教学对象 Teaching Subjects 周 次 课型 第 周 2016级大学英语本科 教学内容 Lesson Content 授课时间 Unit 1 Unit 1 Toward a brighter future for all □ 理论课 √ 理论、实践课 □ 实践课 多媒体教室 课时分配 6 教学环境 Teaching Environment 教学目标 Teaching Aims After studying this unit, the students are expected to be able to: 1. understand the main idea and structure of Section A and Section B； 2. master the key language points and grammatical structures in the text 3. understand the true meaning of fame and talk about their personal attitudes toward it; 4. read with the skill ―making inferences‖; 5. write a composition with the structure ―A paragraph with a topic sentence supported by details‖. 1. Vocabulary 重点 Key Issues Explore transmit resource emerge yield pose assume confidence inherit comprehensive 2. Skills ● Learn to read with the skill ―structure analysis‖ and write a passage with this structure ―a general statement supported by details‖. ●To talk about college education ● writing paragraphs with the structure ―a general statement supported by details‖. ●To apply the phrases and patterns 难点 Potential Problems and Difficulties 教学方法 Methodology A combination of traditional teaching methods with the communicative approach will be adopted. Special attention should be paid to classroom interaction like questioning and answers. Small group works are always needed while discussing the questions and the difficult translation practice. More encouragement is needed and more guidance will be given in their extracurricular study. Visual aids, projector, stereo and microphone 教具 Teaching Aids 教学分组 Teaching Groups Group work and pair work 课堂学习任务与活动的组织Conduct of Tasks and Activities （师生互动方式Mode of Interaction; 学习策略Learning Strategies） Students-centered Task-based teaching and learning 教学过程设计 Teaching Procedures 步骤1 Step 1 导入 Lead-in I. Greeting and warming-up questions discussion. 1. What is the ideal university like in your eyes? 2. What are your expectations of your college life? II. Listening and discussing. 1. Listening practice. 2. What advice did your parents give you before you left for college? II. Listening to a passage and answer questions on page 2 步骤 2 Step 2 课文学习 Section A Toward a brighter future for all I. New words 1.pledge to do sth. (pledge to /boost cooperation/exchange/China-US ties ) 中美政府承诺将加强合作与交流以确保两国关系的未来更加美好。 China and the United states pledge to boost cooperation and exchange to ensure a better future for China-US ties. 2.to make the most of (tips / to make the most of) 这篇文章向你介绍iPhone5S手机的7个使用小窍门。 This article introduces 7 tips for making the most of your iPhone5S. 3.to reap the benefits (read extensively / to reap the benefits / sooner or later) 继续广泛阅读，你会受益的。 Keep on reading extensively, and you will reap the benefits sooner or later. 4.to feel overwhelmed by不知所措 (fierce competition / feel overwhelmed / job market) 现如今，激烈的竞争让许多年轻人不知所措。 Nowadays, many young people feel overwhelmed by the fierce competition in the job market. 5.to stand a chance of 有机会，有希望 在这种极端天气下动物很难存活。 Animals stand little chance of survival under such extreme weather. II. Useful expressions Practical Phrases Specific Meanings 1. pledge to do sth. 作保证，承诺 2. make the most of sth. 充分利用 3. reap the benefits 得享好处 4. feel overwhelmed by sth. 因??无法对付 5. stand chance of 有机会，有希望 6. take great pleasure in doing sth. 乐于做某事 7. open the door to sth. 给??打开方便之门 III. Functional Patterns and Functions & Usages 1. As ?, sb. is proud /happy/ sorry /sad? to do sth. 用于表达“某人在特定身份下做某事的感受”。 举“最典型的事例”。 2. In doing sth, sb. is reminded of sth. 用于表达“某事引起的回忆”。 3. If sb. could give sb. else only one piece of advice about…, it would be this: Do sth.! 用于表达“某人认定的最为重要的建议”。 4. ? A wonderful example of this is sb. who?/ sth. that? 用于列 II. Structure Analysis: Main idea of section A: It is a university president’s welcome speech, in which the president gives valuable guidance to and express expectations of freshman students. Part I (Paras. 1-3) The president congratulates students on their achievement and reminds students of the fact that their current success was due to their own and their parents’ efforts, and that their future is built on a solid foundation of the past. Part II (Paras. 4-7) The president offers students comprehensive advice on how to make the most of their four college years and makes them realize the university’s expectations and their own responsibilities Para. II (Para. 8) The students are called upon to cherish the opportunities and to bear in mind their responsibilities as citizens of their communities, their country and the world. 步骤3 Step 3 语言点Language points Detailed study of the text 1. Your achievement is the triumph of years of hard work, both of your own and of your parents and teachers.(para 1) Meaning: Your entering this university is an important success. This success is due to many years of your hard work, and many years of your parents’ and teachers’ hard work. 2. Here at the university, we pledge to make your educational experience as rewarding as possible. Meaning: Here at the university, we promise to make your educational experience as worthwhile as possible. a. pledge: make a formal promise that you will do sth.发誓，作保证 b. rewarding: giving you satisfaction, pleasure or profit 有意义的，有回报的 a. get by 勉强应付 b. on 靠 生存，靠 运行 c. fascinating 迷人的 d. pursue 追求，致力于，追赶 e. passion 热爱，激情 3. In welcoming you to the university, I am reminded of my own high school graduation and the photograph my mom took of my dad and me. (para 2) Meaning: When I am welcoming you to this university, something I remember is my own high school graduation and the photo my mom took of my dad and me. a. remind sb. of sb. 使某人想起某事 make sb. remember sb. that they know or sth. that happened in the past be very similar to sb. or sth.使某人想起相似的人或事 4. You will miss your old routines and your parents’ reminders to work hard and attain your best. Meaning: You will miss your usual life patterns and your parents’ reminding words that you should work hard and achieve the best you can. a. routine 例行公事，常规 b. reminder 起作用的东西 c. attain 得到，获得 5.You may have cried tears of joy to be finally finished with high school, and your parents may have cried tears of joy to be finally finished with doing your laundry!(para 3) Meaning: Perhaps you were so happy that you cried because at last you finished high school, and perhaps your parents were so happy that they cried because eventually they wouldn’t have to do your laun dry any more! a. may have done sth.可能已经做某事 b. finished 结束，完成了，完蛋了 6. Here you are surrounded by great resource: interesting students from all over the country, a learned and caring faculty, a comprehensive library, great sports facilities, and student organizations covering every possible interest from the arts to science, to community service and so on. (para4) a. resource 资源 b. learned 博学的 c. caring 乐于助人的 d. faculty 群体教员 e. comprehensive综合的，全面的 f. community 社区，团体 7. You will learn to get by on very little sleep, meet fascinating people, and pursue new passion. (Para4) Meaning: You will learn to manage with very little sleep, meet very interesting people, and find new interest. 