新编实用英语第二册文本教案8
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.。
新编实用英语2教案分析解析
难点
The focus is on the patterns that are properly used in sending and receiving email in writing.
Grammar:Punctuation
教具或实训教学条件准备
Tape recorder
教
学
实
施
Step1. Section one
教学
方法
Detailedstudy of difficult language points
Use thetwo dialogues for oralpractice with essential sentence patterns, listening exercises to intensify their listening ability, one passage for comprehensive reading and the other for extensive reading, grammatical exercises and writing exercises are combined to form a whole.
Step5. Summarize the whole lesson
教学中可能存在的问题及解决办法
There might be some mistakes made by students in learning.Encourage them and help them to correct it.
Some students may have some listening problems or poorpronunciation, let them listen more and practice more after class.
新编实用英语综合教程 2 Unit 8 (passage 3) 教案
新编实用英语综合教程 2 Unit 8 (passage 3) 教案The Most Unforgettable Character I ' ve Met•Students' requirements:A: Have a general ideal of what is a narration and how to describe a person or a scene. B: Give a summary of the text in your own words before class.C: Master some important grammar rules in this text.II. Key pointsA: Introduction of the narrationB: Analysis of text structureIII. Reading comprehension (15 min.)Introduction of the narration and analysis of text structureIV. Language Points (30 min.)A: 倒装结构以及常见的几种倒装类型。
B ： as if 引导的状语从句和 wish 后宾语从句的虚拟结构。
C ：现在分词作状语的几种结构和意义。
D ：“ see sb doing sth”和“ see sb do sth”的区别以及类似的表达。
IV. Use of Teaching Facilitiesmulti-media teaching facilitiesV. Assignment:Imitate the text to write a 200-word composition in the form of narration ， you can narrate any person ： your parents ， friends ， classmates ， and so on 。
《新编实用英语》教案第二册Unit 8
《新编实用英语》教案第二册Unit 8Unit Eight FarewellI. Aims and RequirementsAfter learning this unit, students should grasp: 1 Read and understand farewell letter 2. How to write farewell letter3. How to say goodbye to someone4. Useful words, expressions and language pointsII. Introduction1. At the airport or station, we often see our friends off. What should we do for the farewell? This unit we will learn how to say goodbye to your friends.2. A letter of farewell is often written to express your thanks to somebody for the hospitality and kindness you’ve received from him or her. Let’s begin with a farewell letter. III. Teaching Plans period content Task 1 Talking face to face: A farewell letter Listening: Task 2 Passage 1 The most unforgettable character I’ve met Task 3 Passage 2 A farewell speech translation(English to Chinese and Chinese to English) Task 4 applied writing: try to write farewell letter Grammar: emphasis, ellipsis and inversionTask 1 Talking face to face: A farewell letterListening comprehensionPart 1 Read and translate some farewell lettersPart 2 Read some dialogues about farewell and try to learn how to say goodbye to your friendsPart 3 Useful expressions and sentence patterns about farewell Part 4 PracticesPart 1 Read and translate some farewell lettersA letter of farewell is often written to express your thanks to somebody for the hospitality and kindness you’ve received from him or her.The farewell letter in page 131 is for you to translate, after translation you may be know more about this kind of letter, and this kind of knowledgewill help a lot whenever you write one.Part 2 Read some dialogues about farewell and try to learn how to say goodbye to your friendsSample 1 How to say goodbye for different places?1. To learn the sentences to express your greetings, thanks, saying goodbyes, talking about future of business and so on.2. Tasks after class, try to make dialogues according to the giving message on page 133.Part 3 Useful expressions and sentence patterns about farewell1. Patterns for hostWe hope you’ll visit China again.Have you got everything ready for the trip?Did you enjoy your stay here? Can you stay a little longer? I wish you a pleasant journey.I’m sorry to see you go. I hope you’ll come back again.I wish you a very pleasant journey home. 祝您回国一路顺风。
新编实用英语读写教程第2册教学设计
新编实用英语读写教程第2册教学设计一、教材简介《新编实用英语读写教程》（第2册）是一本为中级英语学习者编写的英语读写教材。
该教材适合具备一定英语基础的学生学习，涵盖了各种文化领域的相关话题、短篇小说以及各种题材的阅读材料。
通过学习这本教材，学生将能够提高他们的英语语言技能，增加他们的词汇量，提高他们的阅读与写作能力。
二、教学目标1.通过这门课程的学习，学生将掌握关于中级英语的基本知识，并能在语法和词汇方面有所提高。
2.学生将能够更加熟练地阅读英文文章，理解文章中的主要意思，并能够从文章中提取所需的信息。
3.学生将能够更加熟练地写作英文文章，包括短篇小说、书信、简历等文体，并提高他们的写作能力和表达能力。
三、教学内容1. 阅读文化类话题通过阅读文化类话题的文章，学生将能够了解不同国家的文化和风俗习惯，并增加他们的文化知识。
在此过程中，为了提高学生的阅读水平，老师可以为他们准备一些与文化话题相关的词汇和表达式。
2. 阅读短篇小说通过阅读短篇小说，学生将能够体验不同类型的故事，并理解故事中的情感变化。
这些短篇小说可以是各种文体的短篇小说，并且老师还可以为他们准备一些讨论问题，以帮助学生更好地理解故事。
3. 英语写作在教学过程中，老师可以讲授一些关于英语写作的基本知识，包括叙述、说明、议论和表达自己的观点等方面。
为了让学生更好地理解英语写作，老师还可以提供一些范文，让学生自己进行分析和总结。
此外，对于不同的文体，老师可以为学生提供一些特定的写作指导。
四、教学方法与手段1. 讲授式教学教师可以通过讲授课程来帮助学生理解英语知识，解释语法规则和词汇的含义，给予学生指导和建议。
2. 互动式教学教师可以通过问答、讨论、小组活动等形式，积极引导学生参与教学过程，提高学生的学习兴趣，加强课程效果。
3. 真实情景教学教师可以通过引入一些真实的情境，如写作活动、课外阅读、面试等，使学生能够更好地融入英语学习环境，进一步提高他们的英语水平。
最新新编实用英语综合教程2 -Unit 8 Appliying for a job教案资料
Unit 8 Applying for a Job Unit GoalsWhat you should learn to do1.Understand a job advertisement2.Apply for a job3.Take a job interview4.Talk about a job5.Write a resumeWhat you should know about1.The way successful people start and run a business2.How to apply for a right job3.Supporting and concluding sentencesSection I Talking Face to Face1.Imitating Mini-Talks2.Acting out the Tasks3.Studying Email Information on the Internet4.Following Sample Dialogues5.Putting Language to UseSection II Being All Ears1.Learning Sentences for Workplace Communication2.Handling a Dialogue3.Understanding a Short Speech / TalkSection III Trying your Hand1.Practicing Applied Writing2.Writing Sentences and Reviewing Grammar Section IV Maintaining a Sharp EyePassage 1 :Text Applying for a New BossWhen I went off to college, I got one piece of advice from my father: “It doesn’t matter what courses you take, just find the great professors.”Sure enough, I soon discovered that all kinds of subjects were interesting to me as long as good teachers presented them. In Professor Weinstein’s class, I could hear the tumbrels rolling through the streets of Paris during the French Revolution. And going back further, I can still recall things about the stars that I should have long ago forgotten if not for mysecond-grade teacher, Miss Scorchiotti. To me, a great teacher is one who performs a subject in a way that makes it come alive.A great boss does the same. They turn the day-to-day uninteresting jobs into a learning experience. They convince you that you and what you are doing actually matter. They give you confidence, which makes you more willing to ask a question, or assume responsibility, or even suggest a change in some age-old company process. In short, a great boss knows how to teach.So my advice to anyone bound for the job market in the coming years and to anyone looking for a different work experience is: Don’t interview for the right job. Interview for the right boss. Not a best person, but someone who is willing and able to help you grow professionally.What are some signs of the wrong boss? Well, anyone who:●is surrounded by the same team year after year. If you’re such a good teacher, why aren’t these people moving on and getting promoted?●is short of a sense of humor. Life is short. Work is hard. Let’s lighten up when facing something difficult.●loves typing. Hates talking. Why are you emailing me when I sit across the hall?Who are the best bosses I ever had? Angela, my first boss out of college, was very clever and outspoken. She ruffled feathers around the company but was eager to letme in on what she thought and why.My boss Tom used to say: “You can sleep when you’re dead.”Working for Tom was just a bit exhausting. But he was also unbelievably straightforward, and quick to ask advice and give it. We often had different opinions, yet our discussions helped both of us learn more about what we were trying to perform. A great boss both gives respect and earns it.And how do you know when you’ve found the right boss? Be yourself with them and see if the self they are with you is someone you want to learn from for a couple of years. If that person is dull or dogmatic in an interview, guess what they’re going to be like Monday through Friday? Interviewees are on their best behavior in that setting, but so are interviewers. You don’t like what you see? The power is yours. Go out and interview another boss.Language Points1 Explanation of Difficult Sentences1. (Para. 1) And going back further, I can still recall things about the stars that I should have long ago forgotten if not for my second-grade teacher, Miss Scorchiotti ... Analysis: This is a complex sentence. That introduces a relative clause to modify the stars, followed by an if-clause of condition. Attention should be paid to the subjunctive mood used here: should have forgotten, ... with the latter part being an elliptical clause which can be assumed to be if it were not for ...Translation: 再早些，我仍然记得有关星体的知识，若不是由于我二年级的斯高奇奥迪老师，我早就将其忘光了。
新编实用英语2 教案
