全新版大学英语综合教程第二册教案unit

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全新版大学英语综合教程第二版第二册1-4单元教案

全新版大学英语综合教程第二版第二册1-4单元教案

Unit 1 Ways of LearningTeaching Aims:1.Understanding the main idea (that it would be ideal if we can strike a balance between theChinese and western learning styles) and structure of the text(introduction of the topic by an anecdote-elaboration by comparison and contrast-conclusion by a suggestion)2.Appreciate the difference between comparison and contrast, as well as different ways tocompare and contrast (point-to-point method or one-side-at-time method)3.Grasp the key language points in Texts A and grammatical structures in the text4.Understand the cultural background related to the content5.Conducting a series of theme-related reading, listening, speaking, and writing activities6.Learn to write notices, etc.Teaching Keypoints:1.Grasp the main idea of Text A and language points in Text A2.Cultural background about Chinese and western ways of learning3.Analysis of the difficult sentences in Text ATeaching Difficulties:1.Writing strategy and style demonstrated in Text A2.Learn how to understand the structure of difficult and long sentencesTeaching Aids:Teacher-guided, discussion, exercises, group-activities, student-centredTeaching period: 12 classesTeaching Procedure:Step 1Warming up1.Have students read the overview of page 2, students will understand the main topic of unit(ways of learning in Chinese and western countries)2.Have students listen to the script of listening part, explain some difficult sentences andphrases, lead them to finish the exercises on page3, check the answer3.How to understand the following sentences:Standing on the shoulders of giants4.Explain the cultural notes of education in the west5.In class, students form two camps to debate the following issue: If you have a baby , whichway would you prefer to use , to pay more attention to develop more skills or to creativity?Step 2 Global analysis of Text AⅠ. ScanningScan Text A and decide whether the following statements are true or false.1 Benjamin was worried that he couldn’t put the key into the box. (F)(=Benjamin was not bothered at all.)2. In the Chinese staff’s opinion, the parents should guide Benjamin to insert the key. (T)3. The author and his wife didn’t care whether Benjamin succeeded in inserting the key into the slot. (T)4. For the Westerners, learning should take place by continual careful shaping and molding. (F) (= The Chinese think that learning should take place by continual careful shaping and molding.) 6.Chinese teachers hold the opinion that skills should be acquired as early as possible, whileAmerican educators think that creativity should be acquired early. (T)7.Add more questions about the text:Where and when did the incident take place?Who are the main characters in this incicent?What is Howard Gardner?Why do the couple come to China?How old is the son of the author?Through what does the baby get pleasure in the incident?What is the attitude of his parents ?What is the attitude of the hotel staff towards Benjamin effort?8.Answer the questions of on page 10-11ⅱUnderstanding the main idea of the text Division of the Text AStep 3 Detailed Reading of Text AⅠ. Difficult Sentences1. (LL. 13~15) Because of his tender age and incomplete understanding of the need to position the key just so, he would usually fail.Paraphrase the sentence. (= Because he was so young and didn’t quite know that he should position the key carefully to fit into the narrow key slot, he would usually fail.)2. (L. 15) Benjamin was not bothered in the least.(= Benjamin was not bothered at all.)3. (L. 30) … and to throw light on Chinese attitudes toward creativity.And to help explain Chinese attitudes toward creativity.4. (LL. 37~39) …since the child is neither old enough nor clever enough to realize the desired action on his own, what possible gain is achieved by having him struggle?What does the desired action refer to? (= Positioning the key carefully to fit into the slot.)5. (L. 39) He may well get frustrated and angry. (= He is likely to get frustrated and angry.)Eg . You use “may well” when you are saying what you think is likely to happen.6. (L. 47~48) He was having a good time and was exploring, two activities that did matter to us. What do the two activities refer to?(= Having a good time and exploring.)“activities that did matter to us”.(= activities that were important to us.)7. (L. 52) …whether it be placing a key in a key slot, drawing a hen or making up for a misdeed…= No matter whether it is placing a key in a key slot, drawing a hen or making up for some mistakes.) the subjunctive moodeg. Whether he be present or absent, we shall have to do our part.)8. (LL. 80~81) …young Westerners making their boldest departures first and then gradually mastering the tradition…(西方的年轻人先是大胆创新,然后逐渐深谙传统。

全新版大学英语第二版综合教程2教学设计

全新版大学英语第二版综合教程2教学设计

全新版大学英语第二版综合教程2教学设计课程概述本课程是针对大学英语第二版综合教程2的教学设计。

该教材是全新版本,主要围绕着现代语言学的理论和实践,采用话题教学法,聚焦于学生听、说、读、写的各种语言技能,帮助学生掌握基本英语语音、语法、词汇、句型和语篇。

教学目标1.帮助学生掌握英语基本语音、语法、词汇、句型和语篇2.提高学生的听、说、读、写各种语言技能3.培养学生的跨文化交际能力教学内容与方法初步活动教师可以通过自我介绍和学生之间的互动来帮助学生熟悉彼此,并提出教学目标和教学计划。

文本学习教师介绍和讲解教材内容,引导学生进行课前阅读和听力练习。

然后,在课堂上进行教学与讨论。

1.学习并掌握生词和词汇2.学习并掌握语音、语调、语法和句型的相关知识3.提高听力和口语技能4.培养学生与他人进行有效交流和讨论的能力在这个阶段,学生将与同伴进行对话和讨论来练习他们的交际技能和口语能力。

