全新版大学进阶英语1-Unit-2-教案
全新版大学综合教程1电子教案unit2
全新版大学综合教程1 Unit 2二、教学目的1. 理解并掌握本单元的核心词汇和短语。
2. 通过阅读、听力、口语和写作等实践活动，提高学生的英语综合运用能力。
3. 培养学生的跨文化交际意识，了解不同文化背景下的生活习惯和思维方式。
三、课型新授课四、课时2课时五、教学重点1. 核心词汇和短语的理解与运用。
2. 阅读理解能力。
3. 听力理解能力。
4. 口语表达和写作能力。
六、教学难点1. 理解并运用本单元的核心词汇和短语。
2. 提高阅读速度和准确性，掌握阅读技巧。
3. 在听力过程中捕捉关键信息，提高听力理解能力。
4. 在口语表达和写作中运用正确的语法和词汇，表达清晰、流畅。
七、教学过程（一）导入新课1. 教师简要介绍本单元的主题和内容，激发学生的学习兴趣。
2. 学生自由讨论，分享自己对相关话题的看法和经验。
（二）讲授新课1. 阅读理解（1）教师引导学生快速浏览文章，了解文章大意。
（2）学生分组讨论，分析文章结构、段落大意和关键信息。
（3）教师总结，讲解文章中的难句和重点词汇。
2. 听力理解（1）教师播放听力材料，学生听后回答问题。
（2）教师讲解听力技巧，指导学生如何捕捉关键信息。
（3）学生分组讨论，分享听力感受和收获。
3. 口语表达（1）教师引导学生围绕本单元主题进行口语练习。
（2）学生分组进行角色扮演，模拟真实场景。
（3）教师点评，指导学生如何提高口语表达能力。
4. 写作（1）教师讲解写作技巧，指导学生如何组织文章结构。
（2）学生根据教师提供的写作框架，完成写作任务。
（3）教师点评，指导学生如何提高写作能力。
（三）巩固练习1. 学生完成课后练习，巩固所学知识。
2. 教师选取部分练习进行讲解，帮助学生解决疑难问题。
（四）归纳小结1. 教师总结本单元所学内容，强调重点和难点。
2. 学生回顾所学知识，分享学习心得。
（五）作业布置1. 学生预习下一单元内容，为下一节课做好准备。
2. 完成课后练习，巩固所学知识。
最新全新版大学进阶英语1-Unit-2-教案
2) Writing: write an email
教学组织（含课堂教学内容、教学方法、辅助手段、师生互动、时间分配、板书设计等）：
教学内容:
Part Ⅰ Text：All Grown Up and Still in Tow
Part Ⅱ Reading 1 Learning to Make a Difference
Part Ⅲ Reading 2 Universities Encourage New Students to Go It Alone Part Ⅳ Theme-related Language Learning Tasks
教学方法: eclecticism
A theme-based and comprehensive from-input-to-output training approach
辅助手段: Multi-media
时间分配:
This unit is designed for a six-to-eight period class. In each of the periods, certain tasks are to be completed.
