柳州师范高等专科学校教案(综合英语）.doc

柳州师范高等专科学校课程教案课程名称：综合英语（第一册）授课专业：英语教育授课年级：一年级 一、课程教学总概：1、课程教学目的：本课程是一门综合英语技能课。通过听力、口语、阅读、写作、翻译等各方面有针对性的教学与综合训练，培养学生听、说、读、写、译等技能的基础能力。2、课程教学内容：Book oneUnit 1 My First Job Unit 2 American Homes and British Homes Unit 3 What Is in a Name?Unit 4 Doing Away with the Kings EnglishUnit 5 England as Seen by AmericansUnit6 The First Day at SchoolUnit7 ComputersUnit8 The Missing MonarchsUnit 9 The Risks of LifeUnit 10 Words Can Give You PowerUnit 11 The TransactionUnit 12 The Message Behind the SmileUnit 13 A Delightful VillageUnit14 The Mystery of the White GardeniaUnit15 For or Against Smoking in Public Places3、授课时间：第一学期4、学时学分：108学时 6学分 5、预修课程：无6、使用教材：邹为诚主编综合英语教程（学生用书）Book I（第二版）7、重点章节：Unit 1 My First Job Unit 2 American Homes and British Homes Unit 3 What Is in a Name?Unit 5 England as Seen by AmericansUnit 6 The First Day at SchoolUnit 9 The Risks of LifeUnit 10 Words Can Give You PowerUnit 12 The Message Behind the SmileUnit15 For or Against Smoking in Public Places8、教学方法手段：讲授、问答、讨论、模仿、练习、任务型教学活动9、参考书目：邹为诚主编综合英语教程（教师用书）Book I（第二版）10、考核方式：考试Unit 1 My First JobI. Teaching time: 12 periodsII. Teaching objectives1. Functions: greetings farewells2.Grammatical points: this/that be + n. or adj.3. Vocabulary: run, offer, except for, figure, promote, youd better, how about, as far as is concerned, take a day off, bring in, beam4.practise different ways of greeting and introducing /identifying people5. learn to understand and talk about value system in westren culture, such as team spirit and royalty, through reading, discussion and task-based activities.III. Key points1. practise different ways of greeting and introducing /identifying people2. learn to understand and talk about value system in western culture, such as team spirit and royalty, through reading, discussion and task-based activities.IV. Difficult points1. Grammatical points: this/that be + n. or adj.2. Vocabulary: run, offer, except for, figure, promote, youd better, how about, as far as is concerned, take a day off, bring in, beamV. Teaching methods讲授、问答、讨论、模仿、练习、任务型教学活动VI. Teaching aids1.tape-recorder.2.some pictures3. a ballVII. Teaching proceduresPart 1 Listening and Speaking Activities Step 1 warming-up exercises1. Duty reportAsk the student talk about his or her feelings towards college life.Step2 lead-in1. bring a few pictures of my family to the class for teaching introduction.2. explain my family name, given name and what you prefer to be called by my students.3. using pictures to teach “this is /that is”4. ask students to play “a passing ball game” to practise these two sentences pattern.Step 3 Listening activity1. practise the classroom English.2. Have the students listen to the conversation twice. Work individually to answer the questions.3. check the answers for the class.Step 4 Speaking activityConversation 11. explain that friendly greetings can be followed by an offer of help: Hi, may I help you?2. explain that possible responses may be:No. Thank you. I have been helped. Im being helped.3. explain the language in conversation one by using Useful Structures and Expressions.4. organize reading aloud practice and correct pronunciation problems.5. have students make a new conversation by using the substitutes word.6. have some students present the conversation(s) they have made up.Conversation 21. explain the language in Conversation 22. have the students read aloud, check their pronunciation.3. encourage the students to make a new conversation by using the substitutes.4. have one or tow pairs of students demonstrate the dialogue they have made. Notes Family name: the name shared by the members of a familyGiven name: the name given to a child by the childs parentsThe train will be arriving at Shanghai: will +be +v-ing, the future continuous tense for a scheduled event which is coming soonIts been nice talking to you: in American English, people also use Its been nice to talk to you.Have a happy landing: a farewell used only to people who are going to make a plane tripStep 5 Make your own dialogueMonologue1. Explain the monologue and present the following key expression on the blackboard.We know whya sad jobtoPut my feelings to wordsIam lucky toTomorrow Ill IllThanks 2. have the students read the passage aloud.3. give the students a piece of paper as a worksheet4. have the students draft a similar farewell speech. 5. have the students exchange their speeches and correct each others errors.6. have one or two students present their speech to the class.Conversation 1. have the students act out the conversation.2. have one or two pairs present their own conversations in writing on the blackboard.Step 6 What are they for?1. have the students work in pairs. One reads the actual words spoken and the other matches them with the functions.2. check the answer for the studentsStep 7 If you want to learn more1. have the students read the sentences.2. have a few students explain when and where the sentences are used.3. help the students with their language problems .4. explain the first sentence: Couldnt be better. The sentence is comparative in form but superlative in meaning.5. have the students read the exercise aloud.Part 2 Reading Comprehension and Language ActivitiesStep 1 warming-up exercises1. have the students translate the proverb into Chinese “A good beginning is half the battle”.2. organize a class discussion about what counts as a good beginning for English study in the college.Step 2 pre-reading tasks1. ask the students to discuss the following questions.Would you like to take shoe-shining as your job? Why and why not?Should children get paid for what they have done for their families? Why and why not?Step 3 reading1. first readingask students to read the