成长英语教案
五年级下册英语教案-Unit 6《Growing Up》(Story Time)｜人教(新起点)
五年级下册英语教案－Unit 6《Growing Up》（Story Time）｜人教（新起点）教学目标1.学习本单元的单词，短语和句型。
2.描述人物的外貌和性格。
3.通过故事了解成长中的烦恼和发现问题的能力。
4.学习口语对话技巧。
5.培养阅读能力和理解能力。
教学重点1.学生能够理解故事的主要内容和思想。
2.学生能够掌握文中的句型和短语。
3.学生能够回答与故事相关的问题。
教学难点1.培养学生的阅读理解能力。
2.让学生感受到故事中的情感和思考问题的能力。
教学过程Step 1：导入通过图片、视频、音乐等方式让学生了解成长中的烦恼和发现问题的重要性。
Step 2：阅读故事1.让学生先自己阅读故事一遍。
2.教师带着学生一起读故事，重点解释单词、短语的意思。
3.分角色朗读故事。
4.教师提问学生对故事的理解和思考。
Step 3：学习词汇和短语1.教师带领学生一起学习故事中的生词和短语，例如：slim，lively，be proud of等。
2.组织学生进行相关的词汇和短语练习。
Step 4：理解和回答问题1.教师提问学生对故事中的问题进行回答，例如：Amy为什么不喜欢跳舞？Billy为什么不想打网球？Rebecca是什么时候意识到自己有潜力？2.学生通过阅读理解并回答教师的问题。
Step 5：角色扮演学生分组进行角色扮演，模拟故事中人物的对话场景。
Step 6：齐读课文学生齐读课文，重点讲解发音和语调。
Step 7：总结教师引导学生总结本节课所学的内容，解答学生的疑问并鼓励学生提出自己的问题。
课外作业1.复习本单元生词和短语。
2.练习口语，尝试讲一讲自己成长中的烦恼和发现问题的经历。
教学评估1.学生对本节课的阅读理解和回答问题的能力。
2.学生在角色扮演中的表现。
3.学生在总结课堂所学内容的能力。
教学素材1.故事《Growing Up》。
2.课本。
3.多媒体设备。
新教材Unit1 Growing Up 教案
新教材Unit1 Growing Up 教案教学目标1. 了解并掌握与“成长”主题相关的词汇和常用表达。
2. 能够描述个人的成长经历，并可以用英语谈论自己和他人的成长过程。
3. 学会运用各种语言技巧和策略，如对比、类比和举例等，来描述成长过程。
教学内容1. 词汇和表达：通过词汇练和角色扮演等形式，研究与成长相关的词汇和常用表达。
2. 口语表达能力：通过小组讨论和对话练，培养学生描述自己和他人成长经历的口语能力。
3. 写作能力：通过写作练，提升学生描述成长过程的写作能力。
教学步骤第一课时1. 导入：让学生与他人分享一个关于自己成长的故事，引导学生思考“成长”的含义和重要性。
(10分钟)- 学生自由分享一个自己成长过程中的有趣或难忘的事情。
- 引导学生对所分享的故事进行讨论，谈论成长的不同方面。
2. 词汇练：通过图片和词汇卡片，让学生研究与成长相关的词汇和表达。
(15分钟)- 展示图片和词汇卡片，引导学生说出与图片相关的词汇。
- 学生分组进行配对练，猜测和描述图片中的人物的成长经历。
3. 听力练：播放一段关于成长的短对话，让学生根据听到的内容回答问题。
(10分钟)- 播放短对话。
- 学生个人回答问题，并与其他学生分享答案。
第二课时1. 复词汇：通过游戏形式，让学生回顾并巩固已学的成长相关词汇。
(10分钟)- 准备一个词汇复游戏，让学生在小组内进行竞赛。
- 引导学生用所学词汇造句，并分享给其他小组。
2. 口语练：学生分组，轮流描述一个他们认识的人的成长经历，并提出问题。
(15分钟)- 学生逐个描述一个他们认识的人的成长经历，并提出相关问题。
- 其他组员回答问题，分享自己的观点和经历。
3. 写作练：学生选择一个自己或他人的成长经历，写一篇短文描述。
(25分钟)- 学生选择一个自己或他人的成长故事，并用英语写下来。
- 学生互相交换短文，进行互评和反馈。
教学评估1. 针对词汇和表达的测试：给学生分发一份小测验，检查学生对与成长相关的词汇和表达的掌握程度。
五年级下册英语教案-Unit6《GrowingUp》(Lesson3)｜人教(新起点)
五年级下册英语教案－Unit 6《Growing Up》（Lesson 3）｜人教（新起点）教学内容本课为人教（新起点）五年级下册英语教材Unit 6《Growing Up》的第三课时。
课程围绕“成长”这一主题，通过听、说、读、写等多种教学活动，使学生能够理解和运用描述人物成长变化的词汇和句型。
教学内容包括：学习并掌握描述成长变化的词汇，如：growing、taller、older 等；学习并运用描述成长变化的句型，如：“I used to be…Now I am…”；通过听力和阅读活动，理解成长变化的主题；通过口语和写作活动，表达和交流个人成长经历。
教学目标通过本课的学习，学生应能够：1. 知识与技能：掌握描述成长变化的词汇和句型，能够用英语描述和交流个人的成长变化。
2. 过程与方法：通过听力、口语、阅读和写作等多种教学活动，提高英语综合运用能力。
3. 情感态度价值观：培养学生积极向上的成长观，激发对未来的期待和规划。
教学难点1. 描述成长变化的词汇和句型的正确使用。
2. 口语表达个人成长经历时的流畅性和准确性。
3. 阅读理解材料中的细节信息。
教具学具准备1. 教具：多媒体课件、录音机、教学卡片。
2. 学具：学生用书、练习册、文具。
教学过程1. 导入：通过图片或视频展示人物成长变化的例子，引发学生对成长话题的兴趣。
2. 新授：介绍并教授描述成长变化的词汇和句型，通过示例和练习帮助学生理解和掌握。
3. 实践：进行听力、口语、阅读和写作的实践活动，让学生在实际语境中运用所学知识。
4. 巩固：通过小组讨论、角色扮演等形式，巩固和扩展学生对成长变化话题的表达能力。
板书设计板书将清晰地展示本课的主要教学内容，包括词汇、句型和关键信息，以便学生能够跟随教学进度并复习巩固。
作业设计1. 书面作业：完成练习册上的相关练习，巩固词汇和句型。
2. 口头作业：与家长或同伴用英语分享个人的成长经历。
3. 拓展作业：收集并整理自己从小到大的照片，制作成成长相册，并尝试用英语描述每张照片。
五年级下册英语教学设计-Unit 6《Growing Up》(Lesson 3)｜人教(新起点)
五年级下册英语教学设计－Unit 6《Growing Up》（Lesson 3）|人教（新起点）一、教学目标1.能够熟练掌握本课时五个单词，并能正确拼读和使用。
2.能够运用所学知识，完成本节课的阅读理解。
3.能够通过合作学习，完成小组活动，并能展示自己的成果。
4.能够在听取老师的指导下，学习使用反意疑问句并能正确运用。
二、教学内容本课时的主题是“Growing Up”（成长），该教学活动的目标是帮助学生了解成长的过程，并介绍青春期的相关信息。
其中，本节课的教学内容为Lesson 3。
三、教学步骤1. 导入本节课在导入部分利用多媒体手段，介绍一些关于青春期的统计数据和科学背景，以此引起学生对于成长的兴趣。
2. 新词学习在新词学习部分，老师向学生依次呈现以下单词：memories，voice，interest，footprint，and everything。
在学生认真听完并跟读后，老师用一些参考例句来帮助学生熟悉这些单词的用法。
3. 阅读理解在阅读理解部分，老师向学生展示本节课的一篇短文，并要求学生在阅读该文章后，回答一些有关文中内容的问题。
老师通过结合前文所学的单词和语句来帮助学生加深对文章内容的理解。
4. 技能训练在技能训练部分，老师向学生讲解反意疑问句的用法，并通过一些例句来展示其语法结构和使用方法。
接着，老师要求学生练习使用反意疑问句，并对他们在实践中的使用给出指导和反馈。
5. 合作学习在合作学习部分，老师将学生分成小组，让他们一起协作完成一个任务：让每个小组成员将自己最喜欢的一张照片和与之相关的一个人物或事物的故事分享给小组其他成员。
在这个过程中，学生需要彼此协作，交流彼此的想法，并对彼此的意见给出反馈和建议。
四、教学重点与难点1. 教学重点1.五个新单词的认识和运用。
2.阅读理解技巧的运用。
3.反意疑问句的运用方法和语法结构。
2. 教学难点1.在合作学习部分，学生需要接受和理解自己与小组其他成员的不同观点，形成自我表达的能力。
五年级下册英语教案-Unit6《GrowingUp》(Lesson2)｜人教(新起点)
五年级下册英语教案－Unit 6《Growing Up》（Lesson 2）｜人教（新起点）教学内容本节课为《人教版新起点五年级下册英语》Unit 6《Growing Up》的第二课时。
教学内容主要包括：描述人物成长变化的基本句型，如"I used to be Now I am "；探讨成长的乐趣与挑战；以及运用过去时和现在时进行对比描述。
教学目标1. 知识目标：学生能够听懂、会说、会读本节课的关键单词和句型，并能运用这些句型描述人物的成长变化。
2. 能力目标：通过小组合作、情景模拟等活动，提高学生的英语听说能力和团队合作能力。
3. 情感目标：通过讨论成长的乐趣与挑战，培养学生积极面对成长中问题的态度。
教学难点1. 正确运用过去时和现在时描述人物的成长变化。
2. 合理运用描述成长的词汇和句型进行交流。
教具学具准备1. 教具：多媒体教学设备、PPT课件、录音机、单词卡片。
2. 学具：学生用书、练习册、彩笔。
教学过程1. 导入：通过展示一些名人的成长照片，引导学生用英语描述变化，激发学生的兴趣。
2. 新授：利用PPT课件展示本节课的重点单词和句型，配合录音教学，让学生跟读并模仿。
3. 实践：分组进行角色扮演，让学生在模拟情景中运用所学句型和单词。
4. 巩固：通过课堂练习和小游戏，加深学生对新学知识的理解和记忆。
板书设计板书将简洁明了地呈现本节课的关键单词、句型以及语法点。
通过颜色区分和图表辅助，帮助学生更好地理解和记忆。
作业设计1. 书面作业：完成练习册中与本节课相关的练习题。
2. 口头作业：回家后，用英语向家人描述自己的成长变化。
课后反思课后，教师应认真反思教学效果，根据学生的反馈和学习情况调整教学方法，确保每个学生都能跟上教学进度，并针对学生的个别差异提供个性化的辅导。
同时，注重培养学生的自主学习能力，鼓励他们在日常生活中多使用英语进行交流。
通过本节课的学习，期望学生不仅能掌握描述成长变化的英语表达方式，还能体会到成长的乐趣与挑战，从而更加积极地面对自己的成长过程。
五年级下册英语教案-Unit 6《Growing Up》(Lesson 1)｜人教(新起点)
五年级下册英语教案－Unit 6《Growing Up》(Lesson 1)｜人教(新起点)教学目标知识目标1.学习四会单词：childhood, teenager, adult。
2.学习掌握四会词组：grow up, in the past, in a park, take a walk。
3.学会用简单的语句描述人们成长过程中的不同阶段。
能力目标1.让学生了解一个人成长的过程。
2.培养学生记忆单词和词组的能力。
3.提高学生使用英语描述事物的能力。
情感目标1.培养学生爱好英语学习的能力。
2.使学生在学习中体验英语学习的快乐。
3.培养学生集体合作的能力。
教学内容本单元将学习一个人成长的不同阶段。
在 Lesson 1 中，我们将学习词汇，并了解人们成长的过程。
