致用英语综合教程综合英语2教案综合英语2教案unit(I).doc
Period One – Around the TopicPeriod Length: 50 minutesGoals-Prepare to understand a modern short storyPurposes-To understand what a short story isStep 1: Vocabulary (15 minutes)-Work on the vocabulary about legend, tale and myth on Page 52 in groups-Discuss the similarities and differences of the three wordsStep 2: Short Story Introduction (35 minutes)-Discuss what short story is in groups and list main components of a short story -Discuss and list ideas of what a good short story is-Introduce short story and some master piecesKey points-All activities carried in EnglishHomeworkPeriod Two – Reading (1): Mr. JonesPeriod Length: 50 minutesGoals-Vocabulary and grammar-Discourse knowledgePurposes-Learn new words and expressions-Understand key grammar points-Understand related discourse knowledgeStep 1: Pre-reading Tasks (15 minutes)-Discuss briefly the words and the task on Page 54 in groups-Check briefly the preview results from studentsStep 2: Reading activity (Part One: 25 minutes)-Listen to the reading-Ask students to present new words and sentences in groups-Ask students to give feedbacks for the information presented-Give more explanations to the new words and sentences-Provide extra knowledge about new words-Guide more on sentences and grammarStep 3: Summarization (10 minutes)-Summarize the words and sentences-Summarize the text learntKey points-Instructions and tasks carried in English, Chinese is used only when necessaryHomework-Review the learnt sections-Preview the following parts and exercisesPeriod Length: 50 minutesGoals-Vocabulary and grammar-Discourse knowledgePurposes-Learn new words and expressions-Understand key grammar points-Understand related discourse knowledgeStep 1: Pre-reading Tasks (15 minutes)-Discuss briefly the previously learnt part for understanding-Check briefly the preview results from studentsStep 2: Reading activity (Part Two: 25 minutes)-Listen to the reading-Ask students to present new words and sentences in groups-Ask students to give feedbacks for the information presented-Give more explanations to the new words and sentences-Provide extra knowledge about new words-Guide more on sentences and grammar-Check the comprehension questions on Page 56Step 3: Summarization (10 minutes)-Summarize the words and sentences-Summarize the text learntKey points-Instructions and tasks carried in English, Chinese is used only when necessaryHomework-Review the learnt sections-Preview the following parts and exercisesPeriod Length: 50 minutesGoals-Enhance the vocabulary abilityPurposes-Learn detailed usage of certain words-Learn detailed usage of certain language structuresStep 1: Exercise A (15 minutes)-Work Vocabulary and Structure exercise A on Page 56 in groups -Check and compare answers in groups and negotiate them-Ask students to present their answers-Provide feedbacks for answersStep 2: Exercise B (15 minutes)-Work exercise B on Page 57 in groups-Check and compare answers in groups and negotiate them-Ask students to present their answers-Provide feedbacks for answersStep 3: Exercise C (20 minutes)-Work exercise C & D on Page 57 in groups-Check and compare answers in groups and negotiate them-Ask students to present their answers-Provide feedbacks for answersKey points-Instructions and activities be carried in EnglishHomework-Finish Writing Task on Page 58 and turn them in due next period -Prepare for the grammar and vocabulary exercisesPeriod Five – Language in UsePeriod Length: 50 minutesGoals-Grammar knowledge and vocabulary buildingPurposes-Narrative Tenses-Phrasal Verbs with off and outStep 1: Narrative Tenses (30 minutes)-Test grammar knowledge on Page 59 for checking grammar abilities-Work on exercises A, B & C on Pages 59 & 60 in groups-Ask students to present their answers and provide necessary explanations -Give supplementary information on those structures if necessaryStep 2: Phrasal Verbs with off and out (20 minutes)-Work on exercises A & B on Pages 28 in groups-Ask students to present their answers and explain Compound words-Give supplementary information on Compound words if necessaryKey points-Give instructions in English-Explain grammar knowledge in ChineseHomeworkPeriod Six – Extension: The Enchanted KnifePeriod Length: 50 minutesGoals-Extend reading abilitiesPurposes-Apply previously learnt vocabulary and cultural knowledge in reading-Develop reading abilities-Improve abilities on negotiation and discussionStep 1: Reading (20 minutes)-Ask students to read The Enchanted Knife on Page 30 in groups-Understand new words and sentences within the group by negotiating in English -Finish Vocabulary Check on Page 64Step 2: Discussion (30 minutes)-Discuss questions listed on Page 64-Ask each group to present their opinions for the questions in front-Give feedbacks and remarks for presentationsKey points-Inspect group discussions and give guidance to promote discussionsHomework-Review previously learnt materials-Prepare for the ProjectPeriod Length: 50 minutesGoals-Teamwork abilitiesPurposes-Apply previously learnt words and cultural knowledge into actual use-Develop teamwork abilitiesStep 1: A Make-up story (25 minutes)-Make up a strange story following the example of Mr. Jones with clue words and instructions on Page 62Step 2: An odd experience (25 minutes)-Work in groups to finish the story of An odd experience on Page 62-Ask each group to present their stories and provide remarksKey points-All preparations and negotiations be carried in English-Give guidance while students prepare the projectHomeworkPeriod Length: 50 minutesGoals-See abovePurposes-See aboveStep 1: Prepare for a surprise (25 minutes)-Share your stories with others and present them with pictures if possibleStep 2: Evaluate stories (25 minutes)-Give remarks to the presentations after the whole class have finished presenting stories-Group members should also talk about what they have learnt from this presentation project.Key points-Give instructions for presentationHomework-Revise writings according to the feedbacks and remarks received-Turn the revised copies before next periodPeriod Nine – Culture Tips: AthenaPeriod Length: 50 minutesGoals-Understand part of western culture from another perspectivePurposes-Help students to understand western culture-Help students to learn more cultural expressionsStep 1: Warm-up (15 minutes)-Read materials on Athena on Page 65-Help on any new words if necessaryStep 2: Open Discussion (35 minutes)-Ask students to talk more about western myths and tales if possible-Encourage students to pay more attention to the western culture while learning a languageKey points-All activities be carried in EnglishHomeworkPeriod Ten – Learning to Learn Period Length: 50 minutesGoalsPurposesStep 1Step 2Key pointsHomework。
致用英语综合教程unit2[精品]
