新视野大学英语预备级2第一单元课时2教案新部编本

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新视野读写教程第二册教案Unit1

新视野读写教程第二册教案Unit1Teaching Plan for Unit 1 Course：College EnglishInstructor Module Unit 1 A Time-Conscious AmericansB Culture ShockTime 180m Teaching Aids Multi-mediaTeaching Objectives 1.To help the students have a good understanding of the passages inthis unit；2.To help the students grasp the usages of some important words,phrases and expressions in the unit；3.To enable the students to analyze the structure of Text A andsummarize paragraph meaning of Text B4.To introduce the basic reading skills of this unit: Reading for theMain Idea in a Paragraph5.To help the students master how to develop a paragraph a generalstatement supported by specific details.Chief Points & Difficult Points 1.Get the main idea of the passage.2.Master some useful expressions & sentence structure in thepassage.3.Understand the structure of the text.Prerequisites Before coming for class, students should1.identify some important words for the topic.2.scan the text for main ideas.3.visit library to research about information concerning theunit.TeachingMethodsThe mixture of listening, speaking, reading, practicing and writingReference Books Teacher’s Book of New Horizon College EnglishLongman Dictionary of Contemporary English (English-Chinese) Oxford Advanced Learner’s Engli sh-Chinese Dictionary Longman Dictionary of American EnglishTeaching Contents Time Allotment 0B Section AI. Warm-up Activity1.Topic Discussioni.Student’s Disc ussionii.Teacher’s Summary2.Questions on the Topic and the Passage II. Background InformationIII. Text Structure AnalysisIV. Structured WritingV. Detailed Study of the Texti.Words and Phrases Study/doc/863162892.html,nguage Points VI. Text Summary1.Student’s Presentation2.Teacher’s SummaryVII．After-text A ExercisesSection BI. Reading SkillII. Warm-up Activity1.Topic Discussion2.Questions on the Topic and the Passage III. Text Structure AnalysisIV. Text Study1.Paragraph Meaning2.Words and Phrases Study/doc/863162892.html,nguage Points4.Summary or Main Idea of the Passagei.Student’s Presentationii.Teacher’s SummaryV. New Words DictationVI. After-text B Exercises VII．Supplementary exercises15m 5m 10m 5m 50m5m 30m 5m 10m 5m 20m5m 15mAssignments 1.Hand in the exercise of TRANSLATION.2.Finish the other after-text A & B exercises after class.3.Supplementary Exercisesi.English-Chinese Translation （5 sentences）ii.Chinese-English Translation （10 sentences）4. Preview Unit 2Unit 1Section A Time-Conscious AmericansI.Warm-up Activity1．Topic Discussioni．Student’s Discussion1) What precious resources do Americans value?― Time and labour.2) What is considered to be a waste of time in the US?― Short conversations or small exchanges with strangers.3) How do Americans save time?― Doing things quickly, avoiding short exchanges, inventing time-saving devices…ii. T eacher’s SummaryAmericans are particularly concerned about time. They clearly realize that life is short and consider time a precious resource. Visitors may find that Americans are always in a rush and under great pressure in daily life. They don’t usuall y exchange smiles or brief conversations because they resent wasting time. Americans generally assess and inquire about others professionally rather than socially, so they start talking business directly without opening exchanges.In order to save time, Americans use quite a few labor-saving devices like telephones, faxes, or emails. Electronic communication is becoming more and more popular, while most personal visiting, which though pleasant, takes longer, is saved for after-work hours or for social weekend gatherings. In the US, unlike in some other countries, quickly solving a problem or fulfilling a job successfully is a sign of skillfulness or being competent.2.Questions on the Topic and the Passage1) What attitude results in a nation of people committed to researching,experimenting and exploring?― The attitude is that if one is not moving ahead, he is falling behind.2) How is time treated in America? And why?― Time is treated as if it were something almost real. People budget it, saveit, steal it, kill it, cut it, account for it; they also charge for it.They do thisbecause time is a precious resource.3) What is likely to be a foreigner’s first impression of the US? And howdoes the writer describe city people?―Everyone is in a rush--- often under pressure. City people always appear tobe hurrying to get where they are going, restlessly seeking attention in astore, or elbowing others as they try to complete their shopping.4) What is the writer’s advice if you “miss smiles, brief conversa tions, smallexchanges with strangers”? And why?― Don’t take it personally. This is b ecause people value time highly, andthey resent someone else “wasting” it beyond a certain appropriate point.5) What will new arrivals in America miss about business calls?― New arrivals in American will miss opening exchanges, the ritual interaction that goes with a cup of coffee or tea and leisurely chats.6) What examples does the writer give to show that Americans work hard atthe task of saving time?― American s produce a steady flow of labor-saving devices. They communicate rapidly through faxes, phone calls, or emails rather than through personal contacts.II. Background Information1.Cultural Conflicts: Each nation has its own conventions.Different nations have different cultures. When two cultures clash, problems in communication may occur. Which side should compromise when there are cultural conflicts? In fact, knowing and understanding the other's culture is the responsibility of both sides, and both sides should be willing to compromise. Educating, rather than complaining and blaming, is the best solution to cultural conflicts.2.Hourglass: A glass container holding fine sand for measuring time, which is narrow in the middle like a figure 8 so that the sand inside can run slowly from the top half to the bottom taking exactly one hour.沙漏：一种装上细沙以用来测量时间的玻璃容器，其颈部细小，形状象一个8字，使得上半部的沙子能缓慢地流到下半部中，其时间正好是一个小时。

新视野大学英语2 Unit 1 Time-Conscious Americans课例分析

新视野大学英语2 Unit 1 Time-Conscious Americans课例分析摘要：我院公共外语教学所采用的教材新视野大学英语第二版是由外语教学与研究出版社出版的一门教材，根据我院学生的英语水平及现状，特将其中一课进行课例分析，说明本课的重难点和教法，可以更清楚地了解教材，了解学生，从而达到更好的效果。

关键词：教材重难点教法目标一、教材及教学内容分析“Time-Conscious Americans”是新视野大学英语第二版第二册第一单元的教学内容，由外语教学与研究出版社出版，该教材实用简单，是国家规划新教材，也是我校一直使用的教材。