学习词汇1.childhood: 名词，儿童时期2.teenager: 名词，十几岁的青少年3.adult: 名词，成年人学习词组1.grow up: 成长2.in the past: 过去3.in a park: 在公园里4.take a walk: 散步教学过程导入新课1.通过回忆过去，学生们喜欢哪些不同的事物，引入话题：人们的不同阶段。
2.试图引导学生提出人们的不同阶段。
听说读1.引导学生阅读课文。
2.学生准备段子，分享自己的经历。
3.学生练习对话，表达自己的观点。
写作练习1.学生从家中带来自己的照片，将其涂鸦到图纸上，描述自己的成长过程。
2.学生组间交换图纸，相互评估。
作业布置1.完成工具书中的练习（1）和练习（2）。
2.思考自己的成长轨迹，准备下节课的演讲。
教学反思在本节课中，我们主要学习了人的成长过程中的不同阶段，并且学习了一些相关的词汇和词组。
在这个过程中，学生更深刻的理解了人的成长过程，并学会使用英语表达自己的观点和想法。
在未来的学习中，需要加强学习方法的指导，提高学生的学习效率。
同时，测验和考试应该更加注重学生对知识点的理解和应用。
五年级下册英语教案-Unit6 Growing UpLesson1∣人教新起点
五年级下册英语教案-Unit6 Growing Up Lesson1 | 人教新起点教学目标1.了解五年级下册英语课程Unit6 Growing Up的内容；2.初步认识生长与成长的相关词汇；3.练习表达年龄、身高和体重的方式；4.发展学生的听说能力，并培养团队合作意识。
教学重点1.生长与成长的相关词汇；2.年龄、身高和体重的表达方式。
教学难点1.单词的发音和形式记忆；2.了解世界上不同国家的不同体重和身高标准。
教学准备1.教师：五年级下册英语教材、图片、课件；2.学生：学生本、铅笔、橡皮。
教学内容及步骤步骤一：导入新课1.让学生展示他们上一节课的家庭作业；2.用图片或者PPT呈现儿童的成长历程，向学生介绍Unit6的主题；3.引导学生谈论生长与成长的对比，讨论出生活中一些常见的成长表现。
步骤二：词汇学习1.锁定Unit6、Lesson1的关键词汇，包括grow、tall、short、thin、heavy、healthy、unhealthy 等。
2.通过图片、动作、视频等方式呈现这些单词，与学生一起重复朗读。
3.引导学生讲述自己的身高、体重等信息，激发学生表达和交流的兴趣。
步骤三：听力练习1.播放PPT或者录音，让学生听一组描述，然后判断描述者是长、高、轻还是重；2.跟随学生表演生长的动作，比如生长的速度、生长的高度等。
步骤四：合作学习1.分组让学生进行合作，用英语描述各自组内成员的身高、体重等信息；2.鼓励学生在组内进行交流协作，互相帮助达到更好的学习效果。
步骤五：课堂总结1.让学生口头总结今天所学的内容，也可以要求学生写在个人笔记中；2.强调五年级下学期英语课程的主题和教学重点，鼓励学生在未来的学习中保持学习热情。
作业安排1.完成本节课的作业，包括对锁定的单词进行默写、提高学生口语表达能力等；2.探索世界上不同国家的不同体重和身高标准，与家长和同学进行交流、记录。
学习反思本节课通过图片、视频等多种方式，生动地呈现生长与成长的主题，并且结合语言、口语等多方面的练习，让学生加深了对词汇和表达方式的理解，同时也培养了学生的口语和团队合作能力。
五年级下册英语教案-Unit6GrowingUpLesson2｜人教(新起点)
教案五年级下册英语教案Unit 6 Growing Up Lesson 2｜人教（新起点）一、教学内容本节课是Unit 6 Growing Up的Lesson 2，教学内容包括动词过去式、一般过去时以及描述过去的经历。
学生将通过学习，掌握如何用英语描述自己或他人过去的状态、经历和成长变化。
二、教学目标1. 知识与技能：（1）能够正确运用动词过去式；（2）能够运用一般过去时描述过去的经历；（3）能够理解并运用本课核心句型：“I was…”，“I did…”。
2. 过程与方法：（2）通过小组讨论、角色扮演等活动，培养学生合作学习的能力；（3）通过情境创设，让学生在实际语境中运用目标语言。
3. 情感态度与价值观：（1）培养学生对英语学习的兴趣和自信心；（2）培养学生关爱他人、尊重他人的品质；（3）引导学生珍惜成长过程中的每一个阶段，学会感恩。
三、教学难点1. 动词过去式的正确运用；2. 一般过去时的句型结构及用法；3. 描述过去经历的英语表达能力。
四、教具学具准备1. 教具：多媒体课件、图片、视频、黑板；2. 学具：英语课本、练习册、文具。
五、教学过程1. 导入（1）播放一首关于成长的英文歌曲，让学生初步感知本课主题；（2）展示一些与成长相关的图片，引导学生用中文描述图片内容，激发学生兴趣。
2. 新课展示（2）通过例句展示一般过去时的句型结构，让学生了解其用法；（3）创设情境，让学生在情境中运用目标语言进行交流。
3. 活动练习（1）小组讨论：让学生分组讨论自己或他人的成长经历，用英语进行描述；（2）角色扮演：让学生选取一个成长阶段，扮演相应角色，进行对话练习；（3）句子接龙：让学生用动词过去式和一般过去时进行句子接龙游戏。
4. 巩固拓展（1）让学生用自己的成长经历编写一个英文小故事；（2）引导学生用英语描述家人、朋友或偶像的成长经历；（3）课后让学生收集关于成长的英语谚语或名言，进行分享。
六、板书设计1. 核心词汇：动词过去式；2. 核心句型：“I was…”，“I did…”；3. 一般过去时的结构及用法。
牛津译林版英语九上Unit 4《Growing Up》(task)教学设计
牛津译林版英语九上Unit 4《Growing Up》（task）教学设计一. 教材分析牛津译林版英语九上Unit 4《Growing Up》主要讨论成长过程中的变化和挑战。
本单元包括两个阅读文本，多个语法点，以及相关的语言技能训练。
通过本单元的学习，学生将能够更好地理解成长的过程，以及如何面对成长中的困难。
二. 学情分析九年级的学生已经具备了一定的英语基础，能够理解和运用一些基本的英语语法和词汇。
但是，对于一些复杂的语法结构和词汇，他们可能还需要进一步的讲解和练习。
此外，学生在学习过程中可能存在一些问题，如阅读理解能力不强，写作能力欠佳等。
三. 教学目标1.学生能够掌握本单元的相关词汇和语法结构。
2.学生能够理解并运用本单元所学知识进行日常交流。
3.学生能够通过阅读和写作，表达自己的观点和感受。
四. 教学重难点1.重点：本单元的词汇和语法结构。
2.难点：如何运用所学知识进行阅读理解和写作表达。
五. 教学方法1.任务驱动法：通过完成各种任务，激发学生的学习兴趣，提高他们的学习积极性。
2.情境教学法：通过设置各种情境，让学生在实际语境中学习和运用英语。
3.合作学习法：通过小组合作，培养学生的团队精神和沟通能力。
六. 教学准备1.教师准备教材、教案、课件等教学资源。
2.学生准备课本、笔记本等学习用品。
七. 教学过程1.导入（5分钟）通过提问方式引导学生回顾成长过程中的变化和挑战，激发学生的学习兴趣。
2.呈现（10分钟）教师展示本节课的主要内容，包括词汇和语法结构，让学生初步感知和理解。
3.操练（15分钟）学生分组进行对话练习，运用所学知识进行交流。
教师巡回指导，纠正发音和语法错误。
4.巩固（10分钟）学生完成一些相关的练习题，巩固所学知识。
教师及时批改和反馈，帮助学生纠正错误。
5.拓展（10分钟）学生阅读本单元的阅读文本，理解文本内容，并进行讨论。
教师引导学生表达自己的观点和感受。
6.小结（5分钟）教师对本节课的主要内容进行总结，强调重点和难点。
Unit 6 Growing Up Story Time(教案)-2022-2023学年英语五年级下
Unit 6 Growing Up Story Time（教案）一、教学目标1. 能够理解并学会运用以下单词：growth, adult, childhood, teenager, experience, responsibility, independent, confidence, challenge, decision, skillful。
2.了解并掌握成长的规律和成长经历中的一些问题，体验成长过程中的挑战与乐趣。
3.通过阅读故事、讲故事，引导学生表达自己在成长过程中的感受和体验。
二、教学内容1. 单词说起growth, adult, childhood, teenager, experience, responsibility, independent, confidence, challenge, decision, skillful。
2. 成长与规律通过引导学生分析和讨论成长中出现的各种问题和困惑，让学生认识到成长是一个规律的过程。
•我们在成长过程中会发生哪些变化？•为什么成长需要时间？•什么是成长的规律？3. 成长经历与问题通过阅读故事和讲故事，让学生了解成长中可能会遇到的各种问题和困惑，引导学生大胆面对问题，勇敢前行。
•成长中你遇到的最大的困难是什么？•自己是如何克服困难的？•你在过程中有什么体验和感受？4. 成长的挑战和成就成长过程中的挑战和成就是一个重要的体验和认知过程，学生需要理解挑战和成就的本质含义，并懂得如何在挑战和成就中进行调整和反思，进一步提高自我认知和提高自我掌控能力。
•你曾经取得的一件巨大的成就是什么？•这个成就对你产生的影响是什么？•你从这次经历中学到了什么？三、教学过程Step 1. 单词说起在教室里，教师提前写好单词：growth, adult, childhood, teenager, experience, responsibility, independent, confidence, challenge, decision, skillful。
成长英语学生用书进阶篇 教课
成长英语学生用书进阶篇教课English: In the advanced level of the Growing Up English student textbook, the focus shifts towards more complex grammar and vocabulary usage. Students will dive deeper into tenses, sentence structures, and phrasal verbs to further develop their language skills. The reading materials will also become more challenging, allowing students to engage with more sophisticated and in-depth content. Additionally, the speaking and listening exercises will aim to enhance the students' ability to communicate fluently and confidently in various real-life situations. Through the use of multimedia resources and interactive activities, students will be encouraged to apply their language skills in authentic contexts, further solidifying their understanding and proficiency in English.中文翻译: 在《成长英语》学生用书的高级阶段，重点转向了更复杂的语法和词汇使用。