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Unit 2 Knowing our bodyTeaching objectivesAfter learning this unit, Ss will learn how to✧Describe the body parts✧Talk about the functions of the body parts✧Use comparatives and superlatives✧Use the body languageTeaching focusGrammar: comparatives and superlativesV ocabulary building: Name of body parts; base adjectives and strong adjectivesImportant words and phrases: attempt, wonder, sight, blind, stump,quest,couple, smart, hurt, shock, confusion, lesson, reply, selfish, sympatheticTeaching difficulties1. Understanding the structure and main idea of the text.2. Grammar: comparatives and superlativesTeaching ProceduresI. Warming-up questions:What knowledge of human body do you get from the documentary film? Which parts of human body does the documentary mention? (Y ou can skim through new words before l i steni ng.)II. Listening and speaking (1 period)a.This is a lead-in to the listening part. Before playing the recording, askstudents to read the questions. Then play the recording and encounrage students to take notes while listening.anize a speaking activity based on the listening material. First ask Ss toform groups and have a discusssion about which is the mose imortant bosy part. Then ask Ss to role-paly the dialogue in the listening part. Remind them they may use their own language.III. Reading 4 periods1.Pre-reading tasks:Before you read, discuss the foll owi ng questi ons i n groups:a. Has any part of your body ever been injured? If yes, what inconveniences did it cause?Work in groups and share your experiences.b. Have you ever read or heard stories about body parts?2.Reading comprehensiona.Ask Ss to read the text first and then answer the questions in Comprehension Check.b.In this sextion,you may organize a class discussion based on the article students have just studied. This discussion activity is necessary for language learners. They should be able to and present their own experiences after they have received the input information.3.Detailed learning of the textLanguage points※attemptn. an act of trying to do something, especially something difficulte.g. She passed her driving test at the first attempt.v. to try to do something, especially something difficulte.g. He attempted to open the door.He attempted to lie.※stump v.1)if you are stumped by a question or problem, you are unable to find an answer to ite.g. The doctors were stumped and had to call in a specialist.The police were stumped about the motivebehind the murder.（警方给难住了，无法查明这次谋杀的动机。
新职业英语《综合英语2》教案Unit 1 Teaching Plandoc资料
English for Careers 2Unit 1 WorkplaceB—4 C—5 D—3 E—6 F—2 G—7Task 2 10 minutes Objective: Ss can give directions.Steps:•Ss read Warming-up Task 2.•Get Ss to look at the picture of Task 1.•Ask Ss to work in pairs and tell each other how to find Mike and Jack in the office.•Ask some Ss to report in class.•Give the suggested answers.Suggested answers:Go through the reception room to the hallway. The first room on your left is the multifunction meeting room. Mike is having a meeting there. Keep going straight along the hallway till you get to the end of it. Jack is working in the last staff office on your left.New words in Reading A 15 minutes Objective: Ss can get familiar with the new words and expressions, etc.. Steps:• Ss listen to the new words and expressions, etc.• Ss read the new words and expressions, etc.Our national policy fits in with the changed international situation. reputation: n. the opinion that people have about what someone/something is like, based on what has happened in the paste.g. T he school has a good reputation for examination results.He earned the reputation of being a hard worker.Paragraph 2pros and cons:the advantages and disadvantages of somethinge.g. W hat comment do you have on the pros and cons of studying abroad?We weighed up the pros and cons of starting up our own business. outfit:n. a set of clothes, especially one that you wear for a special occasion e.g. S he was dressed in a white outfit.On the opening ceremony of the sports meet, all of us wore sports outfits.The football team members were wearing orange outfits. compliment:n. a remark that shows you admire someone/somethinge.g. T hank you very much for your compliment.He knew that he had just been paid a great compliment.She took his acceptance as a great compliment.Paragraph 3for instance:for examplee.g. W hat would you do, for instance, if you found a member of staffstealing?His spelling is terrible. For instance, look at this word!For instance, an electric fire is a relatively expensive method of heating a room.casual:a. informale.g. H e was wearing casual clothes, not his school ones.We don’t like his casual behavior.Paragraph 4setting: n. a set of surroundings; the place at which something happense.g. I t was the perfect setting for a wonderful Christmas.People tend to behave differently in different social settings.The old castle would have provided the perfect setting for a horror story. productive:a. producing or achieving a lote.g. A griculture and industry both grow more productive.There are a lot of productive workers in this factory.Paragraph 6incorporate: v. to include something so that it forms a part of something else e.g. M any of your suggestions have been incorporated into the plan.We have incorporated all the latest safety features into the design.His picture had been incorporated without his permission into anadvertisement.Task 1 5 minutes Objective:Ss can understand the passage and write the correct order. Steps:• Ss do Task 1.• Ask Ss to work individually.• Check the answers.Suggested Answers:1. C2. D3. B4. F5. E6. ATask 2 5 minutes Objective:Ss can decide whether the following statements are true or false according to the passage.Steps:• Ss do Task 2.• Ask Ss to work individually.• Check the answers.Suggested Answers:1. F2. F3. F4. F5. TLanguage lab 45 minutesObjective:Ss know the spelling and meaning of the words and expressions from Reading A.Steps:• Ss read Task 1.• Allow Ss 5 minutes to do the task.• Check the answers.KeyKey: 1. J 2. I 3. F 4. H 5. B 6. G 7. D 8. E 9. A 10.CTask 2 10 minutes Objective:Ss can use the words and expressions from Reading A.Steps:• Ss do Task 2.• Ask Ss to work individually.• Check the answers.Answers1. incorporate2. hampered3. displayed4. reputation5. impartially6. abused7. approve8. violation9. for instance 10. underlies• Check the answers.Key:Model 11. Before booking a train ticket, you’d better find out if the time suits you.2. After finishing his paper, he checked his spelling very carefully.3. He was very sorry for being late for school again.Model 21. What interests the children a lot is that there are many animals in the zoo.2. What she said at the meeting is that the program will be put off.3. What Mr. Li was proud of was that his son won in the match.Task 5 10 minutes Objective:Ss can use the vocabulary in Reading A for translation. Steps:• Ss work individually or in pairs and translate the sentences.• Ask two Ss to write their translations on the board.