unit 5 minutes and note-taking
Unit5+口语课教案 高中英语人教版(2019)必修第一册 (1)
Unit5口语课教案Explore Different Kinds of English一、Teaching Objective:The main objective of this lesson is to explore different kinds of English language skills and techniques. Students will be able to understand and apply various forms of English, such as spoken, written, and creative expression. This will help them improve their overall English language proficiency.二、Teaching Points:1. Different forms of English language skills and techniques2. Importance of mastering different types of English3. Strategies for improving English language skills in each form4. Engaging in group discussions and activities to practice these skills三、Teaching Key Points:1. Understanding the different forms of English language skills and techniques2. Applying these skills in real-life situations3. Improving overall English language proficiency through diverse learning methods四、Difficulties:1. Overcoming the fear of making mistakes when practicing different forms of English2. Maintaining focus and engagement during group discussions and activities五、Student Analysis:This class is designed for high school students who are at an intermediate level of English language proficiency. They should have a basic understanding of grammar rules and vocabulary, but may struggle with applying these skills in real-life situations or expressing themselves creatively in English.六、Teaching Process:1. Introduction (5 minutes)-Briefly introduce the topic of exploring different kinds of English and their importance in today's globalized world.- Discuss common challenges that students may face when learning English and how this class can help overcome them.2. Formative Assessment (10 minutes)-Have students work in pairs to discuss their favorite ways to practice English (e.g., reading, writing, listening, speaking) and why they enjoy these activities.-Encourage students to share examples of how they have used English in their daily lives.3. Learning Objectives (15 minutes)-Introduce the different forms of English language skills and techniques (e.g., spoken, written, creative expression).-Discuss the benefits of mastering each form and how it can improve overall English language proficiency.- Provide examples of each form and discuss strategies for improving each skill.4. Application (20 minutes)-Break students into small groups and assign each group a specific form of English language skill or technique to explore (e.g., poetry writing, storytelling, debate).- Have students engage in group discussions and activities related to their assigned skill, using a variety of resources (e.g., books, articles, videos).- Encourage students to share their findings with the class and provide feedback on each other's work.5. Closing (5 minutes)- Review the key points covered in the lesson and emphasize the importance of practicing different forms of English in order to improve overall proficiency.- Ask students to reflect on what they learned in this lesson and what they plan to do differently moving forward to improve their English language skills.七、Homework:1. Write a reflection paper on the different forms of English language skills and techniques covered in the lesson. Discuss how you can apply these skills in your own life to improve your overall English language proficiency.2. Practice a new form of English language skill or technique outside of school by setting aside time each day to engage in the activity (e.g., reading a book in English, watching a movie without subtitles, joining an online forum to practice writing).3. Share your progress with your teacher or classmates by presenting your reflection paper or sharing your experiences practicing a new form of English language skill or technique.。
note-taking听力原文
note-taking听力原文【释义】note-takingn.记笔记，随手记【短语】1Note-taking Skills记录技巧;笔记技巧;笔记技能2Listening¬e-taking听讲与笔记记录3note taking in Interpreting第三单元4Note-taking Exercises记录练习5Note taking笔记记录;记录笔记;笔记备忘;是要熄火6Minutes and note taking会议记录与会议笔记7English Note-Taking Skills口译英文笔记训练8Chinese Note-Taking Skills口译中文笔记训练9Note-Making&Note-Taking充分利用笔记优势【例句】1They listened to the same lectures and were told to use their usual note-taking skills.他们听了相同讲座，并被告知要使用他们日常的笔记技巧。
2Evernote is the most ubiquitous digital note-taking tool.Evernote是使用最普遍的电子笔记记录工具。
3However,the class was primarily a lecture with note-taking.这个课程基本上都是传授，不用做笔记。
4Its content is in a form somewhere between note-taking and writing.其内容是一种介于笔记和书写之间的形式。
5Note-taking,cataloging,and bookmarking service Evernote divides people.集笔记，分类和书签功能于一身的服务Evernote将人划分成两类。
6You don’t need a computer to take notes—good note-taking is not transcribing.你根本不需要电脑来作笔记——好的记笔记的方法并不是抄录。
施心远听力教程1(第三版)第二单元文本与答案解析
Unit 2 Visiting a New PlaceSection 1 Tactics for ListeningPart 1 PhoneticsA. Listen and repeat1. Oh, you need some lean meat, some vegetables, some butter, flour, salt.2. I’d like to. But I can’t.3. A: I had a call from Bill.B: From Bill? Who’s Bill?A. He’s a very special friend of mine. He telephones me from overseas. Every day.B. Complete the following short dialogue as you listen to the tape. Pay special attention to the weak forms, link-ups and contractions.Woman: Good evening.Man: Good evening. Can you (1) make up this prescription, please? Woman: Certainly. (2) Would you like to wait?Man: How long (3) will it take?Woman: (4)It’ll be ready in twenty minutes.Man: Oh, (5) I’ll come back later.Woman: All right, sir,Man: (6) Shall I pay now or later?Woman: (7) Later’ll be all rightPart 2 Listening and Note-takingExercise:Where they are ① now Cinema ④Bridge Street ⑦Station ③Tapescript:Man: Excuse me. How can I get to the station please?Woman: The station, the station, the station ...let me see. Ah, yes. You can go down ... no. Go straight on until you come to a cinema. Let’s see now— that’s the second turn on your right. The cinema’s on the corner. Turn right at the cinema and you’ll be in Bridge Street. I think it’s Bridge Street. Go along Bridge Street for a few minutes and then take the second — no, not the second, the first, that’s fight, the first turning. On your left. The station is straight ahead, right in front of you.Man: So that’s second right and first left. Thank you very much. That’s very kind of you.Woman: Don’t mention it.Section 2 Listening ComprehensionPart 1 Words or Message?A. Listen to two sentences. Is it “eligible” or “illegible”? Tick the right box.1. No one knows why the most prescriptions written by doctors are almost illegible, including those in the general hospitals.2. The people in the United States are eligible to claim a refund if they buyanything undesirable within 30 days.B. Listen to some sentences and rewrite them with the help of the clue.1. His knowledge of English is very limited.2. At time have I have a member of that club.3. Little is known about that primitive tribe.He speaks very little English.I have never been a member of that club.Nobody knows about that primitive tribe.Part 2 DialoguesDialogue 1 Welcome to BristolExercise A: Listen to the dialogue and decide whether the following statements are true or false. Write T or F in the space provided. Discuss with your classmates why you think the statement is true or false.T 1. Etienne Bertrand is from Switzerland.(I’m Etienne Bertrand, from Switzerland.)T 2. The Bakers are expecting Mr. Bertrand.(Mrs. Baker says “Hello, Etienne. Come in. Welcome to Bristol.”)T 3. There have probably been hijacks in recent days.(Mr. Baker says “How was your trip? No hijacks?” and Etienne answers “No, it was all fight, thank you/” We may draw a conclusion that they were serious.)F 4. The plane was late because there had been a hijack attempt.