王守仁实用综合教程2Unit1教案分析解析
新标准高职实用综合教程(第二版)第2册Unit+1TextA
1. What kind of job is an ideal one in your mind? 2. What personal qualities are necessary for getting and doing the job? 3. What advantages does the job as a blue-collar worker have? 4. Do blue-collar workers need to speak good English?
Listening
Speaking
4. A. Blue-collar workers are not well paid in China. B. Blue-collar workers are fewer than necessary in China.
C. Blue-collar workers are not skilled enough.
even have their (6) own ___ club. In Beijing, the Green Collar Club is for people who want to “be happy, healthy and helpful”. They not only (7) succeed _______ in their careers, but also like to enjoy life. They have a lot of
《实用综合教程（第二版）》第2册电子教案
Unit 1 Blue-Collar Workers
Listening
Speaking
go something like this: turn off the mobile phone after
新编实用英语综合教程2--Unit-1-Invitation-Etiquette教案
新编实用英语综合教程2--Unit-1-Invitation-Etiquette教案Unit 1 Invitation EtiquetteUnit GoalsWhat you should learn to doMake an oral invitation to:Invite people to join daily activitiesInvite people to formal occasionsMake a written invitation(write an invitation card or a letter) for:Personal invitationOfficial occasionsGive a reply to:An oral invitationA written invitationWhat you should know aboutInvitation culture: western and ChineseWord order in a subordinate clauseRequirements:After learning this unit, students should grasp:1.Read and understand the meaning of invitation cards and letters2.How to write invitation cards and letters and remember the patterns of invitation cards and letters3.How to invite people to party or dinner, and how to accept and decline invitations4.The customs of inviting people in different countries5.Important words, phrases and language points in the passageIn our daily life, we need to invite others to dinner or takepart in all kinds of parties, so we should know about western custom about invitation.Foreign custom is much stricter than Chinese custom in the matter of replying toinvitations. When you receive an invitation you should answer is immediately, saying definitely whether you are able to accept it or not.If the invitation is given by word of mouth, in conversation or at a chance meeting, you should answer at once whether you can come or not. If you cannot give an answer at that time, you may say “May I let you know this evening” or some such words.By studying this unit, we will know about how to invite the others, how to accept or decline the invitation, and how to write invitation cards/letters.Section I Talking Face to Face1.Imitating Mini-Talks2.Acting out the Tasks3.Studying Email Information on the Internet4.Following Sample Dialogues5.Putting Language to UseSection II Being All Ears1.Learning Sentences for Workplace Communication2.Handling a Dialogue3.Understanding a Short Speech / TalkSection III Trying your Hand1.Practicing Applied Writing2.Writing Sentences and Reviewing GrammarSection IV Maintaining a Sharp EyePassage 1 :Information Related to the Reading PassageWhether it is to a wedding, a dinner party, shower or gala event, an invitation comes with some important obligations. Here’s a quick guide to keep you on the guest list.1. R.S.V.PFrom the French “Répondez, s’il vous plait”, it means “Please reply.”Thislittle code has been around for a long time and it’s definitely telling you that your hosts want to know if you are attending. Reply promptly, within a day or two of receiving an invitation.2. How do I respond? Reply in the manner indicated on the invitation.R.S.V.P and no response card: a handwritten response to the host at the return address on the envelope.Response Card: fill in and reply by the date indicated and return in the enclosed envelope.R.S.V.P with phone number: telephone and make sure to speak in person —answering machines can be unreliable.R.S.V.P with e-mail: you may accept or decline electronically.Regrets only: reply only if you cannot