LA-B2-U7公共基础教案
英语基础模块第二册Unit7教案
英语基础模块二Unit7教案S1: Happy new year, S2! Here’s a small gift for you.S2: Wow! What a beautiful toy rabbit! Is this a DIY gift?S1: Yes. I made it with an old glove.S2: It’s so charming/cute. And, it’s a great example of recycling, too.S1: I hope you like it.S2: Certainly. I like it very much. It’s really special. Thank you!Step 2 Listening & Speaking practice (2)H e Ying: Oh dear, look at the sky. It’s so dusty.Li Dong: How terrible! Another sandstorm is coming!He Ying: Yeah, it makes it hard for people to breathe.Li Dong: And the dust makes me feel very sick.He Ying: Me too. And look, the traffic is moving so slowly.Li Dong: Sandstorms may cause many traffic problems.He Ying: We must do something about it.Li Dong: Right. We should plant more trees and grasses.Listen again and fill. 7. Ask the students to listen to the dialogue again. And then ask them to make dialogues with the given words and pictures in Activity ③in pairs.1. Ask the students to look at the picture on Page 68 and guess what happened.2. Ask the students to listen to the dialogue of Activity ④and practice the dialogue after tape.3. Ask the students to repeat the dialogue and try translating it into Chinese.4. Present the two sentences and explain the different meanings:It makes it hard for people tobreathe.The dust makes me feel very sick.5. Listen and fill in the form in Activity ⑤.6. Ask the students to discuss other ways of preventing sandstorms. And make new dialogues about other kinds of pollution.1. Ask the students to read the ways of energy-saving and environment-protecting in Activity ①on Page 69, and pay attention to the words above.Step3:Reading Practice (1)I flush the toilet with grey water. And when I go shopping, I take a cloth bag or a basket.I ride my bike to school.I do paper folding crafts with old newspapers.When printing files, I use both sides of the paper.I use energy-saving light bulbs.Discuss and list.1. Turn off the lights when you leave the room.2.3.Key sentences:I flush the toilet with grey water.When printing files, I use both sides of the paper.Step4 Reading Practice (2)How can we fight against pollution at school?•Collect all waste paper and litter.•Never spit in public areas.•Take care of the plants on campus.•Volunteer to clean up the school.•Create a school website about environmental protection.•Put up educational posters around the school.•Put all rubbish in dustbins.•Organise a green club.Read and match. 2. Ask the students to listen to the tape, and answer the questions above.3. Play the tape again and ask the students to read after the tape. Explain the meanings of these sentences to the students.4. Ask the students to complete Activity ②.1. Ask the students to read the ways of fighting against pollution at school on Page 70, and learn the key words:2. Play the tape. Answer :How many measures does the passage mention? Do you spit in public areas?Do you have a green club in your school or class?3. Ask the students to listen to the tape again. Ask several students to state the ways of environment protecting in Chinese.4. Ask the students to look at the signs and pictures in Activity ④on Page 70, and then match them.1. Read the passage of Activity⑤, and answer the questions:How many categories can waste be classified into? What does recyclable rubbish include?Step 5 Reading Practice (3)Read and learn.Sorting refuse is a good way to save resources. In general, waste can be classified into four categories—recyclable rubbish, kitchen waste, harmful rubbish and other waste. Recyclable rubbish includes waste paper, plastic, glass, metal and cloth items. Kitchen waste usually includes leftovers, bones, vegetable roots, leaves, peel, etc. Harmful rubbish includes used batteries, broken lamps, expired drugs, etc. Other waste usually consists of things that are difficult to recycle, such as bricks, toilet paper, tissues, etc.Read again and classify【课堂小结】Step 6 Consolidation and summaryI. Review the words in this lesson.II. Pick up some sentences from this unit and put them on the slide. Ask the students to explain and translate them.III. Encourage the students to save energy and protect environment in daily life.