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应用型大学英语综合教程2(Unit2)

all the discouragements.
The boy received no support or encouragement from any one around him. The young man worked hard enough to put a down payment on a sailboat. What happened to the young man’s boat and his feelings. The young man’s sailing out against warning and what he suffered.
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Para. 7-9 _____
Para. 10-13 _____
Text: Harboring Ill Feelings
1 There was once a little boy
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who dreamed of sailing around the world. He shared his dream with his mother and father, his teachers and schoolmates, his minister and his friends. But instead of embracing his dream
低下的；下等的
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1. Starter
negative feelings.
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B. Listen to a passage and write down the words expressing
1. ________________ jealousy spite 2. ________________ resent 3. ________________

全新版大学进阶英语综合教程2

全新版大学进阶英语综合教程21. 简介全新版大学进阶英语综合教程2是一本针对大学英语进阶学习者的教材。

本教程通过精选的英语文章、听力材料和练习题，旨在提高学生的听说读写能力，帮助他们更好地应对学术和职场英语需求。

2. 教材特点2.1 综合学习资源全新版大学进阶英语综合教程2提供了丰富的学习资源，包括教材本身的文章和练习题，以及配套的听力材料和答案解析。

学生可以通过这些资源进行全方位、多层次的学习，提高各项英语能力。

2.2 主题广泛、内容丰富教材的主题广泛涉及社会、科技、文化、经济等各个领域，内容丰富多样。

学生通过阅读这些文章，可以不仅了解当下热门话题，还可以锻炼英语阅读理解能力。

2.3 注重实际应用本教材注重将英语学习与实际应用相结合，旨在帮助学生提高英语交流能力。

教材中的练习题和写作任务都设计有实际应用场景，让学生能够将所学知识应用到实际情境中。

3. 教材组织结构3.1 分为六个单元本教材共分为六个单元，每个单元都围绕一个主题展开。

主题包括社交媒体、环境保护、科技创新等。

3.2 单元结构每个单元包含以下几个部分：•主题导入：简要介绍本单元主题，并激发学生的学习兴趣。

•阅读材料：选取与主题相关的英文文章，内容既有趣味性，也有一定难度，可帮助学生提高阅读能力。

•听力材料：与主题相关的听力材料，包括短对话、长对话和演讲等，旨在帮助学生提高听力理解能力。

•练习题：包括语法填空、阅读理解、听力理解等多种类型的练习题，全面巩固学生对本单元内容的掌握程度。

•写作任务：针对本单元主题，要求学生完成一篇短文或写一篇演讲稿，锻炼学生的写作能力和表达能力。

4. 使用方法4.1 教师指导教师可以根据自己的教学计划和学生的水平，合理安排教材的使用顺序和教学内容。

在每个单元的开头，建议教师进行主题导入，引发学生的思考和讨论。

4.2 学生自主学习学生可以按照教材的顺序，逐步阅读文章，完成练习题，并参与听力训练。

同时，学生还可以通过教材提供的答案解析和参考范文来自我检查和提高。

研究生英语综合教程2

Goubuli: A. Goubuli steamed buns ______________________________ first sold in Tianjin about 150 years ago _____________________________. so popular that the owner had no time to B. They were ________________________________________ answer his customers _________________________________________________.
Dongpo Meat: A. ___________________________________, This dish was named after Su Dongpo a great poet of the Northern Song Dynasty. B. ________________________________________________. He rewarded workers with stewed pork in soy sauce
Wrong
• 驴打滚儿 Rolling donkey • (翻滚的毛驴)
• 四喜丸子Four glad meatballs • （四个高兴的肉团）
• 麻婆豆腐 Bean curd made by a pock-marked woman • （麻脸的女人做的豆腐)
Reading Focus – Global Understanding Every dish has a story
Traditional Chinese Food

综合英语教程2第二版

综合英语教程2第二版综合英语教程2第二版是一本面向大学英语专业学生的英语综合教材。

本教材包括了 Reading, Listening, Speaking 和 Writing 四个部分，旨在提高学生的英语综合能力。

下面将介绍一下本教材的主要内容。

第一个部分是 Reading，它主要通过给学生提供各种不同题材的阅读材料，帮助他们提高阅读理解能力和词汇量。

每个阅读材料后面都有相应的练习题，可以帮助学生巩固所学的知识，并提高他们的思维能力和分析能力。

第二个部分是 Listening，它通过多样化的听力材料，如录音和对话，帮助学生提高听力理解能力和口语表达能力。

每个听力材料后面也有相应的练习题，让学生在听力的同时，培养他们的语言感觉和语音准确性。

第三个部分是 Speaking，它主要通过各种对话和口语练习，帮助学生提高口语表达能力。

通过模拟真实情境，使学生能够在实际交流中流利表达自己的意思，并且理解他人的意思。

教材提供了大量的例句和口语练习题，让学生可以进行实际的口语练习。

第四个部分是Writing，它主要通过给学生提供各种写作任务，帮助他们提高写作能力。

教材提供了不同类型的写作题目，如文章写作、书面表达等，让学生从各个角度练习写作。

每个写作任务后面都有相应的写作指导和范文，帮助学生提高写作水平。

综合英语教程2第二版以其全面的教学内容和科学的教学方法，被广大英语学习者和教师所认可。

它不仅能够帮助学生提高英语综合能力，也可以帮助他们更好地理解英语国家的文化和社会背景。

同时，本教材也适用于其他非英语专业的学生，作为提高他们英语综合能力的参考资料。

总之，综合英语教程2第二版是一本非常实用的英语教材，它通过各种丰富多样的教学内容和练习题，帮助学生在听、说、读、写各个方面全面提高英语能力。

无论是学生还是教师，都能从中受益，提高自己的英语水平。

致用英语综合教程 2 综合英语2 unit 2

Period One – Around the TopicPeriod Length: 50 minutesGoals- Activate background knowledge about curiosityPurposes- Get familiar with vocabulary related with curiosity and being inquisitive- Obtain background knowledge about curiosity and being inquisitiveStep 1: Vocabulary (20 minutes)- Ask students to work on the V ocabulary on Page 18- Encourage students to think as more as possible- List these word on the board or screenStep 2: Discovery and Discussion (30 minutes)- Work on the quiz ‘Are you curious?’ on Page 20 as a whole and give explanations if necessary to understand whether they are curious or not.- Discuss the issue of being curious and inquisitive in groups with reference to the questions listed on Page 18- Discuss both the advantages and disadvantages of curiosity- Ask each group to present their results in frontKey points- All activities be carried out in English- Inspect each group for the purpose of guidance and promotionHomework- Think in depth the advantages and disadvantages of being curiousPeriod Two – Reading (1): The Inquisitive FishPeriod Length: 50 minutesGoals- V ocabulary and grammar- Discourse knowledgePurposes- Learn new words and expressions- Understand key grammar points- Understand related discourse knowledgeStep 1: Pre-reading Tasks (15 minutes)- Discuss briefly the questions on Page 21 in groups- Check briefly the preview results from studentsStep 2: Reading activity (Part One: 25 minutes)- Listen to the reading- Ask students to present new words and sentences in groups- Ask students to give feedbacks for the information presented- Give more explanations to the new words and sentences- Provide extra knowledge about new words- Guide more on sentences and grammarStep 3: Summarization (10 minutes)- Summarize the words and sentences- Summarize the text learntKey points- Instructions and tasks carried in English, Chinese is used only when necessaryHomework- Review the learnt sections- Preview the following parts and exercisesPeriod Three – Reading (2): The Inquisitive FishPeriod Length: 50 minutesGoals- V ocabulary and grammar- Discourse knowledgePurposes- Learn new words and expressions- Understand key grammar points- Understand related discourse knowledgeStep 1: Pre-reading Tasks (15 minutes)- Discuss briefly the previously learnt part for understanding- Check briefly the preview results from studentsStep 2: Reading activity (Part Two: 25 minutes)- Listen to the reading- Ask students to present new words and sentences in groups- Ask students to give feedbacks for the information presented- Give more explanations to the new words and sentences- Provide extra knowledge about new words- Guide more on sentences and grammar- Check the comprehension questions on Page 23Step 3: Summarization (10 minutes)- Summarize the words and sentences- Summarize the text learntKey points- Instructions and tasks carried in English, Chinese is used only when necessaryHomework- Review the learnt sections- Preview the following parts and exercisesPeriod Four – Reading (3): The Inquisitive FishPeriod Length: 50 minutesGoals- Enhance the vocabulary abilityPurposes- Learn detailed usage of certain words- Learn detailed usage of certain language structuresStep 1: Exercise A (15 minutes)- Work Vocabulary and Structure exercise A on Page 24 in groups- Check and compare answers in groups and negotiate them- Ask students to present their answers- Provide feedbacks for answersStep 2: Exercise B (15 minutes)- Work exercise B on Page 24 in groups- Check and compare answers in groups and negotiate them- Ask students to present their answers- Provide feedbacks for answersStep 3: Exercise C (20 minutes)- Work exercise C on Page 25 in groups- Check and compare answers in groups and negotiate them- Ask students to present their answers- Provide feedbacks for answersKey points- Instructions and activities be carried in EnglishHomework- Finish Writing Task on Page 25 and turn them in due next period- Prepare for the grammar and vocabulary exercisesPeriod Five – Language in UsePeriod Length: 50 minutesGoals- Grammar knowledge and vocabulary buildingPurposes- ‘so…that…’ & ‘so that’ structures- Compound words 1Step 1: ‘so…that…’ and ‘so that’ structures (30 minutes)- Test grammar knowledge on Page 26 for checking grammar abilities- Work on exercises A, B & C on Pages 26 & 27 in groups- Ask students to present their answers and provide necessary explanations- Give supplementary information on those structures if necessaryStep 2: Compound words 1 (20 minutes)- Work on exercises A & B on Pages 28 in groups- Ask students to present their answers and explain Compound words- Give supplementary information on Compound words if necessaryKey points- Give instructions in English- Explain grammar knowledge in ChineseHomeworkPeriod Six – Extension: Wisdom comes to the inquisitive mindPeriod Length: 50 minutesGoals- Extend reading abilitiesPurposes- Apply previously learnt vocabulary and cultural knowledge in reading- Develop reading abilities- Improve abilities on negotiation and discussionStep 1: Reading (20 minutes)- Ask students to read Wisdom comes to the Inquisitive Mind on Page 30 in groups - Understand new words and sentences within the group by negotiating in English - Finish Vocabulary Check on Page 31Step 2: Discussion (30 minutes)- Discuss questions listed on Page 31- Ask each group to present their opinions for the questions in front- Give feedbacks and remarks for presentationsKey points- Inspect group discussions and give guidance to promote discussionsHomework- Review previously learnt materials- Prepare for the ProjectPeriod Seven – Project (1): Are You an Inquisitive Person?Period Length: 50 minutesGoals- Teamwork abilitiesPurposes- Apply previously learnt words and cultural knowledge into actual use- Develop teamwork abilitiesStep 1: Interview (25 minutes)- Interview classmates for their opinions on being inquisitive with reference on the form and instruction on Page 29Step 2: Report writing (25 minutes)- Ask students to work in pairs or groups to work on the report about being inquisitive based on the interviews- Ask each group to present their reports and provide remarksKey points- All preparations and negotiations be carried in English- Give guidance while students prepare the projectHomeworkPeriod Eight – Project (2): Are You an Inquisitive Person?Period Length: 50 minutesGoals- See abovePurposes- See aboveStep 1: Information Exchange (25 minutes)- Exchange your thoughts about your thoughts and opinions on your results of the interviews.Step 2: Discussion and Debate (25 minutes)- Each group presents the results to the whole class,- Give remarks to the presentations- Group members should also talk about what they have learnt from this interview project.Key points- Give instructions for discussion and debateHomework- Revise writings according to the feedbacks and remarks received- Turn the revised copies before next periodPeriod Nine – Culture Tips: Curiosity Killed the CatPeriod Length: 50 minutesGoals- Understand part of western culture from another perspectivePurposes- Help students to understand western culture- Help students to learn more cultural expressionsStep 1: Warm-up (15 minutes)- Read materials on Curiosity Killed the Cat on Page 32- Help on any new words if necessaryStep 2: Open Discussion (35 minutes)- Ask students to offer more stories related to the topic- Encourage students to pay more attention to the advantages and disadvantages on being curious and inquisitiveAsk s to read it and discuss the qs in 2.(20m)Explain the following words after s finish it.(ppt)(10m)Phychic adj. having the ability to know what others are thinking or what will happen in the future. 通灵的，Stifle v. to stop a feeling from being expressed 强忍，压抑Scrutinize v. to examine very carefully 细看，仔细检查Discard v. to throw away 丢弃，抛弃In a rut (in the same rut) ：living in the same situation so that you feel bored. 生活刻板乏味Do a disservice to : to do sth harmful 对……造成伤害、危害Take heart: to feel couraged 鼓起勇气，刚强壮胆Key points- All activities be carried in EnglishHomeworkPeriod Ten – Learning to LearnPeriod Length: 50 minutesAsk one s to readExplain some notes (see teachers’ book)Encourage s to watch the movie with the same name补充材料：Curiosity killed the cat前半句就是常说的：好奇心害死猫，整句话出自1912年尤金·奥尼尔所写的剧本。

