石河子大学教案课程名称基础英语 (四）英语任课班级任课教师基础英语课程组外国语学院英语系基础教研室二00八一二00九学年第二学期
石 河 子 大 学 教 案 课程名称 基础英语（四） 任课班级 英 语 任课教师 基础英语课程组 外国语 学院 英语 系 基础 教研室 二 00 八—二 00 九学年第二学期
姓名刘凤峨职称副教授总学时108使用教材Contemporary College English(Book 4)课全面展开各项技能的训练，进一步提高学生综合运用英语的能力。1.程2.借助构词法，大力扩充词汇。教更加重视语法在交际中的实用功能，按概念从另一个角度提升学生对语法的3.掌握和运用能力。学4.全面提高学生独立工作的能力。目的章名章次学时10Lesson 1Thinking as a Hobby10Lesson 2Waitingfor thePolice10 Lesson 3Why Historians Disagree学10Lesson4A Drink in the Passage10时Lesson 5Man of the Moment4Review10分Lesson 6Groundless Beliefs10Lesson 7Spring Sowing配10Lesson 8Globalization's Dual Power10Lesson 9The Most Dangerous Game10Lesson 10The Telephone4Review
姓 名 刘凤峨 职 称 副教授 总学时 108 使用教材 Contemporary College English （Book 4） 课 程 教 学 目 的 1． 全面展开各项技能的训练，进一步提高学生综合运用英语的能力。 2． 借助构词法，大力扩充词汇。 3． 更加重视语法在交际中的实用功能，按概念从另一个角度提升学生对语法的 掌握和运用能力。 4． 全面提高学生独立工作的能力。 学 时 分 配 章 次 章 名 学 时 Lesson 1 Thinking as a Hobby 10 Lesson 2 Waiting for the Police 10 Lesson 3 Why Historians Disagree 10 Lesson 4 A Drink in the Passage 10 Lesson 5 Man of the Moment 10 Review 4 Lesson 6 Groundless Beliefs 10 Lesson 7 Spring Sowing 10 Lesson 8 Globalization’s Dual Power 10 Lesson 9 The Most Dangerous Game 10 Lesson 10 The Telephone 10 Review 4
2009年2月23日—3月6日1.To grasp the main idea ofthe textA2.To learn the languagepoints in thetextA教学目的3.To do someoral work todevelop the students'oral communicative abilities4. To do some post-reading exercises to improve students comprehensionskills.Lesson 1Thinking as a hobby (10 hours)1. word study (50')教2.Introduction to theauthor(30)学3.Languagepoints(250")内4.Text appreciation(20')5.Oral work(30)容6.Exercises (120)7.Written work1.Keypoints:(1)theunderstanding of three categories ofthinking(2) words: integrate, lest, stand(3) grammar: parallel constructions教学重2. Special difficulties: the understanding of the following sentences:点、难点(1) Technically, it is about as proficient as most businessmen's golf,及教学方(2)TohearourPrimeMinistertalkaboutthegreatbemefit法(3)I slidmyarm around herwaistand murmured that3.Teachingmethods:Questions, analysis,explanation, sentence-makingwritten or oral exercises1.Finish all the exercise作业、思2Discussion:Givea brief description ofthe threegrades of thinkingwith考题（讨yourown illustrations论题）、阅3Writing: What kind of thinker am I?读材料4.Text B教室卫生评比指标课堂纪律学生考勤教学完成情况课后记教学体会第1页
2009 年 2 月 23 日—3 月 6 日 教 学 目 的 1．To grasp the main idea of the text A. 2．To learn the language points in the text A. 3．To do some oral work to develop the students’ oral communicative abilities. 4．To do some post-reading exercises to improve students’ comprehension skills. 教 学 内 容 Lesson 1 Thinking as a hobby (10 hours) 1. word study（50’） 2. Introduction to the author(30’) 3. Language points(250’) 4. Text appreciation(20’) 5. Oral work(30’) 6. Exercises (120’) 7. Written work 教学重 点、难点 及教学方 法 1. Key points：(1)the understanding of three categories of thinking (2) words: integrate, lest, stand (3) grammar: parallel constructions 2. Special difficulties：the understanding of the following sentences: (1) Technically, it is about as proficient as most businessmen’s golf, . (2) To hear our Prime Minister talk about the great bemefit . (3) I slid my arm around her waist and murmured that . 3. Teaching methods: Questions, analysis, explanation, sentence-making, written or oral exercises 作业、思 考题（讨 论题）、阅 读材料 1. Finish all the exercise 2. Discussion: Give a brief description of the three grades of thinking with your own illustrations 3. Writing: What kind of thinker am I? 4. Text B 课 后 记 评比指标 课堂纪律 教室卫生 学生考勤 教学完成情况 教学体会 第 1 页
2009年3月9日一3月20日1.Toknowthe brief introduction and background of Lesson 22.To grasp the main idea of the text A and learn the language points in the text教学A目的3.Todo some oral work todevelopthe studentsoral communicative abilities4.To do some post-reading exercises to improve studentscomprehensionskills.Lesson2WaitingforthePolice(10hours)1.word study（50)教2.Background information and Introduction to the author(30')学3.Languagepoints(250")内4.Text appreciation(20)5.Oral work(30*)容6.Exercises (120)7. Written work1.Key points:(1)analysis of the borders(2) words: gulp, allotted, chilling(3) Writing device: humour教学重2.Special difficulties:paraphrase and understand the following sentences点、难点(1)... but he was as polite as he was pale and he lways did his best to keep及教学方anyball rolling法(2) He possessed a brain, and since no one understood it when he used it, itwas resented(3) I should be the last person to refute such an emphatic statement," hesaid.3. Teaching methods: Questions, analysis, explanation, sentence-making.written or oral exercises1.Finish all the exercises作业、思2Discussion: Give a brief description of the characters of the borders living考题（讨in the house论题）、阅3Writing:读材料4. Text B评比指标课堂纪律教室卫生学生考勤教学完成情况课后记教学体会第2页
