大學(xué)英語(二)教案培訓(xùn)講學(xué)

1、學(xué)英語（二）教案精品文檔（共4冊）清華大學(xué)教案（第二冊）課程名稱 大學(xué)英語（二）教學(xué)單位大學(xué)英語教研室主講教師 職稱課程性質(zhì)公共基礎(chǔ)必修總學(xué)時 240 總學(xué)分14授課班級總?cè)藬?shù)課程授課學(xué)期 4學(xué)期起止時間 2016年 09月至2018 年07 月本冊教案用于第 2學(xué)期 起止時間2017 年02 月 至2017 年07 月所用教材及編者全新版大學(xué)英語綜合教程2（李蔭華總主編）（上海外語教育出版社 2014年6月第2版）新視野大學(xué)英語視聽說教程 2（鄭樹棠編著）（外語教學(xué)與研究出版社 2015年6月第三版）主要參考書及編者1.全新版大學(xué)英語綜合教程2教師手冊（李蔭華總主編）（上海外語教育出版社20

2、14年6月第2版）2.新視野大學(xué)英語視聽說教程2教師用書（鄭樹棠編著）（外語教學(xué)與研究出版社 2015年6月第三版）常州大學(xué)教務(wù)處制本冊教案目錄課次課題（章節(jié)）頁碼1Book 1 Unit 6 Romance32Book 1 Unit 7 Animal Intelligence43Book I Unit 8 Educational Problems54Book 2 Unit 1 Ways of Learning65Book 2 Unit 2 Values76Book 2 Unit 3 The Generation Gap87Book 2 Unit 4 The Virtual World98學(xué)生

3、反饋1016-17-2大學(xué)英語（二）懷德學(xué)院教案第一次課 8學(xué)時 授課時間 第1-2周 教案完成時間2017. 2課題（章節(jié)）Intensive Reading: Book I Unit 6 RomanceListening & Speaking: Book I Unit 6 Wit an Fit教學(xué)目的與要求：1 .To help students grasp the main idea (the way one reacts to unattractive people reveals one true character) and structure of Text A;fter

4、2 .To help students understand the cultural background related to the context;3 .To encourage students to develop express themselves more freely on the theme Romance a doing a series of theme-related reading, listening, speaking and writing activities;4 .To assign students to write a letter of invit

5、ation and acknowledgment in an appropriate way;5 .To focus student attention on the listening skills, and the speaking skills- understanding and talking about health and health problems.教學(xué)重點、難點：Important point :1. Learn to appreciate the narrative skills demonstrated in Text A;2. Learn to appreciate

6、 the use of certain rhetorical devices: simile and metaphor;3. Usage: informal language in conversations;4. Master the key language points in Text A and learn how to use them in context;5. Listening skill: Predict a change of thought.Difficult points:1. He looked for the girl, but whose face he didr

7、i, the girl with the rose. (L4, P152)2. I d always be haunted by the feeling that (L21, P53)3.She was more than a little overweight, .that, and that kind of love would disgust me.thrust into low-heeled shoes. (L51, P154)4. I felt as though I was split in two,and yet so deep was my longing for the wo

8、man(L53, P154)5.Speaking skill: Report on a sports survey.教學(xué)方法及師生互動設(shè)計：1. Group discussion: Do you think that cyber love is believable and reliable? Why or why not?2. Questions and answers, sentence completion, true or false for text understanding. 課堂練習(xí)、作業(yè)：In-class Exercises:1. Key words and phrases

9、drill2. Check and Explain: Ex. I, II, III and Comprehensive Exercises in the textbook of intensive reading.3. C-E Translation: Useful Expressions in this unit.Assignments:1.Writing: A letter of invitation2.Sentence Translation(P165)3. Preview: Create in pairs several dialogues after models in Part I

10、V. in the textbook of L & S.課后小結(jié)：In this unit, a valentine story is told to reveal that the way one reacts to unattractive people reflects one's true character. Students have learned to appreciate the narrative skills demonstrated in Text A, the use of simile and metaphor in narration, and t

11、he use of informal language in conversations. In addition, they could express themselves more freely on the theme after doing certain reading, listening, speaking and writing activities. Most students could mater the key words and expressions in this unit.16-17-2大學(xué)英語（二）懷德學(xué)院教案第二次課8學(xué)時 授課時間 第3-4周 教案完成時

