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大学
外研版五大学下册module 4 unit 1 let’s make a home library.传闻课教案
teaching aims:
knowledge aims:
students will master the words: put, shelf, library, dictionary and so on.
ability aims:
students are able to understand the listening materials through teacher’s instructions.
emotional aims:
students can form a good habit of clearing up books and rooms. and they will be willing to cooperate with others in the class.
teaching key points and difficult points:
key points:
students will master the new words and can understand the conversation.
difficult points:
students will use the knowledge of this class correctly in their daily life.
teaching procedures:
step 1 lead-in
greet students and let them show pictures of their bookshelves
ask students the way to find a book in the library and then lead in the new class.
(justification: this topic closely relates to students’ daily life so they will be willing to share opinions in english.)
step 2 pre-listening
teach students words: put, shelf, library, and dictionary by showing pictures and actions.
(justification: students can acquire some new words, and it lays a good foundation for the next part.)
step 3 while-listening
1. extensive listening
listen to the part 2 for the first time and find out the main idea.
(justification: students’ ability of grasping main idea through listening will be improved and they will have a better understanding of the conversation.)
2. intensive listening
listen to the part 2 for the second time and then answer the questions on the blackboard:
(1) where are the books about art?
(2) where are the books about computer?
(justification: these questions can help students understand this conversation much better. this activity can also develop students’ ability of grasping the detailed information by intensive listening.)
step 4 post-listening
perform the conversation in group of 5. 5mins will be given to students. then one group will be invited to share in front of the class.
(justification: this activity can help students improve their speaking ability, and recall some useful expressions and new words in the conversation.)
step 5 summary and homework
summary: invite one student to summarize what we have learned today, and invite another students to give the supplement.
homework: ask students to make a little home library with the help of their parents after class.
blackboard design:
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大学
新方针英语8大学下unit 10it’s a nice day, isn’t it教案
teaching objectives:
1. students can master the following words, phrases and the sentence patterns.
① words: rain, umbrella, late, weather, concert, line
② phrases: small talk, move slowly, twice an hour, take the train
③ sentence patterns: —he’s really good, isn’t he?
—he sure is!
2. students can know how to make a small talk and in what situation a small talk will happen.
3. students can improve their listening and speaking ability and train their skills of communication.
4. students will know which kind of small talk is appropriate and which is not.
teaching key points:
(1) to understand what the small talk is.
(2) to make a small talk using the tag questions
teaching difficult point:
to make a small talk using the tag questions
teaching procedures:
step 1 warming up & lead in
(1) brainstorming: the teacher uses some toys to describe a situation to the students:
t: this is a rabbit and this is a dog. they don’t know each other before. they are strangers. now they are waiting for a bus at the bus station. do you think they will talk with each other?
ss: yes.
t: what do you think they will talk? how do they start the talking?
s1: you look beautiful.
s2: why hasn’t the bus come yet?
s3: where do you go?
……
(2) the teacher explains to the students what the small talk is and asks students to try to go on a small talk.
(justification: it will arouse students’ interests to lead in the class using the teaching tools. in the meantime, it’s of great importance for them to understand the meaning of a small talk.)
step 2 pre-listening
(1) group work:
① ask students in different groups to say what is happening in each picture and what people will talk in these pictures. help students understand that the persons in the picture don’t know each other. they are strangers.
② presentation: explain the differences in starting a small talk between chinese and foreigners.
write the sentence pattern on the blackboard: —he’s really good, isn’t he?
—he sure is!
(2) ask ss to circle the situations where they would start a small talk and make a list of other places where they would talk to people they don’t know.
(3) discussion: ask some students to write down their answers on the blackboard, and then have a discussion with ss about the places where a small talk often takes place and where it rarely takes place.
(justification: to provide background knowledge to the students, including the culture, situation and the key points they are going to learn in the class.)
step 3 while-listening
(1) read the listening instruction to the class and explain to them what they are going to do.
