大学英语本科说课稿课件.ppt

1、 本本 科科 教教 学学 说课稿说课稿说说 课课 内内 容容说大纲说大纲说学生说学生 说教材说教材 说教学内容说教学内容说说 教教 材材231 教材的教材的编写意图编写意图教材的知识教材的知识结构和体系结构和体系4教材的教学目标教材的教学目标5现使用的现使用的 教材教材教材的教学重点、难点教材的教学重点、难点说说 教教 材材大学英语精读大学英语精读（预备级）（预备级）大学英语听说大学英语听说（预备级）（预备级）大学英语精读教师用书大学英语精读教师用书1.现使用的教材现使用的教材及参考书及参考书请在此添加段落内容请在此添加段落内容请在此添加段落内容请在此添加段落内容2.教材的编写意图教材的编写意

2、图 遵照遵照19861986年国家教委审定的大学英语教学大纲编写。年国家教委审定的大学英语教学大纲编写。主要针对英语基础相对薄弱的三本类非英语专业学生的主要针对英语基础相对薄弱的三本类非英语专业学生的基础课程编写的，旨在以全新的理念、丰富的语言素材基础课程编写的，旨在以全新的理念、丰富的语言素材以及大量的口笔头练习，着重培养学生的实践能力以及大量的口笔头练习，着重培养学生的实践能力,提高提高学生的英语应用能力。学生的英语应用能力。3.教材的教学目标教材的教学目标能力目标能力目标：(使学生掌握听、说、读、写、译等综合应用使学生掌握听、说、读、写、译等综合应用英语语言的能力，能较流利、准确地用英语

3、进行口笔头交英语语言的能力，能较流利、准确地用英语进行口笔头交际，发展其自主学习的能力际，发展其自主学习的能力.).)知识目标知识目标(使学生系统地理解英语语音、语调、语法、词使学生系统地理解英语语音、语调、语法、词汇、篇章结构及跨文化交际等基础知识。汇、篇章结构及跨文化交际等基础知识。)情感目标情感目标(使学生热衷于英语语言的学习，增强跨文化交使学生热衷于英语语言的学习，增强跨文化交际意识与职业素养。际意识与职业素养。)4.教材的知识结构和体系教材的知识结构和体系本教材包括本教材包括1616个单元，学时为一学年。每个单元包括个单元，学时为一学年。每个单元包括两篇文章，一篇为精讲篇，一篇为阅读

4、篇。每篇文章两篇文章，一篇为精讲篇，一篇为阅读篇。每篇文章都包含了不同的重难点，整体结构为：单词、短语、都包含了不同的重难点，整体结构为：单词、短语、句子结构、语法点。课文内容题材新颖、素材丰富，句子结构、语法点。课文内容题材新颖、素材丰富，完全符合我校本科学生的教学要求。整个课程由易到完全符合我校本科学生的教学要求。整个课程由易到难，让学生逐步掌握和提高语言能力。难，让学生逐步掌握和提高语言能力。5.教材的教学重点、难点教材的教学重点、难点 教学重点：教学重点：要全面夯实学生在听、说、读、写、译上的要全面夯实学生在听、说、读、写、译上的 语语言综合基本功，培养其一定的跨文化交际意识和能语语言

5、综合基本功，培养其一定的跨文化交际意识和能 力，力，并注重学生自主学习能力的塑造。并注重学生自主学习能力的塑造。教学难点：教学难点：学生在听、说、读、写、译英语语言综合能学生在听、说、读、写、译英语语言综合能 力训练的实效性，语音、语法的训练及自主学习能力的力训练的实效性，语音、语法的训练及自主学习能力的 培养培养 说说 学学 生生学生起点水平：基础较差，但有很大学生起点水平：基础较差，但有很大潜力潜力学生的生理、心理特征：青春期、高中毕业学生的生理、心理特征：青春期、高中毕业培养目标：培养目标：两年学习后，学生能基本进行较流利两年学习后，学生能基本进行较流利的英语交流，从事相关行业的简单的英

