现代大学英语口语3教案
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高职2011—2012(1)现代大学英语精读3课程设计课程教学目标:1.全面开展各项技能的训练。
在继续抓紧听说的前提下,努力加强对写作和翻译能力的训练。
指导学生进行广泛阅读。
口语应过渡到较长的叙述、描写、以及初步的分析和辩论等能力的培养上。
2.借助构词法,大力扩充词汇。
使总词汇量再增加2000左右,达到大纲要求的6000词左右的指标。
加上各类派生词,为大量阅读开辟道路。
通过练习使学生掌握基础阶段重点词、结构词;常用短语动词;基础的动词用法模式;常用的同义词、反义词;常用的可以含有多种用法的词;以及常用的词组、搭配、习惯用语。
3.语法要注意三点:一是继续补上重要的缺项;二是继续狠抓中国学生的弱项(如从句、分词、动名词、不定式和介词短语的句法作用;人、数、格、性等的一致;句子的连接;各种动词形态的恰当选择等等),更加突出句法方面;三是更加重视语法在实际中的实用功能,要按概念(如怎样表达因果关系、如何进行比较、如何起承转合等),从另一个角度提升学生对语法的掌握和运用能力。
4. 全面提高学生独立工作能力,养成使用基本工具书(首先是英英词典)以及对教材内容进行分析、批判、评论的能力。
课程内容提要:教学的基本内容包括八个方面:1.英语语音:系统介绍英语语音和语调的知识,使学生掌握英语的发音、语流的规律、语调朗读、表达思想并进行交际。
2.英语语法:重点掌握英语语法的核心项目,提高恰当运用英语语法的能力。
3.英语阅读:培养英语阅读理解能力,提高学生的阅读速度和阅读技能。
4.词汇:讲授构词法的知识,多掌握词汇的结构,从而扩大词汇量。
5.英语听说:把英语听力和英语口语相结合。
使学生能够听懂中等难度的听力材料,并能正确表达自己的观点,进行比较恰当地复述、讨论。
6.翻译:努力加强翻译能力训练,使学生掌握英汉双语翻译的基本理论,各种文体的翻译技巧和英汉互译的基本能力。
7.英语写作:加强写作能力的培养,通过背诵名篇等各种形式训练学生的写作技巧,培养学生写作的习惯,为论文写作打下坚实的基础。
现代大学英语(第三版)精读3教学课件B3U5 一、教学目标本节课的教学目标主要包括以下几个方面:1.学习和掌握课文中的关键词汇和短语;2.理解和运用课文中的语法结构;3.提高学生的阅读理解能力;4.培养学生的听说能力。
二、教学重点1.学习课文中的重要词汇和短语;2.理解课文内容及其主旨;3.运用所学的语法结构进行口头表达。
三、教学准备1.课文教材:《现代大学英语(第三版)精读3》第5单元;2.PowerPoint课件;3.录音设备。
四、教学流程1. 导入(5分钟)•老师简要介绍本课的主题和教学目标;•引发学生的兴趣,同学们可以分享一下自己在英语学习中的困惑或需求。
2. 课文预习(10分钟)•老师通过展示PPT课件,帮助学生快速了解课文的主题和大意;•学生们可以在课前预习的基础上,分享自己对课文的理解。
3. 课文讲解(20分钟)•老师通过PPT课件,逐段讲解课文的重点内容,并解释关键词汇和短语的含义;•学生在听讲的同时,可以进行积极的互动和提问。
4. 听力练习(15分钟)•老师播放与课文内容相关的录音;•学生们在听录音的过程中,积极倾听并做好相应的笔记;•老师播放完毕后,学生可以互相讨论和核对自己的听写结果。
5. 语法学习(15分钟)•老师针对课文中出现的重要语法结构进行讲解和例句演示;•学生们可以通过练习题进行巩固和运用。
6. 阅读理解(20分钟)•学生们根据课文内容,完成相关的阅读理解练习;•老师可以组织学生进行小组合作,互相讨论答案。
7. 口语表达(15分钟)•学生们通过小组讨论的方式,使用课文中的语法结构和词汇进行口头表达练习;•老师可以在小组之间展开比赛,鼓励同学们积极参与。
8. 总结与作业布置(5分钟)•老师对本节课的内容进行小结,并强调学生在课后的学习重点;•布置相关的作业,例如完成课后习题或写一篇与课文相关的作文。
五、教学反思本节课采用了多种教学方法和手段,旨在激发学生的学习兴趣,培养他们的综合语言能力。
Lesson One Your College YearsI. Teaching Objectives:After learning this unit, students are supposed to:1)get familiar with some grammatical points;2)get to know what college is designed to be3)get a list of the new words and expressions and be able to use them freely in writing and daily conversation;4) have a thorough understanding of the whole text:Your College Years5) retell the text as a wholeII.Listening and speaking activities1.Listen to the recording of the text and fill in the blanks about the main ideas of the article.2.Talk about the purpose of your college years.III. Reading Comprehension and Language Activities1. Pre-reading discussions:1)Being a college student for more than one year, have you realized your changes?What are they?2)What’s your opinion about the purpose of a college?•Identity Crisis (认同危机)•A) A psychosocial state or condition of disorientation and role confusion occurring especially in adolescents as a result of conflicting internal and external experiences ,pressures, and expectations and often producing acute anxiety .