前景实用英语(二)-unit6教案

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新未来大学英语综合教程2教学课件Unit 6 Objectives+warming up

Warming up
3) Some of these benefits might help younger volunteers _i_n_c_re_a_s_e_t_h_e_ir_e_m__p_lo_y_a_b_i_li_t_y due to the skills they gain or help older volunteers with their physical health and deal with life changes. 4) Volunteering can also help anyone _st_r_u_g_g_li_n_g_w__it_h_p_e_r_s_o_n_a_l _d_if_f_ic_u_l_ti_e_s_ , such as mental health challenges to face them better.
Objectives
Section 2
Text A WWF: Help us to help the world • to take notes while reading • to make decisions by weighing pros and cons • to write a letter recommending a voluunteering in Nepal • to analyze the influence of volunteering on individuals
1) Health and _w_e_l_l-_b_e_in_g_ are some of the well-known benefits of volunteering. This comes about through personal achievements, physical activities and _a_s_e_n_s_e_o_f_p_u_r_p_o_s_e. 2) Another benefit is personal growth. Through learning skills and in the process gaining confidence, you can even improve your _s_o_c_i_al_l_i_fe_ . volunteering helps you _m__a_k_e_n_e_w__f_ri_e_n_d_s_h_ip_s_ and social contacts, and gives you a greater appreciation of others’ values and your own.

新编实用英语综合教程2unit6shoppingandsightseeing教案

Unit 6 Shopping and Sightseeing Unit GoalsWhat you should learn to do1.Ask about the price2.Ask about style, size, and color of clothing3.Ask about the model, use and guarantee of appliances4.Talk about shopping5.Ask for a discount6.Understand and talk about shopping and travel ads7.Read and ask about operating instructionsWhat you should know about1.Shopping2.Tourist attractions3.Present participate and past participate as attributives Section I Talking Face to Face1.Imitating Mini-Talks2.Acting out the Tasks3.Studying Email Information on the Internet4.Following Sample Dialogues5.Putting Language to UseSection II Being All Ears1.Learning Sentences for Workplace Communication2.Handling a Dialogue3.Understanding a Short Speech / TalkSection III Trying your Hand1.Practicing Applied Writing2.Writing Sentences and Reviewing GrammarSection IV Maintaining a Sharp EyePassage 1 :Information Related to the Reading PassageFrom the first World Expo held in London in 1851, the World Expos have been held successively for many years. In 1933, World Expo Chicago set up its theme, and then the following expos also had their special themes.Text How I “Survived”the Shanghai ExpoAn Overseas Visitor’s Personal ExperienceMy aunt in Vancouver shared a wise Chinese saying after she came back from her trip to the Shanghai Expo:“If you didn’t go to the Shanghai Expo, you would regret it. If you did go to the Shanghai Expo, you would regret it even more.”I laughed. However, there was a lot of truth to the statement. For the price of an admission ticket to the Expo, you could get to witness a great human accomplishment: Over 200 architecturally cutting-edge national pavilions in a 4-km2 exhibition site. At the same time, you could get to witness and experience the exhausting 4 or 5 hours’long queuing lines.Believe me: the Expo itself would wear you out after Day One. In addition, you shouldn’t have come just to visit Shanghai for the Expo. Shanghai was a dynamic, modern, international city —the “city of the future”—and it is really worth breaking up your Expo visit with trips to the Bund, to Nanjing Road, to ultra-modern Pudong, maybe even to the neighboring cities: Hangzhou and Suzhou. And if you’d been to Shanghai many times already and seen all these sights, then you could use the rest of your time to do the one thing Shanghai was best known for: shopping, shopping, shopping.How I Chose The Best Pavilions to See“What were the best pavilions to see?”This was a good question. With over 200 pavilions and such limited time and such long lines, you wouldn’t want your day at the Expo site to go to waste.Actually, answering this question would start with yourself. If you’d been to France, there was no point waiting an hour to see the Fisher Price version of France in the French Pavilion (although still quite beautiful).The Real Stars I enjoyed most: mid-sized Countries pavilionsYou might be very much exhausted by queuing before the heavy hitters of the Expo —the China pavilion and the big “brand-name”countries —but you willalso discover that there are some real gems —mid-sized countries’pavilions.Mid-sized countries pavilions had short lines (10-30 minutes at most) and their displays could be quite beautiful and informative! Two that I enjoyed were: Indonesia and New Zealand. Indonesia had a long, snaking exhibit that showcased everything from coral reefs to ruins of culture. New Zealand, while short on the actual interior display, had a roof garden with everything from stuffed animals to Kiwi trees and herbs. Some countries were too small or poor to afford their own stand-alone pavilion. In that case, they rented space in a pavilion warehouse, usually grouped by region or continent. The Africa pavilion reminded me of a college activities fair, with booths and stands for individual countries. These places are also great if you were looking to learn more about a lot of countries in a short amount of time.Simply stated, the Shanghai Expo was a once-in-a-lifetime experience. Maybe it’s because, after visiting the Expo, you would probably tell yourself that you never want to do this again. But once you get to recall this rare Shanghai Expo experience sometime in the future, you will probably be happy that you had the chance to partake in such a world-class event and such an unusual experience.Language Points1 Explanation of Difficult Sentences1. (Para. 3) Shanghai is a dynamic, modern, international city —the “city of the future”—and it is really worth breaking up your Expo visit with trips to the Bund, to Nanjing East Road, to ultra-modern Pudong, maybe even to neighboring Hangzhou and Suzhou.Analysis: This is a long compound sentence, with several parallel phrases to …, to …, to …, even to …as attributives modifying the word trips.It is really worth breaking up your Expo visit means there is a good enough reason for visiting some other places except the Shanghai Expo. Translation: 上海是个充满活力的现代化的国际城市——“未来之城”，因此的确值得把你参观世博会的时间分一点去游览一下外滩、南京东路、超现代化的浦东，甚至临近的杭州和苏州。

2019外研版高中英语选择性必修二Unit6 Understanding ideas 教学设计

Unit 6 Starting out & Understanding ideas 教学设计●课时内容：本课时包括Starting out和Understanding ideas两部分。

