教案《大学英语C》预备级unit 2

-16级大学英语C课程单元教学设计（教案） Unit 2 (综合教程)本次课标题Unit 2 Love at Home授课教师授课班级 授课时间 月 日 节 月 日 节 月 日 节 月 日 节授课地点栋 室 栋 室栋 室栋 室教学目标能力（技能）目标知识目标1. To introduce some English skills on family relations.2. To improve students reading ability by studying Text A3. To improve students communication ability.4. To improve students listening skills.1. Ask students to think who do you love most and what kind of a father do you have?2. To know the meaning and usage of some important words, phrases and patterns 3. To get main idea of the passage 教学基本内容1. Warm up Talking about family conditions2.Pre-reading Activities Background information3. Words and Expressions教学重点和难点To know the meaning and usage of some important words, phrases and expressions1. stepfather 2. In time3. marry 4. lawn5. mud6. Pile 7. scatter 8. possibility 9. Shade 10. apartment11. resemble12. touch 13. unique 14. tradition15. Drop off, the opposite of which is pick up 16. Take .for granted 17. request 18.remark参考资料全新版大学英语综合教程预备级（上海外语教育出版社）全新版大学英语听说教程预备级（上海外语教育出版社） 编号：1欢迎下载Steps（步骤）教学组织Step One（步骤一）Teaching Procedures Step I. Warm-up Family- lead-in activity1) How many members are there in your family?2) Who are they?3) What do they look like?4) What are they like?5) Who is your favorite?Here are some words for choice: Sibling little sister/brother elder sister/brother only child pretty attractive Lonely slender funny reliable tender gentle independent hard-working helpful thoughtful 2. Background information1). USA PRC Parental relations in the West Parental relations in ChinaStep Two（步骤二）Step 2. Pre-reading Activities2.1. Introduce the theme of “love at home” by showing Ss the title of the text.2.2. Ask students following questions about their families (show them on the screen).Who do you love and admire most?What kind of a father do you have?How do you think a father wins the love of his children?Reference: l They say that parents are our very first teachers. The way our parents behave has a profound impact on us as we grow up. Admittedly, most of the parents around are positive role models for their offspring. They tend to make lots of sacrifices for their children. So as a son or daughter, we will have many thankful stories to share with the rest of the class.2.3. Group discussion and question answerStep Three（步骤三）2.4. Necessary Words, Phrases and Expressions Input:1, stepfather 继父 Stepmother 继母 stepchild/stepbrother2, in time One, 经过一段时间，早晚 e.g. You will learn how to do it Two, 及时 e.g. We were for the train.3, marryBe married “to” rather than “with” 4, apartmentContrast with department, which is kinda confusing.5, uniqueOne, 唯一的，独一无二的 e.g. As far as I know, its unique and therefore very valuable.Two, 无与伦比的 e.g. This medal is an award for your achievement.Three, 稀罕的，独特的 e.g. The tour gave us the opportunity of seeing what life was really like in the desert.6, tradition 传统 e.g. It is particularly important for us to keep up our fine Chinese .7, drop off 让某人下车 e.g. Please drop me off at the next turning.8, take something for granted 认为某事理所当然 e.g. When Kevin and Julie got married, they took it for granted that theyd live happily ever after.Homework（作 业）1. To memorize the new words and expressions;2. To preview Text A Conclusion（总 结）16级大学英语C课程单元教学设计（教案） Unit 1(综合教程)本次课标题Unit 2 Text A My Stepfather, My Friend授课教师授课班级 授课时间 月 日 节 月 日 节 月 日 节 月 日 节授课地点栋 室 栋 室栋 室栋 室教学目标能力（技能）目标知识目标1. To develop Ss group discussion skills2. To improve Ss ability to retrieve the relevant information3. To stimulate Ss creative thinking4. To arouse Ss interest in learning the unit1. Learn to analyze the text structure 2.To grasp necessary words, phrases and expressions input before reading the text3. Let students master some language points.教学基本内容While-reading Activities1.Fast Reading2. Analyze the text structure3. Intensive Reading教学重点和难点1. Ask students to analyze the text structure2. Explain some language points.