苏州大学多媒体英语教学

浅谈“翻转课堂”的本科英语教学中的应用效果作者：陶璐易来源：《校园英语·中旬》2016年第05期【摘要】本文介绍了“翻转课堂”在本科英语教学中的应用效果。

从对苏州大学，苏州科技大学以及常熟理工学院英语专业本科生的调查数据及与英语专业教师访谈资料出发，分析学生在“翻转课堂”教学模式下的学习现状，研究该模式在实际应用中的优势及存在问题，以期为有关院校和部门在英语教学决策中提供参考依据。

【关键词】英语教学翻转课堂应用研究一、“翻转课堂”的基本内涵翻转课堂（Flipping Classroom）是一种新兴的教学模式，起源于美国林地公园高中的两位化学老师，他们将结合实时讲解和PPT演示的视频上传到网络而引起众人关注。

这是一种基于网络信息时代，以教学视频为主要依托，要求学生在课前观看视频资源，完成对相关知识的理解；在课堂上通过多样化的教学形式（互动交流，探究协商等）对知识进行巩固和内化，一种“以学生为中心”的新型教学模式。

二、学生在“翻转课堂”教学模式下的学习现状在苏南三所本科院校的调查显示，首先，86%的受访者承认在英语教学中，存在完全或不完全形式的“翻转课堂”教学模式，这种将主动权下放到学习者手中的教学方法是值得肯定的。

他们认为传统课堂与翻转课堂存在着很大差异，具体表现在3个方面：首先，课前对学习内容的自主学习程度不一；其次，课堂中师生-生生交流的参与度不一；最后，课后对知识点的回顾、探究程度不一。

但数据也显示，现阶段“翻转课堂”教学模式下还存在着3点较为集中的问题：1.教学视频或替代教学资源的趣味性不够；2.教师在课堂中角色扮演不当；3.教师的教学资源制作能力不够。

调查发现：67.3%的受访者认为课前的学习资源并没有打破传统课堂的枯燥无味，只是更换了呈现方式；学习资源以讲义资料代替教学视频。

53%的受访者认为教师在课堂中未能实现“翻转”，没有以“学生为中心”，从学生的问题出发去设计课堂，而是按其原设剧本“自导自演”。

大学英语多媒体教学的优势与弊端[摘要]大学英语多媒体教学有助于激发学生学习英语的兴趣，有利于教师控制上课进程，增强学生和教师之间的互动性，培养学生自主学习的能力，提高学生学习效率和教师教学效率，是大学英语教学发展的必然趋势。

同时，大学英语多媒体教学也存在着亟待解决的一些主客观方面的问题。

[关键词]大学英语多媒体教学互动性自主学习一、引言随着现代教育技术的发展，多媒体技术已经越来越多地被用于各种教学活动之中。

多媒体教学就是通过多媒体网络线路及控制台软件，将计算机教室中的学生用机和教师用机联结起来，构成一个网络化的教学环境。

教学一般涉及到教师、学生、教学内容、教学媒介等四个基本要素。

大学英语多媒体教学就是英语教师在计算机多媒体教学环境下，采用适当的教学方法，向学生传播教学内容并接受学生的信息反馈，它“可以更加生动地组织教学，激发学生学习的兴趣，还能借助多媒体教学系统更好地来实现教学主、次内容的区分处理，更好地提高课堂教学的效率，全面实现教学大纲所设定的各项技能要求。

”[1]大学英语多媒体教学不同于传统的备课方式。

以前教师为了查阅相关的单词和背景资料，需要花费很多时间和精力来翻阅词典和书籍，而且每次授课都需要重新编写备课笔记，造成时间和精力的大量浪费。

采用多媒体教学，教师可以在从前备课的电子文档里进行修改，无需重复抄写，从而有更多的时间和精力去思考如何更好地组织教学。

二、大学英语多媒体教学的优越性应用多媒体进行大学英语教学，可以提高教学媒体的表现力和交互性，使媒体所展示的内容更直观、更具体、更利于知识的传播，并能及时获取学生的反馈信息，适时调整教学内容，更好地提高课堂教学的针对性、适宜性和条理性。

具体地说，大学英语多媒体教学的优越性主要体现在如下几个方面：第一、优化教学环境，提高教学效率。

随着现代信息和通讯技术的高速发展，学校教学改革正在由传统的黑板、粉笔、教具、图片、实物模型等向计算机操作平台、视屏展示台、电子投影仪、数字模拟、网络技术、仿真技术、数字化校园网、电子图书馆以及大量教学软件等过渡。