8. I want to encourage you to make the most of this unique experience, and to use your energy and enthusiasm to reap the benefits o this opportunity. (parea4) Meaning: I want to encourage you to do all you can to make advantage of this special experience, and to use your energy and passion to gain rewards from this chance. a. make the most of—gain the greatest b. unique 特别的，极不寻常的，独特的 c. enthusiasm 热情 d. reap 收获，获得 e. benefit 好处，利益 f. reap the benefits of 得到 的好处 g. opportunity 机会，时机 9. You may feel overwhelmed by the wealth of courses available to you. (para5) Meaning: When facing the large number of courses that you can take at college, you may not know how to choose. a. overwhelm 是无法对付 b. wealth 大量，众多 c. available 可获得，可利用 10. You will not only emerge as a more broadly educated person, but you will also stand a better chance of discovering an unsuspected passion that will help to shape your future.(para5) Meaning: You will not only grow and develop into a more broadly educated person, but you will also be more likely tof ind a passion you don’t know you have, which will help you to shape your future. a. emerge 出现，露出 b. stand a chance of doing sth. 有希望 c. unsuspected 未知的，未被想到的 11. You may be an early bird while your roommate is a night owl!(para6) a. early bird 早起的人 b. night owl 夜猫子 12. And I promise that virtually all of t hem will provide you with valuable lessons which will enrich your life.(para6) a. virtual 几乎相同的，实质上的 b. virtually 实际上，几乎，虚拟地点 c. enrich 使丰富，充实 13.Your are the inheritors of the hard work of your families and the hard work of many countless others who came before you. They built and transmitted the knowledge you will need to success.(para7) Meaning: You inherit the fruit of the hard work of your families and of many other people who were before you. They built and passed on to you the knowledge which you will need in order to succeed. a. inherit 沿袭，秉承 b. inheritor 继承者 c. transmit 传递，传播 14. We take great pleasure in opening the door to this great step in your journey. We take delight in the many opportunities which you will find, and in the responsibilities that you will carry as citizens of your communities, your country, and the world. (para8) Meaning: We are very happy to open the door to this next gre at step in your journey. We are delighted that you will find many different opportunities and many responsibilities, which you will shoulder as citizens of your communities, your country, and the world. Meaning: We are very happy to open the door to this next step in your journey. We are delighted that you will find many different opportunities and many responsibilities, which you will shoulder as citizens of your communities, your country, and the world. a. take the pleasure in doing sth.乐于做某事 b. open the door to sth. 给 以机会 c. take delight in doing sth. 以做某事为乐 步骤4 Step 4 问题讨论 Question discussing 1. What’s the speaker’s purpose in mentioning the parents’ reminders? (Para.3) Help the students realize that the future is built on a strong foundation of the past. 2. How will the next four years be different from any other? Or what great resources will you enjoy ? (Para.4) Make the most of this unique experience. 3.What responsibilities should college students shoulder according to the speaker? (Para.7) acquire knowledge; discover passion; build a strong and prosperous future for the later generations. 4.What does the speaker call on students to do at the end of his speech? (Para.8) To carry their responsibilities as citizens of their communities, their country and the world.
步骤 5 Step 5 练习讲解 Review & Exercises 1.Review 2.Oral presentation --- Reproduction 3.. Exercises 4. Exercises 3,4,5,6,7 (Ss give answers and raise questions they may have and T explains the difficulties) 5.Exercises 9I--- writing Assignments: 1) review Section A; 2) Exercises in Section B; 3) speed reading 步骤 6 Step 6 听力训练 Listening practice Assignments: 1) Story retelling in Unit 1; 2) Pair work --- practice model dialogs in unit 1 in the Listening and Speaking Book; 3) Preview the new words in unit 2; ――――――――――――――――――――――――――― 自我评价问题Questions for Self-evaluation: 板书设计 Blackboard Layout Background Information 1. 2. 3
Structure of the text and sentence structure in details 1 2 3 Warm-up questions: 1 2 1. Can I understand the text fully? 自我评价问题2. Have I memorized the new vocabulary and can I put them into use? Questions for 3. Do I understand better how to become a successful language learner? Self-evaluation 全新版大学英语长篇阅读1，上海外语教育出版社，李荫华 教材与教学资新视野大学英语读写教程（第三版），外语教学与研究出版社，郑树棠 源Resources 大学英语语法，外语教学与研究出版社大学英语，袁懋梓 and Materials: 大学实用英语写作教程，北京理工大学出版社，汪宏 教参 References 新视野大学英语教师用书, 郑树棠, 外语教学与研究出版社，2015年 Motivating Students to Learn.Brophy Jere.East Normal University Press.2004 Classroom Decision-making.Breen Michael P.Shanghai Foreign Language Education Press.2005 课后记录 After Class Notes 教学对象 Teaching Subjects 周 次 课型 第 周 2016级大学英语本科 教学内容 Lesson Content 授课时间 Unit 3 Digital Campus 月 日- 月 日 □ 理论课 √ 理论、实践课 □ 实践课 多媒体教室 课时分配 6 教学环境 Teaching Environment 教学目标 Teaching Aims After studying this unit, the students are expected to be able to: 1. understand the main idea and structure of Section A and Section B； 2. master the key language points and grammatical structures in the text 3. understand the influence of internet on college students; 4. read with the skill ―distinguishing between facts and opinions‖; 5. write a composition with the structure ―cause and effect‖. 1. Vocabulary 重点 Key Issues transform, analyze, estimate, inferior, take the lead, account for, focus on, keep up with, stand out, replace with, 2. Skills ● Learn to read with the skill ―distinguishing between facts and opinions‖ and write a passage with this structure ―cause and effect‖. 难点 Potential Problems and Difficulties ●understand the influence of internet on college students ● writing paragraphs with the structure ―cause and effect‖. 教学方法 Methodology A combination of traditional teaching methods with the communicative approach will be adopted. Special attention should be paid to classroom interaction like questioning and answers. Small group works are always needed while discussing the questions and the difficult translation practice. More encouragement is needed and more guidance will be given in their extracurricular study. 