参考资料全新版大学英语综合教程预备级（上海外语教育出版社） 编号：2Steps（步骤）教学组织Step One（步骤一）Teaching Procedures While-reading Activities1.1. Fast Reading: Ask Ss to read the passage as quickly as they can. Ask them to underline the topic sentence in each paragraph or summarize it by simple word.Part Division of the Text: Part 1 (Para 1) Main Ideas: The author realized that his stepfather Leo was not only his friend but also his father.Part 2 (Para 2-4) Main Ideas: The author recalled a few incidents that Leo made the family life warm.Part 3 (Para 5-7) Main Ideas: The author described how and why his biological fathers request to see him regularly was declined and his affection for Leo.Step Two（步骤二）2.2 Ask students to analyze the text structure and fill in the chart with the following expressions.1. having a divorce and not coming to see the children for a long time2. seeing the bright side of things3. ready to take on family duties4. having little sense of responsibility for supporting the family5. impatient, angry and cruel6. never shopping with the children or sending them to school7. enjoying family life and ready to accept responsibilities8. loving and devoted9. cold and hateful10. shopping with the child, driving the child to school, and spending time with the childStepfatherReal fatherPersonality2 seeing the bright side of things5 impatient, angry and cruelFeelings for family members8 loving and devoted9 cold and hatefulSense of responsibility3 ready to take on family duties4 having little sense of responsibility for supporting the familyParent-child relationship7 enjoying family life and ready to accept responsibilities1 having a divorce and not coming to see the children for a long timeFamily activity10 shopping with the child, driving the child to school, and spending time with the child6 never shopping with the children or sending them to schoolStep Three（步骤三）3.2. Intensive Reading: T guides Ss to read the text intensively by explaining some language points.Language Points:1. At first, he was no one special in my life. (Para.1)形容词作定语修饰no one, nobody, nothing, anyone, anybody, anything, someone, somebody, something等不定代词时，一般为后置定语。e.g.Some people might think that going shopping together is nothing special, .2. “Your mother wants flowers; she can plant them here, where theres lots of sun,” he said, . (Para.2)where引导非限制性定语从句修饰先行词here。Chinese meaning: “你妈妈喜欢花；她可以在这儿栽，这儿阳光充足，”他说道，3. For years Leo lived in an apartment by himself, and now he was putting down roots in the suburbs. (Para.3)The phrase “ put down roots” means “to leave the old place to settle permanently in a new place”.Chinese meaning: 里奥多年独自一人住在一套公寓房中，现在他终于在郊区扎下根来。4. Little touches my mothers flower garden, Leos trees made our house unique. (Para.3)The word “touch” in this sentence is a noun, meaning “a distinguishing style”. Chinese meaning: 母亲的花园，里奥栽的树，这些看似不经意的点缀使我们的房子显得独一无二。5. Having a father drop you off may have been something my classmates took for granted, but I always thought it was wonderful. (Para.6)本句的第一个分句中动名词复合结构having a father drop you off作主语；表语中包括定语从句my classmates took for granted修饰something。Chinese meaning: 在我的同学们看来，由父亲开车把你送到校门口可能是理所当然的事，可我总感觉棒极了。Homework（作 业）Ask students to finish the exercises of sentence structures on pages 22-23Conclusion（总 结）16级大学英语C课程单元教学设计（教案） Unit 2 (综合教程)本次课标题Unit 2 Text A My Stepfather, My Friend授课教师授课班级 授课时间 月 日 节 月 日 节 月 日 节 月 日 节授课地点栋 室 栋 室栋 室栋 室教学目标能力（技能）目标知识目标1. Students can master some reading skills.2. Let students work on their contrastive writing skill.1. Review the phrases and expressions of Text A.2. students can find out word meanings in the passage by learning the reading skills教学基本内容1. Text A Post-reading Activities 2. Writing Explain the Basic Sentence PatternsContrastive Writing3. Reading Skills教学重点和难点1. Contrastive Writing2. Reading SkillsFinding out Word MeaningsIn order to find out word meanings we have to pay attention to the following clues:a)Definitionb)Examples c) Synonymsd) Antonymse) Word