致用英语4教案.doc

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1、安徽中澳科技职业学院教 案2011 2012 学年第 二 学期课 程： 综合英语4 系(部)： 外 语 系 教研室： 公 外 教 研 室 教 师： 韩 璐 职 称： 助 教 安徽中澳科技职业学院制二一二年二月安徽中澳科技职业学院教案(首页)课程名称综合英语4课程编号x总计: 108 学时理论: 54 学时其中课堂实训: 54 学时学 分108课程类别公共基础( ) 专业基础() 专业技术( ) 能力拓展( )使用教材致用英语综合教程4授课班级10DQ, 10AE教学目的要求本课程目的是通过对精选的规范的语言材料的讲解，传授系统的语音、语调、语法、词汇、篇章结构等基础知识，同时对学生进行严格的听

2、、说、读、写、译等基础技能的综合训练，使学生牢固地掌握英语语言的基础知识，增强中西文化差异感，培养学生流利地、准确地用英语进行口、笔头交流的能力。教学重点难点重点：如何让学生把学到的知识灵活机动地表达出来。难点：对话的开展，以及阅读材料中语法点的讲解主要参考资料致用英语综合教程4 程晓堂主编 英语教学与研究出版社 2009综合英语教程 邹为诚主编 高等教育出版社 2005高级综合英语教程 张维友主编 高等教育出版社 2010年实 训 教 案实训项目Unit one Starting Your Career实训类别课堂实训（ ）实 验（ ）校外实践（ ）课 次1实训班级10DQ,10AE学 时2

3、实训地点1202,1024实训时间2月13日教学目标与要求Have the students finish the appointed topic and listening material.教学重点与难点teaching emphases: how to organize a satisfying conversation Teaching difficulty: students cannot catch what the listening material is about for even three times 教学用具tape recorder教学过程Step one: get

4、 the students to answer the following questions:1、What is the relationship between animal and human being?2、What condition are animals in currently?3、Do you find think human beings have the right to ensure their existence at the expense of animals lives?课 时 教 案授课章节及题目Unit 1 Job Interview授课时间2月14日课 次

5、2学 时2教学目标与要求Get to know the words appearing in this unit and memorize the ones belonging to CET4教学重点与难点Difficulty: Pre-reading discussion Emphases: words belonging to CET4教学过程环节、时间授课内容教学方法Leading in（15minutes）Questions1、Why do people keep pets? Do young people and old people keep pets for the same r

6、easons?2、Do you or your family have pets? Share your experience or your comments about having pet animals with your classmatesquestioningPre-reading(15minutes)Students read the text silently and answer some questions about the textreading环节、时间授课内容教学方法Vocabulary (60 minutes)Words on P167teaching 课后作业

7、Preparing for the exercises板书设计（使用多媒体教学时有板书则写，无则不写）Vocabulary:1. decoration: n. something pretty you put onto sth else to make it attractive.Decorate: v. decorate withe.g. The building is decorated with flags.2. origin: n. the point at which sth comes into existence e.g. the origins of life on the e

8、arth originate: v. originate from original: adj1. symbolic: adj. representing a particular idea or qualitye.g. symbolic of The lion is symbolic of courage.symbolize: v.课 时 教 案授课章节及题目Unit 1 Job-seekers tips for making good first impressions授课时间2月15日，2月16日课 次3学 时2教学目标与要求Get students to know the genera

9、l idea and the structure of this text;Grasp some useful expressions in this text教学重点与难点Difficulty: paraphrasing of some long sentencesEmphases: useful expressions in this text教学过程环节、时间授课内容教学方法Reading(60minutes)Passage A of unit oneteachingPost-reading questions(15minutes)Questions on P6answering环节、时

10、间授课内容教学方法Post-reading summary and retelling(15minutes)Students summarizing and retelling the passageteaching 课后作业Prepare for the exercises板书设计（使用多媒体教学时有板书则写，无则不写）Useful expression:1. ward off: to keep away sb or sth that is dangerous or unpleasant.e.g, Firecrackers and fireworks are usually set off

11、to ward off “Nian”.2.warn off: to give sb notice that he must go or stay away, e.g. from private property. e.g. I had been warned off visiting her while she was unwell.3.match: equal to sb else in skill, strength, etc. Meet ones match in sb e.g. He thought he could beat anyone at tennis, but he has

