英语教学法教案与讲义模板

英语教学法教学实践教案与讲义
系专班姓
别业级名
外语系英语 6070120 于佳殊
2009 年 12 月 20 日
英语教学法教学实践
教案与讲义
东北大学秦皇岛分校外语系教案
2009 ~ 2010 学年
课程名称：课程名称授课章节：授课章节授课班级教学内容综合教程 unit 4 60701 A View of Mountain 授课顺序授课顺序时数 1 2
第一学期
任课教师于佳殊
教学目的及要求
Students will be able to:
　　1) Understand the history of atomic booming in Hiroshima in a subjective way.
　　2) Understand the threatens of nuclear weapons to our world.
　　3) master the key words and expressions; grammar points etc. appearing in the first two paragraphs
　　4) Conduct a series of reading, listening, speaking and writing activities related to the theme of the unit.
　　1. The main idea of paragraph 1-2; the topic sentence of paragraph 1-
　　2.
　　2. The understanding of paragraph 1-2 including some difficult expressions and key words.
　　3. The follow-up activity: talk about the modern war using the hi-tech(eg: USA vs Iraq) presentation, discussion video, pictures 时间分配
教学重点教学重点难点
教学方法及教具
课堂设计（教学内容、过程、方法、图表等）课堂设计（教学内容、过程、方法、图表等）
英语教学法教学实践
教案与讲义
1st period Introduction:
　　1) Ask students to say something about World WarⅡ
　　2) Leading-in the topic of today’s text Pre-reading activities: a) Watch the video and pictures about the atomic bomb in Hiroshima and explain, then, divide students into several groups( each group has three or four students) to talk about their opinions towards atomic bomb in Hiroshima and nuclear weapons’ affection on our world. b) Introduce the background of the text and the author c) Ask students to read the first paragraph with following questions ① the main idea of this paragraph ② the scenes described in Hiroshima after bombing ③ figure out what you don’t understand Detailed study of the text: Paragraph one
　　1. Ask students to do pair work to answer the questions mentioned last period
　　2. Explain the key words and expressions to students dispatch; or so; in existence; methodically; artistry; thermal; brand with; leave behind; for good; be dotted with
　　3. Grammar points and Sentence Highlights
　　4. Figure out the rhetorical features existing in the paragraph
　　5. Feedback Paragraph two
　　1. Read through this paragraph according to the following questions ① Grasp the main idea of this paragraph ② Take notice of the rhetorical features mentioned in Para.1 and underline them ③ What is the relations between Para.1 and Para.2 ?(could be reserved as the homework if time not permitted)
　　2. Ask students to answer the questions
　　3. Underline the key words and expressions for students in a flash; come into one’s own; in the shadow of…; hang over; open-ended; not so much…as…; in the background
3min 2min 30min
10min 5min
5min 10min
10min 10min 5min 8min
5min 2min
英语教学法教学实践
作业及思考? 课后小结
教案与讲义

　　1. Ask students preview Para.2-4
　　2. Think about the following questions: ① why the author says “Arriving a half century late, they are still new”? ② what is the universal meaning of Yamahata’s photos? ③ why the author says each picture is a “window” to New York?
　　3.Use the words or phrases to make sentences.
英语教学法教学实践
教案与讲义
东北大学秦皇岛分校外语系讲义
Unit 4 A View of Mountain

　　1. Objectives: Students will be able to:
　　1) Understand the history of atomic bomb in Hiroshima in a subjective way and the threatens of nuclear weapons to our world.
　　2) Master the key words and expressions; grammar points etc. appearing in the text
　　3) Learn the rhetorical features: personality, metonymy
　　4) Conduct a series of reading, speaking and writing activities related to the theme of the unit.
