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E英语教程book11单元教案讲授0.51.00.5课程E英语教程题目Unit1listeningandSpeaking学时实验(实践)练习行课课次第1次时间教材葛宝祥、王利民.E英语教程北京:外语教学与研究出版社。教具多媒体、PC《E英语教程》是专门为艺体类院校和综合性大学艺体专业学生设计编写的大学英语基础教材。教材依据《大学英语课程教学要求》中“分类指导”,“因材施教”的教育理念,并结合艺体专业学生的英语基础、认知风格和学习策略,确定了“易学”、“艺思”、“益用”的编写思路,各教学单元从听说、阅读、语法、写作以及文化板块构建知识体系,全面帮教学助学生提高英语的综合用应能力。本单元listeningandspeaking部分重点对学生易混元音、目的辅音的听音识别、听力对话、听力篇章对素材对学生的听、说进行集中训练,达到英语言要求思维中听和说的能力锻炼目的。Togetfamiliarwiththerequirementsofteachingschedule.TohopethatstudentscanhaveaclearideaoftheirEnglishstudieswhichquitedifferhighschool,andknowhowtocultivatetheirabilitieswithregardtolistening,speaking,andwriting.教学a.todistinguishsomeconfusingvowelsandconsonants重点b.toknowthecorrectpronunciationsofvowelsandconsonants难点c.toknowhowtomakeupaconversationwiththefunctionallanguage及其d.withamplepracticeanddiscussioninclass,studentsmayknowhowtostartaconversation解决withpropergreetingsandresponses方案1、知识目标:掌握英语元音和辅音的正确发音,特别是一些发音相近且易混淆的元、辅音。特别是部分长元音和短元音的发音;掌握在交际英语得体的表达。2、能力目标:语音方面,通过音标视频学习和实践,掌握发音技巧,提高音标辨识能力区别素质和能和拼读能力;口头表达方面,通过双人口语模仿练习如何正确问候新朋友和给予正确得力培养体的回应,提高英语逻辑思维和表达能力。3、素质目标:学习和养成严谨的学习态度对英语发音自纠和善于用英语思维、举一反三。同时,学会合作学习,与同学在英语发音和日常口语表达锻炼上相互促进,共同进步。参考资料BBClearningEnglish(网络学习视频)绝大部分学生能在教师指引下对本次课的教学内容进行消化,但是基于个体学习差异,部实施情况分学生对一些元音和辅音识读的掌握有待强化;对于听力对话和听力篇章涉及的练习,学生答题有效性较好,但是复述能力欠缺;关于口头表达,学生牵引能力,应变能力基于词汇量、语言组织的英语思维能力不足;以上是教师需要长期加以辅助的重点。小结系主任(教研室主任)签名:1教案续页教学过程、内容及时间分配教学方法与手段Part1onlinevideoclipappreciation(BBClearningEnglish)Step1abriefintroductionofvowelsandconsonants(5minutes)Step2readaloudafterthespeaker(20vowelsand28consonants(45minutes)Teacher'sIntroductionStep3Assessmentsandsuggestionsofthestudents’pronunciation.(5andexplanation,andminutes)in-classgroupdiscussionandpresentationaudioStep4In-classexercise:pronunciationandlisteningskills(5minutes)lingualapproachthedirectapproachWithstudents,teacherwilldiscussthedifferencesofsomeconfusingTheCommunicativevowelsandconsonantsinclass.(alsoasatransitionfrompart1topartapproach2)Task-basedlanguageteachingPart2Role-playaconversationwiththefunctionallanguage(25minutes)A.accordingtothesituationofferedbelowtomakeupashortconversation(howtogreetandresponse),workinpairs.B.accordingthesituationgivenbelowtomakeupashortconversation(howtomakeintroduceyourfriends,teachers,etc.tosomebodyelse,alsoknowhowtoresponseitproperly.C.basedonthetipsfromtaskAandBtofollowthestepsgivenbelowandmakealivepresentationofself-introduction.❖Greeteverybody.❖Tellyournameandwhereyouarefrom.❖Tellwhatyouknowaboutyourhometown.❖Introduceyourfamilymembers.❖Talkaboutyourhobbies.❖Sayhowyoufeelwhenyouentertheuniversity.Part3CommentsandAssignments(5minutes)❖Pickupsometypicalerrorstoanalyze.❖PresentsomegoodsamplestoSsandletthemappreciateandemulate.❖Toworkinpairsoringroupstorevisetheformerconversationswhichhavebeendoneduringtheclassaccordingtorelevantsuggestionsfromteacher.