本单元以介绍时间观念为题材，以美国人的时间观念为主要内容。

在开展教学的过程中，教师不仅要对学生进行语言教学，同时还要培养学生正确的人生观、态度观。

教学活动以日常交际口语为主，兼顾多种教学方式方法来展开。

本节课学习的内容是lead-in部分，课时为1节课，45分钟。

二、教学目标分析1.知识目标。

学习名词、动词、形容词、副词的词缀搭配，并以例子进行解释说明。

具体的词缀后缀如图所示:2.技能目标。

教会学生一些句型的表达，并利用已学句型进行汉译英与英译汉翻译。

例如：“Americans believe no one stands still.”3.情感目标。

鼓励学生大胆开口说英语，培养学生的自信心，培养学生正确的人生观、世界观和态度观。

三、教学重难点分析1.教学重点。

让学生尽可能多地掌握一些词汇和句型，如“budget”、“restless”、“abrupt”等，如何根据词缀判断词性是其中较难的部分。

2.教学难点。

纠正学生的发音问题，改正语音语调，培养学生学英语的自信心，提高口语交际水平，学会讨论自己的时间观念，相关的句型，并教育学生正确对待自己的将来。

四、教法与学法分析1.教法。

根据英语课程特点和学生实际情况，在整个教学中，从学生原有的知识水平出发，采用多种教学方法，如讨论、提问、对话练习法，由浅入深，由易到难，精讲多练，循序渐进的展开教学。

新视野大学英语预备级2 Unit1

• 一家报纸报道说阿尔弗雷德· 诺贝尔死于 1888年4月13日。该报纸称他是一个拿死亡做交易的人，因为他研制并销售炸药。事实上，诺贝尔所经营的生意使他成为一个大富翁。那家报纸继续报道，介绍了他的年龄、国籍及其他有关他的生意的信息。然而，这位55岁的人从报纸上只看到了关于他 "做死亡生意"的言辞。
• He also thought that if all countries had the same great weapons, they would see how impossible was—that any country fighting a war would surely be destroyed. There would be more wars. Many people of his day also thought this way.
• 2 Alfred Nobel put down the newspaper sadly. No, he wasn’t dead—his brother Ludwig had died, and the French newspaper had made a mistake. All the same, Alfred Nobel was worried. Was this the way the world was going to remember him? He did not like that idea at all.
Alfred Noble: A Man of Peace
• 1 The newspaper reported the death of Alfred Noble on April 13, 1888. The newspaper called him a person who traded in death, because he had developed and sold explosives.

《新视野大学英语预备级2》教案

新视野（预备级第二册）教案New Horizon College English大学外语教研部Unit 1Going out on DatesⅠ.Discussion:A. Do you think parents should give full instructions to their sons or daughters when they have dates? Why?B. Would you do as the author’s mother did to teach your son how to date when he is still young? Why?Ⅱ.Sentence Analysis1. … and most of the guys had gone out on … (Para.2)guy：n. 1) [C] a man男人e.g. Do you know the guy standing behind the bridge?你认识那个站在桥后边的男人吗？2) ( pl.) a group of people 一伙人e.g. Hey, guys! Come here. 嗨，各位！请到这儿来。

Note: 在美国英语里，不论对男士或女士说话，都可以用you guys：What do you guys want to eat? 你们想吃什么？2. … making a scene, and saying … (Para.4)make a scene: give a bad show of oneself 当众吵闹；出丑She wanted to make a good show of herself, but finally she made a scene. 她本来想显示一下自己是个能干的女人，结果却大出洋相。

e.g. I’m ashamed of you, making a scene in the restaurant like that.你在饭馆里那样大吵大闹，我真为你感到羞耻。

新视野大学英语预备级教案(预备级2unit2)

外国语学院教案Section AHomePrerequisites:1.Students should read Text A for the main idea before they come to the class sessions.2.Some type of audio player should be furnished in class, at least for the first period ofinstruction.3.Tapes of the listening material should be available during class hours.4.Text B should be used for class reading activities. Students should not read Text Bbefore they come to class.Proposed Unit Duration:10 class hours (45 minutes each)Suggested Time:I. New Wordspay offin no waywhen it comes to (doing) sth. more than necessaryas a matter of factask forfeel like doing sth.out ofpack upcome byput upcome up1. come to consideration 被提出;被提及Egyptian art came up as a topic. 埃及艺术成为一个话题。

2. happen unexpectedly 发生(意想不到的事情)I can't see you tonight. Something is coming up. 出了点事，今晚我没空跟你见面。

【VIP专享】新视野第二版第二册unit 1 教案

Title:Unit 6As His Name Is, So Is He!Instruction Types:1.lecture and explanation2.discussion and retellingObjective:By way of learning this text , let students know these important devices:1. have a better understanding of main idea and structure of the text; cultural notes2. master the key language points and grammatical structures in the text;3. learn how to present a point of view followed by a comparison and a result4. develop their ability in expressing their ideas in both spoken and written form;5. conduct a series of reading, listening, speaking and writing activities related to the theme of the unitDifficulty& Emphasis:1.key words and expressions2.Know how to analyze and use these devicesMethodology& Strategies:Learner-centered, task-based1. Fast reading to grasp the main idea of the text.2. Intensive reading to get the detailed information of the text.Teaching aids:Blackboard; Teaching materialsTeaching Procedures:Step 1. Warming-up and Lead- in1. Who gave your name and does your name have any special meaning ?2. Does your name suit your image of you; in other words does it reflect the "self" that you created in your life? If not, what name would you choose for yourself ?3. Do you have a nickname? Does it fit your image of you, or does it represent some part of your public image?Step 2: Structure AnalysisPart I (paras. 1-2): Main Idea: By citing an example of a woman called Debbie, the author shows how one’s name has an effect on one’s life.Part II (para. 3) : Main Idea: The author makes clear his statement that throughout history names have not merely identified people but also described them.Part III (paras. 4-7) : Main Idea: To support his general statement, the author presents one example after another in the four paragraphs to show some further arguments. Part IV (para. 8) : Main Idea: Since names are so important, the writer recommends that you change your name if you feel that it no longer seems to suit you.Step 3: Language PointsI. Key words and expressionsA ：Expressions:1．As His Name Is, So Is He! (Title)●as … so… : 表示类比如： --- As is the teacher, so is the pupil. 译文：有其师必有其徒。

新视野Book2 unit1 教案

Unit OneTeaching AimsTo memorize new words and phrases in this unitTo master the grammatical structure —Conjunction “Whereas”To improve students’ reading skill of reading for the main ideas in paragraphsTo learn to write a general statement that is supported by specific details and the reasonTo be aware of American’s attitude to timeTo improve the listening skills of making inferenceTo learn to express likes and dislikes; to make suggestionContentsI. Key words and useful expressions:1. Section A: budget, acute, replace, convention, assess, probe,conduct, elapse, fulfill, account for, charge for, fall behind2. Section B: desirable, clash, hostility, distress, cope, isolation,rejection, favorable, appreciate, adjust to, recover from, go through II. Sentence patterns1. It seems in their eyes as if the task being considered wereinsignificant2. Americans do not assess their visitors in such relaxedsurroundings over extended small talk; much less do they takethem out for dinner.3. However, people are meeting increasingly on television screens.4. Usually, the more important a task is, the more capital, energy,and attention will be poured into it in order to “get it moving”. Warm-up:1. How is time treated in America? And why?2. What precious resource does Americans value and save?3. Do you think studying in a different country is something that soundsvery exciting?Text Study:Section A: Time-Conscious AmericansBackground Information:Cultural differences: Students and teachers need to be aware that the ethnocentric attitudes of writers are precisely the way cultural conflict is encouraged. Why is understanding a culture always the others‟ responsibility? Is it not possible that each culture could be made aware of different conventions? Both sides must work at rising above cultural differences and be willing to compromise… and, in both cases, most likely neither side has access to the cultural conventions of the other so blaming is not the answer. Educating is.New Words & Expressions1. budgetvt. plan the spending of or provide (money) in a plan 为......做预算，编制预算The government plans to budget a new hospital.政府计划在预算中拨款建一家新医院。