大学英语综合教程2-UNIT-2

darling. Oh I’m not the only one and I know it — there are millions just like me, wishing with all the strength of their hearts and minds for the return of peace and loved ones. — Dee is sleeping on this Sunday night, and the radio is playing old and beautiful music — and I am thinking of the Sunday nights to come when you will be listening to such music with me. • I adore you, Polly
• 3 埃利奥特是退休护士，北卡罗来纳州达勒姆人。1993年，当她终于捧读这些信件时，她被深深打动了。
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Par. 4 When a family has a child.
• Frank M. Elliott, 23, who had left Georgetown University to join the Army in 1943, wrote from England. Pauline “Polly” Elliott, 24, wrote from their home in New Castle, Pa. Their daughter, DeRonda “Dee,” was a toddler.
• 8（诺曼底登陆前10天） • 1944年5月27日 • 嗨，亲爱的， • 跟你说吧，亲爱的，迪伊第一次去看电影，我当然想在她身边。带她去扬斯敦、匹兹堡或克利夫兰，去看看那些有着气派

外研社应用英语教程综合英语2教学课件u2

2. According to the research, how important is grit to one's success? Grit is usually unrelated or even inversely related to measures of talent.
3. According to the research, what's the relationship between grit and talent? So far, the best idea I’ve heard about building grit in kids is something called “growth mindset.” This is an idea developed at Stanford University by Carol Dweck, and it is the belief that the ability to learn is not fixed, that it can change with your effort.
Pre-Class Tasks
III. Presentation
Prepare a PowerPoint or a written presentation to display the major findings you obtain in the above interview. Make your presentation before the class in less than 5 minutes.
Background Knowledge
About the author
Jacquelyn Mitchard (December 10, 1956-)—American journalist and author. She is the author of the best-selling novel The Deep End of the Ocean, which was the first selection for Oprah’s Book Club on September 17, 1996. Other books by Mitchard include The Breakdown Lane, Twelve Times Blessed, Christmas, Present, A Theory of Relativity, The Most Wanted, Cage of Stars, No Time to Wave Goodbye, Second Nature - A Love Story, and Still Summer.

新目标大学英语综合教程2

新目标大学英语综合教程2一、课程简介《新目标大学英语综合教程2》是在大学英语教学领域中广泛使用的一本教材，适用于大学英语二级课程。

本教程旨在提高学生的英语综合能力，包括听说读写四个方面。

通过本教材的研究，学生将进一步扩展他们的英语词汇量、理解能力和口语表达能力，从而能够更加流利地交流和运用英语。

二、教学目标1. 提高听力技能：通过听力练，学生将培养理解英语语音和流利度的能力，提高听力水平。

2. 培养口语表达能力：通过课堂和口语练，学生将学会运用正确的语法和词汇，自信且流利地进行英语口语表达。

3. 提高阅读能力：通过阅读课文和相关材料，学生将培养理解和分析英语文章的能力，提高阅读速度和理解能力。

4. 提升写作技巧：通过写作任务和练，学生将学会使用正确的语法和词汇，表达自己的想法和观点，并提高写作的逻辑性和流畅度。

5. 培养学生对英语研究的兴趣：通过丰富多彩的教学内容和活动，激发学生研究英语的兴趣和热情，让他们在英语研究中享受乐趣。

三、教学内容本教程共分为8个单元，每个单元包含一个主题，如“生活中的冒险”、“文化交流”等。

每个单元包含听力、口语、阅读、写作和综合练五个部分。

1. 听力：通过听取录音和相关练，学生将提高听力技能，培养听力理解能力。

2. 口语：通过课堂讨论和口语练，学生将学会日常英语口语表达和交流技巧。

3. 阅读：通过阅读课文和相关材料，学生将培养阅读理解能力，提高他们的阅读速度和理解能力。

4. 写作：通过写作任务和练，学生将提升英语写作的技巧，学会写作不同类型的文章。

5. 综合练：通过综合练，学生将巩固并综合运用所学的语法、词汇和表达能力。

四、教学方法与策略1. 多样化的教学活动：采用多种课堂活动，如小组讨论、角色扮演等，以激发学生的兴趣和提高研究效果。

2. 合作研究：鼓励学生进行小组合作研究，通过相互合作，学生能够共同解决问题，提高研究效果。

3. 多媒体教学：充分利用多媒体技术，如录音、视频等，增加学生对英语听力和口语的接触和理解。

新标准大学英语综合教程2课件

新标准大学英语综合教程2课件Unit 1 Friendship。

Part I: Text A。

1. Pre-reading Activities。

Before reading the text, let's discuss the following questions in groups:What do you think makes a good friend?Have you ever had a friendship that ended? What happened?How important do you think it is to have friends?2. Background Information。

Before we start reading the text, let's briefly go over some background information about the author and the context in which the text was written. Understanding the background can help us better comprehend the text and appreciate its significance.3. Reading the Text。

Now, let's read the text together. As we read, pay attention to the author's main ideas and the details that support them. We will discuss the text in detail after we finish reading.4. Understanding the Text。

After reading the text, let's discuss the following questions:What is the main idea of the text?What are the author's views on friendship?What examples does the author provide to support his/her views?Part II: Language Points。

全新版大学英语综合教程第二册(完整版)

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Benjamin loved to carry the key around, shaking it vigorously. He also liked to try to place it into the slot. Because of his tender age and incomplete understanding of the need to position the key just so, he would usually fail. Benjamin was not bothered in the least. He probably got as much pleasure out of the sounds the key made as he did those few times when the key actually found its way into the slot. Now both Ellen and I were perfectly happy to allow Benjamin to bang the key near the key slot. His exploratory behavior seemed harmless enough. But I soon observed an interesting phenomenon. Any Chinese staff member nearby would come over to watch Benjamin and, noting his lack of initial success, attempt to assist. He or she would hold onto Benjamin's hand and, gently but firmly, guide it directly toward the slot, reposition it as necessary, and help him to insert it. The "teacher" would then smile somewhat expectantly at Ellen or me, as if awaiting a thank you — and on occasion would frown slightly, as if considering us to be neglecting our parental duties. I soon realized that this incident was directly relevant to our assigned tasks in China: to investigate the ways of early childhood education (especially in the arts), and to throw light on Chinese attitudes toward creativity. And so before long I began to introduce the key-slot anecdote into my discussions with Chinese educators.

大学英语综合教程2

大学英语综合教程21. Introduction大学英语综合教程2是一门针对大学生学习英语的综合课程，旨在提高学生的英语综合运用能力。

本教程的主要内容包括听力、口语、阅读、写作和词汇学习等方面，并以培养学生跨文化交际能力为目标。

通过本课程的学习，学生将能够更加自信地应对大学英语学习和实际交流。

2. 教材特点大学英语综合教程2以系统性、综合性和灵活性为特点，具有以下几个方面的特色：2.1 四维教学本教程注重培养学生的听、说、读、写四项英语综合能力。

每个单元都包含了与四项能力相关的内容，通过综合训练提高学生的综合运用能力。

2.2 分级教学本教程将内容分为基础篇和拓展篇两部分。

基础篇主要讲解基础知识和技能，并提供大量的练习题进行巩固。

拓展篇则进一步扩展学生的知识面，并提供更具挑战性的任务。

2.3 任务驱动教学本教程以任务为驱动，通过真实的语境和任务情景，激发学生的学习兴趣，提高学习的效果。

学生在完成各种任务的过程中，不仅提高英语综合能力，还培养了解决问题的能力和团队合作精神。

3. 教学内容大学英语综合教程2涵盖了丰富多样的语言知识和技能，包括但不限于：• 3.1 听力：通过听取新闻、讲座、对话等语言材料，提高学生的听力理解能力和听力应对能力。

• 3.2 口语：通过角色扮演、小组讨论、演讲等活动，提高学生的口语表达能力和交流能力。

• 3.3 阅读：通过阅读各类英语文章，培养学生的阅读理解能力和阅读速度。

• 3.4 写作：通过写作练习和写作任务，提高学生的英语写作能力和表达能力。

• 3.5 词汇学习：通过词汇扩展和词汇操练，帮助学生掌握并灵活运用丰富的英语词汇。

4. 目标与要求大学英语综合教程2设定了以下几个目标和要求：•培养学生的英语综合能力，提高听、说、读、写四项技能水平。

•培养学生的跨文化交际能力和跨文化沟通能力。

•培养学生的自主学习能力和解决问题的能力。

•培养学生的批判性思维能力和创新能力。

5. 学习资源为了支持学生的学习，大学英语综合教程2提供了丰富的学习资源，包括但不限于：•教材: 精心编写的教材，包含了各种听力、口语、阅读、写作和词汇练习材料。