(The plane was late probably because it was the holiday season.)T 5. The airport is usually crowded at this time of the year.(It is the holiday season.)T 6. It is probably still cold.(Mr. Baker mentions central heating and tells Etienne to use extra blankets if he feels too cold.)F 7. The central heating doesn’t work.(It doesn’t work very well.)T 8. Mr. Baker can’t find the blankets.(Mr. Baker asks Mrs. Baker where the blankets are.)Exercise B: Listen to some extracts from the dialogue and complete the following sentences with the missing words.Mrs. Baker: Hello, Etienne. Come in. Welcome to Bristol.Etienne: Hello. Pleased to meet you, Mrs. Baker.Mrs. Baker: Oh, call me Nicola. And this is my husband, Nigel.Tapescript:Etienne has just arrived in England,Etienne: Hello. Are you Mrs. Baker? I’m Etienne Bertrand, from Switzerland. Mrs. Baker: Hello, Etienne. Come in. Welcome to Bristol.Etienne: Hello. Pleased to meet you, Mrs. Baker.Mrs. Baker: Oh, call me Nicola. And this is my husband, Nigel.Mr. Baker: How was your trip? No hijacks?Etienne: No, it was all right, thank you. But the plane was late and the airport was crowded.Mr. Baker: Well, it’s the holiday season. You expect it at this time of the year. Here, let me take your bags upstairs.Etienne: Oh, that’s all right. I’ll take this one. It’s heavy.Mr. Baker: Well. Here’s your room. I hope it’s big enough for you and not too cold. We do have central heating but it doesn’t work very well There are extra blankets in the cupboard, I think. Oh, well… Nicola, where are the blankets? Let’s go down and meet the rest of the family.Dialogue 2 Have You Ever Lived Abroad?Exercise A: Listen to the interview and complete the following questionnaire.•Questionaire•Name: Phyllis Nationality: British•Being abroad:•Yes:√No: _______•If has been abroad:•Country: Australia•Length of stay: 12 years•Where were his family during his stay in that country: They were with her.•Advantages of living in that country: good climate; relaxed at work aswell as socially•Time when he returned home: ten years agoExercise B: Listen to some extracts from the dialogue and write down what the speaker really wants to say.1. Home to me is being near the people you’re fond of.2. And presumably they came back to the U.K.?Tapescript:Interviewer: Have you ever lived abroad, Phyllis?Phyllis: Yes, I have actually. What about you?Interviewer: No, unfortunately I haven’t.Phyllis: Oh, what a shame!Interviewer: Where did you live when you were abroad?Phyllis: I lived in Australia.Interviewer: Really? That’s a long way away.Phyllis: Uhm, uhm, yes!Interviewer: How long were you there for?Phyllis: I was there for twelve yearsInterviewer: Oh! What a long time!Phyllis: Yes. Rather,Interviewer: Erin. So how long have you been back in the UK?Phyllis: I’ve been back about, erm, ten years now.Interviewer: Uhm. When you were in Australia, did you think of it as yourhome?Phyllis: Well, it depends on what, you mean by home. When 1 was... home to me is being near the people you’re fond of.Interviewer: Uhm, yeah. So does that mean that your family were with you in Australia?Phyllis: Yes, they were there with me.Interviewer: And presumably they’ve ... they came back to the UK?Phyllis: Yes, they did. They came back with me.Interviewer: Uhm. If you had a choice, where do you think you’d be living now? Phyllis: Oh. I would really like to go back to Australia Interviewer: Oh, yeah? Why’s that? Phyllis: Well, for one thing, it’s the climate.Interviewer: Uhm.Phyllis: And, er, secondly, it’s ... very relaxed.Interviewer: Oh? In what way?Phyllis: Well, you know, the wave of life, nobody hurries.Interviewer: Uhm. Is that at work as well as socially? Phyllis: That’s right, everythingPart 3 Passage Welcome to London!Exercise A: Listen to the passage and choose the best answer to each of the following questions.1. How many tourists pour into London in the summer?2. What will happen to Oxford Street?3. How about the food and weather in London?4. Which of the following is not one of the many obvious tourist attractions mentioned in London?5. Where can travelers find a good introduction to the historical London?6. What does “democratic” refer to?7. What does the speaker say about shopping?8. What does the speaker say about eating?1. A2. A3. D4. D5. B6. C7. A8. BExercise B: Complete the following sentence with what you have remembered.You can spend a lot of money, in shops from aristocratic Knightsbridge to democratic Marks and Spencer.Tapescript:Welcome to London! You and seven million other tourists will fill Britain’s capital city this season, jostling* each other along Oxford Street, getting lost on the Underground, staring at Buckingham Palace, and complaining about the food and the weather.What can you do when you’re here? There are the obvious tourist attractions of royal London, the London of pageantry* and soldiers in fancy uniforms. There is historical London, with the ancient buildings and magnificent churches. A good introduction to all this can be found in the London Museum in the Barbican*.You can spend a lot of money, in shops from aristocratic* Knightsbridge* to democratic Marks and Spencer*, all of them anxious to receive travellers’cheques in almost any currency. There are many hotels at your service, and your chambermaid may well be able to talk to you in your own language —though probably not in English, Restaurants are here by the hundred. You can eat your way round the world in London, from China to Argentina*, though you may have a bit of a job finding good English food.Section 3 Oral WorkPart 1 Questions and AnswersExercise: Listen to the dialogue and then answer some questions about it. You will hear the dialogue and the questions only once. Answer each question witha complete sentence after you have heard it.1. What did the woman order?(She ordered the roast beef.)2. What would the woman like to have as a starter’-(She would like to have the garlic mushrooms.)3. What vegetables does the restaurant offer?(It offers cauliflower and carrots.)4. What vegetable did the woman order?(She ordered carrots.)5. What sort of drink did she order?(She ordered a glass of water.)6. She ordered a dessert, didn’t she?(No, she did not order any dessert.)7. Did the woman like the bread served?(No, she didn’t like it.)8. Why didn’t she like the bread?(Because it was stale / not fresh.)Tapescript:Man: Are you ready to order?Woman: Er, yes, please. I’ll have the roast beef.Man: Uhm, Would you like a starter?Woman: No thanks, oh, why not? I’ll have the garlic mushrooms please. Man: And would you like salad or vegetables with your roast beef Woman: Er, what vegetables have you got?Man: Cauliflower and carrots.Woman: Er, have you got any cabbage?Man: No, I’m afraid not.Woman: Oh, well, never mind, I’I1 have the carrots.Man: Carrots. Can I get you anything to drink?Woman: Er, just a glass of water.Man: And would you like anything for dessert?Woman: No thanks.