《Unit 3 More Than Words（2）》
课堂教学设计
应用外语系公共英语教研室
胡寻亮
课程：《大学英语》
课题：Unit 3 More Than Words (2)
课时：2课时
教学目的：
复习第一次课所学单词、词组和表达方式。
精讲课文，分析课文中出现的重点句型，讲解疑难语言点。
学习翻译技巧——词义的选择。
教学重点：课文相关之词法句法。
教学难点：
翻译中词义的选择。参照第二单元汉英词汇对比教程，理解汉英词汇含义差别，学会根据具体语境选择恰当的词义。
教学方式：理论讲授和多媒体展示辅助
教学对象分析：
我院本科层次的学生，其英语言学习和应用能力并不能乐观，因此必须从整理、巩固基础知识，培养基本技能为中心，进行深入细致耐心的讲解和示范。
过分信任学生的自学能力是不现实的。
教材分析：
根据教育部有关大学英语的《基本要求》中大学英语学习须自主性、网络化、交互式、以学生为中心的教学模式要求规定，我校大学英语课采取了读写译课
程和视听说课程相结合的教学体系，读写译课程教材使用外研社的《新编大学
英语》第二版，视听说课程教材使用清华大学出版社的《新时代交互英语》视
听说网络版。
《新编大学英语》第二版以培养学生的读、写、译书面语言能力为主，尤其侧
重阅读能力培养，同时兼顾双语翻译和英语写作。该教材还体现了以文化了解
促进语言学习的教学思想。第一册话题丰富多样，难度上与第二三四册相连续，成梯度渐增态势。
教 学 法：讲授法、直观演示法 教 具：多媒体演示设备
教学过程：
Step I Background Information (15minutes)
【板书】More Than Words
Group Discussion （活动形式：小组讨论）
1. Apart from speaking, what can help us to communicate? 除了说话，我们还能用什么方式交流？ （多媒体展示）
【提问2-3个小组代表，并对其回答予以点评。】
2. Brainstorming: Try to tell the special gestures you use to communicate the following expressions.
（多媒体展示）
【提问，请2-3名学生连线配对】
3. Proverbs and Sayings （多媒体展示）
*Speech is silver, silence is gold.
言语是银，沉默是金。 * Be swift to hear, slow to speak.
听话要快，说话要慢。
【互动：请学生根据英语谚语迅速联想汉语对应之熟语，训练其语言反应和表达】
Step II Reading Comprehension
(20 minutes)
(I) Text Structure Analysis （10 minutes ）
(分析文章结构，多媒体展示)
“Body language” is a term used to describe facial expressions, gestures, and other movements of the body that send messages. (Para.1)
3) Two basic gestures are used differently in Asia and North America
to tell someone to come closer. (Para. 4)
4) The distance that we stand from someone during a conversation is
also an important part of communication. (Para. 5)
To communicate successfully in a foreign language we need to master the skill of cultural awareness. (Para.6)
（通过分析文章结构，使学生了解科技说明文的写作思路和布局）
(II) After-reading Exercise （10 minutes ）（阅读理解练习）
Introduction: What “body language” is.
Nonverbal signals of different cultures may cause
difficulties in learning a foreign language.
1) The gesture of _______________________ communicates a different message in different cultures. (Para. 2) 2) ________________ can also mean different things in different countries. (Para. 3)
nodding the head up and down
Eye contact Conclusion
（多媒体展示）
Different gestures in different cultures
（加粗字体为答案，用多媒体展示）
【提问,请学生完成上述表格】
Step III Detailed Study of the text (35minutes)
1. When you learn a foreign language you must learn more than just the vocabulary and the grammar. （Line 1）（多媒体展示）more than just… 不仅仅(要做)······
e.g. Anna Kournikova (安娜·库尔尼科娃) has more than just a pretty face; she is really one of the girls who bring so much color to the tennis world.
【提问：将例句翻译成汉语】
安娜·库尔尼科娃不仅仅漂亮，她的确是为网球世界增色不少的女孩之一。提到北京2008年奥运会，我们关心的不仅仅是经济利益，更重要的是它的国际影响。
e.g. 当你学习一门外语的时候，你要学的不仅仅是词汇和语法
【提问：将例句翻译成英语】
When speaking of the 2008 Olympic Games in Beijing, we concern more than just financial profits. The more important thing is its international influence.