• Comment briefly on their work with emphasis on the structures of their sentences.Key:1. All the company rules and regulations must be strictly observed.2. We should be casual when we stay with these students.Key:1. the new project2. on vacation3. next Monday4. the scheduleTask 2 10 minutes Objective:Ss can decide whether the statements are true or false. Script:M: Hi, Shelly, how are you today?W: Well, I didn’t sleep very well last night. I’m having a slight he adache now.M: I’m sorry to hear that. Hope you’ll be better soon.W: Thanks. Do you know that a shift-work system is to be introduced next month?M: Really? How will we be affected?W: The system will affect everyone in our office. It will be on a two-shift basis—7 a.m. to 2 p.m., and 2 p.m. to 9 p.m.M: I wonder which shift I’ll be working on.W: Why don’t we go and ask the manager?M: I shall wait. Actually it doesn’t make any difference which shift I am allocated.1. T2. F3. T4. FTask 3 10 minutes Objective: Ss can accurately tick off the items according to the conversation. Script:W: What do you usually wear for work?M: I don’t need to meet customers too often, so I usually wear very casual clothes in my office, like jeans and T-shirts. I feel more relaxed in that. W: What do you think of the dressing policies of a company?M: Well, I think formal business clothes should be worn when meeting with customers and clients at scheduled meetings. That gives people a sense of trust and authority.W: Yes. By looking neat and smart, we’ll be able to gain the trust of customers.M: Right. But at other times, staff can wear business casual clothes. This includes dress shirts, collared sports shirts, sweaters or skirts. But shoes should be formal. I suppose casual sandals and slippers are not suitable in the workplace.W: And I think blue jeans, T-shirts and shorts are far too casual to be accepted in the office.M: I don’t agree on this. I think casual wear brings a s ense of freedom in the office and can inspire us in our job.W: Maybe you are right.KeyKey:Task 4 10 minutes Objective: Ss can understand the conversation and choose the best answer. Script:M: A report says that there has been too much water cooler chat in the company recently. I don’t think Mr. Blacksmith will be happy when he reads it.W: Well, the boss may not like it, but we do. It’s always relaxing to stay at the water cooler and chat for a while. It helps to ease the tension from the workload.M: Yes, I agree. But haven’t you noticed that some of our workmates are spending too much time chatting around the water cooler?W: You are right. I guess we need to come back to work once we finish ourcup of coffee or tea.M: I don’t wa nt our nice and pleasant water cooler chats to ever get the boss angry.W: Neither do I. I think the point is that we keep chatting at the water cooler until it is too long.M: Yes. Otherwise we might drink too much water and spend a lot of time in the bathroom!W: You bet!Q1: Who is Mr. Blacksmith?Q2: What does the woman think of the water cooler chat?Q3: Which of the following statements is true according to the conversation? Q4: What are the attitudes of the man and the woman toward the recent water cooler chatting in the company?KeyKey:1. A2. B3. B4. CTask 5 10 minutes Objective:Ss can find specific information from listening to a passage related to the theme.Script & Key:We all know that communication is the key to a healthy relationship inminutesNew words 5 minutes Objective: Ss can get familiar with the new words and expressions, etc. Steps:• Ss listen to the new words and expressions, etc.• Ss read the new words and expressions, etc.Fast reading 20 minutesObjective:Ss can comprehend Reading B.Steps:• Ss read the passage.• Provide help if needed.Task 1 10 minutesObjective:Ss can decide whether the following statements are true or false according to the passage.Steps:• Ss read the passage.• Ss complete the task.• Ss compare their work with others.• Select Ss to present their work.KeyKey: 1. F 2. F 3. T 4. F 5. FTask 2 10 minutesObjective:Ss can comprehend the specific information taken from the passage.Steps:• Ss read the passage.• Ss complete the task.• Ss compare their work with others.• Select Ss to present their work.Key:1. N2. N3. A4. N5. A6. NWriting 45 minutes Task 1 15 minutes Objective:Ss can get familiar with the style of notice.Steps:• Ss do the task individually.• Ss compare with each other’s answers.• Provide help if needed.• Present the answers.Key:NoticeKindly note that our Healthcare Center will be relocated to the following address with effect from September 1, 2009.New address: 909 J 2nd Street North,FultonNew YorkTelephone numbers and fax numbers remain unchanged.Thanks for your kind attention and continuous support.Task 2 15 minutes Objective:Ss can get familiar with the style of notice.Steps:• Ss do the task individually.• Ss compare with each other’s answers.• Provide help if needed.• Present the answers.Key:Sample:NoticePlease be informed that Office Safety Training Section will be conducted from 2:30 to 4:30 this Friday afternoon in Conference Room 109.All staff are required to come. Handouts will be available after thesection.JackyTamOfficeManagerJuly 15, 2009Task 3 15 minutesObjective:Ss can get familiar with the style of notice.Steps:• Ss do the task individually.• Ss compare with each other’s answers.• Provide help if needed.• Present the answers.Sample:NoticePlease be informed that a three-day sightseeing trip will be arranged forall the staff in our company.Time: May 28—May 30, 2010Destination: Guilin, Guangxi ProvinceItinerary: May 28 evening Train to Guilin, Guangxi Province。
致用英语综合教程综合英语2教案unit.doc
Section One Around the topicStep 1 Topic introduction:Many Chinese students find it very difficult to introduce Chinese culture to foreign friends.The biggest problem is that they don’t know how to express their understanding about Chinese culture or how to explain some typical concepts in Chinese culture. Chinese learners of English as a foreign language should not only study western cultures, but also deepen their understanding of Chinese culture, so that they can introduce it to the outside word.Step 2 Your ideasWork in groups or pairs and discuss the following questions1)Why is spring Festival so important for the Chinese people?2)What do you usually do during the Spring Festival3)Are there any special celebration activities in your hometown during Spring Festival?4)In what ways do you think the Spring Festival has Changed?How much do you know about the Chinese New Year?A.Which day in the 15-day celebration is for the sons-in-laws to pay a visit to theirparents-in-law?The third and fourth days.B. What is the fifth day called?Po Woo.C. How many kinds of traditional New Year food do you know?Dumplings, a whole fish, chicken, New Year cake…D. Do we use knives or scissors on New Year's Day?NO. They may cut off fortune.E. What fruit do we usually use as a decoration during the Spring Festival?Oranges and Tangerines. They are symbols for abundant happiness.Step 3 VocabularyThere are some special things about Spring Festival, which are difficult to translate into English. Here are some English words and expressions related to the Spring Festival. Try to get their meanings.Remind students that names of some typical Chinese things do not have exact equivalents in English. Ask them to guess the meaning of the English words and phrases related to theThe teacher can offer students a particular situation for students to practice in which students can give a brief talk with some of