•B) An analogous state of confusion occurring in a social structure , such as an institution or a corporation.•Southwestern Baptist Theological Seminary•Southwestern Baptist Theological Seminary, located in Fort Worth , Texas ,is aprivate ,non-profit institution of higher learning associated with Southern Baptist convention whose stated mission is“to provide theological education for individuals engaging in Christian ministry .”It is one of the largest seminaries in the world and is credited by the Associations of Theological schools and also by the Southern Association of Colleges and Schools toward diploma, masters and doctoral degrees. The school uses the Baptist and Message as its confession of faith .3. About the text:It’s about the author’s idea towards the college years. It can be divided into six parts:Part 1 (para.1) Introduction: College students will go through key changes in their college years.Part 2 (Para. 2-6) Establishment of college students’personal sexual and social identity in the college.Part3 (para.7) Affirmation of personal values such as religious faith, their values, and their morals.Part 4 (para.8 ) Development of new ways to organize and use knowledge.Part 5(para.9) Expansion of their world knowledge.Part 6 (para.10) Summary: College students are growing in their understanding of themselves, others and the world in which they live.4. Language points1) Words and expressionsto handle(1)to turn, to lift or turn with the handsThis box contains delicate china .Please handle with care .(2)to operate with handsThis computer is easy to handle .(3)to manage control or cope withThank you . But I can handle it myself .handle n. 把,柄This knife has a carved handle.to apply(1)to make a formal and usually written request for a job , position , permission etcShe is applying for a scholarship(2)to use a method , law ,principle etc in a particular situation(3)applicant n. the one who appliese.g. We should apply this theory to practice.(4)to affect or concern somebody or somethingNot all natural laws can apply to human society .(5)to bring something into nearness or contact with somethingApply some of this ointment to the swollen part ,and the pain will soon be gone .application n.2). Grammatical structure•I knew we had them licked.•She’d never say a word about all the weeks he’d been away, not leaving us a cent for food.•I found myself seeing my father in a different way and relating to him as a friend whom I could encourage.•It seemed to me then that he was always showing off.5. Post-reading discussion:What are your goals for the college years?如有侵权请联系告知删除,感谢你们的配合!。