多媒体英语教学利弊及对策随着科技的发展，多媒体教学已经成为现代教育领域中不可或缺的一部分。

在英语教学中，多媒体教学同样得到了广泛的应用。

本文将从多媒体英语教学的利弊入手，探讨如何更好地利用多媒体教学资源来提高学生的英语学习效果。

利益1. 让英语学习更生动传统的英语教学往往局限于纸面教学，学生需要通过大量的课本阅读和文本练习才能掌握英语知识，这样容易让学生感到枯燥乏味。

而多媒体教学通过图像、声音、视频等多种手段将学习内容呈现在学生眼前，使得学习更加生动有趣，激发学生的学习兴趣。

2. 提高英语教学的效率多媒体教学不仅使得学习更加生动有趣，还可以帮助学生更好地理解和掌握英语知识。

通过动态图像和模拟演示，可以更好地帮助学生理解难以描述的概念，如英语语法等。

此外，多媒体教学还具有信息传递快速、易于理解、易于记忆等优点，这些都可以提高英语教学的效率。

3. 增强学生的自主学习能力多媒体教学可以激发学生的学习兴趣，使得学生更加主动地参与到学习中来。

通过自学，学生可以更好地掌握知识，提高自己的学习能力。

另外，多媒体教学还可以帮助学生打破时间和空间的限制，通过互联网等网络平台，学生可以随时随地进行学习。

弊端1. 多媒体教学缺乏针对性多媒体教学所制作的教学资源通常是面向整个班级的，因此无法针对个别学生的情况制定相应的教学方案。

有的学生可能已经熟练掌握某些知识点，而有的学生可能对某些知识点仍存在困惑，这种统一的教学方式可能会影响部分学生的学习效果。

2. 多媒体教学容易让学生分心多媒体教学本身具有丰富的内容和吸引人的画面，容易让学生分心。

如果学生没有严格的约束和引导，很可能会被多媒体教学所吸引，而忘记课堂上老师所讲解的内容。

3. 多媒体教学不利于交互和即时反馈多媒体教学的缺点在于它缺乏交互性。

与传统的教学方式相比，多媒体教学无法对学生及时进行反馈，因此学生缺乏相应的交互机会，无法及时得到老师的指导和纠正。

对策1. 多媒体教学与传统教学相结合多媒体教学可以与传统的教学方式相结合，使得学习更加生动有趣的同时，也保证了学生的学习效果。

多媒体在英语课堂教学中的应用
一、课件展示
多媒体课件是指用电脑软件制作的教学课件，它可以通过文字、图片、声音等形式呈
现课堂内容。

在英语课堂教学中，教师可以制作多媒体课件展示课程浓缩版，让学生了解
本节课的主要内容，同时避免单调乏味的课本阐述，从而激发学生学习兴趣。

二、图片和视频展示
在英语教学中，图片和视频可以用来帮助学生更好地理解和掌握语言知识。

例如，教
师可以通过图片和视频向学生展示不同国家的文化和传统，帮助学生了解世界各地的文化
差异，同时增强学生的跨文化交流能力。

三、听力训练
英语听力是学习英语的重要组成部分。

多媒体技术为实现听力训练提供了便捷的方式。

教师可以制作音频或视频文件，让学生通过多媒体设备进行听力练习。

例如，学生可以通
过观看英语电影或听英语新闻来提高自己的听力水平。

四、口语练习
多媒体技术为英语口语练习提供了平台，教师可以准备视频对话、模拟对话等多媒体
课件，帮助学生进行口语练习。

例如，学生可以通过模拟对话来提高他们的口语流利度和
表达能力。

五、活动设计
多媒体技术可以为英语课堂活动设计提供更多元化的可能。

例如，教师可以邀请学生
展示英语作品，通过多媒体设备进行展示。

同时，教师还可以制作互动游戏，提高学生对
知识的兴趣和理解能力。

综上所述，多媒体在英语课堂教学中的应用具有丰富多彩的方式和效果，这将有助于
学生打破学习枯燥的感觉，增强学习效果。

因此，在今后的英语课堂教学中，教师应认真
地利用多媒体技术，探索更多种类的多媒体教学方式，以期提高学生的英语水平。

《英语口语》课程教学大纲一、课程性质及与其它课程的分工与联系1、课程性质本课程属专业基础课程，是《商务英语交际》和《商务英语口译》课程的先开课程。

2、先修课程《英语语音技巧》、《英语语法》、《英语听力》二、课程目标与基本要求1、课程目标本课程的教学目的是通过大量的口语练习和实践，逐步培养提高学生的口头交际能力，使学生不仅能听懂日常和商务英语会话，能以准确的语调进行英语会话，自由地表达自己的思想和观点，而且能逐步养成用符合特定场合的得体语言回答或者提出各种问题的习惯，为今后工作做好充分的准备。

2、基本要求本课程教学安排为两学年，共128课时，分四个学期完成。

第一学年着重培养学生在日常生活中的交际能力和叙述能力。

第二学年着重培养学生就社会生活和商务话题进行交谈和连贯表达的能力。

对学生在各个学期的口语能力具体要求如下：1）通过第一学期的学习，学生应能运用简单的日常英语进行对话，并能就所听、读的材料回答问题及复述，做到语音、语调、语法基本正确。

2）通过第二学期的学习，学生应能就一般日常生活话题进行简单的交谈；能就熟悉的话题经一定的准备后,作1-2分钟的连贯性发言。

3）通过第三学期的学习，学生应能经一定准备后, 就一般日常生活和社会生活话题作3-5分钟的连贯性发言和交谈。

4）通过第四学期的学习，学生应能就熟悉的话题略作准备后作3-5分钟的连贯性发言；能就日常生活和社会生活和商务话题同英语国家人士交谈；能比较准确地表达思想，语言基本得体。

