实用英语3单元教案(Book II)

1、实用英语3单元教案(Book II)实用英语三单元教学设计方案Unit Three Culture实用英语Book 2 Unit Three- Culture建议学时8 H开课学期第2学期学习目标：总体目标：通过对英语基础知识的学习和训练，培养听、说、读、写、译五大语言基本技能，使语言学习、语言实践、语言应用以及文化体验有机结合，同时也借由此教学单元让学生了解不同文化背景下友谊含义的差别。本教学单元具体学习目标如下：1、知识目标：通过本单元两篇阅读文章的学习，能掌握并运用约86个词汇和12个短语及固定搭配；能掌握并理解文章中出现的语法现象（独立主格）；通过拓展模块的自学活动，理解、掌握虚拟语气

2、并在学习生活中能自如应用此语法。2、能力目标：听说能力：通过英语电话用语的相关介绍，使学生了解和掌握打电话的常用语，并具备用英语打电话的日常交流能力；阅读能力：通过教材阅读，在扩大学生词汇量的同时，使学生掌握阅读技巧之一主旨大意题的解答，从而加强学生归纳总结能力；写作能力：通过对便条写作格式及内容的讲解，使学生了解请假条和留言条所涵盖的主要内容及常用表达，从而具备正确书写请假条和留言条的能力；翻译能力：通过介绍倒置法的翻译技巧和对例句的讲解，提高学生翻译技能。教学内容：该教学单元的内容，可分解为以下几个学习及训练环节：1、Listening and Speaking Telephoning2、

3、Intensive Reading V for Victory 3、Reading practice reading skills (Subject Questions)，reading practice(The Dos and Donts of Body Language in China) 4、Practical English writing practice(Note) and Translation (Inversion)5、Further study Subjunctive Mood 教学方法建议：1.宏观：A: 四步教学法 B：任务设计法C：引导文教学法 D: 案例教学法2.微观

4、：A：头脑风暴法B：角色扮演法C：讨论法D: 电影片段媒体：1多媒体教室2. 多媒体课件3. 教材4. 教师教学指南5. 学生学习指南6. 教学资源库考核与评价：1、学生自测2、教师考核3、形成性评价学生基础：已达到高中毕业生的英语水平，即具备一定的听、说、读、写、译能力，基本掌握了约2700个英语单词和350个习惯用语或固定搭配。教师需要的能力：1. 扎实的语言基本功 2. 相关的教育教学理论3. 高职英语教学科研能力 4. 团队合作与沟通能力5. 教学所需的多媒体技能 6. 爱岗敬业、热爱学生2013 2014 学年第 2 学期实用英语课程第三单元第一次课教学设计简表授课人：蒋琳本次课题：

5、 Unit Three Culture - Listening & Speaking (1)授课班级113311,113312,113341,113342,113331,513314,813331,813332教 学 目 标知识目标能力目标1. 识记与打电话相关的短语 To memorize the words and expressions related to telephoning;2. 识记与本次课题相关的词汇、短语及结构To get acquainted with the key words and expressions related to the topic。1. 听的能力：能

6、运用视听技巧抓住电影The Secret of Body Language中“Door game”和“Universal expressions”两个片段的主旨；能运用泛听和精听技巧做好速记；能听懂电话问答的相关句型。2. 说的能力：能较流利运用本次课的核心词汇对body language 主题进行英语日常对话。能 力 训 练 设 计步骤具体目标内容期望媒介方法时间任务前阶段 (pre-task) 复习（Review）巩固前一阶段重点二阶教学目标及内容总体介绍学生期望：熟练掌握为下一阶段打好基础课件讨论法、提问式7引入（Introduction）1.了解本主题相关背景信息；2. 对本主题产生兴

7、趣Ask questions: How many kinds of body languages in our daily life? How well do you understand the body languages? What is the power of body language?教师期望：学生关注积极参与课件头脑风暴法、提问式、讨论法任务环阶段 (task-circle)视听训练(Watching & Listening )能听懂并记下重要视频内容1. Introduction；2.Watching Video clip: Secret of Body Language身体

