新编实用英语教学大纲(第二册)讲课稿
新编实用英语综合教程2unit_2_教案
Unit TwoOnline Growth ContinuedTeaching ObjectiveIn "Talking Face to Face", learn how to give thanks and how to express regret.In "Being All Ears", practice listening comprehension to greet and introduce people with various relationships.In "Maintaining a Sharp Eye", master the key words and structures and learn the way foreign people greet each other, particularly the way Americans meet and greet each other, both in informal and formal situations by reading through passage I; learn and practice how to introduce oneself by reading through passage II.In "Trying Your Hand", become knowledgeable on how to write a business card and fill in a passport with one’s personal information; review the basic sentence structure. Teaching ProceduresSection I Talking Face to Face1.Warm- up:The patterns and expressions of Internet communication.Internet Phone (IP) 网络电话Internet paging 网上寻呼Internet chat 网上聊天computer dating service 电脑交友服务email address 电子邮件地址computer document 电脑文件Internet account 因特网账户User’s name 用户名domain name 域名AFAIK (As Far As I Know) 据我所知BF (Boy Friend) 男朋友FUQ (Frequently Unanswered Questions)经常无人回答的问题FYI (For Your Information) 仅供参考KISS (Keep It Simple, Stupid) 把它看简单些，傻瓜LOL (Laughing Out Loudly) 放声大笑PEM (Privacy Enhanced Mail) 保密邮件PMJI (Pardon My Jumping In) 请原谅我插入RIYP (Reply If You Please) 请答复ROTFL (Rolling On The Floor Laughing)捧腹大笑2. Practice the two dialogues in Follow the Samples3. Practice dialogues according to the given tasks4. ExercisesSection II Being All EarsSee the textbook.Section III Maintaining a Sharp EyePassage I Online Growth ContinuedText-related InformationWays for Internet Connection:There are several ways for Internet connection. One common way is dial-up connection. For dial-up connection, you need a computer, a modem, and a telephone line.ISP is the abbreviation of Internet Service Provider. It provides services for Internet users to get connected with the Internet. Before getting connected with the Internet, an Internet user must apply for an account and a password from an ISP. He or she should also get its dial-up number, the addresses of its domainname and of the mail server.Now you can turn on your computer, start the dial-up program and get connected with the Internet. Then you can use the browser to enjoy the world of Internet. You can also send or receive emails with the help of the emails.People can do a lot of things by browsing Internet, such as sharing information, transacting business and communicating with people across the globe.Text ExplanationPara.1In just five years,the World Wide Web has become a powerful new medium for sharing information, conducting business and communicating with people across the room or across the world.Language Points:1.Explanation of Difficult SentencesIn just five years,…Analysis:In just five years implies in the five years just past, and the main verb of the sentence usually takes present perfect tense. Across the room and across the world are given here to indicate the wide range of use of the Internet.Translation: 在仅仅5年的时间里，全球范围网已经成为一种新媒体，使人们能够从小到房间内大到全球范围分享信息、处理业务并相互流。
新编大学生基础英语综合教程第二册教学课件Unit 10--Lesson 1
LP
that is not even, smooth, or balanced
S
e.g.
[= uneven]
L They walked along the jagged, irregular coastline.
LF Beamish only returned to Britain at irregular intervals.
S
area you are talking about
e.g.
L
We asked one of the locals to recommend a restaurant.
LF
Local residents are looking forward to the coming
Asian Games.
P
Pr
P
Pr
×
O Listening
RI
Transcript 10.1
LP Carl: I’ve been living in Hong Kong for two years. I’m a lawyer. I got the job because I can speak Chinese quite well
L
It’s incredible how much Tom has changed since he met
LF Sally.
I find it almost incredible that no one noticed these
P
errors.
Pr
×
O Lexical Preparation
RI
RI
10. technical adj. connected with knowledge of how
新编实用英语综合教程第二册第一单元
1 2010 32 1,2课题：Unit One Promoting Activities (1)教学目的与教学要求目的：Understand the meaning of telephone message.要求：Learn how to take telephone message.教学重点与教学难点重点：How to communicate with people by phone难点：Basic knowledge about telephone communicationUseful words, phrases and language points教学主要内容：I. Lead in activityII. Follow the samplesIII. Act outIV. Being all ears.课后作业1. Finish put in use1-3 .2. Recite the two dialogues .总结分析：教学过程教学环节与时间分配I. Lead in activity : (15m)In social activities, we often communicate with all kinds of people. There are many methods to communicate. Making a telephone call is a popular method to communicate in modern society. Telephone message are often taken in the office or at home. Now we’ll begin with the telephone message, and learn how to take telephone message, how to communicate with people by phone. Task I Talking face to faceStep 1: Read and translate the telephone message:(1) Questions for understanding the telephone message.(学生试着回答这些问题，纠正其回答过程中出现的表达问题)E.g.: Who is calling?Who is the caller want to find?What’s the content of the telephone message?(2) The students read the message again and then translate the message orally under the guidance of the teacher.Step 2: Ask questions(1) Do you know how to make a phone call?(2) Do you know how to answer a phone call?(3) Do you know how to take\leave a message?(4) Do you know how to pass the message to the person called?（听到这些问题后，学生要尽量的用所学过的知识来回答，老师也回答，让学生对比来发现表达上的不同。
新编实用英语第二版2电子教案unit3PE2-U3-Session1
Unit 3 Communication
by Phone Session 1
Section I Section II
Lead in
Unit 3 Communication
by Phone
Session 1
Questions for understanding the telephone message
A. Hello, can/may/could I speak to (Mrs. Ramos)? B. Hello, I’d like to speak to (Ms. Kim). C. Hello, this is (Tony Silver). May I speak to (Mr. Zhang Lihua)? D. I would like to talk to (Jack Simpson). E. Good morning/afternoon. (Jack Simpson) speaking. F. I’d like to talk to (Jack Simpson). G. Can you put me through to (23-5531)?