三、教学内容与体系本课程采用高等教育出版社出版的《新编商务英语口语》，共四册。

教材第一册主要为各种日常对话，对话的地点在国内，背景则是中国学生所熟悉的各种口语交际场所。

内容主要涉及介绍相识、打电话、谈论天气、邀请聚会、用餐、购物、看病、吉庆假日、娱乐和体育运动等日常领域中的用语。

从第二册起，部分对话的地点和背景将移向国外。

这种结构安排使学生对背景知识从“熟悉”到“不熟悉”，从而使英语学习得以循序渐进。

多媒体技术与英语课堂教学在教育的大舞台上，多媒体技术如同一位充满魔法的导演，将英语课堂变成了一场精彩绝伦的视听盛宴。

它以独特的魅力和无限的可能性，为英语教学注入了新的活力和创意。

然而，如何巧妙地运用多媒体技术，使其与英语课堂教学完美融合，成为了摆在我们面前的一道难题。

在这篇文章中，我们将探讨多媒体技术与英语课堂教学的奇妙结合，以期为英语教学的发展提供借鉴和启示。

一、多媒体技术在英语课堂教学中的优势多媒体技术，如同一位多才多艺的艺术家，将英语课堂变得生动有趣。

它通过图像、声音、视频等多种形式，将抽象的英语知识转化为直观的形象，使学生能够更加轻松地理解和掌握。

同时，多媒体技术还能够为学生提供丰富的学习资源，拓展他们的视野和知识面，使英语学习变得更加丰富多彩。

二、多媒体技术与英语课堂教学的融合策略为了使多媒体技术与英语课堂教学完美融合，我们需要采取一系列有力的措施。

首先，我们要根据学生的实际情况和教学目标，选择合适的多媒体教学资源。

这如同为英语课堂搭建一个五彩斑斓的舞台，让学生在欣赏精彩表演的同时，自然而然地学习英语。

其次，我们要注重多媒体技术与传统教学方法的结合，使二者相互补充，共同促进英语教学的发展。

再次，我们要加强对教师的培训和教育，提高他们在多媒体技术应用方面的能力和水平。

三、多媒体技术与英语课堂教学的实践成果与反思在实践中，多媒体技术与英语课堂教学的融合取得了显著的成果，如同一场盛大的音乐会，让人陶醉其中。

然而，在实践中也暴露出一些问题和不足，值得我们反思和改进。

从成果上看，多媒体技术的应用使英语课堂变得更加生动有趣，提高了学生的学习兴趣和积极性。

同时，它也拓展了学生的知识面和视野，使英语学习变得更加丰富多彩。

然而，在实践中也暴露出一些问题。

例如，部分教师在多媒体技术的应用上过于依赖，忽视了与学生的互动和沟通。

此外，多媒体教学资源的质量参差不齐，影响了教学效果。

针对这些问题，我们需要进行深入的反思和改进。

多媒体让英语教学“so easy”作者：汪芬来源：《中小学实验与装备》 2014年第4期湖北省襄州区张湾一中（441104）汪芬1有利于激发学生的学习兴趣和动机发展学生的主观能动性美国心理学家布鲁纳认为：最好的学习动机是学生对所学材料有内在的兴趣。

因此在英语课堂教学中，要运用各种手段来激发学生的学习兴趣。

情境学习只能激起部分学生的兴趣，而多媒体技术能给学生提供声、色、形等有机结合的教学情境。

它将各种不同的信息，如数据、文字、图像、动画、声音等有机地集成在一起，进而展示事物的本质特征与内在联系，使抽象的图形、数字，呆板的文字、图片，变成赏心悦目的画面，对学生同时进行多重感官的刺激，为学生创设出真实的、符合自然规律的语言学习情景。

使学生感到耳目一新，学习倍感轻松，兴趣产生了，求知欲也强烈了，更能发挥学习的主动性。

多媒体技术有利于启发学生的思维，让学生在一节课中有多个兴奋点。

使教材和媒体之间优势互补，课件中的跟读、模仿、问答练习、角色扮演等交互式训练，有利于学生认知发展和思维训练。

以往的录音机播放，虽然有正确的语音、语调可以模仿，但是缺少视觉刺激，做练习也只能依靠课本，学生常常感觉比较枯燥。

而多媒体技术则可以弥补这一缺陷。

如在学习“flying, running, walking, jumping”时，多媒体技术创设出语言的真实情景，学生边看边接受新知识，不仅记得牢固，而且学得兴趣盎然，情趣大增。

另外，在对话教学中，教师往往要创设一些情景，让学生尽可能在实际交际中学会对话，并付诸实践。

但教师所设计的情景往往存在局限性，有些情景在实物、图片、投影片解决不了的时候，就需要借助多媒体技术，把音像、文字、图像、动画等多种媒体综合运用，使语音与语境相结合，从而使学生有身临其境之感。

以下列句子为例，对话内容很简单，“Where are you from? I’m from……”但在实际操练中显得很枯燥，因98%的学生会一致回答：“I’m from China.”再无别的答案了。

授 课 计 划2020-2021学年度 第 一 学期授课名称 《多媒体技术与应用》授课班级授课教师广东xxx 职业技术学院中职部一、课程标准及教材选用教材《多媒体技术与应用》，主编：王中香，江苏大学出版社本书从实用角度出发，结合大量案例介绍了目前流行的各种多媒体技术，包括多媒体技术基础、文本处理技术、图形和图像技术、音频处理技术、视频处理技术、计算机动画制作技术，以及使用Authorware创作多媒体等。

二、教学目标1.知识与技能目标：掌握目前流行的各种多媒体技术，重点学习6个软件，包括：（1）多媒体技术基础、（2）文本处理技术- office 系列（3）图形和图像技术 - Adobe photoshop 软件，corelDRAW软件（4）音频处理技术- cool-edit(Adobe audition)（5）视频处理技术 - 会声会影,premiere（6）计算机动画制作技术 - Adobe flash 8,（7）以及使用Authorware创作多媒体2.过程与方法目标：（1）方法：讲演法，任务驱动法，案例法（2）每学完一个软件，设计一个综合作业（学生回家练习），通过综合作业或者分组作业，让学生勤学多练，体会自主学习，探究学习，合作学习，为终身发展奠定基础；（3）设置一些多媒体赏析课程，引起同学们的兴趣，加深理解多媒体技术的应用。

3.情感态度与价值观目标：1.尽量多机会让学生上讲台练习，锻炼他们大胆展示自己，表扬上课认真的同学，督促还没有掌握知识点的同学；2.尝试让先学会的同学，教不会的同学，以此形成你追我赶的学习氛围；三、教学重、难点重点和难点，教会学生使用以下几个软件，掌握课本中的案例●图形和图像技术 - Adobe photoshop 软件，corelDRAW软件●音频处理技术- cool-edit(Adobe audition)●视频处理技术 - 会声会影,premiere●计算机动画制作技术 - Adobe flash 8,●以及使用Authorware创作多媒体四、考核设计平时作业：学完PS10个案例，第三章，自选主题，使用PS 软件完成一个作品，国庆节后提交，占期末考核15%每学完一个软件，布置一个作业，占一定比例的期末考核。