❖Topreviewthecontentsofthegrammarandwriting2讲授1.0课程E英语教程题目Unit1grammarandwriting学时实验(实践)0练习1.0行课课次第2次时间教材葛宝祥、王利民.E英语教程北京:外语教学与研究出版社。教具多媒体EnableSstoknowtheusagesofpunctuationmarkswhilewriting.Learntoidentifysometypicalerrorswhilewriting.教学目的要求EnableSshaveanoverallunderstandingofthepossessives.Toknowtheusagesandfunctionsofthepossessivesinsentencewriting.a.todistinguishtheusagesofdifferentpunctuationmarks.教学b.thedifferencesbetweenChinesepunctuationmarksandEnglishpunctuationmarks,likeperorcalledfullstop,especiallytheusagesofpunctuationmarksindirectspeechandindirectspeech.重点难点及其解决c.howtobefreetousetheproperpossessivesinsentencewriting.d.withamplepracticeplusadditionalsupplementstoenhanceSs’understandingaboutpossessivesandpunctuationmarks.Toassignataskinclasstochecktheirlearning.1、知识目标:掌握名词所有格的三种主要类别,并对每种类别的具体用法进行掌握;对英语标点符号的英文表达以及具体用法进行消化和掌握,同时对中英文标点易混用法进行梳理总结,在使用中对于其是否正确、得当进行甄别。方案素质和能力培养2、能力目标:名词所有格方面,通过回顾、梳理知识以及对易错例子分解让学生达到识错、纠错,从而在平时的关于名词所属部分的句子表达中运用得当和自如。对英文标点符号作用和具体用法进行深入理解和掌握,在平时的句子表达、段落写作、篇章写作中做到使用的准确。3、素质目标:无论遣词还是具体的写作运用中能做到自然使用恰当标点符合和名词所有格进行表达,步步提升句子表达准确性,但又不园囿于书面英语在语法上的严谨性。参考资料张道真.实用英语语法.外语教学与研究出版社。学生对于名词所有格有掌握,但是差异性比较明显,通过对名词分类梳理归纳总结,学生对于名字所有格的具体用法,在句子表达中的语法规范要求有了更全的认识;在教师指引下,学生对于中文状态下和英语言状态下的标点符号用法有了对比认识,能较好运用正确的标点符号断句。实施情况小结3教案续页教学过程、内容及时间分配教学方法与手段Part1possessives(名词所有格)Step1abriefreviewaboutnouns(5minutes)ToraiseaquestionandaskSstoanswertheclassificationofnouns,andlistsomenounstoletSsidentify,thenwithanenclosedsummary.Step2togiveabriefintroductionaboutpossessives(15minutes)Teacher'sIntroductionTolisti’tshreemaintypesaswella’usaitgesStep3offersomerelevantsupplementsfromgrammarbooktoSs,letandexplanation,andin-classgroupdiscussionthemhaveabetterunderstandingabouttheusagesofpossessives.(5minutes)Step4In-classexercise:possessives(20minutes)TheCommunicativeapproachTask-basedlanguageteachingthedirectapproachWithanauthenticevaluation,teacherwillassigntheexercisesbothfromthetextbookandtheworkbookinclass,thenchecktheanswersonebyone,meanwhileaskSstogivethereasonswhyheorshewouldliketochooseit.Ifanyerroroccurred,analyzeittogether.Part2punctuationmarksStep1Warmingup(5minutes)toAskSsquestionsasfollowing1.Canyoulistthemostcommonpunctuationmarksforthewholeclass?andtellusits’usages.2.AreallpunctuationmarkssamebothinEnglishandinChinese?Ifnotso,canyoulistsameexamplesforus?Step2ageneralreviewaboutpunctuationmarks(10minutes)Step3anexplanationofits’usages(25minutes)A.listsomesentenceswithwrongpunctuationmarks,thenidentifyits’errors,andcorrectthem.B.backingtothetextbookonpage18and19,anddeeplyunderstandsometypicalconfusingusagesbetweenEnglishandChinese.C.basedontheexamplesabove,tofinishtherelevantexercises,thencorrecttheminclass.Part3RequirementsandAssignments(5minutes)❖Toreviewthekeypointswithregardtopossessivesandpunctuationmarks,andfinishtherelevantexercisesinworkbook.❖Tomakeupaconversationwithanother2classmatesandusepossessivesandpunctuationmarkscorrectly.