英語專業(yè)綜合教程教案

1、.第 一 周 星期 二 第1，2 節(jié) 2009 年 9 月 9日課 題Unit 1 The Fourth of July 1課時2教學(xué)目的1. To make students understand the text clearly2. To make students comprehend the new words and expressions and use them freely3. To make students analyses the structure clearly教學(xué)重點1. the using of the new words and expressions2. th

2、e comprehension of the text and the structural analysis of the text教學(xué)難點the comprehension of the text and the structural analysis of the text課程類型演示課教學(xué)方法講授法，互動法，討論法課前準(zhǔn)備reference books, 教學(xué)過程及時間分配主 要 教 學(xué) 內(nèi) 容教學(xué)方法運 用Step1 Give students some questions that are related to the text to discuss and 討論法Lead- in

3、 let them present their discussion.20分鐘Questions: 1: What is special with the date, the Fourth of July in the United States?Questions: 2: What does the name Washington, D.C. signify?Step2Divide the students into five groups and let students read the text 討論法the quickly and analyze the structure of i

4、t, then present their ideas.互動法structural The question: try to divide the text into four parts and find out the main analysis ofidea of each part of the text.the textPart1: paragraph1, provides the background of the story, the time, the 30分鐘place of the major events.Part2: paragraph2-6, to tell us a

5、ll the necessary preparations, especiallydifferent kinds of food the writers mother had prepared for their Washington trip.Part3: paragraph7-17, the most important section of the text. Concentrate on the major event of the text- the injustice with which the writer and her family members had been tre

6、ated.Part 4: paragraph 18-19, wind up the narrative text, present a brief account of the different effects of the injustice on the black family.Step 3A. Brainstorm: let students think about the authors purpose of writingthe (The purpose is to condemn with the authors own experience racialpresentatio

7、n Discrimination in American society as late as the 1940s)of the textB. Class discussion: let them discuss and present their ideas.50分鐘C. The important and difficult points in the text講授法1. For each part, there are some questions to ask students in order to make sure they understand this part clearl

8、y.Part1: 1) When and where did the writers family go for a visit?2) Why did the family go on a Fourth of July trip?Part2: 1) Why did the writer say that her first trip to Washington D.CWas a mobile feast?2) Give a list of the different foods the writers mother had preparedAnd prepared.3) Why did the

9、 writers mother prepare a variety of foods fro the trip?Part3: 1) Why was the writer squinting?2) Do you find some symbolic meaning in Paragraph11?3) Why did the writers father decree another treat?4) How did the family feel when they marched out of the store?Part 4: 1) How did the writers parents a

10、nd her two sisters respond to the unfair treatment afterwards?2) How did the writer feel after the injustice?2. The explanation of the new words and expressions1) ensconce: establish or settle oneself in a safe and comfortable placeEg. As soon as he was ensconced in the sofa, he fell into a deepslum

11、ber.2) for the umpteenth time: for numerous timesEg. For the umpteenth time, I tell you I dont know. The thief stole mobile phones for the umpteenth time.3) in private: with no one else presentEg. She asked to see him in private. The manager wanted to talk to her in private.4) avow: admit; declare s

12、th. openly; Eg. He avowed his belief, faith and conviction at the conference.5) travesty: absurd imitation of or inferior substitute for; distortionEg. The trial was a travesty of justice.6) flair: a natural ability to do sth. well Eg. She doesnt show much flair for the piano.7) outrage: shock or of

13、fend sb; upset sb. greatlyEg. They were outraged by the announcement of massive price increases.OmittedIn this part, students should understand those words clearly and can use them freely.3. Ask students paraphrase some difficult sentences in the text. 1. School let out in June to the end of July.互動

14、法- From June to the end of July school closed for the summer 展示法vacation.2. Mother was bright and father brown, the three of us girls step-standards in-between.- Mother was bright and father brown, and three of us girls represented gradations from bright to brown.3) No one would answer my emphatic q

15、uestions with anything other than a guilty silence.- My forceful question got no response from my family; they Remained silent as if they had done something wrong and shamefulWalking into Breyers.4) My fury was not going to be acknowledged by a like fury.- My anger was not going to be noticed or sym

16、pathized with by My family members who similarly angry, though.In this part, students are asked to use their own words to explain these sentences.板書設(shè)計Pre-reading questions:Questions: 1: What is special with the date, the Fourth of July in the United States?Questions: 2: What does the name Washington