Unit 1 InvitationsThe First Session (90~100 min.)Teaching Contents:Section1 Talking Face to Face& Section2 Being All EarsTeaching Aims:Knowledge objects1 To study the key words and expressions: “invite, request the pleasure of one’s company, in celebration of , feel honored, great, super, congratulations” etc. by learning the dialogues of this part.2 To finish some oral exercises about extending and replying to an invitation. Ability objects1 To develop the Ss’ speaking abi lities on the subject of extending and replying to an invitation.2 To practice the Ss’ listening comprehension on the subject of extending and replying to an invitation.Teaching Important Points:1 To help the Ss to communicate with each other.2 To enable the Ss to study in groups and cooperate skillfully.3 To develop the Ss’ interest in talking in English.Teaching Difficult Points:1 How to make the Ss express their thoughts freely and correctly.2 How to strengthen their listening abilities.Teaching Methods:1 The Communicative Method2 The Audio-lingual Method3 The Task-based MethodTeaching Aids:1 A tape recorder2 The blackboardTeaching Procedures:Step1 Lead-in: The invitation card1 Warm-up questions:1)What are the two cards you are reading now?2)Why do people write an invitation card?2 Questions for understanding the first invitaion card1) Who are the inviters?2) Why are they going to hold a dinner party?3) When are they going to hold a dinner party?4) Where will the dinner party be held?3 Questions for understanding the second invitaion card1) Who is the inviter?2) Who is the person invited?3) What activity is going to take place?Step2 Oral Activities: Talking Face to Face1 The teacher asks some questions and the Ss speak out the sentences for certain purposes under the guidance of the teacher.1) Do you know how to make an invitation?2) Do you know how to decline an invitation?2 The Ss read the sample dialogues after the teacher and try to find out the useful sentences and expressions for making and declining an invitation in the dialogues.3 The Ss practice the dialogues in groups.4 Give the Ss several minutes to prepare short conversations in pairs by simulating the five small dialogues.5 The Ss role-play the similar situations they create, first in groups and then in front of the class.6 The Ss do Put-in-Use exercises in groups by reading out loud all the three dialogues they have completed.Step3 Listening Practice: Being All Ears1 Give the Ss a few minutes to read through the printed materials for each listening item.2 Listen to the tape for the first time without looking at the book.3 Play the tape for a second time with a pause after each sentence, and ask the Ss to take notes of the key words.4 Play the tape for the third time, and ask the Ss to simultaneously repeat the passage while they are listening.5 Do all the exercises in this section.Step4 Assignments1 Pair work: Prepare conversations about making and declining an invitation.2 Recite the wonderful sentences picked out by the teacher.3 Preview all the exercises after Passage 1.Unit 1 InvitationsThe Second Session (90~100 min.)Teaching Contents:Section3 Maintaining a Sharp Eye:Passage1 Are You Really Being Invited?Teaching Aims:Knowledge objects1 To study the key words and expressions: “invent, appropriate, commit, instance, entertain, host/hostess, identify, present, casual, explicit, drop, be prepared to do sth, commit oneself, let the matter drop” etc. by learning the passage of this part.2 To know about some invitation culture.1) The time you are being invited2) Who pays if you are being invited to a restaurant?3) How to decline an invitation4) Appropriate etiquette of declining an invitation3 To grasp the main idea of the passage.Ability objects1 To develop the Ss’ abilities of reading comprehension.2 To develop the Ss’ abilities of making sentences.Teaching Important Points:1 To help the Ss to know about Western invitation culture.2 To enable the Ss to get a general understanding of the passage.3 To enable them to make sentences using the key words and expressions. Teaching Difficult Points:1 How to make the Ss translate the sentences by simulating the structures in the passage correctly.2 How to make the Ss understand some long or difficult sentences better. Teaching Methods:1 The Audio-lingual Method2 The Elicitation Method3 The Task-based MethodTeaching Aids:1 A tape recorder2 The blackboardTeaching Procedures:Step1 Lead-in: Warm-up questions:1 Do different countries vary in their customs when people invite friends? Give an example.Yes. For example, in China, if you invite a friend to a restaurant for dinner, you will pay the bill, while in Western countries, people often go Dutch.2 How much do you know about the practice of invitation in Western countries? Step2 Listen and Read1 The Ss read the passage as quickly as possible.2 The teacher plays the tape for the first time and ask the Ss to listen.3. Play the tape for a second time and ask the Ss to repeat after the tape.Step3 Analyzing and Summarizing1 The teacher asks the students to the Ss read the passage paragraph by paragraph and give a summary of the passage.Para.1: How to deal with or decline an invitation that you don’t like to accept. Paras.2-4:The etiquette of inviting people to eat out in a restaurant in the United StatesPara.5:How to distinguish between an invitation and a ritual expression of parting.2 The Ss discuss the following questions.1) What should you do if someone invites you but hasn’t told you what theinvitation is about?2) If someone invites you to do sth you don’t like to do, how should youreply?3) What are you expected to do if you have to decline an invitation?4) What is the proper etiquette for declining an invitation?5) What is the key word often used in an invitation that sounds like aninvitation but actually isn’t?Step4 Language pointsThe Ss choose some useful expressions and sentences from the passage, and then the teacher demonstrates their usage. The following should be chosen and practiced. The Ss should make up at least two sentences using the chosen phrases in groups.1 commit oneself to sth./doing sth. : promise to do sth.e.g. The government claimed to commit itself to improving health care.2 invent: v. discover and create sth. newe.g. Trains were invented long before cars.I didn’t invent the story --- everything I told you is true.3 drop: v. fall down, give up, lowere.g. She dropped her purse on the ground.Unit 1 InvitationThe Third Session (90~100 min.)Teaching Contents:Section3 Maintaining a Sharp Eye: Passage2& Section4 Trying Your HandTeaching Aims:Knowledge objects1 To study the key words and expressions: “colleague, occasionally, at least, get along with, happen to do sth, in the hope of, make sure” etc. by learning this part.2 To learn the format and language features of invitation cards.3 To know about word order in a subordinate clause.4 To grasp the main idea of the passage.Ability objects1 To develop the Ss’ abilities of reading comprehe nsion.2 To develop the Ss’ abilities of making sentences.Teaching Important Points:1 To enable the Ss to write an invitation letter.2 To enable the Ss to get a general understanding of the passage.3 To enable them to make sentences using the key words and expressions..Teaching Difficult Point:How to strengthen their grammar abilities.Teaching Methods:1 The Audio-lingual Method2 The Elicitation Method3 The Task-based MethodTeaching Aids:1 A tape recorder2 The blackboardTeaching Procedures:Step1 Lead-in: Warm-up questions1 Have you ever received an invitation letter in English?2 What points should an invitation letter include?(The activity’s program, time, place, inviter and invitee.)Step2 Listen and Read1 The teacher plays the tape and asks the Ss to listen.2 The Ss read the passage.Step3 Analyzing and SummarizingThe teacher asks the students to read the letter twice and try to find out the activity, the place, the time,, the inviter and the invitee. Then thr teacher makes sure that the students are able to summarize the message conveyed tin an invitation letter.Step4 Language pointsThe Ss choose some useful expressions and sentences from the passage, and then the teacher demonstrates their usage. The following should be chosen and practiced. The Ss should make up at least two sentences using the chosen phrases in groups.1 colleague:n. someone that you work with2 occasionally: ad. once in a while3 at least: not less than4 happen to do sth.: have or do sth. by or as if by chance5 make sure: find out if sth. is true or check that sth. has been doneStep5 Applied Writing1 The teacher briefly summaries the format and the language used in business cards.2 The Ss do Simulate and Create exercises.Step6 Grammar Review1 The teacher compares the word order in a wh-question and a subordinate clause with some examples.2 The Ss do Exs.5-6.Step7 Assignments1 Recite the words as many as possible after class.2 Do the grammar exercises in the Workbook.3 Prepare Section 1of Unit 2.4 Do Exs7-8 of Section 4.Unit 2 EmailsThe First Session (90~100 min.)Teaching Contents:Section1 Talking Face to Face & Section2 Being All EarsTeaching Aims:Knowledge objects1 To study the key words and expressions: “chat on line, get/gain access to the Internet, go on line, browse the Internet, be keen on chat online, send an email, email address, simulate, be addicted to, visit a website, click the mouse, sign up online, e-shopping/commerce” etc. by learning the dia logues of this part.2 To know more abbreviations and slang used in comunicating online.Ability objects1 To develop the Ss’ abilities of making coversations about going online.2 To practice the Ss’ listening comprehension on the subject of communicating online.Teaching Important Points:1 To help the Ss to communicate with each other.2 To enable the Ss to study in groups and cooperate skillfully.3 To develop the Ss’ interest in talking in English.Teaching Difficult Points:1 How to make the Ss express their thoughts freely and correctly.2 How to strengthen their listening abilities.Teaching Methods:1 The Communicative Method2 The Audio-lingual Method3 The Task-based MethodTeaching Aids:1 A tape recorder2 The blackboardTeaching Procedures:Step1 Lead-in:1 Warm-up questions:1) What do the abbreviations stand for?YDKM You don’t know meSTYS Speak to you soonTYVM Thank you very muchWYRN What is your real nameWDYS What did you say2) Do you often chat online?3) How do you chat online?4) What do you think of chatting on line?2 The Ss read and translate the abbreviations under the supervision of the teacher. Step2 Oral Activities: Talking Face to Face1 The teacher gives the students more abbreviations and asks them to use them for practice.LTNS, Long time no seeSTYSL, Speak to you soon later2 The Ss read the sample dialogues after the teacher and try to find out the useful sentences and expressions for talking about abbreviations used online.3 The Ss practice the dialogues in groups.4 Give the Ss several minutes to prepare short conversations in pairs by simulating the five small dialogues.5 The Ss role-play the similar situations they create, first in groups and then in front of the class.6 The Ss do Put-in-Use exercises in groups by reading out loud all the three dialogues they have completed.Step3 Listening Practice: Being All Ears1 Give the Ss a few minutes to read through the printed materials for each listening item.2 Listen to the tape for the first time without looking at the book.3 Play the tape for a second time with a pause after each sentence, and ask the Ss to take notes of the key words.4 Play the tape for the third time, and ask the Ss to simultaneously repeat the passage while they are listening.5 Do all the exercises in this section.Step4 Assignments1 Pair work: Prepare conversations on chatting online with each other, referring to the dialogues in the Workbook.2 Recite the wonderful sentences picked out by the teacher.Unit 2 EmailsThe Second Session (90~100 min.)Teaching Contents:Section3 Maintaining a Sharp Eye: Passage1Teaching Aims:Knowledge objects1 To study the key