1.分组讨论和答案2.听力练习,然后对话3.角色扮演任务设置通过任务来提醒学生想关掌握的语言技能,并通过小组讨论来实现任务目标。

常见的任务包括:1.填空2.听力选择练习3.阅读理解评估与反馈在整个课程中,评估和反馈非常重要。

教师可以通过出题或其他方法来考察学生对知识的掌握程度,给予及时的反馈。

例如,教师可以组织小组活动,让学生之间互相评估,互相帮助,并在最后对学生的表现进行总结和评估。

教学策略任务型教学全新版大学英语第二版综合教程2采用话题教学法,并运用了任务型教学,强调学生的自主学习和学习者中心。

探究性学习教师引导学生进行自我学习和探究,帮助学生掌握更多的知识和技能。

教师可以根据学生的不同需求和能力,调整教学方法和进度,帮助学生实现个性化学习。

总结全新版大学英语第二版综合教程2的教学设计,旨在帮助学生掌握英语基本语音、语法、词汇、句型和语篇,提高听力、口语、阅读、写作技能,并培养学生的跨文化交际能力。

教学方法包括任务型教学、探究性学习和个性化学习,旨在激发学生的学习兴趣,提高学习效率。

全新版大学英语第二册教案

全新版大学英语第二册教案

一、课题《全新版大学英语第二册》二、教学目的1. 培养学生阅读理解能力,提高英语水平。

2. 培养学生听说能力,增强口语表达和听力理解能力。

3. 培养学生写作能力,提高写作技巧和表达能力。

4. 培养学生翻译能力,提高翻译技巧和翻译水平。

三、课型综合课四、课时2课时五、教学重点1. 阅读理解:掌握文章主旨、段落大意、细节信息。

2. 听力理解:提高听力技巧,正确理解对话和短文。

3. 写作:掌握写作技巧,提高写作水平和表达能力。

4. 翻译:掌握翻译技巧,提高翻译水平和翻译质量。

六、教学难点1. 阅读理解:理解长难句,把握文章结构。

2. 听力理解:准确理解对话和短文中的隐含意义。

3. 写作:提高写作水平,使文章结构清晰、表达流畅。

4. 翻译:提高翻译技巧,使译文准确、通顺。

七、教学过程(一)导入新课1. 教师简要介绍本节课的教学内容和目标。

2. 学生回顾上一节课所学内容,提出疑问。

(二)讲授新课1. 阅读理解(1)学生阅读课文,了解文章主旨和段落大意。

(2)教师引导学生分析文章结构,理解长难句。

(3)学生回答问题,巩固所学知识。

2. 听力理解(1)学生听录音,回答问题,提高听力技巧。

(2)教师分析听力材料,讲解听力技巧。

3. 写作(1)教师讲解写作技巧,引导学生掌握写作方法。

(2)学生进行写作练习,教师批改并给予指导。

4. 翻译(1)教师讲解翻译技巧,提高学生翻译水平。

(2)学生进行翻译练习,教师批改并给予指导。

(三)巩固练习1. 阅读理解:完成课后练习题,巩固所学知识。

2. 听力理解:听录音,回答问题,提高听力技巧。

3. 写作:完成写作练习,提高写作水平。

4. 翻译:完成翻译练习,提高翻译水平。

(四)归纳小结1. 教师总结本节课所学内容,强调重点和难点。

2. 学生回顾所学知识,提出疑问。

(五)作业布置1. 完成课后阅读练习。

2. 练习听力材料,提高听力技巧。

3. 撰写一篇短文,提高写作水平。

4. 完成翻译练习,提高翻译水平。

大学英语(全新版)(综合教程) 教案2

大学英语(全新版)(综合教程) 教案2

天水师范学院外国语学院2006-2007学年第二学期教案课程名称:大学英语使用教材: 大学英语(全新版)第二册(综合教程) 主编: 李荫华上海外语教育出版社授课班级:2006级物理三班授课时间:2007年3月5日------2007年7月8日授课教师:姜炳生Lesson Plan of College English Book IICourse Description:Course Objectives: The objective of College English is to develop students‘ ability to use English in an all-round way, especially in listening and speaking, so that in their future work and social interactions they will be able to exchange information effectively through both spoken and written channels, and at the same time they will be able to enhance their ability to study independently and improve their cultural quality so as to meet the needs of China‘s social development and international exchanges.Textbook:College English (Integrated Course 2, Listening and Speaking course 2 New Edition)Course Duration: from March 5th of 2007 to July 8th, 2007Teaching Hours: 4 hours each week (two hours is subtracted every week to enhance listening and speaking in the Multimedia Lab.Subjects of Teaching: 2006Class Three, Department of PhysicsTopics:Week 1: Integrated Course 2: Unit one Ways of LearningWeek 2: Listening and Speaking course 2: Unit 1 Sports, Unit 2 WeatherWeek 3: Integrated Course 2: Unit two ValuesWeek 4: Listening and Speaking course 2: Unit 3 Food and drinks, Unit 4 Health Week 5: Integrated Course 2: Unit Three The Generation GapWeek 6: Listening and Speaking course 2: Unit 5 Music, Unit 6 BusinessWeek 7: Integrated Course 2: Unit Four The Virtual WorldWeek 8: Listening and Speaking course 2: Unit 7 Fashion, Unit 8 SocietyWeek 9: Integrated Course 2: Unit Five Overcoming ObstaclesWeek 10: Listening and Speaking course 2: Unit 9 Unusual Happenings,Unit 10 DisastersWeek 11: Integrated Course 2: Unit Six Women, Half the skyWeek 12: Listening and Speaking course 2: Unit 11 Famous People, Unit 12 Invention Week 13 Integrated Course 2: Unit Seven Learning about EnglishWeek 14: Listening and Speaking course 2: Unit 13 Human Virtues, Unit 14 BiodiversityWeek 15 Integrated Course 2: Unit Eight Protecting Our EnvironmentWeek 16: Text Reciting Listening and Speaking course 2: Unit 15 Environment, Unit 16 InternetWeek 17: Oral ExaminationWeek 18: RevisionTeaching Format:This course uses a variety of learning methods: Lectures, collaborative tasks, group discussions and presentations.Required work for the students:Students are required to1.write a short essay every week2.do translation exercise of each unit3.recite at least two paragraphs of each text4.read at least 5000 words of reading materials that suit their levels5.have conversational oral practice with their roommates or classmates every day6.get up at 6:30 Am and read English every dayAssessment:Autonomous Learning through Internet: 10%, Test of each Unit: 10%, Students Performance in class: 10%, Homework and Text Reciting: 10%, Oral Exam: 10%, Final Exam: 50%Course Instructor: Jiang BingshengUNIT 1 Ways of LearningTeaching Objectives: Students are required to1.grasp the main idea (that it would be ideal if we can strike a balance between theChinese and Western learning styles) and structure of the text (introduction of the topic by an anecdote-elaboration by comparison and contrast—conclusion by a suggestion);2.appreciate the difference between comparison and contrast, as well as differentways to compare and contrast (point-by-point method or one-side-at-a-time method);3.master the key language points and grammatical structures in the textTeaching Procedures:Activity 1:1. Teacher asks students some questions.Q1: Is Learning a one-way street? (Parents and children should teach each other and learn from each other. Learning is a two-way interaction.)Q2: Can you guess what the theme of this unit, ways of learning, refers to? (Different people have different learning styles.)Activity 2:Teacher goes through the text with the students, helps them with words, phrases, sentences etc.New words and expressions1. attach: fasten or join (one thing to another)attach sth.to sth; eg. to attach a photo to a letter, be attached to sb./sth.eg. Most guys are attached to her beauty. attach importance to sb. /sth.eg. In English learning, people attach great importance to five basic skills. Namely, they are listening, speaking, reading, writing and translating as well.e.g. Scientists measure wind speed by attaching a wind meter to a kite and sending it up.e.g. You will find a copy of the document which is attached to this letter you asked for.2.not in the least: not at alle.g. I am not in the least touched by the Marilyn Monroe kind of beauty.e.g. Ann didn' t seem in the least concerned about her study.3.find one' s way: reach a destination naturally; arrive ate.g. Shanghai is not an easy city to find your way around.4.phenomenon:(pl.phenomena) sth.that happens or exists and that can be seen or experienced.e.g. Stress-related illness is a common phenomenon in big cities.e.g. Thunder and lightening are natural phenomena.5.initial: of or at the beginning, first(adj., used only before n.)e.g. Their initial burst of enthusiasm died down when they realized how much work the job involved.6. assist: help(used in the pattern: assist sb. To do sth, assist sb. with sth.)e.g. The professor was assisting his students to prepare their project.e.g. The college student decided to assist the boy with his study.7.somewhat: to some degree, a littlee.g. It is reported that conditions in the village have improved somewhat since November.8.await: (fml) wait forAwait is a fairly common word in formal writing, but you do not usually use it in conversation. Instead you use ―wait for.‖9. on occasion: now and thene.g. Steve spent almost all his time doing his research, but, on occasion, he would take his son to see a film.e.g. We must await the results of field studies yet to come.9.relevant: directly connected with the subject (followed by to, opposite irrelevant)e.g. Only a few people feel the debate about the cloning of human beings is relevant to their daily lives.10. on one’s own: a. without anyone‘s helpe.g. You needn‘t g ive me any help, I‘m able to manage on my own.e.g. I‘d rather not go to dance on my own. I do wish you‘d come with me.11. in due course: at the proper time; eventuallye.g. Your book will be published in due course.12. make up for: compensate fore.g. Her husband bought her a present to make up for quarreling with her the day before.13.view…as…:regard…as…14.in retrospect: on evaluating the past; upon reflectione.g. The young man knew in retrospect that he should have married his first love Emily.15. apply:a. be relevant (to sb./sth.); have an effect (used in the pattern apply to sb./sth.)e.g. The new pension arrangements won‘t apply to people born before 1960b. write a letter or fill in a form in order to ask formally for sth. (used in the pattern: apply for sth., apply to do sth.)e.g. We went to the sports club so often that we decided that we might as well apply to join.16.work at/on: try hard to achieve or improve (sth.);从事于/致力于e.g. John came back ahead of time to continue working on his thesis.at work:在工作priority: a. sth.that one must do before anything elsee.g. Being a qualified teacher is her first priority.b. sth. that holds a high place among competing claimse.g. The school will give priority to English and computer studies.17.evolve: (cause to) develop gradually (followed by into/from)e.g. The story evolves into a violent tragedy.Ss make sentences by means of ―evolve‖:通俗歌曲是由民歌演变而来。

全新版大学英语综合教程第二册教案unit 1 book

全新版大学英语综合教程第二册教案unit 1 book

Unit 1 Ways of LearningI. Teaching ObjectivesStudents will be able to:1. grasp the main idea (that it would be ideal if we can strike a balance between theChinese and the Western learning styles ) and the structure of the text (introduction of the topic by an anecdote一elaboration by comparison and contrast--conclusion by a suggestion);2. appreciate the difference between comparison and contrast, as well as different ways to compare and contrast (point by point method or one-side-at-a-time method);3. master the key language points and grammatical structures in the text;4. conduct a series of reading, listening, speaking and writing activities related to the theme of the unit.II. Key Points:The structure, the writing skill, and the main idea of thetext will be the focus.Only a few words and sentences, which will be the obstacles for students’ understanding of the text, will be explained in class.III. Difficult Points:Some sentences whose meanings are difficult to understand and whose structuresare hard to analyze:1. Line 35-39(Para. 6): Since adults know how to place the key in the key slot,which is the ultimate purpose of approaching the slot, and since the child isneither old enough nor clever enough to realize the desired action on his own, whatpossible gain is achieved by having him struggle?2. Line 70-71(Para.10): The idea that learning should take place by continualcareful shaping and molding applies equally to the arts.3. Line 100-102(Para.14): Can we gather, from the Chinese and American extremes,a superior way to approach education, perhaps striking a better balance betweenthe poles of creativity and basic skills?IV. Teaching Materials: ppt and materialsV. Teaching Methods: Lecturing, practicing and discussing.VI. Teaching Timing: 8 sessions of classVII. Teaching Process:1st -2nd periods:Pre-reading; Teacher’s Introductory Remarks and Students’ Discussion related to the topic.3rd -4th periods: While-Reading (Understanding the title of text A; Analyzing the organization of the text; Explaining Difficult sentences and language points in the text; Summing up the main idea of the text)5th-6th periods: Dealing with the exercises after Text A.Check on Ss’ home reading (Text B); Post-Reading Task: Theme-Related Language Learning Tasks7th-8th periods: Listening and speaking tasks.A. Pre-reading tasksPre-reading tasks1.T asks Ss the following questions. The first is based on the song. Teach YourChildren: (5minutes )According to the song, who should teach whom? Is learning a one-way street?(Parents and children should teach each other and learn from each other. Learning is a two-way interaction.)Can you guess what the theme of this unit, ways of learning, refers to? (Different people have different learning styles)2. Ss listen to the fo11owing quotation from《文汇读书周报》(20XX年12月1日第一版,"自主教育:“管”还是“不管”?) take some notes and then T will invite some Ss to summarize in English how Chen Yu hua’s parents handle her education.一本由中国经济出版社推出的《千万别管孩子一一自主教育哈佛启示录》的书近来极为畅销,问世才一月,在全国销售量已达到20余万册。

全新版大学英语第二版综合教程Unit电子教案

全新版大学英语第二版综合教程Unit电子教案

Richard Tomkins
Richard Tomkins, consumer industries editor of the Financial Times, where he has been a member of the editorial staff since 1983.
Financial Times includes business and financial news and analysis. To know it better, log on the following website:
6. I do not have a sufficient amount of money for my needs.
7. I often get upset when driving.
8. At the end of a workday, I often feel stress-related fatigue.
If you answer “yes” to any of the following stress index questions, just click the sentence.
1. I have frequent arguments.
2. I often get upset at work.
Dear Diary
Questions and Answers 1. How does the singer treat his diary? Why?
He treats it as a friend, to whom he can pour out his inmost feelings.
2. What does the singer think about how other people spend their time?