Starting out是导入部分，包括观察图片回答问题和观看视频回答问题两个环节。

通过问答部分将学生的思路引入灾难、突发疾病、自然灾害等话题，将学生迅速带入本单元的话题情境中，为后面的学习热身，做好铺垫。

Understanding ideas部分首先展示了一些野生动物的图片，假设在城市里见到这些野生动物会不会很吃惊，将话题直接导人城市里的野生动物这个话题。

正文部分分别展开陈述野生动物为什么会出现在城市里，适应了野外生活的它们在城市里会有哪些利弊，它们如何应对。

通过该文章的学习，让学生意识到人为原因破坏野生动物的栖息地，打乱了它们固有的生活模式的问题。

因此，要保护野生动物，保护它们的栖息地，敬畏自然。

●课时目标：1.认知并灵活运用本课时的重点单词crime、seaside、suburb、greedy、thief、commit、urban、newcomer、flourish、container、garbage、garlic、estimate、migratory、appreciate、crucial、restrict和短语run away、all over the world、take over、out of reach、under construction、throw away、figure out、in the wild、fit in with、get a taste for、on offer、at speeds of、die from、amount to、adapt to、get a better understanding、for sure。

2.通过速读、精读等方式，引导学生由浅入深，逐层推进，加深对文章的理解并掌握不同的阅读技巧和方法。

中职英语基础模块2（新课标版）教案：unit6tellmewhenthepainstarted

Unit 6 T ell me when the pain started.(第一课时教学设计)一、学情分析本单元是教材《英语2》（基础模块高教版）第六单元，主要话题为看病就医。

教师可通过本单元的听、说、读、写各种教学活动，一方面帮助学生掌握正确表达与英语学习相关的词汇与句型，另一方面引导学生结合自身的情况反思自己的英语学习，针对自身的学习问题选择有效的学习策略。

二、教材分析1. 教学内容具体内容为：有关常见疾病的名称和描述病情的句式、就医时医生和病人之间的有关的对话。

2. 教学重点、难点⑴教学重点能够听懂就医的常用语，掌握叙述病症、接受医生建议的常用表达方式。

⑵教学难点有关就医的词汇和句型。

三、教学目标1.知识目标（1）帮助学生掌握以下词汇：stomachache, toothache, fever, cough, headache, back pain, runny nose, sore throat, appointment等。

（2）帮助学生掌握就医时使用的基本句型，如：What’s wrong with you?I’ve a headache / a sore throat / a runny nose / fever / cough, ect.How long have you felt this way?I feel cold. I think I have a fever.I’d like to make an appointment with the doctor.The doctor is free at ….Will … be OK for you?Take this medicine … times a day. / Stay in bed for …. / Y ou should have a good rest.Thank you very much.四、教学步骤Step One Lead-in (7 mins)1. The teacher greets the Ss with the following sentences:How are you, boys and girls?I didn’t sleep well last night.I’ve had a cold because ….I’m not myself today.Explain I’m not myself today and get the Ss to say something about themselves. Step T wo Listening and speaking (30 mins)1. Before listening, ask the Ss to look at the picture and answer the question: What’s wrong with the boy in the picture?2. Activity 3: Listen and answer the questions.Listen to the tape and answer the questions. Listen again and then check the answers.3. Activity 4: Listen again and complete the card.4. Activity 5: Read and underline.Read aloud after the tape and then practice the dialogue in pairs. Get some pairs to act it out.Underline the sentences about illness and check in class.Step Three Summary (6 mins)Make a short summary of what we’ve learned today.(1) Useful expressions: have a stomachache / toothache / fever / cough / headache / back pain / runny nose / sore throat, make an appointment, etc.(2) Everyday English:What’s wrong with you?I’ve a headache / a sore throat / a runny nose / fever / cough, ect.How long have you felt this way?I feel cold. I think I have a fever.I’d like to make an appointment with the doctor.The doctor is free at ….Will … be OK for you?Take this medicine … times a day. / Stay in bed for …. / Y ou should have a good rest.Step Four Homework (2 mins)1. Practice the dialogue in pairs and recite it..2. Make up a dialogue with your partner.五、板书设计Unit 6 T ell me when the pain started.(第二课时教学设计)一、教材分析1. 教学内容具体内容为：阅读有关描述病人病情的小短文，填写病人病历，并根据病情编写医生和病人之间的对话；撰写英文病假条。

前景实用英语教案

前景实用英语教案第一章：日常交流用语1.1 课程目标：学会基本的日常交流用语，如问候、介绍、道别等。

能够进行简单的自我介绍和询问他人信息。

1.2 教学内容：介绍自己的基本信息，如姓名、年龄、职业等。

询问和回答他人的基本信息，如“你是哪里人”、“你在做什么工作”等。

1.3 教学活动：学生进行自我介绍，练习使用常用的问候语和介绍自己的基本信息。

学生进行角色扮演，模拟日常交流场景，如在餐厅、商店、机场等地方的使用场景。

第二章：表达需要和喜好2.1 课程目标：学会表达自己的需要和喜好，如食物、兴趣爱好、购物等。

能够进行简单的询问和回答他人的需要和喜好。

2.2 教学内容：询问和回答他人的需要和喜好，如“你喜欢吃什么”、“你有什么兴趣爱好”等。

2.3 教学活动：学生进行小组讨论，分享自己的需要和喜好，并练习使用相关的词汇和短语。

学生进行角色扮演，模拟在餐厅、商店等地方的场景，练习表达自己的需要和喜好。

第三章：询问方向和地点3.1 课程目标：学会询问方向和地点，如问路、找到某个地方等。

能够准确地表达自己的位置和方向。

3.2 教学内容：常用的询问方向和地点的词汇和短语，如“请问在哪里”、“怎么走”等。

表达自己的位置和方向，如“我在超市的旁边”、“你往前走，左转”等。

3.3 教学活动：学生进行角色扮演，模拟在街头问路的情景，练习使用相关的词汇和短语。

学生进行小组活动，制作简单的地图，练习表达自己的位置和方向。

第四章：描述人和事物4.1 课程目标：学会描述人和事物的特征和属性，如外貌、性格、喜好等。

能够准确地表达自己的观察和看法。

4.2 教学内容：常用的描述人和事物的词汇和短语，如“高个子”、“善良的”、“喜欢音乐”等。

表达自己的观察和看法，如“我觉得他很聪明”、“她看起来很累”等。

4.3 教学活动：学生进行小组讨论，描述自己或他人的外貌和性格特点，并练习使用相关的词汇和短语。

学生进行角色扮演，模拟在面试或相亲等场合描述自己和对方的特征和属性。

高中英语必修第二册教案Unit 6 The Admirable Lesson 1 A Medical Pioneer-北师大版(2019)

