英语综合教程第二册第九单元教学设计
新编大学生基础英语综合教程第二册教学课件Unit 09--Lesson 1
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Repeated failures are not frustrating to him.
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Something frustrating took place in the 1970s.
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7. gadget n. small useful device or appliance
technology.
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Software radio technology offers a very good
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solution to the problem.
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15. transfer v. move to another place; shift
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17. comfortable doing／with sth. be skillful in doing
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sth.; be familiar with sth.
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He is quite comfortable repairing electronic
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Time savers
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appliances, etc., which
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such as those mentioned
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in the vocabulary part of
《新目标实用英语综合教程2》Unit 9 Olympics
walks play it.
B.Because China has won a grand slam.
C.Because that's interesting.
D.Because I'm only an amateur.
8. A.Speed and patience.
B.Agility and flexibility.
** RReeading
Text A
Para 11 In traditional ChiBneesiejicnulgtuOrel,ycimrcpleicis Ga saymmbeosl of
pPearrfaec6tionA,ghaairnm,Iownoyualnddlirkeenteowlaela.rn more about Beijing Olympics,and
C.Coordination and anxiety. D.Good footwork and patience.
9. A.A professional table tennis player. B.A reporter.
C.A amateur.
D.A student.
Section C
Directions:In this section,you will hear a passage three times.When the passage is read for the first time,you should listen carefully for its general idea.When the passage is read for the second time,you are required to fill in the blanks numbered from 10 to 14 with the exact words you have just heard.Finally,when the passage is read for the third time,you should check what you have written.
高教版基础英语第二册教案——Unit 9 Animals
Unit 9 AnimalsThe First PeriodTeaching aims:1.To learn the different sentence patterns used to describe the years of the animals.2.To listen to the materials about the boring years.3.To have a brief summary about the words about animals.4.To master some important words and expressions.Key points:To learn how to state and define the years of boring.Difficult points:When were you born,…?No wonder you are clever than me.When were you born,…?No wonder you are clever than me.You’re kidding me!Teaching Methods:1.Listening and saying2.Pair work and group workTeaching aids:Tape recorderProcedures:Step 1 Greetings and Lead-inGreet the whole class.Ask Ss to do Warm-up.1.Ask Ss to recall and summarize the expressions they’ve mastered to describethemselves.2.Make sure they understand the sentence pattern:When were you born,…(名字)?I was born in…(年份)3. Check the answers with the whole class.Step 2 Listening 11.Learn the new words of this part.Notes:rat n. 老鼠，耗子ox n. (pl.oxen)牛；公牛tiger n. 老虎rabbit n. 兔子dragon n. 龙goat n. 山羊monkey n. 猴子rooster n. 公鸡，雄鸡No wonder 不足为奇，并不奇怪；难怪2. Ask Ss to look at the listening materials before listening.3. Play the tape. Ask Ss to do the match and give the reasons for their choices.3.Play the tape again, and then check the answers with the whole class.Script of listening:1.Feng Xiao was born in the year of the Dog..2.David was born in the year of the Ox.3.Joseph Cort was born in the year of the Tiger.4. Geoge Brown was born in the year of the Dragon.5.Lilian White was born in the year of the Monkey.Step 3 Dialogue 11.Have students discuss the relationship between the two speakers and where thedialogue take place.2.Explain the important phrases and divide the students into 3 groups to discuss andcomplete the dialogue with the words given below.3.Play the tape and ask Ss to read after it, and then ask Ss to play the dialogue.4.Remember the following important phrases:When were you born,…?No wonder you are clever than me.When were you born,…?No wonder you are clever than me.You’ kidding me!Step 4 Role Play 11.Practise the important phrases and words.2.Ask Ss to practise the dialogue as Dialogue 1. Ask some Ss to play the dialogue infront of the class.3.Ask Ss to practise more about this pattern.Step 5 Homework1.Make a dialogue in pairs with the knowledge learnt today.2.Copy the new words three times.3.Recite the dialogue 1.The Second Period Teaching aims:1.To learn some important prepositions used with adjectives.2.To learn how to describe keeping pets.Key points:How to describe keeping pets.Difficult points:I’m thinking of buying…They can keep the water clean and make the tank look much prettier. Teaching Methods:1. Listening and saying2. Pair work and group workTeaching aids:Tape recorderProcedures:Step 1 Greetings and Lead-inGreet the whole class.Review the important phrases learned last period.Step 2 Listening 21.Learn the new words of this part.Notes:underwater adj. 水下的；用于水下的tank n. （储放液体或气体的）箱；槽bowl n 碗；钵；盆.think of 思考，考虑It’s up of you. 由你做主，取决于你。
英专综合教程2第二版unit9word教案
英专综合教程2第⼆版unit9word教案Section One Pre-reading Activities (2)I. Audiovisual supplement (2)II. Cultural information (2)Section Two Global Reading (4)I Text analysis (4)II Structural analysis (4)Section Three Detailed Reading (5)Text I (5)Section Four Consolidation Activities (15)I . Vocabulary Analysis (15)II Grammar Exercises (18)III. Translation exercises (20)IV Exercises for integrated skills (21)V Oral activities (21)VI Writing Practice (22)VII Listening Exercises (24)Section Five Further Enhancement (26)I. Text II (26)II. Memorable Quotes (29)Section One Pre-reading ActivitiesI. Audiovisual supplementWatch the video and answer the following questions.1. What happened to Chris?2. Do you have the experience that you struggled so hard to achieve something, and at last you made it?