(2) play the tape for the first time. ss only listen.
(3) play it for the second time and ask ss to number the pictures in the order.
(4) presentation: check their answers and provide the tape script. point out the tag questions and ask ss to pay attention to them.
(justification: students will learn some listening strategies while listening and they will understand the tag questions more deeply.)
step 4 post- listening
practice:
(1) reading aloud: ask students to read the three conversations after the tape. pay attention to the pronunciation and intonation.
(2) role play: ask students to practice the dialogues in pairs and then invite some of them to stand up to act out the dialogues.
production:
(1) look at the pictures and make other conversations using the expressions in the box in activity 1c. teacher moves around to give some support if necessary.
(2) role play: invite a few pairs to practice their conversations to the class. the teacher gives some suggestions and encouragement.
(3) encourage them to make a small talk according to picture b in activity 1a and share their answers.
(justification: students can master the target language through practice and they can also practice their speaking.)
step 5 summary and homework
summary:
(1) to conclude the meaning of the small talk and the situation where the small talk often takes place.
(2) to explain to the students it is a good way to make a small talk with tag questions and sum up the tag questions they’ve learned in the class.
homework:
write down the conversations in activity, and it’s better to recite them.
(justification: to consolidate what ss’ve learned in the les
son.)
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大学
大学英语unit3 understanding each other-reading教案
teaching aim:
knowledge aim:
students can master the expressions about cultural differences.
students will get familiar with the topic of culture and learn how to talk about different cultures and customs.
ability aims:
students can master the reading strategy to understand the use of examples.
students will be able to get the main subject of the conversation through fast reading and the detailed information through detailed reading.
students can talk about cultural differences in their daily life.
emotional aim:
students will learn to respect different cultures and customs.
students will be more confident in speaking english in public.
key and difficult points:
key points:
students can get the detailed information through careful reading.
difficult points :
students can apply the expressions into daily communication.
students can show respect for different cultures.
teaching procedures
step 1: warming up
show some pictures of different wedding ceremonies in different countries and ask students to guess the country.
justification: attract students’ attention and lead students into the class naturally.
step 2：pre-reading
show the title of the reading passage and ask students to predict what aspects of cultural differences the passage involves. for example:
t: dear students, what is the title of our reading passage?
s:...
t:yes. correctly. it’s cultural differences. what kinds of cultural differences do you know?
s:...
t: food, marriage and festival and so on. excellent. you all have a broad knowledge. of all these kinds of cultural differences what do you think the passage talks about?
s:..
t: good job. now let’s read the passage and find out if our prediction is right or not.
justification : arouse students’ interest in this lesson by asking them to predict what the passage is mainly about and help students to have a basic understanding of the topic in the reading text.
step 3：while-reading
1.global reading
read the conversation quickly and find out the cultural differences the passage talks about. later, ask some volunteers to share their answers.
justification: train the skimming ability of students and enable them to get the general idea of the passage as quickly as possible.
2. detailed reading
read the passage carefully with the following questions.
q1: in the west, when is the polite rime to open a present? why?
q2:what surprised peter about the wedding ceremony in korea?
q3: what drink is not permitted in brunei?
q4: what kind of food do brits eat at bonfire night?
justification: improve students’ reading strategies to find out the detailed information and understand the use of examples.
step 4：post-reading
divide students into groups of four and ask them to have a discussion about cultural difference in 7minutes. and the discussion should be related to the following questions.
q1: what do you know about cultures that are different from our own?
q2: why do we need to find out about other cultures’ traditions?
justification: help students to have a better understanding of cultural differences and improve their speaking abilities.
step 5：summary and homework
1. ask students to make a summary of the cultural differences mentioned in the text.
2. after the class, ask students to write a paragraph about how people can understand each other’s cultures better.
justification: consolidate what they have learned in this class and broaden their horizon.
blackboard design:
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