新编实用英语1(第四版)教学大纲
新编实用英语综合教程第1册教学设计
新编实用英语综合教程第1册教学设计课程概述本课程是针对初学者设计的英语教学课程，旨在通过可操作性强、实用性强的语言技能，帮助学习者快速掌握英语基础知识，为日后深入学习和使用英语扫清道路。
教学目标本教学设计旨在通过一系列科学有效的教学方法，实现以下教学目标：1.帮助学生掌握英语字母表和发音规律；2.帮助学生掌握简单的日常用语；3.帮助学生理解基本的语法知识和句型结构；4.培养学生初步的听、说、读、写能力，同时提高学生的英语语感和自信心。
教学内容第一课主要教授英语字母表，包括26个字母的名称和发音规律。
通过字母与音素的对应关系，帮助学生初步掌握英语发音技巧。
第二课本节内容主要讲解简单的日常用语，如问候语、感谢语、道别语等。
通过模拟真实情景，帮助学生熟练掌握常见的英语用语，并且通过口语练习巩固掌握。
第三课本节内容主要引导学生学习并掌握英语语法方面的基础知识，如主语、谓语、定语、状语等基本概念，并且通过练习巩固掌握。
第四课本节内容主要介绍英语代词、形容词、副词的基础知识，帮助学生掌握词汇量的同时，提高学生对英语语法的敏感性，同时辅以口语练习提高听说能力。
第五课本节内容主要让学生了解问题句型及回答方式，并帮助学生掌握各种相应句子类型的语法。
第六课综合性课程内容，巩固学生对前几节课的掌握，同时给予口语表达、语音、语法等方面的全面训练。
教学方法本教学设计将采用两大类方法，一类为传统教学方式，一类为现代教学方式。
传统教学方式1.讲授法：将基础知识讲授给学生，辅以学生手册和黑板板书，帮助学生初步掌握英语基础知识；2.练习法：通过不同形式的习题练习，巩固学生的掌握程度，并且帮助学生在做题过程中发现自己的不足，及时进行纠正。
现代教学方式1.互动式教学: 以学生为主体，让学生在讲师引导和促进下进行互动学习;2.多媒体教学: 利用现代多媒体教学手段，如PPT、录像等多媒体技术，结合学生实际情况和教学目标，对课程内容进行更直观、生动的展现。
第一册Unit 1新编实用英语教程第4版高教社教案
Unit One Hello, Hi！Teaching Time: 8 periodsTeaching Objectives:Ss Should Learn to Do1. Greet people and give responses: first meeting and meeting again2. Exchange personal information: name / address / telephone number / job / study3. Introduce people to each other4. Meet people at the airport5. Say goodbye to others6. Say hello in different languages7. Write a business cardKey Points:1. Etiquette of meeting and introducing people2. Etiquette of exchanging business cards3. Basic sentence structuresSuggested Teaching Procedures and Class ActivitiesSECTION I Talking Face to Face1 Lead-in activities:Imitating Mini-Talks1. Warm-up questions:1) How much do you know about the way American and British people greet each other? Whatexpressions do they often use?2) How do we Chinese greet others? What expressions do we often use?2. Class Activities:1. The students read the Mini-Talks after the teacher, and then try to recite them within fiveminutes in pairs.2. Ask the students to recite and perform the mini talks in class.3. The tudents discuss in groups, summarizing the words, phrases and sentences frequentlyused according to the following topics with the help of the teacher. The students speak out the sentences under the guidance of the teacher, paying attention to the pronunciation and the intonation.2) The way native English speakers introduce themselves to each other:(1) Mr. Brown, allow me to introduce myself. My name is Zhou Daqiang, manager of the company.(2) I’m Robert Miller from America. Please call me Robert.(3) Before we start (First of all), let me introduce myself.(4) Hello, may I introduce myself?(5) I’d like to introduce myself first.(6) Could you please introduce me to your manager?(7) May I introduce my friend Mike? He is from Canada.3) The way native English speakers exchange their personal information:(1) Here is my name (business) card.(2) This is my name card.(3) Thank you. Here is mine.(4) This is my mobile phone number.(5) I’ll take down your e-mail address.(6) Please call me or e-mail me if you need any help.4) The way native English speakers say good-by to each other:(1) Bye.(2) Good-bye.(3) So long.(4) See you next time.(5) Have a good day.(6) Pleased / Glad to have met you.(7) Take care.(8) See you later.5) The expressions native English speakers frequently use to meet people at the air port:(1) Hello, are you Prof. Smith from the United States?(2) Hi, are you Miss Mary Green? I’m Li Hong from Foreign Languages School.(3) How do you do, Mr. White? My manager has asked me to meet you at the air port.(4) Did you have a good trip?(5) Was everything OK on your trip?(6) Let me help you with your luggage. And I have a car waiting for us outside.Studying business cards1. Warm-up questions:1) When are business cards exchanged between people?2) What are usually written on business cards?2. The students read and translate the sample business cards under the guidance of the teacher.2 Act-out activities:Sample dialogues1. The students read the sample dialogues after the teacher, trying to imitate the teacher’spronunciation and intonation.2. Ask the students to read the sample dialogues in pairs.3. Groups work: Ask the students to categorize the greetings in the sample dialogues into threegroups.1) Greetings used at the first meeting:(1) Hello, nice to meet you.(2) How do you do, Professor Lu?(3) Welcome to our department, Mike.(4) Nice to meet you, Mr. Green. Welcome to our company.2) Greetings used when meeting again:(1) Hi, long time no see, Mike. Do you remember me?(2) How nice to see you again. How are you?(3) How is your project?(4) It’s going fine.(5) Hello, Jack. Haven’t seen you for ages. How’s everything?(6) What a pleasant surprise! I’m fine.(7) What brings you here?(8) How are things going in your company?(9) Not bad. How about you?(10) Just doing well. Would you care for a drink?3) Sentences used for introducing people and giving responses:(1) My name is Lu Yang.(2) I’m Michael Breen. Please call me Mike.(3) Here’s my card.(4) I’m Jack Green from Zhonghua Technical School.(5) Here is my business card.