英语专业综合教程教案.docx
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英语专业综合教程教案.docx
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英语专业综合教程教案
第一周星期二第1,2节2009年9月9日
课题
Unit1TheFourthofJuly1
课时
2
教学目的
1.Tomakestudentsunderstandthetextclearly
2.Tomakestudentscomprehendthenewwordsandexpressionsandusethemfreely
3.Tomakestudentsanalysesthestructureclearly
教学重点
1.theusingofthenewwordsandexpressions
2.thecomprehensionofthetextandthestructuralanalysisofthetext
教学难点
thecomprehensionofthetextandthestructuralanalysisofthetext
课程类型
演示课
教学方法
讲授法,互动法,讨论法
课前准备
referencebooks,
教学过程
及时间分配
主要教学内容
教学方法
运用
Step1
Givestudentssomequestionsthatarerelatedtothetexttodiscussand
讨论法
Lead-in
letthempresenttheirdiscussion.
20分钟
Questions:
1:
Whatisspecialwiththedate,theFourthofJulyinthe
UnitedStates?
Questions:
2:
WhatdoesthenameWashington,D.C.signify?
Step2
Dividethestudentsintofivegroupsandletstudentsreadthetext
讨论法
the
quicklyandanalyzethestructureofit,thenpresenttheirideas.
互动法
structural
Thequestion:
trytodividethetextintofourpartsandfindoutthemain
analysisof
ideaofeachpartofthetext.
thetext
Part1:
paragraph1,providesthebackgroundofthestory,thetime,the
30分钟
placeofthemajorevents.
Part2:
paragraph2-6,totellusallthenecessarypreparations,especially
differentkindsoffoodthewriter’smotherhadpreparedfortheir
Washingtontrip.
Part3:
paragraph7-17,themostimportantsectionofthetext.
Concentrateonthemajoreventofthetext----theinjusticewithwhich
thewriterandherfamilymembershadbeentreated.
Part4:
paragraph18-19,windupthenarrativetext,presentabrief
accountofthedifferenteffectsoftheinjusticeontheblackfamily.
Step3
A.Brainstorm:
letstudentsthinkabouttheauthor’spurposeofwriting
the
(Thepurposeistocondemnwiththeauthor’sownexperienceracial
presentation
DiscriminationinAmericansocietyaslateasthe1940s)
ofthetext
B.Classdiscussion:
letthemdiscussandpresenttheirideas.
50分钟
C.Theimportantanddifficultpointsinthetext
讲授法
1.Foreachpart,therearesomequestionstoaskstudentsinorderto
makesuretheyunderstandthispartclearly.
Part1:
1)Whenandwheredidthewriter’sfamilygoforavisit?
2)WhydidthefamilygoonaFourthofJulytrip?
Part2:
1)WhydidthewritersaythatherfirsttriptoWashingtonD.C
Wasamobilefeast?
2)Givealistofthedifferentfoodsthewriter’smotherhadprepared
Andprepared.
3)Whydidthewriter’smotherprepareavarietyoffoodsfrothetrip?
Part3:
1)Whywasthewritersquinting?
2)DoyoufindsomesymbolicmeaninginParagraph11?
3)Whydidthewriter’sfatherdecreeanothertreat?
4)Howdidthefamilyfeelwhentheymarchedoutofthestore?
Part4:
1)Howdidthewriter’sparentsandhertwosistersrespondto
theunfairtreatmentafterwards?
2)Howdidthewriterfeelaftertheinjustice?
2.Theexplanationofthenewwordsandexpressions
1)ensconce:
establishorsettleoneselfinasafeandcomfortableplace
Eg.Assoonashewasensconcedinthesofa,hefellintoadeep
slumber.
2)fortheumpteenthtime:
fornumeroustimes
Eg.Fortheumpteenthtime,ItellyouIdon’tknow.
Thethiefstolemobilephonesfortheumpteenthtime.
3)inprivate:
withnooneelsepresent
Eg.Sheaskedtoseehiminprivate.
Themanagerwantedtotalktoherinprivate.
4)avow:
admit;declaresth.openly;
Eg.Heavowedhisbelief,faithandconvictionattheconference.
5)travesty:
absurdimitationoforinferiorsubstitutefor;distortion
Eg.Thetrialwasatravestyofjustice.
6)flair:
anaturalabilitytodosth.well
Eg.Shedoesn’tshowmuchflairforthepiano.
7)outrage:
shockoroffendsb;upsetsb.greatly
Eg.Theywereoutragedbytheannouncementofmassivepriceincreases.
Omitted
Inthispart,studentsshouldunderstandthosewordsclearlyandcanuse
themfreely.
3.Askstudentsparaphrasesomedifficultsentencesinthetext.
1.SchoolletoutinJunetotheendofJuly.
互动法
-------FromJunetotheendofJulyschoolclosedforthesummer
展示法
vacation.
2.Motherwasbrightandfatherbrown,thethreeofusgirlsstep-standardsin-between.
------Motherwasbrightandfatherbrown,andthreeofusgirls
representedgradationsfrombrighttobrown.
3)Noonewouldanswermyemphaticquestionswithanythingother
thanaguiltysilence.
-------Myforcefulquestiongotnoresponsefrommyfamily;they
Remainedsilentasiftheyhaddonesomethingwrongandshameful
WalkingintoBreyer’s.
