21世纪大学实用英语教案2册
21世纪大学实用英语教案第二册unit3
21世纪⼤学实⽤英语教案第⼆册unit3幻灯⽚1Unit1-main1I. ObjectivesII. Suggested Teaching Plan）III. Background InformationIV. Class Presentation幻灯⽚2Unit1-main2·Part I ListeningPart II ReadingPart III SpeakingPart IV Translation & Writing《Part V Time to RelaxVideo Exercises幻灯⽚3Objectives.I. ObjectivesAfter studying this unit, the students are expected to1. have listening and speaking practices to learn how tolive up to their potential and acquire the theme-related expressions and their functional structures;2. understand the main idea of Text A and Text B, masterthe useful sentence structures, words and expressionsfound in the relevant exercises of the texts;3. know how to use parallel structures to add balance,rhythm and clarity to the sentences;（幻灯⽚4ObjectivesI. Objectives4. be able to read a passage about how to advertise on a website;5. be able to write a letter of accepting/declining an offer.]幻灯⽚5II. Suggested Teaching Plan for Unit 1Time Contents Plan1 period》Theme-relatedListening Sections 1 & 2To start the new unit, the teacherA. plays the short talk once before handling UsefulLanguage in a unique way, ., asking studentsto read them loud in class;B. plays the short talk once more, or twice moreifnecessary, and asks class to complete the【summary as required; C. has a brief discussion with the students on thesummary of the short talk;D. plays the talk again with an emphasis on detailsso that students can fill in the blanks of the text. Sections 3 4 & 5A. keeps the theme in mind while making atransition from the short talk to the two dialogues;~幻灯⽚6Objectives3 Time Contents Plan%B. handles Useful Language in a unique way,., asking students to come up with theirown equivalents to replace the items in the box;C. plays the first dialogue once, or twice if>necessary, and asks students to do the T/Fexercise as required to explore the main idea; D. plays the first dialogue once more for the details so that students will have no troubleanswering the questions;E. plays the second dialogue once, or twice ifnecessary, and then asks students to do thelistening comprehension exercises;F. checks the answers in a meaningful way,., putting the key word effort on the）chalkboard, encouraging the students toaround it with the relevant information fromthe dialogue.Theme-relatedListening，幻灯⽚7Objectives3 Time Contents Plan…Review ofTheme-relatedListeningSections3 periods Review>The teacherA. has a brief review of what students havelearned in the first period of listeningpractice;B. makes a meaningful transition to Text A.StarterAfter finishing the listening tasks, the teacher turns to Text A of the unit. To begin, the teacher Text A &Text-relatedExercises*A. lets the students figure out what the title of Text A can mean. This can be done in complete English sentences or just phrases. If the students have difficulty幻灯⽚8Objectives4&PlanTimedoing this, the teacher can ask them to think of a situation where impossibility becomes a fact. The teacher can provide them with the following key words in English: happen, years ago, absolutely impossible, think of, give up, make sincere efforts, find a clue, turn out, solve the problem.、B. gives the students 10 minutes to read TextA and find out the cause of the problem for thecar in the story and asks them to tell whatlessons can be drawn from the story.。
21世纪大学实用英语综合教程第二册课程设计
21世纪大学实用英语综合教程第二册课程设计一、教学目标本课程的教学目标主要包括以下几个方面：1.帮助学生提升英语听、说、读、写等方面的综合能力，培养学生运用英语进行有效沟通的能力。
2.提高学生的文化素养，加强跨文化交流的能力，为学生今后的国际化职业发展打下坚实的基础。
3.帮助学生在实际工作和生活中运用英语的能力，掌握相关的实用英语知识和技能，提高英语应用能力，增强自信心和对英语的兴趣。
二、教学内容本课程的教学内容主要涵盖以下几个方面：1.多样化的听力材料，如英语电影、纪录片、新闻报道等，帮助学生提高听力水平，掌握日常对话和商务英语对话。
2.阅读理解训练，如英语短篇小说、新闻报道、商务合同等，帮助学生提高阅读理解能力和学术英语写作能力，掌握阅读技巧。
3.口语训练，包括口语发音、口语表达、口语交际训练等，帮助学生提高英语口语水平，自信讲英语。
4.写作训练，如商务邮件、表格报告、学术论文等，帮助学生提高英语写作能力，掌握写作技巧。
5.翻译训练，如英汉互译、商务口译等，帮助学生掌握翻译技巧和方法，提高翻译能力。
三、教学方法针对本课程的教学目标和教学内容，我们将采用多种教学方法来帮助学生提高英语综合能力，包括：1.互动式教学法，通过提问、互动、讨论等形式，引导学生主动参与课堂，培养学生思考和创新能力。
2.探究式教学法，通过实践性任务、小组合作、角色扮演等方式，激发学生学习兴趣和学习动力，培养解决问题的能力。
3.语境式教学法，通过将课堂教学和现实情境相结合，促进学生在实际环境中学习和练习英语，培养学生的实际应用能力。
4.多媒体教学法，通过电子板书、多媒体配图和音频视频等方式，为学生打造更为生动、直观的学习环境，促进学生的学习效果。
四、教学评估本课程的教学评估主要包括两个方面：1.学生成绩评定，根据学生的听、说、读、写等能力测试成绩，对学生的英语综合能力进行评估。
2.学生反馈评价，通过教学问卷、德育评价、班会纪要等方式，收集学生对课程和教学的反馈，了解教学的效果和存在的问题。
21世纪大学实用英语综合教程 第二册 Unit 1