多媒体教学的优缺点英语多媒体与英语教学Multimedia Teaching in English: Advantages and DisadvantagesIntroductionIn recent years, the integration of multimedia technology in language classrooms has gained increasing popularity. Multimedia teaching refers to the use of various media forms, such as videos, audio recordings, animations, and interactive exercises, to enhance the learning experience. This article aims to explore the advantages and disadvantages of multimedia teaching in the context of English language education.Advantages of Multimedia Teaching1. Enhances Engagement and MotivationOne of the major advantages of multimedia teaching is that it enhances student engagement and motivation. By incorporating visual and audio elements, multimedia materials can capture students' attention and create a more interactive and dynamic learning environment. This increased engagement can lead to improved learning outcomes and student participation.2. Facilitates Language Skills DevelopmentMultimedia teaching provides opportunities for learners to develop various language skills, including listening, speaking, reading, and writing. Through audio and video materials, students can practice listening comprehension and pronunciation. Interactive exercises and games can also encourage learners to communicate in English and practice their speakingskills. Reading and writing activities can be incorporated through digital texts and online platforms, allowing students to improve their literacy skills.3. Enhances Authenticity and Cultural AwarenessMultimedia materials can expose students to authentic language use and cultural aspects of English-speaking countries. By incorporating real-life situations, videos, and cultural references, multimedia teaching provides learners with a more comprehensive understanding of the language and culture. This exposure can help students develop cultural sensitivity, broaden their horizons, and improve their intercultural communication skills.4. Cater to Different Learning StylesEvery student has a unique learning style and preference. Some may be visual learners, while others may excel in auditory or kinesthetic learning. Multimedia teaching caters to a variety of learning styles by presenting information through different modalities. Visual learners benefit from visual aids, such as graphs and diagrams, while auditory learners benefit from audio recordings and videos. This multi-sensory approach ensures that students can access and process information in a way that suits their individual learning styles.Disadvantages of Multimedia Teaching1. Technical Issues and DependencyOne of the major challenges of multimedia teaching is the reliance on technology. Technical issues such as internet connectivity problems, software glitches, or hardware malfunctions can disrupt the teaching and learning process. Moreover, excessive dependence on multimedia materialsmay hinder students' ability to learn without technological aids, limiting their adaptability in traditional classroom settings.2. Limited Interactivity and Personalized LearningAlthough multimedia teaching provides various interactive elements, it may still lack the personal touch and individualized attention that traditional teaching methods offer. Students who require additional support or have specific learning needs may not receive the necessary guidance or feedback. Furthermore, the use of pre-designed multimedia materials may restrict the flexibility for teachers to adapt the content to suit the specific needs and interests of their students.3. Potential Distraction and OverstimulationThe integration of multimedia in the classroom can sometimes result in distractions and overstimulation. With the abundance of audiovisual elements, students may become overwhelmed or lose focus on the intended learning objectives. Additionally, excessive exposure to multimedia materials can lead to passive learning, as students may rely solely on audiovisual inputs without actively engaging in critical thinking, problem-solving, or collaborating with peers.ConclusionIn conclusion, multimedia teaching in English language education offers several advantages and disadvantages. It enhances engagement, facilitates language skills development, promotes authenticity and cultural awareness, and caters to different learning styles. However, it also presents challenges in terms of technical issues, limited interactivity, and potential distractions.It is crucial for educators to strike a balance between the benefits of multimedia teaching and the potential drawbacks to create a holistic and effective language learning environment.。