6、语语言工的英语交流，从事相关行业的简单的英语语言工作。作。教教 学学 内内 容容 关于教材关于教材教学目标及其教学目标及其重、难点重、难点教学步骤教学步骤教学方法教学方法及手段及手段Unit 4The Generation Gap教学总结教学总结关于教材关于教材welcome to use these PowerPoint templates,New Content design,10 years experience本章节的内容概述本章节的内容概述：地位和作用：地位和作用：本单元为本教材的第四单元。作为独立的单元，精读课部分与前后章节没有练习。听说部分与第五、第六单元相连，是重点关于地点的相

7、对应的介词和副词的听力训练。本单元的作用：本单元的作用：1.提供大纲规定的相关常用单词、短语和句子结构以及语法知识。2.根据文章内容，引导学生和家长能进行积极的语言和心理沟通，减少代沟给家庭尤其是给孩子带来的不理解和矛盾。关于教材关于教材welcome to use these PowerPoint templates,New Content design,10 years experience本章节的内容概述本章节的内容概述：时间分配：时间分配：本单元所占学时为本单元所占学时为7学时。其主要分配为：学时。其主要分配为：1.leading inleading in；new words and

8、set phrases new words and set phrases（2 2学时）学时）2.Text A,its main idea and structure2.Text A,its main idea and structure（2 2学时）学时）3.Exercises of Text A and Text B3.Exercises of Text A and Text B（1 1学时）学时）4.Listening and Speaking;Unit 1(24.Listening and Speaking;Unit 1(2学时学时)教学进度安排：教学进度安排：教学目标及要求教学目标及

9、要求知识目标：知识目标：技能目标：技能目标：练习听、练习听、说、说、读、译以及概括的能力和技巧。读、译以及概括的能力和技巧。情感目标：情感目标：1.1.结合课文，让学生掌握大纲要求的单词和短语，例如：结合课文，让学生掌握大纲要求的单词和短语，例如：fail,exchange,spill,respond,fingure out,no matter what,at least,etc.2.2.与课文相关的句子结构与课文相关的句子结构如：如：not only.but also及词语构成合及词语构成合成词的用法。成词的用法。3.3.掌握本单元听力部分的部分音标如：掌握本单元听力部分的部分音标如：/ai

10、/,/i/,/o/及表示地点的及表示地点的介词如：介词如：in,out,up,down,from,above,etc.本单元主要讲述父母与子女之间的代沟问题。所以通过本单元本单元主要讲述父母与子女之间的代沟问题。所以通过本单元的学习，主要目标是培养和引导学生和家长能进行积极的语言的学习，主要目标是培养和引导学生和家长能进行积极的语言和心理沟通，缩小代沟，减少伤害。和心理沟通，缩小代沟，减少伤害。重、难点及解决办法重、难点及解决办法教学重点：教学重点：1.1.掌握本单元中的重点单词、短语如：掌握本单元中的重点单词、短语如：fail,exchange,fail,exchange,spill,res

11、pond,fingure out,no matter what,at spill,respond,fingure out,no matter what,at leastleast等；与课文相关的句子结构如：等；与课文相关的句子结构如：not only.but not only.but alsoalso及词语构成合成词的用法。能根据提示语境灵活运用及词语构成合成词的用法。能根据提示语境灵活运用词语和句子结构。词语和句子结构。2.2.掌握本单元听力部分的部分音标如：掌握本单元听力部分的部分音标如：/ai/,/i/,/o/ai/,/i/,/o/及表及表示地点的介词如：示地点的介词如：in,out,u

12、p,down,from,above,in,out,up,down,from,above,等。等。利用听力材料提高学生关于地点知识的听力水平。教授学利用听力材料提高学生关于地点知识的听力水平。教授学生相应的听力技能并要求学生掌握。生相应的听力技能并要求学生掌握。3.3.全面理解课文内容，掌握课文整体结构。独立完成课后全面理解课文内容，掌握课文整体结构。独立完成课后练习。练习。教教 学学 难难 点点1.对所学单词、短语以及句对所学单词、短语以及句子结构的识记和运用子结构的识记和运用2.2.听、说技巧的掌握和应听、说技巧的掌握和应用。用。3.3.对相关背景知识以及中西对相关背景知识以及中西文化交流上

