大学英语英文教案

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大学英语英文说课教案

Subject: College EnglishGrade Level: FreshmanCourse Title: English for Academic PurposesDuration: 2 hoursTeaching Objectives:1. Knowledge Objectives:- Students will be able to understand and use key vocabulary related to food and culture.- Students will be able to recognize and analyze the structure of expository texts about food and culture.- Students will be able to discuss the influence of food on culture and vice versa.2. Ability Objectives:- Students will be able to engage in conversations about food and culture.- Students will be able to write a short essay comparing and contrasting two different food cultures.- Students will be able to present their findings on a chosen food culture to the class.3. Emotional and Moral Objectives:- Students will develop an appreciation for diverse food cultures.- Students will understand the importance of cultural sensitivity when discussing food-related topics.Teaching Aids:- Projector for showing multimedia content (slides, videos, etc.)- Whiteboard and markers- Handouts with vocabulary and exercises- Internet access for real-time researchTeaching Procedures:Part 1: Introduction (10 minutes)- Begin with a warm-up activity: Ask students to name their favorite foods and explain why they like them. This will encourage students to think about their own food preferences and how they are influenced by culture.- Introduce the topic of the lesson: "Food and Culture."- Show a brief video clip or slide show that highlights different food cultures around the world.Part 2: Vocabulary and Structure (20 minutes)- Present key vocabulary related to food and culture, such as "cuisine," "gourmet," "diet," "cultural heritage," and "foodie."- Use the whiteboard to write examples of sentences using the new vocabulary.- Conduct a vocabulary exercise where students match the English words with their meanings in Chinese.Part 3: Reading and Analysis (25 minutes)- Distribute a handout with a short expository text about a specific food culture.- Ask students to read the text individually and then in pairs to discuss the main points.- Facilitate a class discussion on the structure of the text,identifying the introduction, body, and conclusion.- Highlight key points about the food culture discussed and how it reflects the cultural values of the people.Part 4: Writing (20 minutes)- Assign a writing task: Students will write a short essay comparing and contrasting two different food cultures, focusing on the following aspects:- The main dishes and ingredients- The cooking methods and techniques- The cultural significance and traditions- Provide a sample essay outline and a list of transition words to help students structure their essays.Part 5: Speaking and Presenting (15 minutes)- Divide the class into small groups and assign each group a specific food culture to research.- Instruct students to prepare a short presentation on their chosen food culture, including visuals and speaking points.- Each group will present their findings to the class, and the rest of the students will act as judges, rating the presentations based on content, clarity, and delivery.Part 6: Conclusion (5 minutes)- Summarize the key points discussed during the lesson.- Encourage students to reflect on what they have learned about food and culture and how it has broadened their perspectives.- Assign homework: Students will write a reflective journal entry on their personal experiences with food and culture.Assessment:- Participation in class discussions and activities- Completion of vocabulary exercises- Quality of the written essay- Engagement and effectiveness of the group presentationsFeedback:- Provide constructive feedback on students' essays and presentations.- Encourage students to seek feedback from their peers and to reflect on their own performance.。

高校大学英语教案

教学对象：大一新生教学目标：1. 提高学生的英语阅读理解能力，培养学生的阅读兴趣。

2. 帮助学生掌握阅读理解的基本技巧，提高阅读速度和准确性。

3. 培养学生的逻辑思维和批判性思维能力。

教学内容：1. 阅读理解的基本技巧2. 词汇和语法知识在阅读中的应用3. 逻辑思维和批判性思维能力在阅读中的运用教学过程：一、导入1. 教师简要介绍阅读理解的重要性，激发学生的学习兴趣。