17、, D.C. signify?The structural analysis of the text:Part1: paragraph1Part1: paragraph2-6Part1: paragraph7-17Part4: paragraph18-19課堂小結(jié)The main points of this lesson is to make students understand the text clearly, make students comprehend the new words and expressions and use them freely and make stud

18、ents analyses the structure clearly. Students should gain these points through their own discussion and thinking.作業(yè)布置Homework: 1. To review the whole text2. To remember and use the new words and expressions3. To read the text fluently 4. To think about the Writing strategies of the text5. To do the

19、exercises 教學(xué)后記第 二周 星期 五 第 1，2 節(jié) 2009 年 9月 11 日課 題Unit 1The Fourth of July 2課時2教學(xué)目的1. To understand and grasp the main grammar points of the text2. To analyze the writing strategies of the text3. To consolidate the language points of the text through the vocabulary exercises, grammar exercises 教學(xué)重點To

20、 understand and grasp the main grammar points of the text and Enable students to grasp the usage of the new words by doing these exercise教學(xué)難點To analyze the writing strategies of the text課程類型演示課，作業(yè)課教學(xué)方法講授法, 討論法, 作業(yè)法課前準(zhǔn)備reference books教學(xué)過程及時間分配主 要 教 學(xué) 內(nèi) 容教學(xué)方法運 用Step1 1. Ask students some questions rel

21、ated to the text to check whether they Lead-in understand the text clearly.To review 1) What is the implication of the authors phrase “a mobile feast”? the main2) What impresses you most after reading the authors description of points of her mother?the text3) How did the authors family lodge in Wash

22、ington D.C.? 20分鐘4) To what extent did the color white antagonize the author?2. Ask students to make sentences using the words and expressions of The text.3. Ask students to explain some difficult sentences of the textStep2Ask students to find and discuss the writing strategies of the text. 討論法Writi

23、ng The text is mainly organized in a chronological order, providing an strategies of Account of the major events in the order in which they occurred, with the textoccasional flashbacks inserted. Also, occasionally, the narration of some 20分鐘major events is intertwined with the authors feeling or psy

24、chologicalactivities.Moreover, there are vivid description indirectly referring to the white domination that existed at that time. It is to be noted that in the narrative text, we can find quite a few examples of symbolism.(Have students to find out other examples of flashbacks and symbolism in the

25、text. Then, analyze the affection of the two rhetorical in the context.)Step3Ask students to do those exercises before class and check the answers.講授法Exercises1. Explained the italicized part in each sentence in your own words.作業(yè)法5分鐘 20分鐘2. Fill in each blank with one of the two words from each pair

26、 in their appropriate forms and note the difference of meaning between them.(Explain the difference of each pair with examples. Have them read the sentence with their answers. Correct their answers.)10分鐘3. Fill in the blank in each sentence with a word or phrase taken from the box, using its appropr

27、iate form.（注意提醒學(xué)生從中領(lǐng)會到擴(kuò)展詞匯的重要性）5分鐘4. Fill in each blank with a definite, indefinite, or zero article. （just to check）20分鐘5. Put a word in each blank that is appropriate for the context. (Check their answers together, paying attention to correct their way in doing this kind of exercise and making the

28、m get into the habit of analyzing the passage from the context, grammar. Try to make them be sensitive to the clues which hint in the context)板書設(shè)計Writing strategies of the text：The text is mainly organized in a chronological order, providing an account of the major events in the order in which they

29、occurred, with occasional flashbacks inserted.Question: Please find quite a few examples of symbolism in the text.課堂小結(jié)The aim is to check whether the student understand and grasp the main grammar points of the text and to grasp the usage of the new words through the vocabulary exercises, grammar exe

30、rcises.作業(yè)布置Homework: To finish the sentence translation.教學(xué)后記第 三 周 星期 三 第1.2 節(jié) 2009 年 9 月 16 日課 題Unit 1 The Fourth of July 3課時2教學(xué)目的To understand and grasp the main grammar points of the textTo consolidate the language points of the text教學(xué)重點To grasp the skills of the translation教學(xué)難點To grasp the skills

31、 of the translation 課程類型練習(xí)課教學(xué)方法講授 指導(dǎo)實訓(xùn)課前準(zhǔn)備教學(xué)過程及時間分配主 要 教 學(xué) 內(nèi) 容教學(xué)方法運 用Step 160minsStep 240minsSentence Translation(From Chinese to English)Methods: 1) Choose students to write down his answer on the blackboard. 2) Ask all the students to find the faults with the sentence if they think it is not corre

