综合英语1教案
教案
2006 ～2007 学年第 1 学期
系部外语系
教研室英语专业基础教研室课程名称综合英语（一）
任课专业、年级、班级英语0603-0604
教师姓名袁琼
职称讲师
使用教材《综合教程1》湖南商学院教务处制
湖南商学院《综合英语》（1）课程教案
湖南商学院《综合英语》（1）课程教案
湖南商学院《综合英语》（1）课程教案
湖南商学院《综合英语》（1）课程教案
湖南商学院《综合英语》（1）课程教案
湖南商学院《综合英语》（1）课程教案
湖南商学院《综合英语》(1) 课程教案
全新版大学英语综合教程第一册教案-Unit1
Unit One Growing up Text A Writing for Myself Language study 1. off and on: adv. In an intermittent manner: slept off and on last night. 2. take hold: to start to have an effect The fever was beginning to take hold. 3. associate: To connect or join together; combine; To connect in the mind or imagination associate one thing with another We associate China with the Greet Wall. What do you associate with such a heavy snow? 4. turn out: a. to shut off: turned out the lights. b. to arrive or assemble, as for a public event or entertainment: A large group of protesters have turned out. c. To produce, as by a manufacturing process; make: an assembly line turning out cars. d. To be found to be, as after experience or trial: The rookie turned out to be the best hitter on the team. e. To end up; result: The cake turned out beautifully. f. To equip; outfit: troops that were turned out beautifully. g. Informal To get out of bed. h. To evict; expel: The tenants were turned out. 5. agony: The suffering of intense physical or mental pain. His last agony was over. 他临死的挣扎已经过去了。 He was in an agony of remorse. 他处于极端悔恨之中 be in agony 苦恼不安 death agony (=agony of death)临死时的痛苦, 垂死的挣扎 in agony of pain在痛苦的挣扎中 in an agony of处在极端...状态中 6. assign: a. To set apart for a particular purpose; designate. 分派为某一特定目的分开；指派 b. To select for a duty or office; appoint. 选派为某项任务或工作选派；委派 c. To give out as a task; allot. 作为任务分出；分配 d. To ascribe; attribut e. 归于；归属 be assigned to a new post 被派到新的工作岗位 assign a day for a meeting 确定开会日期 assign property to another 把财产转让给别人 assign one's failure to idleness 将失败归因于懒惰 assign homework 留家庭作业 7. anticipate: To act in advance so as to prevent; forestall. To foresee and fulfill in advance. We anticipate great pleasure from our visit to London. We anticipate hearing from you again. We anticipated our competitors by getting our products onto the market first. ardently anticipate殷切地期望
综合英语(第三册)电子教案unit1Honesty
Unit One Honesty Teaching Objective:listening , reading , writing , translation Teaching focus:reading , writing , translation Teaching difficulties: reading , translation Teaching Procedures: daily report, lead-in, listening, reading, translation, writing, homework Stage1 Daily Report Ask the student on duty to make a daily report, encouraging him or her to speak more about honesty. While listening, the students make some notes. Then ask some students to retell what the reporter said. Stage2 Lead in Step1 Culture background The teacher would offer some background information about creativity, so as to help the students to better understand the text. Honesty refers to a series of rules or expectancy that people should follow. To be honest means we should respect the fact and behave consistently with the contexts and situations. It means that we should be rational when giving choices or making decisions Honesty and trust is not just an idea, a political or moral teaching, but a way of living. It is an issue that matters to almost everybody. It’s important to be honest. But honesty is not always the best policy. Sometimes we don’t want to hurt others’ feelings, so we have to tell white lies. Women are better liars than men, particularly when telling “a white lie”. For example, when a woman at a party tells another woman that she likes her dress when she really thinks it looks awful. Men, on the other hand, are more likely to tell more serious lies, such as making a promise which they have no intention of fulfilling at all. This is the kind of lies that politicians and businessmen are particularly skilled at. By telling such lies the liars hope to get profit. Step2Topics for discussion 1. Get the students to go through the topics in the Lead-in of Text A on the textbook. And then they can choose any topic at will to have a discussion among their group members. 