新视野大学英语第一册全册教案
(完整版)新视野大学英语视听说教程第一册教案设计
3. Understand and talk about college life;
4. Conduct a series of listening and speaking activities related to the theme of the unit.
4. assignment
章节
Unit 2 Do You Work out?
课时
4
教
学
目
的
教学内容
﹡Lead-in﹡Liste Nhomakorabeaing﹡Speaking
教学
重点
及
突出
方法
Emphasisis placed on:
﹡topic understanding
﹡improving the students’ listening and speaking ability.
突破
方法
Difficulty in teaching:
The lack of background information and new English words may prevent students from understanding the listening materials.
Approach:
Approaches:
﹡give students some background information about the topic, such as some useful words and expressions maybe used when refer to this topic..
新视野大学英语第一册PPT学习教案
Banked cloze
A. attain B. pursue C. raise D. classify E. especially F. fascinating G. available H. passion I. acquire J. sample K. fulfill L. qualify M. virtually N. fashionable O. prosperous
5. Fill in the blanks with the newly-formed words in Activity 4. Change the form where necessary. Each word can be used only once.
1. Despite being _c_la_s_s_if_ie_d___ as a meat-eater, the panda has a diet that is overwhelmingly vegetarian.
Firstly, there are many students who learn simply because theyB4. )p_u_r_su_e______ their goal of learning. Some read a wealth of British and American novels because they are keenly interested in literature. Others sit in front of the computer screen, working on a new program, 5)_M__.________ day and night, because they find some vcoirmtupaulltyer programs 6)_F_._f_a_s_c_in_a_t_in_g__, and they dream of becoming a “Bill Gates” one day.
新视野第一册 教案unit
新视野大学英语第一册教案Unit One Section A Learning a Foreign LanguageI.Teaching Objectives1.Skills1)reading:reading for the main idea and the ways to develop the main idea, finding out word meanings2)writing: deduction, sequence of time and space order, comparison and contrast, how to presenta paragraph of cause and effect3)listening:understanding the passages about study, listening for the main idea and the important details, learning to take notes while listening4)speaking: talking about English study2.Vocabulary development:1)words: positive, virtual, access, commitment, discipline, minimum, reap, benefit, insight,forum, visual, barrier, hinder, critical, perspective, arise, explicit, comment, requirement, likely, commit, assimilate, essential2)expressions:be well worth the effort/time/ money, lose the desire to do sth, far from , tostay at the same level, to get access to sth., to keep up with the flow of…, to meet the minimum standards set by…, to cry with frustration, to feel like doing sth, to reap the benefits of…, to trade sth for sth, to teach sb the value of, to give sb insights into…, to keep sb’s mind open to sth., to bridge the gap between different cultures, to be open-minded about, in addition, reflect on / upon, to feel (un)comfortable doing sth, to gain insight from sth. / sb., speak up, think through, allow for, on sb’s part, remind…of3.Grammar:1)present participial phrases functioning as adverbials2)inverted sentence: not only3)conjunctions: now that, while, that4)prepositions: because of, unlikeII. Teaching arrangement1.Total class time for this unit: 8 periods2. Suggested arrangement:1) pre-reading activities: 15-20'2)understanding the structure of text A: 25-30'3) detailed study of the language: 45'4) writing skills: 15'5) text summary 10’6) exercises: 20'7) reading skills: 15'8) detailed study of of text B: 45'9)comprehensive exercises: 30'10)supplementary reading and vocabulary exercises: 45'11) listening＆speaking: 90’III. Detailed Study of Text APre-reading1. Background informationOnline learninga form of distance education, refers to learning and other supportive resources that are available through a networked computer. With the development of the Internet, online learning often takes place on the Internet. In an online lesson, the computer displays material in response to a learner’s request. The computer asks the learner for more information and presents appropriate material based on the learner’s input.2. Understand the major details of the text1）What made the author’s English learning in junior middle school very successful?The kind and patient teacher and her positive method of praising all students often.2）What is basic to online English learning?Much time, commitment and discipline to keep up with the flow of the course.3）What interested the author most about English?He could communicate with many more people than before.3. Understand organization of the text1）Main idea of the text.Learning a foreign language was one of the most difficult yet most rewarding experiences of my life.2）Division of the textPart One Introduction (Para. 1)Learning a foreign language was one of the most difficult yet most rewardingexperiences of my lifePart Two The author’s 4 stages of language learning experiences (Paras. 2-7)（1）Junior middle school（2）Senior middle school（3）College（4）Online learningPart Three Conclusion (Para. 8) Learning a foreign language has been a most trying experience for me, but one that I wouldn’t trade for anything.Detail reading1. Words and phrases1）reward (L.1)在奥运会上的成功使他的努力得到了报偿。
新视野英语教程读写教程第一册全册教案
