Unit 8 Be Creative(1)
I. Before reading Class Class Hours: 6 hours
II. Teaching Aims and Requirements:
1.Express themselves freely on the topic of creativity.
2.Related Information of the Text
3.New Words Learning and Practice
4.Grasp and apply the skill of using a concept map to sort ideas in an essay
5.Understand how to encourage creativity and creative thinking
6.Master the key language points and use them in different contexts
---words and expressions related to creativity
---collocations of different classifiers before nouns
---word formation: compound adjectives
7.Translate different expressions for definition
8.Write a definition paragraph
III. Class Procedures
1.Listening and Speaking (30 minutes)
1) Listening (10 minutes)
a) Introductory remarks: We tend to speak of creativity as inventing new things, but in fact the root of the word means "grow". Therefore, creativity is not something to be taught; rather it has to be nurtured. In fact every child is an artist, but how one can stay that way as he/she grows up is a big concern for education administrators, business entrepreneurs as well as policy-makers. The seeds of creativity are not supposed to be contained in any standardized, prescribed form of thinking or doing. One should be allowed time and space to think outside the box and to experiment with innovative ideas. Walt Disney's success in "imagineering" shows that more often creativity bears fruit out of the eternal tug of war between wishful thinking and down-to-earth workmanship.
b) Listening Material
Nonverbal Communication
Experiences, 1)______, and smells fuel creativity. Sitting still won’t bring new 2)______ in but experimenting and trying new things will 3)____ our creativity. George Bernard Shaw told us, “You see things; and you say, ‘Why?’But I dream things that never were; and I say, ‘Why not’?”Sir Ken Robinson, an 4)_____________ recognized expert in education leadership and 5)_________, has described creativity as “the process of having 6)______ ideas that add value”. That is a 7)_____________ definition. The real difficulty comes in actually being able to think 8)_________ or “out of the box”. It is a very 9)____ and valuable skill to be able to 10)____________ ideas that are truly original and different from anything currently out there.
Keys: 1) sights 2)ideas 3) jog 4) internationally 5) innovation
6) original 7) straightforward 8) differently 9)rare 10) come up with
2) Speaking (20 minutes)
a) Introductory remarks:
Answer the questions and discuss them with your partners.
Q:How do you understand the phrase “thinking out of the box”? Discuss with your partner where you could use it, supporting yourself with evidence. (Have you ever heard or read anything interesting that could be described as “out of the box”?)
2. Related Information of the Text (15minutes)
1) Related Information
a) Ken Robinson
Sir Ken Robinson Ph.D.: An internationally recognized leader in the development of creativity, innovation and human potential. He is also one of the world’s leading speakers and has had a profound impact on audiences globally. Born in the UK, he now lives in Los Angeles.
b) BBC’s Question Time
Question Time is a topical debate BBC television program in the United
Kingdom, based on the radio program Any Questions? The show typically features politicians from at least the three major political parties as well as other public figures who answer pre-selected questions put to them by a carefully chosen audience. The independent production company Mentorn has made the program for the BBC since 1998.
c) Michael Gove
Michael Andrew Gove is a British Conservative Party politician and the Member of Parliament for Surrey Heath. He is also an author and a former journalist for The Times newspaper. Born in Edinburgh, Gove was raised in Aberdeen and began his career as a journalist. He was first elected to Parliament in 2005 for the safe Conservative seat of Surrey Heath in South East England.He was later promoted to the Shadow Cabinet in 2007 as the Shadow Secretary of State for Children, Schools and Families. After the formation of the Coalition Government in 2010, Gove was then appointed Secretary of State for Education. After the General Election in May 2015 he became Secretary of State for Justice.
d) Hans Zimmer
Hans Florian Zimmer (born 12 September, 1957) is a German film composer and music producer. He has composed music for over 150 films, including award-winning film scores for The Lion King (1994), Crimson Tide (1995), The Thin Red Line (1998), Gladiator (2000), The Last Samurai (2003), The Dark Knight (2008), Inception (2010), and 12 Years a Slave (2013).