2. Visitors to other countries must be aware of the difference or they may send the wrong message.（Line 32）（多媒体展示）or 可做并列连词,表示“否则，要不然”。
e.g. Wear the coat or you will catch cold.
【提问：将例句翻译成汉语】把大衣穿上，不然会感冒的。
e.g. 她不可能有病，否则她不会来的。
【提问：将例句翻译成汉语】She can’t be ill or she wouldn’t have come.
3.Generally, North Americans prefer more space than do Latin Americans and people from the Middle East. (Line 35)（多媒体展示）比较状语从句的倒装。
【讲解】在than引导的复合句中，如果谓语动词省略，且两句的主语进行比较，than后可用倒装。
e.g. Flying demands a much greater supply of energy than do most other forms of transportation.
【提问：将例句翻译成汉语】
飞行所需的能量比其他运输方式所耗的能量大得多。
e.g. 她花在英语学习上的时间比其他同学都多。
【提问：将例句翻译成英语】
She spent more time on English study than did the other students.
4. The person who prefers more distance usually loses the fight when he finds himself with his back against the wall. (Line 39) （多媒体展示）【讲解】The person 是句子的主语，who prefers more distance是主语的定语从句，
loses the fight 是谓语和宾语。when 引导的是状语从句。
e.g. School comes again and we find ourselves back into the classroom.
【提问：将例句翻译成汉语】
又开学了，我们发现我们又回到了教室里。
e.g. Even if you have very good health insurance yourself, you don’t know what situation you might find yourself in twenty or thirty years from now. (Sentence often used by salesmen of insurance companies.)
【提问：将例句翻译成汉语】
即使您今天很健康，您也无法知道20或30年后您是怎样的状况。(保险公司推销员经常用到这句话。)
5. term (Line 7, Para. 1)
n. a word or phrase used to express a definite idea名词，术语（多媒体展示）e.g. The user’s guide of that digital camera is full of technical terms.
【提问：将例句翻译成汉语】
那款数码相机的使用说明书中充满了专业术语。
e.g. We may get familiar with quite a few legal terms by watching “Legal Report” of CCTV.
【提问：将例句翻译成汉语】
通过观看中央电视台的《今日说法》节目我们可以熟悉很多法律术语。
6. means (Line 9, Para. 1)
n. method, process, way方法，手段（多媒体展示）【多媒体展示并提问翻译下列短语和句子】
the means of substance (livelihood) 生活资料
the means of production 生产资料
by all means 想尽一切办法
by no means 决不，一点都不
Step IV Translation (15 minutes)
(1) Translation (10 Minutes)
（多媒体展示）
缺少具体语境的任何词，都是不可译的。
拘泥于词典提供的基本含义，在两种语言之间机械地寻找对应词，不可能翻译好。根据具体语境和译文用语的语言习惯，灵活选用词的义项，才能进行恰当的翻译。以develop为例：
【板书：develop】
（多媒体展示）
1）Scientists are developing new drugs to treat arthritis.
科学家们正在研制治疗关节炎的新药。
2）She should have developed her own style instead of copying him.
她应该形成自己的风格，而不是模仿他。
3）He had developed a certain affection for me.
他对我有了一定的感情。
4）The course is designed to help students develop their speaking skills.
