B1U12公共教案

教案(章节备课) 理论课8学时 章节 Book 1 Unit 1 Growing Up Text A Writing for Myself 教学目的 和要求 Teaching Aims 1. Grasp the main idea (the essence of writing is to write what one enjoys writing) and structure of the text (narration in chronological sequence) 2. Appreciate the narrative skills demonstrated in the text (selection of details, repetition, coherence) 3. Master the key language points and grammatical structures in the text 教学 重点 难点 Difficult Points 1. Language points and sentence patterns. (Ref. Language Learning) 2. The proper way to describe a person. 3. Writing features in the text. 教学进程(含章节 教学内容、 学时分配、教学方法、帮助手段) I. Lead-in (45 minutes) 1. One or two choices out of the three: A. Discussion: what is the proper way to describe a person? (Divide the whole class into several groups, each group choose a person as its topic for describing, and then present their article in English to the whole class.) B. Words and expressions of describing a person. (Teacher puts some words and expressions on the blackboard.) C. Listening to a song and then trying to answer the questions given by text---part one. (Let Ss answer the questions, teacher gives the feedback to their answers.) 2. Introductory remarks: Spaghetti 3. New words reading, giving simple explanation (less than 30 mins ) II. Reading Comprehension (90 minutes) 1. Global understanding: A. Going through the text to figure out the textual structure with the clues in text organization. B. Choosing a heading for each part to grasp the main idea of each part. 2. In-depth reading: A. Detailed questions for discussions in the text: Para 1-2 -- How did Baker use to feel about English course? -- What was his own impression of his new English teacher? Para 3-5 -- Why did he put off the writing assignment till the last minute? -- What was the topic that held his attention? -- Why did he want to write about that topic? Para 6-9 -- What was Baker prepared for when he found all the papers were given back but his? -- What was Mr. Fleagle’s announcement? (T asks some S pairs to report to the class, one asking the above questions and the other providing the answers, and then T gives comments) B. Comprehension of the difficult sentences 1). The idea of becoming a writer had come to me off and on since my childhood in Belleville, but it wasn’t until my third year in high school that the possibility took hold. (Para 1) 2). Until then I’d been bored by everything associated with English courses.(Para 1) 3). Hated the assignments to turn out long, lifeless paragraphs that were agony for teachers to read and for me to write. (Para 1) 4). When our class was assigned to Mr. Fleagle for third-year English I anticipated another cheerless year in that most tedious of subjects. (Para 2) 5). prepared for an unfruitful year with Mr. Fleagle and for a long time was not disappointed. (Para 3) 6). Late in the year we talked the informal essay. (Para 3) 7). This title produced an extraordinary sequence of mental images. (Para 4) 8). was preparing myself for a command to report to Mr. Fleagle immediately after school for discipline. (Para 6) 9). In the eleventh hour as it were, I had discovered a calling. (Para 9) (Teacher asks Ss to explain each and then supplements) III. Language learning (90 minutes) 1. Difficult sentence structures 1).It was said that Mr. Fleagle was very formal, rigid, and hopelessly out of date.(P16) 2).Why didn’t you call a taxi as I have told you. (P17) (①. Demonstrate the examples of how to use the structures and then divide the Ss into groups to create some sentences by themselves. ②.Ask some Ss to present their sentences and give favorable comments. ③Finish the exercise on Page16-17) 2. Key words and phrases: off and on; possibility; take hold; associate; turn out; assign; anticipate; tedious; inspire; rigid; prim; severe; tackle; distribute; face up to; scan; put down; turn in; command; what’s more; contempt; hold back; avoid; the eleventh hour (①. ask the student to scan the text and find out some of the above useful expressions. ②. figure out the usage of some key words and expressions by making sentences and comparing their sense relations with other familiar words and collocations besides their English definitions. ③. ask some Ss to present their sentences and give favorable comments) 3. Summary A. Summarizing the text by filling in the blanks (Cloze A on P.19). B. Writing Strategy 1)Repetition (In P2, and P5, find out what has been repeated?) 2)Narration in chronological sequence (in time sequence). 3)Coherence in writing. IV. Further Development ( 45minutes) 1. Reviewing the words and expressions of describing a person. 2. Writing: A description of the father; and something that had happened between the father and the student. (T asks the student a clearer idea of how to organize their composition T may encourage the students to include the words above-mentioned in their writing.) V.Checking the Exercises in Unit 1 (90 minutes) 作业 Assignments: 1. Do the self-study of text B. 2. Finish the vocabulary exercises, the structure exercise 2, and the translation in unit 1. 主要 参考资料 1. Textbook: College English: An Integrated English Course, Student’s book and Teacher’s Book. 2. 