教具 Visual aids, projector, stereo and microphone Teaching Aids 教学分组 Teaching Groups Group work and pair work 课堂学习任务与活动的组织Conduct of Tasks and Activities （师生互动方式Mode of Interaction; 学习策略Learning Strategies） Students-centered Task-based teaching and learning 教学过程设计 Teaching Procedures 步骤1 Step 1 导入 Lead-in I. Short answer questions 1. What are the advantages and disadvantages of each way of teaching and learning, like traditional classroom, multimedia classroom and studying online in the dorm? Traditional classroom Advantages: · more direct communication between teachers and students; · a better learning atmosphere. Disadvantages: · little interaction either among students or between students and the teacher; · teachers tending to dominate the class; · writing on blackboard reducing efficiency. Multimedia classroom Advantages: · more vivid teaching materials; · students better engaged in classroom learning. Disadvantages: · too many distractions with too many pictures and videos in multimedia classrooms. Studying online in the dorm Advantages: · being able to choose when and what you want to learn; · easy access to the wide range of online information Disadvantages: · making it easier for students to copy answers from the Internet; · lack of face-to-face communication between the teacher and student; · the possibility for students to develop Internet addiction 2. Which way do you prefer? Give your reasons. 3. Do you think the Internet is indispensable in teaching and learning nowadays? Why or why not? II. Cultural background Questions previewing 1. According to your own knowledge, what are smart phones? 2. Can you name and introduce some famous companies that produce smart phones? III. Compound dictation Listen to a short passage concerning digital education and fill in the missing information. 步骤 2 Step 2 课文学习 Section A College Life in the Internet Age I. New words 1. access享用权；享用机会 e.g. Access to up-to-date information is essential to our research. 2. take the lead 树立榜样，带头 e.g. The chairman always takes the lead in everything and is deeply trusted by the masses. 3. account for解释，说明，引起 e.g. Many countries are trying to find out what accounts for the disappearance of MH370 airplane. ―――――――― 步骤 3 Step 3 练习讲解 Review & Exercises 4. inferior差的，次的 e.g. It is stupid to think that women are inferior in intelligence to men. 5. focus on（把…… ）集中（于） e.g. Millions of people focus their attention on commodities which are good in quality and low in price. 6. keep up with. ①跟上；保持同步；②和（朋友）保持联系 e.g. Young people now have more and more means to keep up with their friends. 7. stand out①出色；②显眼；突出 e.g. Her long, blonde hair and bright pink dress made her stand out in the crowd. 8. replace with用……替换;以……接替 e.g. Many people believe that it will be a matter of time before they completely replace cash with credit cards. II. Structure Analysis: Part I — (Para. 1) The college today is being transformed into a new age of electronics by a fleet of laptops, smart phones and Internet connection 24 hours a day. Part II — (Paras. 2-6) Colleges have become the most Internet-accessible spots in the world. And this digital transformation has brought students various conveniences for their learning and lives. Part III — (Paras. 7-11) The information technology has developed fast on campus. In order to maintain their competitive advantage and attract students, colleges are competing with the best Internet services. Part IV — (Para. 12) The anywhere-anytime access has already yielded amazing benefits in education. With the widespread application of digital technology, we are going to produce a generation of problem-solvers and intelligent thinkers. III. Detailed study of the text Para 2 Q: How do students use new technologies in and out of class? Para 4 Q: How do students feel about wireless Internet access? Para 6 Q: Why is non-stop Internet connection becoming indispensable for the storage and management of the information? What is the advice offered by the writer? Para 7. Q: How fast has information technology developed on campus? </p><p> Assignments: 1) Exercises in Section A, 2) preview text B, 3) oral report about the Q: ―How has Internet changed your life on campus?‖ ――――――――――――――――――――――――――― 步骤 3 Step 3 练习讲解 Review & Exercises V. Review II. Oral presentation III. Exercises xii. Exercises III, IV, V, IX, X (Ss give answers and raise questions they may have and T explains the difficulties) xiii. Exercises XI, XII--- writing 步骤 4 Step 4 课文B Section B Too much of a good thing----A real addiction I Questions and Answers 1. Read the title of Text B and predict what is the author’s main purpose in writing the text. 2. What is the advantage of the Internet mentioned in Paragraph 1? (Para.1) 3. Why does the author regard the Internet as a double-edged sword? (Para.2) 4. Why are new college students most likely to get addicted to the Internet? (Paras.3-5) 5. What kind of people think Internet addiction is not a real problem? (Para. 6) 6. What are mentioned in the text as circumstances under which endorphins may be released? (Para. 6) 7. What can we learn about endorphins and Internet addicts from the text? (Para. 7) 8. When should we take a step back from the Internet? (Para. 8) II. Language Points 3. a wealth of sth. 丰富的 e.g. China is home to a wealth of traditional medicines. 4. give rise to sth. 引起；导致 e.g. Smiling can give rise to feelings of good will, while frowning makes one gloomy. Assignments: 1) review Section A; 2) Exercises in Section B; 3) speed reading ――――――――――――――――――――――――――― 步骤 5 Step 5 听力训练 Listening practice Assignments: 1) Story retelling in Unit 1; 2) Pair work --- practice model dialogs in unit 1 in the Listening and Speaking Book; 3) Preview the new words in unit 2; ――――――――――――――――――――――――――― 板书设计 Blackboard Layout Background Information 1. 2. 3 <Title> Structure of the text and sentence structure in details 1 2 3 Warm-up questions: 1 2 4. Can I understand the text fully? 自我评价问题5. Have I memorized the new vocabulary and can I put them into use? Questions for 6. Do I understand better how to become a successful language learner? Self-evaluation 全新版大学英语长篇阅读1，上海外语教育出版社，李荫华 教材与教学资新视野大学英语读写教程（第三版），外语教学与研究出版社，郑树棠 源Resources 大学英语语法，外语教学与研究出版社大学英语，袁懋梓 and Materials: 大学实用英语写作教程，北京理工大学出版社，汪宏 教参 References 新视野大学英语教师用书, 郑树棠,外语教学与研究出版社，2015年 Motivating Students to Learn.Brophy Jere.East Normal University Press.2004 Classroom Decision-making.Breen Michael P.Shanghai Foreign Language Education Press.2005 1 课后记录 After Class Notes 教学对象 Teaching Subjects 周 次 课型 第 周 16级大学英语本科 教学内容 Lesson Content 授课时间 Unit 2 Loving Parents, Loving Children 月 日- 月 日 □ 理论课 √ 理论、实践课 □ 实践课 多媒体教室 课时分配 6 教学环境 Teaching Environment 教学目标 Teaching Aims After studying this unit, the students are expected to be able to: 1. understand the main idea and structure of Section A and Section B； 2. master the key language points and grammatical structures in the text 3. talk about the love between the parents and children 4. understand the love between the mother and the daughter in the text 5. To write an essay creatively based on the understanding of the text 1. Vocabulary Make it; be free of/from; strip off; reverse oneself; straighten up; keep back; with open arms; sb. catch oneself doing something; the more…, the more…; sb. does something, so/neither sb. does sb. else 2. Skills ● writing devices: sentence writing: 名词+现在分词；名词+介词短语；名词+过去分词；名词+形容词； 重点 Key Issues 难点 Potential Problems and Difficulties ● writing devices: sentence writing: 名词+现在分词；名词+介词短语；名词+过去分词；名词+形容词； 教学方法 Methodology A combination of traditional teaching methods with the communicative approach will be adopted. Special attention should be paid to classroom interaction like questioning and answers. Small group works are always needed while discussing the questions and the difficult translation practice. More encouragement is needed and more guidance will be given in their extracurricular study. 