12、間2017.2課題（章節(jié)）Intensive Reading: Book I Unit 7 Animal IntelligenceListening & Speaking: Unit 7 Weird, wild an wonderful教學(xué)目的與要求：1 .to help students to understand the main idea (some animals seem capable of thinking when it is in their own interests to do so) and structure of Text A;2 .to help stud

13、ents to appreciate the importance of examples in exposition;3 .to help students to grasp the key language points in Text A and learn how to use them in context;4 .to help students to understand the cultural background related to the content;5 .to help students to express themselves more freely on th

14、e theme of Animal Intelligence after doing a series of theme-related reading, listening, speaking and writing activities;6 .to assign students to write an essay about animal intelligence using relevant examples.7 .To focus student attention on the listening skills, and the speaking skills- talking a

15、bout nature and environmental issues.教學(xué)重點、難點:Important point :1. Understand the main idea (some animals seem capable of thinking when it is in their own interests to doso) and structure of Text A;2. Grasp the key language points in Text A and learn how to use them in context.Difficult points:

16、.5.Attributive nouns, such as army uniform, hotel room, greenhouse effect, etc.; Difficult sentences;Confusable words, such as first and firstly,etc.Important words and phrases: convince, dominant, etc.;Listening skill: Use numbers, symbols and abbreviations in note-taking.教學(xué)方法及師生互動設(shè)計：1. Discussion:

17、 Do you think animals, especially very intelligent ones, have thoughts and feelings?2. Oral practice: Describe a pet.課堂練習(xí)、作業(yè)：In-class Exercises:1. Check and Explain: Ex. I, II, III and Comprehensive Exercises in the textbook of intensive reading.2. C-E Translation: Useful Expressions in this unit.As

18、signments:1. Writing an essay entitled Animal Intelligence as I See2. Sentence Translation(p194).課后小結(jié)：This unit centers around animal intelligence. Text A begins with the controversy over animal intelligence. The examples of Colo, Chantek, Orky, Melati and Towan are given to prove that some animals

19、have intelligence as human beings do. Students can learn how to support a topic with examples, and the various transitional devices employed in the text, especially headings and subheadings. Students are also required to know Attributive Nouns. Through this unit, students are encouraged to develop t

20、heir critical thinking in class.16-17-2大學(xué)英語（二）懷德學(xué)院教案第 三次課0 學(xué)時 授課時間 第5-7周 教案完成時間2017.2課題(章 Intensive Reading: Book I Unit 8 Educational ProblemsListening & Speaking: Unit 8 Money matters下)CET-4 Lectures I: Introduction to the test; CET-4 Writing.教學(xué)目的與要求：1. To help students understand the main ide

21、a(teenageridleness and ignorance will seriously affect both themselves and society in general ) and structure of Text A the author s concern and his proposed remedy;2. To help students understand the cultural background related to the context;3. To encourage students to develop express themselves mo

22、re freely on the theme Educational problems after doing a series of theme-related reading, listening, speaking and writing activities;4. To assign students to write an essay about the use of computers in school using cause and effect;.5. To focus students ' attention on the listening skills, and

23、 the speaking sklkisig about shopping hobbies and money-making ideas;6. To introduce the CET-4 examination for students; and to help students master some essential skills and techniques for CET-4 writing.教學(xué)重點、難點：Important point :1. Learn how to write a cause-and-effect analysis ;2. Grasp the sky lan

24、guage points in Text A and learn how to use them in context;3. Word family: verbs, nouns participles and adverbs of develop and amaze;4. Words with Multiple meanings: make5. Listening skill: Listen for signal words for listing.Difficult points:1. With steady wages, he would be able to feed himself a

25、nd help his family (L5, para12,p207)2. Without education and money, he is powerless. (L8, Para 12, p207)3. -fighting on Iwo Jima against a most determined foe, the Japanese army (L2, Para14, p208)4. Use a table to organize notes.教學(xué)方法及師生互動設(shè)計：1. Discussion: the cultural background related to the story

26、How has the United States developed into a superpower in the world?2. Group-work: How will china grow into a prosperous and well-respected country?課堂練習(xí)、作業(yè)：In-class Exercises:1. Check if Ss have done the listening task.2. Check and Explain: Ex. I, II, III and Comprehensive Exercises in the textbook o