全新版大学英语综合教程第二册教案 Unit 8

全新版大学英语综合教程第二册教案 Unit 8
2) Ss form groups of four to five to find out what method of argumentation is used in each part of the text.
3) Some groups report their findings to the class.
2. appreciate the various argumentative skills employed in the text;
3. master the key language points and grammatical structures in the text;
4. conduct a series of reading, listening, speaking and writing activities related to the theme of the unit.
2) T guides Ss through the definition of sensible environmentalism in Para 5─“A sensible environmentalism, the only kind of environmentalism that will win universal public support, begins by unashamedly declaring that nature is here to serve man. A sensible environmental is entirely man-centered: it calls for man to preserve nature, but on the grounds of self preservation.”

全新版大学英语综合教程第二册教案

全新版大学英语综合教程第二册教案

全新版大学英语综合教程第二册教案Unit 1Ways of LearningⅠ. Suggested Teaching PlanStudents will be able to:1.grasp the main idea (that it would be ideal if we can strike a balance between the Chinese andthe Western learning styles) and structure of the text(introduction of topic by an anecdote elaboration by comparison and contrast-conclusion by a suggestion);2.appreciate the difference between comparison and contrast, as well as different ways tocompare and contrast(point-by-point method or one-side-at-a-time method);3.master the key language points and grammatical structures in the text;4.conduct a series of reading, listening, speaking and writing activities related to the theme of theunit.1.T asks Ss the following questions. The first is based on the song Teach Your Children:(5 minutes)—According to the song, who should teach whom? Is learning a one-way street? (Parents and children should teach each other and learn from each other. Learning is a two-way interaction.)—Can you guess what the theme of this unit, ways of learning, refers to? (Different people have different learning styles.)2.Ss listen to the following quotation from《文汇读书报》(2001年12月1日第一版,“自自自自自’自’ 自自 ‘自自’? ”) , take some notes, and then T will invite some Ss to summarize in English how Chen Yuhua’s parents handle her education.(possible summary: They let her learn independently and seek out knowledge actively. They may help during the process, but don’t expect them to spoon-feed her with knowledge.)(15 minutes)1.Skimming (15 minutes)1)Ss skim Paras 1-5 and be ready to answer the following questions:—Where and when did the incident take place? (Jinling Hotel in Nanjing, spring 1987)—Who are the main characters in this incident? (author, his wife Ellen, their son Benjamin, hotel staff)—What is the attitude of the author and his wife toward Benjamin’s efforts in inserting the key into the slot? (They let him explore and enjoy himself.)—What is the attitude of the hotel staff toward Benjamin’s efforts? (They held his hand and taught him how to insert the key correctly.)2)T asks some S pairs to report to the class, one asking the above questions and the otherproviding the answers.3)T tells Ss that there are many ways of introducing a topic (see T ext Analysis).Ss will decide whichway is adopted by Howard Gardner.2.T explains language points from Para 1 to Para 5, and gives Ss practice (see Language Study).(15 minutes)3.T guides Ss through the directions for T ext Organization Exercise 2 and Writing Strategy. Then Ss scanthe first sentence of both Para 6 and Para 7, and decide what method of comparison and contrast is used here (one-side-at-a-time method). (8 minutes)4.T explains language points from Para 6 to Para 10, and gives Ss practice (see Language Study).(15 minutes)5.Ss sum up the contrast between Chinese and Western ways to learn to fulfil a task (the Chinese showa child how to do something, or teach by holding his hand; Westerners teach a child to rely on himselffor solutions to problems). (5 minutes)6. Ss sean from Para 11 to Para 13, then answer the following questions: (5 minutes)—Can you find words like “Chinese” and “Westerner” or “American” or “the West” in each paragraph? (yes)—What method of comparison and contrast is used here? (point-by-point method)7.T explains language points in these paragraphs and gives Ss practice (see Language Study).(20 minutes)8.Ss sum up the contrast between the Chinese and the Western attitudes toward creativity andbasic skills. (The Chinese give priority to developing skills at an early age, believing that creativity canbe promoted over time; Westerners put more emphasis on fostering creativity in young children, thinking that skills can be picked up later.) (5 minutes)9.T explains language points in Para 14 and gives Ss practice (see Language Study).(5 minutes)10. T tells Ss that there are many ways of concluding an essay (see Text Analysis).Ss decide whichway is used in this essay. (5 minutes)1. Debate: Should we develop children’s creativity first or train them in basic skills first? (30minutes)1)Ss divide into two groups, one taking the side of creativity first, another taking the side of basicskills first.2)In each group, Ss further divide into smaller groups of three to four, brainstormingarguments \ examples \ statistics \ quotes \ etc. in support of their viewpoint, as well as those that could be used to refute the other side.3)Debate begins, with T acting as moderator.2.T guides Ss through several after-text exercises. (20 minutes)3.T checks on Ss’ home reading (Text B).(3 minutes)4.Ss 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 task;2)preview T ext A.Ⅱ. Text AnalysisAn essay is usually made up of three parts: a beginning where the topic is introduced; the body part where the topic is elaborated on, and a conclusion.Besides stating the topic directly, there are many other ways to introduce a theme. In this text, an anecdote or an incident is used. The author of T ext A, Unit 6, Book 1 (What Animals Really Think) introduces his topic by posing a question: “Do animals all have thoughts, what we call consciousness?” T ext B, Unit 3, Book 1 (How to Make Sense out of Science) begins by quoting newspaper headlines:“New Drugs Kill CancerDevastation by El Nino — a Warning6:30 p.m. October 26, 2028: Could This Be the Deadline for the Apocalypse?”T ext B of this unit, Children and Money, begins with an imagined argument between a child and his parent over the control of pocket money. Discover other forms of introduction as you read on. However, the more important point is that you should learn to vary your own writing by adopting various types of topic introduction.Without a conclusion, an essay lacks a sense of completeness. A conclusion may be a restatement of the main points previously mentioned, a proposed solution, a quotation from some book or person, a prediction of future developments, a suggestion for further study, etc. T ext B, Unit 3, Book 1 ends by giving a simile, comparing scientific research to mountain climbing, “a process filled with disappointments and reverses, but somehow we keep moving ahead.” In this text, Howard Gardner makes a suggestion in the form of a question.Ⅲ. Cultural Notes1. Education in the West: There is no common agreement in the West concerning the best method of education. A variety of views can be found among parents, teachers and students. Indeed, it might be argued that it is this very existence of contending points of view that is characteristic of Western education. This can be seen as far back as in the work of the ancient Greek philosopher Socrates, who encouraged his students to question everything, even their most fundamental beliefs. Yet even then there was no general agreement that this was the best way to teach. Socrates, after all, was condemned to death by his fellow citizens for corrupting the morals of the young by his way of teaching. Many later periods of Western history were no more tolerant of encouraging students to challenge traditional beliefs: Darwin’s theory of evolution, for example, was for a time banned from schools in some American states on the grounds of religious belief.Much of the current debate over education surrounds the extent to which learning should be teacher-based or student-based. Which of the two should decide what should be learned, how it should be learned, and when it should be learned? Comparing Western and Asian methods oflearning it is generally true that Western methods are more student-centred, expecting students to discover things for themselves rather than relying on their teachers to tell them. An extreme version of the student-centred approach can be seen at Summerhill, a school in England established by the educationalist A.S. Neill. There children have complete freedom to decide what they are going to learn and which lessons they will attend. If they wish they need not attend any at all. Mainstream education in England is far more strict, demanding that children attend lessons and follow a national curriculum. This curriculum and the importance of achieving good exam results tend to reinforce a more teacher-centred approach, as both teachers and students find the pressure of time leaves less opportunity for an exploratory approach to learning.The extent to which learning is teacher-centred or student-centred also depends on differ-ences between subjects. In recent years, for example, there has been a trend in the teaching of mathematics in school classrooms in England away from having pupils work on their own or in small groups back towards a more traditional approach, with the teacher guiding the entire class step-by-step through a lesson. This followed research that suggested that, as far as maths was concerned,a more teacher-centred method was more effective.2. Standing on the shoulders of giants: a well-known phrase, frequently employed by inventors toexpress modesty about their achievements. The suggestion is that while they have been able to see further than those who came before them, it is not because they themselves are intellectual giants.Rather it is because they have been able to build upon the accumulated discoveries of their great predecessors.Ⅳ. Language Study…Unit 2ValuesⅠ. Suggested Teaching PlanStudents will be able to:1.understand the main idea (despite his wealth, Sam Walton remains down-home and devoted to histeam) and structure of the text;1.appreciate the use of indirect description in portraying a person;2.grasp the key language points and grammatical structures in the text;2.conduct a series of reading, listening, speaking, and writing activities related to the theme of the unit.1.T asks Ss the following questions on the recorded passage: (5 minutes)—What happened to Abraham Lincoln one day? (Working as a shop clerk, he overcharged a customer. Although the sum was insignificant, Lincoln walked a long distance to return the money.)—How is the story related to the theme of the unit — values? (Abraham Lincoln regarded honesty as an important value.)2.Ss do Cloze B in after-text exercises to learn more about the values of American millionaires.(15minutes)3.Rich people I know (15 minutes)1)Before class, Ss are asked to collect stories, news reports, pictures, books, or even video clips (ifrelevant equipment is available for showing them in class) of rich people.1)In class, Ss form groups of three to four to share what they have collected.1.Text organization (20 minutes)1)T asks Ss to scan the text to see if there is any natural dividing lines separating it into parts. (Thetext can be divided into three parts. Between each part, there is a blank line.)2)T draws Ss’ attention to T ext Organization Exercise 1, guides them through the directions, so thatthey can grasp the main function of each part.3)Ss scan the text again to underline all the names mentioned and tell who these persons are.(They are: Jamie Beaulieu, waiter at Sam Walton’s birthday partyJonnie Baker, night manager at the local Wal-MartRichard Hoback, Mayor of Bentonville, ArkansasGordon Garlington, pastor of the local churchJohn Marshall, local barberJim Von Gremp, corporate affairs directorFerold F. Arend, retired president of Wal-MartJim Hendren, company lawyeralso see Text Analysis)4)Ss will notice that the text transits from Part II to Part III when the first corporate job —corporate affairs director — is mentioned.2.T explains language points and gives Ss practice (see Language Study). (60 minutes)3.Finding synonyms or synonymous phrases for “down-home” (10 minutes)1)T asks some Ss to explain the title of Text A in their own words.2)Ss work alone to find out synonyms or synonymous phrases for “down-home”.3)Some Ss report their findings to the class.( Para 5 carry on like plain folksPara 6 folksy waysPara 7 friendly, cheerful, a fine neighbor who does his best to blend in, never flashy, never throwing his weight aroundPara 11 not a front-page person)4)T reminds Ss to vary their own writings by synonyms or synonymous phrases.Post-reading tasks1. Using indirect description in portraying a person (25 minutes)1)Ss complete Text Organization Exercise 2 and compare answers with each other.2)T makes Ss think by asking Ss this question: How does the author reveal these character traits ofSam Walton? Does he come forward to tell us directly what Sam Walton is like?3)T introduces methods of indirect description and writes them down on the blackboard: anecdotes,examples, quotes, comparison and contrast, etc. (see Text Analysis)4)Ss work in pairs to find out examples of these methods.5)Some pairs report their findings to the class.6)T urges Ss to adopt these methods when describing a person.2.T guides Ss through some after-text exercises. (25 minutes)3.T checks on Ss’ home reading (Text B). (3 minutes)4.Ss 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 task;2)preview T ext A.