【导语】“nami”通过精心收集，向本站投稿了12篇大学英语精读课整体语言教学，下面是小编为大家推荐的大学英语精读课整体语言教学，欢迎阅读，希望大家能够喜欢。
- 目录
篇1：大学英语精读课整体语言教学
大学英语精读课整体语言教学
培养学生具有较强的'阅读理解能力和一定的听、说、读、写、评能力,使学生能用英语交流信息,是<大学英语教学大纲>的要求,开展整理语言教学,有利于提高大学英语精读课的教学效果.
作 者：高忻 GAO Xin 作者单位：中州大学外语学院,河南,郑州450005 刊 名：信阳农业高等专科学校学报 英文刊名：JOURNAL OF XINYANG AGRICUL TURAL COLLEGE 年，卷(期)：2008 18(3) 分类号：H319 关键词：大学英语 精读课 课堂教学篇2：大学英语精读教学反思
从本质上看,英语教学是一门实践课,传统的大学英语课堂教学模式显然已经跟不上时代的要求。语言教学的目的在于使学生能够用目标语(target language)进行自由交流,这就要改变传统的教学模式,教师以学生的客观需要作为自己的行为准则,成为课堂教学的组织者、学生活动的鼓励者和合作者、学生表现的评估者[1].
目前,越来越多的英语研究者和教师将目光转向以学生为中心的课堂教学。但如何将封固并沿袭多年的以教师为中心的传统教学模式转变到以学生为中心的教学模式是值得探讨的问题。
1.切实转变教师在大学英语课堂教学中的角色
要切实提高学生的素质,使学生具有较强的英语语言能力和实际应用水平,教师就要彻底放弃那种以我为主,一个人说了算的落后观念,从课程设置、教学方法、时间安排以及角色关系等方面进行彻底变革,将学生放在英语教学的中心位置,作为教学活动的主体。强调课堂教学以学生为中心,并不意味抹煞教师的作用,学生在课堂上想怎样学就怎样学,学生自己组织课堂活动,而是强调教师在更多地了解学生个体知识结构和需求后设计出最适合学生的课堂教学活动,通过课堂交流使更多的学生积极地参与其中。
Mehan认为,“教师应首先是很好的课堂教学组织者、监督者和评估者”。
[2]组织者而非单纯的讲授者,教师就应本着教授语言技能而非灌输语言知识的原则,最大限度地增加学生语言实践机会,参与课堂教学活动。教师的组织作用主要表现在教师课前收集课堂教学实践活动的资料,课中结合本班学生的语言水平和
需求安排合适的课堂教学活动。教师还是评估者,他们不仅仅能够指出学生的错误并帮助纠正错误,而且能够对学生的表现做出评价。
2.培养学生自主学习能力
“自主学习”(learner autonomy)是在对传统教学方法的反思与探索中发展而来的。自主学习在教学过程中突出学生的主体作用,使课程设置、教材编纂、课堂活动、教师决策等一系列因素朝着适应学生个体差异和个体需要的方向发展,自主学习能力的培养并非否定语言知识传授的重要性。但长期以来,教学普遍是“以教为中心”、“以课本为中心”,教师只是“授人以鱼”,而不“教人以渔”,结果扼杀了学生学习的积极性和创造性。要改变这种局面,教师在课堂教学设计和编排上应尽可能从智力上和情景上体现学生的水平,应为学生提供一个场所,创造一种氛围,提供一种方法,让学生充分发挥自己的想象力和创造力,自主地去学习。例如,在大学英语精读教学中应该尽可能加大学生自学的比例,让学生在自学过程中发现问题,教师采取解答问题的形式处理课文。这样既可以减少学生对教师的依赖性,又可以增强学生动脑分析和解决问题的能力。此外,教师还可根据需要,推荐和指导使用一些难度适中的课外自学材料。
1. 听力理解能力：能够基本听懂来自英语国家人士的谈话和讲座，能听懂题材熟悉、篇幅较长的国内英语广播或电视节目，语速为每分钟150词左右。能基本听懂外国专家用英语讲授的专业课程。能掌握其中心大意，抓住要点。
2. 口语表达能力：能够和来自英语国家的人士进行比较流利的会话，较好地掌握会话策略，能基本表达个人意见、情感、观点等，能基本陈述事实、事件、理由等，表达思想清楚，语音、语调基本正确。
3. 阅读理解能力： 能基本阅读英语国家报刊杂志的一般性题材的文章，阅读速度为每分钟80词，在快速阅读篇幅较长的材料时，阅读速度达到每分钟120词，能就阅读材料进行略读或寻读。能够基本读懂自己专业方面的综述性文献，并能正确理解中心大意，抓住主要事实和有关细节。
4. 书面表达能力：能写日常应用文，能写自己专业论文的英语摘要，能借助参考资料写出与专业相关、结构基本清晰、内容较为丰富的报告和论文，能描写各种图表，能就一定的话题在半小时内写出160词的短文，内容完整，条理清楚，文理通顺。
5. 翻译能力： 能借助词典翻译一般英美报刊上题材熟悉的文章，能摘译所学专业的英语科普文章，并能撰写所学专业的英语小论文。英汉译速为每小时350英语单词，汉英译速为300个汉字。译文基本通顺、达意，无重大语言错误。
6. 推荐词汇量：掌握的总词汇量应达到5500个单词和1200个词组，其中2500个单词为积极词汇。
3.建立平等、民主的师生关系
美国心理学家Rogers认为,“成功的教学依赖于一种真诚的理解和信任的师生关系,依赖于一种和谐安全的课堂气氛”。[3]等、民主的师生关系,创造出一种宽松、和谐的学习氛围,能够使学生产生最佳的学习心态,轻松愉快地进行学习。否则,他们的思维将会受到限制,学习热情也得不到激发,更谈不上听、说、读、写、译等能力的协调发展。英语课堂教学的实践性较强,在组织教学时,教师要有明确的角色意识,处处体现学生的主体地位,使其平等地参与教学活动,改变教师讲、学生听的旧模式。在教学过程中,教师要充分尊重学生,适时激励、启发他们,调动他们学习的内部动因,提高课堂凝聚力,使他们“亲其师而信其道”。教师应让每位学生都有展示自我的机会,努力捕捉他们身上的闪光点,适时加以鼓励。对于学生学习过程中暴露出来的问题及困难,应平等地与他们交流,耐心地指导、帮助,使其保持知难而进的信心和勇气。
4.充分调动学生的学习积极性
英语课堂教学中教师应充分调动学生的积极性,注重学生的主观能动性,对学生要加强启发诱导,培养学生运用创造性思维进行独立思考的习惯,变被动接受为积极参与,变知识传授为能力培养。教师应从思想内容和 篇章结构的高度指导学生对词汇、语法结构功能的认识,注重知识性与趣味性相结合,以组队练习、小组讨论、角色表演等形式多样的活动,创造活跃的课堂气氛。还要帮助学生克服外语学习中的心理障碍,消除他们的消极心理因素。随着计算机多媒体技术的发展,教师可将多媒体技术有机地结合到英语课堂教学中,很多英语教师已经深深体会到了多媒体英语课件的作用,开始在教学中积极使用。多媒体课件内容丰富多彩,形式灵活多样,能有效地提高学生英语学习的兴趣,使其积极参与教师组织的课堂活动。
5.小结
由于自己的教学时间不是很长,由于自己的教学水平不是很高,由于自己的研究水平也不是很高,所以在本文中一定存在着很多没有考虑到的问题,希望提出的这些拙劣的观点能得到大家的认同,并且一起努力使我们的英语教学更上一层楼,能更好的帮助学生提高他们的英语水平同时也提高我们的教学水平.
