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

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致用英语综合教程unit2[精品]

Unit 2 Knowing our bodyTeaching objectivesAfter learning this unit, Ss will learn how to✧Describe the body parts✧Talk about the functions of the body parts✧Use comparatives and superlatives✧Use the body languageTeaching focusGrammar: comparatives and superlativesV ocabulary building: Name of body parts; base adjectives and strong adjectivesImportant words and phrases: attempt, wonder, sight, blind, stump,quest,couple, smart, hurt, shock, confusion, lesson, reply, selfish, sympatheticTeaching difficulties1. Understanding the structure and main idea of the text.2. Grammar: comparatives and superlativesTeaching ProceduresI. Warming-up questions:What knowledge of human body do you get from the documentary film? Which parts of human body does the documentary mention? (Y ou can skim through new words before l i steni ng.)II. Listening and speaking (1 period)a.This is a lead-in to the listening part. Before playing the recording, askstudents to read the questions. Then play the recording and encounrage students to take notes while listening.anize a speaking activity based on the listening material. First ask Ss toform groups and have a discusssion about which is the mose imortant bosy part. Then ask Ss to role-paly the dialogue in the listening part. Remind them they may use their own language.III. Reading 4 periods1.Pre-reading tasks:Before you read, discuss the foll owi ng questi ons i n groups:a. Has any part of your body ever been injured? If yes, what inconveniences did it cause?Work in groups and share your experiences.b. Have you ever read or heard stories about body parts?2.Reading comprehensiona.Ask Ss to read the text first and then answer the questions in Comprehension Check.b.In this sextion,you may organize a class discussion based on the article students have just studied. This discussion activity is necessary for language learners. They should be able to and present their own experiences after they have received the input information.3.Detailed learning of the textLanguage points※attemptn. an act of trying to do something, especially something difficulte.g. She passed her driving test at the first attempt.v. to try to do something, especially something difficulte.g. He attempted to open the door.He attempted to lie.※stump v.1)if you are stumped by a question or problem, you are unable to find an answer to ite.g. The doctors were stumped and had to call in a specialist.The police were stumped about the motivebehind the murder.（警方给难住了，无法查明这次谋杀的动机。

新编实用英语综合教程2 教案

新编实用英语综合教程2 教案Part 1: ListeningIn this section, students will listen to a conversation between two friends discussing the impact of technology on their lives. They will also listen to a news report about the latest advances in artificial intelligence.Part 2: SpeakingStudents will pair up and discuss the advantages and disadvantages of living in the digital age. They will also debate whether technology has made our lives easier or more complicated.Part 3: ReadingIn this part, students will read an article about the future of virtual reality technology and its potential applications in various industries. They will also read ashort story about a robot that learns to think and feel like a human.Part 4: WritingStudents will practice writing a persuasive essay on the topic "Is technology making us smarter or lazier?" They will need to provide evidence and examples to support their argument.Unit 2 Social MediaPart 1: ListeningStudents will listen to a podcast about the impact of social media on mental health and relationships. They will also listen to a discussion about the pros and cons of using social media for activism.Part 2: SpeakingIn this section, students will participate in a group discussion on the topic "Should social media platforms beregulated?" They will need to express their opinions and listen to their classmates' viewpoints.Part 3: ReadingStudents will read an article about the rise ofinfluencer marketing on social media platforms. They will also read a blog post about the benefits of using social media for networking and career advancement.Part 4: WritingIn the writing task for this unit, students will create a social media campaign for a fictional company. They will need to come up with a creative strategy to promote the company's products or services on different social media platforms.Unit 3 Online SecurityPart 1: ListeningStudents will listen to a cybersecurity expert discussing common online security threats and how to protect againstthem. They will also listen to a news report about a recent data breach at a major company.Part 2: SpeakingIn this section, students will participate in role-plays where they act out different online security scenarios. They will need to practice giving advice on how to stay safe online and protect personal information.Part 3: ReadingStudents will read an article about the importance of using strong passwords and two-factor authentication to secure online accounts. They will also read a case study about a social engineering attack that led to a data breach.Part 4: WritingFor the writing task in this unit, students will compose an email to a friend explaining the importance of online security measures. They will need to provide tips andrecommendations for staying safe online and avoiding common scams and phishing attempts.。

致用英语综合教程综合英语2教案unit.doc

Section One Around the topicStep 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 theThe teacher can offer students a particular situation for students to practice in which students can 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 informationwith 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?2.Discussion: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。

