大学英语综合教程1说课教学课件

1、教学方法教材及学情分析教学步骤教学理念 学习方法 板书设计. Book & learners analysis教材分析优势： 1.使用对象更明确 2. 目标清晰 3. 突出应用性、选材贴近学生需求不足： 1.主题选材不明确 2.四六级题型的强调及补充不够系统完整 3.课后单词有些过于生僻 4.教程单元的文章语篇信息度缺乏连贯性单元内容:5 parts： Language Skills Develeopment （课堂学习）Language in Use（课下自学）Enhancement of Language Abilities （课下自学） Skimming and scanning （课堂

2、学习）Listening & Speaking course （课堂实践）Unit 4 教学目标:语言目标：1) 抓住文章的主题思想；2) 掌握主要语法知识 , 学会分析句子结构；3) 学会课后词汇及词组。Unit 4 教学目标:能力训练：(1) 增强学生英语听说能力；(2) 提高学生阅读能力，尤其是快速阅读能力；(3) 训练学生自主学习及合作学习的能力。文化目标：了解“爱”的真谛-奉献，责任及支持 Unit 4 教学目标:情感目标：通过本课程学习，提高学生学习英语的兴趣，增强学生学习英语的自信心。2.教学重点:1. 文章主题; 2. 重点词汇及表达方式; 3. 课文内容简要复述。. Targ

3、et learners学情分析1.非英语专业的本科一年级新生 ;2. 性格特点: 情感丰富，热情澎湃 ；厌恶填鸭式教学；容易受所学专业影响 ；英语听说基础相对薄弱。 Teaching philosophy 教学理念 student-centered teaching approach （以学生为中心） Learning decide to education （以学定教） Learning motivation （激发学习动机） classified guidance and teach students in accordance of their aptitude （遵循分类指导和因材施教

4、原则）Combining classroom teaching and autonomous learning（倡导课堂教学与自主学习相结合） Establish “ability centered” educational quality（建立“以能力为中心”的教育质量观） . Teaching method教法1，交际型教学法与传统教学法结合；有利于与学生的沟通与互动；教师的问题设置也更利于引导学生. 2，探究式教学法与多媒体手段结合在教师的指导下，以学生为主体，让学生自觉地、主动地探索，学生的主体地位、自主能力都得到了加强。 learning method 学法Way of autono

5、mous learning and finding the problems （自主学习和发现问题法）Way of summary and reflection （总结反思法 ）Way of cooperation and exploration（合作探究法的兵帮兵学习方法 ） Pre-reading tasks (10)Intensive-reading activities(60) Post-reading activities (10)Review and assignment (10). Teaching steps 教学步骤lead-in activities warm-up que

6、stionsFast readingstep-one: Pre-reading tasksThe wedding vows“To have and to hold from this day forward, for better, for worse, for richer, for poorer, in sickness and in health, to love and to cherish, till death do us apart.”从今天开始相互拥有、相互扶持，无论是好是坏、富裕或贫穷、疾病还是健康都彼此相爱、珍惜，直到死亡才能将我们分开。 1. Lead-in Activi

7、ties(1). When you marry a girl/boy, what kind of emotion do you want to show him/her? Have you ever been moved by the wedding vows? (2). Lead-in to the text: What we have discussed just now is actually related to the text we are going to study. Now lets see whether you have the same idea with the au

8、thor.2,warm-up questionswhat is the text about?3, fast-reading Reviewing reading skills （skimming and scanning） Part I 1. Language study 2. Ask questions to check their understanding of the text. Part II 1. Language study 2. Ask questions to check their understanding of the text. Part III 1. Languag

9、e study 2. Ask questions to check their understanding of the text. Part IV 1. Language study 2. Ask questions to check their understanding of the text. 3. Text organization Step-two Intensive-readingsympatheticallyadv. e.g. She listened to his story sympathetically.n. sympathye.g.The family smiles i

10、n sympathy. a. sympathetice.g. Tom is a sympathetic journalist.一、课文重点词汇Language Study二，课文重点短语 三，句型结构1. The passengers on the bus watched sympathetically as the attractive young woman with the white cane made her way carefully up the steps.make your way to/through/towards, etc.e.g. The boys slowly ma

11、de their way back to home. e.g. They made their way carefully through the forrest. Ask Questions1. How did the young woman find her seat on the bus? She used her hands to feel the location of the seats, walked down the aisle and found the seat the driver had told her was empty.1. Pair work (on text

12、book)2. Do and check exercises VocabularyWord formationStructureComprehensive exercises3 .Excersises (on the text book)Step-Three: Post-reading activitiesStory making 1) autonomous learning: translation of some important or long sentences ;2) learn for the next part by yourselves: finish the exercises of this text and preview the writing strategy of this unit. Step-Four: Review and Assignment Blackboard design 板书设计主板书：教