1、大学英语课程说课,说课目录,教学大纲简介 教材和教学参考资料 教材简介 教学方法与学习方法 教学设计范例,教学大纲简介,课程名称：大学英语（College English） 适用专业：非英语专业本科生 预修课程：普通高中英语课程 专业人才培养目标和生源情况：本课程授课对象为非英语专业大学本科学生，学生入校时没有设英语最低分数线，因此英语基础参差不齐。大学英语的人才培养目标是通过课内外教学环节的结合，培养学生英语听说读写的综合应用能力。同时综合运用各种教学手段，提高学生的文化素养、自主学习能力、合作能力、解决问题的能力等，以适应国际化的社会环境下，不同职业对综合性人才，特别是掌握外语人才的需求。
2、,教学大纲简介,本课程与相关课程的联系与分工：大学英语的先修课程为普通高中英语课程。入学时，学生应具备高中英语新课标所要求的词汇量，掌握基本语音和语法知识，并在听说读写等方面受过初步训练。后续课程为各专业学生所对应的专业英语。经过四级大学英语的学习后，将为大学英语六级、专业英语、高级英语选修等学习打下基础。,教学大纲简介,本课程的重点、难点、及解决办法：本课程的重点也是难点在于，学生能够听懂正常语速，一般题材的谈话、讲座；能够阅读一般题材的论说文、记叙文及实用文体，并能就话题用口头或书面表达基本思想。解决办法是运用多种教学手段，课内课外结合，在任务教学法（Task-based English
3、Learning / TBEL）的基础上，设计不同的课堂活动，使学生在完成任务的过程中掌握各种技能。,教材和教学参考资料,教材：1.21世纪大学英语 读写教程 2.新视野大学英语 视听说3.大学英语快速阅读参考资料：1.大学英语课程教学基本要求2.21世纪大学英语 读写教程教师参考书3.新视野大学英语 视听说教师参考书4.21世纪大学英语 读写教程教学光盘5.21世纪大学英语 读写教程学生自学光盘6.英美文化博览7. 国内外英语报刊：New York times, China Daily, 21st Century8. 北京联合大学外语部网络教学资源,教材简介,21世纪大学英语 读写教程以培养
4、学生阅读、写作能力为主，听说能力为辅，全套四册。每册8单元，每单元分课文A,B,C，约10课时完成。其中课文A为精读（6课时），课文B为泛读（2课时），另有2课时快速阅读及补充练习，课文C为学生自学（2课时）。每单元以话题为主线，配合听说、阅读、写作技巧的介绍，较适合任务教学法运用。 本教材难度适中，文体多样，话题接近学生生活，较适合非英语专业学生使用。但某些课文不太适宜提高学生的阅读分析能力，某些课文趣味性不够，需补充课外阅读，网络资源，设计趣味性较强的课堂活动以增加学生的学习兴趣。,教学方法与学习方法,课堂面授+学生自主学习（自学光盘，网络资源）教学方法：任务教学模式。充分利用多媒体技术，
5、通过有目的地设计各种课堂活动，如：问题讨论、角色扮演、复述情节等，使学生在完成任务的过程中锻炼能力。这一过程可作为对学生形成性评估的主要方面，结合期末终结性评估完成对学生的全面评价。学生学习方法：现代英语教学注重学生的参与和自主学习能力的培养。学生必须从被动依赖老师教知识转向主动获得知识。目前部分学生入学英语基础未达标，学习目的不明确，没有有效的学习方法和自觉的学习习惯。对此，教师在设计任务时应注意可实施、可参与，并尽力使学生合作完成而不会觉得有失面子。,Methods,Our,Teaching,Self-learning about text-related language points
6、(knowledge),Curriculum Activities (skills),text-based discussion,vocabulary,phrases,grammar,difficult sentences,exercises,developing questions for discussion,presentation by PPT,learning language points by using,Out of class assignment,search for information,extensive reading,Change Your Learning St
7、yle,Passive learning,teacher-centred,audience,spoon-feeding,mark-minded,knowledge-focused,student-centred,participant,autonomous learning,ability-developed,skill-focused,Active learning,move to,教学设计范例,21st Century College English I Unit 2 text A Conversational Ballgames,教学目的 （Objectives）,To raise cr
8、oss-cultural communication awareness To learn cross-cultural communication knowledge To develop cross-cultural communication competence To know the differences between western-style conversation and eastern-style conversation To develop Ss abilities of analyzing problems by comparison and contrast,教
9、学设计和课时安排,I. 基于课文的学习活动（Text-based Study）（4课时）课文导入（Lead-in Activities）(1课时)- Listening (to lead in the topic)- Warm-up Activity (to get text-related information and to prepare for the late study and practice)课文篇章分析和理解 （Context Reading Comprehension ）（3课时）- General structure analyzing （writing style）-
10、Reading in details （ Context Analyzing & Key Language points）II. 拓展式问题讨论 (Developing Questions Discussion) (1课时)III. 阅读与写作技能介绍训练以及课后练习讲解（1课时）,教学方法,任务教学法 （Task-based Teaching and Learning ）变教师为中心的教学模式为学生为中心的教学模式。通过为学生设计不同的任务，使学生在完成任务的过程中培养自主学习能力，合作能力，分析问题能力和表达能力。,Lead-in Activity,I. Listening 导入式听力旨在
11、使学生了解本课的主题。简短的听力练习后，让学生说出本课的主题：1.Cross-cultural communication2. People from different countries may have different conversational style II. Warm-up Activity （板书或word文档边说边写）Brainstorm (头脑风暴): What is Culture? 以Culture 为中心，让学生就文化的内涵给出简单概念。此活动轻松、快速，学生想到即说。目的是锻炼学生的词汇反应以及对问题的思考。,Culture,Tradition,Religio