全新版大学英语综合教程第二册教案Unit-2-Book-2

Unit 2 The Richest Man in America,Down HomeI. Teaching ObjectivesStudents will be able to:1. grasp the main idea (despite his wealth, Sam Walton remains done-home and devoted tohis team) and the structure of the text ;2. learn to use indirect description in portraying a person and to use keywords for more efficient reading;3. master the key language points and grammatical structures in the text;4. conduct a series of reading, listening, speaking and writing activities related to the theme of the unit.II. Key Points: The structure, the writing skill, and the main idea of the text willbe the focus. Only a few words and sentences, which will be the obstacles for students’ understanding of the text, will be explained in class.III. Difficult Points:Some sentences whose meanings are difficult to understand and whose structures are hardto analyze:1. Line 10（Para. 3）: It was nice, but no palace.2. Line 36-37(Para.10): It buried the Forbes list at the bottom of page 2.3. Line 75-76(Para.20): who was stunned at such generosity after the stingy employer he leftto john Wal-Mart.IV. Teaching Materials: Power point and materials V. Teaching Methods: Lecturing, practicing and discussing.VI. Teaching Timing: 8 sessions of classVII. Teaching Process:1st -2nd periods:Pre-reading; Teacher’s Introductory Remarks and Students’ Discussionrelated to the topic.3rd -4th periods: While-Reading (Understanding the title of text A; Analyzing the organization of the text; Explaining Difficult sentences and language points in the text; Summing up the main idea of the text)5th-6th periods: Dealing with the exercises after Text A. Check on Ss’ home reading (Text B); Post-Reading Task: Theme-Related Language Learning Tasks7th-8th periods: Listening and speaking tasks.A. Pre-reading tasks1. T asks Ss the following questions on the recorded passage:— What happened to Abraham Lincoln one day? (Working as a shop clerk, he overcharged a customer. Although the sum was insignificant, Lincoln walked a long distance to return the money. )— How is the story related to the theme of the unit— values? (Abraham Lincoln regarded honey as an important value)2. Ss do Cloze B in after-text exercises to learn more about the values of American millionaires.3. Rich people I know (15 minutes)1) Before class, Ss are asked to collect stories, news reports, pictures, books, or even video clips (if relevant equipment is available for showing them in class) of rich people.2) In class, Ss form groups of three to four to share what they have collected.3) Groups discuss what values these rich people hold dear.4) Speakers for several groups report their discussion results to the class.5) T reminds Ss to keep these values in mind when they study Text A, and see whether Sam Walton cherishes them or not.B. While-reading tasks1. Text organization (20 minutes)1) T asks Ss to scan the text to see if there is any natural dividing lines separating it into par (The text can be divided into three parts. Between each part, there is a blank line.)2) T draws Ss’ attention to Text Organization Exercise 2, guides them through the directions, that they can grasp the main function of each part.Ss scan the text again to underline all the names mentioned and tell who these persons are.(They are: J amie Beaulieu, waiter at Sam Walton’s birthday partyJonnie Baker, night manager at the local Wal-MartRichard Hoback, Mayor of Bentonville, ArkansasGordon Garlington, pastor of the local churchJohn Marshall, local barberJim Von Gremp, corporate affairs directorFerold F Arend, retired president of Wal-MartJim Hendren, company lawyer4) Ss will notice that the text transits from Part II to Part III when the firstcorporate job -corporate affairs director — is mentioned.2. T explains language points and gives Ss practice (see Language Study).(60 minutes)3. Finding synonyms or synonymous phrases for “down-home” (10minutes)1) T asks some Ss to explain the title of Text A in their own words.2) Ss work alone to find out synonyms or synonymous phrases for“down-home”.3) Some Ss report their findings to the class.(Para 5 carry on like plain folksPara 6 folksy waysPara 7 friendly, cheerful, a fine neighbor who does his best to blend in, never flashy, never throwing his weight aroundPara 11 not a front-page person)4) T reminds Ss to vary their own writings by synonyms or synonymous phrases.C. Post-reading tasks1 Using indirect description in portraying a person (25 minutes)1) Ss complete Text Organization Exercise 2 and compare answers with each other.2) T makes Ss think by asking Ss this question: How does the author reveal these charactertraits of Sam Walton? Does he come forward to tell us directly what Sam Walton is like?T introduces methods of indirect description and writes them down on the blackboard: anecdotes, examples, quotes, comparison and contrast, etc.Ss work in pairs to find out examples of these methods.5) Some pairs report their findings to the class.6) T urges Ss to adopt these methods when describing a person.2. T guides Ss through some after-text exercises. (25 minutes)3. T checks on Ss’ home reading (Text B). (3 minutes)4. Ss do Part IV: Theme-Related Language Learning Tasks. (1 period)5. T asks Ss to prepare the next unit: (2 minutes)1) do the pre-reading task;2) preview Text A.VIII. Assignments:Assignments for 1st and 2nd periods:●Vocabulary Exercises I, II, III in Text A●Listen to the recording of the textAssignments for 3rd and 4th periods:●Review what have been learned in class●Comprehensive Exercises, I, II in Text A●Read the text fluently and imitate the pronunciation and intonation of the recording Assignments for 5th and 6th periods:●Review what have been learned in class●Language Practice in Text B●Preparations for paragraph recitation and dictation of new words and expressions inUnit 2Assignments for 7th and 8th periods:●Review what have been learned in class●Home listening: Task 1, 2 and 3●Previewing text A in Unit 3IX. Teaching Reflection:Try to listen to the feedback of the students during and after the course, analyze the weaknesses in teaching and improve the methods as much as possible.The feedback from the students:The methods taken to improve the teaching and learning:X. Appendix: Teaching Contents:A. Text AnalysisTo make a character portrait convincing, an author must refrain from telling readers directly what the person is like. Instead, he/she lets readers deduce.Of all the methods of indirect description, the one used most frequently in Text A is quotation. The author quotes not only Sam Walton himself, e.g. “The reason for our success... is our people and the way they’re treated and the way they feel about their company. They believe things are different here, but they deserve the credit”, but also his townsfolk and colleaguesThe text begins with an anecdote: how waiter Jamie Beaulieu had anticipated a lavish mansion at the Waltons, only to find an ordinary-looking household. This kind of beginning lures readers to go on. There are other anecdotes, like how Sam Walton forgot his wallet and insisted on fetching it to pay the local barber, and how he lost 4 straight games after a Wal-Mart employee asked him a question about pricing.Sam Walton is a folksy guy, of which a lot of examples are given. Examples of how generous an employer he is are also plentiful.Jamie Beaulieu’s anticipation and the reality he later found out form a contrast. It reveals SamWalton’s down-home characteristics. When retired company president Ferold F. Arend compared Sam Walton with his previous employer, we appreciate further Sam Walton’s generosity.B. Cultural Notes1. Rolls-Royce: any of the large, expensive, comfortable cars made by the British company Rolls-Royce. Many people recognize them by the small metalstatue on the front of every Rolls-Royce car. The company was formed in 1905—1906 by Charles Rolls (1877—1910) and Henry Royce (1863—1933) and also produces aircraft engines. The Rolls-Royce company was bought by the German company Volkswagen in 1998. The name Rolls-Royce is also used informally to refer to the best product of a particular type.2. dime store: a store offering a wide assortment of inexpensive items, formerly costing five or ten cents, for personal and household use.3. Wal-Mart: any of a very large chain of shops in the US selling a wide range of goods at low prices. The first Wal-Mart Discount City was opened in 1962 by Sam Walton.4. Ford Motor Company: a large US company that makes cars. It was established in Detroit in1903 by Henry Ford, and the first Model T was sold in 1908. The company has produced the Lincoln since 1922 and the Mercury since 1938.5. names: Apart from their surname or last name, most British and American children are given two personal names by their parents, a first name and a middle name. These names are sometimes called Christian names or given names. Some people have only one given name, a few have three or more. Friends and members of a family who are of similar age usually call one another by their first names. In some families young people now also call their aunts and uncles and even their parents by their first names. Outside the family, the expression be on first name terms suggests that the people concerned have a friendly, informal relationship.When writing their name Americans commonly give their first name, their middle initial and their last name, e.g. George M. Cohan. Both given names are used in full only on formal occasions, e.g. when people get married.6. Forbes: an American business magazine. It is noted for its lists of the richest men and women in business. In its November 27, 2000 edition it published one listing the 50 richest businessmen and women in China, headed by Rong Yiren of CITIC with 1.9 billion dollars, followed in second place by LiuYongxing of the Hope Group with 1 billion dollars. The richest businesswoman on the list was Yang Lan of Sun Television, with 63 million dollars.C. Language StudyHe imagined what surely awaited: He imagined what he was surely to see.2. r emote: far away in space o r timeExamples:The supply of electricity to remote mountainous villages is one of the local development projects in Yunnanprovince.Taming the deserts is no longer a dream of the remote futurebut a practical human endeavor.3. d iscount: amount of money which may be taken off the full price Examples: T raditional retailers who’ve opened cyberstores may offer special discounts to online shoppers.Though online bookstores usually offer discounts, don’texpect to save much.4. It was nice, but no palace: The house was nice, but not luxurious.5. O nly in America can a billionaire carry on like plain folks ...: It is only in America that a billionaire can live in the same way as ordinary people...only: In writi ng and formal speech, you can put “only” at the beginning of a sentence, followed by the word, word group, or clause it modifies, and then you put an auxiliary or “be”followed by the subject of the main clause.Examples: 1. Only here was it safe to prepare and handle hot drinks.2. Only then did Peter realize that he still hadn’t phoned his mother.3. Only when the injured limb is fully mobile will the runnerbe encouraged to re-strengthen it.carry on: behave or conduct oneself in a specific wayExamples:There’s nothing unusual about them. They carry on just like everybody else.He carries on as if he were a millionaire, spending money left,right and centre.folk: people in general (You can refer to people as folk or folks.) Examples: They got married and had kids and lived like other folks.These are the folks from the local TV station.get away with: do sth. wrong or risky without being caught or punishedExamples: They claimed that they knew how to play the system and get away with it.Eric has been getting away with tax fraud for years.6. bird dogs: dogs which hunt birds7. local: of or for a particular placeExamples:The plane was to take off at 6 a.m. and land at 7 a.m.local time. Three-quarters of the investment needed tohost the Olympics would be borne by central and localgovernment.8. treatment: the way you deal with sb. or behave towards them(followed by of)Examples: Like everyone else, I resent his cruel treatment of his old father.The old woman suffered from bad treatment at the handsof her sons. None of them were willing to take care of her.9. by/from all accounts: according to what everyone saysExamples: Tom, by all accounts, is a superb teacher.The Chinese football team will play the Koreans tonight. Itshould be a match worth watching, by all accounts. 10. cheerful: (of sb.) happy in a lively, energetic way; (of sth.) makingyou feel happyExamples: One of the reasons why she is successful is that she is able to remain cheerful in acnsls.They are both very cheerful in spite of their colds.The kindergarten is bright and cheerful, with plenty of toys.I like songs with cheerful tunes.11. blend in/into: If sb. blends into a particular group or situation, orif they blend in, they seem to belong there or are not noticeable, because their behavior is similar to that of the other people involved.(used in the patterns: blend in; blend into sth.; blend in with sth.) Examples: What he said reinforced my determination to blend in with my surroundings.As a newly-appointed manager, he was not sure whether hecould blend in.The painter blended in with the crowd at the art sale. 12.throw one’s weight around: behave in an aggressively arrogantwayExamples: Mr. Smith is not much of a manager. He always throws his weight around.Fol ks don’t like their chairman as he always throws hisweight around.13.reserve: 1) order or book (a seat, book, room, table, etc.)Examples: The service at that five-star restaurant is excellent. I’ll reserve a table for five there.Demand will be huge, so ask your friends to reserve ticketsfor the concert.2) keep for a special use (used in the pattern: be reserved forsb./sth.)Examples: In the United States lanes are reserved for cars with more than one occupant. Some seats on the buses arereserved for the old.14. “Look, he’s just not that way.”: You see, he is not the sort ofperson to reserve seats for himself.15. o pen up: unlock and open the door so that people can get inExamples: Open up, or I break in.They open the school up at 7:45 a.m. so that students canhave more sleep.16. I t buried the Forbes list at the bottom of page 2.: The Forbes listwas arranged at the bottom of page 2 in the Benton County Daily Democrat so that it could not be found easily.17. h eadline: the title of a newspaper article, printed above the articlein large lettersExamples:Headlines in the newspaper are arranged so that they attract attention.The headlines in the newspapers were to please millions ofpeople in China: Beijing to host the 2008 OlympicGames.18. h old to: keep toExamples: John holds to his belief that you can be successful as long as you work hard. She always holds passionately tothe view that her mother is an angel.19. stock: shares of a company that are sold to investorsExamples:You’d be tter get professional advice before buying stocks or bonds. After a dull start, stock prices moved ahead againyesterday.20.o n the run: continuously active and moving about; try to avoidbeing capturedExamples: I have been on the run all day and I am exhausted.He has to be on the run from one office to another to get thepermit to open a take-away restaurant.He is on the run from the police.21.steer clear of: keep away fromExamples: Children are told to steer clear of troublemakers.Members of the club steer clear of controversial issuessuch as religion.22.But the real story in his mind is ... : But what is always on hismind is23. make up: form the whole of (sth.)Examples: Women make up nearly 50% of university entrants.The college is made up of fourteen departments and fiveresearch centers.24. liable: likely (to do sth.)Examples:It’s liable to snow heavily tomorrow.The sports meeting is liable to be postponed until nextweek because of the bad weather.25. as laid down...: as establishedlay down:officially establish a rule, or officially state the way in which sth. must be doneExamples: Conditions for membership are laid down in the soccer club rules.The school authorities have issued a new booklet layingdown regulations for Students.26. loyalty: the quality of staying firm in your friendship or support forsbisth.; a strong feeling that one wants to be faithful tosb./sth. (followed by to)Examples: My father is a soccer fan. His loyalty to the local team has taken him all over the country to see them play.Once his mind was made up, General Lee never changedhis loyalty to the South.27.s ystem: 1) set of ideas, theories, principles, etc. according to whichsth. is doneExamples: Most of the teachers are doing research work, trying to find a goodsystem of teaching English.The classification of the books in the library follows theDewey Decimal System.All the employees are required to work on an eight-hoursystem.2) g roup of things or parts working together as a wholeExamples:With the further development of automation, morecomplicated control systems have come into being.Manned space vehicles have life-support systemsdesigned to meet all the physical needs of the crew. 28. c ut prices and margins to the bone: reduce prices and marginsconsiderably or dramatically29. qualify: have or give (sb.) a legal right (to sth./to do sth.)(followed by for or infinitive to)Examples:A few useful skills — English teaching, for example —qualified foreigners for work visas.Highly trained staff are well qualified to give practicaladvice to students when they select courses.30. option: 1) (in business) an agreement or contract that givessb. the right to buy or sell sth. such as property or sharesat a future dateExamples:With cash, stock options and the promise of vastresources, Microsoft has attracted faculty elites to itsresearch center.Jones has taken an option on that house.2) s th. you can choose to doExamples: She has the option of entering graduate school orstarting her professional career. Analysts say that thelaunch of the euro offers a new and attractive option. 31. scholarship: (award of a) grant of money to a scholarExamples: He can’t afford to go to college if he doesn’t win ascholarship.Some companies have set up scholarships for bothstudents and teachers at ouruniversity.32. and the like: and other things of the same sortIf you mention particular things or people and then add “and the like”, you are indicating that there are other similar things or people that can be included in what you are saying.Examples: Many students are also keeping fit through jogging, aerobics, weight training, and the like.Always carry your passport, money and the like with youwhile you are traveling abroad.33. cultivate: 1) make a special effort to establish and develop (sth.)Examples: They encourage students to cultivate special interests in theoretical physics.Some students try to cultivate a love of art.2)prepare land and grow crops on itExamples: They cultivated 500 acres in the suburb.The remote area has barely been cultivated for decades.34. reward: give sth. to (sb.) in return for work or services (used in thepattern: reward sb. for sth. with sth.)Examples: The officer is to be rewarded for his efforts with promotion to the rank of inspector.If you do well in the final exams, I will reward you with atrip to Hong Kong.35. retire: (cause to) stop working at one’s job, usu. because of age(followed by from)Examples: Although their careers are important they plan to retire at 50.The school had to employ the retired teachers to give classes.36. ...who was stunned at such generosity after the stingyemployer he left to join Wal-Mart: who, having left his stingy employer to join Wal-Mart, was shocked at such generosity by Walton37. come/get aboard: (AmE, infml) joinExamples:New employees who came aboard in the last six weeks have not been tested.This is her second promotion since coming aboard.38. the way they’re treated: how they’re treatedWhen “the way” is foll owed by a defining relative clause, this clause can be either a “that” clause or a clause beginning with “in which”.For example, you can say “the way she told the story”, “the way that she told the story”, or “the way in which she told the story”. There i s no difference in meaning.Examples: Scientists have spent years studying the way the brain retains information.The information highway will have an unimaginableimpact on the way people communicate with each other.39. deserve: be sth. or have done sth. for which one should receive (areward, special treatment, etc.); be entitled to (not used in thecontinuous tense)Examples: I am only partly responsible for the success of this book,my collaborator deserves more credit.They deserve a better salary for the job they do. Mary deserves a reward for her efforts。

致用英语综合教程综合英语2教案综合英语2教案unit(2).doc

Period One – Around the TopicPeriod Length: 50 minutesGoalsPeriod Length: 50 minutesGoals-Activate background knowledge about workPurposes-Get familiar with vocabulary related with work-Obtain background knowledge about curiosity and being inquisitiveStep 1: Vocabulary (20 minutes)-Ask students to work on the Vocabulary on Page 150-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 activity on Pages 150 & 151 as a whole and give explanations if necessary to understand the necessity of work-Discuss the issue of work with reference to the questions listed on Pages 150 & 151-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 the advantages and disadvantages of being curiousPeriod 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 short passage on Page 152 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 154Step 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 155 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 155 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 156 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-Present Simple and Present Continuous-Phrasal VerbsStep 1: Present Simple and Present Continuous (30 minutes)-Test grammar knowledge on Page 157 for checking grammar abilities-Work on exercises A, B & C on Pages 157 & 158 in groups-Ask students to present their answers and provide necessary explanations -Give supplementary information on those structures if necessaryStep 2: Phrasal Verbs: Liberal or Idiomatic? (20 minutes)-Work on exercises A & B on Pages 159 in groups-Ask students to present their answers and explain phrasal verbs-Give supplementary information on phrasal verbs if necessaryKey points-Give instructions in English-Explain grammar knowledge in ChineseHomeworkPeriod Six – Extension: Do jobs change people? Period 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 Do Jobs Change People? on Page 162 in groups-Understand new words and sentences within the group by negotiating in English -Finish Vocabulary Check on Page 163Step 2: Discussion (30 minutes)-Discuss the job related topics in class-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: Search for a Job Vacancy (25 minutes)-Work in groups and decide which role you would like: a job hunter or an interviewer? With reference to Page 160.-Read the above help-wanted ad. What qualities are needed for a good manager?Step 2: Vocabulary (25 minutes)-Ask students to work in pairs or groups to work on the vocabulary about jobs-Write down the questions you should ask the job hunter or interviewer.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: Act out a job Interview (25 minutes)-Find a partner, either a job applicant or an interviewer and act out an interview.Be polite and friendly. You should at least interview or being interviewed once. .Step 2: The Best Person for the Job (25 minutes)-Students who have conducted interviews report to the class. First tell the class which questions you asked and then state clearly the reasons why you think you have chosen the right applicant.-Give remarks to the presentations-Group members should also talk about what they have learnt from this project.Key points-Give instructions for discussion and presentationHomework-Revise writings according to the feedbacks and remarks received-Turn the revised copies before next periodPeriod Nine – Culture Tips: What Drives US EmployeeSatisfactionPeriod 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 What Drives US Employee Satisfaction on Page 164-Help on any new words if necessaryStep 2: Open Discussion (35 minutes)-Ask students to offer more stories related to the topic-Encourage students to pay more attention to the situations that may occur in the job situations in the future.Key points-All activities be carried in EnglishHomeworkPeriod Ten – Learning to Learn Period Length: 50 minutesGoalsPurposesStep 1Step 2Key pointsHomework。

