大学英语教案unit1 period1-2

Periods 1-2
I. Teaching Content:
Listening and Speaking: Unit 1 Family
II.Teaching Aims:
1.Knowledge aims
(1)Grasp important words and phrases
Award；conservationist；environmentalist；film ；take after
(2)Have a better understanding of family.
2.Ability aims
Improve their ability of listening and speaking.
3.Emotional aims
Get more interested in English studying.
Combine English learning with daily life and arouse students’interest in learning English.
III.Teaching Important and Difficult Points:
(1)To grasp important words and phrases such as award; conservationist; environmentalist; film; take after.
(2)To train students grasp the main idea and details of the passage listened.
IV.Teaching Methods:
municative method;
Task-based method;
2.Teaching aids: Multi-media, blackboard.
V. Teaching Procedures:
Step 1: Greeting/ Organize the Class
Greet students.
Step 2: Review/Revison
Step3: Presentation
1.Introduction of pronunciations and meanings of the new words and phrases.
2. Lesson A A Famous family
1)Listen for gist
To give the students some background information, the teacher should have students look over the picture and read the captions. Ask them to raise their hands if they've
heard of Jacques Cousteau or any of his family members. Elicit predictions about how Jacques Cousteau and Alexandra Cousteau are related. The aim of the first listening is to catch the main idea of the material.
2)Listen for details
Point out that they need to match the years with events.
3.Lesson B Brazil’s Changing Families
1）Pre-listening task
Read the following question and discuss with a partner.
In what ways has the makeup of the Brazilian family changed in recent times?
2)Listen for gist.
Listen to the recording once and answer the questions on the book. Tell students that they are going to listen to how family size in Brazil is changing.
3)Listen for details
To help students achieve maximum understanding of the material.
Step 4: Consolidation
Ask students to tell the main ideas of each material.
Step 5: Assignment/ homework
Ask students to review the important words and phrases .
VI.Teaching Reflection
Students’ listening ability is not very good, they need a lot of practice to improve listening and speaking. The teacher should do more practice.。

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StarterUnit1Period1(1a-2e)教案

二、核心素养目标
本节课的核心素养目标旨在培养学生以下几方面的能力：首先，提高学生的语言表达能力，使其能够运用所学词汇和句型进行自我介绍和问候他人，激发学生的英语交际兴趣。其次，加强学生的听力理解能力，通过课堂对话、角色扮演等形式，使学生能够在实际语境中理解并运用目标语言。再次，培养学生的合作意识，通过小组活动和搭档练习，让学生学会与他人合作、相互帮助，共同完成任务。最后，提升学生的文化意识，使学生了解英语国家的交际礼仪，尊重并欣赏不同文化背景下的交际方式，为今后的跨文化交流奠定基础。这些核心素养目标与新教材的理念紧密结合，有助于全面提高学生的英语综合运用能力。
（五）总结回顾（用时5分钟）
今天的学习，我们了解了英语自我介绍和问候的基本概念、重要性和应用。同时，我们也通过实践活动和小组讨论加深了对这些知识点的理解。我希望大家能够掌握这些知识点，并在日常生活中灵活运用。最后，如果有任何疑问或不明白的地方，请随时向我提问。
五、教学反思
在今天的教学过程中，我注意到学生们对于英语自我介绍和问候的学习表现出了很大的兴趣。他们积极参与课堂活动，尤其是在角色扮演和小组讨论环节，大家都能主动开口说英语，这让我感到很欣慰。
（二）新课讲授（用时10分钟）
1.理论介绍：首先，我们要了解英语自我介绍和问候的基本概念。它们是日常英语交际的基础，帮助我们与他人建立良好的关系。
2.案例分析：接下来，我们来看一个具体的案例。这个案例展示了如何在实际中运用所学词汇和句型进行自我介绍和问候。
3.重点难点解析：在讲授过程中，我会特别强调My name is...，Hello, I'm...，Nice to meet you.这些重点句型。对于难点部分，如词汇记忆和句型运用，我会通过举例和练习来帮助大家理解。

新世纪大学英语第一册教案-B1-unit2(1)

Zooming In: An Integrated English CourseBook I Unit 2Growing Up大学英语第二教研室Objectives & Requirements：1.Help the students focus on the content of the passage and grasp the key wordsand expressions as well as sentence patterns in the passage。

2.Get acquainted with the background information (Chicken Soup of the Soul）。

3.Show the opinion about the parent—children relationship.4.Get acquainted with the skill of reading between the lines.5.Find effective ways to communicate with your parents.Important Points:1.Core words，phrases and expressions；typical sentence patterns。

2.The background information about “Chicken Soup of the Soul”.Difficult Points：1.The structure and the sentences beyond comprehension with problem words，phrases and expressions.2.To express one’s own opinion about the parent-children relationship.ing the reading skill of reading between the lines during the readingcomprehension。