新视野英语第二册预备级Unit 1

Call for
• Come and get sb. or sth. • 约请要求 • As we could not fix the car on our own, we called for help. • 由于我们自己修不好车，只得求助他人。 • Need • Success in research calls for much hard work. • 要取得研究的成功需要从事大量艰苦的工作。
bathe
• • • • • • To wash one’s body 洗澡 Some boys don’t like to bathe regularly. 有些男孩不喜欢经常洗澡。 She is bathing the puppy. 她正在给小狗洗澡。
Dress up
• Make one different or more beautiful with clothes. • 打扮化妆 • The actress had been busy dressing herself up before she stepped ont the stage. • 上台之前，这个女演员一直忙着化妆。
Generation
• A period of time in which a human being can grow up and have a family • 代 • The problem of living together are difficult for both the younger and the older generations. • 居住在一起所产生的问题让年轻和老年两代人都感到别扭。
upstairs
• 在楼上 • He ran upstairs when he heard a strange noise. • 他听到奇怪的响声，于是他马上跑上楼去。

新视野2 unit1教案

本次课教学组织与设计课次第 1 次课授课时间第二周星期一第1 至2节课章节名称Unit1 Language in missionText A An impressive English lesson授课方式理论课教学时数2学时教学目标与要求1. To improve students’ oral English by talking about language teaching.2. To grasp the main idea of the text.3. To analyze the structure of the text.教学重点难点EMPHASES：1. Understanding and talking about the topic related to the text.2. The analyzing of text structure.3. The explanation of complex sentences.DIFFICULTIES：1. The understanding of complex sentences.2. The mastery of the key words and expressions: be / feel obliged to do sth, absorbed, get / be serious about, fresh from, etc.3. Concluding the main idea of the text.教学方法手段discussion in class; top-down method; bottom-up method; use of multi-media讨论练习作业1. Remember new words and expressions.2. Read and get familiar with the text.主要参考书目、资料《新视野大学英语读写教程2》（教师用书）外研社Ucreate课程共建项目</> Oxford Advanced Learner’s Dictionary教学后记教案讲稿——————————————————————————————————————Class：Teacher：JinliTotal teaching time: 90 minutesAllocation of time:Part1 Warming up (20minutes)Part 2 Main idea & structure (30 minutes)Part3 Text interpreting and difficult sentences (10 minutes)Part4 New words and expressions (20 minutes)Part5 Homework (5 minutes)Part 1 Warming up (20minutes)English language is the international language meaning 60% of the world’s population are speaking in English. These means that we can communicate well if we do know how to speak the language. It will help you gain friends not just locally but internationally. Also it will open some doors for you to venture on other countries like UK., USA, and the likes to spend either vacation or for studying purposes. Moreover the instructions given in some appliances, gadgets, equipments, food labels and etc were written mostly in English. It will be important that you understand what was written on the instructions so that no harm or accidents will happen.It is the language of America. If you are not planning on using it you don't need to. However, it is one of the most frequently used languages in the world.Short answer questions1. What are the key factors that help people learn English as a foreign language?•Good course, excellent syllabus based on some principles;•Highly developed methodologies, teaching four primary skills of language acquisition;•Put the four skills into a discourse;•Analyze three different kinds of interactions.2. Do you have any problem in English learning?—I always feel it difficult to…—It’s not easy for me to…•understand what others say;•remember so many words;•learn the grammar;•read quickly;•speak in public…3. Do you think grammar is important in English learning?—Yes.•The basic building blocks of a language;•essential for effective communication;•put the words in the right order;•help to convey correct, meaningful message.—No.•as long as one can understand what other is saying;•dynamic and no language is fixed;•speak their native language without having studied its grammar.Listen and fill in the blankListen to a talk about an English learner’s learning experience and fill in the blank in each sentence based on what you hear.1. Michal started learning English by _listening to the Beatles2. Michal feels delighted and proud when he listens to the Beatles because he can understand a lot better.3. Besides listening to English songs, Michal also reads science fiction books in English.4. Michal made a great breakthrough in learning the English language after successfully finishing reading the first English book.5. According to Michal, English learning brings him satisfaction and pleasure.Listen and talk1. How does Michal learn English?•By listening to English songs;•By reading science fiction books in English.2. In your opinion, what is the most effective way to learn English?•Listen to English songs;•Watch English movies;•Read extensively;•Make friends with native speakers.Part 2 Main idea & structure (30 minutes)Ask students to read the passage for about 8 minutes, try to find main ideas of each para and divide the passage into several parts.Main ideas of the passage:This passage is a narrative that talks abou t the author’s personal experience in giving an effective English lesson to his son. He states that students can learn better if they are properly taught.Main ideas of the partsWhat does the son think of the father? (Para. 1)A tedious oddity: a father he is obliged to listen to and a man absorbed in the rules of grammar.Why was the writer shocked by his student’s answer? (Paras. 2-4)She is unable to describe her excursion to Europe with the right words.What conclusion did the writer draw from the example of his student? (Para. 5)Students unfairly bear the bulk of the criticism for these knowledge deficits because there is a sense that they shouldknow better .Part I (Paras. 1-5)the background of the story• The author is absorbed in grammar;• Th e author was shocked by his student’s inability to describe properly her trip to Europe; • Students should not be blamed for these knowledge deficits.Part Ⅱ(Paras. 6-7) Why should students not be blamed for their language deficiency? The learning environment is misleading.They are not learning the language adequately and efficiently in school.Part Ⅲ(Paras.8-10) How should grammar be taught as far as the writer is concerned?• Grammar must be handled delicately, step by step. An effective way of teaching couldarouse children’s interest in learning English grammar. • An example: a grammar lesson with my sonStructure of the textSummary of the textAn Impressive English LessonTo my son, I am a tedious oddity : a father he is obliged to listen to and a man absorbed in the rules of grammar. And I got serious about this because my student was unable to describeHe was shocked by his student’s inability todescribe properly her excursion to Europe. (Paras. 2-4) Thesis of the narration: It is unfair to blame students for their language deficiency. (Para.5)In his son’s eyes, the father is one who he has to obey and an oddity absorbed in grammar. (Para.1) Explains why students shouldn’t be blamed for their language deficiency by providing two reasons and one example. (Paras. 6-10)Elaborates the importance of grammar and vocabulary in learning English. (Paras. 11-13)Narrates another incident where his son unconsciously uttered a grammatically perfect sentence with a subjunctive mood, which made the author so proud of his son. (Paras. 14-17) Introduction bodyConcluding partproperly her feeling on her excursion to Europe. However, it doesn’t make any sense to criticize our students. They unfairly bear the bulk of the criticism for these knowledge deficits because there is a sense that they should know better. On one hand, they are misled by the environment. On the other hand, school fails to adequately teach t he essential framework of language, accurate grammar and proper vocabulary. Perhaps, language should be looked upon as a road map and a valuable possession: often study the road map (check grammar) and tune up the car engine (adjust vocabulary). Learning grammar and a good vocabulary is just like driving with a road map in a well-conditioned car. Precise, effective, and beneficial communication depends upon grammar and a good vocabulary, the two essential assets for students, but they are not being taught in schools.Part3 Text interpreting and difficult sentences (10 minutes)1 If I am the parent who st ill corrects his child’s English, then perhaps my son is right. To him, I am an tedious oddity: a father he is obliged to listen to and a man absorbed in the rules of grammar, which my son seems allergic to. (Para. 1)Meaning: My son is probably right if t here is no other parent like me who still corrects his child’s mistakes in English. To my son, I am a boring and a strange father, who he has to listen to; I am the only one who pays lots of attention to grammar rules, which he doesn’t seem to like.Part4 New words and expressions (20 minutes)★be / feel obliged to do sth.: if you are obliged to do sth., you have to do it because the situation, the law, a duty, ect. make it necessary（因形势、法律、义务等关系非做不可，迫使I think Valentine’s Day is a waste of time, but I still feel obliged to send my wife a card.我觉得情人节是在浪费时间，但我还是觉得有义务送贺卡给我妻子。