Zimmer spent the early part of his career in the United Kingdom before moving to the United States.
He is the head of the film music division at DreamWorks studios and works with other composers through the company which he founded, Remote Control Productions.
Zimmer's works are notable for integrating electronic music sounds with traditional orchestral arrangements. He has received four Grammy Awards, three Classical BRIT Awards, two Golden Globes, and an Academy Award. He was also named on the list of Top 100 Living Geniuses, published by The Daily
Telegraph.
3. New Words Learning and Practice (25minutes)
1) New Words Learning (15 minutes)
①curriculum: n. the subjects that are included in a course of study or taught in
a school, college, etc.
E.g. Spanish is on the curriculum.
The national curriculum states that students aged 11 to 14 must study six areas of knowledge.
the national curriculum: 全国公修课
curriculum vitae (CV): 简历，履历
Applicants interested in applying for the position should submit their CVs to the company no later than this coming Friday.
②pulse: n. the ideas, opinions, or feelings a group in society have at a particular time
The White House insists that the president is in touch with the pulse of the black community.
③essential: adj. completely necessary; extremely important in a particular situation or for a particular activity
The museum is closed while essential repairs are being carried out.
The charity will be taking food and essential supplies to six refugee camps.
④dynamic (Para. 2): adj. always changing and making progress
South Asia continues to be the most dynamic economic region in the world.
We want you to be part of our young and dynamic team.
⑤discipline (Para. 2): n. an area of knowledge; a subject that people study or are taught, especially in a university
The new recruits were drawn from a range of academic disciplines.
Management is a discipline which has its own characteristics and applies to any type of organization.
⑥analogy (Para. 2): n. a comparison of one thing with another thing that has
similar features
The teacher drew an analogy between the human heart and a pump.
There's no analogy between his position and yours.
⑦capacity (Para. 4): n. the ability to understand or to do sth.
She has an enormous capacity for hard work.
Limited resources are restricting our capacity for developing new products.
⑧promote (Para. 5): v.
a) to help sth. to happen or develop
The association is intended to promote an understanding of the culture of the Arab world.
promote awareness of environmental issues
b) to help sell a product, service, etc. or make it more popular by advertising it or
offering it at a special price
She worked hard and was soon promoted.
He has been promoted to general sales and marketing manager.
⑨scale (Para. 6): n. a set of notes played or sung in order, going up or down音阶
Let us summarize the ground rules for scale playing.
practice scales: to perform the notes of a scale as an exercise for the fingers or voice
⑩flourish: v.
a)to develop quickly and be successful
Few businesses are flourishing in the present economic climate.
b) to grow well; to be healthy and happy
These plants flourish in a damp climate.
2) Practice in New Words (10 minutes)
Have students do Exercise 4 and practice core words related to the text
Fill in the blanks with the words listed below. Make changes where necessasry. Acquire ambition discipline dynamic facilitate
Flourish genuine motivate appetite talent
①In a class about writing, extensive practice is the only means of assuring ____ improvement.
②IT is a very comprehensive______ of creativity and practicality.
③Friendly contacts between the two countries ____ cultural and economic terchange.
④It takes two people to make a partnership and both of you bring your own unique skills, _____, and personalities.
⑤To maintain a competitive advantage in today’s fast-paced world, organizations need to ______ and engage all their employees.
⑥The new resaurants are meeting consumers’ growing _____ for better quality ingredients and unusual spices.
⑦Life is _____ and constantly changing. Because of that, your direction is much more important than your position.
⑧If you prefer learning new knowledge by reading, you will probably end up a sort of learner who _______ knowledge by sight.
⑨My singing talent has ______ due to the boost of confidence I gained whilst volunteering in the carnival.
⑩The government’s programme shows its _______ to moernize the raliway network.