教案1st period Text A (Global Reading)1 Background InformationEnglish LanguageThe English language is the most widely spoken language in the world. It is used as either a primary or secondary language in many countries.During the 1500s, fewer than 2 million people spoke English. All of them lived in what is now Great Britain. Through the centuries, as the result of various historical events, English spread throughout the world. Today, about 400 million people speak English as their native language. Most of them live in Australia, Canada, Great Britain, Ireland, New Zealand, South Africa, and the United States.Another 100 million people living chiefly in Bangladesh, India, Pakistan, and in many African countries speak English in addition to their own language. An additional 200 million people probably know at least some English. (From the 1998 World Book Multimedia Encyclopedia)Characteristics of EnglishV ocabulary. English has a larger vocabulary than any other language. There are more than 600,000 words in the largest dictionaries of the English language.Some English words have been passed on from generation to generation as far back as scholars can trace. These words, such as woman, man, sun, hand, love, go, and eat, express basic ideas and feelings. Later, many words were borrowed from other languages, including Arabic, French, German, Greek, Italian, Latin, Russian, and Spanish. For example, algebra is from Arabic, fashion from French, piano from Italian, and canyon from Spanish.A number of words, such as doghouse and splashdown, were formed by combining other words. New words were also created by blending words. For example, motor and hotel were blended into motel. Words can be shortened to form new words, as was done with history to form story. Words called acronyms are formed by using the first letter or letters of several words. The word radar is an acronym for radio detection and ranging.Pronunciation and spelling in English sometimes seem illogical or inconsistent. Many words are spelled similarly though pronounced differently. Examples include cough, though, and through. Other words, such as blue, crew, to, too, and shoe, have similar pronunciations but are spelled differently. Many of these variations show changes that occurred during the development of English. The spelling of some words remained the same through the centuries, though their pronunciation changed.Grammar is the set of principles used to create sentences. These principles define the elements used to assemble sentences and the relationships between the elements. The elements include parts of speech and inflections.Parts of speech are the word categories of the English language. Scholars do not all agree on how to describe the parts of speech. The traditional description listseight classes: nouns, pronouns, verbs, adjectives, adverbs, prepositions, conjunctions, and interjections. The most important relationships of the parts of speech include subject and verb, verb and predicate, and modifier and the word modified.English has fewer inflections than most other European languages. An English noun has only two inflections, the plural and the possessive. Inflections are used to change the tense and number of a verb or the case of a pronoun. Inflections can change adjectives to the comparative or the superlative — for example, big, bigger, biggest.American EnglishAmerican English is a variety of the English language spoken in the United States. Although all Americans do not speak the same way, their speech has enough in common that American English can be recognized as a variety of English distinct from British English, Australian English, and other national varieties. American English has grown up with the country. It began to diverge from British English during its colonial beginnings and acquired regional differences and ethnic flavor during the settlement of the continent.Today it influences other languages and other varieties of English because it is the medium by which the attractions of American culture — its literature, motion pictures, and television programs — are transmitted to the world.Characteristics of American EnglishA. PronunciationIn broad terms, Canadian and American speakers tend to sound like one another. They also tend to sound different from a large group of English speakers who sound more British, such as those in Australia, New Zealand, and South Africa. For example, most Canadians and Americans pronounce an r sound after the vowel in words like barn, car,and farther, while speakers from the British English group do not. Also, some British English speakers drop h sounds at the beginning of words, so that he and his are pronounced as if they were spelled ee and is. The English spoken in Australia, New Zealand, and South Africa sounds more like British English than American