新标准大学英语第二版综合教程2

新标准大学英语第二版综合教程2
《新标准大学英语（第二版）综合教程2》是为大学本科学生
编写的一本英语综合教材，旨在提高学生的英语听说读写能力。

该教材由外语教学与研究出版社出版，共有10个单元，每个
单元分为文化与阅读、词汇学习、语法练习和听说训练四部分。

这本教材的特点之一是内容丰富多样。

每个单元的文化与阅读部分包含了各种各样的文章和阅读材料，涵盖了广泛的话题，从历史和传统到科技和环境等。

学生可以通过阅读这些文章来了解不同的文化和思想，拓宽自己的视野。

词汇学习部分旨在帮助学生扩展词汇量，并学习如何正确运用这些词汇。

教材提供了丰富的词汇练习和例句，让学生通过实践来巩固所学词汇。

此外，还有一些有趣的单词游戏和拓展阅读材料，让学生能够在轻松的氛围中学习词汇。

语法练习部分提供了丰富的语法练习，旨在帮助学生掌握基本的语法知识和运用技巧。

每个单元的语法部分都涵盖了一种或多种语法结构，通过练习来加强学生对这些结构的理解和应用能力。

教材中的例句简洁明了，易于理解，可以帮助学生掌握语法规则和句子结构。

听说训练部分是教材的重点之一，旨在提高学生的听说能力。

教材提供了大量的听力练习和口语训练，帮助学生提高听力理解和口语表达的能力。

通过模仿和实践，学生可以逐渐掌握英语的听说技巧并培养自信。

总的来说，《新标准大学英语（第二版）综合教程2》是一本很好的英语教材。

它既注重知识的传授，又注重学生的实际运用能力。

通过丰富多样的内容和有效的练习，它能够提高学生的英语水平，让他们在大学阶段更好地应对英语学习和日常交流的挑战。

全新版大学英语综合教程第二册教案

全新版大学英语综合教程第二册教案Unit 1Ways of LearningⅠ. Suggested Teaching PlanStudents will be able to:1.grasp the main idea (that it would be ideal if we can strike a balance between the Chinese andthe Western learning styles) and structure of the text(introduction of topic by an anecdote elaboration by comparison and contrast-conclusion by a suggestion);2.appreciate the difference between comparison and contrast, as well as different ways tocompare and contrast(point-by-point method or one-side-at-a-time method);3.master the key language points and grammatical structures in the text;4.conduct a series of reading, listening, speaking and writing activities related to the theme of theunit.1.T asks Ss the following questions. The first is based on the song Teach Your Children:(5 minutes)—According to the song, who should teach whom? Is learning a one-way street? (Parents and children should teach each other and learn from each other. Learning is a two-way interaction.)—Can you guess what the theme of this unit, ways of learning, refers to? (Different people have different learning styles.)2.Ss listen to the following quotation from《文汇读书报》(2001年12月1日第一版，“自自自自自’自’ 自自 ‘自自’? ”) , take some notes, and then T will invite some Ss to summarize in English how Chen Yuhua’s parents handle her education.（possible summary: They let her learn independently and seek out knowledge actively. They may help during the process, but don’t expect them to spoon-feed her with knowledge.）(15 minutes)1.Skimming (15 minutes)1)Ss skim Paras 1-5 and be ready to answer the following questions:—Where and when did the incident take place? (Jinling Hotel in Nanjing, spring 1987)—Who are the main characters in this incident? (author, his wife Ellen, their son Benjamin, hotel staff)—What is the attitude of the author and his wife toward Benjamin’s efforts in inserting the key into the slot? (They let him explore and enjoy himself.)—What is the attitude of the hotel staff toward Benjamin’s efforts? (They held his hand and taught him how to insert the key correctly.)2)T asks some S pairs to report to the class, one asking the above questions and the otherproviding the answers.3)T tells Ss that there are many ways of introducing a topic (see T ext Analysis).Ss will decide whichway is adopted by Howard Gardner.2.T explains language points from Para 1 to Para 5, and gives Ss practice (see Language Study).(15 minutes)3.T guides Ss through the directions for T ext Organization Exercise 2 and Writing Strategy. Then Ss scanthe first sentence of both Para 6 and Para 7, and decide what method of comparison and contrast is used here (one-side-at-a-time method). (8 minutes)4.T explains language points from Para 6 to Para 10, and gives Ss practice (see Language Study).(15 minutes)5.Ss sum up the contrast between Chinese and Western ways to learn to fulfil a task (the Chinese showa child how to do something, or teach by holding his hand; Westerners teach a child to rely on himselffor solutions to problems). (5 minutes)6. Ss sean from Para 11 to Para 13, then answer the following questions: (5 minutes)—Can you find words like “Chinese” and “Westerner” or “American” or “the West” in each paragraph? (yes)—What method of comparison and contrast is used here? (point-by-point method)7.T explains language points in these paragraphs and gives Ss practice (see Language Study).(20 minutes)8.Ss sum up the contrast between the Chinese and the Western attitudes toward creativity andbasic skills. (The Chinese give priority to developing skills at an early age, believing that creativity canbe promoted over time; Westerners put more emphasis on fostering creativity in young children, thinking that skills can be picked up later.) (5 minutes)9.T explains language points in Para 14 and gives Ss practice (see Language Study).(5 minutes)10. T tells Ss that there are many ways of concluding an essay (see Text Analysis).Ss decide whichway is used in this essay. (5 minutes)1. Debate: Should we develop children’s creativity first or train them in basic skills first? (30minutes)1)Ss divide into two groups, one taking the side of creativity first, another taking the side of basicskills first.2)In each group, Ss further divide into smaller groups of three to four, brainstormingarguments \ examples \ statistics \ quotes \ etc. in support of their viewpoint, as well as those that could be used to refute the other side.3)Debate begins, with T acting as moderator.2.T guides Ss through several after-text exercises. (20 minutes)3.T checks on Ss’ home reading (Text B).(3 minutes)4.Ss do Part IV: Theme-Related Language Learning Tasks. (1 period)5.T asks Ss to prepare the next unit: (2 minutes)1)do the pre-reading task;2）preview T ext A.Ⅱ. Text AnalysisAn essay is usually made up of three parts: a beginning where the topic is introduced; the body part where the topic is elaborated on, and a conclusion.Besides stating the topic directly, there are many other ways to introduce a theme. In this text, an anecdote or an incident is used. The author of T ext A, Unit 6, Book 1 (What Animals Really Think) introduces his topic by posing a question: “Do animals all have thoughts, what we call consciousness?” T ext B, Unit 3, Book 1 (How to Make Sense out of Science) begins by quoting newspaper headlines:“New Drugs Kill CancerDevastation by El Nino — a Warning6:30 p.m. October 26, 2028: Could This Be the Deadline for the Apocalypse?”T ext B of this unit, Children and Money, begins with an imagined argument between a child and his parent over the control of pocket money. Discover other forms of introduction as you read on. However, the more important point is that you should learn to vary your own writing by adopting various types of topic introduction.Without a conclusion, an essay lacks a sense of completeness. A conclusion may be a restatement of the main points previously mentioned, a proposed solution, a quotation from some book or person, a prediction of future developments, a suggestion for further study, etc. T ext B, Unit 3, Book 1 ends by giving a simile, comparing scientific research to mountain climbing, “a process filled with disappointments and reverses, but somehow we keep moving ahead.” In this text, Howard Gardner makes a suggestion in the form of a question.Ⅲ. Cultural Notes1. Education in the West: There is no common agreement in the West concerning the best method of education. A variety of views can be found among parents, teachers and students. Indeed, it might be argued that it is this very existence of contending points of view that is characteristic of Western education. This can be seen as far back as in the work of the ancient Greek philosopher Socrates, who encouraged his students to question everything, even their most fundamental beliefs. Yet even then there was no general agreement that this was the best way to teach. Socrates, after all, was condemned to death by his fellow citizens for corrupting the morals of the young by his way of teaching. Many later periods of Western history were no more tolerant of encouraging students to challenge traditional beliefs: Darwin’s theory of evolution, for example, was for a time banned from schools in some American states on the grounds of religious belief.Much of the current debate over education surrounds the extent to which learning should be teacher-based or student-based. Which of the two should decide what should be learned, how it should be learned, and when it should be learned? Comparing Western and Asian methods oflearning it is generally true that Western methods are more student-centred, expecting students to discover things for themselves rather than relying on their teachers to tell them. An extreme version of the student-centred approach can be seen at Summerhill, a school in England established by the educationalist A.S. Neill. There children have complete freedom to decide what they are going to learn and which lessons they will attend. If they wish they need not attend any at all. Mainstream education in England is far more strict, demanding that children attend lessons and follow a national curriculum. This curriculum and the importance of achieving good exam results tend to reinforce a more teacher-centred approach, as both teachers and students find the pressure of time leaves less opportunity for an exploratory approach to learning.The extent to which learning is teacher-centred or student-centred also depends on differ-ences between subjects. In recent years, for example, there has been a trend in the teaching of mathematics in school classrooms in England away from having pupils work on their own or in small groups back towards a more traditional approach, with the teacher guiding the entire class step-by-step through a lesson. This followed research that suggested that, as far as maths was concerned,a more teacher-centred method was more effective.2. Standing on the shoulders of giants: a well-known phrase, frequently employed by inventors toexpress modesty about their achievements. The suggestion is that while they have been able to see further than those who came before them, it is not because they themselves are intellectual giants.Rather it is because they have been able to build upon the accumulated discoveries of their great predecessors.Ⅳ. Language Study…Unit 2ValuesⅠ. Suggested Teaching PlanStudents will be able to:1.understand the main idea (despite his wealth, Sam Walton remains down-home and devoted to histeam) and structure of the text;1.appreciate the use of indirect description in portraying a person;2.grasp the key language points and grammatical structures in the text;2.conduct a series of reading, listening, speaking, and writing activities related to the theme of the unit.1.T asks Ss the following questions on the recorded passage: (5 minutes)—What happened to Abraham Lincoln one day? (Working as a shop clerk, he overcharged a customer. Although the sum was insignificant, Lincoln walked a long distance to return the money.)—How is the story related to the theme of the unit — values? (Abraham Lincoln regarded honesty as an important value.)2.Ss do Cloze B in after-text exercises to learn more about the values of American millionaires.(15minutes)3.Rich people I know (15 minutes)1)Before class, Ss are asked to collect stories, news reports, pictures, books, or even video clips (ifrelevant equipment is available for showing them in class) of rich people.1)In class, Ss form groups of three to four to share what they have collected.1.Text organization (20 minutes)1)T asks Ss to scan the text to see if there is any natural dividing lines separating it into parts. (Thetext can be divided into three parts. Between each part, there is a blank line.)2)T draws Ss’ attention to T ext Organization Exercise 1, guides them through the directions, so thatthey can grasp the main function of each part.3)Ss scan the text again to underline all the names mentioned and tell who these persons are.(They are: Jamie Beaulieu, waiter at Sam Walton’s birthday partyJonnie Baker, night manager at the local Wal-MartRichard Hoback, Mayor of Bentonville, ArkansasGordon Garlington, pastor of the local churchJohn Marshall, local barberJim Von Gremp, corporate affairs directorFerold F. Arend, retired president of Wal-MartJim Hendren, company lawyeralso see Text Analysis)4)Ss will notice that the text transits from Part II to Part III when the first corporate job —corporate affairs director — is mentioned.2.T explains language points and gives Ss practice (see Language Study). (60 minutes)3.Finding synonyms or synonymous phrases for “down-home” (10 minutes)1)T asks some Ss to explain the title of Text A in their own words.2)Ss work alone to find out synonyms or synonymous phrases for “down-home”.3)Some Ss report their findings to the class.( Para 5 carry on like plain folksPara 6 folksy waysPara 7 friendly, cheerful, a fine neighbor who does his best to blend in, never flashy, never throwing his weight aroundPara 11 not a front-page person)4)T reminds Ss to vary their own writings by synonyms or synonymous phrases.Post-reading tasks1. Using indirect description in portraying a person (25 minutes)1)Ss complete Text Organization Exercise 2 and compare answers with each other.2)T makes Ss think by asking Ss this question: How does the author reveal these character traits ofSam Walton? Does he come forward to tell us directly what Sam Walton is like?3)T introduces methods of indirect description and writes them down on the blackboard: anecdotes,examples, quotes, comparison and contrast, etc. (see Text Analysis)4)Ss work in pairs to find out examples of these methods.5)Some pairs report their findings to the class.6)T urges Ss to adopt these methods when describing a person.2.T guides Ss through some after-text exercises. (25 minutes)3.T checks on Ss’ home reading (Text B). (3 minutes)4.Ss do Part IV: Theme-Related Language Learning Tasks. (1 period)5.T asks Ss to prepare the next unit: (2 minutes)1)do the pre-reading task;2)preview T ext A.Ⅱ.Text AnalysisTo make a character portrait convincing, an author must refrain from telling readers directly what the person is like. Instead, he/she lets readers deduce.Of all the methods of indirect description, the one used most frequently in T ext A is quotation. The author quotes not only Sam Walton himself, e.g. “The reason for our success... is our people and the way they’re treated and the way they feel about their company. They believe things are different here, but they deserve the credit”, but also his townsfolk and colleagues (as shown in while-reading tasks in the Suggested Teaching Plan).The text begins with an anecdote: how waiter Jamie Beaulieu had anticipated a lavish mansion at the Waltons, only to find an ordinary-looking household. This kind of beginning lures readers to go on. There are other anecdotes, like how Sam Walton forgot his wallet and insisted on fetching it to pay the local barber, and how he lost 4 straight games after a Wal-Mart employee asked him a question about pricing.Sam Walton is a folksy guy, of which a lot of examples are given. Examples of how generous an employer he is are also plentiful.Jamie Beaulieu’s anticipation and the reality he later found out form a contrast. It reveals Sam Walton’s down-home characteristics. When retired company president Ferold F. Arend compared Sam Walton with his previous employer, we appreciate further Sam Walton’s generosity.