32、ct. (要求學(xué)生從時態(tài)，句子的結(jié)構(gòu)，語法及詞語的用法著手，加強(qiáng)學(xué)生糾錯能力，也能加強(qiáng)學(xué)生的語法使用能力)3）Correct the sentence. (在學(xué)生原句的基礎(chǔ)上進(jìn)行修改，幫助學(xué)生有自信相信自己的翻譯也能夠成為正確答案)4）Give the best translation (讓學(xué)生對比自己的翻譯和專家翻譯的不同點，找出好與不好的地方，修訂自己的翻譯，并加強(qiáng)自己語言組織的能力和養(yǎng)成對句子精益求精的習(xí)慣。5) Conclude the translation skills.Deal with the translation IIHave one to read the passage

33、.Explain the difficult points anticipated.Have students to do it in groups.Remind them of checking their translation after that.In dealing with passage translation, pay attention to pass the way to translate passages to students, which is definitely different from the sentences translation. (the ele

34、ments of style, atmosphere, the writing purpose, context, readers and so on should be taken into consideration ) Check the answers together encouraging them to translate it in different ways.講授 指導(dǎo)實訓(xùn)板書設(shè)計Sentence translation answers課堂小結(jié)The aim is to make students grasp the translation skills through t

35、he translation exercises.作業(yè)布置Homework: to preview the writing practice and oral discussion教學(xué)后記第 三 周 星期五 1，2 節(jié) 2009年 9 月 18 日課 題 Unit 1 The Fourth of July 4課時2教學(xué)目的To consolidate the language points of the text 教學(xué)重點To grasp the skills of the writing and practice the oral English 教學(xué)難點To grasp the skill

36、s of the writing課程類型作業(yè)課教學(xué)方法講授法 互動法課前準(zhǔn)備寫作技巧準(zhǔn)備教學(xué)過程及時間分配主 要 教 學(xué) 內(nèi) 容教學(xué)方法運 用Step 1 30minStep 230minsStep 340mins Topic for discussion:Give students some topics which are related to the text and divide them into several groups to talk, then to present their own ideas.- The aim is to practice their ability

37、 to speak fluently and clearly.The topic: In what way is the authors description of the setting connected with the theme of the autobiographical story?Listening exercise:1. this a new style exercise which is in the TEM 8, first of illustrate the feature of this kind of exercise, and the way to do.2.

38、 make them ready to do it3. have them listen to the type and answer the questions4. check their answers.Writing practice: 1. have students read the passage about what good writing is.2. the key point: paragraph writing (demand students to pay attention to the point: paragraph writing should be unifi

39、ed, coherent, and complete)3. Analyze the example A 4. Ask students to write a paragraph of about 100words.講授法 互動法 板書設(shè)計Topic for discussion: The topic: In what way is the authors description of the setting connected with the theme of the autobiographical story?課堂小結(jié)The aim is to consolidate the spoke

40、n, listening and writing skills.作業(yè)布置Homework: Ask students to write a paragraph of about 100words. Computers in Our Lives教學(xué)后記第 四 周 星期三 第1，2 節(jié) 2009 年 9 月 23日課 題2007英語專業(yè)四級真題講解課時4教學(xué)目的通過做專業(yè)四級真題，檢測學(xué)生的基本功和應(yīng)試能力教學(xué)重點在實踐中講解做題方法，訓(xùn)練學(xué)生的做題思路和應(yīng)考能力教學(xué)難點通過做專業(yè)四級真題，檢測學(xué)生的基本功和應(yīng)試能力課程類型作業(yè)課教學(xué)方法作業(yè)法課前準(zhǔn)備2007英語專業(yè)四級真題教學(xué)過程及時間分配主

41、要 教 學(xué) 內(nèi) 容教學(xué)方法運 用Step1 2007年英語專業(yè)四級真題在規(guī)定時間1. Vocabulary and Structure (25分鐘)內(nèi)完成四級2. Reading Comprehension (30分鐘)題目3. Cloze (15分鐘)100分鐘4. Writing (30分鐘)（因為下周國慶并且連著兩周見習(xí)，所以在這一周加入專四題目講解，一是檢測學(xué)生的基本功，二是給學(xué)生一點壓力，提醒他們要在課下注意復(fù)習(xí)和加強(qiáng)語言基本功）板書設(shè)計(略)課堂小結(jié)通過做專業(yè)四級真題和在實踐中講解做題方法，能訓(xùn)練學(xué)生的做題思路和應(yīng)考能力，在最短時間內(nèi)提高學(xué)生做題的正確率。作業(yè)布置Homework：

