英語教學(xué)法教案與講義模板

1、 英語教學(xué)法教學(xué)實踐教案與講義系 別外語系專 業(yè)英語班 級姓 名于佳殊2009年 12月 20日東北大學(xué)秦皇島分校外語系教案2009 2010 學(xué)年 第 一 學(xué)期 課程名稱： 綜合教程 任課教師 于佳殊 授課章節(jié)： unit 4 授課班級60701授課順序 1教學(xué)內(nèi)容A View of Mountain時 數(shù) 2教學(xué)目的及要求Students will be able to:1) Understand the history of atomic booming in Hiroshima in a subjective way.2) Understand the threatens of nuc

2、lear weapons to our world.3) master the key words and expressions; grammar points etc. appearing in the first two paragraphs4) Conduct a series of reading, listening, speaking and writing activities related to the theme of the unit.教學(xué)重點難 點1. The main idea of paragraph 1-2; the topic sentence of para

3、graph 1-2.2. The understanding of paragraph 1-2 including some difficult expressions and key words.3. The follow-up activity: talk about the modern war using the hi-tech(eg: USA vs Iraq)教學(xué)方法及教具presentation, discussionvideo, pictures課堂設(shè)計（教學(xué)內(nèi)容、過程、方法、圖表等）時間分配1st periodIntroduction: 1) Ask students to s

4、ay something about World War2) Leading-in the topic of todays textPre-reading activities: a) Watch the video and pictures about the atomic bomb in Hiroshima and explain, then, divide students into several groups( each group has three or four students) to talk about their opinions towards atomic bomb

5、 in Hiroshima and nuclear weapons affection on our world.b) Introduce the background of the text and the authorc) Ask students to read the first paragraph with following questions the main idea of this paragraph the scenes described in Hiroshima after bombing figure out what you dont understand Deta

6、iled study of the text:Paragraph one1. Ask students to do pair work to answer the questions mentioned last period2. Explain the key words and expressions to studentsdispatch; or so; in existence; methodically; artistry; thermal; brand with; leave behind; for good; be dotted with3. Grammar points and

7、 Sentence Highlights4. Figure out the rhetorical features existing in the paragraph5. FeedbackParagraph two1. Read through this paragraph according to the following questions Grasp the main idea of this paragraph Take notice of the rhetorical features mentioned in Para.1 and underline them What is t

8、he relations between Para.1 and Para.2 ?(could be reserved as the homework if time not permitted)2. Ask students to answer the questions3. Underline the key words and expressions for studentsin a flash; come into ones own; in the shadow of; hang over; open-ended; not so muchas; in the background3min

9、2min30min10min5min5min10min10min10min5min8min5min2min 作 業(yè)及思考題1. Ask students preview Para.2-42. Think about the following questions: why the author says “Arriving a half century late, they are still new”? what is the universal meaning of Yamahatas photos? why the author says each picture is a “windo

10、w” to New York?3.Use the words or phrases to make sentences.課后小結(jié)東北大學(xué)秦皇島分校外語系講義Unit 4 A View of Mountain1. Objectives:Students will be able to:1) Understand the history of atomic bomb in Hiroshima in a subjective way and the threatens of nuclear weapons to our world.2) Master the key words and expres

11、sions; grammar points etc. appearing in the text3) Learn the rhetorical features: personality, metonymy 4) Conduct a series of reading, speaking and writing activities related to the theme of the unit.2. Time allotment:1st period: pre-reading activities; 2nd period: while-reading(the first two parag

12、raphs).Procedure:1st period Objectives: (1) Active students interests about the atomic bomb in Hiroshima(2) Deepen students understanding towards threaten of nuclear weaponsIntroduction: 1） Ask students to say something about World War2） Leading-in the topic of todays textPre-reading activities:a) W

13、atch the video and pictures about the atomic bomb in Hiroshima and explain, then, divide students into several groups (each group has three or four students) to talk about their opinions towards atomic bomb in Hiroshima and nuclear weapons affection on our world.b) Introduce the background of the te

14、xt and the author.(page.50)The Gift of Time is destined to become the same for our age. In a series of conversations with officials as diverse as Vietnam-era defense secretary Robert S. McNamara， former Soviet leader Mikhail Gorbachev， and the last commander of the Strategic Command， General George