Unit OneTeaching Objectives 教学目标：1. In Listening and Speaking, students are expected to :① practice the words pronunciation;② call the students ’ attention to the importance of grammatical coherence;③ make a dialogue using the expression of how to greet each other;2. In Reading and Writing, students will be able to:① identify the main idea of the text A and analyze some difficult sentences and some language points;② understand and write registration form;3. In Grammar, students will be able to practice Verb tenses (1); Teaching emphasis & difficulties 重点与难点 1. V ocabularies of A and B level; Phrases and sentence structure;2. Verb tenses (1);3. Registration FormTeaching approaches & means 教学方法与手段Task-based Approach ;Communicative Language Teaching;Activity Teaching Approach; Question-answer Teaching Approach. Multi-media Video PPT Picture Blackboard课堂进程次序 内 容1 第1—2节: Section Ⅰ Listening and Speaking2 第3—4节: Section Ⅱ Text A and Related Exercises3 第5节: Section III Practical Writing and Grammar ReviewTeaching Procedure:Period 1 – 2Listening & speakingTesting Your EarsTask1---Task 2----Task 3Key words and phrases in listening and speaking:goal, education, opportunity, likely, be true of, let sb. down, makeup, to … extentOpening Your MouthExpressions for showing likes and dislikes:e.g.My name is… ./ It’s a pleasure to meet you. /I’d like you to meet … / I’d like you to know …/I’m a new student in … college. / What’s your firstname? / What do you do?／Where are you from? /It’sbeen nice talking to you. / Nice talking to you. /introduce … toTalking Together:Task 1—Task 2—Task 3 aims to build the students’abilities in listening and speaking.Homework: P7.Task 4Period 3 – 4Reading Through: Text A –How to be Cool at CollegeLeading-In (10’)(PPT导入)Ask some Ss to give an oral presentation about introduction; tellingthe reasons why they want to be college Ss ,the purpose for enteringcollege and the differences between middle school and college.Skimming and Scanning ( 5 – 8’ )Main Idea of Text A:Going to college for the first time is an exciting moment in your life. At college, everything is new and you will be on yourself. As a college student, you should use your time wisely to learn as much as possible and work hard to get the very best out of the opportunities, enjoy meeting new people and prepare you for a bright future.Read the Text A fast and then tell the main idea of each part. Structure of Text APart I (Para. 1): Going to college is lucky. So you should set goalsfor yourself.Part II (Para.2-4): The teacher gives some suggestions and adviceson education at college.Part III (Para.5): As a college student, you should be determined tolearn more.III. Detailed study of Text A (20’) Sentences:1.How to Be Cool at College(p)How to make yourself very good and impressive to others at collegecool: a. very good; impressive; fashionable; trendy (spoken) 绝妙的You look really ~ in that new dress. 你穿那件衣服很帅。
新视野大学英语第三版读写教程第一册Unit8教案
Unit 8, Book OneSection A: Gender variables in friendship:Contradiction or not?1. Teaching Objectives:To talk about gender differences in friendshipsTo understand the text’s structure and main ideaTo learn phrases and patterns from the textTo master contrast paragraph writing skill2.Time Allotment:Section A (3 periods):1st---2nd period: Pre-reading activities ( theme-related questions for warming up;)While-reading activities (cultural notes; useful words and expressions;difficult sentences)3rd period: While-reading activities (text structure; main ideas)Post-reading activities (comprehension questions; exercises)Section B(1period):4th periods: Practice of the reading skill (reading for the key idea in a sentence);T checks on Ss’ home r eading by asking questions based on the passage.T explains some difficult sentences3.Teaching Procedures:Pre-reading ActivitiesStep 1. GreetingsGreet the whole class warmly.Step 2. Lead-in and preparation for readingLet them talk to each other about the following questions:1. How do you understand friendship?2. Have you ever noticed any gender differences in your friendship with others?Step 3. Fast readingAsk the Students to read the passage as quickly as they can and then answer the questions on the screen. Let them get the main idea of each paragraph and make clear about the text structure.Text structure: ( structured writing ) The passage can be divided into 3 parts.Part1 (para.1) Introduction: The “movie” memories I have of my female fr iends and male friends are completely different.Part 2 (para.2-4) ExamplesPart 3 (Para.5-6) Conclusion: gender differences in my communication styles and the explanationPurpose: Improve the students’ reading and writing ability and understand the gen eral ideaof each paragraph.Method:Read the text individually and talk in groups; Use task-based language teaching method, reading approach, communicative approach and total physical response method.Step 4. Preparation for details of the text on the screenStudents are required to look at the Words and Phrases on the screen and give a brief presentation in class.Words and Phrases:Purpose: Train the Students’ ability of understandi ng and using foreign language.Method:Talk in groups, Use task-based language teaching method, communicative approach and total physical response method.1. (Para.1) be sensitive to对······敏感In this highly globalized world, failure to be sensitive to new information technology will lead to loss of golden opportunity for a nat ion’s development.在当今高度全球化的世界中，对新兴信息技术不敏感将会导致一个国家错失发展良机。