成长作文写作指导教案模板
成长作文写作指导教案模板英文回答：Lesson Plan for Essay Writing on Growth。
Learning Objectives:Students will be able to articulate a clear understanding of the concept of growth.Students will be able to identify different aspects of growth, both personal and academic.Students will be able to craft a well-structured and coherent essay that effectively conveys their understanding of growth.Materials:Whiteboard or chart paper。
Markers。
Handouts on growth。
Essay samples。
Procedure:1. Introduction (10 minutes)。
Begin by asking students what they understand by the term "growth."Discuss different aspects of growth, such as physical, emotional, intellectual, and social.2. Brainstorming (15 minutes)。
Divide students into small groups and ask them to brainstorm different experiences or events that have contributed to their growth.Have each group present their ideas to the class.3. Identifying Key Components of Growth (10 minutes)。
Unit6GrowingUpLesson3(教案)2023-2024学年英语五年级下册
Unit 6 Growing Up Lesson 3（教案）20232024学年英语五年级下册教学内容本课为英语五年级下册Unit 6 Growing Up中的Lesson 3，主要围绕“成长”这一主题展开。
课程内容涉及到描述人物成长过程中的变化，包括生理、心理、情感等方面。
通过本课的学习，学生能够运用英语表达自己在成长过程中的体验和感受，同时培养对成长的积极态度。
教学目标1. 知识与技能：学生能够掌握描述人物成长变化的词汇和句型，并能运用所学知识进行口语交流和写作。
2. 过程与方法：通过小组讨论、角色扮演等活动，提高学生的英语口语表达能力和团队合作能力。
3. 情感态度价值观：培养学生对成长的积极态度，使其能够正确看待自己在成长过程中的变化和挑战。
教学难点1. 描述人物成长变化的词汇和句型的掌握。
2. 对成长过程中生理、心理、情感变化的正确理解和表达。
3. 口语交流和写作能力的提高。
教具学具准备1. 教学课件：展示本课的主要教学内容和活动安排。
2. 图片素材：用于辅助教学，帮助学生更好地理解和记忆课程内容。
3. 录音设备：用于录制学生的口语表达，以便进行评价和反馈。
教学过程1. 导入：通过展示一些关于成长的图片，引发学生对本课主题的兴趣，激发他们的学习积极性。
2. 新课内容学习：讲解本课的主要词汇和句型，并通过实例演示和练习，帮助学生掌握所学知识。
3. 小组活动：学生分组进行讨论，分享自己在成长过程中的体验和感受，运用所学知识进行口语交流。
4. 角色扮演：学生分角色扮演，模拟成长过程中的不同场景，提高口语表达能力。
板书设计1. 课程Unit 6 Growing Up Lesson 32. 主要词汇和句型：展示本课的核心词汇和句型，便于学生记忆和复习。
3. 教学活动安排：介绍本课的教学活动和时间安排，使学生明确学习任务。
作业设计1. 口语作业：学生录制一段关于自己成长过程的口语表达，要求运用所学知识，表达流畅、准确。
成长英语Unit 3 教案
Unit 3 Delicious Food, Tasteful ExperiencePart I Open Your Mouth● Teaching objectives1. Enhance students’ listening and speaking abilities2. Develop students’ intercommunion abilities● Important and difficult points1. Learn to talk about the dining hall experience2. Use the new expressions fluently● Teaching methods1. Task-based teaching method2. Imitation and practice● Teaching aids● Timetable (90mins.)1. Lead-in 5mins.2．Dialogue 1 15mins.3．Dialogue 2 15mins.4．Dialogue 3 15mins.5．Chat with your friends 20mins.6．New words and expressions 15mins.7．Conclusion 5mins.● Teaching proceduresStep 1 Lead-inEating at the dining hall is one of the most unforgettable experiences in our college life. You will meet different people and get various information there. To keep healthy, we should get to know what kind of food is nutri tious. It’s quite important for us to develop a good eating habit.Step 2 PresentationDialogue 1I. Listen to the dialogues and answer the questions:1.Where does Kang Lin show Jin Yan around?2.How is the dining hall ?3.When is the business time?II. Translate the following sentences:1. What a cool dining hall!2. Can I have some Shandong dishes?3. It opens from 6:30a.m to 10:30p.m.4. Let’s have lunch here today, shall we?III. Practise in groupsDialogue 2I. Read the dialogues quickly and find the answers to the questions:1.What is Pan Xiaofeng going to do?2.Does he have any requirements?3.How to pay bills in the Western Food Section?II. Translate the following expressions:A table for 4 the table by the window as forPay the bill campus ID cardIII. Practise in pairs, then present in front of the classDialogue 3I. Listen to the dialogues and answer the questions:1.Do they have fast food or hot pot?2.They have the same soup, don’t they?II. Make sentences with the following given expressions::1. What kind of ----do you like?2. I prefer ----.3. It’s my first time to do ---.III. Make up a dialogues with the learnt informationUseful expressionsShow …around by the way a table for 4 pay the bill campus ID cardCan I have …?Let’s …, shall we?Do you have a table for …?We offer …What kind of …do you like?I prefer …It’s my first time to …Step3 Chat with your friendsActivity11.Explain the key words2.Match the questions in the left column with the responses in the right column Activity2plete the dialogue by translating the Chinese given into English2.Practise in pairsStep4 AssignmentMake up a conversation about dining according to the clues given on Page44。
成长英语教案
2010至2011学年第二学期《成长英语（综合教程）》课程代码：课程介绍一、课程性质、地位和作用1、课程性质：“大学英语”是非英语专业大学生必修的一门基础课程，是各类专业学生必修的主要文化基础课。
实用英语课程不仅是一门帮助学生打好英语语言基础的课程，更是一门注重培养学生实际使用英语语言技能的课程，特别是培养学生使用英语处理日常和涉外业务活动能力的重要文化基础课。
2、课程的地位和作用：英语教学对于学生提高思想道德素质和科学文化素质，掌握职业技能，形成综合职业能力和创业能力，以及对今后的学习和发展，都具有重要的作用。
本课程经过本学期72学时的教学，使学生在掌握一定的英语知识的基础上，具有一定的听、说、读、写、译的能力，从而能借助词典阅读和翻译有关英语业务资料，在涉外交际的日常活动和业务活动中进行简单的口头和书面交流，并为今后进一步提高英语的交际能力打下基础。
二、课程教学目标1、能力目标：经过本学期的英语学习，使学生具有有一定的听、说、读、写、译的能力，使学生的词汇量有明显增加，综合英语能力显着增强。
