大学英语精读修订版教案word精品文档15页.docx
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大学英语精读修订版教案word精品文档15页
大
语文课本中的文章都是精选的比较优秀的文章,还有不少名家名篇。
如果有选择循序渐进地让学生背诵一些优秀篇目、精彩段落,对提高学生的水平会大有裨益。
现在,不少语文教师在分析课文时,把文章解体的支离破碎,总在文章的技巧方面下功夫。
结果教师费劲,学生头疼。
分析完之后,学生收效甚微,没过几天便忘的一干二净。
造成这种事倍功半的尴尬局面的关键就是对文章读的不熟。
常言道“书读百遍,其义自见”,如果有目的、有计划地引导学生反复阅读课文,或细读、默读、跳读,或听读、范读、轮读、分角色朗读,学生便可以在读中自然领悟文章的思想内容和写作技巧,可以在读中自然加强语感,增强语言的感受力。
久而久之,这种思想内容、写作技巧和语感就会自然渗透到学生的语言意识之中,就会在写作中自觉不自觉地加以运用、创造和发展。
学
单靠“死”记还不行,还得“活”用,姑且称之为“先死后活”吧。
让学生把一周看到或听到的新鲜事记下来,摒弃那些假话套话空话,写出自己的真情实感,篇幅可长可短,并要求运用积累的成语、名言警句等,定期检查点评,选择优秀篇目在班里朗读或展出。
这样,即巩固了所学的材料,又锻炼了学生的写作能力,同时还培养了学生的观察能力、思维能力等等,达到“一石多鸟”的效果。
英
与当今“教师”一称最接近的“老师”概念，最早也要追溯至宋元时期。
金代元好问《示侄孙伯安》诗云：
“伯安入小学，颖悟非凡貌，属句有夙性，说字惊老师。
”于是看，宋元时期小学教师被称为“老师”有案可稽。
清代称主考官也为“老师”，而一般学堂里的先生则称为“教师”或“教习”。
可见，“教师”一说是比较晚的事了。
如今体会，“教师”的含义比之“老师”一说，具有资历和学识程度上较低一些的差别。
辛亥革命后，教师与其他官员一样依法令任命，故又称“教师”为“教员”。
语
精
读
CollegeEnglish1
TheCourseCurricular
Participants:
Second-yearStudents
Time:
9/2019-2/2019FirstsemesteroftheAcademicYear2019－2019
TeachingMaterial:
CollegeEnglish（Revisededition，publishedbyShanghaiForeignLanguageEducationPress）
MajorTaskofThisSemester
◆TextLearning（10unitsaltogether）
◆LearningtowriteEnglishcomposition
◆IntegralTraining:
tryingtoimprovethestudentsproficiencyinreading,listening,andspeaking.
GeneralGoalsorObjectivesofThisSemester
▼trytoimprovethestudents’readingspeedandtheabilitytogetinformationfromreadingmaterialscorrectly.
▼Studentsacquisitionoftheskillsinvolvedthroughsupplementarymaterialsandtexts.
▼Moreattentionwillbegiventotheunderstandingofdiscourse:
focusonglobalunderstanding.
▼Enlargestudents’vocabulary（Keywordsandstructure）
▼LearnthefeaturesofEnglishcompositionandlearntowrite.
TeachingPlan
Thisterm’steachingcontentcovers10units.Basically,everytwounitswillbefinishedwithin3weeks.Excepttheone-weekholidaysinNationalDay,thereare15weeksleftforteaching,soatleast9unitshouldbefinishedattheendofthisterm.Roughlytheteachingofoneunitcovers6periods.
Weeks
TeachingTask
Week1toWeek3
Unit1:
ABrushWiththeLaw
Unit2:
TheWomanWhowouldnotTell
Week4toWeek6
Unit3:
WhyITeach
Unit4:
DownButnotOut
Week7toWeek9
Unit5:
TheDayMotherCried
Unit6:
ADay’sWait
Week10toWeek12
Unit7:
TheShelter
Unit8:
DaydreamingaLittle
Week13toWeek15
Unit9:
TheDeathofHitler
Unit10:
TheFantasticSpurtofTechnology
Week16
GeneralReview
Unit1HowtoImproveYourStudyHabits
IIntensivereading
Objectives：
1.Understandingthemainidea
2.Understandthestructure:
Comparisonandcontrast
3.Learnrelatedlawterms
4.Masterthekeylanguagepointsandgrammaticalstructuresinthetext.