大学英语综合教程2unit2电子教案

一、教学课题Unit 2: Great Inventions二、教学目的1. 培养学生阅读理解能力，提高对科技发明类文章的阅读兴趣。

2. 扩大学生词汇量，掌握与科技发明相关的常用词汇和短语。

3. 提高学生的听说能力，通过角色扮演等活动，使学生能够运用所学知识进行交流。

4. 培养学生的写作能力，通过写作练习，使学生能够运用所学语法和词汇表达自己的观点。

三、课时分配1. 阅读理解：2课时2. 听力训练：1课时3. 口语表达：1课时4. 写作练习：1课时四、教学重点1. 理解文章大意，掌握文章结构。

2. 掌握与科技发明相关的词汇和短语。

3. 学会运用所学知识进行口语和书面表达。

五、教学难点1. 理解文章中的复杂句型。

2. 准确运用所学词汇和短语进行口语和书面表达。

六、教学过程第一课时：阅读理解1. 导入新课：通过展示一些科技发明图片，激发学生的兴趣，引入本节课的主题。

2. 阅读课文：学生自主阅读课文，了解文章大意，掌握文章结构。

3. 翻译练习：学生翻译文章中的重点句子，巩固词汇和语法知识。

4. 课堂讨论：针对文章中的关键问题进行讨论，加深对文章内容的理解。

第二课时：听力训练1. 导入新课：通过播放一段与科技发明相关的英语听力材料，激发学生的兴趣。

2. 听力练习：学生听录音，回答问题，提高听力理解能力。

3. 课堂讨论：针对听力材料中的关键问题进行讨论，加深对内容的理解。

第三课时：口语表达1. 导入新课：通过展示一些科技发明图片，激发学生的兴趣，引入本节课的主题。

2. 角色扮演：学生分组进行角色扮演，模拟科技发明场景，运用所学知识进行交流。

3. 课堂讨论：针对角色扮演中的问题进行讨论，提高口语表达能力。

第四课时：写作练习1. 导入新课：通过展示一些科技发明案例，激发学生的写作兴趣。

2. 写作指导：教师讲解写作技巧，指导学生如何运用所学知识进行写作。

3. 写作练习：学生根据所学知识，撰写一篇关于科技发明的短文。

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 7

Section One Around the topicStep 1 Topic introduction:As the goal of equality between men and women now grows closer, we are losing our awareness of important gender differences. This unit aims to let students know what truly exists within a man and within a woman.Step 2 Your ideas1. Watch the video and answer the following questions1)How many differences does it describe between men and women? What are they?2) Do you think it’s a stereotype?Play the video twice and encourage students to think about the questions and answer.2. A quizHow much do you know about the differences between men and women? Answer the following questions by ticking (√) the correct column.This activity aims to lead students into the topic of this unit. By answering the questions, students will get to know some differences between men and women. Check the answers as a class and if there is different ideas from any students, encourage them to express their ideas and try to have a discussion among the class.Step 3 vocabularyIn this section, students will learn some useful words and expressions related to people’s personality. Let students do the personality quiz and then ask them to describe themselves based on their answersA.Do the personality quiz below to discover what type of person you are. Write Y for yes, N forno and S for sometimesLet students finish the quiz as quickly as possible and get the idea what kind of person they are based on their own results and ask several of them to express their ideas and to judge whether the result apply to their real personalities.B.The questions in exercise A express personalities, which can be described by the adjectivesbelow. Match the adjectives with the questions in the quiz.a.untidy 9b.optimistic 7c.sociable 2d.talkative 15e.reserved 13f.shy 3g.impatient 10h.ambitious 4zy 11j.generous 14k.moody 5l.hard-working 12m.easy-going 16n.reliable 8o.cheerful 1p.sensitive 6C.Which qualities are positive and which are negative? Which could be both?Positive qualities: b, c, j, l, m, n, oNegative qualities: a, g, i .kBoth: d, e, f, h, pD.What is the opposite of each of the 16 adjectives in Exercises B?a.tidyb.pessimisticc.unsociabled.quiet/reservede.outgoing/sociablef.outgoing/sociableg.patienth.unambitiousi.hard-workingj.meank.calmzym.criticaln.unreliableo.depressed/miserablep.insensitiveStep 4 discussionThis exercise enables students to practice using the personality-related adjectives they have just learned, and generate more ideas about the differences between men and women. Have students work in groups set a time limit of about 3 minutes for each question. And collect their feedback when they finish.1.What personality mentioned in the activities on page 103 are typical of men andwhich of women?2.Read this very old nursery rhyme. What does the rhythm say about boys and girls?What are little girls made of?Sugar and spice and all things nice.That’s what little girls are made of.What are little boys made of?Snips and snails and puppy dog s’ tails.Step 5 Listening and speakingThis part aims to train students’ speaking and listening skills.A.What is a mature man like and what is a mature woman like? Discuss the questions in groups.Divide students into groups and ask them to discuss the question. As they talk, move around the class to monitor their discussion and offer language support when necessary. Collect their discussion results when they finish. This task will prepare students for the listening task.B.Listen to four people taking about being a mature man and a mature woman. Put their pointsin the table below.The listening task practices students’ skills of note-taking. Before they start to listen, remind students to get ready for note-taking. Tell them to not down only key words by concentratingSection Two ReadingThis section discusses the issue about talktiveness of men and women. Interesting result will be brought out from this text.Step 1 Pre-reading tasksBefore you read, discuss the following questions in groups:1. Who do you think are more talkative? Men or women? Why?2. Do you agree that silence is a quality of men and talkativeness is a feature of women?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 illumination2)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.3)Ask students to summarize the text4)The teacher can put the comprehension check either before or after illuminating the textaccording to the needs of class and the students’ comprehension ability.5)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. clear up to explain or solve sth. 消除对某事的疑虑，解决某事e.g. His appearance cleared up the misunderstanding.2. dismiss v. to refuse to consider someone’s idea, opinion, etc., without thinking carefully about it 对某事不予理会或不屑一提e.g. The committee dismissed his suggestion.3. disprove v. to prove (sth.) to be false 证明（某事物）有误或有假e.g. The allegations have been completely disproved.4. throw up(1) to make sth. rise in the aire.g. The crowd cheered and threw their hats up in the air.(2) bring sth. to notice 使某事物引起注意e.g. Her research has thrown up some interesting facts.5. put up to state (a position in an argument); present (an idea, etc.) for discussion or consideration 提出（意见等）供讨论或考虑e.g. What argument do you have to put up against that?6. turn out to have a particular result, especially one that you did not expect 结果是······e.g. The job turned out to be harder than we thought.7. by no means/not by any means not at all 绝不，一点都不e.g. She’s by no means poor; in fact, she’s quite rich.8. conviction n. a strong opinion or belief 坚定的看法或信仰e.g. It’s my conviction that complacency is at the root of our troubles.9. persistent adj. continuing to exist, happen, or appear for a long time 持续出现的，一再发生的e.g. Despite persistent denials, the rumor continued to spread.10. tag v. to give someone or sth. a name or title, to describe them in a particular way 给······贴标签；把······称作e.g. The country no longer wants to be tagged as a Third World nation.11. speak up to say sth., especially to express your opinione.g. It’s time to speak up for those who are suffering injustice.12. at heart if you are a particular kind of person at heart, that is the kind of person that you really aree.g. I’m a country girl at heart.13. trump v. to do better than someone else in a situation when people are competing with each other超过，胜出，打赢e.g. They were trumped by the national tennis team.Step 3 Post-reading exercises1.Read the article and answer the following questionsHave the students read the text carefully and after the teacher’s text illumination, encourage students to answer the questions to check whether they get a clear understanding of the text.1)What is Matthias’ profession?A: A psychologist.2)Which university does Matthias work at?A: The University of Arizona.3)What is Matthias’ research finding?A: Men and women are equally talkative.4)Why will the fact that Matthias is married come as a chock to some men?A: Because they didn’t expect Matthias to be a married man. They thought all married men would agree on the fact that women are more talkative than man.5)What is the stereotype of women like according to some men?A: Women are chatty species.6)How does Matthias do to be against the stereotype of women?A: He actually counts the number of words used per day by per man and per woman.7)How did Matthias do the counting work?A: He equips some 400 college students with recording devices.8)Why do people think that men and women have different amount of work?A: For example, men were more likely to talk among strangers than women, and mothers more likely to talk with their children than were fathers. If the subject was impersonal orproblem-solving, men took up more of the airwaves. If it is personal, women did.2.Are the following numbers true of men or women, or true of both men and women accordingto some statements in the text?3.DiscussionHow do you interpret the following sentences taken from the text?1)The scientific evidence plays very little part in producing convictions. (para 9)A: This sentence means that people have strong belief in what they think is right and scientific findings cannot convince people to change their opinions or beliefs.2)Men are from North Dakota and women are from South Dakota.A: Since North Dakota and South Dakota are two neighbouring states in the U.S., they are close to each other. This sentence means that men and women are very similar and not so different as many people think they are.3)I have no idea how long the math will trump the myth.A: I don’t know how long it will take science to win the battle of fighting against deep-rooted prejudice and misunderstanding.4.vocabulary and structureHave students do the exercises and then check the answers as a classplete the sentences with the correct form of the words given below.B.Read the sentence in the text: I’m married, and let me tell you that women do talkmore. What pattern follows the verb “let”?In the following sentences, two verbs can be used and one cannot be used. Cross (×)the one that cannot be used.5.writingBoys and girls tend to have different hobbies. In what ways do you think their hobbies differ? What do you think are the possible reasons for the differences? Write a passage about this topic in about 150 words.As students are very clear about their own and their classmate s’ hobbies this should be an easy writing task. Tell students to open up their hearts and say what they really want to say. Remind them to edit their writing when they finish. Ask them to pay attention to some editing rules, such as verb-tense consistency, subject-verb agreement and grammatical correctness. Section 3 Language in use: emotional emphasisStep 1 test your grammarHave students do Exercise A. They may find it difficult when doing the first few sentences. Give them time to think so that they can find out the answers by themselves. Brief discussion will help them understand this grammar point better.A.Look at the sentences and underline the words or expressions that express emotionalemphasis.B.What are the main ways of giving emphasis? Discuss with your classmates.Divide students into groups and encourage them to brainstorm the main ways of giving emphasis in English.Step 2 illumination and developmentBriefly explain the grammatical knowledge of the uses of “emotional emphasis”. Then ask students to finish these exercises. Check their work when they finish.Being used for communication between people, English Language often expresses theemotions and attitudes of the speaker and it is often used to influence the attitudes and behavior of the hearer.There are many ways of giving emotional emphasis:2. Exclamatory Sentences:➢感叹词（以及副词、形容词）表示的感叹句：Alas! 哎呀!Oh! 啊!哦!哎哟!Well! 好啦!Why! 什么（话）！嗯！岂有此理！好好！Excellent! 好极了！➢短语表示的感叹句：Dear me! 哎呀！Great Heavens! 天哪！My goodness! 嗳呀！None of your nonsense! 不要胡扯了！➢从句表示的感叹句：(1) As if it were my fault! 好像是我的过错似的!(2) To think a scandal of this sort should be goingon under my roof! 真想不到这种丑事竟然出在我们家里!➢表语表示的感叹句：(1) Just my luck! 唉，又倒霉了!(2) Sorry，my mistake! 对不起，是我的错!➢How用于感叹句的几种句型：How＋形容词How lovely! 多可爱啊!How nice! 多好啊!How kind of you! 您好客气!How＋形容词＋主语＋谓语How tall she is! 她个子多高啊!How fond he was of it! 他多么喜欢它啊!How＋副词＋主语＋谓语How well George writes! 乔治写得多好啊!How beautifully she sings! 她唱歌唱得多美啊!How＋主语＋谓语How he ran! 他跑得多快啊!How they shout! 他们叫喊得多厉害呀!How＋形容词（＋名词）＋谓语＋主语(1) How strange and impressive was life! 人生是多么奇妙动人啊!(2) How precise and thorough are her observations!她的观察是多么准确和透彻啊!(3) For how many years have I waited! 我等了多少年呀!➢What用于感叹句的几种句型：●What＋a/an/the＋名词What a fool! 真是个傻瓜!What a pity! 真是遗憾!What the heck/dickens!（你讲的）什么玩意啊!●What＋名词What luck! 多幸运啊!What fun! 多么好玩啊!●What＋（a/an）＋形容词＋名词What funny stories! 多么好笑的故事!What terrible luck! 太不走运了!What a rotten day! 多倒霉的一天!● What＋ a/an＋形容词＋名词（＋主语）＋谓语What an enormous crowd came! 来了多么大的一群人呀!●What＋名词＋主语＋谓语What lovely flowers those are! 那些花多美啊!Step 3 Doing exercisesThen ask students to finish these exercises. Check their work when they finish. Try to encourage students to explain the answers by themselves. The teacher is supposed to offer some explanations where necessary.A.Match a word in Column A with a sentence or a part of a sentence in Column B to from anew sentence.B.Fill in the blank with the words or expressions below.Step 4 Vocabulary building: Compound word (4)The adjective compound “problem-solving” in the text is formed by a noun “problem” and a verb plus-ing “solving”. Many other examples of this type can be found in English.Explain this grammatical phenomenon with examples. Then ask students to finish exercises by themselves and check when they finish. Try to encourage students to explain the answers by themselves. The teacher is supposed to offer some explanations where necessary.A.Match a word in column A with a word in column B to form an adjective compound.Work out their meanings.B.Fill in the blanks with the compound adjectives in exercise A.Section 4: Project: How different are boys and girls in learning English?This research helps students know more about the differences between learning strategies used by boys and girls. By doing the research, students can learn useful methods for English learning from their classmates. Ask students to do the research by following the steps given. Give them enough time to present their research findings.It is found that boys and girls tend to use different strategies in learning English. Do a class survey and see how different they are. You may follow the following steps:Step 1 Work in groups. Each member of your group should interview at least five boy students and five girl students from your own or other classes (Remember each student should be interviewed only once), and make a list of about 10 pieces of information about the way each student learns English.Step 2 Return to your group and put all the information together. List different learning strategies used by boys and girls. Select five common ways for each.Step 3 Write a report about the differences between the strategies used by boys and girls.Step 4 Present your report to the whole class, and see how different your research findings are from those of other groups.Section Five Extension and Cultural TipsPart 1 Extension: Understanding the differences between men and womenThis text shows the difference between men and women from a physical and psychological points of view. Let students read the text. Give them necessary help if they have language problems. When they finish, ask them to do the discussion and the writing exercise.As the goal of equality between men and women now grows closer, the vision of equality between men and women has narrowed the possibilities for discovery of what truly exists within a man and within a woman. The world is less interesting when everything is the same. My view is that men and women are equal but different. When I say equal, I mean that men and women have a right to equal opportunity and protection under the law. However, I have also observed that men and women are at least as different psychologically as they are physically.Step 1 let the students read the text and finish the comprehension questions Divide students into groups and have them have brief discussions. Encourage them to generate their own ideas based on their understanding of the text. Let them share opinions with other students. And then ask volunteers from every group to express their ideas.1.According to the writer, men and women are equal but different, in what ways does theauthor think men and women are equal? And in what ways are they different?2.Do you agree with the writer’s idea on the differences between men and women? What’syour opinion?3.The writer thinks that many problems arise when we expect or assume the opposite sexshould think, feel or act the way we do. How do you understand this?Step 2 language points illuminationAsk students to list and illuminate the new words and complicated sentences which they think are important. The teacher is supposed to give help and guide where necessary.Step 3 writingWrite a summary of the article in about 100 wordsSummary writing is a good way to see if students have got a real understanding of the text. The following are some tips for summary writing:● A summary is a shorter passage including only the main points●When you summarize, you compress large amounts of information into the fewestpossible sentences.●In order to do this, you include only the main points and main supporting points, leavingout the details.●You must not change the original meaningsHave students finish this task on the class or leave it as homework for them to finish after the class. The teacher should encourage students to add their own viewpoints in it to expand it to a long article if possible.Part 2 cultural tips: Why do women live longer than men?Step 1 introduce the topic and have students brainstormAsk students to read the text and list the reasons why women tend to live longer than men. Students can brainstorm other reasons and have a brief discussion on this topic. Remind students that a healthy lifestyle can increase life expectancy.Step 2 additional materialIntroduce the material as a class, then ask them to make a brief discussion on how to extent men’s life expectancy.Across the industrialized world, women still live 5 to 10 years longer than men. Among people over 100 years old, 85% are women, according to Tom Perls, founder of the New England Centenarian Study at Boston University and creator of the website .One important reason is that women develop cardiovascular disease, like heart attack and stroke, usually in their 70s and 80s, about 10 years later than men, who develop them in their 50s and 60s.Another more complicated possibility is that women have two X chromosomes, while men have one. (Men have an X and a Y.) So, in women, cells can perhaps be protected by a slightly better variation of a gene on the second X chromosome. Men don't have this luxury and don't get this choice.There are a few other reasons that men die earlier in lifemore often than women.●Men in their late teens and 20s go through something called "testosterone storm." Thelevels of the hormone can be quite high and changeable, and that can induce some pretty dangerous behavior among young men. They don't wear their seatbelts; they drink too much alcohol; they can be aggressive with weapons and so on and so forth. These behaviors lead to a higher death rate.●Another area where we see higher death rates among men is among the depressed —especially older men. If they attempt suicide, they are more likely to succeed than women.About 70% of the variation around average life expectancy is probably attributable to environmental factors — your behaviors and your exposures.●Men smoke a lot more.●Men eat more food that leads to high cholesterol.●Men tend not to deal with their stress as well as women. They may be more prone tointernalizing that stress rather than letting go.。