attend. If your host doesn’t hear from you, he is expecting you!No reply requested? Unusual, but it is always polite to let someone know your intentions. A phone call would be sufficient.3. Is that your final answer?Changing a “yes”to a “no”is only acceptable on account of: illness or injury, a death in the family or an unavoidable professional or business conflict. Call your hosts immediately.Canceling because you have a “better”offer is a surefire way to get dropped from ALL the guest lists.Being a “no show”is unacceptable.Changing a “no”to a “yes”is OK only if it will not upset the hosts’arrangements.4. “May I bring …?”Don’t even ask! An invitation is extended to the people the hosts want to invite —and no one else.…a date. Some invitations indicate that you may invite a guest or date (Mr. JohnEvans and Guest) and when you reply, you should indicate whether you are bringing someone, and convey their name.…my children. If they were invited, the invitation would have said so.…my houseguest. It’s best to decline the invitation, stating the reason. This gives your host the option to extend the invitation to your guests, or not.5. Say “Thank You.”Make sure to thank your hosts before you leave, and then again by phoneor note the next day.Text Business InvitationA case of mistaken identity!Don’t worry, we’ve been assured that this mystery will be solved in time for ourHoliday Office PartyWe’re leaving the investigation to those who do it best.Let’s get away from all those computers, papers and mess and cometo our office party in your best suit or dress.Come join us and Toast the SeasonThursday, December 9th 2010 5:00 P.M.The Columbia House –Penthouse Floor 485 Jefferson PlazaLeonard, Barley, Travis, Bailey and SmithRegrets only to Dianne 248-8522It would be a crime to miss our party or not be on time485 Jefferson PlazaBusiness invitations can be informal or formal. Although invitations are usually sent through the mail, informal invitations such as e-mail and phone invitations are becoming more acceptable.Invitation TimingFor most formal occasions, it’s best to invite guests three or four weeks inadvance. If you choose to invite your guests by phone, remind them again in writing two weeks before the gathering. Here are a few guidelines for your information:●Six to eight months before an important seminar to which out-of-town executives are invited.●Four weeks before an ev ening reception.●Two to four weeks before a cocktail party.Invitation FormatFormal business invitations are most commonly printed on white or off-white high-quality paper. A company can use any color of paper it desires, as long as it upholds and promotes the company’s image.With preprinted invitations, you simply fill in the blanks to tell what, where, and when the party will be and who is giving it. It’s also acceptable to include an RSVP notation and your phone number or address on the invitation for more accurate planning.Responding to an InvitationEither use the address or phone number printed in the lower left corner of the invitation or return the RSVP card sent with theinvitation. If a “Please reply by”a given date is included in the invitation, be polite enough to reply by that date. If the words “Regrets only”are printed in the lower left corner of the invitation, you need only to inform the host if you will not be able to attend. If your host does not hear from you, you are expected to attend.Never ask to bring a guest unless the invitation states “Mr. Louis Winthorp and Guest.”Most likely, the host will have only enough food and drinks for the number of people he invites. Showing up with an uninvited friend could turn out to be an embarrassing situation for everyone.Language Points1 Explanation of Difficult Sentences1. (Para. 1) Although invitations are usually sent through the mail, informal。
王守仁实用综合教程2Unit1教案