篇3：大学英语精读教学反思
英语精读是英语教学五个模块即精读，泛读，写作，听力和口语中最重要的组成部分。因此,采用全新的教学模式和现代化的教学手段,对精读进行对全面的改革,显得格外重要。在教学实践中，我在注重教学理论研究的同时，还注意理论与实践相结合和处理知识与能力，学与用的关系;重传统教学手段与现代化教学手段的结合，改革大学英语精读教学内容和教学方法，即:一个目标,五种能力,一个主题,五个模块和“任务型”教学。
为了能更好的跟上时代的步伐,促进英语精读教学改革的深化,我不断地更新教材和精读的教学内容。从起我们把外研社出版的《致用英语》(1-4册)作为商务英语专业英语精读教材.从起,根据我校学生的实际水平和大学英语教学改革的需要,我们选用了高教社的有针对性的《综合英语教程》作为商务英语专业英语精读教材.根据新教学模式的要求,我们对教学内容进行整合。在教学过程中除了讲授教材中的内容之外,我还有意识地向学生们介绍文化知识.为了配合教学,还播放英文歌曲录音磁带,原文电影片段等.在使用优秀统编教材的同时,对大学英语四,六级考试的要求,重点解释教材中的疑难句子和相关语言点.在强调学习语言知识的同时,注意培养学生运用语言的能力,对于教材起到了较好的辅助作用.
精读教学内容的更新和整合,为听说读写译五种技能的培养以主题教学模式的实施提供了必要的前提和准备.师生们普遍都很认可,一致认为精读教学内容的更新十分有利于综合技能的训练.
一个理想化的教学模式必须能够以各种形式和各种手段向学习者提供生动有趣,针对性和适用性强的学习内容,提供大量可理解的外语语言输入的信息和大量的训练和实践的机会和条件,并能及时地提供科学合理的评估反馈信息,更好地指导教学实践.教学实践中,我认为英语教材的使用与建设是英语教学中的一个重要环节.
多年来,在英语精读教学中先后采用了不少的教学方法.如:
(一)翻译教学法:主要采用以词汇,语法为主的教学法.这种教学法的基本步骤是:a)领读生词.b)讲解语言点和语法结构.c)翻译课文.这种教学法的教学重点放在句子和词汇上.
(二)交际教学法(Communicative Approach),即通过交际活动培养学生的语用能力.
(三)折中教学法,即将不同的教学法有机地结合起来,以满足学生的需求和不同的教学活动.并使用了适合当时教学大纲要求的语篇分析法进行精读教学.语篇分析法就是将语言知识的传授融于语言实践活动中,在精解词汇,语法的基础上,依照作者的思想意图,按照文章写作的段落和层次讲解课文,使学生由原来的词,句为单位的思考,变成对整篇文章内容的联想思维,把学习英语的思路,由单纯的词汇和句子结构引向文章的情节和论点扩展的方法.旨在使学生养成一接触文章就首先思考文章各段重点,层次以及文章的中心思想的习惯和能力,并且结合课内外大量的练习,逐步提高学生阅读理解和综合运用语言的能力,从而达到《新大纲》的要求.这种教学法经过了多年教学实验的检验,取得了很好的教学效果.
(四)主题教学法的研究,把精读教学内容按主题模式讲解,每单元的精读和泛读课文均为同一个主题,这样便于学生在提高阅读技能的同时较快的记忆相关话题的常用词汇用法及语言表达方式.在采用主题教学模式的同时我们把合作学习的理念引入精读教学过程,通过小组管理方式使学生参与到教学过程中来,提倡教师指导下的自主学习.
(五)任务型“教学模式是指大学英语精读教学以语言习得理论和建构主义理论为基础,以学生为中心,将现代化的多媒体教学手段和”任务型“教学引入精读教学的全过程,突出一个目标,五种能力,一个主题和五个模块.同时,教师通过设计课前任务(Pre-tasks),课中任务(During-tasks)和课后任务(Post- tasks),实施小组学习与自主学习相结合的管理模式,对学生的学习过程有目地,有计划地,分阶段地进行精心指导和督促,教学的重心由教转向学.旨在培养学生综合运用语言的能力,合作精神和参与意识,使学生逐渐地养成自主学习的良好习惯,以全面提高学生的综合素质.任务教学中的课堂教学任务,主要具有目标,内容,程序,输入材料,情景,角色六个要素.目标是指任务具有明确的目的性.内容是指在课堂上就是需要履行的具体行为和活动.程序是指学习者在履行某一任务过程中所涉及的操作方法和步骤.输入材料是指履行任务过程中所使用或依据的辅助资料.情景是指任务所产生和执行的环境或背景条件,包括语言交际的语境,同时也
涉及课堂任务的组织形式.角色是指教师和学习者的角色定位.
(六)课程改革与突破
根据我校学生英语基础很差的实际情况.教学中彻底改变了原来教法单一局面,按照新教学模式的要求,采用了灵活多样的教学方法,如课文快速阅读,主要采取”语篇分析法“,通过找主题句,划分段落,概括段落大意和全文主题,确定文章体裁等课堂活动来进行,目的是提高学生的阅读理解和写作能力;课文精读则采用提问,讨论,英译汉,汉译英,疑难句子分析,词语辨析,词汇拓展,语法归纳等方法;自我测试,以提问和讨论相结合,听写单词,听歌填词,多项选择,真题实战,综合填空,填词,英译汉,汉译英等方法进行;单元口语,以小组讨论,口译,口头作文,小组展示,对话等多种方法来进行;课文写作,注重精讲多练的原则,以写作基础知识讨论,笔译,写课文摘要,看图写话,命题作文等方法进行操练.授课的方式也是多样化,如快速阅读以学生展示为主,教师总结为辅;课文精读课堂以教师指导为主,学生讨论为辅,强调师生互动;写作以学生操练为主,教师指导为辅;自测课堂以学生为主,以教师答疑为辅;单元口语课以学生讨论和展示为主,教师组织为辅.
课程的改革实现了以下几个方面的突破第一,引入多媒体教学手段,以课堂教学为主,以多媒体教学手段为辅,实现传统教学手段与现代化教学手段的结合.其次,整合多种传统教学法与”任务型“教学法,注重师生互动,督促和指导学生进行自主学习.转变教师角色.由chief presenter, controller, talker, criticizer变为director, facilitator, reminder, monitor, evaluator.
注意高中与大学英语教学内容衔接,使学生了解各自学习起点和学习需求.强调课堂教学与课外活动的衔接,使教师通过设计各种具体可行的课内外学习任务的形式实现对学生整个学习过程真正意义上的关注和指导.
改变传统单一的评估方式,终结性评估与形成性评估相结合.通过建立学生学习档案,使学生自评和互评与教师评定相结合.
课程的教学过程着重强调以下”三性“一是实践性.通过大量的课内外实践活动,强调在语言习得过程的实际运用.二是互动性.通过涉及各个教学环节中的学习任务,教学之间互相促进.由重”教“向重”学“转变,由重结果向重过程转变.三是包容性.综合了多种教法的优点,注重读写,兼顾听说.强调语言综合技能的训
练,使”重讲轻练“转变为”讲练结合,精讲精练,精讲巧练“,这样使得学生在课堂教学中既长知识,又长才干,提高了综合运用语言的能力.