4. Do you know how to pass the message to the person called?
A. Would you mind telling him that … B. Please tell her that…
Section I
5. Do you know how to extend a phone call?
1. Who is calling? 2. When does he make the phone call? 3. What message does he leave? 4. Who is the person called? 5. What is he expected to do? 6. Who passes the message to the person called?
【英语】精编高教社新编实用英语第二册第一单元教案
Would you like to go skating with me this afternoon?
介绍与反馈：
Thank youfor theinvitation
I will if I can.
Thatwould be super.
I love to, but…
收集更多关于参加聚会的英语词汇及邀请、社会活动安排的用语句型,进行情景对话表演。
学生制作的
邀请卡
20分
归纳与
综合训练
创造情境
借助邀请卡进行对话的观摩、归纳与评价
部分学生
交际实践
5分
总结与讲评
讲评本单元话题听、说、读、写
写邀请信、邀请卡等注意事项
修正邀请信，揣摩语言行为方式
作 业
1.搜集、掌握更多有关邀请信、社会活动的英语词汇、句型。
1) accept(v.)—acceptance(n.)
2) decline—accept(antonymy.)
3) refuse(v.)—refusal(n)
2.综合训练
1)流畅的朗读课文
2)根据课文回答问题
3)复述课文
4)总结美国人的邀请习俗
专业:班级:
高教社《新编实用英语》第二册第一单元教案
课题：Unit 1 Section III An Invitation Letter(Passage II)
第一单元第三部分 一封邀请信
授课
班级
上课
时间
周 月 日 第 节
上课
地点
教
学
目
的
通过表示邀请的英语词汇、短语、句型的搜集，进行此话题写作能力的训练，掌握邀请信的格式，使学生能够用英文表达邀请、感谢。
新编实用英语综合教程2--Unit-5-Food-culture教案
新编实用英语综合教程2--Unit-5-Food-culture教案Unit 5 Food Culture Unit GoalsWhat you should learn to do1.Choose a table2.Order from a menu3.Take an order4.Enquire about and recommend foods and drinks5.Pay the billWhat you should know about1.Western and Chinese food2.The way to make a toast speech at a wedding3.Adverbial clausesSection I Talking Face to Face1.Imitating Mini-Talks2.Acting out the Tasks3.Studying Email Information on the Internet4.Following Sample Dialogues5.Putting Language to UseSection II Being All Ears1.Learning Sentences for Workplace Communication2.Handling a Dialogue3.Understanding a Short Speech / TalkSection III Trying your Hand1.Practicing Applied Writing2.Writing Sentences and Reviewing GrammarSection IV Maintaining a Sharp EyePassage 1 :Information Related to the Reading PassageLikes or dislikes with regard to food vary greatly from cultureto culture. What is disgusting to one person can be a delicacy to another. Sometimes we need to change our eating habits. If we move or travel to a new place with a different culture, our favorite meat, fruit and vegetables may not be available to us. As a result, we have to eat what is different from the food we are used to. Slowly, this strange food may become familiar to us. Our tastes may change, too, and we begin to enjoy eating the food that used to seem unusual to us.Text Blogs on FoodBlog One2014/5/14Best Places to Eat in Beijing and ShanghaiThis will be our first time in Beijing and Shanghai. One of the best things about traveling is all the different foods you get to try. There is Chinese food in the US, but it’s not nearly as good as the food in China! Plus there are lots of things you can’t g et in the US.Now we are wondering about what people who actually live in Shanghai and Beijing think are the best places to eat?If you can leave a message below that would be great. Amy 2014/5/15You’ve got to have Beijing Duck at Quan Ju De ( 全聚德). You’r e not a vegetarian right? LOL. Have a nice time in Beijing.2014/5/18Must go places for eating: I guess the only thing I would recommend is the Xiaolong Bao in Yu Garden ... uh ... it’s a little bit cliché... but it is still the signature dish of Shanghai ... apart from that, you can find every kind of dishes of regional flavor there ... god bless.Ming Tao2014/5/20Its a pity u stay in Hangzhou only a few hours, flying guys! Xuehe20014/5/28Hi! It was really nice meeting you today at the bar! Hope you enjoyed your stay here in Shanghai so far ... and you can try Shanghainese cuisine some time ... or maybe some snacks at the City God’s Temple (Chenghuang Miao in Chinese). They’re really one of a kind.Blog Twoby Chang Weng, from MalaysiaFunny, Isn’t It?Tuesday morning, I over-slept, while all the bosses were coming.Fortunately I was not coming late, just having no time to da bao my lunch.Me: Qiu Jun, I did not “da bao”today. If you go out for lunch, remember to bring me together.Qiu Jun: Ok, A Weng. I’ll go out for lunch later on.(Few minutes just before the lunch hour.)Qiu Jun: A Weng, let’s go for lunch now.Uncle Zhou: Today we bring A Weng to the sea.Me: Sea? (Sure? Qiu Jun and me don’t know how to swim!) Qiu Jun: Good idea.Me: Oh ... (These 2 bosses must have something secret in their plan.)Few minutes after sitting inside Qiu Jun’s car, huh, we are really reaching the sea.Oh, actually they target on the Sunrise Seafood Restaurant, which is just located besides our company, but we need to turn abig round only to reach there.Hmm, this restaurant is quite good, “floating”on top of the sea. An unlimited sea-view.Uncle Zhou treats us to lunch there. Wow, we finish almost all the ordered food. I feel surprised that I do not recommend food over here. Hehe, I cannot tell my mother, or else she will call me immediately with blar blar blar.Mum, don’t worry, I did not eat any meat, see, my plate is empty. Language Points1 Explanation of Difficult Sentences1. (Blog 1 –Amy) Now we are wondering about what people who actually live in Shanghai and Beijing think are the best places to eat?Analysis: This is a complex sentence. In this sentence what people who actually live in Shanghai and Beijing think are the best places to eat is an object clause of the preposition about, and who are ctually live in Shanghai and Beijing is used as an attributive clause modifying people.Translation: 现在我们想知道，真正住在上海和北京的居民认为什么地方的东西最好吃。
新编实用英语综合教程二unit5foodblogs ppt课件
笨，没有学问无颜见爹娘 ……” • “太阳当空照，花儿对我笑，小鸟说早早早……”
Unit | Five
Section Ⅰ Talking Face to Face
Unit | Five
Food Blogs
2020/12/12
1 Unit | Five
Unit Goals:
What You Should Learn to Do
1. Choose a table 2. Order from a menu 3. Take an order 4. Enquire about and recommending foods and drinks 5. Propose a toast 6. Pay the bill
What You Should Know About
1. Western and Chinese food 2. The way to make a toast speech at a wedding 3. Adverbial clauses
2020/12/12
2 Unit | Five
精品资料
• 你怎么称呼老师？ • 如果老师最后没有总结一节课的重点的难点，你
20W20i/1n2d/1o2w on Key Words 预定 倒出 (液体) AA制 (各付各的账)
Back
7 Unit | Five
Acting out the Tasks
Speak and Perform 2 Work in pairs and act out the tasks by following the ating Language to Use
新编实用英语综合教程第二学期教案