Unit 1 Blue-Collar WorkersObjectives:1.read an article about the demand for blue-collar workers;2.enlarge your vocabulary relating to personal qualities;3.gain some ideas of what the top 9 blue-collar jobs are;4.get some tips about modal verbs in English;5.learn how to read and write a thank-you letter.Focuses:1.V ocabulary: (omitted)2.Speaking: Talk about the ideas of an ideal job based on the following questions.3.Grammar: Modal verb in English4.Practical writing: How to write a thank-you letter.Outline:Period 1: Warm-up Discussion; study of words and expressions in Text A Period 2: Discussion of Text APeriod 3: Comprehensive ExercisesPeriod 4: Grammar Tips; Active Words and V ocabulary CheckPeriod 5: Discussion of Text B and the follow-up ComprehensionPeriod 6: Practical WritingPeriod 7: Starting Out & In-class Activities (Practical Listening and Speaking Course)Period 8: Cultural Notes & After-class Activities (Practical Listening and Speaking Course)Methods:(1)Practice speaking and listening(2)Discussion(3)Presentation and role play(4) ExercisesTeaching ProceduresPeriod 1:Step 1. Warm-up Discussion (5 minutes)Questions:1. Do you like blue-collar jobs?Hint: I like blue-collar jobs because: the demand is huge; we can get professional training and technical knowledge; and the salary is good.2. What will be your favorite blue-collar job and why?Hint: My favorite blue-collar job is that of a gardener, because I can work outdoors and enjoy the fresh air; and I can keep fit and get good pay.Step 2. Background Information (10 minutes)Tell something about different types of WorkersA blue-collar worker is a member of the working class who performs manual labor. Blue-collar work may involve skilled or unskilled, manufacturing, mining, construction, mechanical, maintenance, technical installation and many other types of physical work. Blue-collar work is often paid hourly wage-labor, although some professionals may be paid by the project or salaried. There is a wide range of payscales for such work depending upon field of specialty and experience.White-collar workers typically perform work in an office environment and may involve sitting at a computer or desk. Service workers, or pink-collar workers, make up a third type of worker. Their labor is related to customer interaction, entertainment sales or other service-oriented work.Step 3. Vocabulary in Text A (20 minutes)Ask Ss to read new words and expressions by themselves and then read the new words together. Explain the important points.1. heartland n.the area or region where a particular set of activities or beliefs is most significant 中心地区，心脏地带Jack had a six-day bus tour around the industrial heartland of America杰克在美国工业中心区域乘大巴旅游了六天Even the attack on Pearl Harbour was remote from the country’s heartland. 即使是珍珠港事件的发生地也远离美国的心腹地带。
实用综合教学课件第二版2(1-5单元~)课文翻译
Unit：1 Text a招聘蓝领工人对于很多人来说，美国的工业中心地带并不能给那里的居民提供很多就业岗位。
但是，在卡伦·赖特看来，事情并非如此。
作为俄亥俄州阿里尔公司的首席执行官，赖特面临的最大问题并不是缺乏就业岗位，而是缺乏熟练技术工人。
“我们有一支非常熟练的劳动力队伍，但他们的年纪越来越大。
”怀特说。
“我不知道我们要去哪里寻找新鲜血液来替代他们。
”这听起来可能令人吃惊，因为这个国家整整一代人已经遭受了失业的痛苦。
然而，纵观整个中心地带，我们几乎可以发现同样的问题：熟练工人短缺。
这种短缺正是像赖特这样的制造商们所面临的一个共同问题。
熟练劳动力短缺表明美国制造业在明显复苏。
2009年以来，制造业产生的就业岗位就一直在上升，年均收入73,000美元，远远超过了教育、医疗和其他许多领域的平均收入水平。
伴随工业的复苏是对熟练工人的需求的不断上升。
工业技能的缺乏是由美国的教育体系和世界经济需求之间的巨大差距所导致的。
多年来，美国的民众一直被灌输一种想法，即美国的未来是建立在诸如法律这样的高端服务或编写软件和系统设计这样的“创造性”行业之上的。
这就使得许多聪颖的学生以为，只有增加接受高等教育的机会，才是跻身中产阶级的唯一出路。
伴随工业的复苏是对熟练工人的需求的不断上升。
工业技能的缺乏是由美国的教育体系和世界经济需求之间的巨大差距所导致的。
多年来，美国的民众一直被灌输一种想法，即美国的未来是建立在诸如法律这样的高端服务或编写软件和系统设计这样的“创造性”行业之上的。
这就使得许多聪颖的学生以为，只有增加接受高等教育的机会，才是跻身中产阶级的唯一出路。
幸运的是，越来越多的学校正在接受这一信息，并将其传递给学生。
其中俄亥俄州中部技术学院每年都要扩招70名焊接专业和50名机修专业的学生。
许多学院的认证项目由公司规划并得到其部分扶持, 因为他们认为这是一项明智的投资。
学院职业与技术教育中心的负责人凯利·华莱士说：“这个城市里有很多人都无所事事。
(word完整版)综合教程 第二册 Unit1
2.Some sentencestructuresto understand
3.Writing techniques
.Teaching Methodsand Means
municative Approach
Learner-centered Teaching
(attacBiblioteka A to B; B be attached to A)
E.g. A price tag was attached to each article in the supermarket.