12、met his match in her.4. intent on: having the stated firm intention e.g. Hes intent on getting promotion and no one is going to stop him.课 时 教 案授课章节及题目Unit 1 Dos and DONTS at job interviews授课时间2月20日课 次4学 时2教学目标与要求Get students to be familiar with the word snd expressions in the passage A and put them

13、 into practice use;教学重点与难点Difficulty: how to put expressions into practical useEmphases: usage of expressions and translation of English sentence into Chinese one教学过程环节、时间授课内容教学方法revision(10minutes)Words and expressions in passage AQuestioning Exercise(80minutes)Vocabulary and structure on P6-7Vocab

14、ulary building on P10answering环节、时间授课内容教学方法课后作业Prepare for the rest exercises and passage B板书设计（使用多媒体教学时有板书则写，无则不写）in the last stage of curl up to ones surprise go byfrom head to toe respond to gain and grow carry oncheque/check autumn/fall flat/apartmentfilm/movie cupboard/closet dustbin/garbage ca

15、n实 训 教 案实训项目exercise实训类别课堂实训（ ）实 验（ ）校外实践（ ）课 次5实训班级10DQ,10AE学 时2实训地点1204,1205实训时间2月21日,教学目标与要求Get the students to know the differences between gerunds and present participles and their practical use;Students can make a poster of protecting animals教学重点与难点Emphasis: differences between gerunds and pre

16、sent participlesDifficulty: how to make an outstanding poster教学用具教学过程Step one: language in use on P8-9Step two：make a poster of protecting endangered animals讨论题/思考题Review passage B板书设计动名词（gerund）和现在分词（present participle）的区别所谓动名词(gerund)就是名词,只是保有一些动词的功能.所以它在句中可以作主语,宾语,表语,同位语,定语等那些名词可以充当的成分.而现在分词(pres

17、ent participle)相当于形容词,在句中作定语或者状语所以当-ing形式出现在句中作主语,宾语,同位语时,它肯定时gerund. 当-ing形式出现在句中作状语时,它肯定是present participle.它们有可能被弄错的是作表语和定语时1. 作表语: 我们知道, 名词和形容词都可以作表语. This is water(n.). It is transparent(adj). 如果-ing作表语相当于n.它就是gerund. 反之相当于adj.时它就是present.participle. The situation both at home and abroad is ver

18、y inspiring. One of the best exercises is swimming. 2. 作定语时的区别. 动名词作定语时，表示它所修饰的名词的性能和用途，和它所修饰的名词在逻辑上没有主谓关系；现在分词作定语时，表示它所修饰的名词正在进行的动作，和它所修饰的名词在逻辑上有主谓关系. a sleeping bag.(用途)=a bag for sleeping a sleeping child = a child is sleeping (child是sleep的主语,sleep是child发出的动作) a swimming girl a swimming pool3. 最后

19、来解释修饰他们到底该用是adv, 还是adj. 无论是Present participle. 还是gerund, 它们都叫做动词的-ing形式(所以若有人分不清它们时,多把它们混为一谈).也就是说它们都有动词的特点,故而都可用adv修饰. eg: Reading a novel intently, I didnt realize he came in. (reading, 现分作状语, 用adv intently修饰) eg: My dream is speaking English perfectly. (speaking动名词,副词perfectly修饰.) 但gerund不仅有动词的特点

20、,它也有名词的特点,这就决定了它也可以像名词一样用物主代词,形容词来修饰. Would you mind my(物主代词) sitting here? The mellow(愉快的, 形容词) singing of the birds announces the coming of spring课 时 教 案授课章节及题目Unit 1 Grammar and Vocabulary授课时间2月22日,2月23日课 次6学 时2教学目标与要求Get students to know the general idea and the structure of passage B;Grasp some

21、 useful expressions in this passage教学重点与难点Difficulty: paraphrasing of some long sentencesEmphases: useful expressions in this text教学过程环节、时间授课内容教学方法Pre-reading (10minutes)Students read this passage silentlyreadingreading (60minutes)Words, expressions and paraphrasing some difficult sentencesteaching

22、环节、时间授课内容教学方法Post-reading questions(15minutes)Students finishing questions on P14answering课后作业Review the words in this unit and prepare for a dictation教学反思板书设计（使用多媒体教学时有板书则写，无则不写）bandage:to tie up or bind round with a trip of materialrip up: to tear into piecescuddle: to nold in ones armscrouch: to