English does because these varieties have had less time to diverge from British English. The process of separate development began later in these countries than in North America.In some cases there are differences between American English and British English in the rhythm of words. British speakers seem to leave out a syllable in words like secretary, as if it were spelled secretry, while Americans keep all the syllables. The opposite is true of other words, such as specialty, which Americans pronounce with three syllables (spe-cial-ty) while British speakers pronounce it with five syllables (spe-ci-al-i-ty). V owels and consonants may also have different pronunciations. British speakers pronounce zebra to rhyme with Debra, while American speakers make zebra rhyme with Libra. Canadian and British speakers pronounce the word schedule as if it began with an sh sound, while Americans pronounce it as if it began with an sk sound.B. WordsThe most frequently used words are shared by speakers of different varieties of English. These words include the most common nouns, the most common verbs, and most function words (such as pronouns, articles, and prepositions). The different varieties of English do, however, use different words for many words that are slightly less common —for example, British crisps for American potato chips, Australian billabong for American pond, and Canadian chesterfield for American sofa. It is even more common for the same word to exist with different meanings in different varieties of English.Corn is a general term in Britain, for which Americans use grain, while corn in American English is a specific kind of grain. The word pond in British English usually refers to an artificial body of water, whereas ponds also occur naturally in North America. British English chemist is the same as American English drugstore, and in Canada people go to the druggist. Many of the words most easily recognized as American in origin are associated with aspects of American popular culture, such as gangster or cowboy.C. SpellingAmerican English spelling differs from British English spelling largely because of one man, American lexicographer Noah Webster. In addition to his well-known An American Dictionary of the English Language (1828), Webster published The American Spelling Book (1783, with many subsequent editions), which became one of the most widely used schoolbooks in American history. Webster’s books sought to standardize spelling in the United States by promoting the use of an American language that intentionally differed from British English. The development of a specifically American variety of English mirrored the newcountry’s separate political development. Webster’s most successful changes were spellings with or instead of o ur (honor, labor for the British honour, labour); with er instead of re (center, theater for the British centre, theatre); with an s instead of a c (defense, license for the British defence, licence); with a final ck instead of que (check, mask for the British cheque, masque); and without a final k (traffic, public, now also used in British English, for the older traffick, publick). Later spelling reform created a few other differences, such as program for British programme. Canadian spelling varies between the British and American forms, more British in eastern Canada and more American in western Canada.2. Group DiscussionHave you ever had an experience in which you are misunderstood or have failed to understand others? Misunderstandings can result from the spoken form or written form of the language that you use.2nd period Text A (Detailed Reading)Words and Expressions & Difficult Sentences1) misunderstanding: n. (an example of) wrong understanding 误会，误会e.g. Her poor French often leads to misunderstandings when she visits France. misunderstand: vt. understand wrongly 误会e.g. I’m sorry, I misunderstood you.It seems that you have misunderstood what I said at the meeting.2) get on: board (a bus, a train, etc.)登上〔公共汽车、火车等〕e.g. When I got on the bus, I found all the seats were occupied.They felt worried when they realized that they had got on the wrong train.3) head for: go towards 向…走去；朝…行进e.g. The ship was heading for Britain.He headed for the bus stop.4) …he could ride to New York without paying.介词without 说明为“不、未”，其后跟动词时，须用V-ing形式。
21世纪大学英语2册unit 1教案1
