辜向东综合英语教案一册教案(综合).doc

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1、Lesson One Half a DayI. Teaching objectivesIn this lesson, you will a) do self-introduction to your classmates and the teacher.b) learn how to make study plans and schedules.c) have a general view about this course.d) widen your range of knowledge by learning something about the author Naguib Mahfou

2、s who won the Nobel Prize in literature in 1988.e) enjoy the text Half a Day by doing text analysis.f) expand your vocabulary and expressions with the help of the text and word-formation rules.g) share your experiences with your classmates about your first day at Kindergarten/elementary school/junio

3、r middle school/senior high school/ university. h) enhance your understanding of how grammar helps to create meaning in context.i) do lots of practice and exercises on the topics above.II. Main Contents and Time Distributiona) Self-introduction (30 minutes)b) Teachers brief introduction to this cour

4、se Comprehensive English (10 minutes)c) Background information about the author (5 minutes)d) Questions for discussion (10 minutes)e) Text analysis and appreciation (45 minutes)f) Sentence paraphrase (30 minutes)g) Vocabulary and grammar (30 minutes)h) Story-retelling in your own words (10 minutes)i

5、) Paragraph translation (10 minutes)j) Complementary reading (120 minutes)k) Compositions: self-introduction and an unforgettable day (60 minutes)III. Main Focus and Pointsa) Practice speaking and readingb) Text analysis in terms of plot, setting, protagonists, writing devices and themec) Word-forma

6、tion rulesIV. Extensive studya) Supplementary reading: Rip Van Winkle by Washington Irvingb) Review of all the irregular verbs learned in middle schoolV. Teaching methodsa) Student-centered and task-basedb) Reflective study and autonomous learningVI. Referencea) Teachers bookb) Websites about Nobel

7、Prize in Literaturec) Oxford Advanced Learners English-Chinese Dictionary: Appendix 1: irregular verbsVII. Exercises and Practicea) Exercises in the textbookb) Exercises provided through handoutc) Further discussion on the websiteMoodleVIII. Further thinkingWhat do you think is the message of the st

8、ory: a) Time and tide wait for no man.b) There is nothing permanent in life but change.c) Education can never keep up with changes in society.d) Life is short and time is precious.e) Life is a dream. Do not take anything seriously.IX. Teaching procedureTask 1: self-introductionPurpose: To get to kno

9、w each other and to encourage the students to speak in English on the familiar topic.Procedure: ask the students to introduce themselves briefly, e.g. their name, birth place, family, etc.Task 2: course introduction and expectationPurpose: to give the students a general view of this course and get t

10、o know their expectation of this course.Procedure: 1) The teacher first gives a brief introduction of this course, e.g. teaching objectives, requirements, course hours, credits, textbooks, supplementary materials.2) Ask the students what they expect to learn from this course.Task 3: To give some bac

11、kground information about the authorPurpose: help the students know more about the Nobel Prize in Literature and about the author of the text and his representative works.Procedure: 1) Ask the students what do they know about the Nobel Prize in Literature and who do they know that have won this priz

12、e.2) Give a brief introduction to the author and his representative works.Task 4: First readingPurpose: to develop the students ability in reading the text once for the main idea with time limitProcedure: ask the students to read the text once in five minutes for the main idea and do not refer to th

13、e notes, dictionaries or the glossary yet.Task 5: Text analysis and appreciationPurpose: to develop the students ability in critical and independent thinking and text appreciation as well.Procedure:1) ask the students to read the text for the second time, and then discuss with his/her partner how ma

14、ny parts the text can be divided into and what is the main idea of each part.2) ask the students to have group discussion on how to analyze the text in terms of plot, setting, protagonists, writing devices and theme.3) ask each group to give presentations on their discussion.4) give feedback to the

15、students about their discussion and presentations.Task 6: Sentence paraphrasePurpose: to develop the students paraphrasing ability and to help them fully understand the text and further appreciate it Procedure: 1) ask the students to single out those sentences that are difficult for them to understa

16、nd.2) encourage the students to paraphrase the sentences themselves with their partners.3) give feedback to the students about their paraphrasing.Task 7: Pick out idiomatic expressions in the text and make sentences with themPurpose: let the students learn to use the idiomatic expressions. Procedure