text silently and come up with the answer to question 3. What does the narrator think is the most important quality one needs to do a good job?2. second readingread the passage again and try to finish the comprehension questions on page 7-8Step 4 post-readingexplain the text1. run: manage2. eatery : American slang, a restaurant or other commercial establishment serving food.3.eatery vs. restaurant: words of specific vs. generic categories.4. re-shining: to shine again.5. duties: work load; responsibilities.6. beamed: smiled broadly7. I was pitching in for the good of the whole family: I made my contributions to the prosperity of my family restaurant.8. made it clear: “It” refers to I had to meet certain standards to be part of the team. Make clear express or explain something clearly.9. How about: a colloquial expression for making suggestion or an offer. One may also say “what about”10. and for the times: and “paying me for the times”11. buddy: a close friend, especially a male friend of a man ; used in informal English.12. soda: a drink of soda water, and flavoring such as fruit and other syrups.13. guy: a man or a boy in informal English. In American English, its plural form can refer to either sex. For example, you guys can mean you girls.14.after being away in the Army: after leaving home and serving in the Army .15. boy: a male adult can also be referred to as a boy, especially by some one who is in a position of authority , power, or superiority over him, in informal use.16. janitors day off: the janitor is not working today. Off followed expressions of time, such as “ day, week,” means the person concerned doesnt need to come to work.Step 5 homework1. Ask students to retell the passage 2. Ask students to finish the exercises in this unitPart 3 Exercises in this unit1. ask one or two students to retell the textIn-class dictation2.P.8-P. 13 (integrated skills of English 1)3.writing:Should children get paid for anything they do for the family?Unit 2 American Homes and British HomesI. Teaching time: 10 periodsII. Teaching objectives1. Functions: introducing others/oneself; identifying objectives/persons2.Grammatical points: this/that +n. possessives3. Vocabulary: so(consequence), also, too, nouns of household objects, move, afford, atmosphere, occupy, private, block, go up, pay back, every few years, move house, on the move, give a view of, of the same age.4.learn to understand and talk about the cultural elements of home and residence in America and Britain through reading, retelling, discussion and the task based activity.5. learn to understand and use appropriately the expressions given as the objectives of this unit.III. Key points1. learn to understand and talk about the cultural elements of home and residence in America and Britain through reading, retelling, discussion and the task based activity.2. learn to understand and use appropriately the expressions given as the objectives of this unit.IV. Difficult points1. Grammatical points: this/that +n. possessives2. Vocabulary: so(consequence), also, too, nouns of household objects, move, afford, atmosphere, occupy, private, block, go up, pay back, every few years, move house, on the move, give a view of, of the same age.V. Teaching methods讲授、问答、讨论、模仿、练习、任务型教学活动VI. Teaching aids1.tape-recorder.2.some pictures VII. Teaching proceduresPart 1 Listening and Speaking Activities Step 1 warming-up exercises1. Duty reportStep2 lead-in1. show the class a picture of our college president/head of a department and ask students to identify who is in the picture, using the following question: who is this man/woman?2. organize a small game Whos who to practise how to introduce others.Step 3 Listening activity1. Have the students listen to the conversation twice. Work individually to answer the questions.2. check the answers for the class.Step 4 Speaking activityConversation 11. ask students to practise the Classroom English.2. have the students practise the conversation.3. explain the language points4. have the students make their own dialogue by using the substitutes.5. Ask some pairs to represent their conversations.6. organize an activity to teach the English way of addressing an envelope.Conversation 21. have the students read the conversation aloud.2. explain the language points in the Useful Structures and Expressions.3. have the students make up their own dialogues by using the substitutes.4. have one or two pairs present their dialogues to the class and make comments.5. play a guessing game: Whats this/thatStep 5 Make your own dialogueConversation 11. have the students read the conversation aloud.2. explain the language points: Id like you to meet3. organize group work for the students to make up their own conversations.4. have one or two pairs present their conversations to the class.5. comment on the students work, and invite other students comments.Conversation 21. Have the students practice reading the conversation.2. ask students to draw the floor plan of their house.Step 6 What are they for?1. have the students work in pairs2. check the answer for the studentsStep 7 If you want to learn more1.have the students work in pairs and do the matching exercises.2.one student reads the sentences to a partner who answers with the expressions listed.3.check the answers for the students.Part 2 Reading Comprehension and Language ActivitiesStep 1 warming-up exercisesAsk students to discuss the proverb: By the time you finish paying for the house in the suburbs, its no longer in the suburbs.Step 2 pre-reading tasks1. have students to discuss the following questions:What is your home like?Do you live in a house or a flat, in a town or a village?2. introduce the differences between houses and