教 案
授课教师 课程名称 刘剑钊 英语泛读(4) 必修（√） 职 称 讲师 课程代码 开课单位 外语系 课程性质 选修□ 课程学时 学时分配 专业 学年学期 授课方式 教材名称 54 公共基 学科基 础专业课（√） 实践性环节□ 础课□ 课（√） 其它选修□ 课程学分 3.5 实践学时（ ） 理论学时（ 54 ） 英语 教学班 2010级 2011-2012学年第2学期 讲授与实践 泛读教程（第4册） 考核方式 作 者 王守仁 考试（√） 考查□ 出版社及 出上海外语教育版时间 出版社/2005 指定参考书 泛读教程 参考答案（1-4册） 作 者 王守仁 出版社及 出上海外语教育版时间 出版社/2005 教案编写时间
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2012年2月
英语泛读 （4） 课程教案
授课题目（教学章节或主题）： Unit 1 Language Testing 教学目标或要求： 1. Students learn how to guess the meaning of new words by reading context. 2. By the two articles “Types of Tests” and “Language testing”, the teacher gives students suggestions on how to improve reading skills and how to do language tests 3. After learning unit one, students should have the basic understanding of suffix and prefix and try to use the word-building knowledge to expand their vocabulary. 教学内容（包括基本内容、重点、难点）： I. Reading skill: Context Clue to Word Meaning Context means the words or sentences before or after the item you do not know. Context sometimes provides definition clues. Consider: Linguistics, the scientific study of language, is very important for language students. Notice the italicized word is clearly defined. Besides the formal definition, the writer may also give explanation after such punctuation marks as comma, dash or within parentheses. Context sometimes gives example clues. Consider: like horses, human beings have a variety of gaits, they amble, stride, jog and sprint. Notice several examples are given to shed light on the meaning of the italicized word “gait”, a way of way of walking. In the sentences with example clues, the examples are usually signaled by certain words or phrases like such as, including, for example, for instance or to illustrate. Although context clues are useful in discovering the meaning of an unknown word, there are some limitations to this approach. The meaning you get from the context may be vague or general. Sometimes there is too much unfamiliar language to allow you to use the context. While you don’t interrupt your reading to look up new words in a dictionary, you may still want to check your guess if you find that some word is used often, and seems to be an important one in your field. In such cases, mark the unknown words when you are reading, and look them up later. II. Text: Language Testing Step one: word pretest before going to text. Check the meaning of new words: assessment, remedial, lift, prospective, urge, performance, discipline. Step two: give students five minutes to scan the text and discuss the following questions: How many types of tests do you know? What is your plan to improve your reading skills? Step three: detailed explanation of the text. III. Vocabulary building Word match exercise. Give students three groups of new words and definitions and match the word with the definitions. Some basic knowledge on suffix. Many verbs end in suffix –ize, such as realize, organize, criticize, characterize; many adverbs end in the
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授课方式 讲授、练习 授课学时 6 suffix –ly, such as efficiently, certainly, professionally. If we study carefully, we can save a lot of time memorizing new words. 重点难点 1． How to guess the meaning from context reading 2． How to classify tests 3． Some ways to enlarge vocabulary IV. Exercises: 1. Idioms 2. Multiple choices 3. Cloze 教学手段与方法： 1. 讲授、练习和ppt. 2. Group discussion 思考题、讨论题、作业： 1. What is the relationship between language learning and testing? 2. Section C 参考资料（含参考书、文献等）： 1．《泛读教程》（1-4册）参考答案 2．《新编实用英语快速阅读教程》 授课题目（教学章节或主题）： Unit 2 Exploration 教学目标或要求： 1. Introduce some information on exploration 2. Enlarge students’ vocabulary 3.Do more exercise on skimming and scanning 授课方式 讲授、练习 授课学时 6 3
英语泛读(4)教案