27、f intensive reading.3. C-E Translation: Useful Expressions in this unit. Assignments:1. Group work: the interior and exterior factors of study-weariness2. Sentence Translation (p220)3. Preview: test-yourself II (p230)課后/卜結(jié)： Text A in unit 8 begins with an anecdote. The main part of the passage is a

28、fable, which functions to convey the message that education is vital to both the individual and society. Students have gained an insight into the truth that teenagers' idleness and ignorance wilseriously affect both themselves and society in general. After a series of theme-related speaking, rea

29、ding, and listening exercises, most students are able to express themselves more freely on the theme of educational problem. In addition, cause and effect writing tips are offered.16-17-2大學(xué)英語（二）懷德學(xué)院教案課題（章 節(jié)）第 四次課10學(xué)時 授課時間 第7-9周 教案完成時間2017.02Intensive Reading: Book II Unit 1 Ways of LearningListening

30、 & Speaking: Book II Unit 1 Life is a learning curve Review: Language points for mid-term examination教學(xué)目的與要求:Students will be able to:1. grasp the main idea (that it would be ideal if we could strike a balance between theChinese and the Western styles of learning) and structure of the text (intr

31、oduction of the an anecdoteelaboration by comparison and contrast - conclusion by a suggestion)2. appreciate the different ways to compare and contrast (point-by-point method or one-sid at-a-time method);3. master the key language points in Text A and learn how to use them in context;4. understand t

32、he cultural background related to the content;5. express themselves more freely after doing a series of activities, developing listening skill signal words for listing, and the speaking skills give and respond to advice;6.go over the important language points learned inmid-term exam.教學(xué)重點、難點:Importan

33、t point1. To master the new words and expressions in Text A, especially those in Ex.I, p.14;2. To conclude the structure of Text A, appreciating a writing style-persuasive writing;3. Confusable words: continual/continuous, principal/principle;4. Useful expressions in giving and responding to advice.

34、Difficult points:1. Difference between western learning style and Chinese learning style and advantages and disadvantages of such two different learning styles;2. How to introduce persuasive writing effectively and let the students to write a persuasive composition 3.教學(xué)方法及師生互動設(shè)計：1. Listen to a story

35、.2. Answer questions.3. Discussion: Which learning method is better, Chinese way or American way? Why?.課堂練習(xí)、作業(yè):In-class Exercises:1. Check if Ss have done the listening task.2. Check and Explain: Ex. I, II, III and Comprehensive Exercises in the textbook of intensive reading.3. C-E Translation: Usef

36、ul Expressions and Sentence Translation(p19)in this unit. Assignments:1. Writing an essay entitledTradition or Innovation in Chinese Education.2. To read Text B and finish the exercises after that.3. Preview Unit 2.課后小結(jié)：In this Unit, students learn that both western learning style and Chinese learni

37、ng style have advantages and disadvantages, so it would be ideal if they could strike a balance between the Chinese and the Western styles of learning. In addition, students also learn to appreciate writing skill-introduction of the topic by an anecdote - elaboration by comparison and contrast - con

38、clusion by a suggestion. Also, students have a number of exercises to practic the key words and phrased in daily communication. Most students could pay attention to the class and manage to finish the task assigned by the teacher.16-17-2大學(xué)英語（二）懷德學(xué)院教案第 五 次課10學(xué)時 授課時間 第10-12周 教案完成時間2017.2Intensive Readi

39、ng: Unit 2 Values課題（章節(jié)）教學(xué)目的與要求:Listening & Speaking: Unit 2 Journey into the unknownCET-4 Lectures I: Introduction to the test; CET-4 Listening.1. To help students understand the main idea(one can live a life full of riches without being ri financially) and structure of Text A (introduction, mai

40、n body and conclusion);2. To help students understand the cultural background related to the content;3. To help students grasp the key language points in Text A and learn how to use them in context;4. To encourage students to express themselves more freely on the themeVflues after doing a series of

41、theme-related reading, listening, speaking and writing activities;5. To help students write an essay beginning with an anecdote of a piece of news, etc.;6. To help students improve their listening and speaking skills- ask for and give directions;7. To help students master some essential skills and t

42、echniques for CET-4 listening.教學(xué)重點、難點：Important point :1. The wording ( riches") in the title of the text;2. Words and expressions in Text A;3. Multiple meanings of the verb take"4. Usage: verbs that can be followed by either an -ing form or an infinitive but different in meaning;5. Useful

