大学实用英语教案(一)

大学实用英语教案〔一〕第一学期第一单元教案课程名称大学实用英语课程类型理论课〔〕理实一体课〔√〕实训〔〕单元标题UnitOneGreetingandIntroducingPeople授课学时6授课专业班级上课地点教学目标技能目标知识目标学生能够用英语问候，打招呼。读懂文章大意并能介绍文章主要内容。了解美国人的问候方式，比拟中西方见面问候的不同方式。能够描绘人物的外貌并能够做介绍。学写名片。掌握本单元词汇：greetmovetobekindtospeakingof:whilewearetalkingaboutaleavea(n)….impressiononget/becomeacquaintedwithhaveeverythingundercontrol语法：简单句的七种句型能力训练任务及案例能够用英语表现西方人见面问候，打招呼的方式。案例：学生两人一组，设置不同场景，编排见面问候打招呼的对话，如车站，餐厅，电影院门口，教室等地。并进行表演。还可由不同组表现汉语中打招呼的方式。学生可比拟中西两种不同文化的差异。教学组织〔班级授课、分组教学注明分组方法，如果是多位教师同时指导，还须说明教师分工安排〕班级授课以同桌两人为一组教学材料〔教材或讲义、课件、参考资料、仪器、设备等〕新编实用英语教程课件多媒体电脑作业〔作业形式及内容〕书面作业写一张自己的名片教学内容:PassageAPassageBTryingyourhand重点、难点:PassageA，Writing教学步骤及时间分配:Periods1-2PassageOneTheWayAmericanGreet90min.1.Warm-upquestions:5min.a.WhatisthecommonwayforChinesepeopletogreeteachother?(Ingreetingpeople,theyusuallyaskpersonalquestionstoshowintimacy,suchas:“Haveyouhadyourlunch/dinner?Whereareyougoing?/Whatdidyoudolastnight?〞)b.HowdoAmericangreeteachother?(Theygreetlike“Hi!/Hello!/Goodmorning!/Howareyou?/Howdoyoudo?/Nicetomeetyou!/Howiseverythinggoingon?〞)c.LetthestudentsmakeupdialoguesbetweentwowesternersandtwoChineseandthenactout.2.Informationrelatedtothereadingpassage:5min.a.IntroducethecommontitlesinEnglishMr.Mrs.Ms.MissLadyDr.(Doctor)Prof.(professor)OfficerMadamSirb.FormationofcommonEnglishnamesAcommonEnglishnamesisusuallycomposedoftwoorthreeparts:thefirstnameisalsocalledforename.IfthepersonisaChristian,hisnamewillbegivenathisbaptism,soitisalsocalledthegivennameortheChristianname.Middlenameisthesecondgivenname.Whenwritten,middlenameisoftenshortenedtotheinitialletter.Surnameisoftenthefather’sfamilyname,soitisalsocalledfamilynameorlastname,forexample:AnneLouiseStrong.3.Pre-readingactivities:10min.a.Readthenewwordsandexpressionsofthispassageaccordingtothewordlist.b.Listentotherecordofthispassagec.Thenasksomemorequestionsrelevanttotheparagraphs.P1WhatdoesaninformalgreetingsreallymeantoAmericans?P2WhatisthepreferredwayAmericansintroducethemselves?P3WhydoAmericanssometimesaskyousomepersonalquestions?4.Explanationofthepassage:50min.ExplanationofDifficultSentences①.TheWayAmericansGreetAnalysis:Inthistitle,inwhichisomittedafterTheWay.“in…way〞means“(todosomething)bymeansofacertainmethod〞Example:Ithinkthewaysherunsherbookshopisworthstudying.②.(Para.1)Speakingof…time,I’vegottorun.Analysis:Speakingofisapresentparticipleclauseusedasanadverbialofcause.Itmeans“whenitcomestotime,I’mremindedof….〞Example:Speakingofbooks,IshouldhavereturnedtheonesIborrowedlastmonth.③.(Para.2.)“Gladtomeetyou.I’mMiller.ButcallmePaul〞Analysis:MilleristhefamilynameandPaulisthegivenname.Addressingothersbytheirgivennameusuallyimpliesasortofinformalandfriendlyrelationship.Example:“Hello,I’mSmith,butcallmeMike〞.④.(Para.3)ButAmericansdosometimesasksuchquestions.Analysis:Doisusedheretoemphasizethefollowingverb.Itmeans“的确实确，真的〞Example:Mostpeoplehatethecoldweather,butsomepeopledoenjoythemselvesinwinter.⑤.(Para.3)Inthiswaytheycangetbetteracquaintedwithyouandhaveatopicforbeginningafriendlyconversationwithyou.Analysis:Andisusedheretointroduceacoordinateclause,whichfurtherdevelopsthetopicbeingdiscussed.withyou.Example:InthiswayyoucanimproveyourspokenEnglishanddobetterinthejobinterview.Explanationofimportantwordsgreet:saywordstowelcomes.e.g.Theteachergreetedeachchildwithafriendly“Hello!〞speakingof:whilewearetalkingaboutaparticularpersonorthinge.g.Speakingoftrips,haveIevertoldyouabouttheexperienceIhadwhenvisitingtheGreatWall?leavea(n)….impressionon:tocausesomeonetonoticeandadmiree.g.Heleftadeepimpressionontheothermembersatthetennisclub.prefer…to…:likebetter,wouldratherdoe.g.Olderpeopletendtopreferlocaloperatopopmusic.get/becomeacquaintedwith:makefamiliarwith:gettoknowe.g.Taketimetogetacquaintedwiththerules.5.Post-readingactivities20min.Studentsreadthepassageagainandpointoutthemainideaofeachparagraph.StudentssummarizetheinformalwaysAmericansuseforgreetingandbiddingfarewellinthispassage.Studentsfinishtaskone,answerthefollowingquestionsaccordingtothepassage.6.Assignmenta.