五、人才培养模式
高职教育旨在培养适应企业岗位需求的高技能人才，因此实践教学是高职教育体系的重要组成部分。能否构建特色鲜明的实践教学模式，是实现人才培养目标的关键。为了实现以上培养目标，在精读课程体系安排上贴近社会、贴近生产、贴近生活，实行“学校—企业—社会”相结合的培养机制，把综合素质和职业能力的培养贯穿于整个教学活动的始终。除了进行课堂教学外，还采用了实验室模拟教学、案例教学、组织学生进行社会调查、安排学生到有关企业实习等方式，提高学生的实践能力和实际操作水平。应用英语专业自成立以来始终秉承上述理念，以培养学生职业能力为核心，根据自身的专业特点与优势构建实践教学模式。
外贸单证课程总结
《外贸单证》是《国际贸易实务》的后续课程，也是国际经济与贸易、外贸英语专业学生的必修课程。本学期我担任2013级国贸班、2013级国商班《外贸单证》课程的讲授。课程讲授过程中虽然感受颇多。
1.结合国际贸易惯例准确讲解外贸单证的理论知识;
本课程的理论部分是在重复讲解并复习《国际贸易实务》课程已经系统学过的内容。在理论知识的讲授过程中发现，很大一部分学生对外贸单证理论知识的掌握存在似懂非懂 的现象，提问时都能说出一二，但细细究问时却不知所云，比如信用证的议付、通知、偿付以及托收中付款交单、承兑交单等概念 以及不同支付方式下汇票付款人等实务知识多数学生都非常熟悉，但对一些细节问题却不能准确的回答。此时，讲授教师如果还在简单重复、蜻蜓点水的讲解所有内容，学生很容易产生厌学心理。因此，讲授过程中要结合UCP600，URC522等国际贸易惯例内容，联系实践准确讲解重要的、学生容易形成错误理解的概念与理论知识，对于简单且不容易出现错误理解的理论知识以提问的方式让学生自己回答。
2.密切联系单证员、跟单员考试讲授实践知识;
对于在校学生来说，外贸单证课程学习的远期目标是能够准确高效的制单，将来胜任外贸岗位工作，近期目标是通过单证员、跟单员等资格考试，相比之下，
近期目标更能激发学生的学习热情。在本课程讲授中引导学生熟悉国际商务单证员资格考试的题型与答题思路，练习2007-全国商务单证员资格考试实践部分的真题，详细讲解SWIF 信用证尤其是DOCUMENTS REQUIRE的内容，总结信用证审核中常见的错误与单据填制部分的命题特点。多数学生能够细致学习，认真练习，并对通过考试充满信心。
篇4：大学英语精读教学反思
今天上午，在国际贸易系11级金融班讲授英语精读课，内容主要是针对大学生听、说、读、写、译遇到的问题进行讲解，我主要给学生讲了如何最大限度的对捕获所听到的信息进行速记，同时把源语言快速转化成目标语。在译的过程中，我强调了几点：
一、做快速英语笔记时的注意事项：
1.听力笔记应记要点，切忌求记“全”。听力笔记是记忆的延伸或补充，不应也不必取代记忆。听力笔记的主要内容是概念、命题、名称、数字、组织机构和逻辑关系(如大小、先后、正反、上下、升降、因果关系等)，笔记单位以表达意群的词语和符号为主。
2.听力笔记求快求精，但不可潦草。
3.听力笔记可使用来源语，也可使用目标语，也可以双语兼用。只要有利于口译的准确性和流利性，不必拘泥于某种文字或符号。
二、在对所听到的资料进行翻译时，可运用速记符号、双语结合等方法进行口译，如：在中国，我们可以缩写为中国：□C，俄国可以用□R表示。“怎样记笔记”是个战术问题。“怎样记”是一个因人而异的问题，理论上以目标语加符号为宜，如 “powerful country”记作“强□”，“我同意”记作“I√ ”,“观点，看法一致”记作“⊙ same”，“economic development”记作“经↑”等等。用目标语记录能够帮助考生脱离原语的语言外壳，使笔记成为表达的雏形，为表达提供便利。不过理论归理论，遇到具体情况还应具体处理，完全可以采用自己认为最迅速，最简短的方法记录。
一节课下来，学生学到了不少知识，感到受益匪浅。一边讲一边举出实例让学生进行现场翻译，学生确实掌握了技巧。
篇5：浅议大学英语精读课中的语法教学
浅议大学英语精读课中的语法教学
英语语法学习是一个不断完善、不断熟练的过程.在大学英语精读课中对语法知识的'讲授是提高学生语法水平的必要条件,并且有助于英语阅读、写作能力的进步.
作 者：李萌 LI Meng 作者单位：吉林华桥外国语学院,吉林长春,130117 刊 名：长春师范学院学报（人文社会科学版） 英文刊名：JOURNAL OF CHANGCHUN NORMAL UNIVERSITY （HUMANITIES AND SOCIAL SCIENCES） 年，卷(期)：2008 27(3) 分类号：H319.3 关键词：语法教学 大学英语 精读课篇6：大学英语精读课教学模式改革与探索
大学英语精读课教学模式改革与探索
大学英语精读课要达到<大学英语课程教学要求>(试行)提出的教学目标,就应改革传统教学模式,探索新的教学模式.本文就大学英语精读课教学中如何发挥教师的主导作用,实践语篇教学,培养学生综合语言技能,传授文化背景知识等问题进行了分析探讨.
作 者：严立东 钟乐平张文娟 作者单位： 刊 名：国际商务研究 PKU英文刊名：INTERNATIONAL BUSINESS RESEARCH 年，卷(期)：2006 27(6) 分类号：H319 关键词：精读 语篇教学 语言点 分级教学篇7：大学英语精读教学的文体学视角
大学英语精读教学的文体学视角
结合文体学理论和教学实践,阐述了把文体分析运用到大学英语教学中的必要性.这种运用有助于学生对语言的'理解与欣赏,提高他们的英语口语、阅读和写作等语言综合运用能力.
作 者：唐霞 胡宗兵 TANG Xia HU Zong-bing 作者单位：泰山医学院,外国语学院,山东,泰安,271016 刊 名：河北理工大学学报(社会科学版) 英文刊名：JOURNAL OF HEBEI POLYTECHNIC UNIVERSITY SOCIAL SCIENCE EDITION 年，卷(期)：2008 8(1) 分类号：H319.3 关键词：文体学 语境 大学英语教学篇8：大学英语精读第二册教案
TEXT It is humorous essay. But after reading it you will surely find that the author is most serious in writing it. Ts There Life on Earth?
