《新编实用英语》教案第二册unit 7.

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英语基础模块第二册Unit7教案

英语基础模块二Unit7教案S1: Happy new year, S2! Here’s a small gift for you.S2: Wow! What a beautiful toy rabbit! Is this a DIY gift?S1: Yes. I made it with an old glove.S2: It’s so charming/cute. And, it’s a great example of recycling, too.S1: I hope you like it.S2: Certainly. I like it very much. It’s really special. Thank you!Step 2 Listening & Speaking practice (2)H e Ying: Oh dear, look at the sky. It’s so dusty.Li Dong: How terrible! Another sandstorm is coming!He Ying: Yeah, it makes it hard for people to breathe.Li Dong: And the dust makes me feel very sick.He Ying: Me too. And look, the traffic is moving so slowly.Li Dong: Sandstorms may cause many traffic problems.He Ying: We must do something about it.Li Dong: Right. We should plant more trees and grasses.Listen again and fill. 7. Ask the students to listen to the dialogue again. And then ask them to make dialogues with the given words and pictures in Activity ③in pairs.1. Ask the students to look at the picture on Page 68 and guess what happened.2. Ask the students to listen to the dialogue of Activity ④and practice the dialogue after tape.3. Ask the students to repeat the dialogue and try translating it into Chinese.4. Present the two sentences and explain the different meanings:It makes it hard for people tobreathe.The dust makes me feel very sick.5. Listen and fill in the form in Activity ⑤.6. Ask the students to discuss other ways of preventing sandstorms. And make new dialogues about other kinds of pollution.1. Ask the students to read the ways of energy-saving and environment-protecting in Activity ①on Page 69, and pay attention to the words above.Step3:Reading Practice (1)I flush the toilet with grey water. And when I go shopping, I take a cloth bag or a basket.I ride my bike to school.I do paper folding crafts with old newspapers.When printing files, I use both sides of the paper.I use energy-saving light bulbs.Discuss and list.1. Turn off the lights when you leave the room.2.3.Key sentences:I flush the toilet with grey water.When printing files, I use both sides of the paper.Step4 Reading Practice (2)How can we fight against pollution at school?•Collect all waste paper and litter.•Never spit in public areas.•Take care of the plants on campus.•Volunteer to clean up the school.•Create a school website about environmental protection.•Put up educational posters around the school.•Put all rubbish in dustbins.•Organise a green club.Read and match. 2. Ask the students to listen to the tape, and answer the questions above.3. Play the tape again and ask the students to read after the tape. Explain the meanings of these sentences to the students.4. Ask the students to complete Activity ②.1. Ask the students to read the ways of fighting against pollution at school on Page 70, and learn the key words:2. Play the tape. Answer :How many measures does the passage mention? Do you spit in public areas?Do you have a green club in your school or class?3. Ask the students to listen to the tape again. Ask several students to state the ways of environment protecting in Chinese.4. Ask the students to look at the signs and pictures in Activity ④on Page 70, and then match them.1. Read the passage of Activity⑤, and answer the questions:How many categories can waste be classified into? What does recyclable rubbish include?Step 5 Reading Practice (3)Read and learn.Sorting refuse is a good way to save resources. In general, waste can be classified into four categories—recyclable rubbish, kitchen waste, harmful rubbish and other waste. Recyclable rubbish includes waste paper, plastic, glass, metal and cloth items. Kitchen waste usually includes leftovers, bones, vegetable roots, leaves, peel, etc. Harmful rubbish includes used batteries, broken lamps, expired drugs, etc. Other waste usually consists of things that are difficult to recycle, such as bricks, toilet paper, tissues, etc.Read again and classify【课堂小结】Step 6 Consolidation and summaryI. Review the words in this lesson.II. Pick up some sentences from this unit and put them on the slide. Ask the students to explain and translate them.III. Encourage the students to save energy and protect environment in daily life.【板书设计】What does kitchen waste usually include?What does harmful rubbish include?2. Present the new words:sort refuse resource in general classify waste category3. Ask the students to listen to the tape and pay attention to the words.4. Play the tape again. Listen and try to classify the four kinds of rubbish in Activity ⑤.5. Read the passage again, and complete the exercise in Activity ⑥.6. Check the answers and learn the words together.。

【配套K12】教案 Unit Seven 新编实用英语2教案

教案 Unit Seven 新编实用英语2教案天津冶金职业技术学院分院课程指导方案20XX～ 20XX 学年第 2学期课次周次上课地点23 12 课时班级 2 日期教学实施资讯示范小组讨论计划或项目实施实验实习实训电气一班电气二班电气三班教室学习情境Section I & II , Unit 7 名称能力 1. Talk about farewell. 目标 2. Be able to see off a friend and wish him a pleasant journey. 知识 1. Learn to make a farewell speech to express thanks for the host’s hospitality. 目标 2. Learn to express good wishes for the future. 教学 Textbook, teacher’s guide for the textbook 资源教学 Talk in groups; use task-based language teaching method, xxmunicative approach, 方法考核与评价作业教研室主任意见： 1 Act out the task on Page 151. 2 Memorize the key words or phrases in Section I and Section II. 课程学习指导意见签字：日期：天津冶金职业技术学院分院课程指导方案20XX～ 20XX 学年第 2学期课次周次上课地点24 13 课时班级 2 日期教学实施资讯示范小组讨论计划或项目实施实验实习实训电气一班电气二班电气三班教室学习情境Section III, Unit 7 名称能力目标To master the knowledge of emphasis, ellipsis and inversion. The students should be able to learn how to write a farewell letters.. 知识 To master how to read a farewell letters. 目标教学 Textbook, teacher’s guide for the textbook 资源教学 Talk in groups; use task-based language teaching method, xxmunicative approach, 方法考核与评价作业 Do the exercise on Page. 162 课程学习指导意见教研室主任意见：签字：日期：天津冶金职业技术学院分院课程指导方案20XX～ 20XX 学年第 2学期课次周次上课地点25 13 课时班级 2 日期教学实施资讯示范小组讨论计划或项目实施实验实习实训电气一班电气二班电气三班教室学习情境Section IV, Unit 7 名称能力The students should be able to describe a person who influence him most. 目标知识 To master some useful expressions and phrases. 目标教学 Textbook, teacher’s guide for the textbook 资源教学 Talk in groups; use task-based language teaching method, xxmunicative approach, 方法考核与评价作业 1 Review the passage that learnt. 2 Do the exercise on Page. 166 and Page 167. 课程学习指导意见教研室主任意见：签字：日期： Unit 7 Farewell Section I& Section II: Talking Face to Face & Being All Ears 1. Teaching Objectives: Talk about farewell. Make a farewell speech to express thanks for the host’s hospitality. 2. Time Allotment: 1st Period: Learning the conversation in Section I. 2nd Period: Listen to the conversation and do the exercise in Section II. 3. Teaching Procedures: Section I: Talking Face to Face Greetings Greet the whole class as usual. Lead-in Questions: A. Have you seen off a friend B. Do you know how to xxmunicate in English when seeing off a friend After the lead-in, learn the dialogue together. Read and Recite Lead the students to read the new words firstly and correct the wrong pronunciation. Encourage the students to volunteer to read the dialogue in pairs. The main aim of the dialogue is how to talk about farewell. Key words learning. Hospitality 盛情款待 Reception 接待See off 送行 Fruitful 卓有成效的 Stay in touch 保持联系Pack 打包Study and Imitate Some useful sentences for saying goodbye. Thank you for your warm reception and hospitality. I wish you a pleasant journey. I’d like to see you off at the airport. Have you got everything ready for the trip Have a good flight. How time flies! Let’s stay in touch. a) Section II: Being all ears: Listening Exercises (It aims to train the students with proper listening strategies.) Pre-listening: provide the students with the new words and expressions; read through the questions and the chart in exercise 1 and 2, and make some predictions as to the content of the dialogue. While-listening: ask the students to listen to the dialogue for the first time and ask them just to understand the main idea of the dialogue not to finish the exercises; listen to the dialogue again and ask them to finish exercise 1; ask the students to repeat the dialogue sentence by sentence after the tape while the teacher will press the button “Pause” on the tape recorder; listen to the dialogue as a whole for the last time. Post-listening: ask the students to finish exercise 2,answering questions. This step aims to change listening to speaking. The following dialogue and the passage listening can be done in a more or less similar procedure. The students should grasp the useful expressions and they should translate the working schedules correctly. b) Conclusion Make a conclusion about the key words and expressions in this class and ask the students to master them Teaching reflection Homework 1. Act out the task on Page 155. 2. Memorize the key words or phrases in Section I and Section II.3. Preview Section III.天津冶金职业技术学院分院课程指导方案20XX～ 20XX 学年第 2学期课次周次上课地点23 12 课时班级 2 日期教学实施资讯示范小组讨论计划或项目实施实验实习实训电气一班电气二班电气三班教室学习情境Section I & II , Unit 7 名称能力 1. Talk about farewell. 目标 2. Be able to see off a friend and wish him a pleasant journey. 知识 1. Learn to make a farewell speech to express thanks for the host’s hospitality. 目标 2. Learn to express good wishes for the future. 教学 Textbook,teacher’s guide for the textbook 资源教学 Talk in groups; use task-based language teaching method, xxmunicative approach, 方法考核与评价作业教研室主任意见： 1 Act out the task on Page 151. 2 Memorize the key words or phrases in Section I and Section II. 课程学习指导意见签字：日期：天津冶金职业技术学院分院课程指导方案20XX～ 20XX 学年第 2学期课次周次上课地点24 13 课时班级 2 日期教学实施资讯示范小组讨论计划或项目实施实验实习实训电气一班电气二班电气三班教室学习情境Section III, Unit 7 名称能力目标To master the knowledge of emphasis, ellipsis and inversion. The students should be able to learn how to write a farewell letters.. 知识 To master how to read a farewell letters. 目标教学 Textbook, teacher’s guide for the textbook 资源教学 Talk in groups; use task-based language teaching method, xxmunicative approach, 方法考核与评价作业 Do the exercise on Page. 162 课程学习指导意见教研室主任意见：签字：日期：天津冶金职业技术学院分院课程指导方案20XX～ 20XX 学年第 2学期课次周次上课地点25 13 课时班级 2 日期教学实施资讯示范小组讨论计划或项目实施实验实习实训电气一班电气二班电气三班教室学习情境Section IV, Unit 7 名称能力The students should be able to describe a person who influence him most. 目标知识 To master some useful expressions and phrases. 目标教学 Textbook, teacher’s guide for the textbook 资源教学 Talk in groups; use task-based language teaching method, xxmunicative approach, 方法考核与评价作业 1 Review the passage that learnt. 2 Do the exercise on Page. 166 and Page 167. 课程学习指导意见教研室主任意见：签字：日期： Unit 7 Farewell Section I& Section II: Talking Face to Face & Being All Ears 1. Teaching Objectives: Talk about farewell. Make a farewell speech to express thanks for the host’s hospitality. 2. Time Allotment: 1st Period: Learning the conversation in Section I. 2nd Period: Listen to the conversation and do the exercise in Section II. 3. Teaching Procedures: Section I: Talking Face to Face Greetings Greet the whole classas usual. Lead-in Questions: A. Have you seen off a friend B. Do you know how to xxmunicate in English when seeing off a friend After the lead-in, learn the dialogue together. Read and Recite Lead the students to read the new words firstly and correct the wrong pronunciation. Encourage the students to volunteer to read the dialogue in pairs. The main aim of the dialogue is how to talk about farewell. Key words learning. Hospitality 盛情款待 Reception 接待See off 送行 Fruitful 卓有成效的 Stay in touch 保持联系Pack 打包Study and Imitate Some useful sentences for saying goodbye. Thank you for your warm reception and hospitality. I wish you a pleasant journey. I’d like to see you off at the airport. Have you got everything ready for the trip Have a good flight. How time flies! Let’s stay in touch. a) Section II: Being all ears: Listening Exercises (It aims to train the students with proper listening strategies.) Pre-listening: provide the students with the new words and expressions; read through the questions and the chart in exercise 1 and 2, and make some predictions as to the content of the dialogue. While-listening: askthe students to listen to the dialogue for the first time and ask them just to understand the main idea of the dialogue not to finish the exercises; listen to the dialogue again and ask them to finish exercise 1; ask the students to repeat the dialogue sentence by sentence after the tape while the teacher will press the button “Pause” on the tape recorder; listen to the dialogue as a whole for the last time. Post-listening: ask the students to finish exercise 2, answering questions. This step aims to change listening to speaking. The following dialogue and the passage listening can be done in a more or less similar procedure. The students should grasp the useful expressions and they should translate the working schedules correctly. b) Conclusion Make a conclusion about the key words and expressions in this class and ask the students to master them Teaching reflection Homework 1. Act out the task on Page 155. 2. Memorize the key words or phrases in Section I and Section II.3. Preview Section III.。

新编实用英语综合教程2-unit7biddingfarewall教案

Unit 7 Bidding FarewellUnit GoalsWhat you should learn to do1.See off a friend and wish him/her a pleasent journey2.Make a farewell speech to:Express thanks for the host’s hospitalityAppreciate the pleasant cooperationExpress good wishes for the future3.Write a farewell letterWhat you should know about1.Two ways to prepare an English farewell speech and write a farewell letter2.Emphasis, ellipsis and inversion in a sentenceSection 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 :Text The Most Unforgettable Character I’ve MetI remember vividly that first English class in the last term of high school. We boys (there were no girls in the school) were waiting expectantly for the new teacher to appear. Before long, through the door came in a tall, unimpressive-looking man of about 40. He said shyly, “Good afternoon, gentlemen.”His voice had a surprising tone of respect, almost as if he were addressing the Supreme Court instead of a group of youngsters. He wrote his name on the blackboard —Wilmer T. Stone —then sat on the front of his desk, drew one long leg up and grasped his bony knee.“Gentlemen,”he began, “we are here this semester —your last —to continue your study of English. I know we shall enjoy learning with —and from —one another. We are going to learn something about journalism and how to get out your weekly school paper. Most important, we are going to try to really get interested in reading and writing. Those who do, I venture to say, will lead far richer, fuller lives than they would otherwise.”He went on like that, voicing a welcome message of friendliness and understanding. An unexpected feeling of excitement stirred in me.During the term that followed, his enthusiasm spread through us like a contagion. “Don’t be afraid to disagree with me,”he used to say. “It shows you are thinking for yourselves, and that’s what you are here for.”Warming to such confidence, we felt we had to justify it by giving more than our best. And we did.Mr. Stone gave us the greatest gift a teacher can bestow —an awakening of a passion for learning. He had a way of dangling before us part of a story, a literary character or idea, until we were curious and eager for more; then he would cut himself short and say, “But I suppose you have read so-and-so.”When we shook our heads,he would write the title of a book on the blackboard, then turn to us. “There are some books like this one I almost wish I had never read. Many doors to pleasure are closed to me now, but they are all open for you!”The end of the term came much too soon. The morning before graduation day the class suddenly and spontaneously decided to give Mr. Stone a literary send-off that afternoon —a goodbye party withm poems and songs for the occasion.That afternoon when Mr. Stone walked slowly into Room 318 we made him take a seat in the first row. One of the boys, sitting in the teacher’s chair, started off with a poem called “Farewell”; the rest of us were grouped around him. Mr. Stone sat tight-lipped, until toward the end when he slowly turned to the right and then to the left, looking at each of us in turn as if he wanted to register the picture on his mind.When we got to the last chorus of the parody, we saw tears rolling down Mr. Stone’s high cheekbones. He got up and pulled out a handkerchief and blew his nose and wiped his face. “Boys,”he began, and no one even noticed that he wasn’t calling us “men”any more, “we’re not very good, we Americans, at expressing sentiment. But I want to tell you that you have given me something I shall never forget.”Language Points1 Explanation of Difficult Sentences1. (Para. 1) Before long, through the door came in a tall, unimpressive-looking man of about 40.Analysis: The sentence ... through the door came in a tall, unimpressive-looking man of about 40 takes the structure of full S-V inversion. Inversion includes two types: full inversion and partial inversion.Full inversion is usually used in a sentence beginning with an adverbial of place (through the door in this sentence). Inversion is used to emphasize the ending part of the sentence, a tall ... man of about 40 in this case.Translation: 很快，从门口走进一个高高的、40来岁的男子，看上去其貌不扬。

《新编实用英语》教案第二册unit 7

英语第二册UNIT7

第二册Unit7 So much to do before we travel（共六课时）第一课时教学目的：学习lead-in , listening and speaking教学要求：听——学生能够听懂有关旅游计划的对话说——学生能够利用所学的词汇和句式进行有关旅游计划的对话教学重难点：学生的听说能力教学内容：Step 1 lead-inActivity 1 : look and discuss个人活动，明确方框内单词所代表的旅游物品后，将其与不同的旅游地图片匹配，将词汇写在对应图片下面，然后教师点名抽查并在全班给出回馈Activity 2 :think and choose个人活动，然后教师在全班检查并给出反馈Step 2 listening and speakingA 听前准备听前教师先把重点的语句提炼出来，为学生在听力过程中把握住主要信息做准备B 听力理解教学Activity 3 : listen and answerActivity 4 : listen and tickActivity 5 : listen read and completeC 听力表达教学Activity 6 : listen, read and underlineD 口语教学Activity 7 : talk and practice【注释】1. What about= how about怎么样，后加名词或动名词eg: What about traveling together?How about taking a trip together?How about Friday?What about going swimming this weekend?2. take a photo照相eg: We’ll take lots of photos.Can I take photos of flowers?Although I love holidays, I hate to take photos.3. Book预订eg: Shall we book a hotel?I like to book three seats for tonight’s concert.The hotel is fully booked.课堂小结：第二册Unit7 So much to do before we travel（共六课时）第二课时教学目的：学习完成part1 listening and speaking学案教学要求：掌握听力材料中的词汇和句型，以及听力过程中的推断技巧教学内容：知识链接1. ★tiring引起疲劳的，累人的eg: Oh, big cities are too tiring.It was a tiring work.★be tired with因……而疲惫★be tired of 厌倦……eg : He is tired with hard work.He is tired of his life.2. 表达建议的句型★What about +n/Ving◎What about going out?◎What about next week?★How about+ n/Ving◎How about working in my restaurant?◎How about a big city?★Let’s +动原◎Let’s go to the cinema.★Shall we/I ……◎Shall we go there by bus?◎Close the door, shall I ?★You had better do……◎You had better marry and settle down.★Why don’t you /we+动原◎Why don’t we open the window to let the fresh air in?★Why not+动原◎Why not buy a new car?课后小结：第周第篇第课时第二册Unit7 So much to do before we travel（共六课时）第三课时教学目的：学习reading and writing，教学要求：读——学生能够读懂有关国外城市旅游计划的短文，如悉尼两日游写——学生能够根据提示信息写出北京一日游的计划书教学重难点：学生能够了解中国及国外不同的旅游景点教学内容：reading and writingA 阅读导入老师组织学生四人一组课前上网查景点阅有关悉尼及其著名旅游景点的资料，以激发学生对阅读活动的兴趣提示问题：What do you know about Sydney?Can you name some famous places in Sydney?Activity 8: discuss and answer步骤一：个人活动，看完问题后读文章，并找出问题答案步骤二：小组讨论，交流答案步骤三：教师点名检查并给出反馈B 阅读教学Activity 9: read and complete步骤一：个人活动，学生阅读短文，填写表格步骤二：小组讨论，交流答案步骤三：教师点名检查并给出反馈Activity 10: read and matchC 写作教学Activity 11: think and discussActivity 12:write and practice【注释】lions of +n成千上万的，无数的Eg: Sydney welcome millions of tourists from all over the world.There are millions of bicycles on the road.2.two-day “名词+名词”，作形容词Eg: We have a two-day tour plan for you.a three-month babya ten-minute break3.get close to接近Eg: We can go shopping at Opera House Market or visit Aquarium to get close to sea animalsDon’t get close to me ; I ‘m about to get seasick.4. once一旦，一……就……eg: Once you are in Sydney, it is a must-do.Once you understand this rule, you’ll have no further difficulty.第周第篇第课时第二册Unit7 So much to do before we travel（共六课时）第四课时教学目的：学习完成part 2 reading and writing学案教学要求：熟读课文，掌握主要信息，背诵典型句型教学内容：知识链接：lie的用法★n“谎言，谎话，虚伪，欺诈，假想”act a lie用实际行为骗人a black lie用心险恶的谎话a white lie无恶意的谎话give sb the lie指责某人说谎give the lie to当面拆穿……的谎话live a lie过欺骗人的生活nail a lie to the counter揭穿弄虚作假swap lies讲空话the big lie弥天大谎★lie---lay---lain---lying躺，位于lying on the groundHe lay on the floor, reading a book.She has lain in bed for three days.The small town lies among the mountains.Shanghai lies to the south of Beijing.★lie---lied---lied---lying说谎，欺骗lie sb into doing sth骗某人去做某事lie sb out of his money骗某人钱财★lie down躺下I’m feeling rather peculiar and I think I’ll lie down for a while我觉得不太舒服，我想躺一会儿★lie in 在于，睡懒觉I caught a flu and had to lie in the bed.The chief proof of a man’s real greatness lies in his perception of his own smallness.一个人真正伟大的主要证明在于认识到自己的渺小。

第二册unit7

UNIT 7
Preview Ⅰ. Objectives Ⅱ. Suggested Teaching Plan Ⅲ. Background Information Ⅳ. Class Presentation
UNIT 7
Preview
This is the 7th unit of Book Two. In the Listening and Speaking section, you will learn how to fulfill obligations. In the Reading and Writing section, Text A discusses the age-old topic of honesty, in which the writer advises us to be straightforward and honest with others. Both Texts B and C illustrate the rewards for being honest — in Text B the honest woodman was rewarded with two valuable axes, and in Text C the writer benefits from his father’s good name.
3. know how to use the subjunctive mood; 4. know how to write a personal letter (2); 5. understand paragraph development (4).
BACK
UNIT 7
Ⅱ. Suggested Teaching Plan Suggested Time and Teaching Plan for Unit 7

全新版大学英语第二册教案Unit7LearningaboutEnglish

全新版⼤学英语第⼆册教案Unit7LearningaboutEnglish Unit 7 Learning about EnglishⅠ. Teaching planobjectives1. grasp the main idea (because of its tolerance for outside influences, English has become agreat language) and structure of the text;2. understand some idiomatic English usages mentioned in the unit;3. master key language points and structures in the text;4. conduct a series of reading, listening ,speaking and writing activities related to the theme ofthe unit.Time allotment1st period: pre-reading; while-reading(title)2nd period: while-reading( title, language points)3rd period: while-reading( language points); post-reading(drawing a picture)4th period: post-reading; check on students’ home reading (text B)5th period: theme-related language learning tasksPre-reading tasks1. T asks Ss the following questions on the recorded passage:(23 minutes)----what is the passage about? (English is a great language, but it is also a crazy language.)----Can you give one or two examples to illustrate the messiness of the English language?( see transcript of the recorded passage for the many examples it mentions)----Are you sure of all the idiomatic usages mentioned in the recorded passage?[ some if the moreconfusing usages are explained here:1)ship by truck / send cargo by ship: ship can be either a verb or a nounThe first “ship” means “send”, the second one “a large boat”.2) noses that run / feet that smells: this refers to what people usually say “ have a runningnose”, “ have a smelly feet”.3) a slim / fat chance: a remote possibility4) a wise guy: a person who pretends to be much wiser than he / she really is; a derogatoryterma wise man: a really wise person; a commendatory term5) overlook: fail to see or notice, pay no attention tooversee: control (work, workmen)6) hot / cold as hell: extremely hot/ cold7) burn up: catch fire and flare upburn down: be destroyed by fire8) fill in a form/ fill out a form: synonymous9) go off: start an action, usually accompanied by a great noisego on: continue doing something10) race can be any of several divisions of mankind (种族,民族) or any of the main divisionsof living creatures .( 任何⽣物的种属, e.g. human race)11) when stars are out: when stars appear in the skywhen lights are out: when lights are turned off12) wind up a watch: tightening the spring of a watchwind up a speech: end a speech2. T may lead in to Text A by saying: As we discover from the previous exercise, an Englishmay have multiple meanings. Likewise, several different words may be pronounced in the same way. For example; I knew a student who ,upon hear ing the title of Helen Keller’s famous essay Three Days to See, translated it into <海边三⽇>. Considered in this perspective, English is really messy. However, according to Text A, this is also a major merit of English. ( 2 minutes)While-reading tasks1.interpretation of the title (10 minutes)1)Ss look at the title. T introduces the concept of an oxymoron (⽭盾修饰法, see TextAnalysis )2)Ss scan the first three paragraphs to find out the definition for “ glorious messiness” (inPara3)2.Text Organization (15 minutes)1)T draws Ss’ attention to Text Organization Exercise 1, leads them through the dire ctions,then dictates to them the main ideas of each part.2)Ss scan the first sentence of each paragraph in Text A to find out where the present tense isswitched to the past tense (Para4) and where the present tense is resumed (Para 17)3)Ss compare their findings with Text Organization Exercise 1, and they will see the division ofparts coincides with tense changes.3.T explains language points and gives Ss practice ( see Language Study). When going through the text, T may also point out the various rhetorical devices that appear in it (see Text Analysis) (60 minutes)Post-reading tasks1.D rawing a picture (35 minutes)1)T draws Ss’ attention to a quotation from Ralph Waldo Emerson in the quotation section---“The English language is the sea which receives tributaries from every region under heaven.”2)Ss try to draw a picture of the development of the English language. The body of English isthe sea, while the major influences are the tributaries that flow into it. At each point wherea river merges into the sea, note down the time. Along each river, note down the name ofthe language from which English has borrowed. (refer to Text Organization Exercise 2)3)Some Ss draw their pictures on the blackboard. Then T gives some comments.4)Ss re-read PartⅡto find out how the author organizes the phases of English languagedevelopment into a coherent piece. (by transitional devices at paragraph heads. Pay special attention to the underlined parts below:---how did the language of a small island--- become the language of the planet?---new words came with the Germanic tribes---in the 5th century.---the next big influence on English was------then into this relatively peaceful land came the Vikings------another flood of new vocabulary occurred in 1066------around 1476 William Caxon set up a printing press in England------as settlers landed in North America---2.T guides Ss through some after-text exercises .( 30 minutes)3.T checks on Ss’ home reading (Text B).(3 minutes)4.S s do part Ⅳ: Theme-related language learning tasks.(1 period)5.T asks Ss to prepare the next unit: (2 minutes)1)do the pre-reading tasks;2)preview Text A.Ⅱ.Text AnalysisAn expert on English language is supposed to know well about rhetorical devices in English. Robert MacNeil, the author of Text A ,does not disappoint us.The title, The Glorious Messiness of English, offers a good example of oxymoron. An oxymoron puts two contradictory terms together to puzzle the reader, luring him /her to pause and explore why. “glorious” is a commendatory term ,while “messiness” is derogatory. Why do they stand next to each other? Then ,as the reader reads on, he/ she will find out that the title is actually a thesis statement: yes, English is messy, but the messiness reflects some commendable qualities of English, such as t olerance, the love of freedom, and the respect for others’ rights. At this point the reader cannot but admire the author’s ingunuity.Robert MacNeil employs many metaphors , such as core of English ,a common parent language, another flood of new vocabulary, the special preserve of grammarians . In Para 18 there is an instance of sustained metaphor: the cultural soil, the first shoots sprang up,---grew stronger, build fences around their language. In this case the English language is compared to plants, and the various cultures influencing it are compared to the soil, while users of English are compared to gardeners.We can also find parallelism in the quote from Winston Churchill: “We shall fight on the beaches ,we shall fight on the landing grounds, we shall fight in the fields ad in the streets, we shall fight in the hills. We shall never surrender.”There is personification in the sentence “ Translations of Greek and Roman classics were poured onto the printed page---”There is metonymy in the sent ence “The country now had three languages: French for the nobles, Latin for the churches and English for the common people.” Here the word “churched” stands for religious institutions and those who are involved in religious practices.Ⅲ. Cultural Notes1.History of English:The roots of English: English began as a west Germanic language which was brought to England by the Saxons around 400 A.D. Old English was the spoken and written language of England between 400 and 1100 A.D. Many words used today come from Old English, including man, woman, king, mother, etc. But Old English was very different from modern Englishand only a few words can be easily recognized. In the 9th and 10th centuries, when Vikings invaded England, Old Norse words, eg, sky, take and get and many place names , entered the language.From the Norman Conquest (1066) until the late 12th century English was replaced as the official language by Norman French, though English was still used by the lower classes. Englishfrom about 1300 to 1500 is known as Middle English. It was influenced by French and also Latin in vocabulary and pronunciation. French brought many words connected with government, e.g. sovereign, royal, court, legal and government itself. Latin was the language of religion and learning and gave to English words such as minister, angel, master, school and grammar. Literature began again to be written in English during this period. One of the most famous Middle English works is Chaucer’s The Canterbury Tales.The development of Modern English: Modern English developed from the Middle English dialect of the East Midlands and was influenced by the English used in London, where a printing press was set up by William Caxon in 1476. English changed a great deal from this time until the end of 18th century. During the Renaissance, many words were introduced from Greek and Latin to express new ideas, especially in science, medicine and philosophy. They included physics, species, architecture, encyclopedia and hypothesis. In the 16th century several versions of the Bible helped bring written English to ordinary people. The Elizabethan period is also famous for its drama and Shakespeare’s plays were seen by many people. The development of printing helped established standards of spelling and grammar, but there remained a lot of variation. Samuel Johnson’s A Dictionary of the English Languages (1755) was the first authoritative of English. It defined about40,000 words and gave examples of their use.By the 18th century American English was established and developing independently from British English . After colonists arrived in the US new words began to be added from Native American languages, and from French and Spanish. In 1783, soon after Johnson’s dictionary was publ ished, Noah Webster’s The Elementary Spelling Book was published in the US. At first it used Johnson’s spellings, but later editions contained many of what have come to be known as American spellings, e.g. harbor and favorite.2oth century English: during the 19th and early 20th centuries many dictionaries and books about language were published. New words are still being added to English from other languages, including Chinese (feng shui) and Japanese (karaoke). Existing words gain new senses, and new expressions spread quickly through television and the Internet.English is now an international language and is used as a means of communication between people from many countries. As a result the influences on the English language are wider than ever and it is possible that World English will move away from using a British or American standard and establish its own international identity.2.Winston Churchill( 1874-1965) : a politician who is remembered as one of Britain’s greatest statesmen. He was the son of the Conservative politician Lord Randolph Churchill and his American wife Jennie. As a young man he served as a soldier in India and Egypt, and as ajournalist in South Africa, before entering politics. Churchill became Prime Minister and Minister of Defence in 1940. His radio speeches during World WarⅡgave the British people a strong determination to win the war, especially at times of great crisis. Examples of Churchill’s phrases will often quoted today are “ I have nothing to offer but blood, toil, tears and sweat ”, and “This was their finest hour”. The Conservative Party led by Churchill lost the election of 1945, but he became Prime Minister again from 1951 to 1955 when he retired, aged 80. When he died in Jan 1965 he was given a state funeral.3.Julius Caesar (100-44BC): the best-known of all the ancient Roman leaders, and the first onw to land in Britain with an army. He did this twice, in 55 and 54 BC, although Britain did not become part of the Roman Empire until nearly a hundred years later.4.Viking: a member of a people from Scandinavia who attacked parts of northern and western Europe, including Britain and Ireland , in the 8th to 11th centuries. In Britain they were also known as Norsemen. They settled on the Scottish islands and in areas of eastern England, and the Danish King Canute ruled England from 1016. The Vikings were feared as violent and cruel, but they were also noted for their skill in building ships and as sailors. They had an important influence on English culture and the English language.5.Norman: any of the people from Normandy in northern France who settled in England after their leader William defeated the English king at the Battle of Hastings in 1066. The Normans took control of the country, a process known as the Norman Conquest. They used many of the existing Anglo-Saxon methods of government of the state and the church, but added important aspects of their own and made government much more effective. The language of government became first Latin, and then Norman French, and this caused many new words to be added to the existing English language.Ⅳ. Language Study1.massive: large in scale, amount, or degreeeg. The ancient temple’s massive stone pillars had begun to crumble.The scale of the problem is so massive that it will require all our resources to deal with it.2.snack: a small mealeg. I usually have a snack of a hamburger and a glass of coke at lunchtime.The children in the kindergarten have a midmorning snack of milk and biscuits.3.corrupt: 1)cause errors to appear ineg. The Academy ruled that such foreign expressions were not permitted, as they corruptedthe language.2)cause to act dishonestly in return for personal gainseg. To our great surprise, the former mayor turned out to have been corrupted by the desire for money and power.4.ban : forbid sth officially (used in the pattern: ban sb from sth./ doing sth.)eg. The local government will ban smoking in all offices later this year.Tom was banned from driving for six months after being caught speeding again.n. ban (followed by on)eg. The government is considering a total ban on cigarette advertising.5. invent: 1)invent:1)make or design （sth. tat has not existed before）; create (sth.)Examples: James Watt invented the steam engine.⼀Alexander Graham Bell invented the telephone.2)give (a name, reason, etc. that doesn't exist or is not true)Examples: All the characters in the novel are invented.Standing still in the teacher’s office, the boy tried to invent a plausible excuse for his absence from class.Cf:: invent, discoverIf somebody invents something, they are the first person to think of it or make it.Example: Walter Hunt and Elias Hone invented the sewing machine.If somebody discovers something, they find out about something which exists but which was not previously known. Example: The planet Pluto was discovered in 1930.6.fascinating: of great interest or attractionExamples: The story of his adventures in the Arctic was fascinating to listen to.I found the discussion about cloning absolutely fascinating.It is fascinating to imagine what might have happened if the US had not declared war against Japan in World War II.7.strictly speaking: if one uses words, applies rules, etc. in their exact senseExample: He's not strictly speaking m artist; he is more of a performer.Strictly speaking she was not qualified for the job-But we employed her because of her honesty.-8.tolerance: 1) the quality of allowing other people to say and do as they like, even if you don'tagree or approve of it (followed by 4扮r)Examples: School teachers have to have a great deal of tolerance in order to deal with difficult children.I think tolerance between students is extremely necessary since they live and study together.2) the ability to bear sth. painful or unpleasant (followed by of/ for)Examples: Human beings have limited tolerance of noise.The patient had no tolerance for pan. Whenever he was injected he would cry.9.to a (very real, certain, etc.)extent: to the degree specifiedExamples: I agree with him to some extent but there are sti11some areas of sharp disagreement between us.To some extent the water pollution has affected local residents.To a certain extent the failure of the restaurant was due to bad management.10.The history of English is present in the first words a child learns about identity-··:The history ofEnglish is revealed in the first words a child learns about identity.11.necessity: 1) sth. you must have in order to live properly or do sth.Examples: Water is a basic necessity of life.A lot of people would consider a TV as more of a necessity than a luxury item.The workers’ wages were so low that they hardly had eno ugh money to buy the bare necessities of life.2)circumstances that force one to do st11.;the state of being necessary; the need for sth.(followed by off/ for)There is absolutely no necessity for you to be involved in the project.They reached m agreement on the necessity of educational reform12. rouse: provoke (a particular feeling or attitude)Examples: These educational toys give children a feeling of self-worth by arousing their interest in challenging tasks. The man's strange behavior aroused the policeman suspicions.13.surrender:give in (followed by ω)Examples: After several weeks of severe attacks, Afghanistan's Taliban forces surrendered to the Northern Alliance: After the bombs fell on Hiroshima and Nagasaki, the Japanese surrendered.We’ll never surrender to terrorism despite the terrorist attacks.14.virtually: for the most part, almostExamples: It's virtually impossible to tell the imitation from the mal thing.It has been raining virtually non-stop for the past several days.15.invade:enter with armed forcesExamples: In July1937 the Japanese army invaded China.The Germans invaded Poland in 1939,1eading to the start of World War II.16.mystery:stI1·that people can't, or have not been able to understand or explainExamples: The politician's sudden death remains a mystery to us all.How Egyptian pyramids were built still remains a mystery.No one has ever been able to exp1出n the mystery of the Bermuda Triangle.17.resemble:be like or similar toExamples: I’d say he resembles his mother more than his father-,In his childhood, Stevie Wonder loved music and would pound spoons or forks on any surface that resembled a drum.18.systematic:done according to a systemExamples: Our professor not only imparts lq10Wledge to us, but also teaches us how to read books in a systematic way. The staff made a systematic check to make sure that no name had been omitted from the register.19.descend:come down (from a source),go down (followed by from)Examples: These ideas descend from those of the ancient philosophers.The Japanese are thought to be descended from tribes from the north of China.20.establish:1)cause to be, set upExamples: The school was established in 1905by an Italian professor.The bank helps people wanting to establish their business.2)place or settle sb /oneself in a position, an office, etc.(used in the pattern: establishsb/oneself as)Examples: They are rapidly establishing themselves as the market leaders.She established her fame as m actress.21.drin:move or go somewhere in a slow casua lwayExamples: Jimmy spent the year drifting around Europe.As rural factories shed labor, people drift towards the cities.The football match was over, and the crowds drifted away from the stadium.22.climate:(an area or a region with)a regular pattern of weather conditionsExamples: Brought up in the south of China, she wouldn't enjoy living in such a cold climate.Due to the greenhouse effect, changes in the earth's climate have taken place-23.pass (sth.)on to (sb.):hand or give (st11.)to (sb.)Examples: When you have finished reading the novel, please pass it on to Laura.The King passed on much of his fortune to the princess.24.addition:a person or thing added (followed by to)Examples: The baby is a welcome addition to the Smith family.The young professor will be a most valuable addition to our board.25.conquer:take possession and control of (a country, city,etc.)by force; defeatExamples: Afghanistan's Northern Alliance conquered Kabul a month ago.She has conquered the hearts of many men.The Spanish once conquered most of South America.26.royal:of a king or queen, or other members of their family, and things relating to themExamples; The newborn baby was welcomed not only by the Japanese royal family but by the country at large.The royal wedding drew large crowds from across the country.27.alternative:one of two or mom possibilities (followed by to)Examples: Check out the alternatives before deciding whether to go to a nearby college.What was the alternative to going home?28.modify:change slightlyExamples: The school authorities plan to modify the sc11001regulations.The computer programmers tried to modify the design of the software to make it suitable for commercial production.29.enrich: 1)make rich or richerExamples: That once poor coastal village has been enriched by the profits from tourism.The development of oil fields enriched many Arabian countries.2)improveExamples: It is important to enrich the soil prior to planting.Travel enriches people's lives.30.classic:awork of art recognized as having lasting valueExamples: Both Tom and Jones and Wuthering Heights are classics.His manual on botany has become a classic among scientists.31.source: a place from which /doc/d1*******.htmles or is obtainedExamples: Tourism, which is a major source of income for the city, has been seriously affected by the terrorist attacks. The source of the anthrax outbreak in the USA remained a mystery.32.out of control: no longer able to be controlledExamples: The f11·e was out of control by the time the second fire engine arrived.There was nothing they could do about it. The situation was out of control.33.fortunately: by good luckExamples: :Fortunately, my friend survived the car accident.Fortunately a life guard noticed that the woman was drowning and she was rescued.I had forgotten my key, but fortunately the door wasn't locked.34.put into practice:Examples: Having delayed several times, we must put this plan into practice now.They weren't allowed to put into practice in their dai1y lives the teachings they received.35.strike out: start being independent; start doing what on￠wants to do in lifeExample: After working for his father for about ten years, he decided to strike out on his own.。

新编实用英语2教案

新编实用英语2教学教案一，课程的基本信息课程名称：实用英语2课程性质：院内必修课授课对象：2007级大二学生（英语公共课程）二.考试方式：考查主讲教师：吴国亮Unit 6 of the "Students' Book"教学目的及基本要求To make the staff have a general idea of shopping Ads, and the way to use it accordingly.To make the students know traditional Chinese pottery,and how to make them.To let students talk about shopping and their shopping experiences.重点及难点重点：To let students learn the passage about "Tangsancai-An Ideal Tourist Souvenir."As well as the langugage points involved难点：To let students learn how to talk something about shopping in their words.授课内容Section 1 Talking Face to FaceTo leave 3 to 5 minutes tolet students read the sample 1 and sample 2 seperately .To let students talk about Conversation 1 and Conversation 2 with their partner and pick out the mistakes that may happen in the dialogues.To make students listen to some conversations of this text.Section 2 Being All EarsTo make students listen to Dialogue and decode the message by finding the correct choices given below .To make the staff listen to the dialogue again and decide whether the following statements are true or false.To let students listen to something more challenging about the topic of this unit--a passage with some blanks for you to fill in. The words in the brackets will give you some hints. A glance beforehand at the word list provided below will be of some help to you.Section 3 Maintaining a Sharp EyeInformation related to the reading passageThe Tang Dynasty: It is one of the most flourishing and prosperous dynastied in the Chinese history. During this period of time, agriculture, pottery, handicraft, business and other industries came to peak and China became the most powerful country in the world. It is a dynasty the Chinese take the most pride in.Difficult Sentences(Para. 1) Developed in the tradition of the green and brown glazed pottery of the Han Dynasty, it represented a peak in the development of Chinese ceramics and was well known by the world in its time. Translation唐三彩由汉代的绿棕两色釉陶发展而来，代表了中国陶器发展史上的一个顶峰,并在当时举世闻名。

新编实用英语综合教程第二学期教案

2014-2015学年第二学期大学英语教案授课教师：崔俊学授课班级：2014级数学教育1、2班教研室：大学英语教研室Unit 1 Invitation EtiquetteTopic: Good MannersObjectives: S tudents should be able to:1. Talk about good manners;2. Understand the content, the organization of the text and the writing devices of the passage;3. Know and make use of the language points, especially expressions, learned from the text;4. Grasp some key words, expressions and sentence patterns for expressing ideas on related topics;5. Learn how to write a note of thanks;6. get some tips about English modal verbs.Important/Difficult Point(s):1.Grammar2.Raise the awareness of good manners.Materials and Resources:1.Multimedia2.PPTs3.Colorful chalks4.ChalkboardProcedure:Period 1Step 1: Warm upWarm-up Discussion:Ask students to form groups of four and discuss on the topic: “D o you think good manners are important in our life? Why?”Group leaders will be asked to present group opinions.Step 2: Reading StrategyAsk students to read through the whole passage without referring to the word list. Tryto scan through to find out the main idea. And skim the passage to find out the corresponding part of the passage to the comprehension exercise after the passage. Period 2Step 1: Word study1. Read new words2. Memories them all.Step 2: Word analysisPlan for Follow Up Lesson:1.Our next class will begin with the passage. The students will be reminded atthe end of this class to prepare the readings for next class.2.The next class will be structured through passage analysis and languagestudy.Period 3Step 1: Warm-up1.Students are asked to take out a piece of paper and recite new words. A number ofstudents will be called to read some words out for the teacher to check pronunciation.2.Students watch a short video about the mannersStep 2: Passage Aprehensive study of passage Aa.main ideab.structure analysisnguage studyPeriod 4Step 1：Finish all the after-reading exerciseStep 2: Active Words1.Teacher explains the usage and examples2.Students make sentences and try to memories the usagesStep 3: HomeworkFinish Vocabulary Check after the Active Words.Plan for follow-up lesson1.Students should prepare for the study of Text B.2.Students should prepare for group discussion and writing.Period 5Step 1: Warm-upGroup Study: Students are asked to form groups of four and discuss on the topic “What is the Golden Rule in dealing with others?” Group leaders present the result. Step 2: Fast-reading of Passage BStudents are required to take advantage of fast reading strategies to do comprehension work.Step 3: Word StudyPeriod 6:Step 1: Passage Analysis1. Comprehensive study of passage B1)main idea2) structure analysis2. Language studyStep 2: (Homework)Ask students to finish after-reading activities.Period 7Step 1: Warm-up1. Students are asked to take out a piece of paper and recite new words. A number of students will be called to read some words out for the teacher to check pronunciation.2. Students do listening practice.Step 2: Grammar studyStep 3: Finish exercise of Modal VerbsPeriod 8:Step 1: ExerciseStudents are required to do comprehensive exercises in class within a certain timeframe. The teacher will check the answer.Step 2: Writing Practice --- How to write a note of thanksThe teacher will explain what a note of thanks is and how to write it. Students will be shown with the example a note of thanks.Students are required to write a note of thanks in a group.Plan for follow-up class1.Our next class will begin with Unit2. The students will be reminded at the end ofthis class to prepare the readings for next week.2.The next class will be structured through small group work and whole classdiscussions.Unit 2 E-mailTopic: Living EnvironmentObjectives: S tudents should be able to:1. Talk about Living Environment;2. Understand the content, the organization of the text and the writing devices of the passage;3. Know and make use of the language points, especially expressions, learned from the text;4. Grasp some key words, expressions and sentence patterns for expressing ideas on related topics;5. Learn how to write a note of apology;6. Get some tips about adverbial clauses of time in English.Important/Difficult Point(s):1.Grammar2.Raise the awareness of environmental protection.Materials and Resources:1.Multimedia2.PPTs3.Colorful chalks4.ChalkboardProcedure:Period 1Step 1: Warm upWarm-up Discussion:Ask students to form groups of four and discuss on the topic: “What suggestions do you have for environmental protection?” Group leaders will be asked to present group opinions.Step 2: Reading StrategyAsk students to read through the whole passage without referring to the word list. Tryto scan through to find out the main idea. And skim the passage to find out the corresponding part of the passage to the comprehension exercise after the passage. Period 2Step 1: Word study1. Read new words2. Memories them all.Step 2: Word analysisPlan for Follow Up Lesson:1.Our next class will begin with the passage. The students will be reminded at theend of this class to prepare the readings for next class.2.The next class will be structured through passage analysis and language study. Period 3Step 1: Warm-up1.Students are asked to take out a piece of paper and recite new words. A number ofstudents will be called to read some words out for the teacher to check pronunciation.2.Students watch a short video about the environmental protection.Step 2: Passage A1. Comprehensive study of passage Aa.main ideab.structure analysis2. Language studyPeriod 4Step 1：Finish all the after-reading exerciseStep 2: Active Words1.Teacher explains the usage and examples2.Students make sentences and try to memories the usagesStep 3: HomeworkFinish Vocabulary Check after the Active Words.Plan for follow-up lesson1.Students should prepare for the study of Text B.2.Students should prepare for group discussion and writing.Period 5Step 1: Warm-upGroup Study: Students are asked to form groups of four and discuss on the topic “What does noise mean to ordinary people like you?” Group leaders present the result.Step 2: Fast-reading of Passage BStudents are required to take advantage of fast reading strategies to do comprehension work.Step 3: Word StudyPeriod 6:Step 1: Passage Analysis1. Comprehensive study of passage Ba)main idea2) structure analysis2. Language studyStep 2: (Homework)Ask students to finish after-reading activities.Period 7Step 1: Warm-up1. Students are asked to take out a piece of paper and recite new words. A number of students will be called to read some words out for the teacher to check pronunciation.2. Students do listening practice.Step 2: Grammar studyStep 3: Finish exercise of A dverbial Clauses of time.Period 8:Step 1: ExerciseStudents are required to do comprehensive exercises in class within a certain timeframe. The teacher will check the answer.Step 2: Writing Practice --- How to write a note of apologyThe teacher will explain what a note of thanks is and how to write it. Students will be shown with the example a note of apology.Students are required to write a note of apology in a group.Plan for follow-up class1.Our next class will begin with Unit 3. The students will be reminded at the end ofthis class to prepare the readings for next week.2. The next class will be structured through small group work and whole class discussions.Unit 3 Communication by phoneTopic: Fast foodObjectives: S tudents should be able to:1. Talk about fast food2. Understand the content, the organization of the text and the writing devices of the passage;3. Know and make use of the language points, especially expressions, learned from the text;4. Grasp some key words, expressions and sentence patterns for expressing ideas on related topics;5. Learn how to write a note of congratulations6. get some tips about the adverbial clause of purpose in EnglishImportant/Difficult Point(s):nguage points2.GrammarMaterials and Resources:1.PPTs2.Colorful chalks3.ChalkboardProcedure:Period 1Step 1: Warm upWarm-up Discussion:Ask students to form groups of four and discuss on the topic: “Do you like the food at McDonald’s or KFC? What attracts you most there?” Group leaders will be asked to present group opinions.Step 2: Reading StrategyAsk students to read through the whole passage without referring to the word list. Try to scan through to find out the main idea. And skim the passage to find out thecorresponding part of the passage to the comprehension exercise after the passage. Period 2Step 1: Word study1. Read new words2. Memories them all.Step 2: Word analysisPlan for Follow Up Lesson:1.Our next class will begin with the passage. The students will be reminded atthe end of this class to prepare the readings for next class.2. The next class will be structured through passage analysis and language study.Period 3Step 1: Warm-up1.Students are asked to take out a piece of paper and recite new words. A number ofstudents will be called to read some words out for the teacher to check pronunciation.2.Students watch a short video about the fast food.Step 2: Passage Aprehensive study of passage Aa.main ideab.structure analysisnguage studyPeriod 4Step 1：Finish all the after-reading exerciseStep 2: Active Words1.Teacher explains the usage and examples2.Students make sentences and try to memories the usagesStep 3: HomeworkFinish Vocabulary Check after the Active Words.Plan for follow-up lesson1.Students should prepare for the study of Text B.2.Students should prepare for group discussion and writing.Period 5Step 1: Warm-upGroup Study: Students are asked to form groups of four and discuss on the topic “What is your healthy diet?” Group leaders present the result.Step 2: Fast-reading of Passage BStudents are required to take advantage of fast reading strategies to do comprehension work.Step 3: Word StudyPeriod 6:Step 1: Passage Analysis1. Comprehensive study of passage Ba)main idea2) structure analysis2. Language studyStep 2: (Homework)Ask students to finish after-reading activities.Period 7Step 1: Warm-up1. Students are asked to take out a piece of paper and recite new words. A number of students will be called to read some words out for the teacher to check pronunciation.2. Students do listening practice.Step 2: Grammar studyStep 3: Finish exercise of Adverbial ClausePeriod 8:Step 1: ExerciseStudents are required to do comprehensive exercises in class within a certain timeframe. The teacher will check the answer.Step 2: Writing Practice --- How to write a note of congratulationsThe teacher will explain what a note of congratulations is and how to write it. Students will be shown with the example a note of congratulations.Students are required to write a note of thanks in a group.Plan for follow-up class1.Our next class will begin with Unit 4. The students will be reminded at the end ofthis class to prepare the readings for next week.2.The next class will be structured through small group work and whole classdiscussions.Unit 4 Hotel ServicesTopic: Daily shoppingObjectives: S tudents should be able to:1. Talk about shopping;2. Understand the content, the organization of the text and the writing devices of the passage;3. Know and make use of the language points, especially expressions, learned from the text;4. Grasp some key words, expressions and sentence patterns for expressing ideas on related topics;5. Learn how to write a note of announcement6. get some tips about the gerund in English grammarImportant/Difficult Point(s):nguage points2.GrammarMaterials and Resources:1.PPTs2.Colorful chalks3.ChalkboardProcedure:Period 1Step 1: Warm upWarm-up Discussion:Ask students to form groups of four and discuss on the topic: “Do you like shopping? Why or why not?” Group leaders will be asked to present group opinions.Step 2: Reading StrategyAsk students to read through the whole passage without referring to the word list. Try to scan through to find out the main idea. And skim the passage to find out the corresponding part of the passage to the comprehension exercise after the passage.Step 1: Word study1. Read new words2. Memories them all.Step 2: Word analysisPlan for Follow Up Lesson:1.Our next class will begin with the passage. The students will be reminded at theend of this class to prepare the readings for next class.2.The next class will be structured through passage analysis and language study. Period 3Step 1: Warm-up1.Students are asked to take out a piece of paper and recite new words. A number ofstudents will be called to read some words out for the teacher to check pronunciation.2.Students watch a short video about the shopping.Step 2: Passage Aprehensive study of passage Aa)main ideab)structure analysisnguage studyPeriod 4Step 1：Finish all the after-reading exerciseStep 2: Active Words1.Teacher explains the usage and examples2.Students make sentences and try to memories the usagesStep 3: HomeworkFinish Vocabulary Check after the Active Words.Plan for follow-up lesson1.Students should prepare for the study of Text B.2.Students should prepare for group discussion and writing.Step 1: Warm-upGroup Study: Students are asked to form groups of four and discuss on the topic “Why is it convenient to do shopping on line?” Group leaders present the result.Step 2: Fast-reading of Passage BStudents are required to take advantage of fast reading strategies to do comprehension work.Step 3: Word StudyPeriod 6:Step 1: Passage Analysis1. Comprehensive study of passage Ba)main idea2) structure analysis2. Language studyStep 2: (Homework)Ask students to finish after-reading activities.Period 7Step 1: Warm-up1. Students are asked to take out a piece of paper and recite new words. A number of students will be called to read some words out for the teacher to check pronunciation.2. Students do listening practice.Step 2: Grammar studyStep 3: Finish exercise of gerundPeriod 8:Step 1: ExerciseStudents are required to do comprehensive exercises in class within a certain timeframe. The teacher will check the answer.Step 2: Writing Practice --- How to write a note of AnnouncementThe teacher will explain what a note of announcement is and how to write it. Students will be shown with the example a note of announcement.Students are required to write a note of thanks in a group.Plan for follow-up class1.Our next class will begin with Unit 5. The students will be reminded at the end ofthis class to prepare the readings for next week.2.The next class will be structured through small group work and whole classdiscussions.Unit 5 Food BlogsTopic: Modern CommunicationObjectives:1. Students will be able to enlarge the vocabulary relating to modern communication.2. Students will be able to understand the content, the organization of the text and the writing devices of the passage.3. Students will be able to know and make use of the language points, especially expressions, learned from the text.4. Students will come to know the importance of managing incoming email.5. Students will be able to learn how to write a public notice.6. Students will be able to get some tips about the use of the infinitive in English. Important/Difficult Point(s):1.Grammar2. Experiences with cell phones and emails.Materials and Resources:1.Multimedia2.PPTs3.Colorful chalks4.ChalkboardProcedure:Period 1Step 1: Warm up1. Warm-up DiscussionQuestions: What is your favorite way of daily communication?Do you use the Internet?.2. Group DiscussionAsk students to form groups of four and discuss on the topic of Internet: How has the Internet influenced your life? Is the influence good or bad? Why?Appoint a team leader for each group.Group leaders will be asked to present group opinions.Step 2: Reading StrategyAsk students to read through the whole passage without referring to the word list. Try to scan through to find out the main idea. And skim the passage to find out the corresponding part of the passage to the comprehension exercise after the passage. Period 2Step 1: New word studyStep 2: (Homework)1. Read new words2. Memorize them all.Plan for Follow Up Lesson:1.Our next class will begin with the passage. The students will be reminded atthe end of this class to prepare the readings for next class.2.The next class will be structured through passage analysis and languagestudy.Period 3Step 1: Warm-up1.Students are asked to take out a piece of paper and recite new words. A number ofstudents will be called to read some words out for the teacher to check pronunciation.2.Students will go to spot dictation to practice their listening.Step 2: Text Aa.Guide the students to get the main idea.b.structure analysisPeriod 4Step 1：Language studyStep 2: Finish all the after-reading exercisePeriod 5Step 1: Warm-upGroup Study: Students are asked to form groups of four and talk about making telephone calls based on the following questions:What advantages does making phone cells have?Do you prefer making phone cells to sending short messages to your parents while you are in college? Why or why not?Group leaders present the result.Step 2: Active Words1.Teacher explains the usage and examples2.Students make sentences and try to memories the usagesStep 3: HomeworkFinish Vocabulary Check after the Active Words.Plan for follow-up lesson1.Students should prepare for the study of Text B.2.Students should prepare for group discussion and writing.Period 6:Step 1: Fast-reading of Text BStudents are required to take advantage of fast reading strategies to do comprehension work.Step 2: Brief Text Analysis1. The main idea of the text2. Questions relating to the major points of the textWhat problem is troubling email users and corporations around the world?What is the importance of managing emails?Who should be responsible for managing emails?Step 3: (Homework)Ask students to finish after-reading activities.Period 7Step 1: Warm-up1. Students are asked to take out a piece of paper and recite new words. A number of students will be called to read some words out for the teacher to check pronunciation.2. Students do listening practice.Step 2: Grammar Study: the infinitive in EnglishGuide students to learn the grammar points of this unit.Step 3: Exercises of the infinitive in EnglishPeriod 8:Step 1: ExercisesStudents are required to do comprehensive exercises in class within a certain timeframe. The teacher will check the answer.Step 2: Writing Practice --- How to write a public noticeThe teacher will explain what a public notice is and how to write it. Students will be shown with the samples.Students are required to write two notices according to the assignments in the textbook.Plan for follow-up class1.Our next class will begin with Unit 6. The students will be reminded at the end ofthis class to prepare the readings for next week.2. The next class will be structured through small group work and whole class discussions.Unit 6 Shopping and SightseeingTopic: Health CareObjectives:1.Students will know the background information related to the text.2.Students will be able to understand the content, the organization of the text andwriting devices of the text.3.Students will be able to grasp some key words, expressions and sentence patternsfor expressing ideas on related topics.4.Students will enlarge their vocabulary of diseases.5.Students will learn about the past participle in English.6.Students will learn how to write a name card.Important/Difficult Point(s):Key words and expressionsGrammarMaterials and Resources:1.PPTs2.Multimedia3.Colorful pens and markers4.Chalk, chalkboardProcedure:Period 1Step 1: Warm up:1. Ask students questions about healthDo you often get sick? What should we do if we want to stay healthy?2. Group DiscussionAsk students to form groups of four and discuss on the topic of health: What can we do in order to have a healthy, happy and long life?Appoint a team leader for each group.Group leaders will be asked to present group opinions.Step 2: Reading StrategyAsk students to read through the whole passage without referring to the word list. Try to scan through to find out the main idea. And skim the passage to find out the corresponding part of the passage to the comprehension exercise after the passage. Period 2Step 1: New word studyStep 2: (Homework)1. Read new words2. Memorize them all.Plan for Follow Up Lesson:1. Our next class will begin with the passage. The students will be reminded at the end of this class to prepare the readings for next class.2. The next class will be structured through passage analysis and language study. Period 3Step 1: Warm-up1. Students are asked to take out a piece of paper and recite new words. A number of students will be called to read some words out for the teacher to check pronunciation.2.Students will go to spot dictation to practice their listening.Step 2: Text A1. Guide the students to get the main idea.2. Structure analysisPeriod 4Step 1：Language studyStep 2: Finish all the after-reading exercisePeriod 5Step 1: Warm-upGroup Study: Students are asked to form groups of four and talk about experiences with doctors based on the following questions:1. What was your most unforgettable experience with doctors?2. What kind of doctor do you like best? Why?Group leaders present the result.Step 2: Active Words1. Teacher explains the usage and examples2. Students make sentences and try to memories the usagesStep 3: HomeworkFinish Vocabulary Check after the Active Words.Plan for follow-up lesson1. Students should prepare for the study of Text B.2. Students should prepare for group discussion and writing.Period 6:Step 1: Fast-reading of Text BStudents are required to take advantage of fast reading strategies to do comprehension work.Step 2: Brief Text Analysis1. The main idea of the text2. Questions relating to the major points of the textWhat are the secrets of a good night’s sleep?How many phases are there in the course of sleep?Step 3: (Homework)Ask students to finish after-reading activities.Period 7Step 1: Warm-up1. Students are asked to take out a piece of paper and recite new words. A number of students will be called to read some words out for the teacher to check pronunciation.2. Students do listening practice.Step 2: Grammar Study: the past participle in EnglishGuide students to learn the grammar points of this unit.Step 3: Finish exercises of the past participle in EnglishPeriod 8:Step 1: Comprehensive ExercisesStudents are required to do comprehensive exercises in class within a certain timeframe. The teacher will check the answer.Step 2: Writing Practice --- How to write a name cardThe teacher will explain what a name card is and how to write it. Students will be shown with the samples.Students are required to design a name card for themselves according to the assignment in the textbook.Plan for follow-up class1. Our next class will begin with Unit 7. The students will be reminded at the end of this class to prepare the readings for next week.2. The next class will be structured through small group work and whole class discussions.Unit 7 FarewellTopic: Generation gapObjectives: S tudents should be able to:1. Talk about generation gap2. Understand the content, the organization of the text and the writing devices of the passage;3. Know and make use of the language points, especially expressions, learned from the text;4. Grasp some key words, expressions and sentence patterns for expressing ideas on related topics;5. Learn how to write invitation cards or letters6. get some tips about the relative clause in EnglishImportant/Difficult Point(s):1.active verbs: start, concern, throw, care, count2.mean, major, concerned, dorm, save, sake, wear, exaggerate, collect, can, charge, priority, ruin, vacation,3.the relative clause in EnglishMaterials and Resources:1.PPTs2.Colorful chalks3.ChalkboardProcedure:Period 1Step 1: Warm upWarm-up Discussion:Ask students to form groups of four and discuss on the topics: 1) differences between my parents and 2) suggestions for bridging the generation gapDivide the students into groups of three or four. Appoint a team leader for each group. Invite some students to talk about the topics. Each speaker has two minutes for thepresentation.Step 2: Reading StrategyAsk students to read through the whole passage without referring to the word list. Try to scan through to find out the main idea. And skim the passage to find out the corresponding part of the passage to the comprehension exercise after the passage. Period 2Step 1: Word studyStep 2: Word analysisPlan for Follow Up Lesson:1.Our next class will begin with the passage. The students will be reminded at the end of this class to prepare the readings for next class.2.The next class will be structured through passage analysis and language study. Period 3Step 1: Warm-up1.Students are asked to take out a piece of paper and recite new words. A number of students will be called to read some words out for the teacher to check pronunciation.2.Students watch a short video about the generation gap.Step 2: Passage Aprehensive study of passage Ac.main idead.structure analysisnguage studyi.You don’t really feel the generation gap until a son or daughter comeshome form college fro Christmas.ii.What difference does it make?iii.Why don’t you do it for our sake?iv.But it’s very hard for us to realize you’re an adult when you throw all your clothes on the floor.Period 4Step 1：Finish all the after-reading exerciseStep 2: Active Words1.Teacher explains the usage and examples2.Students make sentences and try to memorize the usagesStep 3: HomeworkFinish Vocabulary Check after the Active Words.Plan for follow-up lesson1.Students should prepare for the study of Text B.2.Students should prepare for group discussion and writing.Period 5Step 1: Warm-upGroup Study: Students are asked to form groups of four and discuss on the topics “What do you do when you and your parents have different ideas about the same thing?” And “what suggestions do you have for bridging the generation gap?”Group leaders present the result.Step 2: Fast-reading of Passage BStudents are required to take advantage of fast reading strategies to do comprehension work.Step 3: Word StudyPeriod 6:Step 1: Passage Analysis1. Comprehensive study of passage B1)main idea2) structure analysis2. Language studyStep 2: (Homework)Ask students to finish after-reading activities.Period 7Step 1: Warm-up1. Students are asked to take out a piece of paper and recite new words. A number of。

【教学设计】Module2Unit7

Module 2 Unit 7 International charities1.教材分析本节课是译林版Unit 7 International charities，在复习Unit6单元内容的基础上，让学生更多地了解世界上的爱心组织，同时培养学生的爱心，尽自己能力去帮助别人。

2.教学目标1.To understand the world a few big charity.2. Discuss how to better help people in poor areas.3.教学重难1. 了解使用被动语态的语境。

2. 掌握并能正确运用被动语态的一般现在时和一般过去时。

3. 熟悉并能运用引出动作执行者的单词。

5.课前准备多媒体课件、录音机、教学素材7.教学过程Step1.Welcome to the unit1.International charities2.Match the logos with the charities.Which charity are they talking about?3.Listen and answer: What does Hobo wan t Eddie to do?4.U sefu l expressionsStep2. Reading1.Review: Do you know the following charities around the world? How does thischarity work?2.Listen to an interview carefully.3.True or False.A sk & Answer.Fill in the blanks.Something about blindness4.Amy made some notes of the interview, he lp her put the sentences t ogether (finish B3 on page 97).5.Amy is writing an article about ORBIS for the school newsletter. Help her complete B4 on Page 97.6.Words and Phrases: Useful expressionsnguage poi nts8.PracticeStep3.GrammarLearn the Passive voice and Active voice.How to form the passive voice?When to use the passive voice?Who designs the educational CD-ROM called ‘Around the World in Eight Hours’？Translate the following sentences into Chinese.Change the following sentences into passive ones.Step4. Integrated skills1.Knowi ng the different of International charities.ORBIS\WWF\World Vision\Oxfam\UNICEF2.Brief introduction about UNICEFQuestions about UNICEF: What is UNICEF?What’s the purpose of UNICEF?When was it set up?Why was it set up at the time?How many countries and areas does it work in?3.Listen carefully and answer the questions.How does UNICEF raise money?How does UNICEF help poor children?How can we help?4.Say something about “UNICEF”.5.Speak up:tal king about charities.Step5. Mai n task1.Pai r workHow many charities do you know?Which is your favorite charity?Why?2.Can you complete the chart flow?3.Talk about the work of Diana —an ORBIS nurse with the key words.4.Write a report on Man d eep’s life.Step6. HomeworkRemember the main phrases and sentences.Describe the ORBIS and its doctor using your own words.8.教学反思略。

新编实用英语综合教程2--Unit-7-Bidding-Farewall教(学)案

Unit 7 Bidding FarewellUnit GoalsWhat you should learn to do1.See off a friend and wish him/her a pleasent journey2.Make a farewell speech to:Express thanks for the host’s hospitalityAppreciate the pleasant cooperationExpress good wishes for the future3.Write a farewell letterWhat you should know about1.Two ways to prepare an English farewell speech and write a farewell letter2.Emphasis, ellipsis and inversion in a sentenceSection 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 :Text The Most Unforgettable Character I’ve MetI remember vividly that first English class in the last term of high school. We boys (there were no girls in the school) were waiting expectantly for the new teacher to appear. Before long, through the door came in a tall, unimpressive-looking man of about 40. He said shyly, “Good afternoon, gentlemen.”His voice had a surprising tone of respect, almost as if he were addressing the Supreme Court instead of a group of youngsters. He wrote his name on the blackboard — Wilmer T. Stone — then sat on the front of his desk, drew one long leg up and grasped his bony knee.“Gentlemen,” he began, “we are here this semester — your last —to continue your study of English. I know we shall enjoy learning with —and from —one another. We are going to learn something about journalism and how to get out your weekly school paper. Most important, we are going to try to really get interested in reading and writing. Those who do, I venture to say, will lead far richer, fuller lives than they would otherwise.”He went on like that, voicing a welcome message of friendliness and understanding. An unexpected feeling of excitement stirred in me.During the term that followed, his enthusiasm spread through us like a contagion. “Don’t be afraid to disagree with me,” he used to say. “It shows you are thinking for yourselves, and that’s what you are here for.” Warming to such confidence, we felt we had to justify it by giving more than our best. And we did.Mr. Stone gave us the greatest gift a teacher can bestow — an awakening of a passion for learning. He had a way of dangling before us part of a story, a literary character or idea, until we were curious and eager for more; then he would cut himself short and say, “But I suppose you have read so-and-so.” When we shook our heads, he would write the title of a book on the blackboard, then turn to us. “There are some books like this one I almost wish I had never read. Many doors to pleasure are closed to me now, but they are all open for you!”The end of the term came much too soon. The morning before graduation day the class suddenly and spontaneously decided to give Mr. Stone a literary send-off that afternoon — a goodbye party withm poems and songs for the occasion.That afternoon when Mr. Stone walked slowly into Room 318 we made him take a seat in the first row. One of the boys, sitting in the teacher’s chair, started off with a poem called “Farewell”; the rest of us were grouped around him. Mr. Stone sat tight-lipped, until toward the end when he slowly turned to the right and then to the left, looking at each of us in turn as if he wanted to register the picture on his mind.When we got to the last chorus of the parody, we saw tears rolling down Mr. Stone’s high cheekbones. He got up and pulled out a handkerchief and blew his nose and wiped his face. “Boys,” he began, and no one even noticed that he wasn’t calling us “men” any more, “we’re not very good, we Americans, at expressing sentiment. But I want to tell you that you have given me something I shall never forget.”Language Points1 Explanation of Difficult Sentences1. (Para. 1) Before long, through the door came in a tall, unimpressive-looking man of about 40.Analysis: The sentence ... through the door came in a tall,unimpressive-looking man of about 40 takes the structure of full S-Vinversion. Inversion includes two types: full inversion and partialinversion.Full inversion is usually used in a sentence beginning with anadverbial of place (through the door in this sentence). Inversion is used to emphasize the ending part of the sentence, a tall ... man of about40 in this case.Translation: 很快，从门口走进一个高高的、40来岁的男子，看上去其貌不扬。

新编大学英语2第7课教参

新编大学英语2第7课教参Unit SevenCulture准备活动(Preparation) 第一部分准备活动热身训练（一、热身训练（Warm-up Exercises）） 1）告辞常用句型与表达方式 I think I’d better b going now. I’ve got to get up early tomorrow. I think I ought to be going now. My baby sitter must leave at 11:00.I think I must be going now. I mustn’t hold you any longer. 我想我必须走了，不能再耽误你的时间了。

Actually, we’ll have to be thinking of going.我们真的该准备走了。

I’m afraid we’ll have to go.2）告别时道谢的常用句型与表达方式Thank you for a lovely afternoon. Thank you. I’ve enjoy this beautiful evening. I really enjoyed it.我这一天过得真快乐。

Thank you for the picnic. It was super. Thanks again. It really was very kind of you to invite us. Thank you for all you’ve done for me. That was a delicious meal / a great day, thank you very much.2）告别时回复道谢的常用句型与表达方式Not at all. It was a pleasure. I’m glad you liked it. We’re glad you’ve been happy here. Do come again. That was a lo vely day out. I’m glad you enjoyed it. 不客气，这样我们很高兴。

《新编实用英语》教案第二册Unit

Unit Ten Managers and CEOSI. Objectives:By the end of this unit, the students should be able to:1. Read and understand some schedule, especially meetingschedule2. Read some dialogues and learn how to arrange a program3. Learn how to write conference schedule4. Useful words, expressions and language pointsII. IntroductionLead-in（导入）: First, the students are asked to discuss the topic — management and schedule. Then their opinions are written down on the blackboard. Finally, the introductory remarks will be made by the teacher as follows:Everybody dreams of being a manager or CEO of a big company because it often represents great success. If your dream comes true one day, would you know how to arrange your business work well, how to writea work schedule, how to chair a business meeting, how to manage yourpeople and so on? These are the basic qualities of a good manager.In this unit you'll learn something about how to communicate like a successful manager.A schedule is used to plan a conference or an intended event. Witha well-prepared schedule, we can do things better and save sometimes.In this unit, we will learn some knowledge about management and schedule.III. Teaching Procedures:Section I. Talking Face to FaceStep 1 Read and translates some samples of schedule Sample 1Sample 2Step 2 Read some dialogues and try to learn how to arrange a program1. SamplesSample 1 Dialogue 1 Have You Finished the Schedule?Manager:Have you finished the schedule for the celebrations, Janet?Secretary:Yes. I’ve just finished it. Do you want to read it now?Manager: Right. (Janet shows the schedule to the manager.)Manager: Let me see. On Wednesday, September 17th, the SupremeHotel .An introduction by Susan Williams, Janet, I am afraid Toby can comeback for the opening address. He phoned me this morning.Secretary: Oh, I see. Who do you think can take the place?Manager: You may arrange for Sally, Sally Turner, to deliver thespeech.Secretary: All right. Any other opinions?Manager:Well, about the buffet supper, we’d better make it sumptuous(豪华的).Secretary: Thanks.Sample 2 Dialogue 2Secretary: Good morning. What can I do for you?Reporter: I am a reporter from the TV station. I have anappointment with Mr. Anderson at 10:30.Secretary: OK. Please have a seat. He’ll be with you in a minute.Mr. Anderson: Hello, Mr. Ronald. Pleased to meet you. What would youlike to know?Reporter: First of all, I would like to ask you some questions abouthow you manage your people.Anderson: OK, please.Reporter: Do you hold regular meetings with your employees?Anderson: Yes, I do. Once a week on Wednesdays from 8:00 to 10:00.That’s why I couldn’t meet you then.Reporter: What do you do at those meetings?Anderson: I listen while my people review and analyze what theyaccomplished last week, the problems they had, and what still needs tobe accomplished.Reporter: What else after that?Anderson: Then we develop plans and strategies for the next week.Reporter: Are the decisions made at the meetings binding on both youand your people?Anderson: Of course, they are.Reporter: Then you ar e a participative manager, aren’t you?Anderson: No. I don’t believe in participating in any of my peopledecision-making.2. Tasks after class(1) Interview a manager of a company about his management of humanresources.(2) Talk about looking for a sec retary for your manager’s office.(3) Offer your help in preparing for a conference.(4) Inform one of your colleagues of a meeting to be held at 8:30 a.mStep 3 Useful expressions and sentence patterns1. expressionsshow something to somebodytake the placedeliver the speechhad better do itmake it goodbear something in minddo a good jobhave an appointment with somebodypleased to meet somebodyask somebody about somethingneed to be accomplishedbelieve in participatingdecision making2. SentencesCould I ask you a question about your new project?What would you like to know?I would like to ask how you became a “rags-to-riches” CEO.I wonder how you manage the company?Could you tell me something about the management of your staff? Do you have regular meetings to discuss business?What do you do at the meetings?Have you finished the schedule for the celebration?Have you made a draft of the agenda for the conference?When shall we have the board meeting?Is everyone required to attend the meeting?Who do you think could fill the position of the chief engineer?Who do you think can take the place of the general manager?Have you got everything ready for the conference?What’s the next item to discuss?Why can’t Mr. Hopkins attend the meeting?How do you feel about the proposal?What are your views on this plan?Don’t you agree with what Mr. Fisher said just now?What else do you think we should discuss now?Step 4 Practices1. Imagine you are a company secretary. You are informing a member of the board, Mr. Brown, to attend an important conference. Fill in the blanks according to the Chinese version provided.Y: Mr. Brown, __________(1)______________ (你收到通知) that we are going to hold a board meeting on Wednesday, November 28th?B: No, not yet. Where are we going to have it?Y: _______________(2)_______________. (下午2:30在董事会办公室。

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Unit Seven Entertainments and Tourist AttractionsI. Aims and Requirements1. Some entertainment and tourist ads2. How to write entertainment and tourist ads3. How to introduce entertainment and tourist attractions4. Some knowledge about opera5. Useful words, expressions and language pointsII. Introduction1. Entertainments are popular for the public, such as film, opera and so on. The unit will discuss different kinds of entertainments.2. Entertainment ads are an important source of information for people to find out what entertainments are currently available. Now this unit will begin with an entertainment ad.III. Teaching PlansTask 1 Talking face to face: Entertainment aidsL istening comprehensionPart 1 Read some entertainment and tourist adsPart 2 Read some dialogues about entertainment and tourist attractions, and learn how to introduce them to the visitors.Part 3 Useful expressions and sentence patterns about introducing entertainment and tourist attractionsPart 4 PracticesPart 1 Read some entertainment and tourist adsSample 1 What Shall We See This EveningSample 2 Go to see Chinese Acrobatics.Part 2 Read some dialogues about entertainment and tourist attractions, and learn how to introduce them to the visitorsSample1. What Shall We See This Evening1，Asking programs of this evening: What are we going to see this evening?2，Giving some selections: There are Beijing opera, a concert and Chinese acrobatics (杂技). What do you prefer?3，Recommending Beijing opera: I’d recommend Beijing opera. It’s something special you’ve probably never seen before.4，Discussing Beijing opera: I know. It’s unique to Chinese culture. But I had the chance to enjoy it during my last visit.5，Discussing the meeting time：When shall we meet?Part 3 Useful expressions and sentence patterns about introducing entertainment and tourist attractions(1) There is a … performance here on these days.(2) Anything exciting going on this weekend?(3) Who will give the performance?(4) A group of young singers (musicals, musicians …) from …(5) That sounds interesting, where is it?(6) What do you want to see most?(7) When will the festival (concert, exhibition ...) start?(8) Let’s get the ticket.(9) Can we get the tickets for tomorrow?(10)Can you show me some of the attractions here?Part 4 Practices1. Image you are inviting Linda to see Beijing Opera.2. Imagine you and your English teacher, Sue, are in the lobby of a theatre, waiting to see Chinese acrobatics. Complete the conversation with her by filling in the blanks.Task 2 LUCIANO PAVAROTTI----Bring Opera to the World Part 1: Information Related to the Reading Passage1. tenor: a man with the highest male singing voice 男高音2. bass: a man with the lowest male singing voice 男低音3. aria: a song that is sung by only one person in an opera 咏叹调4. high C: a very high musical note 高音CPart 2: Preview Questions1. How do people appreciate Pavarotti?2. Why does Pavarotti’s sing ing touch millions of people in the world?3. When did Pavarotti begin to study voice?4. What was the first prize Pavarotti won in the international competition foryoung singers?5. How successful was the concert in BAERLIN IN 1988?Part 3: Important Words1) touch v. cause someone to feel pity, sympathy, etc. 触动，感动e.g.: His sad story touched us.Her song touched my heart.The sad music touched me and made me feel blue.2) entertain v. amuse and interest 使娱乐，使欢乐；款待e.g.: The boy is entertaining himself with his building blocks.The magician entertained the children with a variety of tricks.Some people entertain themselves by reading; others have to be entertained by radio or television shows.That couple often entertains of weekends.3) talent n. a special natural or learned ability or skill, especially of a high quality 才能，天资；人才e.g.: Mary seems to have a talent for drawing.This sort of work calls for special talents.New York is full of artistic talent.4) career n.. a job or profession for which one is trained and which one intends to follow the whole of one’s life 生涯，职业e.g.: John began his Hollywood career in 1931.She wants to make nursing her life’s career.My sister has a career in teaching high school English.5) strengthen v. make strong or stronger 加强，巩固e.g.: The new evidence strengthened his case.It’s importa nt to strengthen ties between the two countries.The company has strengthened its position with new advertisements.6) draw v. attract 吸引；取出e.g.: The accident drew a great crowd.My shouts drew the attention of the policeman.The nurse drew blood from the patient for testing.Part 4: Explanation of Different Sentences1) (Para. 1) Not only is this voice powerful, but it conveys strong emotion.Analysis: Sentences beginning with not only… usually take an inverted S—V order.Translation:这不仅仅是因为他的歌喉浑厚有力，而且还传达出强烈的情感。