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。

大学英语综合教程第二册第二单元教案Unit2

大学英语综合教程第二册第二单元教案Unit2Unit 2 ValuesTeaching Aims:1.Understanding the main idea (one can live a life full of riches without being rich funancially) and structure of the text2.Appreciate the wording (riches) in the title of the text3.Grasp the key languge points in Texts A and learn how to use them in context4.Unerstand the cultural background related to the content5.Express themselves more freely on the theme of Values after doing a series of theme-related reading, listening, speaking, and writing activities6.Write an essay beginning with an anecdote or a piece of news, etc.Teaching Keypoints:1.Grasp the main idea of Text A and language points in Text A2.Cultural background in Text A3.Analysis of the difficult sentences in Text ATeaching Difficulties:1.Writing strategy and style demonstrated in Text A2.Write an essay with an anecdote or a piece of news, etc.Teaching Aids:Teaching, dicussion, exercises, group-activities, student-centredTeaching period: 12classesTeaching Procedure:Step 1Warming up1.Have students listen to the story about Abraham Lincolnbefore class, lead them to finish the exercises on page31, check the answer and explain.2.Have students learn more about the fact that economic development and personal income can't always account for happiness.3.Do you think rich people must be happier than poor people? Why?4.Do you think a poor person can have a life full of riches? How?5.In class, students form two camps to debate the following issue: Mother Teresa has no money, but she took care of the poor in Calcutta until her death. Bill Gates gave a lot of money to charity, but he seldom works in the “frontline”with the poor. Does the world need more love like Mother Teresa's or more money like Bill Gates'?Step 2 Global analysisi of Text A1. Division of the T ext APart1:The writer's encounter with a boy who raised the question “Are you poor?”Part2:In search of an answer the writer finds that not having expensive possessions doesn't make him feel poor mainly because he enjoys life in many other ways.Part3:In conclusion, the writer thinks he's grown to understand more about himself because of the boy's question.2.Understanding the main idea of the text with the help of the questions on page 37-38Step 3. Detailed leaning of Text A1. It was early December 2003, my first season as a Salvation Army bell ringer, whenI was confronted with the questionWhat does a Salvation Army bell ringer do?To ring the bell and ask people to donate money to help the poor.vt. 2. confront:1) (of a problem, difficulty, etc.) face (sb.) threateninglyThe difficulties that confront us seem insuperable.A major difficulty that confronts international students is how best to judge the quality of a program in a foreign university2) (of a person) face and deal with (a problem, difficulty, etc.)军人必须面对危险和死亡。

致用英语综合教程综合英语2 教案综合英语2 教案unit 2

Period One – Around the TopicPeriod Length: 50 minutesGoals-Activate background knowledge about curiosityPurposes-Get familiar with vocabulary related with curiosity and being inquisitive-Obtain background knowledge about curiosity and being inquisitiveStep 1: Vocabulary (20 minutes)-Ask students to work on the Vocabulary on Page 18-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 quiz ‘Are you curious?’ on Page 20 as a whole and give explanations if necessary to understand whether they are curious or not.-Discuss the issue of being curious and inquisitive in groups with reference to the questions listed on Page 18-Discuss both the advantages and disadvantages of curiosity-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 the advantages and disadvantages of being curiousPeriod 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 21 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 23Step 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 24 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 24 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 25 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 25 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-‘so…that…’ & ‘so that’ structures-Compound words 1Step 1: ‘so…that…’ and ‘so that’ structures (30 minutes)-Test grammar knowledge on Page 26 for checking grammar abilities-Work on exercises A, B & C on Pages 26 & 27 in groups-Ask students to present their answers and provide necessary explanations -Give supplementary information on those structures if necessaryStep 2: Compound words 1 (20 minutes)-Work on exercises A & B on Pages 28 in groups-Ask students to present their answers and explain Compound words-Give supplementary information on Compound words if necessaryKey points-Give instructions in English-Explain grammar knowledge in ChineseHomeworkPeriod Six – Extension: Wisdom comes to the inquisitive mind Period 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 Wisdom comes to the Inquisitive Mind on Page 30 in groups -Understand new words and sentences within the group by negotiating in English -Finish Vocabulary Check on Page 31Step 2: Discussion (30 minutes)-Discuss questions listed on Page 31-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: Interview (25 minutes)-Interview classmates for their opinions on being inquisitive with reference on the form and instruction on Page 29Step 2: Report writing (25 minutes)-Ask students to work in pairs or groups to work on the report about being inquisitive based on the interviews-Ask each group to present their reports and provide remarksKey points-All preparations and negotiations be carried in English-Give guidance while students prepare the projectHomeworkPeriod Length: 50 minutesGoals-See abovePurposes-See aboveStep 1: Information Exchange (25 minutes)-Exchange your thoughts about your thoughts and opinions on your results of the interviews.Step 2: Discussion and Debate (25 minutes)-Each group presents the results to the whole class,-Give remarks to the presentations-Group members should also talk about what they have learnt from this interview project.Key points-Give instructions for discussion and debateHomework-Revise writings according to the feedbacks and remarks received-Turn the revised copies before next periodPeriod Nine – Culture Tips: Curiosity Killed the Cat 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 Curiosity Killed the Cat on Page 32-Help on any new words if necessaryStep 2: Open Discussion (35 minutes)-Ask students to offer more stories related to the topic-Encourage students to pay more attention to the advantages and disadvantages on being curious and inquisitiveKey points-All activities be carried in EnglishHomeworkPeriod Ten – Learning to Learn Period Length: 50 minutesGoalsPurposesStep 1Step 2Key pointsHomework。

