New Interchange2 Unit4 教师用书
interchange 2 --Unit 4 i’ve never heard of that
S: Hey, this ______ strange—snails with garlic. _____ you ever _____ snails? K: Yes, I _______. I _____ them here just last week. S: ___ you ____ them? K: Yes, I _____. They ____ delicious! ____ don’t you try some? S: No, I don’t ______ so. W: ______ you _______ on an appetizer yet? K: Yes. I’ll ______ a small order of the snails, please. W: And you, sir? S: I think I´ ll ______ the fried brains. K: Fried brains? I’ve ____ _____ of that! It _______ scary!
Vegetables • Chilis • Onion • Carrot • Eggplant
Fruit • Banana • Avocado • Tomato • Lime
S: Hey, this sounds strange—snails with garlic. Have you ever eaten snails? K: Yes, I have. I had them here just last week. S: Did you like them? K: Yes, I did. They were delicious! Why don’t you try some? S: No, I don’t think so. W: Have you decided on an appetizer yet? K: Yes. I’ll have a small order of the snails, please. W: And you, sir? S: I think I´ ll have the fried brains. K: Fried brains? I’ve never heard of that! It sounds scary!
新生代英语基础教程2Unit4_电子教案
新生代英语基础教程2Unit4_电子教案教案课程名称新生代英语基础教程2课时____________________班级____________________专业____________________教师____________________系部____________________教研室____________________教材《新生代英语基础教程2》补充教学资源VOCABULARY BUILDERSHOW TIME语言解析1. I’m calling about the apartments for rent.我想了解一下出租的公寓。
1) apartment （通常指在同一楼层的）公寓套房one-bedroom apartment 一居室公寓a studio apartment单间公寓（一个大开间，兼作起居室和卧室，常带小厨房和小浴室）2) rentn. 租金e.g. How much rent do you pay for this place? 你租这个地方租金是多少？The landlord has put the rent again. 房东又涨房租了。
v.租用，租借e.g. We rented a villa in Spain last Summer. 去年夏天我们在西班牙租了一栋别墅。
2. We have several apartments available. 我们这里有许多公寓供出租。
available adj.1) 可获得的，可找到的e.g. This was the only room available. 这是唯一可用的房间。
2) 有空的e.g. Will she be available this afternoon?今天下午她有空吗？3. What kind of apartment are you looking for? 你想找什么样的公寓？look for 期望，期待e.g. We shall be looking for an improvement in your work this term.我们期待你这学期功课有进步。
新生代英语高级教程2 Unit 4_电子教案(精选.)
教案课程名称新生代英语高级教程2 课时班级专业教师系部教研室教材《新生代英语高级教程2》补充教学资源Vocabulary Builder参考译文男：你好。
女：欢迎来到全美银行。
有什么能为您服务的吗？男：我想开立一个银行账户。
女：您想开什么类型的账户呢？男：我需要开一个活期存款账户。
女：您还需要开一个储蓄账户吗？男：是的，需要。
你们有高息定期存款账户吗？女：有。
对于10万美元或以上的存款，我们会提供1%的利息。
该账户最短储蓄时间是一年。
男：我明白了。
让我考虑一下。
可以先给我开立活期存款账户和储蓄账户吗？女：当然可以。
今天您需要各存储至少50美元在两个账户里。
男：今天我会在两个账户分别存储100美元。
我能在线登录这两个账户吗？女：可以。
在我开通账户后会把登录信息给您。
男：谢谢。
Show Time参考译文娜奥米：桑切斯先生？打扰了。
桑切斯先生：娜奥米！来，进来请坐。
娜奥米：谢谢您。
桑切斯先生：有什么能帮助你的吗？娜奥米：我想开立一个账户。
桑切斯先生：那你可来对地方了。
这方面我肯定能帮助到你。
你想开立活期存款账户还是储蓄账户？娜奥米：今天我想先开立一个活期存款账户。
储蓄账户我以后再开。
桑切斯先生：首先，我需要问你几个问题。
娜奥米：好的。
桑切斯先生：能告诉我你的全名吗？娜奥米：包括中间名吗？桑切斯先生：如果你不介意的话。
这是用于身份鉴定。
娜奥米：我的全名是娜奥米∙玲子∙高山。
桑切斯先生：玲子怎么拼？娜奥米：R-E-I-K-O。
桑切斯先生：你生日是什么时候，娜奥米？娜奥米：我的生日是1990年5月1日。
桑切斯先生：我需要你的社会安全号码或是驾驶证号码。
这两个号码你能提供哪一个？娜奥米：我可以给你我的驾驶证号码。
是135XX2887。
桑切斯先生：可以再说一遍吗？娜奥米：135XX2887。
桑切斯先生：谢谢。
你想在账户里存多少钱？娜奥米：我想先存500美元。
桑切斯先生：你要用现金支付吗？娜奥米：是的，我带了现金。
新时代核心英语教程综合英语4教师用书B4U2
Unit 2 When Cultures MeetI.Unit overviewAccording to Canadian scholar Marshall McLuhan, we are now living in a global village, indicating the entire world is becoming more and more interconnected. The 21st century has witnessed more frequent and active communication and interaction between different nations. Questions like how to better adapt to the intercultural communication and interaction are surfacing and becoming increasingly urgent at present. This unit tends to discuss those questions and provide certain answers.Text A in this unit is an excerpt taken from Maxine Hong Kingston’s masterpiece, The Woman Warrior: Memoirs of