全新版大学英语第一册Unit4教案.
全新版大学英语4教案
一、教学目标1. 知识目标（1）掌握本课的生词和短语。
（2）理解课文的主要内容和观点。
（3）了解课文中所涉及的文化背景。
2. 能力目标（1）能够流利地朗读课文。
（2）能够运用所学知识进行日常交流。
（3）能够就课文内容进行讨论和分析。
3. 情感目标培养学生的批判性思维，使他们意识到科技发展对生活的影响，并能够从多个角度进行分析。
二、教学重难点1. 教学重点：课文的理解和分析，生词和短语的掌握。
2. 教学难点：课文中所涉及的文化背景的理解，批判性思维的培养。
三、教学方法1. 交际法：通过小组讨论、角色扮演等方式，让学生在实际语境中运用所学知识。
2. 任务型教学法：通过完成各种任务，让学生主动探索、主动学习。
3. 启发式教学法：教师引导学生思考，激发学生的学习兴趣和积极性。
四、教学步骤1. 课前准备：让学生预习课文，了解课文内容，查找相关资料，以便课堂上能够更好地参与讨论。
2. 课堂导入：引导学生回顾上一课的内容，为新课的学习做好铺垫。
3. 课文教学：（1）让学生朗读课文，注意语音语调的准确性和流利度。
（2）讲解生词和短语，让学生能够正确理解和运用。
（3）分析课文内容，引导学生从多个角度理解课文观点。
4. 文化背景介绍：讲解课文中所涉及的文化背景，帮助学生更好地理解课文。
5. 课堂讨论：（1）分组讨论：让学生就课文内容进行分组讨论，分享自己的观点和看法。
（2）全班讨论：邀请学生就讨论结果进行分享，其他学生和教师进行评价和补充。
6. 任务完成：（1）分组任务：让学生分组完成与课文相关的任务，如编写对话、表演短剧等。
（2）全班展示：邀请学生就任务完成情况进行展示，其他学生和教师进行评价和反馈。
7. 课堂小结：对本课内容进行总结，强调重点和难点。
8. 课后作业：布置相关作业，巩固所学知识。
五、教学评价1. 课堂表现：观察学生在课堂上的参与程度、发言情况和表现。
2. 作业完成情况：检查学生作业的完成质量，了解学生对知识的掌握程度。
全新版《大学英语》综合教程-第一册-教案
Unit 1 Growing upText A Writing for MyselfI. Teaching Plan1.Objectives1)Grasp the main idea (the essence of writing is to write what one enjoys writing.) And structure of the text (narration in chronological sequence);2)Appreciate the narrative skills demonstrated in the text (selection of details, repetition, coherence.);3)Master the key language points and grammatical structures in the text;4)Conduct a series of reading, listening, speaking and writing activities related to the theme of the unit. 2. Time allotment3. Pre-reading tasks1)Have you listened to John Lennon's Beautiful Boy? (2 minutes)The teacher (T) may ask several students (Ss) this question:__What does Lennon think of growing up?(Possible answers: Life better as one grows up; it takes time to grow up; life is not always what one has planned, but is full of surprises; life is adventurous.)2)The art of eating spaghetti (15 minutes)a)Before class, T cuts a sheet of paper into many long, thin strips, which he/she brings to class together with fork (Or: if possible, T brings a platter of boiled noodles to class together with a fork).b)T explains that spaghetti is Italian-style noodles, and that unlike some Chinese noodles. It will never taste pulpy and is usually served with sauce, not in soup. Several Ss are invited to come up with “proper ways of eating spaghetti” and demonstrate to the class, using the fork.c)T dictates the following passage to Ss (pre-teach some words like “poke”, “scoop”, “prong”, “twirl” if necessary):i.Hold the fork in your hand as if to poke the spaghetti.ii.Scoop up a small amount of spaghetti on your fork and raise it about 30 cm above your plate.iii.Make sure the spaghetti on your fork is completely disconnected from the remainder on your plate.iv.Put the prongs of the fork at an edge of the plate that is free of food.v.Quickly point the prongs of the fork straight down toward the plate and place the points on the plate.vi.Twirl the fork to gather the spaghetti around the prongs.vii.With a quick scooping movement, gather up the roll around the prongs and place it in your mouth.viii.Gently gather up any stray spaghetti ends that don't make it all the way into your mouth.d)T asks one S to come up and demonstrate the right way of eating spaghetti.3)T asks Ss the following questions:(8 minutes)__Would you enjoy writing “The Art of Eating Spaghetti”? Why or why not?