（插⼊视频）Answers to the Questions:1. It was the last day of Chris‘ internship at a prestigious stock brokerage firm. At last he got the job as a broker. This could change his life. So after meeting the managers, Chris got his happiness.2. Open.Script:Chris:Mr. Frohm, good to see you.Mr. Frohm: Nice shirt.Chris:Thank you, sir.Jay:Chris.Chris:Hey, Jay.Mr. Frohm: Chris, sit down, please.Chris:I thought I‘d wear a shirt today. You know, being the last day and all.Mr. Frohm: Well, thank you. Thank you. We appreciate that. But ... wear one tomorrow though, okay? Because tomorrow‘s going to be your first day. If you‘d like to work here as abroker. Would you like that, Chris?Chris:Yes, sir.Mr. Frohm: Good. We couldn‘t be happier. So welcome. Was it as easy as it looked?Chris:No, sir. No, sir, it wasn‘t.Mr. Frohm: Good luck, Chris.Chris:Thank you. Thank you.Mr. Frohm: Oh, Chris. I almost forgot.Chris:Thank you.Voiceover: This part of my life ... this little part ... is called ―Happiness.‖II. Cultural information1. QuoteHappiness lies not in the mere possession of money; it lies in the joy of achievement, in the thrill of creative effort.— Franklin Roosevelt（适当插⼊图⽚Franklin Roosevelt）2. The Pursuit of HappinessThe Pursuit of Happiness is a 2006 American biographical film directed by Gabriele Muccino about the on-and-off-homeless salesman-turned stockbroker Chris Gardner. The screenplay by Steven Conrad is based on the best-selling memoir of the same name written by Chris Gardner with Quincy Troupe. The film was released on December 15, 2006, by Columbia Pictures.Chris Gardner is a bright and talented, but marginally employed salesman. Struggling to make ends meet, Gardner finds himself and his five-year-old son evicted from their San Francisco apartment with nowhere to go. When Gardner lands an internship at a prestigious stock brokerage firm, he and his son endure many hardships, including living in shelters, in pursuit of his dream of a better life for the two of them.（插⼊图⽚The Pursuit of Happiness）Section Two Global ReadingI Text analysis1.What‘s the author‘s answer to the question ―What is happiness‖?According to the author, happiness lies in the idea of becoming, in the meaningful pursuit of what is life-engaging and life-revealing.2.What‘s the author‘s purpose of writing?To attempt a definition of happiness by setting some extremes to the idea and then working in toward the middle.II Structural analysisSection Three Detailed ReadingText IWhat Is Happiness?John Ciardi(abridged)1The right to pursue happiness is issued to Americans with their birth certificates, but no one seems quite sure which way it runs. It may be we are issued a hunting license but offered no game.1Jonathan Swift seemed to think so when he attacked the idea of happiness as “the possession of being well-deceived,” the felicity of being “a fool among knaves.” For Swift saw society as Vanity Fair, the land of false goals.2It is, of course, un-American to think in terms of fools and knaves.2 We do, however, seem to be dedicated to the idea of buying our way to happiness. We shall all have made it to Heaven when we possess enough.33And at the same time the forces of American commercialism are hugely dedicated to making us deliberately unhappy. Advertising is one of our major industries, and advertising exists not to satisfy desires but to create them — and to create them faster than any man’s budget can satisfy them. For that matter, our whole economy is based on a dedicated insatiability. We are taught that to possess is to be happy, and then we are made to want.We are even told it is our duty to want. It was only a few years ago, to cite a single example, that car dealers across the country were flying banners that read "You Auto Buy Now."They were calling upon Americans, as an act approaching patriotism, to buy at once, with money they did not have, automobiles they did not really need, and which they would be required to grow tired of by the time the next year’s models were released.4Or look at any of the women’s magazines. There, as Bernard DeVoto once pointed out, advertising begins as poetry in the front pages and ends as pharmacopoeia and therapy in the back pages. The poetry of the front matter is the dream of perfect beauty. This is the baby skin that must be hers. These, the flawless teeth. This, the perfumed breath she must exhale. This, the sixteen-year-old figure she must display at forty, at fifty, at sixty, and forever.5Once past the vaguely uplifting fiction and feature articles, the reader finds the other face of the dream in the back matter. This is the harness into which Mother must strap herself in order to display that perfect figure. These, the chin straps she must sleep in. This is the salve that restores all, this is her laxative, these are the tablets that melt away fat, these are the hormones of perpetual youth, these are the stockings that hide varicose veins.6Obviously no half-sane person can be completely persuaded4 either by such poetry or by such pharmacopoeia and orthopedics. Yet someone is obviously trying to buy the dream as offered and spending billions every year in the attempt. Clearly the happiness-market is not running out of customers, but what are they trying to buy?7The idea "happiness," to be sure, will not sit still for easy definitions: the best one can do is to try to set some extremes to the idea and then work in toward the middle.5 To thinkof happiness as acquisitive and competitive will do to set the materialistic extreme.6To think of it as the idea one senses in, say, a holy man of India will do to set the spiritual extreme. That holy man’s ideal of happiness is in needing nothing from outside himself. In wanting nothing, he lacks nothing. He sits immobile, rapt in contemplation, free even of his own body.7Or nearly free of it. If devout admirers bring him food, he eats it; if not, he starves indifferently. Why be concerned? What is physical is an illusion to him.Contemplation is his joy and he achieves it through a fantastically demanding discipline, the accomplishment of which is itself a joy within him.88But, perhaps because I am Western, I doubt such catatonic happiness, as I doubt the dreams of the happiness-market. What is certain is that his way of happiness would be torture to almost any Western man. Yet these extremes will still serve to frame the area within which all of us must find some sort of balance. Thoreau —a creature of both Eastern and