大学英语口语课教案Word格式文档下载.docx

1、 in this unit students are required to: 1.master the basic vocabulary related to western wedding. 2.learn to describe the different manners between chinese and western customs. 3.learn the proper way to behave in western society. 本授课单元教学重点（main points of teaching）： 1.instruct students to speak and b

2、ehave properly in western society concerning some important events. 2.analyze the different manners between chinese and western countries. 本授课单元教学难点（difficult points of teaching）： instruct the students to use cultural-related words to describe and compare the proper manners in chinese and western ev

3、ents. 教学手段（teaching aids） multimedia （audios, videos, pictures, texts）, blackboard. 本授课单元教学步骤及时间分配 （teaching procedures and time allotment）： 1. warming-up activities （about 15 minutes） 1.1 role play: a typical western wedding （about 10 minutes） student are assigned the task in the previous class. th

4、ey are asked to perform a typical western wedding. useful materials and information should be collected before the class. （about 10 minutes） 1.2 wedding-related vocabulary and oath of wedding: （about 5 minutes） after the role play, the wedding-related vocabulary and oath of wedding should be introdu

5、ced to all the students: wedding-related vocabulary bridebridegroombridesmaidgroomsman pastorringoathchurch oath of wedding pastor: dearly beloved, we are gathered together here in the sight of god and in the face of this congregation to join together this man and this womanin holy matrimony, which

6、is an honorable estate, instituted in the time of mans innocence. if any man can show any just cause or impediment why they may not be lawful joined together, why they may not be lawfully joined together, let him speak now or for ever hold his peace. do you promise to love her, comfort her, honor an

7、d keep her, in sickness an health and forsaking all others, keep thee only unto her for as long as you both shall live. bride and bridegroom: yes, i do. 2.in-class activities 2.1 individual work （about 8 minutes） .1.1 comparison: differences between a typical western wedding and a traditional chines

8、e wedding. students are required to compare the weddings and make a discussion on their differences. sample for reference: chinese wedding: ? color of wedding dress: white location of wedding celebration: lobby of home wedding process: presided by the master of ceremony others: fire cracks, characte

9、r of double happiness western wedding church presided by pastor ring, flower, cake, bridesmaid, groomsman 2.1.2 video clip: （about 15 minutes） watch the video. what mistakes do the man made in the dinner party? students are required to watch a 5-minutes short video about culture conflict and to find

10、 out the wrong thing the man did in the dinner party. proper answer: a. greet people in his own way b.talk to the people not besides him c. take retire as retard and keep talking about it e. perform extremely stupid in using restroom. f. bring his friend without being permitted 2.1.3 listening pract

11、ice （about 7 minutes） 2.2 pair work （about 10 minutes） 2.2.1 discussion in pairs western manners: discuss with your partner what we should pay attention to in the western countries according to the following situations: having dinner, greeting, visiting others home samples for reference: having dinn

12、er: knife and fork ; you have your own plate of food ; eat up all the; food on your plate; do not put food on the plate of your guests with your own fork; go dutch; tips greeting: the simplest thing to say is good morning, good afternoon or good evening. this greeting is given to one whom you know o

13、nly slightly, or to any one you are passing quickly. how are you is usually used when you are not in such a hurry. no answer is expected other than fine, thank you. hello is the commonest form of greeting between good friends. visiting others home: when invited to luncheon, dinner, or supper, it is

14、very impolite to arrive late, as it is usually planned to have the meal at the exact hour given in the invitation. after the meal is over it is not polite to leave for at least half an hour, lest you seem to have come only for the meal. an evening dinner invitation usually implies that you stay for

15、the whole evening. 2.2.2 dialogue practice （about 15 minutes） imagine a visitor from the united states is coming to china. give advice on these topics: driving a car, giving gifts, traveling by bus or subway, eating in a restaurant respecting older people, using business cards, eating on the street,

