上课时间 | 2020年9月7日-20日 | 周 次 | 第1-2周 | |||
授课类型 | B理论+实践 | 授课对象 | 商英(专)1901 | |||
授课题目 | Unit 1 Endearing Animals | 学 时 | 8 | |||
教学目的、要求 | ||||||
1.Teaching Objectives By the end of this unit, students will be able to understand the importance of protecting animals. 2.Teaching Requirements To achieve the teaching objectives, students need to preview and review before and after the class take notes carefully actively participate in class discussion actively interact with the teacher finish tasks as required | ||||||
教学重点、难点 | ||||||
Grammar: gerund and prent participles Vocabulary building: Word pairs Important words and phras: dampe立冬的天气特点
n, diaper, endearing, littermate, nuzzle, routine, sole, starvation, stroke, trim, tuck, vet, whimper, whine; bandage, cuddle, paw, purr, rescue, sniff, rip up Learn differences between British and American English | ||||||
教学方法与手段 | ||||||
1. Teaching Methods 1) Task-Bad Language Teaching 2) Heuristic Thinking 3) Group work & discussion 4) Exerci Practice 2. Teaching Aids 1) PowerPoint Prentation 2) Multi-media Aids 3)Board Writing | ||||||
教学内容及过程 | 旁 批 | |||||
1. Teaching Contents In this unit, students will learn Part I: Brief Introduction & Fast Reading (A) Part II: Reading Comprehension Reading A: Enduring animals Part III: Exercis Part IV: Grammar&Language in U Part V: Culture tips 2. Teaching Process In the First and Second Class Part2: Lead-in Watch a video about wild animals and discuss the following questions： 1Do you think human beings have the right to ensure their existence at the expen of animals' live？ 2Why do people keep pets？ 3Do young people and old people keep pets for same reasons？ Part3: Vocabulary Student should complete task B on page 2 and task D on page 3 before class and teacher ask some students to give answers。 In the Third and Fourth Class Part3: Pre-reading Each group of students share experience or comments about having pets with your classmates. A student is trying to introduce his/her experience or comments about having pets to his/her partner. Work in pairs. Switch the roles in the next round. Part 2: Fast Reading Before the third and fourth class, students should preview the reading A. In class, students will have 10 ms to read it again and complete task A on page 7. Part 3: Careful Reading First, listen to the tape para by para. Second, a certain student read one para. Third, a certain student translate some ntences which have different expression in Chine. Forth, teacher explain the difficult and complex ntences. After explaining, students should review the text and complete task B and task C on page 7. Part 4: Language points (1) dampen v. to make something slightly wet e.g. Dampen the soil a little before you put the eds in. The rain had dampened the tent so we left it to dry in the afternoon sun. (2) diaper n. a piece of soft cloth or soft paper that is put between a baby’s legs and fastened around its waist to hold liquid and solid waste e.g. When the baby cries, you should check her diaper first to e if it is wet. The baby was wearing a disposable diaper. (3) endearing adj. making someone love or like you e.g. Shyness is one of her most endearing qualities. He had a boyish, slightly dreamy look that was very endearing. (4) littermate n. a member of a group of baby animals that a mother gives birth to at the same time e.g. This doggie is the strongest one among all his littermates. (5) nuzzle v. to gently rub or press your no or head against someone to show you like them e.g. The hors were nuzzling up against each other. Evan leaned forward and began nuzzling her shoulder. (6) routine adj. happening as a normal part of a job or process e.g. You mustn’t worry. The are just routine enquiries. (7) sole adj. being the only one e.g. The story was published with the sole purpo of lling newspapers. He is the sole