新视野英语教程2---读写（大专）unit1教案

新视野英语教程2---读写（⼤专）unit1教案学科英语教材《新视野英语教程2》课题Unit 2 班级课时 6 periods 时间课型New class教法讲授法练习法教具多媒体电脑投影仪教学⽬标1、掌握本单元教学中规定的单词和词组。

2、掌握there is (no) room for..., even so等句⼦结构的⽤法。

3、掌握应⽤⽂：Understanding and Writing Invitation Letters写作技巧。

4、掌握本单元教学中规定的听⼒能⼒及⼝语交际能⼒。

教学重点1、重点：New words and Expressions2、难点：Listening and Speaking教学过程主要教学内容Part One Section AI. New Words and Expressions1. tear down: v.pull down, especially violently; destroy 拆除We have a theatre in town but we are to tear it down next year to make room for the highway.2. golden: a.⾦⾊的(1) of the color of goldDo you refer to the one that has a golden yellow flower, a brown center and a strong stem? (2) made of goldThe medal was golden, so it was sold for quite a lot of money.3.danger: n.the possibility of harm or loss 危险e.g. John should have been aware of the danger of smoking to his health.约翰本该知道吸烟对健康的危害.in danger of: likely to be hurt or damaged byThe trees in the forest have been cut down in such great numbers that the forest is in danger of disappearing.4. line of thinking /thought: a way or method of thinking about something 想法I worry about this line of thinking because it is not good for children.5. resident: 居民n.a person who lives in a placeThis hotel serves meals to residents only.a. Living in a placeIn 1970 about one fifth of resident college and university students were women.6.inspect: vt. examine closely or in detail, especially in order to judge quality or correctness; make an official visit to judge the quality 视察Yesterday a man from the local education committee came to inspect our school.7. inspector: n.an official who inspect somethingThe tax inspector has a complete right to examine the company files.8. structure: 结构n.(1) something formed of many parts, especially a building,The steel structure looks very strange among the small wooden houses.(2)the way in which parts are formed into a whole,Scientists now know quite a lot about the structure of the human brain.vt. Arrange into a whole form, in which each part is related to othersIt is difficult for me to understand why things are structure in such a way in their family.9. claim:v. 声称(1) declare to be true, stateOne should not claim to know what one doesn’t know.(2) ask for, take, or state that one should have something to which one has a rightOn what grounds are you claiming compensation? You have to state reasons.n.(1) a statement that something that is true or realLots of people say that never read advertisements, but this claim is hard to believe.(2) a demand or request for something which one has a right to have,The workers have come out on strike in support of their pay claim.10. register: 注册，登记n.an official record or listAll stores which sell guns must keep a register showing the details of each deal.v.put into an official record or list,They made sure that each book was numbered and registered.11.destroy n. 破坏；毁坏e.g. Our main task was to destroy the enemy’s airport.我们的主要任务是摧毁敌⼈的机场。

《新视野大学英语》预备级Unit 1教案

Unit 1-Preband IObjectives:By the end of the unit, students will be better able tomaster the new words and phrases;have an idea of the structure of biographic writings;practice writing a paragraph that starts with a main event and goes on to describe what led up to it;get to know the makings of outstanding characters.Alfred Nobel: A Man of PeaceI. Warm-up ActivitiesHow much do you know about Alfred Nobel?II. Text Instructioni) Key words, Phrase and Structures1.report vt. & n.vt. write about sth. that has happened报道---It was reported that the great artist would come to our city and give lectures in several colleges.n. C sth. written for what has happened报告；报道---Did you read the newspaper reports about the accident?2. call v. & n.v.a.give a name to 命名；称呼call + sb. +宾语补语---His name is Li Hua but we all call him A-hua.---They called the baby Tom/b. say or think that sb. or sth. is认为……是；把……称为---People called him a hero for what he did.c. telephone sb. 给某人打电话---I’ll call you later. ---Who is calling?n.a.cry 呼声，叫声b.通话（电话）---a telephone call3. continue v.a. go on doing or happening连续；继续---We continued singing until 5 o’clock.b.start again after a break（中断后）再开始---Le t’s have a rest now and continue the text next class.4. remember vi. &vt.a. keep sth. in one’s mind; call back to mind记得；想起---I couldn’t remember ever seeing the singer on TV.b. think about with special respect or honor纪念---I want you to have it. Keep it to remember us both.c. send good wishes to sb.向……问好---Please remember me to your wife.Note: remember doing sth. 记得做过某事；而remember to do sth.指记得去做某事。