words and expressions: “medium, share (in), conduct business, log onto the Internet, claim for sale, on sale, in the first quarter of the year, merge with, influence, at a...price, at one’s convenience, concern, regarding , have access to , digital divide, in spite of, slow down, speed up, provide with” etc. by learning the passage of this part.2 To know about the advantages and disadvantages of the Internet.3 To grasp the main idea of the passage.Ability objects1 To develop the Ss’ abilities of reading comprehension.2 To develop the Ss’ abilities of making sentences.Teaching Important Points:1 To help the Ss to analyze the advantages and disadvantages of the Internet..2 To enable the Ss to get a general understanding of the passage.3 To enable them to make sentences using the key words and expressions. Teaching Difficult Points:1 How to make the Ss translate the sentences by simulating the structures in the passage correctly.2 How to make the Ss understand some long or difficult sentences better. Teaching Methods:1 The Audio-lingual Method2 The Elicitation Method3 The Task-based MethodTeaching Aids:1 A tape recorder2 The blackboardTeaching procedures:Step1 Lead-in: Warm-up questions:1 Do you usually log onto the Internet?2 What do you usually do on the Internet?3 How do you get access to the Internet?Step2 Listen and Read1 The Ss read the passage as quickly as possible.2 The teacher plays the tape for the first time and ask the Ss to listen.3. Play the tape for a second time and ask the Ss to repeat after the tape.Step3 Analyzing and Summarizing1 The teacher asks the students to the Ss read the passage paragraph by paragraph and give a summary of the passage.Paras.1-3: Introduction to the Internet.Paras.4-6: Advantages of the Internet in people’s current life.Paras.7-8: Disadvantages of the Internet.Paras.9-15: Further development of the Internet in the future.2 The Ss discuss the following questions.1) What can people do on the World Wide Web?2) How many people joined the American Online Inc. in 1995?3) What is the e-Bay?4) What are the advantages of email mentioned in this passage?5) What are the disadvantages of the Internet according to this passage?6) How do you understand the term “digital divide”?7) Who has contributed a lot to the Internet growth in America according to thepassage?8) What has improved the speed of the Internet?Step4 Language pointsThe Ss choose some useful expressions and sentences from the passage, and then the teacher demonstrates their usage. The following should be chosen and practiced. The Ss should make up at least two sentences using the chosen phrases in groups.1 share: v. divide and distributee.g. We will share (in) the work.2 conduct: v. handle, undertake, transact, guidee.g. People around the world conduct business on the Internet nowadays.3 communicate with sb.: share or change opinions with sb.e.g. More and more people communicate with each other on the Internetin modern society.4 log on the Internet: gain access to the Internet, get on linee.g. Millions of people log on the Internet every day.5 claim:v. declare to be true, statee.g. He claims that he has a strong memory, but I don’t believe him.She claims to be the daughter of a well-known scientist.6 for sale: offered to be sold, esp. by a private ownere.g. The sign on the house says “To let or for sale”.Do you have any pictures for sale?on sale: offered to be sold, esp. with a discounte.g. Will the new product be on sale next month?7 merge with: join together so as to become onee.g. The two companies merged to become larger and more powerful.They advised their clients to merge with another company.8 at one’s own convenience: at a time that is most convenient for onee.g. We may arrange the meeting at your convenience.9 have access to: succeed in getting intoe.g. Students should have easy access to the books in the library.10 respective: a.belong to each of those in questione.g. The work was assigned to them according to their respective ablities.11 rate: n. the speed at which sth. happens or is donee.g. The amount of light available will determine the plant’s rate of growth.Individual children develop phsically and mentally at different rates.12 available: a.able to be obtainede.g. Those shoes are not available in your size.Step5 Doing ExercisesGuide the Ss through Read and Simulate exercise. Try to let them find out and simulate the patterns and the expressions used in the sentences taken from the passage.Step6 Assignments1 Recite the words as many as possible after class.2 Do Exs.4-5 in the exercise book.3 Prepare for Passage2 and Section4.Unit 2 EmailsThe Third Session (90~100 min.)Teaching Contents:Section3 Maintaining a Sharp Eye: Passage2&Section4 Trying Your Hand Teaching Aims:Knowledge objects1 To study the key words and expressions: “experience, entertain, come to a conclusion, fall in love, common, addictive, point out, tend, make compromises, in terms of, maintain relationships, lead to, withdraw, along with” etc. by learning this part.2 To learn the format and language features of an email.3 To know about the use of noun clauses.4 To grasp the main idea of the passage.Ability objects1 To develop the Ss’ abilities of reading comprehension.2 To develop the Ss’ abilities of making sentences.Teaching Important Points:1 To enable the Ss to write and reply to an email and send an email with an attachment.2 To enable the Ss to use the noun clauses properly.Teaching Difficult Point:How to make the Ss understand the use of noun clauses better.Teaching Methods:1 The Audio-lingual Method2 The Elicitation Method3 The Task-based MethodTeaching Aids:1 A tape recorder2 The blackboardTeaching procedures:Step1 Lead-in: Warm-up questions1 Have you ever chatted online?2 What’s your opinion of chatting online?3 Do you think it’s good to make friends online?Step2 Listen and Read1 The teacher plays the tape and asks the Ss to listen.2 The Ss read the passage.Step3 Analyzing and SummarizingThe students summarize the passage by filling in the blanks below without look at the book.The Internet chatroom is a new and popular (1) . People may meet (2) in it or even (3) with someone. It is very (4) and exciting to chat online.However, chatting can be (5) . People who chat online usually (6) about their personal (7) . They prefer to remain (8) when chatting with each other. Thus they are likely to (9) others or even tell dirty (10) . So we say that chatting online can be both exciting and dangerous.1 forum2 new friends3 fall in love4 relaxing5 dangerous6 lie7 identities8 anonymous9 offend 10 jokesStep4 PracticeThe Ss pick out and practice the abbreviations often used when chatting online. Here are some more abbreviations while chatting online.AFAIC as far as I’m concernedAFAIK as far as I knowAFK away from keyboardAMBW all my best wishesB4N bye for nowBBL be back laterDBEYR don’t believe everything yu readDLTM don’t lie to meIDKY I don’t know youMYOB mind your own businessStep5 Language pointsThe Ss choose some useful expressions and sentences from the passage, and then the teacher demonstrates their usage. The following should be chosen and practiced. The Ss should make up at least two sentences using the chosen phrases in groups.1 effect:n. result that can have an influencetake effect / in effect / come into effect2 come to a conclusion: make a judgment or decisionreach a conclusion / arrive at a conclusion3 potential: n. possibility for developing or being developede.g. He has made a new invention with a big sales potential.4 common.: a. usualUnit 3 Communication by PhoneThe First Session (90~100 min.)Teaching Contents:Section1 Talking Face to Face& Section2 Being All EarsTeaching Aims:Knowledge objects1 To study the focal expressions about making and answering a phone call by learning the dialogues of this part.2 To finish some oral exercises about making and answering a phone call.Ability objects1 To develop the Ss’ abilitie s of making and answering a phone call.2 To practice the Ss’ listening comprehension on the subject.Teaching Important Points:1 To help the Ss to communicate with each other.2 To enable the Ss to study in groups and cooperate skillfully.3 To develop the Ss’ interest in talking in English.Teaching Difficult Points:1 How to make the Ss express their thoughts freely and correctly.2 How to strengthen their listening abilities.Teaching Methods:1 The Communicative Method2 The Audio-lingual Method3 The Task-based MethodTeaching Aids:1 A tape recorder2 The blackboardTeaching Procedures:Step1 Lead-in: The telephone message1 Warm-up questions: Questions for understanding the telephone message1) Who is calling?2) When does he make the phone call?3) What message does he leave?4) Who is the person called?5) What is he expected to do?6) Who passes the message to the person called?2 The Ss read the message again and then translate the message orally under theguidance of the teacher.Step2 Oral Activities: Talking Face to Face1 The teacher asks some questions and the Ss speak out the sentences for certain purposes under the guidance of the teacher.1) Do you know how to make a phone call?2) Do you know how to answer a phone call?3) Do you know how to take/ leave a message?4) Do you know how to pass the message to the person called?5) Do you know how to extend a phone call?2 The Ss read the sample dialogues after the teacher and try to find out the useful sentences and expressions for answering and making a phone call or leaving a message.3 The Ss practice the dialogues in groups.4 Give the Ss several minutes to prepare short conversations in pairs by simulating the five small dialogues.5 The Ss role-play the similar situations they create, first in groups and then in front of the class.6 The Ss do Put-in-Use exercises in groups by reading out loud all the three dialogues they have completed.Step3 Listening Practice: Being All Ears1 Give the Ss a few minutes to read through the printed materials for each listening item.2 Listen to the tape for the first time without looking at the book.3 Play the tape for a second time with a pause after each sentence, and ask the Ss to take notes of the key words.4 Play the tape for the third time, and ask the Ss to simultaneously repeat the passage while they are listening.5 Do all the exercises in this section.Step4 Assignments1 Pair work: Prepare conversations about making and answering a phone call.2 Recite the wonderful sentences picked out by the teacher.Unit 3 Communication by PhoneThe Second Session (90~100 min.)Teaching Contents:Section3 