There was great excitement on the planet of Venus this week. For the first time Venusian scientists managed to land a satellite on the plant Earth, and is has been sending back signals as well as photographs ever since. The satellite was directed into an area know as Manhattan (named after the great Venusian astronomer1 Prof. Manhattan, who first discovered it with his telescope 20,000 light years ago). Because of excellent weather conditions and extremely strong signals, Venusian scientists were able to get valuable information as to the feasibility of a manned flying saucer landing on Earth. A press conference was held at the Venus Institute of Technology. ”We have come to the conclusion, based on last week's satellite landing,“ Prof. Zog said, ”that there is no life on Earth.“ ”How do you know this?“ the science reporter of the Venus Evening Star asked. ”For one thing, Earth's surface in the area of Manhattan is composed of solid concrete and nothing can grow there. For another, the atmosphere is filled with carbon monoxide and other deadly gases and nobody could possibly breather this air and survive.“ ”What does this mean as far as our flying sauce program is concerned?“ ”We shall have to take our own oxygen with us, which means a much heavier flying saucer than we originally planned.“ ”Are there any other hazards that you discovered in your studier?“ ”Take a look at this photo. You see this dark black cloud hovering2 over the surface of Earth? We call this the Consolidated3 Edison Belt. We don't know what it is made of, but it could give us a lot of trouble and we shall have to make further tests before we send a Venus Being there.“ ”Over here you will notice what seems to be a river, but the satellite findings indicate it is polluted and the water is unfit to drink. This means we shall have to carry our own water, which will add even greater weight to the saucer.“ ”Sir, what are all those tiny black spots on the photographs?“ ”We're not certain. They seem to be metal particles that move along certain paths. They emit gases, make noise and keep crashing into each other. There are so many of these paths and so many metal particles that it is impossible to land a flying saucer without its being smashed by one.“ ”What are those stalagmite projections4 sticking up?“ ”They're some type of granite5 formations that give off light at night. Prof. Glom has named them skyscrapers6 since they seem to be scraping the skies.“ ”If all you say is true, won't this set back the flying saucer program several years?“ ”Yes, but we shall proceed as soon as the Grubstart gives us the added funds.“ ”Prof. Zog, why are we spending billions and billions of zilches to land a flying saucer on Earth when there is no life there? “Because if we Venusians can learn to breathe in an Earth atmosphere, then we can live anywhere.”
NEW WORDS humorous a. funny; that makers7 people laugh 幽默的 humor n. essay n. 散文，随笔 excitement n. the state or quality of being excited planet n. large body in space that moves round a star esp. round the sun 行星 Venusian a. of or having to do with the plant Venus 金星的 n. supposed Venus being 金星人 satellite n. spacecraft that goes round the planet earth and sends back radio and television signals; heavenly body that goes round a plant (人造)卫星 signal n. 信号;暗号 astronomer n. person who studies the science of the sun, moon, stars and planets 天文学家 telescope n. instrument with special glasses used for seeing distant things extremely ad. very 极端，非常 extreme a. feasibility ad. possibility of being carried or done 可行性 feasible a. manned a. occupied by one or more persons 载人的 saucer n. 浅碟;茶托 flying saucer n. 飞碟 conference n. meeting press conference n. meeting arranged by an important person to which news reporters are invited to listen to a statement or ask questions 记者招待会 technology n. 技术 conclusion n. decision of opinion reached by reasoning 结论 conclude v. reporter v. person who gathers news for a newspaper, magazine, or radio or TV station 记者 compose vt. make up, form 组成，构成 concrete n. building material made by mixing cement with sand, small stones and water 混凝土 atmosphere n. all the gasses round the earth; air in a place 大气;空气 carbon n. 碳 monoxide n. 一氧化物 deadly a. causing death; likely to cause death 致命的 gas n. 气体 survive vi. remain alive; continue to live or exist 活下来;幸存 vt. remain alive after; live longer than 经历...后还活着;比...活得长 survival n. program n. plan of what it to be done 计划 concern vt. be of importance or interest to; have an effect on 涉及，关系到 oxygen n. 氧，氧气 originally ad. formerly8 起初，原来 original a. hazard n. danger hover vi. stay in or near one place in the air 盘旋 consolidated a. untied9; combined 联合的 consolidate vt. belt n. area that has some special quality; zone (地)带 indicate vt. show indication n. pollute vt. make (air, water, soil, etc.) dirty with manmade waste 污染 pollution n. unfit a. not good enough; not suitable particle n. 粒子;微粒 emit vt. send out 散发，射出 emission n. crash v. (cause to) break into pieces violently 坠落;猛撞 smash v. (cause to) break into pieces violently (使)碎裂 stalagmite n. 石笋 projection n. sth. that stands out from a surface 凸出物 type n. a particular kind, class or group 类型，种类 granite n. hard grey stone used for building 花岗岩 formation n. sth. that is formed; way in which sth. is formed 形成(物) skyscraper n. very tall building 摩天大楼 scrape vt. rub with sth. rough or sharp 刮，擦 proceed vi. continue after having stopped (停顿后)继续进行 fund n. sum of money set apart or available for a special purpose 资金;基金 billion n. one thousand million zilch n. zero; nothing at all PHRASES & EXPRESSIONS (be) known as also publicly called; named 以...闻名，通常名叫 name after give the same name as 以...名字命名 as to about, concerning 关于 base on / upon use as a basis or foundation for 以...为基础，把...基于 for one thing ... (for another) in the first place... (in the second place) be composed of have as members or parts 由...组成 as far as ... be concerned to the degree that it matters to 就...而言 stick up stand upright; project 直立;突出 give off emit; send out 发出;散发出 set back delay the advance of development of 耽搁;阻碍
PEOPER NAMES Art Buchwald 阿特.布奇沃德 Venus 金星 Manhattan 曼哈顿(纽约市中心) Zog 佐格(姓氏) Edison 爱迪生(姓氏) Glom 格洛姆(姓氏)
篇9：大学英语精读第二册教案
Unit One：Is There Life on Earth?
It is humorous essay. But after reading it you will surely find that the author is most serious in writing it.
Ts There Life on Earth?
There was great excitement on the planet of Venus this week. For the first time Venusian scientists managed to land a satellite on the plant Earth, and is has been sending back signals as well as photographs ever since.
The satellite was directed into an area know as Manhattan (named after the great Venusian astronomer Prof. Manhattan, who first discovered it with his telescope 20,000 light years ago).
Because of excellent weather conditions and extremely strong signals, Venusian scientists were able to get valuable information as to the feasibility of a manned flying saucer landing on Earth. A press conference was held at the Venus Institute of Technology.
“We have come to the conclusion, based on last week's satellite landing,” Prof. Zog said, “that there is no life on Earth.”
“How do you know this?” the science reporter of the Venus Evening Star asked.
“For one thing, Earth's surface in the area of Manhattan is composed of solid concrete and nothing can grow there. For another, the atmosphere is filled with carbon monoxide and other deadly gases and nobody could possibly breather this air and survive.”
“What does this mean as far as our flying sauce program is concerned?”
“We shall have to take our own oxygen with us, which means a much heavier flying saucer than we originally planned.”
“Are there any other hazards that you discovered in your studier?”
“Take a look at this photo. You see this dark black cloud hovering over the surface of Earth? We call this the Consolidated Edison Belt. We don't know what it is made of, but it could give us a lot of trouble and we shall have to make further tests before we send a Venus Being there.”
“Over here you will notice what seems to be a river, but the satellite findings indicate it is polluted and the water is unfit to drink. This means we shall have to carry our own water, which will add even greater weight to the saucer.”
“Sir, what are all those tiny black spots on the photographs?”
“We're not certain. They seem to be metal particles that move along certain paths. They emit gases, make noise and keep crashing into each other. There are so many of these paths and so many metal particles that it is impossible to land a flying saucer without its being smashed by one.”
“What are those stalagmite projections sticking up?”
“They're some type of granite formations that give off light at night. Prof. Glom has named them skyscrapers since they seem to be scraping the skies.”
“If all you say is true, won't this set back the flying saucer program several years?”
“Yes, but we shall proceed as soon as the Grubstart gives us the added funds.”
“Prof. Zog, why are we spending billions and billions of zilches to land a flying saucer on Earth when there is no life there?
