大学英语一等奖说课稿
大学英语一等奖_教案模板范文
课程名称：大学英语授课班级：XX级XX班授课教师：XXX授课时间：2023年X月X日课时：2课时教学目标：1. 知识目标：（1）掌握本节课的核心词汇和短语。
（2）提高学生的阅读理解能力。
（3）提升学生的英语口语表达能力。
2. 能力目标：（1）培养学生独立思考、自主学习的能力。
（2）提高学生的英语听说读写综合运用能力。
（3）锻炼学生的团队合作精神和沟通能力。
3. 情感目标：（1）激发学生对英语学习的兴趣和热情。
（2）培养学生积极向上的学习态度和价值观。
（3）增强学生的自信心和自尊心。
教学内容：1. 课文阅读：《XXX》2. 词汇学习：重点词汇和短语3. 语法讲解：过去进行时态4. 口语练习：围绕课文主题进行讨论教学过程：一、导入1. 利用多媒体展示课文图片，激发学生的学习兴趣。
2. 通过提问，引导学生回顾上节课所学内容，为新课的导入做好铺垫。
二、课文阅读1. 学生自主阅读课文，了解文章大意。
2. 教师引导学生找出课文中的重点词汇和短语，并讲解其用法。
3. 学生分角色朗读课文，巩固所学知识。
三、词汇学习1. 教师讲解本节课的核心词汇和短语，并结合例句进行讲解。
2. 学生跟读、模仿，加深对词汇的记忆。
四、语法讲解1. 教师讲解过去进行时态的构成和用法。
2. 学生通过练习题，巩固所学语法知识。
五、口语练习1. 学生分组讨论课文主题，并尝试用英语表达自己的观点。
2. 教师巡视指导，纠正学生的发音和语法错误。
六、课堂小结1. 教师总结本节课所学内容，强调重点和难点。
2. 学生回顾所学知识，提出疑问。
七、课后作业1. 阅读课文，完成课后练习题。
2. 搜集与课文主题相关的英语文章，进行阅读和翻译。
3. 每位学生准备一篇英语演讲稿，下节课进行展示。
教学评价：1. 学生对课文内容的掌握程度。
2. 学生对词汇和语法的掌握程度。
3. 学生在口语练习中的表现。
4. 学生对课后作业的完成情况。
教学反思：1. 教师应关注学生的个体差异，因材施教。
大学英语说课稿(定稿)
《大学英语》说课稿各位领导、老师：大家好，我是外语教学部的xx，今天我的说课题目是《大学英语》。
我将就以下几个方面对本课程进行说明：分别为课程定位、主要培养的专业能力和职业素质、课程主要内容、使用的教材和参考的资料、理论和实践教学的课时分配及实施方法、课程的考核方式及对学生评价的方式、教学效果的自我评价等方面。
1、课程定位主要培养的专业能力和职业素质《大学英语》是我院各专业的公共英语必修课，在第一学年开设。
课程宗旨以培养学生在将来工作中所需要的英语应用能力为目标，在帮助学生打好语言基础的同时，重点提高听、说、读、写、译等应用能力，特别是工作过程中的英语交际能力，真正地体现高职公共英语教学的职业性、应用性和实用性。
听的能力：能听懂日常和涉外业务活动中使用的结构简单、发音清楚、语速较慢（每分钟120词左右）的英语对话和不太复杂的陈述，理解基本正确。
说的能力：能用英语进行一般的课堂交际，并能在日常和涉外业务活动中进行简单的交流。
表达比较清楚，语音、语调基本正确。
读的能力：能阅读中等难度的一般题材的简短英文资料，理解正确。
在阅读生词不超过总词数3%的英文资料时，阅读速度不低于每分钟70词。
能读懂通用的简短实用文字材料，如信函、公司简报、合同等，理解正确。
写作能力：能就一般性题材，在30分钟内写出80-100词的命题作文；能填写和模拟套写简短的英语应用文，如填写表格、套写会议议程、通知、信函等，词句基本正确，无重大语法错误，格式恰当，表达清楚。
翻译能力：能借助词典将题材熟悉的文章和对外交往中的一般业务文字材料译成汉语；译文基本流畅，能在翻译时使用适当的翻译技巧。
培养学生职场交际能力，在掌握语言的同时，能够具备职业素质与精神，并在职场中运用英语进行交流。
2、课程主要内容使用的教材和参考的资料本门课程主要讲授：公司组织结构、办公环境、商务就餐、商务旅行、产品设计、贸易运输、客户服务、职场生涯、工作面试等。
本课程是高职高专英语的基础课程，涵盖了不同职业涉外活动中共有的典型英语交际场景，为学生进一步提高英语水平打好基础。
大学英语说课稿
大学英语说课稿尊敬的各位评委老师，大家好。
今天我将为大家说课的题目是大学英语课程。
在接下来的几分钟里，我将从以下几个方面进行阐述：课程定位、教学目标、教学内容、教学方法、教学评价以及教学反思。
首先，大学英语课程是面向非英语专业大学生开设的一门基础课程，旨在提高学生的英语语言应用能力，培养跨文化交际意识，以及增强自主学习能力。
在教学目标方面，我们主要设定了以下几个目标：一是提高学生的英语听说读写能力，使学生能够熟练运用英语进行日常交流；二是培养学生的英语思维能力，使其能够用英语进行思考和表达；三是加强学生的跨文化交际能力，使其能够在不同的文化背景下进行有效沟通。
接下来是教学内容，我们的教学内容涵盖了基础英语语法、词汇、听说读写技能训练、以及英语国家文化背景知识。
我们采用的教材是《大学英语》系列教材，该教材内容丰富，难度适中，适合大学生学习。
在教学方法上，我们采用了多种教学手段，包括传统的讲授法、互动式教学法、任务驱动法、以及多媒体辅助教学等。
我们鼓励学生参与课堂讨论，通过小组合作完成学习任务，以此来提高学生的主动参与度和学习效果。
教学评价是检验教学效果的重要环节。
我们采取了多元化的评价方式，包括平时成绩、期中期末考试、课堂表现、以及作业完成情况等。
我们注重评价的公平性和客观性，确保每个学生都能得到公正的评价。
最后是教学反思。
在教学过程中，我们不断反思和总结，以求不断改进教学方法和提高教学质量。
我们通过学生反馈、同行评议等方式，及时调整教学策略，以满足学生的学习需求。
总之，大学英语课程是我们培养学生英语综合应用能力的重要平台。
我们将继续努力，不断优化教学内容和方法，以期达到更好的教学效果。
谢谢大家。
省级一等奖英语教学大赛说课稿课件
省级一等奖英语教学大赛说课稿课件一、教学内容本节课选自《新概念英语》第二册第四章，详细内容包括：一般过去时的用法，动词过去式的变化规则，以及常用过去式动词的词汇。
同时，结合教材内容，拓展讲解过去进行时态。
二、教学目标1. 让学生掌握一般过去时的用法，并能正确运用动词过去式。
2. 培养学生运用英语描述过去发生的事情的能力。
3. 拓展学生词汇量，学会使用常用过去式动词。
三、教学难点与重点教学难点：动词过去式的变化规则，特别是不规则动词的变化。
教学重点：一般过去时的用法和过去进行时态的运用。
四、教具与学具准备1. 教具：PPT、黑板、录音机、磁带。
2. 学具：教材、笔记本、字典。
五、教学过程1. 实践情景引入（5分钟）利用PPT展示一组图片，图片内容为学生熟悉的日常生活场景，要求学生用英语描述过去发生的事情。
2. 例题讲解（15分钟）3. 随堂练习（15分钟）设计练习题，让学生运用一般过去时和过去进行时进行句子练习。
4. 互动环节（10分钟）分组讨论，每组选一个话题，用英语讨论过去发生的事情，然后进行分享。
5. 课堂小结（5分钟）6. 课后作业布置（5分钟）布置作业，要求学生用英语写一篇关于过去发生的事情的短文。
六、板书设计1. 一般过去时的用法2. 动词过去式的变化规则3. 常用过去式动词词汇七、作业设计1. 作业题目：Write a short story about something that happened in the past.八、课后反思及拓展延伸1. 课后反思：关注学生对一般过去时和动词过去式的掌握程度，及时调整教学方法，提高教学效果。
2. 拓展延伸：推荐学生阅读英语故事，增加词汇量，提高英语表达能力。
同时，鼓励学生参加英语角活动，提高口语水平。
重点和难点解析1. 动词过去式的变化规则2. 一般过去时和过去进行时的运用3. 课后作业的设计与实施详细补充和说明：一、动词过去式的变化规则1. 规则动词过去式的变化规律：通常在动词原形后加ed，如：walk → walked。