Maintaining a Sharp Eye: Passage1 For Conversation Press #1 Teaching Aims:Knowledge objects1 To study the key words and expressions: “advance, account, connect, preferable, deposit, insert, chain, consequence, intend, unable, check out, credit card, save the bother of (doing sth.), pretty soon” etc. by learning the passage of this part.2 To understand Good and Bad of cell phones.3 To grasp the main idea of the passage.Ability objects1 To develop the Ss’ abilities of reading comprehension.2 To develop the Ss’ abilities of making sentences.Teaching Important Points:1 To enable the Ss to get a general understanding of the passage.2 To enable them to make sentences using the key words and expressions. Teaching Difficult Points:1 How to make the Ss translate the sentences by simulating the structures in the passage correctly.2 How to make the Ss understand some long or difficult sentences better. Teaching Methods:1 The Audio-lingual Method2 The Elicitation Method3 The Task-based MethodTeaching Aids:1 A tape recorder2 The blackboardTeaching Procedures:Step1 Lead-in: Warm-up questions:1 What are the advantages of the cell phone?2 What are the advantages of the email and voice mail?Step2 Listen and Read1 The Ss read the passage as quickly as possible.2 The teacher plays the tape for the first time and ask the Ss to listen.3 Play the tape for a second time and ask the Ss to repeat after the tape.Step3 Translation PracticeThe Ss are given several minutes to prepare for the translation of the last three paragraphs in groups. Group presentation of the translation is required in the class.Step4 Language pointsThe Ss choose some useful expressions and sentences from the passage, and then the teacher demonstrates their usage. The following should be chosen and practiced. The Ss should make up at least two sentences using the chosen phrases in groups.1 advance: n. an improvement, a breakthroughe.g. There have been great advances in medicine in the last 60 years.in advance of: more highly developede.g. Their training facilities are far in advance of anything we have.in advance: ahead of timee.g. Everything had been fixed in advance.2 connect: v. attach, join together, reach sb. by telephonee.g. I connected the antenna to the TV set.3 preferable: a. better or more suitable, to be preferrede.g. Gradual change is preferable to sudden, great change.4 deposit:v. place sth. valuable, such as money, in a bank account;place valuables for safekeepinge.g. Sam deposited two hundred dollars in his savings account.5 insert: v. put sth. into/between/ amonge.g. The old lady carefully inserted the letter into an envelope.6 chain: n.a series of related things or events; a group of stories/restaurantse.g. The king’s murder started a chain of events that led to a war.7 check out: pay the bill and leave a hotele.g. The students had to check out at five in the morning.Step5 Doing ExercisesGuide the Ss through Read and Simulate exercise. Try to let them find out and simulate the patterns and the expressions used in the sentences taken from the passage.Step6 Assignments1 Recite the words as many as possible after class.2 Finish Exs.2-5 in the exercise book.3 Prepare for Passage2 and Section4.Unit 3 Communication by PhoneThe Third Session (90~100 min.)Teaching Contents:Section3 Maintaining a Sharp Eye: Passage2&Section4 Trying Your HandTeaching Aims:Knowledge objects1 To study the key words and expressions: “advertise, directions, rate, classify, value, charge, plus, by the last name, call back, credit coupon, direct dial calls, long distance call, phone book, phone booth, the blue page, the white page, the yellow page” etc. by learning this part.2 To learn how to take/fill in a message.3 To know about the basic usages of subjunctive mood.4 To grasp the main idea of the passage.Ability objects1 To develop the Ss’ abilities of reading comprehension.2 To develop the Ss’ abilities of making sentences.Teaching Important Points:1 To enable the Ss to take and fill in a telephone mesage.2 To enable the Ss to use subjunctive mood correctlyTeaching Difficult Points:How to make the Ss master the basic rules of subjunctive mood well.Teaching Methods:1 The Audio-lingual Method2 The Elicitation Method3 The Task-based MethodTeaching Aids:1 A tape recorder2 The blackboardTeaching Procedures:Step1 Lead-in: Warm-up questions1 How many digits do phone numbers have in America?2 Do you know how to make a long distance call in America?Step2 Listen and Read1 The teacher plays the tape and asks the Ss to listen.2 The Ss read the passage.。
新编实用英语综合教程第二学期教案
2014-2015学年第二学期大学英语教案授课教师：崔俊学授课班级：2014级数学教育1、2班教研室：大学英语教研室Unit 1 Invitation EtiquetteTopic: Good MannersObjectives: S tudents should be able to:1. Talk about good manners;2. Understand the content, the organization of the text and the writing devices of the passage;3. Know and make use of the language points, especially expressions, learned from the text;4. Grasp some key words, expressions and sentence patterns for expressing ideas on related topics;5. Learn how to write a note of thanks;6. get some tips about English modal verbs.Important/Difficult Point(s):1.Grammar2.Raise the awareness of good manners.Materials and Resources:1.Multimedia2.PPTs3.Colorful chalks4.ChalkboardProcedure:Period 1Step 1: Warm upWarm-up Discussion:Ask students to form groups of four and discuss on the topic: “D o you think good manners are important in our life? Why?”Group leaders will be asked to present group opinions.Step 2: Reading StrategyAsk students to read through the whole passage without referring to the word list. Tryto scan through to find out the main idea. And skim the passage to find out the corresponding part of the passage to the comprehension exercise after the passage. Period 2Step 1: Word study1. Read new words2. Memories them all.Step 2: Word analysisPlan for Follow Up Lesson:1.Our next class will begin with the passage. The students will be reminded atthe end of this class to prepare the readings for next class.2.The next class will be structured through passage analysis and languagestudy.Period 3Step 1: Warm-up1.Students are asked to take out a piece of paper and recite new words. A number ofstudents will be called to read some words out for the teacher to check pronunciation.2.Students watch a short video about the mannersStep 2: Passage Aprehensive study of passage Aa.main ideab.structure analysisnguage studyPeriod 4Step 1：Finish all the after-reading exerciseStep 2: Active Words1.Teacher explains the usage and examples2.Students make sentences and try to memories the usagesStep 3: HomeworkFinish Vocabulary Check after the Active Words.Plan for follow-up lesson1.Students should prepare for the study of Text B.2.Students should prepare for group discussion and writing.Period 5Step 1: Warm-upGroup Study: Students are asked to form groups of four and discuss on the topic “What is the Golden Rule in dealing with others?” Group leaders present the result. Step 2: Fast-reading of Passage BStudents are required to take advantage of fast reading strategies to do comprehension work.Step 3: Word StudyPeriod 6:Step 1: Passage Analysis1. Comprehensive study of passage B1)main idea2) structure analysis2. Language studyStep 2: (Homework)Ask students to finish after-reading activities.Period 7Step 1: Warm-up1. Students are asked to take out a piece of paper and recite new words. A number of students will be called to read some words out for the teacher to check pronunciation.2. Students do listening practice.Step 2: Grammar studyStep 3: Finish exercise of Modal VerbsPeriod 8:Step 1: ExerciseStudents are required to do comprehensive exercises in class within a certain timeframe. The teacher will check the answer.Step 2: Writing Practice --- How to write a note of thanksThe teacher will explain what a note of thanks is and how to write it. Students will be shown with the example a note of thanks.Students are required to write a note of thanks in a group.Plan for follow-up class1.Our next class will begin with Unit2. The students will be reminded at the end ofthis class to prepare the readings for next week.2.The next class will be structured through small group work and whole classdiscussions.Unit 2 E-mailTopic: Living EnvironmentObjectives: S tudents should be able to:1. Talk about Living Environment;2. Understand the content, the organization of the text and the writing devices of the passage;3. Know and make use of the language points, especially expressions, learned from the text;4. Grasp some key words, expressions and sentence patterns for expressing ideas on related topics;5. Learn how to write a note of apology;6. Get some tips about adverbial clauses of time in English.Important/Difficult Point(s):1.Grammar2.Raise the awareness of environmental protection.Materials and Resources:1.Multimedia2.PPTs3.Colorful chalks4.ChalkboardProcedure:Period 1Step 1: Warm upWarm-up Discussion:Ask students to form groups of four and discuss on the topic: “What suggestions do you have for environmental protection?” Group leaders will be asked to present group opinions.Step 2: Reading StrategyAsk students to read through the whole passage without referring to the word list. Tryto scan through to find out the main idea. And skim the passage to find out the corresponding part of the passage to the comprehension exercise after the passage. Period 2Step 1: Word study1. Read new words2. Memories them all.Step 2: Word analysisPlan for Follow Up Lesson:1.Our next class will begin with the passage. The students will be reminded at theend of this class to prepare the readings for next class.2.The next class will be structured through passage analysis and language study. Period 3Step 1: Warm-up1.Students are asked to take out a piece of paper and recite new words. A number ofstudents will be called to read some words out for the teacher to check pronunciation.2.Students watch a short video about the environmental protection.Step 2: Passage A1. Comprehensive study of passage Aa.main ideab.structure analysis2. Language studyPeriod 4Step 1：Finish all the after-reading exerciseStep 2: Active Words1.Teacher explains the usage and examples2.Students make sentences and try to memories the usagesStep 3: HomeworkFinish Vocabulary Check after the Active Words.Plan for follow-up lesson1.Students should prepare for the study of Text B.2.Students should prepare for group discussion and writing.Period 5Step 1: Warm-upGroup Study: Students are asked to form groups of four and discuss on the topic “What does noise mean to ordinary