2. Show their work Let each group share their opinions with others. While listening, the listeners should take some notes, then retell and share. 3. Summarize The teacher summarizes the Ss’ job, making some comments. Then write down the useful words and expressions needed. Stage3 Listening Step1 Activity 1 Spot dictation 1. Listen to the statements less than three times and fill in each blank with the words
《综合英语4》课程教学大纲
《综合英语4》教学大纲 一、课程基本信息 课程代码： 课程名称：综合英语4 课程英文名称：Comprehensive English4 开课部门：外国语学院 课程面向专业：英语 课程类型：学科基础课 学分：6学分 总学时：96学时 二、课程简介 本课程主要通过语言基础训练与篇章讲解分析，使学生逐步提高语篇阅读理解能力，了解英语各种文体的表达方式和特点，扩大词汇量和熟悉英语常用句型，具备基本的口头与笔头表达能力。 三、教学目的、要求与方法 （一）教学目的 本课程以课文为中心，侧重阅读和写作技能训练，但也不偏废听、说训练。在该课程的教学过程中对语言的控制逐步减少，而对学生创造力的发挥不断加强。本课程通过语言基础训练、相关文化背景知识介绍、语篇讲解以及各种文体的写作方法与技巧分析，使学生逐步提高语篇阅读理解能力，了解英语各种文体的表达和特点，扩大词汇量，具备基本的口头与笔头表达能力。 （二）教学要求 学生通过积极参与各种语言交际活动，获得基本的交际技能，了解基础阶段所需掌握的基本词汇、短语、修辞以及语法知识，达到本阶段应有的听、说、读、写、译等技能的要求。 四、学时分配
五、教学环节与教学要求 本课程在讲授过程中采用启发式、讨论式、发现式和研究式的教学方法，同时加强基础训练。 六、课程考核 1、平时成绩（包括课堂表现、课外作业）占 20% 2、期末考试占 80% 七、教材及主要参考资料 （一）建议教材 何兆熊主编，《综合教程》学生用书（4），上海：上海外语教育出版社（选用最新版本）。（二）主要参考资料 何兆熊主编，《综合教程》教师用书（4），上海：上海外语教育出版社，（选用最新版本）。 朗文出版公司编，《朗文当代英语辞典》，北京：外语教学与研究出版社，1997。 霍恩比著，《牛津高阶英汉双解词典》第四版增补本，北京：商务印书馆，2002。
新编大学基础英语综合教程第一册教案
本科课程教案 2017-2018学年(第 1 学期 ) 课程名称：大学英语 CI 课程性质：□通识必修课□大类基础课□专业核心课 □专业拓展课□通识限选课□通识任选课 授课班级：17 产品设计 1 班(32 人）、环境设计七班（ 30 人）学生数：共 62 人 授课教师：庞海才 学分 / 学时：6/75 学时分配：理论讲授学时，课堂讨论学时 实验 / 课内实践学时，在线学习学时 课程设计( 周) 系（教研室）负责人（签名）：
审核通过日期：年月日 《大学英语 CI 》是教授英语语言知识和英语学习策略，培养学生外语综 合应用能力和跨文化交际为主要内容的必修课，教学对象是艺术专业大一学 生。课程以外语教学理论为指导，以“课堂教学+计算机和网络的自主学 习”模式为主，集多种教学模式和教学手段为一体，旨在培养学生的英语 课程简介综合应用能力，尤其是听说能力；同时，提高他们的自主学习的能力和综合 文化素养，以适应我国社会发展的需要和国际交流的需要。 该课程采用形成性评估和终结性评估两种形式来评估学生学习效果。形成 性评估包括课堂活动记录、课后任务记录等形式。终结性评估包括期中测评、 期末总评。 教材名称、新编大学基础英语综合教程1、 2 高等教育出版社 出版社、出版新视野大学英语（第三版）视听说教程1、 2 时间、版次新编大学基础英语训练与自测1、 2高等教育出版社 （含中英文教 材） （含参考书目、案例材料、阅读材料，网络教学资源等） 新编大学基础英语训练与自测1、 2 新视野大学英语（第三版）长篇阅读1、 2 参考书目 及文献（或 网络教学资源） 形成性评估：平时作业、网络学习、课堂表现、期中考试、期末考试考试考核方式 （含期中考试、 小测验、作业）
最新《综合英语1》 教学大纲资料
《综合英语》1教学大纲 一、课程说明 1.课程代码：1510112 2.课程中文名称：现代大学英语精读1 3.总学时数：64 4.学分：3 5.适用专业：英语本科专业一年级学生 7.先修课程：无 6.本课程的性质、地位、作用及要达到的培养目标： 本课程是英语专业学生必修的一门专业课。通过对学生英语阅读能力的培养而夯实学生的基础知识和语法及写作等多个方面的能力。 该课程的教学要在一个学期内完成。课程的特点是以课本为基础，进行全面拓展，并以培养学生的阅读能力为主要目的，使学生通过课文及相关的课外知识的学习，或课文中语法的应用，或文中的独特语言结构的研究，或文章的翻译技巧的归纳总结，获得可以进行相关英语读物的独立阅读能力。并能通过该门课程的学习和锻炼，对英文的整体鉴赏能力和把握能力得到进一步的提高。 二、教学基本要求 1.本课程的目的、任务 综合英语课是整个专业课中的重中之重，贯穿着整个英语教学。教材内容及教学方法直接影响着其他课程的顺利进行，本课程以培养英语专业的学生英语阅读综合能力为宗旨，是英语专业低年级的一门学科基础课程，也是英语专业基础阶段全面培养和提高学生语言能力和交际能力的一门必修课程，其主要目的在于培养和提高学生综合运用英语的能力。本课程主要通过语言基础训练与篇章讲解分析，使学生逐步提高语篇阅读理解能力，了解英语各种文体的表达方式和特点，扩大词汇量和熟悉英语常用句型，从听、说、读、写、译五个方面对学生进行全面的语言基本技能训练，具备基本的口头与笔头表达能力，为学生以后的独立学习和进一步深造打下良好的基础。 2.本课程的教学要求 （1）形成牢固的知识基础，奠定正确的阅读技法、基础知识、语法、句法和
新职业英语 职业综合英语1 Unit 1 Organization 电子教案
Unit 1 Organization Teaching Objectives 1.To require students think what organization is. 2.To help students master the key language points and grammatical structures in the text. 3.To enrich students’ English for careers. 4.To improve students’ listenin g, speaking, reading and writing skills. Teaching focus https://www.sodocs.net/doc/30968093.html,prehension of reading A. 2.Master the key language points and grammatical structures in the text. 3.Listening and writing skills. Teaching procedures Step1. Warming-up Students read warming-up Task1. Get students to look at the logos. Go through the pronunciation of any problematic word. Ask students to give the names of the countries. Give the answers. Step2. Background Information What is a logo? Company introduction Step3. Language points Step4 Reading A explanation a.Students read the passage and find out important events in the different periods of Google’s history on page 5. b.Ask students to divide this text into several parts and sum up the main ideas. c.Teachers explain the text in details one paragraph by one paragraph and give the translation Step5 Reading B Step6 Listening & Speaking Step 7 Writing How to write an envelope?