❖TopreviewthecontentsofpassageAaswellasthenewwords,andmakenotes❖ToseePassageBasanadditionalreadingmaterialafterclass.4Unit1TextAnalysis讲授1.50课程E英语教程题目passageA:Amother’sletter学时实验(实践)totheworld练习0.5行课课次第3次时间教材葛宝祥、王利民.E英语教程北京:外语教学与研究出版社。教具多媒体EnableSsfullyunderstandthemainideaofthepassage.Toidentifytheusagesofthelanguagepoints.教学Toidentifythecompoundwordwithasuffix-able.目的Toknowhowtousethesentencestructure“itisfar…than…”要求ToknowhowtouseproperverbphrasesorkeywordstotranslatetheChinesesentenceintoEnglish.a.todistinguishthemainusagesofthekeywords,phrasesandusefulexpressionsinsentence教学translation.重点b.theusagesofthesentencepattern:itisfar…than…难点c.wordformation:suffix:-able及其d.toidentifyandlearntheimportantsyntax.解决d.withamplepracticetoenhanceSs’understandingaboutthelanguagepointsinthistext,plus方案additionalemulations,enableSstolearnhowtomakesentenceswiththosekeyswords,vphrasesandusefulexpressions.1、知识目标:掌握课文中出现重点词汇,短语,句型。素质2、能力目标:能对文章内容和结构做到准确把握和理解,对语言点能准确理解和灵活应和能用;能对文章重点句子、句型加以“精消化”,并能根据特定的语言环境,进行翻译应变力培技巧性处理。养3、素质目标:培养学生遣词造句过程中自然的英语思能维力;培养学生综合阅读英语短文鉴赏、摹写能力,进而促进系统的书面和口头的自我表达能力。参考资料实施在教师教学组织下,学生能对文章前置问题进行一定程度上的讨论;对文章结构、内容能情况比较好的掌握;对重点语言点能在教师的示范下进行辨识和口头上即时应用。但是对于部小结分句子的翻译理解能力需要提升,自我用英语进行复述的能力需要加以强化训练。5教案续页教学过程、内容及时间分配教学方法与手段Part1leading-inDiscussions(5minutes)Workingroupstodiscussthefollowingquestions.1.Doyoustillrememberwhatyourparentstoldyouwhenyoustartedschool?Whatisit?2.Whatareyourparents’expectationsofyou?Haveyourealizedthem?Part2textanalysis(30minutes)Teacher'sIntroductionandexplanation,andStep1getaquickreviewaboutnewwordsandemphasizedsomewordin-classgroupdiscussionintermsofits’pronunciationandpartsofspeech(2minutes)TheCommunicativeStep2toraiseaquestion:howmanypartscanthispassagebedividedapproachinto?Thendiscussitandtellthereasons.(3minutes)Task-basedlanguageStep3toanalyzeeachparagraphindetails(30minutes)1.begoingtodoteachingthedirectapproach2.wish+objectclause3.uptonowgrammartranslationapproachsuggestopedia4.5.waveto/atittakesfaith,loveandcouragetolivehislifeintheworldhehastolivein.givingafurtherexplanationforthissentence,andfocusontheusageofthepronoun“It”.6.theusagesofspecialstructure:介词preposition+身体部位partofthebodyin,on,by…e.g.Thecakemeltsinhermouth.Tomlaidahandonmyshoulder.Thewomanseizedthebadguybythearm.WithSs,givemoreexampleswiththekeywords,phrases,likewonder,forawhile,devoted,havefaithin,putapriceon,honorable,etc.maketheminvolveinmakingnewsentences.Step4In-classexercise:textcomprehension,vocabularyandstructure(7minutes)Withanauthenticevaluation,teacherwillaskSstomakeasummaryforthiscontext,andassigntheexercisesbothfromthetextbookandtheworkbookinclass,thenchecktheanswersonebyone,meanwhileaskSstogivethereasonswhyheorshewouldliketochooseit.Ifanyerroroccurred,analyzeittogether.Part3RequirementsandAssignments(3minutes)❖Tofinishtheexercisesaboutsentencecombiningandtranslation❖TofinishtheexercisesaboutpassageB❖Basedontheformertwotasks,todotheexercisesinworkbook,nevercheckthereferencesbefor’sbeeitndone.