2. 让学生分享自己阅读英语文章的经验和遇到的问题。

二、新课导入1. 教师展示一篇阅读理解文章，让学生阅读并回答问题。

2. 学生分组讨论，交流阅读心得。

三、讲解阅读理解技巧1. 教师讲解阅读理解的基本技巧，如快速浏览、寻找主题句、判断文章结构等。

2. 通过实例分析，让学生掌握这些技巧。

四、词汇和语法知识在阅读中的应用1. 教师讲解词汇和语法知识在阅读中的应用，如词汇的同义词、反义词、词组搭配等。

2. 通过实例分析，让学生学会运用这些知识。

五、逻辑思维和批判性思维能力在阅读中的运用1. 教师讲解逻辑思维和批判性思维能力在阅读中的重要性。

2. 通过实例分析，让学生学会运用这些能力。

六、课堂练习1. 教师发放阅读理解练习题，让学生独立完成。

2. 学生互相批改，教师点评。

七、总结与反思1. 教师总结本节课的重点内容，强调阅读理解的重要性。

2. 学生分享自己的学习心得，提出问题。

教学评价：1. 课堂参与度：观察学生在课堂上的表现，如提问、回答问题、小组讨论等。

2. 阅读理解能力：通过课堂练习和课后作业，评估学生的阅读理解能力。

3. 词汇和语法知识掌握情况：通过课堂练习和课后作业，评估学生对词汇和语法知识的掌握程度。

4. 逻辑思维和批判性思维能力：通过课堂练习和课后作业，评估学生在阅读中的逻辑思维和批判性思维能力。

教学反思：1. 教师应关注学生的个体差异，针对不同学生的学习情况，调整教学策略。

2. 教师应注重培养学生的阅读兴趣，激发学生的学习动力。

大学英语阅读课教案

大学英语阅读课教案【篇一：大学英语教案一】unit one growing upteaching 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 text a(narration in chronological sequence);2. appreciate the narrative skills demonstrated in text a (selection of details, repetition, coherence);3. master the key language points and learn how to use them in context;4. understand the cultural background related to the content;5. express themselves more freely on the theme of growing up after doing a series of theme-related reading, listening, speaking, and writing activities;6. write a letter of congratulations in an appropriate way.teaching focus:1. understanding the main idea (the essence of writing is to write what one enjoys writing) and structure of text a(narration in chronological sequence) and related different culture;2. understanding and using the key words, phrases expressions, patterns of text a and text b;3. mastering the skills of writing a letter of congratulations in an appropriate way. teaching difficulties:1. understanding the main idea (the essence of writing is to write what one enjoys writing) and structure of text a(narration in chronological sequence) and related different culture;2. expressing themselves on the topic of growing up by using words and expressions learned in this unit.3. mastering the skills of writing a letter of congratulations in an appropriate way. teaching procedures:step 1: warming up1．listening to a english song --- beautiful boy1)a brief introduction to john lennonjohn lennon (1940~1980) was an english rock musician andco-founder of the beatles, the most lauded and influential rock group of all time.2) listening to the english song--- beautiful boy3) ss finish after-listening practice on page34) questions about the song and the textsa. in your opinion, what is the song beautiful boy going to tell us?b. what does lennon think of growing up? is it easy or full of adventures?c. can you guess what the texts in this unit are going to be about?2. background information1) spaghettidefinition:spaghetti is the italian-style thin noodle, cooked by boiling and served with sauce. unlike some chinese noodles, it is not served in soup and will never taste pulpy (软乎乎、没有嚼劲的). listen and practice:read the words given below and then listen to the passage. after listening to the passage, one student is required to come up and show the right way of eating spaghetti before the class. the right way of eating spaghetti 1. hold the fork in your hand as if to poke the spaghetti. 2. scoop up a small amount of spaghetti on your fork and raise it about 30cm above your plate. 3. make sure the spaghetti on your fork is completely disconnected from the remainder on your plate.4. put the prongs of the fork at an edge of the plate that is free of food.5. quickly point the prongs of the fork straight down toward the plate and place the points onthe plate.6. twirl the fork to gather the spaghetti around the prongs.7. with a quick scooping movement, gather up the roll around the prongs and place it in yourmouth.8. gently gather up any stray spaghetti ends that don’t make it all the way into your mouth.2) the american educational systemin the united states, education is the responsibility of individual states, not of the federal government, so requirements may vary from one state to another. the following is a generalization:kindergarten: under 5 years oldelementary / primary school (grades 1~6): 6~11 yearsjunior high / middle school (grades 7~8): 12~13 yearssenior / high school (grades 9~12): 14~17 years oldcollege, institute, academy (学院), university3. explanation of the title of text ahave ss read the title of text a and find out in which paragraph a similar phrase appears (para.5). ask ss to explain in their own words what the author’s mean by ―write for myself‖. step 2: global analysis of text a1. scanningss scan text a and find out all the time words, phrases and clauses.since my childhood in belleville (para. 1)until my third year in high school (para. 1)until then (para. 1)when our class was assigned to mr. fleagle for third-year english (para. 2)late in the year (para. 3)until the night before the essay was due (para. 3)when i finished (para. 6)next morning (para. 6)two days passed (para. 6)when i saw him lift my paper from his desk ... (para. 6) when mr. fleagle finished (para. 9)2. part division of the textpart 1(paras 1-2) baker was bored by everything associated with english courses, including his new english teacher.part 2(paras 3-5)baker found himself attracted by one particular topic and wrote about it for his own enjoyment.part 3(paras 6-9)the experience of writing the essay helped baker discover his talent for writing and realize what he wished to do in life.3. further understanding1) exercise: true or falsea. baker had never thought of becoming a writer until he was in the eleventh grade. (f)b. teachers found it painful to read students’ long and lifeless essays. (t)c. before mr. fleagle became the english teacher for baker’s class, the english course had been interesting. (f)d. in baker’s opinion, mr. fleagle was really a formal, rigid and out-of-date teacher only because of fleagle’s manner of speaking. (f)2) exercise: multiple choice (all the exercises in teaching ppt)3) questions related to text a:ss answer the following questions orally and brieflya. do you think baker would write another essay if he had enough time? why?b. what was baker prepared for when he found all the papers had been given back but his?c. whose essay did mr. fleagle read to the class? how did the class respond?d. which paragraph in this part gives readers the impression that baker’s essay was very good?e. why did baker feel so delighted?step 3: language / culture study and practice1. explain language points and have ss practice themdifficult sentences1)2) paraphrase the sentence.(i found it painful to write long, boring essays as required by teachers; neither did teachers enjoy what i wrote.)3) what can we learn from this phrase?(we can know from this phrase that before mr. fleagle became baker’s english teacher, all english courses were dull.)4)what does the author really mean when he says ―i ... was not disappointed‖?(he means that his expectation was right that mr. fleag le’s lessons were dull.)5) 1) what can we infer from these sentences?(baker was unwilling to write his essay.)2) list phrases to support your inference.(did nothing until … the essay was due; faced up to the unwelcome task.)6) paraphrase the sentence and translate it into chinese.(at the sight of the title i saw an unusual series of pictures in my mind’s eye. 这个题目在我脑海里唤起了一连串不同寻常的图像。

