全新版大学英语3教案解读Word文档下载推荐.docx

1、 not all/ everyone/ everything3. Confusable words-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

2、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：Group 1: Compare the changes in the way we live in China. Group 2: .Why do so many migrant workers move from the country to t

3、he city?Group 3: Which do yo prefer, country life or city life?Group 4: Prepare the next unit, then answer: What is the main idea of this unit?Group 5: Who are the freedom givers?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

4、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）：Time allotment1st period: pre-reading;2nd period: while-reading3rd period:4th period: post-reading5th period: writing6th period: extensive readingTeaching Steps：Step 1: Warming-up Activities1. Play t

5、he song to the Ss. Ask Ss questions about the song.2. Divide Ss into groups, each group is assigned one of the following discussion topics:-Why do city people buy apartments or houses in the suburbs or even in the countryside?- Why are tourists willing to pay for a night in a farmers house instead o

6、f a hotel?-What are the advantages and disadvantages of living on a farm?3. Have Ss do Cloze B, p. 22, in after-text exercises to learn about Americans ideal of country life. Then move on to the study of Test AStep 2: Global Analysis of the Text1. Part division of the text: Ask Ss to do Text Organiz

7、ation Exercise 1, pp. 10-11.2. Skimming: Have Ss work in pairs to skim the text and find out the happiness and hardships the family have experienced in the country. Then ask Ss to do Text Organization Exercise 2, p.11.Step3: Language Study and Practice1. Explain language points and have Ss practice

8、them.2. In the meantime ask Ss to do the Structure Exercises and part of the Vocabulary Exercises.3. Discuss with students the cultural background to the essay.Step 4: After-Text ExercisesCheck if Ss have done the rest of the after-text exercises in their spare time, answerSs questions and discuss w

9、ith them any common errors that crop up.Step 5: Further Study and Practice1. Check on Ss home reading （Text B）.2. Have Ss do Part IV: Theme-Related Language Learning Tasks in class.3. Have Ss to prepare the next unit. 1） do the pre-reading task; 2） preview Text A.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

10、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。Unit 2 The Freedom GiversTeaching Object and Requirements:Objectives:1. Understand the main idea （early civil-rights struggles in the US, esp. the Underground Railroad ）;2. Learn to use library resources and other resources for

11、 information;3. Grasp the key language points and grammatical structures in the text. 3. Conduct a series of reading, listening, speaking and writing activities related to the theme of the unit1. Structure: come to do sth2. The use of past participle use as adverbial and attributive.教学方法：1. 通过课前的提问和

12、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-media aided teaching 多媒体辅助教学1. Ask Ss to do the translation exercise. 2. Ask Ss to read the text fluently after class. 教学内容提纲：Key wo

13、rds and phrases:confident symbolize historic authorize exploit conviction impose disguise abolish compel give up stand up be intent to on the side close in as for make the best of at risk in the eyes of pass for7th & 8th period: listening （unit two） 教学安排：Pre-reading Tasks: （45ms）1. Listen to the rec

14、ording and then think over the following questions: （20ms）1）.Can you guess who Abraham, Martin, John and Bobby are?2） What did these people stand for?3）. Do you know why they all died young and who killed them?4）. Can you guess what the texts in this unit are going to be about?2. Warm-up Activity （2

15、5ms）Scan the text and do Cloze A in after-text exercises.While-reading Tasks （90ms）1. Main idea and text organization （25 ms）1）. Scan the text to see what serves as a cue dividing it into different parts.2）. The text is divided into four parts naturally. Which parts switch from the first person to t

16、he third person? What is the relationship between the first part and the last three parts?3）. Do Text Organization Exercise on P47.2. Do reading comprehension exercise on P46. （20ms）3. Home work: Ask the students to do the exercises on page 43-49 after class.4. Detailed explanation of the text and l

17、anguage points: （45m.） （see the courseware）Post-reading Tasks （45ms）1. Text Analysis 1） Among so many participants of the Underground Railroad, why were John Parker, Levi Coffin and Henson chosen as their representatives? Who do they each represent?2） Underline quotations in the three stories. Why d

18、oes the author sometimes quote directly from characters in the stories?The author uses these synonyms and synonymous phrases to avoid repetition and vary his writing.2. Check the exercises.3. Homework: Read Text BWriting Task （45ms）Writing Strategy: Using library resourcesWrite an essay on Sino-Japa

19、nese Wars. You should do some library research on this issue.Extensive Reading Tasks （45ms）. Explain the useful phrases and expressions in text B. 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。Unit 3: Security1）.G

20、rasp the main idea （America is deteriorating into “the most insecure nation”） and the structure of the text （opening-body-conclusion）;2）.Learn to use cause and effect patterns in writing.3）.Master the key language points and grammatical structures in the text;4）.Conduct a series of reading, listenin

21、g, speaking and writing activities related to the theme of the unit1. Double negation2. Structure: It does/did not occur to us; chances are that3. Collocation: Verb+noun+adverb of direction1. Give the students some background information about the security situation inAmerica, especially the 911 Ter

22、rorist Attack.2. Let the students listen to the recording of the text.3. Lead the students to compare the security situations now and decades ago, so that the students can get a main idea about the security situations in the United States.2. Ask the students to read the text clearly and fluently 3.

23、Questions and answers on some key points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. Ask the students to write a comparison and contrast essay.2. Do the translation exercise. vulnerable tranquil electronic premise feature transform barrier wander analyze reflection puzzle on t

24、he latch close up hook up to build in hold sb. at bay without so much as be bathed in with large margin look back on Time allotmentFurther Development:In this Unit, students should be encouraged to use cause and effect patterns in writing.（20ms）1） Have you ever been the victim of crime or do you know someone who has?2） Do you think crime is increasing or decreasing?3） What can be done to reduce crime? Is punishment the answer or prevention?4） What is the message of the song?1Main idea and text organization （25 ms）1） How many parts can the text be divided into?