21世纪大学实用英语教案(第二册)(共174页).doc

精选优质文档-倾情为你奉上 教 案 2010 2011 学年第 二 学期课程名称： 大学英语 授课教师： 课程所属系（部）： 应用外语系 课程名称: 大学英语授课班级：10食品（1）班课程类型： 理论课实践课总学时：96学分：6使用教材：（主编、书名、出版社、出版时间） 21世纪大学实用英语综合教程（2） 翟象俊主编 复旦大学出版社 2009年6月第一版 教学方法、手段：讲授、讨论、练习考核方式：考试主要参考书目：1. 21世纪大学实用英语综合练习（2）总主编：翟象俊 余建中 陈永捷 复旦大学出版社出版（普通高等教育“十一五”国家级规划教材）221世纪大学实用英语教学参考书（2）总主编：翟象俊 余建中 陈永捷 复旦大学出版社出版（普通高等教育“十一五”国家级规划教材）Date: Feb. 22, 2011Period: 2Content：Unit 1 Listening and SpeakingTeaching aims: 1. To master the basic language and skills necessary to ask for and give clarification2. To improve Ss speaking ability.3. To improve Ss listening ability.4. To improve Ss reading ability.Teaching focus: 1. To learn The Language for Asking For and Giving Clarification2. To learn Asking For and Giving Clarification3. Explain some language points to the Ss.4. Explain some grammar points to the Ss.Teaching difficulties: 1. How to improve Ss speaking ability.2. How to improve Ss listening ability.Teaching procedures:First PeriodStep 1 PreviewThis is the first unit of Book Two. In the Listening and Speaking section, you will learn how to ask for and give clarification.Step 2 Listening and speaking Section1) The Language for Asking For and Giving ClarificationA. have a warm-up ativity by asking Ss what they say when they are not clear about what has been said or have become puzzled about a particular point just mentioned; B. have the Ss Listen to Exercise 1 (2-3 times) and fill in the blanks with the missing words; C. ask one S to read aloud the talk so Ss cn check their completed answers;D. ask other Ss to present their opinions on a particular subject or situation, trying to use the expressions learned in Exercise 1.2) Asking For and Giving Clarification A. go through the new words in the 1st dialogue in Exercise 3 B. listen to the dialogue twice while filling in the missing words; C. ask Ss to answer the questions about the dialogue by way of group discussion or the traditional teacher- student interaction; D. now have them look for the language used to ask for and give clarfication; E. next, Ss can role-play the dialogue;F. then have them do the same with the second dialogue.Step 3 Ask Ss to study the structures presented in Exercise 4, and create situations for conversation in which Ss are encouraged to ask for and give clarification using the language they have picked up in Exercise 1.Second PeriodStep 5 Listening PracticeA. Listen to the following people speaking and decide what they are talking about. (Each one will be given twice.)B Listen to the following five short dialogues and choose the appropriate answers.(Each one will be given twice.)C. Listen to the following short story twice. Listen carefully and decide whether the statements are true (T) or false (F) according to the story you have heard. D. Listen to the following talk and fill in the blanks with the missing words. (The talk is given twice.)E. Listen to the talk again and then answer the following questions orally. Answers to the listening practice5. B A D C A6. D A C C B 7. F T T F F paining about, does everything, every 10 hours, every 2 hours, every 24 hours, in one hour, damn near, from down the hall, I just realizedStep 6 summary1. The language for asking for clarificationl I am sorry , I don't quite understand what you mean by market economy.l I am sorry, could you explain what you mean by globalization?l I don't understand what you mean by black lie.l What do you mean by sick humor?2. The language for giving clarification:l what I am trying to say is (that)+SENTENCE.l (well) the point I am trying to make is (that) +SENTENCE.l (well) I think what I mean is(that) +SENTENCE.l What I mean is(that) +SENTENCE.l What I am saying is(that) +SENTENCE.l All I am trying to say is(that) +SENTENCE.Step 7 Homework assignment1. Form a dialogue with your classmates. 2. preview the new lesson.课后教学效果自评:这是本学期的第一次课，通过此次课堂的听力练习，发现这个学期的听力难度明显加大。学生们还不能很好的适应。在今后的课堂中，要根据学生的程度，适当的调整听力材料的运用。并要求学生课后加强听力练习。Date: Feb. 23, 2011Period: 2Content：Unit 1 Text A and text-related exercisesTeaching aims:1.understand the main ideas of Text A, 2.master the useful sentence structures and words and expressions Teaching focus: 1. Explain some language points to the Ss.2. Explain some grammar points to the Ss.Teaching difficulties: 1. How to enlarge Ss vocabulary.2. How to improve Ss reading ability.Teaching procedures:First PeriodStep1. Lead-inHave you ever had an experience in which you are misunderstood or have failed to understand others? Misunderstandings can result from the spoken form or written form of the language that you use. Fill in the following blanks with words or expressions that may cause misunderstandings.Words