第一冊(cè)教案 聊城大學(xué)全新版

1、大學(xué)英語(yǔ)教案授課教師郭曉輝授課班級(jí)管理學(xué)院05.6、7 授課地點(diǎn)東校區(qū)1號(hào)樓410 授課日期2005. 10. 101019教 材全新版大學(xué)英語(yǔ)綜合教程 （1），上海外語(yǔ)教育出版社 授課內(nèi)容unit 1 growing up 學(xué)時(shí) 5教學(xué)目的students will be able to1.grasp the main idea and structure of the text;2.appreciate the narrative skills demonstrated in the text;3.master the key language points and grammatical

2、 structures in the text;4.conduct a series of listening, speaking and writing activities related to the theme of the unit. 教學(xué)重點(diǎn)與難點(diǎn)text analysis; language points and sentence patterns教學(xué)方法與手段explanation; discussion; exemplification教學(xué)參考書和網(wǎng)絡(luò)資源new college english: teachers booknew college english: integr

3、ated courseon-line resources: english on line教 學(xué) 進(jìn) 程first periodstep 1: pre-reading tasks (25 minutes)1. have you listened to john lennons beautiful boy? (2 minutes)the teacher (t) may ask several students (ss) this question:- what does lennon think of growing up? 2. the art of eating spaghetti (15

4、minutes) 3. t asks ss the following questions: (8 minutes)- would you enjoy writing “ the art of eating spaghetti”? why or why not?- why did russell baker enjoy writing “ the art of eating spaghetti”? (hint: para. 4) teaching method: listening, group work teaching aids: multimediastep two: text anal

5、ysis(25 minutes) 1. grasping the structure of the text (20 minutes):(1) ss circle all the time words, phrases and clauses in text a. when they finish, t asks several ss to read aloud what they have circled. (2) t draws ss attention to text organization exercise 2 , reads its instructions, and asks t

6、hem these two questions:-refer to the time words/phrases/clauses you have just circled and tell from which point on baker starts talking about his new experience. - starting from which paragraph does baker stop writing about his new experience? (3) in this way ss will be able to divide the text into

7、 3 parts and sum up the main ideas.(4) several ss report the main ideas they have summed up to the class 2. cultural background t explains the u.s grade school system and how school teachers are dressed (see cultural notes) (5 minutes)teaching method: scan, ask questions, report teaching aids: textb

8、ook, blackboard, multimediasecond period t explains language points in part i, ii, iii and gives ss practice. (see language study) (50 minutes)1. off and on 2. take hold 3. bore: 4. associate: 5. turn out: 6. assign7. anticipate: expect, anticipate, hope, await 8. tedious: boring, monotonous, tediou

9、s, irksome, tiresome, humdrum.9. reputation: 10. inability: lack of ability or means.11. inspire: 12. formal 13. rigid 14. out of date: 15. comic: 16. tackle 17. distribute 18. face up to: 19. scan 20. humor 21. recall: 22. argument: argument, dispute, controversy23. respectable: teaching method: sc

10、an, ask questions, report ( ask the student to scan the text and find out some of the above useful expressions) teaching aids: textbook, blackboard, multimediathird periodstep 1: language points (10 minutes)t explains language points in part iv and gives ss practice. (see language study) (10 minutes

11、)1 put down: 2. recapture: pose: compose, consist of, comprise, constitute 4.turn in: 5. whats more 6. contempt: 7. hold back: 8. congratulation: teaching method: scan, ask questions, report ( ask the student to scan the text and find out some of the above useful expressions) teaching aids: textbook

12、, blackboard, multimediastep 2: grammatical structures (25 minutes)1. t asks ss to form pairs and ask each other questions based on para. 2 using the structure “sb./sth. is said/believed/reported to do/be”. t may offer some model:- what kind of person is mr. fleagle?afterwards, a pair or two may rep

13、eat their questions and answers to the class.2. ss do structure exercise 2 in the textbook.step 3: writing strategy (15 minutes)t draws ss attention to writing strategy in theme-related language learning tasks, especially the part about details (also see text analysis). t then asks the following que

