英语生本课教案
现代大学英语精读2_教案
课程名称：现代大学英语精读2授课对象：高等院校英语专业本科学生课时安排： 12课时教学目标：1. 知识目标：- 掌握本教材中每单元的核心词汇、短语及语法点。
- 理解并分析课文中的复杂句子结构。
- 熟悉并运用不同的写作技巧和风格。
2. 能力目标：- 提高学生的英语阅读理解能力。
- 培养学生的英语写作和表达能力。
- 增强学生的跨文化交流意识。
3. 情感目标：- 激发学生对英语学习的兴趣。
- 培养学生的批判性思维和独立思考能力。
- 增强学生的自信心和团队合作精神。
教学内容：1. Unit 1: Another School Year- 课文精读：分析文章结构，理解作者观点。
- 词汇学习：掌握关键词汇和短语。
- 语法点：练习现在时、过去时和将来时的用法。
2. Unit 2: What For?- 课文精读：探讨大学生活的意义和价值。
- 词汇学习：学习与教育、职业规划相关的词汇。
- 语法点：练习被动语态和条件句。
3. Unit 3: The Rite of Spring- 课文精读：分析春天的象征意义。
- 词汇学习：掌握与自然、季节相关的词汇。
- 语法点：练习定语从句和虚拟语气。
4. Unit 4: The Man in the Water- 课文精读：讲述一个关于勇气和坚持的故事。
- 词汇学习：学习与勇气、挑战相关的词汇。
- 语法点：练习过去进行时和现在完成时。
5. Unit 5: Quick Fix Society- 课文精读：探讨现代社会中的快速解决问题的方式。
- 词汇学习：掌握与科技、社会现象相关的词汇。
- 语法点：练习倒装句和强调句。
6. Unit 6: Button, Button- 课文精读：分析一个小故事中的寓意。
- 词汇学习：学习与人际关系、情感相关的词汇。
- 语法点：练习非谓语动词和省略句。
7. Unit 7: Wisdom of Bear Wood- 课文精读：探讨熊木的智慧。
- 词汇学习：掌握与自然、哲学相关的词汇。
现代大学英语口语2教案
课时：2课时教学对象：大学英语专业本科二年级学生教学目标：1. 培养学生运用英语进行日常交际的能力。
2. 提高学生的听、说、读、写综合运用能力。
3. 增强学生的跨文化交际意识。
教学内容：1. 问候与介绍2. 询问与回答3. 常见场景对话教学过程：第一课时：一、导入1. 教师简要介绍本节课的教学目标。
2. 学生自由发言，分享自己在日常生活中运用英语的经验。
二、新课导入1. 教师展示不同场景的图片，引导学生思考如何用英语进行问候和介绍。
2. 学生分组进行角色扮演，练习问候和介绍。
三、课堂活动1. 教师播放一段问候和介绍的录音，让学生跟读并模仿。
2. 学生分组进行对话练习，内容包括问候、介绍、询问与回答。
四、巩固练习1. 教师设计情景对话，让学生进行角色扮演。
2. 学生分组进行讨论，分享自己在本节课中学到的内容。
第二课时：一、复习导入1. 教师提问学生在上一节课中学到的内容。
2. 学生自由发言，分享自己在日常生活中运用英语的经验。
二、新课导入1. 教师展示不同场景的图片，引导学生思考如何用英语进行询问与回答。
2. 学生分组进行角色扮演，练习询问与回答。
三、课堂活动1. 教师播放一段询问与回答的录音，让学生跟读并模仿。
2. 学生分组进行对话练习，内容包括询问、回答、常见场景对话。
四、巩固练习1. 教师设计情景对话，让学生进行角色扮演。
2. 学生分组进行讨论，分享自己在本节课中学到的内容。
五、课堂总结1. 教师对本节课的教学内容进行总结。
2. 学生自由发言，分享自己在课堂上的收获。
教学评价：1. 学生在课堂上的参与度。
2. 学生对问候、介绍、询问与回答等基本情景对话的掌握程度。
3. 学生在课后能否运用所学知识进行日常交际。
大学英语第一课教案
1.Vocabulary
2.Structure
3.Translation
Enrichment reading:
Elicit questions from the students, practice fast reading skills, focus on difficult sentences and cultural notes and improves students’ self-learning abilities.
Step 2:Ask the representatives of 2 or 3 groups to report the result of their discussion to the class.
2).Class discussion:
Summarize the answers to these questions.
6.Virtual:almost what is stated; made up
e.g The king was so much under the control of his wife that she was the
virtual leader of the country.
mitment:a promise to follow certain beliefs or certain course of actions
e.g Far from angry, he’s very happy.
e.g Her husband is far from handsome, he’s very ugly.
大学综合教学英语教案
教案名称：大学综合英语教学课时安排：2课时（90分钟）教学目标：1. 知识目标：- 学生能够掌握并运用日常英语交流中的基本词汇和语法结构。
- 学生能够理解和运用本节课所学的重点句型和表达方式。
2. 能力目标：- 学生能够听懂并能够运用日常英语进行简单的交流。
- 学生能够运用所学的词汇和句型进行口头表达和书面表达。
3. 情感目标：- 学生能够增强自信心，更加积极地参与英语交流和表达。
- 学生能够培养对英语学习的兴趣和热情。
教学内容：1. 词汇：本节课将引入一些与日常生活相关的词汇，如：weather、food、hobbies等。
2. 语法：本节课将复习和巩固基本的英语语法结构，如：现在时态、过去时态和将来时态。
3. 句型：本节课将学习一些常用的日常英语交流句型，如：How are you?、What's your name?、What do you like to do?等。
教学步骤：第一课时：1. 热身活动（10分钟）：教师与学生进行简单的英语对话，引导学生复习已学的词汇和句型。
2. 词汇教学（15分钟）：教师展示与日常生活相关的词汇，如：weather、food、hobbies等，并通过图片和例句帮助学生理解和记忆。
3. 语法复习（20分钟）：教师通过例句和练习题帮助学生复习和巩固基本的英语语法结构，如：现在时态、过去时态和将来时态。
4. 句型学习（15分钟）：教师展示一些常用的日常英语交流句型，如：How are you?、What's your name?、What do you like to do?等，并通过角色扮演和小组活动帮助学生进行口头表达和交流。
第二课时：1. 复习和回顾（10分钟）：教师通过问答和练习题帮助学生复习和巩固上节课所学的词汇、语法和句型。
2. 听力练习（15分钟）：教师播放一段英语对话或短文，要求学生听懂并能够回答相关问题。
3. 口头表达和交流（20分钟）：教师组织学生进行小组活动，要求学生运用所学的词汇和句型进行口头表达和交流，如：介绍自己的兴趣爱好、询问他人的喜好等。
大学本科教案
课程名称：大学英语授课班级：英语专业2020级1班授课教师：XXX授课时间：2021年10月11日授课地点：教学楼305教室教学目标：1. 知识目标：通过本节课的学习，使学生掌握本节课的生词、短语和句型，提高学生的英语阅读能力。
2. 能力目标：培养学生良好的阅读习惯，提高学生的英语口语表达能力和听力理解能力。
3. 情感目标：激发学生的学习兴趣，培养学生热爱英语的情感。
教学内容：1. 课文阅读：《A New Perspective on Education》2. 课后练习：完成课文后的练习题3. 生词短语：perspective, education, environment, technology, innovation 等4. 句型：What's your perspective on...? How do you feel about...?教学过程：一、导入（5分钟）1. 教师用PPT展示课文标题，并简要介绍文章背景。
2. 学生分享自己对教育的看法，引出本节课的主题。
二、课文阅读（15分钟）1. 学生自主阅读课文，了解文章大意。
2. 教师提问，检查学生对课文内容的理解。
3. 学生分享阅读心得，教师点评。
三、生词短语讲解（10分钟）1. 教师带领学生朗读生词短语，并解释其意思。
2. 学生跟读，巩固记忆。
四、句型练习（10分钟）1. 教师展示句型，学生跟读并模仿。
2. 学生分组进行句型练习，教师巡视指导。
五、课后练习（10分钟）1. 学生独立完成课文后的练习题。
2. 教师讲解练习题，纠正错误。
六、总结与作业布置（5分钟）1. 教师对本节课所学内容进行总结，强调重点。
2. 布置课后作业：背诵课文、完成课后练习题。
教学评价：1. 学生对生词、短语和句型的掌握情况。
2. 学生在课堂上的参与度。
3. 学生对课后作业的完成情况。
教学反思：1. 本节课的教学目标是否达成。
2. 学生在课堂上的学习效果如何。
通用英语1(本科版)电子教案U1
教案课程名称通用英语1（本科版）课时班级专业教师系部教研室教材《通用英语1（本科版）》补充教学资源PART III READING参考译文长大后就离开了你我记不清自己当时多大，只记得当时很困惑。
小女孩嘛，都喜欢小女孩喜欢的那些事情。
但随着自己慢慢长大，我内心开始意识到，长大可能意味着要离开父母。
我和我的决定斗争了好几天。
我内心深处一部分想着留下，而另一部分渴望离开。
无论哪一部分都不愿伤害母亲的感情，可我明白，这终将不可避免。
每天晚上我睡觉的时候，我和妈妈会有一个睡前活动，这个习惯从我很小时就有了。
“抱抱我，像我抱你那样。
”我们相互打趣。
有时，拥抱简简单单；有时，需要一些超出常规的手臂动作，然后另一方必须正确复制。
“亲亲我，像我亲你那样。
”同样，有时候，是在脸颊上轻轻点一点的一个吻，而有时，是以某种特别的方式亲来亲去的吻，而另一方则要认真效仿。
我们这样坚持了多年。
然而，有段时间，我突然不想睡前再拥抱她、亲吻她。
我长大了，我想离开。
但是，该怎样向母亲挑明呢？接连数日，此事一直压在我的心头，直到有天晚上，趁母亲给我盖被子时，我全盘托出，说出了自己的想法。
那样的坦承，痛彻心扉，部分原因是它意味着我的童年时代的一部分结束了，还有部分原因是我知道这注定会伤害她。
但母亲却镇定自若，她理解。
我不知道她事后是否流泪伤心，我认为她可能会的。
因为现在我自己已为人母，终于理解父母看到孩子们长大后那种喜忧参半的复杂感情。
上周，儿子说，他朋友拿我给他午餐盒里塞便条的事来取笑他。
我告诉他，如果他不希望我放便条，我以后就再也不会写那些东西了。
尽管我有过与儿子同样的感受，但我还是突然意识到，他正悄悄离我远去。
虽然他说，我可以继续写便条，但我分明看到了他眼神中的那份挣扎，那是在不想伤害我的感情与他正在长大这一事实之间的挣扎。
长大与远去，可能是由于午餐盒里的便条，也可能是由于睡前的拥抱，还可能是由于他已长大而完全不再需要的别的东西。
大学英语被动语态教案
课时安排：2课时教学对象：大学英语本科一年级教学目标：1. 知识目标：使学生掌握被动语态的基本概念、构成方式以及常用句型。
2. 能力目标：培养学生运用被动语态进行日常交流的能力，提高英语写作水平。
3. 情感目标：激发学生对英语学习的兴趣，培养他们积极向上的学习态度。
教学内容：1. 被动语态的概念和构成2. 被动语态的时态变化3. 被动语态的否定和疑问句4. 被动语态在英语写作中的应用教学重点：1. 被动语态的构成2. 被动语态的时态变化3. 被动语态在英语写作中的应用教学难点：1. 被动语态时态的掌握2. 被动语态在英语写作中的运用教学方法：1. 讲授法：讲解被动语态的基本概念、构成方式以及常用句型。
2. 案例分析法：通过分析典型例句，帮助学生理解和掌握被动语态的用法。
3. 练习法：设计多样化的练习，提高学生的实际运用能力。
教学过程：第一课时一、导入（5分钟）1. 教师用英语提问：“What do you think of passive voice?”2. 学生自由发言，分享自己对被动语态的理解。
3. 教师总结并引出本节课的主题：被动语态。
二、讲解被动语态的基本概念和构成（15分钟）1. 教师讲解被动语态的定义和构成方式，强调“be + 过去分词”这一核心结构。
2. 展示典型例句，帮助学生理解被动语态的用法。
3. 学生跟读例句，巩固被动语态的发音。
三、练习（15分钟）1. 教师设计填空练习，让学生根据句意填写正确的被动语态形式。