❖Topreviewthecontentofunit2.❖Tofinishtheonlinewritingwithagiventitle:onharmoniousdormitorylife,SsneedfinishitaccordingthespecificguidelineswhichreleasedonISMARTplatform.6E英语教程book1第2单元教案讲授学时实验(实践)练习1.50.5大学英语I(艺术本课程题目Unit2科)行课课次第4次时间教材孙延弢《E英语教程》北京:外语教学与研究出版社教具多媒体、小蜜蜂扩音器《大学英语》是非英语专业的英语基础课程,以英语语言知识传授为导引,语言技能训练为基础,以专业知识激发英语学习兴趣,以英语学习提升人文素养,其目的是培养学生初步的英语能力,听说、阅读、语法、写作和文化五个板块。知识分布由易到难,渐次增强,帮助学生提高语言综合应用能力,为以后的英语学习打下坚实的基础,为毕业后使用英语创造良好的条件。教学目的要求教学重点a.listeningtonames难点b.giving&acceptingsuggestions及其c.askingforsuggestions解决方案素质1、知识目标:学会听名字,能够听懂对话中的询问建议和接受建议的句子。和能2、能力目标:能够学会怎样去提出自己的建议。力培3、素质目标:通过学习的短语来进行会话表演,说出自己的建议以及询问别人的建议。养参考资料《E英语教程(教师用书)》《E英语教程(综合训练)》实施情况小结通过该次课,同学们能够听懂对话中的询问建议和接受建议的句子。但是在表达上还比较生疏,需要课后多练习。7教案续页教学过程、内容及时间分配教学方法与手段Unit2Listening&SpeakingStep1Pronunciationandlisteningskills(10minutes)Listentothefollowingsentencescarefullyandchoosethenameyouhear.Tips:1.英语姓名的一般结构为:教名+自取名+姓。如WilliamTeacher'sIntroductionandexplanation,in-classgroupdiscussionJeffersonClinton。但在很多场合中间名往往略去不写,而且许多人更喜欢用昵称取代正式教名,如BillClinton。上述教名和中间名又称个人名。2.Mrs.意为"夫人,太太",常用于已婚妇女的丈夫的姓氏前;如果一个名叫MaryJones的女子嫁给了一个名叫JackWhite的男子,就称她为MrsWhite,但不能称MrsJones;Miss意为"小姐",复数形式为Misses,用于对未婚女子的称呼;如果一个未婚女子名叫RoseJones,可以称她为MissJones,也可以称她为MissRoseJones;如果MrGreen家有几位未婚姑娘,可以称她们为theMissGreens或theMissesGreen.Step2Conversation1–Giving&acceptingsuggestions(25minutes)1.Listentoaconversationandcompletethefollowingsentenceswithwhatyouhear.2.Listenagainanddecidewhetherthefollowingstatementsaretrue(T)orfalse(F).3.Role-playaconversationinpairsaccordingtooneofthefollowingsituations.AandBmeetonthewaytoschool.Blookstiredbecausehe/shedidn’tsleepwelllastnight.Twoplayground.studentsfromtheDepartmentofPhysicalBlooksworriedbecausehe/shedoesn’tEducationknowmeetonthehowtoStudents’Role-Playimprovehis/hersportsperformanceGUIDEDCONVERSATION:A:SayBlookstired/worriedandaskwhy.B:Givethereason.A:Makeasuggestiononhowtorelax/improvehis/herperformance.B:Acceptthesuggestion.Askformoresuggestions.A:Giveanothersuggestion.B:Acceptthesuggestionandshowthanks.Step3Conversation2—Giving&acceptingsuggestions(25minutes)1.Listentoaconversationandcheck(✔)whatyouhear.2.Listenagainandcompletethefollowingsentenceswithwhatyouhear.Teacher'sIntroduction3.Role-playaconversationaccordingtooneofthefollowingsituations.andexplanation,in-classYoumayrefertotheFunctionalLanguage.Bhasbeeninlowspiritsthesedays.He/SheasksAabouthowtobecomecheerful.groupdiscussionBhasbeendrawingforseveralhours.Nowhis/hereyesareaching.He8/SheasksAforsomeadviceonhowtotakecareofeyes.GUIDEDCONVERSATIONA:AskBwhatiswrong.B:Givethereason.Askforadvice.A:Makeasuggestion.B:Askformoresuggestions.Students’Role-PlayA:Giveanothersuggestion.B:Askwhatelsecouldbedone.A:Giveanothersuggestion.B:Acceptthesuggestionandshowthanks.Step4Passage—Makingintroductions&responses(30minutes)1.Listentoapassageandcheck(✔)whatyouhear.2.ListenagainandmatchtheverbsinColumnAwiththenounsinColumnBaccordingtowhatyouhear.SCRIPT:Beingphysicallyactivecanmakeyoufeelbetteraboutyourbody.Why?Becauseitwillhelpenergizeyouandkeepyourbodyworkingjustthewayitshould.WatchingTVandplayingcomputergamescanbefun,butitdoesn’tdomuchforyourbodybecauseyourbodystaysstill.Whenyoumoveyourbody—byplaying,dancing,participatinginsports,orevencleaningyourr—youomexerciseyourmuscles.Whenyouhavestrongmuscles,youcandomanythings,fromcarryingheavybackpackstokickingaballintothesoccernet.Youwillfeelbetterwhenyoufeelstrongandknowthatyourbodycandowhateveryouwantittodo.Soclimbahill,jumprope,rideabike,swim,runupthestairs,orevendothehula—enjoyallthatyourbodycando!3.Workingroupstodiscussthefollowingtopics.Theneachgroupchoosesarepresentativetoreportyourdiscussiontotheclass.1Benefitsofexercise:helpingcontrolweightbecomingenergetic2DailywaystoexerciseclimbingthestairsgoingjoggingStudents’Presentation9讲授学时实验(实践)练习1.50.5大学英语I(艺术本科)课程题目Unit2行课课次第5次时间教材孙延弢《E英语教程》北京:外语教学与研究出版社教具多媒体、小蜜蜂扩音器《大学英语》是非英语专业的英语基础课程,以英语语言知识传授为导引,语言技能训练为基础,以专业知识激发英语学习兴趣,以英语学习提升人文素养,其目的是培养学生初步的英语能力,听说、阅读、语法、写作和文化五个板块。知识分布由易到难,渐次增强,帮助学生提高语言综合应用能力,为以后的英语学习打下坚实的基础,为毕业后使用英语创造良好的条件。教学目的要求教学a.readPassageATheGirlTerryFox重点b.analyzelanguagepointsofPassageATheGirlTerryFox难点c.readPassageBWatchingNBAfor10Years及其d.analyzelanguagepointsofPassageBWatchingNBAfor10Years解决方案素质1、知识目标:阅读这两篇文章,能记住文章中的重点单词、短语,能对长难句进行分析。和能力培养2、能力目标:能够运用讲解的重点词汇和短语完成课后的练习。3、素质目标:学习短文后能够体会作者的思想,并对文章进行鉴赏。参考资料《E英语教程(教师用书)》《E英语教程(综合训练)》实施情况小结通过该次课,同学们能看懂这两篇文章,认识了一些重点词汇,但是在长难句的理解上还需要提高。10教案续页教学过程、内容及时间分配教学方法与手段Unit2ReadingStep1readPassageATheGirlTerryFox1.Videoappreciation2.BackgroundInformation(15minutes)ItisaboutTerryFox.Fox’scourageinembarkingontheMarathonofhimtheTeacher'sIntroductionandexplanationHopeforthebenefitoftheCanadianCancerSociety,haswonadmirationandmadehimtheyoungestpersonevernamedaCompanionoftheOrderofCanada(加拿大勋章).Hewonthe1980LouMarshAwardwhichisawardedannuallytoCanada’stopathleteandwasnamedCanada’sNewsmakeroftheYear(加拿大年度新闻人物)inboth1980and1981.Consideredanationalhero,hehashadmanybuildings,roadsandparksnamedinhishonoracrossthecountry.Step2Textstudy(30minutes)1.Thedoctorsatthehospitaldidmanytestsonmeanddiscoveredthatpartofmylegshadtobecutoff.医生给我做了很多检查,认为我的腿有一部分必须截掉。discoveredthatdiscover引导宾语从句,指的是医生在做了各种检查之后得出的结论。2.Afterward,Iwantedtodosomethingtohelpotherpeoplewithcancer,soIdecidedtojointhemarathonforcancerinmydistrict.后来,我想为其他癌症患者做点事情,于是我决定参加我所在的区为癌症病人举办的马拉松比赛。withcancer介词短语作后置定语,修饰otherpeople。afterward反义词:beforehand:adv.预先;有准备地;较早in-classgroupdiscussion3.Iwassoexcited,butnervoustoo,sincethefirsttimeIran,oneofthescrewsonmyrightprosthesisbroke.我很兴奋,也很紧张,因为在我第一次跑步时,我右假肢上的螺丝钉断了,我担心这种事再次发生。