.Para4: this is true of a worker, doctor, teacher, or whatever.Meaning: this applies to all people whether they are a worker, a doctor or a teacherPara5: so, as you begin your college career, make up your mind to learn as much as possible.Meaning: so while you begin your college life, you should decide to learn as much as possible.Step 5 assignmentFinish all the exercises of section ALearn section B by yourselvesLearn section C by yourselves, teacher will go over it in class.Finish all exercises in the book 《新视野大学英语综合训练第一册》unit one.Learn the book有关新学期事项：期末考试经验教训：补考时间：考勤：缺课迟到早退请假分组学习:值日报告：每天三人，题目范围：college life, English study, my dream, ideal job, sports, friendship, travelling, our class, our university, our X teacher…平时成绩计算：课堂表现，口语（读单词，读课文，值日报告，口语考试10），考勤，作业(请假的要补上)Unit two Learning English: Some Advice and SuggestionsSection AStep one introduction to the topicQ: 1 When did you start leaning English? What’s your purpose?Most of us began to learn English when we entered junior middle school; some even in primary school. We learned it because it’s a compulsory course. Now we begin to realize that it is useful and important to learn English for we have to communicate with foreign friends and the outside world.2 Do you enjoy learning English?3 How do you feel when you make mistakes in your English learning?Sorry, unhappy, uncomfortable, embarrassed, upset, awkward, lose face; or it was ok to make mistakes, or that making mistakes was natural in learning English4 What do you fear most in learning English?poor pronunciation, unnatural intonation, making mistakes, being unable to express yourself clearly, being laughed at by others, reciting new words5 Do you have any ideas about how to learn English well?reading English newspapers and magazines, reading English loudly every day, watching English language movies, listening to English songs, talking with native English speaker, doing more English exercises.In learning English, we should bear in mind that it is nothing but natural to make mistakes. If we are afraid of making mistakes or losing face, we will not go further in our learning process. Making mistakes can help us gain more information about the world and how language is used to describe it. If we can identify the mistakes by ourselves or they are corrected by others, we can learn in a more effective way. In this sense, if we understand what making mistakes means to us and enjoy losing our faces in learning language, we can all become successful language learners.I also remember a proverb: No mistakes, no progress. Don’t you think so? Let’s learn the text and see the writer’s ideas.Step two section A Reading ThroughPart I New words:Reading the new words by students themselves for 10 minutesAsking students to read the new words one by oneTeaching some knowledge about pronunciationExplaining the following words:1. reality---real, realize, realise, realizable, realisable, realism, realist, realizationreality: the quality or state of being actual or true; existence2. embarrass: cause to feel self-conscious or ill at ease; disconcert3. success---successful, successfully, succeed4. leaf---(n.)(leaves) (v.) produce leaves; turn pages, as in searching or browsing5. dare: (v.tr) to have the courage required for; (v.intr) to be courageous or bold enough to do or try something; (v.aux.) to be courageous or bold enough to; (n.) an act of daring; a challenge.Part two section A the textReading the text and Finding out the new words and phrases in the textAnswering teacher’s questions:1. Why does it seem like a dream to Su-Kyeong Kim to speak to her 385 classmates at Sunday’s graduation?2. How old was she when she first arrived in the USA? And how long has she managed to become fluent in English?3. Did she help other Korean students at her school? Did they have the same troubles?4. What does her book looking for Trouble mean?5. Does everyone make mistake? Can you turn those mistakes into a big step toward your success? Why?6. Why did a taxi driver leave Kim and her mother in a dark parking lot at midnight?7. What lesson do Kim’s experiences give her?Reading the text again and do exercise on page23-24: reading out and getting the messageGoing through the text with the teacher, finding out some useful phrases and explaining some language points1. seem like: appear to be true, probable, or evident2. reality: something or everything that is real; the quality or state of being real3. within: inside the fixed limits of; not beyond; in the inner part or parts of; inside4. manage: succeed in doing, using, or taking; be in control or charge of the affairs of5. accent: a particular way of speaking6. award: (v.)grant as merited or due; (n.) something awarded or granted, as for merit7. embarrass: cause to feel anxious and uncomfortable, especially in a social situation; make self-conscious（尤指在交际场合）使窘迫；使尴尬8. interview: (v. n.) ask questions (of someone) in an interview9. risk: (a.) danger; (a) possibility that something harmful or undesirable may happen10. turn…into…: change in form or nature11. ask for: make a request for something12. teach someone a lesson 给某人一个教训learn one’s lesson 得到教训13. be afraid of doing sth. 不敢/害怕做某事14. dare to (do sth.)15. take a leaf out of Kim’s book! → follow Kim’s exampleStep three assignmentDoing exercises in the book 快速阅读every dayFinishing all the exercises in section A, B ,C and the book Comprehensive Exercises unit twoStep four explaining exercises in section AStep five section B and CUnit ThreeStep 1 Listening & speakingTesting Your EarsTask1---Task 2----Task 3Key words and phrases in listening and speaking:Expressions for describing things or people:Thanks: thank you/ you have my thanks/I’m in your debt/It was nice of you to try anyway. Responses: My pleasure/ I’m glad to be of some help/ It’s no trouble at all/ Pl ease think nothing of itTalking Together:Task 1—Task 2—Task 3 aims to build the students’ abilities in listening and speaking. Homework: P33. Task 3Step 2 Reading on Text A Wealth, Success or Love?1 Leading-In (10’) (PPT导入)2.Words and phrasesmyth神话fables 寓言jokes 笑话legend传说fairy tales 童话love stories 爱情martial stories 武侠detective stories 侦探religious stories 宗教1). wealth 财富；大量；丰富Most people think that health is more important than wealth.大多数人认为健康比财富重要。