Ⅱ.Text AnalysisTo make a character portrait convincing, an author must refrain from telling readers directly what the person is like. Instead, he/she lets readers deduce.Of all the methods of indirect description, the one used most frequently in T ext A is quotation. The author quotes not only Sam Walton himself, e.g. “The reason for our success... is our people and the way they’re treated and the way they feel about their company. They believe things are different here, but they deserve the credit”, but also his townsfolk and colleagues (as shown in while-reading tasks in the Suggested Teaching Plan).The text begins with an anecdote: how waiter Jamie Beaulieu had anticipated a lavish mansion at the Waltons, only to find an ordinary-looking household. This kind of beginning lures readers to go on. There are other anecdotes, like how Sam Walton forgot his wallet and insisted on fetching it to pay the local barber, and how he lost 4 straight games after a Wal-Mart employee asked him a question about pricing.Sam Walton is a folksy guy, of which a lot of examples are given. Examples of how generous an employer he is are also plentiful.Jamie Beaulieu’s anticipation and the reality he later found out form a contrast. It reveals Sam Walton’s down-home characteristics. When retired company president Ferold F. Arend compared Sam Walton with his previous employer, we appreciate further Sam Walton’s generosity.Ⅲ. Cultural Notes1. Rolls-Royce: any of the large, expensive, comfortable cars made by the British company Rolls-Royce.Many people recognize them by the small metal statue on the front of every Rolls-Royce car. The company was formed in 1905-1906 by Charles Rolls (1877-1910) and Henry Royce (1863-1933) and also produces aircraft engines. The Rolls-Royce company was bought by the German company Volkswagen in 1998. The name Rolls-Royce is also used informally to refer to the best product of a particular type.2.dime store: a store offering a wide assortment of inexpensive items, formerly costing five or ten cents,for personal and household use.3.Wal-Mart: any of a very large chain of shops in the US selling a wide range of goods at low prices.The first Wal-Mart Discount City was opened in 1962 by Sam Walton.4.Ford Motor Company: a large US company that makes cars. It was established in Detroit in 1903by Henry Ford, and the first Model T was sold in 1908. The company has produced the Lincoln since 1922 and the Mercury since 1938.s: Apart from their surname or last name, most British and American children are given twopersonal names by their parents, a first name and a middle name. These names are sometimes called Christian names or given names. Some people have only one given name, a few have three or more. Friends and members of a family who are of similar age usually call one another by their first names. In some families young people now also call their aunts and uncles and even their parents by their first names. Outside the family, the expression be on first name terms suggests that the people concerned have a friendly, informal relationship.When writing their name Americans commonly give their first name, their middle initial and their last name, e.g. George M. Cohan. Both given names are used in full only on formal occasions, e.g.when people get married.6.Forbes: an American business magazine. It is noted for its lists of the richest men and women inbusiness. In its November 27, 2000 edition it published one listing the 50 richest businessmen and women in China, headed by Rong Yiren of CITIC with 1.9 billion dollars, followed in second place by Liu Yongxing of the Hope Group with 1 billion dollars. The richest businesswoman on the list was Yang Lan of Sun T elevision, with 63 million dollars.Ⅳ. Language Study…Ⅰ. Suggested Teaching PlanStudents will be able to1.understand the main idea (despite the many negative effects of virtual life, the author prefersit to real life) and structure of the text (contrast between virtual life and real life);2.learn some rules of interpreting new vocabulary and usage related to computers and theInternet in English;3.grasp the key language points and grammatical structures in the text;4.conduct a series of reading, listening, speaking and writing activities related to the theme ofthe unit.1.T asks Ss the following questions on the poem Surfing the Internet:(5 minutes)—What was the hero doing when his boss came in? (surfing the Internet)—How did he act in front of his boss? (He pretended to be surprised at the computer which had crashed “unexpectedly”.)2.Ss look at the theme of this unit (The Virtual World) and the title of Text A (A Virtual Life), thentry to: (10 minutes)—find antonyms of “virtual world” and “virtual life”; (real world, real life)—suggest synonyms for “virtual world”; (cyberspace, cyberia, etherworld, virtual reality, Internet world, net world, etc.)—say what people can do on the Internet, (communicating with people, shopping, reading, entertainment, education, working, hacking, publishing, etc.)3.Imaginative writing(28 minutes)1) T dictates to Ss the following paragraph:For the past two weeks, other participants of the Net Survival Contest (网络生存竞赛)and I have been shut up in bare hotel rooms. Our only link to the real world has been a computer that is hooked up to the Internet (联网电脑). We have relied on it, not only for food, bed sheets and other daily necessities, but also to set up an e-business (电子商务)of our own.2)Now Ss will complete the next paragraph beginning with: “Now it is time for me to walkout into the light of day again...” They will give their imagination full play. They will write no more than 100 words.3)Ss form groups of four to five, and read aloud to each other their own writings.4)T asks some groups to recommend the best piece in their group to the class.4. T may lead in to Text A by saying: Some of us like to live a life in contact with real things and real people, but others favor a virtual existence. Which life is better? I’m sure you have different opinions. Now let’s read Text A to find out what Maia Szalavitz has to say about these two life styles. (2 minutes)1.Text organization (15 minutes)1)T draws Ss’ attention to Text Organization Exercise 1, and lets them read its instructions aswell as what has already been done for them in this exercise.2)Ss try to complete the exercise by simply reading the first sentence of each paragraph in TextA.1)Ss compare answers with each other; if necessary, T may help.2.T explains the key language points and gives Ss practice (see Language Study). (45 minutes)3.T guides Ss through Structure Exercise 2. (10 minutes)2.Ss re-read Paras 4-10, work in pairs to find out consequences of “my” virtual life. Can they usethe “find oneself + adj./ past participle/present participle” structure when summing up the consequences? (10 minutes)4.Some pairs report to the class their findings, using the “find” structure. (5 minutes)1. Computer-related vocabulary items (20 minutes)1)Ss scan Text A to find out vocabulary items related to computer and the Internet. (They are:virtual life, the net, telecommuter, email, Internet mailing lists, computer-assisted, data, link, cyber-interaction, on line, system crash, click on the modem, connection, password)2)T tells Ss that new terms related to computer and the Internet are constantly added to theEnglish vocabulary, so much so that many of them are not included in any English dictionary.However, if we apply certain rules, their meanings are easy to deduce.3)T gives Ss more examples of computer-related vocabulary items (see Text Analysis).2. T guides Ss through some after-text exercises. (25 minutes)3.T checks on Ss’ home reading (Text B). (3 minutes)4.Ss 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 task;2)preview Text A.Ⅱ.Text AnalysisThe most dynamic combining forms/prefixes for new computer-and-Internet-related vocabu-lary in English are cyber-, virtual, Net- (net-), Web- (web-), and E- (e-).New English vocabulary items derived from them usually appear in the following forms:bining forms/prefixes + noun: this is the most common type, e.g. virtual life (虚拟生活),virtual world (虚拟世界), virtual community(虚拟社区), virtual office (虚拟办公室), virtual pet (虚拟宠物), virtual reality (虚拟现实), cyber-interaction (网络互动), cyberculture (自自自自), cybernut (自自), cyberpet(电子宠物), cyberspace (自自自自), netwriter(发送电子邮件的人),nethead (网虫), Webmaster (自自自自自), Web page (自自), website (自自), WebTV (自自自自自), E-book (自自自自), E-shopper (自自自自自), e-card (自自自自), e(-)mail (自自自自), e-journal (电子杂志),e-business (自自自自), e-cash (自自自自), e-commerce (自自自自).2. combining forms/prefixes + verb: e.g. cybersurf (网络漫游), netsurf (网络漫游), websurf (网络漫游),email (发送电子邮件)3.words like cyber, net, etc. + suffix: e.g. cyberian (cyber + ian, 网络用户), cyberphobia (cyber +phobia, 电脑恐惧症), cybernaut (cyber + naut 网络用户), netter (net + er 网民), Webify (web + fy 使万维网化), cyberize (cyber + ize, 使联网).4.clipped word: cyberdoc (cyber + doctor, 网络医生), Netcast (Net + broadcast,网络播放),Netiquette (Net + etiquette, 网规), Netizen (Net + citizen, 网民,), Netpreneur (Net + entrepreneur, 网络企业家), Webcam (Web + camera, 网络摄像机), Webcasting (Web + broadcasting,自自自自), Webliography (Web + bibliogrpahy, 网络书目), Webnomics (Web +economics, 自自自自), Webzine (Web + magazine, 网络杂志), e-tailing (electronic + retailing,自自自自), e-zine (electronic + magazine,自自自自)Ⅲ. Cultural Notes1. the Internet: an international computer network for the exchange of information. It was origi-nally used mainly in the academic and military worlds but has since become available to the large and increasing number of people with personal computers. Other services, e.g. the World Wide Web, are available through it.The Internet is changing our lives and a parallel universe is rapidly emerging online. Today there’s scarcely an aspect of our life that isn’t being upended by the torrent of information available on the hundreds of millions of sites crowding the Internet, not to mention its ability to keep us in constant touch with each other via electronic mail. The Internet is saving companies billions of dollars in producing goods and serving the needs of their customers.Nothing like it has been seen since the beginning of the Industrial Revolution, when power-driven machines began producing more in a day than men could turn out in nearly a year. The Internet and e-commerce are viewed as a global megatrend along the lines of the printing press, the telephone, the computer and the electricity.You would be hard pressed to name something that isn’t available on the Internet.Consider: books, health care, movie tickets, baby clothes, stocks, real estate, toys and airline tickets. American kids today are so computer savvy that it virtually ensures the United States will remain the unchallenged leader in cyberspace for the foreseeable future. Most kids use computers to play games and have email chats with friends.2.NBC (the National Broadcasting Company): the first of the original three US nationalbroadcasting companies. It was established in 1926 by Radio Corporation of America as two groups of radio stations. The first NBC television channel opened in 1940. The company is now owned by General Electric. Its main offices are at Rockefeller Center in New York.3.PBS (the Public Broadcasting Service): (in the US) a television system that broadcasts programsto an association of local stations which use no television advertisements and do not make a profit. It was established by the Public Broadcasting Act and is supported by money from the US Government, large companies and the public. PBS is known for the high quality of its pro-grams.4. ABC (the American Broadcasting Company): one of the original three major television networksin America. It began in 1943 as the Blue Network of six radio stations. ABC is now owned by the Walt Disney Company .Ⅳ. Language Study...Unit 5Overcoming ObstaclesⅠ. Suggested Teaching PlanStudents will be able to:1.grasp the main idea (dreaming and hard work helped Michael Stone on his way to success) andthe structure of the text (narration with a flashback);2.appreciate the narrative skills (using details to bring out a character; a surprising ending; use ofpuns);1.master the key language points and grammatical structures in the text;2.conduct a series of reading, listening, speaking and writing activities related to the theme of the unit.1.T asks Ss the following questions on the song Coming out of Dark:(5 minutes)—Consider the title of the song, what does “Dark” refer to? (near death; loss of consciousness after the car accident; slow and painful recovery; despair)—How is the song related to the theme of the unit? (To get over despair after injury is also a form of overcoming obstacles.)2.Do you know these proverbs? (13 minutes)1)T dictates the following proverbs to Ss:—Where there’s a will, there’s a way. (自自自自自自)—Rome wasn’t built in a day. (自自自自自自自/自自自自自自自)—God helps those who help themselves. (自自自自自自自/自自自自自,)—You shall reap, what you sow. (自自自自自自自自自/自自自自自自自自自自)—Constant dripping wears away the stone. (自自自自自自自自自自)2)Ss try to translate these proverbs into Chinese.3)Ss scan Text A to find a similar saying by Michael’s father, which is in italics. (If you wantsomething, work for it! / You want something, work for it!)3.T may lead in to the text by saying: Hard work is important to success, but it is not the onlyfactor that contributes to success. As we will find out in this text, dreaming is equally important.(2 minutes)1.Text organization (17 minutes)1)T guides Ss through the directions for Text Organization Exercise 1, so that they know the textconsists of four parts.2)Ss scan the first sentence of Paras 1-6, and get ready to answer the following questions:—Which first sentence switches from past tense to past perfect tense? (the first sentence of Para 3) ( T may as well tell Ss this: a story is usually narrated in the simple past tense.When a past event is recalled, the past perfect tense will be used as a signal. Afterwards the flashback is also narrated in the simple past tense.)—Which first sentence shows that the flashback is over and the narration returns to the National Junior Olympics? (the first sentence of Para 6)—By now, do you know how to divide the text into four parts? Write down your answers in the blanks provided in Text Organization Exercise 1.3)Ss do Text Organization Exercise 2.2.T explains language points and gives Ss practice (see Language Study).When they come to the end of a part, Ss will sum up its main idea in the blanks provided in Text Organization Exercise 1.(60 minutes)3.Ss answer these questions (see Text Analysis):(8 minutes)—Without the last sentence, would you still admire Michael Stone’s achievement?—Who would you admire better, a Michael Stone with a sound body or a blind Michael Stone?—Why does the author keep the secret about Michael’s blindness until the last sentence?age (15 minutes)1)Ss scan the text again to find out the three instances where “work” is used as a verb.2)T asks some Ss to explain in English the three different meanings of “work”.3)Ss do the after-text Usage exercise on “work”.。

