新视野大学英语第一册教案.docx

新视野大学英语第一册教案.docx

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新视野大学英语第一册教案

教学参考书教学参考书视野大学英语第一册教案

课程名称:

大学英语读写课

授课对象:

一年级全校公共课学生

授课教师:

职称:

教材版本:

《新视野大学英语·读写教程》第一册

参考资料:

教学光盘,教学参考书（外语教学与研究出版社）

教学方法:

计算机辅助多媒体教学手段授课.（大班上课,小班辅导,上机自主学习）交际法与翻译法.

教学周次:

4x18

教学手段:

多媒体教室,电子备课材料（移动硬盘）,教材

教学目标及要求:

掌握每一单元的SectionA中心思想,了解篇章结构,写作特点,文化背景知识.

掌握并背诵每一单元的SectionA的核心词汇和短语,核心句型.并能举一反三,熟练运用.写出较通顺的短文.

3.自学SectionB和SectionC的内容.

4.课后自己做《新视野大学英语·综合练习》第一册

新视野大学英语教案

UnitOne

教学内容:

（ContentoftheCourse）

SectionALearningaforeignLanguage

SectionBKeystoSuccessfulOnlineLearning

SectionCTeachingChildrenatHome

二,教学对象:

（Audience）

三,教学时间:

（TeachingSpan）

6----7学时

四,教学目的:

（TeachingAims）

1.Appreciatethetexttoknowtheauthor'sexperienceoflearningaforeignlanguage

2.Learntousesomeimportantwords,expressionsandsentencepatterns

3.Practicelistening,speaking,readingandwriting

4.Learnsometranslationskills

五,教学任务及步骤:

（InstructingObjective&.TeachingProcedures）

StepOne（Pre-readingActivities）（导入）

文章主题（Themes）10minutes

课文A作者介绍了自己在外语学习中的亲身经历.中学阶段,由于教师教法的不同,作者对英语的喜好也迥异.老师慈祥耐心,作者学习英语的劲头足,成绩好,老师过分严厉,作者就失去对英语的兴趣.大学阶段,作者参加了远程英语课程,因为没有了畏惧,虽学习艰苦,却也乐在其中.学习外语是作者进入了一个全新的世界.

课文B讨论的是虚拟课堂在教学领域中起着重要的作用.

课文C由于家长对学校教学方法不满意,许多孩子在家里由父母对其实施教育.

StepTwoWhile-readingActivities

LanguagePoints（语言知识）140minutes

1.核心单词及短语（Keywords&.Expressions）

positive,frustrate,intimidate,access,commitment,communicate,participate,discipline,minimum,embarrass,reap,insight,favorite,benefit,bewellworthsth/doingsth,feellikesth/doingsth,farfrom,getaccessto,comeacross,trade…for,participatein

2.重点语法及结构（KeygrammarandStrctures）

a.notonly…butalso的倒装结构

b.分词作状语

c.inaddition

d.nowthat既然...因为

3.难句精析（Sentenceinterpretation）50minutes

a.Learningaforeignlanguagewasoneofthemostdifficultyetmostrewardingexperiencesofmylife.

b.Althoughathome,learningalanguagewasfrustrating,itwaswellworththeeffort.

c.Iwasatthetopofmyclassfortwoyears.

d.Itdidn'ttakemelongtolosemyeagernesstoanswerquestions.

e.Isoongetaccesstothenecessaryequipment,learnedthetechnologyfromafriendandparticipateinthevirtualclassroom5to7daysaweek.

StepThreePost-readingActivities100minutes

1.阅读技能（Readingskill）

2.找出段落中的隐意（Readingbetweenthelines）

3.语言技能训练（Languagepractice）

《读写教程》练习;学唱"音乐之声"的英文歌DO-Rai-Mi

4.写作技能训练（Writingpractice）

因果关系;对比法.