flats.Step 3 reading1.first readingAsk students to read the passage quickly and try to find out the main idea.2. second readinghave students read the passage carefully and finish worksheet on page 21-22Step 4 post-readingExplain the text1. new suburbs: the housing in a new area is cheaper, therefore suitable for young couples who are going to start a family and need more space.2. another suburb: moving into another area, usually further away from the crowded town, where wealthier families live3. apartment blocks: apartment buildings. Blocks are large buildings of flats in British English. But in American English a block refers to an area of buildings surrounded by four streets.4. leave school: finish school in this context, usually secondary education, in BE; graduate in AE.5. Senior citizens home: a place where senior citizens live and are taken care of. Old folks home is informal. Other names in AE are assisted-living facility, or Senior living center.6. Americans are often on the move: Americans move house frequently.7. New England: an area of six states in Northeast US, including the states of Maine, New Hampshire, Vermont, Massachusetts, Connecticut and Rhode Island.8. out in the country: in the more distant country, away from the city.9. cottage: an English cottage is a well-built house with a thatched roof, usually in the country, and protected from change or dismantly by law, with good facilities inside. Thatched-roof cottages are very expensive houses.10. borrow money from a building society: a building society is a financial organization which lends capital to people for the purchase or improvement of houses. Besides borrowing money from the building society , many people also borrow money from a bank. The money borrowed from the bank is called a bank loan, or technically , mortgage.11. start a family: start to have children.Step 5 homework1.ask students to retell the text.2. Ask students to finish the exercises in this unitPart 3 Exercises in this unit1. In-class dictation2.P.23-P. 30 (integrated skills of English 1)Unit 3 What Is in a Name?I. Teaching time: 10 periodsII. Teaching objectives1. Functions: describing an object/a person; talking about ones job2.Grammatical points: NP+ be + adj./NP3. Vocabulary: a. point to , about ones age, give look, as if, come across, interview, fill out, application, cant help , short for, open to , in (age), haveon(wearing),let out, embarrassb. adjectives for describing objects , people, etc.4.learn to understand and use words /expressions to describe ones profession/job through interactive activities.5. learn to understand and talk about some cultural bias in employment through reading, discussion, writing and task-based activitiesIII. Key points1. learn to understand and use words /expressions to describe ones profession/job through interactive activities.2. learn to understand and talk about some cultural bias in employment through reading, discussion, writing and task-based activitiesTrain the students listening, speaking and reading abilitiesIV. Difficult points1.Grammatical points: NP+ be + adj./NP2. Vocabulary: a. point to , about ones age, give look, as if, come across, interview, fill out, application, cant help , short for, open to , in (age), haveon(wearing),let out, embarrassb. adjectives for describing objects , people, etc.V. Teaching methods讲授、问答、讨论、模仿、练习、任务型教学活动VI. Teaching aids1.tape-recorder.VII. Teaching proceduresPart 1 Listening and Speaking Activities Step 1 warming-up exercises1.Duty reportStep2 lead-in1. introduce the section of Classroom English.2. have the students fill in the blanks in the passage.3. check the answers.Step 3 Listening activity1. have the students go through the questions.2. play the recording/read the conversation to the class.3. check the answers for the class.Step 4 Speaking activityConversation 11. introduce the following work/job-related vocabulary.Mechanic, accountant, worker, staff, manager, shop assistant, engineer, doctor, teacher2. encourage the students to expand the list a little.3. have them work in pairs to practise conversation one.4. have them make their own conversations by using the substitutes.5. encourage the students to make their conversations according to the following role relationships.Between a manager and a new engineerBetween a newly-employed accountant and a finance supervisorBetween a school principal and a new teacher.6. have them present their conversations.Conversation 21. review the word list for describing characteristics.2. have the students work in pairs to practice the conversation.3. have them make up their own conversations by using the substitutes.4. have the students present their own dialogues.Step 5 Make your own dialogue1. have the students practice the dialogue.2. explain the language point “could”(tentative possibility)3. have the students make their own dialogues using the situations below.4. check the answers.Poems1. introduce the basic element of an English poem.2. teach the two poems: My Mum; My Dad3. ask students to think about a person they all know well or have heard about. Describe him/her to the class, using the words in the vocabulary box.4. give the students 3minutes to prepare their stories.5. have the students present their stories.Step 6 What are they for?1. have the students work in pairs2.check the answer for the studentsStep 7 If you want to learn more1.have the students work in pairs2.one student reads the sentences to a partner who answers with the expressions listed.3.check the answers for the students.Part 2 Reading Comprehension and Language ActivitiesStep 1 warming-up exercises1. introduce the proverb and highlight “rolling stone and moss”2. explain the meaning of the proverb: a person w