E英語教程1unit1-5教案

E英語教程book11單元教案講授0.51.00.5課程E英語教程題目Unit1listeningandSpeaking學時實驗（實踐）練習行課課次第1次時間教材葛寶祥、王利民.E英語教程北京：外語教學與研究出版社。教具多媒體、PC《E英語教程》是專門為藝體類院校和綜合性大學藝體專業(yè)學生設(shè)計編寫的大學英語基礎(chǔ)教材。教材依據(jù)《大學英語課程教學要求》中“分類指導”，“因材施教”的教育理念，并結(jié)合藝體專業(yè)學生的英語基礎(chǔ)、認知風格和學習策略，確定了“易學”、“藝思”、“益用”的編寫思路，各教學單元從聽說、閱讀、語法、寫作以及文化板塊構(gòu)建知識體系，全面幫教學助學生提高英語的綜合用應(yīng)能力。本單元listeningandspeaking部分重點對學生易混元音、目的輔音的聽音識別、聽力對話、聽力篇章對素材對學生的聽、說進行集中訓練，達到英語言要求思維中聽和說的能力鍛煉目的。Togetfamiliarwiththerequirementsofteachingschedule.TohopethatstudentscanhaveaclearideaoftheirEnglishstudieswhichquitedifferhighschool,andknowhowtocultivatetheirabilitieswithregardtolistening,speaking,andwriting.教學a.todistinguishsomeconfusingvowelsandconsonants重點b.toknowthecorrectpronunciationsofvowelsandconsonants難點c.toknowhowtomakeupaconversationwiththefunctionallanguage及其d.withamplepracticeanddiscussioninclass,studentsmayknowhowtostartaconversation解決withpropergreetingsandresponses方案1、知識目標：掌握英語元音和輔音的正確發(fā)音，特別是一些發(fā)音相近且易混淆的元、輔音。特別是部分長元音和短元音的發(fā)音；掌握在交際英語得體的表達。2、能力目標：語音方面，通過音標視頻學習和實踐，掌握發(fā)音技巧，提高音標辨識能力區(qū)別素質(zhì)和能和拼讀能力；口頭表達方面，通過雙人口語模仿練習如何正確問候新朋友和給予正確得力培養(yǎng)體的回應(yīng)，提高英語邏輯思維和表達能力。3、素質(zhì)目標：學習和養(yǎng)成嚴謹?shù)膶W習態(tài)度對英語發(fā)音自糾和善于用英語思維、舉一反三。同時，學會合作學習，與同學在英語發(fā)音和日?？谡Z表達鍛煉上相互促進，共同進步。參考資料BBClearningEnglish(網(wǎng)絡(luò)學習視頻)絕大部分學生能在教師指引下對本次課的教學內(nèi)容進行消化，但是基于個體學習差異，部實施情況分學生對一些元音和輔音識讀的掌握有待強化；對于聽力對話和聽力篇章涉及的練習，學生答題有效性較好，但是復述能力欠缺；關(guān)于口頭表達，學生牽引能力，應(yīng)變能力基于詞匯量、語言組織的英語思維能力不足；以上是教師需要長期加以輔助的重點。小結(jié)系主任（教研室主任）簽名：1教案續(xù)頁教學過程、內(nèi)容及時間分配教學方法與手段Part1onlinevideoclipappreciation(BBClearningEnglish)Step1abriefintroductionofvowelsandconsonants(5minutes)Step2readaloudafterthespeaker(20vowelsand28consonants(45minutes)Teacher'sIntroductionStep3Assessmentsandsuggestionsofthestudents’pronunciation.(5andexplanation,andminutes)in-classgroupdiscussionandpresentationaudioStep4In-classexercise:pronunciationandlisteningskills(5minutes)lingualapproachthedirectapproachWithstudents,teacherwilldiscussthedifferencesofsomeconfusingTheCommunicativevowelsandconsonantsinclass.(alsoasatransitionfrompart1topartapproach2)Task-basedlanguageteachingPart2Role-playaconversationwiththefunctionallanguage(25minutes)A.accordingtothesituationofferedbelowtomakeupashortconversation(howtogreetandresponse),workinpairs.B.accordingthesituationgivenbelowtomakeupashortconversation(howtomakeintroduceyourfriends,teachers,etc.tosomebodyelse,alsoknowhowtoresponseitproperly.C.basedonthetipsfromtaskAandBtofollowthestepsgivenbelowandmakealivepresentationofself-introduction.?Greeteverybody.?Tellyournameandwhereyouarefrom.?Tellwhatyouknowaboutyourhometown.?Introduceyourfamilymembers.?Talkaboutyourhobbies.?Sayhowyoufeelwhenyouentertheuniversity.Part3CommentsandAssignments(5minutes)?Pickupsometypicalerrorstoanalyze.?PresentsomegoodsamplestoSsandletthemappreciateandemulate.?Toworkinpairsoringroupstorevisetheformerconversationswhichhavebeendoneduringtheclassaccordingtorelevantsuggestionsfromteacher.?Topreviewthecontentsofthegrammarandwriting2講授1.0課程E英語教程題目Unit1grammarandwriting學時實驗（實踐）0練習1.0行課課次第2次時間教材葛寶祥、王利民.E英語教程北京：外語教學與研究出版社。