新生代英语基础教程2unit3_电子教案
教 案 课程名称 新生代英语基础教程2 课 时 ____________________ 班 级 ____________________ 专 业 ____________________ 教 师 ____________________ 系 部 ____________________ 教 研 室 ____________________ 教 材 《新生代英语基础教程2》 教学计划 教学 单元 Unit 3 “Nobody has pizza for breakfast.”
单元 主题 Breakfast 课时
安 排 8
教 学 内 容 Show Time “Nobody has pizza for breakfast.” Reading English Breakfast Chat Time I’m allergic to dairy. Writing A recipe Grammar Countable and uncountable nouns My Story Food and nutrition
教学目标 教学活动建议 Warm-up To get students to talk about the main topic of this unit in a comfortable and relaxed manner Have students look at the picture and
ask them to tell you as much as they can about it.
Then, go through the questions and complete each answer. In addition, you can ask a few warm-up questions such as “Do you eat breakfast every day?” “Who do you eat breakfast with?” and “What do you usually have for breakfast?” If students have trouble with these questions you can write model answers on the board for them to use when answering. For example, “Yes, I do.” “I eat _____ with _____.” and “I usually eat _____.”This is also a good opportunity to review the present simple tense, since breakfast is something we repeat on a regular basis.
For an extension activity, you can also apply the same questions to other meal times.
Vocabulary Builder A and B To teach students new vocabulary related to breakfast and nutrition
Have students listen and repeat the words. The vocabulary for this unit is quite easy to teach since they are all concrete nouns (nouns we experience through our five senses, as opposed to abstract nouns, which we must imagine). Thus, you can teach them simply by pointing to the pictures in the book and having the students echo and repeat after you.
At this level, you may also consider making basic flashcard for the vocabulary. This is a lot easier than it sounds. All you need to do is find some pictures of the vocabulary items. Then you can print them out and laminate them. Keep in mind that flashcards work best when used with concrete nouns. This is because it is difficult (or sometimes impossible)to show a pictorial representation of abstract nouns. Another point to remember is flashcards tend to be more fun and effective with lower level and younger students. If your students are older or higher level, flashcards may not be as effective or necessary. With younger learners, having flashcards can not only help students learn, but can also provide you with a range of fun games and activities.
Once students are comfortable with the new words, have them do the exercises, correcting any mistakes.
C and D To improve students’ listening and comprehension skills
Tell the students they will hear a conversation between David and his mother. Now, listen to the conversation and have students complete the sentences. Correct any mistakes. Have students practice the conversation in pairs. Monitor their performance.
For Exercise D, let students read the clues first and then guess the food one by one.
Show Time A To teach students speaking skills through the use of video
First, have the students watch the video in its entirety. Ask basic comprehension questions such as, “Who are the main characters in this video?” “Where are they?” “What are they doing?” “Why are they doing that?” “How are they doing it?”
Next, have students take turns in explaining what is happening in each picture. You can do the first picture, and then have a more confident student try the second one. To make it more fun, you could choose two students, and then have them race to explain what is happening in the picture. The student with the fastest and best explanation wins.
B, C and D To improve students’ listening comprehension through the use of video Watch the video. Now, look at Exercise B, and ask students to complete the True / False statements. Next, students can complete the dialogue in Exercise C. Have three students read out the dialogue with one student playing the role of Hector, one as Mr. Sanchez and the other as Mrs. Sanchez. For an extension activity, you can also have the students rewrite the conversation, using different foods.