能够对日常生活中的一些话题进行简单的流利的对话。
2、知识目标：词汇：根据高职学生入学时英语水平差异较大这一实际，对基础好的学生要求掌握3500词，基础差的要求掌握2500个词及常用词组。
见《高职高专教育英语课程教学基本要求》语法：语法掌握基本的英语语法规则，在听、说、读、写、译中能正确运用所学语法知识。
巩固和加深基本语法知识，提高在语篇水平上运用语法知识的能力。
三、课程设计1、课程进度安排：本学期实用英语总学时为36学时，每周2学时。
每单元需8学时。
2、教学方法与教学手段：课堂采取多样灵活的教学手段，坚持因材施教的原则，正确处理听说读写的关系，积极使用计算机多媒体技术，为学生营造领号的英语学习氛围，激发学生学习英语的自觉性和积极性。
3、考核方式：从课堂表现、作业情况和期末测试等方面考核学生的专业知识、专业技能以及综合素质。
科创学院成长英语一教案新部编本unit1(1)
教师学科教课设计[ 20–20学年度第__学期]任教课科： _____________任教年级： _____________任教老师： _____________xx市实验学校重庆科创职业学院讲课方案（教课设计）课名：成长英语（一）教师：李婷婷班级：软件外包服务ZK1301编写时间：2013 年9月11日课题：Unit 1 A New Life, A New Beginning教课目标及要求：1.To learn to talk about greeting people and introduction on campus;2.Listen and learn more about college registration procedures;3.To master the useful expressions about greeting and introduction.教课要点：To master the useful sentences in the conversations and train students the listening andspeaking abilities.教课难点：How to greet people and make introduction on campus in English.教课环节及组织：旁批栏：Part I. Lead-inGoing to college has been a dream for most high school students. Beforeentering college, have you ever asked the following questions: Why did youdecide to go to college? What kind of life will it be like in college? What kindof person will you share the same room with? What kind of activities will it belike in college?Part II. Speaking Practice1. Warm-up activity:Questions: What are these friends saying? Ss should complete the sentenceson P.2 and T presents the keys on PPT .2.Study the useful sentences in the speaking (T explains the keys on PPT)1) Excuse me, could you tell me the way to the registration office?2) I m’majoring in Business English.3) How are you doing?4) May I have your name?5) Could you tell me the way to the registration office?3. Listen to Dialogue 1.Students listen to the conversation and try to read it in pairs. Then some Ss read旁批栏：it in pairs. T introduces the etiquette in greeting on PPT. (with smiles on faces;shake hands when first greeting;)4. Perform the activity in pairs.Students read Dialogue 2, discuss in groups and perform it. Then T asks somegroups to perform before the class. Other students give comments and evaluatethe results.Part III. Listening Practice1. Study the New words.students preview the new words on PPT and try to know the meaning, thenread them loudly.2.Listen to Dialogue 1 and fill in the table with information from the dialogue.Dialogue on PPT)3.Check the result and evaluate the students listening ability.4.Learn the useful sentences for the listening.(T presents the useful sentences andexplains them).(1) May I change the major?(2) Have you declared your major?(3) Please fill out the application form over there.(4) I ’m sure I will live a colorful life with my dear friends.5.Listen to Dialogues 2 and finish related tasks. Students listen to the dialoguetwice and finish the tasks. T checks the result and evaluates Students listeningability, then explains the key sentences when necessary.Part IV . Summary for Listening and Speakingeful sentences for introduction and greeting on campus; (on PPT)2.Eetiquette in conversations in English.Part IV . Assignments1.Students read Dialogue 3 in pairs out of class and prepare to act in pairs orgroups in class.2.Students finish activities 1-2 on p.4 in groups, T will check the results.重庆科创职业学院讲课方案（教课设计）课名：成长英语（二）教师：李婷婷班级：软件外包服务ZK1301编写时间：2013年9月11 日课题：Unit 1 A New Life, A New BeginningText A My First Year Life in College教课目标及要求：1.To learn Text A and get the main idea of college experiences.2.To master some key words and phrases in the text and train reading ability.教课要点：The comprehensive understanding of the passage; The improvement of reading ability.教课难点：How to use the key words and important sentences in the text教课环节及组织：Part I. Revision.旁批栏：T checks the speaking and listening abilities of students by their performancein groups.Part II. Warm-up activity.Students play with words on p.7 and finish the questionnaire, T will interviewthe students and report the findings in class. Or students can interview theothers and some Ss report the findings.Part III. Comprehensive understanding of thePassage 1. Fast readingSs skim the passage in 5 minutes and get the main idea. T checksthe Ss reading ability by checking the task on p. 9 and evaluates thereading ability. Corrects keys on PPT.2 Study the key words in the textT leads the the students to read the key words in the text and correct the mistaken pronunciation for them. Then T explains the important and difficultwords for the students.(Key words: assume, reveal, enhance,competence,curiosity,)3. Listen and read the passageSs listen to the passage once and pay attention to the pronunciation andintonation, try to read it loudly and fluently. T asks some student to read thepassage one paragraph by one and explains the language points.旁批栏：Part IV . Language points1.(Para. 1) Many high school graduates wrongly assume that college life isfree from worry.Analysis:本句中含有assume 指引的宾语从句“ thatcollege lif e is freefrom worry” , to be free from意思是“ not containing or affected bysomething harmful or unpleasant 。