2014-2015学年第二学期大学英语教案授课教师：崔俊学授课班级：2014级数学教育1、2班教研室：大学英语教研室Unit 1 Invitation EtiquetteTopic: Good MannersObjectives: S tudents should be able to:1. Talk about good manners;2. Understand the content, the organization of the text and the writing devices of the passage;3. Know and make use of the language points, especially expressions, learned from the text;4. Grasp some key words, expressions and sentence patterns for expressing ideas on related topics;5. Learn how to write a note of thanks;6. get some tips about English modal verbs.Important/Difficult Point(s):1.Grammar2.Raise the awareness of good manners.Materials and Resources:1.Multimedia2.PPTs3.Colorful chalks4.ChalkboardProcedure:Period 1Step 1: Warm upWarm-up Discussion:Ask students to form groups of four and discuss on the topic: “D o you think good manners are important in our life? Why?”Group leaders will be asked to present group opinions.Step 2: Reading StrategyAsk students to read through the whole passage without referring to the word list. Tryto scan through to find out the main idea. And skim the passage to find out the corresponding part of the passage to the comprehension exercise after the passage. Period 2Step 1: Word study1. Read new words2. Memories them all.Step 2: Word analysisPlan for Follow Up Lesson:1.Our next class will begin with the passage. The students will be reminded atthe end of this class to prepare the readings for next class.2.The next class will be structured through passage analysis and languagestudy.Period 3Step 1: Warm-up1.Students are asked to take out a piece of paper and recite new words. A number ofstudents will be called to read some words out for the teacher to check pronunciation.2.Students watch a short video about the mannersStep 2: Passage Aprehensive study of passage Aa.main ideab.structure analysisnguage studyPeriod 4Step 1：Finish all the after-reading exerciseStep 2: Active Words1.Teacher explains the usage and examples2.Students make sentences and try to memories the usagesStep 3: HomeworkFinish Vocabulary Check after the Active Words.Plan for follow-up lesson1.Students should prepare for the study of Text B.2.Students should prepare for group discussion and writing.Period 5Step 1: Warm-upGroup Study: Students are asked to form groups of four and discuss on the topic “What is the Golden Rule in dealing with others?” Group leaders present the result. Step 2: Fast-reading of Passage BStudents are required to take advantage of fast reading strategies to do comprehension work.Step 3: Word StudyPeriod 6:Step 1: Passage Analysis1. Comprehensive study of passage B1)main idea2) structure analysis2. Language studyStep 2: (Homework)Ask students to finish after-reading activities.Period 7Step 1: Warm-up1. Students are asked to take out a piece of paper and recite new words. A number of students will be called to read some words out for the teacher to check pronunciation.2. Students do listening practice.Step 2: Grammar studyStep 3: Finish exercise of Modal VerbsPeriod 8:Step 1: ExerciseStudents are required to do comprehensive exercises in class within a certain timeframe. The teacher will check the answer.Step 2: Writing Practice --- How to write a note of thanksThe teacher will explain what a note of thanks is and how to write it. Students will be shown with the example a note of thanks.Students are required to write a note of thanks in a group.Plan for follow-up class1.Our next class will begin with Unit2. The students will be reminded at the end ofthis class to prepare the readings for next week.2.The next class will be structured through small group work and whole classdiscussions.Unit 2 E-mailTopic: Living EnvironmentObjectives: S tudents should be able to:1. Talk about Living Environment;2. Understand the content, the organization of the text and the writing devices of the passage;3. Know and make use of the language points, especially expressions, learned from the text;4. Grasp some key words, expressions and sentence patterns for expressing ideas on related topics;5. Learn how to write a note of apology;6. Get some tips about adverbial clauses of time in English.Important/Difficult Point(s):1.Grammar2.Raise the awareness of environmental protection.Materials and Resources:1.Multimedia2.PPTs3.Colorful chalks4.ChalkboardProcedure:Period 1Step 1: Warm upWarm-up Discussion:Ask students to form groups of four and discuss on the topic: “What suggestions do you have for environmental protection?” Group leaders will be asked to present group opinions.Step 2: Reading StrategyAsk students to read through the whole passage without referring to the word list. Tryto scan through to find out the main idea. And skim the passage to find out the corresponding part of the passage to the comprehension exercise after the passage. Period 2Step 1: Word study1. Read new words2. Memories them all.Step 2: Word analysisPlan for Follow Up Lesson:1.Our next class will begin with the passage. The students will be reminded at theend of this class to prepare the readings for next class.2.The next class will be structured through passage analysis and language study. Period 3Step 1: Warm-up1.Students are asked to take out a piece of paper and recite new words. A number ofstudents will be called to read some words out for the teacher to check pronunciation.2.Students watch a short video about the environmental protection.Step 2: Passage A1. Comprehensive study of passage Aa.main ideab.structure analysis2. Language studyPeriod 4Step 1：Finish all the after-reading exerciseStep 2: Active Words1.Teacher explains the usage and examples2.Students make sentences and try to memories the usagesStep 3: HomeworkFinish Vocabulary Check after the Active Words.Plan for follow-up lesson1.Students should prepare for the study of Text B.2.Students should prepare for group discussion and writing.Period 5Step 1: Warm-upGroup Study: Students are asked to form groups of four and discuss on the topic “What does noise mean to ordinary people like you?” Group leaders present the result.Step 2: Fast-reading of Passage BStudents are required to take advantage of fast reading strategies to do comprehension work.Step 3: Word StudyPeriod 6:Step 1: Passage Analysis1. Comprehensive study of passage Ba)main idea2) structure analysis2. Language studyStep 2: (Homework)Ask students to finish