大学英语优秀教案50篇

【教学目标】1. 学生能够用英语进行简单的自我介绍。

2. 学生能够理解并运用基本的问候语和日常用语。

3. 培养学生的听说能力。

【教学重点】1. 自我介绍的句型结构。

2. 常用问候语和日常用语的运用。

【教学难点】1. 句型的灵活运用。

2. 对话中的语境理解。

【教学过程】Step 1: Warm-up- 教师用英语进行自我介绍，引导学生模仿。

- 学生之间进行简单的自我介绍。

Step 2: Presentation- 教师展示自我介绍的句型结构，如：My name is... I come from... I am a student of...- 教师举例说明常用问候语和日常用语，如：Good morning/afternoon/evening, How are you? Nice to meet you.Step 3: Practice- 学生分组进行角色扮演，练习自我介绍和问候。

- 教师巡回指导，纠正发音和语法错误。

Step 4: Consolidation- 学生自由组合，进行对话练习，运用所学句型和用语。

- 教师选取优秀对话进行展示，给予点评。

Step 5: Homework- 学生回家后，用英语写一篇简短的自我介绍。

- 课后复习常用问候语和日常用语。

教案二：Unit 2 Daily Life【教学目标】1. 学生能够用英语描述日常生活。

2. 学生能够理解并运用与日常生活相关的词汇和句型。

3. 培养学生的听力和口语能力。

【教学重点】1. 描述日常生活的句型结构。

2. 与日常生活相关的词汇和句型。

【教学难点】1. 句型的灵活运用。

2. 对话中的语境理解。

【教学过程】Step 1: Warm-up- 教师提问学生关于日常生活的常见话题，如：What do you usually do in the morning? What is your favorite food?- 学生回答问题，复习相关词汇。

大学英语教案_英文版

Objective:To introduce students to the topic of food and culture, enhancing their understanding of how different cultures perceive and appreciate food. The lesson aims to improve students' vocabulary, listening, speaking, and writing skills through interactive activities and discussions.Duration:1 hour 30 minutesMaterials:- Projector and computer for PowerPoint presentation- Handouts with vocabulary list and exercises- Flashcards with food items- Whiteboard and markers- CD player or YouTube video clips related to food and culture- Paper and pens for writing activitiesLesson Outline:I. Introduction (10 minutes)1. Greet the students and review the previous unit.2. Introduce the topic for the lesson: "Food and Culture."3. Briefly discuss the importance of food in different cultures and its role in social gatherings.II. Warm-Up Activity (5 minutes)1. Ask students to brainstorm different types of food they enjoy.2. Have a brief discussion about their favorite dishes and why they like them.III. Vocabulary Building (15 minutes)1. Present a list of food-related vocabulary words on the board.2. Use flashcards to introduce and review the words.3. Have students form small groups and match the flashcards to the corresponding words on the handouts.IV. Listening Activity (10 minutes)1. Play a short video clip related to food and culture.2. Pause the video at various points and ask students to discuss what they have heard.3. Provide a list of questions to guide the discussion:- What type of food is being discussed?- How does the culture perceive this food?- What are some traditional dishes from this culture?V. Speaking Activity (15 minutes)1. Divide the class into pairs.2. Assign each pair a specific culture to research.3. Instruct students to create a short presentation on the following:- Traditional dishes from the culture- The significance of these dishes in the culture- Cultural practices related to food consumption4. Allow pairs to present their findings to the class.VI. Writing Activity (10 minutes)1. Provide students with a writing prompt:- Write a short essay about your favorite dish and its cultural significance.- Explain why this dish is important to you and how it reflects your heritage.2. Set a timer for 10 minutes and allow students to write their essays.VII. Wrap-Up and Homework (5 minutes)1. Summarize the main points of the lesson.2. Assign homework:- Research a different culture and write a report on its traditional dishes and food-related practices.- Prepare a presentation for the next class.Assessment:- Participation in class discussions and activities- Completion of vocabulary exercises- Quality of the listening activity discussion- Effectiveness of the pair presentations- Completion and quality of the writing assignmentNote:This教案 can be adjusted according to the specific needs and interests of the students. Additional resources and activities can be incorporated to enhance the learning experience.。

大学英语教案_教学目标

教学目标：一、知识目标1. 了解英语国家的文化背景、历史传统和社会习俗。

2. 掌握与日常生活相关的英语表达方式，如问候、介绍、道别等。

3. 熟悉英语国家在教育、艺术、体育等方面的特点。

二、能力目标1. 提高学生的跨文化交际能力，能够适应不同文化背景的交流环境。

2. 培养学生的自主学习能力，能够通过查阅资料、观看视频等方式获取相关知识。

3. 增强学生的口语表达能力，能够在实际生活中运用所学知识进行交流。

三、情感目标1. 激发学生对英语国家文化的兴趣，培养学生尊重多元文化的态度。

2. 培养学生的团队协作精神，在小组讨论中共同完成任务。

3. 提高学生的自信心，鼓励学生在英语学习中勇于尝试和挑战。

教学过程：一、导入1. 教师简要介绍英语国家的文化背景，激发学生的学习兴趣。

2. 学生分享自己对英语国家的了解，引出本节课的主题。

二、新课导入1. 教师播放一段关于英语国家文化的视频，让学生了解英语国家的日常生活、节日习俗等。

2. 学生观看视频，并回答以下问题：（1）视频中提到了哪些英语国家的节日？（2）英语国家的饮食习惯有哪些特点？（3）英语国家在教育、艺术、体育等方面有哪些特点？三、课堂活动1. 小组讨论：学生分成小组，讨论英语国家的文化特点，并总结出以下几点：（1）英语国家的文化传统悠久，具有独特的魅力。