省级一等奖英语教学大赛说课稿精品课件
省级一等奖英语教学大赛说课稿精品课件一、教学内容本节课选自《新概念英语》第二册第五章，详细内容包括：一般过去时态的运用，动词过去式的变化规则，以及一些常用的过去时态词汇。
具体章节为“An exciting trip”。
二、教学目标1. 让学生掌握一般过去时态的用法，并能够熟练运用到实际语境中。
2. 使学生了解动词过去式的变化规则，并能正确运用。
3. 培养学生的英语口语表达能力，提高他们的词汇量。
三、教学难点与重点1. 教学难点：动词过去式的变化规则，特别是不规则动词的过去式。
2. 教学重点：一般过去时态的用法，以及常用过去时态词汇的掌握。
四、教具与学具准备1. 教具：PPT课件、黑板、粉笔、教学光盘。
2. 学具：学生用书、练习册、词汇卡片。
五、教学过程1. 导入：通过展示一张旅行照片，引发学生对旅行的回忆，从而导入新课。
2. 新课内容：讲解一般过去时态的用法，引导学生关注动词过去式的变化规则。
a. 通过PPT展示例句，让学生感知一般过去时态。
b. 讲解动词过去式的变化规则，特别是不规则动词。
c. 课堂互动：让学生用一般过去时态描述自己的旅行经历。
3. 例题讲解：选取典型例题，分析解题思路，引导学生正确运用一般过去时态。
4. 随堂练习：让学生完成练习册上的相关习题，巩固所学知识。
六、板书设计1. An exciting trip2. 内容：a. 一般过去时态的用法b. 动词过去式的变化规则c. 常用过去时态词汇七、作业设计1. 作业题目：a. 根据所给提示，用一般过去时态完成句子。
b. 用一般过去时态写一篇小短文，描述自己的旅行经历。
2. 答案：a. 例：Last weekend, I (go) to the zoo with my family.b. 略。
八、课后反思及拓展延伸1. 课后反思：本节课的教学效果较好，学生能够熟练运用一般过去时态。
但在课堂互动环节，部分学生表达不够流畅，需要加强口语练习。
英语说课模板（全英文版）——获奖说课稿
英语说课模板（全英文版）Good morning ，everyone! I hope you will enjoy my speech. My topic is the reading passage Come and Eat Here, which is in unit 2 book 3. I divide divide my my my speech speech speech into into into four four four parts parts parts namely namely namely my my my under- under- under- standing standing standing of of of this this lesson ；teaching teaching theories, theories, theories, methods methods methods and and and aids aids ；teaching teaching procedures procedures procedures and and blackboard design. I. Now let’s start with part 1. My understanding of this lesson:1. At first I’d like to introduce the analysis of the teaching material. This This lesson lesson lesson is is is a a a reading reading reading passage. passage. passage. It It It plays plays plays a a a very very very important important important part part part in in in the the English English teaching teaching teaching of of of this this this unit unit unit and and and in in in the the the whole whole whole senior senior senior middle middle middle school school English, English, because because because we we we should should should lay lay lay particular particular particular emphasis emphasis emphasis on on on the the the students’ students’ reading ability. It focuses on the students' abilities to gather information; deal deal with with with information; information; information; solve solve solve problems problems problems and and and the the the abilities abilities abilities to to to think think think and and express in English. By studying the lesson, the students can improve their reading reading ability; ability; ability; learn learn learn more more more about about about a a a balanced balanced balanced diet diet diet and and and nutrition. nutrition. nutrition. At At At the the same same time, time, time, we we we should should should get get get the the the students students students to to to understand understand understand some some some difficult difficult sentences to comprehend the passage better. The students should do some listening, listening, speaking, speaking, speaking, reading reading reading and and and writing, writing, writing, too. too. too. Of Of Of course, course, course, the the the students students should receive some moral education. 