(6)This is mine.4. Group work: Give the students several minutes to prepare an introduction of themselves, andthen introduce themselves to each other.5. Pair work: Make a dialogue about two old friends meeting again. Perform it in class.6. Do Exercises 5 and 6 in pairs.3 After-class activities:1. Pair work: Each pair makes a dialogue according to the tips in one of the five tasks in Speakand Perform. There will be a class presentation in the next class period.2. Group work: Design a business card in groups with PPT, present it and practice exchangingthe business cards to each other in the next class period.3. Pay a visit to the website: to watch the video about an ESL lesson- Introduction words andphrases.SECTION II Being All Ears1 Learning Sentences for Workplace Communicaiton1. Give the students a few minutes to read through the printed materials for each listening item.2. Listen to the tape for the first time by looking at the corresponding Chinese version. Whilelistening to the English sentences, the students try to remember the meaning of each of the sentences they have heard. The focus here is on cross-reference of the English sentences and their Chinese meanings.3. Play the tape for a second time, and ask the students to do exercises in this section.4. Play the tape for the third time with a pause after each sentence, and ask the students torepeat the sentence during the pause.2 Handling a Dialogue1. Give the students a few minutes to read through the printed materials for each listening item.2. Listen to the tape for the first time without looking at the book.3. Play the tape for a second time, and ask the students to answer the following questions orally:1) Who is John? Where is he from?2) What does he study in the university?3) Who is Lin? Which grade is he in now?4) Where does Lin want to go after graduation? Why does he want to study further?5) How can they keep in touch later on?4. Play the tape for the third time, and the students read the dialogues, following the tape simultaneously and trying to catch up the speed and simulate the speakers’ tones.5. Do the exercises in this section.3 Understanding a Short Speech/Talk1. Give the students a few minutes to read through the printed materials for each listening item.2. Listen to the tape for the first time without looking at the book.3. Play the tape for a second time, and ask the students to do the exercises in this section.4. Play the tape for the third time with a pause after each sentence, and ask the students to takenotes of the key words.SECTION III Trying Your HandPracticing Applied Writing1 Sample analysis:The teacher summarizes briefly the format and language used in business cards. The teacher may show the following passage with PPT (If there is no PPT prepared, ask the students to take a dictation of the passage). Afterwards, ask the students to read it and translate it into Chineseorally.Business cards are cards bearing business information about a company or individual. They are exchanged during formal introductions as a convenience and a memory aid. A business card typically includes the giver's name, company affiliation (usually with a logo) and contact information such as street addresses, telephone number(s), fax number, e-mail addresses and website. It can also include a bank account and tax code. Traditionally many cards were simple black text on white stock; today a professional business card will sometimes include one or more aspects of striking visual design.Your card should display the same design and basic information as your other marketing materials. However, a business card is not a brochure or a catalog; its space is limited, so you must choose the information content and your words carefully. Single words and phrases should be used. A good approach is to break the essential information down into three areas: identity, credibility and clarity.2Simulated writing:1. The students read and translate the sample names cards with the help of the teacher.2.Do Exercises 2, 3 and 4 in groups.Writing Sentences and Reviewing Grammar1 The teacher gives a brief summary of the basic sentence structuresMost English sentences are constructed using three basic sentence patterns. The heart of every English sentence is the Subjective-Verb core. Other elements can be added to make the sentence structure grow into more complex sentence patterns. When we speak out or write a sentence, the essential thing to do is to get the basic sentence structure correct.2 Do Exercises 5, 6 and 7 in groups.3 Assignment for this section:Suppose you are a salesman of DJ Electronics. Design a name card for yourself. In the next class period there will be a Business Card Show: each student or each group will present their business cards for the class business card show. A bench of judges will choose and award the best.SECTION IV Maintaining a Sharp EyePassage 1 The Business Card a Social Faux Pas1 Warm-up questions:1. What is the function of business cards?(They show business information about a company or individual.)2. What do people think about business cards?