教具 Visual aids, projector, stereo and microphone Teaching Aids 教学分组 Teaching Groups Group work and pair work 课堂学习任务与活动的组织Conduct of Tasks and Activities （师生互动方式Mode of Interaction; 学习策略Learning Strategies） Students-centered Task-based teaching and learning 教学过程设计 Teaching Procedures 步骤1 Step 1 导入 Lead-in I. Survey: How Close Are You and Your Parents? Check (√) the statements which are true for you. ? I have been missing my parents a lot since I left for college. ? I often chat with my parents. ? I like sharing my joys and sorrows with my parents. ? I always remember my parents’ birthdays. ? I know about my parents’ hobbies. ? My parents allow me to make my own decisions. II. Short Answer Question To what extent are you close to your parents? III. Watch and Talk Watch a short video and answer the following question: What happened to the father and the son? 步骤 2 Step 2 课文学习 Section A A Child’s Clutter Awaits a Parent’s Return I. Main Idea and Structure Main idea: The text depicts a mother’s responses to her daughter’s fight for independence through detailed description of the mess left behind by the daughter. Structure: General situation & my responses (Paras. 1 - 4) The mess left by the daughter and my responses (Paras.5-12) Concluding part (Paras. 13 - 22) II. Language Focus Make it; be free of/from; strip off; reverse oneself; straighten up; keep back; with open arms; sb. catch oneself doing something; the more…, the more…; sb. does something, so/neither sb. does sb. else III. Critical Thinking 1 If you were the daughter, what response would you have when you read the article? 2 Some young people refuse to take their parents’ advice or even do the opposite as they think they are adults. How do you think about it? 3 Some say a good relationship starts with good communication. What can you do to strengthen communication with your parents? 步骤 3 Step 3 练习讲解 Review & Exercises VII. Review II. Exercises xvi. Exercises 1-7 (Ss give answers and raise questions they may have and T explains the difficulties) xvii. Exercises 8-11- writing 步骤 4 Step 4 课文B Section B Time Slows Down I Reading Skills ---How to Read in Thought Groups Introduction: When we read, our eyes make small stops along the line of text. Poor readers make many more fixations (eye stops) than good readers. Not only does this slow you down, but it inhibits comprehension because meaning is easier to pull from groups of words rather than from individual words or even single letters. Try to read in phrases of three or four words, especially in complete clauses and prepositional phrases. To develop the habit of reading in phrases, you may use a “/” to mark off phrases and to group them into group thoughts. Read the following sentences by dividing them into phrases, or thought groups. Practice: finish the exercise on page 45 II Text comprehension 1. Read paragraphs 2, 5, 6 in thought groups, find out what make the daughter recall an experience with her father when she was five? (Paras. 2-6) 2. What makes the daughter’s fatigue go away? (Para. 7) 3. How does the daughter react when her father suggests they take some smoked eel home for supper? (Paras. 8-11) 4. What happens to the eel finally? (Paras. 12-19) 5. Why does the father forgive her daughter having eaten the eel up? (Para. 20) 6. Why does the daughter mention the happy experiences with her father in the past? (Paras. 21-22) 7. What has the daughter done to make her father cheer up again? (Paras. 24-34) 8. Why does the daughter mention smoked or dried eel several times in the text? III. Language Focus Slow down; make sense; lay out; be supposed to do; once in a while; on one’s own; pull /help /assist /raise sb. to one’s feet; care fore; some days…, other days…; It is not that /Not that sb. do sth., but that sb. do sth.; Difficult sentences --- translation （wording / figure of speech） 1. Time slows down and the love flows in – father to daughter and back again. 2. Some days, time flies with joy all around. Other days, time rots like old fish. 3. Not that he often gets up on his own, but once in a while he’ll suddenly have a surge of strength. Assignments: 1) review Section A; 2) Exercises in Section B; 3) speed reading ――――――――――――――――――――――――――― 步骤 6 Step 6 听力训练 Listening practice Assignments: 1) Story retelling in Unit 2; 2) Pair work --- practice model dialogs in unit 2 in the Listening and Speaking Book; 3) Preview the new words in unit 2; </p><p>板书设计 Blackboard Layout Background Information 1. 2. 3 <Title> Structure of the text and sentence structure in details 1 2 3 Warm-up questions: 1 2 7. Can I understand the text fully? 自我评价问题8. Have I memorized the new vocabulary and can I put them into use? Questions for 9. Do I understand better how to become a successful language learner? Self-evaluation 全新版大学英语长篇阅读1，上海外语教育出版社，李荫华 教材与教学资新视野大学英语读写教程（第三版），外语教学与研究出版社，郑树棠 源Resources 大学英语语法，外语教学与研究出版社大学英语，袁懋梓 and Materials: 大学实用英语写作教程，北京理工大学出版社，汪宏 教参 References 新视野大学英语教师用书, 郑树棠, 外语教学与研究出版社，2015年 Motivating Students to Learn.Brophy Jere.East Normal University Press.2004 Classroom Decision-making.Breen Michael P.Shanghai Foreign Language Education Press.2005 课后记录 After Class Notes 教学对象 Teaching Subjects 周 次 课型 第 周 16级大学英语本科 教学内容 Lesson Content 授课时间 Unit 8 Friendship across gender and border 月 日- 月 日 □ 理论课 √ 理论、实践课 □ 实践课 多媒体教室 课时分配 6 教学环境 Teaching Environment 教学目标 Teaching Aims After studying this unit, the students are expected to be able to: 1. understand the main idea and structure of Section A and Section B； 2. master the key language points and grammatical structures in the text; 3. understand the true meaning of fame and talk about their personal attitudes toward it; 4. read with the skill ―structure analysis‖; 5. write a composition in the pattern of comparison and contrast 1. Vocabulary gender, contradiction, deliberate, spill, rigid, splash, nurture, tendency, feminine, restrain, on a mission , to sb.’s relief, be born with sth. 2. Skills Learn to read with the skill structure analysis and write a composition in the pattern of comparison and contrast, focusing mainly on the differences. 