Ⅲ. Cultural Notes1. Rolls-Royce: any of the large, expensive, comfortable cars made by the British company Rolls-Royce.Many people recognize them by the small metal statue on the front of every Rolls-Royce car. The company was formed in 1905-1906 by Charles Rolls (1877-1910) and Henry Royce (1863-1933) and also produces aircraft engines. The Rolls-Royce company was bought by the German company Volkswagen in 1998. The name Rolls-Royce is also used informally to refer to the best product of a particular type.2.dime store: a store offering a wide assortment of inexpensive items, formerly costing five or ten cents,for personal and household use.3.Wal-Mart: any of a very large chain of shops in the US selling a wide range of goods at low prices.The first Wal-Mart Discount City was opened in 1962 by Sam Walton.4.Ford Motor Company: a large US company that makes cars. It was established in Detroit in 1903by Henry Ford, and the first Model T was sold in 1908. The company has produced the Lincoln since 1922 and the Mercury since 1938.s: Apart from their surname or last name, most British and American children are given twopersonal names by their parents, a first name and a middle name. These names are sometimes called Christian names or given names. Some people have only one given name, a few have three or more. Friends and members of a family who are of similar age usually call one another by their first names. In some families young people now also call their aunts and uncles and even their parents by their first names. Outside the family, the expression be on first name terms suggests that the people concerned have a friendly, informal relationship.When writing their name Americans commonly give their first name, their middle initial and their last name, e.g. George M. Cohan. Both given names are used in full only on formal occasions, e.g.when people get married.6.Forbes: an American business magazine. It is noted for its lists of the richest men and women inbusiness. In its November 27, 2000 edition it published one listing the 50 richest businessmen and women in China, headed by Rong Yiren of CITIC with 1.9 billion dollars, followed in second place by Liu Yongxing of the Hope Group with 1 billion dollars. The richest businesswoman on the list was Yang Lan of Sun T elevision, with 63 million dollars.Ⅳ. Language Study…Ⅰ. Suggested Teaching PlanStudents will be able to1.understand the main idea (despite the many negative effects of virtual life, the author prefersit to real life) and structure of the text (contrast between virtual life and real life);2.learn some rules of interpreting new vocabulary and usage related to computers and theInternet in English;3.grasp the key language points and grammatical structures in the text;4.conduct a series of reading, listening, speaking and writing activities related to the theme ofthe unit.1.T asks Ss the following questions on the poem Surfing the Internet:(5 minutes)—What was the hero doing when his boss came in? (surfing the Internet)—How did he act in front of his boss? (He pretended to be surprised at the computer which had crashed “unexpectedly”.)2.Ss look at the theme of this unit (The Virtual World) and the title of Text A (A Virtual Life), thentry to: (10 minutes)—find antonyms of “virtual world” and “virtual life”; (real world, real life)—suggest synonyms for “virtual world”; (cyberspace, cyberia, etherworld, virtual reality, Internet world, net world, etc.)—say what people can do on the Internet, (communicating with people, shopping, reading, entertainment, education, working, hacking, publishing, etc.)3.Imaginative writing(28 minutes)1) T dictates to Ss the following paragraph:For the past two weeks, other participants of the Net Survival Contest (网络生存竞赛)and I have been shut up in bare hotel rooms. Our only link to the real world has been a computer that is hooked up to the Internet (联网电脑). We have relied on it, not only for food, bed sheets and other daily necessities, but also to set up an e-business （电子商务）of our own.2)Now Ss will complete the next paragraph beginning with: “Now it is time for me to walkout into the light of day again...” They will give their imagination full play. They will write no more than 100 words.3)Ss form groups of four to five, and read aloud to each other their own writings.4)T asks some groups to recommend the best piece in their group to the class.4. T may lead in to Text A by saying: Some of us like to live a life in contact with real things and real people, but others favor a virtual existence. Which life is better? I’m sure you have different opinions. Now let’s read Text A to find out what Maia Szalavitz has to say about these two life styles. (2 minutes)1.Text organization (15 minutes)1)T draws Ss’ attention to Text Organization Exercise 1, and lets them read its instructions aswell as what has already been done for them in this exercise.2)Ss try to complete the exercise by simply reading the first sentence of each paragraph in TextA.1)Ss compare answers with each other; if necessary, T may help.2.T explains the key language points and gives Ss practice (see Language Study). (45 minutes)3.T guides Ss through Structure Exercise 2. (10 minutes)2.Ss re-read Paras 4-10, work in pairs to find out consequences of “my” virtual life. Can they usethe “find oneself + adj./ past participle/present participle” structure when summing up the consequences? (10 minutes)4.Some pairs report to the class their findings, using the “find” structure. (5 minutes)1. Computer-related vocabulary items (20 minutes)1)Ss scan Text A to find out vocabulary items related to computer and the Internet. (They are:virtual life, the net, telecommuter, email, Internet mailing lists, computer-assisted, data, link, cyber-interaction, on line, system crash, click on the modem, connection, password)2)T tells Ss that new terms related to computer and the Internet are constantly added to theEnglish vocabulary, so much so that many of them are not included in any English dictionary.However, if we apply certain rules, their meanings are easy to deduce.3)T gives Ss more examples of computer-related vocabulary items (see Text Analysis).2. T guides Ss through some after-text exercises. (25 minutes)3.T checks on Ss’ home reading (Text B). (3 minutes)4.Ss do Part IV: Theme-Related Language Learning Tasks. (1 period)5.T asks Ss to prepare the next unit: (2 minutes)1)do the pre-reading task;2)preview Text A.Ⅱ.Text AnalysisThe most dynamic combining forms/prefixes for new computer-and-Internet-related vocabu-lary in English are cyber-, virtual, Net- (net-), Web- (web-), and E- (e-).New English vocabulary items derived from them usually appear in the following forms:bining forms/prefixes + noun: this is the most common type, e.g. virtual life (虚拟生活),virtual world (虚拟世界), virtual community（虚拟社区）, virtual office (虚拟办公室), virtual pet (虚拟宠物), virtual reality (虚拟现实), cyber-interaction (网络互动), cyberculture (自自自自), cybernut (自自), cyberpet(电子宠物), cyberspace (自自自自), netwriter（发送电子邮件的人）,nethead (网虫), Webmaster (自自自自自), Web page (自自), website (自自), WebTV (自自自自自), E-book (自自自自), E-shopper (自自自自自), e-card (自自自自), e(-)mail (自自自自), e-journal (电子杂志),e-business (自自自自), e-cash (自自自自), e-commerce (自自自自).2. combining forms/prefixes + verb: e.g. cybersurf （网络漫游）, netsurf (网络漫游), websurf (网络漫游)，email (发送电子邮件)3.words like cyber, net, etc. + suffix: e.g. cyberian (cyber + ian, 网络用户), cyberphobia (cyber +phobia, 电脑恐惧症), cybernaut (cyber + naut 网络用户), netter (net + er 网民), Webify (web + fy 使万维网化), cyberize (cyber + ize, 使联网).4.clipped word: cyberdoc (cyber + doctor, 网络医生), Netcast (Net + broadcast,网络播放),Netiquette (Net + etiquette, 网规), Netizen (Net + citizen, 网民,), Netpreneur (Net + entrepreneur, 网络企业家), Webcam (Web + camera, 网络摄像机), Webcasting (Web + broadcasting,自自自自), Webliography (Web + bibliogrpahy, 网络书目), Webnomics (Web +economics, 自自自自), Webzine (Web + magazine, 网络杂志), e-tailing (electronic + retailing,自自自自), e-zine (electronic + magazine,自自自自)Ⅲ. Cultural Notes1. the Internet: an international computer network for the exchange of information. It was origi-nally used mainly in the academic and military worlds but has since become available to the large and increasing number of people with personal computers. Other services, e.g. the World Wide Web, are available through it.The Internet is changing our lives and a parallel universe is rapidly emerging online. Today there’s scarcely an aspect of our life that isn’t being upended by the torrent of information available on the hundreds of millions of sites crowding the Internet, not to mention its ability to keep us in constant touch with each other via electronic mail. The Internet is saving companies billions of dollars in producing goods and serving the needs of their customers.Nothing like it has been seen since the beginning of the Industrial Revolution, when power-driven machines began producing more in a day than men could turn out in nearly a year. The Internet and e-commerce are viewed as a global megatrend along the lines of the printing press, the telephone, the computer and the electricity.You would be hard pressed to name something that isn’t available on the Internet.Consider: books, health care, movie tickets, baby clothes, stocks, real estate, toys and airline tickets. American kids today are so computer savvy that it virtually ensures the United States will remain the unchallenged leader in cyberspace for the foreseeable future. Most kids use computers to play games and have email chats with friends.2.NBC (the National Broadcasting Company): the first of the original three US nationalbroadcasting companies. It was established in 1926 by Radio Corporation of America as two groups of radio stations. The first NBC television channel opened in 1940. The company is now owned by General Electric. Its main offices are at Rockefeller Center in New York.3.PBS (the Public Broadcasting Service): (in the US) a television system that broadcasts programsto an association of local stations which use no television advertisements and do not make a profit. It was established by the Public Broadcasting Act and is supported by money from the US Government, large companies and the public. PBS is known for the high quality of its pro-grams.4. ABC (the American Broadcasting Company): one of the original three major television networksin America. It began in 1943 as the Blue Network of six radio stations. ABC is now owned by the Walt Disney Company .Ⅳ. Language Study...Unit 5Overcoming ObstaclesⅠ. Suggested Teaching PlanStudents will be able to:1.grasp the main idea (dreaming and hard work helped Michael Stone on his way to success) andthe structure of the text (narration with a flashback);2.appreciate the narrative skills (using details to bring out a character; a surprising ending; use ofpuns);1.master the key language points and grammatical structures in the text;2.conduct a series of reading, listening, speaking and writing activities related to the theme of the unit.1.T asks Ss the following questions on the song Coming out of Dark:(5 minutes)—Consider the title of the song, what does “Dark” refer to? (near death; loss of consciousness after the car accident; slow and painful recovery; despair)—How is the song related to the theme of the unit? (To get over despair after injury is also a form of overcoming obstacles.)2.Do you know these proverbs? (13 minutes)1)T dictates the following proverbs to Ss:—Where there’s a will, there’s a way. (自自自自自自)—Rome wasn’t built in a day. (自自自自自自自/自自自自自自自)—God helps those who help themselves. (自自自自自自自/自自自自自,)—You shall reap, what you sow. (自自自自自自自自自/自自自自自自自自自自)—Constant dripping wears away the stone. (自自自自自自自自自自)2)Ss try to translate these proverbs into Chinese.3)Ss scan Text A to find a similar saying by Michael’s father, which is in italics. （If you wantsomething, work for it! / You want something, work for it!）3.T may lead in to the text by saying: Hard work is important to success, but it is not the onlyfactor that contributes to success. As we will find out in this text, dreaming is equally important.(2 minutes)1.Text organization (17 minutes)1)T guides Ss through the directions for Text Organization Exercise 1, so that they know the textconsists of four parts.2)Ss scan the first sentence of Paras 1-6, and get ready to answer the following questions:—Which first sentence switches from past tense to past perfect tense? (the first sentence of Para 3) ( T may as well tell Ss this: a story is usually narrated in the simple past tense.When a past event is recalled, the past perfect tense will be used as a signal. Afterwards the flashback is also narrated in the simple past tense.)—Which first sentence shows that the flashback is over and the narration returns to the National Junior Olympics? (the first sentence of Para 6)—By now, do you know how to divide the text into four parts? Write down your answers in the blanks provided in Text Organization Exercise 1.3)Ss do Text Organization Exercise 2.2.T explains language points and gives Ss practice (see Language Study).When they come to the end of a part, Ss will sum up its main idea in the blanks provided in Text Organization Exercise 1.(60 minutes)3.Ss answer these questions (see Text Analysis):(8 minutes)—Without the last sentence, would you still admire Michael Stone’s achievement?—Who would you admire better, a Michael Stone with a sound body or a blind Michael Stone?—Why does the author keep the secret about Michael’s blindness until the last sentence?age (15 minutes)1)Ss scan the text again to find out the three instances where “work” is used as a verb.2)T asks some Ss to explain in English the three different meanings of “work”.3)Ss do the after-text Usage exercise on “work”.。

