大学英语教学设计
教学设计
大学英语语法大全_太经典了
大学英语语法 学习提纲 一、词类、句子成分和构词法： 1、词类：英语词类分十种： 名词、形容词、代词、数词、冠词、动词、副词、介词、连词、感叹词。 1、名词(n.)：表示人、事物、地点或抽象概念的名称。如：boy, morning, bag, ball, class, orange. 2、代词(pron.)：主要用来代替名词。如：who, she, you, it . 3、形容词(adj..)：表示人或事物的性质或特征。如：good, right, white, orange . 4、数词(num.)：表示数目或事物的顺序。如：one, two, three, first, second, third, fourth. 5、动词(v.)：表示动作或状态。如：am, is,are,have,see . 6、副词(adv.)：修饰动词、形容词或其他副词,说明时间、地点、程度等。如：now, very, here, often, quietly, slowly. 7、冠词(art..)：用在名词前,帮助说明名词。如：a, an, the. 8、介词(prep.)：表示它后面的名词或代词与其他句子成分的关系。如in, on, from, above, behind. 9、连词(conj.)：用来连接词、短语或句子。如and, but, before . 10、感叹词(interj..)表示喜、怒、哀、乐等感情。如：oh, well, hi, hello. 2、句子成分：英语句子成分分为七种：主语、谓语、宾语、定语、状语、表语、宾语补足语。 1、主语是句子所要说的人或事物,回答是“谁”或者“什么”。通常用名词或代词担任。如： I’m Miss Green.(我是格林小姐) 2、谓语动词说明主语的动作或状态,回答“做(什么)”。主要由动词担任。如：Jack cleans the room every day. (杰克每天打扫房间) 3、表语在系动词之后,说明主语的身份或特征,回答是“什么”或者“怎么样”。通常由名词、 代词或形容词担任。如：My name is Ping ping .(我的名字叫萍萍) 4、宾语表示及物动词的对象或结果,回答做的是“什么”。通常由名词或代词担任。如： He can spell the word.(他能拼这个词) 有些及物动词带有两个宾语,一个指物,一个指人。指物的叫直接宾语,指人的叫间 接宾语。间接宾语一般放在直接宾语的前面。如：He wrote me a letter . (他给 我写了一封信) 有时可把介词to或for加在间接宾语前构成短语,放在直接宾语后面,来强调间接宾 语。如：He wrote a letter to me . (他给我写了一封信) 5、定语修饰名词或代词,通常由形容词、代词、数词等担任。如： Shanghai is a big city .(上海是个大城市)
Unit 5新视野大学英语 教案
Unit 5 I PURPOSE 1.To grasp the important words and phrases and understand the text; 2.To grasp the writing skill--- double clue 3. To grasp the reading skill--- understanding idiomatic expressions. II IMPORTANT AND DIFFICULT SPOTS 1.Words: Section A decay, preceding, secure, drip, slide, injure, hint, outline, interval, emotion, priviledge, episode, association Section B make oneself understood, on one?s own, be dependent, treat with, come along, condemn sb. to sth. take its course, fight off, in vain, come by, chances are, confront with, come down to, bar… from 2.Sentences: L1. As I stand there, the smell hits my nose, and I close my eyes as I remember the smell of decay from past experience. L2. The head seems usually large on a skeleton body; the skin is dark yellow and hangs loosely around exaggerated bones that not even a blanket can hide. L3. Taking a glass of water from the table, I put my finger over the end of the straw and allow a few drops of the cool moisture to slide into her mouth and ease her thrist. L4. Placing a pillow between her legs, I notice that these too are ice cold, and not until I run my hand up over her knees do I feel any of the life-giving warmth of blood. L5. Having spent her last ounce of strength she cannot go on, but I have understood what she has done. L6. Our eyes meet and somehow, together, we become aware that this is a special moment between two human beings. L7. Some unknown interval of time passes before her eyes open again, only this time there is no response in them, just a blank stare. L8. Mrs. Clark spared her family an episode that perhaps they were not equipped to handle and instead shared it with me. B L1. Assume for a moment that your 90-year-old mother has recently suffered a stroke. L2. When I say better, I mean she?ll go on as she has—until some other germ comes along. L3. I?ll tell you which choice I would make in this theoretical situation. L4. Sometimes such a transparent decision is more difficult to come by. L5. Let me sound one note of warning. SECTION A Graceful Hands
新视野2unit
编号： 西北大学现代学院教案2013 ～2014 学年度第二学期 分院（系）：外语系 教研室：英语专业教研室 课程名称：新视野大学英语2 课程学分： 5 授课专业班级：行政1301 教师姓名：韩春荣 职称：讲师 使用教材：新视野大学英语 作者及出版社：郑树棠外语教学与研究出版社 西北大学现代学院教务处制
说明：1、本表原则上以每章为单位填写。2、此表后面为本次安排的授课内容的教案正文。