13、的差异的理解。文化交流上的差异的理解。解解 决决 办办 法法1.1.设置与单词、短语相关的场景，寻找素材，设置与单词、短语相关的场景，寻找素材，设计题目，让学生以对话、设计题目，让学生以对话、演讲演讲或者任何他们喜或者任何他们喜欢的形式进行练习。在加强口语、听力能力练习欢的形式进行练习。在加强口语、听力能力练习的同时进一步识记单词，短语及句子结构，从而的同时进一步识记单词，短语及句子结构，从而达到识记和听说能力共同提高的结果。达到识记和听说能力共同提高的结果。2.2.分层次进行教学和要求。对学习好的学生要分层次进行教学和要求。对学习好的学生要求背诵段落、句子。对相对差一些的学生要求对求背诵段落

14、、句子。对相对差一些的学生要求对一些常用的单词和短语进行背诵，对课文或者段一些常用的单词和短语进行背诵，对课文或者段落能读懂就行，从而慢慢培养学生的学习积极性，落能读懂就行，从而慢慢培养学生的学习积极性，让不同的学生有不同程度的提高。也培养了学生让不同的学生有不同程度的提高。也培养了学生学习英语的兴趣。学习英语的兴趣。3.3.课外辅导与课堂教学相结合。与学生课课外辅导与课堂教学相结合。与学生课上课下联系，解决学生的相关学习难题。上课下联系，解决学生的相关学习难题。对于相对较弱的学生进行个别辅导和鼓励，对于相对较弱的学生进行个别辅导和鼓励，以达到共同进步。以达到共同进步。教教 学学 步步 骤骤1

15、234leading in and Warming-up 课前导入、课前导入、互动环节互动环节Text A study课文学习课文学习 Exercises of Text A and Text B 课后练习处理及快速阅读listening and speaking 听说训练听说训练5Home work checking预留作业预留作业检查检查 Home work checking1.1.检查学生对单词的记忆检查学生对单词的记忆2.2.检查学生对段落的背诵检查学生对段落的背诵3.3.检查家庭作业检查家庭作业listening and speaking 1.Listening focus(0.5

16、period)2.Listening practice(0.5 period)3.Reading aloud practice(0.25 period)4.Speaking workshop(0.25 period)5.Additional listening(0.5 period)教教 学学 方方 法及手段法及手段根据课件，让学生分成根据课件，让学生分成几组进行对图片和内容的几组进行对图片和内容的讨论，然后选出几个同学讨论，然后选出几个同学进行归纳各组的结果。进行归纳各组的结果。在整个上课的过程中，老在整个上课的过程中，老师要不断的设计相应的问题师要不断的设计相应的问题让学生积极参与，同时让

17、学生多让学生积极参与，同时让学生多读课文和单词。组织学生讨读课文和单词。组织学生讨论等。论等。根据学生的实际水平，根据学生的实际水平，让好的学生进行课文复述、让好的学生进行课文复述、角色扮演等任务。对于相对角色扮演等任务。对于相对较差的学生让背诵单词，完较差的学生让背诵单词，完成课后练习等成课后练习等。根据文章内容，创设根据文章内容，创设主题主题-关于代沟的情境。让关于代沟的情境。让不同层次的学生相互组队进不同层次的学生相互组队进行对话和情境演出。行对话和情境演出。小组讨论法小组讨论法互动式教学法互动式教学法分层教学法分层教学法情境教学法情境教学法教学方法教学方法教教 学学 手手 段段 多媒体

18、与板书相结合多媒体与板书相结合课堂讲授与课下辅导相结合课堂讲授与课下辅导相结合 课堂测试课堂测试板板 书书 设设 计计语言点、知识点语言点、知识点1.fail 2.exchange3.respond4.fingure out5.not only.but pounding7.8.9.语法点、难点语法点、难点 课堂补充知识课堂补充知识 attributive clausedetailed explanation for some difficult sentences教学优点教学优点Click to add TextClick to add TextClick to add Text教学中的优教学

19、中的优点和缺点点和缺点幻灯片 102教法适当、激发教法适当、激发学生学习兴趣、学生学习兴趣、训练适量、学生训练适量、学生课堂反映良好、课堂反映良好、是否实现教学目是否实现教学目标标 教学缺点教学缺点课堂时间分配课堂时间分配教学方法和手段的改教学方法和手段的改革革学生学习策略的改革学生学习策略的改革课下学生自主学习的课下学生自主学习的方式方法方式方法 改革和创新改革和创新Text AText BAn English JokeWatch the Video Clip and DiscussPatricia LorenzTooth FairyText AText AText BFather and