注：Reading 2和Opener一起处理，主要基于以下考虑：1)使用本书的学生应该都是新生，Reading 2是关于中国高校新生报到，内容非常贴近他们的生活；2)和主课文相比，Reading 2的语言较直接、明了。
这样由浅入深的安排更容易帮助学生进入学习状态。
Teaching Procedures。
全新版大学进阶英语1 Unit 2 教案
全新版大学进阶英语1-Unit-2-教案5/ 11-Unit-2-教案全新版大学进阶英语教学组织（含课堂教学内容、教学方法、辅助手段、师生互动、时间分配、板书设计等）：教学内容:All Grown Up and Still in Tow ：TextⅠPartLearning to Make a DifferenceReading 1 Part ⅡUniversities Encourage New Students to Go It Alone Reading 2 Part ⅢTheme-related Language Learning TasksⅣPart: 教学方法eclecticismA theme-based and comprehensive from-input-to-output training approach辅助手段: Multi-media时间分配:This unit is designed for a six-to-eight period class. In each of the periods, certain tasksare to be completed.使用本书的学生应该都是Opener一起处理，主要基于以下考虑：1)注：Reading 2和和主课文相比，内容非常贴近他们的生活；2)新生，Reading 2是关于中国高校新生报到，的语言较直接、明了。
这样由浅入深的安排更容易帮助学生进入学习状态。
Reading 2Teaching ProceduresPart One: OpenerIntroduce the topic to the class either in English or Chinese.1.and ask Ss whether they know it or not.Play the song in Opener 2.Tell Ss the background information about the song and guide them to read the words of 3.the song.Play the song again and ask Ss to complete the task in Pair work.4.Play the song for the third time and ask Ss to discuss the questions in Groupwork.5.5/ 2全新版大学进阶英语1-Unit-2-教案5/ 3全新版大学进阶英语1-Unit-2-教案5/ 4全新版大学进阶英语1-Unit-2-教案5/ 5。
新时代大学进阶英语1教案
课时：2课时教学目标：1. 理解并掌握课文主题：I’ve Come to Clean Your Shoes。
2. 掌握本单元词汇和语法点。
3. 培养学生的听说读写能力。
教学重点：1. 课文主题的理解和掌握。
2. 词汇和语法点的掌握。
3. 听说读写能力的培养。
教学难点：1. 课文主题的深入理解。
2. 词汇和语法点的灵活运用。
教学准备：1. 课件、教材、录音设备。
2. 学生准备：预习课文，掌握生词和短语。
教学过程：第一课时：一、导入1. 教师简要介绍课文主题，激发学生兴趣。
2. 学生分享自己对课文主题的理解。
二、课文学习1. 学生朗读课文，注意语音、语调。
2. 教师带领学生分析课文结构，讲解重点词汇和短语。
3. 学生跟读课文，巩固所学知识。
三、词汇学习1. 教师讲解本单元词汇，并举例说明。
2. 学生分组进行词汇接龙游戏，巩固词汇。
四、语法学习1. 教师讲解本单元语法点，并举例说明。
2. 学生练习语法点，巩固所学知识。
五、课堂小结1. 教师总结本节课所学内容。
2. 学生回顾本节课所学知识。
第二课时：一、复习导入1. 学生朗读课文，复习课文内容。
2. 教师提问，检查学生对课文内容的掌握。
二、听说练习1. 学生分组进行对话练习，运用所学词汇和语法点。
2. 教师巡视指导，纠正发音和语法错误。
三、阅读理解1. 学生阅读课文，回答相关问题。
2. 教师讲解答案，帮助学生理解课文内容。
四、写作练习1. 学生根据课文内容，写一篇短文。
2. 教师批改学生作文，指导学生修改。
五、课堂小结1. 教师总结本节课所学内容。
2. 学生回顾本节课所学知识。
教学反思：本节课通过多种教学方法，帮助学生掌握课文主题、词汇和语法点，提高听说读写能力。
在教学过程中，应注意以下几点：1. 注重学生参与，激发学生学习兴趣。
2. 注重词汇和语法点的实际运用，提高学生的语言表达能力。
3. 及时反馈，帮助学生巩固所学知识。
(完整版)全新大学英语第二版BOOK1-UNIT2教案
Teaching Plan of Unit 1, Book 1FriendshipText A All the Cabbie Had Was a LetterTeaching Objectives:Students will be able to1.grasp the main idea (never delay expressing your true feelings to a friend) and structure of Text A(developing a story around a letter);2.appreciate characteristic features of spoken English as demonstrated in Text A (spoken English ismuch more informal than written English);3.master the key language points in Text A and learn how to use them in context;4.understand the cultural background related to the content;5.express themselves more freely on the theme of Friendship after doing a series of theme- relatedreading, listening, speaking and writing activities;6.Write a personal letter in an appropriate way.Time Allotment:4-5 class hoursTeaching Methodology: student-centered; group work, pair workTeaching Procedures:I. Pre-reading tasks1. Think- pair-share: Ask students to brainstorm proverbs about friendship.Suggested answers:Friends are like the stars on a cloudy night. You can't always see them, but they are there. Friendship cannot stand always on one side.Between friends all is common.False friends are worse than open enemies.A friend to all is a friend to none.The friendship that can end was never real.A friend is easier lost than found.A friend in need is a friend indeed.Friends are like wine; the older, the better.Good