现代大学英语第二册教案综合.docx
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现代大学英语第二册教案综合
LessonOneAnotherSchoolYear–WhatFor?
I.TeachingObjectives:
Inthisunit,youwill
a）Practicespeakingbynewsreportandoralexercises;
b）Practicelisteningbylisteninginterpretationandlisteningexercises;
c）Knowthefamousauthorsmentionedinthetext;
d）Trytogetthestylebyanalyzingthetext;
e）Readthetextforfurtherthinkingabouttheissueraisedinthetext;
f）Findthetruemeaningofthehighereducation;
g）Masterthewordsandexpressionslistedinthetextbook;
h）Writeaboutthepurposeofthehighereducation
II.MainContentsandTimeDistribution:
（300minutes）
a）Oralreportandwarm-up（30minutes）
b）Oralpractice（30minutes）
c）Listeningpractice（30minutes）
d）Backgroundinformation（45minutes）
e）Textanalysis（90minutes）
f）Vocabulary,phrasesandgrammar（30minutes）
g）Feedbackofwrittenassignmentandotherexercises（45minutes）
III.MainFocusandPoints
Thepurposeofthehighereducation;Famousauthors,Oralpractice
IV.ExtensiveStudy:
Famousauthorsseeking（Studentsarerequiredtoreadsomearticlesaboutthefamouswritersmentionedinthetext–Aristotle,Chaucer,Einstein,andshareinthegroup.Eachgroupchooseonetotelltheclass）
V.TeachingMethods:
a）Student-centeredandtask-basedteachingmethods
b）Reflectivestudyandautonomouslearning
VI.References:
Websitesaboutfamousauthors
Teacher’sbook
VII.ExercisesandPractice
a）Finishtheexercisesinthetextbook
b）Takeaglimpseatthemasterpiecesofthefamousauthorsinthetext.
VIII.Furtherthinking:
Whethertechnicaltrainingschoolsdon’tneedtobeexposedtheirstudentstoprofoundideas?
IX.TeachingProcedure
Task1:
Oralreport（10’）
Purpose:
toencouragethestudentstotellotherswhathappenedtotheminthewintervacation
Procedure:
1）Asktwo/threestudentstotellabouttheirwintervacation;
2）Letotherstudentstoaskquestionsofthereport;
3）Teacheraskquestionsandgivefeedbackstothenewsreport;
Task2:
Warm-up（20’）
Purpose:
topreparethestudentsforthetext
Procedure:
1）Askthestudentstothinkhowtheyusuallyspendthe24hoursinaday;
2）Askvolunteertotellthewholeclassaboutonedayofhisorher;
3）Askthereasonswhytheyspendtheirdaysinsuchaway;
4）Askthestudentshowtheirparentsusuallyspendtheday;
5）Askstudentswhethertheycanlearnsomethingbeneficialfromtheirparents;
6）Askthemwhetherthereisanydifferencebetweenthemandtheirparentsasforthewayofspendingthedays;
Task3:
Groupdiscussion:
Whatistheexpectationofthemoftheuniversity?
（10’）
Purpose:
toletstudentsthinkaboutthepurposeofthehighereducation
Procedure:
1）Askthestudentstoformgroupsoffour;
2）Givethemtimetodiscussthequestionsrelatedtothetopic;
3）Selectsomespokespersonsfromsomegroupstovoicetheiropinion;
4）Teachersummarizestheiropinion.
Task4:
CollegeHumor（10’）
Purpose:
toknowsomehumorousoccurrenceincollege
Procedure:
1）AskstudentstoreadsomeEnglishoccurrencesfirst;
2）Askthemtoappreciatethem;
3）AskthemtothinkofsomehumorousoccurrenceonChinesecampus;
4）Teachersupplyfeedbacktostudentsfindings.
Task5:
Debate:
isthereanydifferencebetweenaneducatedsuccessandanuneducatedsuccess（10’）
Purpose:
toreflectonthepurposeofeducation
Procedure:
1）Dividethestudentsintofourlargegroups;
2）Twoofthegroupsarerequiredtoargueforthetopic;theothertwogroupsaretoargueagainstthetopic;
3）Thetwogroupspreparefirstwithintheirgroupsfororagainstthetopic;
4）Selectonefromeachgrouptovoicetheirargument;
5）Teachersummarizetheirargument;othersareallowedtosupplement.
Task6:
ListeningInterpretation（30’）
Purpose:
topracticestudents’listeningskills
Procedure:
1）Listeninginterpretation（15’）;
2）Askstudentstolistentofivestatementsonebyone;
3）AskthemtorepeatthestatementsfirstandthentranslatethemintoChinese;
4）Askstudentstolistentoashortparagraph;
5）AskthemtorepeattheparagraphandthenturnitintoChinese;
6）Spotdictation“ThePurposeofEducation”（15’）
7）Askthestudentstolistentothepassageandfillintheblanks;
8）Teacherchecktheanswerstothedictationandplaythepassageoneortwomoretimes.