Unit 6 The AdmirableLesson 1 A Medical Pioneer【教学目标】Students will be able to1. read and talk about Tu Youyou, a medical pioneer2. read for general understanding3. read for specific information and write a summary of the text4. learn about and practise relative clauses【教学重难点】1. reading for specific information about Tu Youyou2. Using relative clauses【教学过程】1. What do you know about malaria?(1) Write the heading “Pioneer” on the board. Ask students their understanding of the word. Use a dictionary if necessary. Explain that a pioneer is similar to a hero but is different because they achieve or discover something no other person has before.(2) Encourage students to think of examples of pioneers, e.g., Christopher Columbus, Neil Armstrong, Alexander Fleming.(3) Encourage students to research what these pioneers are remembered for: Christopher Columbus discovered a new continent; Neil Armstrong was the first man to set foot on the Moon; Alexander Fleming discovered penicillin, which is used in antibiotics.(4) Ask students to read through the facts silently and tick the information that they find striking. Refer students to the Notes section for any tricky words they don’t know and explain any that are not included.2. Pair Work: Share with your partner what you know about Tu Youyou.(1) Invite students to read the phrases in the box silently.(2) In pairs students discuss what they know about Tu Youyou. Do not confirmideas at this point.(3) Invite pairs to come to the front of the class and share what information they know about Tu Youyou. Gather any interesting details and write them on the board.3. What do you expect to read in a news article about Tu Youyou?(1) Tell students that they will be reading a news article about Tu Youyou. Draw students’ attention to the photo on page 52 and ask them what they think is happening in the picture, i.e., Tu Youyou is at the Nobel Prize Lecture receiving the prize.(2) Students write at least three questions they would like to ask about Tu Youyou.4. Read and find out.(1) Tell students that they will be reading a news article on a pioneer.(2) Allow students time to read the full article or call on volunteers to read the passage aloud.(3) Encourage students to try to use context to understand unknown terms.(4) If needed, instruct students to draw a ruler line under each paragraph. Then provide a general sentence for each paragraph that acts as a summary. This will help the students to sort out the new information.(5) Ask students if their questions were answered in the news article.(6) If there is time, make a list of any unanswered questions and search for answers on the Internet or assign students to find the answers at home.5. Read, complete and introduce.(1) Tell students to read the news article in more detail, they should take their time to go through the text carefully.(2) Draw students’ attention to the mind map on page 54 and have students read the topics they need to find details about in the news article. Clarify any unknown words before students start reading.(3) Encourage students to underline the parts of the text that contain the information.(4) Help any struggling students by giving them the paragraph number where each piece of information is located.(5) Once students have completed their notes, have them share their answers with a partner or with the class.6. Match and talk about Tu Youyou’s work and achievement.(1) Divide students into groups based on their understanding level. Allow high level students to complete the exercise independently. Encourage middle level students to work together to read the rubric and words in the columns. Then complete the activity. Support low level students by listening as they read the words in the columns aloud and explain unknown terms. Then help low level students to match the columns.(2) Encourage students to use their dictionaries for understanding.7. Group Work: Summarise Tu Youyou’s personal quality.(1) Remind students about qualities of admirable people.(2) In small groups students discuss Tu Youyou’s personal qualities. Encourage students to provide reasons for their answers.(3) Assign one representative to share their group’s answers with the class.8. Group Work: Think and share.(1) In small groups students discuss the questions. Encourage students to provide reasons for their answers.a. Why is Tu Youyou considered a medical pioneer?b. What typical writing features can you identify in the news article about Tu Youyou?(2) Assign one representative to share the group’s answers with the class.9. Identify relative clauses.(1) Explain to students that a relative clause is a part of a sentence that has a verb in it and is joined to the rest of the sentence by words such as “who”, “which”, “where”, “when”.(2) Instruct students to work in pairs to read aloud the sentences and to point out the verbs which indicate the relative clauses.(3) If needed, have students look at the Grammar Summary, Unit 6, Relative Clauses on page 92. Read through the rules and examples with the class and ensure that students understand relative clauses in the examples.(4) Students can independently tick the sentences that include a relative clause.10. Which words are used to join the sentences together?In pairs students read the sentences and circle words that link sentences or clauses together. Ask students if they notice common words and summarise how they are used.11. Join the pairs of sentences using relative pronouns.(1) Explain to students that a relative pronoun is used to connect a clause or phrase to a noun or pronoun. The clause modifies or describes the noun. The most common relative pronouns are who, whom, whose, which, and that.(2) Instruct students to work in pairs to read aloud the sentences and to join the two sentences with relative pronouns.(3) If needed, have students look at the Grammar Summary, Unit 6, Relative Clauses on page 92. Read through the rules and examples with the class and ensure that students understand relative pronouns in the examples.(4) Students can independently write and join the sentences using relative pronouns.12. Express yourself.(1) Instruct students to write three sentences on the admirable qualities of Tu Youyou using relative clauses. Their sentences need to be persuasive for a committee to include Tu Youyou as a role model.(2) Students read their sentences to the class.(3) Put two groups of students together and have one of them be the committee. The other group should present their arguments in order to persuade the committee. Find out whether this is the case or not. Then have groups change roles.。

前景实用英语综合教程2

前景实用英语综合教程2前景实用英语综合教程Practical English Comprehensive Course前言：Introduction《前景实用英语综合教程》是一本针对初学者设计的英语教材，旨在帮助学生提高英语听说读写能力。

本教程主要分为听力、口语、阅读和写作四个部分，通过多种练习形式，如对话、听力理解、口语表达、阅读理解和写作练习等，让学生全面掌握实用英语的基本技能。

<Preface> "Practical English Comprehensive Course" is anEnglish textbook designed for beginners, aiming to help students improve their English listening, speaking, reading, and writing skills. This tutorial is mainly divided into four parts: listening, speaking, reading, and writing. Through various exercises such as dialogues, listening comprehension, oral expression, reading comprehension, and writing exercises, students can comprehensively master the basic skills of practical English.第一部分：听力Part 1: Listening听力是语言学习的基础，也是交流的基本技能之一。