【板书设计】What does kitchen waste usually include?What does harmful rubbish include?2. Present the new words:sort refuse resource in general classify waste category3. Ask the students to listen to the tape and pay attention to the words.4. Play the tape again. Listen and try to classify the four kinds of rubbish in Activity ⑤.5. Read the passage again, and complete the exercise in Activity ⑥.6. Check the answers and learn the words together.。
大学英语综合教程2unit7教案
#### 教学目标1. 知识目标：- 理解本单元主题：工作与职业规划。
- 掌握本单元重点词汇和短语。
- 学习与工作相关的语法结构。
2. 能力目标：- 提高阅读理解能力，学会从文章中获取关键信息。
- 培养写作能力，学会撰写求职信和简历。
- 提升口语表达能力，学会面试技巧。
3. 情感目标：- 激发学生对未来职业规划的兴趣。
- 培养学生积极面对挑战、追求卓越的品质。
#### 教学重点与难点教学重点：1. 词汇：job title, resume, interview, cover letter, career planning 等。
2. 语法：过去完成时、条件句、被动语态等。
3. 写作：求职信和简历的撰写。
教学难点：1. 求职信和简历的格式及内容。
2. 面试技巧和应对策略。
#### 教学过程一、导入新课（5分钟）1. 老师提问：同学们，你们对未来的职业规划有什么想法？2. 学生分享自己的职业规划，教师总结并引出本单元主题：工作与职业规划。
二、词汇学习（15分钟）1. 老师展示本单元重点词汇和短语，带领学生朗读并解释其含义。
2. 学生分组，用新学的词汇进行句子接龙游戏。
三、阅读理解（20分钟）1. 老师分发阅读材料，学生自主阅读并回答问题。
2. 学生分组讨论，分享自己的理解，教师点评并总结。
四、写作训练（20分钟）1. 老师讲解求职信和简历的撰写方法，并给出范例。
2. 学生分组，根据要求撰写求职信和简历。
3. 教师点评学生的作品，指出优点和不足。
五、口语表达（15分钟）1. 老师讲解面试技巧，如自我介绍、回答问题等。
2. 学生分组进行模拟面试，其他同学扮演面试官。
3. 教师点评学生的表现，并提出改进建议。
六、课堂小结（5分钟）1. 老师总结本节课所学内容，强调重点和难点。
2. 学生回顾所学知识，分享自己的收获。
#### 作业布置1. 复习本单元词汇和短语，熟记其含义和用法。
2. 完成本单元阅读材料，并回答课后问题。
(精品)7BU7教案
总课题7B Unit7Abilities课时第 1 课时课题Comic and welcome to the unit课型New教学目标知识目标1. To learn some new words such as: ability , Super dog , fly ,careful , collect elderly2. To revise vocabulary about helping people in the community.3. To generate ideas about ways to care for and help others能力目标To generate ideas about ways to care for and help others.情感目标To educate the students to be polite and helpful to others.教学重点How to stimulate the students how to care about others and help. 教学难点Talking about what people can do.课前预习1.Preview the new words.2.Listen to the tape and read the dialogue.教学用具挂图录音机多媒体等教学方法情景交际法、任务型教学法等教学过程二次备课Step1. G reetings＆Warming up1.Play a game called: I can …Talk to students about Superman. Guide students to understand themeanings of “can” and “can’t”.Step 2 PresentationWatch a video about “Superman”．Talk about the things what Superman can do in groups and report .Talk about dogs can do and can’t do.Step 3 Comic stripFirst get some information from the pictures and then ask questions:1.What does Eddie want to do?2.Can dogs fly?3.What happened to Eddie?4. What do you think of Eddie?Listen to the tape and guess the meaning of “Superdog, hurt, be carefulAsk students to think about the consequences of their daily actions Guidestudents to understand what they can do and can’t do.Read and act.Step 4 Learning “Helping Hands Club”．Free talk: How to be a helpful person?Present pictures about Daniel and his friends.Ask questions about the pictures:1.What is Daniel doing ?Do you often help the old or the blind cross the road?2.What is Sandy doing? Why should we plant more trees?3.Where are Daniel and the woman with a baby? What is happening? Have you ever given seats to others?4.Which place is it? What are the children doing now? Have you ever done something good like this?5.What are the students doing from the pictures? How much did you donate tothe Project Hope this term? Is it better to give than to receive? Why?6. Where are Daniel and his friends? What are they doing? Do you often leave rubbish everywhere? Is it our duty to protect our environment?Read and understand the sentences.Step 5 Make a surveyFill in the table about what you have done in your daily life at school to see