句中thefirstime是先行词,Iran在句子中作定语关系代词that被省略,在整个句子中thefirsttime为状语4.Ifeltgreatknowingthatalotofpeoplehadbetonmeandthatallthemoneywasgoingtohelppeoplelikemewhofightfortheirliveseverysingleday.得知很多人赌我会赢,而且所有的钱都将用于帮助像我一样每一天都在为生命而拼搏的人时,我觉得棒极了。knowing是现在分词,在句中作状语。5.Ifeltgreatknowingthatalotofpeoplehadbetonmeandthatallthemoneywasgoingtohelppeoplelikemewhofightfortheirliveseverysingleday.得知很多人赌我会赢,而且所有的钱都将用于帮助像我一样每一天都在为生命而拼搏的人时,我觉得棒极了。6.It’sjustanotherobstacle,anotherhurdleyouhavetojumpover,anotherenemyyouhavetodefeatinordertosucceedinlife.它只是另一种障碍,另一个你必须跨越的跳栏,另一个为了生活中的成功你必须战胜的敌人。anotherobstacle,anotherhurdle,anotherenemy构成平行结构,平行结构多由多个结构相同或相似的介词短语、动词短语、名词短语、11不定式短语等并列而成,起到表达感情、渲染语气等作用。Step3readPassageBWatchingNBAfor10Years(15minutes)1.Pre-readingactivityTeacher'sIntroductionandexplanation2.BackgroundinformationMichaelJeffreyJordan(bornFebruary17,1963),alsoknownbyhisinitials,MJHeisanAmericanformerprofessionalbasketballplayer,entrepreneur,andmajorityownerandchairmanoftheCharlotteBobcats.HisbiographyontheNBAwebsitestates,“Byacclamation,MichaelJordanisthegreatestbasketballplayerofalltime.”JordanwasoneofthemosteffectivelymarketedathletesofhisgenerationandwasconsideredinstrumentalinpopularizingtheNBAaroundtheworldinthe1980sand1990s.3.VideoappreciationStep4Textstudy(30minutes)1.Atthattime,itwassaidthatMichaelJordanwasaflyingmanonTeacher'sIntroductionandexplanationthebasketballcourt.当时,据说乔丹是篮球场上的飞人。itwassaidthat意为“据说”,这个句型不强调“说”的主体,只强调said后面的内容。类似的表达有:itisreportedthat(据报道);itisestimatedthat(据估计)。2.TheNBAkeepsmanufacturingbothstarsandexcitinggames,whichattractthousandsoffansfromallovertheglobe.NBA不停地造就着球星和令人兴奋的比赛,这些比赛吸引着成千上万来自世界各地的球迷。which作为关系代词引导了一个非限制性定语从句。thousandsof意为“数以千计的,成千上万的”,thousandsof前面不加明确的数字且thousandsof中thousand必须用复数。但当thousand用在数字以及several,afew等表示数量的词或短语之后时thousand要用作单数。3.…basketballbackboardsaretransparentsoasnottoblockthefan’sview;...······篮球篮板是透明的,以免阻挡球迷的视线······soasto意为“为了······”,其否定形式为soasnotto。4.Becausesalariesarecloselyconnectedtoperformances,everyplayerispushedtopracticehisbasketballskillssothathebecomesstrongerandbetter.薪金和成绩紧密相关,所以它激励每个球员加紧训练篮球技能,从而使自己变得更强、更好。sothat(=inorderthat)用于引导目的状语从句,意为“以便,为的是”12讲授学时实验(实践)练习1.50.5大学英语I(艺术本科)课程题目Unit2行课课次第6次时间教材孙延弢《E英语教程》北京:外语教学与研究出版社教具多媒体、小蜜蜂扩音器《大学英语》是非英语专业的英语基础课程,以英语语言知识传授为导引,语言技能训练为基础,以专业知识激发英语学习兴趣,以英语学习提升人文素养,其目的是培养学生初步的英语能力,听说、阅读、语法、写作和文化五个板块。知识分布由易到难,渐次增强,帮助学生提高语言综合应用能力,为以后的英语学习打下坚实的基础,为毕业后使用英语创造良好的条件。教学目的要求教学重点a.Grammar:Pronouns(代词)难点b.Exercises及其c.Writing:Usingproperwords解决方案素质1、知识目标:除了掌握不同类型的代词外,还需要掌握代词容易出错的几个点。学会一和能般词汇和具体词汇的含义力培2、能力目标:能够避免出现代词常犯的错误,能学会一般词养3、素质目标:通过学习的语法知识,能在个人写作中避免常犯的错误。汇和具体词汇的区别参考《E英语教程(教师用书)》《E英语教程(综合训练)》资料实施情况小结通过该次课,同学们学会了不同的代词,也了解了代词常犯的错误,能分清什么是一般词汇,什么是具体词汇。但是具体词汇量不足,还需要课后多背单词。13教学过程、内容及时间分配教学方法与手段Unit2Grammar,WritingStep1Grammar:Pronouns(30minutes)1.