综合教程2第二单元教案

Unit 2Ⅰ. Teaching AimsBy the end of this unit, students are supposed to➢Grasp the author’s purpose of writing and make clear the structure of the whole passage through an intensive reading of Text 1 The Virtues of Growing Older.➢➢Comprehend the topic sentences in Text1thoroughly and be able to paraphrase them.➢Get a list of new words and structures and use them freely in conversation and writing.ⅡTeaching Important Points➢Text comprehension➢Structural analysis of the text➢Rhetorical features of the text➢V ocabulary exercises➢Grammar exercisesⅢTeaching Difficult Points➢Translation exercises➢Exercises for integrated skills➢Oral activities➢Writing practice➢Listening exercisesⅣTeaching Methods➢Student-oriented communicative teaching, free discussion and interaction.ⅤAllocation of Teaching Hours➢Part 1 Pre-reading questions (10 minutes)➢Part 2 Text comprehension (50minutes)➢Part 3 V ocabulary/Integrated exercises/Writing practice/Listening exercises (90 minutes)➢Part 4 Text Two / Memorable quotes (50 minutes)ⅥTeaching Aids➢Multimedia softwareⅦAssignment➢Do the exercises after class and some extra reading materialsⅧTeaching Contents and ProceduresStep I. Pre-reading questions for discussionDiscuss and answer the following questions.1.What ,in your opinion,are the disadvantages of growing older?2. What do you think are the virtues of being young?3.Most people are afraid of death and therefore afraid of getting older,but are there any virtues of old age that you can observe and appreciate?Step II. An Integrated Analysis of Text 1The Virtues of Growing Older.Structural analysis of the text1. The passage can be divided into three parts.Part One: (Paragraph 1-2 ) this is the introductory paragraphIt tells that our society worships youth and being young is often pleasant ,but being older has distinct advantages.Part Two: (Paragraph 3-5) It describes the virtues of growing older in details:We no longer feel anxious about what others will think ;We have already made many of critical decisions;The greatest benefit of being older is knowing who i am.Part Three:（Paragraph 6）this is a conclusion paragraphThe writer winds up her discussion with a reference to her parents’ contentments in the last paragraph.Step III. Comprehension questionsAnalysis of Paragraghs1-21)Why do people want to hide their gray hair and delay the effect of aging? They worship youth and are afraid of growing older, so they try every means to look young.2)What does the writer mean when she says “it is un-American to say so”?She means these questions seem contrary to the values commonly held by most American people. And the American people would do anything possible to delay aging.3)Does the writer deny the virtues of being young?No, she does not. The writer admits the virtues of being young, but what she really wants to talk about is those advantages of growing older, which are discussed in the subsequent paragraphs. So the last sentence of the second paragraph is both thematic and transitionalParagraph 3AnalysisThe writer, in this paragraph, offers the first advantage of growing older －not being obsessed with one’s appearance. It can be noticed that the technique of contrast is used to project the difference between adolescents and people in their forties:“When my brother Dave and I were teens…”“When Dave and I were young…”“Now, however, Dave and I are beyond such adolescent agonies.”“Now my clothes are attractive yet easy to wear.”“We no longer feel anxious…”These contrasts are focused on two aspects: the shape of their bodies and clothes. With her own experience, the writer drives home her point that adolescents “feel anxious about what others will think”, while older people are happy “as long as we feel good about how we look”.The following question could be asked:1)What is the change in people’s attitude towards their appearance from the writer’s own experience?Old people no longer feel anxious about what others will think. As long as they feel good about what they look, they are happy.Paragraph 4AnalysisThe second advantage is discussed in this paragraph －people in their forties are less uncertain than adolescents. The last sentence pinpoints the writer’s view: what truly worries the young people is not the problem of age, but the unknowns in the future.The following question could be asked:Is it accurate to say that older people are totally free from uncertainty?No, because they still have important choices to make. However, they have already made their major ones, while the young people will meet theirs at every turn. Paragraph 5AnalysisThis paragraph presents the third and the greatest benefit of growing older: the knowledge about yourself (the self-identity). It is implied that lack of this knowledge can bring about a kind of adolescent insanity (in contrast with the sanity of forty-year-olds) expressed in parallel structures “It means…”, “Being young means…”The following questions could be asked:1)What is the meaning of “…wishing you were never born the next”?It is related with first half of the sentence and the complete one should be “feeling happy with yourself one day and wishing you were never born the next day (because you feel so miserable)”.2)How to explain the phrase “keep a running score of everything they didwrong raising me”?It means “constantly reminding yourself of all the unhappy things that your parents did to you in the process of raising you”. Here “score” means “record”Language points.Paragraph 6After sharing her own experience in contrast to adolescents’ problems with the reader, in this paragraph the writer turns to the issue similar to the one mentioned in the first paragraph: the validity of American values on the aging problem. The writer cites her parents’ example to back her view, thus echoing the theme －distinct advantages of growing older makes a better phase of life.Step IV Language points:1.convince v.1)convince sb / yourself (of sth) to make sb/yourself believe that sth is truee.g. you’ll need to convince them of your enthusiasm fo r the job.I’d convinced myself (that) I was right.2) to persuade sb to do sthe.g. I’ve been trying to convince him to see a doctor.2.…glaldly sign with the devil just to be young again: Literally, the phrase “signwith the devil” means “to sign a contract with the devil, so that the devil would help you become young again”. In the text the phrase is metaphorically used to mean “to be ready to do anything, even to work for the devil just to be young again”.3. aging: the process of growing olde.g. our society is full of negative attitudes towards aging and old people.4. dreadv. to feel great fear or anxiety aboute.g. This was the moment he had been dreading.[v -ing] I dread being sick.[vn -ing] She dreads her husband finding out.[v to inf] I dread to think what would happen if there really was a fire here. [also v that]n. a feeling of great fear about sth that might or will happen in the future; a thing that causes this feelinge.g. The prospect of growing old fills me with dread.5.distinct adj. noticeable; unmistakablee.g. There was a distinct smell of gas.His voice was quiet but every word was distinct.Rap is quite distinct from North American jazz or blues.6.(be) obsessed with: to have an unreasonably strong and continuous interest inparticular things or personse.g.. She became obsessed in her old age with what to do with her immensewealth.obsess (about sth) [v] to be always talking or worrying about a particular thing, especially when this annoys other peoplee.g. I think you should try to stop obsessing about food.obsession n. obsession (with sth/sb)7. feverish: adj.[usually before noun] showing strong feelings of excitement or worry, often with a lot of activity or quick movementse.g. The whole place was a scene of feverish activity.a state of feverish excitementfeverishly: adv.e.g. Her mind raced feverishly.8. agony: n. extreme mental or physical pain or sufferinge.g. He lay in agony until the doctor arrived.The worst agonies of the war were now beginning.agonize v. agonize (over / about sth) to spend a long time thinking and worrying about a difficult situation or probleme.g. I spent days agonizing over whether to take the job or not.9. preferable: preferable (to sth / to doing sth) | preferable (to do sth) more attractiveor more suitable; to be preferred to sth 较合意的；更可取的e.g. He finds country life infinitely preferable to living in the city.It would be preferable to employ two people, not one.preferably adv.e.g. We’re looking for a new house, preferably one near the school.cp. pref·er·en·tial : [only before noun] giving an advantage to a particular person or groupe.g. Don’t expect to get preferential treatment.give (a) preference to sb/sthto treat sb/sth in a way that gives them an advantage over other people or thingse.g. Preference will be given to graduates of this university.in preference to sb/sth: rather than sb/sthe.g. She was chosen in preference to her sister.10. critical adj.1) extremely important; cruciale.g. These accusations came at a critical phase in the negotiations.Money is a critical factor in the election campaign.Your decision is critical to our future.2) critical (of sb/sth) expressing disapproval of sb/sth and saying what you thinkis bad about theme.g. a critical comment / reportThe supervisor is always very critical.Tom’s parents were highly critical of the school.11. confront: to deal with something in a brave and determined way; to bring face to facee.g. She knew that she had to confront her fears.confront sb with sb/sth: to make sb face or deal with an unpleasant or difficult person or situatione.g. He confronted her with a choice between her career or their relationship.be confronted with sth.: to have sth in front of you that you have to deal with or react toe.g. Most people when confronted with a horse will pat it.confrontation n.[U, C] confrontation (with sb) | confrontation (between A and B) a situation in which there is an angry disagreement between people or groups who have different opinionse.g. She wanted to avoid another confrontation with her father.12. await v. to wait forto wait for sb/sthe.g. He is in custody awaiting trial.Her latest novel is eagerly awaited.13. sanity: the condition of being mentally healthy; the state of being sensible andreasonablee.g. His story was so extraordinary that we began to doubt his sanity.After a series of road accidents the police pleaded for sanity among drivers.OPP insanitysane: adj.1) having a normal healthy mind; not mentally ill SYN of sound minde.g. No sane person would do that.Being able to get out of the city at the weekend keeps me sane.2) sensible and reasonablee.g. This is the only sane way to solve the problem.14. quirk: a strange or unusual habit or part of someone’s character 怪癖行为古怪；特殊倾向e.g. Children often have these little quirks which they overcome in later life.She always went for three minutes’walk at exactly 10:45 and the robber took advantage of this little quirk.15. tolerate vt. be willing to accept sth. unpleasant or difficult, even though one does not like it orapprove ite.g. As newcomers, they had to tolerate the awful weather and the tough living conditions.16 diet: To eat and drink according to a regulated system so as to lose weight. Collocation:a diet of sth. so much of sth. that you feel boring or unpleasante.g. a constant diet of soap operas on TV 多得令人腻烦的电视连续剧17. beyond prep. outside the range or limit ofCollocation:be beyond sb. be impossible for sb. to imagine, understand or calculatee.g.It’s beyond me why she wants to marry Burton.我不明白她为什么想嫁给伯顿。