5.Conductaseriesofspeakingandlisteningtaskbasedonthetext
Teachingfocus：
1.Learntoformgoodhabits
2.Theunderstandingof“averageintelligence”
Timeallotment（Thisunitwillbefinishedwithin6periods）
1stperiod
2ndperiod
3rdperiod
4thperiod
5thperiod
6thperiod
Intensivereading:
Pre-reading;
While-reading
（structure,
characteristicsofladyhermits
While-reading
（questionsfordiscussion）
While-reading
（questionsfordiscussion,
languagepoints）
Languagepoints,
Post-reading
Extensivereading
Listeningandspeaking
Pre-readingTasks（45minutes）
1．Warmingupactivities
Pairwork/groupwork:
studentsworkinpairsorgroupstodiscusstheiropinionsaboutstudyhabits.
a.Previewingthelessonssowellastoalmostlearnitbyheart.
b.Veryattentivebutnotveryactiveinclass.
c.Takingnotesinclassbutunabletogooverthemafterwards.
d.Readingthenewwordsandexpressionsaloudearlyinthemorningwhiletakingawalkoncampus.
e.Oftenworryingabouttests,sometimesevenafraidtositforthem.
d.Notreviewingwhathasbeenlearneduntilthereisaquiz.
2.Informationrelatedtothetext.
1）Averageintelligence
2）Hobbiesandhabits
3）Skimmingandscanning
While-readingTasks（90minutes）
TextLearning
1.Explaintheskillofskimmingandscanning
2.Askstudenttoskimthetexttohaveageneralideaaboutthetext.
3.Underlinethedifficultwordsandsentencesandanswerthequestionsonpage6
4.Expalinthetext
5.Askstudentstosumupthegoodhabitmentionedinthetextandlearnthembyheartintheclass.
6.Languagepoints
LanguagePoints:
Notnecessary,commit,decideon,setaside,occupy,beawareof,adequateconcentrateon,lookover,goover,furthermore,averageintelligence
Structure:
a."itturnsoutthat"
b."given"inconditionalclause
Post-reading（45minutes）
1.Groupdiscussion:
（10min）
Topics:
1.Howtoformgoodhabits?
WhatI’mgoingtodotogetintogoodhabits?
2.Dictation（10min）
Readingisthemostusefulskillsoneshouldacquire.Considerhowmuchtimetheaveragestudentspendseverydayreadingbooks,newspapers,lettersandsoon.Eighty-fivepercentofuniversitywork,itisestimated,needsreading.Infact,thebetteryouread,themoreyouwillsucceedinyourstudies.
3.Exercises:
（25min）
DoexercisesinVocabulary,WordBuilding,Structure,Cloze,ReadingActivity,andGuidedWritingafterclass.
IIExtensiveReading（45min）
1.ReadingTasks:
ExtensiveReadingUnit1第一篇
2.ReadingSkills：
1）Howtouseadictionary
2）Getthemeaningfromcontextclue:
prefixandsuffix
IIIListeningandSpeaking（45min）
1.SeeVCD---Consolidation.
2.ListeningTask:
Unit1andUnit2
Listeningskills:
soundrecognition
Unit2SailingRoundtheWorld
IIntensivereading
Objectives：
1.Graspthemainidea（Thecouragethemanshowintimesofadventureandhardships）
2.Gettingsomeknowledgeofworldgeography.
4.Masterthekeylanguagepointsandgrammaticalstructuresinthetext.