2. 学生分组讨论，互相检查答案，教师巡视指导。
四、总结（5分钟）1. 教师总结本节课的重点内容，强调被动语态的构成和用法。
2. 学生复述被动语态的基本概念和构成方式。
第二课时一、复习（5分钟）1. 教师提问：“What did we learn about passive voice yesterday?”2. 学生回答，教师点评。
二、讲解被动语态的时态变化（15分钟）1. 教师讲解被动语态的时态变化规律，强调过去分词的变化。
亚洲教案大学英语
课程名称：大学英语课时：2课时教学对象：大学英语本科学生教学目标：1. 通过本节课的学习，使学生了解亚洲的主要文化特点和历史背景。
2. 培养学生阅读英文资料的能力，提高学生的跨文化交际能力。
3. 培养学生对亚洲文化的兴趣，拓展学生的国际视野。
教学内容：1. 亚洲概述：地理位置、人口、宗教信仰等。
2. 亚洲主要国家文化特点：中国、日本、印度、韩国等。
3. 亚洲历史发展脉络：古代文明、近代史、现代史等。
教学过程：一、导入新课（5分钟）1. 教师简要介绍亚洲的地理位置、人口、宗教信仰等基本信息，激发学生对亚洲文化的兴趣。
2. 提问：同学们对亚洲有哪些了解？想了解亚洲的哪些方面？二、新课讲授（40分钟）1. 亚洲概述- 地理位置和人口- 宗教信仰- 语言文字2. 亚洲主要国家文化特点- 中国：介绍中国的四大发明、传统节日、饮食文化等。
- 日本：介绍日本的和服、茶道、动漫文化等。
- 印度：介绍印度的种姓制度、印度教、瑜伽等。
- 韩国：介绍韩国的泡菜、韩剧、传统音乐等。
3. 亚洲历史发展脉络- 古代文明：介绍古代印度、古代中国、古代埃及等文明。
- 近代史：介绍亚洲各国的近代史，如殖民统治、民族独立等。
- 现代史：介绍亚洲各国的现代史，如经济发展、政治变革等。
三、课堂练习（10分钟）1. 教师给出一段关于亚洲文化的英文材料，要求学生阅读并回答相关问题。
2. 学生分组讨论，分享自己对亚洲文化的认识和感受。
四、总结与作业（5分钟）1. 教师对本节课的主要内容进行总结，强调亚洲文化的多样性和独特性。
2. 布置作业：要求学生课后查阅资料，了解亚洲其他国家或地区的文化特点，下节课进行分享。
教学评价：1. 学生对亚洲文化的基本知识掌握程度。
2. 学生在课堂练习中的表现，如阅读速度、理解能力、表达能力等。
3. 学生对亚洲文化的兴趣和参与度。
大学生英语基础教育教案
教案名称：大学生英语基础教育课程课时安排：2课时（90分钟）教学目标：1. 提高学生的英语词汇量和语法知识。
2. 培养学生的英语阅读和写作能力。
3. 增强学生的英语听说技巧。
教学内容：1. 英语词汇和语法：通过讲解和练习，让学生掌握一定数量的词汇和基本的语法规则。
2. 英语阅读：通过阅读短文，提高学生的阅读理解能力，培养学生的阅读习惯。
3. 英语写作：通过写作练习，提高学生的写作能力，培养学生的写作习惯。
4. 英语听说：通过听说练习，提高学生的听说能力，培养学生的听说习惯。
教学步骤：第一课时：一、热身活动（10分钟）1. 老师与学生进行简单的英语对话，检查学生的英语水平。
2. 学生进行小组活动，用英语进行自我介绍。
二、词汇和语法讲解（20分钟）1. 老师讲解新的词汇和语法规则。
2. 学生进行小组活动，用新学的词汇和语法规则进行对话。
三、阅读练习（20分钟）1. 学生阅读给定的短文。
2. 老师提问，学生用英语回答，检查学生的阅读理解能力。
四、写作练习（20分钟）1. 老师给出一个写作话题，学生进行写作练习。
2. 学生互相交换作文，进行修改和评价。
第二课时：一、复习上节课的内容（10分钟）1. 老师提问，学生用英语回答，复习上节课的词汇和语法知识。
2. 学生进行小组活动，用上节课的词汇和语法规则进行对话。
二、听说练习（20分钟）1. 老师播放一段英语听力材料，学生进行听力练习。
2. 老师提问，学生用英语回答，检查学生的听力理解能力。
三、阅读练习（20分钟）1. 学生阅读给定的短文。
2. 老师提问，学生用英语回答，检查学生的阅读理解能力。
四、写作练习（20分钟）1. 老师给出一个写作话题，学生进行写作练习。
2. 学生互相交换作文，进行修改和评价。
教学评价：1. 课后收集学生的作文，进行评分和反馈。
2. 在课堂上，老师对学生的听说读写能力进行观察和评价。
教学资源：1. 英语教材和辅导书。
2. 英语听力材料。
大学生英语语法第一课教案
教学目标：1. 使学生了解英语语法的概念和重要性。
2. 帮助学生掌握英语基本句型结构。
3. 培养学生对英语语法的兴趣，提高语法学习的积极性。
教学对象：大学生教学时间：2课时教学准备：1. 教学PPT2. 语法练习题3. 课堂互动环节所需材料教学过程：第一课时一、导入（10分钟）1. 教师用英语进行简短的自我介绍，并询问学生对英语语法的认识。
2. 引导学生思考英语语法在学习英语中的重要性。
二、讲解英语语法概念（15分钟）1. 解释英语语法的定义：英语语法是研究英语语言结构和规则的学科。
2. 强调英语语法在英语学习中的重要性，如提高英语表达准确性、阅读理解能力等。
三、基本句型结构讲解（20分钟）1. 讲解简单句、并列句和复合句的基本结构。
2. 通过例句演示不同句型的用法。
四、课堂练习（15分钟）1. 学生根据所学内容，完成简单的语法练习题。
2. 教师对学生的练习进行点评和讲解。
五、总结（5分钟）1. 回顾本节课所学内容，强调重点和难点。
2. 布置课后作业，要求学生复习所学知识。
第二课时一、复习导入（10分钟）1. 回顾上节课所学内容，检查学生对基本句型结构的掌握情况。
2. 引导学生分享自己在课后练习中的收获和困惑。
二、语法难点讲解（20分钟）1. 讲解英语语法的难点，如时态、语态、非谓语动词等。
2. 通过例句和练习题，帮助学生理解和掌握难点。
三、课堂互动（15分钟）1. 学生分组进行英语对话练习，运用所学语法知识进行交流。
2. 教师对学生的对话进行点评和指导。
四、总结与布置作业（10分钟）1. 总结本节课所学内容，强调重点和难点。
2. 布置课后作业，要求学生复习所学知识，并完成相关练习题。
教学反思：1. 教师应根据学生的实际情况，调整教学进度和难度。
2. 注重培养学生的语法学习兴趣，提高学生的语法素养。
3. 鼓励学生积极参与课堂互动，提高学生的口语表达能力。
通过本节课的教学，使学生了解英语语法的概念和重要性，掌握英语基本句型结构，为后续的英语语法学习打下坚实基础。
高等教育大学英语教案
word 文档 可自由复制编辑
word 文档 可自由复制编辑
b. I can’t concentrate on my studies with all that noise going on. 8. instead of – in place of Eg. a. Will you go to the party instead of me? b. If I hadn’t got a cold, I’d be working instead of lying in bed. 9. imitate – v. to copy the behavior of sb/sth; take or follow as an example Eg. a. The little boy imitates the way his father does things. b. Decide what you want to do; don’t just imitate others. 10. determine – v.1.find out sth that is not know; calculate Eg. a. determine the meaning of the word b. determine exactly what happened 2. decide firmly that sth will be done; make up one’s mind Eg. a. They have determined where the new school will be built. b. He has determined on proving his friend’s innocence. 11. work on – work hard at Eg. a. Is Tom still working on the report? b. They are working on some new medicine. 12. fall into – to start doing sth Eg. a. They fall into conversation. b. She fell into mo 11. efficient – a. (of people) able to work well; capable Eg. a. an efficient secretary / teacher / administrator b. He’s efficient at his job.
大学英语教案
大学英语教案教学目标：1. 学习和掌握有关新的词汇和短语。
2. 培养学生的英语听力、口语和表达能力。
3. 提高学生的阅读理解技巧和语法运用能力。
教学重点：1. 听力和口语的训练。
2. 阅读理解的能力提升。
教学难点：1. 学会掌握新的词汇和短语的正确使用。
2. 提高学生的语法运用能力。
教学准备：1. 多媒体设备。
2. 课本、练习册、录音机等。
教学过程：Step 1: 导入- 利用一张世界地图和图片引入新课，让学生尽情猜测这些国家和地区的名称。
鼓励他们用英语表达，并给出相关提示和指导。
- 引导学生了解课程主题，激发学生的学习兴趣和好奇心。
Step 2: 听力训练- 播放一段与地图上的国家和地区相关的短对话，要求学生准确听出和学习地名和方位词，然后回答与之相关的问题（例如：What country are they talking about? Where is it located?）。
- 利用多媒体设备进行听力训练，让学生做相关练习，如听力填空、听力选择等。
Step 3: 口语训练- 进行一些与课文相关的口语练习，如模拟对话、角色扮演等。
- 帮助学生解决交流中可能遇到的问题，纠正发音、语法和用词错误。
Step 4: 阅读理解- 提供相关阅读材料，要求学生阅读并理解课文内容。
- 组织学生进行讨论和小组合作，帮助他们互相检查并分享自己的理解和观点。
- 提问并让学生回答有关课文的问题，检验他们的理解和记忆能力。
Step 5: 语法讲解和练习- 给出相关语法知识，帮助学生理解和运用。
- 设计相关练习，如填空、改错、翻译等，加深学生对语法知识的理解和运用能力。
Step 6: 作业布置- 布置练习册上与本节课内容相关的练习题，以巩固学生的学习成果。
- 鼓励学生进行自主学习、互相讨论和交流，以提高他们的学习效果。
Step 7: 小结- 对本节课进行总结，强调学生在课上所学到的知识和技能。
- 激励学生继续努力，积极参与下一节课的学习。
大学英语教案模板范文
大学英语教案模板范文University English Lesson Plan Template。
Lesson Title: The Importance of Critical Thinking。
Objective: 。
Students will understand the concept of critical thinking and its significance in academic and real-world contexts.Students will develop critical thinking skills through various activities and discussions.Materials:PowerPoint presentation。
Handouts with critical thinking exercises。
Whiteboard and markers。
Introduction (10 minutes):Greet the students and introduce the topic of critical thinking.Ask students to share their understanding of critical thinking and its importance.Present a brief overview of the lesson plan and its objectives.Body (40 minutes):1. Definition of Critical Thinking (10 minutes)。