__Why did Russell Baker enjoy writing “The Art of Eating Spaghetti”? (Hint: Para.4)__Look at the title of Text A, then find out in which paragraph a similar phrase appears. Read that paragraph carefully and explain in your own words what the author means by saying “write for myself”. (Hint: Para.5) 4. While –reading tasks1.Grasping the structure of the text: (15 minutes)1)Ss circle all the time words, phrases in Text A (They include: since my childhood in Belleville, until my third year in high school, until then, when our class was assigned to Mr. Fleagle for third-year English, late in the year, until the night before the essay was due, when I finished, next morning, two days passed, when I saw him lift my paper his desk… when Mr. Fleagle finished). When they finish, T asks several Ss to read aloud what they have circled.2)T draws Ss'attention to Organization Exercise 2 , reads its instructions, and asks them these two questions:__Refer to the time words/phrases/clauses you have just circled and tell from which point on Baker starts talking about his new experience. (Hint: the paragraph containing “later in the year”)__Starting from which paragraph does Baker stop writing about his new experience? (hint: the paragraph containing “when I finished” and “next morning”3)In this way Ss will be able to divide the text into 3 parts and sum up the main ideas.4)Several Ss report the main ideas they have summed up to the class.2.Cultural background---T explains the U.S. grade school system and how school teachers are dressed. (seeCultural Notes) (3 minutes)3.T explains language points and gives Ss practice. (see Language Study) (60 minutes)4.Grammatical structures. (25 minutes)1)T asks Ss to form pairs and ask each other questions based on Para. 2 using the structure “sb./ sth. is said/believed/reported to do/be”. T may offer the following model:__What kind of person is Mr. Fleagle?__He was said/reported/believed to be very formal, rigid and hopelessly out-of-date.Afterwards, a pair or two may repeat their questions and answers to the class.2)Ss do Structure Exercise 2 in the textbook.5.T draws Ss' attention to Writing strategy in Theme-related Language Learning Tasks, especially the part about details. (also see Text Analysis) T then asks the following questions:__In Part 1, what details are selected to show “I' d been bored with everything associated with English courses”?__In Part 1, what details are given to show that Mr. Fleagle was dull and rigid?__In Part 2, which sentences show that at first Baker was unwilling to write the essay?