…Woman: Excuse me?Man: Yes?Woman: I’m afraid this bread is stale.Man: Oh, I’m terribly sorry, I’ll get you some fresh, madam.Part 2 RetellingIt was Monday morning. Betty left home early that day because she was going to start work at an office. She was only sixteen and this was her first job. Unfortunately, the traffic was so dense that she was a few minutes late When she arrived at the office.When she entered the office, she saw Mr. Crump, her boss, speaking to the people in an angry voice. She was very afraid and didn’t dare to say anything.Later that day, she found out what had happened, As a rule, Mr. Crump came to the office at about 9:30, because he lived a long way out in the country and came up by train every day. That morning, however, he happened to catch an earlier train, and when he arrived at the office, he was greatly annoyed to see that no one was working. All the clerks were standing around, smoking, laughing and telling jokes.Section 4 Supplementary ExercisesPart 1 Listening Comprehension Entertainments in LondonExercise: Listen to the passage and choose the best answer to each of the following questions.1. When was London known as “Swinging London”?2. Why are so many people attracted to visit London?3. Why is the British Theatre world-famous?4. Where are the films shown in a large number of cinemas from?5. What does “take your choice” mean here when the concert is mentioned?6. Which are the best places to go when it rains?7. How can a traveler get to Greenwich?8. What does the speaker think of making a trip to London?1.C2. A3. D4. B5. D6. C7. B8. DTapescript:You come, of course, from all over the world, attracted by the comparative cheapness of London and its relatively new reputation as a good place to have fun — a reputation which really only dates from the mid 1960’s, that era* of “Swinging London,”* of pop stars and fashion photographers and dress designers.There’s certainly no lack of entertainment. The British Theatre is world famous, and offers everything from Shakespeare to West End comedy*. There’s a large number of cinemas presenting films from all over the world.Every night of the week there are concerts. Classical or pop, take your choice. And of course night clubs will be happy to take large quantifies of cash from you in return for the illusion* of being sophisticated* and perhaps slightly wicked*. When it rains (and it will rain) there are museums and art galleries to give you shelter— and they’re free! When it’s fine, take a boat trip along the River Thames, downstream to Greenwich* or upstream to Hampton Court*.You may be exhausted by London; you may be cheated in London; you may not be able to get a drink when you want one, thanks to the ridiculous licensing laws; you may get wet and catch a cold; but you’re not likely to be bored.Part 3 Video British Pub Tradition Under ThreatExercise:1. Why are pubs important for British people?For hundreds of years, British pubs have been at the center of social life. They are the places where people can go for a pint of beer and lively conversation.2. Why is pub culture changing recently?According to Bridget Walsh, people tend to go restaurants instead of pubs and they buy cheap booze in supermarkets and drink it at home.3. What makes British pub business go downward?They are the poor economy, a ban on smoking inside and high taxes on beer consumed at pubs.4. How does Stuart Mills, an entrepreneur, view the rapidly deteriorating economic conditions?He sees the economic downturn as an opportunity and runs an Internet service to get more people into pubs by allowing them to have their mail delivered to their local pub.5. Do you think British pubs will dry up someday?I’m afraid not. The British love of beer and the rare British summer day is a good reason for them to have a pint of beer in the pub.Tapescript:For hundreds of years, British pubs have been at the center of social life. The place to go for a pint of beer and lively conversation. But Britain’s pubs are under threat. The poor economy, a ban on smoking inside and high taxes on beer consumed at pubs are all putting pubs under pressure. Bridget Walsh has been in the business for 42 years. She says pub culture is changing.“People aren’t going into pubs the way they used to years ago. They tend to go restaurants. They tend to buy cheap booze in supermarkets and drink indoors, because people have entertainment indoors these day,” she said.It’s not just indoor entertainment people are looking for. Pubs—once smoke-filled rooms—are no longer. Smokers have to go outside these days. That’s hurt business too. “If they can’t have a pint and cigarette, you might as well drink at home,” Walsh adds.At the annual Great British Beer Festival in London, there are hundreds ofbeers, bitters, ales and plenty of enthusiasts. One might almost believe that pubs will be forever. But Neil Williams from the British Beer & Pub Association says the problem is serious.“Fifty-two pubs are closing every week here in the U.K., and that’s a big increase and, if we don’t take action, we’re going to lose a lot of our much-loved community pubs,” he said.Williams says taxes on beer served in pubs rose by 20 percent in 18 months. All in all, he says it’s a difficult time.“Unfortunately, the smoking ban coincided with a lot of other very adverse trading conditions: rising costs, we had rapidly deteriorating economic conditions, plus hug tax increases, so we’ve likened it to a perfect storm,” he said.Stuart Mills, an entrepreneur, sees the downturn as an opportunity. He runs an Internet service that allows customers to have their mail delivered to their local pub.“What we’re really trying to do is to do two things, to get more people into pubs more often, but also really to help pubs cement their position at the heart of their local communities,” Mills explains.Tastes here are changing though. Wine bars, a recent trend, are taking away some of the business for pubs. But the British love of beer and the rare British summer day will mean, pub owners hope, that business will never totally dry up.。
英语教学法(1)教材复习提要
5109英语教学法（1）试题复习提要教材《英语教学法》（1）（开卷）I: Basic Theories and Principles:Unit 1 Introduction1.The Grammar-Translation Method2.syllabus be organizition ?3.Functional-Notional Approach4.characteristic of acquisition5.Behaviorism6.The Humanist Approach?7.Audio-lingual Method8.Direct method9.What does TPR stand for?10.L inguistic competence ，Communicative competence，Discoursecompetence11.t he description of a function12.d ifferent types of syllabus13.W hat is “Needs Analysis”?14.S tage of course designUnit 2 the Communicative Approach重点单元15.T he basic characteristics of Communicative Approach16.d ifference between oral and written communication17.c ommunicative language teaching18.r oles of teachers19.c ommunicative activitiesUnit 3 Focus on Reading20.m ajor reading strategies: skimming, scanning, inferring21.t hree stages of teaching reading: pre-reading, while-reading,post-reading22.t he top-down approach of reading , The bottom-up approach ofreading, The interactive approach of readingUnit 4 Focus on Listening23.T he major listening skillsListening for gist, listening for specific information, listening for detailed information, inferring, note-taking24.T ree stages of teaching listening: pre-listening, while-listening,post-listeningUnit 5 Focus on Speaking25.Speaking syllabus26.The PPP model27.conversational technique28.features of spoken English29.designing a speaking activityAppendix: Focus on Pronunciation30. liaison in pronunciation, articulation, stress ,rhythm30.e rror tolerationII: Lesson Plan重点复习《英语教学法》（2）Unit 9 Lesson Planning，也请参考相应章节的具体教学法，如设计阅读课程参考阅读的教学法。
学术英语(第二版)医学教师用书Unit 5
