教案 综合英语II教案

教案课程名称：综合英语II

年月日课题

Unit 1 Understanding Chinese Culture-Part One

教学目的

In this unit, the students will learn:

The origin and traditions of the Chinese New Year

How to use present participles as adverbials

How to introduce Chinese New Year traditions to foreign friends

教学重点、难点

The important points:

The words and expressions of this unit

Using present participles as adverbials

The difficult points:

The traditions of Chinese and western traditions of some festivals

Learn to introduce Chinese New Year traditions to foreign friends

教学方法

Lecturing method

教学设备与器材

Multi-media equipment

课时量

2 periods

教案续页第页

年月日课题

Unit 1 Understanding Chinese Culture-Part Two

教学目的

In this unit, the students will learn:

The origin and traditions of the Chinese New Year

How to use present participles as adverbials

How to introduce Chinese New Year traditions to foreign friends

教学重点、难点

The important points:

The words and expressions of this unit

Using present participles as adverbials

The difficult points:

The traditions of Chinese and western traditions of some festivals

Learn to introduce Chinese New Year traditions to foreign friends

教学方法

Lecturing method

教学设备与器材

Multi-media equipment

课时量2 periods

教案续页第页

年月日课题

Unit 2 Feel Free to Inquire-Part One

教学目的

In this unit, the students will learn:

The importance of being inquisitive

How to be an inquisitive person

How to use the structures of so that and so…that

Three types of compound words

教学重点、难点

The important points:

The words and expressions of this unit

Using three types of compound words

The difficult points:

The discussion of the importance of being inquisitive

Learn to use the structures of so that and so…that

教学方法

Lecturing method

Group activity

教学设备与器材

Multi-media equipment

课时量

4 periods

教案续页第页

教案续页第页

年月日课题

Unit 2 Feel Free to Inquire-Part Two

教学目的

In this unit, the students will learn:

The importance of being inquisitive

How to be an inquisitive person

How to use the structures of so that and so…that

Three types of compound words

教学重点、难点

The important points:

The words and expressions of this unit

Using three types of compound words

The difficult points:

The discussion of the importance of being inquisitive

Learn to use the structures of so that and so…that

教学方法

Lecturing method

Group activity

教学设备与器材

Multi-media equipment

课时量

4 periods

教案续页第页

年月日课题

Unit 3 Manage Your Time-Part One

教学目的

In this unit, the students will learn:

Manage your time efficiently

Understand the 80/20 principle

How to use will correctly

教学重点、难点

The important points:

The words and expressions of this unit

Using the modal word will correctly

The difficult points:

The discussion of the importance of being in time

Learn to use the time management principle

教学方法

Group activity

Lecturing method

教学设备与器材

Multi-media equipment

课时量4 periods

教案续页第页

《综合英语4》课程教学大纲

《综合英语4》教学大纲 一、课程基本信息 课程代码： 课程名称：综合英语4 课程英文名称：Comprehensive English4 开课部门：外国语学院 课程面向专业：英语 课程类型：学科基础课 学分：6学分 总学时：96学时 二、课程简介 本课程主要通过语言基础训练与篇章讲解分析，使学生逐步提高语篇阅读理解能力，了解英语各种文体的表达方式和特点，扩大词汇量和熟悉英语常用句型，具备基本的口头与笔头表达能力。 三、教学目的、要求与方法 （一）教学目的 本课程以课文为中心，侧重阅读和写作技能训练，但也不偏废听、说训练。在该课程的教学过程中对语言的控制逐步减少，而对学生创造力的发挥不断加强。本课程通过语言基础训练、相关文化背景知识介绍、语篇讲解以及各种文体的写作方法与技巧分析，使学生逐步提高语篇阅读理解能力，了解英语各种文体的表达和特点，扩大词汇量，具备基本的口头与笔头表达能力。 （二）教学要求 学生通过积极参与各种语言交际活动，获得基本的交际技能，了解基础阶段所需掌握的基本词汇、短语、修辞以及语法知识，达到本阶段应有的听、说、读、写、译等技能的要求。 四、学时分配

五、教学环节与教学要求 本课程在讲授过程中采用启发式、讨论式、发现式和研究式的教学方法，同时加强基础训练。 六、课程考核 1、平时成绩（包括课堂表现、课外作业）占 20% 2、期末考试占 80% 七、教材及主要参考资料 （一）建议教材 何兆熊主编，《综合教程》学生用书（4），上海：上海外语教育出版社（选用最新版本）。（二）主要参考资料 何兆熊主编，《综合教程》教师用书（4），上海：上海外语教育出版社，（选用最新版本）。 朗文出版公司编，《朗文当代英语辞典》，北京：外语教学与研究出版社，1997。 霍恩比著，《牛津高阶英汉双解词典》第四版增补本，北京：商务印书馆，2002。