Western thought — had his own firm sense of that balance. His aim was to save on the low levels in order to spend on the high.99Possession for its own sake or in competition with the rest of the neighborhood would have been Thoreau’s idea of the low levels. The active discipline of heightening one’s perception of what is enduring in nature would have been his idea of the high.10 What he saved from the low was time and effort he could spend on the high. Thoreau certainly disapproved of starvation, but he would put into feeding himself only as much effort as would keep him functioning for more important efforts.10Happiness is never more than partial.11There are no pure states of mankind.Whatever else happiness may be, it is neither in having nor in being, but in becoming.12 What the Founding Fathers declared for us as an inherent right, we should do well to remember, was not happiness but the pursuit of happiness. What they might have underlined, could they have foreseen the happiness-market, is the cardinal fact that happiness is in the pursuit itself, in the meaningful pursuit of what is life-engaging and life-revealing,13 which is to say, in the idea of becoming.A nation is not measured by what it possesses or wants to possess, but by what it wants to become.Paragraphs 1-2Questions1. What does the author mean when he says ―The right to pursue happiness is issued to Americans with their birth certificates‖? (Paragraph 1)Here the author alludes to the well-known statement in the Declaration of Independence of the United States of America:―We hold these truths to be self-evident, that all men are created equal, that they are endowed by their Creator with certain unalienable Rights, that among these are Life, Liberty, and the pursuit of Happiness.‖ The sentence means that everyone is born with the right to pursue happiness.2. What do the quoted expressions from Swift mean? (Paragraph 1)Both expressions ―the possession of being well deceived‖ and ―a fool among knaves‖ are used by Swift to describe a conception of happiness, i.e., a state of being deceived. The word ―possession‖ here means ―a state of being completely under the influence of an idea or emotion‖and in this particular expression ―the state of being deceived.‖―A fool among knaves‖ refers to a person who is easily deceived without realizing it.3. Why does the author say, ―It is, of course, un-American to think in terms of fools and knaves‖? (Paragraph 2)Because most Americans take it for granted that pursuing happiness, or buying their way to it is in accordance with American national character.Words and Expressions1. pursue vt. try to achieve somethinge.g. He urges all sides in the conflict to pursue peace.We are working together to pursue a common goal.Derivation:pursuit n.Collocation:in the pursuit ofe.g. She showed steadiness and courage in the pursuit of her aims.2. issue vt. to provide sb. with the things they need for a particular actione.g. The police in Britain are not usually issued with guns.Visitors are issued with identity cards to wear inside the factory.Collocation:issue sth. (to sb.) 将某物发给、供给或分配给某⼈使⽤e.g. The office will be issuing permits on Tuesday and Thursday mornings.Derivation:issue n.Sentences1. It may be we are issued a hunting license but offered no game. (Paragraph 1)Explanation: It may be we are given the right of pursuing happiness but we don‘t know where it is, because maybe there is no happiness as such at all. Note ―game‖ originally refers to a wild animal or bird hunted for sport. Here it is a metaphor for what is being pursued, i.e. happiness. It is roughly equi valent to ―false goals‖ at the end of this paragraph.Paraphrase:It may be that you have received the license for hunting but you don‘t have the chance to hunt.Translation: 它可能就像：授予了你打猎的许可证却不给你提供打猎的机会。
21世纪大学实用英语综合教程全新版第2册教学设计
21世纪大学实用英语综合教程全新版第2册教学设计一、教学目标•通过本教材的学习，使学生能熟练运用英语进行日常交流和沟通•通过课程安排，提高学生的听、说、读、写等语言综合技能•培养学生的语言应用能力和交际能力，让学生具有较强的能力应对生活和工作中的实际情境二、教学内容本教材共分为五个单元，每个单元包含听、说、读、写四个方面的教学内容。
教材主要内容如下：第一单元：Society1.Talking Points2.Listening Comprehension3.Reading Comprehension4.Writing第二单元：Relationships1.Talking Points2.Listening Comprehension3.Reading Comprehension4.Writing第三单元：Education1.Talking Points2.Listening Comprehension3.Reading Comprehension4.Writing第四单元：Technology1.Talking Points2.Listening Comprehension3.Reading Comprehension4.Writing第五单元：Globalization1.Talking Points2.Listening Comprehension3.Reading Comprehension4.Writing三、教学方法1.任务型教学法。
学生需要完成一定的任务，从而真正理解并掌握所学内容。
2.情境教学法。
根据实际情境模拟日常场景，让学生在真实环境中学习和交流。
3.合作学习法。
让学生在小组内协作完成任务，培养他们的团队合作精神和交流能力。
4.多媒体教学法。
借助多媒体技术，提高学生的学习兴趣和参与度。
四、教学重难点重点•学生的听、说、读、写的综合技能的培养•学生的语言应用能力和交际能力的提高•学生对国际化背景下的社会问题和主题进行思考难点•学生在一个新环境下使用英语进行交流时的自信心和技巧•学生对一些文化和思维方式的理解和适应五、教学评价1.日常评价。
新编大学生基础英语综合教程第二册教学课件Unit 09--Lesson 4
11. recipient n. person wanted on the phone
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Excuse me, spell the recipient’s name, please.
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The answerer said to the caller, “Sorry, the
recipient isn’t in at the moment.”
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The tape gets stuck in the video.
The paper was stuck in the photocopier.
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15. unwind v. spread, unroll, unfasten, unwrap,
He slept through and missed the first train.
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24. warm up run until reaching the normal
He has unjammed the photocopier.
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9. plug in v. connect, insert into an outlet / socket
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Plug in the TV set, please.
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创E大学英语综合教程 2教学课件Unit 9
Part II Text A
Words to Know
Part III Language Points
Part I Warming-up
Directions: Discuss the questions with your partner: Do you know what cellphone dependence means? Do you have these symptoms?
Part II Text A
1) We __h_a_v_e_n_o__a_c_c_e_ss__to____ (没有接触......的机会) the Internet for the time being. 2) Difficulties can ____b_r_in_g__o_u_t____ (使显现) a person’s best qualities. 3) ___O_n_a_v_e_r_a_g_e________ (平均来看) , prices have risen 6%. 4) You should think over the question before you r_e_s_p_o_n_d_t_o___ (对…...作 答) it.