全新版大学英语综合教程第二版第二册第一单元教案

全新版大学英语综合教程第二版第二册第一单元教案Unit 1 Ways of LearningTeaching Aims:1.Understanding the main idea (that it would be ideal if we can strike a balance between the Chinese and western learning styles) and structure of the text(introduction of the topic by an anecdote-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-to-point method or one-side-at-time method)3.Grasp the key language points in Texts A and grammatical structures in the text4.Understand the cultural background related to the content5.Conducting a series of theme-related reading, listening, speaking, and writing activities6.Learn to write notices, etc.Teaching Keypoints:1.Grasp the main idea of Text A and language points in Text A2.Cultural background about Chinese and western ways of learning3.Analysis of the difficult sentences in Text A Teaching Difficulties:1.Writing strategy and style demonstrated in Text A2.Learn how to understand the structure of difficult and long sentencesTeaching Aids:Teacher-guided, discussion, exercises, group-activities, student-centredTeaching period: 12 classesTeaching Procedure:Step 1Warming up1.Have students read the overview of page 2, students will understand the main topic of unit (ways of learning in Chinese and western countries)2.Have students listen to the script of listening part, explain some difficult sentences andBenjamin succeeded in inserting the key into the slot. (T)4. For the Westerners, learning should take place by continual careful shaping and molding.(F)(= The Chinese think that learning should take place by continual careful shaping and molding.)5.Chinese teachers hold the opinion that skills should be acquired as early as possible, while American educators think that creativity should be acquired early. (T)6.Add more questions about the text:Where and when did the incident take place? Who are the main characters in this incicent? What is Howard Gardner?Why do the couple come to China?How old is the son of the author？Through what does the baby get pleasure in the incident?What is the attitude of his parents ?What is the attitude of the hotel staff towards Benjamin effort?7.Answer the questions of on page 10-11ⅱUnderstanding the main idea of the text Division of the Text APara(s). Main IdeasParts1 1~5 The text begins with ananecdote.2 6~13 The author’s thoughts aremainly about differentapproaches to learning inChina and the West.3 14 The author winds up the textwith a suggestion in theform of a question.Step 3 Detailed Reading of Text AⅠ. Difficult Sentences1. (LL. 13~15) Because of his tender age andincomplete understanding of the need to position the key just so, he would usually fail. Paraphrase the sentence. (= Because he was so young and didn’t quite know that he should position the key carefully to fit into the narrow key slot, he would usually fail.)2. (L. 15) Benjamin was not bothered in the least.(= Benjamin was not bothered at all.)3. (L. 30) … and to throw light on Chinese attitudes toward creativity.And to help explain Chinese attitudes toward creativity.4. (LL. 37~39) …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?What does the desired action refer to? (= Positioning the key carefully to fit into the slot.)5. (L. 39) He may well get frustrated and angry. (= He is likely to get frustrated and angry.)Eg . You use “may well” when you are saying what you think is likely to happen.6. (L. 47~48) He was having a good time and was exploring, two activities that did matter to us. What do the two activities refer to?(= Having a good time and exploring.)“activities that did matter to us”.(= activities that were important to us.)7. (L. 52) …whether it be placing a key in a key slot, drawing a hen or making up for a misdeed…= No matter whether it is placing a key in a key slot, drawing a hen or making up for some mistakes.) the subjunctive mood eg. Whether he be present or absent, we shall have to do our part.)8. (LL. 80~81) …young Westerners making their boldest departures first and then gradually mastering the tradition…(西方的年轻人先是大胆创新，然后逐渐深谙传统。

21世纪大学实用英语(第2版)教案(第一册)