UNIT 5 Healthy LivingTeaching ObjectivesAfter learning Unit 5, Ss are expected to accomplish the following objectives:Teaching Activities and ResourcesPart 1 ReadingText ALead-inSuggested teaching plan1.Start the class by brainstorming how health has been and should be defined. AskSs about their ideas and share beliefs and experience in this respect.2.Lead Ss to do Task / Lead-in.Key to the task1) Balancing calories:•Enjoy food, but eat less•Avoid oversized portions2) Increasing consumption of certain foods:•Whole grain•Fat-free or low-fat (1%) milk•Fruits and vegetables3) Reducing consumption of certain foods:•Low-sodium foods•Sugary drinks3.Introduce the topic of Text A as a natural continuum of Lead-in.Text ComprehensionSuggested teaching plan1.Chronic diseases have constituted a primary threat to health and well-being of theglobal population, and the chronic diseases have much to do with lifestyles. With that in mind, T may start the class by eliciting Ss’ perception of health, chronic diseases and healthy lifestyles.2.Analyze the text and lead Ss to discuss, integrating Task 2 / Critical reading andthinking / Text A into analysis and discussion. The presentation topics should be assigned to individual Ss for preparation at least one week in advance. Ask other Ss to preview the text with the guidance of the presentation topics.3.Integrate Task 2 / Language building-up / Text A when an expression of causeor effect is covered.4.When analyzing the text, ask Ss to pay special attention to the sentences listed inLanguage focus below.5.If time allows, ask Ss to do Task 1 / Critical reading and thinking / Text A inabout five minutes. Check out the task by asking one or two Ss to read their answers. This is done to get an overview about the text.Language focus1.The rise in chronic disease incidence and prevalence is paralleled by anunrelenting rise … (P110, Para. 2)parallel作为及物动词表示“使……与……平行”，此处用在被动语态中，可译为：慢性病发病率和患病率的上升与不健康生活表型的持续上升相伴相生。
全新版大学英语综合教程第二册教案Unit3Book2
全新版⼤学英语综合教程第⼆册教案Unit3Book2Unit 3 The Generation GapI. Teaching ObjectivesStudents will be able to:Students will be able to:1understand the main idea (Father meddled in children?s affairs with good intentions, but only to find his efforts unwelcome) and structure ( three settings, three scenes) of the text;2 appreciate the basic elements of a play;3 grasp 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 ofthe 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 43: Sean and I will have a man to man talk.2. Line 45-47: And I just wanted you to know that I?ll do anything I can to help him through life?s dangero us sea.3. Line 103: My treat, I told him. And of course, he was glad to accept..IV. Teaching Materials: Power point and materialsV. Teaching Methods: Lecturing, practicing and discussing.VI. Teaching Timing: 8 sessions of classVII. Teaching Process:1st -2nd periods:Pre-reading; Teacher?s Introductory Remarks and Students? Discussion related to the topic.3rd -4th periods: While-Reading (Understanding the title of text A; Analyzing the organization of the text; Explaining Difficult sentences and language points in the text; Summing up the main idea of the text)5th-6th periods: Dealing with the exercises after Text A. Check on Ss? home reading (Text B); Post-Reading Task: Theme-Related Language Learning Tasks7th-8th periods: Listening and speaking tasks.A. Pre-reading tasks1 T asks Ss the following questions on the song The Times They Are A-changing?: ( 5 minutes)---Who should be sitting up and taking notice？Why? (parents, politicians, writers and critics should listen up, because the times are changing so fast that one can?t be content with one?s old way of life)---What does the singer think of his parents? way of doing things? ( outdated)2 Pair interview ( 23 minutes)1)T dictates to Ss the following list of questions:---When are your parents? birthdays and their wedding anniversary?---Do your parents celebrate your birthday? How about their own birthday celebration?---In your parents? eyes, what are you interested in?---In your eyes, what are your parents interested in?---In what areas do your parents want you to improve?---In what ways do you want your parents to improve?---Tell of an instance when your parents and you disagree over something.2)Ss form pairs to interview each other. If there is an odd number of Ss in theclass, one group may consist of 3 Ss. The interviewer must note down the answer from the interviewee.3)Some Ss report interview results to class.3 T may lead in to Text A by saying: As we find from our interviews, parents and children do not often see eye to eye. When parents interfere with their children?s affairs, they believe that they are doing so in the interest of their children. However, the children may not be grateful, as is the case in the play we are going to study, Father Knows Better. When you read on, I want you to bear this questionin mind: despite their complaints, the Thompson children actually love their father very much. Do you yourself show similar attitudes towards your own parents?( 2 minutes)B. While-reading tasks1 A brief introduction to play ( 25 minutes)1)T writes down on the blackboard the major components of a play: characters,settings, stage directions, language, conflicts, climax, and theme.2)Ss identify the characters in this play.3)Ss read the directions for Text Organization Exercises 1 and 2, then scan theplay to divide it into three parts. T may drop a hint: just read the stagedirections put in brackets.4)T explains the functions of stage directions: to set up stage properties in theproper place; to indicate a change in setting; to direct actors? movements, gesture, facial expression, tone of voice, etc. Then T draws the followingillustration on the blackboard:5)T invites one S to read aloud Heidi?s speech to the audience at the verybeginning of the play, then ask another S to re-create Heidi?s words into a complete and grammatical paragraph. They may refer to Writing Strategy to see the stylistic differences between speech and writing.6)T defines conflicts as the essence of a play, a clash of actions, ideas, desires orwills. It may happen in three forms: man against man, man againstenvironment, man against himself. When a conflict develops to the mostintensified point, it becomes a climax. T asks Ss to find out the form(s) of conflict in this play as they later go through the text.7)T explains that, unlike a novelist or short-story writer, a playwright can notcome forward, interrupt the action, and tell the audience what he/she means by a certain scene or explain to them what is going on in the minds of the characters. The audience must conclude by themselves what theme of the play is. T tells Ss that they will do so at the end of reading this play.2 T explains language points in Part I and gives Ss practice ( see Language Study).( 15 minutes)3 Ss sum up the main conflict in Part I. ( 3 minutes)4 T explains language points in Part II and gives Ss practice ( see Language Study).( 25 minutes)5 Ss sum up the main conflict in Part II.( 3 minutes)6 T explains language points in Part III and gives Ss practice ( see Language Study). ( 15 minutes)7 Ss sum up the main conflict in Part III.( 3 minutes)8 Ss sum up the theme of the play. ( 6 minutes)C. Post-reading tasks1. The way they are (25minutes)1)Ss form groups of 3-4, re-read Part Ⅱ. Based on it, they will come up with abrief summary of the characteristics of Mother, Father, and the children (see Text Analysis). T may give Ss the following model:“Father shows great respect for Mother. He pulled the chair for her before dinner, and obeyed her commands like …do go on?, …do get on with it?, …don?t keep us in suspense?. Besides, although Father was pleased with what he had done for Diane, he had learned from experience that his efforts were not always welcome. That way why he could quickly realize his blunder, as made clear by sentence …I do? Yes, I guess I do. I?ve…done it again, haven?tI ??2)When Ss discuss within the group, the following questions might help:---- How did Mother address Father and her children?---- How many do?s and don?ts did she use? What do they tell about her character?---- On whose side Heidi and Sean stage whisper to each other?---- What did Sean tell Father that “I do believe Diane would like to know the surprise?”