people like you?” Group leaders present the result.Step 2: Fast-reading of Passage BStudents are required to take advantage of fast reading strategies to do comprehension work.Step 3: Word StudyPeriod 6:Step 1: Passage Analysis1. Comprehensive study of passage Ba)main idea2) structure analysis2. Language studyStep 2: (Homework)Ask students to finish after-reading activities.Period 7Step 1: Warm-up1. Students are asked to take out a piece of paper and recite new words. A number of students will be called to read some words out for the teacher to check pronunciation.2. Students do listening practice.Step 2: Grammar studyStep 3: Finish exercise of A dverbial Clauses of time.Period 8:Step 1: ExerciseStudents are required to do comprehensive exercises in class within a certain timeframe. The teacher will check the answer.Step 2: Writing Practice --- How to write a note of apologyThe teacher will explain what a note of thanks is and how to write it. Students will be shown with the example a note of apology.Students are required to write a note of apology in a group.Plan for follow-up class1.Our next class will begin with Unit 3. The students will be reminded at the end ofthis class to prepare the readings for next week.2. The next class will be structured through small group work and whole class discussions.Unit 3 Communication by phoneTopic: Fast foodObjectives: S tudents should be able to:1. Talk about fast food2. Understand the content, the organization of the text and the writing devices of the passage;3. Know and make use of the language points, especially expressions, learned from the text;4. Grasp some key words, expressions and sentence patterns for expressing ideas on related topics;5. Learn how to write a note of congratulations6. get some tips about the adverbial clause of purpose in EnglishImportant/Difficult Point(s):nguage points2.GrammarMaterials and Resources:1.PPTs2.Colorful chalks3.ChalkboardProcedure:Period 1Step 1: Warm upWarm-up Discussion:Ask students to form groups of four and discuss on the topic: “Do you like the food at McDonald’s or KFC? What attracts you most there?” Group leaders will be asked to present group opinions.Step 2: Reading StrategyAsk students to read through the whole passage without referring to the word list. Try to scan through to find out the main idea. And skim the passage to find out thecorresponding part of the passage to the comprehension exercise after the passage. Period 2Step 1: Word study1. Read new words2. Memories them all.Step 2: Word analysisPlan for Follow Up Lesson:1.Our next class will begin with the passage. The students will be reminded atthe end of this class to prepare the readings for next class.2. The next class will be structured through passage analysis and language study.Period 3Step 1: Warm-up1.Students are asked to take out a piece of paper and recite new words. A number ofstudents will be called to read some words out for the teacher to check pronunciation.2.Students watch a short video about the fast food.Step 2: Passage Aprehensive study of passage Aa.main ideab.structure analysisnguage studyPeriod 4Step 1：Finish all the after-reading exerciseStep 2: Active Words1.Teacher explains the usage and examples2.Students make sentences and try to memories the usagesStep 3: HomeworkFinish Vocabulary Check after the Active Words.Plan for follow-up lesson1.Students should prepare for the study of Text B.2.Students should prepare for group discussion and writing.Period 5Step 1: Warm-upGroup Study: Students are asked to form groups of four and discuss on the topic “What is your healthy diet?” Group leaders present the result.Step 2: Fast-reading of Passage BStudents are required to take advantage of fast reading strategies to do comprehension work.Step 3: Word StudyPeriod 6:Step 1: Passage Analysis1. Comprehensive study of passage Ba)main idea2) structure analysis2. Language studyStep 2: (Homework)Ask students to finish after-reading activities.Period 7Step 1: Warm-up1. Students are asked to take out a piece of paper and recite new words. A number of students will be called to read some words out for the teacher to check pronunciation.2. Students do listening practice.Step 2: Grammar studyStep 3: Finish exercise of Adverbial ClausePeriod 8:Step 1: ExerciseStudents are required to do comprehensive exercises in class within a certain timeframe. The teacher will check the answer.Step 2: Writing Practice --- How to write a note of congratulationsThe teacher will explain what a note of congratulations is and how to write it. Students will be shown with the example a note of congratulations.Students are required to write a note of thanks in a group.Plan for follow-up class1.Our next class will begin with Unit 4. The students will be reminded at the end ofthis class to prepare the readings for next week.2.The next class will be structured through small group work and whole classdiscussions.Unit 4 Hotel ServicesTopic: Daily shoppingObjectives: S tudents should be able to:1. Talk about shopping;2. Understand the content, the organization of the text and the writing devices of the passage;3. Know and make use of the language points, especially expressions, learned from the text;4. Grasp some key words, expressions and sentence patterns for expressing ideas on related topics;5. Learn how to write a note of announcement6. get some tips about the gerund in English grammarImportant/Difficult Point(s):nguage points2.GrammarMaterials and Resources:1.PPTs2.Colorful chalks3.ChalkboardProcedure:Period 1Step 1: Warm upWarm-up Discussion:Ask students to form groups of four and discuss on the topic: “Do you like shopping? Why or why not?” Group leaders will be asked to present group opinions.Step 2: Reading StrategyAsk students to read through the whole passage without referring to the word list. Try to scan through to find out the main idea. And skim the passage to find out the corresponding part of the passage to the comprehension exercise after the passage.Step 1: Word study1. Read new words2. Memories them all.Step 2: Word analysisPlan for Follow Up Lesson:1.Our next class will begin with the passage. The students will be reminded at theend of this class to prepare the readings for next class.2.The next class will be structured through passage analysis and language study. Period 3Step 1: Warm-up1.Students are asked to take out a piece of paper and recite new words. A number ofstudents will be called to read some words out for the teacher to check pronunciation.2.Students watch a short video about the shopping.Step 2: Passage Aprehensive study of passage Aa)main ideab)structure analysisnguage studyPeriod 4Step 1：Finish all the after-reading exerciseStep 2: Active Words1.Teacher explains the usage and examples2.Students make sentences and try to memories the usagesStep 3: HomeworkFinish Vocabulary Check after the Active Words.Plan for follow-up lesson1.Students should prepare for the study of Text B.2.Students should prepare for group discussion and writing.Step 1: Warm-upGroup Study: Students are asked to form groups of four and discuss on the topic “Why is it convenient to do shopping on line?” Group leaders present the result.Step 2: Fast-reading of Passage BStudents are required to take advantage of fast reading strategies to do comprehension work.Step 3: Word StudyPeriod 6:Step 1: Passage Analysis1. Comprehensive study of passage Ba)main idea2) structure analysis2. Language studyStep 2: (Homework)Ask students to finish after-reading activities.Period 7Step 1: Warm-up1. Students are asked to take out a piece of paper and recite new words. A number of students will be called to read some words out for the teacher to check pronunciation.2. Students do listening practice.Step 2: Grammar studyStep 3: Finish exercise of gerundPeriod 8:Step 1: ExerciseStudents are required to do comprehensive exercises in class within a certain timeframe. The teacher will check the answer.Step 2: Writing Practice --- How to write a note of AnnouncementThe teacher will explain what a note of announcement is and how to write it. Students will be shown with the example a note of announcement.Students are required to write a note of thanks in a group.Plan for follow-up class1.Our next class will begin with Unit 5. The students will be reminded at the end ofthis class to prepare the readings for next week.2.The next class will be structured through small group work and whole classdiscussions.Unit 5 Food BlogsTopic: Modern CommunicationObjectives:1. Students will be able to enlarge the vocabulary relating to modern communication.2. Students will be able to understand the content, the organization of the text and the writing devices of the passage.3. Students will be able to know and make use of the language points, especially expressions, learned from the text.4. Students will come to know the importance of managing incoming email.5. Students will be able to learn how to write a public notice.6. Students will be able to get some tips about the use of the infinitive in English. Important/Difficult Point(s):1.Grammar2. Experiences with cell phones and emails.Materials and Resources:1.Multimedia2.PPTs3.Colorful chalks4.ChalkboardProcedure:Period 1Step 1: Warm up1. Warm-up DiscussionQuestions: What is your favorite way of daily communication?Do you use the Internet?.2. Group DiscussionAsk students to form groups of four and discuss on the topic of Internet: How has the Internet influenced your life? Is the influence good or bad? Why?Appoint a team leader for each group.Group leaders will be asked to present group opinions.Step 2: Reading StrategyAsk students to read through the whole passage without referring to the word list. Try to scan through to find out the main idea. And skim the passage to find out the corresponding part of the passage to the comprehension exercise after the passage. Period 2Step 1: New word studyStep 2: (Homework)1. Read new words2. Memorize them all.Plan for Follow Up Lesson:1.Our next class will begin with the passage. The students will be reminded atthe end of this class to prepare the readings for next class.2.The next class will be structured through passage analysis and languagestudy.Period 3Step 1: Warm-up1.Students are asked to take out a piece of paper and recite new words. A number ofstudents will be called to read some words out for the teacher to check pronunciation.2.Students will go to spot dictation to practice their listening.Step 2: Text Aa.Guide the students to get the main idea.b.structure analysisPeriod 4Step 