辜向东综合英语教案一册教案综合.docx

辜向东综合英语教案一册教案综合.docx

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辜向东综合英语教案一册教案综合

LessonOneHalfaDay

I.Teachingobjectives

Inthislesson,youwill

a）doself-introductiontoyourclassmatesandtheteacher.

b）learnhowtomakestudyplansandschedules.

c）haveageneralviewaboutthiscourse.

d）widenyourrangeofknowledgebylearningsomethingabouttheauthorNaguibMahfouswhowontheNobelPrizeinliteraturein1988.

e）enjoythetext—HalfaDaybydoingtextanalysis.

f）expandyourvocabularyandexpressionswiththehelpofthetextandword-formationrules.

g）shareyourexperienceswithyourclassmatesaboutyourfirstdayatKindergarten/elementaryschool/juniormiddleschool/seniorhighschool/university.

h）enhanceyourunderstandingofhowgrammarhelpstocreatemeaningincontext.

i）dolotsofpracticeandexercisesonthetopicsabove.

II.MainContentsandTimeDistribution

a）Self-introduction（30minutes）

b）Teacher’sbriefintroductiontothiscourseComprehensiveEnglish（10minutes）

c）Backgroundinformationabouttheauthor（5minutes）

d）Questionsfordiscussion（10minutes）

e）Textanalysisandappreciation（45minutes）

f）Sentenceparaphrase（30minutes）

g）Vocabularyandgrammar（30minutes）

h）Story-retellinginyourownwords（10minutes）

i）Paragraphtranslation（10minutes）

j）Complementaryreading（120minutes）

k）Compositions:

self-introductionandanunforgettableday（60minutes）

III.MainFocusandPoints

a）Practicespeakingandreading

b）Textanalysisintermsofplot,setting,protagonists,writingdevicesandtheme

c）Word-formationrules

IV.Extensivestudy

a）Supplementaryreading:

RipVanWinklebyWashingtonIrving

b）Reviewofalltheirregularverbslearnedinmiddleschool

V.Teachingmethods

a）Student-centeredandtask-based

b）Reflectivestudyandautonomouslearning

VI.Reference

a）Teacher’sbook

b）WebsitesaboutNobelPrizeinLiterature

c）OxfordAdvancedLearner’sEnglish-ChineseDictionary:

Appendix1:

irregularverbs

VII.ExercisesandPractice

a）Exercisesinthetextbook

b）Exercisesprovidedthroughhandout

c）Furtherdiscussiononthewebsite—Moodle

VIII.Furtherthinking

Whatdoyouthinkisthemessageofthestory:

a）Timeandtidewaitfornoman.

b）Thereisnothingpermanentinlifebutchange.

c）Educationcanneverkeepupwithchangesinsociety.

d）Lifeisshortandtimeisprecious.

e）Lifeisadream.Donottakeanythingseriously.

IX.Teachingprocedure

Task1:

self-introduction

Purpose:

TogettoknoweachotherandtoencouragethestudentstospeakinEnglishonthefamiliartopic.

Procedure:

askthestudentstointroducethemselvesbriefly,e.g.theirname,birthplace,family,etc.

Task2:

courseintroductionandexpectation

Purpose:

togivethestudentsageneralviewofthiscourseandgettoknowtheirexpectationofthiscourse.

Procedure:

1）Theteacherfirstgivesabriefintroductionofthiscourse,e.g.teachingobjectives,requirements,coursehours,credits,textbooks,supplementarymaterials.

2）Askthestudentswhattheyexpecttolearnfromthiscourse.

Task3:

Togivesomebackgroundinformationabouttheauthor

Purpose:

helpthestudentsknowmoreabouttheNobelPrizeinLiteratureandabouttheauthorofthetextandhisrepresentativeworks.

Procedure:

1）AskthestudentswhatdotheyknowabouttheNobelPrizeinLiteratureandwhodotheyknowthathavewonthisprize.

2）Giveabriefintroductiontotheauthorandhisrepresentativeworks.

Task4:

Firstreading

Purpose:

todevelopthestudents’abilityinreadingthetextonceforthemainideawithtimelimit

Procedure:

askthestudentstoreadthetextonceinfiveminutesforthemainideaanddonotrefertothenotes,dictionariesortheglossaryyet.

Task5:

Textanalysisandappreciation

Purpose:

todevelopthestudents’abilityincriticalandindependentthinkingandtextappreciationaswell.

Procedure:

1）askthestudentstoreadthetextforthesecondtime,andthendiscusswithhis/herpartnerhowmanypartsthetextcanbedividedintoandwhatisthemainideaofeachpart.

2）askthestudentstohavegroupdiscussiononhowtoanalyzethetextintermsofplot,setting,protagonists,writingdevicesandtheme.

3）askeachgrouptogivepresentationsontheirdiscussion.

4）givefeedbacktothestudentsabouttheirdiscussionandpresentations.

Task6:

Sentenceparaphrase

Purpose:

todevelopthestudents’paraphrasingabilityandtohelpthemfullyunderstandthetextandfurtherappreciateit

Procedure:

1）askthestudentstosingleoutthosesentencesthataredifficultforthemtounderstand.

2）encouragethestudentstoparaphrasethesentencesthemselveswiththeirpartners.

3）givefeedbacktothestudentsabouttheirparaphrasing.

Task7:

Pickoutidiomaticexpressionsinthetextandmakesentenceswiththem

Purpose:

letthestudentslearntousetheidiomaticexpressions.