课程名称: 21世纪大学实用英语综合教程1授课班级：13级非英语专业专科班课程类型：理论课□实践课总学时：64学分：4使用教材：（主编、书名、出版社、出版时间）翟象俊主编《21世纪大学实用英语综合教程》(1) 复旦大学出版社全新版教学方法、手段：讲授、讨论、练习考核方式：考试Date: Sep. 25, 2013Period: 2Content：Unit 1 listening and speakingTeaching aims:After studying this unit, the students are expected to be able to1.Grasp the basic skills necessary to understand and talk to other people when meeting them for the first time;2.Understand the main ideas of Text A, B and C, and Master the useful sentence structures and words and expressions found in the relevant exercises of the first two texts;3.Know clearly how to use the present simple and past simple tenses of English;4.Fill in a form with their personal information;5.Understand the main idea of an English paragraph and identify the topic sentence. Teaching focus: 1. To learn how to start a conversation with other people2. How to talk about yourself.3. Explain some language points to Ss.4. Explain some grammar points to Ss.Teaching difficulties: 1. How to improve Ss‘ speaking ability.2. How to improve Ss‘ listening ability.Teaching procedures:First PeriodStep 1 Preview (5 minutes)The teacher explains the Preview so that the students will have some idea of what this unit is about.This is the first unit of Book One. In the Listening and Speaking section, you will learn how to start a conversation with other people and how to talk about yourself. Then, the teacher will give the students a chance to introduce you.Step 2 listening and speaking (40 minutes)1) Introducing Yourself (20 minutes)A. listen to the first half of the short talk in Exercise 1 twice and fill in the missing words;B. listen to the second half of the short talk in Exercise 1 twice and fill in the missing words;C. listen to the whole short talk and do Exercise 2.2) Getting to Know People (20 minutes)A.go through the new words in the 1st conversation in Exercise 3 and listen to the conversation twice while filling in the missing words;B.answer the questions about the conversation by way of group discussion or the traditional teacher- student interaction;C.go through the second conversation with the same steps;D.do Exercise 4 in pairs or groups.Second Period3) Listening PracticeA.Listen to people speaking and decide what they are talking about.Each one will be given twice. (5 minutes)B Listen to the following questions and choose the appropriate answers.Each one will be given twice. (5 minutes)C.Listen to the following short dialogues and choose the appropriate answers.Each one will be given twice.(10 minutes)D.Listen to the following talk and fill in the blanks with the missing words.The talk is given twice. (15 minutes)E Listen to the talk again and then answer the following questions orally. (5 minutes)Answers to the listening practice5. C B A B D6. D A B C D7. B C D B A8. find out dreams experiences take care of library different becoming make a livingStep 3 summary (5 minutes)1.How to start a conversation and how to talk about yourself:A. Hello! My name is….B. Hi! I am…2. Some useful expressions:A. by the wayB. come onC. Which department are you in?D. What is your major?E. Where do you come from?F. My major is….G. I am glad to meet you.H. It is a pleasure to meet you.I. How do you do?Step 4 Homework assignment1.Form a dialogue with your classmates.2.preview the new lesson.课后教学效果自评:Date: Sep. 27, 2013Period: 2Content：Unit 1 Text A and text-related exercisesTeaching aims: 1.Understand the main ideas of Texts A,2. Master the useful sentence structures and words and expressions Teaching focus: 1. Explain some language points to the Ss.2. Explain some grammar points to the Ss.Teaching difficulties: 1. How to enlarge Ss‘ vocabulary.2. How to improve Ss‘ reading ability.Teaching procedures:First PeriodStep1. Starter (5 minutes)For many people, college life is a new experience. They feel excited and at the same time a bit worried. How did you feel when you first got to college? Name three things that you felt excited about and three things you felt a bit worried about.Things I felt excited about when I first got to college:1.The first time to go to college.2.meet a lot of people I don't know.3.have new classmates and friends.Things I felt a bit worried about when I first got to college:1.I was afraid of that I was not able to do well in my studies.2.The first time to leave the home.3.I don't know if I can keep up with my classmates?Step 2 Text A College—A transition point in my life (5 minutes)1.Background informationUniversities and colleges are schools that continue a person's education beyond high school. A university or college education helps men and women enjoy richer, more meaningful lives. It prepares many people for professional careers as doctors, engineers, lawyers, or teachers. It also gives a person a better appreciation of such fields as art, literature, history, human relations, and science. In doing so, a university or college education enables individuals to participate with greater understanding in community affairs.Universities differ from colleges in that they are larger, have wider curricula, are involved in research activities, and grant graduate and professional as well as undergraduate degrees.2. Supplementary names of colleges and departmentsBeijing Union University 北京联合大学Shanghai College of Electricity and Machinery Technology 上海电机技术高等专科学校Tianjin V ocational College 天津职业大学Shanxi Finance & Taxation College 山西财政税务专科学校Liaoning Radio & TV University 辽宁广播电视大学Nanchang Water Resources College 南昌水利水电高等专科学校Shanghai Jiaotong University 上海交通大学Northwest Sci-Tech University of Agriculture and Forestry 西北农林科技大学Chengdu Academy of Fine Arts 成都美术学院3.Listen to the whole text and answer some questions about the text. (15 minutes)4.deal with some languages points (30 minutes)1) enter: vt.go or come into (a place) 进入e.g. enter a room/ a houseAs soon as he entered the room, he saw his father and mother.The train has entered the railway station.2)do well: be successful, especially in work or business 干得好e.g. Jack is doing very well at work.Tom did well at school when he was young.3) being off: 离开As this expression is used after the preposition "of", the verb "be" takes the -ing form. The expression "be off " means "leave or be away".e.g. I must be off now (=I must leave).Her son was off on a business trip somewhere (=Her son was away on a business trip somewhere).4.)by oneself: alone 单独，独自e.g. Come in; we're all by ourselves.You can't go home by yourself in the dark.5.)keep up with: move or progress at the same rate as 跟上e.g. had to walk fast to keep up with him.Jack's having trouble keeping up with the other students in his class.6)be up to: be left to (sb.) to decide取决于(某人)的，须由(某人)决定的e.g. You may do your homework today or tomorrow — it's up to you.It's up to our group leader to make the final decision.7.)I had to decide when to go to bed, when… :本课文使用了较多起连接作用的副词和代词。

《新视野大学英语读写教程》(第二册)Unit 1 Time-Conscious Americans

Ⅴ Text Analysis ·Global Reading 1. Main idea 2. Text structure ·Detailed Reading Words Phrases Language points
15m 15m 10m 25m 25m
25m
65m
第三次课 5-6 period
ⅣListen and Answer (提问视频)
Directions: Listen to a passage about people’s attitude toward time in the US and answer the following questions according to what you hear. 1. What does time mean to us? 2. What should we do with time?
3-4 Period
文档
Americans”. 3. Understand the structure of the text and the devices for developing it. 4. Master the Key Language Points and Grammatical Structures in the Text.
Ⅱ Background Information: （讲解课件）
1. Cultural Conflicts: Each nation has its own conventions. Different nations have different cultures. When two cultures clash, problems in communication may occur. Which side should compromise when there are cultural conflicts? In fact, knowing and understanding the other's culture is the responsibility of both sides, and both sides should be willing to compromise. Educating, rather than complaining and blaming, is the best solution to cultural conflicts.

unit1culturalheritageperiod2readingandthinking教案

人教版2019年英语book2
Unit 1 Cultural Heritage
Period2Reading and Thinking教学设计
课题
Period2Reading l Heritage
学科
English
年级
高一
必修二
教材
分析
This teaching period mainly deal with reading and thinking .Students are
1.took part in2.based on
3.Pay attention to4keep balance
5.fill in
以小组为单位鼓励学生讨论
同桌之间相互讨论
通过讨论，来引导学生的发散思维，并使学生认识到本课主题—
Cultural Heritage
通过讨论复习一些关于上一模块所讲的重点知识及短语。
The pictures show some ancient statues. They might be from Egypt. The large faces look as though they have been moved from where they first were.
2.while-reading
Strom always give away to the sun. Winner always thaws into springtime.
2.Finding and keeping the right balance betweenprogressand the protection of cultural sites can be a bigchallenge.