42、在課后加強(qiáng)復(fù)習(xí)語法，詞匯，閱讀和寫作的各塊內(nèi)容。教學(xué)后記第 四 周 星期五 第1，2 節(jié) 2009 年 9 月 25日課 題2007英語專業(yè)四級真題講解課時4教學(xué)目的通過做專業(yè)四級真題，檢測學(xué)生的基本功和應(yīng)試能力教學(xué)重點在實踐中講解做題方法，訓(xùn)練學(xué)生的做題思路和應(yīng)考能力教學(xué)難點通過做專業(yè)四級真題，檢測學(xué)生的基本功和應(yīng)試能力課程類型講授課，總結(jié)課教學(xué)方法講授法，總結(jié)法課前準(zhǔn)備2007英語專業(yè)四級真題教學(xué)過程及時間分配主 要 教 學(xué) 內(nèi) 容教學(xué)方法運 用Step1講解題目1）在講解過程中注意幫助學(xué)生分析作錯的題目，總結(jié)經(jīng)驗。并將題目講授法，總結(jié)法30分鐘中較難的語法和詞匯進(jìn)行重點講解。30分鐘2）

43、就閱讀理解里出現(xiàn)的各種題型進(jìn)行歸納總結(jié)，給予一些閱讀技巧。40分鐘3）找出學(xué)生中寫得較好和比較差的作文作為范文，讓學(xué)生自己分析好與不好的地方，并總結(jié)寫作的結(jié)構(gòu)和細(xì)節(jié)支撐應(yīng)該是怎樣的。板書設(shè)計(略)課堂小結(jié)通過講解做題方法，能訓(xùn)練學(xué)生的做題思路和應(yīng)考能力，關(guān)鍵是讓學(xué)生在課下也能有一個方向知道怎么去復(fù)習(xí)相關(guān)內(nèi)容。作業(yè)布置Homework：在課后加強(qiáng)復(fù)習(xí)語法，詞匯，閱讀和寫作的各塊內(nèi)容。教學(xué)后記注：第五周國慶放假，第七，八周學(xué)生見習(xí)第 九 周 星期 三 第1，2 節(jié) 2009 年 10 月 28 日課 題Unit 2 The Struggle to Be an All- American Girl1

44、課時2教學(xué)目的1.To make students understand the text clearly2.To make students comprehend the new words and expressions and use them freely3. To make students analyses the structure clearly教學(xué)重點1.the using of the new words and expressions2.the comprehension of the text and the structural analysis of the tex

45、t教學(xué)難點the comprehension of the text and the structural analysis of the text課程類型演示課教學(xué)方法講授法，互動法，討論法課前準(zhǔn)備reference books, 教學(xué)過程及時間分配主 要 教 學(xué) 內(nèi) 容教學(xué)方法運 用Step1 Give students some questions that are related to the text to discuss and 討論法Lead- in let them present their discussion.Questions: 1: Some people think

46、 living in another culture is not difficult20分鐘If one assumes the right attitude. What do you think?Questions: 2: What do you think are the essentials of successful cross-Cultural communication?Step2Divide the students into five groups and let students read the text 討論法the quickly and analyze the st

47、ructure of it, then present their ideas.互動法structural The question: try to divide the text into four parts and find out the main analysis ofidea of each part of the text.the textPart1: paragraph1, provides the background of the narrative text.30分鐘Part2: paragraph2-7, describes their forced walks to

48、the Chinese school,the stern principal, the classroom, the polite formality with which lessons started.Part3: paragraph8-11, depict the language gap within the extended family: between the writer and her grandmother and between herbrother and mother.Part 4: paragraph 12-14, the author expressed her

49、sorrow for not having been able to become a real American.Step 3A. Brainstorm: let students think about the authors purpose of writingthe (The purpose is to give a vivid picture of a Chinese teenager who was presentation anxious to be Americanized.)of the textB. Class discussion: let them discuss an

50、d present their ideas.50分鐘(The aim is to practice students thinking ability and expressing ability)C. The important and difficult points in the text講授法1. For each part, there are some questions to ask students in order to make sure they understand this part clearly.Part1: Why do you think the school

51、 was newly painted?2) What does the existence of the old school imply?Part2: 1) What do you know about the headmaster of the Chinese school according to the authors description?2) How did the author describe the classroom where they attended Chinese lessons?3) What else was stressed in the Chinese school besides the emphasis on speaking, reading and wr