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1、张 则 玫 ,15199195913,备课与集体备课,2008.11.05,教学法座谈会,2,A dilemma confronting CE teaching:,Certificate of the CET-4 All-round ability to use English,交大大英教学改革背景,2008.11.05,教学法座谈会,3,情况分析,要求,综合能力,教学大纲,2008.11.05,教学法座谈会,4,改革目的,Meet the needs of the job market Develop an all-round ability to use English Motivate
2、the teachers in research,2008.11.05,教学法座谈会,5,改革思路,课程设置分科教学，强化技能 教学模式多种模式，因需施教 教材使用“用教材教”， “不教教材” 考试体系注重“形成”，淡化“终极” 教学管理教研活动制度化，多样化， 议题化，“传帮带”,2008.11.05,教学法座谈会,6,04.1：教育部大学英语课程教学要求， CET改革 03.5：调整思路，重新设计 全方位课程，模式，管理，教材，评估 多模式因需施教，巧用资源 03.9-05.9：一期：Cet-4成绩初见成效 04年校级教学成果特等奖 05年省级教学成果一等奖 05年校级精品课程 06年省级
3、精品课 05.9-07：二期：深化一期，探索CAI，开选修课,改革进程,2008.11.05,教学法座谈会,7,教学效果（兴趣，能力） 管理体系（横向、纵向） 科研成果（精品课、论文）,改革成果,2008.11.05,教学法座谈会,8,Cet-4 pass rates of the entire XJTU student population,2008.11.05,教学法座谈会,9,人文、电气学院四级通过率,Attitude changed: passive to active,2008.11.05,教学法座谈会,10,Teachers initiatives raised,2008.11.0
4、5,教学法座谈会,11,Killing Two Birds With One Stone,Meet the needs of the job market Develop an all-round ability to use English Motivate the teachers in research,2008.11.05,教学法座谈会,12,新大,管理 教学 科研,大学英语管理体系,英语教师业务培训,教研活动学科建设,2008.11.05,教学法座谈会,13,教学法系列讲座（第一学期）,备课 设计 误区 教学课件制作中的问题 课文教学课件的设计（一）,2008.11.05,教学法座谈
5、会,14,课文教学课件的设计（二） 任务设计 作业批改 英语教学法的多元性,教学法系列讲座（第二学期）,2008.11.05,教学法座谈会,15,备课与集体备课 课文教学与设计 教学课件制作与设计,石大,张 则 玫 ,15199195913,备课与集体备课,2008.11.05,教学法座谈会,17,备课与集体备课,备课备什么？ 为什么要集体备课？ 学生的误区教师的问题,1,2,3,2008.11.05,教学法座谈会,18,关系,理论,教法,技巧,课堂,学生,translation, direct, audio-lingual, functional, eclectic,CAI, TBLT, T
6、PR, MMC,教学理论 教学法学派 教学途径 教材 CAI 教师 学生,2008.11.05,教学法座谈会,19,过去的做法：,2008.11.05,教学法座谈会,20,现在的做法：,备教材：“用教材教” 备学生：程度、特点 备教法：个性、效果,备 课,2008.11.05,教学法座谈会,21,现在的做法：,整体考虑,课型特点,教学进度,步骤方法,展示内容,重点难点,2008.11.05,教学法座谈会,22,展示内容,现在的做法：,整体考虑,课型特点,教学进度,步骤方法,重点难点,2008.11.05,教学法座谈会,23,Part I: Sentence Part II: Paragraph
7、 Part III: Composition,内容:,（全新版）大学英语综合教程（IIII）,教材,2008.11.05,教学法座谈会,24,Part I: Sentence Part II: Paragraph Part III. Summary Part IV: Composition Part V: Cet-4 Essay,1st term,写作课教学计划：,设计,2nd term, ,2008.11.05,教学法座谈会,25,写作课 教学进度表,计划,2008.11.05,教学法座谈会,26,课堂设计,教案,教学内容,教学课件,Presentation,2008.11.05,教学法座谈
8、会,27,课程组,教学组,1门课、1套教材、1单元、1次课,时间表,2008.11.05,教学法座谈会,28,2008.11.05,教学法座谈会,29,词汇学习 课文学习 听说训练,学习方法上的误区,2008.11.05,教学法座谈会,30,词汇学习,要理解 要牢记 要会用 要会记 要练习,2008.11.05,教学法座谈会,31,要理解,refuse, reject expect crawl, creep,The tiger _ toward the deer. A baby _ before it walks.,crawled,creeps,2008.11.05,教学法座谈会,32,Alt
9、hough / though, yet / still. I suggest that S + Infinitive Although/While/Despite that / Despite the fact that, S+V. a large number / sum / amount / of take sth. into account / consideration in some degree / to some extent,要牢记,2008.11.05,教学法座谈会,33,aim goal dream green arise ,要会用,2008.11.05,教学法座谈会,34
10、,reports estimate / point out / suggest the diagram shows / indicates / illustrates,adopt a method / principle / child develop habits / interests,dramatic / sudden / sharp increase / decrease considerable time / thought /effort,n. + v.,v. + n.,a. + n.,要会记,2008.11.05,教学法座谈会,35,1. We should study as m
11、uch knowledge as possible so that we can be fully prepared for the future.,get / acquire / gain,要练习,2. In my opinion, I believe that the present medical system is in need of reform.,或：I believe that the present medical system,2008.11.05,教学法座谈会,36,课文学习,理解内容 模仿用法,2008.11.05,教学法座谈会,37,Ivory soap : a su
12、ccessful product,Features Safe Mild Pure Solid Spotless Floats,Popular Widely recognized Advertising campaigns Half a dozen generations Sales exceed 30 million dollars,Successful Dozens of new product lines An enormous factory building,Elaborate ads,理解内容,2008.11.05,教学法座谈会,38,Unit 4-A This is not to
13、say that Antinori will fail, only that if he succeeds it is likely to be an unacceptably high price. Whats new is that finally it seems to be building a head of steam.,模仿用法,2008.11.05,教学法座谈会,39,听说训练,音素 复习、纠正：纠正发音 发音 了解、练习：了解要领 语调 总结、运用：体会运用,2008.11.05,教学法座谈会,40,纠正发音,2008.11.05,教学法座谈会,41,The students became so crazy about it that they soon overtook their teachers in knowledge about computing and got into a lot of trouble on study.,了解要领,2008.11.05,教学法座谈会,42,S1: What do you do? S2: Im a student. S1: Sorry. What do you do?,体会运用,