14、stions: teaching method: scan, pair work, ask questions, report teaching aids: textbook, blackboard fourth periodstep 1: synonymous words or phrases in this text (15 minutes)1. t chooses one word from each group of synonyms listed in text analysis, and asks ss to scan for respective synonyms. if ss

15、findings are inconclusive, t may reveal those they have neglected.2. t may further provoke ss thinking by this question: why does russell baker employ all these synonymous words and phrases? teaching method: pair work, ask questions, report teaching aids: textbook, blackboard step2: importance of co

16、herence in writing. (5 minutes) when t and ss come to the sentence “ in the eleventh grade, at the eleventh hour as it were, i had discovered a calling.” in para. 9, t may ask ss to recall a similar sentence they have read (para. 1, “ the idea of becoming a writer had come to me off and on since my

17、childhood in belleville, but it wasnt until my third year in high school that the possibility took hold.”) by this t will show ss the importance of coherence in writing.teaching method: pair work, ask questions, report teaching aids: textbook, blackboard step 3: think alone (5 minutes)according to m

18、r. fleagle, what is the very essence of the essay?then t invites several ss to give their opinions. t may sum up by this sentence the essence of good essays is to write what one enjoys writing about.step 4: post-reading activities (25 minutes)t checks if ss have done the rest of the after-text exerc

19、ises in their spare time, and discuss some common errors that crop up. fifth periodstep 1: part iv (1 period)do: theme-related language learning tasks in class assignment1.review 2.preview the next unit 課后分析this text is the first piece of expository writing in our textbook series, therefore it is im

20、portant to note the style differences between narration and exposition. 教研室主任審閱： 年 月 日 大學(xué)英語(yǔ)教案授課教師郭曉輝 授課班級(jí)管理學(xué)院05.6、7授課地點(diǎn)東校區(qū)1號(hào)樓410授課日期200510201030教 材全新版大學(xué)英語(yǔ)綜合教程 （1），上海外語(yǔ)教育出版社 授課內(nèi)容 unit 2 friendship學(xué)時(shí) 5教學(xué)目的1.grasp the main idea (never delay expressing your true feeling to a friend) and structure of the

21、 text2. appreciate that spoken english is much more informal than written english3. master key language points4.conduct reading, listening, etc.教學(xué)重點(diǎn)與難點(diǎn)text analysis; language points and sentence patterns教學(xué)方法與手段explanation; discussion; exemplification教學(xué)參考書和網(wǎng)絡(luò)資源new college english: integrated course1

22、teachers bookon-line resources: english on line教 學(xué) 進(jìn) 程first periodstep1.free talk(5 minutes)students are expected to have a free talk about anything they are interested in.teaching method: presentation, report teaching aids: blackboardstep2.lead-in: listen to the tape and answer some questions: (10

23、minutes)1. have you ever heard of dionne warwich?2. what does a weather friend mean?3. what does dionne warwich think friends are for? 4. does the song give you any idea of what the stories in this unit will be about?teaching method: listening, pair work, discussion teaching aids: multimediastep3. b

24、ackground knowledge(15 minutes)1. halloween 2.the australian bush teaching method: group discussion, students reporting or presentationteaching aids: textbook, blackboardstep 4. language points: (15 minutes)1.be lost in / lose oneself in: be absorbed in2.available: able to be used 3. go ahead: conti

25、nue, begin4.know/learn by heart: memorize5.estimate: form a judgment about6.might/may as well7.keep up: 8.kind of or sort of9. lose touch with sb.e up11.reference 12. hang out teaching method: scan, report ( ask the student to scan the text and find out some of the above useful expressions) teaching

26、 aids: textbook, blackboardstep5. summary: (5minutes) step6. assignment (5minutes) 1.review what we learned today2.preview the textsecond period step1. watch a video clip. (10 minutes)1. what information can you get from the video clip?2. ask students to play the roles.teaching method: video-watchin