大学英语四--体育英语教案滁州学院外国语学院体育英语授课教师李林授课班级体教授课地点2203 教材《体育英语》. 何庆忠、张惠珍. 2009. 苏州大学出版社.授课内容Unit One FootballSection A学时 2 periods教学目的1.Introduce students to the origin and development of football, the requiredequipment and the rules of football matches;2.Enable students to understand and utilize words and expressions concerningfootball.教学重点与难点Teaching emphasis: Acquisition of athletic terminology. Teaching difficulties: Understanding of the rules of football.教学方法与手段Teaching method:heuristic teachingTeaching aids:Multi-media andblackboard教学参考书1.《大学体育英语》. 《大学英语选修课/学科课程系列教材》项目组. 2008. 高等教育出版社.2.《实用体育英语》. 顾运筠等. 2011. 高等教育出版社.3.《体育专业英语》. 刘成. 2009. 暨南大学出版社.教学进程I．Teaching Plan (90 minutes)1.Lead-in (10 minutes)2.V ocabulary foundation (35 minutes)3.Text analysis (40 minutes)4.Assignment (5 minutes)II．Teaching Steps1. Lead-in (10 minutes)Teacher asks students to enumerate their favorite football stars and explain why they are drawn to this particular sport.2. Vocabulary foundation (35 minutes)Teacher asks students to list all the terms they regard related to football, and teacher provides the closest equivalents for these words and expressions in English.Chinese English足球football美式足球American football板球cricket颠球juggle比赛场地field of play草坪pitch围度dimension外场球员outfield player守门员goalkeeper替补球员substitute球员比赛装备player’s equipment护胫shin pad主裁判referee助理裁判；边裁assistant referee越位offside犯规foul手球handball比赛时间duration of the match伤停补时injury time加时赛knockout match平分tie开始比赛和重新开始比赛start and restart of play开球kick-off进球score a goal边线side line掷界外球throw-in进攻offence防守defense任意球free kick直接任意球direct free kick点球penalty kick点球决胜penalty-shootout犯规和不当行为foul and misconduct对手opponent黄牌或红牌yellow or red card防守队员犯规defended player foul罚球区penalty box击中门柱strike the bar门球goal kick角球corner kick底线goal line3. Text analysis (40 minutes)Step one: Teacher asks students to glance the text in 15 minutes and consider the following questions:1) When did football come into being and how did it become a worldwide game?2) What equipment is required by this sport?3) What are the specific rules of football matches?Step two: Teacher checks answers with students and draws student s’ attention to the actual usage of words and expressions concerning football.4. Assignment (5 minutes)1. Group project: Teacher arranges students into groups and asks each group to select one memorable football match and make a full commentary on the match.2. Teacher asks students to finish the exercises that follow the text.体育英语授课教师李林授课班级体教授课地点2203 教材《体育英语》. 何庆忠、张惠珍. 2009. 苏州大学出版社.授课内容Unit One FootballSection B学时 2 periods教学目的1.Introduce students to the football culture and the football legends;2.Consolidate students’ability to understand and utilize words and expressionsconcerning football.教学重点与难点Teaching emphasis: Acquisition of athletic terminology. Teaching difficulties: Understanding of the football culture.教学方法与手段Teaching method:heuristic teachingTeaching aids:Multi-media andblackboard教学参考书1.《大学体育英语》. 《大学英语选修课/学科课程系列教材》项目组. 2008. 高等教育出版社.2.《实用体育英语》. 顾运筠等. 2011. 高等教育出版社.3.《体育专业英语》. 刘成. 2009. 暨南大学出版社.教学进程I．Teaching Plan (90 minutes)1.Group project (20 minutes)2.Exercises (25 minutes)3.Text analysis (40 minutes)4.Assignment (5 minutes)II．Teaching Steps1. Group project (20 minutes)Teacher asks students to make a full commentary on the football match chosen by the group member.2. Exercises (25 minutes)Teacher checks answers to the exercises with students and puts emphasis on the application of athletic terminology.3. Text analysis (40 minutes)Step one: Teacher asks students to glance the text in 10 minutes and consider the following questions:1) What made Maradona famous all over the world?2) Why was Maradona banned from football matches twice?3) What resulted in his retirement?Step two: Teacher checks answers with students.Step three: Teacher asks students to finish the exercises that follow the text and checks answers with them.4. Assignment (5 minutes)Composition: Suppose you are the newly-appointed coach of the national football team. Write a package of proposals concerning the ways to improve the performance of the football players.体育英语授课教师李林授课班级体教授课地点2203 教材《体育英语》. 何庆忠、张惠珍. 2009. 苏州大学出版社.授课内容Unit Two BasketballSection A学时 2 periods教学目的1.Introduce students to the origin and development of basketball, the requiredequipment and the rules of basketball matches;2.Enable students to understand and utilize vocabulary and expressions concerningbasketball.教学重点与难点Teaching emphasis: Acquisition of athletic terminology. Teaching difficulties: Understanding of the rules of basketball.教学方法与手段Teaching method:heuristic teachingTeaching aids:Multi-media andblackboard教学参考书1.《大学体育英语》. 《大学英语选修课/学科课程系列教材》项目组. 2008. 高等教育出版社.2. 《实用体育英语》. 顾运筠等. 2011. 高等教育出版社.3. 《体育专业英语》. 刘成. 2009. 暨南大学出版社.教学进程I．Teaching Plan (90 minutes)1. Lead-in (10 minutes)2. V ocabulary foundation (35 minutes)3. Text analysis (40 minutes)4. Assignment (5 minutes)II．Teaching Steps1. Lead-in (10 minutes)Teacher asks students to enumerate their favorite basketball stars and explain why they are fond of these stars.2. Vocabulary Foundation (35 minutes)Teacher asks students to list all the terms they regard related to basketball, and teacher provides the closest equivalents for these words and expressions in English.Chinese English推进propel篮筐hoop投篮shoot弹跳bounce破坏性身体接触disruptive physical contact 运球dribble进攻的offensive防守的defensive中锋center前锋forward后卫guard能吸引观众的运动spectator sport 锦标赛tournament 得分超过对手outscore one’s opponent 1节quarter 中场休息half-time break 比赛延长时间overtime period 规定时间allot time选手名单player roster换人substitution监督oversee战术strategy暂停时间time-out 比赛停止计时clock stoppage 裁判umpire主裁判crew chief矩形rectangle规模dimension不利影响adverse effect犯规violation因被罚而丧失所有权forfeit 走步traveling干预interfere with干扰球goaltending控球后卫point guard得分后卫shooting guard小前锋small forward打前锋power forward区域防守zone defense盯人防守man-to-man defense卡位，切入cut掩护screen跑动战术motion offense立定投篮set shot跳起投篮jump shot带球上篮lay up扣篮slam dunk传球pass胸前传球chest pass反弹传球bounce pass头上传球overhead pass快攻第一传outlet pass不看队友传球no-look pass背后传球behind-the-back pass3. Text analysis (40 minutes)Step one: Teacher asks students to glance the text in 15 minutes and consider the following questions:1) How can we account for the global popularity of basketball?2) What equipment is required by this sport?3) What are the specific rules of basketball matches?Step two: Teacher checks answers with students and draws student s’ attention to the actual usage of words and expressions concerning basketball.4. Assignment (5 minutes)1. Group project: Teacher arranges students into groups and asks each group to select one memorable basketball match and make a full commentary on the match.2. Teacher asks students to finish the exercises that follow the text.体育英语授课教师李林授课班级体教授课地点2203 教材《体育英语》. 何庆忠、张惠珍. 2009. 苏州大学出版社.授课内容Unit Two BasketballSection B学时 2 periods教学目的1.Introduce students to the basketball culture and the basketball legends;2.Consolidate students’ability to understand and utilize words and expressionsconcerning basketball.教学重点与难点Teaching emphasis: Acquisition of athletic terminology. Teaching difficulties: Understanding of the basketball culture.教学方法与手段Teaching method:heuristic teachingTeaching aids:Multi-media andblackboard教学参考书1.《大学体育英语》. 《大学英语选修课/学科课程系列教材》项目组. 2008. 高等教育出版社.2.《实用体育英语》. 顾运筠等. 2011. 高等教育出版社.3.《体育专业英语》. 刘成. 2009. 暨南大学出版社.教学进程I．Teaching Plan (90 minutes)1.Group project (20 minutes)2.Exercises (25 minutes)3.Text analysis (40 minutes)4.Assignment (5 minutes)II．Teaching Steps1. Group project (20 minutes)Teacher asks students to make a full commentary on the basketball match chosen by the group member.2. Exercises (25 minutes)Teacher checks answers to the exercises with students and puts emphasis on the application of athletic terminology.3. Text analysis (40 minutes)Step one: Teacher asks students to glance the text in 10 minutes and consider the following questions:1) Could you make a bibliographical sketch of Michael Jordan?2) What brought Jordan enormous fame?Step two: Teacher checks answers with students.Step three: Teacher asks students to finish the exercises that follow the text and checks answers with them.4. Assignment (5 minutes)Composition: Suppose you are a member of the Chinese Basketball Association. Write an invitation letter to persuade Jordan to take over the Chinese national basketball team.体育英语授课教师李林授课班级体教授课地点2203 教材《体育英语》. 何庆忠、张惠珍. 2009. 苏州大学出版社.授课内容Unit Three VolleyballSection A学时 2 periods教学目的1.Introduce students to the origin and development of volleyball, the requiredequipment and the rules of volleyball matches;2.Enable students to understand and utilize vocabulary and expressions concerningvolleyball.教学重点与难点Teaching emphasis: Acquisition of athletic terminology. Teaching difficulties: Understanding of the rules of volleyball.教学方法与手段Teaching method:heuristic teachingTeaching aids:Multi-media andblackboard教学参考书1.《大学体育英语》. 《大学英语选修课/学科课程系列教材》项目组2008. 高等教育出版社.2.《实用体育英语》. 顾运筠等. 2011. 高等教育出版社.3.《体育专业英语》. 刘成. 2009. 暨南大学出版社.教学进程I．Teaching Plan (90 minutes)1. Lead-in (10 minutes)2. V ocabulary foundation (35 minutes)3. Text analysis (40 minutes)4. Assignment (5 minutes)II．Teaching Steps1. Lead-in (10 minutes)Teacher asks students to enumerate their favorite volleyball stars and explain why they are drawn to this particular sport.2. Vocabulary Foundation (35 minutes)Teacher asks students to list all the terms they regard related to volleyball, and teacher provides the closest equivalents for these words and expressions in English.Chinese English投，掷toss抛物线，运行轨道trajectory扣球spike进攻方team on offense防守方team on defense垫球dig回合rally连续地in succession自由人libero player矩形的rectangular对称的symmetrical球队构成team composition一局set最少领先 a minimum lead of球队出场名单team’s starting line-up教练coach位置轮换rotation比赛进行和终止ball in and ball out发球service发球时遮挡对方视线screening拦网block比赛暂停regular game interruption中场休息interval交换场地change of courts裁判组referee corps3. Text analysis (40 minutes)Step one: Teacher asks students to glance the text in 15 minutes and consider the following questions:1) When did volleyball come into being and who invented this sport?2) What equipment is required by this sport?3) What are the specific rules of volleyball matches?4) How can we account for the fact that volleyball is less popular than football and basketball?Step two: Teacher checks answers with students and draws student s’ attention to the actual usage of words and expressions concerning volleyball.4. Assignment (5 minutes)1. Group project: Teacher arranges students into groups and asks each group to select one memorable volleyball match and make a full commentary on the match.2. Teacher asks students to finish the exercises that follow the text.体育英语授课教师李林授课班级体教授课地点2203 教材《体育英语》. 何庆忠、张惠珍. 2009. 苏州大学出版社.授课内容Unit Three VolleyballSection B学时 2 periods教学目的1.Introduce students to the volleyball culture and the volleyball legends;2.Consolidate students’ability to understand and utilize words and expressionsconcerning volleyball.教学重点与难点Teaching emphasis: Acquisition of athletic terminology. Teaching difficulties: Understanding of the volleyball culture.教学方法与手段Teaching method:heuristic teachingTeaching aids:Multi-media andblackboard教学参考书1.《大学体育英语》. 《大学英语选修课/学科课程系列教材》项目组. 2008. 高等教育出版社.2.《实用体育英语》. 顾运筠等. 2011. 高等教育出版社.3.《体育专业英语》. 刘成. 2009. 暨南大学出版社.教学进程I．Teaching Plan (90 minutes)1.Group project (20 minutes)2.Exercises (25 minutes)3.Text analysis (40 minutes)4.Assignment (5 minutes)II．Teaching Steps1. Group project (20 minutes)Teacher asks students to make a full commentary on the volleyball match chosen by the group member.2. Exercises (25 minutes)Teacher checks answers to the exercises with students and puts emphasis on the application of athletic terminology.3. Text analysis (40 minutes)Step one: Teacher asks students to glance the text in 10 minutes and consider the following questions:1) At first look, how did Mireya Luis impress people?2) Why was Mireya Luis compared to Michael Jordan although they played different sports?3) Why was Luis the most charismatic reputable player of the 1990s?Step two: Teacher checks answers with students.Step three: Teacher asks students to finish the exercises that follow the text and checks answers with them.4. Assignment (5 minutes)Composition: Suppose you are a volleyball fan. Write a letter to the Chairman of the World Volleyball Association and bid for your city to stage the next World Championship.体育英语授课教师李林授课班级体教授课地点2203 教材《体育英语》. 何庆忠、张惠珍. 2009. 苏州大学出版社.授课内容Unit Four Table TennisSection A学时 2 periods教学目的1.Introduce students to the origin and development of table tennis, the requiredequipment and the rules of table tennis matches;2.Enable students to understand and utilize words and expressions concerning tabletennis.教学重点与难点Teaching emphasis: Acquisition of athletic terminology. Teaching difficulties: Understanding of the rules of table tennis.教学方法与手段Teaching method:heuristic teachingTeaching aids:Multi-media andblackboard教学参考书1.《大学体育英语》. 《大学英语选修课/学科课程系列教材》项目组. 2008. 高等教育出版社.2.《实用体育英语》. 顾运筠等. 2011. 