教具多媒體EnableSstoknowtheusagesofpunctuationmarkswhilewriting.Learntoidentifysometypicalerrorswhilewriting.教學目的要求EnableSshaveanoverallunderstandingofthepossessives.Toknowtheusagesandfunctionsofthepossessivesinsentencewriting.a.todistinguishtheusagesofdifferentpunctuationmarks.教學b.thedifferencesbetweenChinesepunctuationmarksandEnglishpunctuationmarks,likeperorcalledfullstop,especiallytheusagesofpunctuationmarksindirectspeechandindirectspeech.重點難點及其解決c.howtobefreetousetheproperpossessivesinsentencewriting.d.withamplepracticeplusadditionalsupplementstoenhanceSs’understandingaboutpossessivesandpunctuationmarks.Toassignataskinclasstochecktheirlearning.1、知識目標：掌握名詞所有格的三種主要類別，并對每種類別的具體用法進行掌握；對英語標點符號的英文表達以及具體用法進行消化和掌握，同時對中英文標點易混用法進行梳理總結(jié)，在使用中對于其是否正確、得當進行甄別。方案素質(zhì)和能力培養(yǎng)2、能力目標：名詞所有格方面，通過回顧、梳理知識以及對易錯例子分解讓學生達到識錯、糾錯，從而在平時的關(guān)于名詞所屬部分的句子表達中運用得當和自如。對英文標點符號作用和具體用法進行深入理解和掌握，在平時的句子表達、段落寫作、篇章寫作中做到使用的準確。3、素質(zhì)目標：無論遣詞還是具體的寫作運用中能做到自然使用恰當標點符合和名詞所有格進行表達，步步提升句子表達準確性，但又不園囿于書面英語在語法上的嚴謹性。參考資料張道真.實用英語語法.外語教學與研究出版社。學生對于名詞所有格有掌握，但是差異性比較明顯，通過對名詞分類梳理歸納總結(jié)，學生對于名字所有格的具體用法，在句子表達中的語法規(guī)范要求有了更全的認識；在教師指引下，學生對于中文狀態(tài)下和英語言狀態(tài)下的標點符號用法有了對比認識，能較好運用正確的標點符號斷句。實施情況小結(jié)3教案續(xù)頁教學過程、內(nèi)容及時間分配教學方法與手段Part1possessives(名詞所有格)Step1abriefreviewaboutnouns(5minutes)ToraiseaquestionandaskSstoanswertheclassificationofnouns,andlistsomenounstoletSsidentify,thenwithanenclosedsummary.Step2togiveabriefintroductionaboutpossessives(15minutes)Teacher'sIntroductionTolisti’tshreemaintypesaswella’usaitgesStep3offersomerelevantsupplementsfromgrammarbooktoSs,letandexplanation,andin-classgroupdiscussionthemhaveabetterunderstandingabouttheusagesofpossessives.(5minutes)Step4In-classexercise:possessives(20minutes)TheCommunicativeapproachTask-basedlanguageteachingthedirectapproachWithanauthenticevaluation,teacherwillassigntheexercisesbothfromthetextbookandtheworkbookinclass,thenchecktheanswersonebyone,meanwhileaskSstogivethereasonswhyheorshewouldliketochooseit.Ifanyerroroccurred,analyzeittogether.Part2punctuationmarksStep1Warmingup(5minutes)toAskSsquestionsasfollowing1.Canyoulistthemostcommonpunctuationmarksforthewholeclass?andtellusits’usages.2.AreallpunctuationmarkssamebothinEnglishandinChinese?Ifnotso,canyoulistsameexamplesforus?Step2ageneralreviewaboutpunctuationmarks(10minutes)Step3anexplanationofits’usages(25minutes)A.listsomesentenceswithwrongpunctuationmarks,thenidentifyits’errors,andcorrectthem.B.backingtothetextbookonpage18and19,anddeeplyunderstandsometypicalconfusingusagesbetweenEnglishandChinese.C.basedontheexamplesabove,tofinishtherelevantexercises,thencorrecttheminclass.Part3RequirementsandAssignments(5minutes)?Toreviewthekeypointswithregardtopossessivesandpunctuationmarks,andfinishtherelevantexercisesinworkbook.?Tomakeupaconversationwithanother2classmatesandusepossessivesandpunctuationmarkscorrectly.?TopreviewthecontentsofpassageAaswellasthenewwords,andmakenotes?ToseePassageBasanadditionalreadingmaterialafterclass.4Unit1TextAnalysis講授1.50課程E英語教程題目passageA:Amother’sletter學時實驗（實踐）totheworld練習0.5行課課次第3次時間教材葛寶祥、王利民.E英語教程北京：外語教學與研究出版社。