2024版精选新视野大学教案范例

01课程介绍与教学目标Chapter课程背景及意义教学目标与要求知识目标能力目标情感目标01选用具有国际化视野、反映时代特色的优质教材。

020304教材内容涵盖跨文化交际理论、英语基本技能训练及多元文化知识。

注重实用性，结合案例分析、角色扮演等实践活动，提高学生语言运用能力。

配备丰富的多媒体教学资源，如课件、视频、音频等，方便学生自主学习。

教材选用及特点02教学内容与方法Chapter精选主题针对学科前沿和社会热点，精选具有代表性的主题，确保教学内容的时代性和实用性。

知识体系构建系统梳理学科知识，构建完整、清晰的知识体系，帮助学生形成全面的认知结构。

重点难点突出明确教学重点和难点，通过案例分析、专题研讨等方式，加深学生对重点难点的理解和掌握。

教学内容安排互动式教学通过课堂互动、小组讨论等方式，鼓励学生积极参与教学过程，提高教学效果。

信息化教学手段利用多媒体教学、网络教学等信息化教学手段，丰富教学资源，拓展教学空间。

启发式教学激发学生的学习兴趣和探究欲望。

教学方法与手段实践教学环节实验教学社会实践课程设计03学生能力培养与素质提升Chapter通过系统化的课程设计，帮助学生建立起扎实的专业知识体系，包括基本概念、理论框架、研究方法等。

专业知识体系构建鼓励学生跨学科学习，提供多元化的课跨学科知识整合引导学生养成自主学习的习惯，通过自主学习能力提升010203知识能力培养实践能力锻炼实验技能培养社会实践参与科研能力训练综合素质提升思想道德素质注重学生的思想道德教育，引导学生树立正确的世界观、人生观和价值观，培养良好的道德品质和社会责任感。

文化素养提升通过通识教育课程和文化活动，提高学生的文化素养和审美能力，培养学生的人文精神和国际视野。

身心健康促进关注学生的身心健康，提供心理健康教育和体育锻炼等支持，促进学生全面发展。

04考试评价与成绩管理Chapter半开卷考试允许学生携带一张A4纸大小的“小抄”进入考场，纸上可以记录自己认为重要的知识点。

新视野大学英语教案

新视野大学英语教案一、第一单元：课程介绍与目标1.1 课程背景本课程是基于新视野大学英语教材设计的一套教案，旨在提高学生的英语听说读写能力，拓展国际视野，培养跨文化交际能力。

1.2 教学目标通过本单元的学习，学生能够：掌握基本的英语词汇和语法知识。

提高听力理解能力，能够理解日常生活中的对话。

提高阅读理解能力，能够理解有关日常生活的文章。

提高口语表达能力，能够进行简单的日常交流。

二、第二单元：教学内容与方法2.1 教学内容本单元主要围绕日常生活话题展开，包括词汇、语法、听力、阅读、口语和写作等方面的内容。

2.2 教学方法采用任务型教学法，通过小组讨论、角色扮演、听力练习、阅读理解、口语表达和写作练习等多种形式，激发学生的学习兴趣，提高学生的英语实际运用能力。

三、第三单元：教学资源与材料3.1 教材新视野大学英语教材3.2 辅助材料多媒体教学课件、音频文件、视频文件、练习册、单词卡片等。

四、第四单元：教学评估与反馈4.1 评估方式通过课堂表现、作业完成情况、听力测试、阅读测试、口语测试和写作测试等多种方式进行评估。

4.2 反馈机制教师将对学生的学习情况进行及时反馈，包括对学生的课堂表现、作业完成情况、听力测试、阅读测试、口语测试和写作测试等进行评价和指导，帮助学生提高英语水平。