新视野大学英语第二册 Unit 1

Once … ,一旦…...便……
2. … which though pleasant, take longer — especially given our traffic-filled streets.
given + n./ that clause ,如果有……,假如；考虑到……
3. … … the telephone service is superb here, whereas the postal service is less efficient.
Part III(para 8) It is taken as a sign of skillfulness or being competent to solve a problem or fulfill a job successfully with speed in theUS.
Ⅴ. Reproduction
2. key words, phrases and some useful sentence patterns;
难点
Teaching difficulties:Readingfor the main ideas in paragraphs
Some key sentence patterns
作业
Assign homework:Recite the appointed paragraph
New Words and Phrases
1. still: not moving, motionless, calm, quiet
e.g. The little girl kept still in her chair watching TV.
小女孩一动不动地坐在椅子上看电视。

新视野第三版Book2 Unit 1 教案

Unit 1Language in missionUnderstanding and LearningOverviewThis unit focuses on learning English with text A talking about how grammar and vocabulary can be taught efficiently and text B how the language can be learned successfully. In other words, one is about how to teach and the other how to learn. The writing style between the two texts is also somewhat different, the first one is more relaxed and humorous, a typical style in English discourse. The tone of the second text however is more formal and serious. When teachers familiarize students with the texts, they need to point out their respective writing styles and also think about how to involve students in class activities from two different angles: teaching vs. learning. Meanwhile students should be encouraged to express their opinions about the current way of teaching in an English class, thereby expressing their thoughts freely. Activities can range from class discussion to peer interview and panel debate such as whether grammar is of crucial importance in learning English and how one can excel when learning that language. Students need to share their learning experience and find out more effective ways to learn English grammar and vocabulary.Section AAn impressive English lessonBackground information1. Learning English grammarThe goal of developing learners’ functional competence in a second language is not a new idea. Originally, the term Grammar referred to the art of writing. As used today by many teachers and learners, grammar is loosely understood to be a set of rules that govern a language. Communicative language teaching has placed a renewed emphasis on the role of grammar, especially in the early stages of instruction. Viewing grammar with all of its components helps language teachers and learners understand the complexity of what it means to know the grammar of a language. Clearly, the goal of language learning in a communicative classroom is for learners to acquire the grammar of the second language in its broadest sense to enable them to understand and make meaning that is, to become proficient users of the language. Research and experience have shown that explicit teaching of grammatical rules does not produce such competence. How should grammar be taught effectively? It still has remained a question to all the language teachers. Detailed study of the text1. If I am the only parent who still corrects his child’s English, then perhaps my son is right. To him, I am a tedious oddity: a father he is obliged to listen to and a man absorbed in the rules of grammar, which my son seems allergic to. (Para. 1)Meaning: My son is probably right if there is no other parent like me who still corrects his child’s mistake in English. To my son, I am a boring and strange father, who he has to listen to ; I am also the one who pays lots of attention to grammar rules, which he doesn’t seem to like.★tedious: a. boring and continuing for too long 冗长乏味的Telling the story has become tedious, as I have done it so many times.讲述这个故事已变得单调乏味，因为我已经讲了这么多次了。