教具多媒體EnableSsfullyunderstandthemainideaofthepassage.Toidentifytheusagesofthelanguagepoints.教學Toidentifythecompoundwordwithasuffix-able.目的Toknowhowtousethesentencestructure“itisfar…than…”要求ToknowhowtouseproperverbphrasesorkeywordstotranslatetheChinesesentenceintoEnglish.a.todistinguishthemainusagesofthekeywords,phrasesandusefulexpressionsinsentence教學translation.重點b.theusagesofthesentencepattern:itisfar…than…難點c.wordformation:suffix:-able及其d.toidentifyandlearntheimportantsyntax.解決d.withamplepracticetoenhanceSs’understandingaboutthelanguagepointsinthistext,plus方案additionalemulations,enableSstolearnhowtomakesentenceswiththosekeyswords,vphrasesandusefulexpressions.1、知識目標：掌握課文中出現(xiàn)重點詞匯，短語，句型。素質(zhì)2、能力目標：能對文章內(nèi)容和結(jié)構(gòu)做到準確把握和理解，對語言點能準確理解和靈活應(yīng)和能用；能對文章重點句子、句型加以“精消化”，并能根據(jù)特定的語言環(huán)境，進行翻譯應(yīng)變力培技巧性處理。養(yǎng)3、素質(zhì)目標：培養(yǎng)學生遣詞造句過程中自然的英語思能維力；培養(yǎng)學生綜合閱讀英語短文鑒賞、摹寫能力，進而促進系統(tǒng)的書面和口頭的自我表達能力。參考資料實施在教師教學組織下，學生能對文章前置問題進行一定程度上的討論；對文章結(jié)構(gòu)、內(nèi)容能情況比較好的掌握；對重點語言點能在教師的示范下進行辨識和口頭上即時應(yīng)用。但是對于部小結(jié)分句子的翻譯理解能力需要提升，自我用英語進行復述的能力需要加以強化訓練。5教案續(xù)頁教學過程、內(nèi)容及時間分配教學方法與手段Part1leading-inDiscussions(5minutes)Workingroupstodiscussthefollowingquestions.1.Doyoustillrememberwhatyourparentstoldyouwhenyoustartedschool?Whatisit?2.Whatareyourparents’expectationsofyou?Haveyourealizedthem?Part2textanalysis(30minutes)Teacher'sIntroductionandexplanation,andStep1getaquickreviewaboutnewwordsandemphasizedsomewordin-classgroupdiscussionintermsofits’pronunciationandpartsofspeech(2minutes)TheCommunicativeStep2toraiseaquestion:howmanypartscanthispassagebedividedapproachinto?Thendiscussitandtellthereasons.(3minutes)Task-basedlanguageStep3toanalyzeeachparagraphindetails(30minutes)1.begoingtodoteachingthedirectapproach2.wish+objectclause3.uptonowgrammartranslationapproachsuggestopedia4.5.waveto/atittakesfaith,loveandcouragetolivehislifeintheworldhehastolivein.givingafurtherexplanationforthissentence,andfocusontheusageofthepronoun“It”.6.theusagesofspecialstructure:介詞preposition+身體部位partofthebodyin,on,by…e.g.Thecakemeltsinhermouth.Tomlaidahandonmyshoulder.Thewomanseizedthebadguybythearm.WithSs,givemoreexampleswiththekeywords,phrases,likewonder,forawhile,devoted,havefaithin,putapriceon,honorable,etc.maketheminvolveinmakingnewsentences.Step4In-classexercise:textcomprehension,vocabularyandstructure(7minutes)Withanauthenticevaluation,teacherwillaskSstomakeasummaryforthiscontext,andassigntheexercisesbothfromthetextbookandtheworkbookinclass,thenchecktheanswersonebyone,meanwhileaskSstogivethereasonswhyheorshewouldliketochooseit.Ifanyerroroccurred,analyzeittogether.Part3RequirementsandAssignments(3minutes)?Tofinishtheexercisesaboutsentencecombiningandtranslation?TofinishtheexercisesaboutpassageB?Basedontheformertwotasks,todotheexercisesinworkbook,nevercheckthereferencesbefor’sbeeitndone.?Topreviewthecontentofunit2.?Tofinishtheonlinewritingwithagiventitle:onharmoniousdormitorylife,SsneedfinishitaccordingthespecificguidelineswhichreleasedonISMARTplatform.6E英語教程book1第2單元教案講授學時實驗（實踐）練習1.50.5大學英語I（藝術(shù)本課程題目Unit2科）行課課次第4次時間教材孫延弢《E英語教程》北京：外語教學與研究出版社教具多媒體、小蜜蜂擴音器《大學英語》是非英語專業(yè)的英語基礎(chǔ)課程，以英語語言知識傳授為導引，語言技能訓練為基礎(chǔ)，以專業(yè)知識激發(fā)英語學習興趣，以英語學習提升人文素養(yǎng),其目的是培養(yǎng)學生初步的英語能力,聽說、閱讀、語法、寫作和文化五個板塊。知識分布由易到難，漸次增強，幫助學生提高語言綜合應(yīng)用能力，為以后的英語學習打下堅實的基礎(chǔ)，為畢業(yè)后使用英語創(chuàng)造良好的條件。教學目的要求教學重點a.listeningtonames難點b.giving&acceptingsuggestions及其c.askingforsuggestions解決方案素質(zhì)1、知識目標：學會聽名字，能夠聽懂對話中的詢問建議和接受建議的句子。和能2、能力目標：能夠?qū)W會怎樣去提出自己的建議。力培3、素質(zhì)目標：通過學習的短語來進行會話表演，說出自己的建議以及詢問別人的建議。養(yǎng)參考資料《E英語教程（教師用書）》《E英語教程（綜合訓練）》實施情況小結(jié)通過該次課，同學們能夠聽懂對話中的詢問建議和接受建議的句子。但是在表達上還比較生疏，需要課后多練習。7教案續(xù)頁教學過程、內(nèi)容及時間分配教學方法與手段Unit2Listening&SpeakingStep1Pronunciationandlisteningskills(10minutes)Listentothefollowingsentencescarefullyandchoosethenameyouhear.Tips:1.英語姓名的一般結(jié)構(gòu)為：教名+自取名+姓。如WilliamTeacher'sIntroductionandexplanation,in-classgroupdiscussionJeffersonClinton。但在很多場合中間名往往略去不寫，而且許多人更喜歡用昵稱取代正式教名，如BillClinton。上述教名和中間名又稱個人名。2.Mrs.意為"夫人，太太"，常用于已婚婦女的丈夫的姓氏前；如果一個名叫MaryJones的女子嫁給了一個名叫JackWhite的男子，就稱她為MrsWhite，但不能稱MrsJones；Miss意為"小姐"，復數(shù)形式為Misses，用于對未婚女子的稱呼；如果一個未婚女子名叫RoseJones，可以稱她為MissJones，也可以稱她為MissRoseJones；如果MrGreen家有幾位未婚姑娘，可以稱她們?yōu)閠heMissGreens或theMissesGreen.Step2Conversation1–Giving&acceptingsuggestions(25minutes)1.Listentoaconversationandcompletethefollowingsentenceswithwhatyouhear.2.Listenagainanddecidewhetherthefollowingstatementsaretrue(T)orfalse(F).3.Role-playaconversationinpairsaccordingtooneofthefollowingsituations.AandBmeetonthewaytoschool.Blookstiredbecausehe/shedidn’tsleepwelllastnight.Twoplayground.studentsfromtheDepartmentofPhysicalBlooksworriedbecausehe/shedoesn’tEducationknowmeetonthehowtoStudents’Role-Playimprovehis/hersportsperformanceGUIDEDCONVERSATION：A:SayBlookstired/worriedandaskwhy.B:Givethereason.A:Makeasuggestiononhowtorelax/improvehis/herperformance.B:Acceptthesuggestion.Askformoresuggestions.A:Giveanothersuggestion.B:Acceptthesuggestionandshowthanks.Step3Conversation2—Giving&acceptingsuggestions(25minutes)1.Listentoaconversationandcheck(?)whatyouhear.2.Listenagainandcompletethefollowingsentenceswithwhatyouhear.Teacher'sIntroduction3.Role-playaconversationaccordingtooneofthefollowingsituations.andexplanation,in-classYoumayrefertotheFunctionalLanguage.Bhasbeeninlowspiritsthesedays.He/SheasksAabouthowtobecomecheerful.groupdiscussionBhasbeendrawingforseveralhours.Nowhis/hereyesareaching.He8/SheasksAforsomeadviceonhowtotakecareofeyes.GUIDEDCONVERSATIONA:AskBwhatiswrong.B:Givethereason.Askforadvice.A:Makeasuggestion.B:Askformoresuggestions.Students’Role-PlayA:Giveanothersuggestion.B:Askwhatelsecouldbedone.A:Giveanothersuggestion.B:Acceptthesuggestionandshowthanks.Step4Passage