the words in the table above so that they can master a better usage of these words.Step 4 Listening and speakingAsk students to read the questions first. Then play the recording and encourage them to take notes while listening.1.Q: What are they talking about?A: They are talking about the Spring Festival.2.Q: How did Li Ming spend his holiday?A: Li Ming spent his holiday with his family in his hometown.3.Q: What is Susan curious about?A: Susan is curious about how Chinese people celebrating their Spring Festival.4.Q: What make the Spring Festival different from other holidays?A: Giving presents and staying with the family.5.Q: What do Chinese People do on the Eve of the Spring Festival according to the recording?A: In the past, all the members of a family would stay at home making dumplings together.Now many people enjoy watching TV. During the day, children wear their new clothes. The evening is usually spent playing games, talking, eating and drinking.Step 5 A quizDuring the Spring Festival, some things are believed to bring good luck for the new year, while other things might bring bad luck. Read the items in the table below and decide whether they bring good luck or bad luck. When you finish, compare your answers in pairs.This quiz is just for fun. Remind students that we should not be superstitious and the dos and don’ts during the Spring Festival are only parts of our traditions and customs. We should hold a right attitude towards them.Ask students to do the exercise first based on their own understanding and then compare their answers with their partners’. They may discuss them if necessary. When they finish, you may show and explain answers.Section Two ReadingThis section introduces the tradition of the Chinese New Year. By studying it, students will learn more about the legend of Nian and traditional Chinese New Year celebration activities. Most importantly, students will learn how to introduce the Chinese New Year to foreign friends.Step 1 Pre-reading tasksBefore you read, discuss the following questions in groups:1.Do you know why we call the Spring Festival “Nian”?2.Do you know why we Chinese celebrate the New Year at a different time from the Westernworld?Read the instruction as a class. Divide students into groups. Ask them to discuss the questions. Activate their prior knowledge of the Spring Festival and encourage them to share informationwith others. Pick some volunteers to answer these tow questions as representatives of their group. Step 2 Text illumination1)Ask several students to read the whole text in order to check whether they preview thetext and get a general understanding bout it or not beforehand.2)Ask students to summarize the text3)The teacher can put the comprehension check either before or after illuminating the textaccording to the needs of class and the students’ comprehension ability.4)Illuminate the text, during the process of which the teacher can encourage students tohighlight or underline the important parts when they read the text in detail. Try to explain that it can help students to grasp the important details and review important points Language points:1. legend n.story handed down from the past, especially one that may not be true 传奇，传说e.g. The legend of Robin Hood is well-known.2. mythical adj. existing only in an ancient story, imagined or invented 神话的，虚构的e.g. Qi Lin is a mythical Chinese creature which is similar to a unicorn.myth n. 神话e.g. ancient Greek myths3. terrorise v. to fill or overpower with terror, to terrify 使惊恐不安，恐吓e.g. The local gangs terrorised the neighborhood.4. fierce adj. violent and angry 凶猛的，凶狠的e.g. Swans are always fierce in defense of their young.The leopard looks fierce.5. lunar adj. determined or measured in reference to the moon 根据月亮决定或测定的e.g. The Chinese New Year falls on lunar January, 1st.6. solar adj. determined or measured in reference to the sun 根据太阳决定或测定的e.g. Solar energy is one kind of important energy nowadays.7. insert v. to put or set into, between, or among 插入，嵌入e.g. The editor inserted an advertisement in the newspaper.insert a key into a lock8. symbolic adj. representing a particular idea or quality 象征的，符号的e.g. The cross is symbolic of Christianity9. ward off to keep away (somebody/something that is dangerous or unpleasant) 挡开，避开e.g. He carried a gun to ward off possible attacks.Step 3 Post-reading exercises1.What is the significance of the following things during the Spring Festival?2.Discussion:Read the instruction as a class. Divide students into groups of four. Ask them to discuss these questions. Get feedback when they finish. Try to encourage them to express their opinions thoroughly in English.3.V ocabulary and structureThis part is about some vocabulary and structure exercises related to the text. Ask students to finish them independently beforehand. Check their answers in class. Try to encourage them to explain by themselves to check whether they fully understand the exercises or not. The teacher is supposed to give some explanations if necessary.A.Work out the meanings of the underlined words with the help of the context.B.Fill in the blanks with the words below. Change the form where necessary.plete each pair of the sentences with the correct form of the same verb, one as apresent participle (-ing) and the other as a past participle (-ed).4.WritingRead the instruction as a class. Leave the writing task as homework. Check their work next time.Write down your experience about the Spring Festival. The following questions may help you to come up with some ideas.1)How does your family prepare for the Spring Festival?2)What traditional activities does your family do to celebrate the Spring Festival?3)What special activity do you like most when you are celebrating the Spring Festival?Section Three language in use: present participles used as adverbialsStep 1 test your grammarThe aim of this practice is to make students aware of the present participles used as adverbials. Based on their study of the text, they may gain a deeper understanding by doing these exercises. Try to encourage students to explain by themselves through recalling and understanding of this grammatical phenomenon.Step 2 illumination and developmentBriefly explain the grammatical knowledge of participles. Then ask students to finish these exercises. Check their work when they finish.一、现在分词做状语（表原因，时间，条件，让步，行为方式，伴随状况）现在分词与主句的主语一致，且形成主谓关系，就是说现在分词的动作发出者是主句的主语。
致用英语综合教程 Unit 2ppt课件
2 The big fat fish gobbled up all the worms and enjoyed the shade of the lily leaves, which left the poor little golden fish with very little to eat and nowhere to escape the hot sun. As he couldn’t spend his time lazing around like the other fish, he had to do a lot of serious thinking to keep himself from being sad. So he explored every corner of the pool, until he knew exactly how many tiles there were, the names of all the weeds, and which lily was going to open next.
a. Gasp. Wait for the shock to subside, then cautiously open the package for which this man/animal has surrendered his life.
b. Shrug. Open the package once you’ve finished reading the newspaper’s list of celebrity birthdays.