2009 年 3 月 9 日—3 月 20 日 教 学 目 的 1．To know the brief introduction and background of Lesson 2. 2．To grasp the main idea of the text A and learn the language points in the text A. 3．To do some oral work to develop the students’ oral communicative abilities. 4．To do some post-reading exercises to improve students’ comprehension skills. 教 学 内 容 Lesson 2 Waiting for the Police (10 hours) 1. word study（50’） 2. Background information and Introduction to the author(30’) 3. Language points(250’) 4. Text appreciation(20’) 5. Oral work(30’) 6. Exercises (120’) 7. Written work 教学重 点、难点 及教学方 法 1. Key points：(1)analysis of the borders (2) words: gulp, allotted, chilling (3) Writing device: humour 2. Special difficulties：paraphrase and understand the following sentences: (1) . but he was as polite as he was pale and he lways did his best to keep any ball rolling. (2) He possessed a brain, and since no one understood it when he used it, it was resented. (3) I should be the last person to refute such an emphatic statement,” he said. 3. Teaching methods: Questions, analysis, explanation, sentence-making, written or oral exercises 作业、思 考题（讨 论题）、阅 读材料 1. Finish all the exercises 2. Discussion: Give a brief description of the characters of the borders living in the house 3. Writing: 4. Text B 课 后 记 评比指标 课堂纪律 教室卫生 学生考勤 教学完成情况 教学体会 第 2 页
2009年3月20日一3月28日To grasp the main idea of the text A1.2..To learn the language points in the text A教学目的3.To do someoral work todevelop the students'oral communicative abilities4. To do some post-reading exercises to improve students comprehensionskills.Lesson 3 Why Historians Disagree (10 hours)1.word study (50")教2. Introduction to the author(30)学3.Languagepoints(250")内4.Textappreciation(20')5.Oral work(30)容6.Exercises (120)7.Written work1. Key points: (1)the understanding of why historians disagree(2) words: belligerent, oppose, presume, restricted(3) grammar: transitional expressions教学重2. Special difficulties: the understanding of the following sentences:点、难点(1) More restricted is the notion that history is the recorded past, that is.及教学方(2)Theywill readof the interception of the“ZimmermanNote,"in法(3)Neither statement can befaulted on thegrounds that it is inaccurate3.Teachingmethods:Questions,analysis,explanation,sentence-makingwritten or oral exercises1.Finish all the exercises作业、思3Discussion:Give a brief description of the three groups of historians考题（讨different opinionsonAmerica's entry into World WarI withyour own论题）、阅illustrations读材料3.Writing: what is your view on history?4.Text B教室卫生评比指标课堂纪律学生考勤教学完成情况课后记教学体会
2009 年 3 月 20 日—3 月 28 日 教 学 目 的 1．To grasp the main idea of the text A. 2．To learn the language points in the text A. 3．To do some oral work to develop the students’ oral communicative abilities. 4．To do some post-reading exercises to improve students’ comprehension skills. 教 学 内 容 Lesson 3 Why Historians Disagree (10 hours) 1. word study（50’） 2. Introduction to the author(30’) 3. Language points(250’) 4. Text appreciation(20’) 5. Oral work(30’) 6. Exercises (120’) 7. Written work 教学重 点、难点 及教学方 法 1. Key points：(1)the understanding of why historians disagree (2) words: belligerent, oppose, presume, restricted (3) grammar: transitional expressions 2. Special difficulties：the understanding of the following sentences: (1) More restricted is the notion that history is the recorded past, that is, . (2) They will read of the interception of the “Zimmerman Note,” in . (3) Neither statement can be faulted on the grounds that it is inaccurate. 3. Teaching methods: Questions, analysis, explanation, sentence-making, written or oral exercises 作业、思 考题（讨 论题）、阅 读材料 1. Finish all the exercises 3. Discussion: Give a brief description of the three groups of historians’ different opinions on America’s entry into World WarⅠwith your own illustrations 3. Writing: what is your view on history? 4. Text B 课 后 记 评比指标 课堂纪律 教室卫生 学生考勤 教学完成情况 教学体会