ifyou are a polite and helpful boy/girl? If not ,What should you do next?1.Can you Say hello to teachers when you meet them?2.Can you clean the classroom carefully when you are on duty?3.Can you pick up the rubbish in the classroom or around the campus?4.Can you help your classmate with their homework?5.Can you help stand in line at dinner time?6.Can you give the thing back to the person who lost it?7.Can you do something good to your teachers?8.Can you look after the things in our classroom?9.Can you take care of your classmate who is ill?10.Can you keep our classroom clean and tidy?Step Five: Consolidation---an investigationTo see how many are good enough and how many should improve their behavior. Group work: What can /can’ you do in public? then ask the group leader to have a report.Step6:Assignment:1.Recite the dialogue and remember the sentences .2.Writing: “How to be a helpful person ?板书设计7B Unit7 Comic strip & welcome ability Superdog collect elderly look out , can not fly How cool !教学反思总课题7B Unit7 Abilities课时第 2 课时课题Reading I 课型New教学目标知识目标1.To introduce and expand vocabulary to describe dangeroussituations.2.To guess context from the text type, the title and the picture.能力目标 4.To identify the name of specific places and actions.情感目标To know what to do in danger.教学重点How to find information from the text教学难点Use “can” or “can’t” to talk about abilitiesTo respond to statements expressing surprise ,interest and amazement To describe factual details课前预习1Preview the new words.2Listen to the tape and read the text教学用具挂图录音机多媒体等教学方法情景教学法、归纳法教学过程二次备课Step 1.RevisionRevise what the children learned in the last period.1. look out ,2.Helping Hands Club3.give seat to someone on the bus4. collect things for Project Hope5.Clean up the park/playground6.visit a home for the elderly7. plant trees8.a SuperdogStep2 Reading1. warming up:Talk about danger and potential danger at home. Ask if any students have everhad an accident at home. Talk about what to do in case of danger.2.Watch a set of pictures about a fire to present the new words:neighbor, smoke, fire, rush, dangerous, burn, hurt, pour, rush, save, blanket, putout the fire3.Read the story and try to get some information.Step3 PracticeSay T or F according to the text.1).Lin Tao helped his classmate out of a fire.2). Lin Tao’s neighbour is 79 years old.3). Mrs Sun couldn’t get out because he hurt his arm..4). Lin Tao was afraid when he saw a lot of smoke.5). Lin Tao put out the fire with a blanket and helped Mrs Sun out.6). The fire burned Lin Tao’s neck and leg.Listen and read after the text and ask questions.1). How old is the brave boy?2). When did he help his neighbour out of a fire?3) How old is Mrs Sun?4). Where was Mrs Sun when there was a fire?5). Why couldn’t Mrs Sun get out of his house?6). How did Lin Tao put out the fire?7). Did Z Lin Tao hurt himself?8). How long was Lin Tao in hospital?5. Discuss any problems about the text.6. Game :Write the definitions fromPartB1 on the cards. Mix up the cards and let each group guess the word and read out the word. One who gets the most cards is the winner.7. Have an interview.First fill in the blanks and read the conversation. Then have an interview in groups. One is Lin Tao, the others are the reporters.8. Discuss in groups. What does the writer think of Lin Tao? What do you think about him? Why do you think so? What do you do when you meet the accidentlike this?Step 4 Homework1. Recite the new words and read the text.2. Finish the exercises in the workbook.3. Prepare the interview for the brave boy.板书设计Unit 7 Reading I Questions.1). How old is the brave boy?2). When did he help his neighbour out of a fire?3) How old is Mrs Sun?4). Where was Mrs Sun when there was a fire?5). Why couldn’t Mrs Sun get out of his house?6). How did Lin Tao put out the fire?7). Did Z Lin Tao hurt himself?8). How long was Lin Tao in hospital?