Use the PowerPoint presentation to define critical thinking and its key components (analysis, evaluation, inference, interpretation, explanation, and self-regulation).Engage students in a discussion about the importance of critical thinking in academic and real-world situations.2. Critical Thinking Exercises (15 minutes)。
新世纪英语本科《综合教程》教案Unit1,Book1(SecondEdition)
新世纪英语本科《综合教程》教案Unit1,Book1(SecondEdition)教师备课、学生自学的参考资料教师备课、学生自学的参考资料Reading aloudCultural informationAudiovisual supplementReading aloud Listen and read the following sentences, paying attention to the pauses between sense groups.1. When I was ten / I was suddenly confronted with the anguish of moving from the only home / I had ever known.2. DIt isn’t easy, / is it, Billy?‖ / he said softly, / sitting down on the steps beside me.3. I was standing by his rosebush / when an uncle came to tell me / that my grandfather had died.教师备课、学生自学的参考资料Reading aloudCultural informationAudiovisual supplement4. It’s that special place in your heart / that makes them so.5. D ... We seem to have so many ways of saying goodbye / and they all have one thing in common: / sadness.‖教师备课、学生自学的参考资料Reading aloudCultural informationAudiovisual supplementCultural information Quote Bertrand Russell: Young men who have reason to fear that they will be killed in battle may justifiably feel bitter in the thought that they have been cheated of the best things that life has to offer. But in an old man who has known human joys and sorrows, and has achieved whatever work it was in him to do, the fear of death is somewhat abject and ignoble. The best way to overcome it ― so at least it seems to me ― is to make your interests gradually wider and more impersonal.教师备课、学生自学的参考资料Reading aloudCultural informationAudiovisual supplementHenry David Thoreau: The failures and reverses which await men ― and one after another sadden the brow of youth ― adda dignity to the prospect of human life, which no Arcadian success would do.教师备课、学生自学的参考资料Reading aloudCultural informationAudiovisual supplementAudiovisual supplement Watch a video clip and answer the following questions.1. What are the people doing in the video? The mother and her three children were moving to a new place.2. How did the boys feel?Simon felt excited about moving to a large house because he wanted to keep some bigger pets. But Jared was not happy about the moving. / He was angry about it.教师备课、学生自学的参考资料Reading aloudCultural informationAudiovisual supplement3. Have your family ever moved from one place to another?Students are encouraged to answer this question freely.教师备课、学生自学的参考资料Reading aloudCultural informationAudiovisual supplement教师备课、学生自学的参考资料Reading aloudCultural informationAudiovisual supplementMom:There it is. Pretty much 。
英语专业本科综合英语授课教案.docx
英语专业本科《综合英语》授课教案第一册Lesson Plan For Contemporary College English(Book I )Lesson 1 Half a D町By Naguib MahfouzI•教学内容1.热身；2.作者：教育与背景；主要著作；创作观；3.作品赏析：结构分析；如何赏析文学作品；扩展式讨论；4.写作技巧：省略疑问句和修辞疑问句；倒装句；“with”独立结构；5•语言理解：长难句解析；核心词汇学习；介词练习；构词法：前缀；6.课堂讨论；7.练与讲。
II •教学目的1.了解作者及其背景知识；2.熟悉本文使用的写作手法；3.学握修辞疑问句、倒装句等修辞手法；4.熟练掌握三类构词法；5.通过深刻理解文章内涵，培养学生社会洞察力和相关的讨论能力，同吋掌握文中的核心语言点。
m.教学重点与难点1.文学作品的赏析；2.文学屮的修辞手法一一省略疑问句和修辞疑问句；倒装句；“with”独立结构；3.构词法：前缀；4.课文的写作背景与主题。
IV.教学方法采用讲授、问答、讨论、模仿、练习、多媒体等方法对学牛进行启发式教学。
V.教学过程Step 1・ Question Discussing for Warming-up (10 minutes) Step2・ BackgroundInformation (40 minutes)1.Naguib Mahfouz ----- Education & Background (纳吉布•马福兹所受教育和一般背景)Naguib Mahfouz was born on the 11th Dec. 1911 in an old quarter of Cairo, the youngest son of a merchant. He studied philosophy at King Faud I (now Cairo) University, graduating in 1934.He worked in university administration and then in 1939 he worked for the Mini-stry of Islamic Affairs. He was later Head of the State Cinema Organisation at the Ministry of Culture. He also worked as a journalist. Although widely translated, his works are not available in most Middle Eastern countries because of his support of Sadat's Camp David initiative. In 1994 he survived an assassination attempt by Islamic extremists. He is married, has two daughters and lives inCairo.He died on Aug. 30, 2006.Naguib Mahfouz -------- important works (纳吉布•马福兹的主要著作)•Naguib Mahfouz was the first Arab to win the Nobel prize for literature, in 1988. He has been described as "a Dickens of the Cairo cafes " and u the Balzac of Egypt n .•He is now the author of no fewer than 30 novels, more than 100 short stories, and more than 200 articles. Half of his novels have been made into films which have circulated throughout theArabic-speaking world.•Mahfouz began writing when he was 17. His first novel was published in 1939 and ten more were written before the Egyptian Revolution of July 1952, when he stopped writing for several years.One novel was republished in 1953, however, and the appearance of The Cairo Trilogy in 1957 made him famous throughout the Arab world as a depictor of traditional urban life.