company on the road is the shortest cut.True friendship is like sound health; the value of it is seldom known until it is lost.Ask students to choose the proverb they like best and give reasons.2. Survey--- Do you often write letters to your friends?Question and answer: Which do you think is the best way in expressing our innermost feelings?II. Text Learning:Task 1: Topic-related PredictionWhat does a cabbie do?What is a letter used for?Who wrote the letter to the cabbie?Why was all the cabbie had only a letter?Task 2: Scanning (see PPT)Scan Text A and decide which of the following statements is the theme.1. One should keep in touch with his friends.１2. Never delay expressing your true feelings to a friend.3. A true friend will stand by you forever.4. Late is better than never.Task 3: Group work: Divide the text into smaller parts and assign them to different groups. Ask the students to work in groups and do the following:▪Step 1: Read the assigned part, and try to understand its meaning.▪Step 2: Ask and tell each other about the difficulties in understanding this part.▪Step 3: Make a list of useful words and phrases.▪Step 4: Choose one member to make a short report to the class.Task 4: Language study1) T leads the students’ attention to the colloquial sentences:▪Go ahead and finish your letter.▪I’m not much of a hand at writing.▪We were kids together, so we go way back.▪You kind of lose touch even though you never forget.▪It’s no fun to lose any friend.2) Study the language points and practice them.be lost in; available; go ahead; know\ learn by heart; estimate; might as well\ may as well;keep up; correspondence; practically; neighborhood; kind of\ sort of; lose touch with; come up;urge; postpone; reference; absolutely; reunion; hang out; every now and then; choke up;destination; skip; right away3) Game: Flash Cards (Vocabulary Activity)After practicing the above, ask Ss to work in pairs▪Step 1: Through discussion, delete those they have already grasped.▪Step 2: Divide the rest of the words and phrases into two groups, and each student will be deal with one of the group. Write down the words and phrases on cards ( one on each card). Find out their English explanations, and write them down on the back of the corresponding cards.▪Step 3: Practice: One gives the explanation, and the other guesses the word or phrase.▪Step 4: Ss exchange roles and go on practicing.▪III. Post-reading activities:1. Dictogloss (an activity that combines elements such as dictation, cooperation, oral practice and grammar etc.):Step 1: T prepares a paragraph either related to the topic or a grammar item, writes down the difficult words on the board if there are any;Step 2: First listening: Ss are required to listen only, without writing anything;Step 3: Second reading: Ss are required to write down the key words, without worrying about the spelling mistakes;Step 4: Ss work in groups to reconstruct the article, trying to write down every sentence with correct spelling and sentence structure.Step 5: Ask Ss to write what they have got on a big piece of paper, or share with the class orally; Step 6: T shows the original text, comments on what the students have done and explains the grammar points.２2. Writing:Directions: Write a letter (at least 120 words) to your best friend, following the outline given below:1)Your feeling about your new life in the university;2)How you miss him\ her and the time you had together.3)Inviting him\ her to pay you a visit.3. Suggested song: Cry on my shoulder4. Suggested movie: Mary and Max３。