全新版大学英语综合教程第二册教案Unit 2 Book 2

Unit 2 The Richest Man in America,Down HomeI. Teaching ObjectivesStudents will be able to:1. grasp the main idea (despite his wealth, Sam Walton remains done-home anddevoted to his team) and the structure of the text ;2. learn to use indirect description in portraying a person and to use keywords for more efficient reading;3. master the key language points and grammatical structures in the text;4. conduct a series of reading, listening, speaking and writing activities relatedto the theme of the unit.II. Key Points: The structure, the writing skill, and the main idea ofthe text will be the focus. Only a few words and sentences, which will be the obstacles for students’ understanding of the text, will be explained in class.III. Difficult Points:Some sentences whose meanings are difficult to understand and whose structures are hard to analyze:1. Line 10（Para. 3）: It was nice, but no palace.2. Line 36-37(Para.10): It buried the Forbes list at the bottom of page 2.3. Line 75-76(Para.20): who was stunned at such generosity after the stingy employer he left to john Wal-Mart.IV. Teaching Materials: Power point and materialsV. Teaching Methods: Lecturing, practicing and discussing.VI. Teaching Timing: 8 sessions of classVII. Teaching Process:1st -2nd periods:Pre-reading; Teacher’s Introductory Remarks and Students’ Discussion related to the topic.3rd -4th periods: While-Reading (Understanding the title of text A; Analyzing the organization of the text; Explaining Difficult sentences and language points in the text; Summing up the main idea of the text)5th-6th periods: Dealing with the exercises aft er Text A. Check on Ss’ home reading (Text B); Post-Reading Task: Theme-Related Language Learning Tasks7th-8th periods: Listening and speaking tasks.A. Pre-reading tasks1. T asks Ss the following questions on the recorded passage:—What happened to Abraham Lincoln one day? (Working as a shop clerk, he overcharged a customer. Although the sum was insignificant, Lincoln walked a long distance to return the money. )— How is the story related to the theme of the unit— values? (Abraham Lincoln regarded honey as an important value)2. Ss do Cloze B in after-text exercises to learn more about the values of American millionaires.3. Rich people I know (15 minutes)1) Before class, Ss are asked to collect stories, news reports, pictures, books, or even video clips (if relevant equipment is available for showing them in class) of rich people.2) In class, Ss form groups of three to four to share what they have collected.3) Groups discuss what values these rich people hold dear.4) Speakers for several groups report their discussion results to the class.5) T reminds Ss to keep these values in mind when they study Text A, and see whether Sam Walton cherishes them or not.B. While-reading tasks1. Text organization (20 minutes)1) T asks Ss to scan the text to see if there is any natural dividing lines separating it into par (The text can be divided into three parts. Between each part, there is a blank line.)2) T draws Ss’ attention to Text Organization Exercise 2, guides them through the directions, that they can grasp the main function of each part.Ss scan the text again to underline all the names mentioned and tell who these persons are.(They are: Jamie Beaulieu, waiter at Sam Walton’s birthday partyJonnie Baker, night manager at the local Wal-MartRichard Hoback, Mayor of Bentonville, ArkansasGordon Garlington, pastor of the local churchJohn Marshall, local barberJim Von Gremp, corporate affairs directorFerold F Arend, retired president of Wal-MartJim Hendren, company lawyer4) Ss will notice that the text transits from Part II to Part IIIwhen the first corporate job -corporate affairs director — is mentioned.2. T explains language points and gives Ss practice (seeLanguage Study). (60 minutes)3. Finding synonyms or synonymous phrases for “down-home”(10 minutes)1) T asks some Ss to explain the title of Text A in their ownwords.2) Ss work alone to find out synonyms or synonymous phrasesfor “down-home”.3) Some Ss report their findings to the class.(Para 5 carry on like plain folksPara 6 folksy waysPara 7 friendly, cheerful, a fine neighbor who does his best to blend in, never flashy, never throwing his weight aroundPara 11 not a front-page person)4) T reminds Ss to vary their own writings by synonyms or synonymousphrases.C. Post-reading tasks1 Using indirect description in portraying a person (25 minutes)1) Ss complete Text Organization Exercise 2 and compare answers with eachother.2) T makes Ss think by asking Ss this question: How does the author revealthese character traits of Sam Walton? Does he come forward to tell usdirectly what Sam Walton is like?T introduces methods of indirect description and writes them down on the blackboard: anecdotes, examples, quotes, comparison and contrast, etc.Ss work in pairs to find out examples of these methods.5) Some pairs report their findings to the class.6) T urges Ss to adopt these methods when describing a person.2. T guides Ss through some after-text exercises. (25 minutes)3. T checks on Ss’ home reading (Text B). (3 minut es)4. Ss do Part IV: Theme-Related Language Learning Tasks. (1 period)5. T asks Ss to prepare the next unit: (2 minutes)1) do the pre-reading task;2) preview Text A.VIII. Assignments:Assignments for 1st and 2nd periods:●Vocabulary Exercises I, II, III in Text A●Listen to the recording of the textAssignments for 3rd and 4th periods:●Review what have been learned in class●Comprehensive Exercises, I, II in Text A●Read the text fluently and imitate the pronunciation and intonation of therecordingAssignments for 5th and 6th periods:●Review what have been learned in class●Language Practice in Text B●Preparations for paragraph recitation and dictation of new words andexpressions in Unit 2Assignments for 7th and 8th periods:●Review what have been learned in class●Home listening: Task 1, 2 and 3●Previewing text A in Unit 3IX. Teaching Reflection:Try to listen to the feedback of the students during and after the course, analyze the weaknesses in teaching and improve the methods as much as possible.The feedback from the students:The methods taken to improve the teaching and learning:X. Appendix: Teaching Contents:A. Text AnalysisTo make a character portrait convincing, an author must refrain from telling readers directly what the person is like. Instead, he/she lets readers deduce.Of all the methods of indirect description, the one used most frequently in Text A is quotation. The author quotes not only Sam Walton himself, e.g. “Th e reason for our success... is our people and the way they’re treated and the way they feel about their company. They believe things are different here, but they deserve the credit”, but also his townsfolk and colleaguesThe text begins with an anecdote: how waiter Jamie Beaulieu had anticipated a lavish mansion at the Waltons, only to find an ordinary-looking household. This kind of beginning lures readers to go on. There are other anecdotes, like how Sam Walton forgot his wallet and insisted on fetching it to pay the local barber, and how he lost 4 straight games after a Wal-Mart employee asked him a question about pricing.Sam Walton is a folksy guy, of which a lot of examples are given. Examples of how generous an employer he is are also plentiful.Jami e Beaulieu’s anticipation and the reality he later found out form a contrast. It reveals SamWalton’s down-home characteristics. When retired company president Ferold F. Arend compared Sam Walton with his previous employer, we appreciate further Sam Walton’s generosity.B. Cultural Notes1. Rolls-Royce: any of the large, expensive, comfortable cars made by the British company Rolls-Royce. Many people recognize them by the small metalstatue on the front of every Rolls-Royce car. The company was formed in 1905—1906 by Charles Rolls (1877—1910) and Henry Royce (1863—1933) and also produces aircraft engines. The Rolls-Royce company was bought by the German company Volkswagen in 1998. The name Rolls-Royce is also used informally to refer to the best product of a particular type.2. dime store: a store offering a wide assortment of inexpensive items, formerly costing five or ten cents, for personal and household use.3. Wal-Mart: any of a very large chain of shops in the US selling a wide range of goods at low prices. The first Wal-Mart Discount City was opened in 1962 by Sam Walton.4. Ford Motor Company: a large US company that makes cars. It was established in Detroit in1903 by Henry Ford, and the first Model T was sold in 1908. The company has produced the Lincoln since 1922 and the Mercury since 1938.5. names: Apart from their surname or last name, most British and American children are given two personal names by their parents, a first name and a middle name. These names are sometimes called Christian names or given names. Some people have only one given name, a few have three or more. Friends and members of a family who are of similar age usually call one another by their first names. In some families young people now also call their aunts and uncles and even their parents by their first names. Outside the family, the expression be on first name terms suggests that the people concerned have a friendly, informal relationship.When writing their name Americans commonly give their first name, their middle initial and their last name, e.g. George M. Cohan. Both given names are used in full only on formal occasions, e.g. when people get married.6. Forbes: an American business magazine. It is noted for its lists of the richest men and women in business. In its November 27, 2000 edition it published one listing the 50 richest businessmen and women in China, headed by Rong Yiren of CITIC with 1.9 billion dollars, followed in second place by LiuYongxing of the Hope Group with 1 billion dollars. The richest businesswoman on the list was Yang Lan of Sun Television, with 63 million dollars.C. Language StudyHe imagined what surely awaited: He imagined what he was surely to see.2. r emote: far away in space o r timeExamples:The supply of electricity to remote mountainous villages is one of the local development projects in Yunnanprovince.Taming the deserts is no longer a dream of the remote futurebut a practical human endeavor.3. d iscount: amount of money which may be taken off the full price Examples: T raditional retailers who’ve opened cyberstores may offer special discounts to online shoppers.Though online bookstores usually offer discounts, don’texpect to save much.4. It was nice, but no palace: The house was nice, but not luxurious.5. O nly in America can a billionaire carry on like plain folks ...: It is only in America that a billionaire can live in the same way as ordinary people...only: In writing and formal speech, you can put “only” at the beginning of a sentence, followed by the word, word group, or clause it modifies, and then you put an auxiliary or “be”followed by the subject of the main clause.Examples: 1. Only here was it safe to prepare and handle hot drinks.2. Only then did Peter realize that he still hadn’t phoned his mother.3. Only when the injured limb is fully mobile will the runnerbe encouraged to re-strengthen it.carry on: behave or conduct oneself in a specific wayExamples:There’s nothing unusual about them. They carry on just like everybody else.He carries on as if he were a millionaire, spending money left,right and centre.folk: people in general (You can refer to people as folk or folks.) Examples: They got married and had kids and lived like other folks.These are the folks from the local TV station.get away with: do sth. wrong or risky without being caught or punishedExamples: They claimed that they knew how to play the system and get away with it.Eric has been getting away with tax fraud for years.6. bird dogs: dogs which hunt birds7. local: of or for a particular placeExamples:The plane was to take off at 6 a.m. and land at 7 a.m.local time. Three-quarters of the investment needed tohost the Olympics would be borne by central and localgovernment.8. treatment: the way you deal with sb. or behave towards them(followed by of)Examples: Like everyone else, I resent his cruel treatment of his old father.The old woman suffered from bad treatment at the handsof her sons. None of them were willing to take care of her.9. by/from all accounts: according to what everyone saysExamples: Tom, by all accounts, is a superb teacher.The Chinese football team will play the Koreans tonight. Itshould be a match worth watching, by all accounts. 10. cheerful: (of sb.) happy in a lively, energetic way; (of sth.) makingyou feel happyExamples: One of the reasons why she is successful is that she is able to remain cheerful in acnsls.They are both very cheerful in spite of their colds.The kindergarten is bright and cheerful, with plenty of toys.I like songs with cheerful tunes.11. blend in/into: If sb. blends into a particular group or situation, orif they blend in, they seem to belong there or are not noticeable, because their behavior is similar to that of the other people involved.(used in the patterns: blend in; blend into sth.; blend in with sth.) Examples: What he said reinforced my determination to blend in with my surroundings.As a newly-appointed manager, he was not sure whether hecould blend in.The painter blended in with the crowd at the art sale. 12.throw o ne’s weight around: behave in an aggressively arrogantwayExamples: Mr. Smith is not much of a manager. He always throws his weight around.Folks don’t like their chairman as he always throws hisweight around.13.reserve: 1) order or book (a seat, book, room, table, etc.)Examples: The service at that five-star restaurant is excellent. I’ll reserve a table for five there.Demand will be huge, so ask your friends to reserve ticketsfor the concert.2) keep for a special use (used in the pattern: be reserved forsb./sth.)Examples: In the United States lanes are reserved for cars with more than one occupant. Some seats on the buses arereserved for the old.14. “Look, he’s just not that way.”: You see, he is not the sort ofperson to reserve seats for himself.15. o pen up: unlock and open the door so that people can get inExamples: Open up, or I break in.They open the school up at 7:45 a.m. so that students canhave more sleep.16. I t buried the Forbes list at the bottom of page 2.: The Forbes listwas arranged at the bottom of page 2 in the Benton County Daily Democrat so that it could not be found easily.17. h eadline: the title of a newspaper article, printed above the articlein large lettersExamples:Headlines in the newspaper are arranged so that they attract attention.The headlines in the newspapers were to please millions ofpeople in China: Beijing to host the 2008 OlympicGames.18. h old to: keep toExamples: John holds to his belief that you can be successful as long as you work hard. She always holds passionately tothe view that her mother is an angel.19. stock: shares of a company that are sold to investorsExamples:You’d better get professional advice before buying stocks or bonds. After a dull start, stock prices moved ahead againyesterday.20.o n the run: continuously active and moving about; try to avoidbeing capturedExamples: I have been on the run all day and I am exhausted.He has to be on the run from one office to another to get thepermit to open a take-away restaurant.He is on the run from the police.21.steer clear of: keep away fromExamples: Children are told to steer clear of troublemakers.Members of the club steer clear of controversial issuessuch as religion.22.But the real story in his mind is ... : But what is always on hismind is23. make up: form the whole of (sth.)Examples: Women make up nearly 50% of university entrants.The college is made up of fourteen departments and fiveresearch centers.24. liable: likely (to do sth.)Examples:It’s liable to snow heavily tomorrow.The sports meeting is liable to be postponed until nextweek because of the bad weather.25. as laid down...: as establishedlay down:officially establish a rule, or officially state the way in which sth. must be doneExamples: Conditions for membership are laid down in the soccer club rules.The school authorities have issued a new booklet layingdown regulations for Students.26. loyalty: the quality of staying firm in your friendship or support forsbisth.; a strong feeling that one wants to be faithful tosb./sth. (followed by to)Examples: My father is a soccer fan. His loyalty to the local team has taken him all over the country to see them play.Once his mind was made up, General Lee never changedhis loyalty to the South.27.s ystem: 1) set of ideas, theories, principles, etc. according to whichsth. is doneExamples: Most of the teachers are doing research work, trying to find a goodsystem of teaching English.The classification of the books in the library follows theDewey Decimal System.All the employees are required to work on an eight-hoursystem.2) g roup of things or parts working together as a wholeExamples:With the further development of automation, morecomplicated control systems have come into being.Manned space vehicles have life-support systemsdesigned to meet all the physical needs of the crew. 28. c ut prices and margins to the bone: reduce prices and marginsconsiderably or dramatically29. qualify: have or give (sb.) a legal right (to sth./to do sth.)(followed by for or infinitive to)Examples:A few useful skills — English teaching, for example —qualified foreigners for work visas.Highly trained staff are well qualified to give practicaladvice to students when they select courses.30. option: 1) (in business) an agreement or contract that givessb. the right to buy or sell sth. such as property or sharesat a future dateExamples:With cash, stock options and the promise of vastresources, Microsoft has attracted faculty elites to itsresearch center.Jones has taken an option on that house.2) s th. you can choose to doExamples: She has the option of entering graduate school orstarting her professional career. Analysts say that thelaunch of the euro offers a new and attractive option. 31. scholarship: (award of a) grant of money to a scholarExamples: He can’t afford to go to college if he doesn’t win ascholarship.Some companies have set up scholarships for bothstudents and teachers at ouruniversity.32. and the like: and other things of the same sortIf you mention particular things or people and then add “and the like”, you are indicating that there are other similar things or people that can be included in what you are saying.Examples: Many students are also keeping fit through jogging, aerobics, weight training, and the like.Always carry your passport, money and the like with youwhile you are traveling abroad.33. cultivate: 1) make a special effort to establish and develop (sth.)Examples: They encourage students to cultivate special interests in theoretical physics.Some students try to cultivate a love of art.2)prepare land and grow crops on itExamples: They cultivated 500 acres in the suburb.The remote area has barely been cultivated for decades.34. reward: give sth. to (sb.) in return for work or services (used in thepattern: reward sb. for sth. with sth.)Examples: The officer is to be rewarded for his efforts with promotion to the rank of inspector.If you do well in the final exams, I will reward you with atrip to Hong Kong.35. retire: (cause to) stop working at one’s job, usu. because of age(followed by from)Examples: Although their careers are important they plan to retire at 50.The school had to employ the retired teachers to give classes.36. ...who was stunned at such generosity after the stingyemployer he left to join Wal-Mart: who, having left his stingy employer to join Wal-Mart, was shocked at such generosity by Walton37. come/get aboard: (AmE, infml) joinExamples:New employees who came aboard in the last six weeks have not been tested.This is her second promotion since coming aboard.38. the way they’re treated: how they’re treatedWhen “the way” is followed by a defining relative clause, this clause can be either a “that” clause or a clause beginning with “in which”.For example, you can say “the way she told the story”, “the way that she told the story”, or “the way in which she told the story”. There is no difference in meaning.Examples: Scientists have spent years studying the way the brain retains information.The information highway will have an unimaginableimpact on the way people communicate with each other.39. deserve: be sth. or have done sth. for which one should receive (areward, special treatment, etc.); be entitled to (not used in thecontinuous tense)Examples: I am only partly responsible for the success of this book,my collaborator deserves more credit.They deserve a better salary for the job they do. Mary deserves a reward for her efforts。