(They are a useful marketing tool.)2 Guided reading aloud of the passage:The students read the passage after the teacher for the first time, trying to imitate the teacher’s pronunciation and intonation, and then read it in class individually. The teacher should pay attention to correcting the students’ pronunciation and intonation.3 Explanation of difficult words and expressions:The students are required to have a discussion in groups to pick out the difficult words and expressions in the whole passage which they don’t understand and report them to the class. The teacher will demonstrate the usage of those chosen points, and then ask the students to make up at least two sentences with them in groups. In this passage, apart from what have been chosen in Language Points in Teacher’s Book,the following points are encouraged to be chosen and practiced on.1. situation:n. a condition or position in which you find yourselfe.g. The economic situation has changed considerably.2. reach for: move forward or upward in order to touche.g. I reached for a book on the top shelf.3. get caught in: to be in a situation that you cannot easily get out ofe.g. We should be able to make it unless we get caught in a traffic jam.4. hand out: to give something to each person in a group; give without chargee.g. Will you help me to hand out the materials for the lecture?4 Teaching suggestions for understanding the passage in detail:1. Paragraph 1:1) The students look though this paragraph together.2) Group work: Give the students 3 minutes to prepare the translation of the first paragraph, andthen an oral class presentation is required.2. Paragraph 2:1) Ask one or two students to read this paragraph.2) Group work: The students have a discussion to find the answers to the following questions:(1) If you don’t want to miss opportunities for business, what should you do?(I should not miss connections.)(2) How are people usually looked at if they don’t present their name cards properly inbusiness situations?(They are regarded as not being prepared.)3. Paragraph 3:1) Pair work: One student reads this paragraph loudly, and another helps correct his or herpronunciation. And then they change their roles to do the same work again.2) The two students work together to summarize the general idea of Para. 3, and then presentit in class.(The general idea of Para. 3: You should always bring your name card with you.)4. The rest of the passage:1) The students read this part for three times by themselves, trying to remember the meaningsof the passage.2) Meanwhile the teacher writes down the following sentences with some words missing onthe blackboard or show them with PPT. The students are asked to fill in the missing words in the following sentences without looking at the book.(1) If you don’t have a job, get ___________________.(2) If you are _______, haven’t had new cards in 2 or more years, it could be time for ____and ______.(3) Perhaps set a goal of ______________ 5 cards a day.(4) Practice what you will say when handing them out. _______, there are so manyopportunities to do so.(5) Ask your network to ___________ and for you also by handing out a few!(Key: 1. Networking Cards 2. employed; an update; photo update3. handing out4. On a daily basis5. network with info update)5 Summary of the passage:1. Group work: The students have a discussion of the main idea of the passage. Thestudents’ ideas may vary, and the teacher gives his or her own idea.(The main idea of the passage is that a business card is very important for you to communicate with others, so you should always bring it with you.)2. Groups work: Each group tries to pick out at least 5 expressions or sentences from thepassage which they think are worth remembering. Afterwards, ask some groups to write them down on the blackboard and then the whole class read them aloud in chorus.6 Suggested methods for doing exercises:1. Group work for Exercises 2 and 3: Underline the useful expressions in each sentence.2. Pair work for Exercises 4 and 5: Each student writes out the sentence patterns they aregoing to use and then write out their translation. Afterwards they check up each other’s work, correcting the mistakes. At last, the whole class repeat the English translation of the sentences together.7 Assignments for this section:1. Recite Paragraphs 2 and 3 of the passage.2. Preview Passage II.PASSAGE II How to Say Hello in Different Languages1 Warm-up activities:1.Group work: Ask the students to greet each other in their local dialects. At the same time, the whole class try to imitate their greetings.2. Ask the students if they know any way to say hello in any foreign language. Ask those who dosay it to the class. Then let the students refer to the language list in the course book to find out more about how to say hello in the world2 Guided reading aloud of the passage:The students read the passage after the teacher for the first time, trying to imitate the teacher’s pronunciation and intonation, and then read it in class individually. The teacher should pay attention to correcting the students’ pronunciation.3 Explanation of difficult words and expressions:The students are required to have a discussion in groups to pick out the difficult words and