全新版大学进阶英语,综合教程1 U2 Language Focus
Language Focus一、Text生词in tow:following behind跟随e.g.Trying to shop with three children in tow is no joke.购物时跟着三个孩子可不是闹着玩的。
one’s heart/thoughts go(es)out to sb:one feels a lot of sympathy towards sb.对某人表示同情或慰问e.g.“We have expressed our sympathies to the family in the traffic accident and our hearts go out to them at this very sad time,”he said.“我们对遭遇交通事故的家庭深表同情，在这个悲伤的时刻我们的心与他们同在，”他说。
take charge(of sb.or sth.):take control照管e.g.She took charge of the project and made sure it was finished on time.她负责这个项目，确保项目准时完成。
(stand)in line:站队，排队e.g.They stood in line for several hours for tonight’s tickets.为了今晚的票子他们排了几个小时的队。
reflect on:think carefully about sth.;show思考，深思；（对声誉等）带来影响e.g.He sat in the garden and reflected on what he had just read.他坐在花园里思考着所阅读的内容。
if not:perhaps;indicating possibility of being more remarkable(greater or better or sooner)than 要是不……e.g.Let’s meet tonight if not sooner.我们最迟今晚见面吧。
大学英语英文教案
教案NEW PROGRESSIVE COLLEGE ENGLISH INTEGRATED COURSE全新版大学进阶英语综合教程教师姓名：课程名称授课专业和班级授课内容Unit 1 The Pursuit of Dreams授课学时 2教学目的1.have a thorough understanding of text 1;2.grasp the words, expressions, structures and word formations used in the text, and discuss the text among students;3.know what makes successful dream chasers;4.talk about their own dream jobs and explain how to achieve their dreams.教学重点Study new words and the language points and know how to write a well-developed paragraph with a clear topic sentence in English.教学方法Student-oriented communicative teaching, free discussion and interaction.教学过程1.Warm-up activities (10 minutes)(Ask students some questions related to the text.)2.Understanding the text (20 minutes)3. Usage of new words and expressions of the text (20 minutes)4.Detail understanding and difficult sentences translation (30 minutes)5.Writing skills introduction (10 minutes)作业Assign homework:1.Dictation of new words and expressions;2.Translation exercise and after-class reading;3.Writing exercise辅助手段Multimedia software教学内容I. Warm-up activitiesIntroductory Remarks:Step 1: Show some pictures and watch a video, discuss in groups. Step 2:1. Are you familiar with the two people in the pictures? Please say something about him.2. What dreams did each of them have and work hard to achieve?3.Please list some other successful persons’ names and give abrief comment on them.4. People often say that family education plays an important role in one’s life, what’s your opinion about it?II. Understanding the text1. Analyze the structure of the passage.2. Introduce the main idea of the Text 1. Explain and illustrate the background and language points in the text.3. Lead discussions among students on the text and the topic of the pursuit of dreams.III. Usage of new words and expressions of the text1.infection：a disease that affects a particular part of one’s body and is caused by bacteria or virus 传染，感染e.g. Breast milk can help protect babies against infection.母乳能使婴儿免遭感染。
大学进阶英语第一册教案
一、教学目标1. 培养学生的英语听说读写能力，提高英语综合运用能力。
2. 使学生掌握一定的词汇、语法知识，为后续学习打下坚实基础。
3. 培养学生的跨文化交际意识和国际视野。
二、教学内容1. 词汇：重点词汇、短语及固定搭配2. 语法：一般现在时、一般过去时、一般将来时、被动语态等3. 听力：日常对话、新闻、故事等4. 阅读：各类题材的文章，如记叙文、议论文、说明文等5. 写作：书信、日记、报告等三、教学过程第一课时一、导入1. 教师播放一段与课程主题相关的英文歌曲或视频，激发学生学习兴趣。
2. 提问：What's the theme of this song/video? 引导学生关注课程主题。
二、词汇教学1. 教师讲解重点词汇，如：university, college, campus, professor, student 等。
2. 学生跟读并拼写单词，巩固记忆。
3. 教师引导学生用所学词汇进行造句，提高词汇运用能力。
三、语法教学1. 教师讲解一般现在时、一般过去时、一般将来时、被动语态等语法知识。
2. 学生进行相关语法练习，巩固所学知识。
四、听力训练1. 教师播放一段与课程主题相关的听力材料，让学生认真听并回答问题。
2. 教师讲解听力材料中的重点词汇和句型，帮助学生提高听力水平。