1. Reading Aloud 2. Practice 3. Further Practice 4. Reciting the Text
Part IV Working on the Text
1. Reading Aloud
Directions: Read aloud after the recording. Try to get familiar with the text.
《新编实用英语》教案第二册Unit9
《新编实⽤英语》教案第⼆册Unit9Unit Nine Applying For a JobI. Objectives:By the end of this unit, the students should be able to:1. Read and translate job ads2. How to attend interviews, how to accept or decline a job offer3. How to write application letter and resume4. Knowledge about job seeking5. Useful expressions and language pointsII. IntroductionLead-in（导⼊）: First, the students are asked to discuss the topic—Applying For a Job. Then their opinions are written down on the blackboard. Finally, the introductory remarks will be made by the teacher as follows:What are you going to do in the future? Find ing a good and satisfying job may be everyone’s dream and to some extent it is the key to success. If you are looking for a job, besides a proper resume, it is most likely that you will be asked for a job interview. Therefore, your introduction in the resume and performance in the job interview play an important role in getting the job. In this unit you'll learn something more about this practical topic.1. We should try to get some information about different jobs from newspapers,advertisements or other places and know how to understand English advertisements.2. Secondly, prepare your personal date record, references and then write your resume.3. Thirdly, write an application letter and complete an application form.4. At last, attend interviews, accepting or declining a job offer.III. Teaching Procedures:Section 1 Talking Face to FaceStep 1 Read and translate some job adsSample 1Sample 2We require a person forfull-time sales in our clothing department. No salesexperience is necessary, as we will train. Must beneat in appearance and strong people skills are anadvantage. Plenty of opportunity for advancementmeans this is a great start if you are looking for anew job in sales!Send cover letter with resume to :EDGARSHuman Resources manager (⼈⼒资源部经理)126 Prospect Hall roadMississauga, OntarioM4W 1K0Advertisement 1Sample 3Step 2 Read some dialogues about job interview and try to learn how to attend job interview.1.SamplesSample 1 Having a job interviewApril: Hello. Please come in and sit down. Your name is Li Fan, I see. Li: Yes.April:So why don’t you tell me about yourself first, Mr. Li?Li: Uh, certainly. My name is Li Fan. I’m from Shanghai, But I’mliving in Shanghai now. I graduated from Binhai Applied Technology Collegelast year.April: Ok Very good. What job are you applying for?Li: Well, I want to apply for the position advertised by your company---a full time job in sales. April: What courses did you take in your college?Li: My major was clothing design.April: Really? Do you have any sales experiences?Li: Yes. After graduation, I worked as a salesman for a company forone year.April: What about languages?Li: I can speak English very well.April: I see your English is clear, And you dress professionally, too.Hum. Please wait one momentSample 2: Applying for a jobCampos: Come in. Please sit down.Yu: Thanks. Mr. Campos. I'm Yu Lihong.Campos: OK, what can I do for you, Mr. Yu?Yu: I saw your ad for a production technologist yesterday, And Iwant to apply for that position.Campos: Oh, Would you tell me why you are interest in that job?Yu: Well, I got a Mechanical Engineering diploma three years ago,and I've been working in Precascon Mechanical Factory for twoand a half years.Campos: Why do you want to leave (change) the present job?Yu: Well, I'd like to work in a large company like yours that offersmore opportunities for growth (promotion, advancement). Campos: OK. Mr. Yu. It seems that you have the qualifications, Pleasefill out the applications form. You'll be hearing from us withintwo weeks.Yu: Thank you for giving me the chance.Campos: You're most welcome, and good luck.Notes: The most important question for an applicant who want to changehis present job is "why do you want to leave the job?".---Because I like a change, challenge, to widen my experience inthis field ……2. Tasks after class(1)Talk with your partner about your imagined experience as asalesman.(2)Think of a job and tell your partner why you think you are suitablefor it.(3)Tell your friend about your reason for choosing to be a travelingsales agent.(4)Discuss with your partner how to answer the question “Tell usyou idea about this job.”Step 3 Useful sentence patterns about job interview.1.Questions you should think about :1). Why are you interested in the job? Know what kind of person you are, List your advantages over other applicants2). Why do you want to join the company? or what contributions can you make to the company? Know some information about the company (the advantages of the company, some facts about it, the business, the organization, the number of staff, the good future)3). How to sell (present your personality, nature ) yourself confidently? Show your enthusiasm for hard work and your abilities to handle problems.4). How should the applicants behave in an interview? ( walk in quickly, greet warmly, shake hands firmly, sit properly, give no simple yes-no answers and dress professionally.5). How much salary will you expect? What is the salary? May I ask about the salary? 25,000 dollars a year.6). What is the working time? Can you work over time?Work weekdays from 9:00 a.m. to 3: p.m., with half an hour lunch break. (From 5 to 9 p.m. every day except Sundays2. Useful sentences(1) The questions asked by interviewers:（⾯试者询问的问题）Why don’t you begin by telling me something about yourself?先讲⼀下你的个⼈情况，好吗？Would you tell me about your studies?讲⼀下你的学历。
新编大学生基础英语综合教程第二册教学课件Unit 09--Lesson 3
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What topic have you chosen for the composition
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the teacher asked you to write?
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Let me enlarge on the topic.
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19. upload v. transfer a file or programme to a
nice; clever
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chick [=girl] is cute?
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It was really cute of
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8. date n. & v. Meeting / meet sb. of the opposite
criticism
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That textbook got / received splendid reviews.
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The reviews hit the new play.
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RI 17. screenshot n. picture, image or snap taken
People often laugh at that creep.