expressions in the passage which they don’t understand and then report them to the class. The teacher will demonstrate the usage of those chosen points, and ask the students to make up at least two sentences with them in groups. In this passage, apart from what may have been chosen in Language Points in Teacher’s Book,the following points are encouraged to be chosen and practiced on.1. handshake:n. grasping and shaking of a person's hand to greet or welcomee.g. The manager gave the visitor a strong handshake.2. bow:v. bend one's knee or body, or lower one's heade.g. He bowed to greet in a Japanese way.3. embrace:v. hold someone in the arms (as in greeting)e.g. At first people were sort of crying for joy and embracing each other.4 Teaching suggestions for understanding the passage in detail:1. Paragraph 1:1) The students read this paragraph together.2) Dictation practice: The teacher reads each sentence of the paragraph for or three times accordingto the students’ English level, and the students write them down. Afterwards, the students check up them with their partners.2. Paragraph 2:1) Ask two or three students to read the paragraph individually.2) Pair work: One student asks about 2 or 3 specific questions about Paragraphs 2, and the otherone gives the answers. Then the students exchange their roles to do the same work again.(For example: What is the usual way for Canadian people to greet each other? What gestures do other people like to use to greet people? )3. The rest of the passage:1) The students read this part following the teacher.2) Group work: The teacher draws the following table on the blackboard (or shows it withPPT), and then asks the students to have a group discussion for matching the greeting sentences in Column A with the countries they are spoken in Column B. In the end, the whole class try to pronounce the greeting words in different languages.(Key: 1—B 2—A 3—E 4—G 5—N 6—M 7— D 8—O 9—C 10—L 11—I 12—H 13—F 14—J 15—K)5Summary of the passage:1. Group work: The students have a discussion of the question: Why is it useful for us to knowa little about saying hello in different languages? The students’ideas may vary, and theteacher gives his or her own idea.(Suggested answer:In my opinion, learning something about saying hello in different languages is very useful, because now there are more and more foreign visitors coming to our country and we are having more chances to travel in foreign countries.If we can greet foreigners in their own languages, they and we as well will feel happyand comfortable. This will help us better communicate with each other.)2. Groups work: Each group tries to pick out at least 5 expressions or sentences from thepassage witch they think are worth remembering. Afterwards, ask some groups to write them down on the blackboard and ask the whole class to read them aloud.6 Suggested methods for doing Exercise 7:Group work: Ask the students to prepare the Chinese translation of the sentences in Exercise7 in groups, and there will be a group presentation in class afterwards.7 Assignments for this section:1. Recite Paragraph 1 of the passage.2. Pay a visit to the website: -- , and enjoy the video about how to introduce yourself in Spanish.3. Preview Sections I, II and III in Unit Two.SECTION V Appreciating Culture Tips1 Understanding of the business mottoes:Ask the students to read the advertising slogans or business mottoes.2 Group discussion:1. Which advertising slogan or business mottoes impress you most? Give comments on it.What do you think of the Chinese translation?2. Please list some other advertising slogans or business mottoes you are familiar with.3. Search online for more similar advertising slogans or business mottoes and exchange themin the next class period.。
新编实用英语第一册教案
第一部分课程基本信息第二部分教学设计一、课程与教材分析（一）课程分析《大学英语》是高等教育的一个有机组成部分，是大学生的一门必修的基础课程。
大学英语教学是以英语语言知识与应用技能、学习策略和跨文化交际为主要内容；以外语教学理论为指导，并集多种教学模式和教学手段为一体的教学体系，旨在培养学生英语综合应用能力，特别是听说能力，使他们在今后工作和社会交往中能用英语有效地进行口头和书面的信息交流，同时增强其自主学习能力、提高综合文化素养，以适应我国经济发展和国际交流的需要。
（二）教材分析（突出针对课程需要，合理选择教材和教参）《新编实用英语》（第五版）系列教材国家“十三五”规划教材，是严格按照国家职业教育目标和要求精心设计的立体化公共外语教材，教材内容贴合日常交际和职场需求，在主题类别、语篇类型、语言知识、文化知识等方面均与《新课标》紧密对应，历经多年教学实践，得到了广大高职高专院校师生的充分认可。
教材立足“立德树人”根本教育任务，探索外语“课程思政”建设，注重中华优秀文化的表达，助力培养德才兼备、德智体美劳全面发展的人；注重培养学生的英语学科核心素养，助力学生形成关键能力和必备品格以及形成正确的世界观、人生观和价值观，努力将大英教材的思想价值渗透作用最大化，以美育人、以德润人，以文化人，潜移默化中引导学生坚定“四个自信”，润物无声中实现“育人育才”。
教材聚焦典型生活和职业场景，以富有生活化、职业性和时代性的选材，将英语技能放在职业场景中操练，注重对学生英语基本功和职业技能的全面培养，并创设“线上+ 线下”混合式外语教学生态，资源以立体化、多模态形式呈现，是比较适合我校学生实际的教材。
二、学生情况分析（一）学生基本情况本课程是面向我校非英语专业普通专科学生的公共必修课，所教大部分学生有较强的学习积极性、主动性和自觉性，具备比较基本的英语阅读和简单写作的能力，但是听力水平普遍较低，词汇量相对有限，在写作和翻译方面能力较为欠缺。
实用英语电子教案1(第四版)PE1_U06_Skills
9. The book can’t be found everywhere. 这种书不是到处都有的。
10. The engine did not stop because the fuel was finished. 发动机不是因为燃料用完而停下来的。
Translation Practice
E-C Translation Skills
5. He more than keeps his promise. 他非常守信。
6. They were more than glad to help. 他们非常乐意帮忙。
7. This more than satisfied me. 这使我非常满意。
4. a. He is too proud to do it. 他太自负了以至不会（屑于）去做此事。
b. He is, too, proud to do it. 同样，他也为做了这件事而感到自豪。
Reading Skills
Practice 2 Tell the difference of each pair of sentences.