五、阅读训练1. 教师讲解阅读文章的大意，引导学生把握文章主题。
2. 学生阅读文章，完成课后练习，巩固所学知识。
第二课时一、复习1. 教师提问上一节课所学内容，检查学生对知识的掌握情况。
2. 学生回答问题，巩固所学知识。
二、词汇教学1. 教师讲解重点词汇，如：exchange, culture, study, research等。
2. 学生跟读并拼写单词，巩固记忆。
3. 教师引导学生用所学词汇进行造句，提高词汇运用能力。
三、语法教学1. 教师讲解一般现在进行时、一般过去进行时、一般将来进行时等语法知识。
2. 学生进行相关语法练习，巩固所学知识。
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教学组织（含课堂教学内容、教学方法、辅助手段、师生互动、时间分配、 板书设计等）：教学内容： Part IText : All Grown Up and Still in Tow Part n Read ing 1 Lear ning to Make a Differe neePart 川 Reading 2 Universities Encourage New Students to Go It AlonePart IV Theme-related Lan guage Lear ning Tasks教学方法:eclecticismA theme-based and comprehe nsive from-i nput-to-output trai ning approach辅助手段：Multi-media时间分配:This unit is desig ned for a six-to-eight period class. In each of the periods, certa in tasks are to be completed.注：Reading 2和Opener —起处理，主要基于以下考虑：1）使用本书的学生应该都是 新生，Reading 2是关于中国高校新生报到，内容非常贴近他们的生活；2）和主课文相比, Readi ng 2的语言较直接、明了。
这样由浅入深的安排更容易帮助学生进入学习状态。
Teachi ng ProceduresPart One: Opener1. Introduce the topic to the class either in English or Chinese.2. Play the song inOpener and ask Ss whether they know it or not.3. Tell Ss the background information about the song and guide them to read thewords the song.4. Play the song again and ask Ss to complete the task in Pair work. IWhxl 1/1-2lading 2Pij-k ilh 2-4/3-6 Reading & Inieracting reri^xb 5-6/7-B Rw clin^ I & I nl 寧皿 Skllh 卩r-mitingof5. Play the song for the third time and ask Ss to discuss the questions in Groupwork.10. Explai n the sentence patter ns and ask Ss to do the taskSe ntence Patterns.11. Make sure that Ss un dersta nd the details of the text and the difficult sen ten cesbyguiding them to do the tasks in Digging into detail and Understanding difficult senten ces12. Summarize he text by asking Ss to do the task in Focusing on the main ideas.13. Help Ss to summarize the author's points (Parents should stand back and let their children man age their new life on their own.) and ask them whether they agree with the author.14. Ask Ss to preview the tasks inF ocus ing on Lan guage in Con text .15. Check Ss' assignment by inviting them to read the key words and expressions out aloudand expla in their meanings either in Chin ese or En glish.16. Ask Ss to do the tasks in Key Words & Expressi on s. In stead of risk ing los ing theattention of the class, T may revise the tasks, say exercises 1.I, T may give two or three words or expressi ons for each sentence and let the stude nts choose the right one.17. Ask Ss to do pair work in Comprehensive Practice . Ss may fill in the blanks first, and then role play it.18. Organize a group discussion about the following questions: Are your parentsoverprotective pare nts/helicopter pare nts? Do you thi nk Chin ese tee nagerstoday are ready for the responsibilities of going off to college and living on their own? Why orwhy not? How much help or support should their pare nts give them? Why?Part Two: Readi ng & In teracting 2. 3. 4. 5. 6. 7. 8. 9. In troduce the topic of the text to Ss: the author sums up the experie nee of the first yearat college and calls for pare nts to sta nd back and let their childre n man age their new life on their own.Before tackli ng the text, make sure that all the new words are in troduced. T may haveSs read the text out loud, paragraph by paragraph. Collect any words which Ss havedifficulty pronouncing. Write these words on the board. Read the words out lo Ss. Have Ss repeat the words together, going dow n the list one by one. Ask some Ss to repealthe words. By now Ss should be clear as to how