大学英语2版教案

大学英语教学反思(2)

大学英语教学反思篇三

中国教育部近年来启动了大学英语教学改革，其实用为主，听说领先的原则在大学英语教学和四六级考试的改革中得到了充分体现。与大学英语四六级改革相呼应，我国首套根据教育部2007年颁布的《大学英语课程教学要求》编写的大学英语教材——《新世纪大学英语系列教材》2010年陆续出版，意味着大学公共英语教材的大变脸。

我们五年制高职今年采用的英语教材就是新世纪系列的《新世纪高职英语》。从教材上看，教学内容难度降低，淡化语法知识而强调听说，注重实用性。比如：教材中的每一单元都以一个主题(Topic)展开，第一部分让学生就主题展开讨论并进行交流;第二部分是围绕主题展开的课文，这些课文多事一些发生在学生身边的问题(college life;

friendship; soap operas);第三部分是对课文词汇巩固的练习题(Exercises);第四部分简归纳绍一些基础语法常识;第五部分发音(这是这套教材改革的创新点和亮点);第六部分阅读训练以及第七部分简单的写作训练(greeting cards; application forms; fax)。从内容和结构上看，教材的编辑老师已经很科学的将语言学习本身转化成了从应用的角度了解学习、生活，学生本应适应这种新的教材而有所学，但这却不是事实。

尤其对于我们五年制高职的学生来说，学习英语不能只靠教材的科学化，更重要的是找出更适合高职学生的英语教学方法，因材施教。今年10月-12月的骨干教师培训中，我听了华东师范大学邹为诚教授的《综合英语》课程培训，深受启发，邹教授认为： “上好一堂课容易，上好一辈子的课却很难。”在教学中我们还应该很好地贯彻“五个普世原则”，用新的教学观念，选新的资料素材，对传统文化有新的解读。教学知识的储备要有积累，有厚度，课堂讲解更要有趣味、有智慧、要讲究方法，不断学习，不断积累，不断改进，不断提高，与时俱进才可能讲好一堂课、讲好一辈子课。邹教授还指出：语言是教不会的，只能学会!我认为，在教学中，尤其是语言教学中，应该遵循“以学生为中心”的教学理念，让学生成为学习的和课堂的主体，让他们主动学会英语。

全新版大学英语综合教程第二版第二册第一单元教案

Unit 1 Ways of Learning

Teaching Aims:

1. Understanding the main idea (that it would be

ideal if we can strike a balance between the

Chinese and western learning styles) and

structure of the text(introduction of the topic

by an anecdote-elaboration by comparison

and contrast-conclusion by a suggestion)

2. Appreciate the difference between comparison

and contrast, as well as different ways to

compare and contrast (point-to-point method

or one-side-at-time method)

3. Grasp the key language points in Texts A and

grammatical structures in the text

4. Understand the cultural background related

to the content

5. Conducting a series of theme-related reading,

listening, speaking, and writing activities

6. Learn to write notices, etc.

Teaching Keypoints:

1. Grasp the main idea of Text A and language

１ Teaching Plan of Unit 5, Book 1 Work to Live or Live to Work

Text A The Company Man

Teaching Objectives:

Students will be able to

1. understand the main idea and structure of Text A ;

2. Appreciate how the bitter and ironic tone of this text is mainly achieved (by choice of words and

selection of details) and how emphasis and irony can be reached(by using some rhetorical

device);

3. learn to describe a person (A typical workaholic) by using some supporting details;

4. master the key language points and grammatical structures in Text A and learn how to use them in

context;

5. understand the cultural background related to the content;

6. conduct a series of reading, speaking and writing activities centered upon the theme of the unit;

7. Write a letter of condolence or sympathy letter in an appropriate way.

II. Words & Expressions

precisely: adv.

1. exactly; just

-Planes fly daily over regular routes with timetable precisely.

・ Scientists do not yet know precisely how in sects can produce their toxic defensive chemicals

without poisoning themselves・

-Since his own ideas were in flux, it is difficult to know precisely where he stood・

・每辆卡车装载的用品恰好是每个部队所需要的。(Every lorry indeed is packed with precisely the

articles which each unit will require.)

2. quite so

—— So you think it was a mistake?

—Precisel y・

acquaintance:门.

1. a relationship with some one you know, but who is not a close frie nd ■I have a noddi ng acquai

ntance with Germa n.

・ Our mere acquaintance ripened into friendship・

-我与他素昧平生。(I have never made his acquaintance.) -She recalled the past, tryi ng to bring back

to her memory in cidents of their old acquai ntance.