3) The mountain is not valuable because it is high. 山不在高。（否定because引导的状语从句）
4) Everyone does not work for money in our society. 在我们这个社会，不是人人都为金钱而工作。（not 与不定代 词连用构成部分否定）
5. a. The policeman wants to know the following: exactly where the man fell, what happened to the broken car, who was using it, when the accident took place. 那位警察想要了解的共有4件事情⋯。
新编实用英语1(第四版)教学大纲
郑州信息工程职业学院基础部《新编实用英语Ⅰ》课程教学大纲课程编码：9999010061总学时：72 学时实验学时：无学分：3学分适用对象：一年级学生先修课程：基础英语一、课程的性质与任务（一）本课程的性质大学英语课程是非英语专业学生必修的一门基础课程。
旨在培养学生的英语综合应用能力，使他们在今后工作和社会交往中能用英语有效地进行书面信息交流，提高综合文化素养，以适应社会发展和经济建设的需要。
《新编实用英语Ⅰ》是我院高职一年级学生第一学期所有学生学习和掌握英语听，说，读，写基本技能的基础课。
（二）本课程的任务本课程在高职高专院校中人才培养计划中是必修课程。
该课程理论与技能培养并重，相互结合，培养各类高职高专的应用型人才。
经过学习，使学生掌握一定的英语基础知识和技能，具有一定的听说读写译的能力，从而能借助词典翻译和阅读有关英语资料，使学生在今后的工作和社会交往日常活动中能用英语有效地进行口头和笔头交流，并为今后进一步提高英语的交际能力打下基础。
为此，该课程将努力做到以下三个方面：1、培养学生英语综合应用能力具有较强的阅读能力和良好的听、说、写、译能力，使他们能用英语交流信息。
2、增强学生的学习能力、特别是自主学习能力。
3、提高学生的综合文化素养。
（三）本课程培养人才的定位该课程是我院各专业学生必修的一门公共基础课程，旨在培养学生的英语综合应用能力（听、说、读、写、译）；培养学生使用英语处理日常和涉外业务活动能力。
使他们在今后工作中与社会交往中能用英语有效地进行信息交流，提高综合文化素养，以适应社会发展日益国际化的需要。
（四）本课程在人才培养过程中的作用经过本课程的学习，使学生扎实语音、语法、词汇和基本句型等语言基本功，强化并提高听、说、读、写、译的综合能力，提高学生就业竞争力。
二、课程的基本要求通过学习本课程，学生应该达到以下要求：1、词汇认知 2500 个英语单词(包括入学时要求掌握的 1000 个词) 以及由这些词构成的常用词组，对其中 1500个左右的单词能正确拼写，能进行英汉互译。
新编实用英语综合教程1第四版(部分单元)
新编实用英语综合教程1第四版（部分单元）--5单元教案I.Teaching objectivesOur weather and Climate Enlarge vocabulary related to weather and climate. Get some tips about the use of basic sentence structures. Practice writing: describe the weather in form of weather forecast. Appreciate passages and complete exercises well. Practice to understand easy weather forecast. Practice to talk about the weather.II. Key points1. Master the vocabulary about weather and climate.2. Understand the passages3. Practice writing: describe the weather in form of forecast.4. Practice to talk about the weather and understand easy weather forecast.III. Difficult points1. Get some tips about the use of basic sentence structures.2. Practice writing a short weather forecast.3. Appreciate passages and complete exercises well.IV. Teaching methodology1. Task-based language teaching2. Direct method V. Teaching procedures Section I Talking Face to Face Imitating Mini-Talks 1. Work in pairs. Practice the following mini-talks about greeting and introducing people. Acting out the T asks 2. Work in pairs and act out the tasks by following the above mini-talks.Key for reference:1.Task: Ask for Mark’s comments on the weather.2.T ask: Ask about and describe the weather at this time of year.3.3. T ask: Ask Mr. Green about the weather condition tomorrow and plan an activity.4.4. Task: Talk about the change of the weather from long rainy days.5.5. Task: Complain about a cold day. Studying Weather Forecasts6.A weather forecast id a statement that tells the public what the weather condition is going to be. We need to watch weather forecasts on TV or hear them over the radio every day.It is part of our life.Read the following samples of weatherforecasts carefully and try to use the information to practice short dialogues. Following Sample Dialogues7.Read the following sample dialogues and try to perform your own tasks. Putting Language to Use8.Mr. Parks is talking about the weather of two places in the United States with her students.Read aloud the following dialogue with your partner by putting in the missing words.9.There is going to be s sports meet tomorrow.Bob is worried about the weather and you are talking about it. Fill in the blanks according to the clues given in the brackets. Then act it out with your partner.1. Listen to 10 sentences for workplace communication cross-referenced with their Chinese translations.Script: (e.g) 1. It look likes rain. 2. Is it going to be fine this week。
新编实用英语1说课稿