For Exercise D, you need to first review the vocabulary word omelet. Ask students what the ingredients are for a typical omelet, and then have them imagine the steps they might take when making one. Now, tell students to look at 1. And read it out loud. Ask, “What should we do after we beat some eggs in a bowl? When students have given you the correct answer, repeat the process using “What should we do after we _____?” To check the answers for B, C, and D,
新生代英语高级教程2unit3课件
新生代英语高级教程2unit3课件新生代英语高级教程2 Unit3 课件教学内容•本单元主要讲述了人机交互技术和虚拟现实技术的发展以及对生活的影响。
教学准备•PowerPoint幻灯片•打印好的教材•板书和粉笔•多媒体设备•答题卡教学目标在本节课中，学生将能够： 1. 了解人机交互技术和虚拟现实技术的定义和应用领域。
2. 掌握相关的专业术语和词汇。
3. 分析和讨论人机交互技术和虚拟现实技术对生活和社会的影响。
4. 提高自己的听、说、读、写能力，特别是听力和口语表达能力。
设计说明本课将采用听说读写综合的教学方法，结合多媒体设备和互动展示的方式，帮助学生更好地理解和掌握课堂内容。
通过小组讨论和问答互动的方式，激发学生的兴趣和参与度。
教学过程1.开场导入–通过观看一段有关虚拟现实技术的视频来激发学生的兴趣和好奇心。
–引导学生关注视频中的关键词汇和专业术语，并进行简要讨论。
2.听力训练–播放一段有关人机交互技术的听力材料，要求学生在听完后回答相关问题。
–分组讨论并互相交流答案，老师进行点评和解释。
3.词汇学习–教师将一些重要的专业术语和词汇写在黑板上，并给出中英文释义。
–学生在小组中根据提供的释义，尝试猜测并造句。
–全班共同讨论并纠正其中的错误。
4.读写训练–学生阅读教材中关于虚拟现实技术的文章，并回答相应问题。
–分组讨论并互相交流答案，老师进行点评和解释。
–要求学生根据自己对虚拟现实技术的理解，写一篇短文来表达自己的观点。
5.课堂讨论–老师带领学生讨论人机交互技术和虚拟现实技术对生活和社会的影响。
–引导学生提出自己的看法和观点，并进行辩论和交流。
–教师总结并给出正确答案和评价。
6.课堂作业–要求学生在课后完成相应的课后习题。
–鼓励学生进一步了解相关领域的发展和应用。
课后反思本节课通过多种教学方式和互动形式，达到了预设的教学目标。
学生对人机交互技术和虚拟现实技术有了更深入的了解和认识。
课堂讨论环节活跃，学生积极参与，思维思路开拓。
新一代大学英语综合教程2 U3(含课后习题答案)课件
✓ What forms of written and spoken communication you use m
✓ Forms of communication for your reference.
written
Spoken
E-mails Faxes Letters Memos Minutes Reports
✓ What factors are important for communication? ✓ What forms of written and spoken communication
you use most? Why?
PPT学习交流
Prepare - Scenarios
Scenario 2
3. Being a good listener
7. Not being afraid of makin
4. Physical appearance
8. An awareness of body lan
PPT学习交流
Prepare - Scenarios
Scenario 2
• On Saturday evening, you are going to English Corner on ca topic this week is important factors to make a good commun questions for you to prepare.
✓ What factors are important for communication?
✓ Factors for your reference:
1. Fluency in the language
全新版大学英语第二册教案 Unit 3 The Generation Gap (1)
Unit 3 The Generation Gap I．Teaching Plan ( 5 periods)ObjectivesStudents will be able to:1understand the main idea (Father meddled in children’s affairs with good intentions, but only to find his efforts unwelcome) and structure ( three settings, three scenes) of the text;2 appreciate the basic elements of a play;3 grasp the key language points and grammatical structures in the text;4 conduct a series of reading, listening, speaking and writing activities related to the theme of the unit.Time allotmentPre-reading tasks1 T asks Ss the following questions on the song The Times They Are A-changing’: ( 5 minutes)---Who should be sitting up and taking notice？Why? (parents, politicians, writers and critics should listen up, because the times are changing so fast that one can’t be content with one’s old way of life)---What does the singer think of his parents’ way of doing things? ( outdated)2 Pair interview ( 23 minutes)1)T dictates to Ss the following list of questions:---When are your parents’ birthdays and their wedding anniversary?---Do your parents celebrate your birthday? How about their own birthday celebration?---In your parents’ eyes, what are you interested in?---In your eyes, what are your parents interested in?---In what areas do your parents want you to improve?---In what ways do you want your parents to improve?---Tell of an instance when your parents and you disagree over something.2)Ss form pairs to interview each other. If there is an odd number of Ss in the class, one groupmay consist of 3 Ss. The interviewer must note down the answer from the interviewee.3)Some Ss report interview results to class.3 T may lead in to Text A by saying: As we find from our interviews, parents and children do not often see eye to eye. When parents interfere with their children’s affairs, they bel ieve that they are doing so in the interest of their children. However, the children may not be grateful, as is the case in the play we are going to study, Father Knows Better. When you read on, I want you to bear this question in mind: despite their complaints, the Thompson children actually love their father very much. Do you yourself show similar attitudes towards your own parents?