新视野大学英语第二版第一册unit1教案
Unit OneSection A Learning a Foreign Language ObjectsStudents will be able to:■understand the main idea and structure of Section A;■learn some devices for developing a paragraph by cause and effect, time & space, comparison and contrast, as illustrated in Section A;■master the key language points and grammatical structures in the text;■conduct a series of reading, listening, speaking and writing activities related to the theme of the unitFocus:■Understanding and using the key words, phrases & expressions, patterns of Section A;■Understanding the main idea and structure of the text;■Mastering the device for developing a paragraph by cause and effect;■Understanding some reading skills---finding out word meanings through context clues, word-formation clues, the knowledge of the subject and the knowledge of the world, ect.Difficulties:■Understanding the structure of the text and the way to develop it;■Mastering the device for developing a paragraph by cause and effect.Time allotment:■1st-2nd period: Leading-in & reading activities■3rd-5th period: Text analysis ( the key language points & structure )■6th-7th period: Writing tasks■8th period: Checking on students’ learning tasks( Exercises in Section A & reading activities of Section B & C )Teaching procesure:Step 1 Leading-inIntroductory remarksEnglish language learning is by no means a piece of cake and at times frustrating.Most of us started to learn English when we were in junior middle school, and some evenearlier in elementary school. We enjoyed the successes and cried at our failures. On the one hand, we may enjoy learning it because it can bring us a lot of benefits. To begin with, it can teach us the value of practice. The more practice we do in listening, speaking, reading and writing, the more progress we make in English. Besides, it can give us insights into other cultures, keeping our mind open to new ways of thinking. And above all, it can help us communicate with many more people than before. On the other hand, we may fell frustrated sometimes because it may be too difficult to do well enough, or may puzzled that our English level stays at the same forever. Like most students of our age, we had to be faced with many problems in learning English, such as pronunciation, grammar rules, and cultural background. And the most frustrating one was how to memorize a large body of new words. As far as the college life is concerned now, however, our big trouble with English learning is that our class is very large and we have few chances to practice our spoken English in class. Now, I’d like to ask you some simple questions to get to know something about your English learning.Warming-up activityShort-answer-Questions1. When and where did you begin to learn English?Tips:—I began to learn English... years ago.—I have learned English for...—My experience with English began in... when...2.Do you enjoy learning English? Why?Tips:—No, I don’t enjoy it because it is useless/too difficult.—Yes, I enjoy it very much. It can help me➢find a good job after graduation.➢learn the cultures of other countries.➢make some foreign friends.➢learn the value of hard work.3. Do you have any trouble learning English? If any, what is it?— I always feel it difficult to...— It’s not easy for me to➢understand what others say.➢remember so many words.➢understand the grammar.➢read quickly.➢speak in public.➢4. What can you do online?Tips:----chatting online----meeting online---shopping online---searching for needed information---learning online ( learning English online)5. What are the advantages of learning English online?Tips:1. equal opportunity to do...2. any place, any time or pace3. cheaper and more convenient4. quicker and easier to get access tomuch information and to teachers5. student-centered6. no limit to the number of studentsStep 2 Reading activitiesIn the following text: Learning a Foreign Language, the author tells us his experience of learning English at different stages. He may share with us some experience of studying English. However, he did make great success in learning English by learning it online!●Reading for general ideaQuestions for thinking about1. What does the writer want to tell us?----His experience of learning English at different stages2. How does he make clear his story?---By cause and effect writing●Reading for some detailsQuestions for discussing1.What made the author’s English learning in junior middle school very successful?The kind and patient teacher and her positive method of praising all students often.2. How was the author’s experience with English learning in senior middle schooldifferent from his experience in junior middle school?In junior middle school, his English teacher was kind and patient. He liked to answer questions in class and he made much progress in English. But, in his senior middle school, his teache r punished those who gave wrong answers. He didn’t want to answer questions any more in class. As a result, he did not make much progress in English.3. In what way is the author’s experience with English in junior middle school similar tohis experience in college? In what way are they different from each other?In college and junior middle school, his English teachers were both patient and kind, but he didn’t have as many chances to answer questions in college as he did in junior middle school.4. Judging from the sixth paragraph, what is basic to online English learning?It requires much time, commitment and discipline to keep up with the flow of the course.5. What was the method the author used for online English learning?Hard work.6. Why didn’t t he author feel intimidated when he found some students could speakfaster than he could?He could take all the time he needed to consider his ideas and write a reply before posting it on the screen.7．