a Girlhood Among Ghosts, which tells us how eager Brave Orchid was as an immigrant in the U.S. to meet her younger sister after 30 years’ separation, while how indifferent her children brought up in America were indifferent to this meeting. Text B, written by the Asian American writer Amy Tan, reveals her understanding of the English used by her immigrant mother and explores how the languages her mother has used also influence her own identity and writing career. The two texts together demonstrate that when different cultures meet, conflicts and misunderstanding will be definitely emerging but mutual understanding and agreement are also possible. Communication among cultures is never a one-way street, and nobody can escape from this intercultural involvement in the age of globalization, be it an active or a passive one.II.Teaching plan按照《指南》规定，综合英语总学时是64课时，每周4课时，每单元上8课时。
新生代英语高级教程2Unit4_电子教案
Vocabulary Builder
A and B To teach students new vocabulary related to bank
C To improve students listening and comprehension skills
students to identify the statement which is closest to their views on money management. Have students listen and repeat the words and the expression, teaching the definition for each one. You can check their comprehension by asking questions, such as: What do you need to prove you can drive a car? (driver ’ s lice)nWsehat word do we use to describe the least amount of something? (minimum) What word means “to take money out of the bank ”? (withdraw ) What is an international travel document? (passport) Once students seem comfortable with the new words and the expression, have them complete Exercise B and then switch books. Go through the answers, calling on different students each time. Correct any errors. If you want to, you can start each class with a short spelling test, which works quite well as a warm-up. Tell students they will hear a conversation in which a man opens an account at a ’ bank. After previous exercises, students should be familiar with all the words used in the conversation. Play the audio, twice if necessary. Pause the audio so that students have time to fill in the blanks. Once they are finished, have them switch books and go through each answer, calling on different students each time. For variety, you can also choose confident
新一代大学英语综合教程2 教师用书-U4
4 80
陌生人的善意
布鲁斯·胡德
1 我们经常会在没有任何眼前利益或者未来也没有任何回报的情况下帮助他人。我们甚至愿意帮助陌生 人。孩子开始帮助陌生人这一行为发生得出奇得早。18 个月大的孩子就会本能地帮助实验者捡起掉下 的东西，打开门或者盒子，即使没有人告诉他们要这么做或没有任何奖赏。事实上，奖励孩子反而会 让他们变得不大愿意帮助别人，因为我们通常不喜欢让我们善意的行为降格，成为为了获得什么明显 的利益而有意为之的行为。训练孩子帮助别人是不大可能的，他们这样做是出于我们人类的天性。动 物可以帮助它的同类，但据观察，非人灵长类动物的帮助行为是偶发的，而且科学界对此解释不一。 事实上，一些科学家认为出于善意帮助他人是人类特有的。
4 看看研究者们是如何分析文章开头提到的三种情境中的行为，对理解这些心理现象将大有裨益。 情境一：实验再现了情境一和情境二。在情境一中，旁观者中有 65% 的人给这位年轻女士提供了某种 程度上的帮助。 情境二：旁观者出手援助的概率下降到了 19%。这表明，若旁观者们确认一个女人正在和她的丈夫打 架更加不会去帮助她。一是他们认为妻子不大需要帮助，二是他们认为妨碍了一对夫妻可能会给自己 带来更大的危险。丈夫不同于陌生人，他不会逃离现场。 情景三：这个场景中的一个重要概念就是自己是众多旁观者中的一员。在 50 多个涉及各种情况的实 验中，结果一致：当有其他目击者在场，而不是只有一个人时，旁观者介入突发事件的可能性会大大 降低。
(捷进英语2)Unit4-电子教案
(捷进英语2)U n i t4-电子教案-CAL-FENGHAI-(2020YEAR-YICAI)_JINGBIAN教案课程名称捷进英语综合教程2课时班级专业教师系部教研室教材《捷进英语综合教程2 教师用书》Different pats to success SportsmanshipUnusual sports around the world Reading for learningA Different pathReading for DoingPlay fair or cheat to win?Guided WritingInstructions for sporting equipment Audio/Video LabThis section introduces the theme of sports and famous sports stars.Depending on the time you have available, you could extend this into a discussion on the favourite sports students play.This section startswith identifyingorganisation