综合教程2电子教案Unit8
英专综合教程2第二版unit8Word教案
英专综合教程2第⼆版unit8Word教案Section One Pre-reading Activities (2)I. Audiovisual supplement (2)II. Cultural information (2)Section Two Global Reading (3)I Text analysis (3)II Structural analysis (3)Section Three Detailed Reading (4)Text I (4)Section Four Consolidation Activities (15)I . Vocabulary Analysis (15)II Grammar Exercises (18)III. Translation exercises (20)IV Exercises for integrated skills (21)V Oral activities (21)VI Writing Practice (23)VII Listening Exercises (24)Section Five Further Enhancement (26)I. Text II (26)II. Memorable Quotes (29)Section One Pre-reading ActivitiesI. Audiovisual supplementWatch the video and answer the following questions.1. Where was the place in the video?2. Is it possible that our planet will be like this in the future? Why?（插⼊视频）Answers to the Questions:1. The earth. But not the same earth where we are living now. In the video, there were rubbish and dust everywhere. And the city may have been abandoned, because there was nobody on the street but a robot.2. It‘s quite possible. Human beings have caused too many troubles to the Earth: air and water pollution, energy crisis, global warming, etc.Script:Singing: Close your eyes and see it listen, Barnaby. Listen, Barnaby! Put on your Sunday clothes.There‘s lots of world out there. Get out the brilliantine and dime cigars. We‘re gonna find adventure in the evening air. Girls in white in a perfumed night where the lights are bright as the stars. Put on your Sunday clothes. We‘re gonna ride through town in one of those new horsedrawn open cars. We‘ll see the shows at Delmonico‘s. And we‘ll close the town in a whirl. And we won‘t come home until we‘ve kissed a girl ...II. Cultural information1. Global warmingGlobal warming is the increase in the average temperature of Earth?s near-surface air and oceans since the mid-20th century and its projected continuation. Most of the observed temperature increase since the middle of the 20th century was caused by increasing concentrations of greenhouse gases, which results from human activity such as fossil fuel burning and deforestation.An increase in global temperature will cause sea levels to rise and will change the amount and pattern of precipitation, probably including expansion of subtropical deserts. Warming is expected to be strongest in the Arctic and would be associated with continuing retreat of glaciers, permafrost and sea ice. Other likely effects include changes in the frequency and intensity of extreme weather events, species extinctions, and changes in agricultural yields.（插⼊图⽚global warming）Section Two Global ReadingI Text analysis1.From which perspectives does the text address the issue of global warming?The text addresses the issue from three perspectives — the general public concern, its causes and consequences, and practical actions to tackle the problem.2.What‘s the author‘s purpose of writing?To raise people‘s consciousness of the potential dangers of global warming, and to suggest some actions to combat it.II Structural analysis2. Figure out the sub-ideas in the second part.1) the causes of the rising concentration of greenhouse gases in the atmosphere (Paragraphs 3 and4)2) the effect of such concentration on climate change (Paragraphs 5 and 6)3) the potential threat of global warming to human health and survival (Paragraph 7)Section Three Detailed ReadingText IFocus on Global WarmingJohn Weier1Twenty-five years ago if you made a trip to the local library and perused the periodical section for articles on global warming, you’d probably have come up with only a few abstracts from hardcore science journals or maybe a blurb in some esoteric geopolitical magazine. As an Internet search on global warming now attests, the subject has become as rooted in our public consciousness as Madonna2 or microwave cooking.12Perhaps all this attention is deserved. With the possible exception of another world war, giant asteroid, or an incurable plague, global warming may be the single largest threat to our planet.2For decades human factories and cars have spewed billions of tons of greenhouse gases into the atmosphere, and the climate has begun to show some signs of warming. Many see this as a harbinger of what is to come.3If we don’t curb our greenhouse gas emissions, then low-lying nations could be awash in seawater, rain and drought patterns across the world could change, hurricanes could become more frequent, and El Ninos could become more intense.Our Warming Planet3What has worried many people now is that over the past 250 years humans have been artificially raising the concentration of greenhouse gases in the atmosphere. Our factories, power plants, and cars burn coal and gasoline and spit out a seemingly endless stream of carbon dioxide. We produce millions of pounds of methane by allowing our trash to decomposein landfills and by breeding large herds of methane-belching cattle.Nitrogen-based fertilizers, which we use on nearly all our crops, release unnatural amounts of nitrogen oxide into the atmosphere.4Once these carbon-based greenhouse gases get into the atmosphere, they stay there for decades or longer. According to the Intergovernmental Panel on Climate Change (IPCC) since the industrial revolution, carbon dioxide levels have increased 31 percent and methane levels have increased 151 percent. Paleoclimate readings taken from fossil records show that these gases, two of the most abundant greenhouse gases, are at their highest levels in the past 420,000 years. Many scientists fear that the increased concentrations of greenhouse gases have prevented additional thermal radiation from leaving the Earth. In essence, these gases are trapping excess heat in the Earth’s atmosphere in much the same way that a windshield traps solar energy that enters a car.45Much of the available climate data appear to back these fears.5Temperature data gathered from many different sources all across the globe show that the surface temperature of the Earth, which includes the lower atmosphere and the surface of the ocean, has risen dramatically over several decades. Worldwide measurements of sea level show a rise of 0.1 to 0.2 meters over the last century. That’s an increase of roughly 1℃every 4,000 years. Readings gathered from glaciers reveal a steady recession of the world’scontinental glaciers. Taken together, all of these data suggest that over the last century the planet has experienced the largest increase in surface temperature in 1,000 years.6Not surprisingly, many scientists speculate that such changes in the climate will probably result in hotter days and fewer cool days.6According to the IPCC, land surface areas will increase in temperature over the summer months much more than the ocean.The mid-latitude to high-latitude regions in the Northern Hemisphere — areas such as the Continental United States, Canada, and Siberia — will likely warm the most. These regions could exceed mean global warming by as much as 40 percent.7As far as human health is concerned, those hit hardest will probably be residents of poorer countries that do not have the funds to fend against changes in climate.7 A slight increase in heat and rain in equatorial regions would likely spark an increase in vector-borne diseases such as malaria. More intense rains and hurricanes could cause more severe flooding and more deaths in coastal regions and along riverbeds. Even a moderate rise in sea level could threaten the coastlines of low-lying islands such as the Maldives. All across