高等教育出版社.3.《体育专业英语》. 刘成. 2009. 暨南大学出版社.教学进程I．Teaching Plan (90 minutes)1.Lead-in (10 minutes)2.V ocabulary foundation (35 minutes)3.Text analysis (40 minutes)4.Assignment (5 minutes)II．Teaching Steps1. Lead-in (10 minutes)Teacher asks students to enumerate their favorite table tennis stars and explain why they are fond of these stars.2. Vocabulary Foundation (35 minutes)Teacher asks students to list all the terms they regard related to table tennis, and teacher provides the closest equivalents for these words and expressions in English.Chinese English中世纪的medieval边线side lines底线end lines悬架suspension夹子clamp球形的spherical手掌palm互不得分let旋转spin回球return阻挡obstruct垂直的vertical水平的horizontal模仿imitation狂热craze改进的modified复兴revive本质上in essence3. Text analysis (40 minutes)Step one: Teacher asks students to glance the text in 15 minutes and consider the following questions:1) What was the origin of table tennis?2) When did this sport spread to the East?3) What equipment is required by this sport?4) What are the specific rules of table tennis matches?Step two: Teacher checks answers with students and draws student s’ attention to the actual usage of words and expressions concerning table tennis.4. Assignment (5 minutes)1. Group project: Teacher arranges students into groups and asks each group to select one memorable table tennis match and make a full commentary on the match.2. Teacher asks students to finish the exercises that follow the text.体育英语授课教师李林授课班级体教授课地点2203 教材《体育英语》. 何庆忠、张惠珍. 2009. 苏州大学出版社.授课内容Unit Four Table TennisSection B学时 2 periods教学目的1.Introduce students to the table tennis culture and the table tennis legends;2.Consolidate students’ability to understand and utilize words and expressionsconcerning table tennis.教学重点与难点Teaching emphasis: Acquisition of athletic terminology. Teaching difficulties: Understanding of the table tennis culture.教学方法与手段Teaching method:heuristic teachingTeaching aids:Multi-media andblackboard教学参考书1.《大学体育英语》. 《大学英语选修课/学科课程系列教材》项目组. 2008. 高等教育出版社.2.《实用体育英语》. 顾运筠等. 2011. 高等教育出版社.3.《体育专业英语》. 刘成. 2009. 暨南大学出版社.教学进程I．Teaching Plan (90 minutes)1.Group project (20 minutes)2.Exercises (25 minutes)3.Text analysis (40 minutes)4.Assignment (5 minutes)II．Teaching Steps1. Group project (20 minutes)Teacher asks students to make a full commentary on the table tennis match chosen by the group member.2. Exercises (25 minutes)Teacher checks answers to the exercises with students and puts emphasis on the application of athletic terminology.3. Text analysis (40 minutes)Step one: Teacher asks students to glance the text in 10 minutes and consider the following questions:1) What do you think a table tennis player needs to have/do in order to be successful? And what can you find in Deng Yaping?2) What did Deng Yaping decide to do after her retirement from professional table tennis? And what didshe consider as her responsibility and do you think she can make it?Step two: Teacher checks answers with students.Step three: Teacher asks students to finish the exercises that follow the text and checks answers with them.4. Assignment (5 minutes)Composition: Suppose you are the chairman of the World Table Tennis Association. What measures would you take to enhance the global popularity of table tennis?体育英语授课教师李林授课班级体教授课地点2203 教材《体育英语》. 何庆忠、张惠珍. 2009. 苏州大学出版社.授课内容Unit Six BadmintonSection A学时 2 periods教学目的1.Introduce students to the origin and development of badminton, the requiredequipment and the rules of badminton matches;2.Enable students to understand and employ words and expressions concerningbadminton.教学重点与难点Teaching emphasis: Acquisition of athletic terminology. Teaching difficulties: Understanding of the rules of badminton.教学方法与手段Teaching method:heuristic teachingTeaching aids:Multi-media andblackboard教学参考书1.《大学体育英语》. 《大学英语选修课/学科课程系列教材》项目组. 2008. 高等教育出版社.2. 《实用体育英语》. 顾运筠等. 2011. 高等教育出版社.3. 《体育专业英语》. 刘成. 2009. 暨南大学出版社.教学进程I．Teaching Plan (90 minutes)1.Lead-in (10 minutes)2.Vocabulary foundation (35 minutes)3.Text analysis (40 minutes)4.Assignment (5 minutes)II．Teaching Steps1. Lead-in (10 minutes)Teacher asks students to enumerate their favorite badminton stars and explain why they are drawn to this particular sport.2. Vocabulary Foundation (35 minutes)Teacher asks students to list all the terms they regard related to badminton, and teacher provides the closest equivalents for these words and expressions in English.Chinese English球拍racket球拍类运动racket sports羽毛球shuttlecock球场court灵活性agility回合rally精力旺盛的energy-busting耐力stamina有氧的aerobic卡路里calorie奔跑速度sprint speed绳子cord举例说明illustrate图解diagram各自的respective对角地diagonally边界线boundary line静止的stationary球拍杆shaft看得清的discernible拦截intercept单打singles双打doubles发球区service court右场right court接发球return of service发球方serving side扣球smash回球return3. Text analysis (40 minutes)Step one: Teacher asks students to glance the text in 15 minutes and consider the following questions:1) When did badminton come into being and what was its initial form?2) What are the benefits of this sport to our body and mind?3) What equipment is required by this sport?4) What are the specific rules of badminton matches?Step two: Teacher checks answers with students and draws student s’ attention to the actual usage of words and expressions concerning badminton.4. Assignment (5 minutes)1. Group project: Teacher arranges students into groups and asks each group to select one memorable badminton match and make a full commentary on the match.2. Teacher asks students to finish the exercises that follow the text.体育英语授课教师李林授课班级体教授课地点2203 教材《体育英语》. 何庆忠、张惠珍. 2009. 苏州大学出版社.授课内容Unit Six BadmintonSection B学时 2 periods教学目的1.Introduce students to the badminton culture and the badminton legends;2.Consolidate students’ability to understand and utilize words and expressionsconcerning badminton.教学重点与难点Teaching emphasis: Acquisition of athletic terminology. Teaching difficulties: Understanding of the badminton culture.教学方法与手段Teaching method:heuristic teachingTeaching aids:Multi-media andblackboard教学参考书1.《大学体育英语》. 《大学英语选修课/学科课程系列教材》项目组. 2008. 高等教育出版社.2. 《实用体育英语》. 顾运筠等. 2011. 高等教育出版社.3. 《体育专业英语》. 刘成. 2009. 暨南大学出版社.教学进程I．Teaching Plan (90 minutes)1.Group project (20 minutes)2.Exercises (25 minutes)3.Text analysis (40 minutes)4.Assignment (5 minutes)II．