《英语基础教程》第二册word版电子教案 Book 2 Unit 9教案 Uint9-1
Unit 9 Chinese knot is used to express good wishes〔第一课时教学设计〕一、单元内容分析本单元的话题是介绍某物品。
教学重点是应用介绍物品常见的词汇和句型。
具体为:能够听懂谈论某物品特点的对话；正确及熟练运用英语谈论某物品的特点功能；能读懂关于介绍某物品特色的文章；简单描绘相关的物品；同时了解一些相关的传统文化和科技知识。
本单元的语法点为一般现在时的被动语态。
本单元将会学习以前学生从未接触过的被动语态，同时又会学习一些具有时代感的词汇，因此具有十分重要的地位。
教师应通过合理的设计，循序渐进地融入新内容，有效的完成词汇听、说、读、写四个任务。
在谈论相关产品及阅读相关文章的过程中，拓宽学生的视野，感受传统文化与科技的魅力。
本单元设计成四个课时：第一课时 Lead in + Listening and speaking第二课时 Reading and writing第三课时 Grammar focus (Passive Voice of the simple present tense)第四课时 Vocabulary practice + Supplementary reading二、分课时教学设计第一课时 Lead in + Listening and Speaking一、教材分析1．教学内容本课时系教材?英语根底教程?〔2〕第九单元的第一课时，包括Lead-in & Listening and speaking两局部，具体内容为：课文中出现物品的词汇，听懂并能谈论和答复有关这些物品的对话。
2．教学重点、难点⑴教学重点描绘剪纸、中国结等物品的词汇和句型；听懂和谈论介绍相关物品的词汇和句型；听懂和谈论有关物品介绍的简单对话。
⑵教学难点在模拟或真实语境中谈论相关物品。
二、教学目标1.知识目标⑴ 掌握介绍物品相关的词汇，如:paper cut, smart phone, Chinese knot, silk, tea pot, smart watch, express good wishes, serve tea, decorate windows, show people’s heart rate, communicate with others, from start to finish, according to, how about⑵掌握介绍物品所使用的句型，如：---What color is it?--- What is it made of?--- What does it mean?--- It is used to …--- It is used for …--- It’s called … It is …2.能力目标⑴学生能听懂关于介绍物品的对话；⑵学生能应用根本句型进行相关物品的简单介绍；(3)对介绍物品的根本词汇和句型到达听、说应用的程度。
英语综合教程第二册第九单元教学设计
《英语综合教程》第二册第九单元教学设计罗梅颜一、教学对象分析：教学对象是2000级七、八、九班的学生。
经过一学期的学习，学生已适应了“整体感知—难点解释—分层操练—整体巩固”的教法。
中等以上水平的学生，已有一定的自学能力，并有良好的预习习惯。
此外，课堂上他们也乐于进行口语训练。
二、教学内容分析：使用教材是全国普通中等专业学校统编教材《中专英语综合教程》第二册第九单元。
本单元由听说、精读、泛读和速读四个部分组成。
1．听说内容是“Suggestion”。
这部分主要学习如何向别人提建议这方面的交际用语。
1)重点：“Making suggestion”的各种句型。
2)难点：“Making suggestion”的交际和运用。
2．精读内容是“The Water Cycle”。
本课新的语言点不多，难点较少，主要握一些常用词组的使用，可采用口头造句的形式去练习巩固。
而对于课文的理解，也可通过回答问题以及复述文章大意的形式去进行，这样既可以检查学生对课文理解的程度，又能使学生得到更多的口头训练，充分发挥学生在课堂上的主体作用。
此外，本课语法内容为关系代词在定语从句中作介词的宾语，比较简单，可借助课后练习去讲解掌握。
1）重点：a)生词和词组的应用；b)课文的充分理解；c)课文内容的归纳。
2）难点：复述课文大意。
（笔头、口头）3．泛读、速读:泛读内容是“Ocean and Continents”文章比较简单，学生可借助教材提供的单词注释，在课前阅读，理解课文和完成相关练习。
主要掌握“as”的用法。
后一篇是“April Fools”, 本篇复现很多出现在“综合英语”和“完全理解性阅读”中的词汇。
可适当提示学生回忆这些单词或词组，并简略介绍一下有关愚人节这一西方节日的一些背景知识。
三、教学手段和方法：1.利用不同形式的练习，训练学生听、说、读、写的基本技能。
2.教师主要起主导作用，引导学生开展积极的创造性的思维活动。
五、教学时间：六课时六、教学媒体：录音机、录音带七、教学评价：1.形成性评价：通过课堂提问，练习及课后作业所反馈的信息，分析学生对英语掌握的情况，灵活调整教学内容和变换教学方法。
高中英语第二册上Unit 9 Saving the earth--教学设计
Unit 9 Saving the earth教学设计Task 11. Task: Suppose the next Earth Summit will be held in our country, and you are lucky to be one of the staff. If it is up to you to do the work of organization, what will you plan to do? To hold the Earth Summit, you should consider a lot of things.2. Goal: But first of all, you should choose a proper theme. For example, the theme of the 2002 Johannesburg Earth Summit was Sustainable Development, the theme of the 2001 Earth Summit was against Racism, Racial Discrimination, Xenophobia and Related Intolerance (Durban, 2001), etc. These themes were well designed because of their characteristics of the era. So work with your partners, use your head and try your best to think out a practical theme, which should have the feature of our time, which should represent the common interest of the common people, and which should have a certain amount of foresight.3. Steps:①Divide the students into groups of four, tell them what they should do to finish the task.②Give them about five minutes to design a good theme for the next Earth Summit.③Ask each group to report their theme to the class. They should not only say their themes, but also say why they choose them. This will be a very good chance for them to express themselves in English, which, of course will do good to their oral English.④Write each of the themes on the blackboard, which will be very good materials for them to do their writing later, and then ask the whole class to judge which theme is the best, praise the group giving the best theme and encourage the whole class to do better next time.⑤Summary. Do a brief summary, and then tell the students to write a short paragraph with the chosen theme as their title so that they can practice their writing.⑥Teacher may alter the above task as he/she wishes.Task 21. Task: Investigation. According to the text, education is the key to the future. So the task for the students to do in this unit is to do some investigation. Why does the text say that education is the key to the future?2. Goal: Carrying out an investigation plan on education state in your community or in your village. Those who are investigated should be divided into the following groups:①people with primary school education,②people with junior high school education,③people with senior high school education,④people with university education.Investigators should pay attention to the number of these people’s present family members, their food, clothing, shelter and transportation, their monthly income, their awareness of the environment, such as the big three, the Earth Summit, environmental protection, the earth’s serious problems.The following form may be helpful. (F = food, C = clothing, S = shelter, T = transportation, E =excellent, G = good, P = poor, Aw = awareness, En = environment)3. Steps:①Make the students know what they should do.②Divide the students into groups of four, they should investigate at least two of each type listed in the form, make careful notes, fill in the form carefully, which will be used as their evidence.③Group members should do the investigation together, compare notes, write a report with the first-hand materials, and communicate it in class.④Teacher evaluates the results of each group.⑤Draw a conclusion from what the students have investigated to show that education is really playing an important role in the sustainable development, which will of course encourage the students to make up their minds to work hard.。
新编大学生基础英语综合教程第二册教学课件Unit 09--Lesson 2
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2. What do you do more often: send text
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3. How much money does your mobile cost
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you every month?