byusing common co-ordinators: and,or, but. It alsoencourages Ss tounderstand thetime order of keyevents.Vocabulary andGrammarTask 1 works on the meaning of thematic words from the text. Task 2 manipulates the form of key words from the text.The grammar section looks at gerunds and infinitives.Beyond the Text Ss look at different The first task encourages students to form an understanding of how some of the main ideas are organised. When doing Task 2 ask students to first scan for the names and then match the experiences. Task 3 can also be used to revisit past simple forms if you have time. Tasks 4 encourages students to personalise the context by offering advice. You could review some of the modal verb forms such as should/have to for giving advice.The first vocabulary task draws on topic vocabulary from the text.The last vocabulary task can easily be extended to work on writing students own sentences using the different forms.The Grammar Focus part looks at gerund and infinitive. The difficult part of this section would be change in meaning when the form changes.Beyond the text section looks at the issues of perseverance and risk taking. It could be extended into the advantages and disadvantages of both.Ss read an article on sportsmanship.This section should take less time than section B as the texts are less complicated. They focus on developing students’ everyday reading skills.The first task can be extended into the students’ own views on sportsmanship. If you have time you could bring in further famous quotes by sports stars on effort, achievement and sportsmanship.Students write instructions for sporting equipment. They also write rules using the imperative.Before the lesson you could find examples of instructions on how to use different sporting equipment. Preferably, ones with a Chinese/English version.Students watch a video about unusual sports around the world. They practice using images to help understanding.For each part of the video you might want to play it twice.Tasks 7 could be extended to look at other culturally specific sports.This section provides a quick review of the vocabulary, grammar, writing and theme of the unit.Tasks could be set for individual work or done in pairs. The tasks could be set as team game or class quiz.Finish all the tasks in Unit 4.Read the two texts in this unit again and try to summarise their contents.Think about other unusual sports you know and share with your friend.Write a piece of instruction for one of your favourite sporting equipment.。
新视野2 unit4教案
大学英语2级课程教案课次1 课时2课型理论课教学内容:Unit 4 Section A: A Test of True Love (Introduction /text structure analysis)教学目标：1.Students know the background information about the text2.Students remember the new words and expressions in the text3.Students learn how to analyze the structure of the whole text and certain paragraphs4. Students grasp new words and phrases in the passage of Section A教学重点：1. Divide the whole text into parts and work out the gist of each part2. Train students’ oral English during their discussion3. Grasp the text structure教学难点: Grasp the writing pattern applied in certain paragraphs of the text教学基本内容方法及手段I. Pre-reading activities(20mins)1) Is there any love at first sight? Why?No. The reasons for absence of such love can be deduced as follows:1) Looks can be deceitful;2) It takes time for true love to grow;3) Love is an integration of two minds into one;4) Such love is like a flash in the pan; 2) Can true love grow between pen pals or net friends who have never met