”Because if we Venusians can learn to breathe in an Earth atmosphere, then we can live anywhere.“
NEW WORDS
humorous
a. funny; that makers people laugh 幽默的
humor
n.
essay
n. 散文，随笔
excitement
n. the state or quality of being excited
planet
n. large body in space that moves round a star esp. round the sun 行星
Venusian
a. of or having to do with the plant Venus 金星的
n. supposed Venus being 金星人
satellite
n. spacecraft that goes round the planet earth and sends back radio and television signals; heavenly body that goes round a plant (人造)卫星
signal
n. 信号;暗号
astronomer
n. person who studies the science of the sun, moon, stars and planets
天文学家
telescope
n. instrument with special glasses used for seeing distant things
extremely
ad. very 极端，非常
extreme
a.
feasibility
ad. possibility of being carried or done 可行性
feasible
a.
manned
a. occupied by one or more persons 载人的
saucer
n. 浅碟;茶托
flying saucer
n. 飞碟
conference
n. meeting
press conference
n. meeting arranged by an important person to which news reporters are invited to listen to a statement or ask questions 记者招待会
technology
n. 技术
conclusion
n. decision of opinion reached by reasoning 结论
conclude
v.
reporter
v. person who gathers news for a newspaper, magazine, or radio or TV station 记者
compose
vt. make up, form 组成，构成
concrete
n. building material made by mixing cement with sand, small stones and water 混凝土
atmosphere
n. all the gasses round the earth; air in a place 大气;空气
carbon
n. 碳
monoxide
n. 一氧化物
deadly
a. causing death; likely to cause death 致命的
gas
n. 气体
survive
vi. remain alive; continue to live or exist 活下来;幸存
vt. remain alive after; live longer than 经历...后还活着;比...活得长
survival
n.
program
n. plan of what it to be done 计划
concern
vt. be of importance or interest to; have an effect on 涉及，关系到
oxygen
n. 氧，氧气
originally
ad. formerly 起初，原来
original
a.
hazard
n. danger
hover
vi. stay in or near one place in the air 盘旋
consolidated
a. untied; combined 联合的
consolidate
vt.
belt
n. area that has some special quality; zone (地)带
indicate
vt. show
indication
n.
pollute
vt. make (air, water, soil, etc.) dirty with manmade waste 污染
pollution
n.
unfit
a. not good enough; not suitable
particle
n. 粒子;微粒
emit
vt. send out 散发，射出
emission
n.
crash
v. (cause to) break into pieces violently 坠落;猛撞
smash
v. (cause to) break into pieces violently (使)碎裂
stalagmite
n. 石笋
projection
n. sth. that stands out from a surface 凸出物
type
n. a particular kind, class or group 类型，种类
granite
n. hard grey stone used for building 花岗岩
formation
n. sth. that is formed; way in which sth. is formed 形成(物)
skyscraper
n. very tall building 摩天大楼
scrape
vt. rub with sth. rough or sharp 刮，擦
proceed
vi. continue after having stopped (停顿后)继续进行
fund
n. sum of money set apart or available for a special purpose 资金;基金
billion
n. one thousand million
zilch
n. zero; nothing at all
篇10：大学英语精读第二册教案
unit 2 what’s the matter?教案(新人教版)
unit 2 what’s the matter?
i. teaching article: unit two
ii. teaching aims and demands:
what’s the matter? i have a headache.
you should drink some tea. that sounds a like a good idea.
i have a sore back.
iii. teaching importance and diffculty:
talk about your health. make suggestions.
iv. teaching ways: revision, learning, practice and reading.
v. teaching tools: tape-recorder and lattern.
v. teaching time: six periods
vi. teaching procedure:
the first period
i. teaching aims and demands
1. knowledge objects.
body names. illness. what’s the matter? i have a cold.
2. ability objects.
listening skil, recognizing skill.
3. moral objects.
exercise every day and keep healthy and strong.
ii. teaching importance and difficulty
what’s the matter? --i have a cold.
iii. teaching methods
recognizing method. listening method. discover method. pairwork.
iv. teaching aids
a tape recorder. a doll for teaching the names of the body. a projector.
v. teaching procedures
step i greet the class and check the homework.
step ii section a 1a
bring out a doll. teach the words of body parts.
read the words to students and ask them to repeat.
now open your books and turn to page 7. please look at the picture, i’ll ask a student to read the list of thirteen names of body parts.
step iii 1b
act out an illness. then show the other new words on the blackboard. read the new words to students and ask them to repeat. make sure every student knows the meaning and can read them.
step iv pairwork
teach students more words of illness. for example,
have a cold, have a fever, headache, stomachache, headache toothache, have a sore back , have a sore throat
step v an activity
play the game simon says with students. first have students line up in rows .ask students to touch different parts of their bodies.
step vi an activity
now please turn to page 106. there is a picture of a head with no eyes, nose, mouth or ears. please draw them in the correct paces and say their names in english. then show your pictures. who draws the best?
step vii homework
write down the new words in your exercise book and read them for several times
step viii blackboard design
unit 2 what’s the matter?
tooth ——teeth(pl.) foot ——feet(pl.)
toothache stom-ach-ache
eyes nose mouth ears
篇11：大学英语精读第二册教案
教学目标 ：
1.使同学熟练掌握本课表示地点的介词词组和重点词汇。
2.使同学掌握本课阅读材料的内容，并能模仿课文表演游戏。
教具：Picture, recorder and coin
教学过程 ：
Step 1Revision
(1) Dictation
(2) 学生表演问路对话。情景：老奶奶第一次进城找不到儿子的家。她该怎么办?学生可以准备一根拐杖和一条毛巾办成老奶奶的样子。学生参照第22课的问路修改：
Granny故做四周环视状。
The boy: Hello, granny. Can I give you some help?
Granny: I want to go to the bus stop. I want to go to see my son. But I don’t know the way.
The boy: Don’t worry! granny. I can help you. I know the city well. Where is the address?
Granny: I lost it. I just remember there is a post office behind the apartment.
The boy: Oh. The post office is not near from here. You can catch the number3 bus. Go along this road, turn right at the second corner and then you will see the bus stop. The bus will take you to the post office. The apartment is behind it.
Granny: It is very kind of you.
The boy: It is my pleasure. Bye bye.
Step 2 Leading-in
1. Ask students to raise their hands.
Those sit in the front/middle/back rows.
Those sit on the left/in the middle/on the right.
2. Ask 3 students to express their positions in class/with the teacher’s help, if necessary.
eg. I sit in the front row, on the left, between __ and __×.
3.Guess game: Who’s my best friend?
A student talks about the position of his/her best friend and asks others to guess the friend’s name.
Step 3 Presentation
Part 1 Ask and answer
(1) 教师通过图片向学生介绍相关介词短语的用法。并进行操练。
(2) Read out the dialogue.
(3) 创设情景：教师可以提前在教室里准备一些表示地点的卡片。如动物园，天安门，北海等，标上英文名字。放在教室的不同方向，组织学生练习如：
Where is the Beijing zoo?
It is in the front row. Is the Bei Hai Park on the left of the zoo? Yes, it is.
Part 2 Reading: Who has the coin?
1.默读课文判断正误
The teacher gives everyone of the students a coin.
The students like the game very much.
2. Call 6 students to the front of the class and give them instructions as the text says, and give the other students instructions.
3. Ask the students who are sitting to guess where the coin is, using questions, like:
Is it in your right/left hand?