现代⼤学英语第⼀册教案unit3Lesson Three Message of the LandI. Teaching ObjectivesExplain the style of interviews;Make the students re-think the changes in social values, attitudes, and life styles with the development of industrialization;Explain two word-formation skills:○a Noun/V+ …ful Adj○b…Un?+ Adj AntonymIntroduce some cultural differences in translation to arouse the students? awareness of these phenomena;II. Teaching Process2.1I ntroduction to the TextThis text is different from the previous two, which are both stories. Our present text is an essay in a very broad sense of the word, for it was written down by the writer who interviewed a farmer and his wife. Since the end of World War II it has become popular for writers to interview people, record what they say and, after some, not too much, editing, publish these people?s stories in book form.The style of such “writing” is colloquial. The language is straightforward. The sentences are generally short. When we read the text, we feel as if we were sitting face to face with the couple, listening to their stories and experiences, sharing joys and sorrows.Do you know what these nicknames refer to?Land of the Rising Sun Land of the Rose Land of the Shamrock Land of Cakes Land of Golden Fleece Land of Thistle Land of the stars and stripesShamrock [′??mr ?k] 三叶草(爱尔兰的国花)Fleece ⽺⽑Thistle [′θ?s ?l] 苏格兰的国徽stripe[stra ?p] 条纹AuthorPira Sudham is considered Thailand's leading English language writer, who was nominated 提名 for the 1990 Nobel Prize for Literature. His literary works are concerned with social-economic-political changes occurring in Thailand. Widely read and highly acclaimed, his books have given an expedient voice to the poor and the voiceless.Bangkok, population 8,538,610 (1990), is the capital and largest city of Thailand. The city is located on the east bank of the Chao Phraya River, near the Gulf of Thailand. Bangkok is one of the fastest-growing, most economically dynamic and socially progressive cities in Southeast Asia. It is also one of the world's most popular tourist destinations. Bangkok is the economic center of Thailand.The city contains many Buddhist 佛教temples. Buddhism Scotland Japan U.S.A Ireland England Australiais Thailand's main religion. 94% of Thai people are Buddhist. The other are Muslim, Catholic罗马天主教的or Chinese. Monks are more suited to reach enlightenment because they follow a strict way of life far from material attachment. Their life is based on 227 monastic rules and 5 major precepts, i.e. no sex, no lies, no robbery, no alcohol, no killing.In a temple, some men have been monks for decades but there are also some men who became monk only a short time ago. They do it in order to bring merit to their parents ("THAM BUN"). A boy is not a man if he hasn't been a monk once in his life. Even the King of Thailand Rama 9had been a monk for one month. In old days this period was three months. Now it can be only a few