Keys:
①Genuine
②Discipline
③Facilitate
④Talents
⑤Motivate ⑥Appetite
⑦Dynamic
⑧Acquires
⑨Flourished ⑩ambition
4. Reading Skill (15 minutes)
1)Sorting ideas using a concept map
A concept map is a type of graphic organizer that explains the connection between ideas, helping readers organize and structure their thoughts to further understand information and discover new relationships. Most concept maps present a hierarchical
structure, with the broad concept first, and connected sub-topics or more specific concepts following.
Readers may sort ideas using a concept map by identifying:
?the overall concept, or main idea of the passage
?the sub-topics, or more specific concepts
?the connection between the ideas and the logic in information organization
2)Text Organization
Main idea: In this text, the author disagrees with Michael Gove’s plans for the national curriculum and illustrates creativity in his own way.
5.Word formation
1)"Classifier + Noun" Construction
In English different nouns usually go with different classifier, though some classifiers can go with different nouns with differences in meaning, as shown in the box on the next slide. This is quite different in Chinese, where a classifier can be used with many different nouns, as in the case of "群".
More examples:
a chain of accidents(一连串事件)
a piece of furniture(一件家具)
2)Compound adjectives
Compound adjectives are adjectives that are composed of more than a single word. They are usually formed with the use of a hyphen: e.g. long-term, Oscar-winning, high-performing.
Compound adjectives are more of a compact way to modify a head noun than an attributive clause. In formal writing, compound adjectives are sometimes used in succession before a noun to add impact to the description.
Compound adjectives are useful for expressing new complex concepts and will make
language structures simpler and easier to use.
6.Writing
1)Writing a definition paragraph
A definition paragraph explains what a term means, and shares ideas and knowledge by giving facts and information. The writer‘s purpose is to increase readers’knowledge, and to increase comprehension of a concept or a subject. When writing a definition paragraph, you should:
●introduce the term being defined
●present the unique information or facts about the term
●explain the functions and relationships the term carries
When providing definitions to develop and explain the topic, you need to:
●study the characteristics of the term
●find out the category the term falls into
●figure out its functions which differentiate it from other terms
●sort out its relationships with other terms
2)Expressions for definition
7.Homework (1 minute)
1)Exercises in the textbook
2) A composition
8. Time for Questions (4 minutes)
Ⅳ. Teaching Methods
?Communicative Approach
?Leaner-centered Teaching
?Task-based Learning
?Translation Method
?Multimedia Approach
Ⅴ. Blackboard Design (3 minutes)
Ⅵ Conclusion
Ⅶ Homework
Review what we have learned and employ the reading skill to do Reading Comprehension part on P10.
Ⅷ After-class Reflection
(此文档为word格式，下载后您可任意编辑修改！) Unit 1 Where did you go on vacation? Section A 1 (1a-2d) 一、教学目标： 1. 语言知识目标： 1) 能掌握以下单词：anyone, anywhere, wonderful, quite a few, most, something, nothing, everyone, of course, myself, yourself 能掌握以下句型： ①—Where did you go on vacation? —I went to the mountains. ②—Where did Tina to on vacation? —She went to the beach. ③—Did you go with anyone? —Yes, I did.No, I didn’t. 2) 能了解以下语法： —复合不定代词someone, anyone, something, anything等的用法。—yourself, myself等反身代词的用法。 3）一般过去时态的特殊疑问句，一般疑问句及其肯定、否定回答。 2. 情感态度价值观目标： 学会用一般过去时进行信息交流，培养学生的环保意识，热爱大自然。 二、教学重难点 1. 教学重点： 1) 用所学的功能语言交流假期去了什么旅行。 2) 掌握本课时出现的新词汇。 2. 教学难点： 1) 复合不定代词someone, anyone, something, anything等的用法。
2) yourself, myself等反身代词的用法。 三、教学过程 Ⅰ. Lead-in 1. 看动画片来进入本课时的主题谈论上周末做了些什么事情，谈论过去发生的事情。 Ⅱ. Presentation 1. Show some pictures on the big screen. Let Ss read the expressions. 2. Focus attention on the picture. Ask: What can you see? Say: Each picture shows something a person did in the past. Name each activity and ask students to repeat: Stayed at the screen. Say: Look at the picture A. Where did Tina go on vacation? She went to mountains. Ask: What did the person do in each picture? 2. Play the recording the first time. 3. Play the recording a second time. Say: There are three conversations. The people talk about what did on vacation. Listen to the recording and write numbers of the names in the right boxes of the picture. 4. Check the answers. IV．Pair work 1. Point out the sample conversation. Ask two Ss to read the conversation to the class. 2. Now work with a partner. Make your own conversation about the people