the globe, hotter summers could lead to more cases of heatstroke and deaths among those who are vulnerable, such as older people with heart problems. The warmer temperatures may also lead to higher levels of near-surface ozone from cars and factories, which would likely cause more perilous air quality days and hospital admissions for those with respiratory problems.Taking Actions8Fortunately, we can take actions to slow down global warming.8Global warming results primarily from human activities that release heat-trapping gases and particles into the air. The most important causes include the burning of fossil fuels such as coal, gas, and oil, and deforestation. To reduce the emission of heat-trapping gases like carbon dioxide, methane, and nitrous oxides, we can curb our consumption of fossil fuels, use technologies that reduce the amount of emissions wherever possible, and protect the forests in the world.9We can also do things to mitigate the impacts of global warming and adapt to those most likely to occur,9 e.g., through careful planning and other strategies that reduce our vulnerability to global warming.10But we can’t stop there. We are also advocating policies that will combat global warming over the long term, things like clean cars that run on alternative fuels, environmentally responsible renewable energy technologies, and stopping the clear-cutting of valuable forests.11Clearly, global warming is a huge problem. It will take everyone —governments, industry, communities and individuals working together to make a real difference.Fortunately you can be part of them.Paragraphs 1-2Questions1. Why have people shown increasing concern about global warming? (Paragraph 2)The answer lies in the second paragraph: it is a harbinger of what is to come — the threat to low-lying nations, change of rainand drought patterns, frequent hurricanes and intense ElNinos.Words and Expressions1. peruse vt. to read through something, especially in order to find the part you are interested ine.g. He opened a newspaper and began to peruse the personal ads.Derivation:perusal n.e.g. a brief perusalHe sent a copy of the report to the governors for their perusal.2. periodical n. a publication that appears at fixed intervals, esp. one of a serious kinde.g. She has written for several legal periodicals.Derivation:period n.periodic a. occurring or appearing at (esp. regular) intervals 定期的，周期的periodically ad.3. come up with to think of an idea, plan, reply, etc.e.g. No one has come up with a convincing explanation of why dinosaurs died out.The scientists are beating their brains trying to come up with a solution to the problem.4. attest vt. / vi. to demonstrate, to declare to be truee.g. The luxurious furnishings attested to the family‘s wealth.The perfection of their design is attested by the fact that they have survived for thousands of years. Collocation:attest (to) sth.Derivation:attestation n.5. consciousness n.1) the condition of being awake and understanding what is happeninge.g. When will the patient regain his consciousness?The blow caused him to lose consciousness.2) all the ideas, thoughts, feelings, etc. of a person or peoplee.g. Love for freedom runs deep in the national consciousness.This experience helped to change her social consciousness.Collocation:consciousness of sth. / that … awareness of sth. / that …e.g. Her consciousness that she‘s different makes her feel uneasy.regain / recover consciousness 恢复意识，恢复知觉lose consciousness 失去意识，失去知觉Antonym:unconsciousnesssubconscious a.潜意识的conscience n.良⼼conscientious a.（指⼈或⾏为）认真的，尽责的1. Our ______ mind registers things which our ______ mind is not aware of. (subconscious, conscious)2. My brother is a ______ student. (conscientious)3. My ______ would really trouble me if I wore a fur coat. (conscience)6. deserve vt. to be worthy ofe.g. I‘m glad she got the first prize at the English Speech Contest — she thoroughly deserved it.I said some cruel things to him, but he deserved it for the way he treated me.Derivation:deserving a.e.g. The money is only given to the most deserving cases — to the people who need it most.His efforts are certainly deserving of praise.7. threat n. a strong possibility that something very bad will happene.g. With so many new offices being built in the city, a lot of archaeological remains are under threat. Drunken drivers pose a serious threat to other road users.Collocation:be under threat of sth.e.g. She left the country under threat of arrest if she returned.Derivation:threaten v.threatening a.8. with the exception of except, not includinge.g. I think every student, with the exception of Helen, will pass the exam.With the exception of gold, the surfaces of metals are never observed but only their oxides. Collocation: without exceptionhave no exceptionexception to sth.make an exception9. spew vt. to pour out, esp. quickly and violentlye.g. One engine of the plane caught fire and spewed black smoke.He spewed forth what he had recently learned about the true facts.spew sth. up: to vomit10. harbinger n. something that indicates or foreshadows what is to comee.g. The crowing of the rooster is a harbinger of dawn.Frost is a harbinger of winter.Collocation:harbinger of sb. / sth.11. curb vt. to stop something that is harmfule.g. This government has made pioneering strides towards curbing air pollution.The only way to curb the spread of the disease is by immunizing the entire population.12. emission n. the act of sending forth; dischargee.g. The Green Party have called for a substantial reduction in the emission of greenhouse gases by the UK. Derivation:emit v.e.g. The alarm emits infra-red rays which are used to detect any intruder.The machine emits a high-pitched sound when you press the button.Activity: DiscussionWhat kind of periodical do you usually peruse? Why do you like that periodical? What thoughts do you come up with after reading that periodical? Share your favorite periodical with your groupSentences1. As Internet search on global warming now attests, the subject has become as rooted in our public consciousness as Madonna or microwave cooking. (Paragraph 1)Paraphrase: An Internet search on global warming proves that the subject has got fixed in people‘s mind, just like Madonna or microwave cooking.Translation: ⽽今因特⽹上搜索的结果⾜以证明，全球⽓候变暖这个话题就像麦当娜和微波炉烹饪⼀样深⼊⼈⼼。
致用英语综合教程综合英语2教案unit
Section One Around the topic Step 1 Topic introduction:Many Chinese students find it very difficult to introduce Chinese culture to foreign friends.The biggest problem is that they don’t know how to express their understanding about Chinese culture or how to explain some typical concepts in Chinese culture. Chinese learners of English as a foreign language should not only study western cultures, but also deepen their understanding of Chinese culture, so that they can introduce it to the outside word.Step 2 Your ideasWork in groups or pairs and discuss the following questions1)Why is spring Festival so important for the Chinese people?2)What do you usually do during the Spring Festival3)Are there any special celebration activities in your hometown during Spring Festival?4)In what ways do you think the Spring Festival has Changed?How much do you know about the Chinese New Year?A.Which day in the 15-day celebration is for the sons-in-laws to pay a visit to theirparents-in-law?The third and fourth days.B. What is the fifth day called?Po Woo.C. How many kinds of traditional New Year food do you know?Dumplings, a whole fish, chicken, New Year cake…D. Do we use knives or scissors on