__In Part 3, the author didn't tell us directly that his essay was very good. By which sentences did he manage to give us the impression that his essay was very good? (12 minutes)6.Synonymous words or phrases in this text (see Text Analysis):1)T chooses one words from each group of synonyms listed in Text Analysis, and asks Ss to scan for respective synonyms. If Ss' findings are inconclusive, T may reveal those they have neglected.2)T may further provoke Ss' thinking by this question: Why does Russell Baker employ all these synonymous words and phrases? (15 minutes)7.When T and Ss come to the sentence “In the eleventh grade, at the eleventh hour as it were, I had discovered a calling.” In Para. 9, T may ask Ss to recall a similar sentence they have read. (Para.1, “The idea of becoming a writer had come to me off and on since my childhood in Belleville, but it wasn't until my third year in high school that the possibility took hold.”) By this T will show Ss the importance of coherence in writing. (5 minutes)5. Exercises1.Think alone: According to Mr. Fleagle, what is the very essence of the essay? (5 minutes)Then T invites several Ss to give their opinions. T may sum up by this sentence---The essence of good essay is to write what one enjoys writing about.2.T checks if Ss have done the rest of the after-text exercises in their spare time, and discusses somecommon errors that crop up. (10 minutes)3.T checks on Ss' home reading (Text B). (3 minutes)4.Ss do Part Iv: Theme-related Language Learning Tasks in class. (1 period)5.T asks Ss to prepare the next unit:1)Do the pre-reading task;2)Preview Text A. (2 minutes)6.Confusable phrases.Severe, stern & strictSevere: 作“严厉”解时，可以来形容人（severe father）,人的面貌（severe look 严厉的神色），人的态度（the teacher is severe with his students.教师对学生很严厉。
大学英语基础教程(北大版)教案第一册Unit Four
Unit 4Teaching Objectives:By the end of this unit, the students will be expected to be able to1.get to know something about the sources to get energy from and know how to save energy;e skillfully the key words and 8 expressions learned in TEXT A in conversations andwritings, and be familiar with the words and phrases learned in the text;3.learn something about "recyclable economy"; learn as many language points as possible inTEXT B;4.consolidate the basic grammer on the past progressive tense;5.get to know how to write a notice.Teaching Methods: Lecture, DiscussionUnit Duration: 8 class hours(45 minutes each)Teaching procedures:I. Preparatory1. Words And Phrases Learned In Displayshortage: (amount of) deficiency; condition of not having enough 不足solar: of or from the sun, or using the energy from the sun to produce electric power 太阳的，来自太阳的，太阳能的efficient: working or operating quickly and effectively in an organized way 效率高的；有能力的，能胜任的consume: use (fuel, energy or time), esp. in large amounts; eat or drink a lot 消耗，花费；大吃，大喝sometimes: at some times 有时cancel: decide that something arranged in advance will not happen, or state that you no longer wish to use or pay for something already ordered 取消renewable: that can be renewed 可再生的，可延长的light: cause to begin burning or to give out light 可燃，使发光2. Expressions Learned In Displayat the moment make … use of take in turn… inas…as got stuck it took give offII. Language In Context1. Information Related To The TextEnergy Crisis:This phrase usually refers to a critical shortage in the supply of energy—producing fuels, such as gas, oil, and coal. During the early 1970‟s, the demand for petroleum increased sharply, and western countries depended heavily on imported supplies. The