Unit 1 Ⅰ.Teaching objectives Students will be able to: understand the main idea, structure of the text and the author’s writing style master the key language points and grammatical structures in the text consider that “generation gap” as a common phenomenon between parents and children Ⅱ.Topics for discussion Whom do you go for help when you are in trouble, your father or your mother? Why? What is your opinion on “generation gap”? Do you think there is generation gap between you and your parents? How to bridge the gap? Consider the deep reason of generation gap. Ⅲ.An integrated analysis of Text 1 Highlights As a reminiscent writing the text tells of how the author’s newborn baby bridges the gap between her father and herself as he generation gap between her father and herself has existed for so long a time. By telling the reader how the gap disappears the author intends to display that the permanent love between parents and children. Structural analysis of the text and language points The text can be divided into five parts. Part One: (Paragraphs 1) As an introduction, the first paragraph supplies the basic information for the whole story. The following questions could be asked: 1)1)how did the author feel about her trip to Hawaii? 2)2)How could you describe the relationship between the author and her father/ Part Two: (Paragraphs 2-4) The three paragraphs elaborate on how their problems arose from their different personal preferences and how these differences have developed into a kind of “cold war”(silence). It is a flashback into the author’s early years. The second paragraph lists a number of her father’s unreasonable demands in her childhood and adolescent time. The third paragraph is about her option of college and marriage against her father’s will. The fourth paragraph describes the result of their clashes—they are both psychologically and physically set apart. The following questions could be asked: 1)1)Would you please find out what particular demands the father put on the author? 2)2)How did the father express his disapproval? Part Three: (Para. 5-6):In paragraph 5 the author recalls her childhood when she enjoyed her father’s profound love. This recall is important, because it only shows the father is capable of parental love, but also suggests the author’s yearning to turn the clock back and be her father’s little daughter again. Paragraph 6 returns to the present moment when, after long years of estrangement, the author cannot but wonder whether her father will extend his love for his “little daughter” to his crossbred grandson. The following questions could be asked:
Unit 1 Where did you go on vacation? Section A 1 (1a-2d) 一、教学目标： 1. 语言知识目标： 1) 能掌握以下单词：anyone, anywhere, wonderful, quite a few, most, something, nothing, everyone, of course, myself, yourself 能掌握以下句型： ①—Where did you go on vacation? —I went to the mountains. ②—Where did Tina to on vacation? —She went to the beach. ③—Did you go with anyone? —Yes, I did./No, I didn’t. 2) 能了解以下语法： —复合不定代词someone, anyone, something, anything等的用法。 —yourself, myself等反身代词的用法。 3）一般过去时态的特殊疑问句，一般疑问句及其肯定、否定回答。 2. 情感态度价值观目标： 学会用一般过去时进行信息交流，培养学生的环保意识，热爱大自然。 二、教学重难点 1. 教学重点： 1) 用所学的功能语言交流假期去了什么旅行。 2) 掌握本课时出现的新词汇。 2. 教学难点： 1) 复合不定代词someone, anyone, something, anything等的用法。 2) yourself, myself等反身代词的用法。 三、教学过程 Ⅰ. Lead-in 1. 看动画片来进入本课时的主题谈论上周末做了些什么事情，谈论过去发生的事情。 Ⅱ. Presentation 1. Show some pictures on the big screen. Let Ss read the expressions. 2. Focus attention on the picture. Ask: What can you see? Say: Each picture shows something a person did in the past. Name each activity and ask students to repeat: Stayed at home, Went to mountains, went to New York City 6. Went to the beach, visited my uncle, visited museums, went to summer camp 3. Now, please match each phrase with one of the pictures next to the name of the activity，point to the sample answer. 4. Check the answers. Answers: 1. f 2. b 3. g 4. e 5. c 6. a 7. d III. Listening 1. Point to the picture on the screen. Say: Look at the picture A. Where did Tina go on vacation? She went to mountains. Ask: What did the person do in each picture? 2. Play the recording the first time. 3. Play the recording a second time. Say: There are three conversations. The people talk about what did on vacation. Listen to the recording and write numbers of the names in the right boxes of the picture. 4. Check the answers. IV．Pair work 1. Point out the sample conversation. Ask two Ss to read the conversation to the class.