E.g.Do youattach much importance to(十分重视) what he says?
2. Appreciate the diffierent ways to compare and contrast;
3. Master the key language points and learn how to use them in context;
4. Understand the cultural background related to the content;
assist (Para.4)
v. (formal) help, support
(n. assistance, assistant)
Pattern: assist sb to do sth;
assist sb with sth;
assist sb in (doing) sth.
E.g. assist sb to fill in the forms
1 Group presentation (Group 1) (5 minutes)
实用综合教程第二版unit2-电子教案-
may be called Tim, or Jennifer may be called Jenny.
More examples:
Christopher — Chris Edward — Ed Andrew — Andy
Anthony — Tony
Richard — Dick William — Bill
Discussion
Title + surname
Neutral relationship / situation
Informal situation / Close relationship
Given name or title+ surname
Given name
Apart from the very formal or informal situations, on the whole, it is probably safer to use the “title + surname”; if people prefer to be addressed by their given name, they will usually say so.
● formal relationship/situation ● informal situation/close relationship ● neutral relationship/situation The relationship between the type of situation and the way in which a person is addressed in English can be summarized as follows:
王守仁2册教案
Lesson PlanUnit 1Week 1 (2 periods)Lesson Goals:To attain knowledge of reading skill: Finding the Main Idea & Stems: cent/centi; claim/clam; firmProcedure:1. Reading skills :( 35 minutes)A. to learn the reading skill: Finding the Main IdeaB. to learn Stems: cent/centi; claim/clam; firm2. Details of the text (55 minutes):A. Warm-up questionsa. When they read in English, many students read word by word. They say that it helps to improve their comprehension. Do you agree?b. Some people like to listen to music or eat snacks while reading. Do you have these habits? Are such activities good for reading?B. Text-learningC. Reading comprehensionD. Vocabulary buildingE. ClozeF. Fast reading: Section B3. HMWText II Reading Tastes and HabitsUnit 2Week 2 (2 periods)Lesson Goals:To attain knowledge of reading skill: Finding the Main Idea & Stems: pos (e); tract Procedure:Homework checking (15 minutes):Text II Reading Tastes and Habits2. Reading skills learning (30 minutes)A. to learn the reading skill: Finding the Main IdeaB. to learn Stems: pos (e); tract3. Details of the text (45 minutes):A. Warm-up questionsa. Music is quite popular with students. What do you usually look for when you listen to music?b. Young people today know great deal about pop music and pop singer, but relatively they know less about classical music, Chinese or Western. How do you account for this?B. Text-learningC. Reading comprehensionD. Vocabulary buildingF. Fast reading: Section B4. HMWText II Listening to Music of Reading Course Book by Wang ShourenUnit 3Week 3 (2 periods)Lesson Goals:To attain knowledge of reading skill: Finding the Main Idea & Stems: duce, duct; ject; mit, miss; pelProcedure:Homework checking (15 minutes):Text II Listening to Music2. Reading skills learning (30 minutes)A. to learn the reading skill: Finding the Main IdeaB. to learn Stems: duce, duct; ject; mit, miss; pel3. Details of the text (45 minutes):A. Warm-up questionsa. Do you think the kind of disagreement between two generations in both texts about career choice is universal? What is the situation between your parents and you on this issue?b. Is there a generation gap in china? If there is one, what are the causes?B. Text-learningC. Reading comprehensionD. Vocabulary buildingE. ClozeF. Fast reading: Section B4. HMWText II Bricklayer’s BoyUnit 4Week 4 (2 periods)Lesson Goals:To attain knowledge of reading skill: Finding the Main Idea & Stems: vid/vis; tain/tent Procedure:Homework checking (15 minutes):Text II Bricklayer’s Boy2. Reading skills learning (30 minutes)A. to learn the reading skill: Finding the Main IdeaB. to learn Stems: vid/vis; tain/tent3. Details of the text (45 minutes):A. Warm-up questionsa. Discuss the climate and weather conditions of your hometown.b. How does climate influence people’s way of life?B. Text-learningC. Reading comprehensionD. Vocabulary buildingF. Fast reading: Section B4. HMWA. Text II Type of ClimateUnit 5Week 5 (2 periods)Lesson Goals:To attain knowledge of reading skill: Finding the Main Idea & Stems: press; cede, ceed; sist Procedure:Homework checking (15 minutes):Text II Type of Climate2. Reading skills learning (30 minutes)A. to learn the reading skill: Finding the Main IdeaB. to learn Stems: press; cede, ceed; sist3. Details of the text (45 minutes):A. Warm-up questionsa. Why do people work, apart from earning a loving?b. What do you think are the qualifications a successful man must have in today’s society?B. Text-learningC. Reading comprehensionD. Vocabulary buildingE. ClozeF. Fast reading: Section B4. HMWText II Who Makes It to the TopUnit 6Week 6 (2 periods)Lesson Goals:To attain knowledge of reading skill: Recognizing the pattern of details & Stems: migr; port; scend; volv, voluProcedure:Homework checking (15 minutes):Text II Who Makes It to the Top of Reading Course Book by Wang Shouren2. Reading skills learning (30 minutes)A. to learn the reading skill: Recognizing the pattern of detailsB. to learn Stems: migr; port; scend; volv, volu3. Details of the text (45 minutes):A. Warm-up questionsa. What are the causes of racial discrimination?b. How much do you know about the roles played by African-American in American society?B. Text-learningC. Reading comprehensionD. Vocabulary buildingE. Cloze4. HMWText II The First Black Woman Receiving Nobel Prize in LiteratureUnit 7Week 7 (2 periods)Lesson Goals:To attain knowledge of reading skill: Recognizing the pattern of details & Stems: migr; port; scend; volv, voluProcedure:Homework checking (15 minutes):Text II The First Black Woman Receiving Nobel Prize in Literature2. Reading skills learning (30 minutes)A. to learn the reading skill: Recognizing the pattern of detailsB. to learn Stems: migr; port; scend; volv, volu3. Details of the text (45 minutes):A. Warm-up questionsa. Greek mythology has a lasting fascination for both children and adults. Could you explain why?b. Greek mythology reveals some truth about human nature and social life. Do you agree?B. Text-learningC. Reading comprehensionD. Vocabulary buildingE. ClozeF. Fast reading: Section B4. HMWText II The Return of OdysseusUnit 8Week 8 (2 periods)Lesson Goals:To attain knowledge of reading skill: Recognizing the pattern of details & Stems: terr; scrib/scripProcedure:Homework checking (15 minutes):Text II The Return of Odysseus2. Reading skills learning (30 minutes)A. to learn the reading skill: Recognizing the pattern of detailsB. to learn & Stems: terr; scrib/scrip3. Details of the text (45 minutes):A. Warm-up questionsa. Why is it important to have a positive attitude towards life?b. Do you think you are an optimist or a pessimist?B. Text-learningC. Reading comprehensionD. Vocabulary buildingE. Cloze4. HMWText II Dare Mighty ThingsUnit 9Week 9 (2 periods)Lesson Goals:To attain knowledge of the reading skill: Recognizing the pattern of details & Stems: sol/sul; ser pet/peatProcedure:Homework checking (15 minutes):Text II Dare Mighty Things2. Reading skills learning (30 minutes)A. to learn the reading skill: Recognizing the pattern of detailsB. to learn & Stems: sol/sul; ser pet/peat3. Details of the text (45 minutes):A. Warm-up questionsa. Have you ever learnt anything about