全新版大学英语3教案解读Word文档下载推荐.docx
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notall/everyone/everything
3.Confusablewords-----home;
house;
family;
household
六、结合教学内容选择的主要教学方法和教学手段:
教学方法:
根据课文的内容,提出两个问题让学生进行思考和开展小组讨论,由此来活跃课堂气氛,进行一个课前的热身活动。
在教学中采取以学生和教师为主体的合作教学模式,并且在课前布置讨论话题让学生开展小组活动,了解与课文相关的信息;
在课堂上,对课文的重点词汇、重点句型、语法要点以及作者的写作技巧进行详细讲解;
教师则把重点放在指导学生如何欣赏和分析文章的主题、写作技巧、语言风格等方面,并对学生进行翻译技巧的训练
教学手段:
多媒体辅助教学,通过音频输入和课件视频输入让学生从视觉和听觉等维度
加深对课文的理解,提高学生学习的兴趣,同时训练学生的听说能力。
七、布置的作业及复习思考题:
继续自学课文的内容,完成课文后的练习训练,重点完成词汇和句型结构题,学生自选一点课文内容进行背诵。
要求学生做好课文复习和下篇课文预习的小组讨论并准备课堂汇报,具体讨论话题为:
Group1:
ComparethechangesinthewayweliveinChina.
Group2:
.Whydosomanymigrantworkersmovefromthecountrytothecity?
Group3:
Whichdoyoprefer,countrylifeorcitylife?
Group4:
Preparethenextunit,thenanswer:
Whatisthemainideaofthisunit?
Group5:
Whoarethefreedomgivers?
八、选用教材和主要参考书:
教材:
李荫画等主编,《大学英语综合教程3》,上海:
上海外语教育出版社,2006.
主要参考书:
1.季佩英等主编,《大学英语综合教程教师手册》,上海:
2.胡洁主编,《大学英语课文辅导》,广州:
中山大学出版社,2007.
3.张道真编著,《实用英语语法》,北京:
外语教学与研究出版社,2002.
4.张芳杰主编,《牛津现代高级英汉双解词典第三版》,香港:
牛津大学出版社,1984.
网络教学资源:
.
九、教学主要内容及教学安排(包括板书设计):
Timeallotment
1stperiod:
pre-reading;
2ndperiod:
while-reading
3rdperiod:
4thperiod:
post-reading
5thperiod:
writing
6thperiod:
extensivereading
TeachingSteps:
Step1:
Warming-upActivities
1.PlaythesongtotheSs.AskSsquestionsaboutthesong.
2.DivideSsintogroups,eachgroupisassignedoneofthefollowingdiscussiontopics:
----Whydocitypeoplebuyapartmentsorhousesinthesuburbsoreveninthecountryside?
----Whyaretouristswillingtopayforanightinafarmer’shouseinsteadofahotel?
----Whataretheadvantagesanddisadvantagesoflivingonafarm?
3.HaveSsdoClozeB,p.22,inafter-textexercisestolearnaboutAmerican’sidealofcountrylife.ThenmoveontothestudyofTestA
Step2:
GlobalAnalysisoftheText
1.Partdivisionofthetext:
AskSstodoTextOrganizationExercise1,pp.10-11.
2.Skimming:
HaveSsworkinpairstoskimthetextandfindoutthehappinessandhardshipsthefamilyhaveexperiencedinthecountry.ThenaskSstodoTextOrganizationExercise2,p.11.
Step3:
LanguageStudyandPractice
1.ExplainlanguagepointsandhaveSspracticethem.
2.InthemeantimeaskSstodotheStructureExercisesandpartoftheVocabularyExercises.
3.Discusswithstudentstheculturalbackgroundtotheessay.
Step4:
After-TextExercises
CheckifSshavedonetherestoftheafter-textexercisesintheirsparetime,answer
Ss’questionsanddiscusswiththemanycommonerrorsthatcropup.
Step5:
FurtherStudyandPractice
1.CheckonSs’homereading(TextB).
2.HaveSsdoPartIV:
Theme-RelatedLanguageLearningTasksinclass.
3.HaveSstopreparethenextunit.
1)dothepre-readingtask;
2)previewTextA.
十、教学小结
本章节的教学目的基本达到,学生基本了解本篇课文的内容,并理解了作者的写作技巧,对课文中出现的重点词汇和语言知识点基本掌握,并且能进行应用。
但学生的翻译技巧以及翻译能力都需要提高,建议学生多进行该方面的训练。
Unit2TheFreedomGivers
TeachingObjectandRequirements:
Objectives:
1.Understandthemainidea(earlycivil-rightsstrugglesintheUS,esp.theUndergroundRailroad);
2.Learntouselibraryresourcesandotherresourcesforinformation;
3.Graspthekeylanguagepointsandgrammaticalstructuresinthetext.
3.Conductaseriesofreading,listening,speakingandwritingactivitiesrelatedtothethemeoftheunit
1.Structure:
cometodosth
2.Theuseofpastparticipleuseasadverbialandattributive.