43、 expressions in asking for and giving directions.Difficult points:1. It was early December 2003, my first season as a Salvation Army bell ringer, when I wasconfronted with the question. (L1-2)2.“Well, “ I stammered, trying to think,I have more than some people, but nct as much asother.3. Yet I feel

44、nothing more than a passing whim to attain the material things so many other people have.(L 13-14)4. Listening skill: Understand the problem-solution pattern.教學(xué)方法及師生互動設(shè)計：1. Warm-up questions: 1) Do you think rich people must be happier than poor people? Why?2. 2) Do you think a poor person can have

45、a life full of riches? How?3. Global reading: Allow students 10 mins to go over the text to obtain a global understanding of the text.4. Language study and practice: Explain language points and have Ss practice them.5. A Debate: Who s more important to the world?課堂練習(xí)、作業(yè):1. Oral presentation (in turn

46、).2. Check on homework: Language focus, comprehensive exercises, translation.3. Dictation: Useful expressions in the text.4. Listening comprehension: Part II & III in the textbook of Listening & Speaking.Assignments:1. Home reading task: Text B.2. Listening: Further Listening in the textbook

47、 of Listening & Speaking.3. Writing: Write an essay entitled What is being rich in no less than 120 words.課后/卜結(jié)： The story is about the writer's encounter with a boy who raised the question "Are you poor?" Students not only learn that not having expensive possessions doesn't ma

48、ke the author feel poor mainly because he enjoys life in many other ways, but also know more through warm-up and discussion about how a poor person can have a life full of riches due to "what's on the inside". In addition, opportunities are provided for students to practice speaking an

49、d writing by discussing and group debate. Vocabulary, structure exercises help them practice the language points learned in the text.16-17-2大學(xué)英語(二)懷德學(xué)院教案第六次課10學(xué)時授課時間第12-14周教案完成時間2017.2Intensive Reading: Unit 3 The Generation Gap課題(章節(jié)) Listening & Speaking: Unit 3 Time OutCET-4 Lectures I: Introd

50、uction to the test; CET-4 Reading.教學(xué)目的與要求：1. To help students understand the main idea (Father attempts to help his children always end in embarrassment) and structure of Text A (introduction, main body and conclusion);2. To help students understand the cultural background related to the content;3.

51、To help students grasp the key language points in Text A and learn how to use them in context;4. To encourage students to express themselves more freely on the theme of generation gap after doing a series of theme-related reading, listening, speaking and writing activities;6. To5. To help students i

52、mprove their listening skills listen for information about plans;some essential教學(xué)重點、難點:Important point :1. The structure of a play;2. Words and expressions in Text A;3. Useful expressions in managing phone problems.Difficult points:1. What does “ Father knows better. " mean?2. "I'm sur

53、e he ' s a good worker but a typical teenager, if you know what I(Le3940)bad. OverallWhat did Father mean by saying this?3. “If that sort of thing happened only once in a while, it wouldn' t be sowouldn ' t want to trade my dad for anyone else' sWhat(can5061nfer from thesentence?教學(xué)方法

54、及師生互動設(shè)計:1. Warm-up questions: 1) Is there a generation gap between you and your parents?2. In what aspects do you think you are different from them? Give some examples according to your own experience.3. Global reading: Allow students 10 mins to go over the text to obtain a global understanding of t

55、he text.4. Language study and practice: Explain language points and have Ss practice them.5. A Debate: How to deal with generation gap successfully?課堂練習(xí)、作業(yè):1. Oral presentation (in turn).2. Check on homework: Language focus, comprehensive exercises, translation.3. Dictation: Useful expressions in th

56、e text.4. Listening comprehension: Part II & III in the textbook of Listening & Speaking. Assignments:1. Home reading task: Text B.2. Listening: Further Listening in the textbook of Listening & Speaking.3. Writing: Write a poster for a one-act play Father Knows Better to be presented at

57、the college. 課后小結(jié)： This unit centers around a play. Students are required to know the majorcomponents of a play: characters, settings, stage directions, language, conflicts, climax, and theme. If possible, they may choose an English play to rehearse and perform after class with thlkhelp of the teach

58、er. The theme of this unit is generation gap, toward which the writer indirectly suggests that parents should give children proper help instead of meddling in their affairs. Ss t about their understanding of the causes and solutions of generation gap. Some major languag points and sentence structures should also be grasped.16-17-2大學(xué)英語