全新版大学英语综合教程第1册第2单元教案
Unit Two Friendship 教学目标:通过本单元的学习,掌握英文书信的写作技巧和方法,在生活中学会珍惜友情. 教学重点:掌握单词;available estimate correspondence practically urge postpone reference reunion awful skip 掌握词组;be lost in or something go ahead not much of lose touch on one's mind come up hang out choke up 教学难点:1.to grasp the main idea (never delay expressing your true feelings to a friend) and structure of the text (developing a story around a letter); 2.to appreciate that spoken English is much more informal than written English; 3.to master key language points and grammatical structure in the text; 课时分配:1.Pre-Reading Tasks,New Words Explanation and Analysis 2学时 2.While-Reading Tasks and Analysis 4学时 3.Post-Reading Tasks and Exercises 1学时 4.Home-Reading Check up 1学时 课外练习:1.Vocabulary;PartI II III 2.Structure;PartI II 推荐读物:<<大学英语>>第一册第二课 教学过程:Study of the Text Culture Notes Halloween is celebrated annually. It is on the night of 31 October, when people once believed that ghosts could be seen. Now, in Britain and America, it is a time when children have parties, dress up as witches, make lanterns out of pumpkins from which the inside has been removed, and play "trick or treat'. Trick or treat is a traditional activity at Halloween. Children dress in costumes and visit houses. At each house they say "Trick or treat'. This means that they will play a "trick', or joke, on the people in the house unless they are given a "treat', e.g. sweets or money. Most people prefer to give treats rather than having tricks played on them. Pre-reading tasks 1.T asks Ss the following questions on the song That's What Friends are For; ---What is a fair weather friend?(one who is happy to stay with you when things are going well but leaves as soon as trouble arrives) ---According to the song, what are friends for?(for both good times and bad times) 2.Warm-up Questions
综合英语 Unit 9教案
《新世纪英语专业综合教程》（Unit 9, Book 1）教案 Unit 9 Hollywood Teaching objectives: Students will be able to: Language knowledge (认知目标) 1.Grasp the main idea and general structure of Text A; 2.Master the key language points and learn how to use them in context. Language skills (技能目标) 1.Appreciate the expository writing skills demostrated in Text A (selection of details, coherence, etc.); 2.Express themselves more freely on the theme of Hollywood after doing a series of theme-related listening, reading, and speaking activities Culture awareness (文化目标) Understand the historical and cultural background of Hollywood Affects (情感目标) 1.Be encouraged to appreciate the splendid and glamourous impact of Hollywood; 2. Take a serious consideration of the development of the movie industry in China. Strategies （策略目标） 1.Memorize the meaning and use of key expressions through learning the lexical collocations and guessing the meaning in the context https://www.sodocs.net/doc/30968093.html,municate and express themselves freely and smoothly in the relevant topic with the text by means of the communicative strategies. Teaching important and difficult points: 1. Important points: 1) Key words & Expressions 2) Sentence Interpretation 3) Summarization of the main ideas in each paragraphs 2.Difficult points: Firstly, how to make clear the main idea and the structure of the whole essay is one difficult point in my teaching. Secondly, how to paraphrase the key and difficult sentences is another one. Lastly, it can not be missed how to guide the Ss understand the meaning of the wole text comprehensively. Teaching Time Allotment: Pre-reading activities& Global reading (2课时） Detailed reading (4课时) Consolidation activities(4课时) Teaching Methods： Use task-based language teaching method, reading approach, communicative approach and total physical response method.