4. (Books open) Ask students to go over the text silently and prepare to answer the comprehension questions.
5. The teacher asks sb to answer comprehension questions in the book.
阅读全文。并找出生词和不懂的地方。教师向学生讲解重点词汇和句字。
Step 4 Practice
教师组织学生分组在班上进行这个游戏，看那一组表演的完全按照是书上的介绍。对表现出色的组进行表扬。
Step5 Summary.
学生自己总结本课的重点词语。
Exercises in class
Fill in the blanks according to the passage.
One day, in the English class. Miss Dong asked 6 students to stand ____ the front of the class and put their hands ____ their backs. The students pass the coin given by the teacher ____ one ____ another. The other students keep their eyes ____ and guess who ____ the coin.
Key: in, behind, from, to, closed, has.
Choose the right answer.
( )l. Tom, just do it ______ your teacher tells you.
A. like B. as C. because D. when
( )2. Where ______ your best friend sit?
A. is B. do C. are D. does
( )3. Let’s play a game. First you must keep your eyes______, then _____ them.
A. close, open B. closed, opened C. close, opened D. closed, open
( )4. Where ______ the boy _____now?
A. is…stand B. is … standing C. does…stand D. does … standing
( )5. The coin goes from one to ______.
A. the other B. other C. others D. another
( )6. Could you pass the orange ______ me?
A. to B. at C. in D. from
( )7. You mustn’t ______ your books now.
A. looks at B. look at C. see D. look
( )8. Can you guess who ______ the coin?
A. does have B. does has C. is have D. has
( )9. Betty tells Katy ______ the ball.
A. catch B .catches C. catching D .to catch
( )10. Who sits next to ______?
A. us B. we C. our D. ours
Answers: l. B 2. D 3. D 4. B 5. D 6. A 7. B 8. D 9. D 10.A
Homework
1.Copy the words and the phrase.
2.让学生编写一个关于问路短剧
The design of the blackboard
Lesson 23 Where do you sit? Who has the coin? |
学设计示例
Lesson 24教学设计方案
Teaching Objectives:
Develop the four skills of listening, speaking, reading and writing, and revise the whole unit.
Properties: Tape recorder Overhead projector.
Language Focus:
Teaching Procedures:
I. Organizing the class
Greetings and a presentation.
II. Listening
1. Ex. 1. 2. Read after the tape and make rules of pronunciation, stress and intonation.
2. Ex. 3. Listening practice.
(1) Listen for the first time and catch the main idea.
(2) Listen for the second time and finish the exercise of putting in the missing words.
(3) Check the answer.
Ⅲ. Speaking
1. Map puzzles: read the maps on page iv and answer the questions in the book.
2. Pairwork: solve puzzles in the text in pairs.
3. Act out.
IV. Reading
1. (With books closed) Listen and repeat.
2. Read after the tape.
V. Writing
1. Read the passage in Ex. 6.
2. Make the possible dialogue.
3. Focus: find it +adj. +to do. eg. Vivi finds it exciting to be a model.
Ⅵ. Go over the checkpoint of Unit 6
Ⅶ. Exercises in class
Translation.
1. 你最好卧床休息三天。
2. 请保持食品清洁。
3. 我们最好别告诉他这件事。
4. 不要向你妈妈要太多的零花钱。
Key:
1. You’d better stay in bed for 3 days.
2. Please keep the food clean.
3. We’d better not tell him about it.
4. Don’t ask your mother for too much pocket money.
Complete the dialogue according to the map.
H: Blue sky Hotel B: bank C: supermarket
假设你在A处，一位外国朋友问你到蓝天宾馆如何走，请你根据地图所示，完成下列对话。
F: Excuse me, could you tell me ______?
C: Sure ______. Take ______. ______. They you’ll see the hotel. It’s ______.
F: Oh, it’s very ______. Which bus ______?
C: No. 9 bus. The bus stop is over there.
F: Thank you very much.
C: ______. Bye-bye.
Answers: the way to the Blue Sky Hotel; Go along Huanghai Street; the second turning on the right; Then go along East Road and take the second turning on the left; between the bank and the supermarket; far; shall I take; Thats all right/You’re welcome.
Ⅷ. Homework
1. Make a dialogue between Mr. Yang and a policeman.
2. Revise the whole unit.
Ⅸ. The design of the blackboard
大学英语精读第二册教案
篇12：大学英语精读第二册教案
1.知识目标
(1) New words and phrases:
place, twenty-first, bank, theatre, book shop, toilet, museum, front, in front of, left ,right, side, on the left/right side, all the same, need, ask for, along, road, turn, turning, metre(meter), kilometer(kilometre), had better(do), coin, keep, as, moment, tell, street, next to, around
(2)日常交际用语：
Excuse me. Where’s…? Where’s the nearest hospital, please?
It’s next to …/in front of …/outside…/on the left/right side.
Thank you all the same.
You’d (had)better catch a bus.
Which bus do I take?
Go down this street.
(3)语法项目：表示需要：He needs some help.
询问方向：Where is the nearest hospital, please?
指点方向：Go along this road .it ‘s only 100 meters along on the left.
(4)语音：/ei/ a ay /ai/i ie y / Ri/oi oy
2.能力目标：
(1)使学生掌握英语的问路和指点方向的交际用语并能够在教师创设的情景中灵活运用。
(2)使学生能够读懂课文并能回答课后的问题，按照课文内容表演游戏。
(3)使学生掌握相关表示方向的介词短语，并能根据情景做口头和笔头练习。
(4)使学生能听懂与课文难度相当的文章，并能迅速对听力材料中的相关地点和方向路线做出判断。
3.德育目标：
通过教学让学生注意在日常生活中注意礼貌用语，乐于帮助别人。
通过学习，让学生感受到在生活中受人帮助的欣慰和帮助别人的兴奋之情，培养学生乐于助人的品质。
教学重点和难点：
询问方向(asking for directions)指点方向(Giving direction)是本单元的重点和难点。
教学建议
教材分析
本单元的主要教学内容是问路，从第一课简单的介绍某地在何处。到第二课如何问路和指路。到第四课的扩展练习。问路的相关用语由易到难，由简单到复杂贯穿始终。教师应在教学过程 循序渐进，注意打好基础。本单元中第二十三课中还有一个小的游戏，该游戏主要是训练学生阅读理解能力，同时也能活跃课堂气氛，使学生会在快乐中学习。
关于日常交际用语分析(询问方向和指点方向)
问路一般包括四个方面的内容：(1)引起话题：Excuse me… (2) 询问路在何方：How can I get to …? (3)指路：Walk along / down… (4) 致谢：Thank you.
Excuse me, (but…) 通常用于以下几种情景：
(1)引起别人注意。(2)请求让路、躲开时。(3)向人问路或打听消息时。(4)在席间或聚会上等离开一会儿时。(5)谈话间或会间突然打喷嚏、咳嗽时。
询问方向的表达法:
在向别人打听情况、征询意见时，常用Excuse me;在向别人提出请求时，常用Could you…? 而不用Can you…? 更显得礼貌。
(1)Excuse me，where’s the bus station?请问车站在哪?
(2)Excuse me，which is the way to the bus station?请问，哪一条是去车站的路?
(3)Excuse me，can you tell me the way to the bus station?请问，你能告诉我车站的路吗?
(4)Excuse me, how can I get to the bus station?请问，我如何能到达车站?
(5)Excuse me, is there a bus station near here?请问附近有车站吗?