after-reading activities.Period 7Step 1: Warm-up1. Students are asked to take out a piece of paper and recite new words. A number of students will be called to read some words out for the teacher to check pronunciation.2. Students do listening practice.Step 2: Grammar studyStep 3: Finish exercise of A dverbial Clauses of time.Period 8:Step 1: ExerciseStudents are required to do comprehensive exercises in class within a certain timeframe. The teacher will check the answer.Step 2: Writing Practice --- How to write a note of apologyThe teacher will explain what a note of thanks is and how to write it. Students will be shown with the example a note of apology.Students are required to write a note of apology in a group.Plan for follow-up class1.Our next class will begin with Unit 3. The students will be reminded at the end ofthis class to prepare the readings for next week.2. The next class will be structured through small group work and whole class discussions.Unit 3 Communication by phoneTopic: Fast foodObjectives: S tudents should be able to:1. Talk about fast food2. Understand the content, the organization of the text and the writing devices of the passage;3. Know and make use of the language points, especially expressions, learned from the text;4. Grasp some key words, expressions and sentence patterns for expressing ideas on related topics;5. Learn how to write a note of congratulations6. get some tips about the adverbial clause of purpose in EnglishImportant/Difficult Point(s):nguage points2.GrammarMaterials and Resources:1.PPTs2.Colorful chalks3.ChalkboardProcedure:Period 1Step 1: Warm upWarm-up Discussion:Ask students to form groups of four and discuss on the topic: “Do you like the food at McDonald’s or KFC? What attracts you most there?” Group leaders will be asked to present group opinions.Step 2: Reading StrategyAsk students to read through the whole passage without referring to the word list. Try to scan through to find out the main idea. And skim the passage to find out thecorresponding part of the passage to the comprehension exercise after the passage. Period 2Step 1: Word study1. Read new words2. Memories them all.Step 2: Word analysisPlan for Follow Up Lesson:1.Our next class will begin with the passage. The students will be reminded atthe end of this class to prepare the readings for next class.2. The next class will be structured through passage analysis and language study.Period 3Step 1: Warm-up1.Students are asked to take out a piece of paper and recite new words. A number ofstudents will be called to read some words out for the teacher to check pronunciation.2.Students watch a short video about the fast food.Step 2: Passage Aprehensive study of passage Aa.main ideab.structure analysisnguage studyPeriod 4Step 1：Finish all the after-reading exerciseStep 2: Active Words1.Teacher explains the usage and examples2.Students make sentences and try to memories the usagesStep 3: HomeworkFinish Vocabulary Check after the Active Words.Plan for follow-up lesson1.Students should prepare for the study of Text B.2.Students should prepare for group discussion and writing.Period 5Step 1: Warm-upGroup Study: Students are asked to form groups of four and discuss on the topic “What is your healthy diet?” Group leaders present the result.Step 2: Fast-reading of Passage BStudents are required to take advantage of fast reading strategies to do comprehension work.Step 3: Word StudyPeriod 6:Step 1: Passage Analysis1. Comprehensive study of passage Ba)main idea2) structure analysis2. Language studyStep 2: (Homework)Ask students to finish after-reading activities.Period 7Step 1: Warm-up1. Students are asked to take out a piece of paper and recite new words. A number of students will be called to read some words out for the teacher to check pronunciation.2. Students do listening practice.Step 2: Grammar studyStep 3: Finish exercise of Adverbial ClausePeriod 8:Step 1: ExerciseStudents are required to do comprehensive exercises in class within a certain timeframe. The teacher will check the answer.Step 2: Writing Practice --- How to write a note of congratulationsThe teacher will explain what a note of congratulations is and how to write it. Students will be shown with the example a note of congratulations.Students are required to write a note of thanks in a group.Plan for follow-up class1.Our next class will begin with Unit 4. The students will be reminded at the end ofthis class to prepare the readings for next week.2.The next class will be structured through small group work and whole classdiscussions.Unit 4 Hotel ServicesTopic: Daily shoppingObjectives: S tudents should be able to:1. Talk about shopping;2. Understand the content, the organization of the text and the writing devices of the passage;3. Know and make use of the language points, especially expressions, learned from the text;4. Grasp some key words, expressions and sentence patterns for expressing ideas on related topics;5. Learn how to write a note of announcement6. get some tips about the gerund in English grammarImportant/Difficult Point(s):nguage points2.GrammarMaterials and Resources:1.PPTs2.Colorful chalks3.ChalkboardProcedure:Period 1Step 1: Warm upWarm-up Discussion:Ask students to form groups of four and discuss on the topic: “Do you like shopping? Why or why not?” Group leaders will be asked to present group opinions.Step 2: Reading StrategyAsk students to read through the whole passage without referring to the word list. Try to scan through to find out the main idea. And skim the passage to find out the corresponding part of the passage to the comprehension exercise after the passage.Step 1: Word study1. Read new words2. Memories them all.Step 2: Word analysisPlan for Follow Up Lesson:1.Our next class will begin with the passage. The students will be reminded at theend of this class to prepare the readings for next class.2.The next class will be structured through passage analysis and language study. Period 3Step 1: Warm-up1.Students are asked to take out a piece of paper and recite new words. A number ofstudents will be called to read some words out for the teacher to check pronunciation.2.Students watch a short video about the shopping.Step 2: Passage Aprehensive study of passage Aa)main ideab)structure