Studentsfinishexercises2and3basedonwhattheyhavelearnedinPassageOne.b.

StudentspreviewPassageTwo.Periods3-4Passage1(continued)andPassage290min.1.Checkouttheanswersoftasktwoandtaskthree.45min.ReviewthenewwordsandexpressionsinPassageOne.Taskfour:Fillintheblankswiththeproperwordsorexpressionsgivenbelow,changingtheformifnecessary.TaskFive:TranslatethefollowingsentencesintoEnglish.2.Passage2ALittleAboutMe45min.①Warm-upactivity:Theteacherasksafewstudentstointroducesomeoftheirclassmatesandletstheotherstudentsguesswhotheyare.②Listsomeimportantwordsusingtodescribethepersons.a.Wordsfordescribingappearance:tallslimstrongmediumaverageheightgood-lookingbeautifulhandsomefriendlyb.Wordsandexpressionsfordescribingcharacteristics:quietwarm-heartedkindfriendlystubborncarelesspersuasive③.Studentsreadthetextwithdueattentiontopossiblelanguagedifficultiesandspecialterms.④Studentsraisequestionsconcerningthedifficultiesfoundwhilereading.⑤.

Encouragestudentstojoinintheexplanationofdifficultpoints.⑥.Explanationoftheimportantwordsofthepassage.moveto:togofromoneresidenceorlocationtoanothere.g.Thepressureofcitylifeforcedhimtomovetoliveinthecountryside.bekindto:befriendly,generous,orwarm-heartede.g.Thedoctorisalwayskindtohispatients.changeone’smind:toreverseapreviouslyheldopinionoranearlierdecisione.g.Theoldmanisverystubbornandit’sdifficultforhimtochangehismind.haveeverythingundercontrol:everythingiscontrolledbye.g.Someparentswanttohaveeverythingfortheirchildrenundercontrol.lookneatandtidy:becleanandingoodordere.g.Shespentafewhourscleaningherhouseeveryday.Soitalwayslooksneatandtidy.⑦.Studntsreadthepassageagainandfinishtaskone.⑧.Dotasknine:translatethesentencesintoChinesePeriods5-6TryingYourHand90min.AppliedWriting45min.1.Sampleanalysis:Theteacherbrieflysummarizetheformatandlanguageusedinbusinesscards..2.Studentsreadthesamplebusinesscardswithattentiontopossiblelanguagedifficultiesandspecialterms.3.Studentsworkinpairstoidentifythemajorelementsofabusinesscard.4.Askstudentstotranslatethebusinessletter(Sample2)intoChinese.Guidestudentsifnecessary.Providethekeytotheexercise.5.Writeabusinesscardusingthecommonsentencestructureslearnedformthesamples.SentenceWritingandGrammarReview45min.1.Theteachergiveabriefsummaryofthebasicsentencesstructures.Subject+Verb+(Object)e.g.Jimworksveryhard.MarylikesChinesefood.Subject+Linking+Predicativee.g.Mr.Smithisadoctor.Billlookssick.Therebestructuree.g.ThereisagreatItaliansrestaurantacrossthestreet.Therearewildflowersinthehills.2.Finishtheexercises.教学方法和手段:板书、课文录音、课件学生活动:小组讨论、个人发言第一学期第二单元教案课程名称大学实用英语课程类型理论课〔〕理实一体课〔√〕实训〔〕单元标题Unit2GivingThanksandExpressingRegrets授课学时6授课专业班级上课地点教学目标技能目标知识目标学生了解不同国家的送礼习俗。不同国家表示感谢和致歉的不同方式。会写感谢信，抱歉信。掌握本单元词汇:varyfrom…toenjoydoingillustratehavethepleasuredoingsthagift-givingcountrymorethanwecansayattach…tocount语法：冠词的用法能力训练任务及案例让学生了解不同国家感谢和致歉的方式的不同，并能够用英语进行会话。案例：两或三人一组，课前查找资料，如翻阅书籍或上网。搜索一些在不同国家的礼仪，尤其是感谢或致歉。将所查资料整理并编排成英语会话。课上表演。教学组织〔班级授课、分组教学注明分组方法，如果是多位教师同时指导，还须说明教师分工安排〕以同桌两人为一组自由结组教学材料〔教材或讲义、课件、参考资料、仪器、设备等〕新编实用英语教程多媒体电脑作业〔作业形式及内容〕书面作业写一封感谢信教学内容:ReadingAReadingBTryingyourhand重点、难点:Passage1，Writing教学步骤及时间分配Periods1-2Passage1DifferentAttitudesTowardsGift-Giving90min.1.Warm-upquestions:5min.a.WhendoChineseusuallygivegiftstoothers?