指点方向的表达法：
如果别人向你问路，你熟悉这条路，你又该如何帮助别人呢?下面是几种指点方问的表达法：
(1)Go along this street. 或Walk along this street. 沿这条街道走。
(2)Take the (second ) turning on the left / right.第(2)个十字路口左(右)转。
(3)It’s about (four) kilometers away form here.离这大约(4)公里远。
(4)The bus station is along that road on the right.车站是沿着那条路的右边。
(5)It’s next to the police station. 它与警察局相邻。
(6)It’s about ten kilometers away. 大约10公里远。
(7)It’s quite far / near from here. 离这儿相当远/近。
(8)It about (five) minutes’ walk form here.从这儿步行大约5分钟。
注：别人向你问路，即使你不知道，你也要说：
I’m sorry I don’t know. 对方应回答道：Thank you all the same.
表示需要：need +名词或need + to + v. ……
(1)He needs a number 2 bus. 他需乘2路车。
(2)You need to take a taxi. 你需要乘出租车。
关于口语的教学建议
本单元的教学活动主要是围绕问路这一主题展开。而这个主题可为口语练习提供丰富的素材和场景，所以口语教学是本单元的重点。
(1)第20课是简单的询问方向。要求学生在熟练掌握表示方向的介词用法的基础上，利用图片和媒体资料创设情景，进行口语练习。例如：教师在黑板上画出一张简易地图，用各种的形状的硬纸片上面写上不同的地点，分别贴在公路两侧。如图所示：
然后让学生就内容进行对话练习。教师可以用顶针的手法连续进行快速提问，以锻炼学生的反应能力和句型熟练程度如：Where is the school? It is next to the hospital. Where is the hospital? It is in front of the factory. Where is the factory? It is behind the hotel. 然后，教师可以重新调整图片的位置，让学生再进行练习。
(2)在22课的对话教学中，教师在教学过程 中可以先让预习好的学生做表演，在表演的过程中，边演边总结问路的三种情况：第一种情况是指明路线。第二种情况是乘车的回答。第三种情况是不知路线的答复。然后，再请学生进行替换词练习。教师可以设计一个问路的情景，将学生分成三个大组，每个大组选择上述一种情况。每个大组又以两人为单位分成几个小组，进行练习。每个大组选出一个练习情况好的小组代表本组进行角色表演。情景设计如下：Mike moves into new house. One day, her friend Lily want to see her. But she doesn’t know the way. What can she do? At this moment, a boy comes up to her. How does Mary ask the way?
(3)在24 课的口语练习中，学生可进一步加大练习的综合性，使这个练习更贴近实际生活，给学生更多的发挥的空间。教师只提供地图和要去的地点，要学生自己设计情景，编写对话，教师出示问题where is B? How can I get to B from A? Where is C? How to get to C from B? How can I get to A from C?
下面是学生设计情景和对话：
Mary is going to the theater to see a concert. But she doesn’t know the way. So she ask a policeman.
Mary: Excuse me! I want to go to the theater. Where is the theater?
Police man: It is next to the factory, in front of the library.
Mary: Can you tell me the way to the theater?
Policeman: Walk along this road; turn left at the first turning. Go straight the street. The theater is on the left of the road. It is about three miles from here.
Mary: Thank you.
When the concert is over, Mary is tired; she wants to go home by bus .So she asks the police man again how to get to the bus station. But when she gets to bus station, it is too late, and there are no buses in it .so she has to ask the way three times to get home.(问路具体内容模仿本课第二十二课对话内容)
总之，教师在安排口语练习时应逐步的从简单到复杂，由单项到综合，由机械训练到学生自由的表演。
有关听力的教学建议
本单元的听力教学难点 在于如何听懂指路人的指令，从而找到要去的地点。
教师可以在学生听第一遍时，先找出出发点和目的地。然后，看一下地图，迅速判断一下应该怎样走，并要求学生用英语讲出自己设计的路线。然后在听第二遍后，再按照材料的内容，在地图上画出相应的路线，并验证与自己设计路线是否一致，这样有助于分解听力难度，帮助学生排除听力障碍。
教师可以组织一个小游戏以训练学生听清有关指令，在教室中摆几个路牌如the Beijing zoo. the Beijing university 等。两个学生分别向对方讲述所要去的路线。看那个学生先找到要去的地点。教师可以拿表计时，当裁判。教师对先到达目标的同学进行奖励。(注意学生需要按照对方所提供的路线到达目标)要求学生必需先听完指令再开始行动。
有关单词教学建议
本单元第一课表示地点和方向的单词比较多。建议教师在设计练习时把表示方向的介词和表示地点的名词结合在一起练习，教师使用图片教学，效果较佳。如：教师向学生出示一张银行的图片如课本page iv,，教师进行介绍This is a bank .然后将图片贴在黑板上。教师出示一张书店的图片如课本page iv, 教师进行介绍This is a shop.将图片贴在银行的前面。分别指着图向大家介绍：The shop is in front of the bank.通过演示让学生体会in front of 的含义。接着，教师在把商店的图片换成博物馆或厕所的图片，引导学生说出the museum /the toilet is in front of the bank.随后，教师可以将图片交换位置，使学生能够更加熟练的掌握介词的用法。使用同样的办法可以讲解其它单词。
学法指导
本单元的话题是用英语问路。“询问方向”(Asking for directions)及特点方向(Giving directions)。因此，可采用大量的操练来让学生熟悉句型。同时重点掌握表示方位的介词短语以及简单的询问方向、指点方向的方法，并达到实现交际的目的。
He needs some help.他需要一些帮助。
这里，need作及物动词是需要的意思。例如：I need your help。Need还可以后面接动词不定式例如：I need to have a rest.(我需要休息)除此而外，need还可以做情态动词。但只用于某些疑问句和否定句中。它的一般疑问句的回答方式往往用must 和needn’t来回答。例如：Need you leave so soon?
–Yes, I must. /No, I needn’t.
You’d better catch a bus. 你最好乘车去。
You’d better是you had better的缩写形式，情态动词，后面接动词原形。其否定式为had better not to do。它常带有威胁，告诫或催促的含义。例如：
It is very cold outside. You had better put on your sweater.(外面冷，你最好穿上毛衣)
The teacher is very angry. You had better not be late again.(老师生气了，你最好不要再迟到)
catch a bus意为“乘车”、“赶车”，和take a bus意义接近，但不完全相同。take a bus指“乘坐”，和介词短语“by bus”, “in a bus”差不多，它们都指方式，交通手段，和其他手段相区别，而catch a bus 指行动为争取能赶上汽车。如：
You may go there by bus.(=You may take a bus there.)你们乘公共汽车却那儿吧。
比较in front of 和in/at the front of 的不同。
in/at the front of是指在某一范围内的前面。而in front of是指在某一范围以外的前面。如图：
例如：the car stops in the front of the gate,and the driver in front of car open the door of the door. 汽车停在大门前，车前座的司机把车门打开。
The other students in the class keep their eyes closed.班里的其他学生闭上眼睛。
keep+名词/代词+形容词，表示使某人或某物保持某种状态。此句型为主语+及物动词+宾语+宾语补足语。例如：
We must keep our room clean and tidy.(我们必需保持屋子的干净和整洁)
同样的例子还有：
Don’t call me little Tom.(不要再叫我小汤姆了。)
“keep +宾语+宾语补足语”结构
此结构的含义为“使(宾语)处于……(状态)”。其中的“宾补”成分可以由很多结构充当。如形容词、介词短语、名词(组)或动词的-ing形式等。
“keep sb. / sth. +形容词”结构，如在keep one’s eyes closed这一短语中，动词keep表示“保持”，形容词closed表示“闭着”。连起来可理解为“使眼睛闭着状态”，即“闭着眼”。再如：
Keep the box open, please.请让这个箱子开着。
This little girl always keeps her room nice and clean.这个小女孩总是使房间保持美观整洁。
“keep sb. / sth. +介词短语”也是一种常用结构，如：
Don’t come in, I must keep you outside the door.别进来，我得把你堵在门外面。
He kept his hands behind his back.他一直把手放在背后。
“keep sb. / sth. +动词-ing”结构的用法，这个结构意为“让某人或某物(长时间地)进行着某个动作”。如：
The teacher kept Bob standing for ten minutes.老师让Bob站了十分钟。
辨析along，down 和 up
作介词时，它们均能表示“顺着”，“沿着”，后面一般接表示河流，街道，道路的名词。如：
Go down/along this road and take the first turning on the left.