New Year's Day?NO. They may cut off fortune.E. What fruit do we usually use as a decoration during the Spring Festival?Oranges and Tangerines. They are symbols for abundant happiness.Step 3 VocabularyThere are some special things about Spring Festival, which are difficult to translate into English. Here are some English words and expressions related to the Spring Festival. Try to get their meanings.Remind students that names of some typical Chinese things do not have exact equivalents in English. Ask them to guess the meaning of the English words and phrases related to thecan give a brief talk with some of the words in the table above so that they can master a better usage of these words.Step 4 Listening and speakingAsk students to read the questions first. Then play the recording and encourage them to take notes while listening.1.Q: What are they talking about?A: They are talking about the Spring Festival.2.Q: How did Li Ming spend his holiday?A: Li Ming spent his holiday with his family in his hometown.3.Q: What is Susan curious about?A: Susan is curious about how Chinese people celebrating their Spring Festival.4.Q: What make the Spring Festival different from other holidays?A: Giving presents and staying with the family.5.Q: What do Chinese People do on the Eve of the Spring Festival according to the recording?A: In the past, all the members of a family would stay at home making dumplings together.Now many people enjoy watching TV. During the day, children wear their new clothes. The evening is usually spent playing games, talking, eating and drinking.Step 5 A quizDuring the Spring Festival, some things are believed to bring good luck for the new year, while other things might bring bad luck. Read the items in the table below and decide whether they bring good luck or bad luck. When you finish, compare your answers in pairs.This quiz is just for fun. Remind students that we should not be superstitious and the dos and don’ts during the Spring Festival are only parts of our traditions and customs. We should hold a right attitude towards them.Ask students to do the exercise first based on their own understanding and then compare their answers with their partners’. They may discuss them if necessary. When they finish, you may show and explain answers.Section Two ReadingThis section introduces the tradition of the Chinese New Year. By studying it, students will learn more about the legend of Nian and traditional Chinese New Year celebration activities. Most importantly, students will learn how to introduce the Chinese New Year to foreign friends.Step 1 Pre-reading tasksBefore you read, discuss the following questions in groups:1.Do you know why we call the Spring Festival “Nian”?2.Do you know why we Chinese celebrate the New Year at a different time from the Westernworld?Read the instruction as a class. Divide students into groups. Ask them to discuss the questions. Activate their prior knowledge of the Spring Festival and encourage them to share information with others. Pick some volunteers to answer these tow questions as representatives of their group. Step 2 Text illumination1)Ask several students to read the whole text in order to check whether they preview thetext and get a general understanding bout it or not beforehand.2)Ask students to summarize the text3)The teacher can put the comprehension check either before or after illuminating the textaccording to the needs of class and the students’ comprehension ability.4)Illuminate the text, during the process of which the teacher can encourage students tohighlight or underline the important parts when they read the text in detail. Try to explain that it can help students to grasp the important details and review important points Language points:1. legend n.story handed down from the past, especially one that may not be true 传奇，传说e.g. The legend of Robin Hood is well-known.2. mythical adj. existing only in an ancient story, imagined or invented 神话的，虚构的e.g. Qi Lin is a mythical Chinese creature which is similar to a unicorn.myth n. 神话e.g. ancient Greek myths3. terrorise v. to fill or overpower with terror, to terrify 使惊恐不安，恐吓e.g. The local gangs terrorised the neighborhood.4. fierce adj. violent and angry 凶猛的，凶狠的e.g. Swans are always fierce in defense of their young.The leopard looks fierce.5. lunar adj. determined or measured in reference to the moon 根据月亮决定或测定的e.g. The Chinese New Year falls on lunar January, 1st.6. solar adj. determined or measured in reference to the sun 根据太阳决定或测定的e.g. Solar energy is one kind of important energy nowadays.7. insert v. to put or set into, between, or among 插入，嵌入e.g. The editor inserted an advertisement in the newspaper.insert a key into a lock8. symbolic adj. representing a particular idea or quality 象征的，符号的e.g. The cross is symbolic of Christianity9. ward off to keep away (somebody/something that is dangerous or unpleasant) 挡开，避开e.g. He carried a gun to ward off possible attacks.Step 3 Post-reading exercises1.What is the significance of the following things during the Spring Festival?Read the instruction as a class. Divide students into groups of four. Ask them to discuss these questions. Get feedback when they finish. Try to encourage them to express their opinions thoroughly in English.3.V ocabulary and structureThis part is about some vocabulary and structure exercises related to the text. Ask students to finish them independently beforehand. Check their answers in class. Try to encourage them to explain by themselves to check whether they fully understand the exercises or not. The teacher is supposed to give some explanations if necessary.A.Work out the meanings of the underlined words with the help of the context.B.Fill in the blanks with the words below. Change the form where necessary.plete each pair of the sentences with the correct form of the same verb, one as apresent participle (-ing) and the other as a past participle (-ed).4.WritingRead the instruction as a class. Leave the writing task as homework. Check their work next time.Write down your experience about the Spring Festival. The following questions may help you to come up with some ideas.1)How does your family prepare for the Spring Festival?2)What traditional activities does your family do to celebrate the Spring Festival?3)What special activity do you like most when you are celebrating the Spring Festival? Section Three language in use: present participles used as adverbialsStep 1 test your grammarThe aim of this practice is to make students aware of the present participles used as adverbials. Based on their study of the text, they may gain a deeper understanding by doing these exercises. Try to encourage students to explain by themselves through recalling and understanding of this grammatical phenomenon.Step 2 illumination and developmentBriefly explain the grammatical knowledge of participles. Then ask students to finish these exercises. Check their work when they finish.一、现在分词做状语（表原因，时间，条件，让步，行为方式，伴随状况）现在分词与主句的主语一致，且形成主谓关系，就是说现在分词的动作发出者是主句的主语。
实用综合教程 王守仁 第二版 电子教案 教案课程 课后答案 翻译
Unit 8 Harry Potter
Background Information Discussion
Rowling did not like her secretarial duties, often writing instead of working. She also often visited her mother. During one of these train trips, Rowling struck on an idea about an orphaned boy wizard named Harry Potter and began inventing characters and settings.
《实用综合教程》（第二版）第3ter
Background Information Discussion
Question: 1. Do you like The Harry Potter books or films better? Why? 2. Who is your favorite character?