(完整版)综合英语课程标准第一册
一、课程性质及定位 本课程是应用英语和商务英语专业的一门岗位素质课，属于A类课程。本课程是应用、商务英语专业的专业基础课，也是英语专业基础阶段的综合技能课。它旨在发展学生听、说、读、写等语言单项技能的课程相辅相成，使学生在得到语言技能的分项训练的同时，得到全面、严格的听、说、读、写、译等语言基本技能的整合性训练，达到对英语基础语法和基本词汇的熟练掌握和正确运用，各种语言技能协调发展，从而获得语言实际运用的能力；它还致力于使学生通过阅读和语言材料的课堂讲解分析，打开独立思考的空间，使他们的批判思维能力得到发展，人文知识得到增长，人文素养得到提高，为进入高年级的专业知识课程和相关专业知识课程的学习打下扎实的专业基础。 二、本课程教学目标与任务 通过本课程的学习，学生应能掌握全面严格的基本语言技能。本课程的目的在于传授英语基础知识，对学生进行全面的、严格的基本技能训练，以精读课文为重点引导学生扎实掌握英语基础知识及常用语法知识，掌握相当的词汇量，培养学生正确的学习方法、较强的逻辑思维能力和独立工作能力，丰富学生的英美社会文化知识，增强学生对文化差异的敏感性，为学生学习高年级专业课程打下扎实的基础。 在具体的教学过程中，本课程秉承实用为主、够用为度的原则，一方面通过对精选的语言材料进行详细的讲解和分析，系统的向学生传授语音、词汇、语法、修辞和篇章等英语语言基础知识；另一方面，通过较多的师生互动和课内外练习，培养和提高学生听、说、读、写、译等方面的技能；此外，还应在整个教学过程中注意培养学生跨文化交际的能力和对英语语言学习的兴趣。同时使学生通过两年的综合英语学习，最终达到大学英语四、六级水平。 三、先修及后续课程 无 四、本课程教学内容及基本要求 Unit 1 Education 1. read what Bill Gates says about education 2. build up the students’ vocabulary relating to campus life 3. learn something from an ancient Greek educator 4. study different types of nouns 5. write an introduction of oneself Students are required to master: the plural form of nouns, the skill of self introduction, words and phrases concerning education. Unit 2 Friendship 1. read two stories about friendship 2. learn some frequently-used words and phrases to do with making friends 3. get to know different types of pronouns 4. write a personal letter to a pen-friend Students are required to master: different types of pronouns, words and phrases concerning making friends, the skill of writing a personal letter.
Unit 1 The Snake Bite 综合英语教程教案
Unit 1 The Snake Bite Teaching Procedures: Warming up (for reference): Ask some students how they show their distress and annoyance in life. Have the students demonstrate their writings on the board. Introduce other possible ways to show annoyance or distress such as: (1) It is annoying to do... (2) I am not pleased at all with... (3) John was very upset when his father cancelled the family trip to the beach. (4) Y ou wouldn’t believe it... (5) What a shame! (6)It sickened me to see how... (7)It really get on one’s nerves...