　　2. Time allotment: 1st period: pre-reading activities; 2nd period: while-reading(the first two paragraphs). Procedure: 1st period Objectives: (
　　1) Active students’ interests about the atomic bomb in Hiroshima (
　　2) Deepen students’ understanding towards threaten of nuclear weapons Introduction:
　　1） Ask students to say something about World WarⅡ
　　2） Leading-in the topic of today’s text Pre-reading activities: a) Watch the video and pictures about the atomic bomb in Hiroshima and explain, then, divide students into several groups (each group has three or four students) to talk about their opinions towards atomic bomb in Hiroshima and nuclear weapons’ affection on our world. b) Introduce the background of the text and the author.(page.
　　50) The Gift of Time is destined to become the same for our age. In a series of conversations with officials as diverse as Vietnam-era defense secretary Robert S. McNamara， former Soviet leader Mikhail Gorbachev， and the last commander of the Strategic Command， General George Lee Butler， Schell finds support for the abolition of nuclear weapons in the unlikeliest places， among the very generals and politicians who presided over nuclear strategy and its implementation during the Cold War.Writing in a spirit of optimism and hope， Schell calls upon all Americans--indeed， all of the world s citizens--to snap out of our cold-war trance， this forced cohabitation with horror， and take the step that alone can free us from nuclear danger and corruption， namely the abolition of nuclear weapons. c) Ask students to read the first paragraph with following questions. a) the main idea of this paragraph b) the scenes described in Hiroshima after bombing c) figure out what you don’t understand
英语教学法教学实践
nd
教案与讲义
2 period Detailed study of the text: Objectives: (
　　1) Grasp the main idea of each paragraph (
　　2) Appreciate the language used in the text (
　　3) Master key language points and grammatical structures in the text While-reading Tasks: Paragraph one
　　1. Ask students to do pair work to answer the questions mentioned last period: ① What is the main idea? Main idea: describe the scenes in Hiroshima after bombing to us and lead in the paragraph ② What is the scenes after bombing in Hiroshima? a) a horse twisted under the cat it had been pulling b) a heap of something that once had been a human being hanging over a ledge into a ditch c) a girl survived unwounded standing in the open mouth of a bomb shelter
　　2. Explain the key words and expressions to students: dispatch: send off to a destination eg: Chinese government was preparing to dispatch 4,000 liberation army men to Hong Kong. 中国政府准备派遣 4000 名解放军战士进驻香港。 or so：about in existence: 存在，现有 eg: The elephant is the largest land animal in existence. 大象是现有的最大的陆上动物。 methodically:有系统地，有方法地 eg: The librarian is very amiable, methodically explaining to us how to consult books in the library.那位图书管理员非常亲切，他系统地向我们讲解了如何在图书馆查找图书。 thermal; (of garments or fabrics) specially designed so as to have exceptional heat-retaining properties eg: thermal springs 温泉;a thermal bur n 热灼伤; thermal underwear 保暖内衣。 brand with; 印上… eg: Some clothes are also branded with beautiful flowers. 一些衣服上总是印上美丽的花。 leave behind;
　　1. 忘带, 留下; 丢弃
　　2. 使落后, 丢在后面 eg: Don't leave me behind. 不要把我忘了。 He left behind a pair of glasses and some books. 他的一副眼镜和一些书籍忘记带上了。 The young athlete soon left the others far behind.那位年轻运动员很快就把其他选手抛在后面。 He was left behind in the race.他赛跑时落在后面。 for good; permanently, finally 永久地，一劳永逸地 eg: He says that he’s leaving the country for good.他说他出国后就不再回来了。 be dotted with; 点缀(引申为：到处都是；布满…) eg: We have offices dotted all over the region. 这个地区到处都是办公室。 Campfires, like red, peculiar blossoms, dotted the night. 营火像红色的，别致的花朵点缀着黑夜。