( 2 minutes) While-reading tasks1 A brief introduction to play ( 25 minutes)1)T writes down on the blackboard the major components of a play: characters, settings, stagedirections, language, conflicts, climax, and theme.2)Ss identify the characters in this play.3)Ss read the directions for Text Organization Exercises 1 and 2, then scan the play to divide itinto three parts. T may drop a hint: just read the stage directions put in brackets.4)T explains the functions of stage directions: to set up stage properties in the proper place; toindicate a change in setting; to direct actors’ movements, gesture, facial expression, tone of voice, etc. Then T draws the following illustration on the blackboard:5)T invites one S to read aloud Heidi’s speech to the audience at the very beginning of the play,then ask another S to re-create Heidi’s words into a complete and grammatical paragraph.They may refer to Writing Strategy to see the stylistic differences between speech andwriting.6)T defines conflicts as the essence of a play, a clash of actions, ideas, desires or wills. It mayhappen in three forms: man against man, man against environment, man against himself.When a conflict develops to the most intensified point, it becomes a climax. T asks Ss to find out the form(s) of conflict in this play as they later go through the text.7)T explains that, unlike a novelist or short-story writer, a playwright can not come forward,interrupt the action, and tell the audience what he/she means by a certain scene or explain to them what is going on in the minds of the characters. The audience must conclude by themselves what theme of the play is. T tells Ss that they will do so at the end of reading this play.2 T explains language points in Part I and gives Ss practice ( see Language Study).( 15 minutes)3 Ss sum up the main conflict in Part I. ( 3 minutes)4 T explains language points in Part II and gives Ss practice ( see Language Study).( 25 minutes)5 Ss sum up the main conflict in Part II.( 3 minutes)6 T explains language points in Part III and gives Ss practice ( see Language Study). ( 15 minutes)7 Ss sum up the main conflict in Part III.( 3 minutes)8 Ss sum up the theme of the play. ( 6 minutes)Post-reading tasks1. The way they are (25minutes)1)Ss form groups of 3-4, re-read Part Ⅱ. Based on it, they will come up with a briefsummary of the characteristics of Mother, Father, and the children (see Text Analysis). T may give Ss the following model:“Father shows great respect for Mother. He pulled the chair for her before dinner, and obeyed her commands like ‘do go on’, ‘do get on with it’, ‘don’t keep us in suspense’.Besides, although Father was pleased with what he had done for Diane, he had learned from experience that his efforts were not always welcome. That way why he could quickly realize his blunder, as made clear by sentence ‘I do? Yes, I guess I do. I’ve…done it again, haven’t I ?’2)When Ss discuss within the group, the following questions might help:---- How did Mother address Father and her children?---- How many do’s and don’ts did she use? What do they tell about her character?---- On whose side Heidi and Sean stage whisper to each other?---- What did Sean tell Father that “I do believe Diane would like to know the surprise?”---- How did Diane feel when she said “Thank you, Sean. I owe you one”?---- What were Diane’s reactions during the scene?3)Several groups report their summaries to the class.2. T guides Ss through some after-text exercises. (25 minutes)3. T checks on Ss’ home reading (Text B) (3 minutes)4. Ss so Part Ⅳ: Theme-Related Language Learning Tasks. (1 period)5. T asks Ss to prepare for the next unit: (2 minutes)1)do the pre-reading task;2)preview Text A.Ⅱ. Text analysisAlthough a playwright can’t come forward to speak directly readers, we may still form a mental picture of what each character is like.Let’s take Part Ⅱfor example. From the way they speak, their tone of voice, their facial expressions and their actions, we find Father, Mother and the three Thompson children life-like.Since a brief d iscussion of Father’s characteristics is given as a model in the Suggested Teaching Plan, here we will focus on Mother and the children.As we notice, in her speech Mother uses quite a number of do’s and don’ts, pleases, dears, and sweetheart’s. She is the real head of the Thompson household, giving out commands to her children as well as her husband. Moreover, most times her orders are respected. On the other hand, knowing her children’s attitude towards Father’s meddling, she tries to maintain the peace, as in the instance when she maintains Father’s dignity by telling the children “Don’t interrupt”, “Don’t distract your father”, and “give your father the respect he deserves”, or when she tries to divert the conversation by talking about her dessert.The T hompson children respect Mother, as shown by their frequent “Yes, Mother” and “Sorry, Mom”. On the other hand, they are used to Father’s meddling with their affairs. When Sean and Heidi find out that this time the bad luck had befallen Diane, they can afford to stand back and poke a few bemused comments. Diane’s feelings are entirely different, though. She isput on guard when Father tells her “I have a surprise for you.” Then she is embarrassed as Father mentions her feelings toward young Kyle. Later, as Father goes on delaying telling the truth, she becomes hysterical. Finally, when she learns the truth, she loses her temper.Isn’t it a wonder that words can tell so much about people?