全新版《大学英语》综合教程 第二册 教案

全新版《大学英语》综合教程 第二册 教案

Unit 1 Ways of LearningText A Learning, Chinese-styleI. Teaching Plan1.Objectives:1)Grasp the main idea (that it would be ideal if we can strike a balance between the Chinese and the Western learning styles) and structure of the text (introduction of the topic by an anecdote---elaboration by comparison and contrast---conclusion by a suggestion);2)Appreciate the difference between comparison and contrast, as well as different ways to compare and contrast (point-by-point method or one-side-at-a-time method);3)Master the key language points and grammatical structures in the text;4)Conduct a series of reading, listening, speaking, and writing activities related to the theme of the unit.3. Pre-reading taskson the road: 1.traveling, esp. for long distances or periods of time在旅行中;在巡回演出中E.g. The band has been on the road for six months. 那支乐队巡回演出已有六个月了。

Unit2全新版大学英语(第二版)综合教程2电子教案精品PPT课件

Unit2全新版大学英语(第二版)综合教程2电子教案精品PPT课件

Before Reading
Global Reading Detailed Reading
After Reading
UUnniitt22 VVaalluueess Supplementary Reading
Detailed Reading
UUnniitt22 VVaalluueess Before Reading Global Reading Detailed Reading After Reading Supplementary Reading
Global Reading Detailed Reading
After Reading
UUnniitt22 VVaalluueess Supplementary Reading
English Song — Money, Money, Money
Money, money, money Must be funny In the rich man’s woDertladiled Reading Money, money, money Always sunny In the rich man’s world Aha-ahaaa All the things I could do If I had a little money It’s a rich man’s world
Warm-up Questions
1. Do you think rich people must be happier than poor people? Why?
2. Watch the video clDieptail“edMRoeandiengy Can’t Buy Happiness”.
1) What cannot be bought according to the woman? True love, the moon.

Unit2-全新版大学英语综合教程2第二册(第二版)教师电子教案课件

Unit2-全新版大学英语综合教程2第二册(第二版)教师电子教案课件

That’s too bad
So I must _le_a_v_e_ , I’ll have to go
To Las Vegas or Monaco
And win a f_o_r_tu_n_e_ in a game, my life will never be the
_s_a_m_e_
Before Reading
☆ fDoetuainleddReedadinbgy William Booth and his wife Catherine Booth in London in 1865
☆ got the name because of a popular saying that “The Christian Mission is a volunteer army.”
Before Reading
Global Reading Detailed Reading
After Reading
UUnniitt22 VVaalluueess Supplementary Reading
Warm-up Questions English Song — Money, Money, Money Who’s Who Detailed Reading A Debate Background Information
Before Reading
Global Reading Detailed Reading
After Reading
UUnniitt22 VVaalluueess Supplementary Reading
English Song — Money, Money, Money
Money, money, money