五、第五单元：教学计划与安排5.1 教学计划本单元的教学计划分为两个阶段：第一阶段为课堂讲授和练习，第二阶段为课后作业和自主学习。

5.2 教学安排第1-2周：词汇和语法学习。

第3-4周：听力训练。

第5-6周：阅读理解训练。

第7-8周：口语表达训练。

第9-10周：写作训练。

六、第六单元：听力教学策略6.1 教学目标通过本单元的学习，学生能够：提高听力理解能力，能够理解日常生活中的对话。

掌握听力技巧，提高听力水平。

6.2 教学内容本单元主要围绕听力技巧和日常生活对话展开，包括听力策略、听力技巧训练和日常生活对话练习等内容。

6.3 教学方法采用任务型教学法，通过听力练习、小组讨论、角色扮演等形式，激发学生的学习兴趣，提高学生的听力理解能力。

新视野英语说课稿

新视野英语教程说课稿实用与趣味一、教学内容(一）教材分析本课是《新视野英语教程》第一册第三单元的section A部分。

第三单元的主题是Learn a lesson from unusual stories从故事中学习。

围绕这一主题，这一单元分为section A ,section B 和section C三部分，每一部分各有侧重点。

section A部分选取的是一篇与财富、成功以及爱相关的故事，侧重于通过阅读巩固学生的英语基础以及在此基础上的英语综合应用能力。

（二）学情分析高职院校大一的学生心智发展不是很成熟，英语基础相对薄弱，而且对英语学习的兴趣不浓厚，因此，本课的教学在实用为主，够用为度原则的指导下，注重以故事为主线展开听，说，读等教学活动，尽量选取学生耳熟能详的简单故事，展开相对简单的练习，目的在于培养学生的自信心以及提高学生的学习兴趣。

（三）教学目标知识目标掌握本课的重点单词、词组以及句型、语法，理解课文，扩大词汇，巩固语言知识。

能力目标培养学生的英语听、说、读等综合能力，以便他们可以将英语运用到实际交谈中。

情感目标寓教于乐，让学生在故事中获得学习英语的乐趣和积极性，同时树立关于财富、成功与爱的正确价值观和人生观。

(四) 重点难点重点是掌握和应用本课的单词Wealth/ wise/ sympathy/daughter-in-law etc. ,词组fill with / jump in / out of; 句型Why don’t we…?用于提出建议；语法 What引导的名词性从句以及虚拟语气。

在此基础上，理解课文，提高阅读能力。

难点是帮助学生灵活运用已掌握的有限词汇和句型表达自己，提高英语实际运用能力，鼓励学生克服开不了口说英语的心理障碍，学会用英语讲述故事，以及与人交流，增强学好英语的自信。

二、教学方法（一）教法教学目标的实现离不开合理有效的教学方法。

俗话说，教有法，但无定法。

在这一课的教学中，我将传统的语法翻译法与交际教学理念相结合，运用多种教学方法，开展以学生为主体的双边教学活动，使学生从一个被动听者转变成一个积极参与者；使教师从单纯的知识灌输者转化为课堂组织者。