Ⅲ. Culture Notes1.Family life: Some families are very child-centered. The closest families eat meals at the same time and spend their free time together. Some families, however, only see each other for a short time in the evening, and though the children are still considered important, they have to fit in the lives of their parents.The average day for many families begins with getting the children up and ready for school. There is usually a rush for everyone to use the bathroom, find clean clothes, eat breakfast, and catch the bus. In the meantime the parents have to get ready for work themselves. Early mornings are a scramble for many families.The school day usually ends at about 3 p.m. in the US and 4 p.m. in Britain, and the working day at 5 p.m. or later, so many parents have to make arrangements for their children after school. They may go to an after-school center or stay with a neighbor’s children. Older children often do activities like sports or music at their school, or go home and do their homework. Children often also have to do chores.In many families, the children eat when they get home and their parents eat later. In the evenings the children play or go and see friends. If everyone is staying in they may watch television together. Many parents make an efforts t spend quality time with their children, an hour or so each day when they give them the full attention.American families are often criticized for the way they do things separately, though many people believe that it is good for children to learn to be independent. From an early age children are encouraged to decide what they want to do, eat or wear, and their parents try to respect their opinions.2. Part-time job:Many American teenagers earn a good portion of their college expenses by working during the summer as waiters or waitress, construction workers, mother’ helpers, gas station attendants, telephone operators or messengers. They are not concerned with status. Being unskilled, they try to find jobs at whatever level they can. They seek not only money, but also experience. They learn work habits, responsibility, the ability to take orders and to get along with a boss and different kinds of people.IV. Language Study(Text A)1. location n. a place or position 场所；位置e.g. With nesses showed the police the exact location of the accident.The school is going to move to a new location2. dine vi. eat dinner 进餐dine out having an evening meal away from home 外出进餐e.g. It’s Jan’s birthday, so we are dining out tonight at a special little restaurant we know.3. embarrass vt. make (Sib.) feel awkward or ashamed 使窘迫；使不好意思e.g. I chose my words carefully in order to avoid embarrassing anyone.It embarrassed him that he had to give a talk in front of a lot of people.adj. embarrassed: (sb.) shy, guilty or ashamed about sth.e.g. I was really embarrassed when I knocked the cup of tea over my teacher.4. dumb a. foolish; unable to speak 愚蠢的；哑的e.g. He was so dumb that he left his keys at home again.Don’t be dumb. You can’t get a loan from the bank if you are laid-off.Children born deaf and dumb can nowadays be taught to speak and lip-read.Martin was born dumb, but he has still managed to get a good job.5. unison n. 一致；齐唱；齐奏in unison acting in the same way at the same time 一致地；一起e.g. The children find it difficult to play their instruments in union.The international community is ready to work in unison against terrorism.6.consist vi. 组成，构成consist of be made up of 由…组成e.g. The book consists of essays written over the last twenty years.The committee consists of scientists and engineers.7. palm n. (1)手掌；掌状物（2）棕榈树vt. 把---藏于手（掌）中palm off to persuade someone to accept sth. because you do not want it and it has no value用欺骗手段把---卖掉e.g. She tried to palm her old car off on me.她设法骗我买下她那辆旧车。
零起点大学英语基础教程booktwounit3dialogue
Introduction
Purpose and background
”
0
To provide a comprehensive and systematic introduction to
college English for beginners, focusing on the four key
Key vocabulary
Key vocabulary
Synonyms and Antonyms
Antonym for Vocab 2: Opposite word with contrasting means
Synonym for Vocab 1: Alternative word with similar meaning
03
01
02
Analysis of key vocabulary, phrases, and presence structures
Key vocabulary
Vocabulary List
Vocab 1: Definition and example presence
Vocab 2: Definition and example presence
Examples with analysis of claims and their roles (subject, object, advisory, etc.)