(Onbirthdays,weddings,orspecialholidays,whenvisitingsomefriends,orseeingparents,etc.)b.WhatdoyouknowabouttheAmericanpeople’shabitsofgift-giving?2.Informationrelatedtothereadingpassage:15min.CustomsAboutGift-GivingandReceivingIfyoureceiveabirthannouncementfromyourfriendsorco-workers,thisdoesn’tmeanthatyouhavetosendagift.Ifyouwishto,youmaygiveone.Thebestgiftforbabiesforbabyblankets,clothesortoys.Fora“BonVoyage〞gift,itisbettertosendyourpresentinadvanceandnotatthelastminute.Formostforeigners,flowersandthingslikemagazines,cosmeticsandthinksarepreferable.Fruitisnotagoodidea.Nowadays,manypeoplehavequitsmoking,soperhapsit’sbetternottosentcigarettes.Foraclosefriendyoumaygivesomethinglastingandofhighquality,suchasasetofbooksorawallet.Ifitisforahighschoolgraduate,adictionaryorapensetwilldo.Ifyouareafrequentweekendguestofacertainfamily,youmaygivesomesmallgiftstotheirchildren.Thingslikejigsawpuzzles,agame,abook,candyandchocolateareproperforsuchoccasions.3.Pre-readingactivities:20min.a.Readthenewwordsandexpressionsofthispassageaccordingtothewordlist.b.Listentotherecordofthispassagec.Thenasksomemorequestionsrelevanttotheparagraphs.Whatcanwelearnfromthefirstparagraph?TowhomdoJapanesepeopleusuallysendtheirgifts?WhatdoAmericanpeoplevaluemorewhentheyreceiveagift?4.Explanationofthepassage:40min.ExplanationofDifficultSentences①(Para.1)People’sattitudestowardsgift-givingmayvaryfromcountrytocountry,eventhoughthedesiretoconveyafeelingoffriendshipisoftenuniversal.Analysis:Eventhoughisaconjunction,leadingaconcessiveclause,sothatacontrastismadebetweenvaryfromcountrytocountryanduniversal.Example:Thewaypeoplegreeteachothermayvaryfromnationtonation,eventhoughthepurposeofgreetingisquitethesame.②(Para.2)However,atleastinthetypicalJapanesestyle,itisnotrequiredtoattachathank-younoteorcardtothegift.Analysis:Theconjuncthoweverisusedtodenotecontrasttowhatissaidbefore.Itisaformalsubjectofthesentence,andtheactualsubjectistheinfinitivephrasetoattachathank-younoteorcardtothegift.Example:NorthernChinaiscoldinwinter.However,atleastinthecoastalcityofDalian,itisnotnecessarytowearaheavyovercoatoutsideinwinter.③(Para.3)Incontrast,youarelikelytogetmorecardsthangiftsintheUnitedStates.Analysis:Incontrastisusedtomakeastatementdifferentfromthepreviousone;likelymeans“可能〞inChinese;morecardsthangiftsmakesacomparisonbetweenthetwoobjectsofget.Example:Incontrast,boysarelikelytogetmoreencouragementthantenderwordsfromtheirparents.④(Para.3)Ingeneral,Americanpeopledon’tcareverymuchwhetherthegiftisexpensiveornot.Analysis:Careheristhesameas“careabout〞,meaning“feelinterested,sorryoranxious〞.Whetherintroducesanobjectclause.Itcanbereplacedwith〞if〞,butornotwillnotbeusedinthatcase.Example:Ingeneral,Idon’tcareverymuchwhethermygradesarehighornot.⑤(Para.3)Asamatteroffact,yourgifttothemwouldbeappreciatedallthemoreifyoumadeityourselfinsteadofbuyingitfromastore.Analysis:Allthemoreisusedtostressthecomparativedegree.Thissentencecouldbeparaphrasedlikethis:Infact,peoplewilllikeyourgiftmuchbetterifitismadebyyourselfratherthanboughtfromastore.Example:Asamatteroffact,youropinionwouldbeunderstandallthemoreifyouusesimplewordsinsteadofselectingcomplicatedterms.Explanationofimportantwordsvaryfrom…to:becometobedifferente.g.Thefoodculturevariesfromcountrytcountry.illustrate:explainthoughpictures,examples,etce.g.Agoodteacheroftenillustrateshisideawithexamples.agift-givingcountry:theform〞n.+V-ing〞canbeusedasanadjectivemodifyinganoun.e.g.asports-lovingpersonatradition-observingcountryattach…to:joinonethingtoanothere.g.Instructionsarealwaysattachedtothiskindofproducts.tendtodo:belikelytodoe.g.Youngpeopletendtolikepopsongs,whileoldpeopleprefertraditionalopera.allthemore:evenmoree.g.Thepicturesmakethebookallthemoreuseful.5.Post-readingactivities10min.Studentsreadthepassageagainandpointoutthemainideaofeachparagraph.StudentssummarizethedifferentattitudesheldbyJapaneseandAmericanstowardsgift-giving.Studentsfinishtaskone,answerthefollowingquestionsaccordingtothepassage.6.Assignmenta.