新视野大学英语精品教案

一、课程简介《新视野大学英语》是我国大学英语教学的重要教材之一，旨在提高学生的英语综合运用能力，培养他们的跨文化交际意识。

本教案以第二册第三版教材为基础，针对学生实际情况，设计了一套科学、实用的教学方案。

二、教学目标1. 知识目标：掌握教材中的重点词汇、短语和语法知识；理解文章的主旨大意和细节内容。

2. 能力目标：提高学生的阅读、听力、口语和写作能力；增强学生的跨文化交际意识。

3. 情感目标：激发学生的学习兴趣，培养他们的自主学习能力；培养学生的团队协作精神。

三、教学重难点1. 教学重点：词汇、短语和语法知识的掌握；阅读、听力、口语和写作能力的提高。

2. 教学难点：跨文化交际意识的培养；阅读和写作中的逻辑思维和批判性思维。

四、教学过程1. 导入新课（1）复习上一节课的内容，检查学生的学习效果。

（2）通过图片、视频或话题引入新课，激发学生的学习兴趣。

2. 阅读教学（1）快速阅读，了解文章大意。

（2）精读文章，分析文章结构、段落大意和细节内容。

（3）讨论文章中的重点词汇、短语和语法知识。

3. 听力教学（1）听录音，回答问题，检查学生的听力理解能力。

（2）模仿听力材料中的语音、语调，提高口语表达能力。

4. 口语教学（1）分组讨论，分享对文章的理解和感悟。

（2）角色扮演，模拟真实场景，提高学生的跨文化交际能力。

5. 写作教学（1）分析文章的写作技巧，引导学生掌握写作方法。

（2）布置写作任务，要求学生运用所学知识进行写作。

6. 总结与反馈（1）总结本节课的学习内容，强调重点和难点。

（2）收集学生的作业，及时反馈学生的学习情况。

五、教学评价1. 课堂表现：观察学生的参与度、合作意识和表达能力。

2. 作业完成情况：检查学生的作业质量，了解学生的学习效果。

3. 期末考试：通过笔试和口试，全面评估学生的学习成果。

六、教学反思1. 教师应关注学生的个体差异，因材施教。

2. 创设丰富的教学活动，激发学生的学习兴趣。

3. 注重培养学生的跨文化交际能力，提高学生的综合素质。

新视野大学英语说课

• 结果
– 速成 – 浮躁
• 结论 – 注重课本本身的内容 – 该听则听，该读则读，该说则说 – 尽可能参与到课堂的活动中来
三、理论基础
输入假设The Input Hypothesis
– Krashen (1985) 认为要使语言习得得以发生，必须让学习者接受可理解的略高于现有水平的语言材料。
– 听力上在适当位置停顿提出相应问题，比如，哪个表达是如何说的，哪个角色是什么意见，提示学生后一段要注意的语言，再由他们复述或者回答。
– 口语活动前提供一定的词汇、短语、句型，提示具体用法，强调在之后的活动中使用。
– 因为教材的每一单元的所有活动都是围绕着同一主题展开的，这就要求教师引导学生善于总结归纳相关话题的信息。
– 丰富的课外活动及实践环节（英语演讲、话剧，歌曲比赛）（口语、写作、阅读比赛）
教材
• 教材特点
• 加强英语综合应用能力（尤其是听说能力培养） • 体现接受技能和产出技能的衔接和互补（真实的
语言环境中学习） • 注重核心词汇的掌握和运用（侧重积极词汇训练）
教学内容
• 研读教材，充分利用第一手材料； • 以教材为中心进行拓展； • 利用和单元主题相关的网络资源。
– 语言输入是语言学习的前提条件，学习者只有在输出中尝试运用已加工过的语言材料，才能真正习得目的语。
四、教学实践
- 要给课堂活动提供充分的、新鲜的、略高于现有水平的输入材料 input
- 学生要进行有针对性的，有明确注意焦点的练习 output
教学形式
• 主线：将学生的注意力引导到相应信息上 • 呈现方式多样化
输出假设The Output Hypothesis
– Swain (1993) 认为语言输出过程会加强学习者对语言问题的明确注意，这注意会进一步刺激他们的认知机制，能使他们巩固已学知识，发现未解的内容和问题，然后激发学习者会运用多种策略探索来提高其对语言的运用能力。

大学英语说课稿1

大学英语说课稿大学英语说课稿各位领导、各位同仁，大家下午好：各位领导、各位同仁，大家下午好：我今天说课的内容是《新视野大学英语教程读写教程》第2版第一册Unit 1。

简单说说我是如何来上着一个单元的。

一说我们的教材：（教材分析）（教材分析）大学英语课程最终目的是养大学生的英语综合应用能力,特别是听说能力.在教学过程中,教师对教材的理解在很大程度上影响着他的教学效果。

教学效果。

我认为好教师应跟随着好教材一起成长，我认为好教师应跟随着好教材一起成长，我认为好教师应跟随着好教材一起成长，我们除了要做教我们除了要做教材的设计者（DESIGNER ）、编辑者(EDIFOR)外，还要做教材的改编者（ADAPTER ）。

《新视野大学英语*读写教程》读写教程》第二版更新了教学理第二版更新了教学理念和内容，注重培养学生表达能力，注重培养学生表达能力，强调交际实用性。

因此，我在设强调交际实用性。

因此，我在设计教学活动时，特别注意了学生语言应用能力的培养,努力为学生营造英语语言环境,加大课堂中语言的输入,从而引导学生进行语言表达,进行语言输出. Unit Unit OneOne 的内容以“Language Language Learning Learning Learning””为主题，主要讲述一位英语学习者从Junior ， senior ，college ，以及参加工作后on-line on-line learninglearning 英语学习的心路历程。