重点 Key Issues 难点 Potential Problems and Difficulties ● talk about each individual’s understanding of cross-gender friendship ● writing paragraphs with the pattern of comparison and contrast A combination of traditional teaching methods with the communicative approach will be adopted. Special attention should be paid to classroom interaction like questioning and answers. Small group works are always needed while discussing the questions and the difficult translation practice. More encouragement is needed and more guidance will be given in their extracurricular study. Visual aids, projector, stereo and microphone 教学方法 Methodology 教具 Teaching Aids 教学分组 Teaching Groups Group work and pair work 课堂学习任务与活动的组织Conduct of Tasks and Activities （师生互动方式Mode of Interaction; 学习策略Learning Strategies） Students-centered Task-based teaching and learning 教学过程设计 Teaching Procedures 步骤1 Step 1 导入 Lead-in I. Greeting ―In prosperity our friends know us; in adversity we know our friends.‖; ―A friend in need is a friend indeed.‖ II. Discussion 1. Do you think cross-gender friendship is possible? 2. Are cross-gender friendships common in China? 3. What do you value most in friendship? →Share the feeling with each other. →Help each other and offer suggestions when in trouble. ... III. Do the Pre-reading questionnaire on friendship and compare the answers to see how differently you treat male and female friends. 步骤 2 Step 2 课文学习 Section A Gender variables in friendship: Contradiction or not? I. New words 1. contradiction n. a difference between two statements, beliefs, or ideas about sth. that means they cannot both be true It is a contradiction to say you support him but would not vote him in the election. 2. deliberate a. intended, not done by chance or by accident Obviously, it was more of a deliberate crime than an accident. 3. rigid a. 1) unable to move because of a strong emotion such as fear or anger I heard a noise and woke up rigid with fear. 2) (of methods, systems, etc.)very strict and difficult to change Some students complained about the rigid rules and regulations at school. 3) very unwilling to change your ideas or behavior Crossed arms may show a rigid state of mind, not open to interaction. 4. scare vt. make sb. feel frightened or worried I don’t want to scare you, but we should all be prepared for natural disasters to happen. 5. spontaneous a. happening in a natural way without being planned or thought about Her words were spontaneous and obviously not planned. 6. feminine a. having qualities that are traditionally considered to be typical of women, for example being gentle and delicate To me, Mrs. Thatcher was warm and feminine, gracious and intelligent. 7. restrain vt. 1) control your own emotions or behavior He was so curious to know what was in the letter that he could not restrain himself from opening it. 2) stop sb. from doing sth., often by using physical force Please restrain yourself from coughing during the performance. II. Structure Analysis: Part I (Para. 1) serves as an introduction. It informs the reader that the author has entirely different pictures of his female friends and male friends. Part II (Para. 2-4) provides two examples to illustrate how differently the author communicates with his male friend Donald and his female friend Jessica. In Paragraphs 2 and 3, the author describes his imaginary adventure with Donald, his earliest childhood friend in Europe. However, Paragraph 4 depicts the author’s experiences and friendship with Jessica, one of his best friends these days. Part III (Para 5-6) carries out the discussion about gender differences in friendship and their causes. To sum up, this text is well-organized in that it makes a general introduction first, then gives supporting examples, and finally draws a conclusion. Throughout the writing, the author adopts the contrast pattern to make his ideas closely related and clearly presented. III. Detailed study of the text Para 1 Q: The author compares and contrasts his memories of his female friends and male friends in cinematic terms. What’s the different images of the author’s friends in cinematic terms ? 1. in comparison: used for talking about the ways in which two things are different Universities in the east are well-equipped. In comparison, those in the west are still poor. Para 2 Q: What does the author’s memory with Donald demonstrate? 2. at the time: at a particular moment or period in the past when sth. Happened, esp, when the situation is very different now I was living in the countryside at the time. 3. on a mission: performing a service or carry on an activity He was sent on a mission to France by his government. Para 3 Q: Which is the author’s friendship with men built on, actions or words ? 4. pull away: start to drive away from a place where you had stopped I stood still on the platform, watching the subway train slowly pull away. Para 4 Q: Is it different for the author to interact with his male friends and females friends according to the author’s experience and friendship with Jessica? 5. In a new light: if sb. or sth. is seen or shown in a particular light, people can see that particular part of their character Different people may see the same subject in a different light. Para 5 Q: What are the differences when the author express for his male friends and females friends ? 6. look sb. in the eye: look directly at sb. when you are speaking to them Unable to look her friend in the eye, she studied her fingernails. Para 6 Q: Why the author treated his male friends and females in different ways? 7. be born with sth. : have a particular disease, type of character, etc. since birth Mary was born with a small hole in her heart. Assignments: 1) Exercises in Section A, 2) preview text B, 3) oral report about the Q: ―How should friends behave toward one another?‖ ――――――――――――――――――――――――――― 步骤 3 Step 3 练习讲解 Review & Exercises I. Review II. Oral presentation III. Exercises 1-7---Reading comprehension and Language focus (Ss give answers and raise questions they may have and T explains the difficulties) IV. Exercises 8-10--- Writing and Translation 步骤 4 Step 4 课文B Section B Similarities and differences:Friendship across cultures I. Text B --- General ideas Questions (1) How does the Chinese notion of friendship differ from that of the French, Germans and the British? (2) Do you think it easier or harder to make friends with people from other countries? Why? (3) How do you like the seemingly casual way in which Americans treat their friends? (4) Do you like the idea of friendship with ―distinct boundaries‖? Why or why not? (5) What do you think people should do to strengthen friendship? II. Language Points 5. not so much... as... : used to say that one description of sb. or sth. Is less suitable or correct than another He is not so much a genius as a hard worker. The oceans do not so much divide the world as unite it. 6. 