教学反思总课题7B Unit7 Abilities课时第 3 课时课题ReadingⅡ课型New教学目标知识目标1. Further understanding the text.2. Master the main language points.能力目标 2. Learn more about fire safety.情感目标To use different suitable adjectives to describe people’sbehavior and character.教学重点To describe factual detailsTo master the main language points.教学难点t To master he main language points. To describe factual details课前预习1.Listen to the tape and read the text2.To summarize key points of a story by sequencing statements教学用具挂图录音机多媒体等教学方法讲授法练习法教学过程Step 1 RevisionReview the text through the questions:Revise the vocabulary in the text by giving the definitions.Step2: PresentatioAsk students to read the text after the tape again.Let students ask and answer questions about the story.Step3:Explain the key words phrases and sentences .1.help sb out of a fire help with /(to)do sth.2.alone/lonely eg:I often stay home alone on Sundays but I don’t feel lonely.3. hear sb do /doing sth; see do/ doingI often hear the girl next door play the piano in the morning.Last night when I was doing my homework, suddenly I heard someoneshouting ”help! Help!”．4 a 79-year-old Mrs Sun ,an 8-day holiday two-hour homework5.hurt The boy fell off the bicycle and hurt his leg. hurt by fire6.pour… over7.put out the fire put on/ up/down/ into/away二次备课8. be in hospital/be in the hospital Grandpa is ill badly today. Now he is hospital.His father works in the hospital.9.It is important to be careful with fire. Be care with sthChildren must be careful with matches.10.keep one’s life from danger keep … f romI should keep my father from smoking.11.Thank you for joining us this evening.Step3 An interviewVisit Lin Tao in hospitalFirst read the task to understand it.Read the conversation in pairs.Act it out.Step 4..Fire safetyRead the sentences and match the right pictures.Read out the sentences.Notes: leave …on , keep away fromAsk students to think of other ways about fire safety. Eg: Don’t run on the stairs. Don’t play on the road. Don’t lean out the window.Step 5 .Do some exercises on the paper .Step6.Homework1.Revise what we learned from P78 and remember the new words.2. Do some exercises.板书设计Unit7 Reading Ⅱ1. help sb out of a fire help with /(to)do sth.2. alone/lonely3. hear sb do /doing sth; see do/ doing4 a 79-year-old Mrs Sun an 8-day holiday two-hour homework5.hurt The boy fell off the bicycle and hurt his leg. hurt by fire6. pour… over7. put out the fire put on/ up/down/ into/away8. keep one’s life from danger教学反思总课题7B Unit7Abilities课时第4课时课题Grammar A 课型New教学目标知识目标To recognize and understand how to use can and could to talkabout ability in the present and pastTo recognize and understand how to use can and could to talkabout Possibility in the present and past.To recognize and understand how to use can ,could and may toask for permission能力目标Ability and Possibility in the present and pastUse can ,could and may to ask for permission情感目标To recognize and understand how to use “can” and “could” to express ability or Possibility in the present and past.教学重点How to recognize and understand the use of “can ,could and may”教学难点the use of “can ,could and may”课前预习Preview the new words.Look up the words in the dictionary to find out the differences教学用具挂图多媒体等教学方法情景教学法、归纳法教学过程二次备课Step 1. RevisionRevise the last lesson.Step 2.Warm-upAsk the student on duty to give a free talk.Step3:. Presentation:1．Revise the key vocabulary about leisure activities and introduce “row a boat/ridea bike /fly a kite “Talk to students about summer camps in general and the type ofactivities offered /. Elicit as much real information from students as possible .2．