situation became worse during the Arab-Israeli war of 1973, when the Arab nations reduced oil production and embargoed oil shipments to the U.S. and other countries that supported Israel, causing an acute energy shortagein these countries during the winter of 1973-1974, thus first came “energy crisis.”Renewable Energy Resources:“Rnewable enerny resources” refers to sources of energy which are capable of being renewed or cannot be depleted by use, such as watwe, wind, solar, biomass, geothermal and marine-based power.2. Introductory Remarks:In this article, the author discusses energy crisis. There are two main groups of energy: renewable and nonrenewable. Most of the energy we use comes from the nonnewable. These days, more people are using more machines to do things every day at work and at home, and we need more energy than we …ve ever needed. This rise trend of energy consupmtion is obvious. We are faced with a serios energy crisis.The fact of the decrease in the reserves of traditional fossil fuel and the increase in the consumption demand makes it very urgent to take measures to resolve the problem of energy crisis. So now people are working hard to find cleaner and renewable alternatives of energy, such as hydrogen energy, wind energy, solar energy and nuclear energy.3. Language Points:(1) more people are using more machines to do things every day at work and at home.现在进行时，表示近期的发展趋势或正在变化中的情况。
大学英语精读1unit4课程教案
单元：Unit 4课时：2课时教学目标：1. 理解并掌握本单元的核心词汇和短语；2. 熟悉并掌握本单元的语法知识；3. 提高学生的阅读理解能力，培养良好的阅读习惯；4. 培养学生的口语表达能力，提高英语口语水平。
教学重点：1. 词汇：掌握核心词汇和短语，如：cope with, adapt to, take advantage of, etc.；2. 语法：掌握时态和语态的运用，如：现在进行时、过去进行时、被动语态等；3. 阅读理解：提高阅读速度和准确性，理解文章主旨和大意；4. 口语表达：提高口语表达能力，学会用英语进行日常交流。
教学难点：1. 词汇的记忆和运用；2. 语法知识的理解和运用；3. 阅读理解的技巧和策略；4. 口语表达的自然流畅。
教学准备：1. 教材：《现代大学英语》精读1；2. PPT课件；3. 阅读材料；4. 练习题。
教学过程：第一课时一、导入1. 通过图片、视频等形式，引入本单元主题：适应新环境；2. 让学生分享自己在适应新环境方面的经历和感受。
二、词汇教学1. 介绍本单元核心词汇和短语，如：cope with, adapt to, take advantage of 等；2. 通过例句、游戏等形式，帮助学生记忆和运用词汇。
三、语法教学1. 介绍时态和语态的运用，如：现在进行时、过去进行时、被动语态等；2. 通过例句、练习题等形式，帮助学生理解和运用语法知识。
四、阅读理解1. 介绍阅读理解技巧和策略；2. 让学生阅读课文，回答相关问题，检查阅读效果。
五、课堂小结1. 回顾本节课所学内容；2. 强调本单元重点和难点。
第二课时一、复习导入1. 复习上节课所学内容，如：词汇、语法、阅读理解等；2. 让学生分享自己在复习过程中的收获。
二、口语表达1. 通过角色扮演、小组讨论等形式，让学生用英语进行日常交流；2. 鼓励学生大胆开口，提高口语表达能力。
三、课堂小结1. 回顾本单元所学内容；2. 强调本单元重点和难点。
《全新版大学英语综合教程》第1册教案
教材：《全新版大学英语综合教程》第一册（上海外语教育出版社）
主要参考书：
《全新版大学英语综合教程》第一册教师手册及助教光盘（上海外语教育出版社）
《大学英语课程教学要求》（上海外语教育出版社）
九、教学主要内容及教学安排：
Section A.（精讲）
Step One Pre-reading Activities(导入)15 minutes
(4) But the real highlight for Bill came six months after the fire, when Royce, just out of hospital, walked into the Eureka Hotel and bought him a beer.
一、讲授章节名称：Unit OneText A Growing Up
二、本章节授课时间：第1-2周授课学时：6学时
三、本章节授课教师姓名：职称：
四、本章节教学目标和教学要求：
1. Grasp the main idea and structure of the text;
2.Master the key language points and grammatical structures in the test;
(5) Neither Doris nor I had ever eaten spaghetti, and none of the adults had enough experience to be good at it.
(6) I was preparing myself for a command to report to Mr. Fleagle immediately after school fordisciplinewhen I saw him lift my paper form his desk and knock for the class’s attention.