2. Now I’ll talk about my teaching aims of this periodThe The knowledge knowledge knowledge aims aims aims of of of this this this period period period are are are to to to enable enable enable the the the students students students to to master some useful words and expressions and by the end of the lesson, the students will have a better understanding of the meaning and structure of the text. And And developing developing developing the the the students students students reading reading reading ability ability ability by by by fast fast fast reading reading reading and and intensive reading and let them learn different reading skills are the ability aims. For motional aims I’ll stimulate the students’ sense to form a healthy eating habit and develop the students’ sense of cooperative learning.3. In my opinion the teaching important points in this period is how to improve the student’s reading ability.The teaching difficult points for the students are how to understand the text better and how to use the learned phrases and sentences to retell the text. II. Now Now let’s let’s focus focus on on on t t he he second second second part part part about about about my my my teaching teaching theories, methods and aids: Before the lesson, we should keep in mind something about students. In In my my my class class class some some some students students students have have have known known known something something something about about about the the the topic, topic, because they have talked about it in the previous period period ---warming up ---warming up and speaking. But some long sentences are difficult for them to understand. understand. They They They don’t don’t don’t often often often use use use English English English to to to express express express themselves themselves themselves and and communicate communicate with with with others. others. Some Some students students students are are are not not not active active active in in in the the the class class because because they they they are are are afraid afraid afraid of of of making making making mistakes. mistakes. mistakes. So So So during during during the the the lesson, lesson, lesson, I I arrange arrange a a a variety variety variety of of of activities activities activities to to to let let let all all all of of of them them them join join join in in in to to to attract attract attract their their interest and let them be confident and taste the joy of success. When I deal with this lesson, I’ll do my best to carry out the theories of the new curriculum, such as task-based teaching and learning; cooperative learning and interactive approach; make the students the real masters masters in in in class class class while while while I, I, I, the the the teacher teacher teacher acts acts acts as as as director director ；combine combine the the language language structures structures structures with with with the the the language language language functions functions functions and and and let let let the the the students students receive some moral education while they are learning the English language. And And I I will will adopt adopt fast fast reading reading reading to to get get a a a general general general idea idea idea of of of the the text text and and careful reading to get the detailed information; pair or group work to get every student to be active in class; question-and-answer activity teaching method and free discussion method to make the students smooth away the difficulties, and