2. Are you happy with the present
life? Have you ever thought
致用英语综合教程1_UNIT1_教案及课件
致用英语综合教程1_UNIT1_教案及课件教案课程名称：致用英语综合教程1单元名称：UNIT1教案编写人：[您的姓名]教学目标：1. 学习并掌握本单元的词汇和短语。
2. 能够正确运用本单元的语法知识。
3. 提高学生的听说读写能力。
4. 培养学生的合作与沟通能力。
教学内容：1. 词汇和短语：根据教材内容选择相关词汇和短语进行教学，如greet, introduce, occupation, nationality等。
2. 语法：教授本单元的语法知识，如一般现在时的用法、人称代词的主宾格等。
3. 阅读：通过阅读文本，培养学生的阅读理解能力和提高词汇积累。
4. 听力：运用听力材料，提高学生的听力理解能力。
5. 口语：通过对话练习、角色扮演等活动，提高学生的口语表达能力。
6. 写作：通过写作练习，提高学生的写作能力。
教学步骤：步骤一：导入（5分钟）教师通过展示一些图片或物品，引起学生对本单元主题的兴趣，并用简单的英语进行引导和问答，激发学生的学习热情。
步骤二：词汇和短语教学（15分钟）教师通过图片、示范和实物等多种形式，教授本单元的词汇和短语，并进行相关的练习，如单词拼写、词义选择等。
步骤三：语法教学（15分钟）教师通过示例句和练习，教授本单元的语法知识，如一般现在时的用法、人称代词的主宾格等，并帮助学生理解和掌握相关的语法规则。
步骤四：阅读和听力训练（20分钟）教师播放相关的听力材料，让学生听并回答问题，提高学生的听力理解能力。
随后，教师分发阅读材料，让学生阅读并回答相关问题，培养学生的阅读理解能力。
步骤五：口语练习（20分钟）教师组织学生进行对话练习，让学生运用本单元的词汇和语法知识进行实际对话。
教师可以提供一些情境，让学生进行角色扮演，加强口语表达能力。
步骤六：写作训练（15分钟）教师布置写作任务，让学生根据所学内容进行写作练习。
教师可以提供一些写作提示和范文，引导学生进行写作，并对学生的作文进行批改和评价。
职业综合英语第2册(通用版)Unit 1
ReadTAe-1xi-tn2 g A
Policies alone do not create business deals; companies do. Business executives will need to be much better educated about international negotiations in order to make successful deals. International business negotiations are fundamentally different from domestic negotiations, and require a different set of skills and knowledge.
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ReadRngeiaAdni g A
Text Task 1 Task 2 Business Know-how
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ReadTAe-1xi-tn1 g A
An Overview of International Business Negotiations
Task 2 Look at the above office layout again. Mary is at the company gate. Please tell her how to find Mike and Jack in the office.
Sample: You go through the reception room to the hallway. The first room on your left is the multifunction meeting room. Mike is having a meeting there. Keep going straight along the hallway till you get to the end of it. Jack is working in the last staff office on your left.
【原创】第二册-职通商务英语-综合教程-全书教案.docx
综合英语（2）课程教案教学目的、要求：课程总目标：培养学习者在商务场景中使用英语语言知识和商务知识的技能，使学习者能够完成具体商务任务，成为适应社会需要的应用型涉外商务工作者。
单元教学目标：1. Gain a basic knowledge about international business2.Be familiar with the format of faxe gerunds and infinitives4.Be able to express their ideas about making business appointments教学重点:New Words and ExpressionsReading: What Is "International Business?Business Writing: Business FaxListening and Speaking: Rescheduling business Appointments教学难点：Difficult sentences in readingWhat is international business?Gerunds and infinitivesThe classifications of international business教学方法和手段：采用课堂快速阅读和课后自主精读相结合的方式。
在协调发展学牛的英语听说读写能的基础上，突出学生阅读能力。
教学方法设计：采用“自主精读”、“课堂快读J “协作学习,零多种学习方式交互的学习方法。
教学分组：在自愿的基础上，将学生分组进行课堂讨论。
教学条件：Computer assisted learning； Place of the class： Language laboratory补充资料：International Business Etiquette and MannersAppearance•Business suit and tie are appropriate in all major cities. Wear dark colored business suits in classic colors of gray and navy. For an important formal meeting, choose a white dress shirt, for less formal a light blue shirt will still give you a conservative appearance.•Women should wear a suit or dress with jacket in major cities・ Wearing classic clothing and classic colors of navy, gray, ivory, and white will ensure you give a confident and conservative appearance.教学内容及过程：Teaching Procedures：l st_4th period*Lead-in:p-1Activity 1: work in pairs. Talk about the international business activities shown in the pictures below.Activity 2: work in pairs. Discuss what type of international business the following organizations or enterprises are engaged in.Activity 3: work in pairs, and discuss the following questions.a.what caused international business?b.In what aspects can we fined the impact of business globalization?c.What is the greatest contribution foreign investment makes to a country?*Before-reading:p. 3 Before you read, discuss the following questions.1.What is international business in your opinion?2.How does international business benefit us?• While-reading:Difficult words:portfolioset of investments （eg stocks and shares） owned by a person, bank, etc （个人、银彳亍等所有的）投资组合（如债券和股票）：My stockbroker manages my portfolio for me.我的证券经纪人替我管理投资纽合.* [attrib作定语]portfolio management投资组合管理subsidiaryZ7 subsidiary thing, esp a business company 附属事物;（尤指）附属公司.en trepreneurperson who starts or organizes a commercial enterprise, esp one involving financial risk 企业家（尤指涉及财务风险的）:He would not have succeeded in such a risky business if he had not been such a clever entrepreneur.假若他不是那麽楮明强干的企业家，就不会在这样冒险的事业中取得成功globalization （UK USUALLY -isation）the increase of trade around the world, especially by large companies producing and trading goods in many different countries:We must take advantage of the increased globalization of the commodity trading business.Difficult sentences:Part I1.In its purist definition, international business is described as any business activity that crosses national boundaries. 国际贸易最原始的含义是指一切跨越国界的商务活动。
致用英语综合教程1_UNIT1_教案及课件
一、教案头授课内容：Unit 1 How is language learned?Around the topic (listening and Speaking)授课班级09 (1)授课时间4课时授课地点：本班教室能力（技能）目标知识目标素质（情感）目标教学目标1能用英语谈论自己学习语言的经历以及所遇到的困难；2.能听懂并记录听力材料的主要信息；3.能用英语描述学习语言的策略及方法。
1. 掌握听、记录主要信息的技巧；2. 能对听力材料中的不完全爆破语音进行辩听。
1．帮助学生在学习初培养积极的态度及好的学习习惯；2.使学生了解好的学习语言的方法，为今后的语言学习打下好的基础，并树立学好外语的信心。
教学重点与难点1．掌握好的英语学习方法；2.听并完成主要信息的记录。
教学方法1.小组讨论；2.任务驱动法；3.启发法；4. 归纳总结法。
能力训练任务1．通过小组讨论进行口语交流谈论自己学习外语的经历及所遇到的困难；2. 小组讨论好的英语学习的方法；3．听并记录所给材料对话的主要信息；4. 根据记录内容完成相关练习。