通过听力练习，学生能够提高对于英语语音、语调和语速的理解能力，提升听力水平。

本部分主要包括日常对话、新闻、访谈等各种题材的听力材料，学生通过听力理解题考察对于听力材料的理解和把握能力。

前景实用英语综合教程2unit6

前景实用英语综合教程2unit6Unit 6: SpeakingIn this unit, we will focus on speaking skills. Speaking is an essential skill in everyday life, as it allows us to communicate our thoughts, feelings, and opinions with others. Whether you are giving a presentation, having a conversation with a friend, or participating in a job interview, being able to speak effectively is crucial.We will start by discussing ways to improve your speaking skills. First, it is important to practice speaking regularly. This can be done by engaging in conversations with others, joining a speaking club, or even speaking aloud to yourself. The more you practice, the better you will become.Another important aspect of speaking is pronunciation. Pronunciation refers to the way in which words are spoken. It is important to pronounce words clearly and correctly in order to be understood by others. There are many resources available to help you improve your pronunciation, such as language learning apps, online videos, and pronunciation exercises.Next, we will discuss strategies for effective speaking. One important strategy is to speak clearly and confidently. This can be achieved by speaking slowly and enunciating each word. Additionally, it is important to use appropriate body language and facial expressions to convey your message.Another important strategy is to be an active listener. Listening isan integral part of speaking, as it allows you to respond appropriately to what others are saying. By actively listening, you can engage in meaningful conversations and build strong relationships with others.Lastly, we will discuss common speaking mistakes and how to avoid them. One common mistake is using filler words, such as "um" or "like," during a conversation. These words can make your speech sound less confident and professional. It is important to be aware of these filler words and try to eliminate them from your speech.Another common mistake is speaking too fast. When you speak too quickly, it can be difficult for others to understand what you are saying. It is important to speak at a moderate pace and give others time to process the information.In conclusion, speaking is an important skill that can be developed with practice and effort. By following the strategies and tips discussed in this unit, you can improve your speaking skills and become a more effective communicator.。

新标准高职公共英语实用综合教程(第二版)unit6

thinking, values, living habits and so on.
《实用综合教程（第二版）》第2册电子教案
Unit 6 Generation Gap
Background Information
Discussion
Questions: (2) If you have different ideas from your parents, what do you do to bridge the gap?
Listening
Speaking
B. Fill in the blanks of the following passage according to what you hear
Some people think that today the generation gap is becoming wider and wider, but this may not be (1) true ___ . The problem remains the same: the young need to find their (2) place ____ in life. To better understand your daughter, try to remember how you (3) ___ felt at her age. Probably you also worried about how you lived among your friends. You compared yourself with others in your
《实用综合教程（第二版）》第2册电子教案
Unit 6 Generation Gap
Background Information

Module2 Unit6 Holidays（教案）- 2021-2022学年英语五年级下册

Unit6 Holidays沁县郭村小学张娜【课标要求】1.学生能借助图片读懂简单的故事。

2.学生能在图像的帮助下，听懂录音材料。

3.学生能积极与他人合作，共同完成学习任务【教材分析】1.牛津英语5B Module2的教学主题是：Work and play，分为三个单元，本单元为其中第三个单元：Holiday s. 这个模块涉及到的词汇包括holiday，clear， seafood， hotel，wonderful，butterfly等。

2.本单元涉及到的句型和语法有：一般将来时的特殊疑问句“Where will we stay ?”“How long will we stay in...?“what will we do there?”。

3.本单元涉及的话题都源于学生的生活，学生每年都会有两次比较长的假期：寒假和暑假，不少同学会选择外出度假来放松自我，因此学会制定一份有组织的假期是很帮助的。

在本模块的学习过程中，不仅要注意新旧知识的有机整合，还应顾及学生语言能力要求的递进训练，将学生训练与培养逐步转向听、说、读、写、练、用等方面，提高学生运用英语的综合素养，从而真正实现阶段目标，更好地围绕Work and play展开语言的学习。

【学情分析】1.本单元的教学对象是五年级的学生，经过两年的英语学习，他们已具备阅读对话和语篇的能力。

本单元主题是关于假期，重在学习与度假相关的语言知识的同时也能培养学生环保的意识，更鼓励学生在玩耍中体会英语学习的魅力。

2.学生已初步掌握与本单元相关的背景知识，在话题方面，学生在五年级学习了度假（on holiday）沙滩（beach），玩的开心（have a good time），以及享受...的乐趣（enjoy）等。

句型方面，学生已学习过：Where is it going ? Is it going to…? 来表达一般将来时。

对于本单元主题：Holidays 有一定的了解，为本单元的学习提供了良好的背景知识。

实用大学英语综合教程2Unit 6 Etiquette[精]

2.有些美国人并不知道来自不同种族或不同宗教信仰的人的饮食禁忌。如果你的盘中有你不喜欢或不能吃的东西，你该怎么办？可别大惊小怪的。如果主人对你不吃某种食物
并没说什么，那你也不要提起。只管吃你能吃的，但愿人家没有注意你所剩的东西。如果你被问起，不妨承认你不吃肉（或别的什么），但你也可以说你吃了许多其他的饭菜，已经饱得不能再吃了。不应让厨师觉得还应给你做些别的。一定要向厨师表示你对喜欢的菜肴的赞美。
显然，这已经超出了置业习惯的限制。
Para 5 observation n. 观察；注意 The patient was kept under observation
all night. 这位病人被观察了一整夜。
go wrong 做错；出错
Their marriage started to go wrong when he got a job abroad.
my reservation. 我会晚一点到达，请保留所预订的房间。
insist on 坚持
The bank will insist on collateral for a loan of that size.
银行对这样的大笔贷款一定要有抵押物。
indebted adj. 感激的；负债的
small party. W: I’d love to. Is there anyone I know? M: Yes. I’ve also invited Peter. W: That’s great. I’ll be there. M: Please come by around 6, if you can. W: OK. See you then.

