北邮实用大学英语第二册第一单元教案
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大学英语第二册-第一单元
Unit 1 III. 1. The years he spent in the countryside proved to be a(n) _ regarding experience. 2. You can learn a lot from this online course. It is designed to help communicate people communicate better through speech and writing. 3. Over a third of the population was estimated to have no access to health service. 4. Asking too many personal questions during an interview can lead to a(n) embarrassing situation. 5. Don’t just complain about what’s wrong with it; suggest some positive ways to solve the problem. 6. No one in the class could match John’s hard work and commitment to study, which is why the professor liked him. 7. The website allows you to take a(n) virtual tour of the well-known city which was there about 2,000 years ago. 8. Those who dare not answer questions in a traditional classroom can easily enjoy the benefits of online courses. 9. He couldn’t join the police because he was below the minimum height allowed by the rules. 10. Many new opportunities will be opened up in the future for
新通用大学英语第二册第一单元B2U1-Quiz Material
Quiz for Unit 1 Greetings and Small Talk 1.Listening Test (from cet4 & 6) 30 points 2.Words Recitation Test (Page 230, 234, 235) 3.Sentence Translation (Text C) 本文全面分析了闲谈在社交中产生的积极作用。 The article provides a comprehensive analysis of the positive effect that small talk has in social interactions. 闲谈的重要功能对未来的交往蕴含重要功能。 The crucial function of small talk has significant implications for future interaction. 参与社交的人感到幸福，反之会沮丧。 Feeling socially connected increases happiness, whereas feeling disconnected triggers depression. 闲谈帮内向的人克服自我强加的约束感和不安全感。 Small talk helps introverts conquer self-imposed limitations and insecurities. 轻松的交谈是互惠互利的，双方尽量让对方感到自己是平易近人的。 Light conversation is a reciprocal exchange where both sides need to let the other know he/she is approachable. 闲谈使我们在不断积累的紧张压力和仍旧悬而未决的事物中得到喘息。 Small talk provides us with a respite from the accumulated tensions and unresolved issues. 闲谈是一项必学技能，可以把每一次相遇都变为创造难忘的印象的相遇。 Small talk is a skill to be learned in order to transform encounters into opportunities to create unforgettable impressions. 我们不应该把这些不可思议的故事当成谎话而不予理睬。（dismiss） We should not dismiss the incredible stories as lies. 美国人对于爱好和娱乐活动充满热情和活力，这是他们的天性。（by nature） By nature, Americans are enthusiastic and energetic about hobbies and pastimes. 在实习中，我不仅积累了工作经验，而且意识到了我未来想要从事的工作。（accumulate）
新视野大学英语读写教程第二册unit 1教案
授课题目：Language in Mission 授课时间：第____周第____周 授课类型：理论课 授课时数：4 教学目的： After finishing this unit, students will be able to: 1.To talk about way of learning English; 2.Get deeper insights into the text; 3.Make creative use of words, phrases and sentence patterns; 4.Be able to write an essay with three main parts “introduction, body and conclusion”; 5.To read with the skill “reading for the key ideas in sentences”. 教学重点和难点： 1.To further understand the text; 2.To apply the words, phrases and sentence patterns. 3.To read wit h the skill “reading for the key ideas in sentences”; 4.To write an essay with three main parts “introduction, body and conclusion”; 教学方法和手段： Various kinds of teaching methods are used: 1.Teaching in class. Explain the profound theoretical knowledge in class; 2.Case study. Provide case study during teaching, and make the students to discuss about the case; 3.Bilingual and full English teaching; 4.Applying modern multimedia teaching technologies; 5.Taking advantage of abundant network teaching resources.