weeks or a few days. Some families still refuse to marry their daughter if the future husband hasn't ever been amonk. It means that he isn't ripe enough.In a bus, seats in the back are reserved to monks. If a woman is sitting there, she should leave because a woman cannot touch a monk.2.2 Main Parts of Text APart One (P1 to P7): This part is the wife?s attitudes, and can be further divided into two small sections. Section One, from Paragraph 1 to Paragraph 3, mainly tells us about her family members and how their children left. Section Two, from Paragraph 4 to Paragraph 7, deals with the changes that the wife cannot adjust to.Part Two (P8 to P11): This part is the husband?s views. The man?s speech is shorter but touches something deeper --- what he thinks are the roots of all evils. He also tells us what joys he finds in life and in farming.2.3 Detailed Discussion of the Textto belong to sb: to be owned by sb.eg: Who does the Mobil phone belong to?It was I who stayed with my parents till they died.(1)Learn how to use the emphatic form “it is/was…that/who…”Eg. It was my sister who went to teach in a village school upon graduation.My husband moved into our house as is the way with usin Esarn. (1)(When we got married) my husband came to live in our house. It was the tradition here in Esarn that the bridegroom新郎should come to live with the bride?s family.Q: how is the custom in Esarn different from Chinese tradition?In traditional Chinese families, usually it is the daughter who will leave her parents after getting married and move into the husband?s family. Therefore, traditionally, daughters have no rights to inherit the property of their parents? family. In Esarn, it seems to be the opposite.“as” in a relative clauseAs is known to all, China first created the use of compass.( as – subject of the clause)In a bus, seats in the back are reserved to monks. If a woman is sitting there, she should leave because a woman cannot touch a monk.infancyn. a. early childhood婴⼉期b. early stage of development or growth初期,摇篮期In the past, many children died in infancy.基因的;遗传的;Genetic engineering is still in its infancy.a. infantile[′?nf(?)nt??l] 婴⼉的,幼⼉的n. infant幼⼉;婴⼉In the past, many children died in infancy.The rest, two boys and two girls, went away (1)Our other children –two boys and two girls left as soon as we had the money to buy them jeans.“to buy jeans for them”在这⾥具有⼀种象征意义,象征着孩⼦们刚⼀长⼤,条件刚⼀允许,他们就⽴即离开了家。
教学对象:大学英语三级学生教学目标:1. 理解课文内容,掌握课文中的重点词汇和短语。
2. 培养学生的阅读理解能力,提高阅读速度。
3. 培养学生的写作能力,提高写作水平。
4. 增强学生的听说能力,提高口语水平。
教学重点:1. 课文中的重点词汇和短语。
2. 阅读理解技巧。
3. 写作技巧。
教学难点:1. 课文中的复杂句子和段落。
2. 阅读理解中的推理判断。
教学准备:1. 课文教材《新标准大学英语》综合教程3。
2. 课件或黑板。
3. 阅读理解练习材料。
4. 写作练习材料。
教学过程:一、导入(5分钟)1. 利用多媒体展示与课文相关的图片或视频,激发学生的学习兴趣。
2. 提问:同学们对课文主题有何了解?二、课文讲解(30分钟)1. 介绍课文背景和作者。
2. 逐段讲解课文,讲解过程中注重词汇和短语的学习。