16、 standing in line, using the telephone sample: a. i will go to china next week. b. really? how long will you stay there? a. for several months. so would you please tell me some thing that i should pay attention to during my stay in china? b. of course. first, you should get accustomed to the chinese

17、 traffic. in the street, there are a lot of transportation tools. bus, cars, motorcycle, bicycle. a. well, do it mean a busy traffic? b. yeah. in fact, the problem traffic jam is extremely serious in china.a. oh, i see. anything else? ive heard that chinese eating manner is greatly different with ou

18、r us. is that true. b. well, nowadays there are a lot of western restaurants in china. but chinese has their own dinning customs. for example, in a typical chinese dinner, each dish is shared. chopsticks are used instead of knife and fork. one person would like to pay the bill as his treat. a. well,

19、 it seems that there are so many differences between the two countries. b. take it easy. chinese people are hospitable. you are surely to have good time there. 2.3group work （about 20 minutes） debate: should chinese celebrate western holidays? each group presents their own ideas on the topic first.

20、then a free debate will be directed among students. we should celebrate western holidays i think we should celebrate western holiday. first, its a good way for globalization, and we can know more about the culture in other country. secondly, foreigners will also have a chance to know more about the

21、chinese culture. thus, we could avoid some cultural misunderstandings. first，i do not think it is a bad things ,and the holiday is a good thing ,many people could celebrate not only the chinese people but also the american, and so on. second, many people go aboard every year, and they should adjust

22、themselves to the aboard environment，so the must to celebrate the holiday，so i think we should celebrate it，and other people that come from union. we should not celebrate western holidays to begin with, there are so many meaningful traditional festivals in china, from which people could have a rest

23、and get relax. in the festival, without the burden of work, people call on relatives, visit their respected teachers, and chat with their best friends. though the temperature is very could in that time, the atmosphere among people is very warm and happy. besides, there are other meaningful【篇二：大学英语教学

24、设计】 大学英语教学设计 一、指导思想和理论依据 大学英语是普通高等学校的一门重要公共基础课程。它具有学生覆盖面最广、学时最长的特点。随着改革开放的不断深化，国际交流的日益增多，社会需要更多具有一定英语能力的高素质劳动者，因此，本课程的地位和作用显得越来越重要。英语是高职学历教育必修的基础课程之一。高职英语教学是以英语语言基础知识和英语策略和跨文化交际为主要内容，以外语教学理论为主要指导，并集多种教学手段为一体系。根据国家教育部颁发的高职高专教育英语课程教学基本要求和高等学校英语使用b级的要求，大学英语课程旨在培养学生掌握一定的英语基础知识和技能，具有一定的听、说、读、写、译能力，掌握必要的、

25、实用的英语语言知识和语言技能，具有阅读和翻译和本人有关的英文资料的初步能力，同时增强其自主学习能力，提高综合文化素质，并为今后进一步提高英语的交际能力打下基础，以适应社会发展和经济建设的要求。 二、学习者特征分析 学习基础：通过高中阶段的学习，大部分学生有了一些英语基础，但是因为生源地的差异，不同专业乃至相同专业的不同学生的英语基础参差不齐，有一部分来自边远地区的少数民族学生英语基础为零。有了一定英语基础的大多数学生词汇量极为匮乏，高考成绩也很低，这些学生和零基础的少数民族学生在有些专业和有些班级占到了很大的比例。 学习能力：学生思想活跃，但学习自主性差, 学习非常被动，没有良好的学习习惯，总

26、是要依赖老师，依赖课堂，没有自主学习的意识。又因英语基础薄弱，对听说读写各项技能的能力培养和提高都有影响。 心理特征：相当一部分学生在不同程度上产生了情绪纠结，出现了许多学习上的障碍，主要表现在学习目的、学习动机的缺失和学习态度的消极。在学习上自信心不足，存在自卑心理和畏难情绪，需要教师耐心细致指导，并得到教师的尊重和认可。 三、教学目标 知识目标：本课程教学既要培养学生具备必要的英语语言基础知识，具有较强的阅读能力和一定的听、说、读、写、译能力，使他们能用英语交流信息，能借助词典阅读和翻译有关英语业务资料，也应重视培养学生运用英语进行有关涉外业务工作的能力，在涉外交际的日常活动和业务活动中进