Teaching Steps1. Group project (20 minutes)Teacher asks students to make a full commentary on the badminton match chosen by the group member.2. Exercises (25 minutes)Teacher checks answers to the exercises with students and puts emphasis on the application of athletic terminology.3. Text analysis (40 minutes)Step one: Teacher asks students to glance the text in 10 minutes and consider the following questions:1) What decision did Prakash make that contributed to his professional achievement?2) Could you describe Prakash’s personality with specific examples?Step two: Teacher checks answers with students.Step three: Teacher asks students to finish the exercises that follow the text and checks answers with them.4. Assignment (5 minutes)Composition: In the 2012 Summer Olympics, two Chinese badminton players were disqualified from the final match in consequence of their passive participation. Write a composition concerning your views on the ultimate goal of sports.体育英语授课教师李林授课班级体教授课地点2203 教材《体育英语》. 何庆忠、张惠珍. 2009. 苏州大学出版社.授课内容Unit Eight AthleticsSection A学时 2 periods教学目的1.Introduce students to the origin and development of athletics, the classification ofathletics, the required equipment as well as the respective rules for every track and field event;2.Enable students to understand and employ words and expressions concerningathletics.教学重点与难点Teaching emphasis: Acquisition of athletic terminology.Teaching difficulties: Understanding of the classification of athletics and the respective rules for every track and field event.教学方法与手段Teaching method:heuristic teachingTeaching aids:Multi-media andblackboard教学参考书1.《大学体育英语》. 《大学英语选修课/学科课程系列教材》项目组. 2008. 高等教育出版社.2. 《实用体育英语》. 顾运筠等. 2011. 高等教育出版社.3. 《体育专业英语》. 刘成. 2009. 暨南大学出版社.教学进程I．Teaching Plan (90 minutes)1.Lead-in (10 minutes)2.Vocabulary foundation (35 minutes)3.Text analysis (40 minutes)4.Assignment (5 minutes)II．Teaching Steps1. Lead-in (10 minutes)Teacher asks students to enumerate their favorite athletics stars and explain why they are fond of these stars.2. Vocabulary Foundation (35 minutes)Teacher asks students to list all the terms they regard related to athletics, and teacher provides the closest equivalents for these words and expressions in English.Chinese English田径athletics跨栏hurdling马拉松marathon 国际田径联合总会IAAF公制测量体系metric system室外田径比赛outdoor track-and-field meets 内场infield田赛项目field event跑道lane室内比赛indoor meets竞技场arena突起的弯道banked turn锦标赛championship世界杯world cup钉鞋spiked track shoes背心tank top裁判员judge秒表stopwatch 自动计时系统automatic timing system 短跑sprint跳远long jump三级跳远triple jump起跑器strarting block中距离middle distance耐力endurance节奏pace终点冲刺finishing kick越野赛cross country接力赛relay race接力赛跑中的一段赛程leg接力棒baton 取消比赛资格disqualify 栏架hurdle障碍跑steeplechase竞走race walking前支撑脚forward foot后支撑脚trailing foot跳高high jump 剪式跳高技术straddle背越式跳高技术fosbury 撑杆跳高pole vault 撑杆跳高运动员vaulter 越过横杆clear a cross bar助跑道runway起跳板takeoff board单足跳hop跨步跳step跳远jump沙坑sandpit推铅球shot put铁饼discus链球hammer冲力momentum标枪javelin助跑道投掷弧线scratch line标枪把手javelin’s grip全能项目combined event十项全能decathlon七项全能heptathlon得分score point正式计分表official scoring table3. Text analysis (40 minutes)Step one: Teacher asks students to glance the text in 15 minutes and consider the following questions:1) What was the origin of athletics?2) What are the sub-branches of athletics?3) What quality is highly valued in athletics?4) What are the specific rules of each sub-branch of athletics?Step two: Teacher checks answers with students and draws student s’ attention to the actual usage of words and expressions concerning athletics.4. Assignment (5 minutes)1. Group project: Teacher arranges students into groups and asks each group to select two different types of track and field matches and make a full commentary on the matches respectively.2. Teacher asks students to finish the exercises that follow the text.体育英语授课教师李林授课班级体教授课地点2203 教材《体育英语》. 何庆忠、张惠珍. 2009. 苏州大学出版社.授课内容Unit Eight AthleticsSection B学时 2 periods教学目的1.Introduce students to the athletics culture and the athletics legends;2.Consolidate students’ability to understand and utilize words and expressionsconcerning athletics.教学重点与难点Teaching emphasis: Acquisition of athletic terminology. Teaching difficulties: Understanding of the athletics culture.教学方法与手段Teaching method:heuristic teachingTeaching aids:Multi-media andblackboard教学参考书1.《大学体育英语》. 《大学英语选修课/学科课程系列教材》项目组. 2008. 高等教育出版社.2. 《实用体育英语》. 顾运筠等. 2011. 高等教育出版社.3. 《体育专业英语》. 刘成. 2009. 暨南大学出版社.教学进程I．Teaching Plan (90 minutes)1.Group project (20 minutes)2.Exercises (25 minutes)3.Text analysis (40 minutes)4.Assignment (5 minutes)II．Teaching Steps1. Group project (20 minutes)Teacher asks students to make a full commentary on two different types of track and field matches chosen by the group member.2. Exercises (25 minutes)Teacher checks answers to the exercises with students and puts emphasis on the application of athletic terminology.3. Text analysis (40 minutes)Step one: Teacher asks students to glance the text in 10 minutes and consider the following questions:1) What specific track and field event is Sergei Bubka’s forte?2) What part of Bubka’s life story impresses you the most?Step two: Teacher checks answers with students.Step three: Teacher asks students to finish the exercises that follow the text and checks answers with them.4. Assignment (5 minutes)Composition: Recently, it has been reported that several renowned world champions of 100-meter race have failed dope tests. Write a composition concerning your views on anti-doping crusade.体育英语授课教师李林授课班级体教授课地点2203 教材《体育英语》. 何庆忠、张惠珍. 2009. 苏州大学出版社.授课内容Unit Nine SwimmingSection A学时 2 periods教学目的1.Introduce students to the origin and development of swimming, the classificationof swimming, the required equipment as well as the respective rules for the basic swimming strokes;2.Enable students to understand and employ words and expressions concerningswimming.教学重点与难点Teaching emphasis: Acquisition of athletic terminology.Teaching difficulties: Understanding of the classification of swimming and the respective rules for the basic swimming strokes.教学方法与手段Teaching method:heuristic teachingTeaching aids:Multi-media andblackboard教学参考书1.《大学体育英语》. 《大学英语选修课/学科课程系列教材》项目组. 2008. 高等教育出版社.2. 《实用体育英语》. 顾运筠等. 2011. 高等教育出版社.3. 《体育专业英语》. 刘成. 2009. 暨南大学出版社.教学进程I．Teaching Plan (90 minutes)1.Lead-in (10 minutes)2.Vocabulary foundation (35 minutes)3.Text analysis (40 minutes)4.Assignment (5 minutes)II．Teaching Steps1. Lead-in (10 minutes)Teacher asks students to enumerate their favorite swimming stars and explain why they are drawn to this particular sport.2. Vocabulary Foundation (35 minutes)Teacher asks students to list all the terms they regard related to swimming, and teacher provides the closest equivalents for these words and expressions in English.Chinese English。