全新版综合英语教程第二册教案

全新版综合英语教程第二册教案

Unit5 Overcoming ObstaclesBy 冯蜀蓉Objectives:1.grasp the main idea (dreaming and hard work helped Michael Stone on his waysuccess) and structure of the text( narration with a flashback).2.appreciate the narrative skills demonstrated in the text (using detail to bring out acharacter; a surprising ending; use of puns),3.master the key language points and grammatical structures in the text;4.conduct a series of reading, listening, speaking and writing activities centeredupon the theme of the unit.Focuses:1.Grasp the main idea;2.Appreciate the writing skill3.Master the key language points and grammatical structures in the text.Outline:Period 1 : pre-reading task and while-reading task (part I and II)Period 2: while-reading task (part II)Period 3 while-readingPeriod 4 post –readingPeriod 1Step 1 ( 10 mins)T asks Ss to listen to the song Coming out of dark and answer the following questions:---Consider the title of the song, what does “dark” refer to? ( near death;loss of consciousness)---How is the song related to the theme of the unit? ( To get over despair after injury is also a form of overcoming obstacles)step 2 ( 15 mins)T asks Ss to translate the following proverbs:---where there is a will, there is a way.---Rome is not built in a day.---God helps those who help themselves.---You shall reap what you sow.---Constant dripping wears away the stone.Then T asks Ss to scan Text A to find a similar saying by Michael’s father , which is in italics: If you want something , work for it./ You want something, work for it!Step 3 (3 mins)T leads to the text by saying : Hard work is important to success, but it is not the only factor that contributes to success. As we will find out in this text, dreaming is equally important.Step 4 (17 mins)T guides Ss through the directions for Text organization Exercise 1, so that they knowthe text consists of four parts.Ss scan the first sentence of Paras. 1—6, and get ready to answer the following questions:---Which first sentence switches from past tense to past perfect tense?The first sentence of Para.3---Which first sentence shows that the flashback is over and the narration returns to the National Junior Olympics?The first sentence of Para.6----By now, do you know how to divide the text into four parts?Ss then do Text Organization Exercise 2Period 2Step 1 (45 mins)T explains language points and gives Ss practice.Period 3Step 1 (15mins)Ss sum up the mains ideas of each part .Step 2 (15 mins)Ss answer these questions---Without the last sentence, would you still admire Michael Stone’s achievement?---Who would you admire better, a Michael Stone with a sound body or a blind Michael Stone?---Why does the author keep the secret about Michael’s blindness un til the last sentence?Step 3 (15mins)Ss scan the text again to find out the three instances where “work” is used as a verb.T asks some Ss to explain in English the three different meaning of “work”.Ss do the after-text usage exercise on “ work”.Period 4Step 1Finding out details: ( 25 mins)1)T introduces the activity by saying: a child usually inherits characteristics form both his /her mother and father. So does Michael Stone. Michael’s mother is romantic and passionate, while his father is a hard-core realist. Work with a partner, find out those details about Michael Stone that shows him to be his mother’s boy or his father’s son.2) Some pairs report to the class their findings.3) T asks Ss this question: Dreaming and hard work, which is more important to Michael’s success? Why?Step 2 (15 mins)Playing on the meaning of words.1)T introduces the idea that many words have more than one meaning and canremind one of a number of different ideas and events all at once.2)Ss read the first three sentences of the text to find out where the author uses aword in two different senses.3)Ss give individual opinion on this question: How do you understand the titleof this text? Does it also carry more than one meaning?Step 3 ( 5 mins)Review the text.Period 5T checks on Ss’ exercises/Language points:1. bear out: prove that is truee.g. The evidence that the US Central Intelligence Agency has obtained bears out their claims that Bin Laden is closely related to the September 11 terrorists attacks in the USA.The witnesses will bear you out in court.2. mere: nothing more thane.g. It’s a mere 200 meters from my house to the collegeHow can you expect her to work out such a complicated math problem?. She is a mere child.3.passion: strong feeling. esp. of lovee.g. He loved her still, with the same passion as he always had.She had never before loved anyone with such passion.4.detail:go into details: explain sth. thoroughlye.g. can you give me a rough idea of what happened, without going into detail?in detail : fully or thoroughlye.g. She told them in detail what they were going to say at the meeting?5.recur: come or happen againe,g, The theme of love recurred in many of his books.The school authorities warned the student that he will be expelled if this cheating recurs.6.coincide: 1) happen at the same timee.g. His arrival in Tokyo coincided with the beginning of the war.2) be in agreemente.g. He gave great encouragement to his students, especially if their passions happened to coincide with his own.7.on one/two/several occasions: once /twice/several times in the passte.g. On several occasions, I attempted to talk with my parents about my taking a part time fob, but my mother instantly interrupted me by asking me questions about my studies.He drinks far too much. On occasion I saw him drink a whole bottle of vodka. 8.vain: too pleased with one’s own abilities or lookse,g, Too much praise can make a person vain.She was vain of her appearance.9.be ashamed of : feeling foolish or uncomfortable because ofe.g. She was so ashamed of cheating in the test that she went and told the teacher.You should be ashamed of yourself, telling lies at your age.10.along with: together withe.g. Along with hundreds of others he had invested money in stocks and bonds.I keep my checks in the top drawer, along with my other important documents.11.bring back to earth: cause … to stop day-dreaming; cause … to return to realitye.g. Emily’s voice brought him back to earth.Jack had been spending all his time chatting on line woth his key-pals until his parents had a word with him and brought him back to earth,12.media: means of mass communicatione.g. They are wondering whether bias in the news media contributed to the candidate’s defeat.Much of what children learn comes directly from the mass media.。

全新版大学英语2_教案

全新版大学英语2_教案

全新版大学英语2教案课程名称:全新版大学英语2课程类型:综合教程教学目标:1. 提高学生的英语听说读写能力,使其在语言应用中更加熟练。

2. 扩展学生的词汇量,提高语法水平和语言运用技巧。

3. 增强学生对英语文化背景的了解,提高跨文化交际能力。

4. 培养学生的自主学习能力,提高英语学习兴趣。

教学内容:1. 词汇学习:通过学习本单元的生词和短语,使学生能够熟练运用它们进行口语和书面表达。

2. 语法学习:掌握本单元所涉及的语法知识,如时态、语态、句型结构等,并能够在实际语境中正确运用。

3. 听力训练:通过听对话、短文、演讲等材料,提高学生的听力理解能力和应对不同口音的能力。

4. 阅读理解:阅读本单元的相关文章,提高学生的阅读理解能力,培养快速获取信息的能力。

5. 写作技能:通过写作练习,提高学生的写作能力,包括段落组织、文章结构等。

6. 口语交流:通过口语练习,提高学生的口语表达能力和交际能力。

教学步骤:1. 热身活动(5分钟):引导学生进行简单的英语对话,活跃课堂气氛,检查学生对上一节课内容的掌握情况。

2. 词汇学习(10分钟):介绍本节课的生词和短语,让学生通过例句和练习掌握它们的用法。

3. 语法学习(15分钟):讲解本节课所涉及的语法知识,通过例句和练习帮助学生理解和掌握。

4. 听力训练(20分钟):播放听力材料,让学生进行听力练习,然后讨论答案,提高学生的听力理解能力。

5. 阅读理解(20分钟):让学生阅读本节课的相关文章,通过回答问题、讨论等方式提高学生的阅读理解能力。

6. 写作技能(15分钟):布置写作任务,指导学生进行写作练习,然后互相批改、讨论,提高学生的写作能力。

7. 口语交流(10分钟):组织学生进行口语练习,如角色扮演、小组讨论等,提高学生的口语表达能力和交际能力。

8. 总结与作业布置(5分钟):对本节课的内容进行总结,布置作业,提醒学生进行自主学习。

教学评价:1. 课堂参与度:观察学生在课堂上的积极参与程度,包括发言、讨论等。

全新版大学英语综合教程2unit6教案

全新版大学英语综合教程2unit6教案

一、课题《全新版大学英语综合教程2》Unit 6二、教学目的1. 通过本课学习,使学生掌握与“健康”相关的词汇和短语。

2. 培养学生阅读、理解和分析文章的能力。

3. 培养学生表达个人观点和讨论问题的能力。

三、课型新授课四、课时2课时五、教学重点1. 理解文章主旨和段落大意。

2. 掌握与“健康”相关的词汇和短语。

3. 学会表达个人观点和讨论问题的方法。

六、教学难点1. 理解文章中的复杂句子和段落。

2. 学会运用所学词汇和短语进行表达。

七、教学过程第一课时(一)导入新课1. 教师展示与“健康”相关的图片或视频,激发学生兴趣。

2. 学生分享自己对健康的理解和看法。

(二)新课讲授1. 学生自读课文,了解文章大意。

2. 教师讲解课文中的重点词汇和短语,如:healthy, fitness, diet, exercise 等。

3. 分析文章结构,讲解段落大意。

(三)巩固练习1. 学生完成课文后的练习题,巩固所学知识。

2. 教师讲解练习题的答案和解析。

(四)课堂讨论1. 学生分组讨论课文中的观点和问题。

2. 各组代表发言,分享讨论结果。

第二课时(一)复习导入1. 回顾上一节课的重点内容。

2. 学生分享自己在健康方面的经验和建议。

(二)新课讲授1. 教师讲解与“健康”相关的语法知识,如:一般现在时、一般过去时等。

2. 学生练习运用所学语法知识进行表达。

(三)巩固练习1. 学生完成课文后的练习题,巩固所学知识。

2. 教师讲解练习题的答案和解析。

(四)写作训练1. 学生根据课文内容,写一篇关于健康的短文。

2. 教师批改学生的作文,并给予反馈。

八、板书设计Unit 6:Healthy Lifestyle1. Healthy:健康的2. Fitness:健身3. Diet:饮食4. Exercise:锻炼5. Healthy eating:健康饮食6. Regular exercise:定期锻炼7. Maintain a healthy lifestyle:保持健康的生活方式九、教具准备1. 多媒体课件2. 白板或黑板3. 练习题十、课后作业1. 复习本课所学词汇和短语。