27、g, pair work teaching aids: multimediastep2 text analysis: (20 minutes)1. what does the story begin with?2. what helped start a conversation between the cab driver and the passenger?3. what was their conversation centered on?4. how does the author get to learn more about the friendship between the d

28、river and ed? teaching method: group discussion, students reporting or presentationteaching aids: textbook, blackboardstep 3 while-reading tasks: (10 minutes)skim the text and find out how many questions the narrator asked the cabbie and what were the latters responses. teaching method: scan, work i

29、n pairs, report teaching aids: textbook, blackboardstep 4 language practice(10 minutes)make sentences with the following phrases and expressions.1.be lost in/lose oneself in 2.or something3.go ahead4.learn by heart5.might/may as well6.not much of a7.keep up8.loose touch with9.keep in touch with10.ev

30、ery now and thenteaching method: group discussion, students reporting or presentationteaching aids: textbook, blackboard third periodstep1.free talk(5 minutes)students are expected to have a free talk about anything they are interested in.teaching method: presentation, report teaching aids: blackboa

31、rdstep2.listen to the english song “thats what friends are for” (5 minutes)1.what is a fair weather friend?2.according to the song, what are friends for?teaching method: listening, pair work teaching aids: multimediastep 3.summary of the text(15 minutes)using some words and expression to make up the

32、 story step 4. do some of the exercises (10 minutes) step 5. language sense enhancement (5 minutes)1.read aloud paras 615 and learn them by heart2.try to recite the poem “a friend like you”.(p.41)3.try to learn the quotations by heart. (p.42)step 5. theme-related language learning tasksgroup discuss

33、ion (10 minutes)in the text only part of the letter is revealed , complete the letter if you can.1. find out and write down all the sentences from the letter2. brainstorm in what way you can complete the letter.assignment1.review2.preview the writing strategy.fourth periodstep 1. writing strategy(10

34、 minutes)how to write a personal lettertwo types of letters: business letters and personal letters step 2.give advice on the students composition (10 minutes)1. go through your letter carefully and then answer the questions on page 59.2.exchange letters with another group and check each others work.

35、 teaching method: lecture, pair work teaching aids: multimediastep 3.ask some of the students to read their letters to the class(10 minutes) comment on the lettersstep 5.all the remaining exercises (20 minutes)explain some difficult points.teaching method: pair work, group discussionteaching aids: t

36、extbook, blackboardassignment1.review the writing strategy2.preview text bfifth period step1. free talk (5 minutes)students are expected to have a free talk about anything they are interested in.teaching method: presentation, report teaching aids: blackboardstep2. text b. never let a friend down (45

37、 minutes) assignment1.review 2.preview the next unit課后分析the students appreciated that spoken english is much more informal than written english. but they are expected to make full use of library and internet resources to enrich their knowledge.教研室主任審閱： 年 月 日 大學(xué)英語(yǔ)教案授課教師郭曉輝授課班級(jí)管理學(xué)院05.6、7授課地點(diǎn)東校區(qū)1號(hào)樓410

38、授課日期 2005.11.1-2005.11.9教 材全新版大學(xué)英語(yǔ)綜合教程 （1），上海外語(yǔ)教育出版社授課內(nèi)容unit 3 understanding science學(xué)時(shí) 5教學(xué)目的1 to promote the students to think about the effective way of learning english.2 scan the text and understand the structure of the text 3 understand the main idea of the text and the devices for developing it

39、.4 grasp some useful language points and some useful sentence patterns. 教學(xué)重點(diǎn)與難點(diǎn)text analysis; language points and sentence patterns教學(xué)方法與手段explanation; discussion; exemplification教學(xué)參考書和網(wǎng)絡(luò)資源1. college english: teachers book12. on-line resources: english on line教 學(xué) 進(jìn) 程first periodstep 1 lead-in: asking

40、 questions to check if students have listened to the tape recording on stephen hawking.(5 minutes)step 2ss write down on a sheet of paper some of the scientific and technological discoveries that have changed or will change the way people live. then some ss are invited to read out the class. (10 min