17、: 1) ask the students to read through the text once more and pick out the idiomatic expressions.2) suggest them to make sentences with those expressions after class.Task 8: Two word-formation rulesPurpose: enlarge the students vocabulary by drawing two word-formation rules themselves with the exampl

18、es the teacher gives.Procedure:1) give the students some examples of nouns ended with the suffix tion/ ation/ sion and some examples of adverbs ended with the suffix -ly 2) ask them to draw the two rules and give more examples of their own.Task 9 Story-retellingPurpose: to practice the students oral

19、 English and to check their understanding of the text and their ability to retell the story.Procedure: 1) Divide the class into groups so that every student has the chance to retell the story.2) Each group selects the best one to retell the story to the whole class.Task 10: Check all the exercises t

20、he students have done and give them feedback about their fulfillment. Give them time to ask further questions.Purpose: make a summary of the whole lesson.Procedure: Diagnose the students strengths and weaknesses in their exercises, mainly writing and give them advice on how to improve it.X. Assignme

21、nt1. Read text B carefully.2. Read at least one allegorical tale and be ready to tell the whole class.3. Find out the differences between participles and gerund.4. Pick out idiomatic expressions from the text, and try to illustrate the usage of them all.5. Choose 15 words and expression from the tex

22、t to explain to the whole class.Lesson Two Going HomeI. Teaching objectivesIn this lesson, you will a) widen your range of knowledge by learning something about the author Pete Hamill and his works; about the background of the text when written; about the Atlas of the United States and the character

23、istics of each state mentioned in the text.b) enjoy the textGoing Home by doing text analysis.c) expand your vocabulary and expressions with the help of the text and word-formation rules.d) share your thoughts with your classmates what you would do if your father was a criminal.e) enhance your under

24、standing of how grammar helps to create meaning in context.f) do lots of practice and exercises on the topics above.II. Main Contents and Time Distributiong) Background information about the author, his work, the US Atlas, the famous song “Tie A Yellow Ribbon Round The Old Oak Tree” (45 minutes)h) Q

25、uestions for discussion (10 minutes)i) Text analysis (45 minutes)j) Sentence paraphrase (30 minutes)k) Vocabulary and grammar (30 minutes)l) Story-retelling in your own words (10 minutes)m) Paragraph translation (10 minutes)n) Complementary reading (120 minutes)o) Compositions (60 minutes)III. Main

26、Focus and Pointsp) To practice listening, speaking, reading, writing and translation with reading priorityq) To locate the 50 states and the one district on the map of the U.S.r) To do text analysis in terms of plot, setting, protagonists, writing devices and themes) To draw word-formation rules and

27、 give more examplesIV. Extensive studyt) To read an excerpt from Then and Now by Pete Hamill u) To learn more about the writing devices: alliteration and symbolismV. Teaching methodsv) Student-centered and task-basedw) Reflective study and autonomous learningVI. Referencex) Teachers booky) Websites

28、about the author Pete Hamillz) Websites about the US Atlasaa) Websites about WikipediaVII. Exercises and Practiced) Exercises in the textbooke) Exercises provided through handoutf) Further discussion on the websiteMoodleVIII. Further thinkingDo you agree the yellow ribbon is a symbol? What does it s

29、ymbolize? What did it mean to Vingo? IX. Teaching procedureTask 1: To listen to the song “Tie A Yellow Ribbon Round The Old Oak Tree” and dictate the lyrics.Purpose: To warm up the students and to check their listening comprehension ability.Procedure: 1) To play the song the first time to warm up th

30、e students. 2) To play the song the second time to appreciate the rhythm. 3) To play the song the third time to dictate the lyric. 4) To play to song the fourth time to check the students dictation.Task 2: To give some background information about the author and the textPurpose: To help the students

31、 know more about the author of the text and his representative works.Procedure: 1) To ask the students what they know about the author and the background of the text.2) To give more introduction to the author and his representative works.3) To recommend them to read the excerpt from then and now by