1：Language studyStep 2: Finish all the after-reading exercisePeriod 5Step 1: Warm-upGroup Study: Students are asked to form groups of four and talk about making telephone calls based on the following questions:What advantages does making phone cells have?Do you prefer making phone cells to sending short messages to your parents while you are in college? Why or why not?Group leaders present the result.Step 2: Active Words1.Teacher explains the usage and examples2.Students make sentences and try to memories the usagesStep 3: HomeworkFinish Vocabulary Check after the Active Words.Plan for follow-up lesson1.Students should prepare for the study of Text B.2.Students should prepare for group discussion and writing.Period 6:Step 1: Fast-reading of Text BStudents are required to take advantage of fast reading strategies to do comprehension work.Step 2: Brief Text Analysis1. The main idea of the text2. Questions relating to the major points of the textWhat problem is troubling email users and corporations around the world?What is the importance of managing emails?Who should be responsible for managing emails?Step 3: (Homework)Ask students to finish after-reading activities.Period 7Step 1: Warm-up1. Students are asked to take out a piece of paper and recite new words. A number of students will be called to read some words out for the teacher to check pronunciation.2. Students do listening practice.Step 2: Grammar Study: the infinitive in EnglishGuide students to learn the grammar points of this unit.Step 3: Exercises of the infinitive in EnglishPeriod 8:Step 1: ExercisesStudents are required to do comprehensive exercises in class within a certain timeframe. The teacher will check the answer.Step 2: Writing Practice --- How to write a public noticeThe teacher will explain what a public notice is and how to write it. Students will be shown with the samples.Students are required to write two notices according to the assignments in the textbook.Plan for follow-up class1.Our next class will begin with Unit 6. The students will be reminded at the end ofthis class to prepare the readings for next week.2. The next class will be structured through small group work and whole class discussions.Unit 6 Shopping and SightseeingTopic: Health CareObjectives:1.Students will know the background information related to the text.2.Students will be able to understand the content, the organization of the text andwriting devices of the text.3.Students will be able to grasp some key words, expressions and sentence patternsfor expressing ideas on related topics.4.Students will enlarge their vocabulary of diseases.5.Students will learn about the past participle in English.6.Students will learn how to write a name card.Important/Difficult Point(s):Key words and expressionsGrammarMaterials and Resources:1.PPTs2.Multimedia3.Colorful pens and markers4.Chalk, chalkboardProcedure:Period 1Step 1: Warm up:1. Ask students questions about healthDo you often get sick? What should we do if we want to stay healthy?2. Group DiscussionAsk students to form groups of four and discuss on the topic of health: What can we do in order to have a healthy, happy and long life?Appoint a team leader for each group.Group leaders will be asked to present group opinions.Step 2: Reading StrategyAsk students to read through the whole passage without referring to the word list. Try to scan through to find out the main idea. And skim the passage to find out the corresponding part of the passage to the comprehension exercise after the passage. Period 2Step 1: New word studyStep 2: (Homework)1. Read new words2. Memorize them all.Plan for Follow Up Lesson:1. Our next class will begin with the passage. The students will be reminded at the end of this class to prepare the readings for next class.2. The next class will be structured through passage analysis and language study. Period 3Step 1: Warm-up1. Students are asked to take out a piece of paper and recite new words. A number of students will be called to read some words out for the teacher to check pronunciation.2.Students will go to spot dictation to practice their listening.Step 2: Text A1. Guide the students to get the main idea.2. Structure analysisPeriod 4Step 1：Language studyStep 2: Finish all the after-reading exercisePeriod 5Step 1: Warm-upGroup Study: Students are asked to form groups of four and talk about experiences with doctors based on the following questions:1. What was your most unforgettable experience with doctors?2. What kind of doctor do you like best? Why?Group leaders present the result.Step 2: Active Words1. Teacher explains the usage and examples2. Students make sentences and try to memories the usagesStep 3: HomeworkFinish Vocabulary Check after the Active Words.Plan for follow-up lesson1. Students should prepare for the study of Text B.2. Students should prepare for group discussion and writing.Period 6:Step 1: Fast-reading of Text BStudents are required to take advantage of fast reading strategies to do comprehension work.Step 2: Brief Text Analysis1. The main idea of the text2. Questions relating to the major points of the textWhat are the secrets of a good night’s sleep?How many phases are there in the course of sleep?Step 3: (Homework)Ask students to finish after-reading activities.Period 7Step 1: Warm-up1. Students are asked to take out a piece of paper and recite new words. A number of students will be called to read some words out for the teacher to check pronunciation.2. Students do listening practice.Step 2: Grammar Study: the past participle in EnglishGuide students to learn the grammar points of this unit.Step 3: Finish exercises of the past participle in EnglishPeriod 8:Step 1: Comprehensive ExercisesStudents are required to do comprehensive exercises in class within a certain timeframe. The teacher will check the answer.Step 2: Writing Practice --- How to write a name cardThe teacher will explain what a name card is and how to write it. Students will be shown with the samples.Students are required to design a name card for themselves according to the assignment in the textbook.Plan for follow-up class1. Our next class will begin with Unit 7. The students will be reminded at the end of this class to prepare the readings for next week.2. The next class will be structured through small group work and whole class discussions.Unit 7 FarewellTopic: Generation gapObjectives: S tudents should be able to:1. Talk about generation gap2. Understand the content, the organization of the text and the writing devices of the passage;3. Know and make use of the language points, especially expressions, learned from the text;4. Grasp some key words, expressions and sentence patterns for expressing ideas on related topics;5. Learn how to write invitation cards or letters6. get some tips about the relative clause in EnglishImportant/Difficult Point(s):1.active verbs: start, concern, throw, care, count2.mean, major, concerned, dorm, save, sake, wear, exaggerate, collect, can, charge, priority, ruin, vacation,3.the relative clause in EnglishMaterials and Resources:1.PPTs2.Colorful chalks3.ChalkboardProcedure:Period 1Step 1: Warm upWarm-up Discussion:Ask students to form groups of four and discuss on the topics: 1) differences between my parents and 2) suggestions for bridging the generation gapDivide the students into groups of three or four. Appoint a team leader for each group. Invite some students to talk about the topics. Each speaker has two minutes for thepresentation.Step 2: Reading StrategyAsk students to read through the whole passage without referring to the word list. Try to scan through to find out the main idea. And skim the passage to find out the corresponding part of the passage to the comprehension exercise after the passage. Period 2Step 1: Word studyStep 2: Word analysisPlan for Follow Up Lesson:1.Our next class will begin with the passage. The students will be reminded at the end of this class to prepare the readings for next class.2.The next class will be structured through passage analysis and language study. Period 3Step 1: Warm-up1.Students are asked to take out a piece of paper and recite new words. A number of students will be called to read some words out for the teacher to check pronunciation.2.Students watch a short video about the generation gap.Step 2: Passage Aprehensive study of passage Ac.main idead.structure analysisnguage studyi.You don’t really feel the generation gap until a son or daughter comeshome form college fro Christmas.ii.What difference does it make?iii.Why don’t you do it for our sake?iv.But it’s very hard for us to realize you’re an adult when you throw all your clothes on the floor.Period 4Step 1：Finish all the after-reading exerciseStep 2: Active Words1.Teacher explains the usage and examples2.Students make sentences and try to memorize the usagesStep 3: HomeworkFinish Vocabulary Check after the Active Words.Plan for follow-up lesson1.Students should prepare for the study of Text B.2.Students should prepare for group discussion and writing.Period 5Step 1: Warm-upGroup Study: Students are asked to form groups of four and discuss on the topics “What do you do when you and your parents have different ideas about the same thing?” And “what suggestions do you have for bridging the generation gap?”Group leaders present the result.Step 2: Fast-reading of Passage BStudents are required to take advantage of fast reading strategies to do comprehension work.Step 3: Word StudyPeriod 6:Step 1: Passage Analysis1. Comprehensive study of passage B1)main idea2) structure analysis2. Language studyStep 2: (Homework)Ask students to finish after-reading activities.Period 7Step 1: Warm-up1. Students are asked to take out a piece of paper and recite new words. A number of。
《新编实用英语二》Unit8 Talking
now. Goodbye. Z: Goodbye, Mr. Lowenberg. Hope to see you again.
Sample 2
Saying Goodbye to Mr. Smith at the Hotel
Y = Mr. Yang
S = Mr. Smith
Y: S: Y:
Good evening, Mr. Smith. Good evening, Mr. Yang. Are you leaving tomorrow morning? Can’t you stay a little longer?
Z:
I’m pleased to hear that.
Sample 1
L: I’m sure we’ll cooperate well and do more business
to our mutual benefit in future. Z: L: The feeling is mutual. Thanks again for everything. Oh, I must be running
Task Two
A: B: Have you got everything ready for the trip? Yes. Thank you for your kindness.
A:
B:
I’d like to see you off at the airport.
It’s very nice of you. But I think I can manage everything myself. Thank you all the same.
Task: You are seeing off a foreign friend of yours at the airport.