27、行简单的口头和书面交流。 按照高职高专英语课程分级总体目标的要求，本课程对语言技能中的听、说、读、写四个技能提出两个级别的目标要求： a级：认知2500个英语单词以及由这些词构成的常用词组，对其中2000个左右的单词能正确拼写，英汉互译。另需掌握300个和行业相关的英语词汇。 b级：认知2000个英语单词以及由这些词构成的常用词组，对其中1500左右的单词能正确拼写，英汉互译。另需掌握200个和行业相关的英语词汇 能力目标：完成本学期的教学之后，使学生达到“高等学校英语使用能力”级或b级水平，即要求学生有明确和持续的学习动机及自主学习意识。能就较广泛的话题交流信息，提出问题并陈述自己的意见和建

28、议。具有初步的实用写作能力，如通知、定货单。有主动利用多种教育资源进行学习的能力，初步形成适合自己的学习策略。理解跨文化交际中的文化差异，初步形成跨文化交际意识。 素质目标：通过情景教学，分组练习等环节培养学生的团结合作能力；培养学生的记忆、思维、想象能力、合作精神和创新精神以及迎难而上、坚持不懈的毅力；培养学生的组织纪律性和爱岗敬业精神。 四、教学模式选择和实践活动设计1教师讲授阶段 主要采取以教师为中心的方式（teacher-centered approach）,采用认识理论，建立起由下而上或者由上而下的教学方式，采用语法翻译的课文翻译或句型分析方法。这一阶段是讲授和理解阶段，教师将重点介

29、绍或引入新的语言素材，其中包括新的语法概念，词汇知识，新的句型以及课文内容等等。该阶段课堂设计的 重点是语言输入方式，语言输入方式指视觉、听觉、视听觉三种方式。每种方式在操作上可采用不同的方法，如：视觉输入，可先讲解单词，然后逐步讲解课文，改阶段的任务是帮助学生理解新的语言现象，从学生的已知概念出发，逐步过渡到新的知识。 2学生实践 以学生为中心的方式（students-centered approach）,采用互动式的教学方法，如小组讨论、双人对话、模拟活动、表演等方式。这一阶段是综合运用阶段，教师应根据第一阶段语言输入的内容组织有效的课堂活动，语言教学是一种双向交流的过程，在这个过程中学生

30、应主动参和和实践。只有在交流中才能激发学生潜意识的语言学习，提高掌握语言能力。因此教师应多创造语言交流的环境，为学生提供语言实践的机会。 3巩固总结 以学习为中心的方式（learning-centered approach）,采用翻译、听写、口头报到、提问等方式。学生参和的方式包括：课文讨论。相互交谈，口头报告，角色扮演，辩论等，还可以是各种笔头或口头练习。这一阶段是检查学生是否真的理解并掌握所学的语言知识或新的概念。在语言输入和语言实践之后，应对学生所学材料进行归纳和总结，采用相应的方式检查学生对所学内容的掌握情况。检查方式可以用口述要点、复述、回答问题、写概要、翻译等。通过总结和归纳进一步帮助学生掌握所学内容。 教学方法： 1. 任务型教学法（task-based language teaching） 任务型教学法主要针对课文中的语言点和语法知识，经过仔细讲解使学生掌握正确的语言点和语法点。 2. 交际教学法（communicative language teaching） 交际教学法主要针对每一单元的导入部分和听说部分。通过简单的口语引入新的语言素材，使学生在简单交流的基础上树立学习的兴趣。通过听说部分的练习让学生掌握和每单元的主题