Analysis and application of presence structure
01
Passive Voice
02
外研社新生代英语入门教程(第二版)教学课件__U2
magazine n. 杂志
e.g. She is an editor of a popular magazine. 她是一本流行杂志的编辑。
WORDS & EXPRESSIONS
notebook n. 笔记本
e.g. He drew out his notebook and began to take notes. 他掏出笔记本开始记笔记。
•F
• Work in a group. Draw
your classroom.
2 Lesson What are you doing?
A Look at the picture and guess: What are they doing?
WORDS & EXPRESSIONS magazine notebook pen pencil in the back of
LANGUAGE NOTE
They are standing. They are talking.
He is sitting. He is writing.
•E
• Write four sentences
about your classmates.
GRAMMAR NOTE
EXAMPLE
John is sitting.
book
computer
chair
desk table
•c
• Listen and Write.
Dear class, may I have your attention, please? I want to give you a quick tour of the classroom. Listen and see if you can find the items I will describe to you. The (1)blackboardis in the front of the classroom. We can move the (2) tables in the classroom when we do group work. If you need to borrow a book, go to the (3) bookcase. Please use the (4) trash can whenever necessary.
新一代大学英语综合教程2 U3(含课后习题答案)课件
From that experience, I realized how important the appropriate use of language is for the effective communication in a different culture.
Exemplification Essay
Physical Barrier Challenging Stimulus
Subjective strain
Media ignorance
Linguistic Barrier Different language and voca
Cultural Barrier Different culture, place or re
1) an introductory paragraph in which you state the topic an opinion;
2) a main body which consists of one or two paragraphs, each separate viewpoint supported by reasons or examples. Ano paragraph could also be included to present an opposing v the reason why you think it is unconvincing;
PPT学习交流
Prepare - Scenarios
Scenario 1
• At a seminar on the power of communication, the lecturer posed a question on the barriers to effective communication. You were asked to discuss in pairs and then to present your ideas. Here are the questions for you to consider:
新生代英语基础教程2-Unit1-电子教案 优质文档 新
Then, go through the questions and complete each answer. In addition, you can ask a few warm-up questions such as“How many people are in your family?” and “Where are you from?” If students have trouble with these questions you can write model answers on the board for them to use when answering. For example, “There are _____ in my family.” and “I come from _____.”
教 材《新生代英语基础教程2》
教学计划
教学
单元
Unit 1“Where are you from?”
单元
主题
Family
课时安 排
8
教
学
内
容
Show Time
“Where are you from?”
Reading
Why is it called a honeymoon?
Chat Time
The rest is history.
Correct any mistakes. Havestudents talk about family members with sentencestheyhave learnt.
For ExerciseD, let students match those Chinese kinship terms to the corresponding English definitions.
基础英语2unit3ppT
Reading and Writing
3 Share your stories. 讲述你生活中运用英语的故事。
Homework:
1.Memorize the key words, phrases and sentences in this class. 记本课中的重点单词，短语和句子。
2.Make a survey in your group about “Do you think English is important or not? Why?”. And make a PPT each grop and show the result of your group's survey in the next class. 在你的小组作调查：英语重要吗？为什 么？每组做一个PPT，下节课把你们的 调查结果呈现出来。
Scan the passage again and decide the following sentences true or false:
1. The foreigner could understand the attendant very well.( F )
2. The attendant told me that the foreigner wanted to take off a glass.( F )
Unit 3
My English is improving fast!