本文对于刚跨入大学不久的大学生们英语学习来说,有着承前启后的重要意义,以此为镜,对照自身的英语学习情况,借鉴前人的经验教训,摆正自己的学习态度,养成良好的英语学习习惯。

养成良好的英语学习习惯。

二说教学目标和教学方法二说教学目标和教学方法1. 教学目标根据本节课教学内容Learning Learning a a a foreign foreign foreign language language 及教学大纲要求,结合授课对象是刚进大学之门的大学生的特点,确定本节课教学目标如下几点。

大学新视野英语教案

教学目标：1. 让学生掌握本单元的词汇和短语；2. 提高学生的听力理解能力；3. 培养学生的阅读技巧；4. 锻炼学生的口语表达能力。

教学重点：1. 词汇：important, successful, difficult, easy, happy, sad, interesting, boring等；2. 听力：理解对话内容，掌握对话中的人物关系和事件发展；3. 阅读：理解文章大意，掌握文章结构；4. 口语：学会用英语表达自己的观点和感受。

教学难点：1. 词汇的准确运用；2. 听力材料的理解；3. 阅读技巧的运用；4. 口语表达能力的提高。

教学过程：一、导入1. 教师简要介绍本单元的主题和背景；2. 学生分享自己对主题的理解和感受。

二、词汇教学1. 教师带领学生复习上一单元的词汇，并进行新词汇的讲解；2. 学生通过游戏、练习等方式巩固所学词汇。

三、听力教学1. 教师播放听力材料，让学生边听边做笔记；2. 教师引导学生分析听力材料，理解对话内容；3. 学生复述听力材料，巩固听力理解能力。

四、阅读教学1. 教师讲解文章大意，分析文章结构；2. 学生阅读文章，完成阅读练习；3. 教师点评学生的阅读理解，纠正错误。

五、口语教学1. 教师引导学生围绕主题进行口语练习；2. 学生分组讨论，用英语表达自己的观点和感受；3. 教师点评学生的口语表达，提出改进建议。

六、总结1. 教师总结本节课的重点内容；2. 学生回顾所学知识，分享学习心得。

教学反思：本节课通过词汇、听力、阅读、口语等环节，帮助学生掌握新视野大学英语第一册Unit 1的知识点。

在教学过程中，要注意以下几点：1. 词汇教学要注重实际运用，让学生在语境中理解词汇；2. 听力教学要引导学生分析听力材料，提高听力理解能力；3. 阅读教学要注重培养学生的阅读技巧，提高阅读速度和理解能力；4. 口语教学要鼓励学生大胆开口，提高口语表达能力。

通过本节课的学习，学生能够掌握本单元的知识点，提高英语综合运用能力。

《新视野英语教程》说课稿

《新视野英语教程》说课稿一、课程定位高职高专英语课程为我院学生必修的一门公共基础课。

由于生源结构比较复杂, 学生的英语水平起点也不高, 而且个体差异较大, 英语教学存在较大的难度。

高职高专英语坚持为专业人才培养目标服务的原则, 紧密围绕我院二级分院、部各专业目标岗位群对英语的实际需要, 参考扩招后生源英语水平下降的实际状况, 按学生可接受程度的原则, 确定高职高专英语教学的目标与定位。

高职高专英语教学目标: 根据教育部《高职高专英语教学基本要求》的要求, 使学生掌握一定的英语基础知识和技能, 具有一定的听、说、读、写、译的能力, 从而能借助词典阅读和翻译有关英语业务资料。

在涉外日常活动和业务活动中进行简单的口头和书面交流, 为今后进一步提高英语交际能力打下基础, 以达到高职高专学生应达到的基本教学要求。

我们把培养目标定位在: 培养护理类一线应用性人才的英语实用能力上。

显然, 高职高专英语课的作用是培养学生的复合知识结构, 学习工具性知识, 而外语能力是学生的核心能力之一, 语言的交际能力又是构成人格素质的基本内容。

所以, 高职高专英语课在学生的专业学习和成长中占有举足轻重的地位。

二、课程目标本课程是高职高专教育的一个有机组成部分, 是非英语专业学生必修的基础课程。

体现了当前英语教学是以英语语言知识与应用技能、学习策略和跨文化交际为主要内容, 以外语教学理论为指导, 并集多种教学模式和教学手段为一体的教学体系。

本课程的教学目标是培养学生在中国环境下使用英语进行涉外交际的能力。

具体涉及四个方面:（一）使学生掌握一定的英语基础知识和技能；（二）使学生具有阅读和翻译有关业务英语资料的能力；（三）训练学生进行简单的日常和涉外会话的初步能力；（四）培养学生模拟套写简单信函等涉外业务应用能力。