Unit OneTest A Time-outTest B Ready, Set, Go – and Get TherePractical Reading: Help Centre – After-sales CareTeaching ObjectivesFrom studying this unit, students are expected to1. have listening and speaking practices to explore time management and acquire thetheme-related expressions and their functional structures;2. understand the main idea of Text A and Text B, as well as master the useful sentence structures, words and expressions found in the two texts’ follow-up exercises;3. know the structure of imperative sentences;4. be able to read an after-sales policy;5. be able to write a résumé cover letter.Difficult language points:1. Learn how to use the structure “too...to”2.Learn how to use imperative sentencesTeaching Methods:Discussion, Exercise and PresentingTeaching Periods: 8 PeriodsBackground Information:Personal Time ManagementTime management strategies are often associated with the recommendation to set personal goals. These goals are recorded and may be broken down into a project, an action plan, or a simple task list. For individual tasks or for goals, an importance rating may be established, deadlines may be set, and priorities assigned. This process results in a plan with a task list or a schedule or calendar of activities.A task list (also to-do list or things-to-do) is a list of tasks to be completed, such as chores or steps toward completing a project. Task lists are often prioritized.An early advocate of “ABC” prioritization was Alan Lakein. In his system “A” items were the most important (“A-1” the most important within that group), “B” next most important, “C” least important. A particular method of applying the ABC method assigns “A” to tasks to be done within a day, “B” a week, and “C” a month.Basic Tips on Time Management for StudentsEvery student spends a lot of time studying and almost every one of them would like their studying to be more efficient. Here are some basic tips to manage your time better when studying. Minimize DistractionsEliminate everything that might be a distraction in the area where you are studying. Make sure there’s nothing nearby that might be tempting. If you love surfing the net, turn off the internet while you study. If you are totally into video games, discipline yourself to only play them after you have finished your studying as a reward. Don’t put the video games anywhere near your study area.Watching TV whilst studying is a very bad idea and makes your studying really ineffective. You need to minimize all di stractions and TV is a big one even if it’s just on in the background. Time of Day for StudyStudying at the same time each and every day helps. Most people find it more effective to study during the day rather than at night, because they can concentrate better. But if you are a real night owl, then you may find that your ability to concentrate at night is just fine.Total 100% Focus for at Least 40 Minutes at a TimeOne of the most important things you can do to study effectively is to focus totally on your studying for at least 40 minutes at a time. Studying for 10 minutes here and there just will not cut it. Instead of quick little snippets, make sure you get in at least 40 or 50 minutes of total focus. While you’re doing this, don’t let yourself get distracted with anything else! Just focus intensely for the entire time. When you are finished, then relax, and play a video game or watch TV to reward yourself.You also don’t want to study for too long at a time, because your brain gets fatigued an d after a while it needs a rest. 90 minutes is probably the maximum you should go before taking a 10-minute break, and usually 60 minutes is enough.教学后记：。
21世纪大学实用英语教案2册
本句中fact后面that引导的从句是fact的同位语从句，that不可以省略。第四段开头第一句话也是同样的句型。
3.ice cream：type of sweet frozen food made from milk fat, favored with fruit, chocolate, etc. and often eaten as a dessert冰淇淋
Notes:
1.The expression“I’m possible”is not current standard or colloquial English. However, the author is engaging in a kind of word-play with this artificial expression’s close
2)How many times did the engineer go to the store withthe man?
Notes:
1.Now the engineer, being a logical man, refused to believe that this man’s car was allergic to vanilla ice cream.
Useful Language
abbreviationn.缩写
intendvt.意欲
criticallyad.批判地
tougha.艰难的
seeminglyad.看来似乎
challengen.挑战
solutionn.解决方法
hows and whys缘由，道理
Exercise:
PBL is intended to train students to be1).To be a problem solver is to learn how to raise a question,how to use information, how to 2), and how tomake a decision. Of course, it is not easy to a problem solver.But it is no good to say something is impossible without 3), even though it can seem so at first. Onlywhen you give yourself completely 4)isnothing impossible.