Reading and Writing Period 1
一，Lead in (视频)
Answer these questions:
Skim this passage quickly and answer the follwing quetions :
新编英语教程2(第三版)第3单元课件
对于每道练习题，教材都提供了详细的答案解析，帮助学生理解正确答案的原因和解题思路，同时指出常见错误答案的误区。
Listening practice questions and answer analysis
05
CHAPTER
reading comprehension
本单元的阅读材料主要围绕“文化交流与全球化”展开，涉及跨文化交际、文化多样性、文化冲击等方面的内容。
Grammar exercises
04
CHAPTER
Listening training
本单元的听力材料主要包括对话、讲座、新闻报道等，旨在帮助学生提高在不同语境下的听力理解能力。
听力材料类型
听力材料的难度适中，适合大多数学生的学习水平。对于较难的部分，教材提供了详细的注释和解释。
听力材料难度
Overview of Listening Materials
03
CHAPTER
Grammar explanation
Present perfect tense
This unit focuses on the present perfect tense, which is used to talk about actions in the past that have relevance to the present.
Writing guidance
Essay writing
This type of writing requires students to present their ideas in a coherent and well-structured manner, with clear introduction, body paragraphs, and conclusion.
大学英语2教案unit3
大学英语2教案unit3Unit 3 Understanding ScienceI.Background Information1.Stephen HawkingBrief Introduction to Stephen HawkingStephen Hawking (1942~ ): British theoretical physicist and mathematicianChronology of Stephen Hawking– 1942 Born in Oxford, England.–1958 Entered Oxford University and became especially interested in thermodynamics (热力学), relativity theory, and quantum mechanics (量子力学).–1966 Earned his Ph.D. degree at the University of Cambridge. Stayed at the University of Cambridge to do post-doctoral research. Diagnosed as having Amyotrophic LateralSclerosis (ALS) (肌萎缩性脊髓侧索硬化).(Quote: ―I am quite often asked: How do you feel about having ALS? The answer i s, not a lot.I try to lead as normal a life as possible, and not think about my condition, or regret the things it prevents me from doing, which are not that many.‖)–1979 Appointed Lucasian Professor of Mathematics at Cambridge, a post once held by Isaac Newton.–1988 Published his famous book A Brief History of Time: From the Big Bang to Black Holes.–1993 Wrote Black Holes and Baby Universes and Other Essays.–1996 Co-authored a book with Sir Roger Penrose titled The Nature of Space and Time.Main Achievements of Stephen Hawkingsingularity: (A point in space-time at which the space-time curvature (曲率) becomes infinite.)black hole: (A region of space-time from which nothing, not even light, can escape. Nothing can escape because gravity is sostrong.)With the help of the following words and expressions, listen to a recording of more information on black hole.2. Albert Einstein (1879~1955)Monologue of EinsteinI was born in Ulm, Germany in 1879.As you may know, 1905 was a big year for me. That’s when I turned the world upside down, at least for scientists, with several new ideas. I proposed that space and time had to be looked at in a whole new way —that Newton’s view of space and time was inaccurate. These ideas became known as the special theory of relativity and introduced the equation E=mc2.Ten years later I presented the general theory of relativity. The general theory showed that gravity is not a force, as Newton had thought. It is instead a curvature (曲率) of the space-time continuum.3. FrankensteinFrankenstein, or The Modern Prometheus, generally known as Frankenstein, is a novel written by Mary Shelley. The title of the novel refers to a scientist, Victor Frankenstein, who learns how to create life and creates a being in the likeness of man, but larger than average and more powerful. In popular culture, people have tended incorrectly to refer to the monster as ―Frankenstein‖.III. Language PointsA. Words & Expressions1. likely:1）adj. probableEg. An incident likely to lead to war is reported on TV.(电视报导出一可能导致战争的事件。