新编实用英语综合教程2 -Unit 8 Appliying for a job教案
Unit 8 Applying for a JobUnit GoalsWhat you should learn to do1.Understand a job advertisement2.Apply for a job3.Take a job interview4.Talk about a job5.Write a resumeWhat you should know about1.The way successful people start and run a business2.How to apply for a right job3.Supporting and concluding sentencesSection I Talking Face to Face1.Imitating Mini-Talks2.Acting out the Tasks3.Studying Email Information on the Internet4.Following Sample Dialogues5.Putting Language to UseSection II Being All Ears1.Learning Sentences for Workplace Communication2.Handling a Dialogue3.Understanding a Short Speech / TalkSection III Trying your Hand1.Practicing Applied Writing2.Writing Sentences and Reviewing GrammarSection IV Maintaining a Sharp EyePassage 1 :Text Applying for a New BossWhen I went off to college, I got one piece of advice from my father: “It doesn’t matter what courses you take, just find the great professors.” Sure enough, I soon discovered that all kinds of subjects were interesting to me as long as good teachers presented them. In Professor Weinstein’s class, I could hear the tumbrels rolling through the streets of Paris during the French Revolution. And going back further, I can still recall things about the stars that I should have long ago forgotten if not for mysecond-grade teacher, Miss Scorchiotti. To me, a great teacher is one who performs a subject in a way that makes it come alive.A great boss does the same. They turn the day-to-day uninteresting jobs into a learning experience. They convince you that you and what you are doing actually matter. They give you confidence, which makes you more willing to ask a question, or assume responsibility, or even suggest a change in some age-old company process. In short, a great boss knows how to teach.So my advice to anyone bound for the job market in the coming years and to anyone looking for a different work experience is: Don’t interview for the right job. Interview for the right boss. Not a best person, but someone who is willing and able to help you grow professionally.What are some signs of the wrong boss? Well, anyone who:● is surrounded by the same team year after year. If you’re such a good teacher, why aren’t these people moving on and getting promoted?● is short of a sense of humor. Life is short. Work is hard. Let’s lighten up when facing something difficult.● loves typing. Hates talking. Why are you emailing me when I sit across the hall?Who are the best bosses I ever had? Angela, my first boss out of college, was very clever and outspoken. She ruffled feathers around the company but was eager to let me in on what she thought and why.My boss Tom used to say: “You can sleep when you’re dead.” Working for Tom was just a bit exhausting. But he was also unbelievably straightforward, and quick to ask advice and give it. We often had different opinions, yet our discussions helped both of us learn more about what we were trying to perform. A great boss both gives respect and earns it.And how do you know when you’ve found the right boss? Be yourself with them and see if the self they are with you is someone you want to learn from for a couple of years. If that person is dull or dogmatic in an interview, guess what they’re going to be like Monday through Friday? Interviewees are on their best behavior in that setting, but so are interviewers. You don’t like what you see? The power is yours. Go out and interview another boss.Language Points1 Explanation of Difficult Sentences1. (Para. 1) And going back further, I can still recall things about the stars that I should have long ago forgotten if not for my second-grade teacher, Miss Scorchiotti ...Analysis: This is a complex sentence. That introduces a relative clause to modify the stars, followed by an if-clause of condition. Attention should be paid to the subjunctive mood used here: should have forgotten, ... with the latter part being an elliptical clause which can be assumed to be if it were not for ...Translation: 再早些，我仍然记得有关星体的知识，若不是由于我二年级的斯高奇奥迪老师，我早就将其忘光了。
新编实用英语综合教程2Unit8教案
3. present (para.1 L3)
(v.) give away; introduce; show; put forward for consideresented her with a signed copy of his
新编实用英语综合教 程2Unit8教案
Section I Talking Face to Face
Advertisement 1
Job: full-time sales in clothing department Requirement / Qualification:
1) no sales experience 2) neat in appearance 3) strong people skills Benefit: a great start for a new job in sales
product lines Requirement / Qualification: 1) Graduate of a Mechanical Engineering degree or
diploma course, or a Drafting course with emphasis on Mechanical Drafting.
2) Experience with agricultural equipment
Dialogue 1 Having a Job Interview
apply: (v.) 申请 apply to sb./sth. for sth.
position: (n.)职位 course: (n.)课程 major in: 专业 salesman: (n.)推销员，售货员
Words & Expressions
teaching notes(新编实用英语2册教案)
Noun clauses
教学方法
与手段
多媒体
讲授，练习
教学过程（教学环节、个环节要点、时间分配等）
第
一
节
Revision of what we learned last class
Exercise 6 on P34
第
二
节
Exercise 7 in class
教学
小结
How to write a right simple sentence.
重点与难点
Understand the meaning of the passage.
Commit, invent, appropriate, instance. Casual, explicit,
drop, not until, emphatic sentence
教学方法
与手段
多媒体
讲授，练习
教学过程（教学环节、个环节要点、时间分配等）
教C208
5
3
1,2
教学目标（知识目标/能力目标）
Passage One Online growth continued
重点与难点
Medium, share , conduct ,communicate, merge with, speed up, as with, innovation, constant, have access to
与手段
多媒体
讲授，练习
教学过程（教学环节、个环节要点、时间分配等）
第
一
节
Exercises 1-4
20minutes
20minutes
第
二
节
Exercises 5-6
新编实用英语综合教程2--Unit-8-Appliying-for-a-job教案
Unit 8 Applying for a Job Unit GoalsWhat you should learn to do1.Understand a job advertisement2.Apply for a job3.Take a job interview4.Talk about a job5.Write a resumeWhat you should know about1.The way successful people start and run a business2.How to apply for a right job3.Supporting and concluding sentencesSection I Talking Face to Face1.Imitating Mini-Talks2.Acting out the Tasks3.Studying Email Information on the Internet4.Following Sample Dialogues5.Putting Language to UseSection II Being All Ears1.Learning Sentences for Workplace Communication2.Handling a Dialogue3.Understanding a Short Speech / TalkSection III Trying your Hand1.Practicing Applied Writing2.Writing Sentences and Reviewing GrammarSection IV Maintaining a Sharp EyePassage 1 :Text Applying for a New BossWhen I went off to college, I got one piece of advice from my father: “It doesn’t matter what courses you take, just find the great professors.”Sure enough, I soon discovered that all kinds of subjects were interesting to me as long as good teachers presented them. In Professor Weinstein’s class, I could hear the tumbrels rolling through the streets of Paris during the French Revolution. And going back further, I can still recall things about the stars that I should have long ago forgotten if not for mysecond-grade teacher, Miss Scorchiotti. To me, a great teacher is one who performs a subject in a way that makes it come alive.A great boss does the same. They turn the day-to-day uninteresting jobs into a learning experience. They convince you that you and what you are doing actually matter. They give you confidence, which makes you more willing to ask a question, or assume responsibility, or even suggest a change in some age-old company process. In short, a great boss knows how to teach.So my advice to anyone bound for the job market in the coming years and to anyone looking for a different work experience is: Don’t interview for the right job. Interview for the right boss. Not a best person, but someone who is willing and able to help you grow professionally.What are some signs of the wrong boss? Well, anyone who:●is surrounded by the same team year after year. If you’re such a good teacher, why aren’t these people moving on and getting promoted?●is short of a sense of humor. Life is short. Work is hard. Let’s lighten up when facing something difficult.●loves typing. Hates talking. Why are you emailing me when I sit across the hall?Who are the best bosses I ever had? Angela, my first boss out of college, was very clever and outspoken. She ruffled feathers around the company but was eager to let me in on what she thought and why.My boss Tom used to say: “You can sleep when you’re dead.”Working for Tom was just a bit exhausting. But he was also unbelievably straightforward, and quick to ask advice and give it. We often had different opinions, yet our discussions helped both of us learn more about what we were trying to perform.A great boss both gives respect and earns it.And how do you know when you’ve found the right boss? Be yourself with them and see if the self they are with you is someone you want to learn fromfor a couple of years. If that person is dull or dogmatic in an interview, guess what they’re going to be like Monday through Friday? Interviewees are on their best behavior in that setting, but so are interviewers. You don’t like what you see? The power is yours. Go out and interview another boss.Language Points1 Explanation of Difficult Sentences1. (Para. 1) And going back further, I can still recall things about the stars that I should have long ago forgotten if not for my second-grade teacher, Miss Scorchiotti ...Analysis: This is a complex sentence. That introduces a relative clause to modify the stars, followed by an if-clause of condition. Attention should be paid to the subjunctive mood used here: should have forgotten, ... with the latter part being an elliptical clause which can be assumed to be if it were not for ... Translation: 再早些，我仍然记得有关星体的知识，若不是由于我二年级的斯高奇奥迪老师，我早就将其忘光了。
《新编实用英语》教案第二册
Unit Seven Entertainments and Tourist AttractionsI. Aims and Requirements1. Some entertainment and tourist ads2. How to write entertainment and tourist ads3. How to introduce entertainment and tourist attractions4. Some knowledge about opera5. Useful words, expressions and language pointsII. Introduction1. Entertainments are popular for the public, such as film, opera and so on. The unit will discuss different kinds of entertainments.2. Entertainment ads are an important source of information for people to find out what entertainments are currently available. Now this unit will begin with an entertainment ad.III. Teaching Plansperiod contentTask 1 Talking face to face and listeningEntertainment aidsTask 2Passage 1: Lucia no Pavarotti-- bringing opera to the world Task 3Passage 2 :Visiting the gateway archTranslation(English to Chinese and Chinese to English) Task 4Applied writing: travel abroad agencyGrammar: Present participle and past participle asattributivesTask 1 Talking face to face: Entertainment aidsListening comprehensionPart 1 Read some entertainment and tourist adsPart 2 Read some dialogues about entertainment and tourist attractions, and learn how to introduce them to the visitors.Part 3 Useful expressions and sentence patterns about introducing entertainment and tourist attractionsPart 4 PracticesPart 1 Read some entertainment and tourist adsSample 1 What Shall We See This EveningSample 2 Go to see Chinese Acrobatics.Part 2 Read some dialogues about entertainment and tourist attractions,and learn how to introduce them to the visitorsSample1. What Shall We See This Evening1，Asking programs of this evening: What are we going to see this evening?2，Giving some selections: There are Beijing opera, a concert and Chinese acrobatics (杂技). What do you prefer?3，Recommending Beijing opera: I’d recommend Beijing opera. It’s something special you’ve probably never seen before.4，Discussing Beijing opera: I know. It’s unique to Chinese culture. But I had the chance to enjoy it during my last visit.5，Discussing the meeting time：When shall we meet?Part 3 Useful expressions and sentence patterns about introducing entertainment and tourist attractions(1) There is a … performance here on these days.(2) Anything exciting going on this weekend?(3) Who will give the performance?(4) A group of young singers (musicals, musicians …) from … (5) That sounds interesting, where is it?(6) What do you want to see most?(7) When will the festival (concert, exhibition ...) start?(8) Let’s get the ticket.(9) Can we get the tickets for tomorrow?(10)Can you show me some of the attractions here?Part 4 Practices1. Image you are inviting Linda to see Beijing Opera.2. Imagine you and your English teacher, Sue, are in the lobby of a theatre, waiting to see Chinese acrobatics. Complete the conversation with her by filling in the blanks.Task 2 LUCIANO PAVAROTTI----Bring Opera to the World Part 1: Information Related to the Reading Passage1. tenor: a man with the highest male singing voice 男高音2. bass: a man with the lowest male singing voice 男低音3. aria: a song that is sung by only one person in an opera 咏叹调4. high C: a very high musical note 高音CPart 2: Preview Questions1. How do people appreciate Pavarotti?2. Why does Pavarotti’s singing touch millions of people in the world?3. When did Pavarotti begin to study voice?4. What was the first prize Pavarotti won in the international competition foryoung singers?5. How successful was the concert in BAERLIN IN 1988?Part 3: Important Words1) touch v. cause someone to feel pity, sympathy, etc. 触动，感动e.g.: His sad story touched us.Her song touched my heart.The sad music touched me and made me feel blue.2) entertain v. amuse and interest 使娱乐，使欢乐；款待e.g.: The boy is entertaining himself with his building blocks.The magician entertained the children with a variety of tricks.Some people entertain themselves by reading; others have to be entertained by radio or television shows.That couple often entertains of weekends.3) talent n. a special natural or learned ability or skill, especially of a high quality 才能，天资；人才e.g.: Mary seems to have a talent for drawing.This sort of work calls for special talents.New York is full of artistic talent.4) career n.. a job or profession for which one is trained and which one生涯，职业intends to follow the whole of one’s lifee.g.: John began his Hollywood career in 1931.career.She wants to make nursing her life’sMy sister has a career in teaching high school English.5) strengthen v. make strong or stronger 加强，巩固e.g.: The new evidence strengthened his case.It’s important to strengthen ties between the two countries.The company has strengthened its position with new advertisements.6) draw v. attract 吸引；取出e.g.: The accident drew a great crowd.My shouts drew the attention of the policeman.The nurse drew blood from the patient for testing.Part 4: Explanation of Different Sentences1) (Para. 1) Not only is this voice powerful, but it conveys strong emotion.V Analysis: Sentences beginning with not only… usually take an inverted S—order.Translation:这不仅仅是因为他的歌喉浑厚有力，而且还传达出强烈的情感。
新编实用英语第二册文本教案8
听、读、讨论、理解5个不同情境的对话范例
录音
10分
深化任务3：
仿写并实践5个对话子任务
指导学生分组同时分别完成5个不同的对话任务并展现出来
Five different situations:talk with your partnerabout your imagined experience as a salesmanetc.