analysisnguage studyPeriod 4Step 1：Finish all the after-reading exerciseStep 2: Active Words1.Teacher explains the usage and examples2.Students make sentences and try to memories the usagesStep 3: HomeworkFinish Vocabulary Check after the Active Words.Plan for follow-up lesson1.Students should prepare for the study of Text B.2.Students should prepare for group discussion and writing.Step 1: Warm-upGroup Study: Students are asked to form groups of four and discuss on the topic “Why is it convenient to do shopping on line?” Group leaders present the result.Step 2: Fast-reading of Passage BStudents are required to take advantage of fast reading strategies to do comprehension work.Step 3: Word StudyPeriod 6:Step 1: Passage Analysis1. Comprehensive study of passage Ba)main idea2) structure analysis2. Language studyStep 2: (Homework)Ask students to finish after-reading activities.Period 7Step 1: Warm-up1. Students are asked to take out a piece of paper and recite new words. A number of students will be called to read some words out for the teacher to check pronunciation.2. Students do listening practice.Step 2: Grammar studyStep 3: Finish exercise of gerundPeriod 8:Step 1: ExerciseStudents are required to do comprehensive exercises in class within a certain timeframe. The teacher will check the answer.Step 2: Writing Practice --- How to write a note of AnnouncementThe teacher will explain what a note of announcement is and how to write it. Students will be shown with the example a note of announcement.Students are required to write a note of thanks in a group.Plan for follow-up class1.Our next class will begin with Unit 5. The students will be reminded at the end ofthis class to prepare the readings for next week.2.The next class will be structured through small group work and whole classdiscussions.Unit 5 Food BlogsTopic: Modern CommunicationObjectives:1. Students will be able to enlarge the vocabulary relating to modern communication.2. Students will be able to understand the content, the organization of the text and the writing devices of the passage.3. Students will be able to know and make use of the language points, especially expressions, learned from the text.4. Students will come to know the importance of managing incoming email.5. Students will be able to learn how to write a public notice.6. Students will be able to get some tips about the use of the infinitive in English. Important/Difficult Point(s):1.Grammar2. Experiences with cell phones and emails.Materials and Resources:1.Multimedia2.PPTs3.Colorful chalks4.ChalkboardProcedure:Period 1Step 1: Warm up1. Warm-up DiscussionQuestions: What is your favorite way of daily communication?Do you use the Internet?.2. Group DiscussionAsk students to form groups of four and discuss on the topic of Internet: How has the Internet influenced your life? Is the influence good or bad? Why?Appoint a team leader for each group.Group leaders will be asked to present group opinions.Step 2: Reading StrategyAsk students to read through the whole passage without referring to the word list. Try to scan through to find out the main idea. And skim the passage to find out the corresponding part of the passage to the comprehension exercise after the passage. Period 2Step 1: New word studyStep 2: (Homework)1. Read new words2. Memorize them all.Plan for Follow Up Lesson:1.Our next class will begin with the passage. The students will be reminded atthe end of this class to prepare the readings for next class.2.The next class will be structured through passage analysis and languagestudy.Period 3Step 1: Warm-up1.Students are asked to take out a piece of paper and recite new words. A number ofstudents will be called to read some words out for the teacher to check pronunciation.2.Students will go to spot dictation to practice their listening.Step 2: Text Aa.Guide the students to get the main idea.b.structure analysisPeriod 4Step 1：Language studyStep 2: Finish all the after-reading exercisePeriod 5Step 1: Warm-upGroup Study: Students are asked to form groups of four and talk about making telephone calls based on the following questions:What advantages does making phone cells have?Do you prefer making phone cells to sending short messages to your parents while you are in college? Why or why not?Group leaders present the result.Step 2: Active Words1.Teacher explains the usage and examples2.Students make sentences and try to memories the usagesStep 3: HomeworkFinish Vocabulary Check after the Active Words.Plan for follow-up lesson1.Students should prepare for the study of Text B.2.Students should prepare for group discussion and writing.Period 6:Step 1: Fast-reading of Text BStudents are required to take advantage of fast reading strategies to do comprehension work.Step 2: Brief Text Analysis1. The main idea of the text2. Questions relating to the major points of the textWhat problem is troubling email users and corporations around the world?What is the importance of managing emails?Who should be responsible for managing emails?Step 3: (Homework)Ask students to finish after-reading activities.Period 7Step 1: Warm-up1. Students are asked to take out a piece of paper and recite new words. A number of students will be called to read some words out for the teacher to check pronunciation.2. Students do listening practice.Step 2: Grammar Study: the infinitive in EnglishGuide students to learn the grammar points of this unit.Step 3: Exercises of the infinitive in EnglishPeriod 8:Step 1: ExercisesStudents are required to do comprehensive exercises in class within a certain timeframe. The teacher will check the answer.Step 2: Writing Practice --- How to write a public noticeThe teacher will explain what a public notice is and how to write it. Students will be shown with the samples.Students are required to write two notices according to the assignments in the textbook.Plan for follow-up class1.Our next class will begin with Unit 6. The students will be reminded at the end ofthis class to prepare the readings for next week.2. The next class will be structured through small group work and whole class discussions.Unit 6 Shopping and SightseeingTopic: Health CareObjectives:1.Students will know the background information related to the text.2.Students