3. 分析课文中的复杂句子和段落,帮助学生理解。
三、阅读理解(20分钟)1. 分组讨论课文内容,让学生在讨论中提高阅读理解能力。
2. 进行阅读理解练习,讲解答案,引导学生掌握阅读理解技巧。
四、写作训练(20分钟)1. 提供写作话题,让学生根据话题进行写作。
2. 讲解写作技巧,指导学生如何提高写作水平。
五、课堂小结(5分钟)1. 总结本节课所学内容,强调重点和难点。
2. 提醒学生课后复习课文,巩固所学知识。
六、课后作业1. 复习课文,掌握课文中的重点词汇和短语。
2. 完成阅读理解练习,提高阅读理解能力。
3. 根据写作话题,撰写一篇短文。
教学反思:本节课通过导入、课文讲解、阅读理解、写作训练等环节,使学生在轻松愉快的氛围中掌握了课文内容,提高了阅读理解能力和写作水平。
在今后的教学中,我将注重以下几点:1. 关注学生的个体差异,因材施教。
2. 加强课堂互动,提高学生的参与度。
3. 注重培养学生的自主学习能力,提高学生的综合素质。
教学目标:1. 学生能够理解课文主旨,掌握文章结构。
2. 培养学生的听力技能,提高对音乐欣赏的鉴赏能力。
3. 扩大学生词汇量,增强语言表达能力。
4. 培养学生的思维能力和创新意识。
教学重点:1. 如何欣赏音乐的三种层次:感官层次、表达层次和音乐层次。
2. 如何在音乐欣赏中运用英语表达自己的感受。
教学难点:1. 学生对音乐欣赏层次的理解和运用。
2. 学生在音乐欣赏过程中如何运用英语进行表达。
教学准备:1. 教学课件(包括课文翻译、词汇、练习题等)。
2. 音乐作品(如古典音乐、流行音乐等)。
3. 录音设备。
教学过程:一、导入1. 教师简要介绍本节课的主题:How We Listen。
2. 学生分享自己对音乐欣赏的理解和经验。
二、课文学习1. 教师引导学生阅读课文,讲解重点词汇和短语。
2. 学生跟读课文,加深对文章内容的理解。
3. 教师引导学生分析课文结构,总结文章主旨。
三、音乐欣赏1. 教师播放不同风格的音乐作品,让学生进行欣赏。
2. 学生分享自己对音乐作品的感受,运用英语表达自己的观点。
3. 教师引导学生分析音乐欣赏的三种层次,让学生在欣赏过程中体会不同层次的特点。
四、课堂练习1. 教师布置练习题,让学生巩固所学知识。
2. 学生完成练习,教师批改并讲解。
五、总结与拓展1. 教师总结本节课的重点内容,强调音乐欣赏的三种层次。
2. 学生分享自己在音乐欣赏过程中的心得体会。
3. 教师布置课后作业,要求学生欣赏一首自己喜欢的音乐作品,并运用英语撰写一篇欣赏文章。
教学反思:本节课通过引导学生欣赏音乐、分析音乐欣赏层次、运用英语表达感受等方式,培养学生的听力技能和语言表达能力。
在教学过程中,要注意以下几点:1. 注重学生的参与度,鼓励学生积极发言。
2. 结合实际生活,引导学生运用所学知识。
3. 注重培养学生的创新意识和思维能力。
4. 注重课后作业的布置和批改,确保教学效果。
现代大学英语精读1-4册大纲及教案现代大学英语精读1-4册大纲及教案一、教材概述《现代大学英语精读》是中国大学英语教学研究会主编的一套综合性教材,共分为1-4册,用于高校本科英语专业或非英语专业学生的英语阅读教学。
该教材的目标是培养学生的阅读能力,提升其英语交流和写作能力。
二、教学目标1. 培养学生对英语文章的阅读理解能力;2. 培养学生的英语写作能力,使其能够进行英文写作;3. 培养学生的英语听力和口语能力,提高其英语交流能力;4. 培养学生的独立学习能力,提高其自主学习能力。
三、教学内容与安排1. 《现代大学英语精读1》本册共10个单元,包括文章阅读、词汇训练、听力训练和口语训练,旨在帮助学生提高阅读理解能力和听说能力。
每个单元包括以下教学内容:- 预习导入:通过复习所学词汇和引入相关话题,激发学生学习的兴趣;- 文章阅读:学生阅读一篇有关话题的文章,并回答相关问题,培养其阅读理解能力;- 词汇训练:帮助学生学习文章中的生词和短语,并进行相关的词汇练习;- 听力训练:提供与文章话题相关的听力材料,让学生提高听力理解能力;- 口语训练:通过对话和口语练习,训练学生的口语表达能力。
2. 《现代大学英语精读2》本册共12个单元,内容包括了不同主题的文章阅读、词汇练习、听力练习和口语训练。
教学内容安排如下:- 预习导入:导入本单元的主题,激发学生兴趣;- 文章阅读:学生阅读一篇较长的英语文章,并回答相关问题,提高理解能力;- 词汇训练:学习并掌握文章中的生词和短语,进行词汇练习;- 听力训练:提供与文章话题相关的听力材料,训练学生的听力理解能力;- 口语训练:通过对话和口语练习,提高学生的口语表达能力。
3. 《现代大学英语精读3》本册共10个单元,每个单元都包括了与不同主题相关的文章阅读、词汇练习、听力练习和口语训练。
教学内容安排如下:- 预习导入:引入本单元的话题,激发学生学习的兴趣;- 文章阅读:学生阅读一篇相关主题的英语文章,提高其阅读理解能力;- 词汇训练:学习文章中的生词和短语,进行词汇练习;- 听力训练:提供与文章话题相关的听力材料,训练学生的听力理解能力;- 口语训练:通过对话和口语练习,训练学生的口语表达能力。
课程名称:全新版大学英语第三册授课教师:[教师姓名]授课班级:[班级名称]授课时间:[具体日期]教学目标:1. 提高学生的英语阅读理解能力,帮助学生掌握文章的主旨和大意。
2. 培养学生的英语写作技巧,提高书面表达能力。
3. 增强学生的英语口语表达能力,提高课堂互动和交流能力。
4. 引导学生了解并掌握相关语法知识,提高英语综合运用能力。
教学重点:1. 文章主旨和大意的把握。
2. 语法知识:时态、语态、非谓语动词等。
3. 写作技巧:段落结构、论点论据的运用等。
4. 口语表达:课堂互动、小组讨论等。
教学难点:1. 复杂句型的理解和运用。
2. 写作中的逻辑性和连贯性。
3. 口语表达中的流利度和准确性。
教学过程:第一课时1. 导入新课- 利用图片、视频等方式激发学生学习兴趣。
- 复习上一课所学内容,导入本课主题。
2. 预读- 学生快速浏览课文,了解文章大意。
- 提出问题,引导学生思考。
3. 阅读理解- 学生细读课文,回答问题,加深对文章的理解。
- 教师点评学生的答案,纠正错误。
4. 语法讲解- 介绍本课涉及的语法知识,如时态、语态等。
- 通过例句和练习,帮助学生掌握语法知识。
5. 写作训练- 学生根据课文内容,完成写作练习。
- 教师点评学生的作文,指出优点和不足。
6. 课堂小结- 总结本课所学内容,强调重点和难点。
- 布置课后作业。