retelling to sum up the whole period. I’ll make f ull of modern equipment such as the multi-media and tape full of modern equipment such as the multi-media and tape recorder to make the class more lively and interesting. With the help of the computer and courseware, I think the efficiency of the class will be greatly improved. III. Here comes the most important part, the teaching procedure s:s:I have designed the following steps to train the students’ ability of listening, speaking, reading and writing, especially reading ability. Step1.Revision As it is the second period of this unit, I’ll first check the students’ homework homework and and and then then then get get get a a a student student student to to to tell tell tell the the the class class class what what what a a a healthy healthy healthy diet diet contains. Thus I can offer a chance for the students to review the content in the first period. Step2.Lead-in I will lead in the topic of the unit by showing the students a short film about healthy eating, in which a fat man and a thin man are eating different kind of diet, and they are both unhealthy. And then discuss the following questions to lead in the topic: What kind of food does each man like? Are they healthy? Why? Through this activity I can arouse the students’ interest of study and bring in new subject. Step3.Prediction for reading I’ll I’ll get get get the the the students students students to to to look look look at at at the the the title title title and and and the the the pictures pictures pictures and and and guess guess what the text might be about .It draw the students’ attention to the contain of the text.. Step4. Fast reading Ask the students to read the passage quickly and get the main idea and and the the the structure structure structure of of of text. text. text. Guide Guide Guide the the students students to to to find find find out out key key words words words and and sentences or pay attention to the first sentences of each paragraph to get the main idea and the structure of the text. By By doing doing doing this, this, this, I I I will will will train train train the the the students students students for for for fast fast fast reading reading reading skills skills skills to to improve the students’ reading ability and let the students understand the general idea of each paragraph. Step5. Intensive reading The The students students students are are are required required required to to to focus focus focus on on on the the the whole whole whole text text text carefully carefully paragraph paragraph by by by paragraph paragraph paragraph to to to locate locate locate particular particular particular information information information and and and finish finish finish the the exercises on the screen. These exercises are mainly sentence judgments, choices about the text. They are designed from the easiest one to the most difficult one for different levels' Ss. The purpose is to train the students for the skills of scanning and to lead the students to find out the important facts and detailed information. I’ll ask the students to finish the exercises by by cooperation cooperation cooperation and and and competitions. competitions. competitions. They They They can can can first first first help help help each each each other other other under- under- stand stand the