32、the author. It is about the change of New York city before and after the 911 Terrorist Attack.Task 3: To draw the route of the bus drive from New York city to FloridaPurpose: To let the students get familiar with the U.S. atlasProcedure: 1) To give the students a map of the U.S. and ask them to draw

33、 the routes of the bus drive from New York city to Florida2) To list the abbreviations of all the states of the U.S. and ask the students to locate them on the map.Task 4: First readingPurpose: To develop the students ability in reading the text once for the main idea with time limit.Procedure: To a

34、sk the students to read the text once in five minutes for the main idea and do not refer to the notes, dictionaries or the glossary yet.Task 5: Text analysis and appreciationPurpose: To develop the students ability in critical and independent thinking and text appreciation as well.Procedure:1) To as

35、k the students to read the text for the second time, and then discuss with his/her partner how many parts the text can be divided into and what is the main idea of each part.2) To ask the students to have group discussion on how to analyze the text in terms of plot, setting, protagonists writing dev

36、ices and theme.3) To ask each group to give presentations on their discussion.4) To give feedback to the students about their discussion and presentations.5) To give more examples to illustrate the writing devices of the text: simile, alliteration and symbolism and ask the students to add more examp

37、les. Task 6: Character analysisPurpose: To learn how to describe different characters with words.Procedures: To analyze the three groups of characters in the text: the main, the minor and the hidden with the partner and see what their differences are.Task 7: Sentence paraphrasePurpose: To develop th

38、e students paraphrasing ability and to help them fully understand the text and further appreciate it Procedure: 1) To ask the students to single out those sentences that are difficult for them to understand.2) To encourage the students to paraphrase the sentences themselves with their partners.3) To

39、 give feedback to the students about their paraphrasing.Task 8: To pick out idiomatic expressions in the text and make sentences with themPurpose: To let the students learn to use the idiomatic expressions. Procedure: 1) To ask the students to read through the text once more and pick out the idiomat

40、ic expressions.2) To suggest them to make sentences with those expressions after class.Task 9: Two word-formation rulesPurpose: To enlarge the students vocabulary by drawing two word-formation rules themselves with the examples the teacher gives.Procedure:1) To give the students some examples of nou

41、ns ended with the suffix ment and some examples of adjectives ended with the suffix -y 2) To ask them to draw the two rules of word-formation and give more examples of their own.Task 10: Story-retellingPurpose: To practice the students oral English and to check their understanding of the text and th

42、eir ability to retell the story.Procedure: 1) To divide the class into groups so that every student has the chance to retell the story.2) To select one from each group to retell the story to the whole class.Task 11: To check all the exercises the students have done and give them feedback about their

43、 fulfillment. Give them time to ask further questions.Purpose: To make a summary of the whole lesson.Procedure: To diagnose the students strengths and weaknesses in their exercises, mainly writing and give them advice on how to improve it.X. Assignment1. Read the text B, and analyze it from the aspe

44、ct of Narrative.2. Finish all the vocabulary and grammar exercises after class.Lesson Three Message of the LandI. Teaching objectivesIn this lesson, you will a) To widen your range of knowledge by learning something about the author Pira Sudham and his works; about the Bankok and Thai Buddhism.b) To

45、 enjoy the textMessage of the Land by doing text analysis.c) To expand your vocabulary and expressions with the help of the text and word-formation rules.d) To share with your classmates about the differences and similarities between you and your parents from thoughts to behaviors.e) To enhance your

46、 understanding of how grammar helps to create meaning in context.f) To do lots of practice and exercises on the topics above.II. Main Contents and Time Distributiona) Background information about the author, his works, Bankok and Thai Buddhism (45 minutes)b) Questions for discussion (10 minutes)c) T

47、ext analysis (45 minutes)d) Sentence paraphrase (30 minutes)e) Vocabulary and grammar (30 minutes)f) Story-retelling in ones own words (10 minutes)g) Paragraph translation (10 minutes)h) Complementary reading (120 minutes)i) Compositions (60 minutes)III. Main Focus and Pointsa) To practice listening, speaking, reading, writing and translation with the priority of readingb) Text analysis in terms of plot, setting, protagonists, writing devices and themec) Word-formation rulesIV. Extensive studya) To read the materials downloaded from Wikipedia: The Kingdom of Thailan