Procedure:

1）askthestudentstoreadthroughthetextoncemoreandpickouttheidiomaticexpressions.

2）suggestthemtomakesentenceswiththoseexpressionsafterclass.

Task8:

Twoword-formationrules

Purpose:

enlargethestudents’vocabularybydrawingtwoword-formationrulesthemselveswiththeexamplestheteachergives.

Procedure:

1）givethestudentssomeexamplesofnounsendedwiththesuffix–tion/ation/sionandsomeexamplesofadverbsendedwiththesuffix-ly

2）askthemtodrawthetworulesandgivemoreexamplesoftheirown.

Task9Story-retelling

Purpose:

topracticethestudents’oralEnglishandtochecktheirunderstandingofthetextandtheirabilitytoretellthestory.

Procedure:

1）Dividetheclassintogroupssothateverystudenthasthechancetoretellthestory.

2）Eachgroupselectsthebestonetoretellthestorytothewholeclass.

Task10:

Checkalltheexercisesthestudentshavedoneandgivethemfeedbackabouttheirfulfillment.Givethemtimetoaskfurtherquestions.

Purpose:

makeasummaryofthewholelesson.

Procedure:

Diagnosethestudents’strengthsandweaknessesintheirexercises,mainlywritingandgivethemadviceonhowtoimproveit.

X.Assignment

1.ReadtextBcarefully.

2.Readatleastoneallegoricaltaleandbereadytotellthewholeclass.

3.Findoutthedifferencesbetweenparticiplesandgerund.

4.Pickoutidiomaticexpressionsfromthetext,andtrytoillustratetheusageofthemall.

5.Choose15wordsandexpressionfromthetexttoexplaintothewholeclass.

LessonTwoGoingHome

I.Teachingobjectives

Inthislesson,youwill

a）widenyourrangeofknowledgebylearningsomethingabouttheauthorPeteHamillandhisworks;aboutthebackgroundofthetextwhenwritten;abouttheAtlasoftheUnitedStatesandthecharacteristicsofeachstatementionedinthetext.

b）enjoythetext—GoingHomebydoingtextanalysis.

c）expandyourvocabularyandexpressionswiththehelpofthetextandword-formationrules.

d）shareyourthoughtswithyourclassmateswhatyouwoulddoifyourfatherwasacriminal.

e）enhanceyourunderstandingofhowgrammarhelpstocreatemeaningincontext.

f）dolotsofpracticeandexercisesonthetopicsabove.

II.MainContentsandTimeDistribution

g）Backgroundinformationabouttheauthor,hiswork,theUSAtlas,thefamoussong“TieAYellowRibbonRoundTheOldOakTree”（45minutes）

h）Questionsfordiscussion（10minutes）

i）Textanalysis（45minutes）

j）Sentenceparaphrase（30minutes）

k）Vocabularyandgrammar（30minutes）

l）Story-retellinginyourownwords（10minutes）

m）Paragraphtranslation（10minutes）

n）Complementaryreading（120minutes）

o）Compositions（60minutes）

III.MainFocusandPoints

p）Topracticelistening,speaking,reading,writingandtranslationwithreadingpriority

q）Tolocatethe50statesandtheonedistrictonthemapoftheU.S.

r）Todotextanalysisintermsofplot,setting,protagonists,writingdevicesandtheme

s）Todrawword-formationrulesandgivemoreexamples

IV.Extensivestudy

t）ToreadanexcerptfromThenandNowbyPeteHamill

u）Tolearnmoreaboutthewritingdevices:

alliterationandsymbolism

V.Teachingmethods

v）Student-centeredandtask-based

w）Reflectivestudyandautonomouslearning

VI.Reference

x）Teacher’sbook

y）WebsitesabouttheauthorPeteHamill

zz）WebsitesabouttheUSAtlas

aa）WebsitesaboutWikipedia

VII.ExercisesandPractice

d）Exercisesinthetextbook

e）Exercisesprovidedthroughhandout

f）Furtherdiscussiononthewebsite—Moodle

VIII.Furtherthinking

Doyouagreetheyellowribbonisasymbol?

Whatdoesitsymbolize?

WhatdiditmeantoVingo?

IX.Teachingprocedure

Task1:

Tolistentothesong“TieAYellowRibbonRoundTheOldOakTree”anddictatethelyrics.

Purpose:

Towarmupthestudentsandtochecktheirlisteningcomprehensionability.

Procedure:

1）Toplaythesongthefirsttimetowarmupthestudents.

2）Toplaythesongthesecondtimetoappreciatetherhythm.

3）Toplaythesongthethirdtimetodictatethelyric.

4）Toplaytosongthefourthtimetocheckthestudents’dictation.

Task2:

Togivesomebackgroundinformationabouttheauthorandthetext

Purpose:

Tohelpthestudentsknowmoreabouttheauthorofthetextandhisrepresentativeworks.

Procedure:

1）Toaskthestudentswhattheyknowabouttheauthorandthebackgroundofthetext.

2）Togivemoreintroductiontotheauthorandhisrepresentativeworks.

3）Torecommendthemtoreadtheexcerptfromthenandnowbytheauthor.ItisaboutthechangeofNewYorkcitybeforeandafterthe911TerroristAttack.

Task3:

TodrawtherouteofthebusdrivefromNewYorkcitytoFlorida

Purpose:

ToletthestudentsgetfamiliarwiththeU.S.atlas

Procedure:

1）TogivethestudentsamapoftheU.S.andaskthemtodrawtheroutes