教学参考资料1．《致用英语综合教程1》2．《致用英语综合教程1》教师用书二、教学设计Tasks （Steps）Work for Teacher Work for Students Time(minutes)Task1: Morning 1．Get one of the studentsto give the morning1.Give thenew wordsin the20report report to the wholeclass;2．Talk about the topic orcomment on their jobs.report;2.Report tothe wholeclass;3.Ask andanswer thequestions.Task 2: Discussion 3．Talk about theexperience of learningEnglish and thedifficulties that evermet while learning;4．Divide the class intosmall groups and getstudents to share theirown experiences oflearning English;5．Invite some to sharewith the whole class.1.Talk about theexperiences oflearning Englishin English;2.Some volunteersshare with theclass.20Task 3: pre-listening activities 1.Get the individual tofinish a quiz.2.Read the scoringmethods andexplanations to theclass.3.Get the Ss to discuss onthe topic: What makesa good Englishlearner ?4.Do class feedback andwrite down the Ss’opinions on the Bb.1.Finish the quiz;2.Count the pointsthey’ve got andfigure out howgood languagelearners they are.3.Discuss in groupsof 4 and preparea presentation infront of class.40Task 4: Discussion 1.Have the students workin groups to discuss theways to learn Englishwell and let them write1.Work in groups todiscuss the waysto learn Englishwell and let them35down;2.Make each groupswrite the ways on theBb;3.Get them to discusswhich ways are the bestand let them talk abouttheir opinions.write down;2.Discuss the bestways to help themto learn English.Task 5: while-listening activities 1. Tell students what theyare going to listen , makethem get ready;2. Ask students to read thequestions first beforelistening;3. Play the recording andencourage them to takenotes while listening;4. Guide them to listen tothe recording three times;5. Get students to checktheir answers..1. Listen for the 1sttime and try to pickout the sameinformation fromthe listeningmaterial as thesuggestions listed onthe Bb.2. Listen for the 2ndtime to note downthe advice. 3. Listenfor the 3rd time tocheck the answers.4. Compare theanswers in pairs.40Task 6 : post-listening activities 1. Play the recording andget the Ss to repeat.2. Get the Ss to discuss ingroups of 4 on Mr.Martin’s opinions.1. Listen and repeat tocorrect the diction.2. Discuss in groups of 4.20Summary Summarize what studentshave learned in this lesson,point out what they shouldmaster.4Homework Pre-learn the words appeared in the word list.1三、教学后记1. 讲课之前让学生用英语简单的介绍一下自己，看看学生的实际水平并相互熟悉，使课堂气氛轻松；2. 在听力练习开始之前，先让学生简单地讨论一下自己的英语学习经历并谈论自己在学习中所遇到的难题以及解决办法，有助于学生更好地抓住听力材料中的关键内容。
致用英语综合教程第二册 综合英语2 unit 1
Section One Around the topicStep 1 Topic introduction:Many Chinese students find it very difficult to introduce Chinese culture to foreign friends.The biggest problem is that they don’t know how to express their understanding about Chinese culture or how to explain some typical concepts in Chinese culture. Chinese learners of English as a foreign language should not only study western cultures, but also deepen their understanding of Chinese culture, so that they can introduce it to the outside word.Step 2 Your ideasWork in groups or pairs and discuss the following questions1)Why is spring Festival so important for the Chinese people?2)What do you usually do during the Spring Festival3)Are there any special celebration activities in your hometown during Spring Festival?4)In what ways do you think the Spring Festival has Changed?How much do you know about the Chinese New Year?A.Which day in the 15-day celebration is for the sons-in-laws to pay a visit to theirparents-in-law?The third and fourth days.B. What is the fifth day called?Po Woo.C. How many kinds of traditional New Year food do you know?Dumplings, a whole fish, chicken, New Year cake…D. Do we use knives or scissors on New Year's Day?NO. They may cut off fortune.E. What fruit do we usually use as a decoration during the Spring Festival?Oranges and Tangerines. They are symbols for abundant happiness.Step 3 VocabularyThere are some special things about Spring Festival, which are difficult to translate into English. Here are some English words and expressions related to the Spring Festival. Try to get their meanings.Remind students that names of some typical Chinese things do not have exact equivalents in English. Ask them to guess the meaning of the English words and phrases related to theThe teacher can offer students a particular situation for students to practice in which students can give a brief talk with some of the words in the table above so that they can master a better usage of these words.Step 4 Listening and speakingAsk students to read the questions first. Then play the recording and encourage them to take notes while listening.1.Q: What are they talking about?A: They are talking about the Spring Festival.2.Q: How did Li Ming spend his holiday?A: Li Ming spent his holiday with his family in his hometown.3.Q: What is Susan curious about?A: Susan is curious about how Chinese people celebrating their Spring Festival.4.Q: What make the Spring Festival different from other holidays?A: Giving presents and staying with the family.5.Q: What do Chinese People do on the Eve of the Spring Festival according to the recording?A: In the past, all the members of a family would stay at home making dumplings together.Now many people enjoy watching TV. During the day, children wear their new clothes. The evening is usually spent playing games, talking, eating and drinking.Step 5 A quizDuring the Spring Festival, some things are believed to bring good luck for the new year, while other things might bring bad luck. Read the items in the table below and decide whether they bring good luck or bad luck. When you finish, compare your answers in pairs.This quiz is just for fun. Remind students that we should not be superstitious and the dos and don’ts during the Spring Festival are only parts of our traditions and customs. We should hold a right attitude towards them.Ask students to do the exercise first based on their own understanding and then compare their answers with their partners’. They may discuss them if necessary. When they finish, you may show and explain answers.Section Two ReadingThis section introduces the tradition of the Chinese New Year. By studying it, students will learn more about the legend of Nian and traditional Chinese New Year celebration activities. Most importantly, students will learn how to introduce