全新版大学英语综合教程1unit4教案
一、课题《全新版大学英语综合教程1》Unit 4：Great Expectations二、教学目的1. 知识与技能：（1）掌握本单元的生词和短语；（2）了解小说《大卫·科波菲尔》的背景和主题；（3）提高阅读理解能力，学会分析人物性格和情节发展。
2. 过程与方法：（1）通过小组讨论，提高学生的合作意识和沟通能力；（2）通过角色扮演，提高学生的口语表达能力；（3）通过写作练习，提高学生的写作能力。
3. 情感态度与价值观：（1）引导学生关注人物命运，培养同情心；（2）激发学生对文学作品的兴趣，提高审美情趣。
三、课型新授课四、课时2课时五、教学重点1. 生词和短语的理解与运用；2. 人物性格分析和情节发展。
六、教学难点1. 理解小说的主题和深层含义；2. 提高学生的阅读理解能力。
七、教学过程第一课时1. 导入新课（1）教师简要介绍小说《大卫·科波菲尔》的作者、背景和主题；（2）提问：同学们对这部小说有什么了解？2. 阅读课文（1）学生自读课文，完成课后练习；（2）教师检查学生的阅读情况，解答学生的疑问。
3. 小组讨论（1）将学生分成小组，讨论以下问题：①大卫·科波菲尔的人物性格有哪些特点？②小说中的情节发展有何特点？（2）各小组汇报讨论成果，教师点评。
4. 角色扮演（1）教师挑选学生扮演课文中的角色，进行角色扮演；（2）其他学生观看并评价。
5. 总结与作业（1）教师总结本节课的学习内容；（2）布置课后作业：写一篇关于《大卫·科波菲尔》的读书笔记。
第二课时1. 复习与巩固（1）检查学生的课后作业；（2）提问：同学们对《大卫·科波菲尔》有什么新的认识？2. 阅读拓展（1）教师引导学生阅读相关资料，了解小说的背景和主题；（2）学生分享阅读心得。
3. 写作练习（1）教师讲解写作技巧，布置写作任务；（2）学生完成写作任务。
4. 课堂小结（1）教师总结本节课的学习内容；（2）布置课后作业。
大学英语第一册unit4教案
#### 教学目标1. 培养学生对英雄主义话题的兴趣，提高口语表达能力。
2. 理解并掌握本单元的核心词汇和语法结构。
3. 提升阅读理解能力，学会分析文章结构和段落写作技巧。
4. 培养学生的写作能力，学会运用所学短语和句型进行写作。
#### 教学内容- Unit 4 相关文章阅读- 英雄主义话题讨论- 词汇学习- 语法结构学习- 段落写作技巧#### 教学方法- 任务型教学法- 情境教学法- 合作学习法#### 教学步骤##### 一、导入（5分钟）1. 通过提问的方式引入英雄主义话题，例如：“在你心中，谁是英雄？为什么？”2. 引导学生分享自己的看法，激发学生对英雄主义的兴趣。
##### 二、阅读理解（15分钟）1. 让学生快速阅读文章，了解文章大意。
2. 针对文章内容，提出问题，引导学生分析文章结构和段落写作技巧。
3. 学生分组讨论，分享阅读心得。
##### 三、词汇学习（15分钟）1. 引导学生关注本单元核心词汇，如：heroism, disaster, tornado, drought 等。
2. 通过例句、图片等形式，帮助学生理解和记忆词汇。
3. 学生进行词汇接龙游戏，巩固所学词汇。
##### 四、语法结构学习（15分钟）1. 介绍本单元的语法结构，如：一般现在时、一般过去时、被动语态等。
2. 通过例句、练习题等形式，帮助学生掌握语法结构。
3. 学生进行语法填空练习，巩固所学语法。
##### 五、写作技巧（15分钟）1. 讲解段落写作技巧，如：主题句、支持句、结论句等。
2. 学生根据所学短语和句型，进行段落写作练习。
3. 教师批改学生作业，并进行针对性指导。
##### 六、讨论与展示（15分钟）1. 学生分组讨论，分享自己对英雄主义的看法。
2. 每组选派代表进行展示，其他学生进行评价。
3. 教师总结讨论内容，强调英雄主义的重要性。
##### 七、总结与作业布置（5分钟）1. 总结本节课所学内容，强调重点。
(全新版)大学英语《综合教程》第一册UNIT4AMERICANDREAM
• 4. weekly: happening once a week or every week
• Examples: His story was published in a weekly newspaper 21st Century English.
• 5. clean up:y: refuse to help (sb.) or to allow (sb.) to enter a place • Examples: 1) He’s my son after all (毕竟), I can't just turn him away
when he is in trouble.
Once in the US, life was not easy. Many immigrants had to work for little money in factories where conditions were hard and dangerous and lived in crowded buildings. But slowly they improved their lives and many wrote home to encourage others to come.