5.Conductaseriesofspeakingandlisteningtaskbasedonthetext
Timeallotment（Thisunitwillbefinishedwithin6periods）
1stperiod
2ndperiod
3rdperiod
4thperiod
5thperiod
6thperiod
Intensivereading:
Pre-reading;
While-reading
（structure,
characteristicsofladyhermits
While-reading
（questionsfordiscussion）
While-reading
（questionsfordiscussion,
languagepoints）
Languagepoints,
Post-reading
Extensivereading
Listeningandspeaking
Pre-readingTasks（45minutes）
Warm-upQuestions:
（45min）
1.Groupwork:
groupof5orsixstudents
a.Teacherpinupamapoftheworldontheblackboardandaskeachgrouptodrawasketchmap
b.5minutesdiscussionabouthowChristophermadehisroundtheworld.voyageandtracehisroutebydrawingarrowsonthemap.
c.Therepresentativefromeachgroupwillreportwhattheyhavedrawnontheirsketchmap,indicatingChristopher’spathroundtheworld.
d.ShowmyownmapofChristopher’scoursebywayofsummary.
2.Pairwork:
Discussthequestion:
ifyouweregivenachancetotravelaroundtheworld,howwouldyouplantoexperienceit?
3.Backgroundinformation
1）KnightsandKnighthood
2）Knighthoodceremony
3）SirFrancisChichester
While-readingTasks（90minutes）
TextLearning
1.Askstudentstoskimandscanthetexttogetsomespecificinformationaboutthetextandthehero.
2.Thenfinishthecomprehensionquestionsonpage24-25
3.Explainthedifficultwordsandsentences
4.memorizingtheparagraphsonpage24
5.Languagepoints
LanguagePoints:
adventure,single-handedlean,carryout,retire,voyage,plentyof,allbyoneself,setoff,attempt,turnover,fortunately,spark,identity,dreadful
Post-readingTasks（45min）
1.Groupdiscussion:
Topics:
1.WhatkindofcharacterwasBettie,Wassheaheroine,oratraitor
2.Whatistheauthor’smessageintellingthestory,Whatdoyouthinkheadvocates------humanism,patriotismorpacifism
2.Role-play：
3.Exercises:
DoexercisesinVocabulary,WordBuilding,Structure,Cloze,ReadingActivity,andGuidedWritingafterclass.
IIExtensiveReading（45min）
1.ReadingTask:
ExtensiveReadingUnit2
2.ReadingSkill：
Scanning
IIIListeningandSpeaking（45min）
1.Listeningtasks:
Unit3&4
Listeningstrategies:
SoundRecognition
Unit3ThePresent
IIntensivereading
Objectives：
1.Understandingthemainidea（Thelonelinessofoldpeopleandtheindifferenceofthechildrentotheiroldparents）
2.MasterKeywordsandusefulexpressions
Teachingfocus：
1.UnderstandingculturaldifferencebetweenWesterncountriesandChinaintermsofrelationshipsbetweenchildrenandparents
2.Mother’sfeelings
Timeallotment（Thisunitwillbefinishedwithin6periods）
1st
period
2nd
period
3rd
period
4th
period
5thperiod
6thperiod
Intensivereading:
Pre-reading;
While-reading
（structure,
topicsentence,
contentquestions）
While-reading
（Writingcharacteristics,
Languagepoints）
Languagepoints,
Post-reading
Extensivereading
Listening
Pre-reading（45minutes）
1.Warming-upactivities
1）TasksSstodiscussthefollowingquestions:
（20minutes）
---Doyourememberyourparent’sbirthday?
---Howdoyoucelebrateyourparentsbirthday?
Whatkindofgiftdoyouliketogivetoyourparents?
---Doyourparentsrememberyourbirthday?
---Whatgiftdotheyusuallygiveyou?
2）Backgroundinformation（Seecourseware）（25minutes）
a.ImportantbirthdaysintheWest.
b.TraditionalbirthdaycelebrationinWesterncountries.
While-readingTasks（90minutes）
1.Asksstoscanthetextandthenfinishthetrueorfalseexercise.
1）Theoldladygotupearlythatdaysimplybecauseshewasinthehabitofdoingso.
2）Theoldladyhadtwodaughters:
Myra,theoneshewasproudof,andEnid,theonesheloved.
3）TheoldladywasproudofMyraasshehadgotamedalforherworkfortheaged.
4）Enidworkedasanschoolteacherandlivedwithhermotheruntilshedied.
5）TheoldwomanwassurethatMyr
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