大學英語教案

大學英語①第9講教案題目MorethanWords本講計劃學時2對應教材章(課)節(jié)Unit3,BookI教學目的1.PracticespeakingEnglishthroughclassroominteractionbasedonthetopic;2.Helpthestudentslearnusefulwordsandexpressionsrelatedtocollegelife;3.Helpstudentsunderstandthemainideaandorganizationofthetext.教學進程序號本講主要環(huán)節(jié)（內(nèi)容）時間(分)1Warm-upActivities1.Lead-inQuestions25/252.Topic-RelatedPictures25/502TextAnalysis1.ComprehensionQuestions15/652.WordStudy15/803.NewWordsandExpressions15/953Assignments5/1001.PreviewtheText2.MemorizetheNewWordsandExpressions板書設計Unit3MorethanWordsLecture1AdditionalWordsandExpressionsawarebehavecommunicateculturaldecreasedownwardmisunderstandingnonverbaltraditionalvocabularyunfamiliarsalesmanBackgroundInformationHumansarenottheonlylivingthingsthatcancommunicateinformationtooneanother.Therearesomeinterestingformsofcommunicationamongotheranimalforms.Honeybees,forexample,performakindofdancethataccuratelytransmitsinformationaboutthedirection.臨時寫用部分，可擦涂。教學內(nèi)容、方法、手段設計及教學重點、難點分析本講教學內(nèi)容分為兩部分：1、圍繞該課主題展開課堂口語活動；2、課文背景知識講解；3、熟悉課文及其單詞等。采用啟發(fā)式互動教學，以課堂問答、學員發(fā)言、教師點評的方式帶動學生積極參與口語練習活動；借助于多媒體課件熟悉了解課文內(nèi)容；通過圍繞理解題的問答幫助學員理解課文內(nèi)容。重點是使學生熟悉本單元的話題的相關內(nèi)容和表達方式；通過聽課文錄音熟悉課文內(nèi)容及課文各部分大意。Unit3MorethanWordsPartIWarm-upactivities1.Lead-inquestions-Whenwestudyalanguagewhatdoweusuallylearn?(Words,sentences,pronunciation,grammar,etc.)-Ifyoumeetaforeignerandyoudon’tknoweachother’slanguage,howdoyoucommunicate?(Bygestures)-Howdothepeoplewhoaredeafandmutetalktoeachother?(Bysignlanguage)-Aretheretimeswhenweordinarypeople,whohaveperfecthearingandspeakingability,havetotalktoeachothernotbythespokenwordbutbygestures?(Yes,when…)-Whataresomeofthegesturesandwhatdothesegesturesmean?(1.nodyourheadupanddown2.shakeyourhead3.waveyourhand)2.Topic-relatedpicturesDeepinThoughtConcentrationiskeyfortheseboys,whoareplayingagameofXiangQiintheancientcityofSuzhou,westofShanghai.XiangQiisatraditionalformofchessthatdatestothe7thcentury.Oftenplayedonmakeshiftboardsdrawnonpaper,thelengthybutpopulargameusuallyattractscuriousspectators. ThebronzesculptureTheThinker,byFrenchartistAugusteRodin,wasoriginallyintendedtocrowntheGatesofHell,amonumentalentrancetotheMuséedesArtsDécoratifsinParis.Gesturesandotherbodymovementsareanintegralpartofthemeansofcommunicationforushumans.Itisnecessaryforusnotonlytolearnthelanguageofspokenandwrittenword,butalsothegesturesandbodymovementofthepeoplewhospeakthelanguage.Whenwelearnourmothertongue,weimitateourparentsandrelativesandfriends.Whenwelearnaforeignlanguage,wehavetoobservenativespeakerswhospeakthatlanguageastheirmothertongue,andwealsohavetolearnfrombooksaboutthesubject.PartIITextanalysisofthein-classreadingpassageParagraph1:1.Comprehensionquestions-Howdoestheauthorofthetextdefinetheterm“bodylanguage”?(…)-Whydoestheauthorsay“youmustlearnthenonverballanguageorbodylanguageofthatculture?Whatisculturerelatedtolanguage?(Languageisconsideredpartofculture.)2.Wordstudy-nonverbal:notusingorinvolvingwordsItisformedbyanprefixNON-plusanadjectiveVERBALExamples:non-commercial,non-classical,non-competitive-means1)somethingenablingsomebodytodosomething:somethingthatisavailableandmakesitpossibleforsomebodytodosomethinge.g.Youcan’tliveouttherealonewithnomeansoftransportation2)thingsneededformanufacturing:inMarxism,therawmaterials,tools,machinery,andothernecessitiesrequiredinthemanufacturingprocesse.g.meansofproduction生產(chǎn)資料3)availablemoney,themoneyandotherresourcesthatsomebodyhastoliveone.g.It’llbeimpossibletofindahouseinthisareathat’swithintheirmeans.4）Phraseswithprepositions:byallmeans:usedasapolitewaytogivepermissionbymeansof:usingorwiththehelpofbynomeans:usedtoemphasizeanegativee.g.Youwerebynomeanstheworstplayer.3.NewWordsandEx