大学英语全新版2教案

大学英语全新版2教案

一、课题《全新版大学英语综合教程2》Unit 1:Introducing Yourself二、教学目的1. 培养学生用英语进行自我介绍的能力。

2. 帮助学生掌握相关词汇和句型,提高口语表达能力。

3. 培养学生的跨文化交际意识。

三、课型新授课四、课时2课时五、教学重点1. 自我介绍的基本结构和常用词汇。

2. 自我介绍中的常用句型和表达方式。

六、教学难点1. 自我介绍时如何流畅地运用英语。

2. 如何在自我介绍中展示自己的个性特点。

七、教学过程(一)导入新课1. 创设情境:教师用英语向学生进行自我介绍,激发学生的学习兴趣。

2. 提问:学生尝试用英语进行自我介绍,教师给予评价和指导。

(二)讲授新课1. 词汇教学:介绍与自我介绍相关的词汇,如:name、age、major、hobbies等。

2. 句型教学:讲解自我介绍中的常用句型,如:My name is…;I am…years old;I study…;I have many hobbies, such as…等。

3. 语法讲解:讲解与自我介绍相关的语法知识,如:一般现在时、现在进行时等。

(三)巩固练习1. 学生进行小组练习,互相进行自我介绍。

2. 教师巡视指导,纠正发音和语法错误。

(四)归纳小结1. 教师引导学生总结本节课所学内容,包括词汇、句型和语法。

2. 学生复述自我介绍的基本结构和常用表达方式。

(五)作业布置1. 学生课后进行自我介绍,并录制视频,以便教师进行评价和指导。

2. 收集学生的自我介绍视频,进行展示和分享。

八、板书设计1. 课题:《全新版大学英语综合教程2》Unit 1:Introducing Yourself2. 词汇:name、age、major、hobbies、introduce、like、prefer等3. 句型:My name is…;I am…years old;I study…;I have many hobbies, such as…等4. 语法:一般现在时、现在进行时等九、教具1. 多媒体课件2. 录音机3. 录像设备十、教学反思1. 本节课通过创设情境、小组练习和视频展示等方式,激发了学生的学习兴趣,提高了学生的口语表达能力。