三、课程资源（一）师资本学期“新视野”课程共16名教师讲授, 1名教师是高级职称, 3名教师是初级职称。

本课程组成员以年轻教师为主, 平均年龄29岁。

新视野英语教程读写教程说课

Homework
Read the passage loudly after class. ◆Underline the part that you cannot understand.
◆
Next class we will continue to learn the language points and do the exercise.
The End Good-bye
6. graduate v. complete an educational course e.g. When did you graduate?
n. (1) a person who has received a degree from a school (high school or college or university) e.g. He is a graduate in math. (2) postgraduate e.g. a graduate student
· Learn as much as possible.
Language Points
1.have a great／good／wonderful time enjoy oneself 过得愉快 e.g.They had a good time at the party.
2. business: 1)one’s responsibility or concern e.g. Her business is to look after the baby. 2)The activity of buying and selling goods and services e.g. They have done some business together. 3)a particular money-earning activity or place, such as a shop or factory e.g. He sold his business last year.

新视野大学英电子教案

一、课程名称：新视野大学英语二、授课班级：XX班三、授课教师：XXX四、授课时间：2022年X月X日五、教学目标：1. 理解并掌握本节课的核心词汇和短语；2. 提高学生的听、说、读、写能力；3. 培养学生的跨文化交际意识；4. 培养学生运用英语进行思维的能力。

六、教学内容：1. 课文：Unit 1 A New Life2. 听力材料：关于大学生活的对话3. 词汇：核心词汇、短语4. 语法：时态、语态5. 写作：写一篇关于大学生活的短文七、教学重点与难点：1. 重点：掌握课文内容，提高听、说、读、写能力；2. 难点：正确运用时态、语态，提高写作水平。