Script
1. Who is Daniel? Daniel is the actor who has been _p_la_y_in_g_ Harry Potter for 10 years.
《实用综合教程》（第二版）第3册电子教案
Unit 8 Harry Potter
Listening
Speaking
《实用综合教程》（第二版）第3册电子教案
Unit 8 Harry Potter
Listening
Speaking
I. Listening
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。
综合英语Unit8教案
综合英语Unit8教案《新世纪英语专业综合教程》（Unit 5, Book 1）教案Unit 8 My Forever ValentineTeaching objectives:Students will be able to:Language knowledge (认知目标)1.Grasp the main idea and general structure of Text A;2.Master the key language points and learn how to use them in context.Language skills (技能目标)1.Appreciate the narrative skills demostrated in Text A (selection of details, coherence, etc.);2.Express themselves more freely on the theme of My Valentine after doing a series of theme-related listening, reading, and speaking activitiesCulture awareness (文化目标)Understand the cultural background related to the content Affects (情感目标)1.Be encouraged to cherish the profound relationship with their fathers;2.Learn to obtain a forever valentine by mutual respect and love ;3.Take an affectionate or grateful attitude towards the people around themStrategies （策略目标）1.Memorize the meaning and use of key expressions through learning the lexical collocations and guessing the meaning in the context/doc/df8072536.html,municate and expressthemselves freely and smoothly in the relevant topic with the text by means of thecommunicative strategies.Teaching important and difficult points:1. Important points:1) Key words & Expressions2) Sentence Interpretation3) Summarization of the main ideas in each paragraphs2.Difficult points:Firstly, how to make clear the main idea and the structure of the whole essay is one difficult point in my teaching. Secondly, how to paraphrase the key and difficult sentences is another one. Lastly, it can not be missed how to guide the Ss understand the meaning of the wole text comprehensively.Teaching Time Allotment:Pre-reading activities& Global reading (2课时）Detailed reading (4课时)Consolidation activities(4课时)Teaching Methods：Use task-based language teaching method, reading approach, communicative approach and total physical response method. Teaching procedures:Period 1&2Time required: 90 minutesTeaching objectivesAfter learning these two periods, students should be able to1. get familiarized with the theme or topic of the unit;2. grasp the main idea and general structure of the text.Teaching focusCultural information on the text, the audiovisualsupplements of the text and the main idea and structure of the text Teaching difficultiesNaturally lead in to the topic of the textThe structure and main idea of the textTeaching Procedures:Step 1 Pre-reading activities (45 mins)1. Warming-up: reading aloud2. Provision of the cultural information on the text3. Audiovisual supplements and answer the topic-related questionsStep 2 Global reading——skimming & scanning (45 mins)1. Teacher asks students to go through the text again within 5 minutes, then try to answer two questions, to guide the Ss to summarize the main idea of the text;2. Teacher initially gives the hints indicating the development of the whole text and asks students to go through the whole text within 5 minutes, then divide it into several parts and summarize the main idea of each part with the help of the clues given above.Period 3-6Time required: 180 minutesTeaching objectivesAfter learning these two periods, students should be able to1.Master the meaning and usage of new vocabularies and useful expressions in the text;/doc/df8072536.html,prehend the meaning of each sentence in the text;3. Grasp the main idea of each paragraph in the text.Teaching focus and difficultiesThe new words and expressions in the textThe sentences difficult to be understoodThe main ideas of each paragraphTeaching proceduresStep 1 Review (3 mins)Teacher reviews what have been learned last time by asking students the main idea and structure of the textStep 2 Detailed reading ——language study (177 mins)1. The traditional holidays in our house when I was a child were spent timing elaborate meals around football games. Explanation: Some of the traditional holidays in the United States are Valentine’s Day (February 14); St. Patrick’ Day (March 17); and Halloween (October 31). In some states, Arbor Day（tree planting day）, Bird Day(for bird conservation), and Flag Day are school holidays. Child Health Day (the first Monday in October) is widely observed in schools. Many schools and some businesses close on Good Friday（耶稣受难日）Translation:小时候，我们家的传统节日总是根据足球比赛的时间来准备精美的饭菜。
新标准高职实用综合教程(第二版)第2册教案
An Integrated Skills Course 2Unit 1 Blue-Collar workersObjectives:1. Enlarge students’ vocabulary relating to Blue-Collar workers;2. Let students have some idea of personal qualities;3. Make students know how to write a note of thanks;4. Learn different usages of Modal Verbs.Focuses:1.V ocabulary: (omitted)2.Speaking: the personal qualities and the jobs of the Blue-Collar workers3.Grammar: Modal verb in English4.Practical writing: How to write a note of thanksOutline:Period 1: Warm-up Discussion; study of words and expressions in Text APeriod 2: Discussion of Text APeriod 3: Comprehensive ExercisesPeriod 4: Grammar Tips; Modal VerbsPeriod 5: Discussion of Text B and the follow-up ComprehensionPeriod 6: Practical WritingPeriod 7: Starting Out & In-class Activities (Practical Listening and Speaking Course)Period 8: Cultural Notes & After-class Activities (Practical Listening and Speaking Course)Methods:(1)Practice speaking and listening(2)Discussion(3)Presentation and role play(4) ExercisesTeaching ProceduresPeriod 1:Step 1. Warm-up Discussion (5 minutes)Ask the students to talk about the jobs and the personal qualities of the Blue-Collar workers. Question 1:Do you like Blue-collar jobs?Hint: I like blue-collar jobs because (1) the demand is huge; (2)we can get professional training and technical knowledge;and (3)the salary is good.Question 2: What will be your favourite blue-collar job and why?Hint: My favourite blue-collar job is that of a gardener, because(1) I can work outdoors and enjoythe fresh air;and(2) I can keep fit and get good pay.Step 2. Background Information (10 minutes)A blue-collar worker is a member of the working class who performs manual labor. Blue-collar work may involve skilled or unskilled, manufacturing, mining, construction, mechanical, maintenance, technical installation and many other types of physical work. Blue-collar work is often paid hourly wage-labor, although some professionals may be paid by the project or salaried. There is a wide range of payscales for such work depending upon field of specialty and experience.White-collar workers typically perform work in an office environment and may involve sitting at a computer or desk. Service workers, or pink-collar workers, make up a third type of worker. Their labor is related to customer interaction, entertainment sales or other service-oriented work.Step 3. Vocabulary in Text A (20 minutes)Ask Ss to read new words and expressions by themselves and then read the new words together. Explain the important points.1. Heartland n.the area or region where a particular set of activities or beliefs is most significant 中心地区，心脏地带Jack had a six-day bus tour around the industrial heartland of America.杰克在美国工业中心区域乘大巴旅游了六天。
致用英语综合教程综合英语2教案综合英语2单元设计unit