新目标大学英语系列教材综合教程2

新目标大学英语系列教材综合教程2New Target College English Series Comprehensive CourseThe New Target College English Series Comprehensive Course is designed to help students develop their language skills for academic and professional purposes. This course is suitable for college students who have already acquired a solid foundation in English and are looking to enhance their English proficiency.The course consists of four levels, each covering listening, speaking, reading, writing, and grammar. Each level is structured in a way that allows students to gradually build their skills and expand their knowledge base. The first level focuses on basic language skills and introduces students to fundamental grammar concepts. Subsequent levels progressively increase in difficulty to challenge students and push them to a higher level of language proficiency.Listening and speaking skills are essential components of the comprehensive course. The course provides ample opportunities for students to practice their listening comprehension skills through various listening exercises and activities. Students will encounter different types of listening materials, such as dialogues, lectures, presentations, and interviews. These materials cover a range of topics to expose students to a wide range of vocabulary and real-life situations.The speaking component of the course aims to improve students' oral communication skills. Students will engage in interactive activities, such as role-plays, debates, and group discussions, topractice expressing themselves fluently and coherently. They will also have the opportunity to give presentations, enabling them to improve their public speaking abilities.Reading and writing skills are equally emphasized in the comprehensive course. The reading materials selected for this course cover various genres, including articles, essays, and academic papers. Students will learn strategies for effective reading comprehension, such as skimming and scanning, as well as critical reading skills to analyze and evaluate texts.The writing component of the course focuses on developing students' ability to produce well-organized and coherent written texts. Students will learn different types of writing, such as essays, reports, and summaries. The course also includes lessons on grammar and vocabulary to improve students' accuracy and expand their word choice.Throughout the comprehensive course, students will encounter authentic materials related to different disciplines, such as science, history, and economics. This exposure to various academic subjects will further enhance their language skills and broaden their knowledge base.The course also incorporates technology to enhance students' learning experience. Online resources and multimedia materials are provided to supplement classroom instruction and allow students to practice their language skills independently.In conclusion, the New Target College English SeriesComprehensive Course is a comprehensive language program designed to equip college students with the language skills necessary for academic and professional success. Through a systematic approach combining listening, speaking, reading, writing, and grammar, students will develop their language proficiency and gain confidence in using English in various contexts. The course's focus on authentic materials and integration of technology ensures students are prepared for real-world communication situations and the demands of the modern world.。

新编实用英语综合教程2第四版Unit-two--Communication-by-email

to enter a completely different world. You can leave your own world behind, and
go somewhere really virtual.
5) Talking about the experience of surfing the Internet
Mike: I know quite a lot of these abbreviations. If you like, I can tell you more.
Li Hong: Yes, I will be grateful if you can tell me more.
Mike: “CWYL” means “chat with you later”; “LTNS” means “long time no see”; “IYSS”
Susan: Are you? Anything exciting? May: I don’t know the meaning of “planting strawberries”.
Back
Susan: Oh, it comes from the Taiwan campus, meaning “lovers kissing each other”.
Acting out the Tasks
Speak and Perform
Studying Business Cards Study and Imitate
Following Sample Dialogues Imitate and Perform
Putting Language to Use
Speak and Complete Speak and Translate Speak and Communicate