23、lower the body close to the ground by bending the kneescushion: a small bag filled with soft materialliken to: to show the resemblance between one thing and anothere.g. Life has often been likened to a journey.Some idioms related to animals:go to the dogs make a pig of sb.smell a rat hold ones horse

24、s 实 训 教 案实训项目Unit two Story Time实训类别课堂实训（ ）实 验（ ）校外实践（ ）课 次7实训班级10DQ,10AE学 时2实训地点1204,1205实训时间2月27日教学目标与要求Have the students finish the appointed topic and listening material.教学重点与难点teaching emphases: how to organize a satisfying conversation Teaching difficulty: students cannot catch what the listen

25、ing material is about for even three times 教学用具tape recorder教学过程Step one: Get students to discuss the following topic:1. What words come to your mind when talking about war?2. Who is your favorite hero in the war?Step two: get the students to listen to material on P19课 时 教 案授课章节及题目Unit 2 A modern ve

26、rsion of Little Red Riding Hood授课时间2月28日课 次8学 时2教学目标与要求Get to know the words appearing in this unit and memorize the ones belonging to CET4教学重点与难点Difficulty: Pre-reading discussion Emphases: words belonging to CET4教学过程环节、时间授课内容教学方法Leading in（15minutes）Questions:1. Do you know when and where the atom

27、ic bombs were first used?2. What were the consequences of the Us dropping atomic bombs in the Second World War?questioningPre-reading(15minutes)Students read the text silently and answer some questions about the textreading环节、时间授课内容教学方法Vocabulary (60 minutes)Words on P168teaching 课后作业Preview the tex

28、t板书设计（使用多媒体教学时有板书则写，无则不写）New words:1. gasp: take one or more quick breaths with open mouth, because of surprise or exhaustione.g. I gasped in astonishment at the magicians skill. The runner is gasping for air.2. greed: excessive and selfish desire for wealth, power, etc.e.g. the greed with which lar

29、ge companies swallow up their smaller competitors greedy for power3. gobble: eat sth fast, noisily and greedilye.g. The rent gobbles up half his earnings. Small family businesses are often gobbled up by larger firms.4. neglect: give no or not enough care or attention toe.g. neglect ones studies, chi

30、ldren, health. He neglected to write and say “Thank you”.课 时 教 案授课章节及题目Unit 2 Parsons Pleasure授课时间2月29日，3月1日课 次9学 时2教学目标与要求Get students to know the general idea and the structure of this text;Grasp some useful expressions in this text教学重点与难点Difficulty: paraphrasing of some long sentencesEmphases: us

31、eful expressions in this text教学过程环节、时间授课内容教学方法Reading(60minutes)Passage A of unit oneteachingPost-reading questions(15minutes)Questions on P22answering环节、时间授课内容教学方法Post-reading summary and retelling(15minutes)Students summarizing and retelling the passageteaching 课后作业Prepare for the exercises板书设计（使用

32、多媒体教学时有板书则写，无则不写）Language pointsBeyond: not within the range ofe.g. After 25 years, the town center changed beyond recognition. He is going to pay 1 million for a small flat, it is beyond belief. Her skills as a musician are beyond praise.课 时 教 案授课章节及题目Unit 2 The traditional version of Little Red Ri

33、ding Hood授课时间3月5日课 次10学 时2教学目标与要求Get students to be familiar with the words snd expressions in the passage A and put them into practice use;教学重点与难点Difficulty: how to put expressions into practical useEmphases: usage of expressions and translation of English sentence into Chinese one教学过程环节、时间授课内容教学方法

34、revision(10minutes)Words and expressions in passage AQuestioning Exercise(80minutes)Vocabulary and structure on P22-23Vocabulary building on P28answering环节、时间授课内容教学方法课后作业Prepare for the grammaticalexercise板书设计（使用多媒体教学时有板书则写，无则不写）“homo-”是表示“相同的（the same）”的前缀（prefix）,通常英语希腊系的单词；如： homosexual 同性恋的 （比较：