8、语言的秘密；3. Related exercises: Answer questions; match pictures with corresponding expressions 学生期望：能听懂，教师提示视频课件视听法15教师期望：听懂，注重语言, 精听与泛听结合口语训练(Speaking)1. 能模仿电影片段中的精彩对话并对相关话题进行讨论；2. 能用英语较熟练地对body language这一主题展开讨论1.讨论：How many kinds of facial expressions in our daily life after seeing the movie clips? W

9、hat are they? 日常生活中有几种普遍的面部表情，分别是什么？2. Role Play 精彩电影片段角色扮演(可省略)及面试场景角色扮演: 准备阶段; 组内选择角色扮演者; 布置场地; 表演 3. 与body language相关的其他话题：Can body language give us some information which is hidden?Is body language important in your interview? 学生期望：鼓励与指导视频课件交头接耳法角色扮演法采访法interview成果可视化法40教师期望：积极参与，熟练运用听力训练（Listen

10、ing）1. 能听懂对话并填空；2. 能把握语篇大意并做好速记。1. Activity1: Conversational Formulas2. Activity 2: Conversations; 3. Activity 3: Passage学生期望：听懂，速记要点课本课件 泛听法； 精听法； 速记法；25教师期望：积极参与，听懂素材任务后阶段 (post-task)评估和总结 (Evaluation & Summary) 1. 能正确评价本次课所学的程度；2.能自己总结本次课重点1. 评估：讨论并填写自评表和小组互评表，老师参评。2. 老师学生共同参与总结。 学生期望：能客观评价自己无讨论法

11、2教师期望：总结清晰、评价合理布置任务(Assignment)能明确下次课目标，提前做好预习To preview Text A.学生期望：掌握段落写作技巧课件讲授法1教师期望：认真独立完成任务参考资料学习资源教材、教参、课件、实用英语课程资源库、网络资源2013 2014 学年第 2 学期实用英语课程第三单元第一次课教学设计详案授课人：蒋琳一、教学目标（一）知识目标1. 记住用英语打电话的常用词汇及短语；2. 识记与Culture主题相关的词汇、短语及结构。词汇Vocabulary短语 Phrases结构 Sentence Structure基础message, extension, enga

12、ged, bother, recognize, foreign, tourist, distance, landmark, traveler, measure, Greece, Greek, Los Angelesleave a message, hold on, hold the line, no wonder, put sb through to, get in touch with, could I speak to, just a minute, take a message, call sb back, call again later, wrong number.现在分词作时间状语

13、（二）能力目标1. 听的能力：能运用视听技巧抓住电影片段Secrets of Body Language的主旨及重要细节；能运用泛听和精听技巧做好速记；能听懂电话问答的相关句型。2. 说的能力：能较流利运用本次课的核心词汇对culture主题进行英语日常对话。如：What are the differences between Chinese and Western cultures? How people can understand each other under the different cultural background? Is body language always in

14、coordination with what you say from your mouth? Which one will express your inner heart better, verbal or non-verbal?（三）素质目标1具有较强的团队意识和协作能力；2具有较强的语言表达和人际沟通能力；3具有自我评价能力。二、教学课时：2节三、教学内容：Listening & Speaking 四、教学重点能听懂本主题话题并能将该主题相关的词汇、短语及结构较熟练地运用于自己的口语中。五、教学难点：电影剪辑视听训练六、教学设计任务型教学设计模式 (Task-based Learnin

15、g Pattern) 1. 任务前阶段 (Pre-task Phase)：运用卡片复习法复习上一单元的核心词汇；用头脑风暴法导入新课并布置新课任务（Warming-up & Assigning Tasks）。2. 任务环阶段(Task-circle Phase)： Watching & Listening Practice：运用视听法引导学生找出电影片段主旨，把握电影片段细节。 Oral Practice：运用交头接耳法让学生对电影片段所引出话题展开讨论；运用角色扮演法让学生模仿精彩电影片段；Listening Practice: 引导学生在精听和泛听过程中学会速记，准确把握细节。3. 任务后