《成长英语》Unit 2教案
Unit TwoWell Begun, Half DoneListening and speakingTeaching Materials Analysis:In Part I open your mouth we are going to talk about course information and deciding what course to choose In Part II Sharpen your listening we are going to listen and learn more course-choosing information and dealing with the things involved in.Teaching Objectives:I. Knowledge objectives1. Master the useful sentences2. Learn to talk about course information and deciding what course tochoose3. Know more course-choosing information and dealing with the things involved in.II. Ability objectives1. Enhance the students’ listening and speaking abilities2. D evelop the students’ intercommunion abilitiesImportant Points:Imitate the situational conversations and learn how to speakDifficult Points:Use the new expressions fluentlyTeaching Methods:1. Task-based teaching method2. Imitation and practiceSuggested Time:Two periodsTeaching Procedures:I. lead-inOnce college classes start, you have to wave goodbye to the high school, and say hello to many new friends from different parts of the country. You no longer need toattend classes seven hours a day, and you have to learn and live independently, so for the first several weeks you may have a lot of worries over how to get along with your study. In order to quickly adapt yourself to college life, you need to make your own timetable to follow .Are you getting ready for your College study?II. Open your mouthStep 1 Introduce the teaching goals of this unit;Step 2 Ask students to do pair work, discussing what will get involved in choosing course;Step 3 . Require students to list as many words and expressions as possible about course-choosing Step 4Have students role-play Conversation 1, 2, 3;Step 5Pick out some important words, phrases, and sentence patterns about course-choosing and help students try to apply them into real practice, and finish Activity 3..Reference:A: Good morning. You’re a freshman, aren’t you?B: Yeah! Um… could you tell me how to choose courses?A: Sure, my pleasure. Actually, you’ve got the same problem as I did one year ago.B: What should I consider when I choose my courses?A: Generally speaking, you may think of two things: one is your interest, and the other is whether they are practical.B: Um, let me think. OK. I’d like to consider both.A: What about the English Writing Course?B: Well. What are the benefits?A: It emphasizes the practical skills. And I’m sure you will learn many prac tical English skills.B: Is this hard for freshmen?A: Actually, they’re not too hard if you put your mind to them.B: What are the requirements for this course?A: Firstly, it requires students to attend classes regularly. Secondly, at the end of this semester you should hand in a course paper and take part in a final exam.B: Great! No problem. I won’t miss this chance to improve m y practical English skills. By the way, can you recommend some reference books for this course?A: OK, I will offer you a list of reference books this afternoon. And good luck to you!B: Many thanks.A: You’re welcome.III. Sharpen your listeningStep 1 Present students some difficult words, phrases, and sentence patterns which appear in the listening part;Step 2Familiarize students with the new words, and ask them to read aloud after the teacher;Step 3Tell students some listening skills such as how to catch the main point;Step 4Ask students to guess the main idea of Dialogue 1 and learn to classify the information according to the category items while they are listeningStep 5Play the recording and check answersStep 6 Dialogue 2 and Passage can also be conducted in the similar way.Dialogue 1A: When will we have the final test for the English Writing Course?B: It will be in the 19th week?A: What’s on the test?B: Some basic knowledge about this course, and its application.A: What should I do if I failed the exam?B: Then you have to sit for a make-up exam. I know you’re a hard-working guy, and I’m sure you won’t fail.A: Thank you. I hope not. And how many students often fail in this course?B: It’s hard to say. Usually, less than 10 percent.Dialogue 2A: What about your English Reading Course? Is it interesting?B: Yes, it’s not only interesting, but practical.A: Really?B: Sure. In this course we can learn how to improve our reading skills.A: How I wish I could choose that course.B: Don’t be sad. You still have a chance next semester if you sign up early enough.A: I hope so. Anyway, could you lend me your notes about this course?B: Sorry, I left them in my school desk. How about giving them to you tomorrow morning?A: OK. See you then.PassageWith so many different classes available, it can be difficult to pick what classes