Unit2-全新版大学英语(第二版)综合教程2电子教案

Unit2-全新版大学英语(第二版)综合教程2电子教案

Unit 2 Values Unit 2 Values
Before Reading Global Reading Detailed Reading After Reading Supplementary Reading
A Debate Who’s more important to the world?
Unit 2 Values Unit 2 Values
Before Reading Gloing Supplementary Reading
Salvation Army ☆ a Christian charity and social services organization Detailed Reading ☆ founded by William Booth and his wife Catherine Booth in London in 1865 ☆ got the name because of a popular saying that “The Christian Mission is a volunteer army.” ☆ Nearly 33 million Americans receive help from it annually.
Unit 2 Values Unit 2 Values
Before Reading Global Reading Detailed Reading After Reading Supplementary Reading
English Song — Money, Money, Money Money, money, money Must be funny Detailed Reading In the rich man’s world Money, money, money Always sunny In the rich man’s world Aha-ahaaa All the things I could do If I had a little money It’s a rich man’s world
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Unit 4The Virtual WorldⅠ. Suggested Teaching PlanStudents will be able to1.understand the main idea (despite the many negative effects of virtual life, theauthor prefers it to real life) and structure of the text (contrast between virtual life and real life);2.learn some rules of interpreting new vocabulary and usage related to computers andthe Internet in English;3.grasp the key language points and grammatical structures in the text;4.conduct a series of reading, listening, speaking and writing activities related tothe theme of the unit.1. T asks Ss the following questions on the poem Surfing the Internet: (5 minutes)—What was the hero doing when his boss came in? (surfing the Internet)—How did he act in front of his boss? (He pretended to be surprised at the computer which had crashed “unexpectedly”.)2. Ss look at the theme of this unit (The Virtual World) and the title of Text A (A VirtualLife), then try to: (10 minutes)—find antonyms of “virtual world” and “virtual life”; (real world, real life)—suggest synonyms for “virtual world”; (cyberspace, cyberia, etherworld, virtual reality, Internet world, net world, etc.)—say what people can do on the Internet, (communicating with people, shopping, reading, entertainment, education, working, hacking, publishing, etc.)3. Imaginative writing(28 minutes)1) T dictates to Ss the following paragraph:For the past two weeks, other participants of the Net Survival Contest (网络生存竞赛)and I have been shut up in bare hotel rooms. Our only link to the real world has been a computer that is hooked up to the Internet (联网电脑). We have relied on it, not only for food, bed sheets and other daily necessities, but also to set up an e-business (电子商务)of our own.2)Now Ss will complete the next paragraph beginning with: “Now it is time for meto walk out into the light of day again...” They will give their imagination full play. They will write no more than 100 words.3)Ss form groups of four to five, and read aloud to each other their own writings.4)T asks some groups to recommend the best piece in their group to the class. 4. T may lead in to Text A by saying: Some of us like to live a life in contact withreal things and real people, but others favor a virtual existence. Which life is better?I’m sure you have different opinions. Now let’s read Text A to find out what Maia Szalavitz has to say about these two life styles. (2 minutes)1. Text organization (15 minutes)1)T draws Ss’ attention to Text Organization Exercise 1, and lets them read itsinstructions as well as what has already been done for them in this exercise.2)Ss try to complete the exercise by simply reading the first sentence of eachparagraph in Text A.3)Ss compare answers with each other; if necessary, T may help.2.T explains the key language points and gives Ss practice (see Language Study). (45 minutes)3.T guides Ss through Structure Exercise 2. (10 minutes)4.Ss re-read Paras 4-10, work in pairs to find out consequences of “my” virtual life.Can they use the “find oneself + adj./ past participle/present participle” structure when summing up the consequences? (10 minutes)5.Some pairs report to the class their findings, using the “find” structure. (5 minutes)1. Computer-related vocabulary items (20 minutes)1)Ss scan Text A to find out vocabulary items related to computer and the Internet.(They are: virtual life, the net, telecommuter, email, Internet mailing lists, computer-assisted, data, link, cyber-interaction, on line, system crash, click on the modem, connection, password)2)T tells Ss that new terms related to computer and the Internet are constantly addedto the English vocabulary, so much so that many of them are not included in any English dictionary. However, if we apply certain rules, their meanings are easy to deduce.3)T gives Ss more examples of computer-related vocabulary items (see Text Analysis).2. T guides Ss through some after-text exercises. (25 minutes)3.T checks on Ss’ home reading (Text B). (3 minutes)4.Ss 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 task;2)preview Text A.Ⅱ.Text AnalysisThe most dynamic combining forms/prefixes for new computer-and-Internet-related vocabulary in English are cyber-, virtual, Net- (net-), Web- (web-), and E- (e-).New English vocabulary items derived from them usually appear in the following forms: bining forms/prefixes + noun: this is the most common type, . virtual life (虚拟生活), virtual world (虚拟世界), virtual community(虚拟社区), virtual office (虚拟办公室), virtual pet(虚拟宠物),virtual reality (虚拟现实),cyber-interaction (网络互动), cyberculture (网络文化), cybernut (网虫), cyberpet (电子宠物), cyberspace (网络空间), netwriter(发送电子邮件的人),nethead (网虫), Webmaster (网站维护者), Web page (网页), website (网站), WebTV (网络电视机), E-book (电子书籍), E-shopper (网上购物者), e-card (电子贺卡), e(-)mail (电子邮件), e-journal (电子杂志), e-business (电子商务), e-cash (电子货币), e-commerce (电子商务).2. combining forms/prefixes + verb: . cybersurf (网络漫游), netsurf(网络漫游),websurf(网络漫游),email (发送电子邮件)3.w ords like cyber, net, etc. + suffix: . cyberian (cyber + ian, 网络用户), cyberphobia(cyber + phobia, 电脑恐惧症), cybernaut (cyber + naut 网络用户), netter (net + er 网民), Webify (web + fy 使万维网化), cyberize (cyber + ize, 使联网).4.c lipped word: cyberdoc (cyber + doctor, 网络医生), Netcast (Net + broadcast,网络播放), Netiquette (Net + etiquette, 网规), Netizen (Net + citizen, 网民,), Netpreneur (Net + entrepreneur, 网络企业家), Webcam (Web + camera, 网络摄像机), Webcasting (Web + broadcasting,网络播放), Webliography (Web + bibliogrpahy, 网络书目), Webnomics (Web + economics, 网络经济), Webzine (Web + magazine, 网络杂志), e-tailing (electronic + retailing,电子零售), e-zine (electronic + magazine,电子杂志)Ⅲ. Cultural Notes1. the Internet: an international computer network for the exchange of information. Itwas originally used mainly in the academic and military worlds but has since become available to the large and increasing number of people with personal computers. Other services, . the World Wide Web, are available through it.The Internet is changing our lives and a parallel universe is rapidly emerging online. Today there’s scarcely an aspect of our life that isn’t being upended by the torrent of information available on the hundreds of millions of sites crowding the Internet, not to mention its ability to keep us in constant touch with each other via electronic mail. The Internet is saving companies billions of dollars in producing goods and serving the needs of their customers. Nothing like it has been seen since the beginning of the Industrial Revolution, when power-driven machines beganproducing more in a day than men could turn out in nearly a year. The Internet and e-commerce are viewed as a global megatrend along the lines of the printing press, the telephone, the computer and the electricity.You would be hard pressed to name something that isn’t available on the Internet.Consider: books, health care, movie tickets, baby clothes, stocks, real estate, toys and airline tickets. American kids today are so computer savvy that it virtually ensures the United States will remain the unchallenged leader in cyberspace for the foreseeable future. Most kids use computers to play games and have email chats with friends.What’s clear is that, whether we like it or not, the Internet is an ever-growing part of our lives and there is no turning back.2.NBC (the National Broadcasting Company): the first of the original three US nationalbroadcasting companies. It was established in 1926 by Radio Corporation of America as two groups of radio stations. The first NBC television channel opened in 1940. The company is now owned by General Electric. Its main offices are at Rockefeller Center in New York.3.PBS (the Public Broadcasting Service): (in the US) a television system that broadcastsprograms to an association of local stations which use no television advertisements and do not make a profit. It was established by the Public Broadcasting Act and is supported by money from the US Government, large companies and the public. PBS is known for the high quality of its programs.4. ABC (the American Broadcasting Company): one of the original three major televisionnetworks in America. It began in 1943 as the Blue Network of six radio stations. ABC is now owned by the Walt Disney Company .Ⅳ. Language Study1. virtual: 1) created and existing only in a computerExamples: I can visit a virtual store and put what I want in my basket at the click of a mouse button.Some people spend too much time escaping from reality into the virtual worldconjured up on their computer screens.2) being or acting as what is described, but not accepted as such in name or officiallyExamples: Our deputy manager is the virtual head of the business.Now that the talks have broken down, war in the region looks like a virtual certainty.2. interpret: 1) understand (sth. said, ordered, or done)Examples: They are worried that the students might interpret the new regulation asa restriction of their rights.She interprets the dream as an unconscious desire to be young again.2) give or provide the meaning of, explainExamples: How do you interpret his refusal to see us?This dream can be interpreted in several different ways.3) t ranslate what is said in one language into anotherExamples: I am terribly sorry, but I don’t understand a word. Could you interpret for me?No one in the tour group spoke Spanish so we had to ask the guide to interpret.3. tone: a particular quality or intonation of the voiceExamples: From the tone of her voice I could tell she was very angry.Suddenly he laughed again, but this time with a cold, sharp tone.4. stretch: (cause to) become longer, wider, etc. without breakingExamples: My working day stretches from seven in the morning to eight at night.The child stretched the rubber band to its full extent.5. submit: give (sth.) to sb. so that it may be formally considered (followed by to)Examples: You should submit your reports to the committee.I am going to submit an application for that job in Microsoft.Peter submitted his plans for the new town square to the local government.6. edit: revise or correctExamples: Jack is busy editing Shakespeare’s plays for use in schools.John didn’t finish editing the annual report until the end of last month.7. email: electronic mailExamples: Young people like to keep in touch with their friends via email.I received an email from my student yesterday.vt. send an email toExamples: I will email you the instant I get the news.She’ll email me a question before she calls so I can think it over inadvance.8. communicate: contact sb. in any way, esp. by speaking to them, writing to them or calling them (followed by with)Examples: Some young people depend heavily on email to communicate with each other.They have been divorced for years and never communicated with each other.9. the Internet: the worldwide network of computer links which allows computer usersto connect with computers all over the world, and which carries electronic mail Examples: Whether we like it or not, the Internet is an ever-growing part of our lives.You can take online courses and earn your degree via the Internet wheneverand wherever you want to.It’s believed the Internet was born in 1969 when two computers at theUniversity of California, Los Angeles were connected by a 15 foot cable.10. r elationship: state of being connectedExamples: What is the relationship between language and thought?The scientist had a good working relationship with his American colleagues.11. a t times: sometimesExamples: She has been away from her home for about a year. At times she wishes she had never left.He went on listening to her, at times impatient and at times fascinated.12.take in: absorb (sth.) into the body by breathing orswallowingExamples: The earth takes in heat and light from the sun.Fish take in oxygen through their gills.13.d ata: information, usu. in the form of facts or statistics that you can analyzeExamples: This data is stored on the network and can be accessed by anybody.The data is still being analyzed, so I can’t tell you the results.14. spit: send (liquid, food, etc.) out from the mouth (used in the pattern: spit sth.(out) (at/on/onto sbJsth.))Examples: The baby spat its food out on the table.He took one sip of the wine and spat it out.15. on line: connected to or controlled by a computer(network)Examples: Our system is on line to the main computer.The largest online institution is the University of Phoenix, with some 1000students today and hopes of reaching 200,000 students in 10 years.16. symptom: 1) sign of the existence of sth. badExamples: High interest rates are a symptom of a weak economy.They regard the increase in crime as a symptom of a more general declinein moral standards.2) change in the body that indicates an illnessExamples: A cold, fever and headache are the usual symptoms offlu.If the symptoms persist, it is important to go to your doctor.17. nightmare: a terrifying dreamExamples: Tom didn’t eat fish because it gives himnightmares.Watching horror films gives me nightmares.I had a nightmare about falling off theskyscraper.18. conversely: in a way that is opposite to sth.Examples: $1 will buy 100 yen worth of Japanese goods. Conversely, 100 yen will buy $1 worth of American goods.You can add the fluid to the powder or, conversely, the powder to the fluid.19. but then: yet at the same timeExamples: The failure of China’s soccer team looks inevitable. But then, anything can happen in football.Mary performed better than the others in the final exam; but then, she spentmuch longer on it than they did.20.jar: have a harsh or an unpleasant effect (used in the pattern: jar sth., jaron sbJsth.)Examples: You shouldn’t have too many colors in a small space as the effect canjar.The loud bang jarred my nerves.Her squeaky voice jarred on me.21. suck in: (usu. passive) involve (sb.) in an activity, an argument, etc., usu. againsttheir will (used in the pattern: suck sb. in/into sth.; suck in)Examples: I don’t want to get sucked into the debate about school re form.Some teenagers don’t want to get involved with gangs, but they findthemselves getting sucked in.22. k eep up with: learn about or be aware of (the news, etc.)Examples: Carrie likes to keep up with the latestfashions.He didn’t bother to keep up wi th the news. His only concern was to study.23.W ork moves into the background: Work becomes secondary to me.24.i n sight: 1) visibleExamples: It was early in the morning and there wasn’t anyone in sight on campus.As the train pulled into the station my parents standing on the platformwere soon in sight.2) likely to come soonExamples: Two months passed, and victory was not yet in sight.The end of the economic nightmare is still nowhere in sight.A solution to the problem of environmental pollution now seems in sight.25. r emark: thing said or written as a commentExamples: The principal of the school made some remarks about educational reform at the meeting.Mr. Smith approached us and made a couple of remarks about the weather.His rude remark about my book jarred on me.26. e motional: 1) of the emotionsExamples: She is grateful to him for his emotional support while she was in trouble.It’s quite difficult to handle emotional problems.2) having emotions that are easily excitedExamples: Marie got very emotional when we parted, and started tocry.It’s said that the Italians are more emotional than we are.27. c ue: anything that serves as a signal about what to do or say (followed by to / for)Examples: When he started to talk about the finances, that was our cue to get up quietly and leave.When I nod my head, that’s your cue to give flowers tohim.Mr. Clinton’s excitement was the cue for a campaign.say a line: I type a line on the screen.29. routine: a fixed and regular way of doing things (often adjectival)Examples: The job is really just a dull series of fairly routine tasks. I don’t think you’ll take it.He established a new routine after retirement.30. rely on/upon: depend confidently on, put trust inExamples: Nowadays we rely increasingly on computers to control the flow of traffic.Some children relied heavily on the advice of their parents.31.abuse: wrong or bad use or treatment of sth./sb.Examples: The World Health Organization (WHO) has published a report on drug abuse and addiction.The policemen are making an investigation of childabuse.32.restore: bring back to a former condition (used in the pattern: restore sth.; restoresb. to sth.)Examples: Law and order will be quickly restored after the incident.Winning three games restored their confidence.Doing sports every day restored the old man to good health.The deposed king was restored to power.33. arrange: prepare or plan (used in the pattern: arrange sth.; arrange to do sth.; arrange for sb./ sth. to do sth.)Examples: Her marriage was arranged by her parents.Let’s arrange to have a dinner together some time before we graduate.I have arranged for a taxi to pick us up at 8:00 .I could arrange for you to come along with us if you like.34. flee: run away (from) (used in the pattern: flee from/to; fleesomeplace)Examples: The customers fled from the bank when the alarm sounded.During the war, thousands upon thousands of Afghans fled the country.Up to five million political refugees have fled to other countries.35.interview: 1) a meeting at which a journalist asks sb. questions in order to findout their newsExamples: In an exclusive interview with our reporter, the film star revealed some of his personal affairs.Radio interviews are generally more relaxed than television ones.2) a formal meeting at which sb. applying for a job is asked questions,as a way of judging how suitable they areExamples: I have been asked to go for an interview for a project I applied for atHarvard University.She has had a couple of job interviews, but no offers.v.Examples: As a journalist, he interviewed many governmentofficials.After the press conference, the journalist interviewed the UN SecretaryGeneral about the Israeli-Palestinian conflict.I will be interviewed next week for the Chi ef Executive’s job.36. a ppointment: an arrangement to meet or visit sb. at a particular time (followed bywith)Examples: You can’t see the president of the university unless you make an appointment.I’ve made an appointment to see my tutor tomorrow.37.c lick: press or release a mouse button rapidly, as to select an icon (followed byon)Example: When shopping online, you just click the mouse and order what you want to buy.38.t une: a series of musical notes that is pleasant and easy torememberExamples: She whistled a happy tune all the way home.He was humming a merry tune while cooking.。

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