—Makingintroductions&responses(30minutes)1.Listentoapassageandcheck(?)whatyouhear.2.ListenagainandmatchtheverbsinColumnAwiththenounsinColumnBaccordingtowhatyouhear.SCRIPT:Beingphysicallyactivecanmakeyoufeelbetteraboutyourbody.Why?Becauseitwillhelpenergizeyouandkeepyourbodyworkingjustthewayitshould.WatchingTVandplayingcomputergamescanbefun,butitdoesn’tdomuchforyourbodybecauseyourbodystaysstill.Whenyoumoveyourbody—byplaying,dancing,participatinginsports,orevencleaningyourr—youomexerciseyourmuscles.Whenyouhavestrongmuscles,youcandomanythings,fromcarryingheavybackpackstokickingaballintothesoccernet.Youwillfeelbetterwhenyoufeelstrongandknowthatyourbodycandowhateveryouwantittodo.Soclimbahill,jumprope,rideabike,swim,runupthestairs,orevendothehula—enjoyallthatyourbodycando!3.Workingroupstodiscussthefollowingtopics.Theneachgroupchoosesarepresentativetoreportyourdiscussiontotheclass.1Benefitsofexercise:helpingcontrolweightbecomingenergetic2DailywaystoexerciseclimbingthestairsgoingjoggingStudents’Presentation9講授學時實驗（實踐）練習1.50.5大學英語I（藝術(shù)本科）課程題目Unit2行課課次第5次時間教材孫延弢《E英語教程》北京：外語教學與研究出版社教具多媒體、小蜜蜂擴音器《大學英語》是非英語專業(yè)的英語基礎(chǔ)課程，以英語語言知識傳授為導引，語言技能訓練為基礎(chǔ)，以專業(yè)知識激發(fā)英語學習興趣，以英語學習提升人文素養(yǎng),其目的是培養(yǎng)學生初步的英語能力,聽說、閱讀、語法、寫作和文化五個板塊。知識分布由易到難，漸次增強，幫助學生提高語言綜合應(yīng)用能力，為以后的英語學習打下堅實的基礎(chǔ)，為畢業(yè)后使用英語創(chuàng)造良好的條件。教學目的要求教學a.readPassageATheGirlTerryFox重點b.analyzelanguagepointsofPassageATheGirlTerryFox難點c.readPassageBWatchingNBAfor10Years及其d.analyzelanguagepointsofPassageBWatchingNBAfor10Years解決方案素質(zhì)1、知識目標：閱讀這兩篇文章，能記住文章中的重點單詞、短語，能對長難句進行分析。和能力培養(yǎng)2、能力目標：能夠運用講解的重點詞匯和短語完成課后的練習。3、素質(zhì)目標：學習短文后能夠體會作者的思想，并對文章進行鑒賞。參考資料《E英語教程（教師用書）》《E英語教程（綜合訓練）》實施情況小結(jié)通過該次課，同學們能看懂這兩篇文章，認識了一些重點詞匯，但是在長難句的理解上還需要提高。10教案續(xù)頁教學過程、內(nèi)容及時間分配教學方法與手段Unit2ReadingStep1readPassageATheGirlTerryFox1.Videoappreciation2.BackgroundInformation(15minutes)ItisaboutTerryFox.Fox’scourageinembarkingontheMarathonofhimtheTeacher'sIntroductionandexplanationHopeforthebenefitoftheCanadianCancerSociety,haswonadmirationandmadehimtheyoungestpersonevernamedaCompanionoftheOrderofCanada(加拿大勛章).Hewonthe1980LouMarshAwardwhichisawardedannuallytoCanada’stopathleteandwasnamedCanada’sNewsmakeroftheYear(加拿大年度新聞人物)inboth1980and1981.Consideredanationalhero,hehashadmanybuildings,roadsandparksnamedinhishonoracrossthecountry.Step2Textstudy(30minutes)1.Thedoctorsatthehospitaldidmanytestsonmeanddiscoveredthatpartofmylegshadtobecutoff.醫(yī)生給我做了很多檢查，認為我的腿有一部分必須截掉。discoveredthatdiscover引導賓語從句，指的是醫(yī)生在做了各種檢查之后得出的結(jié)論。2.Afterward,Iwantedtodosomethingtohelpotherpeoplewithcancer,soIdecidedtojointhemarathonforcancerinmydistrict.后來，我想為其他癌癥患者做點事情，于是我決定參加我所在的區(qū)為癌癥病人舉辦的馬拉松比賽。withcancer介詞短語作后置定語，修飾otherpeople。afterward反義詞：beforehand:adv.預先;有準備地;較早in-classgroupdiscussion3.Iwassoexcited,butnervoustoo,sincethefirsttimeIran,oneofthescrewsonmyrightprosthesisbroke.我很興奮，也很緊張，因為在我第一次跑步時，我右假肢上的螺絲釘斷了，我擔心這種事再次發(fā)生。