　　3. Grammar points and Sentence Highlights ① It was therefore left to Yamahata to record, methodically ?and, as it happens, with a great and simple artistry ? the effect on a human population of a nuclear weapon only hours after
英语教学法教学实践
教案与讲义
it had been used. Paraphrase: The responsibility was therefore placed on Yamahata’ shoulders to record the effect on human beings of nuclear weapon used only after hours systematically and timely with a great and simple artistry. 因此，重任就落在亚马哈塔身上，他要系统地用艺术家杰出的简单的技法来记录核武器使用几小时后对人类的伤害。 Analysis：这个句子中第一个 it 是形式主语，真正的主语是 the effect。句子的主干其实是 It was left to Yamahata to record the effect。其中，and 连接的是 methodically 和 with a great and simple artistry 表示 Yamahata 以一种怎样的方式和态度来进行记录。as it happens 则作为时间状语从句，it 代表的是 atomic bomb。 ② They have been burned by light ?technically speaking, by the “thermal pulse”- and their bodies are often branded with the pattern of their clothes, whose colors absorb light in different degrees. Paraphrase： Technically speaking, they have been burned by thermal pulse. And because the different colors of the patterns of their clothes absorb light in different degrees, their bodies are marked with the patterns of their clothes.从技术上说，他们实际是被光??热脉冲烧着的，因为衣服的颜色不同，吸收光的程度不同，致使身体上烙着不同衣服的图案。 Analysis ： technically speaking: 从技术角度来说。类似的表达结构，如： generally speaking(总的来说，一般地说来),honestly/frankly speaking(坦率地说，老实说),personally 就自己而言), plainly speaking(坦率地说),properly speaking(确切地 speaking(就个人来说；说),roughly speaking(粗略地说来),strictly speaking(严格说来)。 …whose colors absorb light in different degrees.其中 whose 引导非限定性定语从句，指代的是 clothes。 ③ A third shows a girl who has some an unearthly smile, shocking us with the sight of ordinary life, which otherwise seems to have been left behind for good in the scenes we are witnessing. Paraphrase：The third photo is a girl who does not die and does not get hurt. How she survived we do not know. She stands in the open mouth of a bomb shelter and she smiles queerly. Her smile shocks us and reminds us of a peaceful and ordinary life in the place where she stands if without such an atomic bomb.第三张图片是一个女孩，不知怎的就幸存下来，没有受伤，站在防空洞入口，露出怪异的微笑，让人感到震惊，如果没有投放原子弹，在我们看到可怕场景的地方，人们能过着幸福的生活。 Analysis： somehow: ad. in a way not specified, understood, or known 以某种方式；以某种不特定、不理解或不知道的方式 eg: She somehow got lost. 她不知道怎么竟迷了路。 survive: v. to live longer than(比…活得长);to live or persist through(从困境中活过来或挺过来) eg: She survived her husband by five years. 她比她丈夫多活了五年。 Few survived after the flood.洪水过后，生还者极少。语法：the tense adopted in this sentence is historic present that is used to describe what 语法 happened in the past. Describe the past as if it were happening now, the historic tense convey something of the dramatic immediacy if an eye-witness account. The historic tense is often found in the popular narrative style, in photograph captions, and in historical summaries.这
英语教学法教学实践
教案与讲义
句话使用的都是一般现在时，在英语的语法中，用一般现在时描述过去发生的事情，称为历史现在时。用历史现在时描述过去的事情，好像它们发生在现在一样。历史现在时经常用在通俗的故事读本中，也用在照片字幕上，历史概述读本中。 “Which” refers to the ordinary life we have been in, and “otherwise” means that if we don’t see the smiles on the little girl, we may have forgot the ordinary life under this situation. 这三幅图充分表现了原子弹对人类的威胁，特别是小姑娘的这一张，用小姑娘的天真来反衬出这场战争的残酷以及核武器的威力。 ④ Stretching into the distance on all sides are fields of rubble dotted with fires, and, in the background, a view of mountains. Paraphrase：In the far distance, people can see the fields of rubble covered with fires and in the background of the field of rubble people can catch sight of a view of mountains. 在这幅图片的远处，四周是冒着火星的废墟，废墟的背后是山的一角。 Question: Why the background is a view of mountain? Because this city has been bombed to the ground, all things have gone, so people can only see a view of mountain. ⑤ That absence, even more than wreckage, contains the heart of the matter. Paraphrase：That vanished city than in the wreckage that the signif

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