（2）英语国家的饮食习惯以肉类、面包、奶酪为主。

（3）英语国家在教育、艺术、体育等方面具有很高的成就。

2. 角色扮演：学生分组进行角色扮演，模拟在英语国家的生活场景，如购物、旅行、参加派对等。

四、课堂小结1. 教师总结本节课所学内容，强调英语国家文化的特点。

2. 学生分享自己在课堂活动中的收获和体会。

五、课后作业1. 学生阅读一本关于英语国家文化的书籍，了解更多的文化知识。

2. 学生观看一部英语国家的电影或纪录片，感受英语国家的风土人情。

3. 学生以小组为单位，制作一份关于英语国家文化的PPT，并在下一节课进行展示。

大学英语口语教案全英文版

I. IntroductionThis teaching plan aims to improve students' oral English communication skills. Through various activities and exercises, students will be able to practice and enhance their listening, speaking, reading, and writing abilities. The teaching plan covers a period of 16 weeks, with each week focusing on a specific topic.II. Teaching Objectives1. Develop students' listening and speaking skills in English.2. Enhance students' ability to express themselves fluently and accurately in English.3. Improve students' understanding of different cultural backgrounds and social contexts.4. Foster students' interest in learning English and motivate them to communicate more in English.III. Teaching Content1. Week 1-4: Introduction to Oral English- Introduction to the course and its objectives.- Basic conversation skills and pronunciation.- Common expressions and phrases used in daily communication.2. Week 5-8: Listening and Speaking Skills- Listening exercises to improve comprehension.- Speaking activities, such as role-playing and group discussions.- Practice in different speaking situations, such as interviews, presentations, and negotiations.3. Week 9-12: Reading and Writing Skills- Reading exercises to improve vocabulary and grammar.- Writing tasks, including essays, reports, and emails.- Practice in summarizing and paraphrasing information.4. Week 13-16: Cultural Awareness and Communication- Introduce cultural differences and social norms.- Role-playing activities to simulate real-life communication scenarios.- Reflection and discussion on the importance of cultural awareness in communication.IV. Teaching Methods1. Interactive teaching: Encourage students to participate actively in class discussions and activities.2. Group work: Assign group tasks to promote teamwork and communication skills.3. Task-based learning: Design activities that require students to complete specific tasks in English.4. Project-based learning: Assign projects that allow students to apply their skills in real-life situations.5. Flipped classroom: Provide students with pre-class materials and assignments, allowing them to review and prepare before class.V. Assessment1. Class participation: Assess students' engagement and contribution in class activities.2. Group work: Evaluate the quality of group discussions and presentations.3. Individual assignments: Grade essays, reports, and other written tasks.4. Final presentation: Assess students' ability to communicate effectively in a real-life scenario.VI. Teaching ScheduleWeek 1-4: Introduction to Oral English- Week 1: Introduction to the course and basic conversation skills- Week 2: Pronunciation and common expressions- Week 3: Listening exercises and speaking activities- Week 4: Review and practiceWeek 5-8: Listening and Speaking Skills- Week 5: Listening exercises- Week 6: Speaking activities and role-playing- Week 7: Different speaking situations- Week 8: Review and practiceWeek 9-12: Reading and Writing Skills- Week 9: Reading exercises and vocabulary building- Week 10: Writing tasks and essay writing- Week 11: Summarizing and paraphrasing information- Week 12: Review and practiceWeek 13-16: Cultural Awareness and Communication- Week 13: Cultural differences and social norms- Week 14: Role-playing activities- Week 15: Importance of cultural awareness in communication- Week 16: Final presentation and course evaluationThis teaching plan aims to provide a comprehensive and engaging approach to learning English oral communication skills. By incorporating variousteaching methods and activities, students will be motivated to improve their English proficiency and apply it in real-life situations.。

大学英语完整的教案

大学英语完整的教案【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【篇二：大学英语教案模板】unit 8 book 1 experiencing englishi. teaching objectives1. skills:1) reading: reading between the lines2) writing: how to use punctuations in a sentence3) listening: understanding the passages about love and friendship, listening for the main idea and the important details, learning to take notes while listening4) speaking: talking about love and friendship2. vocabulary development:w, depart, enclose, endure, identical, intense, occupy, provoke, standing, trim,2) expressions: compare… to, drift apart, ever after, even if/ though, join hands (with), no matter what/ how, etc., succeed in, try on, go by, in case, pass away, work out3. grammar and structure:1) adverbial clause2) attributive clause3) modal auxiliaries in subjunctive moodii. important points:leave nothing to chance, compare to, even if/ though, no matter how/ what, go by, work out, recognize as/ by, compare with/ toiii. difficult points:1.distinguishing replace, substitute, take the place of; confront, encounter, meet; bear, endure, put up with, stand, suffer, tolerate; acknowledge, admit, confess, recognize2. speaking: talking about love and friendship3. listening: understanding the passages, listening for the main idea and the important details, learning to take notes while listeningiv. teaching arrangements:1. total class time for this unit: 8 periods2. suggested arrangement:1) talking:(duty report, group discussion, free talk etc.) 402) pre-reading activities: 15-203) understanding the structure of text a: 15-204) detailed study of the language:1005) writing skills: 156) text summary 10’7) exercises: 558) reading skills: 15-259) detailed study of of text b: 60-7010) comprehensive exercises: 20iv. lecture scripts:(by the teachers)【篇三：新视野大学英语读写2(第三版)完整教案】新视野大学英语读写教程（第三版）book 2 教案。