1)feel/be at home: feel comfortable in a place or with a person I feel at home living here, the landlady is very kind to me. 2) feel happy or confident about doing or using sth. Simon feels very at home on a horse. ...... Assignments: 1)Review Section A; 2) Exercises in Section B; 3)Reading Longer Texts ――――――――――――――――――――――――――― 步骤 5 Step 5 听力训练 Listening practice Assignments: 1) Story retelling in Unit 1; 2) Pair work --- practice model dialogs in unit 1 in the Viewing, Listening and Speaking Book; 3) Preview the new words in unit 2; ――――――――――――――――――――――――――― </p><p>板书设计 Blackboard Layout Background Information 1. 2. 3 <Title> Structure of the text and sentence structure in details 1 2 3 Warm-up questions: 1 2 10. Can I understand the text fully? 自我评价问题11. Have I memorized the new vocabulary and can I put them into use? Questions for 12. Do I understand better how to become a successful language learner? Self-evaluation 全新版大学英语长篇阅读，上海外语教育出版社，郭杰克 教材与教学资新视野大学英语1读写教程，外语教学与研究出版社，郑树棠 源Resources 新视野大学英语1视听说教程，外语教学与研究出版社，郑树棠 and Materials: 大学英语语法，外语教学与研究出版社大学英语，袁懋梓 大学实用英语写作教程，北京理工大学出版社，汪宏 新视野大学英语1读写教程教师用书, 郑树棠, 外语教学与研究出版社，2015年 新视野大学英语1视听说教程教师用书, 郑树棠, 外语教学与研究出版社，2015年 Motivating Students to Learn.Brophy Jere.East Normal University Press.2004 Classroom Decision-making.Breen Michael P.Shanghai Foreign Language Education Press.2005 教参 References 课后记录 After Class Notes 教学对象 Teaching Subjects 周 次 课型 第 周 16级大学英语本科 教学内容 Lesson Content 授课时间 Unit 4 Heroes of our time 月 日- 月 日 □ 理论课 √ 理论、实践课 □ 实践课 多媒体教室 课时分配 6 教学环境 Teaching Environment 教学目标 Teaching Aims After studying this unit, the students are expected to be able to: 1. understand the main idea and structure of Section A and Section B； 2. master the key language points and grammatical structures in the text; 3. understand the true meaning of heroes and talk about how an ordinary person works to be a heros of his own life ; 4. read with the skill ―paragraphs of question-example-conclusion pattern‖ and write a composition in the pattern 5. paragraph translation involved with stories of heroes. 1. Vocabulary victim, subsequent, associate, shield, hail, respond, commitment, distinct, confine, reconcile, conflict, advocate, legislation, fulfill, ring out, shield sb./sth. from sb./sth. , reserve sth. for sb./sth., relate to sb./sth., make sense of sth., count on. 2. Skills Learn to read with the skill structure analysis and write a composition in the pattern of queation-example-conclusion. 重点 Key Issues 难点 Potential Problems and Difficulties 教学方法 Methodology 教具 Teaching Aids 教学分组 Teaching Groups ● talk about each individual’s understanding of heroes ● writing paragraphs in ―question-example-conclusion pattern‖ A combination of traditional teaching methods with the communicative approach will be adopted. More encouragement is needed and more guidance will be given in their extracurricular study. Visual aids, projector, stereo and microphone Group work and pair work 课堂学习任务与活动的组织Conduct of Tasks and Activities （师生互动方式Mode of Interaction; 学习策略Learning Strategies） Students-centered Task-based teaching and learning 教学过程设计 Teaching Procedures 步骤1 Step 1 导入 Lead-in I. Warming-up questions 1. Who is the greatest hero in your mind? And Why? 2. What makes a hero in your eyes? II. .Pre-reading activities (Listen and talk) Listen to a news report about a man named Wesley Austrey and discuss the questions. 1. Do you regard Wesley Austrey as a hero? Why or why not? 2. What would you do if you were at the scene? III. Cultural background Questions Previewing 1. Who is Nelson Mandela? Why was he so famous? 2. What is Greg’s Law? Why is it named after a person? 步骤 2 Step 2 课文学习 Section A Heroes among us Ⅰ. Language points 1）New words and Practical Phrases 5. apply pressure to/on 按压，给?施加压力 You can apply pressure on the injury to make the blood bleed slower. 6. shield sb. from sth.使? ?免受? ? It is the duty of servicemen to shield their country from invasion. 7. be/get caught up in 被卷入；陷入 The safety of those students caught up in the demonstration must be guaranteed. 8. reserve sth. for sb./sth. 保留；预留 This question must be reserved for further discussion. 5.relate to sth./sb. 理解；认同 I know he was very frustrated when his job application was rejected. I can relate to that. 8. make sense of sth. 理解，弄懂某事 I can’t make any sense of his giving up the competition at the last minute. 9. give authority to 授权 The contract gives authority to research members to use anything in the laboratory. 10. count on 依靠；指望 They decided not to count on foreign aid to relieve the famine. 2) Functional patterns 1. It used to be that … 2. Sb./Sth. is …. So is sb./sth. else/So are some other people/some other things. 3. Sb. do sth., especially when…. 4. Sb. do sth. by…. Perhaps, even more importantly, sb. do sth. by… 3) Theme exploration 1. Do you think people who give their life to save their family members should be considered heroes? Why or why not? 2. What do you think we should do to honor heroes? II. Structure Analysis: Main ideas of the parts Part I — (Para.1)Today the word ―hero‖ becomes more commom and is used to refer to both victims and survivors of all kinds of difficulties and tragedies. Part II — (Paras. 2-4) Both Daniel and Dory are civilian heroes as they acted instinctively with courage and grace when situations call for. Para. III — (Paras. 5-12)First responders are heroes no matter they succeed in their effort to save people or get injured or killed in their efforts. Para. IV — (Para. 13)The stories of heroes help remind us that ordinary people can do extraordinary things and, being inspired by them, we can also be heroes when circumstances call on us to act heroically. Main idea of the passage Text A is an essay on people’s view about what makes a hero. It is pointed out that in the past the word ―hero‖ was reserved for those who performed acts of courage beyond the call of duty or for great leaders, while today heroes can be ordinary people like us. Besides, first responders, whose duty is to rush toward danger, are also heroes, even when their efforts failed to bring about desirable effects. Hopefully, we will also act heroically when circumstances call on us. III. Detailed study of the text Part I Statement (Para. 1) What statement does the author make as his standpoint? What question does the author pose to introduce discussion on the statement? His statement: The word hero has become more common and is used to describe both the victims and survivors of all kinds of difficulties and tragedies. Question: Who are the heroes among us? Part II Illustration (Para. 2—12) What types of heroes are introduced to respond to the question in Para.1? Conclusion: Both Daniel and Dory are civilian heroes as they acted