• Works of his second writing period:The Children ofGehelawi (1959)The Thief and the Dogs (1961)Autumn Quail (1962)Small Talk on the Nile (1966)Miramar (1967)several collections of short stories.3・Naguib Mahfouz ------- how he pictures the world (作者笔卜•的世界：无尽的拼搏与悲剧的人生)The picture of the world as it emerges from the bulk of Mahfouz's work is very gloomy indeed, though not completely despondent. It shows that the author's social utopia is far from being realized. Mahfouz seems to conceive of time as a metaphysical force of oppression. His novels have consistently shown time as the bringer of change, and change as a very painful process, and very often time is not content until it has dealt his heroes the final blow of death. To sum up, in Mahfouz^ dark tapestry of the world there are only two bright spots. These consists of man'scontinuing struggle for equality on the one hand and the promise of scientific progress on the other;meanwhile, life is a tragedy.Step3> Text Appreciation (50 minutes)1.Structure of the text (10 minutes)The text can be conveniently divided into three parts. In the first part (para」-7), we learn about the boy，s misgivings about schooL He found it hard to be away from home and mom, and thought school was punishment. The second part (para.8-16) describes how the boy felt about school. He found that life at school was rich and colorful in many ways, although it also required discipline and hard work. In the last part of the text, the boy walked out of the school to find that the outside world had changed beyond measure and that he had grown into an old man.2.How to appreciate literature (15 minutes)Plot of the story: Setting of the story: Protagonist v.s. Antagonists:Drama of the story lies in: Writing technique: (Have you ever read a story using the similartechnique?) Theme of the story:3・ Further discussion (15 minutes)A. Read the following suggestions made by the father. Which ones do you agree with and whichones not? Have you ever been given some suggestions by your parents when entering theuniversity? List them out.1)School is a place that make useful men out of boys.2)Don5t you want to be useful like your brothers?3)Put a smile on your face and be a good example to others.4)Be a man.5)Today you truly begin life.B From the description between Para.8 and Pant 16, we can see different aspects of school life. Tryto list as many aspects as possible in the following table.C In the last part of the text, the boy walked out of the school to find that the outside world hadchanged beyond measure. How might he feel about the changes? List exact words that support your choice.D• After-class thinkingAfter reading the story, do you feel emotionally or spiritually touched? Why or why not?Step4. Writing devices (30 minutes)1.Elliptical question (省略疑问句)"'Why school? n I asked my father, e.g.A: Headmaster: We want you to go and tell the boy，s parents the news.B: Teacher: Why me?Father: We'll go to Tianjin this weekend.Daughter: What for?/ Why this weekend?/Why Tianjin?2・ Rhetorical question (修辞疑问句)“ What have I done ? ”Don 7 you want to he usefill like your brothers? e.g.Can't you see Pm busy? (Don't disturb me!)What good is a promise for an unemployed worker?Does nothing ever worry you?Please give more examples.3.Inverted sentences(倒装句)… here and there stood conjurers showing off their tricks, or making snakes appear from baskets.Conjurers stood everywhere. They were showing off their tricks or making snakes appear from baskets.More examples:There are some exceptions to this reaction.Were there no air on the earth, there would be no life on it.In no case should we waste our time.There goes the bell.Away hurried the customers-4."with” absolute structure (with'独立结构)Then there was a band …，with clowns and weight lifters walking in front.More examples:He stood there with a stick in his hand・(with + n. + prep.)Paul soon fell asleep with the light still burning, (with + n. + participle)She can% go out with all these dishes to wash, (with + n. + to do.)He was lying on the bed with all his clothes on. (with + n. + adv.)StepS・ Language Understanding (60 minutes)L Sentence Paraphrase (20 minutes)1)They did not make me happy, however, as this was the day I was to be thrown into school forthe first time. (What does “they” refer to?What does the narrator imply by using “to be thrown into school，'？)2)My mother stood at the window watching our progress, and I turned towards her from time totime, hoping she would help. (What does "progress” mean here?What kind of help could hismother offer?What does the sentence tell us about the boy's relationships with his parents?)3)a street lined with gardens ...： a street where there are gardens ... along both sideslined with •••： past participle phrase used here to modify "a street". It can be regarded as arelative clause cut short, eg.a novel (that was) written by Charles Dickens/personal computers (that are) made in China4.) I did not believe there was really any good to be had in tearing me away from my home andthrowing me into the huge, high-walled building.There is no good to be had in doing sth.It is no good/use doing sth.5).from each floor we were overlooked by a long balcony roofed in wood.:• ••on one side of the courtyard was a building with a long wood-roofed balcony on each floor where we could be seen. Or... from the balcony on each floor of the building people could see the pattern into which weformed.6)Well, it seemed that my misgivings had had no basis.：Well, perhaps my doubt, worry and fear about what school would be like were all groundless. Or Well, it seemed that I was wrong to think that school was a dreadful place.7.) In addition, the time for changing one's mind was over and gone and there was no question of everreturning to the paradise of home.:There is no question (of doing): there is no possibilityBesides, it was impossible for us to quit school and return to the good old days when we stayed home playing and fooling around all day. Our childhood was gone, never to come back.8.)Nothing lay ahead of us but exertion, struggle, and perseverance.:nothing but: onlyWe would have to do our best and keep working very hard until we finished school. This is what I imagined our school days would be like. OrThe kind of life that was waiting for us at school would be full of exertion, struggle andperseverance ・9.)Those who were able took advantage of the opportunities for success and happiness that presentedthemselves-：to present itself/ themselves: (formal) to appear, happenIf there came opportunities, capable students would seize them to achieve success and happiness.2 Word Study (20 minutes)1.) to make sb./sth. (out) of sb./sth.It，s a place that makes useful men out of boys.