the the text text text and and and smooth smooth smooth away away away the the the difficulties. difficulties. difficulties. Then Then Then I'll I'll I'll divide divide divide the the the Ss Ss into 4 groups. If a student can answer the question correctly, then his/ her group can get one point. And the group which gets the most points is the winner. Only through cooperation can the Ss taste the joy of success. If the the Ss Ss Ss know know know their their their answer answer answer is is is right, right, right, he'll he'll he'll be be be confident confident confident and and and they'll they'll they'll surely surely become more enthusiastic in learning English. The purpose is to improve the students’ reading comprehension. And at the same time the students can can become become become aware aware aware of of of the the the happiness happiness happiness of of of helping helping helping each each each other. other. other. Thus Thus Thus the the students receive some moral education. Step 6.Discussion: For For the the the students students students to to to understand understand understand the the the passage passage passage better, better, better, I I I will will will get get get the the students to have a discussion in groups about the questions: 1. What What are the are the weakness weakness and and and strength of strength of the diet in Wang Wang Peng’s Peng’s and Yong Hui’s restaurant?2. What do you think Wang Peng will provide to win his customers back. These questions are based on the understanding of the passage and it can get the student to imagine the end of the story. They are open-ended questions, questions, so so so the the the student student student can can can provide provide provide various various various answers. answers. answers. By By By doing doing doing so, so, so, I I guide the students to activate their language that they have learned. Then invite invite some some some group group group members members members to to to report report report their their their work work work to to to the the the whole whole whole class class class to to make them overcome their shyness and stimulate them to speak in public. I think the ability to use English is the most important. We spend so long studying studying English. English. English. W W e s houldn’t houldn’t end end end it it it just just just by by by attending attending attending the the the English English entrance entrance examination examination examination to to to get get get high high high marks. marks. marks. I I I gave gave gave the the the Ss Ss Ss some some some presents presents because of their excellent performances, thus enhancing their awareness of using English. Step7. Listening Play Play the the the tape tape tape of of of the the the passage passage passage for for for the the the students students students to to to listen listen listen and and and follow. follow. Then Then ask them ask them to to read read read the the text text aloud. aloud. Tell Tell them them them to to pay pay attention attention to to the the pronunciation and intonation. At the some time, they can enjoy the beauty of the English language. And it can prepare the students for the retelling the text in the next step. Step8.Summary and retelling the text Since the students in the class are in different levels, first I will let them to fill in