instinctively with courage and grace when situations called on them. (Para. 4) Q:What types of heroes are also mentioned to be considered as heroes? (Para. 5) First responders whose duty is to rush towards danger. Q:What examples of first-responder heroes are provided? (Para. 6) Sgt. Ryan Russell tried to stop a drunk driver in a stolen snowplow with only his police car and his goodwill to help others, but he was killed. More than 11,000 police and other emergency responders marched solemnly through the streets to honor him. Q:What was the traditional portrait of heroes like? (Para. 7) Q:Is there anything special about the first-responders? (Para. 8) Q:What further question is raised in respect to the first-responder heroes? (Para. 9) Q:What example is given in response to the above question? (Para. 10) Q:Did Ms. McMahon consider her husband a hero? Why? (Para. 11) Q:What conclusion is drawn in response to the question as in Paragraph 9? (Para. 12) Part III Conclusion (Para. 13) How does the author conclude the whole text? The encouraging stories of both civilian and first-responder heroes show that ―ordinary people can do extrordinary things, whether it is in the fulfillment of their duties or as part of everyday life‖. We should honor those heroes by ―recognizing their heroism‖ and, more importantly, by changing ―the circumstances that led to their death‖. By honoring these heroes, ―we can be inspired by them‖. Para 2 Q: What does the author’s memory with Donald demonstrate? 2. at the time: at a particular moment or period in the past when sth. Happened, esp, when the situation is very different now Assignments: 1) Exercises in Section A, 2) preview text B, 3) oral report about the Q: ―How could a man be a hero in his real life?‖ ――――――――――――――――――――――――――― 步骤 3 Step 3 练习讲解 Review & Exercises I. Review II. Oral presentation III. Exercises 1-7---Reading comprehension and Language focus (Ss give answers and raise questions they may have and T explains the difficulties) IV. Exercises 8-10--- Writing and Translation 步骤 4 Step 4 课文B Section B A hero’s aspiration I. Questionspreviewing (6) Why did Jonda’s pulse quicken while she was driving? (Para. 1) (7) Why did Jonda fail to save the teenager many years ago? After this issue, what happened to Jonda? (Paras.1-2) (8) What did Jonda mean by ―This is too much, too familiar‖? (Paras. 5) (9) Why did Jonda have to work quickly when she tried to save Sandy? (Para. 7) (10) Why did Sandy ask Jonda to tell her grandchildren that she loved them? (Para. 8-11) (11) Why does Jonda feel she has much to be grateful for too? (Para. 15) II. Language Points 7. live in terror of sb. / sth. 一直很害怕某人 / 某物 Everyone for miles lived in terror of the gang of robbers. 8. a string of一连串，一系列（事件等） I want to build a career, but not just have a string of meaningless jobs. 3. beat sb. to sth.抢在?前面 Scott aimed to get to the South Pole first, but Amundsen beat him to it. 4. bring sth. to a halt使停止；使暂停 During the general strike, production was brought to a halt. Ⅲ. Reading skills Skanning Scanning is a technique used in reading to gather specific information in a text by going through it rapidly. The most familiar way of scanning you may have experienced is searching for names in a phone directory, or looking up words in a dictionary. ? When reading, you should have a clear idea of what you are looking for, think of questions, and scan for answers. ? Do not read every word. ? Watch for definitions, highlighted words, especially words in italics or bold print. ? Learn to spot dates, statistics and other numbers. ? Look for the author’s use of numbers, letters, or signal words such as first, second, next , etc. ? Look for key words or repeated words. ? </p><p>板书设计 Blackboard Layout Background Information 1. 2. 3 <Title> Structure of the text and sentence structure in details 1 2 3 Warm-up questions: 1 2 13. Can I understand the text fully? 自我评价问题14. Have I memorized the new vocabulary and can I put them into use? Questions for 15. Do I understand better how to be a hero in real life ? Self-evaluation 全新版大学英语长篇阅读，上海外语教育出版社，郭杰克 教材与教学资新视野大学英语1读写教程，外语教学与研究出版社，郑树棠 源Resources 新视野大学英语1视听说教程，外语教学与研究出版社，郑树棠 and Materials: 大学英语语法，外语教学与研究出版社大学英语，袁懋梓 大学实用英语写作教程，北京理工大学出版社，汪宏 新视野大学英语1读写教程教师用书, 郑树棠, 外语教学与研究出版社，2015年 新视野大学英语1视听说教程教师用书, 郑树棠, 外语教学与研究出版社，2015年 Motivating Students to Learn.Brophy Jere.East Normal University Press.2004 Classroom Decision-making.Breen Michael P.Shanghai Foreign Language Education Press.2005 教参 References 课后记录 After Class Notes 教学对象 Teaching Subjects 周 次 课型 第 周 16级大学英语本科 教学内容 Lesson Content 授课时间 Unit 5 Section A Cliff young, an unlikely hero 月 日- 月 日 □ 理论课 √ 理论、实践课 □ 实践课 多媒体教室 课时分配 6 教学环境 Teaching Environment 教学目标 Teaching Aims After studying this unit, the students are expected to be able to: 1.To talk about the sporting spirit； 2.To further understand the text； 3.To apply the phrases and patterns; 4.To master the paragraph writing skill; 1. Vocabulary 2. Skills of writing 重点 Key Issues 难点 Potential Problems and Difficulties ● Functional patterns ● .Sentence writing(periodic sentence) ● A paragraph of time order 教学方法 Methodology A combination of traditional teaching methods with the communicative approach will be adopted. Special attention should be paid to classroom interaction like questioning and answers. Small group works are always needed while discussing the questions and the difficult translation practice. More encouragement is needed and more guidance will be given in their extracurricular study. 教具 Visual aids, projector, stereo and microphone Teaching Aids 教学分组 Teaching Groups Group work and pair work 课堂学习任务与活动的组织Conduct of Tasks and Activities （师生互动方式Mode of Interaction; 学习策略Learning Strategies） Students-centered Task-based teaching and learning 教学过程设计 Teaching Procedures 步骤1 Step 1 导入 Lead-in I. Warming up Short answer questions: 1. What sports do you like doing? 2. How much time do you spend on sports every day? 3. Do you think playing sports is important to students? Why? II. Listen and talk Listen to a piece of news about London marathon and discuss the questions. 1. Why did many athletes want to perform well in the elite race of London marathon? 2. What can you learn from the runners the speaker mentioned? III.Pre-reading activities 1.Listen to a short passage and fill in the missing information. 2.Cultural background Questions Previewing 步骤 2 Step 2 课文学习 Section A Cliff Young, an unlikely hero I. New words and Practical Phrases courage / teamwork / fun and joy / commitment / fair play and honesty character development / excellence in performance 1. up to 达到；至多 The Olympic Stadium will hold up to 80,000 spectat 2. in attendance 出席 he Duke of York will be in attendance at tonight’s gala concert. 3. leave sb./sth. behind把??抛在后面； With the seven-day holiday at hand, many people are planning to leave the city behind and head into open country for relaxation. 