综合英语教程2第三版

综合英语教程2第三版综合英语教程2第三版是一本用于高中或大学英语学习的教材。

本书主要分为四个部分：单元语言点讲解、阅读理解与语言学习、听力与口语训练以及写作技巧与实践。

整本书设计精巧，内容丰富多样，可以有效提高学生的英语综合能力。

在单元语言点讲解部分，本书通过生动有趣的例子和情境，详细讲解了各种语法、词汇和句型。

不仅仅是简单的解释，本书还提供了大量的练习题，帮助学生巩固所学知识并提高运用能力。

此外，每个单元还附有互动小组讨论的环节，能够培养学生的合作能力和表达能力。

在阅读理解与语言学习部分，本书提供了丰富多样的阅读材料，包括新闻报道、社论、小说等。

通过阅读不同题材的文章，学生可以提高自己的阅读理解能力，同时也可以了解到不同文化和思维方式。

此外，本书还通过拓展阅读和语言学习的任务，帮助学生拓宽知识面并加深对语言的理解。

在听力与口语训练部分，本书提供了丰富的听力材料，通过各种听力练习题，帮助学生提高听力理解能力和语音表达能力。

同时，本书还特别设计了一些口语训练的活动，如角色扮演、小组讨论等，帮助学生提高口语表达能力和学会用英语进行交流。

在写作技巧与实践部分，本书详细讲解了各种写作技巧和写作范文，通过大量的写作训练，帮助学生提高写作能力。

此外，本书还提供了一些写作实践的任务，如写作比赛、书评等，激发学生的写作兴趣和独立思考能力。

总之，综合英语教程2第三版是一本非常全面且实用的英语教材。

通过学习本书，学生可以全面提高听、说、读、写的综合能力，加深对英语语法、词汇和句型的理解，提高阅读理解能力，培养口语表达能力和写作能力。

我相信，通过使用本书，学生一定能够取得更好的英语学习效果。

综合英语二教案

Unit 1 The Snake BiteI .Teaching Objectives1.Functions : Expressing distress & annoyance2.Grammar points : Indirect command with infinitives such as He wantedto see you / Tell him to wait .3.Vocabulary : all at once , figure , seem , forbid , show up , strike ,make for , pick out , light out for , must have done ,every now and then , at length , hold on toII . Focal Points1. Functions : Expressing distress & annoyance2. Grammar points : Indirect command with infinitives such as He wantedto see you / Tell him to wait .3.ConversationIII . Teaching Process1. Listening and Speaking Activities1)Introduction to the formulas of expressing distress & annoyance2)Listen to the conversation twice3)Correct the answers4)Pair workPracticing : Read ConversationExplanationSpeak before the classMake up another dialogue using the cues in the box5)Make your own dialogueTeam & group workPresentation6)Matching exercises :What are they for ?If you want to learn more2.Reading Comprehension1)Warm-up questions2)Listening to the text twice3)Doing the comprehension work :Reading the textDiscussion :Read the text carefully to find the answers to the questions and look to the evidence from the text to support the answers Retelling the text using the key words4)Extended ActivityExercisesStep 1 Listening and Speaking Activities1.Formulas for expressing distress & annoyanceIt sickened me to see how chickens were raised in the mechanical production . They were bald . They were forced to live in a small cage and had to climb over each other in order to get around .It really shocked me to know how chickens were raised in mechanical production .I just can’t remember that girl’s name , it’s really bugging me .Why on earth didn’t you tell me the truth ?You kept me waiting for over an hour . What have you been busy with ?I can’t say I’m at all pleased about your delay .I wish you’d stop pestering me .We’re not going to the beach and that’sfinal .I’m most unhappy at his bragging .Having to stay in and working on a sunny day like this is a real drag .We’d be OK if we could get this stupid gate to open properly .She never stopped complaining while we were on vacation .It really got on my nerves .It really annoys me that she never returns the books she borrows .It galled him bitterly that his father gambled again .Turn that music down -------It’s driving me mad .What really gets under my skin is people who talk while I’m trying to concentrate on my work .My tape-recorder’s broken down again . It’s a nuisance , isn’t it ?2.Listen and speak :Listen to the following conversation twice and try to tick what you have heard as the correct answer to the questions .3.Try to speak more1)Listen to the tape2)Explanation of the conversation :three chickens to one single cage :three chickens living in one cage bald : (of people ) having little or no hair on the scalpdisgraceful : causing disgrace ; very bad3)Read the conversation by themselves and then try to memorizethem .Invite two pairs of students to speak before the class and then exchange their roles .Depending on the cue box on the right , ask them to make up another conversation .Act out the conversation.4)Make your own dialogueExplanation :Without regard for sth : not care for sthPoultry : hens , ducks , geese , turkeys , etc. kept for eating or for their eggsBattery hens : hens mechanically raised for laying eggsPeck : (try to ) strike (sth ) with the beakPluck : gather or remove sth by pullingTeam workPresentation5)What are they for ?Explanation:Bug :If something bugs you , it annoys you because it is always there or is always happening , so that you cannot stop thinking kaboutit or noticing it . Eg. , I wish you’d tell me whatever it is that’sbugging you .Much to my annoyance : You say much to my annoyance when you are talking about something that has annoyed you very much , eg. , Much to myannoyance , the hotel hadn’t received our reservation .Pester : to annoy someone by repeatedly asking questions or making requests , especially when they are trying to pay attention tosomething else , eg. , Everyone pestered me so much that I gaveit up .Pair work : matching the exercises6)If you want to learn moreExplanation :Get on someone’s nerves :If someone gets on your nerves , they annoy you ,especially by continually saying or doing somethingthat you do not like . eg. , Sit down ,James . You’regetting on my nerves pacing up and down like that . Drive someone mad / crazy / nuts / up the wall : to annoy people very much ,so that they feel unable to stand the situation .eg. , Being in the house all day with these twoscreaming kids is driving me nuts . This noise isdriving me mad .Get under someone’s skin : If someone gets under your skin , they dosomething that annoys you a lot but which may notannoy other people . eg. , He really gets under myskin sometimes .Be a drag : If someone or something is a drag , they annoy you especiallybecause they are boring or prevent you from enjoyingyourself . Eg. , Don’t invite John ------- he’s sucha drag .Step 2 Reading Comprehension and LanguageActivities1.Warm-up questions and discussion2.Listen to the text twice3.Read the text and try their best to answer the questions .①the beginning of the story ------- What happened first ?★What did the boy start out to do and where ?(He was going to get a watermelon for his own use from the family’smelon-and –garden patch ehich was back of the barn on the edge ofthe cane field .)★What did the boy take with him ? And why did he take that ?(He took a corn knife with him . It was the best thing to cut amelon . One swipe and the melon was in two .)★What happened to the boy when he was thumping for a ripe melon ?(All at once , he seemed to step on something like a needle .Actually , he was bitten by the rattler in the foot . )★What are rattlers supposed to do before they strike ?(Rattlers are supposed to make some sound as warning before theystrike .)★Why did the boy fail to hear the snake rattle ?(Maybe this snake didn’t have time to rattle .)②asking for help -------- What did his mother do ?★How did the boy’s mother treat his wound ?(The mother tied apron strings around her son’s leg above the knee ,made him lie on the sofa and put Martha to watch him .)★Why did the mother decide not to go to the Howell place ? And howfar away was the Anderson house ?(The Howell would not be of much help because they had no horse .The Anderson place was exactly half a mile away by the short cutthrough a field .)★What did the mother do when she found that Martha had taken offthe strings ?(She got the apron strings back , yanking them tight .)③waiting for help --------- What did her mother do then ?★Who should Herb Anderson look for first ? Who else should he lookfor next ?(Herb Anderson was told to first look for the boy’s father . Ifhe failed to find him , he should look for a doctor .)★Why did the mother go to the porch ? And who showed up at last ?(The mother went to the porch to watch the road from town . At last ,the boy’s father showed up .)4.Practicing asking and answering the questions in pairs .5.Retell the text using the key words .6.Explanation of the new words and phrases .⑴the background of the story :The story , as told by an American boy , is set against the background of the American countryside in the 19th century .The narration , therefore exhibits features of both cultural pictures of the countryside of that period , and the way that a teenager spoke . Words like sandbur , claim jumper , buggy , porch , lot , rig are characteristic of American culture .Besides , the text contains many colloquial phrases to reflect a child’s style of speaking . Phrasal verbs are preferred over single verbs , for instance , light out for depart ; pick out for recognize ;show up for appear ; break into forb egin ab ruptly . The use of child phrases (Mamma , Papa ) and somecausative verbs in make me lie , put Martha to watch , get me to stop yelling also help render the text fitting a child’s tone .⑵ the house melon-and –garden patch : a piece of land for growingvegetables and melons for family use .⑶back of : Although it is now established as standard in American Englishmeaning“behind ” , many considered it as a sloppy colloquial way ofspeaking inthe 19th century English .⑷ on the place ; in the lot : both refer to the boy’s home . Lot : apiece of land having a special use . Eg. , aparking lot ; a used –car lot ; a building lot ⑸ porch : (mainly used in American English ) a raised platform builtalong thewalls of a house and often covered with a roof . After supper ,peopleusually sit on chairs or rockers on the porch for relaxation .Houses withporches can still be seen in many places in America , especiallyin ruralareas .⑹ between the Anderson and the Howell claims : In the 19th century ,many Americans moved to the West where there was vastland for the taking . They staked out some pieces of landas their own property . Formal request for the land wasmade for mining . Claims refers to the pieces of landof this kind .⑺ anxious to get his nose in the manger : A manager is a feeding boxin a stable or barn . Here it means that the horse wasanxious to eat .⑻ rig : referring to the horse and the buggy⑼ all at once : suddenly⑽ figure : think (sth) ; calculateeg. I figured that you wouldn’t come .⑾ seem : appearseem (to sb ) (to be ) + n./ adj .seem to doseem likeIt seems that …It seems as if /as though …There seem(s) to be …⒀ forbid : Order (sb ) not to doOrder sth shall not be doneForbid sth.Forbid sb to doForbid doing⒁ show up : (colloquial ) arrive , often after a delay ; appear eg. It was ten o’clock when she finally showed up .⒂ strike : attack , esp. suddenlyeg. Enemy troops struck just before dawn .⒃ make for sb./sth. : move in the direction of sb./sth.⒄ pick (sb./sth.) out :a.choose fromeg. He picked out the ripest peach .b.distinguish sb./sth. Fromeg. Pick out sb’s face in a crowd⒅ light out for sp. : depart for sp.Assignments1.Do the exercises on the textbook .2.WritingP 43 Exercise 63.Oral practice :The Snake BiteUnit 2 He Was My FatherI .Teaching Objectives1.Functions :Expressing possibility & impossibility2.Grammar points : Use of prepositional phrases on the pattern : bybus , by post , in the car ; Used to as modalindicating past habit or state ; Adverbial of frequencywith past tense : I never used to go by car .3.Vocabulary : fall into , live on , apprehension , tuition , regard/ disregard , decent , recite , on one’s own , stare at ,pick up , grow up , put in , follow in one’s footsteps II . Focal Points1. Functions : Expressing possibility & impossibility4.Grammar points : Use of prepositional phrases on the pattern : bybus , by post , in the car ; Used to as modalindicating past habit or state ; Adverbial of frequencywith past tense : I never used to go by car .5.ConversationIII . Teaching Process1. Listening and Speaking Activities1)Introduction to the formulas of expressing possibility & impossibility2) Listen to the conversation twice3) Correct the answers4) Pair workPracticing : Read ConversationExplanationSpeak before the classMake up another dialogue using the cues in the box5)Make your own dialogueTeam & group workPresentation6)Matching exercises :What are they for ?If you want to learn more3.Reading Comprehension1) Warm-up questions2) Listening to the text twice3) Doing the comprehension work :Reading the textDiscussion :Read the text carefully to find the answers to the questions and look to the evidence from the text to support the answers Retelling the text using the key words4) Extended ActivityExercisesStep 1 Listening and Speaking Activities1.Formulas for expressing possibility & impossibilityIt is possible for you to get into the university if you pass the examination .You may have a point there .It could be a bad start .You might be right to a certain extent .The job can be done by Wednesday if I get extra help .Take your umbrella – you might need it .There’s possibility that she’ll lose her job .It’s still possible to make some money if you invest wisely . Perhaps it was the coffee .Possibly for the first time in their lives .There’s just a chance that she may have left her keys in the office , so I’m going to look .You might be lucky .But it is impossible if you fail .It may not be .It will be impossible for him to see you today .Alice can’t be at home .There’s no way you’re going to get the job without good references . Sending Sandra a letter was out of the question , because her …… , but she knew it was hopeless .2.Listen and speak :Listen to the following conversation twice and try to tick what you have heard as the correct answer to the questions .3.Try to speak more1) Listen to the tape2) Explanation of the conversation :nonsense : foolish talk , ideas , etc .blah : talk that sounds impressive , but actually says very little have a point : be rightheaps of : great number / amount ; plentybe reluctant to :be unwilling and therefore slow to co-operate , agree , etc.put the blame on sb : blame sb for sth.3) Read the conversation by themselves and then try to memorizethem .Invite two pairs of students to speak before the class and then exchange their roles .Depending on the cue box on the right , ask them to make up anotherconversation .Act out the conversation.4) Make your own dialogueTeam workPresentation5) What are they for ?ExplanationPair work : matching the exercises6) If you want to learn moreExplanation:You never know :an informal expression that you use when you think thatsomething may happen , but you are not certain becauseit is difficult to say what will happen in the future .Eg.It might have been better if she’d had kids , thoughyou never know .There’s no way : You say there’s no way to someone when you stronglybelieve that something is impossible . Eg. My legs wereaching and I knew that there was no way I would make itup the hill .Out of the question : If an idea , suggestion , etc. , is out of thequestion , it is completely impossible , especiallybecause it is not allowed . Eg ., That’s out of thequestion : Mary is much too busy to look after thechildren .Step 2 Reading Comprehension and LanguageActivities7.Warm-up questions and discussion8.Listen to the text twice9.Read the text and try their best to answer the questions .