最新《综合英语1》 教学大纲资料

《综合英语》1教学大纲 一、课程说明 1.课程代码：1510112 2.课程中文名称：现代大学英语精读1 3.总学时数：64 4.学分：3 5.适用专业：英语本科专业一年级学生 7.先修课程：无 6.本课程的性质、地位、作用及要达到的培养目标： 本课程是英语专业学生必修的一门专业课。通过对学生英语阅读能力的培养而夯实学生的基础知识和语法及写作等多个方面的能力。 该课程的教学要在一个学期内完成。课程的特点是以课本为基础，进行全面拓展，并以培养学生的阅读能力为主要目的，使学生通过课文及相关的课外知识的学习，或课文中语法的应用，或文中的独特语言结构的研究，或文章的翻译技巧的归纳总结，获得可以进行相关英语读物的独立阅读能力。并能通过该门课程的学习和锻炼，对英文的整体鉴赏能力和把握能力得到进一步的提高。 二、教学基本要求 1.本课程的目的、任务 综合英语课是整个专业课中的重中之重，贯穿着整个英语教学。教材内容及教学方法直接影响着其他课程的顺利进行，本课程以培养英语专业的学生英语阅读综合能力为宗旨，是英语专业低年级的一门学科基础课程，也是英语专业基础阶段全面培养和提高学生语言能力和交际能力的一门必修课程，其主要目的在于培养和提高学生综合运用英语的能力。本课程主要通过语言基础训练与篇章讲解分析，使学生逐步提高语篇阅读理解能力，了解英语各种文体的表达方式和特点，扩大词汇量和熟悉英语常用句型，从听、说、读、写、译五个方面对学生进行全面的语言基本技能训练，具备基本的口头与笔头表达能力，为学生以后的独立学习和进一步深造打下良好的基础。 2.本课程的教学要求 （1）形成牢固的知识基础，奠定正确的阅读技法、基础知识、语法、句法和

致用英语综合教程综合英语2教案综合英语2教案unit(2)

Period One – Around the Topic Period Length: 50 minutes Goals Period Length: 50 minutes Goals -Activate background knowledge about work Purposes -Get familiar with vocabulary related with work -Obtain background knowledge about curiosity and being inquisitive Step 1: Vocabulary (20 minutes) -Ask students to work on the Vocabulary on Page 150 -Encourage students to think as more as possible -List these word on the board or screen Step 2: Discovery and Discussion (30 minutes) -Work on the activity on Pages 150 & 151 as a whole and give explanations if necessary to understand the necessity of work -Discuss the issue of work with reference to the questions listed on Pages 150 & 151 -Ask each group to present their results in front Key points -All activities be carried out in English -Inspect each group for the purpose of guidance and promotion Homework -Think in depth the advantages and disadvantages of being curious

新编实用英语综合教程(第四版)Unit2教案详解

江西外语外贸职业学院教案备课纸（2）

江西外语外贸职业学院教案备课纸（3） 主任审阅____________________ 授课教师____________________ 年月日年月日

江西外语外贸职业学院教案备课纸（4） 授课内容 Unit 2 Section I Talking Face to Face The topic of talking face to face area in this unit is to express thanks and give responses while exchanging gift-card and congratulation card. The focus is on the patterns that are appropriate for giving information concerning the various reasons and hoping to get the forgiveness from the other person. 1. The students read the mini-talks after the teacher, and then try to recite them within five minutes in pairs. 2. Ask the students to underline the useful expressions and perform the mini-talks in class. 3. The students discuss in groups, summarizing the words, phrases and sentences frequently used according to the following topics with the help of the teacher. The students speak out the sentences under the guidance of the teacher, paying attention to the pronunciation and the intonation. 1) sentences frequently used for expressing thanks: It was so generous of you to send me such a fine and beautiful gift. I don’t know how to express my thanks to you. I’m grateful for all the help and encouragement you’ve given me. 2) Sentences frequently used for expressing congratulations: Congratulations on your recent promotion! Please accept my heartiest congratulations.