Starter_Unit2_Period1(1a-2e)全英版教案

Starter Unit2 Period1（1a-2e）全英版教案Teaching Aims1. Knowledge Objects(1)Function：Students learn to write letters I — R regularly(2)Key V ocabulary：what, is, this, in, English, map, pen, ruler, orange, jacket, key, quilt, it, a, that(3)Target Language：①Wha t’s this in English? ②Spell it, please.2. Ability Objects：Identify things；Spell words3. Moral Objects：Speak English actively, don’t be shy.Teaching Key PointsTo read and write I—R correctly and regularly.Teaching Difficult PointsTo write I—R correctly and regularly.Teaching MethodsListening and speaking methods; Group workTeaching AidsA tape recorder; Some color cardsTeaching ProceduresStep 1 Revision (About 5 minutes)Review the letters that students have learned in the last unit. Look for the small letters in the picture on page S5 1a for these big letters on the left. Check the ones you find.Step 2 Lead-in (About 5 minutes)Prepare a quilt, a map, a jacket, a key, a ruler, a pen, an orange. Hold the key up and ask “What’s this in English?”“It’s a key.” Students can give answers.Repeat the same questions and then get students to answer. If possible, use flashcards to teach the spelling of the words. Put a flashcard beneath a drawing of each object.Let Ss pay attention to “a”and “an”, learn how to use them.Step 3 Listening (1b) (About 5 minutes)Listen for the first time. Ask Ss to pay attention to the intonation and the sentence stress. Make some marks like “/”, “.”and“’”.What’s this in English?It’s an orange.What’s that in English?It’s at jacket.Listen for the second time. Repeat the sentences.Step 4 Pair work (lc) (About 5 minutes)Let Ss make conversations in pairs by the things in la. Then act out in front of the class.Step 5 Letters learning (2a 2b 2c 2d) (About 13 minutes)1. Listen and repeat.Let Ss read one by one, pay attention to the differences between I and R. Teacher should encourage them.2. Listen and number the letters.3. Look and copy.Have the students watch the teacher writing the letters on the blackboard, then ask them to follow the teacher and write down these letters on their exercise books. Let the students know the differences between the big letters and the small letters.Step 6 Extension (About 5 minutes)Ask the students to say out where we can findEnglish words or English names around us and what they are. What’s the meaning of it?Maybe the students can list a lot. If they couldn’t, give them some notes such as WC’NBA,Exit and so on. Let the students try their best to search as many abbreviations as possible.Step 7 Summary (About 5 minutes)Let the students show what they have learnt m this class.Step 8 Homework (About 2 minutes)Write the letters I—R on the exercise books,Practice the target language “What’s this/that in English?”Black board DesignStarter Unit 2 What’s this in English?The First Period (la—2e) Letters：Ii Jj Kk LI Mm Nn Oo Pp Qq Rr Sentences：—What’s this in English?—It’s an orange.—What’s that in English?—It’s a jacket.。

全新版大学进阶英语1-Unit-1-教案

辅助手段:多媒体
时间分配:
This unit is designed for aneight-periodclass. In each of the periods, certain tasks are to be completed. Generally speaking, there may be several different ways to explore this unit. Here is a suggested teaching plan.
现在我在各种聚会上做打碟师，从学校派对到公司的活动。我也到失聪儿童小学去跟学生谈动力和自信。我特别喜欢跟家长们交谈。我跟他们说:“我给你们]的忠告是让(你们的孩子)追寻他们的梦想。我耳聋，却可当打碟师，那为什么不让他们追梦呢”
Conflict (Paras. 2-3):Ask Ss to take turns to retell the story using thefollowing wordlist:
when I was littlelovefolkbirthdaydeejay
hookemailchallengetutordeveloptake over
4.Discuss the following elements one by one with Ss:
Setting (Para. 1): Ask Ss to close their books and raise questions about the writer's hearing loss. For example, "Was he deaf at birth" "Is he completely deal now"… And ask one or two students to answer their questions. They can refer to Para. 1.