---- How did Diane feel when she said “Thank you, Sean. I owe you one”?---- What were Diane?s reactions during the scene?3)Several groups report their summaries to the class.2. T guides Ss through some after-text exercises. (25 minutes)3. T checks on Ss? home reading (Text B) (3 minutes)4. Ss so Part Ⅳ: Theme-Related Language Learning Tasks. (1 period)5. T asks Ss to prepare for the next unit: (2 minutes)1)do the pre-reading task;2)preview Text A.VIII. Assignments:Assignments for 1st and 2nd periods:Vocabulary Exercises I, II, III in Text A●Listen to the recording of the textAssignments for 3rd and 4th periods:●Review what have been learned in class●Comprehensive Exercises, I, II in Text A●Read the text fluently and imitate the pronunciation and intonation of therecordingAssignments for 5th and 6th periods:●Review what have been learned in class●Language Practice in Text B●Preparations for paragraph recitation and dictation of new words andexpressions in Unit 3Assignments for 7th and 8th periods:●Review what have been learned in class●Home listening: Task 1, 2 and 3●Previewing text A in Unit 4IX. Teaching Reflection:Try to listen to the feedback of the students during and after the course, analyze the weaknesses in teaching and improve the methods as much as possible.The feedback from the students:The methods taken to improve the teaching and learning:X. Appendix: Teaching Contents:A. Text AnalysisAlthough a playwright can?t come forward to speak directly readers, we may still form a mental picture of what each character is like.Let?s take Part Ⅱfor example. From the way they speak, their tone of voice, their facial expressions and their actions, we find Father, Mother and the three Thompson children life-like.Since a brief discussion of Father?s characteristics is given as a model in the Suggested Teaching Plan, here we will focus on Mother and the children.As we notice, in her speech Mother uses quite a number of do’s and don’ts, pleases, dears, and sweetheart’s. She is the real head of the Thompson household, giving out commands to her children as well as her husband. Moreover, most times her orders are respected. On the other hand, knowing her children?s attitude towards Father?s meddling, she tries to maintain the peace, as in the in stance when she maintains Father?s dignity by telling the children “Don?t interrupt”, “Don?t distract your father”, and “give your father the respect he deserves”, or when she tries to divert the conversation by talking about her dessert.The Thompson chil dren respect Mother, as shown by their frequent “Yes, Mother” and “Sorry, Mom”. On the other hand, they are used to Father?s meddling with their affairs. When Sean and Heidi find out that this time the bad luck had befallen Diane, they can afford to stand back and poke a few bemused comments. Diane?s feelings are entirely different, though. She is put on guard when Father tells her “I have a surprise for you.” Then she is embarrassed as Father mentions her feelings toward young Kyle. Later, as Father goes on delaying telling the truth, she becomes hysterical. Finally, when she learns the truth, she loses her temper.Isn?t it a wonder that words can tell so much about people?B. Cultural Notes1.Family life: Some families are very child-centered. The closest families eat meals at the same time and spend their free time together. Some families, however, only see each other for a short time in the evening, and though the children are still considered important, they have to fit in the lives of their parents.The average day for many families begins with getting the children up and ready for school. There is usually a rush for everyone to use the bathroom, find clean clothes, eat breakfast, and catch the bus. In the meantime the parents have to get ready for work themselves. Early mornings are a scramble for many families.The school day usually ends at about 3 p.m. in the US and 4 p.m. in Britain, and the working day at 5 p.m. or later, so many parents have to make arrangements for their children after school. They may go to an after-school center or stay with a neighbor?s children. Older children often do activities like sports or music at their school, or go home and do their homework. Children often also have to do chores.In many families, the children eat when they get home and their parents eat later. In the evenings the children play or go and see friends. If everyone is staying in they may watch television together. Many parents make an efforts t spend quality time with their children, an hour or so each day when they give them the full attention.American families are often criticized for the way they do things separately, though many people believe that it is good for children to learn to be independent. From an early age children are encouraged to decide what they want to do, eat or wear, and their parents try to respect their opinions.2. Part-time job: Many American teenagers earn a good portion of their college expenses by working during the summer as waiters or waitress, construction workers, mother? h elpers, gas station attendants, telephone operators or messengers. They are not concerned with status. Being unskilled, they try to find jobs at whatever level they can. They seek not only money, but also experience. They learn work habits, responsibility, the ability to take orders and to get along with a boss and different kinds of people.C. Language Study1. location n. a place or position 场所；位置e.g. With nesses showed the police the exact location of the accident.The school is going to move to a new location2. dine vi. eat dinner 进餐dine out having an evening meal away from home 外出进餐e.g. It?s Jan?s birthday, so we are dining out tonight at a special little restaurant we know.3. embarrass vt. make (Sib.) feel awkward or ashamed 使窘迫；使不好意思e.g. I chose my words carefully in order to avoid embarrassing anyone.It embarrassed him that he had to give a talk in front of a lot of people. adj. embarrassed: (sb.) shy, guilty or ashamed about sth.e.g. I was really embarrassed when I knocked the cup of tea over my teacher.4. dumb a. foolish; unable to speak 愚蠢的；哑的e.g. He was so dumb that he left his keys at home again.Don?t be dumb. You can?t get a loan from the bank if you are laid-off.Children born deaf and dumb can nowadays be taught to speak and lip-read.Martin was born dumb, but he has still managed to get a good job.5. unison n. ⼀致；齐唱；齐奏in unison acting in the same way at the same time ⼀致地；⼀起e.g. The children find it difficult to play their instruments in union.The international community is ready to work in unison against terrorism.6.consist vi. 组成，构成consist of be made up of 由…组成e.g. The book consists of essays written over the last twenty years.The committee consists of scientists and engineers.7. palm n. (1)⼿掌；掌状物（2）棕榈树vt. 把---藏于⼿（掌）中palm off to persuade someone to accept sth. because you do not want it and it has no value⽤欺骗⼿段把---卖掉e.g. She tried to palm her old car off on me.她设法骗我买下她那辆旧车。
学术英语医学Unit5
has many benefits: controlling calories; ensuring provision of fiber, photochemicals, vitamins, and minerals; and 2)
5. walking as one of the best exercises
• easy to do it anywhere • no need to be a super athlete • good for
-heart -weight control
Unit 5 Healthy Living
2. tips on going to see doctors enough
Pick a day and make all of your doctor’s appointments
• a screening with the dermatologist • a mammogram if you are a woman • a Pap Smear and check-up with gynecology
4. ways to get relaxed
• Reading • Walking
Unit 5 Healthy Living
Listening
Suggested answers
Task 1 Watch the video and take notes about the following points. Try to use the note-taking symbols you have learned in Units 4 and 5.