first-aid before?b. Do you think it is important and necessary for everyone to acquaint himself with first-aid rules and procedures in society so advanced in medicine?B. Text-learningC. Reading comprehensionD. Vocabulary buildingE. ClozeF. Fast reading: Section B4. HMWText II How to Deal with Common EmergenciesUnit 10Week 10 (2 periods)Lesson Goals:To attain knowledge of the reading skill: Recognizing the pattern of details & Stems: aster; brief; fusProcedure:Homework checking (15 minutes):Text II How to Deal with Common Emergencies2. Reading skills learning (30 minutes)A. to learn the reading skill: Recognizing the pattern of detailsB. to learn Stems: aster; brief; fus3. Details of the text (45 minutes):A. Warm-up questionsa. Do you agree that the couple in text I had a happy life?b. In what way does a traditional Chinese wedding ceremony resemble of differ from a Western wedding ceremony?B. Text-learningC. Reading comprehensionD. Vocabulary buildingE. ClozeF. Fast reading: Section B4. HMWText II Wedding Customs in the WestUnit 11Week 11 (2 periods)Lesson Goals:To attain knowledge of the reading skill: Outlining & Stem: clos; corProcedure:Homework checking (15 minutes):Text II Wedding Customs in the West2. Reading skills learning (30 minutes)A. to learn the reading skill: OutliningB. to learn Stems: clos; cor3. Details of the text (45 minutes):A. Warm-up questionsa. Have you ever had experiences similar to those described in Text I?b. Can you think of ways other than those described in Text II to enhance creativity?B. Text-learningC. Reading comprehensionD. Vocabulary buildingE. ClozeF. Fast reading: Section B4. HMWText II How to Get a Great IdeaUnit 12Week 12 (2 periods)Lesson Goals:To attain knowledge of the reading skill: Outlining & Stems: dic; fragProcedure:Homework checking (15 minutes):Text II How to Get a Great Idea2. Reading skills learning (30 minutes)A. to learn the reading skill: OutliningB. to learn Stems: dic; frag3. Details of the text (45 minutes):A. Warm-up questionsa. Where are you going for your summer vacation this year?b. Imagine that you are guide for tourist group. What problems do you think you might encounter as a guide for the tourist group?B. Text-learningC. Reading comprehensionD. Vocabulary buildingF. Fast reading: Section B4. HMWText II TourismUnit 13Week 13 (2 periods)Lesson Goals:To attain knowledge of the reading skill: Outlining & Stems: broad; cap/ceiv/cupProcedure:Homework checking (15 minutes):A. Text II Tourism2. Reading skills learning (30 minutes)A. to learn the reading skill: OutliningB. to learn Stems: broad; cap/ceiv/cup3. Details of the text (45 minutes):A. Warm-up questionsa. How do you prepare for your examinations?b. Have there been any cases of notorious cheating at your college? If so, do you think these incidents are representative of the moral academic atmosphere? If not, do you suspect that there is cheating going on but that nobody is doing anything about it?B. Text-learningC. Reading comprehensionD. Vocabulary buildingE. ClozeF. Fast reading: Section B4. HMWText II Cheating: Alive and FlourishingUnit 14Week 14 (2 periods)Lesson Goals:To attain knowledge of the reading skill: Outlining & Stems: cred; dens; fendProcedure:1. Homework checking (15 minutes):Text II Cheating: Alive and Flourishing2. Reading skills learning (30 minutes)A. to learn the reading skill: OutliningB. to learn Stems: cred; dens; fend3. Details of the text (50 minutes):A. Warm-up questionsa. What is the social purpose of the copyright system?b. What are the differences between copyrights and patent rights?B. Text-learningC. Reading comprehensionD. Vocabulary buildingF. Fast reading: Section BG. Text II general psychology: the Study of Behavior4. HMWText II PatentsUnit 15Week 15 (2 periods)Lesson Goals:To attain knowledge of the reading skill: Outlining & Stems: rupt; pendProcedure:Homework checking (15 minutes):Text II Patents2. Reading skills learning (30 minutes)A. to learn the reading skill: OutliningB. to learn Stems: rupt; pend3. Details of the text (45 minutes):A. Warm-up questionsa. Have you ever been present in a court trial or seen one on TV or in movies? Share your knowledge with your classmates.b. Is cybercrime becoming a increasingly serious problem in our society? Are there any effective ways of combating itB. Text-learningC. Reading comprehensionD. Vocabulary buildingE. ClozeF. Fast reading: Section B4. HMWText II CourtsUnit 16Week 16 (2 periods)Lesson Goals:To attain knowledge of the reading skill: Outlining & Stems: spec/spic; spirProcedure:1. Homework checking (15 minutes):Text II Courts2. Reading skills learning (30 minutes)A. to learn the reading skill: OutliningB. to learn Stems: spec/spic; spir3. Details of the text (45 minutes):A. Warm-up questionsa. What were the major causes of World War II?b. What were the attitudes of France, Britain, the United States, and the Soviet Union toward the aggressive actions of Germany, Italy and Japan?B. Text-learningD. Vocabulary buildingE. ClozeF. Fast reading: Section B4. HMWText II How Did World War II StartUnit 17Week 17 (2 periods)Lesson Goals:To attain knowledge of the reading skill: Outlining & Stems: sens/sent; stru/struct Procedure:1. Homework checking (15 minutes):Text II How Did World War II Start2. Reading skills learning (30 minutes)A. to learn the reading skill: OutliningB. to learn Stems: sens/sent; stru/struct3. Details of the text (45 minutes):A. Warm-up questionsa. Discuss the caused for housing shortage.b. in your opinion, what special adjustments, if any, are necessary when different generations of a family live together?B. Text-learningC. Reading comprehensionD. Vocabulary buildingE. ClozeF. Fast reading: Section B4. HMWText II Mobile HomesUnit 18Week 18 (2 periods)Lesson Goals:To attain knowledge of the reading skill: Outlining & Stems: cycle; ped; pod; gram, graph; chron Procedure:1. Homework checking (15 minutes):Text II Mobile Homes2. Reading skills learning (30 minutes)A. to learn the reading skill: OutliningB. to learn Stems: cycle; ped; pod; gram, graph; chron3. Details of the text (45 minutes):A. Warm-up questionsa. Have you ever watched a play?b. What do you think are the main differences between tragedy and comedy? Which one do you prefer? Why?B. Text-learningD. Vocabulary buildingE. ClozeF. Fast reading: Section BG. Text II A Question of Ethics。
实用综合教程1 电子教案 2013版 王守仁
1. What is the Internet? The Internet is a _______ that connects millions of network computers worldwide.
《实用综合教程》（第二版）第3册电子教案
Unit 1 The Information Age
Listening
Speaking
2. What can we do with the Internet? The Internet helps many people communicate, work, learn, and have fun . _______ 3. How do people view websites? People view websites using ________________ computer programs called Internet browsers. 4. What makes using of the Internet quicker and easier? Advances in _________ make using the Internet technology quicker and easier.
《实用综合教程》（第二版）第3册电子教案
Unit 1 The Information Age
Background Information
Discussion
3. Mobile Internet and Mobile Devices The Mobile Internet refers to access to the Internet from a handheld mobile device, such as a smartphone or a tablet computer, through a mobile network or wireless network. A mobile device is also known as a handheld device, handheld computer or simply handheld. It is a small, hand-held computing device, typically having a display screen with touch input.