句中thefirstime是先行詞，Iran在句子中作定語關(guān)系代詞that被省略，在整個句子中thefirsttime為狀語4.Ifeltgreatknowingthatalotofpeoplehadbetonmeandthatallthemoneywasgoingtohelppeoplelikemewhofightfortheirliveseverysingleday.得知很多人賭我會贏，而且所有的錢都將用于幫助像我一樣每一天都在為生命而拼搏的人時，我覺得棒極了。knowing是現(xiàn)在分詞，在句中作狀語。5.Ifeltgreatknowingthatalotofpeoplehadbetonmeandthatallthemoneywasgoingtohelppeoplelikemewhofightfortheirliveseverysingleday.得知很多人賭我會贏，而且所有的錢都將用于幫助像我一樣每一天都在為生命而拼搏的人時，我覺得棒極了。6.It’sjustanotherobstacle,anotherhurdleyouhavetojumpover,anotherenemyyouhavetodefeatinordertosucceedinlife.它只是另一種障礙，另一個你必須跨越的跳欄，另一個為了生活中的成功你必須戰(zhàn)勝的敵人。anotherobstacle,anotherhurdle,anotherenemy構(gòu)成平行結(jié)構(gòu)，平行結(jié)構(gòu)多由多個結(jié)構(gòu)相同或相似的介詞短語、動詞短語、名詞短語、11不定式短語等并列而成，起到表達感情、渲染語氣等作用。Step3readPassageBWatchingNBAfor10Years(15minutes)1.Pre-readingactivityTeacher'sIntroductionandexplanation2.BackgroundinformationMichaelJeffreyJordan(bornFebruary17,1963),alsoknownbyhisinitials,MJHeisanAmericanformerprofessionalbasketballplayer,entrepreneur,andmajorityownerandchairmanoftheCharlotteBobcats.HisbiographyontheNBAwebsitestates,“Byacclamation,MichaelJordanisthegreatestbasketballplayerofalltime.”JordanwasoneofthemosteffectivelymarketedathletesofhisgenerationandwasconsideredinstrumentalinpopularizingtheNBAaroundtheworldinthe1980sand1990s.3.VideoappreciationStep4Textstudy(30minutes)1.Atthattime,itwassaidthatMichaelJordanwasaflyingmanonTeacher'sIntroductionandexplanationthebasketballcourt.當時，據(jù)說喬丹是籃球場上的飛人。itwassaidthat意為“據(jù)說”，這個句型不強調(diào)“說”的主體，只強調(diào)said后面的內(nèi)容。類似的表達有：itisreportedthat(據(jù)報道)；itisestimatedthat(據(jù)估計)。2.TheNBAkeepsmanufacturingbothstarsandexcitinggames,whichattractthousandsoffansfromallovertheglobe.NBA不停地造就著球星和令人興奮的比賽，這些比賽吸引著成千上萬來自世界各地的球迷。which作為關(guān)系代詞引導了一個非限制性定語從句。thousandsof意為“數(shù)以千計的，成千上萬的”，thousandsof前面不加明確的數(shù)字且thousandsof中thousand必須用復數(shù)。但當thousand用在數(shù)字以及several,afew等表示數(shù)量的詞或短語之后時thousand要用作單數(shù)。3.…basketballbackboardsaretransparentsoasnottoblockthefan’sview;...······籃球籃板是透明的，以免阻擋球迷的視線······soasto意為“為了······”，其否定形式為soasnotto。4.Becausesalariesarecloselyconnectedtoperformances,everyplayerispushedtopracticehisbasketballskillssothathebecomesstrongerandbetter.薪金和成績緊密相關(guān)，所以它激勵每個球員加緊訓練籃球技能，從而使自己變得更強、更好。sothat(=inorderthat)用于引導目的狀語從句，意為“以便，為的是”12講授學時實驗（實踐）練習1.50.5大學英語I（藝術(shù)本科）課程題目Unit2行課課次第6次時間教材孫延弢《E英語教程》北京：外語教學與研究出版社教具多媒體、小蜜蜂擴音器《大學英語》是非英語專業(yè)的英語基礎(chǔ)課程，以英語語言知識傳授為導引，語言技能訓練為基礎(chǔ)，以專業(yè)知識激發(fā)英語學習興趣，以英語學習提升人文素養(yǎng),其目的是培養(yǎng)學生初步的英語能力,聽說、閱讀、語法、寫作和文化五個板塊。知識分布由易到難，漸次增強，幫助學生提高語言綜合應(yīng)用能力，為以后的英語學習打下堅實的基礎(chǔ)，為畢業(yè)后使用英語創(chuàng)造良好的條件。教學目的要求教學重點a.Grammar:Pronouns(代詞)難點b.Exercises及其c.Writing:Usingproperwords解決方案素質(zhì)1、知識目標：除了掌握不同類型的代詞外，還需要掌握代詞容易出錯的幾個點。學會一和能般詞匯和具體詞匯的含義力培2、能力目標：能夠避免出現(xiàn)代詞常犯的錯誤，能學會一般詞養(yǎng)3、素質(zhì)目標：通過學習的語法知識，能在個人寫作中避免常犯的錯誤。匯和具體詞匯的區(qū)別參考《E英語教程（教師用書）》《E英語教程（綜合訓練）》資料實施情況小結(jié)通過該次課，同學們學會了不同的代詞，也了解了代詞常犯的錯誤，能分清什么是一般詞匯，什么是具體詞匯。但是具體詞匯量不足，還需要課后多背單詞。13教學過程、內(nèi)容及時間分配教學方法與手段Unit2Grammar,WritingStep1Grammar:Pronouns(30minutes)1.