Section One Around the topicStep 1 Topic introduction:The theme of this unit is relationships between friends, relatives, families and so on. The significance of this topic is for students to understand, maintain and appreciate relationships.Step 2 Your ideas1.Listen to the song. Fill the blanks in the lyrics while listening.I believe I can loveYou give me your loving careI believe in what we areI don’t know where I would beWithout you staying with meSometimes, I’m lost in miseryYou will take me all the wayI’m not afraidOh, you and mehand in hand to everywhereAmazing be my friend, oh friendWe are forever friendsOh babyYou give me all the love I needYou are the only onePlay the song twice constantly and then encourage students to tell the answer by themselves. Step 3 vocabularyA.Work in pairs and think of as many English words as possible that havemeanings similar to friendly and unfriendly. Compare your list with anotherpairThis is a pair-work task. Ask students to brainstorm as many related words as possible.Then ask them to exchange opinions with other pairs. You may let them read out thewords they have got in front of the class.B.The underlined adjectives in the sentences below are all about friendliness.Read them and work out the meanings.Ask students to read these sentences carefully and discuss their meanings in pairs. Havethem explain the meanings in English.Answers:Friendly: acting or ready to act as a friendSociable: fond of making friends with people and enjoying being with othersAmiable: having a pleasant and friendly nature; good temperedIntimate: close in relationshipClose: near in relationship, friendshipWarm: friendly in a pleasant wayStep 4 discussionPut the class into small groups. Each group selects one student to note down the opinions of each speaker. After the discussion, you may collect their ideas by having some students give a report. This can be really interesting when show diverse opinions.1). In your opinion, what is a friend? What does friendship mean to you? What do youthink are the most important factors that can keep a long-lasting close relationship with your friends?2). What about with your family members and relatives?3). How can we make our close relationships last long?Step 5 listening and speakingA: Do you have family members, relatives or friends who live in a faraway place? What do you do to keep in touch with them? Do you do the following?●phone them●write letters to them●send them recorded cassettes●send them postcards●have flowers or other gifts delivered to them●e-mail them●send them text messages●visit them during holidays●chat with them onlineB: listening: John lives in Manchester. His sister, Mary, is studying French in Paris. She’s been there for five weeks. He wants to visit her in Paris and he wrote to her about it through an e-mail. He’s just received a message on the answer phone from her.This activity involves skills of both speaking and listening. Use the questions in task A to start a talk among students. The items listed in the text can give students some topics for continuing their talk.After the activity in task A, move on to the listening section. At the same time, ask students to pay attention to decide whether they are true or false. Have a class feedback when they finish. Section 2 Reading: Bonded by loops and flaresThe text Bonded by loops and flares is taken from the newspaper International Herald Tribune, written by David Brooks. Students may find the ideas expressed in this article quite new. Ask students to read the text carefully and have them do exercises individually. When they finish, ask them to exchange and discuss the answers with their partners.Step 1 Pre-reading questionsRead these questions and then put students into small groups for a brief discussion. Give them a few minutes to prepare. Ask one or two groups to tell the whole class their conclusions and reasons when they finish.Do you think people’s perception and thinking are greatly influenced by others? If so, by whom are people most probably influenced? Discuss these questions in groups.Step 2 Text illumination1) Ask several students to read the whole text in order to check whether they preview the textand get a general understanding about it or not beforehand.2) Ask students to summarize the text3) The teacher can put the comprehension check either before or after illuminating the textaccording to the needs of class and the students’ comprehension ability.4) Illuminate the text, during the process of which the teacher can encourage students tohighlight or underline the important parts when they read the text in detail. Try to explain that it can help students to grasp the important details and review important points Language points:1. loop n. a shape like a curve or circle made by a line curving back towards itself 环形，圈状。
新编实用英语综合教程2 Unit 8教案.ppt
Section III Applying for a New Boss
Outline
Para. 1~Para. 2: The comparison between good teachers & good bosses. Para. 3~Para. 6: Signs of wrong bosses, and examples of good bosses. Para. 7: How to find the right boss.
Unit 8
Applying For A Job
Section I Talking Face to Face
Advertisement 1
Job: full-time sales in clothing department Requirement / Qualification:
1) no sales experience 2) neat in appearance 3) strong people skills Benefit: a great start for a new job in sales
Words & Expressions
1. Apply
(v.) to make a formal request for sth. such as a job, a place, an university, etc. 申请
Eg: He has applied to join the army.
product lines Requirement / Qualification: 1) Graduate of a Mechanical Engineering degree or
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?
致用英语综合教程综合英语2 教案综合英语2 单元设计 unit 8
Period One – Around the TopicPeriod Length: 50 minutesGoals-Activate background knowledge about travellingPurposes-Get familiar with vocabulary related with travelling-Obtain background knowledge about travellingStep 1: Vocabulary (20 minutes)-Ask students to work on the Vocabulary on Page 119-Encourage students to think as more as possible-List these word on the board or screenStep 2: Discovery and Discussion (30 minutes)-Work on the activities on Page 118 & 120 as a whole and give explanations if necessary to understand travelling in depth.-Discuss the issue of travelling in groups with reference to the questions listed on Page 118 & 120-Ask each group to present their results in frontKey points-All activities be carried out in English-Inspect each group for the purpose of guidance and promotionHomework-Think in depth about the issue of travellingPeriod Length: 50 minutesGoals-Vocabulary and grammar-Discourse knowledgePurposes-Learn new words and expressions-Understand key grammar points-Understand related discourse knowledgeStep 1: Pre-reading Tasks (15 minutes)-Discuss briefly the questions on Page 121 in groups-Check briefly the preview results from studentsStep 2: Reading activity (Part One: 25 minutes)-Listen to the reading-Ask students to present new words and sentences in groups-Ask students to give feedbacks for the information presented-Give more explanations to the new words and sentences-Provide extra knowledge about new words-Guide more on sentences and grammarStep 3: Summarization (10 minutes)-Summarize the words and sentences-Summarize the text learntKey points-Instructions and tasks carried in English, Chinese is used only when necessaryHomework-Review the learnt sections-Preview the following parts and exercisesPeriod Length: 50 minutesGoals-Vocabulary and grammar-Discourse knowledgePurposes-Learn new words and expressions-Understand key grammar points-Understand related discourse knowledgeStep 1: Pre-reading Tasks (15 minutes)-Discuss briefly the previously learnt part for understanding-Check briefly the preview results from studentsStep 2: Reading activity (Part Two: 25 minutes)-Listen to the reading-Ask students to present new words and sentences in groups-Ask students to give feedbacks for the information presented-Give more explanations to the new words and sentences-Provide extra knowledge about new words-Guide more on sentences and grammar-Check the comprehension questions on Page 123Step 3: Summarization (10 minutes)-Summarize the words and sentences-Summarize the text learntKey points-Instructions and tasks carried in English, Chinese is used only when necessaryHomework-Review the learnt sections-Preview the following parts and exercisesPeriod Length: 50 minutesGoals-Enhance the vocabulary