综合英语 Unit 9教案

《新世纪英语专业综合教程》（Unit 9, Book 1）教案 Unit 9 Hollywood Teaching objectives: Students will be able to: Language knowledge (认知目标) 1.Grasp the main idea and general structure of Text A; 2.Master the key language points and learn how to use them in context. Language skills (技能目标) 1.Appreciate the expository writing skills demostrated in Text A (selection of details, coherence, etc.); 2.Express themselves more freely on the theme of Hollywood after doing a series of theme-related listening, reading, and speaking activities Culture awareness (文化目标) Understand the historical and cultural background of Hollywood Affects (情感目标) 1.Be encouraged to appreciate the splendid and glamourous impact of Hollywood; 2. Take a serious consideration of the development of the movie industry in China. Strategies （策略目标） 1.Memorize the meaning and use of key expressions through learning the lexical collocations and guessing the meaning in the context https://www.sodocs.net/doc/445722052.html,municate and express themselves freely and smoothly in the relevant topic with the text by means of the communicative strategies. Teaching important and difficult points: 1. Important points: 1) Key words & Expressions 2) Sentence Interpretation 3) Summarization of the main ideas in each paragraphs 2.Difficult points: Firstly, how to make clear the main idea and the structure of the whole essay is one difficult point in my teaching. Secondly, how to paraphrase the key and difficult sentences is another one. Lastly, it can not be missed how to guide the Ss understand the meaning of the wole text comprehensively. Teaching Time Allotment: Pre-reading activities& Global reading (2课时） Detailed reading (4课时) Consolidation activities(4课时) Teaching Methods： Use task-based language teaching method, reading approach, communicative approach and total physical response method.

全新版大学英语综合教程第二版第二册第一单元教案

Unit 1 Ways of Learning Teaching Aims: 1.Understanding the main idea (that it would be ideal if we can strike a balance between the Chinese and western learning styles) and structure of the text(introduction of the topic by an anecdote-elaboration by comparison and contrast-conclusion by a suggestion) 2.Appreciate the difference between comparison and contrast, as well as different ways to compare and contrast (point-to-point method or one-side-at-time method) 3.Grasp the key language points in Texts A and grammatical structures in the text 4.Understand the cultural background related to the content 5.Conducting a series of theme-related reading, listening, speaking, and writing activities 6.Learn to write notices, etc. Teaching Keypoints: 1.Grasp the main idea of Text A and language points in Text A 2.Cultural background about Chinese and western ways of learning 3.Analysis of the difficult sentences in Text A Teaching Difficulties: 1.Writing strategy and style demonstrated in Text A 2.Learn how to understand the structure of difficult and long sentences Teaching Aids: Teacher-guided, discussion, exercises, group-activities, student-centred Teaching period: 12classes Teaching Procedure: Step 1Warming up 1.Have students read the overview of page 2, students will understand the main topic of unit (ways of learning in Chinese and western countries) 2.Have students listen to the script of listening part, explain some difficult sentences and phrases, lead them to finish the exercises on page3, check the answer 3.How to understand the following sentences: Standing on the shoulders of giants 4.Explain the cultural notes of education in the west 5.In class, students form two camps to debate the following issue: If you have a baby , which way would you prefer to use , to pay more attention to develop more skills or to creativity? Step 2 Global analysis of Text A Ⅰ. Scanning Scan Text A and decide whether the following statements are true or false. 1 Benjamin was worried that he couldn’t put the key into the box. (F) (=Benjamin was not bothered at all.) 2. In the Chinese staff’s opinion, the parents should guide Benjamin to insert the key. (T) 3. The author and his wife didn’t care whether Benjamin succeeded in inserting the key into the slot. (T)

Unit 1 The Snake Bite 综合英语教程教案

Unit 1 The Snake Bite Teaching Procedures: Warming up (for reference): Ask some students how they show their distress and annoyance in life. Have the students demonstrate their writings on the board. Introduce other possible ways to show annoyance or distress such as: (1) It is annoying to do... (2) I am not pleased at all with... (3) John was very upset when his father cancelled the family trip to the beach. (4) Y ou wouldn’t believe it... (5) What a shame! (6)It sickened me to see how... (7)It really get on one’s nerves...