新视野大学英语第二版第一册一单元教案

New Horizon College English (2nd Edition)The Teaching Plan for Unit 1, Book 1 (Reading and Writing)Learning a Foreign LanguageStudents’ level: Band 1Teaching material: Unit 1: Section A: Learning a Foreign LanguageTeaching aims:1. To grasp the main idea of the text by appreciating the narrative skills on time sequence andcause-effect3. To improve students’ reading skill with the help of course markers (signal words)4. To master the key language points in the text and know how to translate them in phrases andsentences5. To master the writing skills on (1) narrative skills according to time sequence(2) cause and effectTeaching time: 5 periodsTeaching method: Communicative approach, task-based approach, traditional approach Teaching evaluation: Speaking, reading, writing and translation1. Speaking: (tips are necessary for slow students; topics are optional)1) Talk about a nice experience in learning English in your middle school.2) Talk about your main trouble in learning English.3) Talk about your idea on on-line learning.4) Share with your partners your advice or good experience in learning English.5) Share with your partner your purpose of learning English.6) Write down your plan in your college English study. (general goal and detailed plan) andsend it to your group leader and your English teacher by e-mail2. Paragraphs for reading aloud (higher requirements of reciting for better students):Paragraphs 7-83. Write a passage with a set of sequential actions or cause-effect writing skills:Topic 1: An unforgettable experienceTopic 2: The reason why on-line shopping is more and more popularReference：Nowadays, more and more people begin to shop on line. Not only young students like this new shopping model, many adults even old people enjoy it.There are many reasons for this new tendency. Firstly, it’s very convenient and easy to shop on line. It’s not necessary to walk a long way to different shops. One just need to sit before computers and click the items he likes and pay on line, what he buys will be sent to him by postal service or express. Secondly, there are a greater variety of goods for one to choose on line than at local shops. It’s fun to browse various goods in this new ways. Finally but not the least important, on-line shopping saves money. Usually the items on line are much cheaper than those at shops.However, sometimes the item one buys is not as good as it looks, so one has to be careful in choosing the on-line shops. Choosing a reliable on-line bank is also important.4. Translate: Key language points （16 positive words and 12 phrases, preferably in sentences)5. Additional words and phrases for dictation : (omitted)Language points1. reward: vt./n.I rewarded my kid for cleaning his own bedroom.He got big reward for saving the rich man’s son.She founds the experience is really rewarding.2. junior: n.( freshman; sophomore; junior; senior)｛ junior: 年小的｛inferior: 次｛ minor: 较小（少）的｛ senior: 年长的｛superior: 优｛ major: 较大（多）的以上各词作为形容词使用时常与to 搭配使用，表示比较3. positive: a. effective, helpful; sure, having no doubt about sth.;e.g.: 1) Don’t just watch me; give me some positive advice.2) We still don’t have a positive answer as to how he died.Are you ___ that the man you saw was the thief? (B)A. rightB. positiveC. doubtfulD. wrong4. access: n. reachinghave/get/gain access to 可以获得，接近accessory: n.e.g.: 1) He was not allowed access to his young brother who was in prison.2) He has accessed to the children at weekends.3) The only access to that building was guarded.5. virtual: a. produced by computer but almost true to the reality; almost what is stated; virtue: n. by/in virtue of 由于，因为（大多是好的）virtue and vice 善与恶e.g.: With the use of the Internet, many virtual communities are set up.6. minimum: a. the smallestn. the smallest amountmaximum: a.(pl.) maxima / maximumse.g.: 1) The minimum passing mark is 40 out of 100.2) He couldn’t join the police because he was below the minimum heightallowed by the rule.7. embarrass: vt. make someone feel upset esp. doing sth. not rightlybe/feel embarrassed 感到窘迫e.g.: 1) It was an embarrassing situation for the gentleman for he couldn’t afford thedinner.2) She felt embarrassed because her husband was drunk at the dinner.8.continual: a. going on all the time without stopping or with only short breaks一段时间内重复的动作，强调动作的间隔性及不变性continuous: a. going on without a break描述“不断的”动作，之间没有间隔e.g.: 1) I am tired of the way he continually complains about everything.2) The plane landed after flying continuously for 16 hours.3) Continual interruptions impede continuous work.9. insight: n. the power of seeing or understanding sth. clearlyinsight into sth. 洞察…e.g.: Visiting the city gave me insight into the lives of the people who live there.10.be well worth (doing) sth.: be rewarding enough for the time or efforte.g.: This report about the effect of modernization on human nature is well worthreading.11. not only…but also…(note: with “not only”or “only”placed at the beginning of a sentence, the sentence order should be inverted)e.g.: 1) Only in the way can you hope to finish the work at the end of this month.2) Not only did we enjoy the film, but we also had a wonderful time.12.feel like (doing) sth. : want to do sth.e.g.: Could we stop playing cards? I feel like having a rest.e across: meet withe.g.: I come across our teacher in the street yesterday.14. trade…for: exchange… fortrade on: make use ofe.g.: 1) He decided to trade his car for a truck.2) He traded on his sister’s kindness to get more money from him.15. participate in: take part ine.g.: I want to have the opportunity to participate in the party.16. now that: conj. Becausee.g.: Now that Jack has arrived, we can begin our English class.17. reach out to: communicate with; contact;reach out for: try to getreach for: hold out one’s hand to get sth.e.g.: 1) With the Internet, we can reach out to our friends by e-mail.2) You must reach out for any opportunity that comes your way.3) He reached for the phone and dialed the number.18. far from: not at allfar away from: 远离e.g.: 1) He is far from being angry.2) My hometown is very far from Kunming.Teaching stages:Step 1: Lead-in with questions (10 minutes): interactive teaching method to make students participate activelyStep 2: Pre-reading Activities: focus on reading skills and reading strategy (find out how the text is conducted) (5 minutes)Step 3: Text analysisCause-effect writing skills and time-sequence writing skills are used in this text. See the following graph.In analyzing the text, key words and phrases should be highlightedWriting tasks:1.The reason why on-line shopping more and more popular2.The reason why more and more people learn English.useful phrases for cause and effect:•Owing to (because of / thanks to) sth…•There are three reasons for this.•The reasons for this are as follows...•This is due to (results from) several factors.• A number of factors could account for…•One reason is that…•… partly because…, partly because…•Many factors that contribute to (lead to/accountfor)… include…3.Your unforgettable experience in your middle school/college lifeUseful phrases in describing time sequence:Firstly, then, secondly, finally, at lastSection BTeaching aim:1. Learn to recognize the six clues to guess or figure out the meanings of unfamiliar wordsin reading: definition, examples, synonyms, antonyms, word stems and affixes, general sense of a sentence.2. Master the 35 active words and 10 useful phrases.3. Understand the general ideas and detail information of the text.Teaching time: 1 periodTeaching method: autonomous study under the guidance of teachersTeaching evaluation:prehension of the text2.vocabulary (filling blanks)3.Dictation of words and translation of sentences.New Horizon College English (2nd Edition)The Teaching Plan for Unit 1, Book 1 (Listening and Speaking)Learning a Foreign LanguageStudents’ level:Band 1Teaching material: Unit 1: Learning a Foreign LanguageTeaching aims:1.Review the newly learned expressions and patterns;2.Improve listening speed;3.Practice conventional skills on greetings and good-byes;4.Widen critical thinking;Teaching time: 2 periodsTeaching method:Communicative Language Teaching ApproachTeaching evaluation: understanding words, sentences and passagesExercises from the textbookListening to words: P1--2; Understanding sentences: P3--4;Understanding passages: P4--6; practicing conventional skills: P7--9;Teaching stages:The whole teaching follows the exercises in the book, specifically speaking,1.Listening to the Understanding Words, with emphasis on the newly learned words;2.Listening to the Understanding Sentences, with focus on the newly learnedphrases and sentence patterns;3.Listening to the Understanding Passages, with stress on understanding the generalidea of passages, getting the details and, if possible, retelling the passage; of course, concerning the content of the passage, the teacher can supplement some background knowledge;4.Listening and practicing Conversational Skills on greetings and good-byes, withthe aim to master the basic expressions;5.Listening, Discussing and Role-playing; Listening to a conversation, then, work inpairs to make up a similar conversation making use of the newly learned conversational skills, and perform in class, with the aim to integrate listening, speaking and understanding to facilitate students’ learning;Topic:Learning a foreign language is : a successful experience?a rewarding experience?a frustrating experience?。

英语预备级教案第二版说课讲解

英语预备级教案第二版英语基础模块预备级教案第2版孙丽娜Unit 1 Hello!Lead-in + Listening & Speaking1．教学内容本课时包括Lead-in & Listening and speaking两部分，具体内容为：见面或分别时用合理的方式打招呼。

2．教学重点、难点教学重点：了解并辨别在不同的时间和场所与不同的人打招呼的基本模式；教学难点：根据对话选择适当的语境，并正确掌握及应用打招呼的各种表达方式。

3．教学目标知识目标：在见面或分别时用英语正确打招呼；能力目标：听---辨别不同的打招呼方式的使用对象、时间及场所；说---用合理的方式打招呼；文化意识：掌握中国人与英美国家的人在见面时打招呼的不同习惯。

4．教学步骤Step I Lead—inActivity 11. Go through the drills A---H, and then ask the Ss to read aloud.2. Listen and tick. (Ss’ individual work)3. The teacher does orally check and feedback.4. Go through the drills again, and get the Ss to tell the proper situation in which each drill could be used.（设计意图：先让学生熟悉各个句型，然后独立完成，教师再作反馈，这个过程可以检验学生的基础水平。

）Activity 21. Look at the 6 pictures, choose the proper greetings for each picture from activity 1.2. The teacher does the check work., individually or from the whole class.Step II Listening and speakingListeningActivity 31. Look and think. The Ss read the pictures and think about the possible greetings from A and B.2. Listen and tick the correct answer.3. Ss Check their answers and the teacher does the feedback.4. The teacher gives an detailed explanation on the choices, especially onChinese and western different ways of greetings.（设计意图：学生对中西方人士打招呼用语的不同可能会有疑问或好奇，教师此时可进一步举例说明，灌输英语文化意识。