16、阶段 Post-task Phase: 评估和总结Evaluation & Conclusion。完成自评和小组互评，让学生清楚本次课的收获和不足；引导学生总结这次课所学内容；布置课后任务。七、具体教学步骤Step One: Pre-task Phase (任务前阶段) () I. Review复习运用卡片复习法将上次课处理过的重点关键词写在卡片上，让5位学生随机抽取一张，提问。II. Introduction 新课导入通过图片和提问引入话题。Leading in by presenting pictures and asking a few questions related to the

17、topic, arousing their interest in this topic. How many kinds of body languages in our daily life? How well do you understand the body languages? What is the power of body language?图2- 1-1 图2-1-2 Step Two: Task-circle Phase (任务环阶段) (80)此部分涵盖英语听、说两项英语基本技能训练，以及学生的协调、组织、沟通能力。这一阶段的主要学习任务包括：视听训练Watching &

18、 Listening；口语训练Speaking Practice 听力训练Listening Practice。I. 视听训练Watching & Listening Practice任务：训练学生运用视听法把握电影片段主旨，复述电影片段主要内容；在视听过程中学会速记。实施步骤及方法：1. Brief Introduction to the film.Clinton Arafat Barak图 2-1-3图 2-1-4图 2-1-5Most people think they communicate primarily with words, but this special movie wi

19、ll reveal the surprising ways people really do to get their points across. Because only 7% of understanding comes from words. The bulk of communication 93% is through gestures.Delve into the science of non-verbal signals as this very visual and highly entertaining expos reveals the hidden language i

20、n which 93% of human communication takes place. From President Franklin D. Roosevelt, to British Prime Minister Winston Churchill and 2008 President-elect Barack Obama and Senator John McCain, see how both politicians and celebrities used the subtle movements of body language to persuade masses, est

21、ablish power, and advance careers. Besides, it also helps teach adults and young people the importance of body language in their lives as a form of communication. 2. 欣赏电影片段（视频 2-1-1, 视频 2-1-2），运用泛听技巧找出两个片段The Boy (door games)和The Face (universal expressions)的主旨：图2-3-7图 2-1-6图 2-1-7 There is a great

22、meaning behind who goes through the door first. Its not a signal of politeness, but of power, especially in Mid-east, it has significant cultural impact. According to Doctor Paul Edmond, there are 7 universal facial expressions. 3. 运用精听技巧把握影片细节。Excise 1. Answer the following questions after listenin

23、g to the audio 2-1-1. Why the two leaders ask the other side to go through the door first? Is that just out of politeness? Whats the great meaning behind who goes through the door first? Judging by the Mid-east culture, who is the winner? The first man or last man through the door?Scene I: (双击小喇叭播放音

24、频 2-1-1) Excise 2. Answer the two questions:1 According to Doctor Paul Edmond, are there any universal facial expressions that across all cultural boundaries?2 How many universal facial expressions? What are they?Scene II: (双击小喇叭播放音频 2-1-2) Excise 3. Match the seven pictures with their corresponding

25、 expressions.A: happiness B: sadness C: anger D: fear E: surprise F: contempt G: disgust图2-1-8( )图 2-1-8 图 2-1-9 图 2-1-10图 2-3-13( )图 2-3-12( )图 2-1-11 图 2-1-12 图 2-1-13图 2-1-14II. 口语训练Oral Practice任务：1. Discussion: How many kinds of universal facial 图 2-3-15( )expressions in our daily life after se

26、eing the movie clips? What are they? 日常生活中有几种普遍的面部表情，分别是什么？2. Role Play：模拟电影片段及面试场景中对身体语言的恰当运用。3. Interview：与body language主题相关的话题采访。实施步骤及方法：1. 运用交头接耳法让学生对电影片段所引出话题展开讨论。How many kinds of universal facial expressions in our daily life after seeing the movie clips? What are they? 日常生活中有几种普遍的面部表情，分别是什么？

27、图 2-1-152. 运用角色扮演法让学生模仿面试场景。准备阶段：组内成员相互设问，教师辅助；教师可提供与本话题相关的常用表达方法；组内选择角色扮演者布置场地表演3. 运用采访法，让学生在规定时间内完成采访任务并进行成果可视化展示和汇报。采访话题如下：1 Can body language give us some information which is hidden?图 2-1-16图 2-1-172 How important the body language is in our communication skills?图2-1-18 Is body language importa