4)Myfurywasnotgoingtobeacknowledgedbyalikefury.
------Myangerwasnotgoingtobenoticedorsympathizedwithby
Myfamilymemberswhosimilarlyangry,though.
Inthispart,studentsareaskedtousetheirownwordstoexplainthese
sentences.
板
书
设
计
Pre-readingquestions:
Questions:
1:
Whatisspecialwiththedate,theFourthofJulyintheUnitedStates?
Questions:
2:
WhatdoesthenameWashington,D.C.signify?
Thestructuralanalysisofthetext:
Part1:
paragraph1
Part1:
paragraph2-6
Part1:
paragraph7-17
Part4:
paragraph18-19
课
堂
小
结
Themainpointsofthislessonistomakestudentsunderstandthetextclearly,makestudentscomprehendthenewwordsandexpressionsandusethemfreelyandmakestudentsanalysesthestructureclearly.Studentsshouldgainthesepointsthroughtheirowndiscussionandthinking.
作
业
布
置
Homework:
1.Toreviewthewholetext
2.Torememberandusethenewwordsandexpressions
3.Toreadthetextfluently
4.TothinkabouttheWritingstrategiesofthetext
5.Todotheexercises
教
学
后
记
第二周星期五第1,2节2009年9月11日
课题
Unit1TheFourthofJuly2
课时
2
教学目的
1.Tounderstandandgraspthemaingrammarpointsofthetext
2.Toanalyzethewritingstrategiesofthetext
3.Toconsolidatethelanguagepointsofthetextthroughthevocabularyexercises,grammarexercises
教学重点
TounderstandandgraspthemaingrammarpointsofthetextandEnablestudentstograsptheusageofthenewwordsbydoingtheseexercise
教学难点
Toanalyzethewritingstrategiesofthetext
课程类型
演示课,作业课
教学方法
讲授法,讨论法,作业法
课前准备
referencebooks
教学过程
及时间分配
主要教学内容
教学方法
运用
Step1
1.Askstudentssomequestionsrelatedtothetexttocheckwhetherthey
Lead-in
understandthetextclearly.
Toreview
1)Whatistheimplicationoftheauthor’sphrase“amobilefeast”?
themain
2)Whatimpressesyoumostafterreadingtheauthor’sdescriptionof
pointsof
hermother?
thetext
3)Howdidtheauthor’sfamilylodgeinWashingtonD.C.?
20分钟
4)Towhatextentdidthecolorwhiteantagonizetheauthor?
2.Askstudentstomakesentencesusingthewordsandexpressionsof
Thetext.
3.Askstudentstoexplainsomedifficultsentencesofthetext
Step2
Askstudentstofindanddiscussthewritingstrategiesofthetext.
讨论法
Writing
Thetextismainlyorganizedinachronologicalorder,providingan
strategiesof
Accountofthemajoreventsintheorderinwhichtheyoccurred,with
thetext
occasionalflashbacksinserted.Also,occasionally,thenarrationofsome
20分钟
majoreventsisintertwinedwiththeauthor’sfeelingorpsychological
activities.
Moreover,therearevividdescriptionindirectlyreferringtothewhite
dominationthatexistedatthattime.Itistobenotedthatinthenarrative
text,wecanfindquiteafewexamplesofsymbolism.
(Havestudentstofindoutotherexamplesofflashbacksandsymbolisminthetext.Then,analyzetheaffectionofthetworhetoricalinthecontext.)
Step3
Askstudentstodothoseexercisesbeforeclassandchecktheanswers.
讲授法
Exercises
1.Explainedtheitalicizedpartineachsentenceinyourownwords.
作业法
5分钟
20分钟
2.Fillineachblankwithoneofthetwowordsfromeachpairintheir
appropriateformsandnotethedifferenceofmeaningbetweenthem.
(Explainthedifferenceofeachpairwithexamples.Havethemreadthesentencewiththeiranswers.Correcttheiranswers.)
10分钟
3.Fillintheblankineachsentencewithawordorphrasetakenfrom
thebox,usingitsappropriateform.
(注意提醒学生从中领会到扩展词汇的重要性)
5分钟
4.Fillineachblankwithadefinite,indefinite,orzeroarticle.
(justtocheck)
20分钟
5.Putawordineachblankthatisappropriateforthecontext.
(Checktheiranswerstogether,payingattentiontocorrecttheirwayindoingthiskindofexerciseandmakingthemgetintothehabitofanalyzingthepassagefromthecontext,grammar.Trytomakethembesensitivetotheclueswhichhintinthecontext)
板
书
设
计
Writingstrategiesofthetext:
Thetextismainlyorganizedinachronologicalorder,providinganaccountofthemajoreventsintheorderinwhichtheyoccurred,withoccasionalflashbacksinserted.
Question:
Pleasefindquiteafewexamplesofsymbolisminthetext.
课
堂
小
结
Theaimistocheckwhetherthestudentunderstandandgraspthemaingrammarpointsofthetextandtograsptheusageofthenewwordsthroughthevocabularyexercises,grammarexercises.
作
业
布
置
Homework:
Tofinishthesentencetranslation.
教
学
后
记
第三周星期三第1.2节2009年9月16日
课题
Unit1TheFourthofJuly3
课时
2
教学目的
Tounderstandand
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