New Horizon College English (Book 4)
I. Warm-up activities 1.Background information Chrysler Corporation (A) The Chrysler Corporation, founded in 1924, used to be one of the three largest American automobile manufacturers whose brands include both passenger and commercial vehicles such as Chrysler, Jeep? and Dodge. The two other largest American automobile manufacturers are General Motors and Ford. Chrysler Corporation (B) In addition to auto making, Chrysler is also engaged in financial services, providing loan services (mostly) to car buyers. In 1998 it merged with Daimler-Benz AG (of Germany) (best known for its Mercedes-Benz brand name) to become part of the DaimlerChrysler Corporation, which is jointly owned by European, U.S. and other international investors. U.S. Securities and Exchange Commission (SEC) (A) A U.S. government agency, whose mission is to protect investors and maintain the integrity of the securities markets. The Commission was set up by the U.S. Congress in 1933 in response to “Black Monday”, the Great Stock Market Crash in 1929. U.S. Securities and Exchange Commission (SEC) (B) Its purpose was to restore investor confidence in the U.S. capital markets by providing more structure and government oversight. It is based on the concept that all investors, whether large institutions or private individuals, should have access to certain basic facts about an investment prior to buying it. To achieve this, the SEC requires public companies to disclose meaningful financial and other information to the public, which provides a common pool of knowledge for all investors to use to judge for themselves if a company’s securities are a good investment. U.S. Securities and Exchange Commission (SEC) (C) It is believed that only through the steady flow of timely, comprehensive and accurate information can people make sound investment decisions. At present the SEC is comprised of five presidentially-appointed Commissioners, four Divisions and 18 Offices, with a total of about 3,100 staff. The International Chamber of Commerce (A) The aim of the International Chamber of Commerce (ICC), founded in 1919, is to serve world business by promoting trade and investment, open markets for goods and services, and the free flow of capital. The International Chamber of Commerce (B) Its activities cover a broad spectrum, from arbitration and dispute resolution to making the case for open trade and the market economy system, business self-regulation, fighting corruption or combating commercial crime. The ICC is made of a World Council (its governing body) and individual national committees and groups. Individual companies, corporations, professional associations as well as individuals can also join the ICC as individual members. 2.Questions and answers 1)-Why do business students study professional ethics? People feel that bribery is increasing throughout the world. One day, business students will grow into managers of all ranks and in all fields. If they should offer or take bribes in their positions, corruption and unfair competition would result. In that case, normal economic order would be ruined, and people in business circles would have no commonly agreed principles to follow. To
Unit 1 Growing up Text A Writing for Myself I. Teaching Plan 1.Objectives 1)Grasp the main idea (the essence of writing is to write what one enjoys writing.) And structure of the text (narration in chronological sequence); 2)Appreciate the narrative skills demonstrated in the text (selection of details, repetition, coherence.); 3)Master the key language points and grammatical structures in the text; 4)Conduct a series of reading, listening, speaking and writing activities related to the theme of the unit. 2. Time allotment 3. Pre-reading tasks 1)Have you listened to John Lennon's Beautiful Boy? (2 minutes) The teacher (T) may ask several students (Ss) this question: __What does Lennon think of growing up? (Possible answers: Life better as one grows up; it takes time to grow up; life is not always what one has planned, but is full of surprises; life is adventurous.) 2)The art of eating spaghetti (15 minutes) a)Before class, T cuts a sheet of paper into many long, thin strips, which he/she brings to class together with fork (Or: if possible, T brings a platter of boiled noodles to class together with a fork). b)T explains that spaghetti is Italian-style noodles, and that unlike some Chinese noodles. It will never taste pulpy and is usually served with sauce, not in soup. Several Ss are invited to come up with “proper ways of eating spaghetti” and demonstrate to the class, using the fork.