Why wouldn’t the author trade his experience in learning a foreign language for anything else?Learning a foreign language taught him the value of hard work and gave him insights into another culture.8. According to the last paragraph, what interests the author most about English?He could communicate with many more people than before.Step 3 Detailed study of the text◆Language points:Words and phrases1. frustrate (L. 2) ( synonym: discourage, disappoint, upset, annoy )v. ①to cause sb. to feel angry or disappointed— Was there anything making you frustrated?—I was frustrated by…②to prevent someone’s plans, efforts from succeedingThe bad weather frustrated all our hopes of going out.2. to be well worth the effort(L. 3)Not everything in life is well worth our risk.3. positive (L. 6)adj.①effective; helpfulDon’t just watch give me some positive advice.②definite; allowing no room for doubtHe was expected to make a positive decision about whether these workers were to be fired.③sure; having no doubt about sth.She was positive that John would help her out of trouble.4. to be at the top of the class(L. 7)On the list of good policies in social contact, honesty should be at the top.5.to lose the desire/eagerness to say anything in English (L.14)As a result of her dishonesty, I lost my desire to form further friendship with her.6.to be far from perfect (L. 19) 远不尽人意Although our environment is still far from perfect, we haven’t lost the desire to change it for the better.7.to stay at the same level forever(L. 26)Sometimes our English learning seems to stay at the same level forever, but, in fact, this is not necessarily the case.8. intimidated (L.24)vt. Make one frightened by threatsThe thieves intimidated the general manager by saying that they world kill him.John intimidated his brother into telling their parents the truth.9.to get access to the necessary equipment(L. 30)Through online learning we get access to many new patterns of thinking.10.to keep up with the flow of the course(L. 33)To keep up with the flow of world trade, China decided to join WTO.11. commitment( L. 33)n. a promise to follow certain beliefs or certain course of actionsHe felt he didn’t have to make such a commitment to Mary.I don’t want to get married because I don’t want any commitments.12. to meet the minimum standards set by the course(L. 34)It also requires commitment and discipline to meet the minimum standards set by the university.13. to cry with frustration(L. 37) 因挫折而哭泣It often happens that while some jump with victory, others sigh with defeat.14. embarrass(L. 37)vt. Make one shy, ashamedIt embarrassed her that her husband was drunk at the dinner.This was an embarrassing situation for the gentleman for he couldn’t afford the dinner.15. to feel like giving up(L. 37)Unlike Zheng Pei-min, some officials only feel like enjoying pleasures as much as possible.16. to reap the benefits of hard work(L. 42) 尝到刻苦学习的甜头Online chatting made it possible for me to reap the benefits of English learning.17. not to trade/exchange/give sth for anything(L. 45) 拿什么都不换What impressed us most in that disaster was their readiness to give their lives for the public health.18. to teach me the value of hard work(L. 45)Much personal contact with him taught me the value of true friendship19. to give me insights into another culture(L. 46) 使我认识了另一种文化Good reading has given me insights into what good taste means.20. to keep my mind open to new ways of seeing things(L. 46) 使我从心里乐于接受新的看待事物的方式As long as we keep our minds open to anything helpful to social progress, our nation will be filled with hope21. to bridge the gap between different cultures(L. 52) 弥合不同文化之间的鸿沟The couple tried to bridge the gap between their emotions, but without any success.Patterns for using as models●Typical patterns for cause and effectBecause of this positive method, I eagerly answered all the questions I could, never worrying much about making mistakes. (L. 6)句型提炼Because of…, sb adv. does sth / is + adj. to do sth, never worrying ／caring much about…由于……, 某人很……做某事，从不怎么担心….★Because of her strong desire for material wealth, she was eager to trade her power for★money, never worrying about any damage to larger interests.★Because of his undue interest in online surfing, he is likely to put all his mind on this business, never caring about his school work.●Typical patterns for comparison & contrast1) Now that I speak a foreign language, instead of staring into space when English is being spoken, I can participate and make friends. (L.50)句型提炼Now that sb. does / has done sth., instead of …, he / she can ／should do sth. else.由于／既然某人做某事，而不再……, 他／她就能做另一事。
新视野大学英语1教案
课时：2课时教学目标：1. 让学生掌握新视野大学英语1的基本词汇和语法知识。
2. 提高学生的阅读理解能力，培养学生的阅读兴趣。