综合英语教程2学生用书第二版课程设计

综合英语教程2学生用书第二版课程设计1. 课程背景综合英语教程是专门为非英语专业本科生编写的一套英语教材。

本教材涵盖了英语的听、说、读、写四个技能，并加入了词汇和语法的练习。

此次课程设计是基于综合英语教程2学生用书第二版的基础上进行的。

2. 教学目标•在听力方面，学生可以听懂英语演讲，新闻报道和广告等日常语言的内容，并掌握听力理解技巧。

•在口语方面，学生可以进行日常英语交流，掌握基本的口语表达和交际技巧。

•在阅读方面，学生可以读懂专业性较强的文章，理解较为复杂的句子结构和常用的学术词汇。

•在写作方面，学生可以用英语写一份符合要求的邮件和简历，掌握基本的写作结构和表达技巧。

•在词汇方面，学生可以掌握1500个左右的常用单词和短语，理解常见的词汇语法规则。

•在语法方面，学生可以掌握英语的基本语法和句型结构，了解常见的语法错误。

3. 教学内容和方法第一单元：校园生活•听力：听一段有关校园生活的对话并回答问题。

•口语：就校园生活进行讨论。

•阅读：阅读一些有关校园生活的文章。

•写作：写一篇介绍自己校园生活的文章。

•词汇和语法：学习有关校园物品名称的单词和冠词使用规则等。

第二单元：旅游•听力：听一段有关旅游的对话并回答问题。

•口语：就旅游经验进行讨论。

•阅读：阅读有关旅游的文章并回答问题。

•写作：写一份旅游日记。

•词汇和语法：学习有关旅游相关的单词和时态使用。

第三单元：娱乐•听力：听一段有关娱乐活动的对话并回答问题。

•口语：就娱乐活动进行讨论。

•阅读：阅读有关电影、音乐和电视节目的文章并回答问题。

•写作：写一篇自己最喜欢的电影或音乐作品的评论。

•词汇和语法：学习有关娱乐活动的单词和形容词比较级和最高级。

第四单元：职场生活•听力：听一段有关职场生活的对话并回答问题。

•口语：就职场经验进行讨论。

•阅读：阅读一些有关职场生活的文章。

•写作：写一篇自己的求职信和简历。

•词汇和语法：学习有关职场用语的单词和时态的使用。

致用英语综合教程综合英语2教案综合英语2教案unit

Section One Around the topicStep 1 Topic introduction:The topic of this unit is about cyberspace. This unit provides some information about the history of the internet and discusses some uses of the internet that have grown dramatically in recent years. The main reading text enables students to access and reflect on the future of cyberspace. In the Extension part, students will read about the benefits of a digital library.Step 2 watch the video1.Watch the video “April Fool’s Day in the Internet Age”. What tricks did the websites play?How are they different from the past?2.How has internet changed your life? Discuss in groups.Play the video twice and try to have students think about the questions in the PPT and then ask some volunteers to express their viewpoints.Step 3 Your ideasA.Which of the following famous IT faces do you recognize? Do you know what they arefamous for?Start the unit by encouraging students to think of IT entrepreneurs and their IT business success. The aim here is to get students talking about the benefits they enjoy in the electronic era. Ask students to identify the three IT entrepreneurs and match them to their companies.Conduct a class feedback and familiarize students with the benefits of high-tech products. If there is enough time, the teacher can add some questions such as how do they like the products of the above three companies, etc.B.How often do you use products made by these international IT giants? Has your life becomemore convenient since you started to use them? Share your ideas in pairs.Encourage student to discuss the effects of information technology on our daily life. You may elicit topics and write them on the board to start students thinking, e.g. travel, education, communication, food, interpersonal relationships, work, hobbies, sports, money, health, family, agriculture.C.How often do you do the following things?●check e-mail●chat on the net●buy things through internet●listen to music on the net●learn English on the net●play games●search information●read e-books●read news reports●watch movies onlineInvite some students to talk about their own internet experiences.Step 4 vocabularyA.Many web-related words are newly created or are common words assigned with newmeanings. Match the following words with their definitions.Ask students to do this exercise in pairs. Check answers by asking students to read out the definition of each word.Answers:1.BBS2.browser3.virus4.e-mail5.hacker6.cyberspace7.e-commerce8.blogB.Do you know any other new words in the computer world? Describe and explain them inpairs.Encourage students to brainstorm more words related to the cyberspace or the computer world.Step 5 Listening and speakingThe aim of this section is to help students learn about the drawbacks of searching information on the internet. Ask students to think of their own experiences of using the internet as a tool when doing homework. Is it time-consuming or is it worth the while to do so?Are you easily distracted by looking at other things? Play the recording and ask students to tell whether the statements are true or false.A.Listen to a man and a woman talking about surfing the internet. Decide whetherthe following statements are true (T) or false (F).Play the recording once or twice if necessary. Ask students to take notes while listening to the recording, and tell them the importance of taking note in the listening practice.And then ask for the feedback from several volunteers and check the answer together asa class.B.Listen again and answer the following questions.1.What has the man been doing for the last few hours?2.What information did the man want to find?3.Why does the woman say surfing the internet can be distracting?4.What is the thing the man really doesn’t like about the internet?Play the recording again and encourage students to improve their notes and find answers from the notes. Then check the answer as a class.C.Work in groups and discuss the following questions.1.How convenient is it for you to use the internet on campus?2.Do you regularly chat in a certain online group? What’s it about?3.What topics do you usually talk about when you chat online?Divide students into groups and have them discuss on the above questions and exchange ideas, then ask several representatives from each group to express their ideas.Section two ReadingStep 1 introductionThe topic of this unit is about cyberspace. This unit provides some information about the history of the internet and discusses some uses of the internet that have grown dramatically in recent years. The main reading text enables students to access and reflect on the future of cyberspace.This is an argumentative article, aiming at discussing the future of the internet. In the firsttwo paragraphs, the writer presents the definition of cyberspace and the influence of the internet---the soaring use of the internet leads to the heated discussion of the net future. In the following paragraphs, the writer views the net future from two opposite opinions. Some are pessimistic, particularly because of the threat of cybercrimes. Others are optimistic, because life has been made easier and more convenient. This article ends with uncovering the nature of the internet---a non-existing entity.Step 2 pre-reading questionsDiscuss the following questions in groups:1.In what way has the Internet made our life easier or less convenient?Read the question as a class. Divide students into groups and assign a group leader to take notes on the advantages and disadvantages of using the net.1.Imagine life in the next 20 years. How do you think the Internet will further change our lives? Ask students to discuss he question in pairs or groups. Students may have interesting and creative ideas. Let their imagination go!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. backbone n. the most important part of an organization or group of people 骨干，中坚e.g. Such people are the backbone of the country.2. case n. actual state of affairs; situation 实情，情况e.g. If that’s the case, you’ll have to work harder.3. access n. opportunity or right to use sth. 使用某物的机会或权利e.g. Students must have access to a good library.4. cyberfraudster n. a person who deceives people on the Internet in order to gain money, power, etc. 网络骗子e.g. The Internet has given birth to the cyberfraudster5. chaos n. a state of complete disorder and confusion 混乱；无秩序状态e.g. The wintry weather has caused chaos on the roads.6. crash v. to (cause to) have a sudden, violent, and noisy accident（使）猛撞，（使）撞毁e.g. The plane crashed into the sea.7. essential adj. extremely important and necessary 必要的，不可缺少的，最重要的8. simulated adj. not real, but made to look, sound, or feel real 伪装的，模仿的e.g. The movie’s simulated tropical storm used up huge quantities of water.9. undoubtedly adv. used for saying that sth. is certainly true or is accepted by everyone 无疑地，肯定地e.g. The painting is undoubtedly genuine.10. assimilation n. the process of becoming an accepted part of a country or group 融合，同化assimilate v.e.g. The USA has assimilated people from many different countries.11. physical adj. relating to real objects that you can touch, see, or feel 物质的e.g. the physical world around us the physical environment12. purchase v. to buy sth. 购买e.g. They purchased a large house.13. the masses all the ordinary people in society who do not have power or influence 劳动者阶层e.g. Leaders should trust and rely on the masses.14. dedicated adj.made for or used for only one particular purpose 专用的e.g. a dedicated word processor15. staple n. the main product that is produced in a country 主要产品e.g. Cotton is one of Egypt’s staples.16. productive adj. causing or resulting in sth. 造成某种结果的；产生某种事物的e.g. The changes were not productive of better labor relations.17. charge v. to ask someone to pay for sth. you are selling 收费e.g. I’m not going there again—they charged me ￡1 for a cup of coffee!18. entity n. things with distinct and real existence 实体e.g. The mind and the body are seen as separate entities.Step 3 Post-reading exercises1.The following sentences are taken form the text. Put them back in the correct place.1)We will work in virtual offices, shop in virtual supermarkets, and we will even study invirtual schools.2)In the 1980s, there were only hundreds of users3)Secondly, it is a sort of modern library where anything imaginable can be researched.4)The internet is now also seen as a new form of expression---freedom.5)Information can be easily downloaded using a searching engine.Have students scan the text. Set a gist question, such as “what are the changes brought by the wide use of the internet” to test students’ overall understanding of the text. Then ask students to complete the text with the missing sentences. Let students check their answers in pairs before checking with the whole class.2.Why do experts worry about the future of cyberspace? Why do people feel optimistic aboutthe internet future? Find reasons in the text.Ask students to do this task in pairs. Tell them to look at the two opposite viewpoints and skim through the text to find supporting evidence for each viewpoints. Remind them to underline or note down the evidence and discuss with their partners. When you give feedback, elicit evidence from different pairs and discuss why student s’ views differ.Answers:Reasons to be optimisticWorking lives and leisure time are being changed. The internet has become an essential part of life at our universities, offices, schools and homes.●It has given people a new way to communicate, through e-mail and webcams. Messagesare being sent to people all over the planet form other people who have access to the internet.●With the development of multimedia software, people can click their mouse on a page,view a film clip and listen to music at the same time.●The way we do business and shop are being changed by electronic commerce. Reasons to be pessimisticOne worry is the activity of cyber crime●Young hackers can get into the computer systems of banks and governments.●Cyber fraudsters may deceive people in order to gain money and power.●Cyber terrorists may use the internet to damage computers to cause chaos, and makeplanes and trains crash.3.Vocabulary and structureA.Read the text again. Match the words with their definitionsAsk students to find and underline the words in the corresponding sentences in the text. Tell them to work out the meaning of words from the context. Go around the class to monitor their work and offer any necessary help. Check their answers when they finish.Answers:1.case: an example of a particular situation or of something happening2.cyberfraudster: someone who cheats people on the internet3.chaos: a confused and disordered situation4.staple: the main product that is produced in a country5.entity: something that exists as a single and complete unit6.deceive: to trick someone7.charge: to ask someone to pay8.physical: relating to real objects that you can touch, see or feelB.Read the following sentences taken from the text. Underline the verbs referring to the futureand decide:a.which talks about a future event we can predict from present situation.b.which expresses our views and intentions in the near future.The aim here is to practice using “will”and “be going to do”to talk and write about the future. Ask students to work in pairs, find the sentences in the text and discuss the uses of the two future forms.C.Study the meaning of conjunction “as” in the following sentences. Then explain the meaningof “as” n sentences 1-4Have students read the sample sentences. Clarify and summarize the function of “as” in each sample sentence. Ask students to explain the meaning of “as” in the following sentences.Answers:1.at the same time2.because3.what Napoleon has said before4.although4. WritingSome people are optimistic about the future of cyberspace, but some are pessimistic about the changes brought by the use of the internet, write a paragraph about the predictions you make about the life by the year 2050. you may start by listing the possible changes or problems of the internet.Elicit both optimistic and pessimistic predictions. Help students state and list their views onthe board, for example, “I think there will be no newspapers”, “I think all newspapers will be in color.” Ask students to discuss the future of cyberspace in small groups. The groups report to the class and see if their views are shared by the rest of the class. Remind students of the correct use of future forms and computer vocabulary in their writing. This task can be either left as homework for students or done on class if time is enough.Section 3 Language in use: type 1 conditional and type 2 conditionalStep 1 test your grammarStudents may have already learned the different uses of the modal verb “would”. However, they may find themselves not so sure about the correct answer to these questions. This grammar exercise aims to further enhance students’ understanding of “would”.Read the examples sentences as a class. Ask students to explain the use of “would” in each sentence.The word “would”has several different uses. Look at these examples and decide which sentence expresses the future in the past, which expresses a situation which is contrary to reality and which expresses a habitual behavior in the past.a.When I was a kid, I would get up at 7:00 and take the dog for a walk.b.If I were taller, I would join the police force.c.In Paris Hans met Christina, whom he would marry three years later.Step 2 illumination and developmentBriefly explain the grammatical knowledge of the uses of “type 1 conditional and type 2 conditional”. Then ask students to finish these exercises. Check their work when they finish. Type 1 conditionalType 1 conditional is used to discuss things that will probably happen in the future as the result of something else that happens in the present.The first conditional consists of two clauses, one with If + simple present verb and the second with simple future verb, as in, "If you do something bad, something bad will happen to you."We can also use the first conditional to make predictions about the future. For example, we can predict that "If my brother crashes the car tonight, my mother will be furi ous.” Type 2 conditionalType 2 conditional refers to present and future situations. It is used to talk about unreal—impossible, improbable or imaginary—situations. It refers to an unlikely or hypothetical condition and its probable result.Type 2 conditional consists of two clauses, one with if + subject + simple past verb and the second with subject + would + verb, as in, “I would buy a big house if I had a million dollars.”Step 3 Doing exercisesThen ask students to finish these exercises. Check their work when they finish. Try to encourage students to explain the answers by themselves. The teacher is supposed to offer some explanations where necessary.plete the sentences with the correct form of the verbs in the brackets.Ask students to fill the gaps with the correct form of verbs according to Type 1 conditional. Ask for class feedback when they finish.B.Who would say these things, A or B?Remind students that these statements are not based on facts.e the cues below to write Type 2 conditional. The first one has been done as an example. Ask students to think of the Type 2 situations in which the statements would be appropriate.Step 4 Vocabulary building: words to do with computerThis section aims to expand students’computer-related vocabulary by forming compounds and collocations.With the development of computer technology, many new words related to computer are created by way of combination, which has greatly enlarged the English vocabulary.1、词义转移、引申许多计算机英语词汇从普通英语中转移过来,词义转移或引申是构建计算机英语词汇的一种常见的方法。