the blank to get an expression of the general idea of the text. And I’ll ask the students to retell the story in their own words. Step9. Homework At At the the the end end end of of of the the the lesson, lesson, lesson, I’ll I’ll I’ll tell tell tell the the the students students students to to to copy copy copy the the the useful useful phrases and sentences they like in their notebook and retell the passage and write it down in their own words. I think homework is important. It is necessary for the students to do some some extensive extensive extensive exercises exercises exercises after after after class class class to to to consolidate consolidate consolidate the the the knowledge knowledge knowledge they they learned. I want to improve the ability of their writing. At the same time, train the ability of do-it-yourself. IV IV. Part 4. Blackboard design . Part 4. Blackboard designAt last, let me show you my blackboard design: The title is in the middle. Below it are the main ideas of each paragraph on the left of it are some some language language language points points points mentioned mentioned mentioned in in in this this this period period period and and and on on on the the the right right right is is is the the result of the competition, The Blackboard Design is to let the Ss have a clear idea to get the main content of this period, and it should be clear and artful. In this lesson, I lead the students understand the passage step by step, Come and Eat Here Words: Main ideas : Competition points para.1… group.1…para.2… group.2 rs.3… group3…pa pars.3… General idea of this text… group.4… 。
大学英语课程说课稿3篇
大学英语课程说课稿3篇大学英语课程说课稿3篇导语：“说课”是教学改革中涌现出来的新生事物，是进行教学研究、教学交流和教学探讨的一种新的教学研究形式，也是集体备课的进一步发展，而【说课稿】则是为进行说课准备的文稿。
以下是小编整理大学英语课程说课稿，以供参考。
大学英语说课稿（一）一、课程设置1、课程定位大学英语课程是我校所有的非英语专业学生必修的一门公共基础课程。
它服务于该专业人才培养计划中的专业培养目标，服务于学生英语应用能力的需要。
课程遵循"应用为主，够用为度"的原则，在专业课程体系中凸显其基础性地位和工具性作用。
它既符职业教育培养应用人才和具有一定文化水平和专业知识技能的劳动者的基本培养目标，更是体现中国加入世贸之后，就业市场对职业教育培养高等双语应用型人才所提出的更高目标。
2、课程目标我校大学英语课程的基本教学目标是既要使学生掌握实用的英语语言知识和交际能力，使学生在今后的工作和社会交往中能用英语有效地进行书面和口语的信息交流，同时要增强学生自主学习能力，提高综合文化素养，以适应社会发展和国际交流的需要。
具体量化为以下三个方面：（1）知识目标，主要就是指完成大学英语课程每学期设置的教学计划，包括指定的教材和规定的课时，并通过各种方式以确保学生掌握一定量的实用英语语言知识；（2）能力目标，主要是指英语语言的五大基本技能：听说读写译以及英语等级证书考试的应试能力。
而后一项能力，主要根据社会和用人单位的需要所设定的。
（3）素质目标，以端正学生学习态度，培养学生学习能力，提高学生综合素质为内容的一项认知性目标。
3、课程设计我们在课程设计上主要体现三个结合：首先，课堂教学与课外学习相结合，在抓好课堂教学的同时，充分发挥开展课外教学活动的优势。
其次，基础教学与等级考试相结合，为了增加学生就业时的竞争力，将课程安排与等级考试同步进行。
最后，基础英语与行业英语相结合，课程实施注重工学结合，将基础英语与行业英语结合。
大学英语一等奖说课稿ppt课件
02
Teaching content and methods
Textbook selection and characteristics
01 Select mainstream textbooks such as New Horizon College English
02
Emphasize equal emphasis on language skills and cultural literacy
01
Course background and objectives
The Current Situation of College English Education
The popularization of college English education: With the acceleration of glห้องสมุดไป่ตู้balization, English has become an internationally recognized language, and college English education occupies an important position in the higher education system.
• Ability objective: Students should be able to use English for high-level oral and written expression, possess critical thinking and innovative abilities.
• Role playing and simulation: Arrange students to play different roles for dialogue or situational simulation, to exercise their oral expression and communication skills.