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4. How often do you buy a new mobile
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e.g.
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This living thing lives in the depth of the ocean.
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It’s almost impossible to find him in the vast
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P
P
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×
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Lexical Preparation
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8. rush v. hurry; hasten; (cause sb. / sth. to) go, come
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That famous model brought about a mini-skirt
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madness.
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×
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Lexical Preparation
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6. nervous adj. tense; restless; anxious
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e.g.
I am too nervous to answer the question correctly.
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If you feel nervous, take several deep breaths to
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relax yourself.
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最新中职英语基础模块2教案：Unit9
Unit 9 Everything is made in China(第一课时教学设计) 一、教材分析1．教学内容第一课时的内容包括Lead-in & Listening and speaking 两部分，主要内容是关于物品构成材料的词汇和购物的对话。
2．教学重点、难点（1）教学重点①通过对寻找身边材料和观看图片，学生能听懂关于物品构成材料和商品信息的词汇与句型。
②通过对话学习，学生能够进行顾客与售货员之间的对话。
（2）教学难点学生能在真实的情境中进行顾客与售货员之间的对话。
三、教学目标1.知识目标（1）学生能够掌握关于物品构成的材料和商品信息的词汇，如：glass, cotton, plastic, wood, stone, wool, silk, steel, leather, size, price, material, color, place of production, design, be made of, medium, etc。
（2）学生能掌握购物时所使用的句型，如：What can I do for you?What color do you prefer?I want a large/ medium/ small size.What is it made of?Where is it made?四、教学步骤Step One Lead-inBrainstormingTeacher : What materials are they?Ask students to discuss what materials they can find around them in the classroom.Promotion: What’s your coat made of?What’s the table made of?Step Two Words Study1. Match the objects with their materials. (Activity 1 )Teacher : Show the words and related pictures of the objects on the screen.Students: Match the objects with their materials.Step Three Listening1. Pre-listeningTeacher: Ask several students about their clothes. Thedialogue are as follows:T: What color is your coat?S: It’s ...T: What’s it made of?S: It’s made of ....T: What size is it?S: It’s size L.2. While-listening（1）Listen and answer the questions. (Activity3)（2）Listen again and tick the things they are talking about. (Activity 4)3. Post-listening ( class work and pair work )Step Four Speaking1. Read aloud after the tape and pay attention to the underlined sentences. (Activity 6)Ask students to read the underlined sentences and memorize.What is it made of?It’s made of silk.Where is it made ?I t’s made in China.2. Role play the dialogue between a customer and a shop assistant with the information given. (Activity 7)（1）Teacher makes short dialogues with several students first. Step Five DiscussionTalk about the things you bought recently in pairs. Sample: A: I bought a new scarf last weekend.B: Where is it made?Step Six Homework1. Remember and search more materials about the objects around you.2. Make up a dialogue of asking and giving information about goods.五、板书设计Unit 9 Everything is made in China（第二课时教学设计）一、教材分析1．教学内容本单元阅读活动的目的是训练学生理解描述某人一天购物经历的短文，让学生能在一般的生活、工作语境中使用正确的叙事方式，并能完成相关语言（笔头）输出任务，同时读写活动也为学生完成单元任务作相关的语言准备。
英语基础模块二Unit 9教案
Unit 9 Everything is made in China【教学步骤】Period 1●Step 1 lead-in1.介绍本单元的主题。
2.提示学生课桌椅，书本，窗户的构成材料是什么。
3.引出“sth be made of sth”“……是由……制成的”这一用法。
●Step 2 look and match1.教师先带学生熟悉方框中不同材料以及句子中物品的英文名称。
跟读一遍。
2.学生自己选词填空。
3.点名抽查并反馈。
●Step 3 learn the new words学习新单词。
跟读两遍，学生自己读一遍，给5分钟时间学生自己记单词。
再读多一遍。
●Step 4 read and match1.学生读句子并连线。
2.请五名学生在黑板上连线。
3.全班核对答案并反馈。
4.读一遍已搭配好的对话。
Period 2●Step 1 listen and answer1.教师解读问题，引导学生对听力内容进行猜测。
2.播放两遍录音，学生回答问题。
3.点名抽查并反馈。
●Step 2 listen and tick1.教师对题目要求做解释，提问学生方框内出现的选项意思。
就size, material,colour展开头脑风暴，以复习136页的内容。
2.放两遍录音，学生根据录音选出对话中讨论的内容。
3.全班一起核对答案。
●Step 3 listen and decide1.给10秒钟学生自己阅读句子。
2.播放两遍录音，学生判断正误。
3.点名检查并逐句播放录音核对答案。
●Step 4 read and notice1.学生自己先看一遍对话，教师讲解对话。
再跟读一遍，学生自己读一遍。
2.着重划线句子。
3.与同桌练习对话。
请两组学生读一遍。
●Step 5 talk and act1.教师与班上一名学生以笔做示范对话。
2.解释范例以及提示信息，要求学生与同桌练习对话。
3.对两组学生进行检查。
●Step 6 talk and practice1.参照范例，两人一组讨论最近买的物品。
综合英语Unit9教案