or expressions that are often misunderstood when used in spoken form:1.seventeen/seventy2.can/cant (especially in American English)3.Oakland/AucklandWords or expressions that are often misunderstood when used in written form:1.farther/father/further 2.affect/effect3.capital/capitolStep 2 Introduce the background informationCharacteristics of English Vocabulary: English has a larger vocabulary than any other language. There are more than 600,000 words in the largest dictionaries of the English language.Pronunciation and spelling: in English sometimes seem illogical or inconsistent. Many words are spelled similarly though pronounced differently. Examples include cough, though, and through. Other words, such as blue, crew, to, too, and shoe, have similar pronunciations but are spelled differently. Grammar: is the set of principles used to create sentences. These principles define the elements used to assemble sentences and the relationships between the elements. The elements include parts of speech and inflections. Step 3 Listen to the whole text and answer some questions about the text.Step 4 Deal with some languages points as follows:1) misunderstanding: n. (an example of) wrong understanding 误解，误会 e.g. Her poor French often leads to misunderstandings when she visits France. misunderstand: vt. understand wrongly 误解 e.g. Im sorry, I misunderstood you. It seems that you have misunderstood what I said at the meeting. 2) get on: board (a bus, a train, etc.)登上（公共汽车、火车等）e.g. When I got on the bus, I found all the seats were occupied.They felt worried when they realized that they had got on the wrong train. 3) head for: go towards 向走去；朝行进 e.g. The ship was heading for Britain. He headed for the bus stop. 4) he could ride to New York without paying. 介词without 解释为“不、未”，其后跟动词时，须用V-ing形式。e.g. Tom was talking to his girlfriend without looking at her. He understood the meaning of the word without looking it up in a dictionary.5) The message was passed from person to person.这口信通过一个又一个的乘客传下去。 注意本句中from to这一结构中的名词前没有冠词。e.g.She went from house to house asking if anyone had seen the child. They work hard from morning to night. 6) by the time: 到时候 e.g. The phone was ringing but by the time she got indoors, it had stopped. 7) not but: 这一结构常常用来连接两个单词、词组或句子，表示“并非而是”的意思。 e.g. The animal you saw in this area was not a rabbit, but a wild cat. These youngsters are motivated not by a desire for success, but by fear of failure. 8) pull over: drive a vehicle to the roadside 把车开到路边 e.g. The policeman asked the driver to pull over. 9) get off: leave (a bus, a train, a plane, etc.) 下（公共汽车、火车、飞机等）e.g. Tom was seen to get off the bus near the railway station. When I got off the train at the city on the coast, I could smell the sea.Second Period10) takeoff: n. the beginning of flight, when a plane, spacecraft, etc. rises from the ground（飞机的）起飞；（航空器的）升空 e.g. The plane crashed five minutes after takeoff. 11) He thought he heard his flight announced.他以为听到广播中宣布了他的航班。句中announced是宾语补足语。12) uncommon: a. rare or unusual罕见的；不平常的；异乎寻常的 e.g. 20 years ago, supermarkets were uncommon in China. common/: a. found or happening often and in many places; usual常见的；普通的；通常的Jones is a very common name in Britain. 13) wonder:v. express a wish to know sth., silently or in words对感到疑惑；想知道 e.g. I was wondering if you are free for lunch.I wondered what his words meant. 14) in the world: used for emphasis after words that ask questions, as who, why, what, etc. (用于疑问词who, why, what等后以加强语气)究竟，到底 e.g. What in the world is he doing? Where in the world were you when I was in need of your help? 15) be on time: be not late 准时e.g. The London train was on time, but I didnt see my Chinese friend. Dont worry, shell be on time. 16) You were 15 minutes late. 你迟到了15分钟。英语中表示时间、距离时，常将具体的数字放在形容词late, long等前面。e.g. The bus was ten minutes early. The bridge is 140 feet long.During the storm, there were waves of up to 30 metres high off the coast. 17)instead of: in place of 代替；而不是 e.g.Can I have tea instead of coffee?Lets play cards instead of watching television. If you want to have your meal at seven oclock instead of five oclock, you can. 18) feel like:have the feeling of being; have a wish for, want有的感觉；想要e.g. When my best friend left me alone in the street, I felt like a hurt animal. Do you feel like another drink?19) all right: good enough, satisfactory but not very good; in good health or spirits; well 令人满意的；不错的；健康良好的；健康的 e.g. “Whats the food like in this restaurant?” “Its all right.” Kate looks really unhappy. Youd better make sure shes all right.Are you feeling all right now? Step 5 Do exercises Give some time to the Ss to do exercises about the text and then check the answersStep 6 SummaryTopic sentences of each part1. Misunderstand-ings may occur among native English speakers.2. Non-native English speakers are more oftenaffected.3. What should people do when misunderstandings occur?Step 4 Homework assignment1. read the text 2. preview the new lesson.