21世纪大学实用英语综合教程 第二册 Unit 5
教案I.StarterHave you ever written or received a love note? Believe it or not, this oldest form of expressing love still works the best in the modern world. Suppose you are going to write a love note. What would you want to say to your lover? Discuss this with your classmates.After the discussion, Teacher asks several students to present their “love notes” to the class and read the two well-known love notes as follows:When You Are OldBY WILLIAM BUTLER YEATSWhen you are old and grey and full of sleep,And nodding by the fire, take down this book,And slowly read, and dream of the soft lookYour eyes had once, and of their shadows deep;How many loved your moments of glad grace,And loved your beauty with love false or true,But one man loved the pilgrim soul in you,And loved the sorrows of your changing face;And bending down beside the glowing bars,Murmur, a little sadly, how Love fledAnd paced upon the mountains overheadAnd hid his face amid a crowd of stars.朱生豪给妻子宋清如的情书中写道：“醒来觉得甚是爱你。
21世纪大学实用英语综合教程第二册Unit7
21世纪⼤学实⽤英语综合教程第⼆册Unit7教案授课单元21世纪⼤学实⽤英语第2册第7单元本（章）节授课⽅式课堂讲授（√）实践课（）教学时数 6授课要点本（章）节教学⽬标1.master the basic language and skills necessary to fulfillobligations;2.understand the main ideas of Text A, Text B and Text C,and master the useful sentence structures and words andexpressions found in the exercises relevant to the first twotexts;3.know how to use the subjunctive mood;4.know how to write a personal letter;5.understand paragraph development .教学重点和难点1.background information: Jean de La Fontaine and Fairy;2.the Practice of Fulfilling Obligations;3.identify the main idea of each paragraph;4.analyzes some difficult sentences and some language points;5. grammar: subjunctive mood思考题或作业1.vocabulary2.structure3.translation教学内容与组织安排1st period Text A (Global Reading)2nd period Text A (Detailed Reading)3rd period Grammar Review4 th period Practical Writing5th period Text B6th period Improve Your Reading Skills1st period Text A (Global Reading)Tell your classmates what you would do in the following situations and then read Text A to find what answers the author gives.2nd period Text A (Detailed Reading)Questions for understanding of deatails1) What does the author think Mary should do?Mary should say what she thinks directly to Harry.2) Why should people be honest according to the author?Because honesty makes things simple. / Because honesty is the easiest solution.3) Instead of being honest when they make mistakes what do people do?People try to create stories and excuses.4) What will happen to you if you are honest with people?You will benefit in the end.5) What is strange about the author’s friend who came to see him recently?He wouldn’t tell the author he wanted work though he couldn’t even pay his rent.6)It is really not that complicated… Why complicate life?By asking for it.7) How do you show respect both to others and to yourself?Be honest with others.Sentence Analysis其实这事并不那么复杂……为什么要把⽣活复杂化呢？句中complicated是形容词，complicate是动词。
21世纪大学实用英语综合教程全新版第2册教学设计
21世纪大学实用英语综合教程全新版第2册教学设计一、教学目标•通过本教材的学习，使学生能熟练运用英语进行日常交流和沟通•通过课程安排，提高学生的听、说、读、写等语言综合技能•培养学生的语言应用能力和交际能力，让学生具有较强的能力应对生活和工作中的实际情境二、教学内容本教材共分为五个单元，每个单元包含听、说、读、写四个方面的教学内容。
教材主要内容如下：第一单元：Society1.Talking Points2.Listening Comprehension3.Reading Comprehension4.Writing第二单元：Relationships1.Talking Points2.Listening Comprehension3.Reading Comprehension4.Writing第三单元：Education1.Talking Points2.Listening Comprehension3.Reading Comprehension4.Writing第四单元：Technology1.Talking Points2.Listening Comprehension3.Reading Comprehension4.Writing第五单元：Globalization1.Talking Points2.Listening Comprehension3.Reading Comprehension4.Writing三、教学方法1.任务型教学法。
学生需要完成一定的任务，从而真正理解并掌握所学内容。
2.情境教学法。
根据实际情境模拟日常场景，让学生在真实环境中学习和交流。
3.合作学习法。
让学生在小组内协作完成任务，培养他们的团队合作精神和交流能力。
4.多媒体教学法。
借助多媒体技术，提高学生的学习兴趣和参与度。
四、教学重难点重点•学生的听、说、读、写的综合技能的培养•学生的语言应用能力和交际能力的提高•学生对国际化背景下的社会问题和主题进行思考难点•学生在一个新环境下使用英语进行交流时的自信心和技巧•学生对一些文化和思维方式的理解和适应五、教学评价1.日常评价。
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Script:Helen: May I ask you a question, Elvis?