第二课时1. 复习上节课所学内容- 回顾课文内容,检查学生的预习情况。
2. 阅读理解- 学生继续阅读课文,完成阅读理解练习。
- 教师点评学生的答案,纠正错误。
3. 语法讲解- 介绍本课涉及的语法知识,如非谓语动词等。
- 通过例句和练习,帮助学生掌握语法知识。
4. 写作训练- 学生根据课文内容,完成写作练习。
- 教师点评学生的作文,指出优点和不足。
5. 口语表达- 学生进行口语练习,如角色扮演、小组讨论等。
- 教师点评学生的口语表达,纠正错误。
6. 课堂小结- 总结本课所学内容,强调重点和难点。
Lesson One Your College YearsI. Teaching Objectives:After learning this unit, students are supposed to:1)get familiar with some grammatical points;2)get to know what college is designed to be3)get a list of the new words and expressions and be able to use them freely in writing and daily conversation;4) have a thorough understanding of the whole text:Your College Years5) retell the text as a wholeII.Listening and speaking activities1.Listen to the recording of the text and fill in the blanks about the main ideas of the article.2.Talk about the purpose of your college years.III. Reading Comprehension and Language Activities1. Pre-reading discussions:1)Being a college student for more than one year, have you realized your changes?What are they?2)What’s your opinion about the purpose of a college?•Identity Crisis (认同危机)•A) A psychosocial state or condition of disorientation and role confusion occurring especially in adolescents as a result of conflicting internal and external experiences ,pressures, and expectations and often producing acute anxiety . •B) An analogous state of confusion occurring in a social structure , such as an institution or a corporation.•Southwestern Baptist Theological Seminary•Southwestern Baptist Theological Seminary, located in Fort Worth , Texas ,is a private ,non-profit institution of higher learning associated with Southern Baptist convention whose stated mission is “to provide theological education for individuals engaging in Christian ministry .”It is one of the largest seminaries in the world and is credited by the Associations of Theological schools and also by the Southern Association of Colleges and Schools toward diploma, masters and doctoral degrees. The school uses the Baptist and Message as its confession of faith .3. About the text:It’s about the author’s idea towards the college years. It can be divided into six parts:Part 1 (para.1) Introduction: College students will go through key changes in their college years.Part 2 (Para. 2-6) Establishment of college students’ personal sexual and social identity in the college.Part3 (para.7) Affirmation of personal values such as religious faith, their values, and theirmorals.Part 4 (para.8 ) Development of new ways to organize and use knowledge.Part 5(para.9) Expansion of their world knowledge.Part 6 (para.10) Summary: College students are growing in their understanding of themselves, others and the world in which they live.4. Language points1) Words and expressionsto handle(1)to turn, to lift or turn with the handsThis box contains delicate china .Please handle with care .