35、heterosexual 异性恋的 heter(o)-表“其它的，相异的”前缀； homogenous 同类的，同质的homograph 同形异义词（如“seal(海豹)”与“seal”(图章)）以下是几个常用的”homonyms”:made 做（过去式）- maid （女佣）made - verb - past tense of the verb to makeShe made me a cup of tea. （泡了一杯茶）maid - noun - domestic helpThe maid cleaned the room. mail 邮件- male男性的（形容词） mail - n

36、oun - postI got a lot of mail today. male - adjective - relative to menHis male friends are crazy! marry 结婚- merry快乐的（形容词） marry - verb - to join in matrimonyIs a pastor going to marry them? 那个牧师会给他们主持婚礼吗？merry - adjective - happy Merry Christmas and happy new year!bat - piece of sports equipment OR

37、 an animal 球拍或蝙蝠 bow - type of knot OR to incline 领结或鞠躬 fine - of good quality OR a levy 好的或罚款，如：“Yesterday he was fined for speeding on the highway.” learned - past tense of learn OR knowledgeable “Learn(学习)的过去式或者“有学问的”，如： The old man is a learned scholar(那位老人是一名学识丰富的学者)。 minute - tiny OR unit of t

38、ime 微小的，微细的或分钟， 如“minute particles （微粒）”； number - more numb OR numerical value “Numb(麻木的，无知觉的)之“比较级”或“数字”； row - line OR argument OR propel a boat 一排，或辩论或划船，如：to row a boat sewer - drain OR person who sews 下水道或缝纫工 wave - move the hand in greeting OR sea water coming into shore 挥手或波浪 wound - past te

39、nse of wind OR to injure “wind(卷，绕)的过去式或“使某人受伤”实 训 教 案实训项目exercise实训类别课堂实训（ ）实 验（ ）校外实践（ ）课 次11实训班级10DQ,10AE学 时2实训地点1204,1205实训时间3月6日教学目标与要求Get the students to know the differences between gerunds and present participles and their practical use;Students can make a poster of protecting animals教学重点与难点

40、Emphasis: differences between gerunds and present participlesDifficulty: how to make an outstanding poster教学用具教学过程Step one: language in use on P24-25Step two：Make a debate: Was it right for the US to drop atomic bombs on Japan?讨论题/思考题Prepare for passageB板书设计在英语中，实义动词按其特征可以分为两类：持续性动词和瞬时性动词。持续性动词表示一个动

41、作可持续一段时间，此类动词有 do,live,have,keep,wear,sleep,wait,work,play,stay,know,sing,dance,write等；瞬时性动词表示不能持续的动作，这种动作发生后立即结束，此类动词有 open,close,finish,begin,come,go,arrive,reach,leave,move,borrow,buy,die等。许多同学常对它们混淆不清而犯各种错误。下面我们就来探讨它们各自的用法。一、在以when，assoonas，as，before，after等引导的时间状语从句中，谓语动词既可以是瞬时性动词，也可以是持续性动词。例：Wh

42、enhecamein,Iwasdoinghomework.Weoftentakeanapafterwehavelunch.二、在以while引导的时间状语从句中，谓语动词一般是持续性动词。例：Whiletheywereworking,theysawsomethingstrange.三、在以till,until引导的时间状语从句中，谓语动词既可是瞬时性动词，也可是持续性动词。1.若主句的谓语动词是瞬时性动词，句子用否定结构，从句一般也用瞬时性动词。例：MotherdidntgotobeduntilIcamebacklastnight.2.若主句谓语动词是持续性动词，这时句子用肯定结构和否定结构均

43、可，但含义有差别。例：Iworkeduntilshefellasleep.（我一直工作到她睡着为止。）Ididntworkuntilshefellasleep.（直到她睡着了，我才工作。）四、以for,since引导的时间状语从句一般同瞬时性动词的否定形式或持续性动词连用。例：Janehasbeenadoctorforfiveyears.（正）Jackhasbecomeadoctorforfiveyears.（误）become作为瞬时性动词，不能和for+时间状语直接连用，而be动词则可用于表示主语所处的状态。例：Ihaventreceivedherletterforthreemonths.h

44、aventreceivedherletter表示一个状态而非一个瞬间动作。课 时 教 案授课章节及题目Unit 2 Grammar and Bocabulary授课时间3月7日，3月8日课 次12学 时2教学目标与要求Get students to know the general idea and the structure of passage B;Grasp some useful expressions in this passage教学重点与难点Difficulty: paraphrasing of some long sentencesEmphases: useful expressions in thi