学期教学计划 一. 指导思想 注重素质教育，强调从学生的学习兴趣、生活经验和认知水平出发，倡导体验、实践、参与、合作与交流的学习方式和任务型的教学途径，发展学生的综合语言运用能力，使语言学习的过程成为学生形成积极的情感态度、主动思维和大胆实践、提高跨文化意识和形成自主学习能力的过程。为学生的充分发展创造条件，为继续学习打下基础。 二. 教材分析 《新目标英语八年级（上）》共有十二个单元，每个单元都分为两个部分：A部分和B部分。新课通过听、说、读、写的全面训练，培养学生全面发展的能力。配以适量练习，及时对所学内容进行复习巩固。 教材突出几个方面： 1．语言功能项目（Functions）： Talk about how often you do things; Your health, give advice; Future plans; How to get to places; Make,accept and decline invitations; obligations; Personal traits; compare people; Describe a process; follow instructions; Events in the past; Famous people; Future intentions; Make polite requests; ask for permission; Discuss preferences; make comparisons. 2．语法项目： 形容词和副词的比较级和最高级；动词种类：情态动词can、could、must、have to、should；动词用现在进行时来表示按计划或安排将要进行的动作；用“be going to +动词原形”表示将要发生的事或打算；句子成份、句子的类型、简单句的五种基本句型。 三. 提高教学质量的措施 1．遵循英语教学规律，寓思想教育于语言教学中； 2．精讲多练，着重培养交际运用英语的能力； 3．听、说、读、写全面训练，不同阶段有所侧重； 4．尽量使用英语，适当使用母语； 5．发挥教师的主导作用，采取多种教学方法，充分调动学生的主动性和积极性；6．对学生进行因材施教，全面提高学生素质； 7．提高课堂教学质量，积极开展课外活动，培养学生学习英语的兴趣； 8．充分利用直观教具，优化教学手段，努力创造英语学习环境，提高英语教学质量。
Teaching Planning College English Integrated Course Book Three Unit Two The Freedom Givers Zhong wen 1.Background Information Teacher: zhong wen Students: 56 sophomores Content of the textbook: unit-2 text A the Freedom Givers Textbook: foreign language teaching and research press Time duration：10 minutes 2.Textbook Analysis The author tells three stories about the Underground Railroad and early Black civil rights movement. The three stories are chosen because they are representative of all participants in this movement: John Parke r is a freed slave who later turned into a courageous “conductor”; Levi Coffin is a brave white “conductor”; Josiah Henson is a slave who struggled his way to freedom with the help of the Underground Railroad. We learn about the name of Josiah Henson at the beginning of the text, yet his full story is not told until the last part. In this way the author achieves coherence of text. 3.Students Analysis The class is made up of 56 students, with 30 girls and 26 boys ,who have a good knowledge of Basic English, but know very little about the American culture behind the language. So in this introduction part, It is necessary to introduce some background information to the students before reading 4.Teaching Objectives Students will be able to: 1.understand the main idea(early civil-rights struggles in the US, esp. the underground Railroad) 2.