Task7:
Backgroundinformation（45’）
Purpose:
tolearnsomebackgroundinformationaboutauthorandthefamouswritersmentionedinthetext
Procedure:
1）Teacherintroducessomebackgroundinformationabouttheauthor;
2）Askstudentswhethertheyknowthefamouswriters;
3）Askthestudentstotelltheclasswhattheyknowofthesewriters;
4）
Task8:
Textanalysis（45’）
Purpose:
tohelpstudentsanalyzethetextfromtheperspectiveoftheme,protagonists,writingdevicesandstructure
Procedure:
1）Askstudentstodividethetextintosubdivisions;
2）Askthemtosummarizethemainideasofeachpart;
3）Askstudentstoinferthethemeofthetext;
4）Askstudentstomakeoutthesettingofthestory;
5）Askstudentstosummarizethewritingdevicesofthetext;
Task9:
Understandingthetext（45’）
Purpose:
toensurethestudents’understandingofthewholetext
Procedure:
1）Askstudentswhethertheyhaveanyquestionsconcerningtheunderstandingofthewholetext;
2）Teacheranswersthequestionsraisedbythestudents;
Task10:
Languagepoints（30’）
Purpose:
toensurethestudents’masteryofthevocabulary,idiomaticexpressionsandgrammar
Procedure:
1）Askstudentswhethertheyhaveanyquestionsasforthewords,expressionsandgrammar;
2）Teacheranswersthequestionsraisedbythestudents;
Task11:
Feedbacktowrittenassignmentsandotherexercises（45’）
Purpose:
tosupplyfeedbacktoanyquestionsorproblemsencounteredbythestudents
Procedure:
1）Teachersummarizestheerrorsorproblemsthataremostcommoninstudents’writtenassignment;
2）Askstudentstopointoutandcorrecttheerrorsorproblems;
3）Teacherexplainsthegrammaticalorotherproblems,ifany;
4）Teachergivesindividualfeedbacktothestudents’writtenassignment;
X.Assignments
i.ReadtextBcarefully.
ii.Readaboutthefamouswritersmentionedinthetextandbereadytotellthewholeclass.
iii.Pickoutidiomaticexpressionsfromthetext,andtrytoillustratetheusageofthemall.
iv.Writeanessayabout“ThePurposeofEducation”.
LessonTwoMaheegunMyBrother
I.TeachingObjectives:
Inthisunit,youwill
a）Practicespeakingbynewsreportandoralexercises;
i）Practicelisteningbylisteninginterpretationandlisteningexercises;
j）Trytogetthestylebyanalyzingthetext;
k）Thinkabouttherelationshipbetweenhumansandwildanimals;
l）Trytofindtheverbsdenotingaction;
m）Trytogroupthewordsandexpressionsdenotingsnow,huntingandweather;
n）Findthestylisticfeatureofthefrequentuseofinversion;
o）Writeabouttheexperienceofthelittleboy;
II.MainContentsandTimeDistribution:
（300minutes）
a）Oralreportandwarm-up（40minutes）
b）Oralpractice（10minutes）
c）Listeningpractice（30minutes）
d）Backgroundinformation（45minutes）
e）Textanalysis（90minutes）
f）Vocabulary,phrasesandgrammar（40minutes）
g）Feedbackofwrittenassignmentandotherexercises（45minutes）
III.MainFocusandPoints
Theidealrelationshipbetweenhumansandwildanimals;Descriptionofnaturalscenes;Oralpractice
IV.ExtensiveStudy:
Storyofthistypeseeking（Studentsarerequiredtoreadsomearticlesabouttherelationshipbetweenhumansandanimals,andshareinthegroup.Eachgroupchooseonetotelltheclass）
V.TeachingMethods:
a）Student-centeredandtask-basedteachingmethods
b）Reflectivestudyandautonomouslearning
VI.References:
Websitesabouttheprotectionofwildanimals
Teacher’sbook
VII.ExercisesandPractice
a）Finishtheexercisesinthetextbook
b）Takeaglimpseattheprotectionofwildanimals.
VIII.Furtherthinking:
Shouldwehumanbeingtreatothercreaturesonearthequally,orlikebrothers?
IX.TeachingProcedure
Task1:
Oralreport（10’）
Purpose:
toencouragethestudentstotellotherswhatthey’vegotinBBCnews
Procedure:
1）Asktwo/threestudentstotellabouttheBBCnewstheyheardof;
2）Letotherstudentstoaskquestionsofthereport;
3）Teacherasksquestionsandgivefeedbackstothenewsreport;
Task2:
Warm-up（30’）
Purpose:
topreparethestudentsforthetext
Procedure:
1）Askthestudentstodo6WolfIQtestquestion;（10’）
2）Askvolunteersfortheiranswerstotheabovequestions;
3）Askstudentstoreadafableofwolfandcrane;（5’）
4）Askthestudentstosumuplessonsfromthestory;
5）Thestudentspresenttheirunderstandingofthefable;
6）AskthestudentsaboutGreekwolfmyth;（5’）
7）ThestudentsarerequiredtoreadtheGreekwolfmyth;
8）AskseveralstudentstotelltheclassofEaster;（10’）
9）TheEasterDaywillbeintroducedtotheclass;
Task3:
Groupdiscussion:
Whatisyourviewoftherelationshipbetweenhumanandwildanimals?
（10’）
Purpose:
toletstudentsthinkabouttherelationshipbetweenmanandanimals
Procedure:
1）Askthestudentstoformgroupsoffour;
2）Givethemtimetodiscussthequestionsrelatedtothetopic;
3）Selectsomespokespersonsfromsomegroupstovoicetheiropinion;
4）Teachersummarizestheiropinion.
Task4:
ListeningInterpretation（30’）
Purpose:
topracticestudents’listeningskills
Procedure:
1）Listeninginterpretation（15’）;
2）Askstudentstolistentofivestatementsonebyone;
3）Askthemtorepeatthestatementsfirstandthentranslatethemi
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