英语专业综合教程教案.docx

1、英语专业综合教程教案第 一 周 星期 二 第1，2 节 2009 年 9 月 9日课 题Unit 1 The Fourth of July 1课时2教学目的1.To make students understand the text clearly2.To make students comprehend the new words and expressions and use them freely3. To make students analyses the structure clearly教学重点1.the using of the new words and expression

2、s2.the comprehension of the text and the structural analysis of the text教学难点the comprehension of the text and the structural analysis of the text课程类型演示课教学方法讲授法，互动法，讨论法课前准备reference books, 教学过程及时间分配主 要 教 学 内 容教学方法运 用Step1 Give students some questions that are related to the text to discuss and 讨论法Lea

3、d- in let them present their discussion.20分钟Questions: 1: What is special with the date, the Fourth of July in the United States?Questions: 2: What does the name Washington, D.C. signify?Step2Divide the students into five groups and let students read the text 讨论法the quickly and analyze the structure

4、 of it, then present their ideas.互动法structural The question: try to divide the text into four parts and find out the main analysis ofidea of each part of the text.the textPart1: paragraph1, provides the background of the story, the time, the 30分钟place of the major events.Part2: paragraph2-6, to tell

5、 us all the necessary preparations, especiallydifferent kinds of food the writers mother had prepared for their Washington trip.Part3: paragraph7-17, the most important section of the text. Concentrate on the major event of the text- the injustice with which the writer and her family members had bee

6、n treated.Part 4: paragraph 18-19, wind up the narrative text, present a brief account of the different effects of the injustice on the black family.Step 3A. Brainstorm: let students think about the authors purpose of writingthe (The purpose is to condemn with the authors own experience racialpresen

7、tation Discrimination in American society as late as the 1940s)of the textB. Class discussion: let them discuss and present their ideas.50分钟C. The important and difficult points in the text讲授法1. For each part, there are some questions to ask students in order to make sure they understand this part c

8、learly.Part1: 1) When and where did the writers family go for a visit?2) Why did the family go on a Fourth of July trip?Part2: 1) Why did the writer say that her first trip to Washington D.CWas a mobile feast?2) Give a list of the different foods the writers mother had preparedAnd prepared.3) Why di

9、d the writers mother prepare a variety of foods fro the trip?Part3: 1) Why was the writer squinting?2) Do you find some symbolic meaning in Paragraph11?3) Why did the writers father decree another treat?4) How did the family feel when they marched out of the store?Part 4: 1) How did the writers pare

10、nts and her two sisters respond to the unfair treatment afterwards?2) How did the writer feel after the injustice?2. The explanation of the new words and expressions1) ensconce: establish or settle oneself in a safe and comfortable placeEg. As soon as he was ensconced in the sofa, he fell into a dee

11、pslumber.2) for the umpteenth time: for numerous timesEg. For the umpteenth time, I tell you I dont know. The thief stole mobile phones for the umpteenth time.3) in private: with no one else presentEg. She asked to see him in private. The manager wanted to talk to her in private.4) avow: admit; decl

12、are sth. openly; Eg. He avowed his belief, faith and conviction at the conference.5) travesty: absurd imitation of or inferior substitute for; distortionEg. The trial was a travesty of justice.6) flair: a natural ability to do sth. well Eg. She doesnt show much flair for the piano.7) outrage: shock

13、or offend sb; upset sb. greatlyEg. They were outraged by the announcement of massive price increases.OmittedIn this part, students should understand those words clearly and can use them freely.3. Ask students paraphrase some difficult sentences in the text. 1. School let out in June to the end of Ju

14、ly.互动法- From June to the end of July school closed for the summer 展示法vacation.2. Mother was bright and father brown, the three of us girls step-standards in-between.- Mother was bright and father brown, and three of us girls represented gradations from bright to brown.3) No one would answer my emphatic questions with anything other than a guilty silence.- My forceful question got no response from my family; they Remained silent as if they had done something wrong and shamefulWalking into Breyers.4)