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 unit 4.Appreciate the various techniques employed by the writer (comparison and contrast, topic sentence followed by detail sentences, use of transitional devices,etc.); 5.Teaching Procedures: Greetings Step 1 Lead-in T: Today we are going to talk about the ethic heroes in American history, before the class, I’d like to introduce the slavery to all of you. T: Abraham Lincoln was the 16th president of the United States, during his term of office; he led the civil war and abolished the slavery. T: In the battle against slavery, not only did the president try his best to abolish this system, but also the people, especially the black people living in the South America try hard to fight for their own feat. Today, we will introduce some freedom givers in the American history. Before
大学英语教案怎么写 篇一：大学英语范本全新版《大学英语》课程名称：大学英语（一级）专业：本校05普通本科年级： 2005 学年： 2005-2006 学期：第一学期任课教师：全新版《大学英语》板块任课教师 Course Schedule Aims: 1. Developing Ss’ability of independent learning to be automatic learners. 2. Enhancing Ss’ability in using English: improving Ss’five micro-skills—listening, speaking, reading, writing, translation —especially listening and speaking so that they can communicate in spoken and written English. Required course materials: 1. College English (Book 1) —Integrated Curse, Listening and Speaking Course, Reading Course Note: Reading Course book is used as Ss’ self-access material. 2. One Dictionary: Teaching and Learning: 1. Keep in mind that it is YOU who have to study to improve your English. If you do not study by yourself, there is no use in coming to class. In other words, just listening to the teacher and other students in class does not help you improve your English. 2. Be well prepared when you come to class. It is of great importance for you to preview the course materials before class according to the course schedule. If not, you’ll find it very difficult to follow the class. 3. Class participation is vital. You should actively join in pair work or group discussion and do oral presentation before class. 4. It is important to turn in any assignments by the due date. If you know that you have a circumstance which will makes it impossible for you to turn in your assignment by the due date, you can and should come to consult with me about your problem beforehand. 5. Your essays should be done in a loose-leaf notebook so as to hand in your assignments by a loose paper. 6. Since attendance/absence is part of evaluation, keep in mind that your absence will reduce your evaluation. Useful English Learning Resources: Magazines: English Language Learning, College English, English Salon, English Weekly, The world of English, English Digest, Overseas English Newspaper: 21st Century, China Daily Websites: https://www.doczj.com/doc/d717684236.html, (英语比萨园地); (听力快车); (普特英语听力); (英文写作网); (旺旺英语); .cn (中国日报);(华盛顿邮报) Unit 1 Writing For Myself 1. 教学目标及基本要求： Objectives: Students will be able to: 1) grasp the main idea (the essence of writing is to write what one enjoys writing) and structure