abilityPurposes-Learn detailed usage of certain words-Learn detailed usage of certain language structuresStep 1: Exercise A (15 minutes)-Work Vocabulary and Structure exercise A on Page 124 in groups -Check and compare answers in groups and negotiate them-Ask students to present their answers-Provide feedbacks for answersStep 2: Exercise B (15 minutes)-Work exercise B on Page 124 in groups-Check and compare answers in groups and negotiate them-Ask students to present their answers-Provide feedbacks for answersStep 3: Exercise C (20 minutes)-Work exercise C on Page 125 in groups-Check and compare answers in groups and negotiate them-Ask students to present their answers-Provide feedbacks for answersKey points-Instructions and activities be carried in EnglishHomework-Finish Writing Task on Page 125 and turn them in due next period -Prepare for the grammar and vocabulary exercisesPeriod Five – Language in UsePeriod Length: 50 minutesGoals-Grammar knowledge and vocabulary buildingPurposes-Passive Voice-Names of European countriesStep 1: Passive Voice (30 minutes)-Test grammar knowledge on Page 126 for checking grammar abilities-Work on exercises A, B & C on Pages 126 & 127 in groups-Ask students to present their answers and provide necessary explanations -Give supplementary information on those structures if necessaryStep 2: Names of European countries (20 minutes)-Work on exercise on Pages 127 in groups-Ask students to present their answers and explain-Give supplementary information on European countries if necessaryKey points-Give instructions in English-Explain grammar knowledge in ChineseHomeworkPeriod Six – Extension: Kenya SafariPeriod Length: 50 minutesGoals-Extend reading abilitiesPurposes-Apply previously learnt vocabulary and cultural knowledge in reading-Develop reading abilities-Improve abilities on negotiation and discussionStep 1: Reading (20 minutes)-Ask students to read Kenya Safari on Page 129 in groups-Understand new words and sentences within the group by negotiating in EnglishStep 2: Discussion (30 minutes)-Discuss questions listed on Page 129-Ask each group to present their opinions for the questions in front-Give feedbacks and remarks for presentationsKey points-Inspect group discussions and give guidance to promote discussionsHomework-Review previously learnt materials-Prepare for the ProjectPeriod Length: 50 minutesGoals-Teamwork abilitiesPurposes-Apply previously learnt words and cultural knowledge into actual use-Develop teamwork abilitiesStep 1: Brainstorming (25 minutes)-Brainstorm the ideas about travelling in Europe-Share your ideas with your partner about some famous tourist places you would like to visit and make a listStep 2: Planning (25 minutes)-Ask students to work in pairs or groups to work on your plan to European countries-Map out your itinerary on a map according to your preferences.Key points-All preparations and negotiations be carried in English-Give guidance while students prepare the projectHomeworkPeriod Length: 50 minutesGoals-See abovePurposes-See aboveStep 1: Presentation (25 minutes)-Present your plan and map in front. Use you imagination and try to make your trip sound interesting. Or you can organize a tour group and introduce the journey as if you were a tour guide.Step 2: Evaluation (25 minutes)-Give remarks to the presentations-Vote for the best presentations-Based on the results of presentation, discuss the questions: how to describe a place? How to make your travel plan clearly understood?Key points-Give instructions for discussion and evaluationHomework-Revise writings according to the feedbacks and remarks received-Turn the revised copies before next periodPeriod Nine – Culture Tips: Hotel, Hostel, B&B and Motel Period Length: 50 minutesGoals-Understand part of western culture from another perspectivePurposes-Help students to understand western culture-Help students to learn more cultural expressionsStep 1: Warm-up (15 minutes)-Read materials on Hotel, Hostel, B&B’s and Motel on Page 131-Help on any new words if necessaryStep 2: Open Discussion (35 minutes)-Ask students to offer more discussions about different types of hotels-Encourage students to pay more attention to the travelling activity in western cultureKey points-All activities be carried in EnglishHomeworkPeriod Ten – Learning to Learn Period Length: 50 minutesGoalsPurposesStep 1Step 2Key pointsHomework。
全新版大学英语综合教程第二册教案 Unit 8
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.”
新编实用英语综合教程2 -Unit 8 Appliying for a job教案
Unit 8 Applying for a Job Unit GoalsWhat you should learn to do1.Understand a job advertisement2.Apply for a job3.Take a job interview4.Talk about a job5.Write a resumeWhat you should know about1.The way successful people start and run a business2.How to apply for a right job3.Supporting and concluding sentencesSection I Talking Face to Face1.Imitating Mini-Talks2.Acting out the Tasks3.Studying Email Information on the Internet4.Following Sample Dialogues5.Putting Language to UseSection II Being All Ears1.Learning Sentences for Workplace Communication2.Handling a Dialogue3.Understanding a Short Speech / TalkSection III Trying your Hand1.Practicing Applied Writing2.Writing Sentences and Reviewing GrammarSection IV Maintaining a Sharp EyePassage 1 :Text Applying for a New BossWhen I went off to college, I got one piece of advice from my father: “It doesn’t matter what courses you take, just find the great professors.” Sure enough, I soon discovered that all kinds of subjects were interesting to me as long as good teachers presented them. In Professor Weinstein’s class, I could hear the tumbrels rolling through the streets of Paris during the French Revolution. And going back further, I can still recall things about the stars that I should have long ago forgotten if not for mysecond-grade teacher, Miss Scorchiotti. To me, a great teacher is one who performs a subject in a way that makes it come alive.A great boss does the same. They turn the day-to-day uninteresting jobs into a learning experience. They convince you that you and what you are doing actually matter. They give you confidence, which makes you more willing to ask a question, or assume responsibility, or even suggest a change in some age-old company process. In short, a great boss knows how to teach.So my advice to anyone bound for the job market in the coming years and to anyone looking for a different work experience is: Don’t interview for the right job. Interview for the right boss. Not a best person, but someone who is willing and able to help you grow professionally.What are some signs of the wrong boss? Well, anyone who:● is surrounded by the same team year after year. If you’re such a good teacher, why aren’t these people moving on and getting promoted?● is short of a sense of humor. Life is short. Work is hard. Let’s lighten up when facing something difficult.● loves typing. Hates talking. Why are you emailing me when I sit across the hall?Who are the best bosses I ever had? Angela, my first boss out of college, was very clever and outspoken. She ruffled feathers around the company but was eager to let me in on what she thought and why.My boss Tom used to say: “You can sleep when you’re dead.” Working for Tom was just a bit exhausting. But he was also unbelievably straightforward, and quick to ask advice and give it. We often had different opinions, yet our discussions helped both of us learn more about what we were trying to perform. A great boss both gives respect and earns it.And how do you know when you’ve found the right boss? Be yourself with them and see if the self they are with you is someone you want to learn from for a couple of years. If that person is dull or dogmatic in an interview, guess what they’re going to be like Monday through Friday? Interviewees are on their best behavior in that setting, but so are interviewers. You don’t like what you see? The power is yours. Go out and interview another boss.Language Points1 Explanation of Difficult Sentences1. (Para. 1) And going back further, I can still recall things about the stars that I should have long ago forgotten if not for my second-grade teacher, Miss Scorchiotti ...Analysis: This is a complex sentence. That introduces a relative clause to modify the stars, followed by an if-clause of condition. Attention should be paid to the subjunctive mood used here: should have forgotten, ... with the latter part being an elliptical clause which can be assumed to be if it were not for ...Translation: 再早些，我仍然记得有关星体的知识，若不是由于我二年级的斯高奇奥迪老师，我早就将其忘光了。