Students have already learned the use of “can”and “may” in making requeststherefore ,you need to introduce the idea that the word “can” is used to expressabilityStep4.:Practise1.Ask students to identify activities that they can do well .Write students’ statementson the board .First write “I can “on the board2.Ask students to say the things they can do ,and sort them into categories :sports/ school subjects3. Explain the use of “can/could” and their negative forms. We use “can” tosay thatywe are able to do something .We use “could” to say that we were able to do something in the past .4. Ask students to work out the rule on their own .Then they check with a partnerand confirm that their answer is correct with the whole class .5. Ask students to check the informationStep4.:Practise1.Reinforce the use of “could/ could n ot” for the past and “can/can not” for the present .Then they complete some sentences on their own .Step5 Presentation:1.Say:---Can I borrow your pen ?---,Yes,you can.---Could I smoke here ?`.---Sorry , I am afraid you can not .---May I use your pen ? Of course you may---Sorry , I am afraid you can not .2.Show the sentences above on the screen and explain them to the students:We use “can\could\may ” to ask for permission.Step6 PractiseStep7 SummaryStep 8: Homework完成<<1+1>>相关内容。
《新编实用英语》教案第二册unit 7
Unit Seven Entertainments and Tourist AttractionsI. Aims and Requirements1. Some entertainment and tourist ads2. How to write entertainment and tourist ads3. How to introduce entertainment and tourist attractions4. Some knowledge about opera5. Useful words, expressions and language pointsII. Introduction1. Entertainments are popular for the public, such as film, opera and so on. The unit will discuss different kinds of entertainments.2. Entertainment ads are an important source of information for people to find out what entertainments are currently available. Now this unit will begin with an entertainment ad.III. Teaching PlansTask 1 Talking face to face: Entertainment aidsL istening comprehensionPart 1 Read some entertainment and tourist adsPart 2 Read some dialogues about entertainment and tourist attractions, and learn how to introduce them to the visitors.Part 3 Useful expressions and sentence patterns about introducing entertainment and tourist attractionsPart 4 PracticesPart 1 Read some entertainment and tourist adsSample 1 What Shall We See This EveningSample 2 Go to see Chinese Acrobatics.Part 2 Read some dialogues about entertainment and tourist attractions, and learn how to introduce them to the visitorsSample1. What Shall We See This Evening1，Asking programs of this evening: What are we going to see this evening?2，Giving some selections: There are Beijing opera, a concert and Chinese acrobatics (杂技). What do you prefer?3，Recommending Beijing opera: I’d recommend Beijing opera. It’s something special you’ve probably never seen before.4，Discussing Beijing opera: I know. It’s unique to Chinese culture. But I had the chance to enjoy it during my last visit.5，Discussing the meeting time：When shall we meet?Part 3 Useful expressions and sentence patterns about introducing entertainment and tourist attractions(1) There is a … performance here on these days.。
新技能英语基础教程2教学设计unit7
1.能够读懂环保举措的英文表达方式。
2.能够简单介绍有利于环保的举措。
教学
难点
运用提示词或功能句进行对话模拟。
教学 方法
听说法、情境教学法
学习
方法
分组合作学习法
教学
媒体
多媒体
教学过程
预设 时间
教学 环节
教师活动
学生活动
设计
意图
5’
复习
复习前三课的主要内容
跟随老师复习。
巩固 旧知 识。
15’
用学 生生 活中 的图 片，激 发学 生的 求知 欲望。
15’
完成 活动 ③和 ④。
1）教师展示活动④的图标，让学生 将图片和标识进行配对。为活动 ③做准备。
2）让学生阅读活动③的内容，并回 答How many measures are there in the text?老师带领学生学习 文中的单词和词组。让学生根据 文章编写对话。
Unit 7 We have only one earth
一、单元整体解读及分析
Unit7We have only one earth!
元容析 单内分
本单兀以“环境污染、环境保护、节能”等内容为主题展开教学与学 习活动。所涵盖的语法知识为祈使句和动词-ed形式的基本用法。通过本 单兀学习，学生能够谈论地球、所居住的城市以及校园的环境状况。学 生能根据所掌握的祈使句说出如何保护环境，并能说出更多环境保护的 措施。对于有能力的同学能自够与他人就“环境污染、环境保护”这一主题 进行对话、沟通。引导学生通过本单元的学习，爱护环境，爱护地球家 园。
继续 巩固 功能 句，为 下节
课语 言输 出铺 垫。
4’
小结 并自 我评 价
全新版大学英语综合教程2 UNIT7教案
4. Organization of Text A(refer to Text Organization on page 193)
教学重点难点
1. Understanding of the title
2. Cultural background
3. Text organization
2)Bible: brought written English to ordinary people.