3.分组比赛的准备
4.计时及纠错
以Passage I为例进行朗读能力的训练
完成任务2：
1.听、读passageI
2. 自选及抽选代表朗读课文
3.为其他组挑选错误发音数量
对话
录音或PPT
15分
深化任务2：
分组竞赛
1.抽签决定公布各组顺序，及自选名单
2.计时并且公布各组朗读过程中错误发音个数
以Passage I为例进行朗读能力的训练通过小组竞赛的方式评选出最快的小组
2.完善语音、语调、完善语言行为
PPT
创设机电专业学生工作情境
板书：结对或团队的业务工作，话题模拟对话
全体同学多形式组合的情境下自命题英文对话交流练习
统计、评价交际的结果
创编的求职面试实践演示（成果展示）
学生在交谈和动作中互相监督、印证、评价交际结果
任务书
5分
总结与讲评
总结、讲评本单元英文求职任务的完成要点与完成情况
10分
呈现任务1：
课文的重点词汇掌握
1.播放录音
2.协助总结归纳
3.板书关键单词的音标
重点词汇：
1.apply
2.advice
3.job experience
4.process
《新编实用英语二》Unit8 Reading
h
11
Difficult Sentences
1. (Para.1) Before long, through the door came in a tall, unimpressive-looking man of about 40.
完全倒装结构
Translation
很快，从门口走进一个高高的、40来岁的男子， 看上去其貌不扬。
used as a prep. or a conj., meaning “up to (the time that) ”
Translation
他有办法使我们对一个故事、一位文学人物或一 种思想的某一部分产生悬念，让我们充满好奇，
渴望了解更多的知识。
Example
A newspaper editor dangled his cheque book before thirsty writers.
Unit 8 Farewell
Passage I The Most Unforgettable Character I’ve met
h
1
Passage I
The Most Unforgettable Character I’ve met
Intensive Study Practice
h
2
Intensive Study
Inside the parcel was a letter addressed to my
Example father. (完全倒装)
Seldom had I seen Sasha so upset. (部分倒装）
h
12
Difficult Sentences
2. (Para. 2) His voice had a surprising tone of respect, almost as if he were addressing the Supreme Court instead of a group of youngsters.
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3.分组完成Act Out的5种面试情境中给出的任务
重点
难点
及
解决
方法
重点：掌握并运用求职的习惯用语及酒店结帐的常用表达法
难点：读懂招聘广告，准确而快速的进行各种情形的求职面试
解决方案：Pair work 结对练习-----Team work分组练习
参考
资料
任务类型：英文求职面试的听说读写译综合运用
具体要求：掌握并灵活运用英语求职面试的常用句型,能够得体应对各种面试情况及求职等各种情况。准确理解招聘广告。语调和语气自然。
子任务1：学习、运用英语求职及面试的基本句型
行为反馈：
注意倾听老师与班长对话并可能争相插话，产生兴趣和学习动机
10分
呈现任务1：
课文第一段进行面试对话的听、说、读、写
1.播放Sample 1
2.协助理解归纳
3.板书关键词句
面试基本句型:
1. I graduated from……
2. What job are you applying for……
1.能够恰当运用求职的英语惯用语。
2.听懂并能够做求职申请。
1.熟练掌握求职常用句型。
2.看懂人才的寻求广告
3．掌握书中面试中的各项。
调动学生积极参与学习，培养学生合作与交流习惯，锻炼学生掌握、运用适当的语言与方法开展职场基本交际活动
任务
与
案例
1.听懂Sample 1并能应用之中的惯用句正确填写Put in use 1
3.结对练习此对话
对话
录音或PPT
15分
深化任务2：
面试的其他表达方法
1.组织列举相关情境的其他说法
2.组织新组合进行更为复杂的对话Pair Work Show
面试扩展句型:
1.Would you tell me about your studies?
2. May I ask why you are interested in this particular job?
讨论理解每段对话后给出的相关任务情境，并分组编写新对话，派代表演示对话
信息表格
10分
综 合
训 练
展示介绍英文影视、文学作品和实际工作中的综合通话情境
Three dialogues about applying for a job
Having a job interview
1.观摩、要点体会与讨论归纳
课文对话PPT与录音英语求职面试交际视频
不同格式的英文招聘广告
工具
与
材料
多媒体播放设备
空白的英文招聘广告
卡片纸
粘贴彩纸
彩色书写笔
小组任务书
时间
分配
步骤名称
教师活动
教 学 内 容
学生活动
工具
材料
5分
行为引导
以模拟给班长用英语打电话约定见面的形式复习并导入新课,下发任务书
复习呈现上个单元的英文对话，顺应导入用英文通电话约定面试
完整板书脉络
礼貌，逻辑严谨等注意事项关键词
修正补充自己编写的对话，揣摩语言行为方式
作 业
1.搜集、掌握更多英文求职面试的常用词句
2.完成P130 Put in Use exercises
3.预习Section II.
课后体会
PRACTICAL TASK PAPER
任 务 书
任务目标:学会用英语进行求职及面试。
2.协助理解归纳
3.板书关键词句
Sample 2的基本句型:
1.I want to apply for that position.
2sted in that job?
完成任务2：
1.听、读、说Sample 2
2. 理解归纳已进行的面试表达方法
时间
年 月 日 第 节
讲次
32
班级
课题
Unit8Section IApplying for a job
地点
教室
教学
目的
通过学习、训练用英语进行“求职”的听、说、读、写交际活动，综合整理相关话题词语、句型及其在各种环境中的灵活应用，使学生能够用英文进行有效的求职
教学
目标
能力（技能）目标
知识目标
素质目标
1.列举其他面试的情境,讨论适当的说明和对话说法
2.临时组合,进行随机应变的复杂的英文对话
卡片
10分
呈现任务3：
课文Act Out练习5个通话
播放5个范例对话，并指导学生听读翻译理解相关通话情境
Different reservation dialogues 1-5 on page 128 of book 2，Unit 8
2.完善语音、语调、完善语言行为
PPT
创设机电专业学生工作情境
板书：结对或团队的业务工作，话题模拟对话
全体同学多形式组合的情境下自命题英文对话交流练习
统计、评价交际的结果
创编的求职面试实践演示（成果展示）
学生在交谈和动作中互相监督、印证、评价交际结果
任务书
5分
总结与讲评
总结、讲评本单元英文求职任务的完成要点与完成情况
3.提示并指导学生合作搜集求职用语，特别是广告招聘的详细条目。
求职的其他常用句型:
1 why don’t you tell me about yourself first?
2. What job are you applying for?
3. Do you have any sales experiences?
4.Wha about languages?
1.双人组替换角色自由扩展训练
2.随机组合进行命题式对话（角色扮演展示）
3.分组汇集、讨论更多求职用语，特别是不同求职状况，记录预订所用的更多词、句、每组张贴介绍。Group Work
卡片纸
空白留言
表格
10分
呈现任务2：
课文第二段求职的听、说、读、译
1.播放Sample 2
完成任务3：
听、读、讨论、理解5个不同情境的对话范例
录音
10分
深化任务3：
仿写并实践5个对话子任务
指导学生分组同时分别完成5个不同的对话任务并展现出来
Five different situations:talk with your partnerabout your imagined experience as a salesmanetc.
3.What courses did you take in your college?
完成任务1：
1、听、读Sample 1
2、理解归纳英文求职的惯用词句
3、结对练习通电话进行预定面试。
对话
录音和PPT
招聘广告
15分
深化任务1：
（头脑风暴）
（卡片张贴）
1.组织指导双人自由通话练习
2.给出话题组织新的通话组合Pair Work Show