听力原文+答案 UNIT 5
UNIT 5Section One Tactics for ListeningPart 1 PhoneticsExercise: Complete the following short dialogue as you listen to the tape. Pay special attention to the weak forms, link-ups and contractions.Woman 1: Oh did he I don't (1) believe it!Woman 2: And so I said...Waiter: Yes, what (2) would you likeWoman 2: Oh, I don't know. Just let me (3) have a look at the menu. Let me see ...Woman 1: Erm. I'll have a cheeseburger, chips (4) and a large coke.Woman 2: Ugh! I hate cheese. (5) I'll have a beefburger and chips.Waiter: Anything elseWoman 2: (6) Have you got any orange juiceWaiter: Large (7) or smallWoman 2: Small, please. So anyway, (8) and then 1 said... Part 2 Listening and Note-Taking1.Prices on a Tokyo stock market rose more than 5%. The Nikkei closed at 17,686 points.2.The Dow Jones Industrial Average went up a modest 14 points to — a fractional gain for the "blue-chips." The Standard and Poor's 500 index closed l0points higher — less titan 1%. The technology-weighted Nasdaq composite gained about 40 points over 1%.The US economy may be slowing, but the latest data shows it is still vibrant. US consumer confidence bounced back this month. And sales of existing homes in June rose a surprising % — a stronger-than-expected jump.Exercise: Listen to some statements. Fill in the blanks with the correct numbers.Section Two Listening Comprehension Part 1 DialoguesDialogue 1 Are you ready to orderWaiter: Are you ready to orderWoman: Er, yes, please. I'll have the roast beef.Waiter: Mhm. Would you like a starter'Woman: No, thank ... oh, why not I'll have the garlic* mushrooms* please.Waiter: And would you like salad or vegetables with your roast beefWoman: Er, what vegetables have you gotWaiter: Cauliflower* and carrots.Woman: Er, have you got any cabbageWa/tel: No, I'm afraid not.Woman: Oh, well, never mind, I'll have the carrots. Waiter: Carrots. Can I get you anything to drink Woman: Er, just a glass of water. Waiter: And would you like anything for dessert Woman: No, thanks.Exercise: Listen to the conversation between a woman and a waiter.Complete the following form.Order Form4TableStarter.' garlic mushroomsMain course: roast beef with carrots Drinks: a glass of waterDialogue 2 two 74s please At MacArthur's, a hamburger restaurant in Putney, near Wandsworth.Dave: I still don't understand why you had to see your grandmother on Saturday evening.Carol: Well, it was a sort of family thing. Everyone was there. I'd completely forgotten aboutthe concert. Anyway, my mum would have been upset if I hadn't gone.Dave: She wouldn't have been, surely She would have understood. You could have told heryou had tickets.Carol: 1 said I forgot.Waitress: Are you ready to order nowDave: Yes. Two 74s, please — one medium and one rare -Oh -------------- a nd two salads.Waitress: And to drink Carol: Coffee for me. Dave: Two coffees, please.Carol: And you haven't phoned mee at all during the week. You're too busy with your cycle club. If you'd phoned me on Friday night, 1 wouldn't have forgotten. Dave: But you know I ~o training every Friday night. Carol: I'm sorry but it's just that... Dave: WhatCarol: Well. I wish you wouldn't take me for granted so much. Dave: I don't! Anyway, you wanted to go to the concert. You bought the tickets months ago.Anyway, we always go out on Saturdays. Carol: That's just it. Dave: That's just whatWaitress: Did you want dressing with your salad'Dave: What Oh, no. thanks.Waitress: OK. No dressing.Carol: Oh. 1 don't know. It's just...Dave: It's just whatWaitress: Two 74s. Whose is the rareDave: Mine.Carol: Oh, sometimes I wish I f d never started going out with you. You act as if you own me. If only you were a bit more ...Waitress: Is everything all rightDave: Fine, everything's fine.Exercise A: Listen to the dialogue and decide whether the following statements are true or false. Write T or F in the space provided. Discuss with your classmates why you think the statement is true or false.F 1. They were supposed to go to the theatre on Saturday evening. (They were supposed to go to the concert on Saturday evening.)F 2. The girl didn't go to meet the boy because she had to see her grandmother. (The girl didn't go to meet the boy because she had forgotten.)T 3. The boy was a member of a cycle club. (Carol: You're too busy with your cycle club.)F 4. The boy phoned tile gift on Friday night. (The boy didn't phone the girl on Friday night.)T 5. The boy thought the girl would remember everything. (Carol:Well I wish you wouldn'ttake tile for granted somuch.)Exercise B: Listen to the dialogue again and answer the questions.1.What does "Two 74s f mean74 probably is the number of the dish on the menu, presumably beef, -they ordered the same dish — one medium and the other rare.2.What else did they orderThey ordered salad and coffee also.Part 2 PassagesPassage 1 Instant CoffeeWhen coffee arrives at an instant coffee factory it has already been roasted and ground. In the factory, water is slowly passed through the coffee. The resulting* liquid is then repeatedly pumped through tubes at a very high temperature and pressure. The liquid is boiled and sugar, salt and a variety of chemicals are carefully added. This makes some of water evaporate*, leaving very strong coffee liquor*.To make instant coffee powder, the coffee liquor is poured through large cylindrical* driers at a temperature of 250-C. The heat evaporates the liquid, leaving instant coffee powder, which is collected and put into jars.Granulated* coffee is made by freeze-drying, The process is a secret one and is passed from one family of manufacturers to the next. The coffee liquor is rapidly frozen into blocks. After these have been broken up into very small pieces, they are dried in a vacuum. This removes the water without heat, leaving instant coffee granules*.Exercise: Listen to the passage and choose the best answer to complete each of the following sentences.1,B 2. A 3. C 4, C 5. D 6. D 7. B 8. APassage 2 Tinned T omato SoupTinned tomato soup is horrible. Why not make your own It's dead easy, and it tastes delicious.You need some onions*, some tomatoes, butter or margarine*, salt, pepper*, some wine, and any herbs* that you feel like putting in.The first thing to do is to pour yourself a glass of wine. Then chop*the onions up small, wash the tomatoes carefully ---------------------------------------------------------------------------------------------------- you don't knowwhat sort of chemicals they've had on them, do you — and cut them into quarters. Then you I'm sorry, I didn't say how many tomatoes, did IMy book says 700 grams for four to six people, but I don't find that's enough, because the soup's so good that everybody asks for more. So I usually make twice as much. If they don't eat it all you can always freeze it. I use about one and a half kilos of tomatoes, and two or three big onions, or five or six small ones. You must have enough onions — that's what makes the soup taste good,OK, so you chop the onions and cut the tomatoes into quarters. When you've done that, you put some butter in a big saucepan — or you can use margarine or oil instead, if you prefer put it on a low heat and fry* the onions and garlic gently for three or four minutes. Yeah, sorry, 1 should have said — you need two cloves* of garlic, chopped up small or crushed*. You might like to throw in a piece of bacon rind* as well. Keep stirring* everything gently while it's frying.After three or four minutes, put the tomatoes into tile saucepan, and pour in some water about a quarter of a litre. A bit more if the tomatoes aren't very juicy. Add plenty of salt and pepper, and herbs if you want to.Stir everything thoroughly, put the lid on the saucepan, and bring it to the boil* Then leave it to cook slowly over a low heat for an hour or so. Pour yourself another glass of wine.When it's ready -= you can tell if it's ready, because everything's soft and it smells terrific —when it's ready, take it off the cooker and strain* it carefully through a sieve*. Actually, it's best if you've got one of those little machines where you turn a handle and it pushes everything through a round metal plate with little holes in — you know what I meanPut the soup back into the saucepan and see whether it needs any more salt. Then bring it to the boil again. Cook it gently for two or three minutes; keep stirring it. When you serve it, you can mix in some milk ifyou like, but I don't bother ---------------------------------------------------- I think it's nice as it is. You're supposed