《新世纪英语专业综合教程》（Unit 9, Book 1）教案Unit 9 HollywoodTeaching objectives:Students will be able to:Language knowledge (认知目标)1.Grasp the main idea and general structure of Text A;2.Master the key language points and learn how to use them in context.Language skills (技能目标)1.Appreciate the expository writing skills demostrated in Text A (selection of details, coherence, etc.);2.Express themselves more freely on the theme of Hollywood after doing a series of theme-related listening, reading, andspeaking activitiesCulture awareness (文化目标)Understand the historical and cultural background of HollywoodAffects (情感目标)1.Be encouraged to appreciate the splendid and glamourous impact of Hollywood;2. Take a serious consideration of the development of the movie industry in China.Strategies （策略目标）1.Memorize the meaning and use of key expressions through learning the lexical collocations and guessing the meaningin the contextmunicate and express themselves freely and smoothly in the relevant topic with the text by means of thecommunicative strategies.Teaching important and difficult points:1. Important points:1) Key words & Expressions2) Sentence Interpretation3) Summarization of the main ideas in each paragraphs2.Difficult points:Firstly, how to make clear the main idea and the structure of the whole essay is one difficult point in my teaching. Secondly, how to paraphrase the key and difficult sentences is another one. Lastly, it can not be missed how to guide the Ss understand the meaning of the wole text comprehensively.Teaching Time Allotment:Pre-reading activities& Global reading (2课时）Detailed reading (4课时)Consolidation activities(4课时)Teaching Methods：Use task-based language teaching method, reading approach, communicative approach and total physical response method.Teaching procedures:Period 1&2Time required: 90 minutesTeaching objectivesAfter learning these two periods, students should be able to1. get familiarized with the theme or topic of the unit;2. grasp the main idea and general structure of the text.Teaching focusCultural information on the text, the audiovisual supplements of the text and the main idea and structure of the text Teaching difficultiesNaturally lead in to the topic of the textThe structure and main idea of the textTeaching Procedures:Step 1 Pre-reading activities (45 mins)1. Warming-up: reading aloud2. Provision of the cultural information on the text3. Audiovisual supplements and answer the topic-related questionsStep 2 Global reading——skimming & scanning (45 mins)1. Teacher asks students to go through the text again within 5 minutes, then try to answer two questions, to guide the Ss to summarize the main idea of the text;2. Teacher initially put forward a structure-related question served as the hint of the general structure of the whole text and asks students to go through the whole text within 5 minutes, then divide it into several parts and summarize the main idea of each part with the help of the hints given above.Period 3-6Time required: 180 minutesTeaching objectivesAfter learning these two periods, students should be able to1. Master the meaning and usage of new vocabularies and useful expressions in the text;2. Comprehend the meaning of each sentence in the text;3. Grasp the main idea of each paragraph in the text.Teaching focus and difficultiesThe new words and expressions in the textThe sentences difficult to be understoodThe main ideas of each paragraphTeaching proceduresStep 1 Review (3 mins)Teacher reviews what have been learned last time by asking students the main idea and structure of the textStep 2 Detailed reading ——language study (177 mins)1.Hollywood suggests glamour, a place where the young star-struck teenagers could, with a bit of luck, fulfill their dreams.Explanation:Hollywood, district of Los Angeles, California, was famous as a center of the motion picture industry in the United States. Itis also a major center of the U.S. television industry.Translation:好莱坞意味着魅力，是那些憧憬靠小运气就能成为大明星的少男少女们美梦成真的地方。
新通用大学英语综合教程2(第2册)U9课后答案及课件(第九单元unit09),高等教育出版社
3. Why does Bob tell Cheryl to click on the No-Virus icon on the toolbar?
clean the computer and stop the virus To ________________________________________.
Part 3 Want to Change Your Computer into a Cash Machine?
Listen to the following passage and fill in the blanks with the words you have hear.
ambitious There are hundreds of stories about 1________ people who quit their jobs to start garages businesses in their 2________, worked 80-hour weeks, sold their companies and wound up rich. This isn't one of them. Instead, this is about the growing number of average people who are spending their leisure hours selling hobbies and services on home 3____________________________________________________________________ _______________________.. With the cost of necessities rising, more people are computers and the Internet looking for low-risk ways to earn extra income. Web "The 4____ is a great place to shop and spend money, but it's pretty great for making money too. More than half of all small businesses are based at home. Computers, Internet access web-page 5_____________, cell-phone technology and 6_________ design software have all become cheaper and faster in recent years, making it easier to launch some type of atenterprise home 7________ without sinking a lot of money into it . Most people who run an at-home business use a desktop computer 8______________________________________________________, ,connect to the Internet and live in a household where the average annual income is $65 000. ―You can reach large numbers of consumers instantly over the Internet, while key-word searches 9________________ at Google let consumers reach you just as quickly," says Pratt. "The Web is an amazing marketplace." How can you turn your PC into a cash machine? 10_________________________________________ It's easier than you think.