each other? Why?No. The causes for this can be summed up asfollows:1) True love does not grow without contact between two minds;2) True love depends on acceptance of each other’s demerits as well as hunger for each other’s merits;3) True love is based on the ups and downs of lovers in daily life; II.Text structure analysis and introduction of the writing pattern: aparagraph of a point of view supported by reasons(25mins)III. Explain new words and phrases in the passage of Section A (40mins) IV. Assignments(5mins) Group discussion Oral practice Explanation作业、讨论题、思考题：Preview language points in Section A and read the text参考资料（含参考书、文献等）：新视野大学英语读写教程第二册教师用书教学反思：Students are very interested in the topic of this unit. They are active in showing their feelings but they can’t express themselves freely.Students’ analysis ability needs to be improved.Session 1 (90mins):Section A: A Test of True LoveI. Pre-reading activities (20mins)Step 1 Lead-in:1) Is there any love at first sight? Why?No. The reasons for absence of such love can be deduced as follows:1) Looks can be deceitful;2) It takes time for true love to grow;3) Love is an integration of two minds into one;4) Such love is like a flash in the pan;2) Can true love grow between pen pals or net friends who have never met each other? Why? No. The causes for this can be summed up asfollows:1) True love does not grow without contact between two minds;2) True love depends on acceptance of each other’s demerits as well as hunger for each other’s merits;3) True love is based on the ups and downs of lovers in daily life; …Some proverbs and sayings:1.Take away love, and our earth is a tomb.没有了爱，地球便成了坟墓。
新职业英语2通用版Unit4教育精品课件
新职业英语2通用版Unit4教育精品课件一、教学内容本节课我们将学习《新职业英语2通用版》的Unit4。
具体内容包括：1. 阅读：理解文章主旨，学习并掌握新词汇和短语，提高阅读技巧。
2. 听力：提高听力理解能力，学习并掌握与教育相关的词汇和表达。
3. 语法：复习并巩固过去进行时态。
4. 口语：讨论教育相关话题，提高口语表达能力。
二、教学目标1. 掌握本节课的新词汇和短语，并能熟练运用到实际情境中。
2. 提高阅读和听力理解能力，能理解并运用过去进行时态。
3. 培养学生的口语表达能力，激发他们对教育话题的兴趣。
三、教学难点与重点1. 教学难点：阅读理解、听力理解、过去进行时态的运用。
2. 教学重点：新词汇、短语的掌握，口语表达能力的培养。
四、教具与学具准备1. 教具：PPT、录音机、黑板、粉笔。
2. 学具：课本、练习册、笔记本、字典。
五、教学过程1. 导入：通过展示一组与教育相关的图片，引发学生对教育话题的兴趣，导入新课。
2. 新课内容展示：a. 阅读文章：让学生阅读文章，理解文章主旨，学习新词汇和短语。
b. 听力练习：播放与教育相关的听力材料，提高学生的听力理解能力。
c. 语法讲解：通过例句，讲解过去进行时态的用法。
d. 口语练习：组织学生讨论教育相关话题，提高口语表达能力。
3. 随堂练习：针对新课内容进行巩固练习，检查学生的学习效果。
六、板书设计1. 新词汇和短语。
2. 过去进行时态的例句。
3. 教育话题讨论的关键词。
七、作业设计1. 作业题目：a. 根据课文内容，完成课后练习题。
b. 用过去进行时态编写一段关于教育的小故事。
c. 收集与教育相关的名言，并翻译成英文。
2. 答案：见课后练习答案。
八、课后反思及拓展延伸1. 反思：本节课结束后，教师应反思教学方法是否得当，学生是否掌握了教学内容，并对不足之处进行改进。
2. 拓展延伸：鼓励学生课后关注教育新闻，了解国内外教育现状，提高英语实际应用能力。
2024年新职业英语2通用版Unit4教育课件
2024年新职业英语2通用版Unit4教育课件一、教学内容1. Chapter 1: 教育的重要性Section 1.1: 介绍教育的定义及其在个人成长中的作用Section 1.2: 阐述教育对社会发展的重要性2. Chapter 2: 现代教育体系Section 2.1: 国内外教育体系的比较Section 2.2: 现代教育的多元化发展3. Chapter 3: 教育与职业发展Section 3.1: 教育对职业发展的影响Section 3.2: 如何选择合适的教育途径以促进职业发展二、教学目标1. 了解教育的重要性，认识到教育对个人成长和社会发展的关键作用。
2. 掌握现代教育体系的基本概念和特点，能够进行国内外教育体系的比较。
3. 了解教育与职业发展的关系，学会选择适合自己的教育途径。
三、教学难点与重点1. 教学难点：国内外教育体系的比较、教育与职业发展的关系。
2. 教学重点：教育的重要性、现代教育体系的基本概念和特点。
四、教具与学具准备1. 教具：PPT课件、黑板、粉笔、教学视频。
五、教学过程1. 导入：通过展示一组关于教育对个人成长和社会发展的图片，引发学生对教育重要性的思考。
2. 新课内容讲解：Chapter 1：介绍教育的定义，分析教育在个人成长和社会发展中的作用。
Chapter 2：比较国内外教育体系，阐述现代教育的多元化发展。
Chapter 3：讲解教育与职业发展的关系，指导学生如何选择合适的教育途径。
3. 例题讲解：针对每个章节的重点内容，设计相关例题，进行详细讲解。
4. 随堂练习：让学生针对每个章节的知识点进行随堂练习，巩固所学内容。
六、板书设计1. 板书2024年新职业英语2通用版Unit 4 教育课件2. 板书内容：Chapter 1: 教育的重要性Chapter 2: 现代教育体系Chapter 3: 教育与职业发展七、作业设计1. 作业题目：根据所学内容，谈谈你对教育重要性的认识。
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[CD 1, Track 23]
Simple past and present perfect
■ As a review, write these sentences on the board:
1. We use the ________ for completed events at a definite time in the past.
Possible answers
Meat chicken pork beef ham
Fish/seafood shrimp salmon tuna lobster
Vegetables (chili) pepper onion carrot eggplant
Fruit banana avocado tomato lime
2. We use the ________ for events that happened at an indefinite time in the past.
3. We use the ________ for events that began in the past and continue up to the present.
4. We usually use the ________ with ever and never.
■ Ask Ss to complete the sentences with either simple past or present perfect. Then elicit answers from the class. (Answers: 1. simple past 2. present perfect 3. present perfect 4. present perfect)
■ Explain that when the present perfect is used to
introduce a topic, it becomes a definite event and the simple past is used.
■ Play the audio program. Ss read the Grammar Focus box as they listen and repeat.
■ Elicit or explain any new vocabulary.
Vocabulary
snails: small land animals with a hard round shell and no legs
garlic: a plant used in cooking to give a strong taste appetizer: a small dish served at the beginning of a
■ Option: Focus Ss’ attention on the word have in the conversation. Explain that we don’t stress the word
In Unit 4, students discuss food, recipes, and cooking methods. In Cycle 1, they talk about personal experiences using the past tense and the present perfect. In Cycle 2, they describe recipes using sequence adverbs.
■ Play the audio program. Ss listen for answers to the questions on the board. Elicit Ss’ answers. (Answers: 1. no 2. yes 3. no)
■ Books open. Play the audio program again. Ss listen and read silently.
french fries, and a large soda.
T-22
3 PRONUNCIATION
Learning objective: notice and practice saying common consonant clusters
A [CD 1, Track 22]
■ Play the audio program. Ss listen and notice how two consonants at the beginning of a word, called consonant clusters, are pronounced.
Have you (ever) eaten snails?
Present perfect
■ Have Ss circle the past participles in the Conversation on page 22. (Answers: eaten, decided, heard) If necessary, refer Ss to the list of participles in the appendix at the back of the book.
have in Have you ever . . . ?, when it’s an auxiliary verb, but we do stress have in I’ll have . . . when it’s the main verb. Play the audio program again, this time pausing so Ss can practice the difference in pronunciation. ■ Ss practice the conversation in groups of three. Encourage them to use facial expressions and to have fun. ■ Option: Books closed. Have Ss act out the conversation in front of the class. Tell them that they can substitute any food words they want.
Possible answers scary, strange, small, snails, spices, brains/friedg objective: ask and answer questions using the simple past and the present perfect
■ Go over the questions. Then have Ss discuss them in pairs or groups.
■ Option: To prepare Ss for vocabulary in the unit, have the class brainstorm in groups: four kinds of meat, fish, vegetables, and fruit. This could be done as a race against each other or against time.
■ Play the audio program again, pausing after each word.
B Pair work
■ Refer Ss to page 22 and have them find examples of each consonant cluster. Check answers as a class.
A [CD 1, Track 21]
■ Ask Ss to look at the picture. Ask: “Where are these people? What do you think they are they eating? How do they look?” Accept any reasonable answers.
■ Draw the following time line on the board to show
how we use the past perfect to describe events that
occur any time between birth and now.
Birth
(from birth until now) Now
For another way to practice this Conversation, try Disappearing Dialog on page T-151.
B
■ Read the questions and then play the rest of the audio program. Ss listen for the answers.
■ After Ss compare responses in pairs or groups, elicit and check answers as a class.
Audio script (See page T-225.)
Answers
Steve didn’t like the fried brains (at all). He ordered a (nice, juicy) hamburger (medium rare),
■ Books open. Give Ss a few minutes to look over the information in the Snapshot. Explain any unknown words or expressions.
2 CONVERSATION
Learning objectives: practice ordering food in a restaurant; see the simple past and the present perfect in context