12、n,people,Fashion,Habits,Sun ray,History,custom,clothes,music,behavior,Politics,Entertainment,Special terms,Culture shock (文化差异) Cultural awareness （文化意识） Cultural barriers （文化障碍） Cultural bump （文化碰撞） Cultural prejudice （文化偏见） Intercultural communication （跨文化交际） Cross-cultural communication （跨文化交际） T
13、rans-cultural communication （跨文化交际）,Lead-in Activity,Prepare some quotations or proverbs on cultural awareness . Give each student a piece of paper, with a quotation or a proverb on it. Those who hold the same quotation or proverb group up. Keep it well. 这是为后面的讨论做准备。每次以不同的方式即兴分组，既有趣又可使学生每次都和不同的对象交流，
14、培养学生与不同个体合作的能力。,课文篇章分析和理解,任务教学法实施的前提必须是学生课前预习自学完词汇，并略读过文章。教师对任务的设计必须由点到面，由潜入深，由内而外。学生看似完成不同的任务，实则在反复阅读，加深印象，提高理解能力。 Task 1Let the students look at the title and guess the possible message from the title : Whats the relationship between “conversation” and “ballgames”? Whats the message does the write
15、r want to convey? (Are the two share some similarities?) 通过对题目意义的推测，激发学生的好奇心和阅读兴趣，引起学生对球类运动和谈话之间类比关系的联想。此题如果较难回答，我们进入下一个任务：,课文篇章分析和理解,Task 2Describe tennis and bowling games in group: students use their own words first, then refer to the text and do it again with the sentences from the text. 这里可以使用网
16、球，保龄球的视频或动画资料，给学生直观的效果。先自述再复述课文原句的过程既可以使学生学习描述，也可以减轻他们的失败感。小组完成后，在教师的帮助下，学生代表展示他们的描述。,课文篇章分析和理解,Task 3 1. Ask the students to browse through the passage quickly (read the first sentence in each paragraph) to catch the structure of the text. 2. Ask the students to go over the passage again and try to
17、 complete the outlines of the authors idea about the differences between western-style conversation and Japanese-style conversation.此任务仍然是在团队合作下完成。先了解文章整体结构便于后续的细节分析。同时也是教授如何快速阅读的有效方法。此任务的设计旨在提高学生的理解能力，归纳能力及对比分析问题的能力。,Structure of Text A,Please read Paras 4-6 - Focus on the comparison between the we
18、stern-style conversation and tennis.,introducing a topic is like ? making a proper response is like ? carrying on a conversation is like? If the conversation involves more than two people, then it is like ?,In the authors description, a western-style conversation is like ?,hitting the ball back.,mak
19、ing the ball back and forth.,serving a ball.,doubles in tennis,like a game of tennis.,Please read Paras 7-9 - Focus on the comparison between the Japanese-style conversation and bowling.,waiting for your turn to speak is like waiting for your turn to ? when and how an opinion is to be voiced depends
20、 mainly on ?,A Japanese-style conversation is like ?,bowling .,ones age,how well one knows the previous speaker,ones social position,bowl the ball,The contrast between the two conversational styles:,A Japanese-style conversation is like ?,In the authors description, a western-style conversation is l
21、ike ?,typical feature of each conversation:,interactive back and forth,every one has to wait for his turn; no back and forth,like a game of tennis.,bowling,课文篇章分析和理解,Task 4Ask students to draw a conclusion on the comparison and contrast between the conversation and ballgames and the western-style co
22、nversation and Japanese-style conversation .一阶段的活动结束后进行总结，既可以锻炼学生的归纳能力，也可以培养学生综合运用知识的技能。这是目前被广泛运用的自下而上诱导法（bottom-up approach）教学模式。这种综合性较强的总结可以适当让学生用书面形式，以降低操作难度。同时也是由input (输入)到 output (输出) 能力的转换。学生每完成一项任务后，教师都必须总结并给出参考例文。,课文篇章分析和理解,Conclusions: A western-style conversation goes on as a discussion,
23、filled with agreement and disagreement. But a Japanese one is not. Everyone tries not to make a comment or remark on the other persons opinion. Ask the students weather they can give some reasons to explain this. Japanese people, like we Chinese in some aspects, is influenced by Confucian ideas, we