全新版大学英语1-4册在线辅导 备注 通过本课学习,让学生认识到学习不是为别人而学,而是为自己而学,并且让教师意识到表扬学生的力量。 教案(章节备课) 理论课8学时 章节 Book 1 Unit 2 Friendship Text A All the Cabbie Had Was a Letter 教学目的 和要求 Teaching Aims 1. Grasp the main idea (never delay expressing your true feelings to a friend) and structure of the text (developing a story around a letter) 2. Appreciate that spoken English is much more informal than written English 3. Master the key language points and grammatical structures in the text 教学 重点 难点 Difficult Points 1. Sentence structures --- may/might (just) as well, as if. 2. Language points and sentence patterns. (Ref. Language Learning) 3. Differences on spoken and written English. 教学进程 (含章节 教学内容、学时分配、教学方法、帮助手段) I. Lead-in ( 45 minutes) 1. One or two choices out of the three: A. Performance: what is true friendship? (Divide the whole class into several groups, each group perform a little play or tell a story about friendship.) B. Proverbs on friendship (Teacher puts some words and expressions on the blackboard.) C. Listening to a song and then trying to answer the questions given by text---part one. (Let Ss answer the questions, teacher gives the feedback to their answers.) 2. Writing: each student writes a short letter to one of his friends. II. Reading Comprehension ( 90 minutes) 1. Global understanding: A. Going through the text to figure out the textual structure with the clues in text organization. B. Choosing a heading for each part to grasp the main idea of each part. 2. In-depth reading: A. Detailed questions for discussions in the text: Para 1-20 -- What was the cab driver doing when the author wanted to take the taxi? -- Did the cab driver have a cold? -- Whom did the driver talk about with the author? Para 21-35 -- How long had the driver and Ed use to do when they were kids? -- How often did they see each other over the past 25or 30 years? Why? -- What had happened to Old Ed by the time the story took place? Para 36 -- What did the author decide to do when he arrived at the hotel? Why? (T asks some S pairs to report to the class, one asking the above questions and the other providing the answers, and then T gives comments) B. Comprehension of the difficult sentences 1). He sounded as if he had a cold or something. (Para 2) 2). At least they do with me because I'm on the road so much. (Para 5) 3). This isn't family (Para 6) 4). I'm not much of a hand at writing. (Para 6) 5). But I take it he's someone------ (Para 7) 6). But I realized that Old Ed was still on his mind when he spoke again, almost more to himself than to me. (Para 16) 7). It had references to things that------ (Para 21) 8) "Like it says there," he answered, "about all we had to spend in those days was time."(Para 23) 9). there are fewer and fewer still around. (Para 25) 10). But for the last 20 or 30 years it's been mostly just Christmas cards. (Para 28) 11). Your friendship over the years has meant an awful lot to me, more than I can say because I'm not good at saying things like that. (Para 29) (Teacher asks Ss to explain each and then supplements) III. Language learning (90 minutes) 1. Difficult sentence structures 1).Although he isn’t family, he might just as well have been family. (p47) 2).Well, it tastes as if it has cheese in it. (p47) (①. Demonstrate the examples of how to use the structures and then divide the Ss into groups to create some sentences by themselves. ②.Ask some Ss to present their sentences and give favorable comments. ③.Finish the exercise on Page47) 2. Key words and phrases: be lost in/lose oneself in; available; settle; go ahead; know by heart; might as well; not much of a; keep up; correspondence; practically; kind of/ sort of; tough; keep in touch; come up; urge; postpone; absolutely; class reunion; hang out; every now and then; awful; choke up; skip; unpack; right away (①. ask the student to scan the text and find out some of the above useful expressions. ②. figure out the usage of some key words and expressions by making sentences and comparing their sense relations with other familiar words and collocations besides their English definitions. ③. ask some Ss to present their sentences and give favorable comments.) 3. Summary A. Summarizing the text by filling in the blanks (Cloze A on P.48) B. Retelling the story. (The class is divided into three groups to get familiar with the content, and then T chooses the representative of each group to retell the story of the cab.) IV. Further Development (45 minutes) 1. Culture notes about the cab, making friends, and the Halloween. 2. Group discussion. 1) How often do you communicate with your friend? Have you ever written a letter and then not sent it? Why did you keep it? 2) How important are friends to you? (Helping hand, sharing happiness and sadness, admiring, good wishes, free support) 3. Spoken English and Written English. V.Checking the Exercises in Unit 2 (90 minutes) 作业 Homework: 1. Do the self-study of text B. 2. Finish the vocabulary exercises, the structure exercise 2, and the translation in unit 2. 主要 参考资料 1. Textbook: College English: An Integrated English Course, Student’s book and Teacher’s Book. 2. 全新版大学英语1-4册在线辅导 备注 该课堂教学注重学生的参与和展示,通过讨论式、启发式等方法,提高学生的语言学习兴趣,通过本课学习,使得学生学会珍惜友谊,及时表达自己的真实感受。