基本内容 辅助手段 和时间分配 1.Warm-up activities: Group discussing (10 minutes) 2.Understanding the text (5 minutes) (ask students some questions related to the text.) 3.Detailed studies of text (65 minutes) 1) explanation of time-conscious Americans (15 minutes) 2) ?Much less? structure (10 minutes) 3) 2009年下半年四级真题阅读（快速阅读）(15 minutes) 4) the analysis of text structure (10 minutes) 5) the division of whole text (15 minutes) 4.Grammar and exercises (20 minutes) 5.Enrichment reading (60 minutes) 1) further grammar structure ( 25 minutes ) 2) the attributive clauses (15 minutes) 3) past perfect continuous tense (20 minutes) 6.Listening practice (65 minutes) 1)paragraph listening 2)compound dictation 3)conversation 以上三部分根据听力材料难度适当调整上课时间 7.Writing practice (15 minutes) 8.随堂写作(40 minutes) Topic: your time-consciousness 9.学生优秀作文分析与错误讲解（40 minutes） 其中包括语法误用，句子顺序错误，从句误用，词汇误用等 I. Pre-reading Activities: 1. Proverbs of time 1) Time works wonders. 时间创造奇迹。 By asking some questions or making discussions (10 minutes )
大学英语语法课说课稿
语法课教案 I. Teaching aim . 1.Aims on the knowledge : Enable students take in the grammar and related knowledge; 2.Aims on the ability : Develop their abilities of speaking and can use new knowledge to communicate with others in daily life . 3.Aims on the emotion : develop Ss' interest in English and let them love their life. II. Important points: Ss understand the grammar and learn about other related sentence structure . III.Difficult points. Ss take in the grammar and put it into practicing speaking about their daily life and use in express their ideas . IV.Teaching procedure . Step1: Warm-up : at the beagining of class,we can start a game, gusing words . Step2: Presentation . 1. Show students new sentences of grammar and explain for them ; 2. Show students related sentences and words . Let Ss read it by themselves . Step3: Practice. 1. Group member talk about “look, there is a…in/on/nea r…” “look, there are some…in/on nea r…” 2. Everyone can hand up and express their ideas sentences structures . Step4: Product . Combine grammar and some related sentences which teacher show to Ss . Ss have a try to have a dialogue in class with their partners . V. Blackboard design. 1.Show new sentence students at the lift side on the blackboard ; 2.Show some related sentence at the right side on the blackboard . VI. Homework. https://www.sodocs.net/doc/5313865330.html,municate with classmates about their Sunday or Saturdays using new sentences structure ; 2.Finish some tasks on the workbook which is about grammars . VII.Summary. 1.Ss may feel difficult about the grammar, teacher need to pay much attention to focus on the reflection of Ss and take actions to help them to understand grammar ;
(作文模板和句式)全国大学英语四级考试作文万能模板(精简版)备课讲稿
(作文模板和句式)2013年全国大学英语四级考试作文万能模板(精简版)
附录一：英语满分作文必背20句 1.According to a recent survey, four million people die each year from diseases linked to s moking. 依照最近的一项调查，每年有4，000，000人死于与吸烟有关的疾病。 2. The latest surveys show that quite a few children have unpleasant associations with ho mework. 最近的调查显示相当多的孩子对家庭作业没什么好感。 3. No invention has received more praise and abuse than Internet. 没有一项发明像互联网一样同时受到如此多的赞扬和批评。 4. People seem to fail to take into account the fact that education does not end with gradu ation. 人们似乎忽视了教育不应该随着毕业而结束这一事实。 5. An increasing number of people are beginning to realize that education is not complete with graduation. 越来越多的人开始意识到教育不能随着毕业而结束。 6. When it comes to education, the majority of people believe that education is a lifetime s tudy. 说到教育，大部分人认为其是一个终生的学习。 7. Many experts point out that physical exercise contributes directly to a person’s physical fitness. 许多专家指出体育锻炼直接有助于身体健康。 8. Proper measures must be taken to limit the number of foreign tourists and the great eff orts should be made to protect local environment and history from the harmful effects of in ternational tourism. 应该采取适当的措施限制外国旅游者的数量，努力保护当地环境和历史不受国际旅游业的不利影响。 9. An increasing number ;of experts believe that migrants will exert positive effects on con struction of city. However, this opinion is now being questioned by more and more city resi dents, who complain that the migrants have brought many serious problems like crime and prostitution. 越来越多的专家相信移民对城市的建设起到积极作用。然而，越来越多的城市居民却怀疑这种说法，他们抱怨民工给城市带来了许多严重的问题，像犯罪和**。 10. Many city residents complain that it is so few buses in their city that they have to spen d much mor e time waiting for a bus, which is usually crowded with a large number o f pass engers.