(make boys become useful men) eg.The army made a man of him.He said the Government were frightened of nothing. The real trouble was we were making amountain out of a molehill.2.) There is no good to be had in doing sth.： It is no good/use doing sth・e.g. There is no good to be had in buying a boat when you don't have enough spare time to use it.It's no good crying over spilt milk.It is worth doing well what is worth doing・it is no (not much) goodit is no (not any, hardly any, little) useit is uselessit is not the slightest useit is worth(worthwhile)there is no (no good, no use)There is no denying that women are playing an important role in the world today.3.) to tear sb. away from a place： to (make sb.) leave a place or a person unwillingly because one has to eg. Carf t you tear yourself Q wav from the TV for dinner?4). to cling to sth.： to hold tightly; not release onEs grip oneg. The little child clung to his mother for comfort.Some of the victims of the fire climbed out of the building, clung to the window ledges for a minute or two and then dropped to their death a hundred feet below.She still clings to the belief that her son is alive.5.) burst into (tears, sobs; laughter, a guffaw, song)： begin, suddenly and/or violently, to cry, laugh, sing etc.eg. Aunt Annabel, who has been nervous and jumpy lately, suddenly burst info (weirs.As the comic got into his stride, the audience burst into hoots of laughter.cf.: The aircraft turned on its back and burst into flames.The orchards seemed to have burst into blossom overnight.I mentioned the incident later to a tailor friend and he burst out laiighing/ctying.6)sort people into ranks： put... in order; arrangee.g. They sorted the apples according to size into large ones and small ones.cf.: She spent a happy afternoon sorting oul her coins and stamps.IFs no good standing back and waiting for things to sort themselves out.7). to resort to: to make use of; to turn to sth. (esp. sth. bad) as a solution eg.e.g. Terrorists resorted to bombing city centers as a means of achieving their political aims. Theseare means we have never resorted to to obtain information.8). to present oneself: to appear, happeneg. When the chance to study at Harvard presented itself、I jumped at i匸He was ordered to pwseiu himself at the chairman^ office at nine o'clock next morning ・Step6. In-class discussion and presentation (40 minutes)1.If you had only half a day left to live, what would you most want to do? List the top five things you would do and give us your reason.2.Suppose the narrator found his home at last. What would happen after that?3.Work in group. Make up your own story of “Half a Day" and perform i匸Step7 Textbook exercises (70 minutes)1.In-class news report2. In-class dictation3. P.l 1・P. 21 (Contemporary College EnglishI)Step8 Homework1.Paraphrase the following sentences taken from the text.1). We were formed into an intricate pattern in the great courtyard surrounded by high buildings.2) ....... ;from each floor we were overlooked by a long balcony roofed in wood.3.) Well, it seemed that my misgivings had had no basis.4.) Our path, however, was not totally sweet and unclouded・5.) It was not all a matter of playing and fooling around.6.) Rivalries could bring about pain and hatred or give rise to fighting.7.) In addition, the time for changing one's mind was over and gone and there was no question ofever returning to the paradise of home.8.) Nothing lay ahead of us but exertion, struggle, and perseverance.9.) Those who were able took advantage of the opportunities for success and happiness that presentedthemselves.10) . How did these hills of rubbish find their way to cover its surface?2 Pick out idiomatic expressions in the text as many as possible/ write the English phrase and theirChinese meanings)(pl3 on the textbook)3.Write a composition with at least 150 words. The title is "My First Day at College” ・VL教学反思Unit 2 Going HomeI •教学内容1.热身；2.作者：教育•背景；主要著作；社会背景；3.作品赏析：结构分析；如何赏析文学作品；扩展式讨论;4.写作技巧：现在分词和过去分词；if条件状语从句；5.语言理解：长难句解析；核心词汇学习；构词法；6.课堂讨论；7.练与讲。
新标准大学英语综合教程1u3教案
课时：2课时教学目标：1. 让学生理解课文内容，掌握课文的主要观点和结构。
2. 培养学生的阅读理解能力，提高学生的词汇量和语法水平。
3. 通过角色扮演等活动，锻炼学生的口语表达能力。
4. 引导学生关注社会问题，培养学生的社会责任感。
教学重点：1. 课文中的生词和短语。
2. 课文中的语法结构。
3. 课文中的故事情节和人物关系。
教学难点：1. 生词和短语的记忆与应用。
2. 语法结构的理解和运用。
3. 故事情节的复述和角色扮演。
教学准备：1. 教学课件：《新标准大学英语综合教程1》Unit 3。
2. 课文录音带或MP3。
3. 生词卡片。
4. 语法练习题。
教学过程：第一课时一、导入1. 引导学生谈论自己了解的犯罪事件，激发学生的学习兴趣。
2. 介绍本课的主题：Crime Watch。
二、课文阅读1. 学生阅读课文，注意理解课文内容，掌握课文结构。
2. 教师提问，检查学生对课文的理解。
三、词汇学习1. 教师带领学生学习课文中的生词和短语，并进行讲解。
2. 学生跟读生词和短语，加深记忆。
四、语法讲解1. 教师讲解课文中的语法结构，如：现在完成时、条件状语从句等。
2. 学生练习语法，巩固所学知识。
五、课堂活动1. 学生分组讨论课文中的犯罪事件，分析原因和后果。
2. 学生进行角色扮演，模拟警察和罪犯的对话。
第二课时一、复习导入1. 复习上一节课的学习内容，检查学生对课文的理解和语法掌握情况。
2. 引导学生谈谈自己对犯罪问题的看法。
二、课文复述1. 学生分组复述课文内容，注意使用所学词汇和语法。
2. 教师点评学生的复述，纠正错误。
三、写作训练1. 学生根据课文内容，写一篇关于犯罪问题的短文。
2. 教师批改作文，指导学生修改。
四、总结与拓展1. 教师总结本课的学习内容，强调重点和难点。
2. 学生谈谈自己的学习体会，分享学习心得。
3. 引导学生关注社会问题，关注犯罪问题，培养学生的社会责任感。
教学反思：本节课通过阅读、讨论、角色扮演等活动，使学生了解了犯罪问题的严重性，提高了学生的阅读理解能力和口语表达能力。
（完整word版）英语国家社会与文化教案