the Chinese New Year to foreign friends.Step 1 Pre-reading tasksBefore you read, discuss the following questions in groups:1.Do you know why we call the Spring Festival “Nian”?2.Do you know why we Chinese celebrate the New Year at a different time from the Westernworld?Read the instruction as a class. Divide students into groups. Ask them to discuss the questions. Activate their prior knowledge of the Spring Festival and encourage them to share informationwith others. Pick some volunteers to answer these tow questions as representatives of their group. Step 2 Text illumination1)Ask several students to read the whole text in order to check whether they preview thetext and get a general understanding bout it or not beforehand.2)Ask students to summarize the text3)The teacher can put the comprehension check either before or after illuminating the textaccording to the needs of class and the students’ comprehension ability.4)Illuminate the text, during the process of which the teacher can encourage students tohighlight or underline the important parts when they read the text in detail. Try to explain that it can help students to grasp the important details and review important points Language points:1. legend n.story handed down from the past, especially one that may not be true 传奇，传说e.g. The legend of Robin Hood is well-known.2. mythical adj. existing only in an ancient story, imagined or invented 神话的，虚构的e.g. Qi Lin is a mythical Chinese creature which is similar to a unicorn.myth n. 神话e.g. ancient Greek myths3. terrorise v. to fill or overpower with terror, to terrify 使惊恐不安，恐吓e.g. The local gangs terrorised the neighborhood.4. fierce adj. violent and angry 凶猛的，凶狠的e.g. Swans are always fierce in defense of their young.The leopard looks fierce.5. lunar adj. determined or measured in reference to the moon 根据月亮决定或测定的e.g. The Chinese New Year falls on lunar January, 1st.6. solar adj. determined or measured in reference to the sun 根据太阳决定或测定的e.g. Solar energy is one kind of important energy nowadays.7. insert v. to put or set into, between, or among 插入，嵌入e.g. The editor inserted an advertisement in the newspaper.insert a key into a lock8. symbolic adj. representing a particular idea or quality 象征的，符号的e.g. The cross is symbolic of Christianity9. ward off to keep away (somebody/something that is dangerous or unpleasant) 挡开，避开e.g. He carried a gun to ward off possible attacks.Step 3 Post-reading exercises1.What is the significance of the following things during the Spring Festival?2.Discussion:Read the instruction as a class. Divide students into groups of four. Ask them to discuss these questions. Get feedback when they finish. Try to encourage them to express their opinions thoroughly in English.3.V ocabulary and structureThis part is about some vocabulary and structure exercises related to the text. Ask students to finish them independently beforehand. Check their answers in class. Try to encourage them to explain by themselves to check whether they fully understand the exercises or not. The teacher is supposed to give some explanations if necessary.A.Work out the meanings of the underlined words with the help of the context.B.Fill in the blanks with the words below. Change the form where necessary.plete each pair of the sentences with the correct form of the same verb, one as apresent participle (-ing) and the other as a past participle (-ed).4.WritingRead the instruction as a class. Leave the writing task as homework. Check their work next time.Write down your experience about the Spring Festival. The following questions may help you to come up with some ideas.1)How does your family prepare for the Spring Festival?2)What traditional activities does your family do to celebrate the Spring Festival?3)What special activity do you like most when you are celebrating the Spring Festival?Section Three language in use: present participles used as adverbialsStep 1 test your grammarThe aim of this practice is to make students aware of the present participles used as adverbials. Based on their study of the text, they may gain a deeper understanding by doing these exercises. Try to encourage students to explain by themselves through recalling and understanding of this grammatical phenomenon.Step 2 illumination and developmentBriefly explain the grammatical knowledge of participles. Then ask students to finish these exercises. Check their work when they finish.一、现在分词做状语（表原因，时间，条件，让步，行为方式，伴随状况）现在分词与主句的主语一致，且形成主谓关系，就是说现在分词的动作发出者是主句的主语。
致用英语综合教程综合英语2 教案综合英语2 教案unit 2
Period One – Around the TopicPeriod Length: 50 minutesGoals-Activate background knowledge about curiosityPurposes-Get familiar with vocabulary related with curiosity and being inquisitive-Obtain background knowledge about curiosity and being inquisitiveStep 1: Vocabulary (20 minutes)-Ask students to work on the Vocabulary on Page 18-Encourage students to think as more as possible-List these word on the board or screenStep 2: Discovery and Discussion (30 minutes)-Work on the quiz ‘Are you curious?’ on Page 20 as a whole and give explanations if necessary to understand whether they are curious or not.