would be best for you. A teacher will make sure that you are selecting courses that fulfill all of your graduation requirements. In addition, you should consider the practical aspects of each course as well, such as the professor, the time of day, the class size, and the amount of assignments.IV. SummaryUseful Sentences1. Could you tell me how to choose courses?2. You can choose some selective courses you are interested in.3. Actually, they‘re not too hard if you put your mind to them.4. Would you mind giving me some advice on choosing courses?5. Could you recommend a practical course for me?6. It may involve so much effort.V. Assignment1. Remember the useful sentences.2. Workbook Unit 1 Part I: ListeningUnit TwoWell Begun, Half DonePassage A My Unforgettable learning Experience Teaching Materials Analysis:Part III Broaden your view Passage A presents an unforgettable college experience which makes students reminiscent of their college life. Teaching Objectives:I. Knowledge objectives1. Master the new words and expressions;2. Understand the difficult sentences;3. Understand the main ideas of Text A.II. Ability objectives1. Cultivate the students’ reading comprehension abilities2. Improve the students’ skimming and scanning skillsImportant Points:1. Understand the difficult sentences2. I mprove the students’ reading abilityDifficult Points:I mprove the students’ reading abilityTeaching Methods:1. Student-centered teaching method2. Task-based teaching methodSuggested Time: Two periodsTeaching Procedures:I. ReviewII. Passage Well Begun, Half Done1. Have students play with words and give them some suggested answers;2. Ask students to interview each other and complete the questionnaire;3. Read about Passage A for the main idea of each paragraph;4. Detailed reading—learning experience;5. V ocabulary and structures;6. Discuss Activity 1, 2, 3, 4, 5;7. Finish Exercise 1, 2, 3.Step 1 Have students play with words and give them some suggested answers;Step 2 Ask students to interview each other and complete the questionnaire;Step 3 Read about Passage A for the main idea of each paragraph;Step 4 Detailed reading—learning experience;Step 5 V ocabulary and structures;Difficult Sentences1. (Para. 1) I felt lost and terrified when I set foot in the classroom.Analysis: 这是一个由when引导的时间状语从句。
成长英语完整版讲课教案
成长英语完整版讲课教案教案标题：成长英语完整版讲课教案教学目标：1. 通过本节课的学习，学生能够掌握与成长相关的英语词汇和表达方式。
2. 学生能够运用所学知识，描述自己和他人的成长经历。
3. 学生能够通过听说读写的综合训练，提高英语语言能力。
教学重点：1. 学习与成长相关的英语词汇和表达方式。
2. 运用所学知识，描述自己和他人的成长经历。
教学准备：1. 教学课件或黑板、白板。
2. 学生练习册或作业本。
3. 与成长相关的图片或故事。
教学过程：Step 1: 导入 (5分钟)1. 向学生提问：“你们觉得成长是什么意思？可以用英语表达吗？”2. 学生回答后，教师引导学生讨论成长的不同方面，如身高、年龄、知识等。
Step 2: 单词学习 (10分钟)1. 教师呈现与成长相关的英语单词和短语，如grow, develop, mature, progress, change等。
2. 教师通过图片、示意动作等方式帮助学生理解和记忆这些单词。
3. 学生跟读和模仿教师的发音。
Step 3: 句型学习 (10分钟)1. 教师呈现与成长经历相关的句子模板，如“I used to be ____, but now I am____.”、“When I was young, I ____.”等。
2. 教师解释句子结构和用法，并举例说明。
3. 学生跟读和模仿教师的句子。
Step 4: 练习活动 (15分钟)1. 教师分发练习册或作业本，让学生完成与成长相关的练习题，如填空、翻译等。
2. 学生在小组内互相交流和讨论答案。
3. 教师逐一核对答案，并给予必要的解释和指导。
Step 5: 拓展活动 (10分钟)1. 教师讲述一个与成长相关的故事或经历，让学生跟随故事内容进行听说练习。
2. 学生可以用所学知识描述自己或他人的成长经历，并与同学分享。
Step 6: 总结与反思 (5分钟)1. 教师引导学生回顾本节课所学内容，并总结成长相关的英语词汇和句型。
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成长英语教案Document serial number【NL89WT-NY98YT-NC8CB-NNUUT-NUT108】2010至2011学年第二学期《成长英语（综合教程）》课程代码：课程介绍一、课程性质、地位和作用1、课程性质：“大学英语”是非英语专业大学生必修的一门基础课程，是各类专业学生必修的主要文化基础课。
实用英语课程不仅是一门帮助学生打好英语语言基础的课程，更是一门注重培养学生实际使用英语语言技能的课程，特别是培养学生使用英语处理日常和涉外业务活动能力的重要文化基础课。
2、课程的地位和作用：英语教学对于学生提高思想道德素质和科学文化素质，掌握职业技能，形成综合职业能力和创业能力，以及对今后的学习和发展，都具有重要的作用。
本课程经过本学期72学时的教学，使学生在掌握一定的英语知识的基础上，具有一定的听、说、读、写、译的能力，从而能借助词典阅读和翻译有关英语业务资料，在涉外交际的日常活动和业务活动中进行简单的口头和书面交流，并为今后进一步提高英语的交际能力打下基础。
二、课程教学目标1、能力目标：经过本学期的英语学习，使学生具有有一定的听、说、读、写、译的能力，使学生的词汇量有明显增加，综合英语能力显着增强。
能够对日常生活中的一些话题进行简单的流利的对话。
2、知识目标：词汇：根据高职学生入学时英语水平差异较大这一实际，对基础好的学生要求掌握3500词，基础差的要求掌握2500个词及常用词组。
见《高职高专教育英语课程教学基本要求》语法：语法掌握基本的英语语法规则，在听、说、读、写、译中能正确运用所学语法知识。
巩固和加深基本语法知识，提高在语篇水平上运用语法知识的能力。
三、课程设计1、课程进度安排：本学期实用英语总学时为36学时，每周2学时。
每单元需8学时。
2、教学方法与教学手段：课堂采取多样灵活的教学手段，坚持因材施教的原则，正确处理听说读写的关系，积极使用计算机多媒体技术，为学生营造领号的英语学习氛围，激发学生学习英语的自觉性和积极性。
3、考核方式：从课堂表现、作业情况和期末测试等方面考核学生的专业知识、专业技能以及综合素质。
成绩构成如下：平时成绩50%, 期末考试成绩50%。
4、选用教材、推荐的教学参考资料：《成长英语》综合教程2《成长英语》自主学习用书2《成长英语》教师手册2及光盘Progressing English (book 2)Progressing English (book 2)Progressing English (book 2)Unit OneNew Semester, Future DreamsI. Objectives:By the end of this unit, the students should be able to1) Talk about the reunion with family or friends,2) Ask for and give suggestions on working out schedule for the new semester,3) Know how to inquire about hotel information,4)Comprehend the two passages and master the useful expressions in them, and5)Finish the exercises by themselves or with some help.II. IntroductionLead-in（导入）: First, the students are asked to talk about their winter holiday. Then their opinions are written down on the blackboard. Finally, the introductory remarks will be made by