Studentsfinishexercises2and3basedonwhattheyhavelearnedinPassageOne.b.

StudentspreviewPassageTwo.Periods3-4Finishtheexercisesofpassageone.90min.Checkouttheanswersoftasktwoandtaskthree.30min.ReviewthenewwordsandexpressionsinPassageOne.Taskfour:Fillintheblankswiththeproperwordsorexpressionsgivenbelow,changingtheformifnecessary.TaskFive:TranslatethefollowingsentencesintoEnglish.PassageTwoThank-youNotesAreHeartwarming60min.1.Warm-upactivitya.Doyouwriteathank-younotetosomeonewhohashelpedyousomehow?Whyorwhynot?b.Whenyoureceiveathank-younote,howdoyoufeelaboutitandwhatwillyoudowithit?2.Studentsreadthetextwithdueattentiontopossiblelanguagedifficultiesandspecialterms.3.Studentsraisequestionsconcerningthedifficultiesfoundwhilereading.4.

Encouragestudentstojoinintheexplanationofdifficultpoints.5.Explanationoftheimportantwordsofthepassage.enjoydoing:gettingpleasurefromdoinge.g.Thelittleboyenjoyedplayingfootballwithhisbrother.morethanwecansay;wecan’texpressitinwordse.g.Ourgratitudeforyourkindhelpismorethanwecansay.havethepleasureofdoing:tososth.togetherwithsbe.g.I’dliketojoinyouinofferingmyservicetothedisabledpeole.send/givekindestregardstosb:givesb’skindlythoughtsandwishestosb;remembersbtosbe.g.Pleasesendmykindestregardstoyourparents.count:tohavevalue,force,influenceorimportancee.g.Foragoodproduct,itisnottheappearancebutthequalitythatreallycounts.6.Studntsreadthepassageagainandfinishtaskone.7.Dotasknine:translatethesentencesintoChinese8.Studentspickoutandpracticethesentenceoftenusedinathank-younoteinthispassage.Periods7—8TryingYourHand90min.AppliedWriting45min.1.Sampleanalysis:Theteacherbrieflysummarizetheformatandlanguageusedinthank-younoteandcongratulationcardTheteachermakesthefollowingbriefanalysisoftheformatandthelanguageuseinthank-younotes.Iwanttothankyouforallthehelpyou’vegivenme.Thankyouonceagainforbringingthistomyattention.Itwasverykindofyoutosendmesuchanicegift.Manythankstoyouforinvitingus.I’mreallyverygratefultoyou.Thankyouforofferingmesuchaniceplacetostay.Theteachermakesthefollowingbrieflyanalysisoftheformatandlanguageusedincongratulationcards.BestwishesforaMerryChristmasandaHappyNewYear.Congratulationsandallgoodwishes.Bestwishesfromallofusonyourbirthday.Thebestoflucktoyouandyourfamily.Wehopeyouwillhavenothingbutjoyandhappiness..2.Studentsreadthesamplethank-younoteandcongratulationcardwithattentiontopossiblelanguagedifficultiesandspecialterms.3.Studentsworkinpairstoidentifythemajorelementsofthethank-younoteandcongratulationcard.4.Askstudentstotranslatethethank-younoteintoChinese.Guidestudentsifnecessary.Providethekeytotheexercise.5.Writeacongratulationcardusingthecommonsentencestructureslearnedformthesamples.6.TranslatetheletterofapologyintoChinese.SentenceWritingandGrammarReview45min.1.TheteachergivesabriefsummaryofthebasicusageofArticles.Therearetwokindsofarticles,indefinite(a,an)anddefinitethe.TheyareusedtomakeagenericorspecificreferencetoanEnglishnoun.Weusea/anwhenwedonotrefertoaspecificthingorperson,butoneingeneral.Weusethewhenwemakeaspecificreferencetaparticularthingorperson,orthingsorpersons.ArticlesaretroublesomeforEnglishlearnersandweshouldbepatientandpersistentinlearningtousethem.Ifyourstudentsneedtoknowmoreaboutarticles,referthemtotheWorkbook.2.Finishthetasks.教学方法和手段:板书、课文录音、课件学生活动:小组讨论、个人发言第一学期第三单元教案课程名称大学实用英语课程类型理论课〔〕理实一体课〔√〕实训〔〕单元标题第一册Unit3:DirectionsandSigns授课学时6学时授课专业班级上课地点教学目标技能目标知识目标1、询问一个特定地方在某一城市或某一建筑物的位置。2、指明方向。3、会谈论乘坐的各种交通工具。1、能看懂和写道路和办公室标志。2、相关单词。3、交通工具的英文表达。3、语法：名词的数。能力训练任务及案例1、问路及指路。2、请同学们回忆自己见过的各种标示。说出其中的含义。3、总结各种交通工具的英文表达。询问学生们在短途、中途、长途的旅行中，分别用哪种交通工具最正确。教学组织班级授课。1、 全班共同听课。2、 个人组织语言答复有关课文中的问题。3、 教师总结，提供可参考答案。4、 学生讨论，共同完成教学任务。5、 以小组为单位展示任务结果。6、 学生互评，老师总结。教学材料《新编实用英语综合教程1〔北京版〕》、教师自制课件、随书MP3、电子教案、多媒体设备作业书面作业：上网查询常见的道路和办公室标示。口头表达作业：针对不同目的地，如北京的郊区密云、青岛、海南，分别会采取哪种交通工具。小作业:我最喜欢的交通工具〔短文即可〕教学内容：ReadingA:IHateFlyingReadingB:I’dBeenTreatedLikeaFriendinNeedAppliedwriting:DirectoriesandPublicSignsSentencewritingandGrammar:NumberofNouns重点、难点：重点难点：交通工具的英文表达；容易弄混一些相近的标示。难点的解决：对于一些相近的道路或办公室标示，让学生进行比照、识别，找出其中的不同点，进行讨论。教学步骤及时间分配：Periods1-2

PassageI(1)90min1.