这门课是为了帮助培养学生的说话技能而设计的。
Step V Exercises & Homework (5 minutes) （1）Exercises
完成课本第103页的翻译练习
（2）Homework
翻译第89页课外阅读课文II 1-2段。
小学英语试讲教案公司内部档案编码：[OPPTR-OPPT28-OPPTL98-OPPNN08]
Teaching Aims: Knowledge aims: (1) Students can learn four new words: orange, pear, apple and banana. (2) Students can master the structure of “Do you like pears” Ability aim: Students can improve their listening and speaking ability by taking part in activities. Emotional aim: Students will be more interested in English and like to speak English in daily life. Key points: (1) Listen, speak and use the new words: orange, pear, apple and banana. (2) Master the structure of “Do you like”. Difficult points: (1) Use the new words and structure in their daily life. (2) Improve the interest of learning English, and like to speak English. 课前准备：
17秋学期（1709）《大学英语（一）》在线作业 试卷总分：100 测试时间：-- 1-5CBBBC 6-10ACBBA 11-15AABCB 16-20DACDB 21-25AAACB 26-30BBCBA 31-35BABDB 36-40CBAAA 41-45CACCD 46-50BBBBC 一、单选题（共 50 道试题，共 100 分。） V 1. ____ you do is for my good. I know this all the time. A. All what B. All which C. Whatever D. Whichever 满分：2 分 2. She ( )work next Monday. A. is starting B. starts C. started 满分：2 分 3. I come here twice a week to swim and ( ). A. work B. work out C. work to 满分：2 分 4. A ( ) was the meeting like? B: It was very exciting. A. How
C. Why 满分：2 分 5. The government introduced new regulations ____inflation（通货膨胀）might be brought under control. A. for B. because C. so that D. as for 满分：2 分 6. The popular young doctor is the ____ director of the medical research institute. A. Current B. radical C. average D. typical 满分：2 分 7. The youth centers set up by the city government have ____ those young people to spend their time wisely. A. relieved B. occupied C. enabled D. prohibited 满分：2 分 8. It’s not surprising that as a successful businessman, my friend Martin is n ot ____ he was when he graduated five years ago. A. that B. what
试讲就是真实的上课【虽然没有学生，但要假装有，所以要提问，回答，给答案，讨论】给你一份说课和讲课的范例。参考一下 Module 1 Unit 2 Heroes Lesson 1 Modern Heroes 说课教案 （一）教学内容 1．本课是Unit 2 heroes Lesson 1 Modern Heroes 的第一课时。本单元分别介绍了National hero，History makers，Sports stars 和Superhero。这几篇文章的主题都是hero，但涉及的领域不同，它们融会贯通，承上启下，融为一体。 2．本课是介绍National Hero，是学生比较熟悉和感兴趣的话题，前部分需要介绍杨利伟和神州五号，让学生掌握有关词汇；后一部分是介绍杨利伟乘坐神州五号宇宙飞船遨游太空的情况。 3．本课文出现了较多的定语从句，还有生词较多（有些单词表没有而初中又没有学过），在这样的困难前提下，我引导学生通过culture and background knowledge，结合课本内容丰富自己的知识面，拓宽学生对航天知识的了解，让学生了解航天英雄的成功之路，激发他们的民族自豪感。 （二）学生分析 1．组成情况 职业高中高一学生年龄都在14－16岁之间，大多数学生由于初中的知识基础打得不扎实，而且缺乏主动学习的能动性，自学能力差，对学习没有持有探究性和方向性，也没有养成良好英语学习习惯，所以学习成绩不太理想。 2．学生的知识与技能水平 职业高中招生的学生，基础知识比较薄弱，甚至连音标都不会读，词汇的掌握范围狭窄，影响了阅读，听力和作文。学生的表达能力还是停留在比较低级的水平，面对每幅图片或某个主题只能说出一两句话，而且在阅读上，未能掌握泛读和精读的技巧和方法，课后的预习和复习能力较差，缺乏总结归纳的能力。 3．学生已掌握的学习策略 尽管学生的知识和技能水平一般，但经过了一定时间的训练后，他们还是掌握了pair work, group work, using the culture and background knowledge的阅读技巧。 （三）教学目标 1．通过快速阅读文章，学生能够对每段文章进行归纳总结，准确地把段落主题与所给的headings联系起来。 2．通过仔细阅读，学生能够回答关于文章的细节问题。 3．通过进一步阅读，学生能够学生能用英语对采访自己心目中的民族英雄。并尝试复述课文。 （四）教学策略 教学方法：使用交际法，充分调动学生的积极性，积极参与到课堂教学中，通过师生互动，小组表演的形式，完成各种任务，以达到完成教学任务的途径。 （五）教学过程 第一步导入 T: Good morning, Everyone! Do you like watching movies? Do you know Jet Lee (李连杰)？Do you know one of his famous movie called HERO? What does ‘hero’mean? Who are the heroes in your heart? Do you know Yan Liwei, our national hero? 第二步介绍文章人物 T: Open your books, and turn to page 100 and 101. Let’s read two passages about Shenzhou V