新编实用英语综合教程第二学期教案

2014-2015学年第二学期大学英语教案授课教师：崔俊学授课班级：2014级数学教育1、2班教研室：大学英语教研室Unit 1 Invitation EtiquetteTopic: Good MannersObjectives: S tudents should be able to:1. Talk about good manners;2. Understand the content, the organization of the text and the writing devices of the passage;3. Know and make use of the language points, especially expressions, learned from the text;4. Grasp some key words, expressions and sentence patterns for expressing ideas on related topics;5. Learn how to write a note of thanks;6. get some tips about English modal verbs.Important/Difficult Point(s):1.Grammar2.Raise the awareness of good manners.Materials and Resources:1.Multimedia2.PPTs3.Colorful chalks4.ChalkboardProcedure:Period 1Step 1: Warm upWarm-up Discussion:Ask students to form groups of four and discuss on the topic: “D o you think good manners are important in our life? Why?”Group leaders will be asked to present group opinions.Step 2: Reading StrategyAsk students to read through the whole passage without referring to the word list. Tryto scan through to find out the main idea. And skim the passage to find out the corresponding part of the passage to the comprehension exercise after the passage. Period 2Step 1: Word study1. Read new words2. Memories them all.Step 2: Word analysisPlan for Follow Up Lesson:1.Our next class will begin with the passage. The students will be reminded atthe end of this class to prepare the readings for next class.2.The next class will be structured through passage analysis and languagestudy.Period 3Step 1: Warm-up1.Students are asked to take out a piece of paper and recite new words. A number ofstudents will be called to read some words out for the teacher to check pronunciation.2.Students watch a short video about the mannersStep 2: Passage Aprehensive study of passage Aa.main ideab.structure analysisnguage studyPeriod 4Step 1：Finish all the after-reading exerciseStep 2: Active Words1.Teacher explains the usage and examples2.Students make sentences and try to memories the usagesStep 3: HomeworkFinish Vocabulary Check after the Active Words.Plan for follow-up lesson1.Students should prepare for the study of Text B.2.Students should prepare for group discussion and writing.Period 5Step 1: Warm-upGroup Study: Students are asked to form groups of four and discuss on the topic “What is the Golden Rule in dealing with others?” Group leaders present the result. Step 2: Fast-reading of Passage BStudents are required to take advantage of fast reading strategies to do comprehension work.Step 3: Word StudyPeriod 6:Step 1: Passage Analysis1. Comprehensive study of passage B1)main idea2) structure analysis2. Language studyStep 2: (Homework)Ask students to finish after-reading activities.Period 7Step 1: Warm-up1. Students are asked to take out a piece of paper and recite new words. A number of students will be called to read some words out for the teacher to check pronunciation.2. Students do listening practice.Step 2: Grammar studyStep 3: Finish exercise of Modal VerbsPeriod 8:Step 1: ExerciseStudents are required to do comprehensive exercises in class within a certain timeframe. The teacher will check the answer.Step 2: Writing Practice --- How to write a note of thanksThe teacher will explain what a note of thanks is and how to write it. Students will be shown with the example a note of thanks.Students are required to write a note of thanks in a group.Plan for follow-up class1.Our next class will begin with Unit2. The students will be reminded at the end ofthis class to prepare the readings for next week.2.The next class will be structured through small group work and whole classdiscussions.Unit 2 E-mailTopic: Living EnvironmentObjectives: S tudents should be able to:1. Talk about Living Environment;2. Understand the content, the organization of the text and the writing devices of the passage;3. Know and make use of the language points, especially expressions, learned from the text;4. Grasp some key words, expressions and sentence patterns for expressing ideas on related topics;5. Learn how to write a note of apology;6. Get some tips about adverbial clauses of time in English.Important/Difficult Point(s):1.Grammar2.Raise the awareness of environmental protection.Materials and Resources:1.Multimedia2.PPTs3.Colorful chalks4.ChalkboardProcedure:Period 1Step 1: Warm upWarm-up Discussion:Ask students to form groups of four and discuss on the topic: “What suggestions do you have for environmental protection?” Group leaders will be asked to present group opinions.Step 2: Reading StrategyAsk students to read through the whole passage without referring to the word list. Tryto scan through to find out the main idea. And skim the passage to find out the corresponding part of the passage to the comprehension exercise after the passage. Period 2Step 1: Word study1. Read new words2. Memories them all.Step 2: Word analysisPlan for Follow Up Lesson:1.Our next class will begin with the passage. The students will be reminded at theend of this class to prepare the readings for next class.2.The next class will be structured through passage analysis and language study. Period 3Step 1: Warm-up1.Students are asked to take out a piece of paper and recite new words. A number ofstudents will be called to read some words out for the teacher to check pronunciation.2.Students watch a short video about the environmental protection.Step 2: Passage A1. Comprehensive study of passage Aa.main ideab.structure analysis2. Language studyPeriod 4Step 1：Finish all the after-reading exerciseStep 2: Active Words1.Teacher explains the usage and examples2.Students make sentences and try to memories the usagesStep 3: HomeworkFinish Vocabulary Check after the Active Words.Plan for follow-up lesson1.Students should prepare for the study of Text B.2.Students should prepare for group discussion and writing.Period 5Step 1: Warm-upGroup Study: Students are asked to form groups of four and discuss on the topic “What does noise mean to ordinary people like you?” Group leaders present the result.Step 2: Fast-reading of Passage BStudents are required to take advantage of fast reading strategies to do comprehension work.Step 3: Word StudyPeriod 6:Step 1: Passage Analysis1. Comprehensive study of passage Ba)main idea2) structure analysis2. Language studyStep 2: (Homework)Ask students to finish after-reading activities.Period 7Step 1: Warm-up1. Students are asked to take out a piece of paper and recite new words. A number of students will be called to read some words out for the teacher to check pronunciation.2. Students do