教学方法:
1.通过课前的提问和小组讨论,让学生大概掌握课文的主要内容,同时也是一个课前的热身活动。
2.对重点词汇进行详细的讲解。
3.引导学生学会欣赏课文中三个不同人物的不同故事,以及他们对黑奴解放运动所做出的贡献
采用启发式、问答式等方法,重点指导学生欣赏和分析作品,分析作品的主题、文章的段落大意、语言风格等,并要求学生自由评论自己对所学课文的理解。
Multi-mediaaidedteaching多媒体辅助教学
1.AskSstodothetranslationexercise.
2.AskSstoreadthetextfluentlyafterclass.
教学内容提纲:
Keywordsandphrases:
confidentsymbolizehistoricauthorizeexploitconvictionimposedisguiseabolishcompelgiveupstandupbeintenttoonthesidecloseinasformakethebestofatriskintheeyesofpassfor
7th&
8thperiod:
listening(unittwo)
教学安排:
Pre-readingTasks:
(45ms)
1.Listentotherecordingandthenthinkoverthefollowingquestions:
(20ms)
1).CanyouguesswhoAbraham,Martin,JohnandBobbyare?
2)Whatdidthesepeoplestandfor?
3).Doyouknowwhytheyalldiedyoungandwhokilledthem?
4).Canyouguesswhatthetextsinthisunitaregoingtobeabout?
2.Warm-upActivity(25ms)
ScanthetextanddoClozeAinafter-textexercises.
While-readingTasks(90ms)
1.Mainideaandtextorganization(25ms)
1).Scanthetexttoseewhatservesasacuedividingitintodifferentparts.
2).Thetextisdividedintofourpartsnaturally.Whichpartsswitchfromthefirstpersontothethirdperson?
Whatistherelationshipbetweenthefirstpartandthelastthreeparts?
3).DoTextOrganizationExerciseonP47.
2.DoreadingcomprehensionexerciseonP46.(20ms)
3.Homework:
Askthestudentstodotheexercisesonpage43-49afterclass.
4.Detailedexplanationofthetextandlanguagepoints:
(45m.)(seethecourseware)
Post-readingTasks(45ms)
1.TextAnalysis
1)AmongsomanyparticipantsoftheUndergroundRailroad,whywereJohnParker,LeviCoffinandHensonchosenastheirrepresentatives?
Whodotheyeachrepresent?
2)Underlinequotationsinthethreestories.Whydoestheauthorsometimesquotedirectlyfromcharactersinthestories?
Theauthorusesthesesynonymsandsynonymousphrasestoavoidrepetitionandvaryhiswriting.
2.Checktheexercises.
3.Homework:
ReadTextB
WritingTask(45ms)
WritingStrategy:
Usinglibraryresources
WriteanessayonSino-JapaneseWars.Youshoulddosomelibraryresearchonthisissue.
ExtensiveReadingTasks(45ms).
ExplaintheusefulphrasesandexpressionsintextB.
本章节的教学目的基本达到,使学生理解了整篇课文的意思,并且对重点的词汇和句型进行了训练,学生能够举一反三进行使用。
同时学生对美国黑人解放运动有了进一步的了解,对语言文化的理解加深了。
但由于大班上课,一部分学生不能够很好的跟上老师的教学进度,对课文的学习不够深入。
Unit3:
Security
1).Graspthemainidea(Americaisdeterioratinginto“themostinsecurenation”)andthestructureofthetext(opening--body--conclusion);
2).Learntousecauseandeffectpatternsinwriting.
3).Masterthekeylanguagepointsandgrammaticalstructuresinthetext;
4).Conductaseriesofreading,listening,speakingandwritingactivitiesrelatedtothethemeoftheunit
1.Doublenegation
2.Structure:
Itdoes/didnotoccurtous…;
chancesarethat…
3.Collocation:
Verb+noun+adverbofdirection
1.Givethestudentssomebackgroundinformationaboutthesecuritysituationin
America,especiallythe911TerroristAttack.
2.Letthestudentslistentotherecordingofthetext.
3.Leadthestudentstocomparethesecuritysituationsnowanddecadesago,sothatthestudentscangetamainideaaboutthesecuritysituationsintheUnitedStates.
2.Askthestudentstoreadthetextclearlyandfluently
3.Questionsandanswersonsomekeypoints
采用启发式、问答式等方法,重点指导学生欣赏和分析文章的主题、语言风格以及对比对照的写作方法等,并要求学生学会对比中国和美国的情况。
1.Askthestudentstowriteacomparisonandcontrastessay.
2.Dothetranslationexercise.
vulnerabletranquilelectronicpremisefeaturetransformbarrierwanderanalyzereflectionpuzzleonthelatchcloseuphookuptobuildinholdsb.atbaywithoutsomuchasbebathedinwithlargemarginlookbackon
Timeallotment
FurtherDevelopment:
InthisUnit,studentsshouldbeencouragedtousecauseandeffectpatternsinwriting.
(20ms)
1)Haveyoueverbeenthevictimofcrimeordoyouknowsomeonewhohas?
2)Doyouthinkcrimeisincreasingordecreasing?
3)Whatcanbedonetoreducecrime?
Ispunishmenttheanswerorprevention?
4)Whatisthemessageofthesong?
1.Mainideaandtextorganization(25ms)
1)Howmanypartscanthetextbedividedinto?