tomake croutons* as well — you know, little squares of toast or friedbread ------------------- but I don't bother about that either. It's too much trouble. Do tryit. You'll thank me.Exorcise A: Listen to the passage and choose the best answer to each of the following questions.2. D3. A4. C5. D6. D7. A8. BExercise B: Listen to the passage again and complete the following outline.1. PreparationA. ingredientsa. onionsb. tomatoes, about 700 grams for four to six peoplec. butter or margarined. herbs (optional)e. two cloves of garlicB. Preparationa. chop the onionsb. wash and cut the tomatoes into quartersc. chop or crush the garlic II. CookingA.Put some butter or margarine or oil in a big saucepan.B.Put it on a low heat.C.Fry the onions and garlic gently for three or four minutes. Keep stirring everything gentlywhile it's frying.D.Put the tomatoes into the saucepan, and pour in some water -------------------------------------------------------------------------------------------------------------about a quarter of a litre. Add plenty of salt and pepper, and herbs if you want to.E.Stir everything thoroughly, put the lid on the saucepan, and bring it to the boil.F.Leave it to cook slowly over a low heat for an hour or so.G.When it's ready, take it off the cooker and strain it carefully through a sieve.H.Put the soup back into the saucepan and add more salt if necessary.I. Then bring it to the boil again. Cook it gently for two or threeminutes: keep stirring- it.J. Serve it, you can mix in some milk if you like.Part 3 NewsNews item 1Talks about the disputed* sea border between North and South Korea have ended. The forty five minute meeting Wednesday did not produce an agreement. The North Korea representative later said his country might take defensive action. He did not say what action that might be. Officials have met six times since the navies of the two Koreas fought a sea battle in June. Each side accused the other of violating* the border.Exercise A: Listen to the news item and complete the following summary.There was no agreement on talks about ( 1 ) the disputed sea border between North and South Korea. Each side accused(2) the other of violating the border.Exercise B: Listen to the news item again and decide whether the following statements are true or false. Write T or F in the space provided, Discuss with your classmates why you think the statement is true or false.F 1. North and South Korea had a forty-minute meeting Wednesday to talk about the disputed sea border between them. (North and South Korea had a forty five minutes meeting Wednesday to talk about the disputed sea border between them.)F 2. The North Korea representative later said his country might take offensive action. (The North Korea representative later said his country might takedefensive action.)F 3. Officials have met sixty times since the navies of the two Koreas fought a sea battle in June. (Officials have met six times since the navies el the two Koreasfought a sea battle in June.)T 4. They accused each other of violating the border. (Each side accused the other of violating the border.)News Item 2Reports say a civilian* was at one of the controls of the nuclear submarine that hit a Japanese fishing boat last week. The Navy said here is no evidence that the civilian was directly involved in the accident. NineJapanese students, and crew members from the fishing boat axe still missing. Twenty-six other people survived die accident. The Navy has sent a deep-sea vehicle to the sunken wreckage* It also will decide if the boat can be raised. On Tuesday, President Bush told Japanese Prime Minister Yoshiro Mori* that he greatly regretted sinking the boat. The president spoke to Mi Marl by telephone.Exercise A: Listen to the news item and complete the following summary.This news item is about an accident in which a US nuclear submarine hit a Japanese fishing boat last week.Exercise B: Listen to the news item and fill in the following blanks.Sinking of a Japanese Fishing BoatAccident: a nuclear submarine hit a Japanese fishing boat last week Result of the accident: The Japanese fishing boat sank after being hit by tile nuclear submarine.Casualty of the accident: A Japanese students and crew members are missingNumber of survivors: 26Actions of the American Navy: 1. The Navy has sent a deep-seavehicle to the sunken wreckage2. The Navy also will decide if the boatcan be raised.Action of President Bush: President Bush expressed his regrets at sinking the boat to Japanese Prime Minister Yoshiro Mori by telephone on Tuesday.News Item 3In the United States, the Navy has released* underwater pictures of the Japanese fishing boat sunk by an American submarine 9 days ago. A deep-sea robot took the pictures 600 meters below the ocean surface near the state of Hawaii. The families of 9 missing Japanese saw the pictures Saturday. Two of the missing victims were teachers. Four others were students. They are believed to be dead. Earlier the commander of the Navy's Pacific Fleet* said 3 officers from the submarine will face a public investigation court* later this week. The officers could be tried* by a military court if the investigation finds them responsible.Exercise A: Listen to the news item and complete the following summary.This news item is about the release of underwater pictures of the Japanese fishing boat sunk by an American submarine 9 days ago.Exercise B: Listen to the news item again and choose the best answer to complete each of the following sentences. I,B 2. A 3. D 4. CSection 3 Oral WorkPart 1 Questions and AnswersMan: Hello. Could I speak to Miss Appleby, please This is John Blofeld.Woman: One moment, please. I'm afraid she's out at tile moment. She's visiting a factory.Man: I see. Will she be back in her office at Woman: Let me see, Uhm. Well, she might be late because of the traffic.Man: All right. She's a difficult person to get hold of, isn't sheWhat about lunch time Is she free then Woman: Yes, I'm awfully sorry. Just one moment. I'll check. No,she's having flinch with adesignerMan: Oh, dear. What time will she be backWoman: Erin ... At two o'clock. She's seeing a customer here in her office.Man: Ah. So what time can I phone back' Woman: Any time after . Man: Are you sureWoman: Definitely. She will be in her office for the rest of the afternoon.Man: OK. I'll phone back then. Thank you. Woman: That's ~dl right. Goodbye.Exercise: Listen to a dialogue and then answer some questions about it. You will hear the dialogue and the questions only once. Answer each question in complete sentence after you have heard it. Questions: 1. Was Miss Appleby in (No, she was out.)2.Where was she (She was at a factory.)3.Would she be back at 10:30(No. she would be back later than that.)4.Why would she be back late(The traffic was busy.)5.Would she be free at lunch time(No, she would be having lunch with a designer.)6.What would she do at two o'clock(She would see a customer in her office.)7.She was a person who was hard to get hold of, wasn't she(Yes. she was a difficult person to get hold of.)8.When could John Blofeld phone back(He could phone back anytime after .)Part 2 RetellingJimmy left home when he was fifteen and went to London He did lots of different jobs and always got tip very early, at about . He went to work on a bicycle and always crossed a vet busy main road to work.One Monday morning he had an accident. He crossed the road carelessly and a car hit him. He fell off his bike and hit his head on the pavement. He was sent to hospital in an ambulance. When he was in hospital he did a lot of thinking about this life and his work.When he left hospital, he went straight to a second-hand shop and got all old electric guitar for 25 pounds. He forgot about his job in the factory and never went back to it again. He lost his job but he found another work and a better way of life. He often thinks, "I'm glad I had that accident."Exercise: Listen to the passage and then retell it in your own words. You will hear thepassage only once.Section Four Supplementary exercise Part 1 Listening ComprehensionThe World Health Organization bas opened a new medical training center to help developing countries identify and control diseases. The center opened last month in Lyons*, France. It will help poor countries set up laboratories tc quickly identify and control infectious diseases.The WHO already operates an international system that watches for major health threats thatcould develop into world problems. The WHO executive director for communicable diseases is