最新大学英语作文模板电子教案
1. My view on…(就...问题，我的观点) Model 1 模板一 Para 1第一段 Different people have different views on... It is held/ believed/ thought/ recognized/ acknowledged that...But it is also held that ... 就...而言，不同的人有不同的观点（见仁见智）。大家都认为...但也有人认为... Those who hold the first opinion feel…In contrast/however/on the contrary, those who hold the second view believe/suggest/argue/believe/think that… 持第一个观点的人认为...相反地，持第
二个观点的人认为 Para 2 第二段 As to me, I agree with the former/latter opinion. … 我赞同前者 /后者 In my I am for From my standpoint / viewpoint, I am in favor of From my point of view, I am supportive of As far as I am concerned What’s more，… Moreover ，…
Furthermore，… Besides，… Para 3 结尾段 In a word, … In sum In brief In short It’s necessary to take a correct attitude to…. Only …, can we … In conclusion 对...持正确的态度是有必要的。只有...，我们才能... To sum up As is mentioned above, Taking all the above into consideration,
大学英语语法教学初探
大学英语语法教学初探 提要：英语语法的掌握是英语能力的基本功,而目前中国学生的英语语法的学习效果并不令人乐观。改进教学方法,有机整合语法内容,加强文化对比,进行有效的语法练习是改善英语语法教学的重要途径。 关键词:语法教学;有机整合;文化对比;语法练习 语法是语言赖以形成和发展的要素,是语言组织的纽带,它和词汇、语语音共同构成语言的基本要素。在英语教学中,语言的三要素都是学生要掌握的基础知识。其中语法是研究用词造句的规则体系,它是为培养技能,形成语言交际能力服务的,并且对高效率的交际起着制约的作用。因此教学中应重视语法教学,决不能排斥。 一、语法教学现状及其学习的重要性 目前教学中存在两种不利语法教学的现象:其中之一,由于受传统教学的影响,很多老师先强调理论,孤立地讲完语法规则后再让学生做一定的练习,这样就形成了教师滔滔不绝地讲,学生辛辛苦苦地练,而最终的结果是学生笔试能力、做题能力提高了,相反口试能力,语言交际能力却差了;第二种现象,由于受教学改革的影响,很多老师在果断的摒弃旧的教学理念的同时又步入了另一个极端:强调注重人们语言学习的自然规律,英语课上大部分时间进行口语操练,废弃语法。即使有的教师会在上课时讲解语法,但大多采用的是那种就事论事的阻断式、割裂式的讲解和翻译模式,往往给学生造成一种“雾里看花”的感觉。致使许多学生到了大学之后其语法知识薄弱、语言运用能力差。他们所写、所译的东西错漏百出,让人啼笑皆非。在正确推进大学英语教学改革的今天,语法教学的薄弱使得提高学生的英语运用能力便只是空中楼阁。因此“让语法教学重返课堂”的呼声在英语教学上越来越强烈。对中国学生学习英语而言,他们毕竟没有使用目的语的环境,那么他们就很难及时、准确地辨别母语和目的语之间的语义特征和差异。因此就中国学生而言,希望不学语法便能牢固地掌握英语,提高其英语运用能力是不切实际的。换言之,在大学英语教学过程中,重视语法教学,改善语法教学是提高学生英语运用能力必不可少的。 二、关于语法教学的一些想法 很多学生进入大学之后,意识到了缺乏语法知识对其英语提高的限制,便买来语法书,夜以继日地研读,结果发现越来越糊涂。要想在短时间让学生加深对语法现象的了解,使学生对语法的认识豁然开朗,大学英语教师可从以下方面着手: 首先,有机整合语法内容。为了让学生能完整地了解语法的基础知识,在原理相通的情况下,删除一些过于琐碎的部分,采用联系、归纳、演绎、对比等多种方法将语法内容进行适当的有机整合。例如:将主语从句、宾语从句及表语从句联系起来讲解;将定语从句和同位语从句一同加以讲解及区别;将动名词和现在分词
新视野大学英语教案模板
