新编实用英语1(第四版)教学大纲

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新编实用英语综合教程1第四版Unit2

2) Congratulating People on Winning a Prize A: Congratulations on winning the first prize! B: Thank you very much. A: We all feel very proud of you. B: Thanks. Let's go and have a drink.
道歉
原谅
遗憾，后悔电子邮件
错误
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Unit | Two
Acting out the Tasks
Speak and Perform 2 Work in pairs and act out the tasks by following the above mini-talks.
1 Task: Give thanks to your hostess (女主人) for a happy New Year's Party.
祝贺赢得；奖
自豪的
Unit | Two
Window on Key Words 建议
成功的
3) Expressing Thanks for Others' Help A: Professor Smith, thank you very much for your advice on my paper! B: It's my pleasure to be of some help. A: I could never be so successful without your help. B: I always know that you can do well. 4) Making Apologies to Others A: I'm so sorry for being late again. B: Never mind, but it's a lesson for you to learn. A: Please forgive me one more time. B: Oh, just see it doesn't happen again, will you? 5) Expressing Regret A: I'm sorry I didn't send the e-mail yesterday. B: Forget it. That's OK. A: I wish I could make up for it. B: I don't think it's your fault.

第一册Unit 1新编实用英语教程第4版高教社教案

Unit One Hello, Hi！Teaching Time: 8 periodsTeaching Objectives:Ss Should Learn to Do1. Greet people and give responses: first meeting and meeting again2. Exchange personal information: name / address / telephone number / job / study3. Introduce people to each other4. Meet people at the airport5. Say goodbye to others6. Say hello in different languages7. Write a business cardKey Points:1. Etiquette of meeting and introducing people2. Etiquette of exchanging business cards3. Basic sentence structuresSuggested Teaching Procedures and Class ActivitiesSECTION I Talking Face to Face1 Lead-in activities:Imitating Mini-Talks1. Warm-up questions:1) How much do you know about the way American and British people greet each other? Whatexpressions do they often use?2) How do we Chinese greet others? What expressions do we often use?2. Class Activities:1. The students read the Mini-Talks after the teacher, and then try to recite them within fiveminutes in pairs.2. Ask the students to recite and perform the mini talks in class.3. The tudents discuss in groups, summarizing the words, phrases and sentences frequentlyused according to the following topics with the help of the teacher. The students speak out the sentences under the guidance of the teacher, paying attention to the pronunciation and the intonation.2) The way native English speakers introduce themselves to each other:(1) Mr. Brown, allow me to introduce myself. My name is Zhou Daqiang, manager of the company.(2) I’m Robert Miller from America. Please call me Robert.(3) Before we start (First of all), let me introduce myself.(4) Hello, may I introduce myself?(5) I’d like to introduce myself first.(6) Could you please introduce me to your manager?(7) May I introduce my friend Mike? He is from Canada.3) The way native English speakers exchange their personal information:(1) Here is my name (business) card.(2) This is my name card.(3) Thank you. Here is mine.(4) This is my mobile phone number.(5) I’ll take down your e-mail address.(6) Please call me or e-mail me if you need any help.4) The way native English speakers say good-by to each other:(1) Bye.(2) Good-bye.(3) So long.(4) See you next time.(5) Have a good day.(6) Pleased / Glad to have met you.(7) Take care.(8) See you later.5) The expressions native English speakers frequently use to meet people at the air port:(1) Hello, are you Prof. Smith from the United States?(2) Hi, are you Miss Mary Green? I’m Li Hong from Foreign Languages School.(3) How do you do, Mr. White? My manager has asked me to meet you at the air port.(4) Did you have a good trip?(5) Was everything OK on your trip?(6) Let me help you with your luggage. And I have a car waiting for us outside.Studying business cards1. Warm-up questions:1) When are business cards exchanged between people?2) What are usually written on business cards?2. The students read and translate the sample business cards under the guidance of the teacher.2 Act-out activities:Sample dialogues1. The students read the sample dialogues after the teacher, trying to imitate the teacher’spronunciation and intonation.2. Ask the students to read the sample dialogues in pairs.3. Groups work: Ask the students to categorize the greetings in the sample dialogues into threegroups.1) Greetings used at the first meeting:(1) Hello, nice to meet you.(2) How do you do, Professor Lu?(3) Welcome to our department, Mike.(4) Nice to meet you, Mr. Green. Welcome to our company.2) Greetings used when meeting again:(1) Hi, long time no see, Mike. Do you remember me?(2) How nice to see you again. How are you?(3) How is your project?(4) It’s going fine.(5) Hello, Jack. Haven’t seen you for ages. How’s everything?(6) What a pleasant surprise! I’m fine.(7) What brings you here?(8) How are things going in your company?(9) Not bad. How about you?(10) Just doing well. Would you care for a drink?3) Sentences used for introducing people and giving responses:(1) My name is Lu Yang.(2) I’m Michael Breen. Please call me Mike.(3) Here’s my card.(4) I’m Jack Green from Zhonghua Technical School.(5) Here is my business card.(6)This is mine.4. Group work: Give the students several minutes to prepare an introduction of themselves, andthen introduce themselves to each other.5. Pair work: Make a dialogue about two old friends meeting again. Perform it in class.6. Do Exercises 5 and 6 in pairs.3 After-class activities:1. Pair work: Each pair makes a dialogue according to the tips in one of the five tasks in Speakand Perform. There will be a class presentation in the next class period.2. Group work: Design a business card in groups with PPT, present it and practice exchangingthe business cards to each other in the next class period.3. Pay a visit to the website: to watch the video about an ESL lesson- Introduction words andphrases.SECTION II Being All Ears1 Learning Sentences for Workplace Communicaiton1. Give the students a few minutes to read through the printed materials for each listening item.2. Listen to the tape for the first time by looking at the corresponding Chinese version. Whilelistening to the English sentences, the students try to remember the meaning of each of the sentences they have heard. The focus here is on cross-reference of the English sentences and their Chinese meanings.3. Play the tape for a second time, and ask the students to do exercises in this section.4. Play the tape for the third time with a pause after each sentence, and ask the students torepeat the sentence during the pause.2 Handling a Dialogue1. Give the students a few minutes to read through the printed materials for each listening item.2. Listen to the tape for the first time without looking at the book.3. Play the tape for a second time, and ask the students to answer the following questions orally:1) Who is John? Where is he from?2) What does he study in the university?3) Who is Lin? Which grade is he in now?4) Where does Lin want to go after graduation? Why does he want to study further?5) How can they keep in touch later on?4. Play the tape for the third time, and the students read the dialogues, following the tape simultaneously and trying to catch up the speed and simulate the speakers’ tones.5. Do the exercises in this section.3 Understanding a Short Speech/Talk1. Give the students a few minutes to read through the printed materials for each listening item.2. Listen to the tape for the first time without looking at the book.3. Play the tape for a second time, and ask the students to do the exercises in this section.4. Play the tape for the third time with a pause after each sentence, and ask the students to takenotes of the key words.SECTION III Trying Your HandPracticing Applied Writing1 Sample analysis:The teacher summarizes briefly the format and language used in business cards. The teacher may show the following passage with PPT (If there is no PPT prepared, ask the students to take a dictation of the passage). Afterwards, ask the students to read it and translate it into Chineseorally.Business cards are cards bearing business information about a company or individual. They are exchanged during formal introductions as a convenience and a memory aid. A business card typically includes the giver's name, company affiliation (usually with a logo) and contact information such as street addresses, telephone number(s), fax number, e-mail addresses and website. It can also include a bank account and tax code. Traditionally many cards were simple black text on white stock; today a professional business card will sometimes include one or more aspects of striking visual design.Your card should display the same design and basic information as your other marketing materials. However, a business card is not a brochure or a catalog; its space is limited, so you must choose the information content and your words carefully. Single words and phrases should be used. A good approach is to break the essential information down into three areas: identity, credibility and clarity.2Simulated writing:1. The students read and translate the sample names cards with the help of the teacher.2.Do Exercises 2, 3 and 4 in groups.Writing Sentences and Reviewing Grammar1 The teacher gives a brief summary of the basic sentence structuresMost English sentences are constructed using three basic sentence patterns. The heart of every English sentence is the Subjective-Verb core. Other elements can be added to make the sentence structure grow into more complex sentence patterns. When we speak out or write a sentence, the essential thing to do is to get the basic sentence structure correct.2 Do Exercises 5, 6 and 7 in groups.3 Assignment for this section:Suppose you are a salesman of DJ Electronics. Design a name card for yourself. In the next class period there will be a Business Card Show: each student or each group will present their business cards for the class business card show. A bench of judges will choose and award the best.SECTION IV Maintaining a Sharp EyePassage 1 The Business Card a Social Faux Pas1 Warm-up questions:1. What is the function of business cards?(They show business information about a company or individual.)2. What do people think about business cards?(They are a useful marketing tool.)2 Guided reading aloud of the passage:The students read the passage after the teacher for the first time, trying to imitate the teacher’s pronunciation and intonation, and then read it in class individually. The teacher should pay attention to correcting the students’ pronunciation and intonation.3 Explanation of difficult words and expressions:The students are required to have a discussion in groups to pick out the difficult words and expressions in the whole passage which they don’t understand and report them to the class. The teacher will demonstrate the usage of those chosen points, and then ask the students to make up at least two sentences with them in groups. In this passage, apart from what have been chosen in Language Points in Teacher’s Book,the following points are encouraged to be chosen and practiced on.1. situation:n. a condition or position in which you find yourselfe.g. The economic situation has changed considerably.2. reach for: move forward or upward in order to touche.g. I reached for a book on the top shelf.3. get caught in: to be in a situation that you cannot easily get out ofe.g. We should be able to make it unless we get caught in a traffic jam.4. hand out: to give something to each person in a group; give without chargee.g. Will you help me to hand out the materials for the lecture?4 Teaching suggestions for understanding the passage in detail:1. Paragraph 1:1) The students look though this paragraph together.2) Group work: Give the students 3 minutes to prepare the translation of the first paragraph, andthen an oral class presentation is required.2. Paragraph 2:1) Ask one or two students to read this paragraph.2) Group work: The students have a discussion to find the answers to the following questions:(1) If you don’t want to miss opportunities for business, what should you do?(I should not miss connections.)(2) How are people usually looked at if they don’t present their name cards properly inbusiness situations?(They are regarded as not being prepared.)3. Paragraph 3:1) Pair work: One student reads this paragraph loudly, and another helps correct his or herpronunciation. And then they change their roles to do the same work again.2) The two students work together to summarize the general idea of Para. 3, and then presentit in class.(The general idea of Para. 3: You should always bring your name card with you.)4. The rest of the passage:1) The students read this part for three times by themselves, trying to remember the meaningsof the passage.2) Meanwhile the teacher writes down the following sentences with some words missing onthe blackboard or show them with PPT. The students are asked to fill in the missing words in the following sentences without looking at the book.(1) If you don’t have a job, get ___________________.(2) If you are _______, haven’t had new cards in 2 or more years, it could be time for ____and ______.(3) Perhaps set a goal of ______________ 5 cards a day.(4) Practice what you will say when handing them out. _______, there are so manyopportunities to do so.(5) Ask your network to ___________ and for you also by handing out a few!(Key: 1. Networking Cards 2. employed; an update; photo update3. handing out4. On a daily basis5. network with info update)5 Summary of the passage:1. Group work: The students have a discussion of the main idea of the passage. Thestudents’ ideas may vary, and the teacher gives his or her own idea.(The main idea of the passage is that a business card is very important for you to communicate with others, so you should always bring it with you.)2. Groups work: Each group tries to pick out at least 5 expressions or sentences from thepassage which they think are worth remembering. Afterwards, ask some groups to write them down on the blackboard and then the whole class read them aloud in chorus.6 Suggested methods for doing exercises:1. Group work for Exercises 2 and 3: Underline the useful expressions in each sentence.2. Pair work for Exercises 4 and 5: Each student writes out the sentence patterns they aregoing to use and then write out their translation. Afterwards they check up each other’s work, correcting the mistakes. At last, the whole class repeat the English translation of the sentences together.7 Assignments for this section:1. Recite Paragraphs 2 and 3 of the passage.2. Preview Passage II.PASSAGE II How to Say Hello in Different Languages1 Warm-up activities:1.Group work: Ask the students to greet each other in their local dialects. At the same time, the whole class try to imitate their greetings.2. Ask the students if they know any way to say hello in any foreign language. Ask those who dosay it to the class. Then let the students refer to the language list in the course book to find out more about how to say hello in the world2 Guided reading aloud of the passage:The students read the passage after the teacher for the first time, trying to imitate the teacher’s pronunciation and intonation, and then read it in class individually. The teacher should pay attention to correcting the students’ pronunciation.3 Explanation of difficult words and expressions:The students are required to have a discussion in groups to pick out the difficult words and expressions in the passage which they don’t understand and then report them to the class. The teacher will demonstrate the usage of those chosen points, and ask the students to make up at least two sentences with them in groups. In this passage, apart from what may have been chosen in Language Points in Teacher’s Book,the following points are encouraged to be chosen and practiced on.1. handshake:n. grasping and shaking of a person's hand to greet or welcomee.g. The manager gave the visitor a strong handshake.2. bow:v. bend one's knee or body, or lower one's heade.g. He bowed to greet in a Japanese way.3. embrace:v. hold someone in the arms (as in greeting)e.g. At first people were sort of crying for joy and embracing each other.4 Teaching suggestions for understanding the passage in detail:1. Paragraph 1:1) The students read this paragraph together.2) Dictation practice: The teacher reads each sentence of the paragraph for or three times accordingto the students’ English level, and the students write them down. Afterwards, the students check up them with their partners.2. Paragraph 2:1) Ask two or three students to read the paragraph individually.2) Pair work: One student asks about 2 or 3 specific questions about Paragraphs 2, and the otherone gives the answers. Then the students exchange their roles to do the same work again.(For example: What is the usual way for Canadian people to greet each other? What gestures do other people like to use to greet people? )3. The rest of the passage:1) The students read this part following the teacher.2) Group work: The teacher draws the following table on the blackboard (or shows it withPPT), and then asks the students to have a group discussion for matching the greeting sentences in Column A with the countries they are spoken in Column B. In the end, the whole class try to pronounce the greeting words in different languages.(Key: 1—B 2—A 3—E 4—G 5—N 6—M 7— D 8—O 9—C 10—L 11—I 12—H 13—F 14—J 15—K)5Summary of the passage:1. Group work: The students have a discussion of the question: Why is it useful for us to knowa little about saying hello in different languages? The students’ideas may vary, and theteacher gives his or her own idea.(Suggested answer:In my opinion, learning something about saying hello in different languages is very useful, because now there are more and more foreign visitors coming to our country and we are having more chances to travel in foreign countries.If we can greet foreigners in their own languages, they and we as well will feel happyand comfortable. This will help us better communicate with each other.)2. Groups work: Each group tries to pick out at least 5 expressions or sentences from thepassage witch they think are worth remembering. Afterwards, ask some groups to write them down on the blackboard and ask the whole class to read them aloud.6 Suggested methods for doing Exercise 7:Group work: Ask the students to prepare the Chinese translation of the sentences in Exercise7 in groups, and there will be a group presentation in class afterwards.7 Assignments for this section:1. Recite Paragraph 1 of the passage.2. Pay a visit to the website: -- , and enjoy the video about how to introduce yourself in Spanish.3. Preview Sections I, II and III in Unit Two.SECTION V Appreciating Culture Tips1 Understanding of the business mottoes:Ask the students to read the advertising slogans or business mottoes.2 Group discussion:1. Which advertising slogan or business mottoes impress you most? Give comments on it.What do you think of the Chinese translation?2. Please list some other advertising slogans or business mottoes you are familiar with.3. Search online for more similar advertising slogans or business mottoes and exchange themin the next class period.。

新编实用英语第一册教案

第一部分课程基本信息第二部分教学设计一、课程与教材分析（一）课程分析《大学英语》是高等教育的一个有机组成部分，是大学生的一门必修的基础课程。

大学英语教学是以英语语言知识与应用技能、学习策略和跨文化交际为主要内容；以外语教学理论为指导，并集多种教学模式和教学手段为一体的教学体系，旨在培养学生英语综合应用能力，特别是听说能力，使他们在今后工作和社会交往中能用英语有效地进行口头和书面的信息交流，同时增强其自主学习能力、提高综合文化素养，以适应我国经济发展和国际交流的需要。

（二）教材分析（突出针对课程需要，合理选择教材和教参）《新编实用英语》（第五版）系列教材国家“十三五”规划教材，是严格按照国家职业教育目标和要求精心设计的立体化公共外语教材，教材内容贴合日常交际和职场需求，在主题类别、语篇类型、语言知识、文化知识等方面均与《新课标》紧密对应，历经多年教学实践，得到了广大高职高专院校师生的充分认可。

教材立足“立德树人”根本教育任务，探索外语“课程思政”建设，注重中华优秀文化的表达，助力培养德才兼备、德智体美劳全面发展的人；注重培养学生的英语学科核心素养，助力学生形成关键能力和必备品格以及形成正确的世界观、人生观和价值观，努力将大英教材的思想价值渗透作用最大化，以美育人、以德润人，以文化人，潜移默化中引导学生坚定“四个自信”，润物无声中实现“育人育才”。

教材聚焦典型生活和职业场景，以富有生活化、职业性和时代性的选材，将英语技能放在职业场景中操练，注重对学生英语基本功和职业技能的全面培养，并创设“线上+ 线下”混合式外语教学生态，资源以立体化、多模态形式呈现，是比较适合我校学生实际的教材。

二、学生情况分析（一）学生基本情况本课程是面向我校非英语专业普通专科学生的公共必修课，所教大部分学生有较强的学习积极性、主动性和自觉性，具备比较基本的英语阅读和简单写作的能力，但是听力水平普遍较低，词汇量相对有限，在写作和翻译方面能力较为欠缺。

新编实用英语综合教程1第四版Unit4

4 Task: Look at Mark's schedule in Exercise 3. Ask to make an appointment to see Mark on Wednesday.
5 Task: Look at Mark's schedule in Exercise 3. An old friend in Hong Kong asks to see Mark on Thursday.
Tuesday to Thursday. B: I'm afraid he won't be available on Thursday morning. A: What time would be convenient for him? Will 2 p.m. do? B: Yes, that'll be fine.
Receptionist: There's one on Wednesday, the 17th.
Bob: Good. What's the departure time?
.
11
Receptionist: 8:45 a.m. And the arrival time in Hong Kong is 11:45 in the moUrnniti|nFgo.ur
Sunday we are closed.
5) Asking About the Flights for Macao
A: Do you have flights to Macao?
B: We have only one flight to Macao each week, at 1:40 p.m.
Wednesday.

新编实用英语综合教程1第四版Unit1

You: My 3 __p_le_a_s_u__re_____. Welcome to China. My name is Zhang Lin.
4 ___H_e_r_e_i_s_____ my card. Mr. Smith: Thank you. Here is mine. And 5 ____th_i_s_i_s______ my wife.
4) Meeting People Again A: Hello, Professor Waters. How are you these days? B: Fine, thanks. And you? A: I'm fine, too.
5) Saying Goodbye A: Thank you for the nice party, Mrs. Lin. We really had a
Window on Key Words
1) Meeting People for the First Time A: Hello, Mr. David Green! I'm Lily Zhang. B: Hi, Miss Zhang! Nice to meet you. A: Nice to meet you, too. Mr. Green. B: Oh, please call me David.
Mrs. Smith: Well, it was OK, although a little tiring.
You: Then let's get your luggage and go to 9 ___th_e__h_o_t_e_l ____ now. Back
Mr. Smith: Oh, thank you. It's 10 __v_e_r_y_k_i_n_d_____ of you.

新编实用英语综合教程1第四版Unit4

A: When does it arrive in Macao? B: At 3:40 p.m.
Back
6 Unit | Four
Acting out the Tasks
Speak and Perform
2 Work in pairs and act out the tasks by following the above mini-talks.
A: Mr. Peterson, I wonder if it would be convenient to meet you
today.
B: Let me see. I'm free this afternoon. Is that all right for you?
A: Well, I've got a meeting from 2 to 4. Are you free tomorrow
2021/10/10
9 Unit | Four
2021/10/10
Back
10 Unit | Four
Following Sample Dialogues
Imitate and Perform
4 Read the following sample dialogues and try to perform your own tasks.
2. Make reservations according to the timetables of flights and trains
3. Understand and make up schedules for different purposes
4. Write: a timetable a schedule

新编实用英语1(第四版)教学大纲

郑州信息工程职业学院基础部《新编实用英语Ⅰ》课程教学大纲课程编码：9999010061总学时：72 学时实验学时：无学分：3学分适用对象：一年级学生先修课程：基础英语一、课程的性质与任务（一）本课程的性质大学英语课程是非英语专业学生必修的一门基础课程。

旨在培养学生的英语综合应用能力，使他们在今后工作和社会交往中能用英语有效地进行书面信息交流，提高综合文化素养，以适应社会发展和经济建设的需要。

《新编实用英语Ⅰ》是我院高职一年级学生第一学期所有学生学习和掌握英语听，说，读，写基本技能的基础课。

（二）本课程的任务本课程在高职高专院校中人才培养计划中是必修课程。

该课程理论与技能培养并重，相互结合，培养各类高职高专的应用型人才。

经过学习，使学生掌握一定的英语基础知识和技能，具有一定的听说读写译的能力，从而能借助词典翻译和阅读有关英语资料，使学生在今后的工作和社会交往日常活动中能用英语有效地进行口头和笔头交流，并为今后进一步提高英语的交际能力打下基础。

为此，该课程将努力做到以下三个方面：1、培养学生英语综合应用能力具有较强的阅读能力和良好的听、说、写、译能力，使他们能用英语交流信息。

2、增强学生的学习能力、特别是自主学习能力。

3、提高学生的综合文化素养。

（三）本课程培养人才的定位该课程是我院各专业学生必修的一门公共基础课程，旨在培养学生的英语综合应用能力（听、说、读、写、译）；培养学生使用英语处理日常和涉外业务活动能力。

使他们在今后工作中与社会交往中能用英语有效地进行信息交流，提高综合文化素养，以适应社会发展日益国际化的需要。

（四）本课程在人才培养过程中的作用经过本课程的学习，使学生扎实语音、语法、词汇和基本句型等语言基本功，强化并提高听、说、读、写、译的综合能力，提高学生就业竞争力。

二、课程的基本要求通过学习本课程，学生应该达到以下要求：1、词汇认知 2500 个英语单词(包括入学时要求掌握的 1000 个词) 以及由这些词构成的常用词组，对其中 1500个左右的单词能正确拼写，能进行英汉互译。

新编实用英语综合教程1第四版(部分单元)

新编实用英语综合教程1第四版（部分单元）--5单元教案I.Teaching objectivesOur weather and Climate Enlarge vocabulary related to weather and climate. Get some tips about the use of basic sentence structures. Practice writing: describe the weather in form of weather forecast. Appreciate passages and complete exercises well. Practice to understand easy weather forecast. Practice to talk about the weather.II. Key points1. Master the vocabulary about weather and climate.2. Understand the passages3. Practice writing: describe the weather in form of forecast.4. Practice to talk about the weather and understand easy weather forecast.III. Difficult points1. Get some tips about the use of basic sentence structures.2. Practice writing a short weather forecast.3. Appreciate passages and complete exercises well.IV. Teaching methodology1. Task-based language teaching2. Direct method V. Teaching procedures Section I Talking Face to Face Imitating Mini-Talks 1. Work in pairs. Practice the following mini-talks about greeting and introducing people. Acting out the T asks 2. Work in pairs and act out the tasks by following the above mini-talks.Key for reference:1.Task: Ask for Mark’s comments on the weather.2.T ask: Ask about and describe the weather at this time of year.3.3. T ask: Ask Mr. Green about the weather condition tomorrow and plan an activity.4.4. Task: Talk about the change of the weather from long rainy days.5.5. Task: Complain about a cold day. Studying Weather Forecasts6.A weather forecast id a statement that tells the public what the weather condition is going to be. We need to watch weather forecasts on TV or hear them over the radio every day.It is part of our life.Read the following samples of weatherforecasts carefully and try to use the information to practice short dialogues. Following Sample Dialogues7.Read the following sample dialogues and try to perform your own tasks. Putting Language to Use8.Mr. Parks is talking about the weather of two places in the United States with her students.Read aloud the following dialogue with your partner by putting in the missing words.9.There is going to be s sports meet tomorrow.Bob is worried about the weather and you are talking about it. Fill in the blanks according to the clues given in the brackets. Then act it out with your partner.1. Listen to 10 sentences for workplace communication cross-referenced with their Chinese translations.Script: (e.g) 1. It look likes rain. 2. Is it going to be fine this week。

新编实用英语1(第四版)Unit2 课件ppt课件

Trying Your Hand
Unit | Two
Imitating Mini-Talks Acting out the Tasks Studying Business Cards Following Sample Dialogues PuttingPutting Language to Use
5 Imagine you are writing your term paper. You've just received a very useful reference book as a gift from Professor Smith. You meet him and express your thanks. Read aloud the following dialogue with your partner by putting in the missing words.
Unit | Two
Unit | Two
Talking Face to Face
Section Ⅰ
Section Ⅱ
Being All Ears
Section Ⅲ
Contents
Section Ⅴ
Appreciating Culture Tips
Section Ⅳ
Maintaining a Sharp Eye
Unit | Two
Studying Gift and Congratulation Cards
3 Gift cards / notes and congratulation cards / letters are very useful for expressing thanks and good wishes on some social occasions. It is also important for us to learn how to reply to them properly. Read the following cards carefully and try to use the information to practice short dialogues.

新编实用英语综合教程1(第四版)Unit3教案

江西外语外贸职业学院教案备课纸（2）江西外语外贸职业学院教案备课纸（3）主任审阅授课教师年月日年月日江西外语外贸职业学院教案备课纸（4）授课内容Unit 3 Road signs and commutingSection ⅠTalking Face to Face1.Warm-up Questions(1)Have you ever seen any bilingual road signs (in English and Chinese)? Do youthink they are helpful for foreigners to find directions when traveling in China? (2)Can you list some English words or phrases showing directions and locations? 2.Analyze the structure of the unit. Let the students know how to preview and myteaching process.3.Explain the structure of the map. And let the students talk face to face with theinformation from the map.4.Explain how to express the directions when you traveling the strange country andlet the students practice the conversation follow the samples.5.Explain the short dialogues, and then let the students practices the conversationswith their partner.6.Play the audio and let the students finish the exercises.江西外语外贸职业学院教案备课纸（3）主任审阅授课教师年月日年月日江西外语外贸职业学院教案备课纸（4）授课内容Unit 3 Road signs and commutingSectionⅡBeing All Ears1.Let the students train more how to express signs and directions to each other inorder to prepare for listening.2.Train listening: Listen to the audio, 1)Dialogue 2)Passage(1)Remind the students of some new words in the listening materials to write onthe blackboard.(2)Let the students listen to the materials of the dialogue and the passage.(3)Ask the students the answers, and then explain the listening materials andcorrect the wrong ones.江西外语外贸职业学院教案备课纸（3）主任审阅授课教师年月日年月日江西外语外贸职业学院教案备课纸（4）授课内容Unit 3 Road signs and commutingSection ⅢTrying Your HandsApplied Writing:Sample AnalysisThe teacher summarizes briefly the format and language used in signs. The teacher may show the following passage with PPT. Afterwards, ask the students to read it and translate it into Chinese orally.Signs are often used in public places to show the requirements for people, to give information or to attract people’s attention. Signs can be used for different purposes, for examples, traffic signs give you important information about traffic rules, warn you about dangerous road conditions and help you find your way.The language on signs features the use of short words and phrases, supported by different symbols in various colors and shapes for easy identification. Some signs are written or printed in capital letters.Some traffic signs:(1)Dead End Road (2) No Entry (3) Enter Here (4) No Way Out(5)Keep In LaneSome warning signs:(1)Dangerous (2) Pavement Narrows Ahead (3) Bicycle Crossing Ahead(4) Traffic Lights Ahead. Slow downSome Other signs:(1)Put Litter Here (2) Beware of Dog (3) No Business Today (4) For Rent1.Do the exercise in class.2.Check their answers.Sentence writing and grammar revision1.表示不可数名词的数量概念，要使用单位名词。

《新编实用英语综合教程1》第四版体现的教材编写原则分析

《新编实用英语综合教程1》第四版体现的教材编写原则分析作者：凌文娜来源：《教育教学论坛》2018年第48期摘要：在我国高职高专英语教学迫切需要改革的背景下，多种形式新、观念新、体系新的高职高专ESP教材涌现出来，其中《新编实用英语综合教程》系列教材具有导向性和代表性。

本文以《新编实用英语综合教程1》第四版为例，探讨该教材中的教材编写原则，为改进此类教材提供借鉴，也帮助一线教师在使用该套教材时扬长避短，适当地调整教学，改进教学。

关键词：高职英语教材；第四版；教材编写原则中图分类号：G712 文献标志码：A 文章编号：1674-9324（2018）48-0059-02一、引言随着国际形势的不断变化与发展，国家对新型人才的需求越来越高，高职高专英语教学也面临巨大的改革压力，而教材作为重要的教学工具，是学生与教师的桥梁中介，其更应与时俱进，成为推进高职高专教学改革的助推器。

《新编实用英语综合教程1》第四版在一定程度上反映了国家对实用型人才的需要，符合目前我国高职高专学生培养方案的要求，因此其中体现的教材编写原则可作为同类其他教材的借鉴。

二、《新编实用英语综合教程1》第四版体现的教材编写原则评析1.具有实用性。

为满足英语实践的实际需要，语境模拟必不可少。

Nunan（1993）把语境分为两类：语言语境和经验语境。

语言语境指围绕一个篇章的词、句子、语段和篇章等的语言语境；经验语境指篇章发生的现实世界环境。

《新编实用英语综合教程1》第四版就选用了与学生职场息息相关的实例，充分利用语境的提示、补充、解释等功能来帮助学生学习，从而实现英语教学的交际性和功能性。

这样的教材编排体现了在“做”中学，在“学”中做，学以致用。

本教材的实用性还体现在“trying your hands”即writing部分。

这一部分写作材料的呈现以应用文写作为主，内容贴近学生生活实际。

写作练习题型比较丰富，通过语法、翻译等形式就学生在写作中容易出现的问题培养学生的写作技能，翻译技能的培养则穿插在阅读和写作技能的培养中。

实用英语第四册教学大纲英语

《实用英语第四册》课程教学大纲课程编号：0611003适用专业：英语专业总学时数：64 （讲授48学时，练习16学时）学分：4编制单位：应用语言系大学英语教研室编制时间：2007 年9月一、课程的地位、性质和任务课程地位：大学英语课程是大学生必修的一门基础课程。

课程性质：大学英语课程是高等教育阶段各专业人才培养过程中极为重要的一门公共基础必修课程。

课程的任务：本课程是把教育部关于大学英语要求与本院实际相结合，面向英语专业专科大学英语的一门必修的通识教育课程。

大学英语的教学任务是使学生在今后的工作和社会交往中能用英语有效地进行口头和笔头交流, 培养适应我国经济发展和国际交流所需要的人才,为此,课程将努力做到以下三个方面:1、培养学生英语综合应用能力：具有较强的阅读能力和良好的听、说、写、译能力，使他们能用英语交流信息；2、增强学生的学习能力、特别是自主学习能力；3、提高学生的综合文化素养。

二、本课程与其他专业课程的关系在本课程之前已在初高中应学习了一定的基础知识。

学生已经掌握了一定的常用词汇，能听懂简单的日常生活和教学用语并进行简单对话，具有一定的阅读能力，语法基本正确。

本课程将与后续英语学习打下基础。

Unit 1 Showtime1、基本要求教学目标：Master the language points and grammar; be able to talk about music.知识点目标：Master the language points and grammar.能力目标：Be able to talk about music.2、重点、难点Difficult points: Grammar, Talk about music, a qustionaire on idol adoration Key points: Grammar, views on imitating idoles3、说明教学实施（1）导入：Listen to the song My Heart Will Go On,Think over somequestions （2）教学过程：（理论及实践）（注：须与本单元的目标和方法相一致）Step 1.Culture tipsStep 2.ListeningStep 3.ReadingStep 4.Writing（3）教学中可能存在的问题及解决办法：The students are afraid to make mistakes to open their mouth to read the words and text. And they can’t use the language knowledge what they’ve learn to translate th e sentences into English. The teacher’s task is to encourage them to speak, discuss and perform in class and try to make them practice translating（4）教学方法：Discuss and role play（5）思考题和作业Exercises in the textbook and workbook. To summarize the basic sentence structure.Unit Two Mysteries1、基本要求教学目标：Master the language points and grammar, be able to express the mysteries on famous attractive.知识点目标：Master the language points and grammar能力目标：Be able to express the mysteries on famous attractive.2、重点、难点Key points:important sentences about expressing the mysteries on famous attractive.Describing the first moon landingshotsDifficult points: A talk about UFOS, Describing pictures of the aliens.3、说明：教学实施(1)导入：Look at pictures in the book and think over these questions(2)教学过程：（理论及实践）（注：须与本单元的目标和方法相一致）Step 1. Culture tipsStep 2. ListeningStep 3. ReadingStep 4. Writing(3)教学中可能存在的问题及解决办法The students are afraid to make mistakes to open their mouth to read the words and text. And they can’t use the language knowledge what they’ve learn to translate the sentences into English. The teacher’s task is to encourage them to speak, discuss and perform in class and try to make them practice translating(4)教学方法Discuss and role play(5)思考题和作业exercises in the textbook and workbook. To summarize the differences of simple past and present perfect.Unit Three Passing through Customs1、基本要求教学目标：Master the language points and grammar, be able to masterthe vovabulary about Customs and knowledge and news about Customs.知识点目标：Master the language points and grammar能力目标：Be able to masterthe vovabulary about Customs and knowledge and news about Customs.2、重点、难点Key points: important sentences and wordes about CustomsAdvice on passing through the airport.Difficult points: Knowledge and news about Customs.Customs declarationNotice of forwarding introductions of goods教学实施(1)导入：Let students try to match the key vocabulary and collocations in the quizbelow.(2)教学过程：（理论及实践）（注：须与本单元的目标和方法相一致）Step 1. Culture tipsStep 2. ListeningStep 3. ReadingStep 4. Writing(3)教学中可能存在的问题及解决办法The students are afraid to make mistakes to open their mouth to read the words and text. And they can’t use the language knowledge what they’ve learn to translate the sentences into English. The teacher’s task is to encourage them to speak, discuss and perform in class and try to make them practice translating(4)教学方法Discuss and role play(5)思考题和作业Exercises in the textbook and workbook. To summarize the usages of adverbial Clause of spaceUnit Four Never too late to learn1、基本要求教学目标：Master the language points and grammar, be able to know the knowledge about e-learning and distance learning.知识点目标：Master the language points and grammar能力目标：Be able to know the knowledge about e-learning and distance learning.2、重点、难点Key points: Describing a picture.Comparing traditional education and distance learning.Difficult points: Talking about learning experience3、说明教学实施(1)导入：Look at the picture and answer questions(2)教学过程：（理论及实践）（注：须与本单元的目标和方法相一致）Step 1. Culture tipsStep 2. ListeningStep 3. ReadingStep 4. Writing(3)教学中可能存在的问题及解决办法The students are afraid to make mistakes to open their mouth to read the words and text. And they can’t use the language knowledge what they’ve learn to transla te the sentences into English. The teacher’s task is to encourage them to speak, discuss and perform in class and try to make them practice translating(4)教学方法Discuss and role play(5)思考题和作业Exercises in the textbook and workbook. To summarize the Adverbial Clause of ConcessionUnit Five To be fit, Or not to be1、基本要求教学目标：Master the language points and grammar, be able to master the knowledge about human body and health.知识点目标：Master the knowledge about human body and health.能力目标：Be able to know some forms of exercise2、重点、难点Key points: Describe the benefit of yogaSomeforms of exerciseDifficult points: About food allergiesWhat being overweight can mean to you?3、说明教学实施（1）导入：Ask the students to tell us the experience about exercising for your fit and health.（2）教学过程：（理论及实践）（注：须与本单元的目标和方法相一致）Step 1. Culture tipsStep 2. ListeningStep 3. ReadingStep 4. Writing（3）教学中可能存在的问题及解决办法The students are afraid to make mistakes to open their mouth to read the words and text. And they can’t use the language knowledge what they’ve learn to translate the sentences into English. The teacher’s task is to encourage them to speak, discuss and perform in class and try to make them practice translating（4）教学方法Discuss and role play（5）思考题和作业Exercises in the textbook and workbook. To summarize Adverbial Clause of ComparisonUnit Six Living wisdom1、基本要求教学目标：Master the language points and grammar, be able to describing the procedure of ironing.知识点目标：Master the language points and grammar能力目标：Be able to describing the procedure of ironing.2、重点、难点Key points: Weather proverbsThe family AlmanacDifficult points: A simple way to keep food coolOther ways to prezerve food.3、说明教学实施（1）导入：Look at picyures and answer questions.（2）教学过程：（理论及实践）（注：须与本单元的目标和方法相一致）Step 1. Culture tipsStep 2. ListeningStep 3. ReadingStep 4. Writing（3）教学中可能存在的问题及解决办法The students are afraid to make mistakes to open their mouth to read the words and text. And they can’t use the language knowledge what they’ve learn to translate th e sentences into English. The teacher’s task is to encourage them to speak, discuss and perform in class and try to make them practice translating（4）教学方法Discuss and role play（5）思考题和作业Exercises in the textbook and workbook. To summarize Adverbial Clause of Cause .Unit Seven A penny saved1、基本要求教学目标：Master the language points and grammar, be able to talk between stock investors.知识点目标：Master the language points and grammar能力目标：Be able to talk between stock investors.2、重点、难点Key points:Talks between stock investors.Describing a picture.Difficult points: Madness about tulips3、说明教学实施（1）导入：let students discuss how to save?（2）教学过程：（理论及实践）（注：须与本单元的目标和方法相一致）Step 1. Culture tipsStep 2. ListeningStep 3. ReadingStep 4. Writing（3）教学中可能存在的问题及解决办法The students are afraid to make mistakes to open their mouth to read the words and text. And they can’t use the language knowledge what they’ve learn to translate the sentences into English. The teacher’s task is to encourage them to speak, discuss and perform in class and try to make them practice translating（4）教学方法Discuss and role play（5）思考题和作业Exercises in the textbook and workbook. To summarize adverbial Clause of PurposeUnit Eight Professional ethics1、基本要求教学目标：Master the language points and grammar, be able to describe a picture.知识点目标：Master the language points and grammar能力目标：Be able to describe a picture.2、重点、难点Key points:Important sentences about communicating in businessKnow complains frome employees.Difficult points: The pros and cons ofjob hoppingWhat employers’ethics is?A resignationletter.3、说明教学实施（1）导入：Look at pictures in the book, Match them with the possibledescription.（2）教学过程：（理论及实践）（注：须与本单元的目标和方法相一致）Step 1. Culture tipsStep 2. ListeningStep 3. ReadingStep 4. Writing（3）教学中可能存在的问题及解决办法The students are afraid to make mistakes to open their mouth to read the words and text. And they can’t use the language knowledge what they’ve learn to translate the sentences into English. The teacher’s task is to encourage them to s peak, discuss and perform in class and try to make them practice translating（4）教学方法Discuss and role play（5）思考题和作业Exercises in the textbook and workbook. To summarize the usages of Adverbial Clause of Manner and Comparison三、主要教学方法利用成人的自学能力，部分教学内容布置给学生在课外学习，堂上及时跟踪检查。

第一册Unit-6新编实用英语教程第4版高教社教案

Unit Six Olympics and SportsTeaching Goals:1. Understand a sports event poster2. Invite someone to see a sports event3. Talk about and comment on a sports event4. Invite friends to take part in outdoor activities5. Design and write a sports event posterFocal Points:1. Understanding and designing a sports event poster2. Key words and expressionsDifficult Points:1. Talk about and comment on a sports event2.You should know about Successful Beijing Olympic GamesTeaching Time: 8 periodsTeaching Procedures and Class ActivitiesSECTION I Talking Face to Face1 Lead-in activities:Imitating Mini-Talks1. Warm-up questions:1) What sports or outdoor activities do you like most?2) What information do you think a sports event poster should contain?2. Class Activities:1. The students read the Mini-Talks after the teacher, and then try torecite them within five minutes in pairs.2. Ask the students to recite and perform the mini talks in class.3. The students discuss in groups, summarizing the words, phrases andsentences frequently usedaccording to the following topics with the help of the teacher. The students speak out the sentences under the guidance of the teacher, paying attention to the pronunciation and the intonation.1) The way to talk about a sports event poster:(1) Haven’t you seen the poster of the friendly basketball matchorganized by the Students’ Union?(2) Look! There is a colored poster on the notice board.(3) A poster in the club lounge says there will be a fishing contest this weekend.(4) Let’s design a poster for it.(5) How should we decorate the poster to make it more attractive?(6) Look at the poster. It seems that there will be an exciting eventhappening in the community.(7) Let’s make a poster for the badminton match together.2) The way to invite people to see a sports event:(1) There is a basketball match at the college gymnasium. Would you like to go and watch it?(2) I’m eager to watch the game. Would you like to go with me?(3) It says there will be a chess game at the Students’Center on Sunday. Let’s go to watch it.(4) We are going to hold a marathon race next week.(5) Are you interested in the tug-of-war matches in the college?(6) Would you like to join us in supporting the college football team tonight?3) The way to talk about or give comments on a sports event:(1) The match is really interesting and exciting.(2) Picnicking is a very good outdoor activity.(3) Both the teams played incredibly well.(4) I am crazy about the performance of our team.(5) Our team has an unbelievable victory against the other school team.4) The way to invite people to take part in outdoor activities:(1) Are you interested in fishing?(2) I enjoy fishing a lot. It’s a healthy sport. Why not go fishing with us?(3) Mountain climbing is a very good outdoor activity. Will /Would youlike to join us in climbing the mountain outside the city thisSunday?(4) How about picnic? Picnicking is a very interesting outdoor activity.Most people enjoy having a picnic in summer.Studying Posters1. Warm-up questions:1) What do you think is the use of a poster?2) What can we know from a poster?2. The students read and translate the two sample posters under theguidance of the teacher.2 Act-out activities:Sample dialogues1. The students read the sample dialogues after the teacher, trying toimitate the teacher’s pronunciation and intonation.2. Ask the students to read the sample dialogues in pairs.3. Groups work: Ask the students to categorize the useful sentences inthe sample dialogues into two groups.1) Sentences used for inviting people to watch sports games and givingresponses:(1) There is a basketball match at the city gymnasium. Would you like to go to watch it?(2) Let’s go to cheer/support for our team.(3) I’m eager to watch the game.(4) Are you going to the rowboat match?(5) Are you going to be on the Chinese students’ team?(6) What time is the match and where?2) Sentences used for commenting on sports events:(1) The Normal University team is not easy to beat.(2) The match will be very exciting.(3) Wow! That’s going to be exciting.4. Group work: Each group member is required to invent a sports eventposter, and then tell and show it to the other members.5. Pair work: Make a dialogue about inviting your partner to watch abasketball game. Perform it in class.6. Do Exercises 5 and 6 in pairs.3 After-class activities:1. Pair work: Each pair makes a dialogue according to the tips in oneof the five tasks in Speak and Perform. There will be a class presentation in the next class period.2. Group work: Design a sports event poster using PPT, present it andpractice talking about this poster to other groups in the next class period.3. Pay a visit to the website to watch the video about giving commentson a sports event.SECTION II Being All Ears1 Learning Sentences for Workplace Communication1. Give the students a few minutes to read through the printed materials for each listening item.2. Listen to the tape for the first time by looking at the correspondingChinese version. While listening to the English sentences, the students try to remember the meaning of each of the sentences they have heard. The focus here is on cross-reference of the English sentences and their Chinese meanings.3. Play the tape for a second time, and ask the students to do theexercises in this section.4. Play the tape for the third time with a pause after each sentence,and ask the students to repeat the sentence during the pause.2 Handling a Dialogue1. Give the students a few minutes to read through the printed materials for each listening item.2. Listen to the tape for the first time without looking at the book.3. Play the tape for a second time, and ask the students to answer thefollowing questions orally:1) Why do Bob and his friend want to spend the day in the open air?2) Where will they go?3) How will they go there?4) What will they enjoy there?5) Will they swim in the lake? Why or why not?4. Play the tape for the third time, and the students read the dialoguesfollowing the tape simultaneously and trying to catch up the speed and simulate the speakers’ tones.5. Do the exercises in this section.3 Understanding a Short Speech/Talk1. Give the students a few minutes to read through the printed materials for each listening item.2. Listen to the tape for the first time without looking at the book.3. Play the tape for the second time, and ask the students to do theexercises in this section.4. Play the tape for the third time with a pause after each sentence,and ask the students to take notes of the key words.SECTION III Trying Your HandPracticing Applied Writing1 Sample analysis:The teacher summarizes briefly the format and language used in a sports event poster. The teacher may show the following passage with PPT (If there is no PPT prepared, ask the students to take a dictation of the passage.). Afterwards, ask the students to read it and translate it into Chinese orally.A sports event poster is written and posted to inform people of a particular sports event so that they can come to watch it. Therefore, the name, the time, the place of the match and the competing teams should be clearly stated. Very often the availability of tickets is also mentioned.A sports event poster often takes the following format:21. The students read and translate the two sample posters into Chinese.2. Do Exercises 2, 3 and 4 in groups.Writing Sentences and Reviewing Grammar1 The teacher gives a brief summary of the contextual reference oftenses.1. The verb tense form is consistent with the time adverbial used.2. The verb tense of the subordinate clause is consistent with that in the main clause.3. In time and conditional adverbial clauses, present tense is used to indicate the future tense.4. When presenting universal truth and objective existence, simplepresent tense is used regardless of time reference.5. When writing a paragraph, special attention should be paid toco-reference of tense forms across sentences.2 Do Exercises 5, 6 and 7 in groups.3 Assignments for this section:Group work: Design a poster for a sports event your class is engaged in with PPT. There will be a Poster Show in the next class period.SECTION IV Maintaining a Sharp EyePassage 1 Dancing Beijing1 Warm-up questions:1. Do you know anything about Olympic emblem? And what is that of the2021 Beijing Olympic Games?2. What impressed you most by the 2021 Beijing Olympic Games?2 Guided reading aloud of the passage:The students read the passage after the teacher for the first time, trying to imitate the teacher’s pronunciation and intonation, and then read it in class individually. The teacher should pay attention to correcting the students’ pronunciation and intonation.3 Explanation of difficult words and expressions:The students are required to have a discussion in groups to pick out the difficult words and expressions in the whole passage which they don’tunderstand and report them to the class. The teacher will demonstrate the usage of those chosen points, and then ask the students to make up at least two sentences with them in groups. In this passage, apart from what have been chosen in Language Points in Teacher’s Book, the following points are encouraged to be chosen and practiced on.1. give sth./sb. high praise: to express a fairly favorable judgment of sth.e.g. He has been given high praise as both an actor and director by critics.2. be filled with: to make something full by entering an amount of a substancee.g. Her eyes were filled with tears.Books are filled with many wonders.3. symbol n. something used for representing something else, esp. amaterial object representing something immateriale.g. The symbol on the packet is a guarantee that the food has been produced organically.4. put sth. up to a new level: to make sth. in a position, in a scaleor rank (as of achievement, significance, orvalue)e.g. We are about to put the protection against terrorist wars to a new level.5. stand for: to represent, symbolizee.g. She also learned a kind of alphabet for the blind, in whichdifferent finger positions stand for different letters of the alphabet.6. at ease: relaxed and confident and not nervous or embarrassede.g. Your presence puts my mind at ease.7. function as: to serve as; to act ase.g. This big sofa can also function as a bed.4 Teaching suggestions for understanding the passage in detail:1. Paragraph 1:1) Ask one or two students to read this paragraph.2) Pair work: The students have a discussion to find the answers to thefollowing questions:(1) What story does every emblem of the Olympics usually tell?(It usually tells a beautiful story of the host country of the Games.)(2) What are the comments all the IOC officials gave to the design ofthe emblem of Dancing Beijing?(They all said it was the best one ever designed.)2. Paragraph 2:1) The students read this paragraph for three times by themselves, tryingto remember the meanings of the passage.2) Meanwhile the teacher writes down the following sentences on theblackboard or shows them with PPT. The students are asked to fill in the missing words in the following passage without looking at the book.The Beijing 2021 Olympic Games emblem is filled with Beijing’s ________, and carries the commitment made to the ________by a country that has a population of 1.3 billion and by a nation with both ______________and ______________.(hospitality and hopes, Olympic Movement , ancient civilization, modern culture)3. Paragraphs 3 and 4:1) The students read these paragraphs together.2) Group work: Give each group 5 minutes to prepare the translation ofthese two paragraphs, and then an oral class presentation is required.4. Paragraphs5. 6 and 7:1) Ask the students to read these three paragraphs by themselves.2) Meanwhile, the teacher writes down the following table on theblackboard or shows it with PPT. The students are required to complete the outline of these three paragraphs in groups.Key: 1) Dancing Beijing 2) hospitality and hopes3) the Olympic Movements 4) luck and happiness5) mind and vitality5 Summary of the passage:Group work: The students have a discussion to find the topic sentence for each paragraph.(Reference answers:Para. 1: Every emblem of the Olympics tells a beautiful story.Para. 2: The Beijing 2021 Olympic Games emblem is filled with Beijing’s hospitality and hopes.Para. 3: “Dancing Beijing〞 is a symbol of trust and an expression of China’s confidence.Para. 4: The red color of Beijing 2021 Olympic emblem represents Chinese people’s longing for luck and happiness and theirexplanation of life.Para. 5: Olympic Games function as the stage where heroes are made, records broken and medals earned.Para. 6: The Beijing 2021 Olympic emblem shows that China is opening its arms to welcome the rest of the world to join the Olympics.Para. 7: People from all over the world are welcome to China to share the experience of “One World, One Dream〞.)6 Suggested methods for doing exercises:1. Group work for Exercises 2 and 3: Underline the useful expressionsin each sentence.2. Pair work for Exercises 4 and 5: Each student writes out the sentencepatterns they are going to use and then write out their translation.Afterwards they check up each other’s work, correcting the mistakes.At last, the whole class repeat the English translation of the sentences together.7 Assignments for this section:1. Recite Paragraph 4 of the passage.2. Preview Passage II.PASSAGE II Closing Speech by Jacques Rogge1 Warm-up activity:Group work: Suppose you were the president of the International Olympic Committee, and you were invited to make the closing speech for Beijing 2021 Olympic Games. Deliver your speech within the group first, and then the group representatives give their performance in class.2 Guided reading aloud of the passage:The students read the passage after the teacher for the first time, trying to imitate the teacher’spronunciation and intonation, and then read it in class individually. The teacher should pay attention to correcting the students’ pronunciation.3 Explanation of difficult words and expressions:The students are required to have a discussion in groups to pick out thedifficult words and expressions in the passage which they don’t understand and then report them to the class. The teacher will demonstrate the usage of those chosen points, and ask the students to make up at least two sentences with them in groups. In this passage, apart from what may have been chosen in Language Points in Teacher’s Book, the following points are encouraged to be chosen and practiced on.1. awe sb. with sth.:arouse one’s overwhelming feeling of admiration, fear, or wonder with sth.e.g. You awed us with the way you handled such a touchy situation.2. achievement n.something accomplished, as through great effort, skill, or couragee.g. Let me congratulate you on your great achievements.3. wish the best for: express one’s hope toward somebody that he or shewill be in the best state or position.e.g. We wish the best for your Christmas and the new year.4.inspire v.to fill with an animating, quickening, or exalting influencee.g. Her courage inspired her followers.5. keep alive: stay in a living or energetic state, condition, or positione.g. The big factories are trying to keep alive by cutting costs.6. in accordance with:according to a rule or the way that says something should be donee.g. The mayor must make policies in accordance with the bill passed in the Congress.4 Teaching suggestions for understanding the passage in detail:1. Paragraphs 1, 2 and 3:1) Ask the students to read these paragraphs individually.2) Group work: Give each group 3 minutes to prepare the translation ofthese three paragraphs, and then an oral class presentation is required.2. Paragraph 4:1) The students read this paragraph together.2) Dictation practice. The teacher reads the paragraph one sentenceafter another for two times. Afterwards, the students check up their work with their partners.3. The rest paragraphs of the passage:1) The students read these four paragraphs by themselves for two times.2) Meanwhile, the teacher writes down the following passage on theblackboard or shows it with PPT. The students are required to fill in the blanks with the missing words without looking at the book.The athletes tonight were true (1)_______. They showed the unifying (2)_______. They will keep the Olympic spirit alive when (3)_______. These were truly exceptional (4)_____! Now I (5)________the 2021 Beijing Olympic Games closed.(Key: 1. role models 2. power of sport 3. they return home 4. Games 5. declare)6Summary of the passage:1. With the help of the teacher, the students are required to findadjectives phrases in the passage describing the Olympic Games. One is given as an example: wonderful volunteers(Hints: glorious day, dazzling venues, talented athletes, true role models, unifying power of sport, warm embrace of competitive rivals, exceptional Games)2. Groups work: Each group tries to pick out at least 5 expressions orsentences from the passage witch they think are worth remembering.Afterwards, ask some groups to write them down on the blackboard and ask the whole class to read them aloud.7 Suggested methods for doing Exercise 7:Group work: Ask the students to prepare the Chinese translation of the sentences in Exercise 7 in groups, and there will be a group presentation in class afterwards.8 Assignments for this section:1. Recite Paragraphs 3 and 4 of the passage.2. Preview Sections I, II and III in Unit Seven.。

新编实用英语综合教程1第四版Unit4精编版

1 Task: Look at the flight timetable in Exercise 3. Ask about the departure and arrival time.
2 Task: Look at the flight timetable in Exercise 3. Ask about the Tuesday flight for Hong Kong.
办公时间，营业时间澳门
4) Asking About the Working Hours of a Ticket Office A: What are the office hours? B: Well, the office hours are from 9 a.m. to 6 p.m. A: Do you work on weekends? B: On Saturday the office is open from 9 a.m. to 3 p.m., but on
4 Task: Look at Mark's schedule in Exercise 3. Ask to make an appointment to see Mark on Wednesday.
5 Task: Look at Mark's schedule in Exercise 3. An old friend in Hong Kong asks to see Mark on Thursday.
Imitating Mini-Talks
Speak and Recite
Acting out the Tasks
Speak and Perform
Studying Timetables and Schedules