stems and affixesf) General sense of a sentence 参考资料全新版大学英语综合教程预备级（上海外语教育出版社）全新版大学英语阅读教程预备级（上海外语教育出版社） 编号： 3Steps（步骤）教学组织Step One（步骤一）Teaching Procedures ReadingStep1. Post-reading Activities1.1. Answer the comprehension questions on page 23.1.2. Summarize the main idea: The author loves his stepfather dearly.1.3. Review the text structure: Part 1 (Para 1) Main Ideas: The author realized that his stepfather Leo was not only his friend but also his father.Part 2 (Para 2-4) Main Ideas: The author recalled a few incidents that Leo made the family life warm. Part 3 (Para 5-7) Main Ideas: The author described how and why his biological fathers request to see him regularly was declined and his affection for Leo. Learning English for communication should become a learning objective. Step Two（步骤二）2. Writing 2.1. Explain the Basic Sentence Patterns Subject + Link Verb + Predicative (主+系+表) Subject + Intransitive Verb (主+谓) Subject + Transitive Verb + Object (主+谓+宾) Subject + Transitive Verb + Indirect Object + Direct Object (主+谓+间宾+直宾) Subject + Transitive Verb + Object + Complement (主+谓+宾+补)2.2 Contrastive Writing When you compare two things or people by writing, you are having a contrastive writing. List things your parents have done for you and things you have done for your parents. Then write a composition on the list.Step Three（步骤三）3. Reading SkillsFinding out Word MeaningsIn order to find out word meanings we have to pay attention to the following clues:a)Definitionb)Examples c) Synonymsd) Antonymse) Word stems and affixesf) General sense of a sentence Purpose: Introduce the reading skill to the Ss and improve their reading abilities.Method: Use multimedia instruction and talk in groups; Use task-based language teaching method, reading approach, communicative approach and total physical response method.T explains the reading skill (reading for the key idea in a sentence).Ss practice the skill by doing the exercise on page 18 in pairs.Homework（作 业）1. Review the key points of Text A2. Finish the rest of the exercises after class3. Preview Listening and Speaking courseConclusion（总 结）16级大学英语C课程单元教学设计（教案）Unit 7 (听说教程)本次课标题Unit 7 Food授课教师授课班级 授课时间 月 日 节 月 日 节 月 日 节 月 日 节授课地点栋 室 栋 室栋 室栋 室教学目标能力（技能）目标知识目标1. To improve students listening skills 2. To improve students speaking ability on the subject of food3. To develop Ss ability to catch the general idea of some listening material and the important details.4. To help Ss to be more communicative with the help of the words and expressions concerning food.1. Let students know words and expressions concerning food.2. To get main idea of some listening material and the important details.3. To master the meaning and usage of some important words, phrases and patterns 教学基本内容1. Warm up -Grouping food items in the table2. Understanding short conversations 3. Understanding a short passage4. Speaking activities教学重点和难点1. Develop students listening skills of how to better grasp the key information and the main idea of the recording materials;2. Improve students skills of taking down the key words and previewing the contents to be heard;3. Facilitate students to carry out speaking activities by using appropriate expressions to talk about food; 4. Motivate students to share their views on food.参考资料全新版大学英语听说教程预备级（上海外语教育出版社） 编号：4Steps（步骤）教学组织Step One（步骤一）Teaching Procedures 1. Pre-listening tasks1.1 Go through words about food and ask Ss to group the food items in the table.1.2. Work in pairs and ask each other the Qs below.1. Whats your favorite food?2. What kind of meat/drink/vegetable/fruit do you prefer?3. What kind of food do you like better, Chinese style or Western style?4. Where do you usually have your meal?5. Do you often go to KFC for a snack?Food items for referenceAppleBreadCakeChickenEggplantLemonMushroomOrangePorkStrawberryBananaBroccoliCarrotCoffeeFishLemonadeMuttonPeaTeaPotatoBeefButterCauliflowerCokeGrapeMilkNoodle