(捷进英语2)Unit2-电子教案
(捷进英语2)U n i t2-电子教案-CAL-FENGHAI-(2020YEAR-YICAI)_JINGBIAN教案课程名称捷进英语综合教程2课时班级专业教师系部教研室教材《捷进英语综合教程2 教师用书》Animal migrationGreatest inventionsAccidental inventionsReading for learningAmazing JourneysReading for DoingThe Greatest InventionsGuided WritingA Notice of an EventAudio/Video LabDepending on the time you haveavailable, you could ask students tocreate additional questions using thesame format. In small groups thestudents could then quiz each otherusing their questions.This section starts withunderstanding the purposeof an introductionparagraph. It thenencourages Ss to analysethe behaviours of theanimals in the text and totransfer these concepts tothe human world.Vocabulary and Grammar Ss look at a selection of new words and phrases from the text, largely connected with geography and the animal kingdom. The grammar section looks at indefinite pronouns.Beyond the TextSs now look at human migration The first task shows students how they can use an introduction to predict information that will appear in the text. Tasks 3 will require more time as it requires detailed understanding.The first two vocabulary tasks draw on geographical words from the text and work on word formation.The last vocabulary task uses the words in the context of another phenomenon from the animal kingdom.The Grammar Focus part looks at indefinite pronouns. While students obviously need to learn these words, they are also useful for developing students’ reading abilities as they function in a similar way to pronoun referents. You could refer studentsto the text and show how they refer to ideas both inside and outside the text.Beyond the text encourages Ss to react to a short text on mass human migration. They also refer to mass human migration in contexts from their own knowledge. If you have time you could bring in a short additional text on one migration story e.g. the Three Gorges Dam.Ss read an article and responses to the article on the greatest inventions. Ss read a poem on inventions and think about the negative side on some inventions.This section should take less time than section A as the texts are less complicated. They focus on developing students’ everyday reading skills as they are reading and responding to comments on an article.If you have more time, you could hold a debate and ask the students to agree on the worst invention of all time.Notice of an event:(1) Announcing an event(2) Describing an event(3) Announcing important dates(4) Closing expressions Before the students progress with the lesson you might want to ask students to discuss conferences they have been to or seen held at their university.When doing Task 2 you could highlight that this is also practicing the reading skill of skimming.Ss watch a video showinghow some inventions werediscovered by accident andhow others wereinfluenced by nature. (1) Practice ignoring proper nouns(2) Students discuss other accidental inventions Refer students back to the inventions from Reading for Doing. If you have had time, between classes you could set students the task of finding out more about each invention e.g. when was it invented, where and by who.For each part of the video you might want to play it twice.Students might need more support with Task 7. You may want to provide information as a jigsaw reading.This provides a quick review of the vocabulary, grammar, writing and theme of the unit.For Task 1, Task 2 and Task 3 on the language work, you might want to set them up as a team game or classTasks could be set for individual work or done in pairs. quiz.Task 4 could be set as a reflective writing task.Finish all the tasks in Unit 2.Read the two texts in this unit again and try to summarise their contents.Organize a college event and write a notice for it.。
2b牛津英语Unit8Time教学设计与反思
2b牛津英语Unit8Time教学设计与反思第一篇：2b牛津英语Unit 8 Time教学设计与反思牛津英语2b Unit 8 Time 教学设计教学内容：Let’s talk. Let’s learn. 教学目标：1、能够听说并拼读单词：breakfast, lunch, dinner.2、能够听说句型：What time is it? Look! / Listen! It’s …o’clock.3、培养学生拼读能力及初步运用语言的能力。
4、培养学生注意力、观察力，促进学生积极思维。
5、教育学生珍惜时间，热爱生活。
教学重点：、1、能够听说并拼读单词：breakfast, lunch, dinner.2、能够听说句型：What time is it? Look! / Listen! It’s …o’clock. 教学难点：1、breakfast的发音。
2、如何指导学生操练并掌握句型。
教学准备：教学课件，电子白板，句型卡片教学过程：1、Greeting2、Say a chant “Number One, touch your tongue.”Number One, touch your tongue.Number Two, touch your shoe Number Three, touch your knee. NumberFour, touch your floor. Number Five,learn to jive.Number Six,pick up sticks. Number Seven,go to your heaven. Number Eight, over a gate. Number Nine, touch your spine.Number Ten, do it again.3、Show the title and review the words: watch, clock, day and night.（1）、show the VCD and review the words.（2）、say a chant：watch, watch是手表，clock, clock是个钟，day，day是白天，night，night是夜晚.4、Learn the word: o’clock” and “1---12 o’clock”.5、Learn the new words: breakfast, lunch and dinner. （1）、show the VCD and learn the words: breakfast, lunch, dinner.（2）、TPR and say a chant.6、L earn the sentences: What time is it? Look! It’s three o’clock. . What time is it? Listen! It’s five o’clock..（1）、Clap your hands and say the sentences.（2）、Choose one sentences and answer the questions. （3）、Do like a clock and Ss guess the time.（4）、S1. ask “What time is it?” and S2 answer “Look! It’s three o’clock. .Listen! It’s five o’clock..” .7、Learn the sayings.8、Homework:9、Summary. 板书：Unit 8 TimeWhat time is it? 几点了？Look! It’s three o’clock.看！三What time is it?几点了？Listen! It’s five o’clock.听！五点钟。
译林版(三起)六年级上册英语教案：Unit8ChineseNewYear第2课时
译林版（三起）六年级上册英语教案：Unit8 Chinese New Year第2课时一、教学目标1. 知识与技能：（1）学生能够理解并正确运用本课的生词和短语，如“reunion dinner, red envelope, couplets”等。
（2）学生能够理解并正确运用本课的目标句型：“How do you celebrate Chinese New Year？”以及回答：“We”。
（3）学生能够理解课文内容，并能用正确的语音、语调进行朗读。
2. 过程与方法：（1）通过图片、视频等教学资源，引导学生了解中国的春节习俗。
（2）通过小组合作、角色扮演等活动，培养学生用英语进行交流的能力。
3. 情感、态度与价值观：（1）培养学生对中国传统文化的热爱和自豪感。
（2）培养学生积极向上的学习态度和合作精神。
二、教学内容1. 词汇：reunion dinner, red envelope, couplets等。
2. 句型：How do you celebrate Chinese New Year？We3. 课文内容：理解并朗读课文。
三、教学重点与难点1. 教学重点：学生能够理解并正确运用本课的生词和短语，以及目标句型。
2. 教学难点：学生能够用正确的语音、语调进行朗读，并能用英语进行简单的交流。
四、教具与学具准备1. 教具：PPT、视频、图片等。
2. 学具：课本、练习本等。
五、教学过程1. 导入（1）播放春节的视频，引导学生了解春节的习俗。
（2）展示一些春节的图片，引导学生说出相关的英语词汇。
2. 新课内容展示（1）展示本课的生词和短语，引导学生进行跟读和模仿。
（2）展示本课的目标句型，引导学生进行替换练习。
3. 小组活动（1）学生分组，每组选择一个春节的活动，用英语进行介绍。
（2）其他小组的学生用目标句型进行提问，了解其他小组的活动内容。
4. 角色扮演（1）学生分组，每组选择一个角色扮演，如“a family celebrating Chinese New Year”。
新编实用英语综合教程2Unit8教案
3. present (para.1 L3)
(v.) give away; introduce; show; put forward for consideresented her with a signed copy of his
新编实用英语综合教 程2Unit8教案
Section I Talking Face to Face
Advertisement 1
Job: full-time sales in clothing department Requirement / Qualification:
1) no sales experience 2) neat in appearance 3) strong people skills Benefit: a great start for a new job in sales
product lines Requirement / Qualification: 1) Graduate of a Mechanical Engineering degree or
diploma course, or a Drafting course with emphasis on Mechanical Drafting.
2) Experience with agricultural equipment
Dialogue 1 Having a Job Interview
apply: (v.) 申请 apply to sb./sth. for sth.
position: (n.)职位 course: (n.)课程 major in: 专业 salesman: (n.)推销员，售货员
Words & Expressions
Unit-8-Is-there-a-post-office-near-here教案2
⑤Where’s the park? It’s across from the bank, behind the hotel.