3. 培养学生的口语表达能力，提高学生的交际能力。
教学内容：1. 词汇：掌握新视野大学英语1的基本词汇，包括名词、动词、形容词、副词等。
2. 语法：学习时态、语态、虚拟语气等语法知识。
3. 阅读理解：通过阅读课文，提高学生的阅读理解能力。
4. 口语表达：通过角色扮演、小组讨论等方式，提高学生的口语表达能力。
教学重点：1. 词汇和语法知识的掌握。
2. 阅读理解能力的提高。
3. 口语表达能力的培养。
教学难点：1. 语法知识的运用。
2. 阅读理解中的长难句解析。
3. 口语表达中的流畅性和准确性。
教学过程：一、导入1. 老师简要介绍新视野大学英语1的特点和教学目标。
2. 学生自由讨论，分享自己对英语学习的认识和经验。
二、词汇教学1. 老师带领学生复习上节课的词汇，并进行新词汇的讲解。
2. 学生通过游戏、练习等方式巩固所学词汇。
三、语法教学1. 老师讲解时态、语态、虚拟语气等语法知识。
2. 学生通过例句、练习等方式理解和运用所学语法知识。
四、阅读理解1. 老师带领学生阅读课文，并讲解课文内容。
2. 学生完成阅读理解练习，老师讲解答案和解析。
五、口语表达1. 学生进行角色扮演，模拟课文中的场景。
2. 学生分组讨论，就课文内容发表自己的观点。
3. 老师点评学生的口语表达，给予指导和建议。
六、课堂小结1. 老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、作业布置1. 完成课后练习题。
2. 复习本节课所学词汇和语法知识。
3. 预习下一节课的内容。
教学评价：1. 课堂参与度：观察学生在课堂上的积极性和参与度。
2. 作业完成情况：检查学生的课后作业完成情况。
3. 考试成绩：通过考试检验学生对本节课所学知识的掌握程度。
新视野大学英语第一册unit1learning a foreign language讲课教案
Back
Learning a Foreign Language
Part One General
Part Two Specific
Part Three General
Para. 8: The rewarding of English learning
Paras. 2-7: The author tells his experiences with the regular 1c)outrhsePevaairnluame. 1oif.dhLdalereadrswcnohirnokgolas afonrdeiagtncloalnleggueaagsewwealsl aosnewoitfhththee 2o)nliinnsmeigchootssutirndstioeff.oitchuelrtcyuelttumresost rewarding experiences of my 3T) hinsewlpifawer.atyissoafbseoeuintgtthheinsgps;ecific difficulties of English learning 4) theTahbiislitpyatrotbtreidllgseuthseagbaopubtettwheeengednifeferraelnitdceualtuorfest.he whole 5) Copnaclsussaiogne:.Learning English is difficult yet rewarding.
导入
预习
小结
写作
Back
Main Idea of the Text
Learning a foreign language was one of
the most ____d_i_ff_ic_uylett most __re_w__a_r_d_in_g_experiences of my life.
新视野大学英语第三版读写教程第一册Unit-2教案
Unit 2, Book OneSection A: Loving parents, loving children1. Teaching Objectives:To talk about the love between the parents and childrenTo understand the love between the mother and the daughter in the textTo apply the phrases and patternsTo write an essay creatively based on the understanding of the text2.Time Allotment:Section A (3 periods):1st---2nd period: Pre-reading activities ( theme-related questions for warming up;) While-reading activities (cultural notes; useful words and expressions;difficult sentences)3rd period: While-reading activities (text structure; main ideas)Post-reading activities (comprehension questions; exercises) Section B(1period):4th periods: Practice of the reading skill (reading for the key idea in a sentence);T checks on Ss’ home reading by asking questions based on the passage.T explains some difficult sentences3.Teaching Procedures:Pre-reading ActivitiesStep 1. GreetingsGreet the whole class warmly.Step 2. Lead-in and preparation for readingLet them have a surveySurvey: 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.Ask a question: To what extent are you close to your parents?be like friends;never keep secret from them;ask them for advice;give me directions about life …Step 3. Fast readingAsk the Students to read the passage as quickly as they can and then answer the questions on the screen. Let them get the main idea of each paragraph and make clear about the text structure.Text structure: ( structured writing ) The passage can be divided into 3 parts.Part1 (para.1-4)Opening part of the welcome speech General situation & my responses.Part 2 (para.5-12) The mess left in my daughter’s bathroom and my responses.Part 3 (Para.13-22)Concluding part: The changes of my attitude.Purpose: Improve the students’ reading and writing ability and understand the general idea of each paragraph.Method:Read the text individually and talk in groups; Use task-based language teachingmethod, reading approach, communicative approach and total physical response method.Step 4. Preparation for details of the text on the screenStudents are required to look at the Words and Phrases on the screen and give a brief presentation in class.Words and Phrases:Purpose: Train the Students’ ability of understanding and using foreign language.Method:Talk in groups, Use task-based language teaching method, communicative approach and total physical response method.1. (Para.1) make it. 成功；准时到达With blood pouring from his leg, he made it to a nearby house.他腿上流着血，支撑着走到附近的一所房子。
新视野大学英语第一册教案
教学参考书教学参考书视野大学英语第一册教案课程名称: 大学英语读写课授课对象: 一年级全校公共课学生授课教师:职称:教材版本: 《新视野大学英语·读写教程》第一册参考资料: 教学光盘,教学参考书(外语教学与研究出版社)教学方法: 计算机辅助多媒体教学手段授课.(大班上课,小班辅导,上机自主学习)交际法与翻译法.教学周次: 4x18教学手段: 多媒体教室,电子备课材料(移动硬盘),教材教学目标及要求:掌握每一单元的Section A中心思想,了解篇章结构,写作特点,文化背景知识. 掌握并背诵每一单元的Section A的核心词汇和短语,核心句型.并能举一反三,熟练运用.写出较通顺的短文.3.自学Section B 和Section C 的内容.4. 课后自己做《新视野大学英语·综合练习》第一册新视野大学英语教案Unit One教学内容:(Content of the Course)Section A Learning a foreign LanguageSection B Keys to Successful Online LearningSection C Teaching Children at Home二,教学对象:(Audience)三,教学时间:(Teaching Span)6----7学时四,教学目的:(Teaching Aims)1.Appreciate the text to know the author's experience of learning a foreign language2. Learn to use some important words, expressions and sentence patterns3. Practice listening, speaking, reading and writing4. Learn some translation skills五,教学任务及步骤:(Instructing Objective &.Teaching Procedures)Step One (Pre-reading Activities)(导入)文章主题(Themes)10 minutes课文A 作者介绍了自己在外语学习中的亲身经历.中学阶段,由于教师教法的不同,作者对英语的喜好也迥异.老师慈祥耐心,作者学习英语的劲头足,成绩好,老师过分严厉,作者就失去对英语的兴趣.大学阶段,作者参加了远程英语课程,因为没有了畏惧,虽学习艰苦,却也乐在其中.学习外语是作者进入了一个全新的世界.课文B 讨论的是虚拟课堂在教学领域中起着重要的作用.