5.探讨设计（Discussion）

Topic:

DoingSth.—MyMostRewardingExperience（理由陈述）

作业:

（Assignments）

《读写教程》

Reviewandpreview

Readaloud

Pages7----12（Homeworkwork）

《综合训练》

Unitone

新视野大学英语教案

UnitTwo（BookOne）

SectionA.ABusyWeekdayMorning

教学内容（ContentoftheCourse）

SectionA.ABusyWeekdayMorning（精讲）

SectionB.ParentTalk（略讲）

SectionC.TeenageTalk（泛读）

教学对象（Audience）

（三）教学时间（TeachingSpan）

6---7学时

（四）教学目的（TeachingAims）

1.Appreciatethetexttoknowsth.aboutwhathappenedbetweenthegirlSandyandherfatherandmotheronemorning,that'sgeneration-gap.

2.Learntousesomeimportantwords,expressionsandsentencepatterns.

3.Practicelistening,speaking,readingandwriting.

4.Learnsometranslationskills

（五）教学任务及步骤（InstructionObjectives&.TeachingProcedures）

StepOnePre-readingActivities（导入）

文章主题（Themes）10minutes

TheauthorpresentswhatSandydidonaweekdaymorningandwhatherfatherandmotheractedaboutheracts.Sandywasayounggirloffifteen.ThewriterdescribedtheconflictsbetweenSandyandparents.Theywereindifferentgeneration,sotheyhaddifferentviewpointsaboutlife,aboutdressingandmakeup,aboutmusic,etc.Therewasageneration-gapbetweenSandyandherparents.

StepTwoWhile-readingActivities

LanguagePoints（语言知识）140minutes

重点单词及短语（Keywords&.Expressions）

clickblastforthalongwithreachfordisgustburstintooverandoveraswellasasusualthatmuchboltoutoffensivedisturbbug

重点语法及结构（KeyGrammarandStructures）

"as"连接两个句子的用法

While+-ingstructure

SentenceInterpretation（难句精析）50minutes

Sandysangalon......

教案2

北京师范大学外语系

英语教育与研究专业

硕士研究生教学实习

教案展

作者姓名：

张立新

ZhangLixin

教案：

LessonPlan

Objectives:

1.Toincreasetheawarenessandunderstandingofgenderissuesinteachingandeducation.

2.providethetoolsforgenderanalysisandprovideundergraduate,postgraduate,andcontinuingstudentswiththetoolsfrorgenderanalysisandpositivegenderinterventionsintheirownclassrooms..

Time:

Fivehours.

Level:

Medium

Aids:

Blackboard,tapes,recorder,colorpaper

Procedures:

Morningsession（9:

00--1130am）

1.GettingtoKnowEachOther（5to10minutes）Facilitatorsintroducethemselves,andexplainthatEnglishshouldbeusedduringtheworkshopwhenspeakingtothegroup.

2.Warmupexercise:

WordAssociation（30minutes）Purpose:

Torealizethatbetterchoicesaremadewhenyouunderstandthatstereotypesaremade,notborn.Holdhandinalargecircle.Sayonewordinresponsetothefacilitator’sword.Twoparticipantswillwritethesewordsontheboard.Wordsarespring,Man,andWomen.Returntoseats.Onefacilitatorwillleaddiscussiononwhichdifferencesontheboardarebornandwhicharesociallydefined.Wordswillbecircledincoloredchalktoshowdifferences.

3.ShortBreak（5minutes）

4.Introductions（40minutes）ParticipantsandFacilitatorspairupandtalkfor6minutes.Thenintroduceyourpartnertogroup,bytellingtheirnameandwhotheyare.Thenreporttogrouponespecialexperienceofyourpartnerofbeingawoman,asifitwereyourownexperience.Afterfirstpairreports,facilitatorwillsumupthebenefitsofthisactivitywhicharelearningactivelisteningandgettingyourselfheard.Didthereportercorrectlyrepeatyourstory?

5.FororAgainst（60minutes）Facilitatorsbeforehanddrawfourpicturesoffaces:

*Happy,*Semi-happy,*Neutral,and*Sad.Picturesaretapedupintheroom.Suggestedcontroversialstatementsareintroducedandaskeveryparticipanttochoosesidesoneachofthem-eitherfororagainst.Participantscanbeaskedtoaddtheirownstatementstothefollowinglist:

:

Shouldawomanenterabeautycontest?