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I.3 课程目标
●提高听说读写译的能力； ●素质教育； ●创新能力； ●交际能力； 大学英语 ●终身学习的能力 。
专业英语
1.4课程特色
1.素质教育和人文教育
2.听说读写译综合能力培养
3.课堂学习和自主学习相结合
4.教学方法多样，趣味教学
5.培养创新思维和批判性思维
2、教学设计和教学实施 2.1 学情分析
●90后，学生交际意识强 ●自主学习能力差
高中英语 学习
●学习兴趣不足 大学英语
专业英语
●学习依赖性强
2.2 设计理念（建立在学情分析上）
培养学习兴趣
提高学生综合能力
高中英语 学习
大学英语
增强自主学习能力
培养实用性人才
2.3 设计思路
1.语言能力：本课程对语言基本功的训练可以 强化语言思维能力，为学生分析解决本专业问 题提供了更多空间 2.文化素养：本课程有利于培养学生的全面综 高中英语 合素质，提高其文化素养和跨文化交际能力 专业英语 大学英语 学习 3.创新、批判思维能力、应用型人才
大学英语
专业英语
3.4 课程管理
1.实施集体备课，统一教案编写； 2.合理安排教学进度 包括：课程介绍；教学大纲及考试大纲；教学 高中英语 方法及教学手段；授课计划；授课教案；电子 专业英语 大学英语 教案；作业习题；试题库；课程考核。 学习
3.5 教学改革课程建设
1.教学与科研相结合，积极申报课题，促 进教学改革。 2.贯彻以学生为中心，培养学生的自主学 习能力
3.教学方式多样化。4.积极进行精品课程 的建设
3.6教材建设
●本课程使用的教材为：外研社出版的英语专
业精品教材以及普通高等教育“十一五”国际 级规划教材：现代大学英语精读。
高中英语 ●补充材料：每个学期10本英文经典小说。 专业英语 大学英语 学习
3.7 课程发展 坚持教学改革
不足 没有 学习 完全与 市场需 求接轨
2.4 教学条件
1.师资：博士1名、副教授2 名，讲师8名，其中海归教 师3名，基本实现全硕士 2.硬件设备：语音室、多媒 体教室、自主学习室 3.图书馆
4.资料室
2.5 内容定位
知识点 高中英语 学习
能力点
素质点 专业英语
大学英语
２.6 重点、难点
重点: 1.传统英语教学法与当代英语教学法相结合。区别 对待教学中的大量语言材料。 2.教学过程中，以学生为中心，让学生积极参与课 堂教学活动，增强学生独立思考与解决问题的能力 ，培养他们的创新意识与创新能力。 3.教师则担当学习指导者与促进者的角色 难点: 丰富学生的知识面，培养学生的创新思维， 提高学生的实际运用语言的能力。
高中英语
解决措施
组织形式多样化
教学方法多样化 专业英语 教学资源多元化
4.总结
1.课程的地位、教学设计、教学实施以及课程 建设
2.为培养积极乐观、素质超群的英语人才而奋 斗！ 高中英语 专业英语 大学英语
学习
请各位专家批评指正！
Thank you for your attention!
高中英语 学习
3.1 师资队伍建设
1.规划师资队伍建设：提高教师 学历、培养双师型教师；
2.优化师资队伍结构；
3.申报省级教学团队，培养学科 带头人。
3.1 师资队伍建设
4.提高教师的授课 水平：前沿讲课、 示范教学、举行青 年教师授课比赛、 鼓励教师参与省英 语授课比赛，组织 教师观摩学习
3.1 师资队伍建设
5.提供学 习、进修 、交流的 机会
3.2 教学条件建设
1.多媒体教室 2.网络资源
3.实训基地建设
4.图书馆、外语学院资料室
3.3 学生风采
高中英语 学习
大学英语
专业英语
3.3学生风采
高中英语 学习
大学英语
专业英语
3.3 学生风采
高中英语 学习
大学英语
专业英语
3.3 学生风采
高中英语 学习
2.7教学方法
1.交际教学法 2.任务型教学法
3.角色表演教学活动掠影
教学活动掠影
2.8 课程考核
平时成绩 30％
出勤、课堂表 现、课外自主 学习和作业
考试成绩 70% 采用笔试闭卷形式， 题型包括语法和词 汇结构、阅读理解、 英译汉和写作
3. 课程如何建设
《大学英语精读》说课
说课内容
1.课程的地位、衔接课程、目标 、特色
2.教学设计和教学实施
高中英语
3.课程建设 4.总结
学习
大学英语
专业英语
1. 课程地位、目标、特色
1.1课程地位
英语专业基础主干课和专业必修课 专业英语 大学英语
1.2 课程衔接关系
基础
高中英语 学习
提高 英语精读
应用
高级英语 专业英语
And best wishes!
大学英语
专业英语