the teacher as follows:Welcome to go back to our college, which means that your winter holiday is over and the new semester has started. You returned home to visit your parents, spent time with your former classmates, and had fun with your former classmates. Your parents might have a long heart-to-heart talk with you. How time flies! Now, would you like to talk about the past winter vocation Do you have a planfor this brand-new semesterThere must be may students opinions.III. Teaching Procedures and details:Part I. Open Your MouthStep 1. Listening: Listen to the sample dialogues on P. 2-3Sample 1Jin: Hey, man, how was your winter breakPan: It was awful.Jin: Why Tell me what happened.Pan: Many of my former high school classmates got back to spend the Spring Festival with families. So we often got together.Jin: I think it’s fun to have reunions with the classmates.Pan: Yes, but it’s bad if you also have to drink a lot.Jin: I know you don’t like drinking. What did you do to avoid thatPan: No way. I got drunk and threw up two times.Jin: I am sorry to hear that.Pan: I won’t do that again.Sample 2Mr. Chen: Why are you late for my class todayPan Xiaofeng: I’m sorry, sir. I got up late this morning.Mr. Chen: What did you do last nightPan Xiaofeng: We haven’t met since the start of the long holiday. You know, a lot of stories to tell.Mr. Chen: So you stayed up late chatting with your roommates.Pan Xiaofeng: Sorry, sir. I won’t do that again.Mr. Chen: OK. I believe you won’t. Why not make a plan for a new startPan Xiaofeng: Yes, I will. I must do it and change something.Mr. Chen: Action speaks louder than words, boy.Pan Xiaofeng: I will do that, sir.Sample 3Kang Lin: Hi! You are so concentrated. What are you doing nowPan Xiaofeng: I am writing to my parents.Kang Lin: Are you writing to ask for money againPan Xiaofeng: Definitely not! I am writing to report my plan for this semester. Kang Lin: Could you tell me about your planPan Xiaofeng: Basically, I plan to improve my English. I want to take the Practical Oral English Test. I also want to do some volunteerwork.Kang Lin: Great! You will change a lot.Pan Xiaofeng: I will try my best to have an interesting semester.Kang Lin: After you pass the oral test, remember to invite me to eat out. Pan Xiaofeng: No problem.Step 2. Questions: answer some questions1.What is Pan’s opinion on his holiday Why2.In Jin’s and Pan’s opinion, reunion with classmates is good or not Why3.Why does Jin say “I am sorry to hear that”？4.What is the relationship between the two man in dialogue 25.Why does Pan say sorry to Chen6.Have you ever done the same thing as Pan did7.What is Pan’s plan, according to the dialogue 38.After Pan pass the oral test, what do they probably do, according to thedialogue 3Some useful expressions● Sentences for greetings1. How are you doing (these days/recently)2. How have you been recently3. How are things going with you4. How is everything5. How's your family6. Quite well, thank you!7. All right, thanks.8. Not bad, thank you.9. Just so-so. How/What about you 10. Same old thing/Same as ever.● Sentences for asking for plans1. What time are you going to leave for the airport tomorrow2. Is he coming to dinner3. I'm going to the bookstore. Will you go with me4. They're going to discuss it at the meeting next Friday.5. I'll be waiting for you at the restaurant this time tomorrow.6. After I get home, I'll call you.7. How will you spend the evening8. I'll probably stay home and watch TV.9. What's your plan for the summer holiday10. I'm thinking about a visit to Paris.11. There's going to be a pottery exhibition at the art gallery.12. You are still thinking about a Ph.D., aren't you13. What will you do about it14. I'll further my study.● sentences for asking for and giving advice on learning English1.Why is it so difficult to understand English through listening2.Anxiety does more harm than good.3.It’s not much use learning words and phrases without a context.4.Read as much as you can. That’s the right way not just to increase yourvocabulary but to improve your English.5.You should concentrate more on the messages you are listening to. You caneven ignore some words and phrases you don’t understand, or try to guess their meanings in context.6.You must have confidence in yourself.Step 3. Take turns to ask and answer the following questions, and then make student s’ own conversation about making plans.1.What are you worrying about2. What’s your hope for thissemester3. What’s your suggestion for this semester4.What should I do to carry out my plan5. would you help me to make the planFollowing are some tips for students’ conversation·…are my headache. ·A wonderful/ An interesting new semester·Well begun, half done./ Make a practical plan. ·design a flexible plan/ get a good start·Behave yourself./ Never give up ·If I am available, I will help you.Step 4. Sharpen your listening