大学英语完整的教案

大学英语课教案全英文版

Course Description: This course is designed to enhance students' English proficiency, focusing on academic reading, writing, listening, and speaking skills. The course aims to prepare students for university-level academic tasks and to foster critical thinking and cultural awareness.Week 1: Introduction to the CourseObjective:- To introduce the course objectives, expectations, and assessment criteria.- To familiarize students with the course structure and resources.Materials:- Course syllabus- Handouts on course expectations and assessment criteria- Interactive whiteboard or projectorActivities:1. Welcome and Introduction- Briefly introduce yourself and the course.- Explain the course objectives and how it will help students intheir academic pursuits.2. Course Syllabus Overview- Go through the course syllabus, highlighting key dates, assignments, and assessment criteria.- Discuss the importance of each component of the syllabus.3. Interactive Discussion- Engage students in an interactive discussion about their expectations from the course.- Encourage them to share their goals and any concerns they might have.4. Resource Introduction- Introduce the library resources available for English language learning.- Discuss the importance of using online resources and academic databases.5. Homework Assignment- Assign a reading from the textbook to be completed before the next class.- Provide guidelines on how to approach the reading and what to look for.Homework:- Read the assigned text from the textbook.- Reflect on the text and prepare questions or observations for class discussion.Week 2: Academic ReadingObjective:- To develop students' academic reading skills.- To introduce strategies for comprehending and analyzing academic texts.Materials:- Academic reading text from the textbook- Highlighters and note-taking materialsActivities:1. Warm-Up Activity- Begin with a brief review of vocabulary from the previous week's homework.- Conduct a quick quiz to check understanding.2. Reading Strategies Introduction- Discuss different reading strategies such as skimming, scanning, and in-depth reading.- Provide examples of each strategy and demonstrate their use.3. Text Analysis- Distribute the academic reading text.- Guide students through the process of analyzing the text, focusing on main ideas, supporting details, and author's purpose.4. Group Discussion- Divide students into small groups and assign each group a section of the text to discuss.- Encourage students to summarize their findings and present them to the class.5. Homework Assignment- Assign a reflective writing task where students summarize the main points of the text and explain how they can apply the reading strategies learned in their academic work.Homework:- Write a summary of the assigned text, applying the reading strategies discussed in class.- Prepare to share your summary with the class.Week 3: Academic WritingObjective:- To introduce the basics of academic writing.- To develop students' writing skills, particularly essay writing.Materials:- Writing prompts- Essay writing guidelinesActivities:1. Writing Prompt Discussion- Introduce a writing prompt related to the course content.- Discuss the prompt with students, ensuring they understand the topic and requirements.2. Brainstorming Session- Guide students through a brainstorming session to generate ideas and outlines for their essays.- Encourage students to think critically and explore different perspectives.3. Essay Writing Workshop- Provide a step-by-step guide on how to structure an essay, including introduction, body paragraphs, and conclusion.- Demonstrate the writing process with a sample essay.4. Peer Review- Pair students up to review each other's essays, offering constructive feedback.- Discuss the importance of peer review and how to give effective feedback.5. Homework Assignment- Assign the writing of a short essay based on the writing prompt.- Provide guidelines on essay structure and the expectations for the assignment.Homework:- Write a short essay based on the provided writing prompt, following the essay structure guidelines.- Submit the essay for peer review.Continuation:- Each subsequent week will focus on a different aspect of English language skills, including listening, speaking, and further development of reading and writing skills. Activities will vary but will always aim to engage students in interactive and practical learning experiences.。

大学英语教案模板全英文版(10篇)

大学英语教案模板全英文版（优秀10篇）英语(英语：English)是一种西日耳曼语支，最早被中世纪的英国使用，并因其广阔的殖民地而成为世界使用面积最广的语言。

下面是我辛苦为朋友们带来的10篇《大学英语教案模板全英文版》，希望可以启发、帮助到大朋友、小朋友们。

标准英语教案篇五英语教案篇八一。

教学资料《新课程标准小学英语》book7 leon5 how do you usually go to school？二。

学生分析六年级的学生大胆且自立，好奇心重求知欲强，并且爱表现自我。

在经过一段时光的师生磨合和配合之后，进入第五课学习时，学生们就基本熟悉了教师的课堂英语。

爱玩是孩子的天性，六年级的学生不喜欢机械重复乏味的课堂，他们喜欢在游戏中学习，所以在教学过程中我采用了情景教学和游戏教学的模式，让学生们积极主动地参与到英语学习中。

六年级的学生注意力能够集中的时光比较短，借助多媒体手段等激励方式，使学生集中注意力在学习上。

六年级的学生喜欢自我表现，采用小组合作的方式完成情景教学，使学生体味团队协作取得成功的喜悦，增强他们学习英语的自信心。

三。

教学目标1、知识目标a.使学生能熟记bus，car，train，on foot新词汇b.使学生能熟记用句子how do you usually go to school？i usually go to school by…？进行对话2、本事目标使学生能把学到的知识运用到实际生活中去3、情感目标培养学生的自我表达本事和团队合作精神四。