28、nt in your interview? What should you pay attention to during the interview?III. 听力训练Listening Practice任务：训练学生泛听和精听技巧以及如何在听的过程中做好速记。实施步骤及方法：Activity I: Conversational Formulas （音频 2-1-3）Directions:In this part you will hear some useful expressions for telephoning. Listen carefully and write down wha

29、t the speaker have said. Each dialogue will be read twice.（音频 2-1-4）1. A: Hello. Is Ann there?B: . 2. A: Hello, Id like to speak to Mr. Bates.B: Sorry. He is out. ?3. A: Is Mrs. Smith available?B: .4. A: Im sorry. Tom is not in at the moment.B: All right. .5. A: Im afraid hes at lunch.B: ?6. A: Is t

30、hat you, Mike?B: .7. A: 45378901?B: Just a minute, please.8. A: Could you get me extension 145, please?B: Sorry, .9. A: Could you take a message?B: Hold the line, please. .10. A: ?B: This is Mary Button from America.Activity 2: Conversations （音频 2-1-5）Directions: In this part you will hear 5 convers

31、ations. Each of the conversations will be read only once. Listen carefully and then decide whether the statements below are true, false or not mentioned according to the conversations you have heard. Write T for True, F for False and N for Not Mentioned in the spaces provided.Conversation 1 （音频 2-1-

32、6）_ Richard is not in the office because hes got a bad cold.Conversation 2 （音频 2-1-7）_The man wants the operator to put him through to extension 2305.Conversation 3 （音频 2-1-8）_The man needs his notebook to prepare for an exam. Conversation 4 （音频 2-1-9）_The womans phone number is 3905-3894.Conversati

33、on 5 （音频 2-1-10）_The operator connects the man to the wrong extension. Activity 3: Passage （音频 2-1-11）Directions:In this part you will hear only one passage. Listen to the passage twice and then decide on the appropriate answer to each of the questions from the 4 choices marked A, B, C and D.（音频 2-1

34、-12）1. What does the speaker find out while traveling around the world?A. People in different countries have differentstyles of measuring distance.B. People in different countries have different styles of greeting tourists.C. People in different countries have different styles of giving directions.D

35、. People in different countries have different styles of asking the way.2. Why are travelers often confused in Japan according to the passage?A. Most streets there dont have name signs.B. Most streets there dont have names.C. Most streets there dont have traffic lights.D. Most streets there dont hav

36、e zebra crossings （人行横道线).3. How do Japanese give directions?A. They use maps. B. They use street names.C. They use a big hotel as a landmark. D. They use landmarks.4. How do people in Los Angeles measure distance?A. They measure distance by miles. B. They measure distance by time.C. They measure di

37、stance by blocks. D. They measure distance by traffic lights.5. What will a Greek do when asked to give directions by tourists?A. He will follow the tourists.B. He will refuse to help.C. He will lead the tourists to the place they want to go.D. He will show the tourists around the city.Step Three: P

38、ost-task Phase(任务后阶段) (3)I. 评估和总结 (Evaluation & Summary)1. 评估：讨论并填写自评表和小组互评表，老师参评。学生自评表姓名_班级_ 时间_评分项目要求得分视听Watching & Listening我能听懂电影剪辑中的对话主题，能掌握其中心大意，抓住要点。（总分：10分）我能在听的过程中运用精听和速记技巧，正确完成电影对话的相关练习。（总分：10分）口语 Speaking我能流利地用英语对电影片段所引出话题展开讨论。（总分：15分）我能积极参与精彩片段角色扮演及模拟面试场景中对身体语言的恰当运用，语言准确，流利。（总分：15分）我能在老师