新编实用英语1说课稿新编实用英语说课稿一、课程综述课程名称：大学英语适用专业：非英语专业1、课程的性质和任务：大学英语课程是非英语专业必修的一门基础课程，旨在培养学生的综合应用能力，使他们在今后工作和社交中能用英语有效地进行书面信息交流，提高综合文化素养，以适应社会发展和经济建设的需要2、课程的任务：经过两个学期的学习，使学生掌握一定的英语基础知识和技能，具有一定的听、说、读、写、译的能力，从而能借助词典翻译和阅读有关英语资料，使学生在今后的工作和社交中能用英语有效地进行口头和笔头交流。
二、本次说课的主要内容包含八个方面1、课程教学大纲2、课程目标3、教材与教学内容4、课程实施5、课程评价6、教学方法与手段课程教学大纲课程性质：这门课程是我院三年制非英语专业学生第一学年开设的公共英语课程，是一门必修课，是各专业开展专业英语教学的基础。
课程定位：通过96学时的教学，扎实语音、语法、词汇和基本句型结构等语言基本功，强化并提高听说读写译的综合能力，提高学生就业竞争力。
课程目标：1、知识目标：1.掌握3400个英语单词及常用词组；2.掌握基本语法。
3.掌握听力、口语交流的基本技巧以及应用文写作的格式和常用句型技能目标：培养阅读能力和一定听说读写译的能力学生能够用英语交流信息情感目标：掌握语言学习方法，培养自主学习能力、提升自身素质，加深内涵课程特色：1.素质教育和人文教育2.听说读写译综合能力培养3.课堂学习和自主学习相结合4.教学方法多样，趣味教学5.培养创新思维和批判性思维教材与教学内容：《新编实用英语·第四版》系列教材是普通高等教育“十二五”国家级规划教材，遵循高职高专培养高等应用型人才的目标，通过96学时的学习，使学生掌握必需的、实用的英语语言知识和技能，使学生具有较强的阅读能力，一定的听、译能力和初步的写、说能力以及翻译与其本专业有关的英文资料的初步能力。
教学内容：本课的教学内容为第六单元第四部分阅读训练，我们将围绕奥运和体育展开，以2008北京奥运徽章中国印舞动的北京为主线，多角度多元化地展现了这一场全民族的盛事。
(完整版)第一册Unit5新编实用英语教程第4版高教社教案
Unit Five Our Weather and ClimateTeaching Time: 8 periodsTeaching Objectives: Ss Should Learn to:1. Understand weather forecasts;2. Talk about weather;3. Write a weather report;4. Know about celsius and fahrenheitKey &Difficult Points:1. Understand weather forecasts profoundly;2.Talk about weather to start a conversation;3. Basic sentence structuresTeaching Procedures and Class ActivitiesSECTION I Talking Face to FaceLead-in activities:Imitating Mini-Talks1. Warm-up questions:1) do you often listen to a weather forecast? Why or why not?2) What is the use and importance of a weather report?2. Class Activities:1).Read the mini-talks,try to recite them;2) Ask the students to recite and perform the mini talks in class.3) The students discuss in groups, summarizing the words, phrases and sentences frequentlyused according to the following topics with the help of the teacher. The students speak out the sentences under the guidance of the teacher.SECTION II Being All Ears1 Learning Sentences for Workplace Communicaiton1)Give the students a few minutes to read through the printed materials for each listening item.2) Listen to the tape for the first time.The focus here is on cross-reference of the Englishsentences and their Chinese meanings.3) Play the tape for a second time, and ask the students to do exercises in this section.4)Play the tape for the third time with a pause after each sentence, and ask the students to repeatthe sentence during the pause.2 Handling a Dialogue1)Give the students a few minutes to read through the printed materials for each listening item.2)Listen to the tape for the first time without looking at the book.3)Play the tape for a second time, and ask the students to answer the following questions orally:4)Play the tape for the third time, and the students read the dialogues, following the tape simultaneously and trying to catch up the speed and simulate the speakers’ tones.5)Do the exercises in this section.3 Understanding a Short Speech/Talk1)Give the students a few minutes to read through the printed materials for each listening item.2)Listen to the tape for the first time without looking at the book.3) Play the tape for a second time, and ask the students to do the exercises in this section.4)Play the tape for the third time with a pause after each sentence, and ask the students to takenotes of the key words.SECTION III Trying Your HandPracticing Applied Writing1 Sample analysis: T eacher summarizes briefly the format and language used in weather forecasts. The teacher may show the following passage with PPT (If there is no PPT prepared, ask the students to take a dictation of the passage). Afterwards, ask the students to read it and translate it into Chinese orally.2Simulated writing:1)The students read and translate the sample weather forecasts with