致用英语综合教程综合英语2教案综合英语2教案unit(2)Word版

Period One – Around the TopicPeriod Length: 50 minutesGoalsPeriod Length: 50 minutesGoals-Activate background knowledge about workPurposes-Get familiar with vocabulary related with work-Obtain background knowledge about curiosity and being inquisitiveStep 1: Vocabulary (20 minutes)-Ask students to work on the Vocabulary on Page 150-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 activity on Pages 150 & 151 as a whole and give explanations if necessary to understand the necessity of work-Discuss the issue of work with reference to the questions listed on Pages 150 & 151-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 the advantages and disadvantages of being curiousPeriod Two – Reading (1): The Metropolitan Police Period 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 short passage on Page 152 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 Three – Reading (2): The Metropolitan Police Period 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 154Step 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 Four – Reading (3): The Metropolitan Police Period 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 155 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 155 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 156 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-Present Simple and Present Continuous-Phrasal VerbsStep 1: Present Simple and Present Continuous (30 minutes)-Test grammar knowledge on Page 157 for checking grammar abilities -Work on exercises A, B & C on Pages 157 & 158 in groups-Ask students to present their answers and provide necessary explanations-Give supplementary information on those structures if necessaryStep 2: Phrasal Verbs: Liberal or Idiomatic? (20 minutes)-Work on exercises A & B on Pages 159 in groups-Ask students to present their answers and explain phrasal verbs-Give supplementary information on phrasal verbs if necessaryKey points-Give instructions in English-Explain grammar knowledge in ChineseHomeworkPeriod Six – Extension: Do jobs change people? Period 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 Do Jobs Change People? on Page 162 in groups -Understand new words and sentences within the group by negotiating in English-Finish Vocabulary Check on Page 163Step 2: Discussion (30 minutes)-Discuss the job related topics in class-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 Seven – Project (1): Hunting for Jobs Period Length: 50 minutesGoals-Teamwork abilitiesPurposes-Apply previously learnt words and cultural knowledge into actual use-Develop teamwork abilitiesStep 1: Search for a Job Vacancy (25 minutes)-Work in groups and decide which role you would like: a job hunter or an interviewer? With reference to Page 160.-Read the above help-wanted ad. What qualities are needed for a good manager?Step 2: Vocabulary (25 minutes)-Ask students to work in pairs or groups to work on the vocabulary about jobs-Write down the questions you should ask the job hunter or interviewer.Key points-All preparations and negotiations be carried in English-Give guidance while students prepare the projectHomeworkPeriod Eight – Project (2): Hunting for Jobs Period Length: 50 minutesGoals-See abovePurposes-See aboveStep 1: Act out a job Interview (25 minutes)-Find a partner, either a job applicant or an interviewer and act out an interview. Be polite and friendly. You should at least interview or being interviewed once. .Step 2: The Best Person for the Job (25 minutes)-Students who have conducted interviews report to the class. First tell the class which questions you asked and then state clearly the reasons why you think you have chosen the right applicant.-Give remarks to the presentations-Group members should also talk about what they have learnt from this project.Key points-Give instructions for discussion and presentationHomework-Revise writings according to the feedbacks and remarks received-Turn the revised copies before next periodPeriod Nine – Culture Tips: What Drives US EmployeeSatisfactionPeriod 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 What Drives US Employee Satisfaction on Page 164 -Help on any new words if necessaryStep 2: Open Discussion (35 minutes)-Ask students to offer more stories related to the topic-Encourage students to pay more attention to the situations that may occur in the job situations in the future.Key points-All activities be carried in EnglishHomeworkPeriod Ten – Learning to LearnPeriod Length: 50 minutesGoalsPurposesStep 1Step 2Key pointsHomework（注：可编辑下载，若有不当之处，请指正，谢谢!）。

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 topic of this unit is about time management. Students often feel anxious because they have a lot of things to do and there’s never enough time. One big problem is that they don’t know how to manage their time. Time is fair to every one. We should learn to do things efficiently. Step 2 Your ideasBelow are some sayings about time. What do they mean? Do you agree with them? Work in groups and discuss your understanding of each saying.Time flies 时光飞逝。

Time is money 时间就是金钱。

Time and tide wait for no man. 岁月不等人。

Time stays long enough for anyone who will use it.对于善于使用的人来说，时间总是足够长。

Time you enjoyed wasting is not wasted time.你高高兴兴“浪费”掉的时间不算浪费时间。

To think too long about doing a thing often becomes its undoing.做事时考虑的太多反而做不成事。

There is never enough time to do everything, but there is always enough time to do the most important things.永远没有做够的实践来做所有的事，但永远有足够的时间来做最重要的事儿。

致用英语综合教程综合英语2教案unit.doc

致⽤英语综合教程综合英语2教案unit.docSection One Around the topicStep 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 theThe teacher can offer students a particular situation for students to practice in which students can 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 informationwith others. Pick some volunteers to answer these tow questions as representatives of their group. Step 2 Text illumination 1)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 theimportant 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?2.Discussion: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./doc/4b8dffd1f68a6529647d27284b73f242326c3101.html 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。

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Period One – Around the Topic
Period Length: 50 minutes
Goals
-Activate background knowledge about travelling
Purposes
-Get familiar with vocabulary related with travelling
-Obtain background knowledge about travelling
Step 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 screen
Step 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 front
Key points
-All activities be carried out in English
-Inspect each group for the purpose of guidance and promotion
Homework
-Think in depth about the issue of travelling
Period Two – Reading (1): Travelling without Trampling Period Length: 50 minutes
Goals
-Vocabulary and grammar
-Discourse knowledge
Purposes
-Learn new words and expressions
-Understand key grammar points
-Understand related discourse knowledge
Step 1: Pre-reading Tasks (15 minutes)
-Discuss briefly the questions on Page 121 in groups
-Check briefly the preview results from students
Step 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 grammar
Step 3: Summarization (10 minutes)
-Summarize the words and sentences
-Summarize the text learnt
Key points
-Instructions and tasks carried in English, Chinese is used only when necessary Homework
-Review the learnt sections
-Preview the following parts and exercises
Period Three – Reading (2): Travelling without Trampling Period Length: 50 minutes
Goals
-Vocabulary and grammar
-Discourse knowledge
Purposes
-Learn new words and expressions
-Understand key grammar points
-Understand related discourse knowledge
Step 1: Pre-reading Tasks (15 minutes)
-Discuss briefly the previously learnt part for understanding
-Check briefly the preview results from students
Step 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 123
Step 3: Summarization (10 minutes)
-Summarize the words and sentences
-Summarize the text learnt
Key points
-Instructions and tasks carried in English, Chinese is used only when necessary Homework
-Review the learnt sections
-Preview the following parts and exercises
Period Four – Reading (3): Travelling without Trampling Period Length: 50 minutes
Goals
-Enhance the vocabulary ability
Purposes
-Learn detailed usage of certain words
-Learn detailed usage of certain language structures
Step 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 answers
Step 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 answers
Step 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 answers
Key points。