2020教师编制考试小学英语试讲教案《What are you going to do?》 Ⅰ.Teaching Aims Knowledge aim:Students can read and learn the phrases 'take a trip / read a magazine / go to the cinema，tomorrow /tonight/ this morning/ this afternoon.’as well as the sentence pattern “What are you going to do(this afternoon/morning/evening/…)? I’m going to ….” Ability aim:Through activities and group works，students can express their plan correctly. Emotional aims:Students can improve the confidence of learning English, and not afraid of speaking English in class; Ⅱ.Teaching Key Points Master the phrases and sentence structure”what are you going to do?I’m going to...” Ⅲ.Teaching Difficult Points Students can improve the confidence of learning English, and not afraid of speaking English in class; Teaching Methods： Communicative Approach,Task-based Language Teaching, Situation Teaching, Method Audio-Lingual Approach Ⅳ.Teaching Aids phrases card,tape recorder
《大学英语》二级课程教学大纲 (College English Band 2) 一、简要说明： 参照国家教育部制订的《大学英语课程教学要求》, 同时根据我校教学资源、学生入学水平以及所面临的社会需求等实际情况, 特制订本《大学英语教学大纲》,作为我校组织非英语专业本科、专升本学生英语教学的主要依据, 用于指导本校的大学英语教学。大学英语课程教学包括听、说、读、写四个部分。 二、课程性质、地位和任务： 大学英语教学是高等教育的一个有机组成部分，大学英语课程是大学生必修的一门基础课程。大学英语教学是以英语语言知识与应用技能、学习策略和跨文化交际为主要内容，以外语教学理论为指导，并集多种教学模式和教学手段为一体的教学体系。 大学英语的教学目标是培养学生英语综合应用能力，特别是听说能力，使他们在今后工作和社会交往中能用英语有效地进行口头和书面的信息交流，同时增强其自主学习能力、提高综合文化素养，以适应我国经济发展和国际交流的需要。 三、教学基本要求和方法： （一）教学基本要求 1.听力能力要求：能听懂英语授课，能听懂日常英语谈话和一般性题材讲座，能基本听懂慢速英语节 目，语速为每分钟110词左右，能掌握其中心大意，抓住要点。能运用基本的听力技巧。 2.口语能力要求：能在学习过程中用英语交流，并能就某一主题进行讨论，能就日常话题和英语国家 的人士进行交谈，能就所熟悉的话题经准备后作简短发言，表达比较清楚，语音、语调基本正确。 能在交谈中使用基本的会话策略。 3.阅读能力要求：能基本读懂一般性题材的英文文章，阅读速度达到每分钟60词。在阅读篇幅较长、 难度略低的材料时，阅读速度达到每分钟90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。能在阅读中使用有效的阅读方法。 4. 写作能力要求：能完成一般性写作任务，能描述个人经历、观感、情感和发生的事件等，能写常见 的应用文，能就一般性话题或提纲在半小时内写出90词的短文，内容基本完整，用词恰当，语意连贯。能掌握基本的写作技能。 5.推荐词汇量：掌握的词汇量应达到2800个单词和800个词组，其中1000为积极词汇。要求学生能 够在认知的基础上熟练运用。 （二）教学基本方法 1. 授课以英语为主，汉语为辅；精讲多练，讲析与操练相结合；以学生为中心，积极引导学生参与小 组讨论，角色扮演等课堂活动；根据学生具体情况，适当融入各类有针对性的教学方法，如：句型操练，背诵与默写；运用启发式教学手段，调动学生学习积极性，激发学生思辨能力。 2. 课内外相结合，讲习与讨论相结合；根据学生具体情况，适当增加文化内容和背景知识的介绍; 适 当采用有针对性的教学方法，如:限时阅读，归纳总结等。 四、授课教材及主要参考书目： 1. 《全新版大学英语》（综合教程）第二册 2. 《全新版大学英语》（综合教程教师用书）第二册 3. 《大学体验英语听说教程》第二册 4. 《大学体验英语快速阅读教程》第二册 五、学分和学时分配： 本课程共256学时，16学分。二级64学时，4学分。根据我校学生的实际情况，本学期原则上完成8个单元《全新版大学英语（综合教程）》讲授内容，每单元6学时；完成18个单元《大学体验英语快速阅读教程》讲授内容，每单元0.5学时。另外4学时安排小测与期末复习。学时安排可根据具体情况适当调整。
高校教师资格证 （教案） 申请人： 申请科目：英语 工作单位： 身份证号：