课文C 由于家长对学校教学方法不满意,许多孩子在家里由父母对其实施教育. Step Two While-reading ActivitiesLanguage Points (语言知识) 140 minutes1.核心单词及短语(Key words &.Expressions)positive, frustrate, intimidate, access, commitment, communicate, participate, discipline,minimum, embarrass, reap, insight, favorite, benefit, be well worth sth/doing sth, feel like sth/doing sth, far from, get access to, come across, trade…for, pa rticipate in2. 重点语法及结构 (Key grammar and Strctures)a. not only…but also的倒装结构b.分词作状语c. in additiond. now that 既然...因为3.难句精析(Sentence interpretation ) 50 minutesa. Learning a foreign language was one of the most difficult yet most rewarding experiences of my life.b. Although at home, learning a language was frustrating, it was well worth the effort.c. I was at the top of my class for two years.d. It didn't take me long to lose my eagerness to answer questions.e. I soon get access to the necessary equipment, learned the technology from a friend and participate in the virtual classroom 5 to 7 days a week. Step Three Post -reading Activities 100 minutes1. 阅读技能 ( Reading skill)2.找出段落中的隐意 (Reading between the lines)3.语言技能训练 (Language practice)《读写教程》练习;学唱"音乐之声"的英文歌DO-Rai-Mi4.写作技能训练 (Writing practice)因果关系;对比法.5.探讨设计 (Discussion)Topic:Doing Sth.—My Most Rewarding Experience(理由陈述)作业:(Assignments)《读写教程》Review and previewRead aloudPages 7----12 ( Homework work)《综合训练》Unit one新视野大学英语教案Unit Two(Book One)Section A. A Busy Weekday Morning教学内容(Content of the Course)Section A. A Busy Weekday Morning(精讲)Section B. Parent Talk(略讲)Section C. Teenage Talk (泛读)教学对象(Audience)(三)教学时间(Teaching Span)6---7学时(四)教学目的 (Teaching Aims)1.Appreciate the text to know sth. about what happened between the girl Sandy and her father and mother one morning, that's generation-gap.2. Learn to use some important words, expressions and sentence patterns.3. Practice listening, speaking, reading and writing.4. Learn some translation skills(五)教学任务及步骤 (Instruction Objectives &. Teaching Procedures)Step One Pre-reading Activities(导入)文章主题(Themes) 10 minutesThe author presents what Sandy did on a weekday morning and what her father and mother acted about her acts. Sandy was a young girl of fifteen. The writer described the conflicts between Sandy and parents. They were in different generation, so they had different viewpoints about life, about dressing and makeup, about music, etc. There was a generation-gap between Sandy and her parents.Step Two While-reading ActivitiesLanguage Points ( 语言知识) 140 minutes重点单词及短语 ( Key words &. Expressions)click blast forth along with reach for disgust burst into over and over as well as as usual that much bolt out offensive disturb bug重点语法及结构( Key Grammar and Structures)"as"连接两个句子的用法While+ -ing structureSentence Interpretation (难句精析) 50 minutesSandy sang alon ......教案2北京师范大学外语系英语教育与研究专业硕士研究生教学实习教案展作者姓名：张立新Zhang Lixin教案：Lesson PlanObjectives:1. To increase the awareness and understanding of gender issues in teaching and education.2. provide the tools for gender analysis and provide undergraduate, postgraduate, and continuing students with the tools fror gender analysis and positive gender interventions in their own classrooms..Time: Five hours.Level: MediumAids: Blackboard, tapes, recorder, color paperProcedures:Morning session (9:00--1130am)1. Getting to Know Each Other (5 to 10 minutes) Facilitators introduce themselves, and explain that English should be used during the workshop when speaking to the group.2. Warm up exercise: Word Association (30 minutes) Purpose: To realize that better choices are made when you understand that stereotypes are made, not born. Hold hand in a large circle. Say one word in response to the facilitator’s word. Two participants will write these words on the board. Words are spring, Man, and Women. Return to seats. One facilitator will lead discussion on which differences on the board are born and which are socially defined. Words will be circled in colored chalk to show differences.3. Short Break (5 minutes)4. Introductions (40 minutes) Participants and Facilitators pair up and talk for 6 minutes. Then introduce your partner to group, by telling their name and who they are. Then report to group one special experience of your partner of being a woman, as if it were your own experience. After first pair reports, facilitator will sum up the benefits of this activity which are learning active listening and getting yourself heard. Did the reporter correctly repeat your story?5. For or Against (60 minutes) Facilitators beforehand draw four pictures of faces: *Happy, *Semi-happy, *Neutral, and *Sad. Pictures are taped up in the room. Suggested controversial statements are introduced and ask every participant to choose sides on each of them - either for or against. Participants can be asked to add their own statements to the following list:: Should awoman enter a beauty contest? If a woman becomes pregnant who is not married, she should have an abortion. Prostitutes are bad women. Women should be beautiful. Everyone should marry . Sex before marriage is a sin. Feminist are women who hate men. Women are better at taking care of children, and should take most of the responsibility for them. Women who have a career are more successful than women. Women who have a career are more successful than women who stay at home as housekeepers. Women have the same needs and desires as men. Every person