15、Lee Butler， Schell finds support for the abolition of nuclear weapons in the unlikeliest places， among the very generals and politicians who presided over nuclear strategy and its implementation during the Cold War.Writing in a spirit of optimism and hope， Schell calls upon all Americans-indeed， all

16、 of the world s citizens-to snap out of our cold-war trance， this forced cohabitation with horror， and take the step that alone can free us from nuclear danger and corruption， namely the abolition of nuclear weapons.c) Ask students to read the first paragraph with following questions. a) the main id

17、ea of this paragraph b) the scenes described in Hiroshima after bombingc) figure out what you dont understand 2nd period Detailed study of the text:Objectives:(1) Grasp the main ideaof each paragraph(2) Appreciate the language used in the text(3) Master key language points and grammatical structures

18、 in the textWhile-reading Tasks: Paragraph one1. Ask students to do pair work to answer the questions mentioned last period: What is the main idea? Main idea: describe the scenes in Hiroshima after bombing to us and lead in the paragraph What is the scenes after bombing in Hiroshima?a) a horse twist

19、ed under the cat it had been pullingb) a heap of something that once had been a human being hanging over a ledge into a ditchc) a girl survived unwounded standing in the open mouth of a bomb shelter2. Explain the key words and expressions to students:dispatch: send off to a destination eg: Chinese g

20、overnment was preparing to dispatch 4,000 liberation army men to Hong Kong.中國政府準備派遣4000名解放軍戰(zhàn)士進駐香港。or so：aboutin existence: 存在，現(xiàn)有eg: The elephant is the largest land animal in existence. 大象是現(xiàn)有的最大的陸上動物。methodically:有系統(tǒng)地，有方法地eg: The librarian is very amiable, methodically explaining to us how to consul

21、t books in the library.那位圖書管理員非常親切，他系統(tǒng)地向我們講解了如何在圖書館查找圖書。thermal; (of garments or fabrics) specially designed so as to have exceptional heat-retaining propertieseg: thermal springs溫泉;a thermal bur n熱灼傷; thermal underwear保暖內(nèi)衣。brand with; 印上eg: Some clothes are also branded with beautiful flowers. 一些衣服

22、上總是印上美麗的花。leave behind; 1.忘帶, 留下; 丟棄2.使落后, 丟在后面eg: Dont leave me behind. 不要把我忘了。He left behind a pair of glasses and some books. 他的一副眼鏡和一些書籍忘記帶上了。The young athlete soon left the others far behind.那位年輕運動員很快就把其他選手拋在后面。He was left behind in the race.他賽跑時落在后面。for good; permanently, finally 永久地， 一勞永逸地eg:

23、 He says that hes leaving the country for good.他說他出國后就不再回來了。be dotted with; 點綴(引申為：到處都是；布滿)eg: We have offices dotted all over the region. 這個地區(qū)到處都是辦公室。Campfires, like red, peculiar blossoms, dotted the night. 營火像紅色的，別致的花朵點綴著黑夜。3. Grammar points and Sentence Highlights It was therefore left to Yamaha

24、ta to record, methodically and, as it happens, with a great and simple artistry the effect on a human population of a nuclear weapon only hours after it had been used.Paraphrase: The responsibility was therefore placed on Yamahata shoulders to record the effect on human beings of nuclear weapon used

25、 only after hours systematically and timely with a great and simple artistry. 因此，重任就落在亞馬哈塔身上，他要系統(tǒng)地用藝術(shù)家杰出的簡單的技法來記錄核武器使用幾小時后對人類的傷害。Analysis：這個句子中第一個it是形式主語，真正的主語是the effect。句子的主干其實是It was left to Yamahata to record the effect。其中，and連接的是methodically 和with a great and simple artistry表示Yamahata以一種怎樣的方式和態(tài)

26、度來進行記錄。as it happens 則作為時間狀語從句，it代表的是atomic bomb。 They have been burned by light technically speaking, by the “thermal pulse”- and their bodies are often branded with the pattern of their clothes, whose colors absorb light in different degrees.Paraphrase：Technically speaking, they have been burned b