3)William Shakespeare: as the dictionary tells us, about 2,000 new words and phrases were invented by him, like “eyeball”, “puppy-dog”.
课程名称
全新版大学英语综合教程2
授课班级
授课教师
院部教研室
课程学时
64学时
课程学分
2学分
课程类型
□√公共基础课□学科基础课□专业基础课□专业课□专业方向课□实践类课程
□公共选修课□任意选修课
考核方式
□√考试□考查
教材
名称《全新版大学英语综合教程》2
出版社：上海外语教育出版社
出版日期2012年3月
版次
1.Understand the title
2.Acknowledgethe cultural background related to the content
3.Master the text organization
教学基本内容
1. Interpretation of the title
2. Brief introduction to History of English—the language
U7L2教学设计
附：听力原文Fang Zhou is asking Zhi Hong about her science project.FZ:Hey,Zhi Hong,what did you do for your science project?ZH:I did something about protecting the sea.FZ:Protecting the sea from what?ZH:Well,first there's pollution.That’s a big problem. And second,there's over-fishing. FZ:What's over-fishing?ZH:That's when people fish too much and the number of fish falls too low.Some fish may disappear altogether.FZ:Really?ZH:Yes, now there are too many fisher men fishing in the same place.FZ:Do you mean that there are more fishermen now than there were before?ZH:Yes,there are many more.And fishermen today have better technology so they can catch more fish than before.FZ:So there are more fishermen catching more fish?ZH:Well,they hope to catch more fish,but there are less fish to catch,so they simply can’t.FZ:That’s bad.ZH:Yes,and pollution is very bad,too.FZ:What causes pollution?ZH:All sorts:chemicals,plastic,rubbish,oil;most of them come from industrial and agricultural waste.FZ:It sounds like a big problem.ZH:Yes,it is a big problem.FZ:How have these two problems been handled?ZH:Well,some government departments are trying to deal with the situation.FZ:Are they?ZH:Yes,some look for ways to reduce pollution,some keep a record of levels of pollution,other departments are responsible for finding,you know,where it comes from and punishing people who have broken the law by causing pollution. Of course,often it’s quite difficult to find who’s responsible for pollution.FZ:Yes,I suppose it must be.What about over_fishing?What can be done about that? ZH:Well,the government tries to control the number of fish that people can catch.In the worst areas they ban fishing completely for a few months at a time so that the fish numbers can grow again.They also try to help people to get other kinds of jobs so there are less people trying to make a living from fishing.FZ:Mm,that’s a go od idea.ZH:Let’s hope it works!。
最新新编实用英语综合教程2 -Unit 7 Bidding Farewall教案资料
Unit 7 Bidding FarewellUnit GoalsWhat you should learn to do1.See off a friend and wish him/her a pleasent journey2.Make a farewell speech to:Express thanks for the host’s hospitalityAppreciate the pleasant cooperationExpress good wishes for the future3.Write a farewell letterWhat you should know about1.Two ways to prepare an English farewell speech and write a farewell letter2.Emphasis, ellipsis and inversion in a sentenceSection I Talking Face to Face1.Imitating Mini-Talks2.Acting out the Tasks3.Studying Email Information on the Internet4.Following Sample Dialogues5.Putting Language to UseSection II Being All Ears1.Learning Sentences for Workplace Communication2.Handling a Dialogue3.Understanding a Short Speech / TalkSection III Trying your Hand1.Practicing Applied Writing2.Writing Sentences and Reviewing GrammarSection IV Maintaining a Sharp EyePassage 1 :Text The Most Unforgettable Character I’ve MetI remember vividly that first English class in the last term of high school. We boys (there were no girls in the school) were waiting expectantly for the new teacher to appear. Before long, through the door came in a tall, unimpressive-looking man of about 40. He said shyly, “Good afternoon, gentlemen.”His voice had a surprising tone of respect, almost as if he were addressing the Supreme Court instead of a group of youngsters. He wrote his name on the blackboard —Wilmer T. Stone —then sat on the front of his desk, drew one long leg up and grasped his bony knee.