英语专业综合教程教案.doc

第 一 周 星期 二 第1，2 节 2009 年 9 月 9日课 题Unit 1 The Fourth of July 1课时2教学目的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教学重点1. the using of the new words and expressions2. the comprehension of the text and the structural analysis of the text教学难点the comprehension of the text and the structural analysis of the text课程类型演示课教学方法讲授法，互动法，讨论法课前准备reference books, 教学过程及时间分配主 要 教 学 内 容教学方法运 用Step1 Give students some questions that are related to the text to discuss and 讨论法Lead- in let them present their discussion.20分钟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 讨论法the quickly and analyze the structure of it, then present their ideas.互动法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分钟place of the major events.Part2: paragraph2-6, to tell us all 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 treated.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 racialpresentation Discrimination in American society as late as the 1940s)of the textB. Class discussion: let them discuss and present their ideas.50分钟C. The important and difficult points in the text讲授法1. For each part, there are some questions to ask students in order to make sure they understand this part clearly.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 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 and 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 deepslumber.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 sth. 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 offend 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.互动法- 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 questions 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 sympathized with by My family members who similarly angry, though.In this part, students are asked to use their own words to explain these sentences.板书设计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, D.C. signify?The structural analysis of the text:Part1: paragraph1Part1: paragraph2-6Part1: paragraph7-17Part4: paragraph18-19课堂小结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 students analyses the structure clearly. Students should gain these points through their own discussion and thinking.作业布置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 exercises 教学后记第 二周 星期 五 第 1，2 节 2009 年 9月 11 日课 题Unit 1The Fourth of July 2课时2教学目的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 教学重点To 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教学难点To analyze the writing strategies of the text课程类型演示课，作业课教学方法讲授法, 讨论法, 作业法课前准备reference books教学过程及时间分配主 要 教 学 内 容教学方法运 用Step1 1. Ask students some questions related 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 Washington D.C.? 20分钟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. 讨论法Writing 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分钟major events is intertwined with the authors feeling or psychologicalactivities.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 text. Then, analyze the affection of the two rhetorical in the context.)Step3Ask students to do those exercises before class and check the answers.讲授法Exercises1. Explained the italicized part in each sentence in your own words.作业法5分钟 20分钟2. Fill in each blank with one of the two words from each pair 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分钟3. Fill in the blank in each sentence with a word or phrase taken from the box, using its appropriate form.（注意提醒学生从中领会到扩展词汇的重要性）5分钟4. Fill in each blank with a definite, indefinite, or zero article. （just to check）20分钟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 them 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)板书设计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 occurred, with occasional flashbacks inserted.Question: Please find quite a few examples of symbolism in the text.课堂小结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 exercises.作业布置Homework: To finish the sentence translation.