Teaching Plan Teacher: Target Audiences: second-year college students of non-English major Material Selection：Looking for a job after university?First, get off the sofa from New Standard College English, Text A, Unit 1, Book 4 1. Teaching material 1. To promote the students to know the individual examples of job searching and problems after graduation. This unit is intended to provide some effective suggestions of finding a job for the undergraduates. After learning it, students are expected to understand the present employment condition and make necessary preparations for their future job hunting in advance. 2. Scan the text and understand the structure and useful expressions. 2. Time allocation 1st period: careful explanation of words and expressions 2nd period: understanding the text 3rd period: post-exercises and extensive exercises 3. Teaching aims Knowledge objects To study the usage of new words and phrases. To make the Ss know how to understand the word meaning from the aspects of the text context. To finish some exercises. Ability objects To develop t he Ss? abilities of speaking, reading and writing. Focus on ability of speaking. 4. Key and difficult points Key point: how the parents should do when helping their sons or daughters find a job. Difficult points: 1. usage of new words and expressions; 2. organizing a talk about the experiences of finding jobs by their own words. 5. Teaching approaches 1. Students centered approach 2. Group discussion Teaching procedures 1. Background Information: asking the students thinking about a question: what was the social background in the year of 2008 to 2009? In 2008-2009, because of the global financial crisis and the recession, many employers were reducing their workforce. So for the graduates in that period, finding a job became harder and harder. After their final exams, some students rested in the summer before looking
小学四年级下册Unit 1 Our School 教案 教师：黄小燕对象：四年级课时：40 minutes 课题：Unit 1 Our School 第二课时 教学目标：让学生熟练掌握单词art room, computer room, music room, TV room, wash room. 教学重点、难点、：掌握part B部分的五个单词，以及这几个单词中room的构词功能。 教具准备：单词卡片，图片，多媒体课件，声音。 教学过程： 一：课堂导入（2分钟） T: Hello, kids! Nice to meet you again! Last time, we have learned the part A of unit1 our school. Now ,let’s go over what we learn. 二：复习（5分钟） Guess, where am I? 1.T: Look at me. I am playing basketball. Where am I ? S: playground. T: Good! Playground. (教师出示卡片) 2.T: Ok, listen carefully! Wow ,the flowers are so beautiful. Where am I? S: garden. T: garden?(教师怀疑的表情) T: yes, you are right. Garden. 3.T: Be quiet! Many students are reading books. Where am I? Who knows? Hands up, please! S: library. T: Is she right? T: You are so clever. 4.T: Now, class is over. I’m so hungry, where should I go to have dinner? S: canteen. T: very good! 5.T: This is my homework. I must hand it in to teacher. Where should I go? Put up your hand, please. S: teacher’s office. T: oh! Wonderful. Let’s clap for her. 教师总结上节课的单词，带读。 三：呈现新课（12分钟） 1、过渡（2分钟） T: Well done! You do a good job. Today, we continue our lesson, unit1 our school, part B. Open your book, turn to page7. let’s chant. Read the context and do the action. Do as I do. Let’s chant: School days, School days. What a lot of fun! Read in the library.
