新世纪大学英语教程-复旦大学出版社-第2册教案2.doc

大学英语课教学方案教师： 序号授课时间授课班级上课地点学习内容Book 2 Unit Two Periods8教学目标专业能力1.Basic linguistic elements of phonetics ,grammar and vocabulary;2.Basic reading, speaking, reading, writing and translating skills；3.Basic knowledge of culture.方法能力1.Learn to study and work.2.Develop the ability to continuous development and to solveproblems creatively.社会能力Learn to co-exist and to be a man with responsibilities for society.目标群体In English learning, The students have already grasped some basic knowledge in listening, speaking, reading, writing after graduation from middle schools. But that is not the final purpose. The final purpose is to let students be able to use the language in the future. In this Unit the students will learn how to explore and grasp the advantages of learning English. 教学环境Multi-media classroom教学方法Task-based teaching，interaction,Task IListening and Speaking时间安排2 periodsProcessI. Theme-relatedListeningSection 1 & 2The teacher briefly explains Useful Language and then directs the students toA. Begin with Useful Language by asking the class to focus on the words and expressions they know and then have them guess what the upcoming topic will be;B. Now play the short talk once, or twice if necessary, and ask the class to complete the three statements that follow, according to the directions given;C. Next, briefly discuss the three statements as a way to explore the short talks main idea;D. Lastly, play the short talk once more before asking the class to fill in the blanks in the text excerpt. Section 3,4 & 5A. Transit meaningfully and smoothly from the short talk into the two dialogues, keeping the theme in mind;B. Handle the Useful Language in a unique way, i.e., do not simply explain the words and expressions as a list, one by one add vitality to it;C. Now play the first dialogue once, or twice if necessary, and, as a way to explore the short talks main idea, ask students to decide whether each of the three statements is true or falseD. Next, play the first dialogue once more before asking students to answer the follow-up questions (reorganize the questions to facilitate their answers if necessary). Briefly summarizing what has been said can be an effective portion of this activity;E. Then play the second dialogue once, or twice if necessary, followed by having the students do the listening comprehension exercises; F. After, check their answers in a meaningful way, i.e., not simply by calling out the correct choices but by offering relevant information; G. Lastly, if time permits, raise some interesting, open-ended questions based on the second dialogue, possibly putting on the chalkboard some words or phrases students have just learned.II. SpeakingThe teacherA. fully understands what the exercises are intended to do;B. has the students relate the useful expressions to the theme of the text, asking them to justify their divisions; C. requests the students to read loud the dialogue before doing the role-play (independent of the script);D. encourages students to use the language they have learned from Text A in the exercise of monologue. HomeworkPrepare to give an oral presentation in class according to ex. 1 and 2 next time.Task II Text A A Teachers Story时间安排3 periods ProcessI. Review of Theme-related Listening SectionsA. First, briefly review what students learned in the first period;B. Second, to facilitate review and enhance communication, ask the class to voice relevant issues, including any questions about the listening sections related to useful language and/or themes; C. Lastly, raise questions that students have no trouble answering; D. Be flexible with the time allowance. II. Text A & Text-related ExercisesStarter: After finishing the listening tasks, the teacher turns to Text A of the unit. To begin, the teacherA. A. asks the students to describe a teacher who has inspired them in one way or another. This can be done in complete English sentences or just phrases. If students have difficulty doing this, the teacher should provide them with the following key words or phrases in English: lose hope, be about to give up, inspire, encourage, regain confidence, overcome, catch up with, make progress, achieve success;B. gives the students 10 minutes to read Text A and get a general idea of the whole text.Text AThe teacherA. discusses the whole text with the students;B. guides the students through the exercises, focusing on certain items or leaving some exercises as the studentshomework, depending on their levels.III. Learning Text A ( 50 minutes)1、Title& Author of Text A一位老师的故事 伊丽莎白塞兰斯巴拉author : Elizabeth Silance Ballard /IWbzIl snlIas dlAb/ 伊丽莎白塞兰斯巴拉德2、Language Points of Text A1）As Mrs. Thompson stood in front of her 5th grade class on the very first day of school, she told the children a lie.开学第一天，当汤普森夫人站在她教的五年级那个班的前面时，她对孩子们说了一个谎。句中on the very first day of school中的副词very此处修饰first，加强语气。very可以置于形容词最高级或own, first, last, next, same 等词之前，以加强语气。又如：They wanted the very best quality. 他们就想要质量最好的。At last he had his very own car (= belonging to him and to nobody else).他终于得到了专属于他自己的汽车。2）Mrs. Thompson had watched Teddy the year before and noticed that he didnt play well with the other children, that his clothes were messy and that he constantly needed a bath.汤普森夫人一年前已在观察泰迪，注意到他跟其他的孩子玩得不好，他的衣服很脏，他经常需要洗个澡。句中三个that引导的句子并列，同属动词noticed的宾语。3）It got to the point where Mrs. Thompson would actually take delight in markinghis papers with a red pen, making bold Xs and then putting a big “F” at the top of his papers. (泰迪)讨厌到竟然让汤普森夫人以用红笔给他的卷子评分、在上面醒目地打很多叉，然后再在试卷的上方写上一个大大的F(不及格)为乐。It指代上文And Teddy could be unpleasant。副词where指的是the place or situation in which。又如：I think you have got to the point where a change is needed, or you will fail. 4）Teddy is a bright child with a ready laugh. 泰迪是个随时爱笑的聪明孩子。a ready laugh中的ready用于名词之前，意为easily and quickly produced or available。5) his home life will soon affect him if some steps arent taken.如不采取一些措施，他的家庭生活将很快对他产生影响。在 if 引导的条件状语从句中，如果从句谈论的是一个有可能发生的事实及其产生的相关的结果，主句用一般将来时态，从句用一般现在时态。6) But she stifled the childrens laughter when she exclaimed how pretty the bracelet was, putting it on, and dabbing some of the perfume on her wrist. 但当她大声说手镯多么漂亮，一边把它戴上，并在手腕上搽上一些香水时，她就把孩子们的笑声制止住了。句中putting it on, and dabbing some of the perfume on her wrist是现在分词结构，作状语，表示伴随状态，其逻辑主语与句子主语一致。IV Do some extra exercises in work book. （Omitted）HomeworkRemember the new words. of Text ATask III Text B and Practical Reading 时间安排2 periodsProcessI . Text B &Text-related ExercisesThe teacherA. asks the students to go over the text and do the subsequent multiple choice questions;B. while discussing the text with the students, calls the students attention to certain words that indicate sequence of events or that highlight essential points;C. lets the students work on the vocabulary and language use exercises either in or after class. IILanguage Point of Text BFollow Your Dream Jack Canfield追寻你的梦想 杰克肯菲尔德IIIHomework Exercises on the workbook（Omitted） IVPractical ReadingThe teacherA. explains the library notice and has the students compare it with a similar one in their own university;B. gives the students 5 to 10 minutes to answer the questions below the notice.HomeworkDo Ex. 12 or write the new words.Task IV Translation and Writing, Time to Relax & Workbook 时间安排1 periodProcessI. RevisionII. Discussing Text A and B