全新版大学英语综合教程第二册教案unit 1 book2
Unit 1 Ways of Learning I. Teaching Objectives Students will be able to: 1. grasp the main idea (that it would be ideal if we can strike a balance between the Chinese and the Western learning styles ) and the structure of the text (introduction of the topic by an anecdote一 elaboration by comparison and contrast--conclusion by a suggestion); 2. appreciate the difference between comparison and contrast, as well as different ways to compare and contrast (point by point method or one-side-at-a-time method); 3. master the key language points and grammatical structures in the text; 4. conduct a series of reading, listening, speaking and writing activities related to the theme of the unit. II. Key Points: The structure, the writing skill, and the main idea of the text will be the focus. Only a few words and sentences, which will be the obstacles for students? understanding of the text, will be explained in class. III. Difficult Points: Some sentences whose meanings are difficult to understand and whose structures are hard to analyze: 1. Line 35-39（Para. 6）: Since adults know how to place the key in the key slot, which is the ultimate purpose of approaching the slot, and since the child is neither old enough nor clever enough to realize the desired action on his own, what possible gain is achieved by having him struggle? 2. Line 70-71(Para.10): The idea that learning should take place by continual careful shaping and molding applies equally to the arts. 3. Line 100-102(Para.14): Can we gather, from the Chinese and American extremes, a superior way to approach education, perhaps striking a better balance between the poles of creativity and basic skills? IV. Teaching Materials: ppt and materials
大学英语2第一单元
U1 set about take… for granted ins and outs inquire haul slow down slow down be familiar with available go out adjustment appreciate overall self-sufficient organic generate If you want to know all the ins and outs of living green , then you should visit Backsbottom Farm. It is run by Rod and Jane who have tried to be as self-sufficient as possible. They use a horse to haul the logs they cut from their woods. The fields are nourished by organic waste from the horse and their other animals rather than chemicals. They rely on a windmill to generate their electricity and when the wind slow down the lights go out and they have to set about looking for the candles. Jane, who was brought up in a home where constant electric power was take for granted admits is was hard to make the adjustment when they first arrived at the farm, but adds that overall they really appreciate their new way of life. 1. Jack is so diligent a student that he never goes anywhere without a book. 2. This is an outline of my paper; any of your suggestions will be truly appreciated. 3. Whether you’re buying or renting, you’ll need to be fully aware what kind of property best suits you and your lifestyle. 4. It is dangerous to ride a bicycle on an icy road, so we have to use the brake to slow it down. 5. If we put all our energy and effort into this project, we will definitely accomplish it in a few months. 6. I am thinking about moving to a three-bedroom house located near the town center. In addition, it is within walking distance to the train station.
新通用大学英语第二册第一单元精读教案U-1
Unit 1 Text C The Social Value of Small Talk 1 Small Talk was written by Justine Coupland, an expert in the field of sociolinguistics which is the study of language in relation to social factors. Coupland provides a comprehensive analysis of the powerful and positive effect that small talk has in socia l interactions. She writes, “Small talk cannot be dismissed as peripheral, marginal or minor discourse. Small talk is a means by which we negotiate interpersonal relationships. This is a crucial function with significant implications for ongoing and future interactions.” peripheral: (a.) related to the key issue but not of central importance marginal: (a.) small in importance or amount negotiate: (v.) discuss in order to come to an agreement Critical Thinking Questions Some experts say only thirty percent of communication comes from talking. Do you think this conclusion is believable? Why or why not? (para.1) Have you ever been in a situation where words just fail you in a communication? What was it like? What might be the possible reasons? (para.1) 2 Nicholas Epley, a professor of behavioral science at the University of Chicago, takes Coupland’s definition a step further. He agrees with Aristotle’s famous argument that “man is by nature a social animal.” He observed that feeling socially connected increases happiness and health, whereas feeling disconnected makes one feel depressed and unhealthy. Epley writes, “People can begin to improve their own well-being and that of others–by being more sociable with strangers and by trying to create connection s instead of isolation.” Critical Thinking Questions： What is small talk? Where does small talk happen? What’ the point of having small talk? a. Do you agree that man is by nature a social animal? Why or why not? b. Why does social connection increase happiness? Why does disconnection bring about depression?
21世纪大学实用英语教案第二册 Unit3
幻灯片1 Unit1-main1 I. Objectives II. Suggested Teaching Plan III. Background Information IV. Class Presentation 幻灯片2 Unit1-main2 Part IListening Part II Reading Part III Speaking
Part IV Translation & Writing Part V Time to Relax Video Exercises 幻灯片3 Objectives I. Objectives After studying this unit, the students are expected to 1. have listening and speaking practices to learn how to live up to their potential and acquire the theme-related expressions and their functional structures; 2. understand the main idea of Text A and Text B, master the useful sentence structures, words and expressions found in the relevant exercises of the texts; 3. know how to use parallel structures to add balance, rhythm and clarity to the sentences; 幻灯片4 Objectives I. Objectives 4. be able to read a passage about how to advertise on a website; 5. be able to write a letter of accepting/declining an offer.