代词的分类人称代词:主格:I我,you你,he他,she她,they他们,we我们;宾格:me我,you你,him他,her她,them他们,us我们Teacher'sIntroductionandexplanation物主代词:形容词性:my,your,his,her,its,our,their名词性:mine,yours,his,hers,its,ours,theirs指示代词:this这,that那,these这些,those那些反身代词:myself我自己,ourselves我们自己,himself他自己,themselves他们自己,yourself你(们)自己,herself她自己疑问代词:who谁,what什么,which哪个不定代词:some一些,many许多,both两个、两个都,any许多关系代词:which……的物,who……的人,that……的人或物,who谁,that引导定语从句相互代词:eachother互相,oneanother互相连接代词:who,whom,whose,what,which,whatever,whichever,whoever,whomever2.使用代词时容易出错的几个方面。(1).当不定代词,如each,every,some,anyone,anything,someone,something,everything,everyone和nothing作主语时,谓语动词一般用单数形式。e.g.1)Iseveryonereadytogo?2)Someoneisaskingtoseeyou.in-classgroupdiscussion3)Everythingisreadyfortheparty.4)Nothingeverhappensaroundhere.(2).当主语为某些并列名词时,要根据并列名词的单复数意义确定代词的单复数形式。1)Myfriendandroommatehasagreedtolendhiscartome.2)Myfriendandmyroommatehaveagreedtolendtheircarstome.(3).当主语为某些集体名词时,代词的单复数形式取决于集体名词的单复数含义。1)Theteamhaswonitsfirstmatch.分析:主语team强调整体,所以代词用its。2)Theteamarehavinglunchwiththeircoach.分析:主语team强调集体中的各个成员,所以代词用their。(4).由or,either…or…,neither…或nor…tonly…but(also)…连接两个名词时,相应的代词与其邻近的名词在人称和数上保持一致。1)DidJohnorRosefinishherhomework?分析:代词与其邻近的名词Rose应在人称上保持一,致所以用her。2)Eitherthestudentsortheteacherwillgiveyouhisbook.分析:代词与其邻近的名词teacher在人称和数上保持一,致所以用his。3)Neitherthepackagenorthelettershavereachedtheirdestination.分析:代词与其邻近的名词letters在数上保持一致,所以用their。14Step2Exercises(15minutes)1.ChoosethecorrectwordsorexpressionsinbracketstocompletetheStudents’Practicefollowingsentences.2.Completethefollowingsentenceswiththewordsgivenbelow.Step3Writing(30minutes)UsingproperwordsWarm-upComparethefollowingpairsofsentences.Thendiscussingroupswhichoneineachpairismoreimpressiveandwhy.Notes英语写作中,我们需要注意一般词汇(generalword)和具体词汇(specificword)的区别。一般词汇和具体词汇各有所长,一般词汇概括性强,而具体词汇表意清楚、准确而生动。1.ATheylaughedafterknowingthenews.BTheysmiled/grinned/beamed/giggled/tittered/chuckledafterTeacher'sIntroductionknowingthenews.andexplanation分析:B句中具体描述了“笑”的词汇丰富了laugh一词所不能表达的感情色彩,使句子更加形象、生动。2.ATheywenttothevillagebyavehicle.BTheywenttothevillagebycar/taxi/truck/jeep/bus.分析:A句中vehicle一词在词义上很宽泛,而B句就可以很明确地告诉读者他们乘坐的是什么交通工具。Notes一些常见的一般词汇和其对应的具体词汇:say:talk,speak,tell,discuss,chattree:pine,maple,willowsad:unhappy,sorrowful,depressedrain:shower(阵雨),drizzle(毛毛雨),downpour(倾盆大雨)happy:delighted,joyful,cheerfullookat:glance(一瞥),peep(偷看),stare(盯着看)wind:breeze(微风),gust(狂风),hurricane(飓风)Step4Exercises(15minutes)Choosetheproperwordsinbracketstocompletethefollowingsentences.Lookupthewordsinthedictionaryifnecessary.Students’Practice15E英语教程book1第3单元教案讲授1.50.5课程大学英语题目E英语教程Book1Unit3学时实验(实践)练习行课课次第7次时间教材刘世生、葛宝祥、王利民.E英语教程Book1[M].北京:外语教学与研究出版社教具多媒体、小蜜蜂扩音器1.EnableSstodistinguishthesyllables"oa"or"o"anditspronunciations.2.Understandthelisteningskillsandknowhowitworks.教学目的要求3.ActivateSsinterestsofSpeaking(agreeinganddisagreeing).教学1.EnableSstolearnhowtoexpressone'sagreementanddisagreement.重点难点2.EfficientlyorganizeSstojointheRole-play(conversation),andjudgetheperformobjectively.