①Paragragh 1 and 2 :Before eating his ★ What would the father do before eatingthe dinner and why ?(When the father washed his hands beforedinner , he would talk to his son or tellhim tales of his own childhood in order tolet drops of moral tuition fall into theboy’s lap .)②Paragraph 3 , 4 and 5Father’★What was the father’s job and how many hours wouldhe work each week ?(The father was a London taxi – driver . He had to work12 hours a day , 6 days a week to earn decent wage .)★Was a taxi-driver respected by people and how do youknow ?(No . A taxi –driver is not respected very much by manypassengers . They treat him with patronizing disregardand address him rudely as cabbie , you or driver . ) ③Paragraph 6 :Father’★How do you understand “powerful enough to crywhen he felt the need ?” Explain in your own words . (This is an open-ended question . The teacher shouldencourage the students to discuss the problem ofstrength and power . But generally speaking , a mandoes not believe in tears . And crying is normallyassociated with weakness . So it calls for greatcourage and strength for a man to cry before others .The father is not only powerful and strong , he alsohas deep love for his mother and family . )④Paragraph 7 :★How did the father feel when his son went touniversity ?(When his son went to university , the father felt very happyandexcited , because the boy was the first in the father’s familytoreceive higher education .)★Was the narrator satisfied with his father’s behaviour at hisgraduation ceremony and why ?(Yes . The father seemed to be out of place at the graduationceremony from the boy’s point of view ------- he felt gauche ,took the matter too seriously by taking many pictures , anddidn’t understand the Latin before the ceremonial meal . Butthis was not important . He knew that his father wasoverjoyed because his son would have a better life .)⑤Paragraph 8 :★Why didn’t the father go on holiday ? And how did he liveand work when the family was away ?(The father could not afford to go on holiday with the family .There was just not enough money . When the family was away ,he would stay on his own , work even longer hours , and liveon sandwiches and tea .)⑥Paragraph 9 :★ What was the message from his father’s eyes when thenarrator had his first child ?(He seemed to say with his eyes : Son , let him say just onething when he grows up : “he was my father .”) Conclusion :★Why does the narrator repeat “he was my father ” so many times ? (This is again an open-minded question . Encourage the students to talk about their understanding . The father was seen as a great man in the boy’s eyes . He kept promises , he worked hard , he was powerful and he showed tender love for the family . Besides , his father was an understanding father , selfless and self-sacrificing , a man of conviction , believing in the power of love and hoping the love could be passed from generation to generation as a family tradition . The repeated use of “He was my father ”showed how much the boy loved his father and how proud he was of his father .) ★In what way was the father an extraordinary ordinary father ?(The father was ordinary as a worker , labourer , and taxi-driver . But he is extraordinary as a father , as a model for the younger generation . He was a man of integrity with power and profound love .)10.Practicing asking and answering the questions in pairs .11.Retell the text using the key words .12.Explanation of the new words and phrases .①Let drops of moral tuition fall into my lap :teach me moral standardslittle by little②Decent wage : a wage which is considered satisfactory③… with such patronizing disregard :patronizing is often used todescribe a person’s manner or tone which seemsfriendly , but which shows that they think theyare superior to you in some way .④…didn’t understand the Latin that was spoken before the ceremonialmeal : Latin is the Italic language spoken nearancient Roman , and was the official language ofthe Roman Empire . Until the middle ages , it wasthe dominant language of school , church , andstate in West Europe . Now , Latin is still usedin religious ceremonies of Roman Catholic Church .Besides , it is also used for ceremonial purposesin cases such as school graduation ceremony .⑤So what ? :an informal colloquial expression , meaning that the remarkor statement which has just been made seems unimportant ,uninteresting , or irrelevant . Here it means what does itmatter if my father doesn’t understand the Latin that wasspoken in the ceremony ? Another similar expression is Whatof it ? Eg. , Someone will see . ------- So what ?Your parents are coming tomorrow .-------- What of it ?⑥Disregard (for / of sb. / sth.) : lack of attention or careEg. She shows a total disregard for other people and their feelings .⑦Decent :a.satisfactory ;quite goodeg. Earn a decent wage , living , etcb.not likely to shock or embarrass others ; modesteg. That dress isn’t decent .⑧apprehension : anxiety about the future ; fearrecite (sth to sb ) : say (a poem , passage , etc.) aloud frommemory , esp. to an audience⑨(all ) on one’s own :a.aloneeg. She lives on her own .b.without help or supervision ; aloneeg. Although her father is in the firm , she got the job on her own . ⑩put sth in : spend (a period of time ) working at stheg. She often puts in twelve hours’ work a day .put sth in / into (doing ) stheg. We’ve put a great deal of time and effort in this project .⑾follow in sb’s footsteps : do as sb else does ; follow a similaroccupation or life-style as sb elseeg. She works in theatre , following in her father’s footsteps .Assignments4.Do the exercises on the textbook .5.WritingP 57 Exercise 66.Oral practice :He Was My FatherUnit 3 Understanding Your OwnerI .Teaching Objectives4.Functions : Expressing anger2. Grammar points : -ing as objectives of vt./v.+prep.3.Vocabulary : desperate , represent , be aware of , interpret , fitin with , put … into danger , keep away , work out , trydoing , end up , vary from , all too , force onII . Focal Points1.Functions : Expressing anger2. Grammar points : -ing as objectives of vt./v.+prep.3.ConversationIII . Teaching Process1. Listening and Speaking Activities2)Introduction to the formulas of expressing anger3)Listen to the conversation twice3) Correct the answers4) Pair workPracticing : Read ConversationExplanationSpeak before the classMake up another dialogue using the cues in the box5)Make your own dialogueTeam & group workPresentation6)Matching exercises :What are they for ?If you want to learn more4.Reading Comprehension1) Warm-up questions2) Listening to the text twice3) Doing the comprehension work :Reading the textDiscussion :Read the text carefully to find the answers to the questions and look to the evidence from the text to support the answers Retelling the text using the key words4) Extended ActivityExercisesStep 1 Listening and Speaking Activities1.Formulas for expressing angerI simply can’t bear to hear them bark.I’m disgusted . How could you be so rude to my guests !I really hate being kept waiting . Can you make it earlier next time ?My orders have been disobeyed . I must teach them a lesson .I’m going to get very angry with you . Pick your things up now !Look at the way people just throw litter down in the street ------ it makes you sick , doesn’t it ?Look , how they treat the innocent animals ! It makes my blood boil .It’s typical of him to behave like that !Why don’t you pick someone your own size ?!It really makes me angry the way he talks .I’ve had enough of that .Steve never apologises for anything .That’s what gets me down !You can often see Sam picking flowers in the park . It really makes me see red .I can’t stand his arrogance .Do you always stick your nose in other’s business ?How would you like somebody to litter around in your own doorway ?2. Listen and speak :Listen to the following conversation twice and try to tick what you have heard as the correct answer to the questions .5. Try to speak more1) Listen to the tape2)Explanation of the conversation :walk :①行走；步行②cause (sb./sth.)to walk , esp. by accompanying him / it 使（某人/某物）行走（尤指与之同行）eg.He walked the horse up the hill .He walked her to her car .keep sb. company : remain with sb. So that he is not aloneeg.I’ll stay here and keep you company .pessimist : person who expects the worst to happen 悲观主义者3) Read the conversation by themselves and then try to memorizethem .Invite two pairs of students to speak before the class and then exchange their roles .Depending on the cue box on the right , ask them to make up another conversation .Act out the conversation.4) Make your own dialoguePresentationTeam work5) What are they for ?ExplanationPair work : matching the exercises6) If you want to learn moreStep 2 Reading Comprehension and LanguageActivities13.Warm-up questions and discussion14.Listen to the text twice15.Read the text and try their best to answer the questions .Section 1 --------- In the two ways : a set of sounds and a set of marks ,humans have developed their eyes and ears to a higher level of interpretation than the dogs .Questions :①What does the phrase “a set of sounds” mean ? Why do some humans have difficulty communicating with others by a set of sounds ?(“A set of sounds” refers to the spoken form of human language . Some people have difficulty in understanding people from other places because they speak different languages . As the dog understands , human beings have to be either raised in the same place or receive special training in order to understand a different language .)②What does the phrase “a set of marks on paper?” mean ? What is the use of the marks for human beings ?(“A set of marks on paper” refers to the written form of human language and is used to represent the sounds of language . These marks can be used to record human messages so that humans at a different time and in a different place can understand those messages .)③Why should a dog not develop the same communicating means /skills as human beings ?(Humans have lost the other abilities and senses for gatheringinformation while they have developed their eyes and ears . If adog develops these two skills too far , it would put its otherabilities into danger .)④What cost have human beings paid for having developed their seeing and hearing senses ?(When human beings have developed their eyes and ears to a higher level , they have lost the ability to get much of the information that dogs are able to do by other means .)Conclusion : the advantage and disadvantage of developing seeing and hearing sensesThe advantage : have developed their eyes and ears to a higherlevel of interpretationfor humans Humans at a different time and in a differentplace can understand their messages .The disadvantage : have lost the ability of other senses excepteyes and ears to get much informationThe advantage : can get information not only from ears and eyesbut also from otherfor dogs sensesThe disadvantage : have a lower level of interpretationSection 2 --------- How to please a human .Questions : What gesture of a dog’s can best please human beings ?(A dog who can behave like a human , such as sitting down in frontof him , and raising a front paw in a gesture to shake hands witha human will please a human most .)Section 3 --------- Don’t forget the true nature — you are a dog .Questions :①According to the passage , what is the best policy for a dog to livepeacefully with humanbeings ?(Even when a dog is behaving like a human to please a man , he should always remember that he is a dog . He is not a human and needs to live as a dog . It is all very well for a dog to change himself slightly to fit in with human beings, but he should not deny his true nature . Besides , he should accept whatever is forced upon him . In other words , he should be faithful to his master no matter who the master is . )②What are the reasons that human beings hold for keeping a dog ? (Human beings need dogs for various reasons . They may need a dog to help with some specific tasks like hunting or guiding , or want a dog to keep burglars away . Looking after a dog may give their children a sense of responsibility .They may want other people to admire their dogs if the dogs are of an expensive and fashionable breed . Or they may simply need some sort of companionship or love .)Conclusion :Should : need to live as a dogFor a dog change yourself slightly to fit in with a human pack accept anything forced on youShould not : deny your true naturehelp with some specific tasks like hunting or guidingkeep burglars awayreasons for keeping a dog give their children a sense of responsibilitywant other people to admire their dogsneed some sort of companionship or love16.Practicing asking and answering the questions in pairs .17.Retell the text using the key words .18.Explanation of the new words and phrases .①be aware of sb./sth.that …②vary from sth to sth : change from … to…vary with : change according to some factorseg.Her mood varied from optimism to extreme depression .Prices vary with the seasons .③represent : stand for or be a symbol or equivalent of (sb/sth);。