教学后记第 三 周 星期 三 第1.2 节 2009 年 9 月 16 日课 题Unit 1 The Fourth of July 3课时2教学目的To understand and grasp the main grammar points of the textTo consolidate the language points of the text教学重点To grasp the skills of the translation教学难点To grasp the skills of the translation 课程类型练习课教学方法讲授 指导实训课前准备教学过程及时间分配主 要 教 学 内 容教学方法运 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 correct. (要求学生从时态，句子的结构，语法及词语的用法着手，加强学生纠错能力，也能加强学生的语法使用能力)3）Correct the sentence. (在学生原句的基础上进行修改，帮助学生有自信相信自己的翻译也能够成为正确答案)4）Give the best translation (让学生对比自己的翻译和专家翻译的不同点，找出好与不好的地方，修订自己的翻译，并加强自己语言组织的能力和养成对句子精益求精的习惯。5) Conclude the translation skills.Deal with the translation IIHave one to read the passage.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 elements 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.讲授 指导实训板书设计Sentence translation answers课堂小结The aim is to make students grasp the translation skills through the translation exercises.作业布置Homework: to preview the writing practice and oral discussion教学后记第 三 周 星期五 1，2 节 2009年 9 月 18 日课 题 Unit 1 The Fourth of July 4课时2教学目的To consolidate the language points of the text 教学重点To grasp the skills of the writing and practice the oral English 教学难点To grasp the skills of the writing课程类型作业课教学方法讲授法 互动法课前准备写作技巧准备教学过程及时间分配主 要 教 学 内 容教学方法运 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 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. 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 unified, coherent, and complete)3. Analyze the example A 4. Ask students to write a paragraph of about 100words.讲授法 互动法 板书设计Topic for discussion: The topic: In what way is the authors description of the setting connected with the theme of the autobiographical story?课堂小结The aim is to consolidate the spoken, listening and writing skills.作业布置Homework: Ask students to write a paragraph of about 100words. Computers in Our Lives教学后记第 四 周 星期三 第1，2 节 2009 年 9 月 23日课 题2007英语专业四级真题讲解课时4教学目的通过做专业四级真题，检测学生的基本功和应试能力教学重点在实践中讲解做题方法，训练学生的做题思路和应考能力教学难点通过做专业四级真题，检测学生的基本功和应试能力课程类型作业课教学方法作业法课前准备2007英语专业四级真题教学过程及时间分配主 要 教 学 内 容教学方法运 用Step1 2007年英语专业四级真题在规定时间1. Vocabulary and Structure (25分钟)内完成四级2. Reading Comprehension (30分钟)题目3. Cloze (15分钟)100分钟4. Writing (30分钟)（因为下周国庆并且连着两周见习，所以在这一周加入专四题目讲解，一是检测学生的基本功，二是给学生一点压力，提醒他们要在课下注意复习和加强语言基本功）板书设计(略)课堂小结通过做专业四级真题和在实践中讲解做题方法，能训练学生的做题思路和应考能力，在最短时间内提高学生做题的正确率。作业布置Homework：在课后加强复习语法，词汇，阅读和写作的各块内容。教学后记第 四 周 星期五 第1，2 节 2009 年 9 月 25日课 题2007英语专业四级真题讲解课时4教学目的通过做专业四级真题，检测学生的基本功和应试能力教学重点在实践中讲解做题方法，训练学生的做题思路和应考能力教学难点通过做专业四级真题，检测学生的基本功和应试能力课程类型讲授课，总结课教学方法讲授法，总结法课前准备2007英语专业四级真题教学过程及时间分配主 要 教 学 内 容教学方法运 用Step1讲解题目1）在讲解过程中注意帮助学生分析作错的题目，总结经验。并将题目讲授法，总结法30分钟中较难的语法和词汇进行重点讲解。30分钟2）就阅读理解里出现的各种题型进行归纳总结，给予一些阅读技巧。40分钟3）找出学生中写得较好和比较差的作文作为范文，让学生自己分析好与不好的地方，并总结写作的结构和细节支撑应该是怎样的。板书设计(略)课堂小结通过讲解做题方法，能训练学生的做题思路和应考能力，关键是让学生在课下也能有一个方向知道怎么去复习相关内容。作业布置Homework：在课后加强复习语法，词汇，阅读和写作的各块内容。教学后记注：第五周国庆放假，第七，八周学生见习第 九 周 星期 三 第1，2 节 2009 年 10 月 28 日课 题Unit 2 The Struggle to Be an All- American Girl1课时2教学目的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教学重点1.the using of the new words and expressions2.the comprehension of the text and the structural analysis of the text教学难点the comprehension of the text and the structural analysis of the text课程类型演示课教学方法讲授法，互动法，讨论法课前准备reference books, 教学过程及时间分配主 要 教 学 内 容教学方法运 用Step1 Give students some questions that are related to the text to discuss and 讨论法Lead- in let them present their discussion.Questions: 1: Some people think living in another culture is not difficult20分钟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 讨论法the quickly and analyze the structure of it, then present their ideas.互动法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分钟Part2: paragraph2-7, describes their forced walks to 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 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 and present their ideas.50分钟(The aim is to practice students thinking ability and expressing ability)C. The important and difficult points in the text讲授法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 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 wri