新视野大学英语视听说教程第二册第一单元教案

新视野大学英语视听说教程第二册第一单元教案授课题目：Unit 1 Life is a learning curve授课时间：第____周第____周授课类型：实训课授课时数：4教学目的及要求：By learning this unit, the student should1) be able to talk about learning experiences.2) listen for signal words for listing.3) give and respond to advice.4) talk about learning / teaching methods.教学重点及难点：1.Listening skill: listen for signal words for listing.2.Speaking skill: give and respond to advice.教学方法和手段：Task-based communicative, multi-modal teaching through:1.Recording listening;2.Video watching;3.PPT showing;4.Individual work, pair work & group work.教学内容和过程：Unit 2 A Break for FunStep One Opening upRead the following quotes about learning. Do you agree with them Why or why notWe learn by doing.— Aristotle.I partly agree with the quote because it is not the only way of learning: We gain first-hand experience by interacting with theenvironment;We gain second-hand experience by reading books.A little knowledge is a dangerous thing.— Albert EinsteinYes. It is dangerous for a person who knows a little about something thinks he knows it all.The best way to learn is to teach.— AnonymousYes. Going through the process of trying to explain something to others will help you understand, absorb and consolidate what you have learned.Step Two Listening to the worldI.Sharing1.Watch a podcast for its general idea.2.Watch Part 1 and fill in the blanks.3.Watch Part 2 and check the true statements.4.Watch Part 3 and fill in the blanks.5.Work in pairs and discuss the question.II.Listening1.Introduce the listening Skill: Listening for signal words for listing2. Listen for the total number of items at the beginning3. Listen for words and expressions that signal the beginning, followingand end of the listing4. . the last, the final, lastly, and finally5. Listing items with equal value6. . to begin with, to start with, furthermore, moreover, in addition,besides, what’s more, the las t but not the least, lastly, finally7.Words and expressions indicating importance8. expressions: above all, the most important / obvious / noteworthy9.Adjectives: main, vital, significant, chief, central, principal,primary, major, distinctive, and the –est forms of adjectives Listen to Part 2 of the radio program. Then match the people to the film stars they like.10.Listen to a radio program and rearrange the following expressions.11.Listen to the radio program again and complete the table.12.Fill in the blanks.13.III.Viewing1.Read the program information below and check the true statements.2.Read the statements. Then watch the video clip and underline thecorrect alternative.3.4.Read the statements and the answer choices. Then watch the video clipagain and choose the best answers.Step Three Speaking for communication1.Read the statements. Then listen to a conversation and check the truestatements.2.Read the table. Then listen to the conversation and write G for givingadvice and R for responding to advice in the right column.3.Speaking Skill: Giving and responding to adviceGiving and responding to advice in an appropriate way are useful and important speaking skills.Expressions for giving adviceWhy don’t you…My( main/personal) recommendation/suggestion/ is/would be…If that happened to me/ If I were in your place/ if I were you/ In that case, I’d recommend…Do you think it is a good idea…The sooner you…the better.…might work/ would probably work/is worth a try.If you ask me/ The way I see it, it probably would have been better(not) to have…Expressions for responding to adviceThank you, I’ll take that into consideration.Thanks. That sounds good/interesting.I hadn’t thought of that before. Thank you so much for offering that advice.Thank you fo r the advice. I’ll try…Maybe you’re right.Thanks for saying that.4.Look at the pictures and read the conversations below. Then fill inthe blanks using the words in brackets.5.Role-play the situations.Step Four Further practice in listeningI.Short Conversations1 Q: What can we learn from the conversationB The woman should seek help from the writing center.2 Q: Why does the woman choose to learn FrenchD She thinks speaking French is a must for cultured people.3 Q: What did the man do last nightD He attended a speech.4 Q: What made Melissa unhappyC That she lost her chance to enter the contest.5 Q: What does the man think of the woman’s opinionA It is one-sided.II. Long Conversation1 Q: How is the woman doing in the man’s cl assC She often fails to turn in her homework on time.2 Q: What does the woman think of learning SpanishD It presents difficulty for her.3 Q: What do we know from this conversation about the manA He has a good personal relationship with the woman.4 Q: What is the woman most likely to do after talking with the manC Work harder in her Spanish class.III. Passages1.Passage one1 Q: What do you know about the speaker’s Spanish learning experience in high schoolD She showed dissatisfaction with the slow pace of her class.2 Q: What made the speaker feel more frustrated while learning Spanish in high schoolA She had to learn the material that she already knew.3 Q: What did the speaker say about her study of Spanish literature in collegeC It proved to be an unbalanced way to learn the language.4 Q: Which experience benefited the speaker most in termsof her use of SpanishD She taught Spanish speakers how to speak English.2. Passage two1) alternative2) numerous3) traditional4) academic5) countryside6) athletes7) take advantage of8) Secondary9) in a collective effort10) serve as作业:Preview Section B参考文献：1.郑树棠. 新视野大学英语视听说教程（第三版）第二册[M]. 北京：外语教学与研究出版社，2015.2.郑树棠. 新视野大学英语视听说教程（第三版）第二册教师用书[M]. 北京：外语教学与研究出版社，2015.3.夏纪梅. 现代外语课堂设计理论与实践[M]. 上海：上海外语教育出版社，2003.4.秦秀白. 《新世纪大学英语系列教程》第二册[M]. 上海：上海外语教育出版社，2007（2009重印）.5.杨治中主编.《新起点大学基础英语教程系列》第二册[M]. 北京：外语教学与研究出版社，2004.6.翟象俊等主编. 《21世纪大学英语系列教程》第二版第二册[M]. 厦门：复旦大学出版社，2008.课后小结：。