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Unit 1 Blue-Collar WorkersObjectives:1.read an article about the demand for blue-collar workers;2.enlarge your vocabulary relating to personal qualities;3.gain some ideas of what the top 9 blue-collar jobs are;4.get some tips about modal verbs in English;5.learn how to read and write a thank-you letter.Focuses:1.V ocabulary: (omitted)2.Speaking: Talk about the ideas of an ideal job based on the following questions.3.Grammar: Modal verb in English4.Practical writing: How to write a thank-you letter.Outline:Period 1: Warm-up Discussion; study of words and expressions in Text A Period 2: Discussion of Text APeriod 3: Comprehensive ExercisesPeriod 4: Grammar Tips; Active Words and V ocabulary CheckPeriod 5: Discussion of Text B and the follow-up ComprehensionPeriod 6: Practical WritingPeriod 7: Starting Out & In-class Activities (Practical Listening and Speaking Course)Period 8: Cultural Notes & After-class Activities (Practical Listening and Speaking Course)Methods:(1)Practice speaking and listening(2)Discussion(3)Presentation and role play(4) ExercisesTeaching ProceduresPeriod 1:Step 1. Warm-up Discussion (5 minutes)Questions:1. Do you like blue-collar jobs?Hint: I like blue-collar jobs because: the demand is huge; we can get professional training and technical knowledge; and the salary is good.2. What will be your favorite blue-collar job and why?Hint: My favorite blue-collar job is that of a gardener, because I can work outdoors and enjoy the fresh air; and I can keep fit and get good pay.Step 2. Background Information (10 minutes)Tell something about different types of WorkersA blue-collar worker is a member of the working class who performs manual labor. Blue-collar work may involve skilled or unskilled, manufacturing, mining, construction, mechanical, maintenance, technical installation and many other types of physical work. Blue-collar work is often paid hourly wage-labor, although some professionals may be paid by the project or salaried. There is a wide range of payscales for such work depending upon field of specialty and experience.White-collar workers typically perform work in an office environment and may involve sitting at a computer or desk. Service workers, or pink-collar workers, make up a third type of worker. Their labor is related to customer interaction, entertainment sales or other service-oriented work.Step 3. Vocabulary in Text A (20 minutes)Ask Ss to read new words and expressions by themselves and then read the new words together. Explain the important points.1. heartland n.the area or region where a particular set of activities or beliefs is most significant 中心地区，心脏地带Jack had a six-day bus tour around the industrial heartland of America杰克在美国工业中心区域乘大巴旅游了六天Even the attack on Pearl Harbour was remote from the country’s heartland. 即使是珍珠港事件的发生地也远离美国的心腹地带。
2.resident n. people who live in a place 居民，住户They are going to build more low-cost homes for local residents. 他们将为当地居民建造更多低成本的住宅Phrases:(1) permanent resident 永久居民(2) resident physician 住院医生reside v. 居住Margaret resides with her mother in a London suburb玛格丽特3. corporation n. company multinational corporations4.workforce n.劳动力，劳动队伍In the country, half the workforce is unemployedan employer of a very large workforce5. Replacement sth. or sb. that takes the place of sth. or sb. else 代替物，代替者Taylor has nominated Adams as his replacement6. shortage n.without enough of sth. 缺乏，缺少Vietnam is suffering from food shortage越南正遭受食物短缺之苦。
7. manufacturer n.a business or company which makes goods in large quantities to sell 生产商the world’s largest doll manufacturer全球最大的玩偶生产商8. annual adj.once a year, every year 年度的，每年的annual meeting / annual report9.earnings n.(pl.) money received in return for one’s work (复)收入，工资，挣得的钱net earningearning rateearn v.挣钱Jack earns a lot of money every month. 杰克每个月挣很多钱。
10. point to 显示，表明；指向When Japanese people refer to themselves, they point to their nose, not their heart. 当日本人表示自己时，他们会指向自己的鼻子，而不是心口。
11. gap n.big difference; space between two things or a hole in the middle of sth. solid 差距；空隙the gap between rich and poor贫富差距He pulled the thick curtains together, leaving just a narrow gap. 他拉上厚厚的窗帘，仅留下一条狭窄的缝隙12. plumb v. put the pipes in buildings for carrying water; examine closely or deeply 装水管；探寻，探究She learned to wire and plumb the house herself. 她学会了自己给房子接电线、装水管。
Magda had plumbed her own heart for answers. 玛格达在自己心中搜寻答案。
13. program n.a series of actions or events that are planned to be done; a small book or sheet of paper that gives information about the play or concert; a set of instructions that a computer follows in order to perform a particular task 方案，计划；节目单；程序the nation’s largest training and education program for adults该国最大的成人培训与教育计划14. find a way up 找到进步或晋升的途径“You’ve got to find a way to break up conventional thinking,” he says. 他说：“你必须找出打破常规思维的方法。