Listen to two dialogues and a passage, and fill the blanks on P. 5-6.Step 5. Practice: practice dialogues in pairs, about 15 minutes.Step 6. Conversations: prepare short conversations in pair by simulating the five small dialoguesPart Ⅲ Passage AA New Year, a New SemesterStep 1. Review: go over the last lesson and some important patterns.Step 2. lead-in to PassageⅠ: answer to questions1.What did you tell to your parents during the winter break (open)2.How often do you plan your study (open)Step 3. Reading: read the passage and then give the main idea of the passage.1.the main idea of the passage:This may be a speech to the students by a president. There are some new thingsof the new semester which can have a positive influence on the students’education at the university. Firstly, Quiet Study Room is open to the students on the first floor of the library, to meet the needs of early birds who study before the opening hour of other classrooms and the night owls who like studying after the closing time. Secondly, free program of Saturday Night Coffeehouse series is a great way to connect with other students. The president hope students can benefit a lot from those programs, and feel free to post their comments on the blog.2.the structure of the passage and the main idea of each part:Part One: Para 1Greet students briefly and lead to some positive new things.Part Two: Para 2-3Two new things: Quiet Study Room and Saturday Night Coffeehouse seriesPart Three: Para 4-5The hope and expectations.Step 11. Questions: answer questions after reading corresponding paragraphs, and study the passage in detailsQuestion for Para 1: Who wrote this passage to whom when was this passage posted or announced (it might be the president of this university wrote to their students, this might be delivered at the beginning of the Spring 2010 semester.) Question for Para 2: When did the Administration Office know the students wanted a Quiet Study Room (last semester)Question for Para 2: Who are “night owls” according to the passage (those who work best after the usual 11 p.m. closing time)Question for Para 2: Who are “early risers” (those who prepare for classes before the rest of the library opens at 7 a.m.)Question for Para 2: What is the purpose of the Quiet Study Room (to set it is to meet the need fo the early risers and the night owls)Question for Para 3: What program enables the students to get to know each other on weekends (Saturday Night Coffeehouse series)Question for Para 3: Where are most of the resident students on weekends (still on campus)Question for Para 4: What can help the Administration Office to creat an activecampus community (students’ comments on the blog)Details of PassageⅠRelated informationColleges and universitiesColleges and universities have a lot in common. They prepare young adultsfor work. They provide a greater understanding of the world and its past. And they help students learn to value the arts and sciences.Students who attend either a college or a university traditionally take four years to complete a program of study. Those who are successful receive a bachelor's degree. But one difference is that many colleges do not offer additional study programs or support research projects.Universities often are much larger than colleges. Universities carry out a lot of research. They offer more programs in different areas of study, for undergraduate and graduate students.Modern universities developed from those of the Middle Ages in Europe. The word "university" came from the Latin "universitas." This described a group of people organized for a common purpose."College" came from a Latin word with a similar meaning, "collegium." In England, colleges were formed to provide students with places to live. Usually each group was studying the same thing. So the word "college" came to mean one area of study.Today, most American colleges offer an area of study called liberal arts. The liberal arts are subjects first developed and taught in ancient Greece. They trained a person's mind. They were seen as different from subjects that were considered more useful in everyday life.Another meaning of "college" is a part of a university. The first American universities divided their studies into many areas and called each one a college. This is still true.Programs in higher learning may also be called "schools." For example, the University of Texas at Austin has fourteen colleges and schools. These include the colleges of pharmacy, education, engineering, and fine arts. They also include the schools of architecture, business, law and information.Again, you can find our Foreign Student Series online atLanguage points and difficult sentences(Para. 1) I would like to reflect on some of the new things that should have a positive impact on your education at St. John’s University. Analysis: 该句the new things后接一个由that引导的定语从句。