课后教学效果自评:本学期课文不论是长度、单词、句子较上学期难度都增加了许多。学生还不能很好的适应。所以课文上的速度较慢，以满足不同程度学生的需求。Date: Feb. 24, 2011Period: 2Content：Listening Practice for PRETCO-BTeaching aims: 1. To know the form of Listening for PRETCO-B2. know how to prepare for listening section3. give them a chance to do the listening practiceTeaching focus: 1. Listening skills2. Vocabulary and expressionsTeaching difficulties: 1. know how to prepare for this section2. know how to improve listen abilityTeaching procedures:First PeriodStep 1 Give Ss an overall understand of the purpose of this practice lesson and the form of listening for PRETCO-B. The part consists of three sections.Step 2 Give them a direction of each section in this part and pay attention to the time that each section will be given.Section A This section is to test the ability to give proper responses. There are give questions in it. After each question there is a pause. The questions will be spoken two times.Section B This section is to test the ability to understand short dialoues. There are five dialogues and questions will be spoken two times.Section C In this section you will hear a short passage. The passage is printed in the test paper, but with some words or phrases missing. The passage will be read three times. During the second reading you are required to put the missing words or phrases on the Answer Sheet in order of the numbered blanks according to what you hear. The third reading is for you to check your writing.Step 3 Give them a chance to do a copy of listening for PRETCO-B and make them familiar with the way of this testing.Second PeriodStep 4 Check the answers and make explain when necessary.Step 5 Ask Ss if they have any question about this part.Step 6 Give Ss some instruction about how to prepare this part and something that they should pay attention to when practicing and testing.Step 7 Give them a chance to do another copy of listening.Step 8 Check the answers and make explain when necessary.Step 9 SummaryThere are only three sections for this part. You should be familiar with the form of each section. You need to do some practice about this part after class and try to improve your listening ability.Step 10 Homework assignment1. do a copy of listening each week2. preview of next lesson课后教学效果自评:这是正对B级考试进行的系统的分块练习。本模块主要是对学生进行听力练习。总体上来说，学生对B级听力的题型还是很适应，但是由于课后缺少练习，听力的完成情况不是很好。在今后的课堂上要加强对学生听力的要求。并要求学生课后自主练习。Date: March 1, 2011Period: 2Content：Unit 1 Grammar review and Practical writingTeaching aims: 1. To learn the form of V-ing2. know how to use V+V-ing3. know how to write a letter of invitationTeaching focus: 1. To learn the form of V-ing2. know how to use V+V-ing3. know how to write a letter of invitationTeaching difficulties: 1. know how to use V+V-ing2. know how to write a letter of invitationTeaching procedures:First PeriodStep 1 T talks about the use of the “Ving Form” 动词的-ing形式由动词原形+ -ing构成。它可以在句中作主语、表语、定语、宾语、宾语补足语和状语,但不能单独构成谓语。动词-ing的形式变化（以write为例）主动被动一般式writing being written 完成式having writtenhave been written动词-ing的用法用法例句1. 作主语Making history in my family is yet another important thing I hope to gain from my college education. 在我的家庭中创造历史是我希望从大学教育中得到的又一样重要的东西。Taking a look back has motivated me to reach farther. 回顾过去激励着我走得更远。2. 作动词、介词和短语动词的宾语He thought that if he hid in the restroom, he could ride to New York without paying.他想如果他躲在洗手间里，便可以不付钱就乘车去纽约。He took up singing recently.他最近对唱歌发生了兴趣。3. 作表语It is fitting that January 4, Louiss birthday, is considered Braille Day, in honor of the blind. 把路易的生日1月4日定为向盲人表示敬意的布拉耶日是非常恰当的。My job is training new workers. 我的工作是培训新工人。My brother is good with his hands.我兄弟的手很灵巧。 4. 作宾语补语I noticed the young porter of a sleeping car whispering to the conductor and nodding toward me. 我注意到一个年轻的卧车行李搬运员正在跟列车员窃窃私语，并朝着我点头。Can you get the car going? 你能开动这辆车吗？5.作定语。动词-ing形式单独作定语时一般放在被修饰词之前，动词-ing短语作定语一般放在被修饰词之后Ive tried every way to comfort the crying girl. 我已经想尽了各种办法来安慰那个哭哭啼啼的女孩。Every day people speaking English ask one another questions like these: “Did you say seventy or seventeen?” 每天讲英语的人会相互问这样的问题：“你是说七十还是十七呢？”。6. 作状语，可以表示时间、原因、让步、条件和结果等She answered, wondering what in the world he meant. 她回答道，却不明白他的话究竟是什么意思。The brothers sat eyeing each other over the tops of the moneybags. 两兄弟坐在那儿，目光越过钱袋顶看着对方。Step 2 Give the Ss some time to do some exercises and then check the answers.Second PeriodStep 3 Practical writing: Letters of Invitat