(2)to operate with handsThis computer is easy to handle .(3)to manage control or cope withThank you . But I can handle it myself .handle n. 把,柄This knife has a carved handle.to apply(1)to make a formal and usually written request for a job , position , permission etcShe is applying for a scholarship(2)to use a method , law ,principle etc in a particular situation(3)applicant n. the one who appliese.g. We should apply this theory to practice.(4)to affect or concern somebody or somethingNot all natural laws can apply to human society .(5)to bring something into nearness or contact with somethingApply some of this ointment to the swollen part ,and the pain will soon be gone .application n.2). Grammatical structure•I knew we had them licked.•She’d never say a word about all the weeks he’d been away, not leaving us a cent for food.•I found myself seeing my father in a different way and relating to him as a friend whom I could encourage.•It seemed to me then that he was always showing off.5. Post-reading discussion:What are your goals for the college years?。
教学目标:1. 提高学生的英语听力水平,使其能够理解不同口音的英语口语;2. 培养学生的英语口语表达能力,使其能够进行简单的日常对话;3. 增强学生的英语阅读理解能力,使其能够阅读并理解英语文章;4. 激发学生对英语学习的兴趣,提高其学习英语的积极性。
教学重点:1. 听力:不同口音的英语口语理解;2. 口语:日常对话的表达;3. 阅读:英语文章的理解。
教学难点:1. 听力:快速捕捉关键词汇和句子;2. 口语:运用恰当的词汇和语法进行交流;3. 阅读:理解长篇文章的结构和主旨。
教学内容:一、听力部分1. 播放不同口音的英语口语材料,如美式、英式、加拿大式等;2. 学生跟随录音进行听力练习,并尝试回答问题;3. 教师讲解听力技巧,如如何捕捉关键词汇和句子。
二、口语部分1. 教师与学生进行日常对话,如询问天气、介绍自己等;2. 学生分组进行角色扮演,模拟真实场景下的对话;3. 教师点评学生的口语表达,纠正错误,并给予建议。
三、阅读部分1. 分发英语文章,让学生进行阅读;2. 学生总结文章主旨,并回答相关问题;3. 教师讲解文章结构,分析文章的段落和句子,帮助学生理解文章内容。
教学过程:一、导入1. 教师简要介绍本节课的教学目标、重点和难点;2. 学生分享自己对英语视听说的理解和学习经验。
二、听力训练1. 播放不同口音的英语口语材料,学生跟随录音进行听力练习;2. 学生回答问题,教师讲解听力技巧。
三、口语训练1. 教师与学生进行日常对话,学生尝试运用所学词汇和语法进行表达;2. 学生分组进行角色扮演,模拟真实场景下的对话;3. 教师点评学生的口语表达,纠正错误,并给予建议。
四、阅读训练1. 分发英语文章,学生进行阅读;2. 学生总结文章主旨,并回答相关问题;3. 教师讲解文章结构,分析文章的段落和句子,帮助学生理解文章内容。
五、总结1. 教师对本节课的教学内容进行总结,强调重点和难点;2. 学生分享自己在本节课中的收获和体会;3. 教师布置课后作业,巩固所学知识。
教 案(首页)课程名称 口语 授课专业 2006级 商贸系 班 级 1.2.3.4
班
授课方式 课堂讲授(√ ) 实践课(√ ) 考核方式 考试( ) 考查(√ )
课程类别 必修课 公共必修课(√ ) 专业必修课( ) 选修课 公共选修课( ) 专业限选课( ) 专业任选课( ) 课程总学时 136学时 周学时 8学时
学时分配 课堂讲授 120 学时;实践课 16 学时
教 学 目 标
1.培养学生练习英语口语的兴趣及自信心,使其能自觉并积极地参与到口语练习中。教师通过引入生动活泼的话题,是学生有话可说,并且说之成理,达到以英语交流思想的目的,发挥语言的功能。 2.教授学生基本的发音方式,以及一些基本的发音技巧。使学生能独立地正确地拼读音标。比如重音,音调,浊化,连读,吞音的。 3.学生通过口语练习,既能运用所学知识,检验所学知识,又能在练习口语的过程中,发现自己学习中的不足,有目的地进行学习。
使用教材 教材名称 现代大学英语口语3 编(著)者 杨立民 龚雁 金利民 出版社及出版时间 外语教学与研究出版社 2005年11月第1版 指定参考书 现代大学英语口语3 教师用书
教 案 周 次 第1 周,第1 次课 授课时间 2007年 9 月 3 日 授课章节 The wishes and opinions 本(章)节 授课方式 课堂讲授(√ ) 实践课( ) 教学时数 8 1
授 课 要 点
本 (章)
节 教 学 目 标
1.To learn some useful expressions or sentences for Good Wishes、Toasting and Opinion;
2.To convey one’s wishes to others and state own opinion by organizing sentences correctly and decently.