“Gentlemen,”he began, “we are here this semester —your last —to continue your study of English. I know we shall enjoy learning with —and from —one another. We are going to learn something about journalism and how to get out your weekly school paper. Most important, we are going to try to really get interested in reading and writing. Those who do, I venture to say, will lead far richer, fuller lives than they would otherwise.”He went on like that, voicing a welcome message of friendliness and understanding. An unexpected feeling of excitement stirred in me.During the term that followed, his enthusiasm spread through us like a contagion. “Don’t be afraid to disagree with me,”he used to say. “It shows you are thinking for yourselves, and that’s what you are here for.”Warming to such confidence, we felt we had to justify it by giving more than our best. And we did.Mr. Stone gave us the greatest gift a teacher can bestow —an awakening of a passion for learning. He had a way of dangling before us part of a story, a literary character or idea, until we were curious and eager for more; then he would cut himself short and say, “But I suppose you have read so-and-so.”When we shook our heads,he would write the title of a book on the blackboard, then turn to us. “There are some books like this one I almost wish I had never read. Many doors to pleasure are closed to me now, but they are all open for you!”The end of the term came much too soon. The morning before graduation day the class suddenly and spontaneously decided to give Mr. Stone a literary send-off that afternoon —a goodbye party withm poems and songs for the occasion.That afternoon when Mr. Stone walked slowly into Room 318 we made him take a seat in the first row. One of the boys, sitting in the teacher’s chair, started off with a poem called “Farewell”; the rest of us were grouped around him. Mr. Stone sat tight-lipped, until toward the end when he slowly turned to the right and then to the left, looking at each of us in turn as if he wanted to register the picture on his mind.When we got to the last chorus of the parody, we saw tears rolling down Mr. Stone’s high cheekbones. He got up and pulled out a handkerchief and blew his nose and wiped his face. “Boys,”he began, and no one even noticed that he wasn’t calling us “men”any more, “we’re not very good, we Americans, at expressing sentiment. But I want to tell you that you have given me something I shall never forget.”Language Points1 Explanation of Difficult Sentences1. (Para. 1) Before long, through the door came in a tall, unimpressive-looking man of about 40.Analysis: The sentence ... through the door came in a tall, unimpressive-looking man of about 40 takes the structure of full S-V inversion. Inversion includes two types: full inversion and partial inversion.Full inversion is usually used in a sentence beginning with an adverbial of place (through the door in this sentence). Inversion is used to emphasize the ending part of the sentence, a tall ... man of about 40 in this case.Translation: 很快，从门口走进一个高高的、40来岁的男子，看上去其貌不扬。
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教材: 展望未来第二册课题：Getting around town课标要求(Teaching Aims)：Students will be able to talk about waxworks, interests and leisure activities and express their opinions on them by using the target language.Students will be encouraged to adopt reading strategies (reading for gist first; guess the meaning of new words from context, etc.) as well as listening skills.教学重难点(Teaching key points)：●Functional Language① Describing manner; ②Means of transport;③ Talking about distances, time and frequency; ④Giving directions.●Grammar①Adverbs of manner (-ly and irregular forms);②Questions: How far? How long? How much? How often?教学对象(Teaching Objects)：Students in Junior Two (WEFLS)教学媒介(Teaching Aids)：a micro-media computer, a cassette-player, blackboard and chalk教材全解：一、词汇及表达法详解(Words and Expressions of this unit)：●The First Double Page—Sightseeing1.sight n. [C] the sights– (plural) famous or interesting places that tourists visit名胜、风景、奇观e.g. In the afternoon, you’ll have a chance to relax or to go and see the sights.大家下午可以休息，也可以去观光。