20、SonText AText BWatch the Video Clip and Discuss1.In this song,what does the father expect his son to do?2.Have your parents ever mentioned the same things to you?Whats your response?3.Does your father communicate with you in the same way that your mother does with you?Why or why not?Text AText BPart

21、 Division of the TextFurther UnderstandingFor Part 1 Multiple ChoiceFor Part 2 Sentence CompletionFor Part 3 Questions and AnswersWarm-up ExerciseText AFor Part 4 Questions and AnswersText AText BPartsParagraphsMain ideas11 10211 14Over the next few years,Julie and I exchanged notes about boys,homew

22、ork,phone calls and helping with housework.Julie wrote a letter to the tooth fairy at 6,then by the time of fourth grade,she learned the power of the written word.Part Division of the TextText AText BPartsParagraphsMain ideas315 23424Julie left home for college a few years ago,and her letters from c

23、ollege have been wonderful!On Julies first day of high school,she wrote a letter to me trying to persuade me to allow her to wear make-up.And she did it.Part Division of the TextText AText BB1.When did Julie write a letter to the Tooth Fairy?For Part 1 Multiple ChoiceRead Part 1 carefully and choose

24、 the best answer to each question.A)At the age of 5.B)At the age of 6.C)At the age of 7.D)At the age of 8._ Text AText BD2.Which of the following statements is NOT mentioned in Julies letter?For Part 1 Multiple ChoiceA)You wanted boots for a long time and you finally got them.B)If clogs hurt my feet

25、,thats my problem.C)When Grandma gave us money for Christmas she said we could get whatever we wanted with it.D)I liked the clogs very much._ Text AText BFor Part 2 Sentence Completion1.Some notes were apologies after shouting matches.Others were just happy thoughts .Read Part 2 carefully and supply

26、 the missing information.spilling onto paper_ 2.Your letters make me feel great,no matter .what kind of moodIm in_Text AText BRead Part 3 carefully and answer the following questions.For Part 3 Questions and Answers1.Why did Julie get mad that morning?2.Did Julie put on the makeup at last?Because he

27、r mother didnt even give her a chance to say anything.Yes,she wore makeup from high school.Text AText B1.What is your understanding of“but our tradition has pulled us through again”?For Part 4 Questions and AnswersRead Part 4 carefully and answer the following questions.2.Does Julie keep on writing

28、to her mother after going to college?Our practice of exchanging ideas with notes and letters goes on,which overcomes the trouble of not seeing each other face to face.Yes,because“her letters from college have been wonderful.”Text AText BWarm-up ExerciseThe following is a set of statements about the

29、text,some true,others false.If a statement is true,put“T”in the brackets;if it is false,put“F”in the brackets and make necessary changes to turn it into a true one.1.Julie began to exchange letters with her mother when she was six.T()2.Grandma gave Julie some money to buy a pair of clogs.FGrandma ga

30、ve Julie some money to buy whatever she liked.()Text AText BWarm-up Exercise3.Julies mother finally allowed Julie to buy a pair of clogs.T()4.Most of the notes between Julie and her mother were apologies.FJulie and her mother exchanged notes on all kinds of subjects.()5.Julie found it harder to expr

31、ess her feelings on paper than to speak about them.FShe found it easier to write down her feelings.()Text AText BWarm-up Exercise6.Julie began to wear makeup when she became a college student.T()7.Julie wanted to make her eyes more beautiful.FJulie began to wear makeup when she became a high school

32、student.()8.Julie still wrote to her mother after she went to college.T()Text AText BWhen spoken words fail,written ones can keep us close.Text AText AText BWhen my daughter Julie was six years old,she wrote a letter to the tooth fairy and put it under her pillow with her tooth.I wrote back,telling

33、her to be a good girl and to always brush her teeth carefully.I didnt know we were starting a tradition.By the time Julie was in fourth grade,she had figured out that handwritten notes could do more than welcome the tooth fairy.Once,after a heated discussion wed had about why she couldnt buy a pair

34、of clogs,Julie wrote the following:My Daughter,My FriendPatricia LorenzText AText BDear Mom,Here are the reasons I want clogs:1.You wanted boots for a long time and you finally got them.2.If clogs hurt my feet thats my problem.3.When Grandma gave us money for Christmas she said we could get whatever

35、 we wanted with it.Love,JulieText AText BI gave in and Julie learned the power of the written word.Over the next few years,Julie and I exchanged notes about boys,homework,phone calls and helping with housework.Some notes were apologies after shouting matches.Others were just happy thoughts spilling

36、onto paper.When Julie was in eighth grade,she responded to a note of mine:Text AText BOn Julies first day of high school,we had a fight about whether it was appropriate for her to wear makeup.That evening,I received a letter from her.Dear Mom,Your letters make me feel great,no matter what kind of mo

37、od Im in.Sometimes they even make me cry because they touch me so deeply.Im really glad we have the kind of relationship that we do,even though we have our arguments.I love you.Julie P.S.Writing down my feelings to you is much easier for me than trying to speak about them.Text AText BDear Mom,Im sor

38、ry if I acted rudely this morning,but I really got mad.You didnt even give me a chance to say anything!If you would at least discuss things with me,maybe it would be a little easier for us.1.I think Im very responsible and can learn to put makeup on in ways that both you and I would like.2.I dont pu

39、t too much on like some of my friends do I read the directions on the package and advice in magazine articles on how to apply it.3.Im growing up;I want to add to my looks and bring out my eyes.4.How about a three-week trial period to test my ability to wear it?Text AText BNeedless to say,my daughter

40、 wore makeup from then on.Her whole face seemed to light up,not only from a touch of makeup,but from the sense of freedom she had won.My daughter left home for college a few years ago.Ive missed her tremendously,but our tradition has pulled us through again.Her letters from college have been wonderf

41、ul!Text AText Bfail:be unsuccessful in achieving ones goal Examples:My daughter never fails to call me on my birthday.He failed to get a job in the computer company.Text AText Bbrush:clean,smooth or make tidy with a brushExamples:He brushed away the dust from the floor.“Have you brushed your teeth t

42、oday?”asked the mother.Text AText Btradition:a belief or custom passed from one generation to the next,esp.without writingExamples:The old man always followed family tradition in dress and manners.By tradition,the brides family pays the costs of the wedding.Text AText B she had figured out that hand

43、written notes could do more than welcome the tooth fairy.she had found out that handwritten notes could do more things,not merely welcoming the tooth fairy.Text AText Bfigure out:find out after some thinking Examples:It took them a week to figure out how to operate the machine.Finally Lucy figured o

44、ut an answer to the question.Text AText Bheated:(of a person or discussion)angry;excitedExample:Sometimes,a heated argument will lead to great dispute.Text AText BC.F.:hot:intense,fiery;passionateExamples:Now comes the hottest part of the election campaign.The current debate about privatization is l

45、ikely to grow hotter in the coming weeks.Text AText Bpower:strength or energy behind or contained in sth.Examples:There was a lot of power behind that blow.The ship was helpless against the power of the storm.(fig.)They were defeated by the power of her oratory.Text AText Bexchange:give in return fo

46、r sth.received Examples:I would like to exchange this shirt for a bigger one.My friends and I exchange Christmas cards every year.Text AText BSome notes were apologies after shouting matches.Some notes were to say sorry to each other after we had quarreled bitterly and shouted at each other.Text ATe

47、xt Bspill:reveal or make known Examples:He will talk to anyone and spill out his life story to a stranger.Lily spilled her secrets to her close friend.Text AText Brespond:make a reply;answerExamples:The teacher responded to my answer with a smile.“Can you manage it by yourself?”“Certainly,”the boy r

48、esponded firmly.Text AText Bno matter what:it makes no difference whatExamples:No matter what happens,Ill always stand by you.Ill finish the job,no matter what difficulty I face.Text AText Bmood:a state of mind or emotionExamples:In spite of poverty,the farmer is always in a cheerful mood.I found Jo

49、e in a merry mood this morning and asked him to lend me some money.Text AText Btouch:move(a person or his feelings)Examples:It touched me deeply to see how these cancer victims battled against the disease.We were very touched by your kind offer.Text AText Brelationship:the condition or fact of being

50、 related;connectionExamples:The two firms have a close working relationship.The relationship between the parents and the school has improved greatly.Text AText Bargument:a discussion in which disagreement is expressed;a debateExamples:There has been a hot argument for lowering the price of housing i