listening practice.Step 2: Grammar studyStep 3: Finish exercise of A dverbial Clauses of time.Period 8:Step 1: ExerciseStudents are required to do comprehensive exercises in class within a certain timeframe. The teacher will check the answer.Step 2: Writing Practice --- How to write a note of apologyThe teacher will explain what a note of thanks is and how to write it. Students will be shown with the example a note of apology.Students are required to write a note of apology in a group.Plan for follow-up class1.Our next class will begin with Unit 3. The students will be reminded at the end ofthis class to prepare the readings for next week.2. The next class will be structured through small group work and whole class discussions.Unit 3 Communication by phoneTopic: Fast foodObjectives: S tudents should be able to:1. Talk about fast food2. Understand the content, the organization of the text and the writing devices of the passage;3. Know and make use of the language points, especially expressions, learned from the text;4. Grasp some key words, expressions and sentence patterns for expressing ideas on related topics;5. Learn how to write a note of congratulations6. get some tips about the adverbial clause of purpose in EnglishImportant/Difficult Point(s):nguage points2.GrammarMaterials and Resources:1.PPTs2.Colorful chalks3.ChalkboardProcedure:Period 1Step 1: Warm upWarm-up Discussion:Ask students to form groups of four and discuss on the topic: “Do you like the food at McDonald’s or KFC? What attracts you most there?” Group leaders will be asked to present group opinions.Step 2: Reading StrategyAsk students to read through the whole passage without referring to the word list. Try to scan through to find out the main idea. And skim the passage to find out thecorresponding part of the passage to the comprehension exercise after the passage. Period 2Step 1: Word study1. Read new words2. Memories them all.Step 2: Word analysisPlan for Follow Up Lesson:1.Our next class will begin with the passage. The students will be reminded atthe end of this class to prepare the readings for next class.2. The next class will be structured through passage analysis and language study.Period 3Step 1: Warm-up1.Students are asked to take out a piece of paper and recite new words. A number ofstudents will be called to read some words out for the teacher to check pronunciation.2.Students watch a short video about the fast food.Step 2: Passage Aprehensive study of passage Aa.main ideab.structure analysisnguage studyPeriod 4Step 1：Finish all the after-reading exerciseStep 2: Active Words1.Teacher explains the usage and examples2.Students make sentences and try to memories the usagesStep 3: HomeworkFinish Vocabulary Check after the Active Words.Plan for follow-up lesson1.Students should prepare for the study of Text B.2.Students should prepare for group discussion and writing.Period 5Step 1: Warm-upGroup Study: Students are asked to form groups of four and discuss on the topic “What is your healthy diet?” Group leaders present the result.Step 2: Fast-reading of Passage BStudents are required to take advantage of fast reading strategies to do comprehension work.Step 3: Word StudyPeriod 6:Step 1: Passage Analysis1. Comprehensive study of passage Ba)main idea2) structure analysis2. Language studyStep 2: (Homework)Ask students to finish after-reading activities.Period 7Step 1: Warm-up1. Students are asked to take out a piece of paper and recite new words. A number of students will be called to read some words out for the teacher to check pronunciation.2. Students do listening practice.Step 2: Grammar studyStep 3: Finish exercise of Adverbial ClausePeriod 8:Step 1: ExerciseStudents are required to do comprehensive exercises in class within a certain timeframe. The teacher will check the answer.Step 2: Writing Practice --- How to write a note of congratulationsThe teacher will explain what a note of congratulations is and how to write it. Students will be shown with the example a note of congratulations.Students are required to write a note of thanks in a group.Plan for follow-up class1.Our next class will begin with Unit 4. The students will be reminded at the end ofthis class to prepare the readings for next week.2.The next class will be structured through small group work and whole classdiscussions.Unit 4 Hotel ServicesTopic: Daily shoppingObjectives: S tudents should be able to:1. Talk about shopping;2. Understand the content, the organization of the text and the writing devices of the passage;3. Know and make use of the language points, especially expressions, learned from the text;4. Grasp some key words, expressions and sentence patterns for expressing ideas on related topics;5. Learn how to write a note of announcement6. get some tips about the gerund in English grammarImportant/Difficult Point(s):nguage points2.GrammarMaterials and Resources:1.PPTs2.Colorful chalks3.ChalkboardProcedure:Period 1Step 1: Warm upWarm-up Discussion:Ask students to form groups of four and discuss on the topic: “Do you like shopping? Why or why not?” Group leaders will be asked to present group opinions.Step 2: Reading StrategyAsk students to read through the whole passage without referring to the word list. Try to scan through to find out the main idea. And skim the passage to find out the corresponding part of the passage to the comprehension exercise after the passage.Step 1: Word study1. Read new words2. Memories them all.Step 2: Word analysisPlan for Follow Up Lesson:1.Our next class will begin with the passage. The students will be reminded at theend of this class to prepare the readings for next class.2.The next class will be structured through passage analysis and language study. Period 3Step 1: Warm-up1.Students are asked to take out a piece of paper and recite new words. A number ofstudents will be called to read some words out for the teacher to check pronunciation.2.Students watch a short video about the shopping.Step 2: Passage Aprehensive study of passage Aa)main ideab)structure analysisnguage studyPeriod 4Step 1：Finish all the after-reading exerciseStep 2: Active Words1.Teacher explains the usage and examples2.Students make sentences and try to memories the usagesStep 3: HomeworkFinish Vocabulary Check after the Active Words.Plan for follow-up lesson1.Students should prepare for the study of Text B.2.Students should prepare for group discussion and writing.Step 1: Warm-upGroup Study: Students are asked to form groups of four and discuss on the topic “Why is it convenient to do shopping on line?” Group leaders present the