39、规定的时间内完成老师分配的采访任务，收集的信息丰富；能准确运用前面学过的有关culture的关键词与同学进行交流，并积极参与小组讨论，与小组成员一道共同完成小组任务。（总分：20分）听力Listening我能在听的过程中运用听力速记技巧，记下重要内容且信息正确。（总分：15分）我能把握段落语篇大意及重要细节。（总分：15分）反思 Self-reflection：_备注：优Excellent （90100分）；良Good （8090分）；中Fair（6070分）；差Poor（050）。小组互评表第_小组时间_组名评分项目GroupOneGroupTwoGroupThreeGroupFourGro

40、upFive小组印象团结合作10分课堂参与率20分讨论热烈20分按时完成10分口语汇报讲解明晰15分语音语调10分流利程度15分总分分分分分分2. 老师学生共同参与总结。II. 布置课后任务:1. To preview Text A of this unit. 2. To review the language points related to the topic.2013 2014 学年第 2 学期实用英语课程第三单元第二次课教学设计简表授课人：蒋琳本次课标题：Unit Three Culture -Text A (2)授课班级113311,113312,113341,113342,113

41、331,513314,813331,813332教学目标能力目标知识目标1.can master the structure of expositive composition, find out thematic sentence of every paragraph and learn to do expositive writing.2. to be able to discuss the differences between Chinese and Western cultures.1. To get acquainted with the key words and express

42、ions related to this topic;2. To master the sentential structures in the text;3. To understand the theme of each paragraph.能力训练设计步骤具体目标内容期望媒介方法时间任务前阶段 (pre-task)引入（Introduction）1.对本主题产生兴趣2.了解相关文化背景1. Demonstration of several different gestures2. Warming-up Questions: What differences have you found

43、between the Chinese and the Western cultures? What do you usually do when you can not understand the language or dialect spoken by another person?学生期望：了解不同手势的寓意幻灯片、板书头脑风暴法、提问式、讨论法5教师期望：学生关注积极参与任务环阶段 (task-circle)单词短语 （New Words and Phrases）1.正确阅读拼写单词短语。2.掌握常用词汇、短语的使用emphasize, communicate, palm, con

44、fusion, common, newcomer, forefinger, wiggle, summon, superior, peer, personnel, scoop, confusing, motion, accidentally, upwards, obscene, reversed, setting, outstretched, fist, extend, visual, slight, tilt, hitchhike, toss, especially, symbol, digit, insult, wrongdoer, thrust, purse, say out, take

45、as, refer to, in court, point out.学生期望：讲解详细，有实例课件板书四部教学法实例法任务法20教师期望：认真听讲，理解记录略读 (Skimming)能找出文章主旨The main idea of the passage:Gestures help to emphasize a point, or to communicate something that should not be said out loud.学生期望：教师恰当提示课件板书语篇教学法；讨论法5教师期望：积极参与主动思考课文 (Text Illustration)1.了解文章的篇章结构2.掌握重

46、要句型结构的用法和译法Text-V for Victory3 独立主格结构4 不定式短语做同位语5 非限制性定语从句学生期望：讲解详细，有实例课件板书任务法实例法35教师期望：认真听讲，理解记录任务后阶段 (post-task)操练（Drills）巩固理解文章结构和细节课后阅读理解练习 Part One I-II学生期望：给予范例课后练习任务法练习法15教师期望：积极参与，提出问题总结(Summary)总结文章中的知识要点1. 35words and 5 phrases2.14 important grammar & sentence patterns学生期望：小结应清楚、明确教材归纳法5教师

47、期望：理解，掌握，应用作业通过课后练习方式巩固该章节知识点1.word focus p85-872.sentence emphasis p87-893. text review, understand some typical gestures 4. preview grammar and reading comprehension学生期望：多加练习教材练习法任务法5教师期望：认真独立完成考核课堂提问及活动参与和听写；现场教学小练习; 补充练习参考资料学习资源教材、教参、课件、实用英语课程资源库、网络资源2013 2014 学年第2 学期实用英语课程第三单元第二次课教学设计详案授课人：蒋琳一、

48、教学目标（一）知识目标1. 掌握文章重点单词和短语2. 掌握文章中重要句型结构3. 掌握篇章和段落主旨词汇Vocabulary短语 Phrases结构 Sentence Structure基础emphasize, peer, communicate, confusion, common, newcomer, palm, forefinger, wiggle, summon, superior, personnel, confusing, scoop, motion, upwards, accidentally, obscene, reversed, setting, outstretched,