教案 Practical College English 新认知大学实用英语综合教程 教研室：公共课部教师姓名：freefishwang 授课专业和班级11机电01、02、03 课程名称Practical College English 授课学时 6 授课内容Unit 1 Bill Gates in His Boyhood 教学目的Understand the main ideas of text A and text B, grasp the words, expressions, structures and word formations used in the text, and discuss the text among students and offer their opinions on the topic of learning styles and techniques. 教学重点Study the language points and know how to write a letter in English. 教学方法Student-oriented communicative teaching, free discussion and interaction. 教学过程 1.Warm-up activities (10 minutes) 2.Understanding the text (15 minutes) (Ask the students some questions related to the text.) 3. Detailed studies of the text(50 minutes) 4. Grammar and exercises(30 minutes) 5. Writing skills introduction (20 minutes) 作业Assign homework: 1. how to make friends. 2. Translation and after-class reading. 辅助手段Multimedia software 教学内容 1.Warm-up activities Introductory Remarks: Step 1: Show some pictures and watch a video, discuss in groups. Step 2: 1.Are you familiar with Bill Gates? Please say something about him. 2.Please list some other successful persons’ names and give a brief comment on them. 3.People often say that family education plays an important role in one’s life, what’s your opinion about it? II. Understanding the text 1. Analyze the structure of the passage. 2. Introduce the main idea of the Text A. Explain and illustrate the cultural background and language points in the text.
大学英语语法教学初探
大学英语语法教学初探 作者：韩莹 来源：《现代交际》2010年第06期 [摘要]近几年来,大学英语教学更加注重培养学生英语的听说能力和综合运用能力,削弱了语法教学,语法似乎成了可有可无的项目,忽视了语法是语言的一个重要组成部分,是语言的组织规律这一现象。本文将对大学英语语法教学的现状进行分析,并进一步探讨如何进行语法教学,将语法知识融入大学英语的教学中,并使其与听说能力互相促进提高。 [关键词]大学英语听说能力语法教学 [中图分类号]G642[文献标识码]A[文章编号]1009-5349(2010)06-0129-01 根据教育部颁布的《大学英语课程教学要求》,大学英语的教学目标在于全面提高学生英语综合素质,注重培养学生在英语听说读写译方面的应用能力。增强学生自主学习能力、提高综合文化素养。基于这一原因目前大学英语教学出现了“淡化语法”的现象,英语课程设置的重点多放在了培养和提高学生听说技能上,忽视语言点(词汇,语法)教学。 一、大学英语语法教学现状 (一)随着大学英语改革的不断深入,各类高校英语教材在内容上也随之发生了变化,由原来以体现语言知识为编写宗旨转向了现在以提高学生听说技能为主。很多教材都增加了听说练习的内容,通过练习培养学生语言的实用性和实践性。同时由于英语课堂教学模式实现了由以教师为中心到以学生为中心的转变,在英语课堂上教师越来越多的是使用交际教学法和听说教学法,激发学生开口说英语的兴趣,这就阻碍了以语法知识为中心的语法翻译教学法的实施,很大程度上削弱了语法教学。交际法的使用大大提高了学生口语表达能力,学生敢于开口说英语,喜欢开口说英语,但是在进行语言交流的过程中很多学生却不能准确表达自己的思想,这是因为大学英语对学生的词汇量和信息量有很高的要求,只注重听说训练,忽视语言点(词汇、语法)的教学不能很好地牢固学生英语基础,在这种情况下培养出来的学生英语听说水平是有限的。 (二)2006年大学英语四、六级考试实施改革,改革后的四级考试中听力的分值由原来的20%上升到现在的35%。同时,考查的方式也变得多样化,增加了复合式听写题型。尽管阅读的比重由原来的40%减为35%,但出现了两种新的阅读考查方法:快速阅读和选词填空。针对新四级的变化,我们不难看出听力部分的增加要求在英语学习的过程中更加强调听说为重。同时,新四级中取消了老四级考查语法词汇的“结构与词汇”部分,取而代之的是更加灵活的考查方式。这就导致了很多教师把主要精力放在对学生听说能力和阅读速度的提高上,更加忽略语法教学。但是从学生的考试成绩反馈来看,学生在听力和阅读题的准确率上存在很大问题。 二、对大学英语语法教学的建议
大学英语课程思政教学设计
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