in the room stands by the picture that represents how they feel about the situation. The group stays by each picture, discusses why they feel that way, and chooses one person to report to the larger group. This is repeated for several topics.Facilitator explains afternoon activities6. Lunch Break (11:30 To 1:00 )Afternoon Session (1:00 to 3:00)7 Group Energizer Activity (5 minutes)8. Role-Play with Idioms (60 minutes) Purpose to build a team feeling, practice body language and become more aware of the forces of socialization in stereotyping gender. A Participants work in group of four or five. Each group chooses an idiom which describes the relationship between men and (or) women, and act it out without speaking. Use body language. Others try to guess the idiom. B. Follow up discussion in small group. What kinds of relationships are expressed in the idioms? What do they imply? What kind of influence do they have on you?9. Short Break (5 minutes)10. "Different World" (40 minutes)A. Facilitator explains that in the present world there are things we do not like, like discrimination against women. Facilitator leads a mental exercise to a “Different World”, where women are more important. News coverage reports on important women politicians, scientist and business. After women have a child, they return to work, leaving the husband home to care for the baby. Men are weak and are easily hurt, and need the protection of women. Men dress themselves up to please women.B. The group opens their eyes, and return to the present world . Discuss impressions of the “Different World” and talk about what they l ike and do not like.C. Facilitator writes their ideas on the blackboard and sums up them up by talking about the inequality in this world, and elaborates on the fact that women know how men would feel if men were subordinate. Participants exchange personal feelings.D. Divide into groups. Each writes down components of an ideal world. One person from each group reads to the larger group. Facilitator writes them on board, group then as possible or practical and gets comments from group. No definite conclusion needs to be reached. Just in to create thought on the subject.11. Evaluation forms are passed out, filled out, and collected.教案相关材料：教案评论：Reflection on classroom management and students" performanceBy Wang HuiEdited by Anriana GaetanoThe workshop opened with discussion about the difference between the concepts of gender and sex. Participants were asked to list words that they associated with “man” and “woman.” Participants all tended to use active words like ”powerful”, “courageous” and “energetic” to describe” man” and such passive terms as “weak” and “dependent” to describe “woman.” But, when workshop organizer Zhang Lixin from the Foreign Languages Department at BNU asked whether these associations were the result of the social environment or were natural, biological traits, participants’ views were varied, and discussion was quite heated. Zhang Lixin’s provocative question manifested the aim of the activity, which was to arouse the participants’ awareness of the manifold ways that ideology and social structures may shape our notions of gender. Chen Wenhui, a middle school teacher from Henan province, expressed her wonder at the workshop: “I never before gave thought to these differences until today’s activities.”Next, participants shared personal stories about experiences that had shaped their sense of being a woman. Wanda Wong, an American-Chinese feminist, narrated her painful childhood experience of racism, which stimulated her desire for independence and self-defense. Tian Di, a postgraduate student at BNU, related her difficulties in seeking employment, where she encountered sex discrimination. Liang Yan, an undergraduate at BNU, gave an account of how society stifled her dynamic personality and forced her to become a timid, diffident and self-conscious woman. Participants’ stories heightened mutual understanding of different women 's experiences and an appreciation of the struggle for independence and respect for all.Additionally, the workshop addressed controversial issues such as sex, marriage, and feminism. Such questions as “Are feminists women who hate men?" evoked enthusiastic discussions on the essence of feminism as well as the history of its development. Li Ying, an undergraduate in BNU, summarized: "Those who strive to achieve equality between the two sexes in every realm merit the title of feminists. Feminists never oppose men themselves but challenge their privilege and domination."Another activity, initiated by Joan Matlock, a foreign teacher at BNU, had participants imagine a different world, one where women play dominant roles in political, economic and other fields and men are subordinate. But drawing from their own knowledge of suffering from a subordinate status in society, participants reacted strongly against the same fate befalling the opposite sex. In rejecting the model different world, the participants realized the goals of feminist struggle, which is achieving equality with men rather than superiority over them. The workshop ended in a promising and positive atmosphere, and later workshops addressed just what a better, different world should look like and how to achieve it..Evaluation:Which is the most useful part of the activity?