新编实用英语综合教程二unit 6 shopping and sightseeing

What You Should Know About
1. Shopping 2. Tourist attractions 3. Present participle and past participle as attributives
2021/5/27
2 Unit | Six
Talking Face to Face
20W21i/5n/d27ow on Key Words 紫色的打折相当地名胜
Back
6 Unit | Six
Acting out the Tasks
Speak and Perform
2 Work in pairs and act out the tasks by following the above mini-talks.
Back
10 Unit | Six
2) It Was Really a Wonderful Trip
(Julia had a wonderful trip to Paris and London. Peter is asking about her
impressions of the two cities.)
Tony: Yes, please. I’m looking for a jacket. Shop assistant: Here is a nice purple jacket.
Tony: That’s okay. Purple jackets are very popular this year.
Putting Language to Use
2021/5/27
Speak and Complete
Speak and Translate

新编大学英语教案(第二册)_Unit 6 Food

Unit Six FoodI.T eaching Purpose1.Get the students to know the English of different sorts of food.2.Understand there are taboos in different culture.II.T eaching Procedure1.Introduce the English of different sorts of food.2.T ext Explanation3.Review4.AssignmentIII.Key Pointss of food.2.find it+宾补+不定式3.倍数表示法4.动词不定式复合结构5.Phrases as, be sick of, pick up…IV.Related Information:the Fiji Island: An island country of the southwest Pacific Ocean comprising about 320 island.The island were discovered by the Dutch navigator Abel Tadman in 1643 and visited byCapt. Jame Cook in 1774. Annexed by Great Britain in 1874, they became independent in1970. Suva, on the island of V iti Levu, is the capital. Population, 686,000.T aboo: Among the many discoveries of Capt. Jame Cook, there was a linguistic one, the term- taboo. Cook used this word in his journal of 1777 while he was in the Friendly Island( now Tonga). Hence, even though similar words occur in other Polynesian languages, theform taboo from Tonga tabu is the form we have borrowed. The Tongan used tabu ass theadjective; they spoke of persons or things that were tabu, that is , “ under prohibition,forbidden, or set apart.” Cook, besides borrowing the word into English, Also made it intoa noun referring to the prohibition itself and a verb meaning “ to make someone orsomething taboo.” From its origins in Polynesian society the word taboo has spreadthroughout the English- speaking world and has been applied in ways that never occurredto the people from whom Cook originally borrowed it.Culture: Culture is a very important concept in this unit. According to the dictionary, cultureis the totality of socially transmitted behavior patterns, art beliefs, institutions, and allother products of human work and thought. In a narrow way, it refers to the particularsystem of art, thought, and customers of a society. While, food is also a significantsymbol to indicate culture. Although food is a basic necessity, it varies from time to timeand from culture to culture.Muhammad Ali( 1942- ) is an American boxer who won the world heavyweight title in 1964, 1974 and 1978. He was known especially for his self-confidence, shown by thephrase “ I am the greatest ” ,which he often used.V.Suggested Class Activities:I. Warming-up activity: Check Y our VocabularyPurpose : Getting familiar with the English terms of the daily foodForm:Group discussion and dialogueStep 1 Work in groups to list as many foods and drinks as you can in each category and put them down in the table(Page 2 .Textbook)Step 2Write down what you usually eat every day and compare it with the food your partner has. Then talk with your partner how your/his/her diet could be improved.Step 3 A scientific diet is supposed to be given finally by the teacherSuggested words/expressions:Snack/lemonade/cereal/cocacola/nutrition/nutritious/mal-nutritious/vitamin/harmful/noodleExpected result: 1. master the basic vocabulary of the common food and drinks2 . make sure whether your eating habit is scientific or notII. In-class activity: Comparing DietsPurpose : Knowing the scientific diets for children through the comparison between the British boy and Chinese boyForm :Group discussion and question answeringStep 1Look at the diet below which shows what a 10-year-old British boy eats on a typical day(page 4 .Textbook)Step 2Work in pairs to decide whether this is a healthy diet.Step 3Try to list what a 10-year-old boy in China would eat on a typical day.Step 4Compare the two diets and give the difference between them.Suggested words/expressions:Butter/sugar/hamburger/protein/pork/beef/calorie/be sick of/related to/regard as/appropriateExpected result: 1. Knowing the relationship between food and culture2. Develop a healthy eating and drinking habit of your own.VI.In-Class ReadingWords and phrases1. anthropologist. n.人类学家anthropology. n.人类学anthropological. adj.人类学的“Anthrop(o)-”is a combination form which means “of human beings”. For instance:e.g. anthropoid. adj. man-like in form(形体)似人的n. 类人猿anthropomorphic. adj.拟人化的anthropomorphism. n.拟人辨析：Anthropology is the study of mankind, esp. of its origins, development, customs & beliefs. Ethnology is the scientific study of the different races of human beings, their characteristics, relations to one another, etc.民族学.Sociology is the scientific study of the nature & the development of society & social behavior.社会学.2. apparently adv.1) it seems (that); according to what I’ve heard.看来，似乎，据我所知e.g. ---Did she pass her test?---Apparently not.Apparently they’re intending to put up the price of the electricity.2) it is clear (that); obviously; evidently. 显然e.g. Apparently she never got my letter after all.apparent adj.1) seeming, unreale.g. Their affluence is more apparent than real. 他们的富有是虚有其表。

实用英语第二册unit6

A Teaching Plan for Unit 6(In New Practical English Book 2 )I. Teaching Aims1. Teach the students some useful words and expressions for greeting and introducing people.2. Train the students’ ability to understand the main idea and grasp important deta ils of the listening texts.3. Give the students a chance to exchange views on the texts to enable them to have a deeper understanding of the texts and to let the students be acquainted with some new words.4.Teach the students some practical writing skills.II. Teaching Contents·SectionⅠTalking Face to Face·SectionⅡBeing All Ears·SectionⅢMaintaining a Sharp EyePassage I: Visiting the Gateway ArchPassage II: Ordering a Gift Online·SectionⅣTrying Your HandIII. Teaching Time:10 class hoursIV. Teaching Focal Points1.Asking about the price, style, size and color of clothing, asking about the model, useand guarantee of appliances, talking about online shopping, asking for a discount,understanding and talking about shopping ads, reading and asking about operating instructions2. Shopping Ads writingV. Teaching Difficult Points1. Mastering the key words and expressions: after –sales service, fair prices, handicrafts, souvenir, galleries, wonderful, fantastic, magnificent, surpass, be equipped with, install, purchase, alternative, surf, dismayed, upon (on) inspection, pop up, login browse.2. Grammar----Present participle and past participle as attributivIV. Teaching methodsInteractive approachSituational teaching approachTeamwork methodTask-based teaching methodVII. Teaching aidsPPTBlackboardVIII. Teaching Procedure1.The first two-class-hour session for SectionⅠTalking Face to Face.2.Next two-class-hour session for SectionⅡBeing All Ears.3.The next four-class-hour session for SectionⅢMaintaining a Sharp Eye.4.The fifth two-class-hour session for Section ⅣTrying Your Hand.Section I Talking Face to Face1. Read the samplesFind out useful expressions for shopping and sightseeing.Sentences used for shopping:①. Do you have anything particular in mind?②. How do you like this ring?③. What brand do you need, please?④. Can I try them on?⑤. Take your time.⑥. May I have a look at that coat?Sentences used for sightseeing:①. So it was a really wonderful trip.②. How was your trip to London?③. There are so many places to go to and events to see.④. What do you think is the best time to go there?⑤. I’ve always dreamed of going to see some magnificent sites in Australia. Practice the following sentences:①. You can find some real Chinese souvenirs here.②. Would you like to look at the jewels?③. I’d like a pair of leather shoes, something like the style I am wearing, please.④. I think I will buy it for my wife.⑤. I just want something of food quality.⑥. The art galleries in Paris were fantastic⑦. Louvre is really amazing.⑧. I want to see the famous Sydney Opera House and take photos from Harbor Bridge⑨. I hope I can go swimming and surfing in the best surf in the Pacific.⑩. Which city do you like better, Paris or London?2. Act outRole playThe students role-play the similar situations of communication they have created, first in groups, and them to the class.Section II Being All Ears1. DialoguePre-listening taskRead the printed materials in Listen and Decode in ONE minute.While-listening task①. Listen to the tape WITHOUT looking at the book.②. Listen to the tape one sentence after another, taking notes during the pause.③. Repeat the sentences after the tape.Dialogue scriptShop assistant: Good afternoon, sir. What can I do for you?Mr. Anderson: Can you show me some silk, real Chinese silk?Shop assistant: Certainly. How do you like this design?Mr. Anderson: Have you got anything brighter? Something more Chinese?Shop assistant: How about the design with blue and yellow birds? It’s a traditional design and the colors are bright.Mr. Anderson: Oh, it’s lovely and very Chinese. Is it pure silk?Shop assistant: Yes, one hundred percent pure silk.Mr. Anderson: How much do I need for a short-sleeved dress? It’s for my daughter. She’s about my height.Shop assistant: I think one and a half meters would be enough.Mr. Anderson: All right. Please let me have one and a half meters then.Shop assistant: That will be one hundred and forty yuan.Post-listening taskDo the exercises in Listen and Decode and Listen and Respond.2. PassagePre-listening taskRead the printed materials in Listen and Read in THREE minutes.While-listening task①. Listen to the tape and fill in the blanks.②. Listen again and check up the answers.Answers:1. three2. films3. on a beautiful beach4. Beijing5. going to Beijing6. lively and exciting7.a boat tripPost-listening taskDo the exercises in Listen and Match and Listen and Conclude.3.Assignments①. Pair work: Make up dialogues about shopping and sightseeing in pairs, referring to the dialogues in the Workbook.②. Preview Passage I and do the exercises.Section IIIPassage I Visiting the Gateway Arch1. Warm-up questions①. What do you know about America’s mountains and famous buildings?②. What is the tallest man-made monument in the Western Hemisphere? References:①. The statue of Liberty, the Washington Monument, Empire State Building, etc.②. The Gateway Arch.2. Reading comprehensionA) Background Knowledge:The Gate way ArchThe Gate way Arch is part of an entire project, which was to fulfill two goals. One, to make it economically feasible to redevelop a significant, blighted riverfront area in St. Louis. Two, to commemorate Thomas Jefferson, the Louisiana Purchase, and westward expansion. The Jefferson National Expansion Memorial is the result of these goals. Thedesign for the Gateway Arch itself, intended to be the centerpiece of the memorial, came out of an international competition in the late 1940s. Eero saarinen, a Finnish-American architect, provided the winning plan. The actual construction commenced on June 27, 1962 with the first pouring of what would ultimately be 26 000 tons of concrete for the bases of the two triangular legs. The final section of the structure was put into place almost exactly 40 months later, on October 28, 925.B) Questions:Question 1: What can we learn from the first paragraph?Question 2: How high is the Gateway Arch?Question 3: How can we get to the top of the Gateway Arch?Question 4: Where can you get a tram ticket?Question 5: How many days do the arch trams run every week?C) Summary:Summarize the basic information of the Gateway Arch.3. Useful words and expressions①. surpass: to do or be better thane.g. The book’s success has surpassed everyone’s expectation.②. be equipped with: to provide (someone or something) with objects that are needed for a particular activity or purposee.g. All of our classrooms are equipped with computers.③. install: put furniture, a machine or a piece of equipment into position and make it ready to usee.g. The plumber is coming tomorrow to install the new washing machine.④. purchase: to buy something big or expensivee.g. Employees are encouraged to purchase shares in the firm.⑤. alternative: something that is different, esp. from what is usual; a choicee.g. People stay because they don’t have alternative opportunities.4. Difficult Sentences①. The Arch is over twice as tall as the Statue of Liberty.The newly-built street is twice as wide as the old one.②. The Arch surpassed Egypt’s Great Pyramid (450 ft) in height.The Nile measures 6 695 kilometers in length.③. Your trip to the top of the gateway arch begins when you purchase a ticket at the TRAM TICKET WINDOW.Your sightseeing of the beautiful city begins when you purchase a ticket for taking a sightseeing car.④. During peak seasons, a trip to the top leaves every five minutes.Off-seasons trams operate every ten to twenty minutes.⑤. The north and south tram each consists of eight barrel-shaped capsulesThe bill comes to $ 80, so that’s $ 20 each.⑥. Tickets available at ticket windows.Spades available in the store house.5. Assignments①. Recite the first paragraph of Passage I.②. Preview Passage II and do exercises of Passage I.Passage II Ordering a Gift Online1.Warm-up activity1)Warm-up questions①.Have you ever done shopping online?②. Are there any advantages of online shopping?2). Reading aloud practiceThe students read the passage twice (once in groups, and once individually)3). Class discussionThe teacher asks questions about the main idea of the passage and the students read the passage and give their answers to the teacher’s questions.Question 1: Whom did the author want to find a gift for?Question 2: What did the author find about online transaction?Question 3: How much was the shipping charge for a $ 25 bonsai tree?Question 4: What did the author finally order?4). Word consolidationThe students pick up the words and expressions related to the internet from the passage: Surf the web/ search engine/ graphic/ website/ browse2. Read the passage and do Exercise73. Useful words and expressions①. surf: spend time visiting websitese.g. Many towns and cities have cyberc afés where you can surf the Internet/Net/ Web.②. dismayed: feeling surprised and unhappye.g. They enjoyed the meal but were dismayed by its high cost.③. upon (on) inspection: looking at something carefullye.g. Her passport seemed all right, but on closer inspection, it was found to have been altered..④. pop up: appear or happen, especially suddenly or unexpectedlye.g. She’s one of those film stars who pop up everywhere, on TV, in magazines, in newspapers.⑤. log in: put your name into a computer so that you can start using ite.g. Before using the Internet, you should log in your name and password.⑥. browse: to look at a piece of information on the Internete.g. to browse the World Wide Web4. AssignmentsDo the left exercises of Passage IISection IV Writing----Instructions1. Sample analysis1) Format analysisOperating Instructions are usually attached to a technical device to explain how to install or operate it. Take Sample 1 as an example for the analysis. The questions are:①. What is the model of the product?②. What features does the player have?③. What are the dimensions and weight of the player?④. How large is the memory of the player?⑤. What comes with the player？2）Language features①. Identify the technical terms in the instructions.②. Find the positive expressions used to describe the product.2. Additional samplesHitachi Develops a Robot that has the Capabilities for Daily life and that Moves in Response to Dialogs with People.Hitachi, Ltd. announced that it has developed a robot-called “EMIEW”- for supporting people’s everyday life. EMIEW has such physical capabilities as agile movement and obstacle avoidance, needed for real life, and it can move around while interacting in dialog with humans from a distance of one meter without the need for microphones. The technologies developed for EMIEW will lead the way in creating robots of the future that can cooperate and coexist with humans.EMIEW is 130 cm tall and weights approximately 70 kg; his arms have 6 degrees of freedom.Moreover, the mane “EMIEW” (Excellent Mobility and Interactive Existence as Workmate) refers to a robot that acts like a workmate through dialog interactions from people and its agile movements.The main features of EMIEW are:①. High-speed and agile movement②. Ability to get around obstructions: Collision avoidance③. Recognition of voices and sounds from a distance④. Natural arm movement like a human3. AssignmentsDo the Simulate and Create exercises.Section V Grammar----Present participle and past participle as attributives English verbs have two participles:called variously the present, active, imperfect, or progressive participle, it is identical in form to the gerund; the term present participle is sometimes used to include the gerund. The term gerund-participle is also used.called variously the past, passive, or perfect participle, it is usually identical to the verb's preterite (past tense) form, though in irregular verbs the two usually differ.Examples of participle formation include:The present participle in English is active. It has the following uses:forming the progressive aspect: Jim was sleeping.modifying a noun, with active sense: Let sleeping dogs lie.modifying a verb or sentence: Broadly speaking, the project was successful.The present participle in English has the same form as the gerund, but the gerund acts as a noun rather than a verb or a modifier. The word sleeping in your job description does not include sleeping is a gerund and not a present participle.The past participle has both active and passive uses:forming the perfect aspect: The chicken has eaten.forming the passive voice: The chicken was eaten.modifying a noun, with active sense: our fallen comradesmodifying a noun, with passive sense: the attached filesmodifying a verb or sentence, with passive sense: Seen from this perspective, the problem presents no easy solution.As noun-modifiers, participles usually precede the noun (like adjectives), but in many cases they can or must follow it:The visiting dignitaries devoured the baked apples.Please bring all the documents required.The difficulties encountered were nearly insurmountable3. AssignmentsDo the grammar exercises in the Workbook.。