41、utes)step 3t concludes by saying: the same scientific and technological discovery can bring us good things and bad things. according to stephen hawking, author of the text, its up to us to make changes head forwards changing our lives for the better. if you turn to the language sense enhancement sec

42、tion after this text, you will find a quotation that expresses the same idea: “people must understand that science is inherently neither a potential for good nor for evil. it is a potential to be harnessed by man to do his bidding.” (5 minutes)teaching method: listening, pair work teaching aids: mul

43、timediastep4 text analysis: (25 minutes)1. background information: 1) stephen hawking (1942- ); 2) frankenstein 3) the sky at night 4) albert einstein (1879-1955)teaching method: group discussion, students reporting or presentationteaching aids: textbook, blackboardsecond period step 1understanding

44、text structure (20 minutes)1）this text is the first piece of expository writing in our textbook series.(see reference p.27), then do text organization exercise 1.2）in expository writing, the structure of a paragraph is usually similar to that of the text, i.e. the topic sentences are presented in th

45、e first of second sentences of a paragraph, followed by supporting details.step 2 the style differences between narration and exposition (15 minutes)1）draw the following table on the backboardtext aparagraph lengthsentence lengthsimple or compound sentences?any passive voice?any dialogue?any 3rd per

46、son narrator?unit 2shortershortersimplenoyesnounit 3longerlongercompoundyesnoyes2）t sums up the differences then stresses the importance of applying different styles for different contexts. step 3 t explains the language points in part i and gives ss practice. (10 minutes)1attitude2likely3. privileg

47、e4.do without5.5.highly: 6.anyway7.put/ turn the clock back8.cut off9.bring about:teaching method: group discussion, students reporting or presentationteaching aids: textbook, blackboardthird periodstep1.free talk(5 minutes)students are expected to have a free talk about anything they are interested

48、 in.teaching method: presentation, report teaching aids: blackboardstep 2 t continues to explain the language points in part i and gives ss practice. (15 minutes)10.at the moment11.inquire12.inquire into13.and human initiative and inventiveness are such that even this wouldnt succeed.such that14.ini

49、tiative15.slow down16.rate17.ensurecf: assure, reassure, insure, ensure, make rmed19.steady20.it is also an important element behind support for the green parties.: the publics distrust of science is also an important factor that leading to support for the political parties whose main con

50、cern is to protect the environment.21.audienceteaching method: group discussion, students reporting or presentationteaching aids: textbook, blackboard step 3 t explains the language points in part ii and gives ss practice. (25 minutes) 22it is also an important element behind support for the green p

51、arties.: 23basis24.lie in25.in terms of26.brief27.accurate28.maybe i would have sold twice as many copies without it.29.tend30.in the form of31. precise: 32.grasp33.sufficientword choice: adequate, sufficient, enough, good enough, satisfactory, (will) do34.convey35.put portion37.only tel

52、evision can reach a truly mass audience.38.fit cateteaching method: group discussion, students reporting or presentationteaching aids: textbook, blackboardfourth periodstep1ss do text organization exercise 2 (10 minutes)text analysis: part i (paras1-3): to make informed decisions about cha

53、nge, the public needs a basic understanding of science. part ii (paras4-6): what can done to educate the public about science.part iii (para7): with an informed public, human civilization will survive. step 2guide ss through part iii. ( 5 minutes)step 3 summary (10 minutes)1. main idea: to ensure th

54、e survival of human civilization, measures must be taken to help the public understand science.2. structure: introducing a topic; developing the topic with supporting details; supplying a conclusion.teaching method: scan, report ( ask the student to scan the text and find out some of the above usefu

55、l expressions) teaching aids: textbook, blackboardstep 4debate: should cloning of human beings be banned? (20 minutes) teaching method: group discussion, students reporting or presentationteaching aids: textbook, blackboardfifth period: exercises step 1guide students through several after-text exercises (20 minutes)step 2check students home reading (