（完整word版）英语国家社会与⽂化教案英语专业本科教案英语国家社会与⽂化授课教案Unit OneIntroduction& Unit 1The Society and Culture of Major English-Speaking Countries本课内容：The Society and Culture of Major English-Speaking Countries课程名称：英语国家社会与⽂化授课时间：90分钟教学⽬的:通过本节课的教学，使学⽣了解英语国家社会与⽂化课程的主要内容与要求，了解⽂化的概念；同时对英国有⼀个总体上的了解。
教学意义:帮助学⽣了解主要英语国家的社会与⽂化概貌，如地理、历史、政治、经济、社会⽣活和⽂化传统等⽅⾯的基本知识。
教学重点:⽂化的概念；英国基本情况。
教学难点:英国概况教学⽅式：以电⼦课件为主，辅以少量板书的课堂讲授。
教学内容: (详见下页）1.什么是⽂化？2．英国国⼟与⼈民英国的不同名称及其区域3. 伦敦概况教学⽅法：采取教师教授为主，结合学⽣课堂讨论。
时间分配: What is culture? (10 分钟.);What’s the relation between Culture and society? (10 分钟);Why should we learn culture (10 分钟);UK- a complicated country with a complicated name(40 分钟)A Brief Idea about London. (20 分钟)课堂板书:1. Culture-the foundation of communication2. The four parts of UK3. Main cities of EnglandLondonBirmingham-second largest city of England.Liverpool-second largest port of EnglandManchester- industrial and commercial centre.课后作业: Exercises in Unit 1Unit OnePart One1.What is culture?Culture-the foundation of communicationCulture is very abstract and complicated. Concretely speaking, it refers to all the aspects of social life, such as, the values, the practices of a society and social conventions, education, politics, art or literature,language,ideas,etc.⽂化即是⼈们所思,所⾔(⾔语和⾮⾔语),所为,所觉的总和.⽂化是⽆处不在的,具体说来,包括社会⽣活的⼀切⽅⾯,如:价值观念,⽣活⾏为⽅式,社会规范等,乃⾄艺术,政治,经济, 教育,修养,⽂学,语⾔,思想等.2. What’s the relation between Culture and society?1)Culture is a separate idea from society, although culture and society are interrelated andcannot exist without each other.2)Culture is a system of values (or beliefs) and norms (or behaviour). A society is a system ofinterrelationships which connect or bind individuals together.3. Why should we learn culture?1)Requirement of communication2) Language and culture are inseparable3)Culture acquisition is important for the study of literature.Part TwoUK- a complicated country with a complicated nameⅠStatus in the worldEffects of its Imperial Past--“an empire in which the sun never set”（⽇不落帝国）:1.one of five permanent members of the UN Security Council, a founding member ofNATO, and of the Commonwealth,2. Member of European Union and the Group of seven3.The make-up of the British population (Immigration has produced a population of which 1 in 20 are of non-European ethnicity.)II. The effects of its imperial past* The days of empire ended after World War II1.The effects were mainly encountered in the close relationships which exist with the 50 or more colonies of that empire, and which maintain links through Commonwealth of Nations. But more important international relation is its membership in the European Union since 1973.2.The makeup of the British population--- immigration from India, Pakistan, or Caribbean (西印度群岛与中南美洲海域) countries in the 1950s and1960s. 1/20 are non-European ethnicity.III.The features of British society:1.a multiracial societyRacial, gender, class, regional and economic differences in the societya multi-racial society: most are Christians and because of immigration, many are Muslims; gender difference: male and female live different livesclass difference: the class structure of UK society is relatively obvious (A white-collar worker’s lives are very different from a blue-collar worker’s.)economic and regional difference within each of the 4 countries:-- difference between highland and lowland Scots-- difference between north and south England (South is on average more wealthy than the north)2. a society with class-structure3. a society with difference of region difference: highland and lowland Scots，north and southEngland，the capital and provinces.Part ThreeMain cities of England1. London2. Birmingham-second largest city of England.3. Liverpool-second largest port of England4. Manchester- industrial and commercial centre.London--cultural,bussness,and financial centre1. One of the most famous cities of the world, London is England's capital and a favourite for tourists from all over the world who flock there in their millions. It has a history stretching back almost 2000 years, A population of 7.5 million people, and some of the most famous tourist attractions in the world.2.London Attractions:Big Ben and the Houses of Parliament.The Tower of London,Tower Bridge,St Paul's Cathedralthe River ThamesCountless fascinating museums, art galleries and famous theatres.The English Royal Family reside in London at Buckingham Palace whereyou can see the famous 'Changing of the Guard' and much more.3. A significant role of LondonWhen a man is tired of London, you are tired of life for there is in London all that life can afford.—Samuel Johnson London is dominant in UK in all sorts of ways.1)It is the largest city in the country with about one seventh of the nation’s population.2)It is seat of government.3)It is the cultural centre.4)It is the business centre.5)It is the financial centre of the nation.6)London is a huge weight in Britain’s economic and cultural life, and to some extent the rest of the country lives in its shadow.For reference英国历代国王与王后Geographical features1.Geographical positionThe United Kingdom of Great Britain and Northern Ireland (UK) is situated north-west of the European continent between the Atlantic Ocean and the North Sea. It has a total land area of 244,100 square kilometres, of which nearly 99% is land and the remainder inland water. From north to south it is about 1,000 kilometres long.