教学重点与难点1、熟记所学新单词，做到发音准确，拼写正确2、能过把新单词运用到句型i usually go to school by……？五。

教学方法情景教学法与游戏教学法相结合六。

学习方法自主学习与小组合作相结合七。

课前准备单词卡片、短语卡片、幻灯片等八。

教学过程1、新课导入首先全班同学起立合唱leon3中的歌曲where do you e from？吸引学生注意力到课堂学习中，同时营造一个良好的英语学习氛围，为新课学习做准备。

大学专业英语教案

教学目标：1. 培养学生具备专业英语阅读、写作、口语和听力能力；2. 提高学生专业英语词汇量，增强专业英语表达能力；3. 培养学生自主学习、合作学习的能力；4. 增强学生跨文化交际意识。

教学内容：1. 专业英语阅读；2. 专业英语写作；3. 专业英语口语；4. 专业英语听力。

教学过程：一、导入（5分钟）1. 教师简要介绍课程背景和教学目标；2. 学生进行自我介绍，分享自己的专业兴趣。

二、专业英语阅读（25分钟）1. 教师发放阅读材料，讲解文章大意；2. 学生阅读文章，完成相关练习题；3. 教师引导学生进行讨论，分享阅读心得。

三、专业英语写作（20分钟）1. 教师讲解写作技巧，如文章结构、语法、词汇等；2. 学生根据教师给出的题目进行写作练习；3. 教师点评学生的作文，指出优点和不足。

四、专业英语口语（15分钟）1. 教师组织学生进行角色扮演，模拟专业场景；2. 学生分组进行口语练习，互相纠正发音和语法错误；3. 教师点评学生的口语表现，提供改进建议。

五、专业英语听力（15分钟）1. 教师播放听力材料，学生边听边做笔记；2. 学生回答听力问题，分享自己的理解；3. 教师讲解听力技巧，提高学生的听力水平。

六、课堂小结（5分钟）1. 教师总结本节课的重点内容；2. 学生提出疑问，教师解答；3. 学生分享学习心得。

教学评价：1. 课堂参与度：观察学生在课堂上的参与程度，如提问、回答问题、讨论等；2. 作业完成情况：检查学生的作业完成质量，如阅读、写作、口语和听力练习；3. 期末考试：通过期末考试评估学生的综合英语能力。

教学反思：1. 教师根据学生的学习情况调整教学内容和方法；2. 注重培养学生的自主学习能力，提高学生的专业英语水平；3. 关注学生的跨文化交际意识，提高学生的综合素质。

大学英语教案_全英文版

Course Title: College EnglishCourse Code: ENGL 101Department: English Language and LiteratureInstructor: [Your Name]Class Duration: 2 hoursClass Date: [Date]Objective:- To enhance students' ability to read, write, and discuss travel and tourism-related topics.- To expand students' vocabulary and idiomatic expressions related to travel.- To improve students' speaking skills through group discussions and presentations.Materials:- Textbook: [Title of the Textbook]- Handouts: Travel-related articles, pictures, and maps- Whiteboard and markers- Projector and computer for presentations- Headphones for listening exercisesLesson Outline:I. Warm-up (10 minutes)- Activity: Quick Discussion- Objective: To engage students in a casual conversation about their favorite travel destinations.- Instructions:1. Ask students to pair up and discuss their favorite travel destinations.2. Each pair should share their reasons for choosing that destination.3. After a few minutes, invite a few pairs to share their experiences with the class.II. Reading (20 minutes)- Activity: Reading Comprehension- Objective: To introduce students to travel-related vocabulary and concepts.- Instructions:1. Hand out a travel-related article from the textbook or a relevant source.2. Students should read the article individually for the first 10 minutes.3. After reading, ask students to complete the comprehension questions provided in the textbook.4. Discuss the answers as a class.III. Vocabulary Building (15 minutes)- Activity: Vocabulary Exercises- Objective: To expand students' vocabulary related to travel and tourism.- Instructions:1. Present a list of travel-related words and phrases on the whiteboard.2. Students should work in pairs to define the words and provide examples of their usage.3. After a few minutes, invite pairs to share their definitions and examples with the class.IV. Listening (10 minutes)- Activity: Travel Podcast- Objective: To improve students' listening skills and expose them to natural English used in travel contexts.- Instructions:1. Play a short travel podcast or a recorded conversation about travel.2. Students should listen attentively and take notes.3. After listening, ask students to summarize the main points of the conversation and discuss any interesting details.V. Writing (15 minutes)- Activity: Travel Blog Post- Objective: To encourage students to write a short blog post abouttheir ideal travel destination.- Instructions:1. Distribute writing prompts related to travel destinations.2. Students should write a short blog post (approximately 100-150 words) based on the prompt.3. After writing, students should share their posts with a partner for peer review.VI. Speaking (15 minutes)- Activity: Group Discussion and Presentation- Objective: To enhance students' speaking skills and their ability to express opinions about travel.- Instructions:1. Divide the class into small groups.2. Each group should select a travel destination and research it for about 10 minutes.3. Groups should prepare a short presentation (5 minutes) about their chosen destination.4. After each presentation, the class should discuss the pros and cons of visiting that destination.VII. Wrap-up (5 minutes)- Activity: Review and Feedback- Objective: To review the key points of the lesson and provide feedback to students.- Instructions:1. Summarize the main topics discussed during the lesson.2. Provide feedback on students' participation, writing, and speaking.3. Assign homework: Write a short essay on a travel-related topic of their choice.Homework:- Write a 200-250-word essay on a travel-related topic of your choice. The essay should include an introduction, body paragraphs, and a conclusion.Assessment:- Participation in class discussions and activities- Quality of writing assignments- Effectiveness of group presentationsNote: This teaching plan is a general outline and can be adjusted according to the specific needs and preferences of the students and the instructor.。