(8)It really get under one’s skin.. Annoy v.tr.（及物动词） To cause slight irritation to (another) by troublesome, often repeated acts. 使生气，使烦恼：用烦人的，通常是重复性的行为使（别人）生气 To harass or disturb by repeated attacks.打搅，干扰，扰乱：用屡次的攻击使人厌烦或打扰v.intr.（不及物动词） To be annoying.招人讨厌，惹人烦恼 He looked annoyed.他好象不耐烦的样子。 We can annoy the enemy by raids.我们可以用空袭骚扰敌人。 Part 1 Comminicative activities 1.Interative listening and speaking A Students are asked to close their books and listen to the tape recorder without reading the new dialogue. B During the listening, students are asked to take some notes about some information of the dialogue. C After listening, Teacher will read the listening exercise on Page2 and students do the exercise with the help of the notes, which they have just taken down, and the memory of the listening. D Students talk about their feelings It sickened me to see how... It really get on one’s nerves... It really get under one’s skin.. E T ry to Speak More: Firstly, students will be asked to read the conversation by role-playing. Secondly, Teacher will explain some unfamiliar words or phrases in the conversation. Such as: sicken, bald and three chickens to one single cage. Thirdly, students will be asked to point out some expressions that express feelings of distress or annoyance in the conversation. Forthly, Teacher asks several students to read the expressions that they have already checked out. 2.Story time.Ask the students to work out a short story in pairs on the picture. 3.What are they for?& 4.More sentences Teacher will play the tape recorder to let students listen to more ways of expressing distress and annoyance. * After listening, students will be given a little time to match these expressions with the functions. * Teacher will read the Actual Words Spoken out one by one while students will read the responding functions. * Teacher will explain the meanings of some unfamiliar words such as: bugging, pestering and bragging. Bug: annoy; Pester: to annoy someone by repeatedly asking questions or making requests, especially when they are paying attention to something else. Brag: v.tr.（及物动词） To assert boastfully.夸耀地宣称 n.（名词） A boast.自夸
英语综合实践活动教案
学会辨认物品的所有者； 1、学会根据场景询问物品的所属，以及英语中对应的表达法； 2、学会如何写寻物启事和失物招领。 活动过程 活动1、找主人：这是谁的┅┅？ 课前准备：教师收集一些学生物品：书、笔记本、手表、铅笔、钢笔、尺子、铅笔盒、橡皮、书包等 活动步骤： 1、把课前收集的物品展示给学生，问他们这些东西是谁的。 2、询问几个学生某些物品是谁的，然后把学生的名字填在表格里。 3、让学生互相询问物品的主人。当所有的学生都做完后，和他们一起确认这些物品的主人，并归还他们。 完成任务所需要的语言结构： 1．Is this your book ? Yes, it is . It’s my book . 2．Is that your ruler? No, it isn’t. It’s her ruler .
介绍家人 课前准备：学生课下准备两三张全家福照片。 活动步骤： 1、把4-6个学生分成一组。 2、小组活动，让学生互相介绍自己的父母。、 3、每一组出一个学生向全班介绍自己组员的父母。 完成任务所需的语言结构： 1、This is my mother .Her name is … That is my father. His name is … 2、This is Jack’s father . His name is … That’s Jack’s mother .Her name is… 3、Is his name …? Is her name…?
寻物启事 Teacher: Have you ever lost anything ? How could you find it ? 活动步骤： 1、先想想，你曾经丢过东西吗？丢过什么？ 2、你通常如何寻找自己丢失的东西呢？ 3、写一份寻物启事，来寻找你丢失的东西。 4、四人一组，把你的寻物启事读给你同组的人听。 完成任务所需要的语言结构： 1. My book is … 2. My name is … 3. Please call …
综合英语第一册教案
牡丹江师范学院教案 教研室：教师姓名：授课时间:第周
教研室主任签字年月日 1 Unit 8 My Forever Valentine (Period one) 【Learning Objectives】： 1．Read the words and expressions in this unit. Pay attention to the correct pronunciation. 2．Find out the sentences with new words and expressions. Try to understand the meaning of these sentences. 3．Understand the type of writing and the structure of this passage. 4．Get the general information of the whole passage. 【Preparation before class】 1．Read the words and expressions in this unit and write down the ones that you don't know how to read correctly. 2. read the text 3 times before the class. 【Classroom activities】 1．Listening and speaking (1)Dictation:
2 (2). Father The father is often seen as an authority figure. A common observation among scholars is that the authority of the father and of the political leader are closely intertwined, that there is a symbolic identification between domestic authority and national political leadership.The fundamental common grounds between domestic and national authority, are the mechanisms of naming (exercise the authority in someone's name) and identification. In a patriarchal society, authority typically uses such rhetoric of fatherhood and family to i mplement their rule and advocate its legitimacy. In Western culture patriarchy and authority have been synonymous. In the 19th century Europe, the idea was common, among both traditionalist and revolutionaries, that the authority of the domestic father should e made omnipotent in the family so that it becomes less necessary in the state. In the second part of that century, there was an extension of the authority of the husband over his wife and the authority of the father over his children, including increased demands for absolute obedience of children to the father. 2．Preparation sharing Work in groups. Exchange the difficulties that you meet when preparing for this class.