八、教学过程：1. 导入- 回顾上节课所学内容，检查学生对上一节课的掌握情况； - 提出本节课的学习目标。

2. 课文学习- 朗读课文，让学生熟悉课文内容；- 分析课文结构，讲解重点词汇和短语；- 让学生分角色朗读课文，提高口语表达能力。

3. 听力训练- 播放关于大学生活的对话，让学生认真听并回答问题； - 分析对话内容，讲解听力技巧。

4. 词汇学习- 教授本节课的核心词汇和短语，让学生进行例句练习； - 鼓励学生运用所学词汇进行口语和写作练习。

5. 语法讲解- 讲解本节课的语法知识，如时态、语态；- 通过例句让学生掌握语法知识。

6. 写作训练- 题目：My College Life- 指导学生构思短文结构，列出写作提纲；- 让学生根据提纲进行写作练习。

7. 总结- 回顾本节课所学内容，强调重点和难点；- 布置课后作业，要求学生巩固所学知识。

九、课后作业：1. 阅读课文，理解并掌握课文内容；2. 完成课后练习题；3. 按照写作要求，完成一篇关于大学生活的短文。

十、教学反思：本节课通过课文学习、听力训练、词汇学习、语法讲解和写作训练等环节，使学生掌握了本节课的核心知识，提高了听、说、读、写能力。

在今后的教学中，将继续关注学生的个体差异，注重培养学生的跨文化交际意识和运用英语进行思维的能力。

大学英语_新视野_教案

课程名称：大学英语年级：大学一年级学期：第一学期课时：16课时教学目标：1. 培养学生听、说、读、写、译的英语综合运用能力。

2. 提高学生的英语语感和语言表达能力。

3. 培养学生的自主学习能力和团队合作精神。

教学内容：1. 基础语法知识2. 词汇积累3. 听力理解4. 口语交际5. 阅读理解6. 写作技巧教学进度安排：第一周：1. 介绍课程内容、教学目标和教学方法。

2. 学习英语字母表、音标和基本发音规则。

3. 基础语法知识：名词、冠词、代词。

第二周：1. 基础语法知识：动词时态和语态。

2. 词汇积累：与日常生活相关的常用词汇。

第三周：1. 听力理解：日常生活中的对话和情景。

2. 口语交际：自我介绍、询问和回答问题。

第四周：1. 阅读理解：日常生活类文章。

2. 写作技巧：简短的个人介绍。

第五周：1. 基础语法知识：形容词、副词。

2. 词汇积累：与学校生活相关的常用词汇。

第六周：1. 听力理解：校园生活类对话和情景。

2. 口语交际：讨论校园生活话题。

第七周：1. 阅读理解：校园生活类文章。

2. 写作技巧：撰写校园生活日记。

第八周：1. 基础语法知识：介词、连词。

2. 词汇积累：与专业学习相关的常用词汇。

第九周：1. 听力理解：专业讲座和报告。

2. 口语交际：讨论专业学习话题。

第十周：1. 阅读理解：专业领域类文章。

2. 写作技巧：撰写专业学习报告。

第十一周：1. 基础语法知识：疑问词、感叹词。

2. 词汇积累：与旅游相关的常用词汇。

第十二周：1. 听力理解：旅游景点介绍和旅游攻略。

2. 口语交际：讨论旅游计划。

第十三周：1. 阅读理解：旅游类文章。

2. 写作技巧：撰写旅游攻略。

第十四周：1. 基础语法知识：情态动词。

2. 词汇积累：与体育活动相关的常用词汇。

第十五周：1. 听力理解：体育赛事报道和体育新闻。

2. 口语交际：讨论体育话题。

第十六周：1. 阅读理解：体育类文章。

2. 写作技巧：撰写体育赛事报道。

新视野大学英语第三版第一册说课材料

2. The company decided after a board meeting that the old _m_a_c_h_i_n_e_ry__ in the factories be done away with.
3. The key to an effective presentation is to state your points clearly and _s_u_m__m_a_r_iz_e___ each of your points at the end of your presentation.
Word building
5. Fill in the blanks with the newly-formed words in Activity 4. Change the form where necessary. Each word can be used only once.
1. New Zealand is famous for its clean beaches, friendly people and magnificent __s_ce_n_e_r_y___.
Banked cloze
A. require E. connectivity H. access L. preferred
B. acquire C. indispensable D. referred
F. undergraduate
G. transmits
I. seeks
J. complex
K. accountable
Words in use
response
transform focus
competitive compensate adopt

《新视野英语教程读写教程2》说课稿中文

《新视野英语教程读写教程2》说课稿尊敬的各位评委老师：我是XXXX大学XX，今天说课的内容《新视野英语教程读写教程2》第一单元。

一、教材分析《新视野英语教程读写教程》(第二版)是一套专供全国高职高专院校使用的英语教材，更新了教学理念和内容，注重培养学生表达能力，强调交际实用性。

遵循“实用为主，够用为度”的原则。

因此，教师在设计教学活动时，应充分发挥我们的创造性，调动学生的学习积极性，从而发展学生运用英语的能力。

本课是《新视野英语教程读写教程》第二册第一单元的section A部分。

第一单元的主题是Symbols of Cultures文化的象征。

围绕这一主题，这一单元分为section A ,section B 和section C三部分，每一部分各有侧重点。

section A部分选取的是美国文化联系最为密切的麦当劳文化。

通过对本课的学习，使学生了解第一个麦当劳餐厅的历史与现状。

二、学情分析Analysis of Students经过上一个学期的学习之后，学生的英语水平有所提高，能够用英语对所学的课文进行复述，就熟悉话题能进行简单的交流，但在准确性和流利性上还有待提高；在听力理解方面能够听懂简单的对话和陈述，但还不能做到精确的复述；能够进行简单的英汉互译，但翻译不了稍有难度的句子；能够读准单词的发音，但还有相当数量的问题需要纠正。

三、教学目标根据《高职高专教育英语课程教学基本要求》提出的教学目的，鉴于对本课的理解，我制定了如下的教学目标：（一）知识目标：熟练掌握文中重点生词、词组、句型及语法，理解课文，扩大词汇量，巩固语言知识。

（二）能力目标：培养学生的英语听、说、读等综合能力，以便他们可以将英语运用到实际交谈中。

四、重点难点重点是掌握和应用本课的单词和短语的主要用法。

难点是掌握表达个人意见的语句和表达方法。

运用本课词汇和短语对于熟悉的话题陈述自己的观点。

五、教学方法情景交际法：语言只有在一定的情景中才能使其表达具有的真实意义。

新视野大学英语1(高职高专教材)第九单元说课稿

Teaching method:Task-based Approach(任务教学法) ;
CommunicativeApproach(交际教学法);
Situtional Language Teaching method(情景教学);
Question-answer Teaching Approach.(问题教学法)；
Teachingobjectives:
1.InReadinganБайду номын сангаас Writing, students will be able to:
① identify the main idea of theText Aandanalyze some difficult sentences and some language points;
新视野大学英语1（高职高专教材）第九单元说课稿
Unit9 New Jobs Today
Good afternoon, laddies and gentlemen! It’s my great pleasure to be here sharing my lesson with you.The content of my lesson is New Horison English course Book 1 Unit 9（New Jobs Today）.I’ll be ready to begin this lesson from five parts：Analysis of the teaching material, the teaching methods, the studying methods, the teaching procedure,and Blackboard design.First, let me talk about the teaching material.