will be able to understand the content, the organization of the text andwriting devices of the text.3.Students will be able to grasp some key words, expressions and sentence patternsfor expressing ideas on related topics.4.Students will enlarge their vocabulary of diseases.5.Students will learn about the past participle in English.6.Students will learn how to write a name card.Important/Difficult Point(s):Key words and expressionsGrammarMaterials and Resources:1.PPTs2.Multimedia3.Colorful pens and markers4.Chalk, chalkboardProcedure:Period 1Step 1: Warm up:1. Ask students questions about healthDo you often get sick? What should we do if we want to stay healthy?2. Group DiscussionAsk students to form groups of four and discuss on the topic of health: What can we do in order to have a healthy, happy and long life?Appoint a team leader for each group.Group leaders will be asked to present group opinions.Step 2: Reading StrategyAsk students to read through the whole passage without referring to the word list. Try to scan through to find out the main idea. And skim the passage to find out the corresponding part of the passage to the comprehension exercise after the passage. Period 2Step 1: New word studyStep 2: (Homework)1. Read new words2. Memorize them all.Plan for Follow Up Lesson:1. Our next class will begin with the passage. The students will be reminded at the end of this class to prepare the readings for next class.2. The next class will be structured through passage analysis and language study. Period 3Step 1: Warm-up1. Students are asked to take out a piece of paper and recite new words. A number of students will be called to read some words out for the teacher to check pronunciation.2.Students will go to spot dictation to practice their listening.Step 2: Text A1. Guide the students to get the main idea.2. Structure analysisPeriod 4Step 1：Language studyStep 2: Finish all the after-reading exercisePeriod 5Step 1: Warm-upGroup Study: Students are asked to form groups of four and talk about experiences with doctors based on the following questions:1. What was your most unforgettable experience with doctors?2. What kind of doctor do you like best? Why?Group leaders present the result.Step 2: Active Words1. Teacher explains the usage and examples2. Students make sentences and try to memories the usagesStep 3: HomeworkFinish Vocabulary Check after the Active Words.Plan for follow-up lesson1. Students should prepare for the study of Text B.2. Students should prepare for group discussion and writing.Period 6:Step 1: Fast-reading of Text BStudents are required to take advantage of fast reading strategies to do comprehension work.Step 2: Brief Text Analysis1. The main idea of the text2. Questions relating to the major points of the textWhat are the secrets of a good night’s sleep?How many phases are there in the course of sleep?Step 3: (Homework)Ask students to finish after-reading activities.Period 7Step 1: Warm-up1. Students are asked to take out a piece of paper and recite new words. A number of students will be called to read some words out for the teacher to check pronunciation.2. Students do listening practice.Step 2: Grammar Study: the past participle in EnglishGuide students to learn the grammar points of this unit.Step 3: Finish exercises of the past participle in EnglishPeriod 8:Step 1: Comprehensive ExercisesStudents are required to do comprehensive exercises in class within a certain timeframe. The teacher will check the answer.Step 2: Writing Practice --- How to write a name cardThe teacher will explain what a name card is and how to write it. Students will be shown with the samples.Students are required to design a name card for themselves according to the assignment in the textbook.Plan for follow-up class1. Our next class will begin with Unit 7. The students will be reminded at the end of this class to prepare the readings for next week.2. The next class will be structured through small group work and whole class discussions.Unit 7 FarewellTopic: Generation gapObjectives: S tudents should be able to:1. Talk about generation gap2. Understand the content, the organization of the text and the writing devices of the passage;3. Know and make use of the language points, especially expressions, learned from the text;4. Grasp some key words, expressions and sentence patterns for expressing ideas on related topics;5. Learn how to write invitation cards or letters6. get some tips about the relative clause in EnglishImportant/Difficult Point(s):1.active verbs: start, concern, throw, care, count2.mean, major, concerned, dorm, save, sake, wear, exaggerate, collect, can, charge, priority, ruin, vacation,3.the relative clause in EnglishMaterials and Resources:1.PPTs2.Colorful chalks3.ChalkboardProcedure:Period 1Step 1: Warm upWarm-up Discussion:Ask students to form groups of four and discuss on the topics: 1) differences between my parents and 2) suggestions for bridging the generation gapDivide the students into groups of three or four. Appoint a team leader for each group. Invite some students to talk about the topics. Each speaker has two minutes for thepresentation.Step 2: Reading StrategyAsk students to read through the whole passage without referring to the word list. Try to scan through to find out the main idea. And skim the passage to find out the corresponding part of the passage to the comprehension exercise after the passage. Period 2Step 1: Word studyStep 2: Word analysisPlan for Follow Up Lesson:1.Our next class will begin with the passage. The students will be reminded at the end of this class to prepare the readings for next class.2.The next class will be structured through passage analysis and language study. Period 3Step 1: Warm-up1.Students are asked to take out a piece of paper and recite new words. A number of students will be called to read some words out for the teacher to check pronunciation.2.Students watch a short video about the generation gap.Step 2: Passage Aprehensive study of passage Ac.main idead.structure analysisnguage studyi.You don’t really feel the generation gap until a son or daughter comeshome form college fro Christmas.ii.What difference does it make?iii.Why don’t you do it for our sake?iv.But it’s very hard for us