the words are pronounced. Ask Ss toexplain the title in their own words.Analyze the text by drawing Ss' attention to the able in Text Organization. And tell themthat the text contains in formatio n about the con trast betwee n pare nts of today'scollege stude nts and the author's pare nts with regard to the freshma n year.Guide Ss explore the text to find as much information as possible about the contrast andcomplete the table.Add one more item to the table: parents of today's Chinese college students and ask Ssto tell what their pare nts did and how they felt whe n they came to atte nd college.Explai n that the author makes a comparis on betwee n baby boomer pare nts (Paras.5-‘ 15, 16) and the author's parents (Paras. 11-14, 17-18) by using a block format (talking about one and the n the other).Explain the key words and expressions in the text and teach Ss how to use them.Expla in the emphatic use ofdo/does/did and ask Ss to do the task iUsage 0,Part Three: Readi ng & Comprehe ndingReadi ng 11. Ask Ss to read aloud the new words and expressions in the margin, and guide them toskim the text, and the n do the task irComprehe nsion Check for Read ing 1 .2. Guide Ss to explore the text again, find out the quotations written by Einstein(e.g. Imag inatio n is more importa nt tha n kno wledge. The value of a man should be see n in what he gives and not in what he is able to receive.), and translate them into Chinese.3. Ask Ss to find out the wish given by the author's parents (We hope our son becomes self-assured and self-aware, with a sense of opport un ity and one of obligati on and with the imagination to make a differenee.), and translate them into Chinese.Readi ng 21. Ask Ss to skim the text and answer the questions in Comprehension Check for Readi ng2.2. Ask Ss to work with partners to recall their own experienee: How did you report to school?Did you en roll by yourself? Why or why not? T en courages Ss to use words andexpressi ons fromRead ing 2.Part Four: In tegrated Skills Practic ingViewi ng & Liste ning1. Introduce Viewing & Listening to the class: Parents of new students at New York University are helpi ng their childre n move in, There are six brief in terviews with some pare nts and one stude nt talk ing about their feeli ngs.2. Play the video clips one by one and ask Ss to fill in the blanks in the dialogue.3. Play the video clips again and ask Ss to read after the speakers.Speak ing1. Help Ss do the task in Speak ing. While prepari ng for the discussi on, Ss should refer lothe Text, Readi ng 1 and Read ing 2 for useful expressi ons, and are en couraged to use as many expressi ons they have lear ned as possible.2. Invite one or two Ss to report the results of the discussion to the class, and then guide theclass to do brain storm ing: find out similarities and differe nces betwee n pare nts of America n college stude nts and those of Chin ese college stude nts.Writing1. Ask a student to read aloud the email in Writing and make sure they all understand thecontent. Here are some questi ons that will en sure that they really un dersta nd what the， email is about: Who wrote the email? What did they say about themselves? What did they ask the receiver to do?2. Guide Ss to find out the main features of an email.3. Summarize the features of an email and assign homework: writing a response to parents' email. Ss may refer to the results of their discussion in Speaking.作业及课外训练：In tegrated Course 1 Studen'Book pages 39-44参考资料（含参考书、文献等）：《全新版大学进阶英语综合教程教师手册》（第一册），季佩英，上海外语教育出版社，2017.3课后自我总结分析:。