⑥Where are the pay phones? They’re between the post office and the library.
2.情感态度价值观目标：
Peter sits near Tom.彼特坐在汤姆附近。
4. How can I help you?需要我帮忙吗？
表示向他人伸出援手，主动提出帮助的意思，此句还可说成：How can I help you?或How may I help you?
类似的句子还有：
May I help you?
Do you need any help?
2.教学难点：
新世纪高职高专英语(修订版)综合教程第二册电子教案Unit4
Topic-related words and phrases
Xinhua News Agency: Xinhua News Agency is China’s state news Agency. It is a source of information on Chinese government affairs and the Chinese point of view on international affairs, economy, industry, trade, agriculture, sports and culture.
Teaching Objective
Key Points
Master the key words and structures, and try to understand how some pictures can make history. Students should know the strong emotional impact the pictures described in this article have had on viewers’ hearts. consciousness convey corrupt crew divert evoke execution film global illustrate image individual intervention interview outbreak Vocabulary provoke reinforce reluctant stir suspect unease yell be reluctant to do come off in an instant on behalf of pull off Once… Structure The same is true of … In such a way that …
实用综合教程2Unit8
Unit 8 Gender Differ enceObject ive1. read a storyabout how men and womenthinkdi fferently;2. Learnsome pairso f words showin g gender di fferences;3. Get some idea of how men differ from womenwhen shoppi ng;4. Get some tips about the predic tiveclause in Englis h;5. Learnhow to respon d to invita tioncardsor letter s;Focuse s1. Vocabu laryin wordsand expres sions of Text A and Text B.2. Compre hensi on of Text A and Text B.3. Gramma r (The Relati ve Clause)4. Practi cal Writin gs: How to writean invita tionl etterOutlin e:1. Backgr oundInform ation; studyof wordsand expres sions in Text A; Vocabu laryCheck(BandC)2. Discus sionof Text A and the follow-up exerci ses (A and B)3. Active Wordsand Vocabu laryCheck; Gramma r Tips4. Discus sionof Text B and the follow-up exerci ses5. Compre hensi ve Exerci ses (Ask the studen ts to do the transl ation exerci ses outsid e of the classbefore hand)6. Practi cal Writin gProced ures:Classr oom Activi tiesI. Warm-up DiscussionQuesti on: In what ways do men and womendiffer?Hint:Men differ womeni n numero u s aspect s, for instan ce(1)communi cati on; (2)thinki ng;(3)shoppi ng habit.II. Vocabu laryin T ext A1. though t n.念头，想法；思想e.g. After much though t he decide d not to buy the car. 考虑再三后，他决定不买那辆车。
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Unit 8 Protecting Our Environment
Before Reading Global Reading Detailed Reading After Reading Supplementary Reading
Unit 8 Protecting Our Environment
Before Reading Global Reading Detailed Reading After Reading Supplementary Reading
Then a strange blight crept over the area and everything began to change. Some evil spell had settled on the community: mysterious maladies swept the flocks of chickens; the cattle and sheep sickened and died. What does the author mean by a “strange blight” and “evil spell”? She refers to the shadow of death. Chickens, cattle and sheep began to die of mysterious maladies. People were stricken with strange sicknesses and some of them died. Translate this sentence into Chinese. 后来，一种奇怪的疫病在这个地区悄悄蔓延开来，一切 不再依旧。这个社区中了一种什么邪，一群群鸡很快都 染上了神秘的疾病，牛羊纷纷病死。
Your suggestions are not in harmony with the aims of this project.
我们的行为应该与话语相一致。 Our actions should be in harmony with our words.
Unit 8 Protecting Our Environment
Before Reading Global Reading Detailed Reading After Reading Supplementary Reading
Collocation:
be in harmony with be out of harmony with 与„协调一致 与„不协调一致 和睦相处
live in harmony
Unit 8 Protecting Our Environment
Before Reading Global Reading Detailed Reading After Reading Supplementary Reading
surroundings: n. everything that is around or near sb./sth.
Unit 8 Protecting Our Environment
Before Reading Global Reading Detailed Reading After Reading Supplementary Reading
prosperous: adj. rich and successful
I’m sure you can build a prosperous business in China. After their misfortunes the family slowly became prosperous.
Unit 8 Protecting Our Environment
Before Reading Global Reading Detailed Reading After Reading Supplementary Reading
Unit 8 Protecting Our Environment
Before Reading Global Reading Detailed Reading After Reading Supplementary Reading
So it had been from the days many years ago when the first settlers raised their houses, sank their wells and built their barns. What does the author mean by saying “it had been from the days many years ago when…”? She means that the land had been known for abundance and bio-diversity for a long time.
Unit 8 Protecting Our Environment
Before Reading Global Reading Detailed Reading After Reading Supplementary Reading
What has already silenced the voices of spring in countless towns in America? What should spring be like? What does “silenced the voices of spring” mean? Spring should be throbbing with life, full of birdsong. “Silenced the voices of spring” means the spring has already been made lifeless. Translate this sentence into Chinese. 是什么东西使无数美国小镇的春天鸦雀无声？
Unit 8 Protecting Our Environment
Before Reading Global Reading Detailed Reading After Reading Supplementary Reading
In autumn, oak and maple and birch set up a blaze of colour that flamed and flickered across a backdrop of pines. Paraphrase the sentence. In autumn, the leaves of oaks, maples and birches turned bright red against a background of green pines. Translate this sentence into Chinese. 秋季到来时，橡树、枫树和白桦树五彩缤纷，在大片松 林的衬托下如同一片火海，熠熠生辉。
Unit 8 Protecting Our Environment
Before Reading Global Reading Detailed Reading After Reading Supplementary Reading
This town does not actually exist, but it might easily have a thousand counterparts in America or elsewhere in the world. Why does the author want to say by using “it might…? “might” is used here to express a possibility that it may happen or may be true — such things did have happened in America or elsewhere in the world. Translate this sentence into Chinese. 这座小镇在现实世界中并不存在，但是在美国和世界的 其他地方，很可能会轻而易举地有数千个遭遇到与其类 似命运的小镇出现。
in the midst of: among or with; while (sth.) is happening The government is in the midst of a major crisis. 他在暴雨中离开了公寓。 He left his flat in the midst of a rainstorm.
Unit 8 Protecting Our Environment
Before Reading Global Reading Detailed Reading After Reading Supplementary Reading
The countryside was, in fact, famous for the abundance and variety of its bird life, and when the flood of migrants was pouring through in spring and autumn people travelled from great distances to observe them. Understand the long sentence. This is a compound sentence connected with the transitional word “and”. In the second main clause, a sub-clause of time “when the flood of…” is used. Translate this sentence into Chinese. 事实上，这里的乡村鸟类品种丰富，数量可观，因此远 近闻名。每当大批候鸟在春秋之际蜂拥而至，许多人远 道赶来观看。