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
《高职高专教育英语课程教学基本要求》
《高职高专教育英语课程教学基本要求》所列常用短语A be able to do sth. 能，会 along with 和…一起，除了…之外 be about to do sth. 刚要，即将 not only…but also 不但而且 above all 首先，尤其是 amount to 总计，等于 have access to 有…的机会，有…权利 be angry with 生（某人的）气 by accident 偶然 one after another 一个接一个地，接连地according to 根据。按照 one another 相互 on account of 因为，由于 be anxious about 为…而忧虑 take into account 把…考虑进去 any but 除….之外人和事（物），绝非accuse of 指控，控告 apart from 除…之外 be accustomed to 习惯于 appeal to 吸引，呼吁，上诉 adapt to 适应 apply to 应用 add to / add… to 为…增添，增加 apply for申请 add up to 合计达 as…as 象…一样 in addition 另外，加之 as for / to 至于，关于 in addition to 除…之外，（还）） as if / as though 好像，仿佛 adjust to / adjust …to 适应于 as soon as …possible 尽快 in advance 预先，提前 as / so long as 只要，如果 gain / have an advantage over 胜过，优于 as well 也，又 take advantage of 利用，趁….之机 as well as 也，既…又 be afraid of 害怕 aside from …暂且不谈，除…之外 again and again 反复地，再三地 ask for 要，要求 once again 再一次 assign sth. to sb. 分配，布置
1. The problem ________ when the students refused to do their homework. A. arose B. aroused C. rose D. raised 2. When he suddenly ________ up the subject of genetic engineering, there was an embarrassed silence. A. took B. brought C. showed D. came 3. ________ so many people in the United States been out of work as today. A. More than ever before B. In the past, there have never C. Never before have D. Formerly, there never were 4. It ________ as a shock to realize that I was not alone in the room. A. came B. appeared C. arrived D. reached 5. Since William had been seriously ill for several months, his parents were worried about ________ to return to school full-time. A. he wanted B. he wanting C. him to want D. his wanting 6. The association is ________ to raising funds to help the blind. A. conducted B. committed C. concentrated D. concerned 7. I won't ________ those children making a noise in my house! A. allow B. let C. have D. permit 8. The TV station, in ________ to massive popular demand, decided to continue the soap opera (肥皂剧). A. regard B. relation C. respect D. response
大学英语四级专项训练——听力教案 一、教学时间: 2008年上期 二、授课类型: 理论与实训课 三、授课题目:大学英语四级听力专项训练 四、教学目的: 提高学生的把握英语对话、篇章等的信息把握能力及准确度，使学生掌握一定的听力技巧，顺利通过大学英语四级考试。 五、教学要求: 能基本听懂语言难度中等的短对话、长对话及一般性题材的文章，掌握中心大意以及说明中心大意的事实和细节，并能进行一定的分析，推理和判断，领会说话者的观点和态度。 六、教学重点和难点: 如何快速把握对话及篇章的中心，如何准确抓住、理解说明中心的细节材料，即如何提高听力理解的准确度。 七、教学基本内容: （一）四级英语听力四大题型简介 （二）四级英语听力的题型分析、命题规律和解题技巧 短对话short conversations 长对话（Long Conversations）： 短文（short passages） 复合式听写(Compound Dictation) （三）听力冲刺自我训练 （四）考场听力应试小窍门 八、教学方法和手段：讲解法，练习法，模拟考试 九、实施步骤：学生试做——技巧讲解——技巧练习——小型测试 十、作业：四级模拟试题听力每周一套，复合式听力每周三篇 十一、参考资料： 《（恩波）大学英语四级考试专项训练突破》； 《（恩波）大学英语四级考试核心密卷》； 历年四级真题； 四级模拟试题； 复合式听力材料 十二、课后小结：