2023年新视野大学英语视听说教程(第三版)第二册第一单元教案
新视野大学英语视听说教程（第三版）第二 册第一单元教案 备课纸 授课题目：Unit 1 授课时间：第____周第____周授课类型：实训课授课时数：4 教学目的及要求： By learning this unit, the student should 1) be able to talk about learning experiences. 2) listen for signal words for listing. 3) give and respond to advice. 4) talk about learning / teaching methods. 教学重点及难点： 1. Listening skill: listen for signal words for listing. 2. Speaking skill: give and respond to advice. 教学方法和手段： Task-based communicative, multi-modal teaching through: 1. Recording listening; 2. Video watching; 3. PPT showing; 4. Individual work, pair work We gain second-hand experience by reading books. A little knowledge is a dangerous thing. 1
Life is a learning curve 备课纸 — Albert Einstein Yes. It is dangerous for a person who knows a little about something thinks he knows it all. The best way to learn is to teach. — Anonymous Yes. Going through the process of trying to explain something to others will help you understand, absorb and consolidate what you have learned. Step Two Listening to the world I. Sharing 1. Watch a podcast for its general idea. 2. Watch Part 1 and fill in the blanks. 3. Watch Part 2 and check the true statements. 4. Watch Part 3 and fill in the blanks. 5. Work in pairs and discuss the question. II. Listening 1. Introduce the listening Skill: Listening for signal words for listing Listen for the total number of items at the beginning Listen for words and expressions that signal the beginning, following and end of the listing e.g. the last, the final, lastly, and finally Listing items with equal value e.g. to begin with, to start with, furthermore, moreover, in
21世纪大学实用英语综合教程(第二册)课文翻译及课后习题答案unit1
Unit 1 误会 佚名 他头发蓬乱，衣着肮脏，口袋里只有35美分。在马里兰州的巴尔的摩，他登上一辆公共汽车并径直走向了洗手间。他想如果他躲在洗手间里，便可以不付钱就乘车去纽约。但是坐在公共汽车后面的一位乘客看见了他。她拍了拍她前面那位乘客的肩膀说：“洗手间里有个流浪汉。告诉公共汽车司机。”那位乘客轻轻地拍了一下坐在他前面的人，说道：“告诉公共汽车司机，洗手间里有个流浪汉。 这口信通过一个又一个的乘客传到了公共汽车的前边。但在这一过程的某个环节，口信变了。当它传到公共汽车司机那儿时，已经不是“洗手间里有个流浪汉”，而是“洗手间里有颗炸弹”。司机马上在公路边停下车来并用无线电通知了警察。当警察到达时，他们让乘客下车并且远离汽车。然后他们关闭了那条公路。那很快就造成了15英里长的交通堵塞。警察在警犬的帮助下，在公共汽车上搜查了两个小时。当然，他们没有发现什么炸弹。 两个发音相似的英语单词给一个想从洛杉矶飞往加利福尼亚州奥克兰的人也造成了麻烦。他的问题始于洛杉矶机场。他以为听到广播中宣布了他的航班，所以他走向登机门，出示了机票并登上了飞机。起飞20分钟后，这人开始担心起来。奥克兰在洛杉矶的北边，但是飞机似乎正在向西飞，而当他向窗外望去时，他所能看到的全是大海。“这架飞机是去奥克兰吗”他问航班服务员。航班服务员倒抽了一口冷气，“不，”她说。“我们去奥克兰——新西兰的奥克兰。” 因为有这么多英文单词发音相似，讲英语者之间的误会并不罕见。并非所有的误会都会导致公路关闭或乘客飞错大陆。大多数误会远没有这么严重。每天讲英语的人会相互问这样的问题:“你是说七十还是十七”“你是说你能来还是不能来”发音相似的单词对把英语作为第二语言的人来说，特别容易让人混淆。 一天早晨，一位生活在美国的韩国妇女到上班地点时，她的老板问她：“你拿到盘子了吗” “没有……”她回答说，心里却在纳闷，不知道他到底是什么意思。她在办公室工作。老板为什么问她盘子的事呢一整天她都对老板的怪问题感到纳闷，但又不好意思开口问他。到了5点，当她准备回家时，她的老板说:“明天请准时上班。你今天早晨迟到了15分钟” “对不起，”她说。“我的车发动不起来，而且……” 突然她停止了讲话并开始微笑起来。她这时才明白老板并没有问她“你拿到盘子了吗”他问的是“你是不是起来晚了” Auckland 和Oakland。“一个盘子”和“起晚”。当发音相似的单词引起误会时，也许最好的处理方式就是一笑了之并从错误中吸取教训。当然，有时候很难笑得出来。那个没到Oakland却去了Auckland的人是不会想笑的。但即使是那场误会，最终的结局也还不错。那家航空公司支付了那人在新西兰的旅馆住房和用餐的费用，还支付了他飞回加利福尼亚的费用。“ 哦，还好，”那人后来说，“我一直就想要看看新西兰的。” 答案 5 1. passengers 2. immediately 3. similar 4. wonder
新编通用大学英语综合教程第二册Unit 1教案
广西经济职业学院 教案首页