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《英语综合教程》第二册第九单元教学设计罗梅颜一、教学对象分析：教学对象是2000级七、八、九班的学生。
经过一学期的学习，学生已适应了“整体感知—难点解释—分层操练—整体巩固”的教法。
中等以上水平的学生，已有一定的自学能力，并有良好的预习习惯。
此外，课堂上他们也乐于进行口语训练。
二、教学内容分析：使用教材是全国普通中等专业学校统编教材《中专英语综合教程》第二册第九单元。
本单元由听说、精读、泛读和速读四个部分组成。
1．听说内容是“Suggestion”。
这部分主要学习如何向别人提建议这方面的交际用语。
1)重点：“Making suggestion”的各种句型。
2)难点：“Making suggestion”的交际和运用。
2．精读内容是“The Water Cycle”。
本课新的语言点不多，难点较少，主要握一些常用词组的使用，可采用口头造句的形式去练习巩固。
而对于课文的理解，也可通过回答问题以及复述文章大意的形式去进行，这样既可以检查学生对课文理解的程度，又能使学生得到更多的口头训练，充分发挥学生在课堂上的主体作用。
此外，本课语法内容为关系代词在定语从句中作介词的宾语，比较简单，可借助课后练习去讲解掌握。
1）重点：a)生词和词组的应用；b)课文的充分理解；c)课文内容的归纳。
2）难点：复述课文大意。
（笔头、口头）3．泛读、速读:泛读内容是“Ocean and Continents”文章比较简单，学生可借助教材提供的单词注释，在课前阅读，理解课文和完成相关练习。
主要掌握“as”的用法。
后一篇是“April Fools”, 本篇复现很多出现在“综合英语”和“完全理解性阅读”中的词汇。
可适当提示学生回忆这些单词或词组，并简略介绍一下有关愚人节这一西方节日的一些背景知识。
三、教学手段和方法：1.利用不同形式的练习，训练学生听、说、读、写的基本技能。
2.教师主要起主导作用，引导学生开展积极的创造性的思维活动。
五、教学时间：六课时六、教学媒体：录音机、录音带七、教学评价：1.形成性评价：通过课堂提问，练习及课后作业所反馈的信息，分析学生对英语掌握的情况，灵活调整教学内容和变换教学方法。
2.总结性评价：通过课堂上的口头练习，以及课后的笔头作业，检测教学目标的到达程度。
八、教案ListeningA.Play the tape of Part A for the students to listen and repeat to goover the consonants, /ai/, and /ei/.Correct their pronunciationmistake if any.(5 minutes)B.Listen to the three dialogues and fill in the missing words. Pointout some expressions about making suggestions.(10 minutes)Why don’t you…?How about…?Let’s…C.Listen to the two short conversations and choose the best answerto the questions.(5 minutes)D.Listen to the passage and make the right choices, and try tounderstand the passage in details.(10 minutes)SpeakingA. Summing-up(3 minutes)Why don’t you…?How about…?You had better ….Let’s…Shall we…?B. Oral practice.(10 minutes)C. Assignment(2 minutes)Try to suggest something to your partner, using the above expressions.Period 2 Comprehensive EnglishThe Water CyclePart One Words StudyA. Listen and repeat the words.B. Explain the new words.1)cover n. e.g. The cover of the book is green.v. e.g. Cover the table with a cloth.---- be covered with / bye.g. The ground is covered with snow.2)exist vi. e.g. Do you believe that ghost exist?Human beings can’t exist without air or water.3)cause n. e.g. The cause of the fire was carelessness.v. e.g. It will cause a fire if you are not careful.4)rise-rose-risen vi.e.g. The sun rises in the east and sets in the west.raise-raised-raised vt.e.g. Raise your hands, please.C. Read the words in chorus, and learn the new words by heart for a dictation.Period 3 and 4 Comprehensive EnglishThe Water CyclePart two TextA. Revision and dictation of words.B.Listening to the tape of the whole text.C. Explaining1.be covered with2. all together3. cubic mile, cubic meter, cubic feet…4. on earth , on the earth5. Or it may move through the earth to become ground water that exists below the surface of the earth.6. The water that does not go into the earth may move along the surface.7.The water that plants use returns to the air also.8. A plant has in its leaves small openings through which water vapor leaves the plant.D. 1) Get three students to answer the comprehension questions orally.2) Give a summary of the whole text.3) Let the students listen to the tape of the whole text.4)Get the students to retell the text with the help of a picture.E. Assignment:Try to retell the text in your own words.Period 5 and 6GrammarReading for Thorough Understandingand Fast ReadingGrammatical Structures:A.Learn the Grammatical Structures如果关系代词在定语从句中用作介词的宾语，在口语中常用that 指人或物，但可省略。
例如：Have you met the man that he was talking about?This is the problem that we’ve had much discussion about.而在书面语中常把介词放在关系代词前面，指人时关系代词用whom,指物时用which。
例如：Have you met the man about whom he was talking?This is the problem about which we’ve had much discussion.There is in the fence a small opening through which people are coming and going.The house in which I was born still stands.B.Do the Grammar Exercises.Reading for Thorough UnderstandingA. Ask some individual students to answer the questions in pre-reading and Exercise Two orally,B.Ask the students what the seven continents and the four oceans in the world.C.Explain the usage of “as”.as --------e.g. Run as I do.She sang as she worked.She was well paid, as she had done the work well.Young as she is, she sees much of the world.The house was so planned as to make the work easy.I am as tall as you (are).Supplementary ReadingA. Remind the students of some words and expressions learned before.B. Give the students five minutes to do the fast reading and finish theexercises.C. Introduce some background information about April Fool’s Day.。