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2011年5月4日 星期三 上午 10:10 各位評委老師，上午好！我是應(yīng)用外語系英語教師魏芳秀，我今天說課的題目是新視野大學(xué)英語2 第3單元 Marriage Across Nations （板書：課題、作者），下面我將從說教材（教材分析、課標(biāo)、三維目標(biāo)）、說教法、說學(xué)法、說教學(xué)過程（含CAI / TBLB的應(yīng)用）、說板書設(shè)計五個方面來對本課進(jìn)行說明。 大學(xué)英語教學(xué)方案設(shè)計(說課 材料) 教學(xué)內(nèi)容:新視野大學(xué)英語2 第3單元 Marriage Across Nations (導(dǎo)入及課文內(nèi)容學(xué)習(xí)) 時間分配:2節(jié) 一,教學(xué)理念:大學(xué)英語課程是大學(xué)生的一門必修的基礎(chǔ)課程,旨在培養(yǎng)學(xué)生的英語綜合應(yīng)用能力,特別是聽說能力.在教學(xué)過程中,教師應(yīng)特別注重學(xué)生語言應(yīng)用能力的培養(yǎng),努力為學(xué)生營造英語語言環(huán)境,加大課堂中語言的輸入,引導(dǎo)學(xué)生進(jìn)行語言表達(dá),進(jìn)行語言輸出. 二,教材:本課程使用教材為《新視野大學(xué)英語》(第二版).這一教材包含有《讀寫教程》,《聽說教程》,《視聽說教程》以及《快速閱讀》,并帶有書后光盤和強(qiáng)大的網(wǎng)絡(luò)資源,是一套立體化的英語教材,注重培養(yǎng)學(xué)生聽說能力,有利于學(xué)生進(jìn)行自主式,個性化的學(xué)習(xí),也有利于啟發(fā)教師在教學(xué)模式,教學(xué)方法上的創(chuàng)新. 三,教學(xué)內(nèi)容:本課程主要處理《讀寫教程》和《聽說教程》.每單元8學(xué)時.話題討論1學(xué)時,section A 3學(xué)時,Section B 2學(xué)時,聽說練習(xí)2學(xué)時. 本課是《新視野大學(xué)英語讀寫教程2》第三單元的第1,2節(jié)課,重點內(nèi)容為話題導(dǎo)入和課文理解.本單元話題圍繞著跨文化/ 跨種族婚姻(mixed marriages)這一話題展開.愛情和婚姻是學(xué)生有話可說的話題,而跨文化因素使得這一話題更加有趣.處理本單元時,對學(xué)生加以引導(dǎo),對相關(guān)話題進(jìn)行討論必不可少.而課文理解部分,教師不宜直接進(jìn)行課文講解,而是提出課文相關(guān)問題,讓學(xué)生帶著問題閱讀課文,并了解課文大意,這種任務(wù)型教學(xué)能更好地培養(yǎng)學(xué)生的閱讀理解能力,同時創(chuàng)造師生口語交流機(jī)會. 四,教學(xué)方案設(shè)計 Teaching Plan 教學(xué)對象 Teaching Subjects non- English major freshmen 教學(xué)內(nèi)容 Lesson Content Lead-in activities 導(dǎo)入--- 45 Text study 課文學(xué)習(xí) --- 45 教學(xué)目標(biāo) Teaching Objectives 1. Talk about love, marriage and mixed marriages in class; 2. understand the main idea and structure of Section A 3. learn device for developing a paragraph which starts with a correction of one idea and goes on to present another idea. 4. conduct a series of reading, listening, speaking and writing activities related to the theme of the unit 教學(xué)方法 Methodology 1. Communicative Method 2. Task-driving 3. Audio-visual Approach 4. Analysis and explanation 難點及對策 Potential Difficulties & Solutions 1. Using the vocabulary and sentence structures learnt to talk about personal views on intercultural marriages. --- More examples should be given in class. 2. Mastering the device for developing a paragraph which starts with a correction of one idea and goes on to present another idea. --- writing practice 教具 Teaching Aids Multi-media equipments 教學(xué)過程設(shè)計 Teaching Procedure: 步驟1 Step 1 導(dǎo)入 Lead-in I. Warming-up questions: 1)What kind of person is your Mr. Right or Miss Right 2)In your eyes, what is the most important element for a happy marriage 3) Talk about advantages and problems of a cross-cultural marriage. II. An funny word game ---Anew way of understanding the words below by spelling them Wife, husband, family. E.g. wife: W--- washing, I-ironing, f --- food, e --- entertainment Husband: H-humorous,U---understanding, S---supportive, B---brilliant, A---and, N---never, D---demanding Family: F---father, A---and, M---mother, I, L---love, Y---you III. Listening to a passage about the mixed marriage of Gail and Mark and answer the questions on page 52. 步驟 2 Step 2 課文學(xué)習(xí) Text study Idea catching I. Reading for general idea. 1. Read through the whole passage and focus on the following questions. At the same time pay enough attention to peoples attitudes to a mixed marriage. Question 1: who are the characters mentioned in the article Find out the brief information about them. Question 2: How did Mark look on the time that he and his girlfriend had spent together The answer can be found in Paragraph 1. 2. Make a detailed analysis of the different attitudes towards Mark and Gails mixed marriage and the reasons. Deborahs friends attitude: Deborahs attitude: Davids attitude: II. Structure Analysis (Paras. 1-4) The mixed marriage of Gail and Mark Device: Narration (敘事法): The story is told in the first person. Through his narrative, the writer, a black man, tells the reader his mixed marriage (Paras. 5-9) The reaction of Gails mother to the marriage Device: Argumentation (論證法):Typical example of argumentation by rejecting the first idea and presenting some other idea. (page 64-65) (Paras. 10-21) The response of Gails father to the marriage Device:Dialogue (對話法) III. Conclusion--- A summary of the text 課后作業(yè)Assignments: 1) Reading aloud and reciting: new words, phrases & expressions of Section A; 2) Doing exercises of Section A; 3) writing: Choose one of the topics given to write a paragraph, which starts with a correction of one idea and goes on to present another idea 自我評價問題Questions for Self-evaluation: Can I understand the main idea and the general structure of the text Can I express my ideas about mixed marriage quite freely Have I mastered the devices of developing a paragraph which starts with a correction of one idea and goes on to present another idea 4. Have I conducted a series of listening, speaking, reading and writing activities assigned by the teacher and done it well 板書設(shè)計Blackboard Layout: Lead In Topic: Love & Marriage Questions Keywords in Students answers Q1: …Mr. Right or Miss Right → beautiful, honest, rich, …. Q2: …a happy marriage → love, money, understanding, tolerant, …. Q3: …advantages and problems of mixed marriages → new experience, language learning, communication problems, …. Text Analysis The Title: Unit 3 Section A Marriage Across Nations 1. Gail and Mark: → reason for the marriage: At the beginning: 2. Gails mother and her attitude towards the marriage → Later: When hearing the news: 3. Gails father → disagree & persuade Gail to change her mind → reasons : 教材與教學(xué)資源Resources and Materials: New Horizon English 2 --- Reading and Writing New Horizon English 2 --- Listening and Speaking New Horizon English 2 --- Reading and Writing (Teachers book) New Horizon English 2 --- Listening and Speaking (Teachers book) New Horizon English 2--- Speed Reading Online Resources about New Horizon English 教參References: Oxford Advanced Learners English Chinese Dictionary Macmillan English Chinese Dictionary A Dictionary of English Collocations A Chinese English Dictionary