●新课导入(5minutes) Lead-up:Review:1. Read the words and expressions of the text. 2.Let some students to read the text. ●教学过程 Step I. Teach the new words and expressions of the text. shyness n. 羞怯；腼腆dull adj. 枯燥无味的；沉闷的；无聊的 self-conscious adj. 难为情的；不自然的worrisome adj. 令人担心的；使人担忧的constant adj. 不断地；连续的；重复的self-esteem n. 自尊 confirm vt. 证实；证明，确认inferiority n. 下级；下属；低等 compliment n. 赞美的话；夸奖；称赞overdo vt. 把......做得、表现得或表达得过火 overcome vt. 战胜；克服；diminish v. 变小；变少；减少，减小，降低shame n. 羞耻，羞愧，惭愧 destructive adj. 引起破坏（或毁灭的）；破坏（或毁灭）性的 thoughtfully adv. 深思地，思考地hobby n. (业余)爱好；嗜好 reevaluate v. 重新评价unique adj. 独一无二的，仅有的，唯一的worthwhile adj. 重要的；令人愉快的；值得的；值得花时间、金钱、精力的 potential adj. 可能存在的或出现的，可能的；潜在的，有潜力的 block v. 阻止，妨碍，阻挠 be concerned with 于某事物有关；涉及某事物in contrast 形成对比，对照 be unworthy of 不值得concentrate on 全神贯注，精神集中，专心致志Step II. Exercise A. Match the words on the left with their meanings on the right. __I__ 1. dull A. 连续不断 __J__ 2. block B. 称赞 __A_ 3. constant C. 爱好 _B__4. conpliment D. 减少，降低
21世纪大学实用英语视听说2
21世纪大学实用英语 视听说教程(第二册教案) 21 Century Pratical College English Viewing, Listening & Speaking (Book TWO) 李蔚 郑州旅游职业学院旅游外语系
Unit 1 Expressing Surprise at Meeting Someone Unexpectedly Teaching Contents: Unit One Teaching objectives 1. Understand and use the language for expressing surprise at unexpectedly meeting someone they know. 2. Appreciate the rich variety of expressions used in such satiations. 3. Learn how to speak on a specific topic using these newly-acquired expressions. 4. Focus on monetary units when listening. Teaching Important and Difficult points 1. How to express Surprise at Meeting Someone Unexpectedly 2. To increase the familiarity and use of the expressions in the listening comprehension. Teaching Methods Video watching; listening practice; dialogue practicing in groups of three or four; group discussion Time Allotment Two Periods Teaching Procedures Step I Lead- in We live in a small world. Wherever you go, it is likely that we will unexpectedly meet someone we know. At such moments, we express surprise at suddenly meeting the person. What do we say in English to express this feeling? In this unit we’ll learn expressions useful for communicating surprise in unexpected situations. Step II Learning Video Episode: What a Surprise Meeting You Here! 1.Show a picture from the Video Episode for the students to think and discuss the following questions: 1)What do you say in English when you unexpectedly run into someone you know? 2)Are there any differences between native English-speaking cultures and Chinese culture when expressing surprise at unexpectedly running into someone you know? 3)How would you act out such differences? 2.Ask the students to listen to 7 sentences which are used to express surprise at unexpectedly meeting someone and complete each one with the missing words. 1) What a surprise meeting you here! 2) Fancy meeting you here! 3) Never thought I’d see you here! 4) Where’ve you been hiding yourself? 5) What have you been up to? 6) Certainly didn’t expect I’d run into you here! 7) Certainly had no idea I’d meet you here! 3. Words and expressions concerning this Video Episode: explore / historic town / You’re great! / mountain bike / You’re on (= absolutely I agree ) / hide / Good for you! / You bet (= You’re on ) / give it a try
新视野大学英语第三版读写教程第二册第一单元教案
大学英语（2）教案