-Discuss the issue of being curious and inquisitive in groups with reference to the questions listed on Page 18-Discuss both the advantages and disadvantages of curiosity-Ask each group to present their results in frontKey points-All activities be carried out in English-Inspect each group for the purpose of guidance and promotionHomework-Think in depth the advantages and disadvantages of being curiousPeriod Length: 50 minutesGoals-Vocabulary and grammar-Discourse knowledgePurposes-Learn new words and expressions-Understand key grammar points-Understand related discourse knowledgeStep 1: Pre-reading Tasks (15 minutes)-Discuss briefly the questions on Page 21 in groups-Check briefly the preview results from studentsStep 2: Reading activity (Part One: 25 minutes)-Listen to the reading-Ask students to present new words and sentences in groups-Ask students to give feedbacks for the information presented-Give more explanations to the new words and sentences-Provide extra knowledge about new words-Guide more on sentences and grammarStep 3: Summarization (10 minutes)-Summarize the words and sentences-Summarize the text learntKey points-Instructions and tasks carried in English, Chinese is used only when necessaryHomework-Review the learnt sections-Preview the following parts and exercisesPeriod Length: 50 minutesGoals-Vocabulary and grammar-Discourse knowledgePurposes-Learn new words and expressions-Understand key grammar points-Understand related discourse knowledgeStep 1: Pre-reading Tasks (15 minutes)-Discuss briefly the previously learnt part for understanding-Check briefly the preview results from studentsStep 2: Reading activity (Part Two: 25 minutes)-Listen to the reading-Ask students to present new words and sentences in groups-Ask students to give feedbacks for the information presented-Give more explanations to the new words and sentences-Provide extra knowledge about new words-Guide more on sentences and grammar-Check the comprehension questions on Page 23Step 3: Summarization (10 minutes)-Summarize the words and sentences-Summarize the text learntKey points-Instructions and tasks carried in English, Chinese is used only when necessaryHomework-Review the learnt sections-Preview the following parts and exercisesPeriod Length: 50 minutesGoals-Enhance the vocabulary abilityPurposes-Learn detailed usage of certain words-Learn detailed usage of certain language structuresStep 1: Exercise A (15 minutes)-Work Vocabulary and Structure exercise A on Page 24 in groups -Check and compare answers in groups and negotiate them-Ask students to present their answers-Provide feedbacks for answersStep 2: Exercise B (15 minutes)-Work exercise B on Page 24 in groups-Check and compare answers in groups and negotiate them-Ask students to present their answers-Provide feedbacks for answersStep 3: Exercise C (20 minutes)-Work exercise C on Page 25 in groups-Check and compare answers in groups and negotiate them-Ask students to present their answers-Provide feedbacks for answersKey points-Instructions and activities be carried in EnglishHomework-Finish Writing Task on Page 25 and turn them in due next period -Prepare for the grammar and vocabulary exercisesPeriod Five – Language in UsePeriod Length: 50 minutesGoals-Grammar knowledge and vocabulary buildingPurposes-‘so…that…’ & ‘so that’ structures-Compound words 1Step 1: ‘so…that…’ and ‘so that’ structures (30 minutes)-Test grammar knowledge on Page 26 for checking grammar abilities-Work on exercises A, B & C on Pages 26 & 27 in groups-Ask students to present their answers and provide necessary explanations -Give supplementary information on those structures if necessaryStep 2: Compound words 1 (20 minutes)-Work on exercises A & B on Pages 28 in groups-Ask students to present their answers and explain Compound words-Give supplementary information on Compound words if necessaryKey points-Give instructions in English-Explain grammar knowledge in ChineseHomeworkPeriod Six – Extension: Wisdom comes to the inquisitive mind Period Length: 50 minutesGoals-Extend reading abilitiesPurposes-Apply previously learnt vocabulary and cultural knowledge in reading-Develop reading abilities-Improve abilities on negotiation and discussionStep 1: Reading (20 minutes)-Ask students to read Wisdom comes to the Inquisitive Mind on Page 30 in groups -Understand new words and sentences within the group by negotiating in English -Finish Vocabulary Check on Page 31Step 2: Discussion (30 minutes)-Discuss questions listed on Page 31-Ask each group to present their opinions for the questions in front-Give feedbacks and remarks for presentationsKey points-Inspect group discussions and give guidance to promote discussionsHomework-Review previously learnt materials-Prepare for the ProjectPeriod Length: 50 minutesGoals-Teamwork abilitiesPurposes-Apply previously learnt words and cultural knowledge into actual use-Develop teamwork abilitiesStep 1: Interview (25 minutes)-Interview classmates for their opinions on being inquisitive with reference on the form and instruction on Page 29Step 2: Report writing (25 minutes)-Ask students to work in pairs or groups to work on the report about being inquisitive based on the interviews-Ask each group to present their reports and provide remarksKey points-All preparations and negotiations be carried in English-Give guidance while students prepare the projectHomeworkPeriod Length: 50 minutesGoals-See abovePurposes-See aboveStep 1: Information Exchange (25 minutes)-Exchange your thoughts about your thoughts and opinions on your results of the interviews.Step 2: Discussion and Debate (25 minutes)-Each group presents the results to the whole class,-Give remarks to the presentations-Group members should also talk about what they have learnt from this interview project.Key points-Give instructions for discussion and debateHomework-Revise writings according to the feedbacks and remarks received-Turn the revised copies before next periodPeriod Nine – Culture Tips: Curiosity Killed the Cat Period Length: 50 minutesGoals-Understand part of western culture from another perspectivePurposes-Help students to understand western culture-Help students to learn more cultural expressionsStep 1: Warm-up (15 minutes)-Read materials on Curiosity Killed the Cat on Page 32-Help on any new words if necessaryStep 2: Open Discussion (35 minutes)-Ask students to offer more stories related to the topic-Encourage students to pay more attention to the advantages and disadvantages on being curious and inquisitiveKey points-All activities be carried in EnglishHomeworkPeriod Ten – Learning to Learn Period Length: 50 minutesGoalsPurposesStep 1Step 2Key pointsHomework。