the help of the teacher.2)Do Exercises 2, 3 and 4 in groups.SECTION IV Maintaining a Sharp EyePassage 1 We can Make a Difference1 Warm-up questions: What is the consequences of global warming?2 Guided reading aloud of the passage:The students read the passage individually. The teacher should pay attention to correcting the students’ pronunciation and intonation.3 Explanation of difficult words and expressions:The students have a discussion in groups to pick out the difficult words and expressions in the whole passage which they don’t understand and report them to the class. The teacher will demonstrate the usage of those chosen points, and then ask the students to make up at least two sentences with them in groups.Key Language Points in Teacher’s Book1) trap:store---so that it cannot escape. Eg: A filter can trap dust from the air.2)stand-by:readiness for duty.Eg: The soldiers are on stand-by, ready to set out at any time.3)stuff:things. Eg: There is a lot of stuff about in today’s newspaper.4)membership:being a member of an organization. eg:He lost his membership card and was denied access.5)swell:grow bigger. Eg: The population swelled during that time.4 Understanding the passage in detail:1)Paragraph 1:Group work: Give the students 3 minutes to prepare the translation of the firstparagraph, and then an oral class presentation is required.2)Paragraph 2: Ask one or two students to read this paragraph.3)Paragraph 3: 1) Pair work: One student reads this paragraph loudly, and another helps correcthis or her pronunciation. And then they change their roles to do the same work again. 2) Work together to summarize the general idea of Para. 3, and then present it in class.5 Summary of the passage Group work: The students have a discussion of the main idea of the passage. The students’ ideas may vary, and the teacher gives his or her own idea.6 Assignments for this section: 1. Recite Paragraphs 2 and 3 2. Preview Passage II.PASSAGE II The British Like Talking About the Weather1 Warm-up activities: How do the British generally start their coversations?2 Guided reading aloud of the passage:The students read the passage and get its general idea.3 Explanation of difficult words and expressions:Choose language points in Language Points in Teacher’s Book4 Understanding the passage in detail:Paragraph 1: 1) The students read this paragraph together.2) Dictation practice: The teacher reads each sentence of the paragraph for or three times accordingto the students’ English level, and the students write them down. Afterwards, the students check up them with their partners.Paragraph 2:1) Ask two or three students to read the paragraph individually.2) Pair work: One student asks about 2 or 3 specific questions about Paragraphs 2, and the otherone gives the answers. Then the students exchange their roles to do the same work again. The rest of the passage: 1) The students read this part following the teacher.2) Group work: The teacher draws the following table on the blackboard (or shows it withPPT), and then asks the students to have a group discussion for matching the greeting sentences in Column A with the countries they are spoken in Column B. In the end, the whole class try to pronounce the greeting words in different languages.5Summary of the passage:1)Group work: The students have a discussion to translate the passage into Chinese.2)Groups work: Each group tries to pick out at least 5 expressions or sentences from thepassage witch they think are worth remembering. Afterwards, ask some groups to write them down on the blackboard and ask the whole class to read them aloud.6 Assignments for this section:Read the passage again.。