IntroductiontoUnitfieldworkandlead-intoPassage

I

10min.a.Describeasituationwhereatravelerisinvolvedandintroducethefieldworkprojectbysaying,forexample:Hello,class.Ifyouwereatraveler,whatmeansoftransportationwouldyoutake?Ifyouwanttogosomewherebyair,attheairport,whatproceduresshouldyoutake?Well,hereisachanceforyoutofinditout.YouhaveaboutoneandahalfweekswhilewearelearningthisUnit,toaccomplishafieldworkproject,whichmeansaresearchtaskyoudooutsidetheclass.Youaregoingtodoitingroups.Afterit,youaresupposedtopresentyourworkinclass.b.Askstudentsto:-

searchthelibraryortheInternetforinformationabouttraveling;-

makealistofquestionsandusethemtointerviewentrepreneursaboutsomeoftheirexperiencesoftravel;-

writeareportaboutwhatyouhavefoundandprepareforanin-classpresentation.c.LeadintoPassage1bysaying,forexample:Asthefirststepofyourfieldworkproject,youmaygetsomebasicideasabouttravellingbyairbygoingthroughPassageⅠ.2.Pre-readingactivities

20min.Activity1

Brainstorminga.

Studentsworkwithpartnersandlistsomewordsrelevantto“travellingbyair〞.b.

Invitesomestudentstogivetheirlistandprovidethesuggestedlistbelowifnecessary:bookaflight,checkinone’sluggages,sitnextto,inacalmvoice,keepone’sseatbeltfastened,comeintoland.3.

In-readingactivities

40min.Activity1

Individualwork:findingoutthedifficulties.a.

Studentsreadthetextwithattentiontopossiblelanguagedifficultiesandspecialterms.b.

Studentsraisequestionsconcerningthedifficultiesfoundwhilereading.c.

Encouragestudentstojoinintheexplanationofdifficultpoints.d.

Thenasksomemorequestionsrelevanttotheparagraphs.Paragraph1-3:-Whatwasunpleasantthathappenedtotheauthorbeforeheboardedtheplane?-Howlongdidhestayatthereservationsdesk?Paragraph4-8:-Whywashestillunhappywhenhesatinhisseat?-Wasthereanythingwrongwiththetake-off?-Isthereanythinghappenedtohimwhenhewasonboard?Paragraph9:-Whatwasembarrassingthatwasdiscoveredafterhegothome?Activity2

Pairwork:reviewingtheexpressionsa.

Studentsworkinpairswithonereadingoutlanguagepointsorspecialtermsandtheothermakingasentence,paraphrasingortranslating.b.

Monitortheworkandprovidehelpifnecessary.Activity3

Groupwork:gettingtheideasa.

Studentsworkingroupstodiscuss-

thedifferentareasoftraveling.-thedetailsoftraveling.b.

Grouprepresentativesreportabouttheirwork.c.

Invitepeercommentandgivefeedback.PossibledifficultiesinPassage

I

.-~Ihadtorushtothereservationsdesktopayformyticket.Reservation:n.abooking(ofaroom,seat,etc);adoubtinone’smind.Eg.Mytravelagenthasmadeallthereservationsformyjourney.-ShegavememyticketandtoldmeI’dbettercheckinmyluggagequicklyorI’dmissmyflight.Checkin:v.toreportone’spresenceorarrival(asatahotel,anairportetc).Eg.Youmustcheckinattheairportanhourbeforeyourplaneleaves.-Theengineisonfire.We’regoingtocrash.Crash:v.tobreaknoisily,fallorstrikesomethingnoisilyandviolently.Eg.Allpassengersdiedintheaircrash.-Thereisabsolutelynoneedtopanic.Absolutely:adv.Completely.Eg.Itisnotabsolutelyimpossibletocrossthedesertbycar.4.

Post-readingactivities

20min.Activity1

Individualwork:reviewingtheideasa.

Studentsreadthepassageagainandpointoutthemainideaofeachparagraph.b.

Invitesomestudentstopresenttheirwork.c.

GivecommentsandreferthemtoexerciseIforthetopicsentencesofsomeparagraphs.Activity2

Groupwork:learningmoreexpressionsa.

StudentsworkingroupsanddiscusstheexpressionslistedinexerciseⅣ.b.

Studentstrytomakesentencesusingtheexpressions.c.

Studentpresentthegroupwork.d.

Commentongroupperformance.5.

Assignmenta.

StudentsfinishexercisesIII-VIIbasedonwhattheyhavelearnedinPassage1.b.