result.Step 2: Fast-reading of Passage BStudents are required to take advantage of fast reading strategies to do comprehension work.Step 3: Word StudyPeriod 6:Step 1: Passage Analysis1. Comprehensive study of passage Ba)main idea2) structure analysis2. Language studyStep 2: (Homework)Ask students to finish after-reading activities.Period 7Step 1: Warm-up1. Students are asked to take out a piece of paper and recite new words. A number of students will be called to read some words out for the teacher to check pronunciation.2. Students do listening practice.Step 2: Grammar studyStep 3: Finish exercise of gerundPeriod 8:Step 1: ExerciseStudents are required to do comprehensive exercises in class within a certain timeframe. The teacher will check the answer.Step 2: Writing Practice --- How to write a note of AnnouncementThe teacher will explain what a note of announcement is and how to write it. Students will be shown with the example a note of announcement.Students are required to write a note of thanks in a group.Plan for follow-up class1.Our next class will begin with Unit 5. The students will be reminded at the end ofthis class to prepare the readings for next week.2.The next class will be structured through small group work and whole classdiscussions.Unit 5 Food BlogsTopic: Modern CommunicationObjectives:1. Students will be able to enlarge the vocabulary relating to modern communication.2. Students will be able to understand the content, the organization of the text and the writing devices of the passage.3. Students will be able to know and make use of the language points, especially expressions, learned from the text.4. Students will come to know the importance of managing incoming email.5. Students will be able to learn how to write a public notice.6. Students will be able to get some tips about the use of the infinitive in English. Important/Difficult Point(s):1.Grammar2. Experiences with cell phones and emails.Materials and Resources:1.Multimedia2.PPTs3.Colorful chalks4.ChalkboardProcedure:Period 1Step 1: Warm up1. Warm-up DiscussionQuestions: What is your favorite way of daily communication?Do you use the Internet?.2. Group DiscussionAsk students to form groups of four and discuss on the topic of Internet: How has the Internet influenced your life? Is the influence good or bad? Why?Appoint a team leader for each group.Group leaders will be asked to present group opinions.Step 2: Reading StrategyAsk students to read through the whole passage without referring to the word list. Try to scan through to find out the main idea. And skim the passage to find out the corresponding part of the passage to the comprehension exercise after the passage. Period 2Step 1: New word studyStep 2: (Homework)1. Read new words2. Memorize them all.Plan for Follow Up Lesson:1.Our next class will begin with the passage. The students will be reminded atthe end of this class to prepare the readings for next class.2.The next class will be structured through passage analysis and languagestudy.Period 3Step 1: Warm-up1.Students are asked to take out a piece of paper and recite new words. A number ofstudents will be called to read some words out for the teacher to check pronunciation.2.Students will go to spot dictation to practice their listening.Step 2: Text Aa.Guide the students to get the main idea.b.structure analysisPeriod 4Step 1：Language studyStep 2: Finish all the after-reading exercisePeriod 5Step 1: Warm-upGroup Study: Students are asked to form groups of four and talk about making telephone calls based on the following questions:What advantages does making phone cells have?Do you prefer making phone cells to sending short messages to your parents while you are in college? Why or why not?Group leaders present the result.Step 2: Active Words1.Teacher explains the usage and examples2.Students make sentences and try to memories the usagesStep 3: HomeworkFinish Vocabulary Check after the Active Words.Plan for follow-up lesson1.Students should prepare for the study of Text B.2.Students should prepare for group discussion and writing.Period 6:Step 1: Fast-reading of Text BStudents are required to take advantage of fast reading strategies to do comprehension work.Step 2: Brief Text Analysis1. The main idea of the text2. Questions relating to the major points of the textWhat problem is troubling email users and corporations around the world?What is the importance of managing emails?Who should be responsible for managing emails?Step 3: (Homework)Ask students to finish after-reading activities.Period 7Step 1: Warm-up1. Students are asked to take out a piece of paper and recite new words. A number of students will be called to read some words out for the teacher to check pronunciation.2. Students do listening practice.Step 2: Grammar Study: the infinitive in EnglishGuide students to learn the grammar points of this unit.Step 3: Exercises of the infinitive in EnglishPeriod 8:Step 1: ExercisesStudents are required to do comprehensive exercises in class within a certain timeframe. The teacher will check the answer.Step 2: Writing Practice --- How to write a public noticeThe teacher will explain what a public notice is and how to write it. Students will be shown with the samples.Students are required to write two notices according to the assignments in the textbook.Plan for follow-up class1.Our next class will begin with Unit 6. The students will be reminded at the end ofthis class to prepare the readings for next week.2. The next class will be structured through small group work and whole class discussions.Unit 6 Shopping and SightseeingTopic: Health CareObjectives:1.Students will know the background information related to the text.2.Students will be able to understand the content, the organization of the text andwriting devices of the text.3.Students will be able to grasp some key words, expressions and sentence patternsfor expressing ideas on related topics.4.Students will enlarge their vocabulary of diseases.5.Students will learn about the past participle in English.6.Students will learn how to write a name card.Important/Difficult Point(s):Key words and expressionsGrammarMaterials and Resources:1.PPTs2.Multimedia3.Colorful pens and markers4.Chalk, chalkboardProcedure:Period 1Step 1: Warm up:1. Ask students questions about healthDo you often get sick? What should we do if we want to stay healthy?2. Group DiscussionAsk students to form groups of four and discuss on the topic of health: What can we do in order to have a healthy, happy and long life?Appoint a team leader for each group.Group leaders will be