(1) Northwest of Europe(2) North Atlantic Ocean(3) Separated from the rest of Europe by the English Channel2.Geographical features(1) An island country, surrounded by sea(2) Highlands in the north and west(3) Lowlands in the east and southeastA. Part of the great European PlainB. Level land and fertile soilC. farming(4) 3 natural zones in ScotlandA. the highlands in the northB. the central lowlandsC. the southern uplands. Rivers and LakesImportant role of rivers in the country’s economy1.Important Rivers(1)the Severn RiverA.the longest in the countryB.only 338 kilos long(2)the Thames RiverA.the 2nd longestB.the most important riverC.336 kilos longD.Oxford and London are on the river(3)River ClydeA.the most important in ScotlandB.important commercial waterway2.the Lake District(1)in northwest England and North Wales(2)popular tourist attractions(3)the home of the Lake PoetsA.William WordsworthB.Samuel Taylor ColeridgeC.Robert SoutheyClimate1.Typical feature of Britain’s climate“Other countries have a climate; in England we have weather.”The statement is often made by Englishmen to describe the peculiar meteorological conditions of their country.A maritime type of climate(1)rainy---abundant rainfallThe uncertainty about the weather tends to make the Englishmen cautious.“A foreigner may laugh when he sees the Englishman setting forth on a brilliantlysunny morning wearing a raincoat and carrying an umbrella, but he may well regret hislaughter later in the day!”(2)changeable and unpredictable, no clear cut of 4 seasons“In no country other than England, it has been said, can one experience four seasons in the course of a single day! Day may break as a balmy spring morning; an hour or solater black clouds may have appeared from nowhere and the rain may be pouring down.At midday conditions may be really wintry with the temperature down by about eightdegrees or more centigrade. And then, in the late afternoon the sky will clear, the sunwill begin to shine, and for an hour or two befo re darkness falls, it will be summer.”(3)Mild: no extremesIn England one can experience almost every kind of weather except the most extreme.temperature: 4-6℃ in winter, 12-17℃ in summer2.Factors influencing the climate(1)the surrounding waters(2)the prevailing south-west winds(3)the North Atlantic Drift (warm current)3.Rainfall(1) a steady reliable rainfall throughout the year(2)uneven distribution of rainA. a water surplus in the north and westB. a water deficit in the south and eastUnit TwoThe History of England课程名称：英语国家社会与⽂化本课内容：The Society and Culture of Major English-Speaking Countries授课时间：90分钟教学⽬的:通过本节课的教学，使学⽣了解英国历史，尤其是英格兰的历史；掌握主要历史事件及⼈物。
英语大学课程教案模板
教案标题：Introduction to English LiteratureCourse Overview:This course provides an introduction to the study of English literature. Students will explore various literary genres, including poetry, prose, and drama, from different historical periods. The course aims to develop students' critical reading and analytical skills, as well as theirability to write coherent and persuasive essays. By the end of the course, students should have a better understanding of the main themes and trends in English literature and be able to appreciate the cultural and historical context of literary works.Course Objectives:1. To familiarize students with the major literary genres and their characteristics.2. To develop students' skills in close reading and textual analysis.3. To enhance students' ability to write clear, coherent, and persuasive essays.4. To deepen students' appreciation of the cultural and historical context of literary works.Target Students:The course is designed for undergraduate students who have a basic knowledge of English language and literature.Course Duration:The course will be taught over a 16-week semester, with one 1.5-hour lecture and one 1-hour tutorial per week.Course Assessment:1. Mid-term exam (30%)2. Final exam (35%)3. Essays (35%)Course Content:1. Introduction to literature and literary study2. Poetry: Forms and techniques3. Prose: Fiction and non-fiction4. Drama: Forms and techniques5. Historical periods: Medieval, Renaissance, Enlightenment, Romantic, Victorian, Modern, and Contemporary6. Critical theories and methodsWeekly Outline:Week 1: Introduction to Literature and Literary StudyLecture:- Definition of literature and its importance- Different literary genres and their characteristics- The role of the reader and the literary criticTutorial:- Introduction to the course and expectations- Close reading exercise: Analyzing a poemWeek 2: Poetry: Forms and TechniquesLecture:- Definition and history of poetry- Major poetic forms: sonnet, ballad, ode, etc.- Poetic techniques: metaphor, simile, personification, etc.Tutorial:- Analysis of a poem: "The Road Not Taken" by Robert FrostWeek 3: Prose: Fiction and Non-fictionLecture:- Definition and characteristics of prose fiction and non-fiction- Short story and novel: Forms and techniques- Non-fiction prose: Memoir, essay, etc.Tutorial:- Analysis of a short story: "The Catbird Seat" by James ThurberWeek 4: Drama: Forms and TechniquesLecture:- Definition and characteristics of drama- Major dramatic forms: tragedy, comedy, etc.- Dramatic techniques: dialogue, stage directions, etc.Tutorial:- Analysis of a play excerpt: "Romeo and Juliet" by William Shakespeare Week 5: Historical Periods: MedievalLecture:- Overview of English literature before 1500- Major authors and works: Chaucer, Langland, Gower- The cultural and historical context of the periodTutorial:- Analysis of a Middle English poem: "The Wife's Lament"Week 6: Historical Periods: RenaissanceLecture:- Overview of English literature from 1500 to 1660- Major authors and works: Shakespeare, Marlowe, Jonson- The cultural and historical context of the periodTutorial:- Analysis of a Renaissance sonnet: "Sonnet 18" by William ShakespeareWeek 7: Historical Periods: EnlightenmentLecture:- Overview of English literature from 1660 to 1780- Major authors and works: Dryden, Pope, Swift- The cultural and historical context of the periodTutorial:- Analysis of an Enlightenment essay: "A Modest Proposal" by Jonathan SwiftWeek 8: Historical Periods: RomanticLecture:- Overview of English literature from 1780 to 1830- Major authors and works: Wordsworth, Coleridge, Keats- The cultural and historical context of the periodTutorial:- Analysis of a Romantic poem: "Ode to a Nightingale" by John KeatsWeek 9: Historical Periods: VictorianLecture。