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 ScheduleAims: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 andspeaking 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 CourseNote: 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 studyby 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 thecourse 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 dooral presentation before class.4. It is important to turn in any assignments by the due date. Ifyou know that you have acircumstance 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 aloose paper.6. Since attendance/absence is part of evaluation, keep in mind that your absence will reduceyour evaluation.Useful English Learning Resources:Magazines: English Language Learning, College English, English Salon, English Weekly, The world of English, English Digest, Overseas EnglishNewspaper: 21st Century, China DailyWebsites: (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 Myself1. 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 organizationnd2 period: while-reading3 period: post-reading activities4 period: reading practice5th period: speaking6 period: writing3. 教学重点及难点：Important language points in the text:4. 教学内容的深化及拓宽：ththrdStudents conduct a series of reading, listening, speaking and writing practice to deepen their understanding of the points taughtin 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》。

大学英语英文版教案

Course Title: English for University Students (ESL)Course Code: ENGL 101Department: English Language and LiteratureDuration: 12 weeksTotal Hours: 36 hoursObjectives:By the end of this course, students will be able to:1. Develop basic communication skills in English for academic purposes.2. Improve listening, speaking, reading, and writing skills.3. Enhance vocabulary and grammar knowledge relevant to university-level studies.4. Understand and analyze academic texts and presentations.5. Participate actively in class discussions and group activities.Teaching Methods:- Interactive lectures: The teacher will deliver lectures on key topics, ensuring student engagement through questions and discussions.- Group activities: Students will work in groups to complete tasks that promote collaboration and critical thinking.- Role-playing: Students will engage in role-plays to practice real-life scenarios relevant to university life.- Technological tools: The use of multimedia resources, such as videos, podcasts, and online platforms, will be integrated into the lessons.- Peer review: Students will be encouraged to review each other's work to improve writing and speaking skills.Week-by-Week Schedule:Week 1-2: Introduction to the Course and Basic Grammar- Topic: Introduction to the course, course objectives, and basic grammar structures.- Activities: Icebreaker activities, grammar exercises, and a short presentation on course expectations.Week 3-4: Listening and Speaking Skills- Topic: Developing listening and speaking skills for academic purposes.- Activities: Listening exercises, speaking activities, and group discussions on various topics.Week 5-6: Reading Skills- Topic: Strategies for effective reading in English.- Activities: Reading comprehension exercises, analysis of academic texts, and discussion of themes.Week 7-8: Writing Skills- Topic: Writing academic essays and reports.- Activities: Writing workshops, peer review sessions, and editing exercises.Week 9-10: Vocabulary Building- Topic: Expanding vocabulary for academic writing and speaking.- Activities: Vocabulary games, word puzzles, and the use of online resources for vocabulary enrichment.Week 11-12: Review and Final Project- Topic: Review of course content and preparation for the final project.- Activities: Review sessions, group presentations, and the completion of individual final projects.Assessment Methods:- Class participation: Regular attendance and active participation in class discussions and activities.- Quizzes: Short quizzes to assess understanding of grammar and vocabulary.- Writing assignments: Two formal writing assignments to evaluate essay writing skills.- Speaking assignments: A group presentation and an individual speaking test to assess speaking skills.- Final project: A comprehensive project that demonstrates the student's ability to apply the course content to a real-life scenario.Materials:- Course textbook: "English for University Students" by [Author].- Handouts and supplementary materials.- Online resources and multimedia materials.- Writing and speaking assessment rubrics.Additional Notes:- Regular feedback will be provided to students on their progress.- Students are encouraged to seek additional help from the teacher or the language center if needed.- The course will be conducted in an inclusive and supportive environment that respects diversity and encourages student growth.Conclusion:This course aims to provide students with the necessary English language skills to succeed in their university studies. By the end of the course, students should feel confident in their ability to communicate effectively in English, both in academic settings and beyond.。

现代大学英语教案

教学目标：1. 通过本课程的学习，使学生掌握大学英语的基本语法、词汇和听说读写能力。

2. 培养学生的英语思维习惯，提高学生的跨文化交际能力。

3. 培养学生独立思考和自主学习的能力。

教学内容：1. 基础语法2. 词汇与短语3. 阅读理解4. 听力理解5. 写作与翻译教学过程：一、导入1. 通过多媒体展示英语国家的文化、风俗等，激发学生的学习兴趣。