人教版新目标八年级英语 上册教材分析 从事英语教学工作以来，我一直都在用人教版新目标英语教材。 就这次培训的机会，我将结合自己的教学实际和教学反思简要的对人教版八年级英语上册从四个方面进行一次简要的分析。 一、编排体系的特征。 1、体例分明。 人教版新目标英语八年级上册由十二个单元和两个复习单元组成。每个单元的内部结构完全不同：分为section A、section B、self-check三部分，并且各有侧重点。 Section A主要是讲重点词汇；呈现新的表达方式；几个循序渐进的操练活动；语法聚焦框，总结本单元使用的语法；互动活动，学生在互相合作中使用目标语言来完成本部分的学习。 Section B在循环section A所呈现的语言的同时引出新的词汇；以活动帮助学生整合新的目标语言和前面学过的语言。 self-check复习所有重点词汇以及新学的语法项目；以图片方式进一步应用了本课的目标语言。 2、图表结合，文字点睛。每个单元都以明确的小任务呈现，的任务都是以图表的方式显现出来，再左以精妙的文字点明任务的主旨。充分运用了初中学生喜欢色彩鲜明的图片的心理规律，和他们从简明的表格中易于获取知识的认识能力。学生一图表，基本就能知道每个小任务的具体含义。 3、以活动为载体，融知识点、技能、教学法为一体。 每个小任务都可以成为一个活动，或个人或小组或团体。以明显的小标题形式显示了教学方法，暗示了学生应该获得的使用英语语言的具体技能。从而明确了师生在具体教学中的每个小目标。同时根据具体的活动任务和学习目
标，听、说、读、写各个技能或一个或两个进行不同的组合。体现了“听说领先、读写跟随”的功能意念教学法的外语教学主流理论。另外“活动”无处不在，有意无意地引导学生走向语言学习的人际交往之路、合作之路，进一步培育学生“有声”运用语言的胆识和能力。以此逐渐避免“哑巴”语言教学的不利因素。 4、强调课堂xxxx互动。 新教材强调教师要改变过去课堂上老师主讲，学生被动学习的方式。教师课堂上主要是组织引导学生通过听、说、读、写、唱、游、演、画、做等形式让学生讲英语、用英语、用英语思考，用英语交流，用英语来获取信息和传递信息。学生学习中碰到问题，老师应引导学生自己讨论、分析、辨别、而不是老师直接给答案，以达到真正把学生能力培养出来的目的。二、教材内容的整理及其分析。 本教材内容看似众多而不易归纳整理，实际不然。现从语法结构和语言目标两方面做一简要的融合。 1、本套教材中的语法结构 （1）一般现在时（2）现在进行时表示将来时（3）一般将来时（4）一般过去时 （5）形容词，付词的比较级，最高级 （6）情态动词的用法 2．必掌握的语言目标 （1）学会以how often引导的特殊疑问句，表达频度的付词。 （2）学会提出建议，掌握表述身体种种不适的表达，学习合理安排自己的饮食结构 （3）学会用现在进行时表示将来计划或行动，掌握where,when ,how long 引导的特殊疑问句。允许做某事及写留言以请求他人的 （4）学会谈论出行方式。
大学英语阅读1教学大纲 (College English --- Reading Course) 课程代码：1J10065 学分：4 总学时数：128理论时数：128 实践时数： 开课对象：2011级物流专业学生 课程使用教材：第一学期新世纪大学英语系列教程综合教程第一册、第二册 第二学期新世纪大学英语系列教程综合教程第二册 剑桥雅思考试全真试题集6 自主学习材料新视野大学英语快速阅读第二册、第三册 一、课程性质、目的与任务 课程性质：《大学英语阅读》课程是非英语专业一年级学生必修的一门重要基础课程。阅读作为中国学生语言输入的主要形式来源，而且也是提高其他语言技能如听、说、写、译的重要来源，因此本课程不局限于单纯培养阅读能力这一项语言技能的提高，而是通过课程的学习在培养学生的阅读能力的同时，构建学生对英语的自主学习能力。 目的： 第一学期的教学旨在通过本课程的学习，使学生能在教师的指导下在阅读中使用有效的阅读方法，基本读懂一般性题材的英文文章，阅读速度达到每分钟70词；在快速阅读篇幅较长、难度略低的材料时，阅读速度达到每分钟100词；能基本读懂国内英文报刊，掌握中心意思，理解主要事实和有关细节；能读懂工作、生活中常见的应用文体的材料，同时也为本学期的大学英语四级考试备考打好阅读基础。在第二学期的教学旨在通过进一步学习后是学生能达到英语阅读理解能力的较高要求：能基本阅读英语国家报刊杂志的一般性题材的文章，阅读速度为每分钟80词；在快速阅读篇幅较长的材料时，阅读速度达到每分钟120词；能就阅读材料进行略读或寻读；能够基本读懂自己专业方面的综述性文献，并能正确理解中心大意，抓住主要事实和有关细节，为专业学习和出国继续学习奠定良好的阅读基础。 任务：“大学英语阅读”是基础阶段的学习，必须通过大量的阅读分析和实践，培养学生的阅读策略，训练不同语篇体裁、不同题材的篇章阅读技能从而提高学生的综合语言素质。 阅读策略：教师在授课中应运用语篇教学法，培养学生理解作者的观点和写作意图，课堂的阅读活动应从分析主题大意、篇章结构和段落衔接入手，引导学生将注意力放在通篇领会作者的中心思想和篇章结构上；通过批评性阅读训练，向学生揭示隐含的语言与意识形态的关系，显现作者对一人一事的态度，渐渐地提高学生对语篇的敏感度；阅读理解是背景知识与语篇信息相互作用的结果，教师应引导学