代詞的分類人稱代詞：主格：I我，you你，he他，she她，they他們，we我們；賓格：me我，you你，him他，her她，them他們，us我們Teacher'sIntroductionandexplanation物主代詞：形容詞性：my,your,his,her,its,our,their名詞性：mine,yours,his,hers,its,ours,theirs指示代詞：this這，that那，these這些，those那些反身代詞：myself我自己，ourselves我們自己，himself他自己，themselves他們自己，yourself你(們)自己，herself她自己疑問代詞：who誰，what什么，which哪個不定代詞：some一些，many許多，both兩個、兩個都，any許多關(guān)系代詞：which……的物，who……的人，that……的人或物，who誰，that引導定語從句相互代詞：eachother互相，oneanother互相連接代詞：who,whom,whose,what,which,whatever,whichever,whoever,whomever2.使用代詞時容易出錯的幾個方面。(1).當不定代詞，如each,every,some,anyone,anything,someone,something,everything,everyone和nothing作主語時，謂語動詞一般用單數(shù)形式。e.g.1)Iseveryonereadytogo?2)Someoneisaskingtoseeyou.in-classgroupdiscussion3)Everythingisreadyfortheparty.4)Nothingeverhappensaroundhere.(2).當主語為某些并列名詞時，要根據(jù)并列名詞的單復數(shù)意義確定代詞的單復數(shù)形式。1)Myfriendandroommatehasagreedtolendhiscartome.2)Myfriendandmyroommatehaveagreedtolendtheircarstome.(3).當主語為某些集體名詞時，代詞的單復數(shù)形式取決于集體名詞的單復數(shù)含義。1)Theteamhaswonitsfirstmatch.分析：主語team強調(diào)整體，所以代詞用its。2)Theteamarehavinglunchwiththeircoach.分析：主語team強調(diào)集體中的各個成員，所以代詞用their。(4).由or,either…or…,neither…或nor…tonly…but(also)…連接兩個名詞時，相應(yīng)的代詞與其鄰近的名詞在人稱和數(shù)上保持一致。1)DidJohnorRosefinishherhomework?分析：代詞與其鄰近的名詞Rose應(yīng)在人稱上保持一，致所以用her。2)Eitherthestudentsortheteacherwillgiveyouhisbook.分析：代詞與其鄰近的名詞teacher在人稱和數(shù)上保持一，致所以用his。3)Neitherthepackagenorthelettershavereachedtheirdestination.分析：代詞與其鄰近的名詞letters在數(shù)上保持一致，所以用their。14Step2Exercises(15minutes)1.ChoosethecorrectwordsorexpressionsinbracketstocompletetheStudents’Practicefollowingsentences.2.Completethefollowingsentenceswiththewordsgivenbelow.Step3Writing(30minutes)UsingproperwordsWarm-upComparethefollowingpairsofsentences.Thendiscussingroupswhichoneineachpairismoreimpressiveandwhy.Notes英語寫作中，我們需要注意一般詞匯（generalword）和具體詞匯（specificword）的區(qū)別。一般詞匯和具體詞匯各有所長，一般詞匯概括性強，而具體詞匯表意清楚、準確而生動。1.ATheylaughedafterknowingthenews.BTheysmiled/grinned/beamed/giggled/tittered/chuckledafterTeacher'sIntroductionknowingthenews.andexplanation分析：B句中具體描述了“笑”的詞匯豐富了laugh一詞所不能表達的感情色彩，使句子更加形象、生動。2.ATheywenttothevillagebyavehicle.BTheywenttothevillagebycar/taxi/truck/jeep/bus.分析：A句中vehicle一詞在詞義上很寬泛，而B句就可以很明確地告訴讀者他們乘坐的是什么交通工具。Notes一些常見的一般詞匯和其對應(yīng)的具體詞匯：say:talk,speak,tell,discuss,chattree:pine,maple,willowsad:unhappy,sorrowful,depressedrain:shower(陣雨),drizzle(毛毛雨),downpour(傾盆大雨)happy:delighted,joyful,cheerfullookat:glance(一瞥),peep(偷看),stare(盯著看)wind:breeze(微風),gust(狂風),hurricane(颶風)Step4Exercises(15minutes)Choosetheproperwordsinbracketstocompletethefollowingsentences.Lookupthewordsinthedictionaryifnecessary.Students’Practice15E英語教程book1第3單元教案講授1.50.5課程大學英語題目E英語教程Book1Unit3學時實驗（實踐）練習行課課次第7次時間教材劉世生、葛寶祥、王利民.E英語教程Book1[M].北京：外語教學與研究出版社教具多媒體、小蜜蜂擴音器1.EnableSstodistinguishthesyllables"oa"or"o"anditspronunciations.2.Understandthelisteningskillsandknowhowitworks.教學目的要求3.ActivateSsinterestsofSpeaking(agreeinganddisagreeing).教學1.EnableSstolearnhowtoexpressone'sagreementanddisagreement.