2. 引导学生回顾上节课所学内容，为新课做好铺垫。

二、基础知识讲解1. 语法：讲解本节课涉及的语法知识点，如时态、语态、虚拟语气等，并通过例句让学生理解和掌握。

2. 词汇与短语：介绍本节课的词汇和短语，要求学生能够正确拼写、读音和使用。

三、阅读理解1. 分组讨论：将学生分成小组，讨论课文内容，培养学生合作学习能力。

2. 阅读练习：完成阅读理解练习，巩固所学知识。

四、听力理解1. 听力训练：播放听力材料，让学生进行听力练习，提高听力水平。

2. 解答问题：针对听力材料中的问题，进行解答，加深对听力内容的理解。

五、写作与翻译1. 写作：布置写作任务，指导学生如何构思、组织语言，完成一篇短文。

2. 翻译：讲解翻译技巧，让学生进行翻译练习，提高翻译能力。

六、课堂小结1. 总结本节课所学内容，强调重点、难点。

2. 对学生的表现进行评价，指出优点和不足。

七、课后作业1. 完成课后阅读理解练习。

2. 按要求完成写作任务。

3. 复习本节课所学语法知识点。

教学评价：1. 课堂表现：观察学生在课堂上的发言、参与度等，评价其学习态度。

2. 作业完成情况：检查学生的课后作业，了解其对知识的掌握程度。

3. 考试成绩：通过定期考试，检验学生的学习成果。

教学反思：1. 教师要根据学生的学习情况，调整教学方法和进度。

2. 注重培养学生的英语实际应用能力，提高学生的跨文化交际能力。

3. 关注学生的个体差异，因材施教，使每个学生都能在英语学习中取得进步。

大学英语全英教案模板及范文

课程目标：1. 培养学生用英语进行写作的基本能力。

2. 提高学生的英语写作技巧，包括句型结构、词汇运用和段落组织。

3. 增强学生的英语思维能力和文化素养。

教学对象：大学英语专业一年级学生教学时间：2课时教学工具：多媒体教学设备、投影仪、笔记本电脑、英语写作教材教学过程：第一课时：一、热身活动（Warm-up）1. 学生自由讨论：请学生分享自己最近看过的英文书籍或文章，并简要介绍自己的阅读感受。

2. 教师简要介绍本节课的学习目标。

二、新授课（New lesson）1. 教师讲解英语写作的基本结构：引言、主体和结论。

2. 通过实例分析，讲解常见的句型结构和词汇运用。

3. 分组讨论：学生以小组为单位，就某个话题进行头脑风暴，准备写作素材。

三、实践练习（Practice）1. 学生根据所给话题，独立完成一篇英语短文。

2. 教师巡视指导，纠正学生的错误。

四、课堂展示（Presentation）1. 学生展示自己的写作成果，教师进行点评。

2. 学生之间互相评价，提出改进意见。

第二课时：一、复习上节课内容（Review）1. 教师简要回顾上节课的学习内容。

2. 学生分享自己在写作过程中遇到的问题及解决方法。

二、巩固练习（Consolidation）1. 教师提供一篇英语短文，要求学生根据文章内容进行改写或续写。

2. 学生独立完成改写或续写任务。

三、课堂展示（Presentation）1. 学生展示自己的改写或续写成果，教师进行点评。

2. 学生之间互相评价，提出改进意见。

四、总结与反馈（Summary and feedback）1. 教师对本节课的学习情况进行总结。

2. 学生分享自己在学习过程中的收获与不足。

3. 教师针对学生的反馈，提出改进建议。

教学反思：本节课通过讲解英语写作的基本结构和技巧，帮助学生掌握了英语写作的基本方法。

在实践练习环节，学生能够运用所学知识进行写作，并在课堂展示中展示自己的成果。

但在课堂展示环节，部分学生表达不够流畅，需要进一步提高口语表达能力。

大学英语优秀教案

大学英语优秀教案【篇一：大学英语教学设计】大学英语教学设计一、指导思想与理论依据大学英语是普通高等学校的一门重要公共基础课程。

它具有学生覆盖面最广、学时最长的特点。

随着改革开放的不断深化，国际交流的日益增多，社会需要更多具有一定英语能力的高素质劳动者，因此，本课程的地位和作用显得越来越重要。

英语是高职学历教育必修的基础课程之一。

高职英语教学是以英语语言基础知识与英语策略和跨文化交际为主要内容，以外语教学理论为主要指导，并集多种教学手段为一体系。

根据国家教育部颁发的《高职高专教育英语课程教学基本要求》和高等学校英语应用b级的要求，大学英语课程旨在培养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、译能力，掌握必要的、实用的英语语言知识和语言技能，具有阅读和翻译与本人有关的英文资料的初步能力，同时增强其自主学习能力，提高综合文化素质，并为今后进一步提高英语的交际能力打下基础，以适应社会发展和经济建设的要求。

二、学习者特征分析学习基础：通过高中阶段的学习，大部分学生有了一些英语基础，但是因为生源地的差异，不同专业乃至相同专业的不同学生的英语基础参差不齐，有一部分来自边远地区的少数民族学生英语基础为零。

有了一定英语基础的大多数学生词汇量极为匮乏，高考成绩也很低，这些学生和零基础的少数民族学生在有些专业和有些班级占到了很大的比例。

学习能力：学生思想活跃，但学习自主性差, 学习非常被动，没有良好的学习习惯，总是要依赖老师，依赖课堂，没有自主学习的意识。

又因英语基础薄弱，对听说读写各项技能的能力培养和提高都有影响。

心理特征：相当一部分学生在不同程度上产生了情绪纠结，出现了许多学习上的障碍，主要表现在学习目的、学习动机的缺失和学习态度的消极。

在学习上自信心不足，存在自卑心理和畏难情绪，需要教师耐心细致指导，并得到教师的尊重和认可。

三、教学目标知识目标：本课程教学既要培养学生具备必要的英语语言基础知识，具有较强的阅读能力和一定的听、说、读、写、译能力，使他们能用英语交流信息，能借助词典阅读和翻译有关英语业务资料，也应重视培养学生运用英语进行有关涉外业务工作的能力，在涉外交际的日常活动和业务活动中进行简单的口头和书面交流。

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