新视野大学英语视听说教程第二版第二册教案

新视野⼤学英语视听说教程第⼆版第⼆册教案新视野⼤学英语视听说教程第⼆版第⼆册教案章节Unit 1 Roll Over, Beethoven! 课时 2教学⽬的ObjectivesStudents will be able to:1. Make inferences;2. Express likes and dislikes;3. Understand and talk about their favourite music;4. Conduct a series of listening and speaking activities related tothe theme of the unit.教学内容﹡Lead-in ﹡Listening ﹡Speaking教学重点及突出⽅法Emphasis is placed on:﹡topic understanding﹡improving the students’ listening and speaking ability. Approaches:﹡give students some background information about the topic, such as some useful words and expressions maybe used when refer to this topic..﹡ask the students to listen to the listening materials with necessary explanations.﹡ask students to make dialogues by using the given information.教学难点及突破⽅法Difficulty in teaching:The lack of background information and new English words may prevent students from understanding the listening materials. Approach:Shift their focus from separate words to the context. Give them some background information about the topic and some clues for speaking.相关内容素材Materials﹡in-class listening and speaking materials﹡after-class listening and speaking materials ﹡materials from internet﹡audio-visual materials﹡simulated test of CET-4教学过程1. Lead-in2. Listening1). Listening skills (Listening for names)2). Listening In3. SpeakingA) 1. Speaking Out: Greeting and IntroducingB) Let’s Talk4. assignment章节Unit 2 What’s on at the cinema? 课时 2 教学⽬的Students will be able to:1. Make inferences;2. Make comments;3. Understand and talk about their adoring movie celebrities;4. Conduct a series of listening and speaking activities教学内容﹡Lead-in ﹡Listening ﹡Speaking教学重点及突出⽅法Emphasis is placed on:﹡topic understanding﹡improving the students’ listening and speaking ability. Approaches:﹡give students some background information about the topic, such as some useful words and expressions maybe used when refer to this topic..﹡ask the students to listen to the listening materials with necessary explanations.﹡ask students to make dialogues by using the given information教学难点及突破⽅法Difficulty in teaching:The lack of background information and new English words may prevent students from understanding the listening materials. Approach:Shift their focus from separate words to the context. Give them some background information about the topic and some clues for speaking.相关内容素材Materials﹡in-class listening and speaking materials﹡after-class listening and speaking materials ﹡materials from internet﹡audio-visual materials﹡simulated test of CET-4教学过程1. Lead-in2. Listening1). Listening skills2). Listening In3. SpeakingA) 1. Speaking OutB) Let’s Talk4. assignment章节Unit 3 Every Jack has his Jill 课时 2教学⽬的Students will be able to:1. Identify people’s identity;2. Comfort people3. Understand and talk about dating4. Conduct a series of listening and speaking activities related to thetheme of the unit.教学内容﹡Lead-in ﹡Listening ﹡Speaking教学重点及突出⽅法Emphasis is placed on:﹡topic understanding﹡improving the students’ listening and speaking ability. Approaches:﹡give students some background information about the topic, such as some useful words and expressions maybe used when refer to this topic..﹡ask the students to listen to the listening materials with necessary explanations.﹡ask students to make dialogues by using the given information教学难点及突破⽅法Difficulty in teaching:The lack of background information and new English words may prevent students from understanding the listening materials. Approach:Shift their focus from separate words to the context. Give them some background information about the topic and some clues for speaking.相关内容素材Materials﹡in-class listening and speaking materials﹡after-class listening and speaking materials ﹡materials from internet﹡audio-visual materials﹡simulated test of CET-4教学过程1. Lead-in2. Listening1). Listening skills2). Listening In3. SpeakingA) 1. Speaking OutB) Let’s Talk4. assignment章节Unit 4 Beware of ads! 课时 2教学⽬的Students will be able to:1. Identify the associative meaning of ads;2. Express doubt and explain;3. Understand and talk about advertising techniques4. Conduct a series of listening and speaking activities related to thetheme of the unit.教学内容﹡Lead-in ﹡Listening ﹡Speaking教学重点及突出⽅法Emphasis is placed on:﹡topic understanding﹡improving the students’ listening and speaking ability. Approaches:﹡give students some background information about the topic, such as some useful words and expressions maybe used when refer to this topic..﹡ask the students to listen to the listening materials with necessary explanations.﹡ask students to make dialogues by using the given information教学难点及突破⽅法Difficulty in teaching:The lack of background information and new English words may prevent students from understanding the listening materials. Approach:Shift their focus from separate words to the context. Give them some background information about the topic and some clues for speaking.相关内容素材Materials﹡in-class listening and speaking materials﹡after-class listening and speaking materials ﹡materials from internet﹡audio-visual materials﹡simulated test of CET-4教学过程1. Lead-in2. Listening1). Listening skills2). Listening In3. SpeakingA) 1. Speaking OutB) Let’s Talk4. assignment章节Unit 5 Does your best friend 课时 2have four legs?教学⽬的Students will be able to:1. Identify special quantities;2. Make recommendations;3. Understand and talk about intelligent animals;4. Conduct a series of listening and speaking activities related to the theme of the unit.教学内容﹡Lead-in ﹡Listening ﹡Speaking教学重点及突出⽅法Emphasis is placed on:﹡topic understanding﹡improving the students’ listening and speaking ability. Approaches:﹡give students some background information about the topic, such as some useful words and expressions maybe used when refer to this topic..﹡ask the students to listen to the listening materials with necessary explanations.﹡ask students to make dialogues by using the given information教学难点及突破⽅法Difficulty in teaching:The lack of background information and new English words may prevent students from understanding the listening materials. Approach:Shift their focus from separate words to the context. Give them some background information about the topic and some clues for speaking.相关内容素材Materials﹡in-class listening and speaking materials﹡after-class listening and speaking materials ﹡materials from internet﹡audio-visual materials﹡simulated test of CET-4教学1. Lead-in2. Listening过程1). Listening skills2). Listening In3. SpeakingA) 1. Speaking OutB) Let’s Talk4. assignment章节Unit 6 What’s in fashion? 课时 2教学⽬的ObjectivesStudents will be able to:1. Identify the relationship between the speakers;2. Ask for and give opinions;3. Understand and talk about shopping tips;4. Conduct a series of listening and speaking activities related tothe theme of the unit.﹡improving the students’ listening and speaking ability. Approaches:﹡give students some background information about the topic, such as some useful words and expressions maybe used when refer to this topic..﹡ask the students to listen to the listening materials with necessary explanations.﹡ask students to make dialogues by using the given information.教学难点及突破⽅法Difficulty in teaching:The lack of background information and new English words may prevent students from understanding the listening materials. Approach:Shift their focus from separate words to the context. Give them some background information about the topic and some clues for speaking.相关内容素材Materials﹡in-class listening and speaking materials﹡after-class listening and speaking materials ﹡materials from internet﹡audio-visual materials﹡simulated test of CET-4教学过程1. Lead-in2. Listening1). Listening skills (Listening to people talk about health)2). Listening In3). Further Listening3. SpeakingA) 1. Speaking Out: Expressing Worries and ReassuranceB) Let’s Talk4. assignment章节Unit 7 Does money talk? 课时 2教学⽬的ObjectivesStudents will be able to:1. Identify large numbers;2. Express real and unreal conditions;3. Understand and talk about money issues;4. Conduct a series of listening and speaking activities related tothe theme of the unit.﹡improving the students’ listening and speaking ability. Approaches:﹡give students some background information about the topic, such as some useful words and expressions maybe used when refer to this topic..﹡ask the students to listen to the listening materials with necessary explanations.﹡ask students to make dialogues by using the given information.教学难点及突破⽅法Difficulty in teaching:The lack of background information and new English words may prevent students from understanding the listening materials. Approach:Shift their focus from separate words to the context. Give them some background information about the topic and some clues for speaking.相关内容素材Materials﹡in-class listening and speaking materials﹡after-class listening and speaking materials ﹡materials from internet﹡audio-visual materials﹡simulated test of CET-4教学过程1. Lead-in2. Listening1). Listening skills (Identifying Prices)2). Listening In3). Further Listening3. SpeakingA) 1. Speaking Out: Making and Responding to RequestsB) Let’s Talk4. assignment。