重點難點2.EfficientlyorganizeSstojointheRole-play(conversation),andjudgetheperformobjectively.及其解決3.GuideSstodiscusswhattheycandotomaketheirparentstrustthemmore.(speeches方案needtobepersuasiveandreasonable)1、知識目標：掌握字母組合oa的發(fā)音、能夠熟練表達同意與不同意的觀點。素質(zhì)2、能力目標：通過聽力和口語實踐，提高聽力和綜合口語表達英語能力；提高小組合作、和能邏輯思維和批判思維能力。力培3、素質(zhì)目標：提高學生對影視節(jié)目、藝術(shù)作品話題的敏感度，學會合作學習，并積極用英養(yǎng)語表達自己的觀點和想法。參考《E英語教程》教師用書；/view/3135d866f5335a8102d2201e.html（英資料語字母組合發(fā)音規(guī)則）實施按照教學目的要求，本次課的實施情況良好。并且按照此教學設(shè)計進行上課，能夠使學生情況掌握好ListeningandSpeaking這小節(jié)的重難點，在知識、能力以及素質(zhì)等方面都有所提高。小結(jié)教學過程中，依據(jù)此教案，能夠較好的把握課堂教學時間以及運用教學機智。16教學過程、內(nèi)容及時間分配教學方法與手段TheFirstLesson:Listening&Speaking(90minutes)Step1CourseIntroduction(5minutes)Step2Pronunciation&ListeningSkills(15minutes)1.StudentsarerequiredtolistentoashortstoryandunderlinetheTeacher'sIntroductionwordswiththesound/?u/.(5minutes)2.Checkalltheanswers,andcorrectmistakesifthereisanecessity.andexplanation,in-classAndteachershouldexplainthecommonpointofthesewordsgroupdiscussion,withthesound/?u/andgiveotherexamples.(10minutes)role-playandpractice.Step3Conversation1.(20minutes)1.Leadstudentstopronounceandlearnwordsichanntips(el;awful;violence;crimeshow;brief),andaskthemtolistentoconversation1andcheckthewords.(5minutes)2.Listenagainanddecidewhetherthefollowingstatementsaretrueorfalse.(5minutes)3.Role-Play.Studentsarerequiredtodoarole-playaccordingtothegivensituationsinPage43.(5minutes)Situation1:Duringtheclassbreak,AandBaretalkingaboutarecentfilm.Situation2:AandBarebothmusiclovers.Theyaretalkingaboutanewsong.GuidedConversation:A:AskBwhetherhe/shehasseentherecentfilm/haslistenedtothenewsong.B:Sayyes.A:Saywhatyouthinkofthefilm/song.B:Showagreementandexpressyouropinion.A:Showagreementandgiveyourreason.4.LeadstudentstoreadandunderstandsentencesexpressingagreementinPage43.andaskthemtopracticewiththeirgroupmembers.ExpressingAgreement:Iagree.Iquite/certainly/entirelyagreewithyou.Youareabsolutelyright.Ithinkso.Ofcourse./Definitely./Exactly.That’swhatIthink.Ifeelthesame.Iagreewithyou.Icouldn’tagreemore.Icouldn’tagreemore.Iagreeentirely.I’mforyou.Sodo/amI.Yousaid/gotit.17Step4Conversation2(25minutes)1.Introducewordsinworktips:ClaudeMone;impressionist;amazing;surroundings.(5minutes)2.Dotask1and2underconversation2andcheckanswers.(10minutes)3.Askstudentstodorole-playaccordingtotask3(5minutes).Situation1:AandBareroommates.Theyaretalkingabouthowtospendtheweekend.Situation2:TwostudentsaretalkingaboutwhichsportsshowtowatchonTV.GuidedConversation:A:Makeasuggestiononhowtospendtheweekend/whichsportsshowtowatch.B:Showdisagreementandgiveyourreason.A:Makeanothersuggestionandgiveyourreason.B:Showdisagreementandexplainwhy.A:AskforB’ssuggestion.B:Giveyoursuggestion.A:Showagreement.4.Leadstudentstoexpressdisagreementunderconversation2(5minutes)Ican’t/don’tagreewithyou.I’mnotsosure/certain.I’mafraidyou’rewrong.Youmayberightonthat,but…Idon’tthinkso.I’msorry.Ican’tgoalongwithyouonthat.Ican’tsayIagreewithyou.Iseeyourpoint,but…S