49、 fist, extend, visual, slight, tilt, hitchhike, especially, symbol, digit, insult, wrongdoer, toss, thrust, purse.say out, take as, refer to, in court, point out1. 独立主格结构2. 不定式短语做同位语3. 非限制性定语从句拓展inferior, confused, backward, sunward, forward, extension, extensive, extent, symbolic, symbolism, symbol

50、ize, auditoryfocus on, lay/put/place emphasis on （二）能力目标1. 能掌握说明文的布局，能抓住每段主旨句，并能学会写说明文；2. 能够流利地就中西方文化差异这一话题进行交流探讨。（三）素质目标1. 具有识别中西方文化差异的能力；2具有跨文化交际能力；3具有自我学习和总结能力。二、教学课时：2 学时三、教学内容：V for Victory四、教学重点能掌握本篇章所涉及的相关的词汇、短语及结构，能较熟练地拓展运用于阅读写作和翻译等实践当中。五、教学难点：Text Illustration and Key Structures六、教学设计任务型教学设

51、计模式 (Task-based Learning Pattern) 1. 任务前阶段 (Pre-task Phase)： Display several different gestures and let students guess their meanings respectively.: 使学生对本主题产生兴趣。 Warming-up Questions: What differences have you found between the Chinese and the Western cultures? What do you usually do when you can no

52、t understand the language or dialect spoken by another person? :使学生了解相关背景。2. 任务环阶段 (Task-circle Phase)： New Words and Phrases：运用启发式教学、四部教学法、实例法、语境教学法引导学生正确阅读、拼写单词短语和掌握常用词汇、短语的使用。Skimming：运用语篇教学法和头脑风暴法让学生能找出文章主旨。同时，导入课文音频材料，在阅读时加深学生对文章主题的理解。Text Illustration e.g.: 运用任务法和实例法引导学生了解文章的篇章结构和掌握重要的句型结构的用法和

53、译法。3. 任务后阶段 (Post-task Phase): Drills：运用实例法和练习法使学生巩固对篇章的理解，把握文章框架结构和细节。Summary: 总结文章中的知识要点，布置课后任务。七、具体教学步骤Step One: Pre-task Phase (任务前阶段) (5) I. Leading in by display of several different gestures and introduction of cultural background.Display several different gestures and ask students to guess t

54、heir meanings respectively. The purpose is to arouse students interest and concern in this topic. Cultural background & related information:Every country has its own unique culture. We can take the different cultures of China and America for example.Generally speaking, many people in China are shy a

55、nd pleased with old things. It seems hard for them to change a lot. They usually take every step cautiously rather than take any risk. They dont like to express themselves directly and would be shy when praised. They like to settle down in one place for a long time or ever forever. They like sports

56、and chase stars, but they are not crazy about them.However, Americans are quite different from Chinese people. Americans are open and enjoy new and exciting things. They always seem to be ready to take challenges. They are willing to express themselves and will be glad if praised. They like to trave

57、l and take risks.Which culture is better? It is hard to answer this question because there should never be such a question. As we know, each culture has its own advantage and is adapted to the people and the history. So, its important for us to choose what we like.II. Warming-up by brainstorm Put th

58、e students into six groups and discuss the following questions:What differences have you found between the Chinese and the Western cultures? (cultural background, tradition, mode of thinking, values, standard of conduct, life style, etc) What do you usually do when you can not understand the languag

59、e or dialect spoken by another person?Thus is brought out the title of this text V for VictoryStep Two: Task-circle Phase (任务环阶段) (60)Tasks in this phase include comprehension of the text and master of language focus. Teachers are supposed to help students in making out the structure of the text and

60、 its concrete meaning content. Besides, they should help students to master new words and phrases appearing in the text as well as key sentence structures and grammatical structures. I. Listed Words and Phrases (音频 2-1-13)(selected explanation in view of students linguistic capacity)emphasizev. 强调 =