survivor of the crash. (8) starvation n. suffering or death caud by lack of food e.g. About thirty million people die of starvation each year. A global fall in the price of rice spread hardship and even starvation to many parts of Asia. (9) stroke v. to move your hand gently over something e.g. He reached out and stroked her cheek tenderly. (10) trim v. to make something neat or smooth by cutting away irregular I have my hair trimmed every six weeks. Peter was trimming the lawn around the ros. (11) tuck v. to put something into a convenient narrow space e.g. He tucked the newspaper under his arm and walked on. She tucked an unruly lock of hair behind her ear. (12) vet n. someone who is trained to give medical care and treatment to sick animals e.g. Could you call the vet and ask him to come to the farm? I’d like him to have a look at one of the hors. Jane’s taking her kitten to the vet. (13) whimper v. to make low crying sounds e.g. The little dog whimpered when I tried to bathe it. “It’s not my fault,” she whimpered. (14) whine v. to make a long high sad sound e.g. “I don’t understand,” whined Ro. He could hear the dog whining behind the door. Part 5: Sentence structure (1) Inside was a tiny bit of white fur, perhaps two ounces in weight, covered with dampened cotton. (Para. 2) 盒子里是一小团白色绒毛似的小东西，大约 2 盎司重，绒毛上面还覆盖着一块潮湿 的棉布。 本句是主谓倒装结构。主语是位于连系动词 was 之后的句子内容。一般当主语带有较长的修饰语而谓语较短时，主谓要倒装，以平衡整个句子结构。 e.g. Inside the pyramid are the burial rooms for the kings and queens. 金字塔里面是国王们和王后们的藏室。 (2) Endearing animals 1 2. But for him she would certainly have died. (Para. 15) 如果不是他的话，她肯定已经死了。 本句中，请注意词组but for的用法。But for作“要不是，如果没有，倘若没有的 话”解，用于引导含蓄的虚拟条件句。 e.g. I had have been lost but for you. 要不是你，我就走迷路了。 But for the fog we would have reached our destination long ago. 要是没有下雾的话，我们很早就到达目的地了。 Part 6: Exerci After the class, the students should complete exercis about vocabularies and phras from page 49 to page 50 before the next class. And in the third class, teacher will ask some students to tell answers to all class. In the Fifth and Sixth Class Part 1: Grammer Teacher will explain this grammar again and expand more knowledge about non-finite verb. Third, ask students to give answers of exerci on page 10 and 11 and teacher re-correct them. Part 2: Vocabulary Building First, watch a video about British and American English, which come from a native English teacher. Second, students need to summarize information about British and American English. Third, ask students to give answers of exerci on page 12 and 12 and teacher re-correct them. In the Seventh and Eighth Class Part 1:Prentation Group 1: Animal words with different cultural connotations Students of Group 1 should prepare prentation under the title of Animal words with different cultural connotations before class and show it in this class. The time is 15 minutes. Part 2:Culture tips Teacher and students read the small article about dreams on ancient cultures on page 19 together and enjoy it. Part 3:Questions and Answers Students review this unit and ask question if they have, and the teacher answers the questions. In the next class, there will be words dictation. | ||||||
参考书、 参考文献 | Acomprehensive English Cour (III) 致用英语 综合教程3 第二版 | |||||
作业布置 | 1.Review the words and vocabulary in this unit. 2.Exercis. | |||||
课后小结 | 学生到课情况 | 应到： 实到： 其他情况： | ||||
1. 本课的课文为记叙文，较为简单学生学习效果较佳。 2. 本课的语法知识点为现在分词和动名词作定语，为非谓语动词中一个小点。非谓语动词是英语语法中较难的内容，需要一定的基础，同时也需要系统地学习。第三单元的语法知识点为动名词和不定式作宾语，同样也是非谓语动词中一个小点。所以老师对这两个语法点进行了扩展，帮助学生系统梳理了非谓语动词。 3. 词汇拓展部分涉及英美英语的不同，但课本上仅从词汇上进行了介绍，课上通过视频进行了拓展，文化内容的对比与culture tip相结合。 4. Culture tip 由同学们来做prentation，该课的culture tip有很强的可塑性，同时将词汇学习和文化差异相结合，同学们的prentation内容普遍比较丰富。 | ||||||
本文发布于:2023-05-03 20:57:15，感谢您对本站的认可！
本文链接：https://www.wtabcd.cn/fanwen/fan/82/521622.html
版权声明：本站内容均来自互联网，仅供演示用，请勿用于商业和其他非法用途。如果侵犯了您的权益请与我们联系，我们将在24小时内删除。
| 留言与评论（共有 0 条评论） |