(8)It really get under one’s skin.. Annoy v.tr.（及物动词） To cause slight irritation to (another) by troublesome, often repeated acts. 使生气，使烦恼：用烦人的，通常是重复性的行为使（别人）生气 To harass or disturb by repeated attacks.打搅，干扰，扰乱：用屡次的攻击使人厌烦或打扰v.intr.（不及物动词） To be annoying.招人讨厌，惹人烦恼 He looked annoyed.他好象不耐烦的样子。 We can annoy the enemy by raids.我们可以用空袭骚扰敌人。 Part 1 Comminicative activities 1.Interative listening and speaking A Students are asked to close their books and listen to the tape recorder without reading the new dialogue. B During the listening, students are asked to take some notes about some information of the dialogue. C After listening, Teacher will read the listening exercise on Page2 and students do the exercise with the help of the notes, which they have just taken down, and the memory of the listening. D Students talk about their feelings It sickened me to see how... It really get on one’s nerves... It really get under one’s skin.. E T ry to Speak More: Firstly, students will be asked to read the conversation by role-playing. Secondly, Teacher will explain some unfamiliar words or phrases in the conversation. Such as: sicken, bald and three chickens to one single cage. Thirdly, students will be asked to point out some expressions that express feelings of distress or annoyance in the conversation. Forthly, Teacher asks several students to read the expressions that they have already checked out. 2.Story time.Ask the students to work out a short story in pairs on the picture. 3.What are they for?& 4.More sentences Teacher will play the tape recorder to let students listen to more ways of expressing distress and annoyance. * After listening, students will be given a little time to match these expressions with the functions. * Teacher will read the Actual Words Spoken out one by one while students will read the responding functions. * Teacher will explain the meanings of some unfamiliar words such as: bugging, pestering and bragging. Bug: annoy; Pester: to annoy someone by repeatedly asking questions or making requests, especially when they are paying attention to something else. Brag: v.tr.（及物动词） To assert boastfully.夸耀地宣称 n.（名词） A boast.自夸

英语综合实践活动教案

学会辨认物品的所有者； 1、学会根据场景询问物品的所属，以及英语中对应的表达法； 2、学会如何写寻物启事和失物招领。 活动过程 活动1、找主人：这是谁的┅┅？ 课前准备：教师收集一些学生物品：书、笔记本、手表、铅笔、钢笔、尺子、铅笔盒、橡皮、书包等 活动步骤： 1、把课前收集的物品展示给学生，问他们这些东西是谁的。 2、询问几个学生某些物品是谁的，然后把学生的名字填在表格里。 3、让学生互相询问物品的主人。当所有的学生都做完后，和他们一起确认这些物品的主人，并归还他们。 完成任务所需要的语言结构： 1．Is this your book ? Yes, it is . It’s my book . 2．Is that your ruler? No, it isn’t. It’s her ruler .

介绍家人 课前准备：学生课下准备两三张全家福照片。 活动步骤： 1、把4-6个学生分成一组。 2、小组活动，让学生互相介绍自己的父母。、 3、每一组出一个学生向全班介绍自己组员的父母。 完成任务所需的语言结构： 1、This is my mother .Her name is … That is my father. His name is … 2、This is Jack’s father . His name is … That’s Jack’s mother .Her name is… 3、Is his name …? Is her name…?

寻物启事 Teacher: Have you ever lost anything ? How could you find it ? 活动步骤： 1、先想想，你曾经丢过东西吗？丢过什么？ 2、你通常如何寻找自己丢失的东西呢？ 3、写一份寻物启事，来寻找你丢失的东西。 4、四人一组，把你的寻物启事读给你同组的人听。 完成任务所需要的语言结构： 1. My book is … 2. My name is … 3. Please call …

新世纪大学英语综合教程第二册教案(全套)

Unit 1 Ⅰ.Teaching objectives Students will be able to: understand the main idea, structure of the text and the author’s writing style master the key language points and grammatical structures in the text consider that “generation gap” as a common phenomenon between parents and children Ⅱ.Topics for discussion Whom do you go for help when you are in trouble, your father or your mother? Why? What is your opinion on “generation gap”? Do you think there is generation gap between you and your parents? How to bridge the gap? Consider the deep reason of generation gap. Ⅲ.An integrated analysis of Text 1 Highlights As a reminiscent writing the text tells of how the author’s newborn baby bridges the gap between her father and herself as he generation gap between her father and herself has existed for so long a time. By telling the reader how the gap disappears the author intends to display that the permanent love between parents and children. Structural analysis of the text and language points The text can be divided into five parts. Part One: (Paragraphs 1) As an introduction, the first paragraph supplies the basic information for the whole story. The following questions could be asked: 1)1)how did the author feel about her trip to Hawaii? 2)2)How could you describe the relationship between the author and her father/ Part Two: (Paragraphs 2-4) The three paragraphs elaborate on how their problems arose from their different personal preferences and how these differences have developed into a kind of “cold war”(silence). It is a flashback into the author’s early years. The second paragraph lists a number of her father’s unreasonable demands in her childhood and adolescent time. The third paragraph is about her option of college and marriage against her father’s will. The fourth paragraph describes the result of their clashes—they are both psychologically and physically set apart. The following questions could be asked: 1)1)Would you please find out what particular demands the father put on the author? 2)2)How did the father express his disapproval? Part Three: (Para. 5-6):In paragraph 5 the author recalls her childhood when she enjoyed her father’s profound love. This recall is important, because it only shows the father is capable of parental love, but also suggests the author’s yearning to turn the clock back and be her father’s little daughter again. Paragraph 6 returns to the present moment when, after long years of estrangement, the author cannot but wonder whether her father will extend his love for his “little daughter” to his crossbred grandson. The following questions could be asked:

全新版大学英语综合教程教案

Teaching Planning College English Integrated Course Book Three Unit Two The Freedom Givers Zhong wen 1.Background Information Teacher: zhong wen Students: 56 sophomores Content of the textbook: unit-2 text A the Freedom Givers Textbook: foreign language teaching and research press Time duration：10 minutes 2.Textbook Analysis The author tells three stories about the Underground Railroad and early Black civil rights movement. The three stories are chosen because they are representative of all participants in this movement: John Parke r is a freed slave who later turned into a courageous “conductor”; Levi Coffin is a brave white “conductor”; Josiah Henson is a slave who struggled his way to freedom with the help of the Underground Railroad. We learn about the name of Josiah Henson at the beginning of the text, yet his full story is not told until the last part. In this way the author achieves coherence of text. 3.Students Analysis The class is made up of 56 students, with 30 girls and 26 boys ,who have a good knowledge of Basic English, but know very little about the American culture behind the language. So in this introduction part, It is necessary to introduce some background information to the students before reading 4.Teaching Objectives Students will be able to: 1.understand the main idea(early civil-rights struggles in the US, esp. the underground Railroad) 2.grasp the key language points and grammatical structures in the text, 3.conduct a series of reading, listening, speaking and writing activities related to the theme of the unit 4.Appreciate the various techniques employed by the writer (comparison and contrast, topic sentence followed by detail sentences, use of transitional devices,etc.); 5.Teaching Procedures: Greetings Step 1 Lead-in T: Today we are going to talk about the ethic heroes in American history, before the class, I’d like to introduce the slavery to all of you. T: Abraham Lincoln was the 16th president of the United States, during his term of office; he led the civil war and abolished the slavery. T: In the battle against slavery, not only did the president try his best to abolish this system, but also the people, especially the black people living in the South America try hard to fight for their own feat. Today, we will introduce some freedom givers in the American history. Before

教案 综合英语II教案

教案课程名称：综合英语II

年月日课题 Unit 1 Understanding Chinese Culture-Part One 教学目的 In this unit, the students will learn: The origin and traditions of the Chinese New Year How to use present participles as adverbials How to introduce Chinese New Year traditions to foreign friends 教学重点、难点 The important points: The words and expressions of this unit Using present participles as adverbials The difficult points: The traditions of Chinese and western traditions of some festivals Learn to introduce Chinese New Year traditions to foreign friends 教学方法 Lecturing method 教学设备与器材 Multi-media equipment 课时量 2 periods

教案续页第页

年月日课题 Unit 1 Understanding Chinese Culture-Part Two 教学目的 In this unit, the students will learn: The origin and traditions of the Chinese New Year How to use present participles as adverbials How to introduce Chinese New Year traditions to foreign friends 教学重点、难点 The important points: The words and expressions of this unit Using present participles as adverbials The difficult points: The traditions of Chinese and western traditions of some festivals Learn to introduce Chinese New Year traditions to foreign friends 教学方法 Lecturing method 教学设备与器材 Multi-media equipment

新职业英语《综合英语2》教案Unit 1 Teaching Plan

English for Careers 2 Unit 1 Workplace

Unit Focus fit in with reputation pros and cons outfit compliment for instance casual setting productive incorporate Teaching procedures This unit is arranged for a time span of 8 hours, during which a time limit is suggested for each step. Though it’s always important to keep a time limit in mind for each activity, a teacher should never stick to a rigid time plan in teaching, but rather follow a more flexible time table when dealing with unexpected in-class occurrences and make necessary adjustments accordingly. Note that not every step suggested here is a must in teaching. A teacher can make whatever changes he thinks necessary. Hour 1: Course introduction 45 minutes Warming-up Task 1 10 minutes Objective: Ss can identify different rooms in an office. Steps: ? Ss read Warming-up Task 1. ? Get Ss to look at the layout of the office. ? Ask Ss to identify different rooms. ? Give the suggested answers. Suggested answers: