新编实用英语2 序言课
新编实用英语2(第四版)教学大纲
新编实用英语2(第四版)教学大纲-CAL-FENGHAI-(2020YEAR-YICAI)_JINGBIAN郑州信息工程职业学院基础部《新编实用英语Ⅱ》课程教学大纲课程编码：9999010062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：《新编实用英语Ⅰ》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Ⅱ》是我院高职一年级学生第二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：l、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），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chapter2-PPT精品文档
Responsibilities Ensure Golbal’s major accounts continue to benefit from customer service and support. Support major accounts on technical and quality issues. Organize pre-sales initiatives on new products.
• Closing date for applications:12 July 2009
我们提供了一个一周5天的和吸引人的补贴 覆盖有相当的经验和质量。
请递交一份手写的带有简历的申请信并且 带有近期的照片到： Milliam Wright 先生 人力资源经理 全球通讯处 西街14号 近期的申请日期：2009年7月12日
Unit 2
Job Advertisement
Made by :Liu Xiao-xue(刘晓雪） Fan Zhang-li(范章丽） Yuan Xu(袁旭) He Xiang-ying(何香颖） Li Yan(李燕） Li Ling(李玲） Cao Cun-jiu(曹存久） Yang Jun(杨军）
Sample Two
WANTED
Foreign Trade Assistant Atlantic Import and Export Co .Ltd
We are a professional import and export company located in the downtown area of Wenzhou,China .For furthedeveloping our foreign trade business ,we are now looking for candidates with high caliber working as trade clerks. Job Description :Be responsible for office affairs, handling documents and samples, and assisting the foreign trade department in dealing with overseas customers.
新编实用英语综合教程2 教案
新编实用英语综合教程2 教案Part 1: ListeningIn this section, students will listen to a conversation between two friends discussing the impact of technology on their lives. They will also listen to a news report about the latest advances in artificial intelligence.Part 2: SpeakingStudents will pair up and discuss the advantages and disadvantages of living in the digital age. They will also debate whether technology has made our lives easier or more complicated.Part 3: ReadingIn this part, students will read an article about the future of virtual reality technology and its potential applications in various industries. They will also read ashort story about a robot that learns to think and feel like a human.Part 4: WritingStudents will practice writing a persuasive essay on the topic "Is technology making us smarter or lazier?" They will need to provide evidence and examples to support their argument.Unit 2 Social MediaPart 1: ListeningStudents will listen to a podcast about the impact of social media on mental health and relationships. They will also listen to a discussion about the pros and cons of using social media for activism.Part 2: SpeakingIn this section, students will participate in a group discussion on the topic "Should social media platforms beregulated?" They will need to express their opinions and listen to their classmates' viewpoints.Part 3: ReadingStudents will read an article about the rise ofinfluencer marketing on social media platforms. They will also read a blog post about the benefits of using social media for networking and career advancement.Part 4: WritingIn the writing task for this unit, students will create a social media campaign for a fictional company. They will need to come up with a creative strategy to promote the company's products or services on different social media platforms.Unit 3 Online SecurityPart 1: ListeningStudents will listen to a cybersecurity expert discussing common online security threats and how to protect againstthem. They will also listen to a news report about a recent data breach at a major company.Part 2: SpeakingIn this section, students will participate in role-plays where they act out different online security scenarios. They will need to practice giving advice on how to stay safe online and protect personal information.Part 3: ReadingStudents will read an article about the importance of using strong passwords and two-factor authentication to secure online accounts. They will also read a case study about a social engineering attack that led to a data breach.Part 4: WritingFor the writing task in this unit, students will compose an email to a friend explaining the importance of online security measures. They will need to provide tips andrecommendations for staying safe online and avoiding common scams and phishing attempts.。
新编实用英语综合教程2unit_1_教案
learn how to invite friends to attend a party or adance in oral English.students will fine tune their listening and comprehensionskills through exercises relating to inviting people out.students will learnhow foreign people dealwith invitations,when one wants to accept or does not accept.get some practical experience and writing a invitationand a reply to the invitation one gets.:Patterns and expressions for talking about invitations:I’dliketoinviteyoutodinner.我想请你吃晚饭。
Why don’t you come and join us for disco?你为什么不和我们一起跳迪斯科？It’s very kind of you to invite me.谢谢你邀请我。
How nice of you! Many thanks.你真好！多谢。
I’dlove to. That wouldbe grea t.我很愿意去。
太好了！Oh, dear, I’m afraid I’m busy tonight. Perhaps tomorrow evening?哦，亲爱的，今晚我很忙。
明晚也许可以吧？Could you make it another time, perhaps next Sunday?你能改个时间吗，下个星期天怎样？It’s very kind of you, but you see I’ll have to prepare for my exam.非常感谢，可你知道我得准备考试。
新编实用英语2第四版Unit five Food-Culture教学文案
Understanding a Short Speech / Talk
Unit | Five
1 Listen to ten topic-related sentences for workplace communication and try to remember them.
Section Ⅲ
Contents
Section Ⅴ
Appreciating Culture Tips
Section Ⅳ
Maintaining a Sharp Eye
Trying Your Hand
Unit | Five
Imitating Mini-Talks Acting out the Tasks Studying Menu Following Sample Dialogues Putting Language to Use
Unit | Five
Window on Key Words
1 Work in pairs. Look at the picture and recite the following mini-talks for eating at restaurants.
1) Which table to choose? Jane: Waiter, a table for two, please.
Back
Unit | Five
Script:
1) Would you like something to drink? 2) I’d like a glass of beer, please. 3) I’d like to book a table for six this Friday evening. 4) Is this table available? 5) May I take your order now? 6) Which do you prefer, meat or fish? 7) Will you try some seafood? 8) May I have the menu, please? 9) I’d rather have some light food today. 10) Waitress, bring me the bill, please.
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2--Unit-2-Communication-by-Email教学导案
新编实用英语综合教程2--Unit-2-Communication-by-Email教案————————————————————————————————作者：————————————————————————————————日期：Unit 2 Communication by Email Unit GoalsWhat you should learn to do1.Chat onlinee abbreviations and slangs in communicating online3.Write an emailWhat you should know about1.Surfing online for:InformationShopping2.Good or bad of chatting online3.Noun clausesSection I Talking Face to Face1.Imitating Mini-Talks2.Acting out the Tasks3.Studying Email Information on the Internet4.Following Sample Dialogues5.Putting Language to UseSection II Being All Ears1.Learning Sentences for Workplace Communication2.Handling a Dialogue3.Understanding a Short Speech / TalkSection III Trying your Hand1.Practicing Applied Writing2.Writing Sentences and Reviewing GrammarSection IV Maintaining a Sharp EyePassage 1 :Information Related to the Reading PassageIt’s no understatement to say that e-mail has had a profound effect on our professional and personal lives. People thousands of miles away from each other can send and receive detailed documents within mere seconds. This allows us to take on projects that wouldn’t have been practical or possible only a few years ago. It has become routine for us to correspond and exchange files with people overseas. The only obstacle is the difference in time zones.But on the other hand, e-mail can eat up a substantial portion of our workday. Most of the time and effort involved is going through unsolicited messages and separating the good from the bad. But not all unsolicited messages are spam.Text E-mail, a Blessing and AnnoyanceFor the blessing:E-mail is a conversation that does not require an immediate response (like a telephone). If someone calls you on the telephone, you pick it up (unless you have an answering machine, voice mail or you are just plain rude) and the conversation begins. This is an interactive conversation.With e-mail, you send a message and then wait for a response. The response may come in five minutes or it may come in five days. Either way, it’s not an interactive conversation.If a hundred people send you e-mails in one day, so what? You don’t have to talk with all one hundred. Just think of all the hellos, goodbyes and other unnecessary chit-chat you can avoid. With e-mail, you only deal with their messages (which usually omit hellos, goodbyes and such) and you deal with them on your own time. That’s the blessing.Now for the annoyance:Too many e-mail users assume that the minute someone receives an e-mail, the person will read it. Bad assumption.If you schedule a meeting for an hour from now and send an e-mail to eachparticipant, the chance that all the participants will read that message within the hour will be pretty small. On the other hand, if you schedule the meeting for the next day, the chance that they will read the message will be pretty high. Remember, e-mail is not designed for immediate response (that’s why you have a telephone), it’s designed for convenience.Some (not all) e-mail systems have features that try to combat this problem. These features (usually called “notification”) will notify you when a person has received your e-mail and may also tell you when the person has read it (really all it can do is assure you that the person has looked at the first screen of the message —it has no way to know if the person has read the message word for word). Referring back to the example in the previous paragraph, you could check to see who has checked their e-mail before the meeting and then telephone those who have not read it.Attachment: SmiliesSince there are no facial and voice cues to help e-mail, users have come up with something called “smilies”. They are simple series of symbols that are pieced together in the e-mail text to help express the writer’s feelings. The most common example is :-) (a smiling face). Here are some more examples.They are typically found at the end of sentences and will usually refer back to the previous statement.Language Points1 Explanation of Difficult Sentences1. (Para. 3) If a hundred people send you e-mail in one day, so what?Analysis: so what? is an informal expression, which means “Why should I care?”Translation: 如果在一天内有一百个人给你发邮件，那又怎么样呢？2. (Para. 3) Just think of all the hellos, good-byes and other unnecessary chit-chat you could avoid.Analysis: Just is used to make a statement or command stronger, meaning in Chinese“只是，仅仅”。
新编实用英语综合教程2第五版修订版课件
新编实用英语综合教程2第五版修订版课件In recent years, there has been a growing interest in learning English as a second language. With the increasing globalization of the world, English has become the lingua franca of business, travel, and communication. In response to this demand, the New Practical English Comprehensive Course 2 has been revised and updated to meet the needs of learners.The fifth edition of the New Practical English Comprehensive Course 2 provides a comprehensive and practical approach to learning English. The course is designed for intermediate-level learners and covers a wide range of topics, including grammar, vocabulary, listening, speaking, reading, and writing.One of the key features of this revised edition is the inclusion of authentic materials. The course incorporates real-life situations and texts, such as newspaper articles, interviews, and dialogues, to provide learners with a more realistic and engaging learning experience. By using authentic materials, learners are exposed to the language as it is used in everyday contexts, helping them develop their language skills in a more natural way.In addition to authentic materials, the course also includes a variety of interactive activities and exercises. These activities are designed to encourage learners to actively engage with the language and practice their skills. For example, there are role-playing activities that simulate real-life situations, allowing learners to apply what they have learned in a practical context. There are also group discussions and pair work activities that promote communication and collaboration among learners.Furthermore, the course places a strong emphasis on developing listening and speaking skills. There are numerous listening exercises that help learners improve their listening comprehension and pronunciation. The course also provides ample opportunities for learners to practice speaking through dialogues, presentations, and discussions. By focusing on these skills, learners can become more confident and proficient in using English in both casual and formal settings.To enhance the learning experience, the course is accompanied by a range of multimedia resources. These resources include audio recordings, video clips, and online activities. Learners can access these resources on their computers or mobile devices, allowing them to study anytime and anywhere. The multimedia resources not only provide additional practice opportunities but also make the learning process more interactive and engaging.In conclusion, the New Practical English Comprehensive Course 2, fifth edition, offers a comprehensive and practical approach to learning English. With its authentic materials, interactive activities, and multimedia resources, the course provides learners with a rich and engaging learning experience. Whether for academic or professional purposes, this course is a valuable resource for anyone looking to improve their English language skills.。
新编实用英语2 教案
Unit 1 InvitationsThe First Session (90~100 min.)Teaching Contents:Section1 Talking Face to Face& Section2 Being All EarsTeaching Aims:Knowledge objects1 To study the key words and expressions: “invite, request the pleasure of one’s company, in celebration of , feel honored, great, super, congratulations” etc. by learning the dialogues of this part.2 To finish some oral exercises about extending and replying to an invitation. Ability objects1 To develop the Ss’ speaking abi lities on the subject of extending and replying to an invitation.2 To practice the Ss’ listening comprehension on the subject of extending and replying to an invitation.Teaching Important Points:1 To help the Ss to communicate with each other.2 To enable the Ss to study in groups and cooperate skillfully.3 To develop the Ss’ interest in talking in English.Teaching Difficult Points:1 How to make the Ss express their thoughts freely and correctly.2 How to strengthen their listening abilities.Teaching Methods:1 The Communicative Method2 The Audio-lingual Method3 The Task-based MethodTeaching Aids:1 A tape recorder2 The blackboardTeaching Procedures:Step1 Lead-in: The invitation card1 Warm-up questions:1)What are the two cards you are reading now?2)Why do people write an invitation card?2 Questions for understanding the first invitaion card1) Who are the inviters?2) Why are they going to hold a dinner party?3) When are they going to hold a dinner party?4) Where will the dinner party be held?3 Questions for understanding the second invitaion card1) Who is the inviter?2) Who is the person invited?3) What activity is going to take place?Step2 Oral Activities: Talking Face to Face1 The teacher asks some questions and the Ss speak out the sentences for certain purposes under the guidance of the teacher.1) Do you know how to make an invitation?2) Do you know how to decline an invitation?2 The Ss read the sample dialogues after the teacher and try to find out the useful sentences and expressions for making and declining an invitation in the dialogues.3 The Ss practice the dialogues in groups.4 Give the Ss several minutes to prepare short conversations in pairs by simulating the five small dialogues.5 The Ss role-play the similar situations they create, first in groups and then in front of the class.6 The Ss do Put-in-Use exercises in groups by reading out loud all the three dialogues they have completed.Step3 Listening Practice: Being All Ears1 Give the Ss 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 with a pause after each sentence, and ask the Ss to take notes of the key words.4 Play the tape for the third time, and ask the Ss to simultaneously repeat the passage while they are listening.5 Do all the exercises in this section.Step4 Assignments1 Pair work: Prepare conversations about making and declining an invitation.2 Recite the wonderful sentences picked out by the teacher.3 Preview all the exercises after Passage 1.Unit 1 InvitationsThe Second Session (90~100 min.)Teaching Contents:Section3 Maintaining a Sharp Eye:Passage1 Are You Really Being Invited?Teaching Aims:Knowledge objects1 To study the key words and expressions: “invent, appropriate, commit, instance, entertain, host/hostess, identify, present, casual, explicit, drop, be prepared to do sth, commit oneself, let the matter drop” etc. by learning the passage of this part.2 To know about some invitation culture.1) The time you are being invited2) Who pays if you are being invited to a restaurant?3) How to decline an invitation4) Appropriate etiquette of declining an invitation3 To grasp the main idea of the passage.Ability objects1 To develop the Ss’ abilities of reading comprehension.2 To develop the Ss’ abilities of making sentences.Teaching Important Points:1 To help the Ss to know about Western invitation culture.2 To enable the Ss to get a general understanding of the passage.3 To enable them to make sentences using the key words and expressions. Teaching Difficult Points:1 How to make the Ss translate the sentences by simulating the structures in the passage correctly.2 How to make the Ss understand some long or difficult sentences better. Teaching Methods:1 The Audio-lingual Method2 The Elicitation Method3 The Task-based MethodTeaching Aids:1 A tape recorder2 The blackboardTeaching Procedures:Step1 Lead-in: Warm-up questions:1 Do different countries vary in their customs when people invite friends? Give an example.Yes. For example, in China, if you invite a friend to a restaurant for dinner, you will pay the bill, while in Western countries, people often go Dutch.2 How much do you know about the practice of invitation in Western countries? Step2 Listen and Read1 The Ss read the passage as quickly as possible.2 The teacher plays the tape for the first time and ask the Ss to listen.3. Play the tape for a second time and ask the Ss to repeat after the tape.Step3 Analyzing and Summarizing1 The teacher asks the students to the Ss read the passage paragraph by paragraph and give a summary of the passage.Para.1: How to deal with or decline an invitation that you don’t like to accept. Paras.2-4:The etiquette of inviting people to eat out in a restaurant in the United StatesPara.5:How to distinguish between an invitation and a ritual expression of parting.2 The Ss discuss the following questions.1) What should you do if someone invites you but hasn’t told you what theinvitation is about?2) If someone invites you to do sth you don’t like to do, how should youreply?3) What are you expected to do if you have to decline an invitation?4) What is the proper etiquette for declining an invitation?5) What is the key word often used in an invitation that sounds like aninvitation but actually isn’t?Step4 Language pointsThe Ss choose some useful expressions and sentences from the passage, and then the teacher demonstrates their usage. The following should be chosen and practiced. The Ss should make up at least two sentences using the chosen phrases in groups.1 commit oneself to sth./doing sth. : promise to do sth.e.g. The government claimed to commit itself to improving health care.2 invent: v. discover and create sth. newe.g. Trains were invented long before cars.I didn’t invent the story --- everything I told you is true.3 drop: v. fall down, give up, lowere.g. She dropped her purse on the ground.Unit 1 InvitationThe Third Session (90~100 min.)Teaching Contents:Section3 Maintaining a Sharp Eye: Passage2& Section4 Trying Your HandTeaching Aims:Knowledge objects1 To study the key words and expressions: “colleague, occasionally, at least, get along with, happen to do sth, in the hope of, make sure” etc. by learning this part.2 To learn the format and language features of invitation cards.3 To know about word order in a subordinate clause.4 To grasp the main idea of the passage.Ability objects1 To develop the Ss’ abilities of reading comprehe nsion.2 To develop the Ss’ abilities of making sentences.Teaching Important Points:1 To enable the Ss to write an invitation letter.2 To enable the Ss to get a general understanding of the passage.3 To enable them to make sentences using the key words and expressions..Teaching Difficult Point:How to strengthen their grammar abilities.Teaching Methods:1 The Audio-lingual Method2 The Elicitation Method3 The Task-based MethodTeaching Aids:1 A tape recorder2 The blackboardTeaching Procedures:Step1 Lead-in: Warm-up questions1 Have you ever received an invitation letter in English?2 What points should an invitation letter include?(The activity’s program, time, place, inviter and invitee.)Step2 Listen and Read1 The teacher plays the tape and asks the Ss to listen.2 The Ss read the passage.Step3 Analyzing and SummarizingThe teacher asks the students to read the letter twice and try to find out the activity, the place, the time,, the inviter and the invitee. Then thr teacher makes sure that the students are able to summarize the message conveyed tin an invitation letter.Step4 Language pointsThe Ss choose some useful expressions and sentences from the passage, and then the teacher demonstrates their usage. The following should be chosen and practiced. The Ss should make up at least two sentences using the chosen phrases in groups.1 colleague:n. someone that you work with2 occasionally: ad. once in a while3 at least: not less than4 happen to do sth.: have or do sth. by or as if by chance5 make sure: find out if sth. is true or check that sth. has been doneStep5 Applied Writing1 The teacher briefly summaries the format and the language used in business cards.2 The Ss do Simulate and Create exercises.Step6 Grammar Review1 The teacher compares the word order in a wh-question and a subordinate clause with some examples.2 The Ss do Exs.5-6.Step7 Assignments1 Recite the words as many as possible after class.2 Do the grammar exercises in the Workbook.3 Prepare Section 1of Unit 2.4 Do Exs7-8 of Section 4.Unit 2 EmailsThe First Session (90~100 min.)Teaching Contents:Section1 Talking Face to Face & Section2 Being All EarsTeaching Aims:Knowledge objects1 To study the key words and expressions: “chat on line, get/gain access to the Internet, go on line, browse the Internet, be keen on chat online, send an email, email address, simulate, be addicted to, visit a website, click the mouse, sign up online, e-shopping/commerce” etc. by learning the dia logues of this part.2 To know more abbreviations and slang used in comunicating online.Ability objects1 To develop the Ss’ abilities of making coversations about going online.2 To practice the Ss’ listening comprehension on the subject of communicating online.Teaching Important Points:1 To help the Ss to communicate with each other.2 To enable the Ss to study in groups and cooperate skillfully.3 To develop the Ss’ interest in talking in English.Teaching Difficult Points:1 How to make the Ss express their thoughts freely and correctly.2 How to strengthen their listening abilities.Teaching Methods:1 The Communicative Method2 The Audio-lingual Method3 The Task-based MethodTeaching Aids:1 A tape recorder2 The blackboardTeaching Procedures:Step1 Lead-in:1 Warm-up questions:1) What do the abbreviations stand for?YDKM You don’t know meSTYS Speak to you soonTYVM Thank you very muchWYRN What is your real nameWDYS What did you say2) Do you often chat online?3) How do you chat online?4) What do you think of chatting on line?2 The Ss read and translate the abbreviations under the supervision of the teacher. Step2 Oral Activities: Talking Face to Face1 The teacher gives the students more abbreviations and asks them to use them for practice.LTNS, Long time no seeSTYSL, Speak to you soon later2 The Ss read the sample dialogues after the teacher and try to find out the useful sentences and expressions for talking about abbreviations used online.3 The Ss practice the dialogues in groups.4 Give the Ss several minutes to prepare short conversations in pairs by simulating the five small dialogues.5 The Ss role-play the similar situations they create, first in groups and then in front of the class.6 The Ss do Put-in-Use exercises in groups by reading out loud all the three dialogues they have completed.Step3 Listening Practice: Being All Ears1 Give the Ss 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 with a pause after each sentence, and ask the Ss to take notes of the key words.4 Play the tape for the third time, and ask the Ss to simultaneously repeat the passage while they are listening.5 Do all the exercises in this section.Step4 Assignments1 Pair work: Prepare conversations on chatting online with each other, referring to the dialogues in the Workbook.2 Recite the wonderful sentences picked out by the teacher.Unit 2 EmailsThe Second Session (90~100 min.)Teaching Contents:Section3 Maintaining a Sharp Eye: Passage1Teaching Aims:Knowledge objects1 To study the key words and expressions: “medium, share (in), conduct business, log onto the Internet, claim for sale, on sale, in the first quarter of the year, merge with, influence, at a...price, at one’s convenience, concern, regarding , have access to , digital divide, in spite of, slow down, speed up, provide with” etc. by learning the passage of this part.2 To know about the advantages and disadvantages of the Internet.3 To grasp the main idea of the passage.Ability objects1 To develop the Ss’ abilities of reading comprehension.2 To develop the Ss’ abilities of making sentences.Teaching Important Points:1 To help the Ss to analyze the advantages and disadvantages of the Internet..2 To enable the Ss to get a general understanding of the passage.3 To enable them to make sentences using the key words and expressions. Teaching Difficult Points:1 How to make the Ss translate the sentences by simulating the structures in the passage correctly.2 How to make the Ss understand some long or difficult sentences better. Teaching Methods:1 The Audio-lingual Method2 The Elicitation Method3 The Task-based MethodTeaching Aids:1 A tape recorder2 The blackboardTeaching procedures:Step1 Lead-in: Warm-up questions:1 Do you usually log onto the Internet?2 What do you usually do on the Internet?3 How do you get access to the Internet?Step2 Listen and Read1 The Ss read the passage as quickly as possible.2 The teacher plays the tape for the first time and ask the Ss to listen.3. Play the tape for a second time and ask the Ss to repeat after the tape.Step3 Analyzing and Summarizing1 The teacher asks the students to the Ss read the passage paragraph by paragraph and give a summary of the passage.Paras.1-3: Introduction to the Internet.Paras.4-6: Advantages of the Internet in people’s current life.Paras.7-8: Disadvantages of the Internet.Paras.9-15: Further development of the Internet in the future.2 The Ss discuss the following questions.1) What can people do on the World Wide Web?2) How many people joined the American Online Inc. in 1995?3) What is the e-Bay?4) What are the advantages of email mentioned in this passage?5) What are the disadvantages of the Internet according to this passage?6) How do you understand the term “digital divide”?7) Who has contributed a lot to the Internet growth in America according to thepassage?8) What has improved the speed of the Internet?Step4 Language pointsThe Ss choose some useful expressions and sentences from the passage, and then the teacher demonstrates their usage. The following should be chosen and practiced. The Ss should make up at least two sentences using the chosen phrases in groups.1 share: v. divide and distributee.g. We will share (in) the work.2 conduct: v. handle, undertake, transact, guidee.g. People around the world conduct business on the Internet nowadays.3 communicate with sb.: share or change opinions with sb.e.g. More and more people communicate with each other on the Internetin modern society.4 log on the Internet: gain access to the Internet, get on linee.g. Millions of people log on the Internet every day.5 claim:v. declare to be true, statee.g. He claims that he has a strong memory, but I don’t believe him.She claims to be the daughter of a well-known scientist.6 for sale: offered to be sold, esp. by a private ownere.g. The sign on the house says “To let or for sale”.Do you have any pictures for sale?on sale: offered to be sold, esp. with a discounte.g. Will the new product be on sale next month?7 merge with: join together so as to become onee.g. The two companies merged to become larger and more powerful.They advised their clients to merge with another company.8 at one’s own convenience: at a time that is most convenient for onee.g. We may arrange the meeting at your convenience.9 have access to: succeed in getting intoe.g. Students should have easy access to the books in the library.10 respective: a.belong to each of those in questione.g. The work was assigned to them according to their respective ablities.11 rate: n. the speed at which sth. happens or is donee.g. The amount of light available will determine the plant’s rate of growth.Individual children develop phsically and mentally at different rates.12 available: a.able to be obtainede.g. Those shoes are not available in your size.Step5 Doing ExercisesGuide the Ss through Read and Simulate exercise. Try to let them find out and simulate the patterns and the expressions used in the sentences taken from the passage.Step6 Assignments1 Recite the words as many as possible after class.2 Do Exs.4-5 in the exercise book.3 Prepare for Passage2 and Section4.Unit 2 EmailsThe Third Session (90~100 min.)Teaching Contents:Section3 Maintaining a Sharp Eye: Passage2&Section4 Trying Your Hand Teaching Aims:Knowledge objects1 To study the key words and expressions: “experience, entertain, come to a conclusion, fall in love, common, addictive, point out, tend, make compromises, in terms of, maintain relationships, lead to, withdraw, along with” etc. by learning this part.2 To learn the format and language features of an email.3 To know about the use of noun clauses.4 To grasp the main idea of the passage.Ability objects1 To develop the Ss’ abilities of reading comprehension.2 To develop the Ss’ abilities of making sentences.Teaching Important Points:1 To enable the Ss to write and reply to an email and send an email with an attachment.2 To enable the Ss to use the noun clauses properly.Teaching Difficult Point:How to make the Ss understand the use of noun clauses better.Teaching Methods:1 The Audio-lingual Method2 The Elicitation Method3 The Task-based MethodTeaching Aids:1 A tape recorder2 The blackboardTeaching procedures:Step1 Lead-in: Warm-up questions1 Have you ever chatted online?2 What’s your opinion of chatting online?3 Do you think it’s good to make friends online?Step2 Listen and Read1 The teacher plays the tape and asks the Ss to listen.2 The Ss read the passage.Step3 Analyzing and SummarizingThe students summarize the passage by filling in the blanks below without look at the book.The Internet chatroom is a new and popular (1) . People may meet (2) in it or even (3) with someone. It is very (4) and exciting to chat online.However, chatting can be (5) . People who chat online usually (6) about their personal (7) . They prefer to remain (8) when chatting with each other. Thus they are likely to (9) others or even tell dirty (10) . So we say that chatting online can be both exciting and dangerous.1 forum2 new friends3 fall in love4 relaxing5 dangerous6 lie7 identities8 anonymous9 offend 10 jokesStep4 PracticeThe Ss pick out and practice the abbreviations often used when chatting online. Here are some more abbreviations while chatting online.AFAIC as far as I’m concernedAFAIK as far as I knowAFK away from keyboardAMBW all my best wishesB4N bye for nowBBL be back laterDBEYR don’t believe everything yu readDLTM don’t lie to meIDKY I don’t know youMYOB mind your own businessStep5 Language pointsThe Ss choose some useful expressions and sentences from the passage, and then the teacher demonstrates their usage. The following should be chosen and practiced. The Ss should make up at least two sentences using the chosen phrases in groups.1 effect:n. result that can have an influencetake effect / in effect / come into effect2 come to a conclusion: make a judgment or decisionreach a conclusion / arrive at a conclusion3 potential: n. possibility for developing or being developede.g. He has made a new invention with a big sales potential.4 common.: a. usualUnit 3 Communication by PhoneThe First Session (90~100 min.)Teaching Contents:Section1 Talking Face to Face& Section2 Being All EarsTeaching Aims:Knowledge objects1 To study the focal expressions about making and answering a phone call by learning the dialogues of this part.2 To finish some oral exercises about making and answering a phone call.Ability objects1 To develop the Ss’ abilitie s of making and answering a phone call.2 To practice the Ss’ listening comprehension on the subject.Teaching Important Points:1 To help the Ss to communicate with each other.2 To enable the Ss to study in groups and cooperate skillfully.3 To develop the Ss’ interest in talking in English.Teaching Difficult Points:1 How to make the Ss express their thoughts freely and correctly.2 How to strengthen their listening abilities.Teaching Methods:1 The Communicative Method2 The Audio-lingual Method3 The Task-based MethodTeaching Aids:1 A tape recorder2 The blackboardTeaching Procedures:Step1 Lead-in: The telephone message1 Warm-up questions: Questions for understanding the telephone message1) Who is calling?2) When does he make the phone call?3) What message does he leave?4) Who is the person called?5) What is he expected to do?6) Who passes the message to the person called?2 The Ss read the message again and then translate the message orally under theguidance of the teacher.Step2 Oral Activities: Talking Face to Face1 The teacher asks some questions and the Ss speak out the sentences for certain purposes under the guidance of the teacher.1) Do you know how to make a phone call?2) Do you know how to answer a phone call?3) Do you know how to take/ leave a message?4) Do you know how to pass the message to the person called?5) Do you know how to extend a phone call?2 The Ss read the sample dialogues after the teacher and try to find out the useful sentences and expressions for answering and making a phone call or leaving a message.3 The Ss practice the dialogues in groups.4 Give the Ss several minutes to prepare short conversations in pairs by simulating the five small dialogues.5 The Ss role-play the similar situations they create, first in groups and then in front of the class.6 The Ss do Put-in-Use exercises in groups by reading out loud all the three dialogues they have completed.Step3 Listening Practice: Being All Ears1 Give the Ss 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 with a pause after each sentence, and ask the Ss to take notes of the key words.4 Play the tape for the third time, and ask the Ss to simultaneously repeat the passage while they are listening.5 Do all the exercises in this section.Step4 Assignments1 Pair work: Prepare conversations about making and answering a phone call.2 Recite the wonderful sentences picked out by the teacher.Unit 3 Communication by PhoneThe Second Session (90~100 min.)Teaching Contents:Section3 Maintaining a Sharp Eye: Passage1 For Conversation Press #1 Teaching Aims:Knowledge objects1 To study the key words and expressions: “advance, account, connect, preferable, deposit, insert, chain, consequence, intend, unable, check out, credit card, save the bother of (doing sth.), pretty soon” etc. by learning the passage of this part.2 To understand Good and Bad of cell phones.3 To grasp the main idea of the passage.Ability objects1 To develop the Ss’ abilities of reading comprehension.2 To develop the Ss’ abilities of making sentences.Teaching Important Points:1 To enable the Ss to get a general understanding of the passage.2 To enable them to make sentences using the key words and expressions. Teaching Difficult Points:1 How to make the Ss translate the sentences by simulating the structures in the passage correctly.2 How to make the Ss understand some long or difficult sentences better. Teaching Methods:1 The Audio-lingual Method2 The Elicitation Method3 The Task-based MethodTeaching Aids:1 A tape recorder2 The blackboardTeaching Procedures:Step1 Lead-in: Warm-up questions:1 What are the advantages of the cell phone?2 What are the advantages of the email and voice mail?Step2 Listen and Read1 The Ss read the passage as quickly as possible.2 The teacher plays the tape for the first time and ask the Ss to listen.3 Play the tape for a second time and ask the Ss to repeat after the tape.Step3 Translation PracticeThe Ss are given several minutes to prepare for the translation of the last three paragraphs in groups. Group presentation of the translation is required in the class.Step4 Language pointsThe Ss choose some useful expressions and sentences from the passage, and then the teacher demonstrates their usage. The following should be chosen and practiced. The Ss should make up at least two sentences using the chosen phrases in groups.1 advance: n. an improvement, a breakthroughe.g. There have been great advances in medicine in the last 60 years.in advance of: more highly developede.g. Their training facilities are far in advance of anything we have.in advance: ahead of timee.g. Everything had been fixed in advance.2 connect: v. attach, join together, reach sb. by telephonee.g. I connected the antenna to the TV set.3 preferable: a. better or more suitable, to be preferrede.g. Gradual change is preferable to sudden, great change.4 deposit:v. place sth. valuable, such as money, in a bank account;place valuables for safekeepinge.g. Sam deposited two hundred dollars in his savings account.5 insert: v. put sth. into/between/ amonge.g. The old lady carefully inserted the letter into an envelope.6 chain: n.a series of related things or events; a group of stories/restaurantse.g. The king’s murder started a chain of events that led to a war.7 check out: pay the bill and leave a hotele.g. The students had to check out at five in the morning.Step5 Doing ExercisesGuide the Ss through Read and Simulate exercise. Try to let them find out and simulate the patterns and the expressions used in the sentences taken from the passage.Step6 Assignments1 Recite the words as many as possible after class.2 Finish Exs.2-5 in the exercise book.3 Prepare for Passage2 and Section4.Unit 3 Communication by PhoneThe Third Session (90~100 min.)Teaching Contents:Section3 Maintaining a Sharp Eye: Passage2&Section4 Trying Your HandTeaching Aims:Knowledge objects1 To study the key words and expressions: “advertise, directions, rate, classify, value, charge, plus, by the last name, call back, credit coupon, direct dial calls, long distance call, phone book, phone booth, the blue page, the white page, the yellow page” etc. by learning this part.2 To learn how to take/fill in a message.3 To know about the basic usages of subjunctive mood.4 To grasp the main idea of the passage.Ability objects1 To develop the Ss’ abilities of reading comprehension.2 To develop the Ss’ abilities of making sentences.Teaching Important Points:1 To enable the Ss to take and fill in a telephone mesage.2 To enable the Ss to use subjunctive mood correctlyTeaching Difficult Points:How to make the Ss master the basic rules of subjunctive mood well.Teaching Methods:1 The Audio-lingual Method2 The Elicitation Method3 The Task-based MethodTeaching Aids:1 A tape recorder2 The blackboardTeaching Procedures:Step1 Lead-in: Warm-up questions1 How many digits do phone numbers have in America?2 Do you know how to make a long distance call in America?Step2 Listen and Read1 The teacher plays the tape and asks the Ss to listen.2 The Ss read the passage.。
新编实用英语第二册(第四版)unit 1说课材料
Trying Your Hand
Unit | One
Imitating Mini-Talks
Acting out the Tasks
Studying Invitation Cards and Letters
Following Sample Dialogues
Putting Language to Use
Mike and Claire are discussing their plans for 1 ttooddaayy,, ttoommoorrrrooww,, the ddaayy aafftteerr tomorrow . Mike suggests going to the 2 bbaallllrroooomm,, ball ggaammee,, bbaalll match , but Claire doesn’t want to. Then Mike invites Claire to go 3 skating, skiing, sskkiiddddiinngg . Claire loves this idea as she hasn’t done it 4 ffoorr aa short time, for a ffeeww yyeeaarrss,, ffoorr aalloonnggttiimmee . But Claire seems to remember that it’s supposed to be 5 very wet, qquuiittee ccoolldd,,vveerryywwaarmrm tomorrow. In that case, it won’t be a good idea to go skiing. So, they 6 aaggrreeee,, argue, arrange to wait and see what the weather will be like tomorrow.
新编实用英语2教案
难点
The focus is on the patterns that are properly used in sending and receiving email in writing.
Grammar:Punctuation
教具或实训教学条件准备
Tape recorder
教
学
实
施
Step1. Section one
本章节（单元）
教学
目标
教学目标
1.知识点目标:This lesson is to lead the students to recognize and get email information on internet.
2.能力目标：The students should understand email and knowhow to write them correctly by using abbreviation in English
b. Passage one c. Exercises d. Passage two
Step4. Section Four Trying your hand
a. Applied Writing: Writing and Replying invitation cards and letters
b. General Writing: Word Order in a Subordinate Clause
Some students may have some listening problems or poor pronunciation, let them listen more and practice more after class.
新编实用英语第二册电子教案使用说明
《新编实用英语》 (第二版) 综合教程第二册 电子教案使用说明
课件使用简介
本电子教案根据第二版《新编实用英语》教学理 念及参考教案设计制作。每单元教学由3部分组成， 即Session 1、Session 2和 Session 3。每部分的教 学时间设计为90-100分钟。Session 1包括Talking Face to Face和Being All Ears的教学设计; Session 2为Passage 1的教学设计；Session 3由Passage 2 和Trying Your Hand的教学设计组成。
级子菜单。Session 1 Being All Ears由Listen and Decode, Listen and Respond, Listen and Read, Listen and Match, Listen and Conclude组成;这五 部分主菜单可链接到各级子菜单。 Session 2 Passage 1由 Lead in , Intensive Study, Practice 三部分组成。可由右边按钮点击进入各个部分。 Session 3 Passage 2 由Lead in, Global R和解释。 返回上一页。 返回上一页。 进入下一页。 进入下一页。 返回上一级主菜单。 返回上一级主菜单。
Close
关闭此页面。 关闭此页面。
最佳运行环境: Windows 2000 或Windows XP
制 作 人
员
主 编：安晓灿 肖岭 制作人：肖岭(1-2单元 、刘少丽（3-4单元）、 单元)、 单元）、 制作人：肖岭 单元 刘少丽（ 单元 彭卓（ 单元）、廖庆生 单元）、廖庆生（ 单元 单元） 彭卓（5-6单元）、廖庆生（7-8单元） 多媒体技术：李建涛 多媒体技术： 制作单位： 制作单位：韶关学院外语学院 出版单位： 出版单位：高等教育出版社 高等教育电子音像出版社
新编实用英语综合教程2第五版课件
新编实用英语综合教程2第五版课件New Practical English Comprehensive Tutorial 2 Fifth Edition CoursewareIntroductionThe New Practical English Comprehensive Tutorial 2 Fifth Edition Courseware is designed to help learners improve their English language skills in a comprehensive and practical manner. This courseware covers a wide range of topics and language skills, including listening, speaking, reading, writing, grammar, vocabulary, and pronunciation. It is suitable for learners of all levels, from beginner to advanced, and can be used both in the classroom and for self-study.FeaturesOne of the key features of this courseware is its focus on real-world English language use. The materials are designed to be practical and relevant to learners' daily lives, helping them to improve their communication skills in a variety of contexts. The courseware also includes a wide range of interactive activities and exercises, which help learners to practice and reinforce their language skills in a fun and engaging way.Another key feature of the courseware is its emphasis on task-based learning. Learners are encouraged to complete tasks and projects that require them to use their English language skills in real-life situations. This approach helps learners to develop their language proficiency in a meaningful and practical way, while also improving their ability to communicate effectively in English.ContentThe New Practical English Comprehensive Tutorial 2 Fifth Edition Courseware is divided into several units, each focusing on a specific language skill or topic. The units cover a wide range of themes, such as travel, technology, health, and culture, which are designed to be interesting and engaging for learners. Each unit includes a variety of listening, speaking, reading, and writing activities, as well as grammar and vocabulary exercises, which help learners to develop their language skills in a holistic way.In addition to the main units, the courseware also includes supplementary materials, such as revision exercises,self-assessment quizzes, and additional practice activities, which help learners to consolidate their learning and track their progress. The courseware also includes a comprehensive glossary of key terms and phrases, as well as audio and videorecordings, which provide additional support and practice for learners.ConclusionThe New Practical English Comprehensive Tutorial 2 Fifth Edition Courseware is a valuable resource for learners who want to improve their English language skills in a practical and comprehensive way. With its focus on real-world language use, task-based learning approach, and engaging content, this courseware provides learners with the tools and support they need to become confident and proficient English speakers. Whether used in the classroom or for self-study, this courseware is sure to help learners achieve their language learning goals.。
《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。
《新编实用英语》教案第二册
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 Plansperiod contentTask 1 Talking face to face and listeningEntertainment aidsTask 2Passage 1: Lucia no Pavarotti-- bringing opera to the world Task 3Passage 2 :Visiting the gateway archTranslation(English to Chinese and Chinese to English) Task 4Applied writing: travel abroad agencyGrammar: Present participle and past participle asattributivesTask 1 Talking face to face: Entertainment aidsListening 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 singing 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生涯，职业intends to follow the whole of one’s lifee.g.: John began his Hollywood career in 1931.career.She wants to make nursing her life’sMy 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 important 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.V Analysis: Sentences beginning with not only… usually take an inverted S—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。
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三部曲：
课前预习
课堂积极参与
课后及时复习 并完成作业
课堂参与5到
课堂需携带物品
摈弃不良行为习惯
4
教学资源
英语活动
开设网络课程
英语角
课本听力音频
英语协会
英语技能大赛 课后习题答案
“星光杯”英语 演讲比赛
4
教学资源
Huckleberry Finn 哈克贝利· 费恩历险记 Jane Eyre 简· 爱 Justice 公正 Little Women 小妇人 Love or Money 爱情与金钱 Pride and Prejudice 傲慢与偏见 Five Children and It 五个孩子和沙精 Robinson Crusoe 鲁宾孙漂流记 The Secret Garden 秘密花园 David Copperfield 大卫.科波菲尔 The Love of A King 一个国王的爱情故事 经典电影 Alice‘s Adventures in Wonderland 爱丽丝 漫游奇境记 Tale of Two Cities 双城记
读
说
角色扮演
你今天晚上做什么呀？
不确定，怎么了？
今晚我想。。。，恩，邀请你看电影。
太好了！
头脑风暴
第二册 Unit1 Sample 2 p2
Coach: 四轮马车 长途汽车 教练
头脑风 暴
Skating and skiing
skiing
skating
小组看图 讨论，填 词描述活 动
How to make an Invitation
event
time place
RSVP 请回复
小组看图 讨论，填 词描述活 动
wedding
小组看图讨论， 填词描述活动
小组看图 讨论，填 词描述活 动
An invitation consists of requesting
event someone’s presence stating the specific ____ , , and setting the time and p lace . Spoken invitations are fine for most occasions, but for weddings certain special events, such as ________, baby showers anniversaries and _____________, formal written invitations are traditionally sent. They should be answered in writing and returned to the ________ address. RSVP
6
6 6 6
申请工作
申请工作及面试，书写个人简历，了解成功人士创业的经历
6
A级水平或四级 辅导
口试
进行相关练习、题型分析、解题技巧等培训 对话，课文朗读
16 4
2
教学方法和手段
情景教学法
多媒体 教室
交际教学法
任务教学法
小组讨论教学法
2
教学方法和手段
交际教学法实施过程 以培养交际能力为目标
交际活动设计 角色扮演 点评
序 言 课 内 容
2
3
4
教学资源
1
课程标准
公共基础课 提高学生英 语应用能力 培养五种英 语技能 分层次教学 满足不同层 听说读写译 第一学期 次学生的英 分层教学模块 语需求 56学时 第一学期 教考分离 试题库
第二学期 B班参加B级水平测试 A班参加A级水平测试 非英语专业 （国际贸易专业参加 课程性质与定位 必修课 掌握综合英 四级水平考试） 教学目的和任务 语知识技能 通过A级或 第三学期 课程的培养目标 第二学期 四级 B班参加B级水平测 水平达标模块 与专业结合 考试 课程重点和难点 A班根据系和专业采 68学时 为专业服务 取不同考试形式 课程的学时分配 第三学期 专业入门模块 课程的考核方式 48学时
Thank You !
教学情景
子情景活动内容
课时
邀请
发出和接受邀请，书写邀请函，了解西方邀请文化 使用缩略语进行网上交流，发电子邮件， 上网冲浪以及了 解网络聊天的优势与劣势
6
的预 定 餐饮文化 观光与购物 告别
接听电话，电话留言，谈论手机的优缺点
6
宾馆房间的预定，入住与结账，填写房间预定表，了解美国 宾馆服务的有关知识 就餐点菜与结账，致祝酒词，熟悉菜谱 观光与购物，了解网上购物以及旅游的相关知识， 告别与送行，书写告别信，致告别辞
公共英语2
---序言课
新的一个学期来了，我们又踏 上了新的起点，在任重道远的新 学期里，我们有着更多的憧憬和 梦想。
一年之计在于春，春天是播种与 耕耘的季节。播种一种信念，收 获一种行动；播种一种行动，收 获一种习惯；播种一种习惯，收 获一种性格；播种一种性格，收 获一种命运。
1
课程标准 教学方法和手段 学习方法
交际活动准备 学习相关词 汇和背景知 识
头脑风暴
小组活动
角色扮演
Unit1 invitations P3
A: What are you doing on Saturday night?
B: I’m not sure. Why? A: Well, I was thinking of going to a movie with you this weekend. B: Sounds great.
任务教学法实施过程 以具体的学习任务为学习动机
Are You Really Being Invited
任务的评价 点评学生的总结情况 任务的开展 怎么拒绝别人的邀请？怎 么区分客套和邀请？ 任务的布置 在美国的社交生活中， 任务的准备
人们怎么进行邀请的？
学习词汇、句法
3
学习方法
新建 Microsoft Word 文档.doc