StudentspreviewPassage1(2).c.

Studentssparesometimeforthefieldworkproject.Periods3-4

PassageⅠ(continued)andPassageⅡ.90min1.

Passage1:consolidatingexercises

60min.Activity1

Individualwork:dictation.a.

Booksclosed.b.

Readoutsomewords,phrasesorsentenceslearnedinPassage1andstudentswritethemdown.Dictationmaterialsforreference:Panic,rush,perfect,absolutely,especially,seem,checkin,shake,slight,relax,crash,fantastic,reservation,somehow.-Ittookfifteenminutesforhertorealizethatshehadspelledmynameincorrectly.-Wearehavingaslighttechnicalproblemwithoneofourengines.-Pleaseremainseatedandkeepyourseatbeltsfastened.c.

Useoverheadprojectortochecktheworkofsomestudentsordopeer-editing,i.e.askstudentstochecktheworkoffellowstudents.Activity2

Individualwork:translatingexpressions.a.

Booksclosed.b.

UseoverheadprojectortoputthetableinexerciseVonthescreenandinvitestudentstofinishitoffhand.c.

Checkanswersandexplainifnecessary.2.

PassageII

30min.Activity1

Individualwork:findingoutthedifficultiesa.

Studentsreadthetextwithdueattentiontopossiblelanguagedifficultiesandspecialterms.b.

Studentsraisequestionsconcerningthedifficultiesfoundwhilereading.c.

Encouragestudentstojoinintheexplanationofdifficultpoints.d.

Commentonstudents’performance.Periods5-6:

90min1.PassageII:I’dBeenTreatedLikeaFriendinNeed(continued)2.AppliedWriting:DirectoriesandPublicSigns3.SentenceWritingandGrammar:NumberofNouns1.PassageII30min.Activity2

Pairwork:reviewingtheexpressionsa.

Studentsworkinpairswithonereadingoutlanguagepointsorspecialtermsandtheothermakingasentence,paraphrasingortranslating.b.

Monitortheworkandprovidehelpifnecessary.Activity3

Groupwork:gettingtheideasa.

Studentsworkingroupstodiscussdifferentmeansoftransportation(byair/bysea/bytrain/bybus)andtrytofindoutthemainidea.b.

Grouprepresentativesreportabouttheirwork.c.

Invitepeercommentandgivefeedback.3.

Assignment

a.

StudentsfinishexercisesVIIandⅨ.b.

Studentspreviewsimulatedwriting.2.SimulatedWriting(1)

Samplereadingandsimulatedwriting

40min.Activity1

Pairwork:identifyingtheelementsofdirectoriesandsigns.a.

Studentsreadthesampleofdirectoriesandsignswithattentiontopossiblelanguagedifficultiesandspecialterms.b.

Studentsworkinpairstoidentifythemajorelementsofdirectoriesandsigns.c.

Monitortheworkandprovidehelpifnecessary.d.

Asksomestudentstopresenttheirwork.Activity2

Individualwork:translatingdirectoriesandsignsintoChinesea.

Askstudentstotranslatedirectoriesandsigns(Sample2)intoChinese.b.

Guidestudentsifnecessary.c.

Providethekeytotheexercises.(2)

Assignmenta.

StudentsfinishexercisesII-Ⅳ.b.

Studentspracticethetypicalsentencesandexpressionsinwritingdirectoriesandsigns.教学方法和手段：提问：先问学生在旅行中可能出现的问题，调动学生的兴趣。板书。播放录音/视频。播放课件。学生小组讨论。学生活动：a.假设学生到了一个陌生环境，通过不同的标示找到目的地。b.假设学生是一名旅游者，询问学生们在短途、中途、长途的旅行中，分别用哪种交通工具最正确。时间分配：Passage1:3.5学时，Passage2:1.5学时WritingandGrammar:1学时。后记：通过本单元的学习，学生掌握了指路问路、识别标示、交通工具的表达，感到收获颇大。第一学期第四单元教案一、课程名称大学实用英语课程类型理论课〔〕理实一体课〔√〕实训〔〕单元标题第一册Unit4:TimetablesandSchedules授课学时6学时授课专业班级上课地点教学目标技能目标知识目标1、根据工作日程表，会制定/遵守/推迟约会。2、根据飞机航班、火车班次的时刻表来预订机票、火车票。1、理解和制定不同用途的日程安