to realize you’re an adult when you throw all your clothes on the floor.Period 4Step 1：Finish all the after-reading exerciseStep 2: Active Words1.Teacher explains the usage and examples2.Students make sentences and try to memorize the usagesStep 3: HomeworkFinish Vocabulary Check after the Active Words.Plan for follow-up lesson1.Students should prepare for the study of Text B.2.Students should prepare for group discussion and writing.Period 5Step 1: Warm-upGroup Study: Students are asked to form groups of four and discuss on the topics “What do you do when you and your parents have different ideas about the same thing?” And “what suggestions do you have for bridging the generation gap?”Group leaders present the result.Step 2: Fast-reading of Passage BStudents are required to take advantage of fast reading strategies to do comprehension work.Step 3: Word StudyPeriod 6:Step 1: Passage Analysis1. Comprehensive study of passage B1)main idea2) structure analysis2. Language studyStep 2: (Homework)Ask students to finish after-reading activities.Period 7Step 1: Warm-up1. Students are asked to take out a piece of paper and recite new words. A number of。
新编实用英语综合教程2unit 3 教案
Unit ThreeCommunication by PhoneTeaching ObjectiveIn "Talking Face to Face", learn how to make and receive phone calls.In "Being All Ears",practice listening comprehension to make and receive phone calls.In "Maintaining a Sharp Eye",master the key words and structures and learn to understand the author’s attitude towards the communications revolution by reading through passage I; learn and practice how to communicate by phone in the US through passage II.In "Trying Your Hand", learn to understand the telephone message in English and learn to write our own ; review the noun clauses.Teaching ProceduresSection I Talking Face to Face1.Warm- up:Expressions of telephone communication：1).Person calling (打电话)(1) Can you put me through to 2355213?(2) Could I have extension 125?(3) Could you tell me the number of the English Department?(4) Hello, this is Jack.(5)Good morning, Jack speaking.(6)Let me talk to Jack.(7)I would like to talk to Jack.(8)When is he expected to be back?(9)What time could I reach her?(10)Sorry to have troubled you.(11)Would you tell her I called?(12)Can I contact him this morning?(13)Could you ask her to call me back?(14)I must have dialed the wrong number.(15)Please tell him to phone 856852?2). Person called (接电话)(1) A moment, please.(2) The line is busy.(3) He is on another phone.(4) Just a minute. I will get the number for you.(5) May I ask who is speaking?(6) Hold the line. I will see if he’s in.（7）Sorry, the number’s changed.(8) I’d like service for my new apartment.(9) Do you want to leave word for him to call you?(10) Could I take a message for you?2.Introduction of the samples of phone message3. Practice the two dialogues in Follow the Samples4. Practice dialogues according to the given tasks5. ExercisesSection II Being All EarsSee the textbook.Section III Maintaining a Sharp EyePassage I For Conversation Press #Text-Related Information1.A Cell Phone 手机A cell phone is a small telephone you can carry with you that operates through networks of radio antennas or space satellites. Other expressions of a cell phone:a cellular phone/telephoneb mobile phone /telephonec. a handset2.ATM 自动取款机ATM is the abbreviation for automated teller machine. ATMs are found in business districts and shopping malls. People use them to get cash from their bank accounts and in many places, to pay for gas, groceries, and other things.3.A Voice Mail 有声邮件A voice mail is a telephone answering system on which spoken messages are left by one person for another.Text ExplanationPara. 1I’ve got a cell phone, email and voice mail. But why am I so lonely?1.Important Words1)lonely adj. alone and feeling sad, lonesome 孤独的，寂寞的e.g. Without friends, she felt lonely in the city she had just arrived in.没有朋友，她在她刚到达的城市里感到了孤独。
新编实用英语综合教程2--Unit-2-Communication-by-Email教案
Unit 2 Communication by Email Unit GoalsWhat you should learn to do1.Chat onlinee abbreviations and slangs in communicating online3.Write an emailWhat you should know about1.Surfing online for:InformationShopping2.Good or bad of chatting online3.Noun clausesSection I Talking Face to Face1.Imitating Mini-Talks2.Acting out the Tasks3.Studying Email Information on the Internet4.Following Sample Dialogues5.Putting Language to UseSection II Being All Ears1.Learning Sentences for Workplace Communication2.Handling a Dialogue3.Understanding a Short Speech / TalkSection III Trying your Hand1.Practicing Applied Writing2.Writing Sentences and Reviewing GrammarSection IV Maintaining a Sharp EyePassage 1 :Information Related to the Reading PassageIt’s no understatement to say that e-mail has had a profound effect on our professional and personal lives. People thousands of miles away from each other can send and receive detailed documents within mere seconds. This allows us to take on projects that wouldn’t have been practical or possible only a few years ago. It has become routine for us to correspond and exchange files with people overseas. The only obstacle is the difference in time zones.But on the other hand, e-mail can eat up a substantial portion of our workday. Most of the time and effort involved is going through unsolicited messages and separating the good from the bad. But not all unsolicited messages are spam.Text E-mail, a Blessing and AnnoyanceFor the blessing:E-mail is a conversation that does not require an immediate response (like a telephone). If someone calls you on the telephone, you pick it up (unless you have an answering machine, voice mail or you are just plain rude) and the conversation begins. This is an interactive conversation.With e-mail, you send a message and then wait for a response. The response may come in five minutes or it may come in five days. Either way, it’s not an interactive conversation.If a hundred people send you e-mails in one day, so what? Y ou don’t have to talk with all one hundred. Just think of all the hellos, goodbyes and other unnecessary chit-chat you can avoid. With e-mail, you only deal with their messages (which usually omit hellos, goodbyes and such) and you deal with them on your own time. That’s the blessing.Now