·I think the most useful activity for me is "for or against". You can share your opinions withinyour group and also from group to group.·"For or against" activity provides opportunities for everyone to exchange ideas. The discussion about the four statements. Listening to the lecture.·This activity makes me realize the importance of self-confidence, improves my spoken and listening abilities.·From this activity, I know more about women's issues and different attitudes to women's present problems.Which methods do you like best?·The discussions.·Activities of all kinds, physically and mentally.·Games and energizers.·Free talk, change ideas.·For or against.·Make a choice and discussion in groups.How do you feel about the atmosphere?·Very friendly. I feel relaxed and free to talk.·Good. This kind of activity make me speak a lot in front of other people.·The movement is active. It makes me think back something deep in my heart and in my brain. ·The atmosphere is very hot, active. I can participate very easily. It enhanced my confidence. My oral ability is also improved.·Everyone is so enthusiastic. Active. But I need more opportunities.·Very active, very heated. I become active as soon as I step into the workshop.·The atmosphere is all right. It makes me more active. And I have more chance to share my opinions with others.·Just so so. But it do express me deeply.·Friendly. I feel easy to talk.·The atmosphere is heated and friendly. It makes me realize deeply the important role that women play in the society.How can you use what you learned?·I will try my hard to make more people, male or female, awake from the numbness of all kinds of discriminations and work for a better society.·Maybe I can change my ideas first, then develop my husband into a better one.·I can tell my friends, my neighbors what we have talked in this activity. The idea may influence them greatly.·I can analysis problems both from men's and women's view.·I can use some of the ideas to persuade other people when they look down upon women and when they only get men to be employed in some jobs.·It will give me more courage to speak freely about gender and sex discrimination with everyone I meet after this session.·When I go back to my hometown, I will gather some people to talk about this kind of things. ·When I talk, I can speak more fluently then before, I also can use some knowledge to expressmy idea. I feel very confident.作者相关资料：Information about the writer:The project, “Education about Gender in China” is a series of workshops and seminars targeting Chinese college students, especially girls, that aims to educate them about gender issues in education that has relevance to their own lives as students and their futures as educators.This project is organized by myself and sponsored by the Foreign Languages Department at Beijing Normal University. I have organized similar projects for four consecutive years;The participants will be greatly pleased if anyone with similar interests and aspirations would like to enroll in any of the sessions of "education about gender in China". For more information, please call 63203388 page 25777 Email: zlx@Postal Address: Xinjiekouwai BeitaipingZhuang Foreign Languages Department, Beijing Normal University. Beijing 100875E-Mail: zlx@姓名：张立新通信地址：新街口外北太平庄北京师范大学外语系邮政编码：100875Keys to Exercises of Uni1 of Book1 of NHCESection AVocabularyIII: 1. rewarding 2. communicate 3. access 4. embarrassing 5. positive 6. commitment 7. virtual 8. benefits 9. minimum 10. opportunityIV: 1. up 2. into 3. from 4. with 5.to 6. up 7. of 8. in 9 for 10. withV. GBEIH KMOFCSentence StructureVI:1. Universities in the east are better equipped, while those in the west are relatively poor.2. Allan Clarke kept talking the price up, while Wilkinson kept knocking it down.3. The husband spent all his money drinking, while his wife saved all hers for the money.4. Some guests spoke pleasantly and behaved politely, while others were insulting and impolite.5. Outwardly Sara was friendly towards all those concerned, while inwardly she was angry.VII:1. Not only did Mr. Smith learn the Chinese language, but he also bridge the gap between his culture and ours.2. Not only did we learn the technology through the online course, but we also learned to communicate with friends in English.3. Not only did we all our money, but we also came close to losing our lives.4. Not only do the workers want a pay increase, but they also want reduce working hours.5. Not only is the house expensive, but it is also too far away from my company. TranslationVIII:1. Not only can students choose when and where to learn for an online course, but they can also take time to think through answers before making a reply.2. She is excited by the idea of online learning while he considers it meaningless and useless.3. Communicating with native English speakers is a very rewarding experience from which we can learn a lot.4. Today, more and more people have access to the Internet through which they look for the information they need.5. He wants her to give up working and stay home to look after the children. She feels, however, that this is too much for her.6. Now that we have finished the course, we shall start doing more revision work.IX:1. 我永远都不会忘记那位老师，是他告诉我学外语是有趣的、有价值的。