Useful Language
separatevt.分开
heart-to-hearta.坦诚的
interactionn.互动
I get you. =I see.
1) What does Karen emphasize that a teacher is
inseparable from?
A)Knowledge of the world.
A) A good teacher knows his or her students’abilities well.
B) Good teachers are sensitive to their students and learnfrom them too.
C) A good classroom environment has two-way
D) Why her teacher is so knowledgeable.
5) What is the most important thing a good teacher does?
A) Helping students build a positive attitude towards life.
Unit 2 Inspiration
Listening & Speaking
Step 1. Preview
Lead the students to look at the “Preview” so as to make sure that the
Students have some ideas of what this unit is all about.
on the very first day of school?
2) What was Teddy like in the eyes of Mrs. Thompson?
1.As Mrs. Thompson stood in front of her 5th grade class on the very first day of school, she told the children a lie.
B)Students’positive learning.
C) Students’years of education.
D) Training for the real world.
2) How, according to Karen, does a good teacher build a good learning environment?
B) Acting as an inspiration.
C) Lighting the way.
D) All of the above.
Part two
Text AA Teacher’s Story
Para. 1-2of Text A：
Questions about This Paragraph
1) What was the lie that Mrs. Thompson told her students
Step 3.Karen and Margaret are talking about a good teacher. Listen to their conversation, and then answer the questions below by choosing the best response. Getting to know the following useful language first might be helpful.
2Mrs. Thompson had watched Teddy the year before and noticed that he didn’t play well with the other children, that his clothes were messy and that he constantly needed a bath.
students.
Helen: That’s true, my teacher has a high sense of
responsibility.
Elvis: He must have, or you wouldn’t feel his dedication, and be learning from it. Your teacher is sure to be a man of character.
(泰迪)讨厌到竟然让汤普森夫人以用红笔给他的卷子评分、在上面醒目地打很多叉，然后再在试卷的上方写上一个大大的F(不及格)为乐。
It指代上文And Teddy could be unpleasant。副词where指的是the place or situation in which。又如：I think you have got to the point where a change is needed, or you will fail.
A)By changing his way of teaching.
B) By adding new knowledge.
C) Through positive character qualities.
D) By encouraging more learning.
3) What does Karen mean by“heart-to-heart interaction”?
开学第一天，当汤普森夫人站在她教的五年级那个班的前面时，她对孩子们说了一个谎。
句中on the very first day of school中的副词very此处修饰first，加强语气。very可以置于形容词最高级或own,first,last, next, same等词之前，以加强语气。又如：
Elvis: Shoot.
Helen: What would you say makes a really good teacher?
Elvis: You have recently met one? Or you feel like
complaining about a teacher you have now?
1) What do you mean when yousay that you like the way yourteacher orinstructorin the classroom?
2) A teacher of good character can help students develop
----------towards life.
3) A good student can also have a hidden positive impact-----。
2.Helen and Elvis are talking about the qualities of a good teacher. Listen to their conversation and then decide whether the conversation-based statements
Communication.
D) It is your own duty to learn.
4) What has Margaret come to understand?
A)What her teacher teaches.
B) Why her teacher is so popular.
C) How her teacher raises questions.
below are true (T) or false (F). Getting to know the following useful language first might be helpful.
Useful Language
shootvi.请发问
concentrationn.注意力dedicationn.奉献
Useful Language
deliveryn.传递
transmissionn.传播
charactern.品格
influencen.影响
perceivevt.察觉
qualityn.优点
attituden.态度
hiddena.潜在的
impactn.影响
self-constructionn.自我打造
Exercise:
Helen: Actually, I think I have just met one. I tend to learn fast with him. I don’t know why I have betterconcentration andunderstand better in his classthan in others, but I do.
Step 2.Part IListening
1．Listen to the upcoming short talk and complete the related statements below accordingly. Getting to know the following useful language first might be helpful.
Helen:You’re right. I feel how he carries himself in the