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郑州信息工程职业学院基础部《新编实用英语I》课程教学大纲课程编码：9999010061总学时：72 学时实验学时：无学分：3 学分适用对象：一年级学生先修课程：基础英语一、课程的性质与任务（一）本课程的性质大学英语课程是非英语专业学生必修的一门基础课程。
旨在培养学生的英语综合应用能力，使他们在今后工作和社会交往中能用英语有效地进行书面信息交流，提高综合文化素养，以适应社会发展和经济建设的需要。
《新编实用英语I》是我院高职一年级学生第一学期所有学生学习和掌握英语听，说，读，写基本技能的基础课。
（二）本课程的任务本课程在高职高专院校中人才培养计划中是必修课程。
该课程理论与技能培养并重，相互结合，培养各类高职高专的应用型人才。
经过学习，使学生掌握一定的英语基础知识和技能，具有一定的听说读写译的能力，从而能借助词典翻译和阅读有关英语资料，使学生在今后的工作和社会交往日常活动中能用英语有效地进行口头和笔头交流，并为今后进一步提高英语的交际能力打下基础。
为此，该课程将努力做到以下三个方面：1 、培养学生英语综合应用能力具有较强的阅读能力和良好的听、说、写、译能力，使他们能用英语交流信息。
2、增强学生的学习能力、特别是自主学习能力。
3、提高学生的综合文化素养。
（三）本课程培养人才的定位该课程是我院各专业学生必修的一门公共基础课程，旨在培养学生的英语综合应用能力（听、说、读、写、译）；培养学生使用英语处理日常和涉外业务活动能力。
使他们在今后工作中与社会交往中能用英语有效地进行信息交流，提高综合文化素养，以适应社会发展日益国际化的需要。
（四）本课程在人才培养过程中的作用经过本课程的学习，使学生扎实语音、语法、词汇和基本句型等语言基本功，强化并提高听、说、读、写、译的综合能力，提高学生就业竞争力。
二、课程的基本要求通过学习本课程，学生应该达到以下要求：1、词汇认知2500 个英语单词（包括入学时要求掌握的1000 个词）以及由这些词构成的常用词组，对其中1500 个左右的单词能正确拼写，能进行英汉互译。
2、语法掌握基本的英语语法规则，在听、说、读、写、译中能正确运用所学的语法知识。
3、听力能听懂涉及日常交际的结构简单、发音清楚、语速较慢（每分钟120 词左右）的英语对话和不太复杂的陈述，理解基本正确。
能理解具体信息，理解所听材料的背景，并能推断所听材料的含义。
4、口语掌握一般的课堂用语，并能模拟或套用常用口头交际句型，就日常生活和有业务提出问题或做出简单回答，交流有困难时能采取简单的应变措施。
5、阅读能阅读中等难度的一般题材的简短英文资料，理解正确。
在阅读生词不超过数3% 的英文资料时，阅读速度不低于每分钟50 词，能读懂通用的简短文字材料，如信函、产品说明等，理解基本正确。
并且掌握以下阅读技巧：1）理解文章的主旨或要点；2）理解文章中的具体信息；3）根据上下文推断生词的意思；4）根据上下文做出简单的判断和推理；5）理解文章的写作意图，作者的见解和态度等，就文章内容做出结论；快速查找有关信息；6）能运用所学词汇和语法写出简单的短文，能用英语填写表格，套写便函、简历等，语句基本正确，无重大语法错误，格式基本恰当，表达清楚。
并且做到语法及标点使用正确，句子结构完整，句子意思清楚，符合逻辑顺序，能够正确使用连接词，文章连贯；7）翻译（英译汉）能借助词典将中等偏下难度的一般题材的文字材料译成汉语，基本符合汉语习惯，能正确掌握被动句式、倍数、定语从句的译洼，并且能够恰当地处理长句、教学目标（一）知识目标掌握本课程所要求的语法、字词和句型知识。
（二）能力目标能应用英语进行简单的日常对话和阅读；培养学生的英语综合能力，能进行日常的听说，阅读达到50 词每分以上，能进行基本应用文写做，并能翻译有一到两个从句的复合句。
达到A 级所要求的应用能力水平。
（三）素质目标在学习中，教育学生德智体美全面发展，提高学生的跨文化交际能力和综合文化素养。
四、课程内容（一）课程主要内容本课程共八单元。
本课程的教学内容为新编实用英语第1 册，共八个单元，每单元又分为以下四个部分：1 、Talking Face to Face主要内容是要求学生在熟读样例的前提下，模仿所给的短小精悍的对话，根据课本提供的语言环境，套用常用句型，进行对话练习。
2 、Being Al1 Ears主要内容在"说"的基础上，围绕同一话题进行听力训练，通过听的内容，使听说训练的范围进一步扩大。
因为B 级考试需要和本课程时间的安排，本部分只选用1isten & Read 来进行练习，重点培养学生综合理解语言内容的能力3 、Maintaining a Sharp Eye主要内容是每单元提供两篇阅读文章，以培养学生在阅读教学中培养学生使用英语的能力。
Passage 1 紧扣实际话题，既与前面的听说部分有机衔接，又突出词语和句式的运用，便于学生模拟使用，最终达到"读懂，记住，掌握使用" 的目的。
Passage 2 涉及的文章内容更为广泛，主要给提供学生较大的阅读面，注重提高学生的理解能力，一般以阅读练习形式来进行处理。
4 、Trying Your Hand此部分为写作部分，分为应用文写作和一般写作两部分，在教学中，我们只讲授应用文部分。
应用文写作主要通过典型实例来指导学生模拟套写有关的应用文。
教师就有关应用文的格式、惯用句型和词语进行简要的归纳，并指导学生模拟套写。
教学重难点1 、Talking Face to Face 重难点：掌握课文所给的句型和短语，根据提示语境灵活运用句型和短语。
2 、Being All Ears 重难点：利用听力材料提高学生听力革平，教授听力技巧井要求学生掌握。
3 、Maintaining a Sharp Eye 重点和难点掌握课文所给的句型和短语，根据提示语境灵活运用句型和短语。
4 、Trying Your Hands重点和难点：要求学生掌握各种应用文的格式，能够根据所给背景材料组织成规范的文章。
分析学生在写作中常犯的错误，并指导他们订正，要求学生通过练习掌握句型的正确使用，不再犯类似的错误。
课程授课顺序及过程Step 1. Leading-in 教师通过提问、讨论等方法组织教学，引出本单元的主题。
Step 2. Talking Face to Face 本部分为学生学习该话题的口头交际提供模仿的样本。
教师先放录音，然后要求学生分组口头练习对话，学生再根据书中所提供的练习进行各种训练。
Step 3. Being AIl Ears 本部分是在“说”的基础上，围绕同一话题进行听力训练，通过听的内容，使听说训练的范围进一步扩大。
Step 4. Maintaining a Sharp Eye 课文教学是培养学生阅读能力的主要园地和手段。
先要求学生对整篇文章进行阅读，然后回答相关的问题。
教师对文章中的重点词语句子以及句子结构进行详细讲解和分析，学生完成课后的练习。
Step 5. Trying your hand 本部分主要通过典型实例来指导学生模拟套写有关的应用文。
首先学习应用文的基本格式和常用句型，可在课堂上当场进行写作，也可布置为课后作业。
语法部分，先结合实际的例子进行讲解语法规则，学生通过完成相关的练习来巩固。
（二）教学建议在教学中要求做到：1、适应高职高专层次的教学要求，教学应突出职业性、实践性、操作性，着重提高学生的英语听说能力，淡化语法教学；2、教学中采用任务驱动方式，强调动手能力、沟通能力和语言表达能力训练。
建议在教学过程中将学生分组，以组为单位完成布置的任务，培养团队合作精神。
3、引导学生采用直接或间接调研方法了解现实的英语外贸业务流程或与英语贸易相关的部门工作内容，走出课堂，接近现实，理论与实践结合，培养专业素养和创新能力。
4、基本理论够用，注重国际贸易实务操作技能的培养，重视听说技能的培养。
5、对课程中的重点、难点可通过课堂讨论等形式解决，使学生便于理解和掌握。
五、本课程与其他课程的关系本课程必要的先修课程是《高中英语》课程，其后续专业课程是《新编实用英语综合教程U》等。
本课程在专业培养计划中安排在第1学期。
六、教学时数分配课程总学时：72七、考核方式本课程的成绩由平时考核成绩（考勤、学习态度、课堂表现和平时作业，共占40% ）+期末理论综合测试成绩（60% ）组成。
期末理论综合测试。
试题分为A,B 试卷二选一进行闭卷考试，以笔试的形式进行。
补考采用闭卷笔试的形式进行。
八、教材及参考书（一）主教材1、《新编实用英语综合教程I》，《新编实用英语》教材编写组编，高等教育出版社，2011 年5 月第三版。
2、《学学.练练.考考I》，《新编实用英语》教材编写组编，高等教育出版社，2011 年5月第三版。
3 、《新编大学英语口语教程》周涛、郭自萍主编，天津教育出版社，2014 年1 月第一版，（二）参考书著作、教材《新编实用英语综合教程I参考书》，高等教育出版社，2014年9月第四版。