四级专项训练——听力讲义 一、四级英语听力四大题型简介 听力理解题量大，有46道之多，（249分）)总分的35%。分成ABC三个小部分，用时35分钟。 Section A短对话部分，8组对话，只听一遍间隔5秒。每个对话设一个小题,要求同学们根据对话内容从四个选项中选择正确答案。短对话一般是在一男一女之间进行的一问一答。问题一般由先讲话的人提出。题目均以问句形式出现，其中多数是特殊疑问句。 长对话，共有两篇，针对每篇长对话的问题可能会有3-4个，共七题。占听力总分百分之五。长度一般在6-20句之间，字数在120-250字之间。速度是每分钟130词。与短对话相比，长对话涉及的内容更深入，人物态度，语气，情感变化更复杂，一般不能简单依赖某个关键词来判断整篇对话的含义。一人一句的短对话涉及的只是一个“点”，而长对话涉及的是一个“面”。短对话的答案一般是“显而易见”的，而长对话有时更依赖于推断和判断。长对话部分要求同学们对信息量瞬间记忆和瞬间提炼的能力更强。尽管如此，长对话必然有一个中心议题，对话双方都是围绕该中心而展开话题，对于长对话而言，做出正确选择的关键就是把握住对话的中心思想。 Section B短文理解，。这部分由三篇文章组成，每篇短文后有3~4道题，每题为一个问句，共10个小题，录音的语速为130~150WPM，文章的篇幅为150~250左右。主要考查语音识别能力，语言理解能力、短期记忆力、和快速判断能力。很多同学都曾有过这样的感觉，做小对话题型时问题不大，提高也较快，但到了短文部分却往往觉得不知所云，经过练习提高也并不明显，有时甚至觉得听懂了，做题时却无从下手。小对话属于日常口语对话内容，理解和记忆都不构成太大的负担，段落理解题文章篇幅长，信息量大，复杂句多，题材范围广，每一段的主题和相关词都不一样，似乎没有什么规律可循，在录音只放一遍的条件下很容易难倒考生。如何迅速抓住文章脉络，把握考点；和对段落题出题规律的了解。如果增加一些这方面的意识，面对试题就可以从容不迫了。真正做到不论短文内容有何变化我们都能胸有成竹，轻松应考。 Section C是复合式听写，复合式听写由两部分组成。用时25分钟。第一部分为8个单个单词的听写,要求考生在每个空格中填入一个所缺单词，第二部分是是补全信息3个句子(并列、复合句和主从复合句)要求考生根据所听内容写出要点。允许用自己的语言。尽量写出原句，至少指示内容的关键词或短语要体现出来，可以用同义近义词替换，但绝不能过度发挥，自编自创，或出现明显的语法错误。全文是一段250个单词左右的短文，朗读三遍。第一遍是全文朗读,没有停顿，要求考生听懂大致内容。第二遍朗读时，第一部分在每个空格后稍有停顿，让考生填入所缺单词，第二部分之后停顿稍长,大约45秒钟。让考生根据所听到的内容写出主要意思。第三遍与第一遍一样，没有停顿，供考生进行核对。“复合式听写”这一题型，它比听力选择题更强调语言综合运用能力。复合式听写是综合考核考生辨音、拼写、做笔记和书面表达等多种能力的一种题型。从文体类型上看，97年为故事，98年为人物传记，2001以后全部为说明文，难度在增
初中英语教师试讲教案公司内部档案编码：[OPPTR-OPPT28-OPPTL98-OPPNN08]
Identify possessions 表示拥有 Part 1: lead-in . I have got a brother and a sister. Have got 表示拥有=have (口语) （书面语） We have got a dog. = we have a dog. We have got a cat. = we have a cat. Part 2 : detail study 人称区分： I/YOU/WE/THEY: have/have got . I have got a computer. You have got a good friend. We have got many books in our school. They have got a new car. HE/SHE/IT: has/has got . She has got brown hair. He has got two sisters. An elephant has got a long nose. 否定：have got ——>have not got has got ——>has not got
男：Can I use your mobile phone, please 女：Sorry, I haven’t got a mobile phone. I haven’t got a mobile phone. = I don’t have a mobile phone. = I haven’t a mobile phone. Haven’t = don’t have = haven’t got . She hasn’t got a brother.(模拟改句) 练习：please make negative sentences. 例一：不倒翁 例二：上学方式 疑问：have提前 . Have you got a car 另外两种表达方式： Do you have a car Have you a car . Has she got a brother (模拟改句) have/has 也可做实义动词 例一：have a meal have a breakfast have a lunch have a dinner have a good time have English have a rest have some water have sport
1 题目：my school 2 内容： 单词：computer room, art room. music room, playground 对话：Wu yifan: this is my school. John : cool! Do you have a music room? Wu yifan: Yes, we do. it is on the first floor. 3 基本要求： 讲解重点单词试讲时间为10 分钟配合适当板书 试讲示范逐字稿： Good morning, everyone. I’m No.9. My topic is my school. Can I start my class?(Ok, thank, you.) warm up Hello, boys and girls. How are you? Oh, I’m fine. Thank you! Today, we have two groups. You’re G1, G1 hands up. good! You’re G2, Who is G2, Yes, you’re great. I’ll give two apple trees for you. if you do better, you can get an apple. So guys, come on! Today we’ll learn My school. First, let’s sing a song together , ok? ok?! Good, this is the way we go to school, go to school, go to school, this is the way we go to
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