3. To encourage small-group discussion for topics and team-work spirit which are both important for their future study and career.
教 学 重 点 和 难 点
1. Key points: how to organize sentences correctly and fluently to convey wishes and state one’s own opinion. (the learning and using of Lexical Chunks) 2. Difficulties: connect the former knowledge and the newly-learnt sentence pattern together to internalize them; organize student activities and arouse their interest in speaking English.
思考题 或 作 业
Consult more information about the speaking habits of showing wishes and
opinions both in china and in other countries.
教学内容与组织安排 2
Lead-in or warm-up activities (10’); An interesting game for arousing students’ interest for speaking English(20’); Useful expression input (20’); Pair and group practice (30’). Comments and Assignment(10’) The means of organizing class activities: T→SS SS→SS S→S T→S Ⅰ.Lead-in or warm-up activities (10’) 1. For the first class, the teacher gives a self-introduction and set the class rules. 2. Ask students to describe their experiences in summer vacation at least in three words or phrases. (If possible, students can write them on blackboard). 3. Two questions for students to consider: what have you learnt last term and what is your expectation in the new semester? (free talking) Ⅱ. An interesting game for arousing students’ interest for speaking English. (20’) Name: what is the student describing? Direction: one student is describing one object in English and the other students guess what the described object is? words list: Apple monkey football cry laugh hospital tea music taxi toothbrush party hotel dumpling porridge ice-cream flag glass hat playground moon-cake travel… Ⅲ. Useful expression input (20’) Good Wishes All the best! The very best of luck with you! 3. Allow me to offer my warmest congratulations on your wedding! 4. Let me congratulate you on your wedding! 5. May I congratulate you on your wedding anniversary! 6. Please accept my heartiest congratulations. Toasting To your wedding! Cheers! Toast! Let’s drink for your 10th wedding anniversary! Bottoms up! Opinion What do you make of it? What would you say if I … What are you feeling about … What is your action to his objection? How do you feel about … In my opinion, it makes no sense. 3
As I see it, the matter is it is unfair. In my view, jogging is good for health To be frank/ to be honest, smuggling is unavoidable. I’ve nothing to say about it.
Ⅳ.Pair and group practice (30’). Given some situation , for example, in a party or family get-together, how you will express yourself for friendly relationship to others (wishes or toasting), and the teacher encourages students to use the phrases learnt in part Ⅲ. ask students to discuss the third question proposed in partⅠand they can form a group or pair discussion. Each group or pair will present their opinion. And the teacher also encourages students to use the phrases learnt in part Ⅲ. Ⅴ. Comments and Assignment(10’) The teacher summarizes what we have learnt in the class and comments students’ performance by correcting some pronunciation. The teacher also recommend students to practice after class and read references or listen to tapes.