sightseeing [U] the act of visiting famous or interesting places, especially as tourists[尤指旅客的]观光，旅游go sightseeing– e.g. We bought souvenirs and then went sightseeing.我们买了纪念品，然后就去参观旅游。
2. waxwork n. [C] 1. waxworks BrE / wax museum AmEa place where you pay to see models of famous people made of wax(名人)蜡像馆2. a model of a person made of wax 蜡像wax n. [U] a solid material made out of fats or oils used to make CANDLES, polish etc 蜡e.g. wax crayon 蜡笔3. be made of / from / in / by / into / up of1. be made of ...该短语表示“某物由……制造而成”（从制成品中可以看出原材料）。
如：The bookshelf is made of wood.这个书架是由木头制成的。
2. be made from ...该短语也表示“某物由……制造而成”（从制成品中一般看不出或难以分辨出原材料）。
如: Paper is made from wood and bamboo.纸是由木头和竹子制造而成的。
3. be made in ...该短语表示“某物由某地制造”。
如：The computer is made in Japan.这台电脑是由日本生产的。
4. be made by ...该短语表示“某物由某个人或集体制造而成”，其中介词by用来强调动作的执行者。
如：The TV set is made by the workers in the factory.这台电视机是由这个厂的工人制造的。
5. be made into...该短语表示“某种原料制成某物”，与be made of...和be made from...的意思正好相反。
试比较：Glass can be made into bottles. 玻璃可以制成瓶子。
Bottles are made of glass. 瓶子是由玻璃制成的。
6. be made up of...该短语表示“某物由……组成或构成”。
如：Animal bodies are made up of cells（细胞）.动物的身体是由细胞构成的。
The class is made up of fifty-six students.这个班里有56名学生。
4. staff n. a）[C, also +plural verb BrE英] the people who for an organization,especially a school or business<尤指学校或公司的> 全体职员，员工e.g. The school’s staff is excellent. 这所学校的教职员是非常优秀的。
We now employ a staff of 25. 我们现在雇了25名员工。
b) [plural] the members of such a group 职员、人员e.g. Joe’s in charge of about 20 staff. Joe负责管理约20名员工。
a special car park for senior staff 高级雇员专用停车场5. replace v. 1. to start doing something instead of another person, or being used instead ofanother thing 取代、接替e.g. I’m replacing Sue on the team. 我接替队里的苏。
These PCs replace the old system network.这些个人电脑替代了陈旧的系统网络。
2. to get something new to put in the place of something that has been broken,stolen etc 更换e.g. I’ll replace the vase I broke as soon as possible.我会尽快更换我打破的花瓶。
6. change n. [C, U] the process or result of something or someone becoming different变化，改变，变更e.g. 1. a change in the weather 天气的变化2. I’ve noticed a big change in Louise since she got married.我觉得路易斯结婚后发生了很大的变化。
3. changes in the immigration laws 移民法的修改4. Many old people find it hard to cope with change. 许多老人难以适应变化。
7. statue n. [C] an image of a person or animal that is made in solid material such as stoneor metal and is usually large 雕像；塑像e.g. People say Rome is a city with many statues.人们说罗马是一座有很多雕像的城市。
仅做参考：（英文：Statue of Liberty，法语：Statue de la liberté）自由女神像，又称“自由照耀世界”（英语：Liberty Enlightening the World，法语：Libertééclairant le monde）作者：巴托尔迪、维雷勃杜克,时间：1874～1884年,材质：钢、铜,规格：高46米（加基座为93米），重229吨.The Statue of Liberty (Liberty Enlightening the World, French: La Liberté éclairant le monde) is a colossal neoclassical sculpture on Liberty Island in New York Harbor, designed by Frédéric Bartholdi and dedicated on October 28, 1886. The statue, a gift to the United States from the people of France, is of a robed female figure representing Libertas, the Roman goddess of freedom, who bears a torch and a tabula ansata (a tablet evoking the law) upon which is inscribed the date of the American Declaration of Independence. A broken chain lies at her feet. The statue has become an icon of freedom and of the United States.比较一下：8. sculpture 1. n. [U] the art of making solid objects representing people or animals outof stone,wood, clay etc 雕刻艺术e.g. a talent for sculpture 雕刻天才2. n. [C, U] the objects produced in this form of art 雕刻（雕塑）作品e.g. an interesting abstract sculpture 有趣的抽象派雕塑作品sculptor n. [C] someone who makes sculptures 雕刻家，雕塑家9. contain v. to have something inside, or have something as a part 包含，容纳，装盛e.g. 1. He opened the bag, which contained a razor, soap and a towel.他打开袋子，里面有一把剃须刀，一块香皂和一条毛巾。