大学新视野英语课程说课稿

大学新视野英语课程说课稿大学新视野英语课程说课稿I’m XX from XXX University. Today my presentation of teaching design is Unit 1 in New Horizon English Course The Second Book.1. Analysis of the Teaching MaterialNew Horizon English Course (Reading and Writing) is a book designed for English course for Vocational college students in our country. This book, which focuses on students’ ability to express and practical skills, has a new teaching concept and content. And it also follows the principles of “giving priority to practice, taking enough to use”. Therefore, in order to develop students’ ability of using English, teachers should be creative and arouse students’ enthusiasm to study when they designed the teaching activities.This lesson is section A of Unit 1 in the second book of New Horizon English Course(Reading and Writing). This unit mainly talks about symbols of culture. Based on this theme, this unit can be divided into section A, section B and section C, and every part has its ownfocus. The passage in section A is about the first McDonald’s restaurant which is closely related to American culture. Through studying this passage, students will acquire some basic understanding about the history an d current state of the first McDonald’s restaurant.2. Analysis of StudentsAfter learning experience in last semester, students’ English level has been improved. They can retell the text by words and expressions they have learnt. Now they can communicate with others using simple sentences on the topic they are familiar with, but they need to pay attention to the accuracy and fluency. When listening, they can understand simple conversation and statement, but they can’t retell accurately what they hear. They can do simple English-Chinese translation. As of pronunciation, they still have pronunciation problems to be corrected.3. Teaching AimsAccording to the teaching aims in Basic Requirements for College English and understanding of the text, I set two teaching objects as follows:(1)Knowledge: master the new words, phrases, sentences and grammars; understand the text; enlarge the vocabulary; strengthen the basic knowledge of the language(2)Ability: develop students’ ability to listen, speak and read, in order to make them use these practical skills4. Focuses and DifficultiesFocus of this text is to master the usage of words and phrases and use them.Difficult point of this text is to master expression about expressing their own opinions. Students can express their own ideas about the topics they are familiar with by using words and phrases in this text.5. Teaching MethodsSituational Teaching Approach: Language can be meaningful in certain context. Therefore, I create several contexts through multi-media courseware in order to make students learn language in real language environment. This will help the student learn English in practice.Analysis and explanation: After students read the passage, the teacher make explanation, and give some directions, extension in meaning, comments and statements.Task-drive approach: this way makes students learn useful knowledge by accomplishing some tasks, and stimulate their interests to study.6. Teaching Process(1) Leading-ina. Free talk: make students do free talk on the basis of two questions on Page 2 of the textbook. The teacher asks several students: “McDonald’s and KFC, which do you like better? And why?” This procedure lets the students use what they have learnt in actual dialogue. At the same time, this can lead to the new content we are going to learn. So this step can be taken as a stone killing two birds.b. Background information: in this text, it refers to three persons: Ray Kroc and McDonald’s. The three persons are relat ed to the establishment of McDonald’s and why McDonald’s wants to destroy the first McDonald’s restaurant. Therefore, before we begin totalk about the text, the teacher will introduce Ray Kroc and McDonald’s and show their pictures to students through multimedia courseware.(2) Giving a lecturea. Teachers will ask some questions for warming up. On one hand, we can know how students understand the text; on the other, we can lead the students in quickly.Warming up questions:①Who founded McDonald’s?②Why was the restaurant called MaDonald’s?③Different opinions held by the Downey residents and McDonald’s mangersb. Ask students to divide the text in to three parts, and let them summarize the main idea of each part: Para. 1(Introduction) Presenting two opposing attitudes towards the first McDonald’s restaurant: saving it, or tearing it downPara. 2-11(body): Reasons for saving it:(1)It is a cultural symbol.(2)It gives people good memories.(3)McDonald’s is trying to change the histor y.Reasons for tearing it down:(1)It was damaged/beyond repair.(2)It is losing money at that location.Para. 12(Conclusion): Everyone hopes that the two opposing parties will find peace.将以上内容用多媒体呈现给学生。