A. 请问大学英语教学设计与教案的格式是怎样的many thanks!
教学目的和要求 (6 hours)
To introce to ss V-ing and require them to master different functions of V-ing in sentences.
To introce new vocabularies and expressions of text A. and ss are expected to master the blackened ones.
To encourage ss to learn to appreciate and express thanks.
重点和难点：
V-ing functions differently in sentences.
In-depth reading and comprehension
Key phrases (Ref. Learning key phrases)
教学进程和方法等
I. Leading-in Questions 10’
What is Thanksgiving Day?
Have you ever heard the song “ Going Home and Seeing Your Parents”? 常回家看看 What do you feel whenever hearing the song?
In what situations do you feel that you should say “Thank you.”?
(Let ss answer the questions, teacher gives the feedback to their answers.)
II. Reading Comprehension 140’
1. Global understanding of Text A
1) Answering questioGDFns
When Alex Haley finished all his work, and thought about Thanksgiving, what else appeared in his mind?
What impressed him most when thinking of his father?
What impressed him most when thinking of his grandmother?
What impressed him most when thinking of his school master?
What are the feedbacks from the three receivers?
(Ss are encouraged to answer the questions first, then the teacher gives comments on each answer.)
2. In- depth reading and comprehension
1) Studying and explaining the meanings of
Para.6, Para. 14, Para. 15, Para.21, Para. 22, Para. 23, Para. 26
(Teacher asks ss questions about some difficult sentences and phrase, first encourages ss to ives the comments.)
2) Comprehension of the difficult sentences
Para. 2 -quite the same as for folk ashore
Para. 4 -breathing in great deep draughts
Para. 6. – some way that I could personally apply to the close of Thanksgiving.
Para. 9. Not noe time had I ever bothered to express to any of them so much as a simple, sincere “Thank you.”
Para. 12. And briefly I recalled for each of them specific acts performed on my behalf.
Para. 14. I told him that whatever positive things I had done since had been influenced at least in part by his morning school prayers.
Para. 15. -the equal of which I had not found since.
Para. 18. -the whole paragraph
Para. 21 -he felt that his best results included his own son.
Para. 22 -the whole paragraph
Para. 23 I wept over the page representing my Grandma’s recent hours invested in expressing her loving gratefulness to me – whom she used to diaper.
(Teacher asks ss to explain some of them and then supplement, or teacher writes some
examples on board to demonstrate the use, or teacher can assign the work to groups for
better understanding. )
III. Learning Sentence Structures 35’
1. V-ing
1) as a modifier 2) as an adverbial element
2. Not one time had I bothered to do… (inverted order 倒装句) (Para. 9)
3. something uppermost about my father was how he had impressed upon me… (Para. 13)
When exposed to … Para. 20
(Teacher demonstrates the examples of how to use the structures, and then lets students translate some Chinese sentences by using any of the structures.)
IV. Learning Key Phrases 50’
Under way, make my way out, see sb. doing sth., in quest of, apply to, turn the idea over, take all of it for granted, beyond any possible expression of, on my behalf, impress upon, be immersed in, familiar to/with, in a flashing memories, express appreciation for, in the end
1. Teacher writes all these on the board, then reads a sentence and lets ss to choose from them to fill in a blank. This can be repeated for several sentences.
2. Teacher can choose some ss to translate what the teacher is reading into English by using some of the phrases.)
3. Ss can be divided into groups and create some sentences by using the phrases. Then the teacher asks some ss to present their sentences and gives favorable comments on their performance.)
V. Group Work 10’
Ss try to write a “ Thank you letter” for the following reasons:
1. Your parents are working hard to support your tuition.
2. Your classmate took care of you when you were ill.
3. Your teacher spent time tutoring you for the purpose of helping pass the final examination.
4. You fiend see you off at the railway station ring the holidays.
5. etc.
(The purpose of the work is to enable ss to use the expression they’ve learnt in the text and let ss feel gratitude to those who have ever helped him/her. Ss may feel free to choose any one of the four.)
IV. Checking the assignment 25’
B. 大学英语写作教学设计有哪些步骤
一个完整的教学设计一般包括教学目标、教学重难点、教学方法、教学步骤与时间分配等环节。
教学设计是根据课程标准的要求和教学对象的特点，将教学诸要素有序安排，确定合适的教学方案的设想和计划。
C. 大学英语课如何教学
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。