asked to present group opinions.Step 2: Reading StrategyAsk students to read through the whole passage without referring to the word list. Try to scan through to find out the main idea. And skim the passage to find out the corresponding part of the passage to the comprehension exercise after the passage. Period 2Step 1: New word studyStep 2: (Homework)1. Read new words2. Memorize them all.Plan for Follow Up Lesson:1. Our next class will begin with the passage. The students will be reminded at the end of this class to prepare the readings for next class.2. The next class will be structured through passage analysis and language study. Period 3Step 1: Warm-up1. Students are asked to take out a piece of paper and recite new words. A number of students will be called to read some words out for the teacher to check pronunciation.2.Students will go to spot dictation to practice their listening.Step 2: Text A1. Guide the students to get the main idea.2. Structure analysisPeriod 4Step 1：Language studyStep 2: Finish all the after-reading exercisePeriod 5Step 1: Warm-upGroup Study: Students are asked to form groups of four and talk about experiences with doctors based on the following questions:1. What was your most unforgettable experience with doctors?2. What kind of doctor do you like best? Why?Group leaders present the result.Step 2: Active Words1. Teacher explains the usage and examples2. Students make sentences and try to memories the usagesStep 3: HomeworkFinish Vocabulary Check after the Active Words.Plan for follow-up lesson1. Students should prepare for the study of Text B.2. Students should prepare for group discussion and writing.Period 6:Step 1: Fast-reading of Text BStudents are required to take advantage of fast reading strategies to do comprehension work.Step 2: Brief Text Analysis1. The main idea of the text2. Questions relating to the major points of the textWhat are the secrets of a good night’s sleep?How many phases are there in the course of sleep?Step 3: (Homework)Ask students to finish after-reading activities.Period 7Step 1: Warm-up1. Students are asked to take out a piece of paper and recite new words. A number of students will be called to read some words out for the teacher to check pronunciation.2. Students do listening practice.Step 2: Grammar Study: the past participle in EnglishGuide students to learn the grammar points of this unit.Step 3: Finish exercises of the past participle in EnglishPeriod 8:Step 1: Comprehensive ExercisesStudents are required to do comprehensive exercises in class within a certain timeframe. The teacher will check the answer.Step 2: Writing Practice --- How to write a name cardThe teacher will explain what a name card is and how to write it. Students will be shown with the samples.Students are required to design a name card for themselves according to the assignment in the textbook.Plan for follow-up class1. Our next class will begin with Unit 7. The students will be reminded at the end of this class to prepare the readings for next week.2. The next class will be structured through small group work and whole class discussions.Unit 7 FarewellTopic: Generation gapObjectives: S tudents should be able to:1. Talk about generation gap2. Understand the content, the organization of the text and the writing devices of the passage;3. Know and make use of the language points, especially expressions, learned from the text;4. Grasp some key words, expressions and sentence patterns for expressing ideas on related topics;5. Learn how to write invitation cards or letters6. get some tips about the relative clause in EnglishImportant/Difficult Point(s):1.active verbs: start, concern, throw, care, count2.mean, major, concerned, dorm, save, sake, wear, exaggerate, collect, can, charge, priority, ruin, vacation,3.the relative clause in EnglishMaterials and Resources:1.PPTs2.Colorful chalks3.ChalkboardProcedure:Period 1Step 1: Warm upWarm-up Discussion:Ask students to form groups of four and discuss on the topics: 1) differences between my parents and 2) suggestions for bridging the generation gapDivide the students into groups of three or four. Appoint a team leader for each group. Invite some students to talk about the topics. Each speaker has two minutes for thepresentation.Step 2: Reading StrategyAsk students to read through the whole passage without referring to the word list. Try to scan through to find out the main idea. And skim the passage to find out the corresponding part of the passage to the comprehension exercise after the passage. Period 2Step 1: Word studyStep 2: Word analysisPlan for Follow Up Lesson:1.Our next class will begin with the passage. The students will be reminded at the end of this class to prepare the readings for next class.2.The next class will be structured through passage analysis and language study. Period 3Step 1: Warm-up1.Students are asked to take out a piece of paper and recite new words. A number of students will be called to read some words out for the teacher to check pronunciation.2.Students watch a short video about the generation gap.Step 2: Passage Aprehensive study of passage Ac.main idead.structure analysisnguage studyi.You don’t really feel the generation gap until a son or daughter comeshome form college fro Christmas.ii.What difference does it make?iii.Why don’t you do it for our sake?iv.But it’s very hard for us to realize you’re an adult when you throw all your clothes on the floor.Period 4Step 1：Finish all the after-reading exerciseStep 2: Active Words1.Teacher explains the usage and examples2.Students make sentences and try to memorize the usagesStep 3: HomeworkFinish Vocabulary Check after the Active Words.Plan for follow-up lesson1.Students should prepare for the study of Text B.2.Students should prepare for group discussion and writing.Period 5Step 1: Warm-upGroup Study: Students are asked to form groups of four and discuss on the topics “What do you do when you and your parents have different ideas about the same thing?” And “what suggestions do you have for bridging the generation gap?”Group leaders present the result.Step 2: Fast-reading of Passage BStudents are required to take advantage of fast reading strategies to do comprehension work.Step 3: Word StudyPeriod 6:Step 1: Passage Analysis1. Comprehensive study of passage B1)main idea2) structure analysis2. Language studyStep 2: (Homework)Ask students to finish after-reading activities.Period 7Step 1: Warm-up1. Students are asked to take out a piece of paper and recite new words. A number of。

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