4. fall ill 生病 Researchers found that people with a cheerful disposition were less likely to fall ill when facing the pressure from the stressful work and life. 5. have no intention of doing sth 不打算做某事； Once stuck in a dilemma, a wise man has no intention of heading blindly for a dead end but reverses his course in time to find his way out. 6. endear sb. to sb. 使受欢迎；使被喜爱 His consideration and generosity endeared him to his colleagues. 7. to this day 直到现在；至今 To this day, Comrade Bethune remains a role model for the whole society to follow in that his holy spirit has become our spiritual asset 8.a harsh test of endurance 9.to compete for distinction and a cash prize 10.no one paid any attention to sb. /sth. 11.the assembled crowd 12.to assert one’s intention to do sth. 13.apparent disbelief II. Structure Analysis: Main ideas of the parts Part I (Paras. 1- 10)Cliff Young took part in the Australian marathon which is one of toughest races in the world in 1983. People had strange responses because of cliff’s appearance and declaration, but Cliff had no intention of stopping and finally won it. Part II (Paras. 11-13)Cliff became famous again in 1997, at age 76, when he ran around Australia to raise money for the homeless children. He kept running for the rest of his life and never kept any prize. It was not until the year 2000 when he had a mild stroke that he stopped running. (Paras.11-13) Part III (Para. 14)It concludes that Cliff Young sets a good example for other people, showing that an ordinary person can achieve great things with determination and preparation. III. Detailed study of the text Q: Why is the Sydney-to-Melbourne race regarded as one of the toughest marathon events in the world? (Para.1) It is 875 kilometers long; It is a harsh test of endurance for the world’s top. Q :What did Cliff Young look like in the 1983 race? (Para.2) He is a toothless 61-year-old farmer; He wears rubber boots; He is much older than the other runners. Q :How did other athletes react when they found out cliff Young was there to attend the race? (Para.2) They neither believed it nor treated him with respect. The press were curious, focused the cameras on Cliff and shouted questions at him. Questions from the press: (1) Who are you? What are you doing? (Para. 3) I’m from a large farm where we raise sheep outside of Melbourne. (Para. 4) (2) What makes you think you can run this race? (Para. 5) I’ve run sheep for two or three days at a time. This race should only be a couple more days than that. I believe I can do it. (Para.6) Q :Why did people laugh at Cliff Young when he was running? (Para.7) Because he wasn’t running properly. He had the strangest running style and he appeared to shuffle. Q :Why did some people become uneasy and concerned about Cliff Young? (Para.7) Because he ran through the entire night without sleeping and it seemed that he intended to keep running until he reached the finish line or fell ill or was injured. Q :According to Cliff Young himself, what made him run throughout the race? (Para.8) When he was running, he imagined he was gathering his sheep and trying to outrun a storm. Q :What did Cliff Young do with his first prize? (Para.10) He gave all the money to five other runners. He didn’t keep a single cent for himself. Iv.Functional patterns 1. When sb. asserted his intention to do sth., other people reacted with ? 2. To this day, sb. remains + adj. + example of how ? 3. With sth. we can ? Assignments: 1) Exercises in Section A, 2) preview text B, 3)Oral presentation ――――――――――――――――――――――――――― 步骤 3 Step 3 练习讲解 Review & Exercises XI. Review II. Oral presentation III. Exercises xxxii. Exercises III, IV, V, IX, X (Ss give answers and raise questions they may have and T explains the difficulties) xxxiii. Exercises XI, XII--- writing 步骤 4 Step 4 课文B Section B Winning is not everything I.Objectives: To master the reading skill To understand the text To practice the phrases and patterns To learn about report writing II.Warming-up Watch a video clip and answer the following questions 1.According to the video clip, what benefits can sports bring to young people? 2.Can you think of more positive effects of sports? 3.In spite of the positive effects, are there any negative effects of sports? What are they? III.Reading skills Skimming As a useful reading skill, skimming is very common in our daily life. To skim is to get a general idea about an article or a book. Skimming is different from careful reading. When skimming, you keep your eyes moving down over the content of your reading material by only reading those things that can help you get a general picture of it. IV.Text study Questions Previewing What is the text mainly about? What attributes can team sports provide to growing children? (Para. 2) What does the author want to illustrate by mentioning lemons and honey? (Para. 3) How can talented people benefit from team sports? (Para. 4) What will those who lack talent learn through sports? (Para. 5) What could be the consequences when too much emphasis is put on winning according to the text? (Para. 6) V.Comparative study VI.Unit project 板书设计 Blackboard Layout Background Information 1. 2. 3 <Title> Structure of the text and sentence structure in details 1 2 3 Warm-up questions: 1 2 1.Can I understand the text fully? 自我评价问题2.Have I memorized the new vocabulary and can I put them into use? Questions for 3.Talk about Chinese physical activity: Kung fu Self-evaluation 全新版大学英语长篇阅读1，上海外语教育出版社，李荫华 教材与教学资新视野大学英语读写教程（第三版），外语教学与研究出版社，郑树棠 源Resources 大学英语语法，外语教学与研究出版社大学英语，袁懋梓 and Materials: 大学实用英语写作教程，北京理工大学出版社，汪宏 教参 References 新视野大学英语教师用书, 郑树棠, 外语教学与研究出版社，2015年 Motivating Students to Learn.Brophy Jere.East Normal University Press.2004 Classroom Decision-making.Breen Michael P.Shanghai Foreign Language Education Press.2005 1 课后记录 After Class Notes </p><p></p><p>板书设计 Blackboard Layout Background Information 1. 2. 3 <Title> Structure of the text and sentence structure in details 1 2 3 Warm-up questions: 1 2 1.Can I understand the text fully? 自我评价问题2.Have I memorized the new vocabulary and can I put them into use? Questions for 3.Talk about Chinese physical activity: Kung fu Self-evaluation 全新版大学英语长篇阅读1，上海外语教育出版社，李荫华 教材与教学资新视野大学英语读写教程（第三版），外语教学与研究出版社，郑树棠 源Resources 大学英语语法，外语教学与研究出版社大学英语，袁懋梓 and Materials: 大学实用英语写作教程，北京理工大学出版社，汪宏 教参 References 新视野大学英语教师用书, 郑树棠, 外语教学与研究出版社，2015年 Motivating Students to Learn.Brophy Jere.East Normal University Press.2004 Classroom Decision-making.Breen Michael P.Shanghai Foreign Language Education Press.2005 1 课后记录 After Class Notes </p><p></p> <p>本文来源：<a href="https://www.bwwdw.com/article/ysbw.html">https://www.bwwdw.com/article/ysbw.html</a></p><span class="doc-download-e"></span>
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