27、y thermal pulse. And because the different colors of the patterns of their clothes absorb light in different degrees, their bodies are marked with the patterns of their clothes.從技術(shù)上說，他們實際是被光熱脈沖燒著的，因為衣服的顏色不同，吸收光的程度不同，致使身體上烙著不同衣服的圖案。Analysis：technically speaking:從技術(shù)角度來說。類似的表達結(jié)構(gòu)，如：generally speaking(總的

28、來說，一般地說來),honestly/frankly speaking(坦率地說，老實說),personally speaking(就個人來說；就自己而言), plainly speaking(坦率地說),properly speaking(確切地說),roughly speaking(粗略地說來),strictly speaking(嚴格說來)。whose colors absorb light in different degrees.其中whose引導(dǎo)非限定性定語從句，指代的是clothes。 A third shows a girl who has some an unearthly

29、smile, shocking us with the sight of ordinary life, which otherwise seems to have been left behind for good in the scenes we are witnessing.Paraphrase：The third photo is a girl who does not die and does not get hurt. How she survived we do not know. She stands in the open mouth of a bomb shelter and

30、 she smiles queerly. Her smile shocks us and reminds us of a peaceful and ordinary life in the place where she stands if without such an atomic bomb.第三張圖片是一個女孩，不知怎的就幸存下來，沒有受傷，站在防空洞入口，露出怪異的微笑，讓人感到震驚，如果沒有投放原子彈，在我們看到可怕場景的地方，人們能過著幸福的生活。Analysis：somehow: ad. in a way not specified, understood, or known 以

31、某種方式；以某種不特定、不理解或不知道的方式eg: She somehow got lost. 她不知道怎么竟迷了路。survive: v. to live longer than(比活得長);to live or persist through(從困境中活過來或挺過來)eg: She survived her husband by five years. 她比她丈夫多活了五年。Few survived after the flood.洪水過后，生還者極少。語法：the tense adopted in this sentence is historic present that is use

32、d to describe what happened in the past. Describe the past as if it were happening now, the historic tense convey something of the dramatic immediacy if an eye-witness account. The historic tense is often found in the popular narrative style, in photograph captions, and in historical summaries.這句話使用

33、的都是一般現(xiàn)在時，在英語的語法中，用一般現(xiàn)在時描述過去發(fā)生的事情，稱為歷史現(xiàn)在時。用歷史現(xiàn)在時描述過去的事情，好像它們發(fā)生在現(xiàn)在一樣。歷史現(xiàn)在時經(jīng)常用在通俗的故事讀本中，也用在照片字幕上，歷史概述讀本中?！癢hich” refers to the ordinary life we have been in, and “otherwise” means that if we dont see the smiles on the little girl, we may have forgot the ordinary life under this situation. 這三幅圖充分表現(xiàn)了原子彈對

34、人類的威脅，特別是小姑娘的這一張，用小姑娘的天真來反襯出這場戰(zhàn)爭的殘酷以及核武器的威力。 Stretching into the distance on all sides are fields of rubble dotted with fires, and, in the background, a view of mountains.Paraphrase：In the far distance, people can see the fields of rubble covered with fires and in the background of the field of rubb

35、le people can catch sight of a view of mountains. 在這幅圖片的遠處，四周是冒著火星的廢墟，廢墟的背后是山的一角。Question: Why the background is a view of mountain? Because this city has been bombed to the ground, all things have gone, so people can only see a view of mountain. That absence, even more than wreckage, contains the h

36、eart of the matter.Paraphrase：That vanished city than in the wreckage that the significance of the event lies.是消失的城市，不是殘垣斷壁表明這個事件的真正含義。Analysis：“The heart of the matter” is a metonymy feature. The true measure of the event lies not in what remains but in all that has disappeared.Paraphrase：The stand

37、ard to evaluation or a basis of event lies not in what is left but in what has disappeared.衡量整個事件的標尺不在于所留下的，而在于所消失的。Analysis：measure：an evaluation or a basis of comparison 標準，尺度比較的估價或基礎(chǔ)eg：the final measure of the worth of a society 社會價值的最終估價尺度lie in：exist in， be found in 在于eg: Indeed, a good deal of the importance of the book lies in its later influence. 確實，這本書的重要性在于它后來所產(chǎn)生的影響。4. Figure out the rhetorical features existing in the paragraph. Stretching into th