24、are not supposed to express our feelings publicly or directly. Most of the time we take an implicit attitude and express our feelings in a roundabout way. But for western people, especially for the people of the US, they value individualism. They often sing high praise of the human right. With the p
25、rotection of the human right, they can say whatever they like. Different opinions are welcomed. Remember, they even challenge the decision made by the government. Knowing the different styles of conversation will help you in a talk with foreigners.,拓展式问题讨论,Task 1 Quotations and proverbs: All people
26、are the same. Its only their habits that are different.We see thing not as they are, but as we are.When in Rome, do as Romans do.To learn a foreign language without learning its culture is the best way to make oneself a fluent fool (you do not know about your own culture until you encounter with ano
27、ther culture)What is “right” in one culture may be “wrong” in another.Communication is a risky business.In order to avoid “communication break-down” caused by “culture bump”, we must develop cultural awareness of the influential factors behind the speech acts and gain the knowledge of each others be
28、havior patterns and cultural associations.,拓展式问题讨论,拓展式问题讨论是课文内容的延伸，将学生的表达能力训练由非真实情景转向真实情景。针对课文主题，挖掘含义，发挥联想，联系实际，结合真实世界，建立真实语境，开展真实交际，从而使学生由课内走向课外。这是对学生创造能力、应用能力的锻炼。,拓展式问题讨论,Task 2 Role-play the following dialogues and then have a conversation analysis. Dialogue 1 Liu (at lunch time): Hi, Jenny. Have
29、 you eaten? Jenny: Not yet. Why ? Liu: Ive already done. Conversation analysis: Why did Liu ask jenny that question? Why did Jenny react to it that way? Why didnt Liu answer jennys question?,拓展式问题讨论,Dialogue 2 Liu (on the way): HI, Jenny. Where are you going? Jenny: Hi, how are you? Liu: fine, thank
30、 you. And you? Jenny: not very well. Liu: Whats wrong? Do and see the doctor. Try some Chinese medicine. Conversation analysis: Why did Liu ask Jenny where to go? Why didnt Jenny answer that question? Was Lius response to Jenny appropriate?,拓展式问题讨论,Dialogue 3 Liu: Jenny, Ive got very good Chinese te
31、a. Try it, please. Jenny: No, thanks. Im not thirsty now. Liu: Just taste it. Here you are. Jenny:. Conversation analysis: Did Liu offer tea in an appropriate way? What did Jenny think of such an offer?,拓展式问题讨论,Dialogue 4 Liu: Jenny, youve got a new dress. Its really beautiful? Jenny: Thank you. Liu
32、: How much is it? Jenny: Ive got it in Yunnan. Conversation analysis: Why did Liu ask about the cost of the dress? Why didnt Jenny answer the question?,拓展式问题讨论,Dialogue 4 Jenny: Liu, youve made great progress in spoken English? Liu: No, no, no. My English is very poor. Conversation analysis: How did
33、 Liu respond to the compliment? Why did Liu respond to the compliment like that? How did Jenny feel about such response?,形成性评价,为了使学生人人积极参与，注意力集中，有动力，有“我的学习我做主”意识，任务教学法在实施过程中，注重形成性评价。教师在每次课堂设计任务时，应至少有一个较大的合作项目。一组学生在展示项目时，其他学生并不是无事可做，而是要做出评价，教师将把学生评价作为学生的平时成绩的组成部分。,TBL Observation sheet,课外学习活动,Talk on
34、 BBS to a foreigner about his/her feeling from the communication with the Chinese. Have the free chat copied and make some comments or analysis in class. Find an article on 21st Century, China Daily or other magazines available regarding the “culture shock” and bring them to the class .课外学习活动是课内学习活动的延伸。设计课外学习活动必须以贴近学生生活，贴近真实交际为准则，才能真正将外语交际应用于实践。为了使课外任务可实施，教师可以设计多个任务提供学生选择完成。,谢谢！,