新通用大学英语_4教案
教学目标：1. 熟练掌握本单元的词汇和语法知识。
2. 培养学生的听、说、读、写四项基本技能。
3. 提高学生的跨文化交际能力。
教学重点：1. 词汇：掌握本单元的生词和短语。
2. 语法：学习一般过去时态的构成和用法。
3. 听力：提高学生对日常对话的听力理解能力。
4. 口语：培养学生用英语进行日常交流的能力。
5. 阅读：提高学生的快速阅读和理解能力。
教学难点：1. 语法：一般过去时态的构成和用法。
2. 口语：用英语进行日常交流时的语感和流畅度。
教学过程：一、导入新课1. 利用多媒体展示本单元的主题图片，激发学生的学习兴趣。
2. 引导学生回顾上一单元所学内容，为新课做好铺垫。
二、讲授新课1. 词汇教学：讲解本单元的生词和短语，并进行例句分析。
2. 语法教学：讲解一般过去时态的构成和用法，并举例说明。
3. 听力教学：播放与本单元主题相关的听力材料，引导学生进行听力练习。
4. 口语教学：设计情景对话，让学生用英语进行口语交流。
三、巩固练习1. 词汇练习：进行词汇填空、选择、翻译等练习。
2. 语法练习：进行一般过去时态的构成和用法练习。
3. 听力练习：播放与本单元主题相关的听力材料，让学生进行听力测试。
4. 口语练习：进行角色扮演，让学生用英语进行口语交流。
四、归纳小结1. 回顾本单元所学内容，总结重点词汇、语法知识。
2. 分析学生在课堂上的表现，指出不足之处，并提出改进建议。
五、作业布置1. 复习本单元的词汇和语法知识。
2. 预习下一单元的内容。
3. 完成课后练习，巩固所学知识。
教学评价：1. 课堂参与度：观察学生在课堂上的表现，评价其学习态度和积极性。
2. 作业完成情况：检查学生的作业完成情况，了解其对知识的掌握程度。
3. 考试成绩：通过考试，检验学生对本单元知识的掌握程度。
教学反思：1. 课堂氛围：根据学生的反应，调整教学方法，提高课堂氛围。
2. 教学效果：关注学生的学习效果，及时调整教学内容和进度。
3. 学生需求：了解学生的需求，提供个性化的教学服务。
《E时代大学英语——读写教程3》教案
E时代大学英语——读写教程3教案课程信息•课程名称：E时代大学英语——读写教程3•课程编码：ENG301•学分：3•授课对象：大学英语专业本科生（英语专业、翻译专业等）课程目标本课程旨在培养学生在真实语境中运用英语进行交流和写作的能力。
通过丰富的阅读材料和写作练习，学生将提高他们的语言理解和表达能力，并掌握一系列文学和非文学形式的写作技能。
教学大纲第一周：Unit 1 - The Power of Advertising教学内容：•词汇学习：广告相关词汇；广告手法词汇•阅读理解：阅读广告相关文章并完成理解题•写作练习：撰写一篇关于广告对消费者的影响的观点文章教学目标：•学生能够识别和理解广告相关词汇•学生能够理解广告的目的和手法•学生能够运用所学词汇和知识撰写一篇关于广告的观点文章第二周：Unit 2 - The Impact of Social Media教学内容：•词汇学习：社交媒体相关词汇；网络用语•阅读理解：阅读关于社交媒体影响的文章并完成理解题•写作练习：写一篇关于社交媒体的利弊的文章教学目标：•学生能够识别和理解社交媒体相关词汇和网络用语•学生能够理解社交媒体的影响和利弊•学生能够运用所学词汇和知识写一篇关于社交媒体的文章第三周：Unit 3 - The Importance of Globalization教学内容：•词汇学习：全球化相关词汇；国际经济术语•阅读理解：阅读全球化相关文章并完成理解题•写作练习：撰写一篇关于全球化对经济的影响的文章教学目标：•学生能够识别和理解全球化相关词汇和国际经济术语•学生能够理解全球化的重要性和对经济的影响•学生能够运用所学词汇和知识撰写一篇关于全球化的观点文章评估与考核课堂表现（20%）•参与课堂讨论和活动的积极性•对课程内容的理解和回答问题的准确性•与同学的合作和沟通能力阅读与写作作业（40%）•每单元阅读和理解题的完成情况•每单元写作练习的完成情况和写作质量期末考试（40%）•对课程的整体理解和掌握程度的考查参考资料•《E时代大学英语——读写教程3》教材•《E时代大学英语——读写教程3》课后习题集•相关网站和资源教学方法•组织小组讨论和角色扮演活动，鼓励学生积极参与•布置阅读和写作作业，定期检查并提供反馈•利用多媒体资源和互动教学工具，增加教学效果•鼓励学生自主学习和积极思考教学时程安排•每周2课时，共16课时•每课时45分钟，共12学时•期末复习和考试时间安排在课程结束后的两周总结通过本课程的学习，学生将提高他们的阅读和写作能力，并学会在真实语境中运用英语进行交流。
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一．说教材
1.本节内容在教材中的地位和作用
单词和句子的练习是外研社出版的Primary English Book Review Module Unit 1的内容。
本节课是在各类单词，短语的基础上，复习并巩固运用。
并能正确的描述个类单词。
本课内容计划安排两课时，本节课完成的是第一课时的内容。
2．学情分析
（1）知识水平：在学习本课题之前，学生通过以前的学习和练习有了一定的基础。
而且在前面的学习过程中掌握了学习方法和技能，加之在平时积累了很多与本课有关的生活的单词。
这都为本课的学习提供了知识支持。
（2）智力水平：五年级学生正处于好奇心强，求知欲旺盛，思维活跃的时期，认知能力和水平都有一定的基础。
这为本课题的学习提供了智力支持。
《英语课程标准》指出：激发和培养学生学习英语的兴趣，养成良好的学习习惯和形成有效的学习策略，发展学生自主学习的能力和合作精神是小学英语教学的基本任务。
本课是复习课的第一单元，本课的核心是复习所学知识。
虽说是以游戏的形式出现，但包含的内容很多，在认真分析教材的基础上,我针对学生实际，将本课时的教学目标及重难点确定如下:
1、[知识与技能]
（1）复习本册以及前几册所学过的单词，能说出几个包括职业、身体部位的名称、乐器、服装、国家、运动、一日三餐、地点、玩具、一周七天、一年的月份、颜色、食物、字母、科目、季节、动物类的单词。
（2）能用学过的短语说出每一天所做的事情。
2、[过程与方法]
(1) 运用游戏，让学生在玩中复习所学单词。
(2) 培养学生灵活运用所学知识进行交流的能力.
3、[情感态度与价值观]
（1）培养学生注意观察和主动竞争的竟识。
（2）激发学生学习英语的兴趣，使学生树立学习英语的自信心。
（3）培养学生的合作交流能力。
4、教学重点、难点及突破
本课是巩固所学知识，依据课程标准和教材内容，结合学生的情况，确定本节课的重、难点如下：
正确运用所学单词，并能用学过的短语描述一天所做的事情制定为重点，能让不同层次的学生都有所收获。
难点：学生能运用第一部分的单词，组织句子描述第二部分，提高口语水平。
在教学过程中，将利用多媒体技术、探究活动和评价反馈等方式对重、难点进行突破。
5、说教学准备
教师准备录音机、磁带、多媒体、卡片。
这些教具的使用，为学生提供了培养语言交际能力的空间，促使他们积极参与到教学活动中来。
二．说教法和学法：
为了更好地突出重点，突破难点，根据小学生好胜、好动、模仿力强、表现欲旺盛等心理特点，我主要采取了：
1、情景教学法：通过设置较为真实的情景，使学生产生身临其境的感觉，激起学生情感上的共鸣，从而引导学生从整体上理解和运用语言，促进学生的语言能力及情感、意志、想象力、创造力等整体发展。
2．竞赛教学法：根据学生争强好胜的性格特征，进行竞赛，激发学生兴趣，给学生创造外语语言氛围，培养学生集体荣誉感。
3.积极参于，善于合作。
例如，本课设计了几个任务，操作简单，学生一定很感兴趣并且积极地参与其中，从而合作完成任务，培养了团队精神。
4．小组学习法：每6-8人一组，可两两交流，也可自由选择，在互动中互相启发学生思维的碰撞。
同时注意保证每个学生都有机会参与学习，培养学生与伙伴合作的意识和策略，提高人际交往能力。
5、练习法：把大多课堂时间留给学生，使学生在多信息、高密度、快节奏的灵活操练中拓宽学习渠道。
另外，考虑到第二部分为描述职业教学部分，我在这一环节的教学中主要侧重于学生介绍能力的培养，在训练说的同时加强指导，一方面可以培养学生组织句子的基本技巧，另一方面也可以检查学生对单词和短语理解运用的情况，进而培养学生的自主学习能力。
三．说教法设计
依据课程标准的要求和学生的认知特点及认知规律，创设有利于英语教学的情境，强调学习的最终目的是掌握所学个类单词及运用。
结合课程标准的要求和学生的情况，这节课我将通过五个环节来完成教学：创设情景——新知探究——课堂小结——巩固提高——课后练习。
具体过程如下：
（一）创设情景，引入新课自由会话，
学生在一个平等尊重的氛围中，他们的思维是放松的，敢于说、敢于参与教学。
教师要真心诚意地把学生当成学习的主人，努力提高“导”的效果，让课堂氛围充满活力。
因此，我在这个环节与学生进行朋友式的会话。
Good morning ! Boys and girls.
How are you ? Hello….. 不仅复习了旧知识，还渲染了学习英语的良好气氛。
歌曲导入，激发学生学习的兴趣激发学生参与学习的兴趣，是新课导入的关键。
因此，在热身的时候，首先让学生以唱歌的形式去巩固所学内容，这样的导入能很快吸引住学生，同时还渲染了学生学习英语的良好气氛。
（设计意图：优美动听的歌谣营造学习的氛围，让学生自学进入英语的世界，为下面的学习作好铺垫）
（二）新知探究,合作互动。
在小学英语课堂中使学生保持一种积极的紧张感，能够激发他们学习的外部动机，引发他们一系列的自主活动，促进外部动机向内部动机的转化。
T oday, we are going to learn Review Module Unit1于是我展示题目引入新课的学习。
引导：我们学过很多类的单词，你们能例举哪几类？通过引导明确本课的重点。
1．此时指导学生分组进行回忆。
设计过程中考虑到教材中安排的单词种类有点复杂，用时较长，且不利于照顾学生的差异。
所以对这一环节采取了分组的形式让学生相互交流，同时让尽可能多的学生参与到活动中。
（多媒体展示内容）
（1）请学生分组进行回忆
（2）展示学生不会的单词
（3）集体读单词，（多媒体展示）
2．活动一：刚才给大家展示了各类单词，现在我们要开展一个比赛，比赛分为必答题和抢答题，将学生分成若干小组，将我之前准备好的写有提示的卡片，例如：say four jobs/ say five parts of the body 等放在一个袋子里，让每一组的代表上来抽取一张作为必答题。
回答完整的加分，不完整不扣分。
其他小组可以抢答，答题完整加分，不完整扣分。
必答环节完成后，进行抢答环节。
教师抽取剩余的卡片并读出，个组进行抢答，答题完整加分，不完整扣分。
最后以得分最多的组为优胜组，给予奖励。
3．活动二：通过以上的练习学生能较好的掌握各类单词，这时可以增加活动一的难度，用连贯的句子去回答题板上的问题。
为了让更多的学生参与进来，首先给学生一个例子，请同
学各自介绍，给较好的学生奖励。
（三）．课堂小结
通过对知识的小结，帮助学生将本课的信息进行加工、储存，从而明确教学目标、重点和难点；对学生的表现进行总结评价，以评价促发展，培养小组团队精神，激励学生大胆开口，积极活动，为小组争得荣誉。
（四）．巩固提高
引导：学习的目的是为了应用，下面请同学们运用本节课所学内容写一个关于家庭成员的职业介绍。
（五）．课后练习。