及其解决3.GuideSstodiscusswhattheycandotomaketheirparentstrustthemmore.(speeches方案needtobepersuasiveandreasonable)1、知识目标:掌握字母组合oa的发音、能够熟练表达同意与不同意的观点。素质2、能力目标:通过听力和口语实践,提高听力和综合口语表达英语能力;提高小组合作、和能逻辑思维和批判思维能力。力培3、素质目标:提高学生对影视节目、艺术作品话题的敏感度,学会合作学习,并积极用英养语表达自己的观点和想法。参考《E英语教程》教师用书;/view/3135d866f5335a8102d2201e.html(英资料语字母组合发音规则)实施按照教学目的要求,本次课的实施情况良好。并且按照此教学设计进行上课,能够使学生情况掌握好ListeningandSpeaking这小节的重难点,在知识、能力以及素质等方面都有所提高。小结教学过程中,依据此教案,能够较好的把握课堂教学时间以及运用教学机智。16教学过程、内容及时间分配教学方法与手段TheFirstLesson:Listening&Speaking(90minutes)Step1CourseIntroduction(5minutes)Step2Pronunciation&ListeningSkills(15minutes)1.StudentsarerequiredtolistentoashortstoryandunderlinetheTeacher'sIntroductionwordswiththesound/əu/.(5minutes)2.Checkalltheanswers,andcorrectmistakesifthereisanecessity.andexplanation,in-classAndteachershouldexplainthecommonpointofthesewordsgroupdiscussion,withthesound/əu/andgiveotherexamples.(10minutes)role-playandpractice.Step3Conversation1.(20minutes)1.Leadstudentstopronounceandlearnwordsichanntips(el;awful;violence;crimeshow;brief),andaskthemtolistentoconversation1andcheckthewords.(5minutes)2.Listenagainanddecidewhetherthefollowingstatementsaretrueorfalse.(5minutes)3.Role-Play.Studentsarerequiredtodoarole-playaccordingtothegivensituationsinPage43.(5minutes)Situation1:Duringtheclassbreak,AandBaretalkingaboutarecentfilm.Situation2:AandBarebothmusiclovers.Theyaretalkingaboutanewsong.GuidedConversation:A:AskBwhetherhe/shehasseentherecentfilm/haslistenedtothenewsong.B:Sayyes.A:Saywhatyouthinkofthefilm/song.B:Showagreementandexpressyouropinion.A:Showagreementandgiveyourreason.4.LeadstudentstoreadandunderstandsentencesexpressingagreementinPage43.andaskthemtopracticewiththeirgroupmembers.ExpressingAgreement:Iagree.Iquite/certainly/entirelyagreewithyou.Youareabsolutelyright.Ithinkso.Ofcourse./Definitely./Exactly.That’swhatIthink.Ifeelthesame.Iagreewithyou.Icouldn’tagreemore.Icouldn’tagreemore.Iagreeentirely.I’mforyou.Sodo/amI.Yousaid/gotit.17Step4Conversation2(25minutes)1.Introducewordsinworktips:ClaudeMone;impressionist;amazing;surroundings.(5minutes)2.Dotask1and2underconversation2andcheckanswers.(10minutes)3.Askstudentstodorole-playaccordingtotask3(5minutes).Situation1:AandBareroommates.Theyaretalkingabouthowtospendtheweekend.Situation2:TwostudentsaretalkingaboutwhichsportsshowtowatchonTV.GuidedConversation:A:Makeasuggestiononhowtospendtheweekend/whichsportsshowtowatch.B:Showdisagreementandgiveyourreason.A:Makeanothersuggestionandgiveyourreason.B:Showdisagreementandexplainwhy.A:AskforB’ssuggestion.B:Giveyoursuggestion.A:Showagreement.4.Leadstudentstoexpressdisagreementunderconversation2(5minutes)Ican’t/don’tagreewithyou.I’mnotsosure/certain.I’mafraidyou’rewrong.Youmayberightonthat,but…Idon’tthinkso.I’msorry.Ican’tgoalongwithyouonthat.Ican’tsayIagreewithyou.Iseeyourpoint,but…S

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