David Heymann. Doctor Heymann says the new medical center in France will help strengthen public health laboratories and services in developing countries.Doctor Heymann says there is a great need for this. In Africa, for example, he says only one laboratory can identify tile Ebola* or Marburg* viruses that cause serious diseases. It is the WHO laboratory in South Africa.Bacteria or other substances that are collected in any country inAfrica are sent to the laboratory in South Africa. Or they are sent to laboratories in Europe, North Anrerica or Asia. Doctor Heymann says Ebola is an example of a very complex disease that is hard to identify. But many countries, he says, do not even have the ability to identify more commonly known diseases, such as cholera* or yellow fever*.The World Health Organization estimates that diseases spread to other people kill more than 13,000,000 people around the world each year. Most of the victims are poor people in developing countries.To help solve this problem, the WHO hopes to train people from 45 countries in Africa, Asia and Latin America, The first training class begins in April in Lyons. Laboratory experts from eight countries in West Africa and Central Africa will take part. The programme will offer the medical experts and ,scientists new skills to identify diseases. They also will learn how to use communications equipment, the Internet and electronic mail. This technology will help them respond quickly to pos sible medical problems.The WHO says'the purpose of the project is to build a system that will help countries identify diseases. With these skills, the WHO says countries will he able to react more quickly to fight the spread of disease.Exercise: Listen to the report carefully and complete the following passage.The World Health organization has opened a new medical training center Io help developing countries identify and control diseases. That center opened last month in Lyons, France.The WHO already operates an international system that watches for major health threats that could develop into world problems. It estimates that diseases spread to other people kill more than 13,000,000 people around the world each year. Most of the victims are poor people in developing countries.The new medical center will help strengthen public health laboratories and services in developing countries. The first training class will begin in April in Lyons. The programme will offer the medical experts and scientists from countries in Africa, Asia and Latin American new skills to identity diseases. They also will learn how to use communications equipment the Internet and electronic mail. This technology will help them respond quickly to possible medical problems.Part 2 Oral WorkLast Christmas Professor Smith wanted to show his family that he was young and fashionable atheart, so he decided to give them clothes as Christmas presents.For his twelve-year old nephew he thought a pair of shorts would be suitable. Unfortunately the pair he got didn't fit him at all. They were much mo big. His brother was very keen on swimming so he got him a pair of swimming trunks. They were a size too small, however, and so were much tootight. But that was the last mistake the poor professor made, because while he was picking out a bright pink summer dress for his daughter, she happened to see him in the shop and managed to persuade him that the colour didn't go with the colour of her hair, She was quite relieved to open her Christmas present the next week and find a book on wild flowers.Exercise: Listen to the passage and then give your opinion on the following topics,1.Wily do you think Professor Smith couldn't buy the right presents for his children2.Have things of this kind ever happened in your family。
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Notes: Before the meeting, work out a way of abbreviating the names of the participants to save time when making your notes.
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2. How to Take Minutes（如何写会议 （ 记录） 记录）
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At some point your boss may ask you to take minutes at a meeting. Since the minutes will serve as an official record of what took place during the meeting,it must be very accurate. Why do we need to take minutes for meetings? What preparation work can be done to take good minutes?
2010年11月21日星期日
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Key terms1
Minutes Resolution Circulate Organization Venue Bullet point Attendee Regular Meeting Special Meeting 会议纪录 决议 使循环，传阅 企业 会议地点，比赛地点 着重号 在场者，出席者 例会,常务会议 专门会议
Common Abbreviations for Minutes-taking:
G--- go ahead NEC--- necessary U--- you complete sentences in OK--- alright B4--- before Cfm--- confirm Info--- information R1月21日星期日
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Suggestions
Before the Meeting Choose your tool: Decide how you will take notes, i.e. pen and paper, laptop computer, or tape recorder. Make sure your tool of choice is in working order and have a backup just in case. Use the meeting agenda to formulate an outline. During the Meeting Pass around an attendance sheet. Get a list of committee members and make sure you know who is who.
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Key terms2
Gross sales Treasurer’s report Outstanding bill Balance Receipt Disbursement Net v. Board member Resign coordinator board position Move a motion Second a motion 2010年11月21日星期日 总销售额 会计报告 未偿付的票据 余额 进款，收入，收据 付出款，支付款 净得，净赚 董事会成员 辞职 协调人 董事会职位 提出一项动议 对一项动议附议
find a good place for himself so that he can hear clearly during the meeting.
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1.The difference between Minutes and Notetaking
Minutes are a formal summarized written record of what take place at a meeting. They do not record every word that is said; instead, they summarize the main points of the meeting. In other words, when you take minutes, you should only record: 1
The information supplied
2
The proposals made
3
The resolutions or decisions arrived at
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1.The difference between Minutes and Note-taking
Minutes should be accurate, brief and clear. They always follow the same order as the agenda. The draft minutes should be approved by the Chairperson and then circulated to members as soon as possible after the meeting. Good minutes will help the organization make decisions. Minutes should also be written in a consistent style from one meeting to the next.
Number points and make lists. Use abbreviations but make sure that you will understand 2. 2. 2 Q4--- them later. Fin---finished Note taking thepossible POSS--- 4th quarter Max--- maximum
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The purpose of minutes is to record permanently the proceedings of a meeting, to provide a record of results for those who were not present at the meeting and a basis for action as well as to measure progress. That’s why they always have to be accepted or revised at the next meeting.
Try to write up the minutes immediately after the meeting
Decide on a format, Use numbers and bullet points to identify the main points
Use formal impersonal language. For example, “It was agreed that…”, “It was noted that...”.
Q2---the 2rid quarter Prod---production/products ! 1--- the 1st quarter Resp---responsible/response IMMED--- immediately Asap--- as soon as possible HRS--- attention clockwrite Notes: Do Attn--- hours/o’ not Shld--- with reference to your notes. REF--- should PLS--- conference Conf--- please Flt--- flight Min--- minimum Fm--- from MINS--- minutes 2. 2 Note taking
Unit 5 Minutes and Note-taking
会议记录和会议笔记
Highlights 1. The difference between Minutes and Note-taking 2. How to Take Minutes 3. Sample Study
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2. How to Take Minutes（如何写会议记 （ 录）
2. 1 Be selective. (brief and clear) 2. 2. 1 Listening Be objective. 2. 2. 1 Listening Listen Listening minutes, carefully and actively. (accurate)steps When taking you can follow the three
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that is for example first before you be equal to not equal to be approximately equal to due to drop, decrease rise, increase therefore, so because please as soon as possible the first quarter
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i.e. e.g. 1st b4 u = ≠ ≈ ← ↘ ↗ ∴ ∵ pls asap Q1
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2. 3 Writing up
2. How to Take Minutes（如何写会议 （ Note down the names of people making suggestions or points. 记录） 记录）