沿着这条马路走，在第一个拐弯处向左拐。
We often take a walk along/down/up the road.我们经常沿着这条路散步。
要注意的是：介词“down”有时含有“在下游”的意思，介词“up”则含有“在上游”的意思。如：
The house is 300 metres up/down the river.房子在这条河上游/下游300米处。
down含有离说话人而去的意思，介词up则含朝说话人而来之意，along 不强调方向。试比较：
Who’s the man coming up/going down the road?沿着这条路走来/走去的那个人是谁?
另外，介词up有向上之意，介词down则有“往下”之意。如：
The cat is running up the tree.猫正往树上爬去。
The dogs are running down the hill.狗正从山上跑下来。
这三个词还可用作副词，意为“向前”，如：
The farm is about 30 metres along.农场大约在前面30米远处。
Please walk down. Don t come up.请往前走，别朝这儿来。
教学设计示例
Lesson 21
Period: The First period
Content: Lesson 21
Properties: Map, recorder.
Teaching Objectives: Show places on the map; ask for and give directions in the simplest way.
Language Focus:
in front of, next to, on the left/right side, Thank you all the same.
Teaching Procedures:
I. Organizing the class
Greeting and a duty report.
II. Revision
Revise the language focus in the last unit.
Ⅲ. Leading - in
1. Make conversations with several students, like
Teacher: Excuse me. Where’s the nearest …?
Excuse me. How far is __× (an important place near school)?
Is there __× near our school?
Students: Answer with the help of the teacher
Teacher: Thank you very much.
Thank you all the same.
2. (To students) Are you good at distinguishing directions? Are you always ready to help someone who can’t find his way?
Ⅳ. Practice
1. Look at the picture in the book and ask students to work in pairs to practise showing places, using prepositional phrases like “next to, in front of, behind, outside and on the left/right side”
eg. There’s a school next to the supermarket. In front of/behind the school, there’s a market.
2. Call 3 pairs to say out their dialogues.
V. Teaching dialogues
1. Show students some maps and ask them for directions, using the patterns in the book.
Excuse me. Where’s the nearest __×?
2. Listen to the tape.
3. Read the dialogue in the book
4. Game: Which place is it?
(With the help of a map, on which some places are marked).
One student describes the location, asks other students to guess the place.
Ⅵ. Consolidation
Go over the lesson.
Ⅶ. Exercises in class
Fill in the blanks
1. There’s a cinema next ____ the shop.
2. ____ the left side of the room, there’s a desk.
3. -I’m sorry I can’t help you. -_____________.
4. Please come to the front and stand ____________ the class.
Key: to, on, Thank you all the same, in front of.
Complete the dialogue
A: ________ _______, where is the nearest police station, please?
B: I’m _______, I don’t know. Please ________ that man.
A: Thank you _______ ________ _______. Excuse me, where is the police station, please?
C: _______ over there, next ________ the post office.
A: Thank you ________ _______.
C: Not ________ _______.
Key: Excuse me, sorry, ask, all the same, It’s, to, very much, at all.
Ⅷ. Homework
Make 2 dialogues asking for directions (draw maps).
Ⅸ. The design of the blackboard
Lesson 21 Where’s …? It’s next to the …/in front of the … /behind the … /outside the…/ on the left/ right side. |
教学设计示例
Lesson 22
Teaching Objectives: Dialogues of asking for and giving directions.
Properties: Tape recorder, Map, Overhead projector
Language Focus:
Asking for directions: Is there a bank near here?
Where’s the nearest hospital, please?
Giving directions: Go along this road.
Take the first turning on the right.
It’s about a hundred metres along on the left.
It’s about 6 kilometers along.
Expressing needs: He needs some help.
You take a number 16 bus.
which number do I take?
You’d better (not) ask sb. for sth.
Teaching Procedures:
I. Organizing the class
Greetings and a presentation.
II. Revision
Revise the ways of asking for and giving directions in a simple way.
III. Leading - in
The teacher asks several students the directions to some places near school, using different ways of asking for directions. Ask sb to give directions.
Excuse me. Where’s the people’s Hospital?
Could you tell me the way to Beijing zoo, please?
Excuse me, which is the way to Purple Bamboo Park?
Is there a Macdonald’s near here?
VI. Practice
1. Show ways of asking for and giving directions on a flashcard.
2. Groupwork: Sb work in groups to ask for and give directions.
3. Act out
X. Listen and read
1. Listen and read through the dialogues.
2. Get students to practise the dialogues in the book.
3. Use a map to ask students to practise asking for and giving directions.
XI. Exercises in class
1. A: Excuse me. Which is the____ to East Park, please?
B: Let me see. Er, walk ____ this road and ____ right. Go ____ until you____ the end. You’ll find the park in front of you.
2. A: Excuse me. Can you give me ____ to the post office, please?
B: Sure. Go ____ this street and ____ right. Then you’ll see a tall building. That’s the ____, and it s between the zoo ____ the fruit shop. You can’t ____ it.
A: Is it ____ from here?
B: No, it s quite near. It’ll only ____ you about 10 minutes if you walk there.
A: Thanks a lot.
B: You’re welcome.
3. Rewrite the sentences as required.
(1)Walk along this road. (1 - 5 同义句)
______ ______ this road.
(2)Take the fifth turning on the left.
_______ left _______ the fifth turning.
(3) I can get to the zoo by bus.
I can ______ a bus ______ the zoo.
(4) My father is going to Beijing by air tomorrow.
My father _______ _______ to Beijing tomorrow.
(5) She needn’t clean the room every day.
She _______ _______ to clean the room every day.
(6)The park is about 6 kilometres away. (对画线部分提问)
______ ______ is the park?
(7)You will take a No.6 bus. (同上)
______ ______ shall I ______?
(8) Mr. zhang needs some help. (改一般疑问句)
______ Mr. zhang ______ ______ help?
Key:
1. way, along/down, turn, on, reach
2. directions, along/down, turn, post office, and, miss, far, take.
3.(1) Go along (2) Turn, at (3) take, to@ will fly (5) doesnt have (6) How far (7) Which bus, take (8) Does, need any
XII. Homework
Make a dialogue asking for and giving directions.
XIII. The design of the blackboard
Lesson 22 know the way take the …turning need some help a hundred metres along… away ask …for help |
教学设计示例
Lesson 23
★ 大学英语说课课件
★ 单元整体教学设计
大学英语精读课整体语言教学（推荐12篇）