for the annoyance:Too many e-mail users assume that the minute someone receives an e-mail, the person will read it. Bad assumption.If you schedule a meeting for an hour from now and send an e-mail to eachparticipant, the chance that all the participants will read that message within the hour will be pretty small. On the other hand, if you schedule the meeting for the next day, the chance that they will read the message will be pretty high. Remember, e-mail is not designed for immediate response (that’s why you have a telephone), it’s designed for convenience.Some (not all) e-mail systems have features that try to combat this problem. These features (usually called “notification”) will notify you when a person has received your e-mail and may also tell you when the person has read it (really all it can do is assure you that the person has looked at the first screen of the message —it has no way to know if the person has read the message word for word). Referring back to the example in the previous paragraph, you could check to see who has checked their e-mail before the meeting and then telephone those who have not read it.Attachment: SmiliesSince there are no facial and voice cues to help e-mail, users have come up with something called “smilies”. They are simple series of symbols that are pieced together in the e-mail text to help express the writer’s feelings. The most common example is :-) (a smiling face). Here are some more examples.They are typically found at the end of sentences and will usually refer back to the previous statement.Language Points1 Explanation of Difficult Sentences1. (Para. 3) If a hundred people send you e-mail in one day, so what?Analysis: so what? is an informal expression, which means “Why should I care?”Translation: 如果在一天内有一百个人给你发邮件，那又怎么样呢？2. (Para. 3) Just think of all the hellos, good-byes and other unnecessary chit-chat you could avoid.Analysis: Just is used to make a statement or command stronger, meaning in Chinese“只是，仅仅”。
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《 大学英语 》课程教学大纲 课程编号： 课程名称：大学英语 总学时数和学分：本课程计划144学时 实践学时：72学时 先修及后续课程要求：中学英语 1、课程性质 本课程面向高职、高专非英语专业一年级学生开设，为公共基础课。 《新编实用英语》课程即《大学英语》课，是高职高专非英语专业学生的公共必修课；教学对象为高职高专非英语专业一年级学生。本课程的教学目的在于：经过约144学时的教学，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，从而能借助词典阅读和翻译有关英语业务资料，在涉外交际的日常活动和业务活动中进行简单的口头和书面交流，并为今后进一步提高英语的交际能力打下基础。 2、教学目标及意义 本课程是非英语专业的公共基础课程，本课程的任务是经过二个学期约144学时的教学,使学生掌握英语日常会话、科技英语阅读、科技英语翻译及英语应用文写作的基本方法和技能，掌握大约2，500个常用英语单词和词组，能够借助词典阅读和翻译与专业相关的简单英语资料，并具有一定的涉外交际能力，以满足学生在今后工作中的需要。 3、教学内容及教学要求 鉴于目前高职、高专和成人高专学生入学时的英语水平差异较大，本课程的教学要求分为A、B两级，实行分级指导。A级是标准要求，B级是过度要求。入学水平较高的学生应达到A级要求，入学水平较低的学生至少应达到B级要求。随着入学英语水平的不断提高，学生均应达到A级要求。 本课程在加强英语语言基础知识和基本技能训练的同时，重视培养学生实际使用英语进行交际的能力。通过本课程的学习，学生应该达到下列要求： 1． 词汇 A 级： 认知3 400个英语单词（包括入学时要求掌握的1600个词）以及由这些词构成的常用词组，对其中2000个左右的单词能正确拼写，英汉互译。学生还应结合专业英语学习，认知400个专业英语词汇。 B级： 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，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语法知识。 3． 听力 A级： 能听懂日常和涉外业务活动中使用的结构简单、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。 B级： 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110词 左右）的英语简短对话和陈述，理解基本正确。 4． 口语 A级： 能用英语进行一般的课堂交际，并能在日常和涉外业务活动中进行简单 的交流。 B级： 掌握一般的课堂用语，并能在日常涉外活动中进行简单的交流。 5． 阅读 A级： 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 超过总词数3%的英文资料时，阅读速度不低于每分钟70词。能读懂通用的简短实用文字材料，如信函、技术说明书、合同等，理解正确。 B级： 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 超过总词数3%的英文资料时，阅读速度不低于每分钟50词。能读懂通用的简短实用文字材料，如信函、产品说明等，理解基本正确。 6． 写作 A级： 能就一般性题材，在30分钟内写出80-100词的命题作文；能填写和模拟套写简短的英语应用文，如填写表格与单证，套写简历、通知、信函等，词句基本正确，无重大语法错误，格式恰当，表达清楚。 B级： 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，词句基本正确，无重大语法错误，格式基本恰当，表达清楚。 7． 翻译（英译汉） A级： 能借助词典将中等难度的一般题材的文字材料和对外交往中的一般业务 文字材料译成汉语。理解正确，译文达意，格式恰当。在翻译生词不超过总词数5%的实用文字材料时，笔译速度每小时250个英语词。 B级： 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。理解正确， 译文达意。 4、教学重点、难点 词汇，语法，听力，写作，翻译 5、教学方法与手段 讲解法，练习法，演示法，阅读法，实验法 6、教材及主要参考书 [1]新编实用英语综合教程（教师用书）．教材编写组．北京：高等教育出版社．2016年1月 7、其它
正文部分 Unit One Invitation Etiquette 一、教学要求 1. What Students Should Know About a. Invitation culture: Western and Chinese b. Word order in a subordinate 2. What Students Should Learn to Do a. Making an oral invitation: Inviting people to join in daily activities Inviting people to formal occasions b. Making a written invitation: Writing an invitation card or a letter for personal invitation /official invitations c. Giving a reply to an oral invitation /a written invitation 二、教学内容 Section I Talking Face to Face: Students practice inviting people to join daily activities and formal occasions. 1. Imitating Mini-talks 2. Acting Out the Tasks 3. Studying Invitation Cards and Letters 4. Following Sample Dialogues 5. Putting Language to Use Section II Being All Ears: Students have practiced making and accepting invitations in English. Now try to learn more from what they will hear in this section. 1. Learning Sentences for Workplace Communication 2. Handling a Dialogue 3. Understanding a Short Speech/Talk Section III Trying Your Hand: Students are asked to read the samples of invitation letter and learn to write their own. Section IV Maintaining a Sharp Eye: Students are required to decode and understand the general idea of the passage under the guidance of the teacher. Passage 1 Business Invitation 三、重点、难点及教学手段 重点： 1) Words and Expressions: mistaken, identity, mystery, holiday, office, party, investigation, regret only, crime, R.S.V. P., acceptable, occasion, remind, guideline, seminar, executive, reception, cocktail, commonly, off-white, uphold, image, preprinted, notation, given, likely, show up, embarrassing 2) Structures: a. not…until b. In advance c. As long as d. hear...from e. it is… who/that… f. never...unless g. Turn out to be 3) Grammar rules: Word Order in a Subordinate Clause 难点：Putting the words and expressions and structures to correct use. Grammar rules: Word Order in a Subordinate Clause 教学手段 精讲多练,以练为主；侧重听说写,兼顾读译。 四、思考与练习
五、本章学时数 8学时
Unit Two Communication by Emails 一、教学要求 1.What Students Should Know About: a. Surfing online for information and shopping b. Good and bad of chatting online c. Noun Clauses 2.What Students Should Learn to Do a. Chatting on line b. Using abbreviations and slang in communicating online c. Writing an email 二、教学内容 Section I Talking Face to Face : chat online