前景实用英语教案

前景实用英语教案第一章：问候与自我介绍教学目标：1. 学会用英语进行基本的问候和自我介绍。

2. 掌握常用的英语打招呼和告别的方式。

3. 能够介绍自己的姓名、年龄、职业等基本信息。

教学内容：1. 常用问候语：Hello, Good morning, Good afternoon, Good evening, How are you? 等。

2. 自我介绍：介绍自己的姓名、年龄、职业等。

教学活动：1. 教师与学生用英语进行问候，引导学生学说常用的问候语。

2. 学生互相介绍，练习用英语介绍自己的姓名、年龄、职业等。

3. 角色扮演：学生分组，模拟在不同的场合进行问候和自我介绍。

第二章：询问与回答教学目标：1. 学会用英语询问和回答基本的问题。

2. 掌握常用的英语疑问词和回答方式。

3. 能够用英语进行简单的问答交流。

教学内容：1. 常用疑问词：What, How, Where, Who, When, Why 等。

2. 回答方式：Yes/No, Yes, I do/I don't, How about you? 等。

1. 教师提出常用疑问词，引导学生用英语回答。

2. 学生进行问答练习，互相提问和回答。

3. 角色扮演：学生分组，模拟在不同的情景下进行问答交流。

第三章：介绍与欢迎教学目标：1. 学会用英语进行人物和事物的介绍。

2. 掌握常用的英语介绍和欢迎的表达方式。

3. 能够用英语介绍自己和他人，表达欢迎和感谢。

教学内容：1. 介绍自己：This is my name, I e from, I am a/an等。

2. 介绍他人：This is, He/She is, They are等。

3. 欢迎和感谢的表达：Wele, Thank you, Please e in等。

教学活动：1. 教师用英语介绍自己和他人，引导学生学说介绍和欢迎的表达方式。

2. 学生互相介绍，练习用英语介绍自己和他人。

3. 角色扮演：学生分组，模拟在不同的场合进行介绍和欢迎。

前景实用英语（二）-unit6教案

前景实⽤英语（⼆）-unit6教案三亚航空旅游职业学院教案编号Unit 6 Greening the World Begins at Home Teaching aims:In this unit, students are supposed toMaster the basic language and skills to remember wordsUnderstand the main idea of Text A, and master the useful sentence structures and words and expressions; Know how to use sentence stress;To learn Non-finite Verb;To know how to write “Business Letter”.Teaching procedures:I Listening and Speaking (2Period)II Text A & text-related exercises (2Period)III Grammar Review and Practical Writing (2Period)IV WorkbookPart A Lead inTask 1 Study the pictures and discuss the questions below in small groups. Use the words given below if necessary.1.What can we benefit from the equipment in the first picture?Cues: solar energy, renewable, green energy, water heater, electricity bill2.Do you know what the house in the second picture is called? What is specialabout it?Cues: passive house, energy-efficient, solar panel, roof3.What are the advantages of the U-shaped lamps in the third picture?Cues: saving, cut on the use of electricityTask 2 Listen to the following short dialogues and fill in the blanks.Task 3 Discuss the following questions.1. What do you think is green living?Cues: healthy, environment-friendly, lifestyle.2. What does your family do to cut energy use?Cues: water, electricity, transport, travelPart B Language points1. green v. to make greene.g. The company is making efforts to green its products.公司正竭尽全⼒使产品更环保。

前景实用英语教案

教案首页2021-2021 学年第一学期专业：课程名称：高职英语班级：主讲教师：Unit 1 CollegePeriod 1-2Part A Lead-in and Text ATeaching aims:1.Help freshmen get familiar with the studies and lives in college and discuss about it;2.Master the useful words and expressions in Text A;Teaching important points:1. Ss. Learn some new words and use them in the discussion2.New words and expressions in Text ATeaching difficult points:Ss. Learn how to talk about college lifeTeaching steps:Step 1Greetings and a brief introduction of English learning scheduleStep 2 Lead-in1.Warm-up questions:Do you like your college life? What differences are there between college and high school life?2.Study the pictures on page 2 and discuss the questions below in small groups.1)Who are the people in each picture? What’s their relationship?Cues: students, classmates, sports friends2)Where are they? What are they doing?Cues: classroom, football field, library, listening, playing, looking for3)Do you think they enjoy what they are doing now?Cues: very much so, not at allStep 3 SpeakingReview the sentences drills about greeting and introduction; let some pairs practice them Step 4 Listening1.Read the instruction as a class.2.Play the recording twice, and check Ss’Exs. and repeat some sentences ifnecessaryanize a class discussion based on this task. Then ask Ss. to think aboutmethods to improve their English listening skills.Step 5 Text A1.Ss. learn some words and phases from vocabulary2.Lead-in1)Warm-up questions.e.g. Do you think Chinese college life is very different from western one?2) A brief introduction of American college life to arouse Ss’ interest3.ScanningAsk Ss. read the Text very quickly and get the main idea.4.Ss. finish the Task 1 and then check the answersStep 6 H.WFinish Task 2-4 on page 10-12Period 3-4Text A ：The Freshman Experiences: College is not summer camp Teaching aims:1. understand the passage pletely;2. master the key words, expressions & sentence patterns in Text ATeaching important points:1. the structure of the Text A2. New words and expressions in Text ATeaching difficult points:understand the passage pletelyTeaching steps:Step 1 GreetingStep 2 Revision and Check the answers from Task 2-4Step 3 scanningSs. read the text again and find some difficult sentences to ask for help ;Teachers and Ss. solve these difficulties togetherStep 4 Intensive readingList some language points –some important words and difficult sentences1. imaginev. to form a picture in your mind of what something might bee.g. She imagined singing her favorite song on a big stage.她想象着自己在一个巨大的舞台上唱自己最喜欢的歌曲。

实用综合教程第二册Unit6

could find in a hospital.
2. Why did the author wonder how long he could live?
Key Because he thought he had got many diseases and he was so seriously ill that he might not live long.
“No, I’m having a new _fo_l_d_in_g_ sofa delivered and I wonder where to
put it.”
Part Division of the Text
The text can be divided into 3 parts: Part 1 (Paragoblems with my liver as I was reading a book.
And don’t stuff your head with things you don’t understand. I followed the directions, with the happy result that my life was preserved and is still going on.
Then he examined me again. Holding my wrist, he hit me on the chest when I wasn’t expecting it. After that, he sat down and wrote out a prescription, then folded it up and gave it to me. I put it in my pocket and went out.

前景实用英语课件unit6

Unit 6
Culture and Society: Explores English speaking cultures and society, including conditions, values, and current issues
02 Listening skills
Listening comprehension
Comprehension of main ideas
The ability to understand the overall topic or message of a given audio material, including the main points and the gift of the content
Vocabulary variation
Using a range of vocabulary to express one effectively and avoid repetition
Word association
Quickly connecting words and phrases to form coherent sentences
Making Inferences
Use clubs in the text to make predictions about characters, settings, or outcomes
Reading Notes
01
Summarizing Information
Summarize important information from the text in your own
Organized note taking
The ability to organize notes in a way that makes sense and is easy to reference later, such as by topic, time order, or importance

Unit 6 Presenting ideas 教案-高一(新教材)英语必修二

1. Students work in groups and create a carbon footprint survey.
2. Students carry out the survey in the class.
3. Students use the results to come up with ways to reduce carbon footprint.
To encourage students to apply what they’ve learned in real communication and solving problems.
Activity 4
Teacherinvites some groups to report their results.
Presenting ideas &Reflection板块教学设计
（Presenting ideas和Reflection部分建议总时长40–45分钟，
教师可根据教学实际酌情调整。）
课型
Speaking
主题语境
人与自然——人与环境的和谐相处
内容分析
本课为Presenting ideas与Reflection板块。以主题Earth first为依托，围绕碳足迹开展探索式学习。要求学生先思考生活中哪些物品会产生碳足迹，然后分组制作碳足迹调查问卷，通过班级调查了解并思考有哪些行为可以减少碳足迹，运用批判性思维深入思考自己对单元主题的理解并进行表达，进一步增强自己的环保意识。第一部分以图片材料的形式介绍Байду номын сангаас一些增加碳足迹的物品。第二部分为调查问卷环节，提供了问卷设计模板，并提示了报告调查结果的相关表达。
1. Studentssearch for information aboutcarbon footprintor know some knowledge about carbon footprint from the teacher.

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