Ifawomanbecomespregnantwhoisnotmarried,sheshouldhaveanabortion.Prostitutesarebadwomen.Womenshouldbebeautiful.Everyoneshouldmarry.Sexbeforemarriageisasin.Feministarewomenwhohatemen.Womenarebetterattakingcareofchildren,andshouldtakemostoftheresponsibilityforthem.Womenwhohaveacareeraremoresuccessfulthanwomen.Womenwhohaveacareeraremoresuccessfulthanwomenwhostayathomeashousekeepers.Womenhavethesameneedsanddesiresasmen.Everypersonintheroomstandsbythepicturethatrepresentshowtheyfeelaboutthesituation.Thegroupstaysbyeachpicture,discusseswhytheyfeelthatway,andchoosesonepersontoreporttothelargergroup.Thisisrepeatedforseveraltopics.

Facilitatorexplainsafternoonactivities

6.LunchBreak（11:

30To1:

00）

AfternoonSession（1:

00to3:

00）

7GroupEnergizerActivity（5minutes）

8.Role-PlaywithIdioms（60minutes）Purposetobuildateamfeeling,practicebodylanguageandbecomemoreawareoftheforcesofsocializationinstereotypinggender.AParticipantsworkingroupoffourorfive.Eachgroupchoosesanidiomwhichdescribestherelationshipbetweenmenand（or）women,andactitoutwithoutspeaking.Usebodylanguage.Otherstrytoguesstheidiom.B.Followupdiscussioninsmallgroup.Whatkindsofrelationshipsareexpressedintheidioms?

Whatdotheyimply?

Whatkindofinfluencedotheyhaveonyou?

9.ShortBreak（5minutes）

10."DifferentWorld"（40minutes）

A.Facilitatorexplainsthatinthepresentworldtherearethingswedonotlike,likediscriminationagainstwomen.Facilitatorleadsamentalexercisetoa“DifferentWorld”,wherewomenaremoreimportant.Newscoveragereportsonimportantwomenpoliticians,scientistandbusiness.Afterwomenhaveachild,theyreturntowork,leavingthehusbandhometocareforthebaby.Menareweakandareeasilyhurt,andneedtheprotectionofwomen.Mendressthemselvesuptopleasewomen.

B.Thegroupopenstheireyes,andreturntothepresentworld.Discussimpressionsofthe“DifferentWorld”andtalkaboutwhattheylikeanddonotlike.

C.Facilitatorwritestheirideasontheblackboardandsumsupthemupbytalkingabouttheinequalityinthisworld,andelaboratesonthefactthatwomenknowhowmenwouldfeelifmenweresubordinate.Participantsexchangepersonalfeelings.

D.Divideintogroups.Eachwritesdowncomponentsofanidealworld.Onepersonfromeachgroupreadstothelargergroup.Facilitatorwritesthemonboard,groupthenaspossibleorpracticalandgetscommentsfromgroup.Nodefiniteconclusionneedstobereached.Justintocreatethoughtonthesubject.

11.Evaluationformsarepassedout,filledout,andcollected.

教案相关材料：

教案评论：

Reflectiononclassroommanagementandstudents"performance

ByWangHui

EditedbyAnrianaGaetano

Theworkshopopenedwithdiscussionaboutthedifferencebetweentheconceptsofgenderandsex.Participantswereaskedtolistwordsthattheyassociatedwith“man”and“woman.”Participantsalltendedtouseactivewordslike”powerful”,“courageous”and“energetic”todescribe”man”andsuchpassivetermsas“weak”and“dependent”todescribe“woman.”But,whenworkshoporganizerZhangLixinfromtheForeignLanguagesDepartmentatBNUaskedwhethertheseassociationsweretheresultofthesocialenvironmentorwerenatural,biologicaltraits,participants’viewswerevaried,anddiscussionwasquiteheated.ZhangLixin’sprovocativequestionmanifestedtheaimoftheactivity,whichwastoarousetheparticipants’awarenessofthemanifoldwaysthatideologyandsocialstructuresmayshapeournotionsofgender.C