use English learning strategies consciously 教学重难点 Using proper language to talk about English learning How to apply the reading skill – reading for the key idea in a sentence 教学材料教学方法 1. 教学材料：Text A课文、练习 2. 教学方法：Under the guidance of student-centered principle, apply communicative and heuristic teaching methods, stimulate students’ interest in learning English and get students involved in class participation 教学过程 一、课前导入 Talking about your experience of learning English Watch the video clip and discuss the following question in pairs. 1）According to the speaker, in what ways did Chinese students learn English? Chinese students practice their English by screaming it. 2）Do you agree with what he said about Chinese students learning English? Why or why not. Yes, I just learned English exactly that way. No, we have learned English in different ways. 3）How do you learn English? What do you think of your way of English learning? I learn English by: listening to the teacher carefully in class taking notes …to go over lessons later catching every chance to practice speaking listening and reading a lot doing enough exercises to practice grammar rules I think my way of English learning is: effective, ineffective, interesting, boring challenging but rewarding examination-oriented 二、文本学习 1. Global understanding of the text 1）Scan the text in three minutes and fill in the blanks. After I read the passage, I know the text talking about how _________ and __________ can be taught efficiently. The writer might be a ________ and a ________________ as well. 2）What is the writing style of the text? Why? The writing style of the text is relaxed, which is proved by a lot of short sentences and paragraphs, casual verbs, daily talks and simple modifiers. 3）Map the text structure and fill in the blanks. 2. Detailed understanding of the text Read the text again and answer the following questions. 1) Why does the son think that his father is a tedious oddity? Because he is tired of listening to his father and he is not interested in grammar rules. 2) Why does the author think that students’ language deficits should be blamed on schools?
全新版《大学英语》教案(第二册)
全新版《大学英语》教案（第二册） Unit 1 Ways of Learning 1.教学目标及基本要求： Objectives: Students will be able to: 1)grasp the main idea (that it would be ideal if we can strike a balance between the Chinese and the Western learning styles) and structure of the text (introduction of the topic by an anecdote—elaboration by comparison and contrast); 2)appreciate the difference between comparison and contrast, as well as different ways to compare and contrast(point-by-point method or one-side-at-a-time method); 3)master the key language points and grammatical structures in the text; 4)conduct a series of reading, listening, speaking and writing activities related to the theme of the unit. 2. 教学内容及学时分配： Time allotment: 1st period: pre-reading; text organization 2nd period: while-reading 3rd period: post-reading activities 4th period: reading practice 5th period: speaking 6th period: writing 3. 教学重点及难点： Important language points in the text: 4. 教学内容的深化及拓宽： Students conduct a series of reading, listening, speaking and writing practice to deepen their understanding of the points taught in class. 5. 教学方式及在教学中应注意的问题： A combination of traditional teaching methods with the communicative approach will be adopted. Special attention should be paid to classroom interaction. Give students time to adapt to the new teaching mode in the university that are quite different from the one they were used to in the middle school. More encouragement is needed and more guidance will be given to them in their extracurricular study. 6. 主要参考书目： 季佩英，吴晓真，2001，《全新版大学英语综合教程2－教师用书》。上海：上海外语教育出版社。 柯彦玢，张砚秋，2002，《全新版大学英语阅读教程2－教师用书》。上海：上海外语教育出版社。 朱万忠，2002，《大学英语阅读进阶2》。重庆：重庆大学出版社。