英语综合教程2

英语综合教程2介绍英语综合教程2是一本面向中级英语学习者的教材，旨在提高学生的听、说、读、写的综合能力。

本文档将为你介绍该教程的内容和特点。

目录1.单元1：生活与工作2.单元2：人类与环境3.单元3：文化与传统4.单元4：科学与技术5.单元5：教育与沟通6.单元6：艺术与娱乐7.单元7：医学与健康8.单元8：社会与法律内容每个单元都有一个主题，涵盖了有关生活、工作、环境、文化、科学、教育、艺术、健康和社会等方面的话题。

每个单元包括以下几个部分：1. 预读每个单元都以一篇话题相关的文章作为预读材料，学生可以通过阅读文章了解主题背景知识并引起兴趣。

预读部分还包括词汇表，让学生掌握重点词汇。

2. 听力听力部分针对每个单元的主题，提供了一系列和主题相关的听力练习。

通过这些练习，学生可以提高听力技能和理解能力。

3. 口语口语部分提供了对话和日常交流的练习，学生可以通过模仿对话中的表达方式和语音语调来提高口语表达能力。

4. 阅读阅读部分分为短文阅读和阅读理解两个部分。

短文阅读提供了与主题相关的短文，帮助学生扩展词汇量和阅读能力。

阅读理解则是对短文的理解和分析，培养学生的阅读策略和解题能力。

5. 写作写作部分提供了与主题相关的写作任务，如写信、写文章等。

通过这些任务，学生可以锻炼写作技巧和表达能力。

6. 语法语法部分是对相关语法知识的介绍和讲解。

通过学习和练习语法，学生可以规范和提高自己的语言表达能力。

7. 词汇和语法总结每个单元结束时，都有一节词汇和语法的总结，让学生回顾和巩固所学的知识。

特点•主题全面：涵盖了生活、工作、环境、文化、科学、教育、艺术、健康和社会等方面的话题，帮助学生拓宽视野。

•综合性教学：课程包括听、说、读、写、语法等多个方面，全面提高学生的英语综合能力。

•真实情景对话：口语部分提供了真实情景对话，帮助学生学习实用的口语表达。

•强调交流能力：教材注重培养学生的交流能力，通过各种练习让学生在真实的语言环境中运用所学知识。

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《综合英语2》课程编号：10120210课程名称：综合英语Integrated Course for English Majors学分：5学时：80一.目的与任务1、课程性质：必修2、课程类别：专业基础课3、任务：“综合英语2”是一门英语专业学生必修的专业基础课。

本课程教学旨在在“综合英语1”的基础上进一步培养学生的语言综合运用能力，为其它专业课程的学习奠定坚实的基础。

课堂内以教材为依据训练学生英语听、说、读、译等能力，同时增加写作技巧的训练；通过教材中文化背景的介绍使学生接受系统化的英语文化知识熏陶。

在课堂语篇教学模式之外，实施情景教学和任务教学。

例如，布置学生轮流做值日报告，共享从网上或其他渠道获得的最新信息。

对于时事热点，引导学生进行互联网在线搜索，及时了解时事热点文化。

此外延续“综合英语1”中部分教学形式，如组织学生就每周所学内容及热门话题展开演讲、讨论、表演并进行评比，进一步充分调动学生对该门课程的兴趣和积极性。

语言综合运用能力的形成建立在学生语言技能、语言知识、情感态度、学习策略和文化意识等素养综合发展的基础之上。

通过这一系列的实践教学，力求达到以下目标：1、在“综合英语1”的基础上进一步巩固语言基本功，扩大词汇量，加强语感；按英语专业四级考试模式强化听力、阅读、写作等模块的操练，注重言语技能的全面发展，突出语言的交际运用。

3、发展学生的自主学习能力，开发学生思维能力，激励学生创新，为学生的继续教育乃至终身教育打下基础。

二.教学内容及学时分配本课程教学安排在第一学年第二学期，每周6课时，共计96课时。

Unit 1 Success Is Being Able to Do Things That Make You Happy (10课时)简介：本单元课文侧重交通运输这一主题；应熟记本课所列生词和词组；写作技巧中侧重于如何避免写出无主句具体内容：* Dictation for Listening and Imitation Show: Time* Phonetic Pickup: Adjustments in Connected or Fast Speech (1): Linking* Mini Oral Task: Mini-lecture: Job Market Today* Text A (for intensive reading): Success Is Being Able to Do Things That Make You Happy* Text B (for reading skill training): Growing a Successful Career* Text C (for language acquisition by spotting grammatical errors and doing True/False choice exercises): Preparing for Your 2010 Job Search * Cultural Background: Career* Writing Focus: Avoiding Producing Sentences without Subjects (I)* Highly-recommended Words to Be Mastered: contact; consist; contribute * For Your Recitation: Three Days to See* Behind the Word: Apple-polish* Movie Appreciation: Mulan (Excerpt)Unit 2 The Housing Problem—Where the Homeless Live (10课时)简介：本单元课文侧重住房；应熟记本课所列生词和词组；写作技巧继续关注如何避免写出无主句具体内容：* Dictation for Listening and Imitation Show: House and Home* Phonetic Pickup: Adjustments in Connected or Fast Speech (2): Assimilation* Mini Oral Task: Discussion: Young Homebuyers in Cities* Text A (for intensive reading): The Housing Problem —Where the Homeless Live* Text B (for reading skill training): Recovery Begins at Home* Text C (for language acquisition by spotting grammatical errors and doingTrue/False choice exercises): Houses in England* Cultural Background: English House Names* Writing Focus: Writing correct sentences (2) —avoiding producing sentences without subjects (II)* Highly-recommended Words to Be Mastered: control; convenience;convince* For Your Recitation: Tolerance* Behind the Word: Apple of One’s Eye* Movie Appreciation: City Construction (from Discovery)Unit 5 A Misspent Life (Excerpt) (10课时)简介：本单元课文侧重于读书求知；应熟记本课所列生词和词组；写作技巧中突出强调运用定语从句，从而使松散句更紧凑具体内容：* Dictation for Listening and Imitation Show: Preparing for Final Examinations* Phonetic Pickup: Sense Groups* Mini Oral Task: Press Interview: Which Book Is Your Favorite Book?* Text A (for intensive reading): A Misspent Life (Excerpt)* Text B (for reading skill training): How Should One Read a Book* Text C (for language acquisition by spotting grammatical errors and doing True/False choice exercises): Owning Books* Cultural Background: Lifelong Learning* Writing Focus: Writing good sentences (1): properly using attributiveclauses so as to make loose sentences integrated* Highly-recommended Words to Be Mastered: deep; define; delight* For Your Recitation: Of Studies (Excerpt)* Behind the Word: Bean Counter* Movie Appreciation: Raise Your Voice (Excerpt)Unit 6 Poison Pals (10课时)简介：本单元课文侧重于交友之道；应熟记本课所列生词和词组；写作技巧中突出强调利用独立主格结构使松散句更紧凑具体内容：* Dictation for Listening and Imitation Show: Apology Helps* Phonetic Pickup: Rhythm and Sentence Stress (1): Rhythm* Mini Oral Task: Dialogue: Practicing Reassuring and Persuading* Text A (for intensive reading): Poison Pals* Text B (for reading skill training): Personal Relationships* Text C (for language acquisition by spotting grammatical errors and doing True/False choice exercises): How could you?* Cultural Background: Facebook* Writing Focus: Writing good sentences (2): properly using the NominativeAbsolute Construction so as to make loose sentencesintegrated* Highly-recommended Words to Be Mastered: demand, develop, differ* For Your Recitation: Flowers of Friendship* Behind the Word: Arcadia* Movie Appreciation: When Harry Met SallyUnit 10 Pilgrimage (10课时)简介：本单元课文为伦理散文；应熟记本课所列生词和词组；写作技巧中着重讲解如何实现句子的连贯性具体内容：* Dictation for Listening and Imitation Show: Welfare and Charity* Phonetic Pickup: Intonation and Pitch* Mini Oral Task: Discussion: Your Life Motto* Text A (for intensive reading): Pilgrimage* Text B (for reading skill training): The Magic Writer* Text C (for language acquisition by spotting grammatical errors and doing True/False choice exercises): Face Adversity with a Smile* Cultural Background: Festivals* Writing Focus: Sentence Coherence* Highly-recommended Words to Be Mastered: establish; exhaust; exhibit* For Your Recitation: Youth (Excerpt)* Behind the Word: Bear One’s Cross* Movie Appreciation: My Best Friend’s Wedding (Excerpt)Unit 11 President Obama’s Inaugural Address (10课时)简介：本单元课文为名人演讲；通过相关课文和视频资料了解演讲技巧；应熟记本课所列生词和词组；写作技巧中突出介绍利用事实支撑论据的相关手段具体内容：* Dictation for Listening and Imitation Show: Opportunity* Phonetic Pickup: Common Intonation Contour Patterns (1): Rising-FallingIntonation* Mini oral task: Address: An “Inaugural Address” as the Class President* Text A (for intensive reading): President Obama’s Inaugural Address* Text B (for reading skill training): Stanford Commencement Speech 2005 * Text C (for language acquisition by spotting grammatical errors and doing True/False choice exercises): 7 Little Tricks to Speak in Publicwith No Fear* Cultural Background: Public Speaking* Writing Focus: Arguments supported by facts* Highly-recommended Words to Be Mastered: express, fail, feel* For Your Recitation: John F. Kennedy’s First Inaugural Address (excerpt)* Behind the Word: Blackboard Jungle* Movie Appreciation: President Barack Obama’s Inaugural AddressUnit 12 Surviving Cultural Shock Is Key to Working Abroad (10课时)简介：本单元课文涵盖跨文化交流；应熟记本课所列生词和词组；写作技巧中罗列出英语学习者常犯的典型写作错误具体内容：* Dictation for Listening and Imitation Show: Culture Shock* Phonetic Pickup: Common Intonation Contour Patterns (2): Rising Intonation* Mini oral task: Dialogue: My College Life as A Freshman* Text A (for intensive reading): Surviving Cultural Shock Is Key to WorkingAbroad* Text B (for reading skill training): The Green Banana* Text C (for language acquisition by spotting grammatical errors and doing True/False choice exercises): Cross-cultural Communication* Cultural Background: Cross-cultural Communication* Writing Focus: Typical Mistakes by Beginners of English Writing* Highly-recommended Words to Be Mastered: fellow, find, finish* For Your Recitation: To Be or Not to Be* Behind the Word: Blaze a Trail* Movie Appreciation: Crouching Tiger, Hidden DragonUnit 15 Dieting, a Waste of Time (10课时)简介：本单元课文侧重于保健常识；应熟记本课所列生词和词组；写作技巧中介绍如何写个人英文简历具体内容：* Dictation for Listening and Imitation Show: The Indian Medicine Man* Phonetic Pickup: Using Intonation to Signal Complete and IncompleteThoughts* Mini Oral Task: Role Play: Practicing Asking for and Giving Advice andSuggestion* Text A (for intensive reading): Dieting, a Waste of Time* Text B (for reading skill training): Genetically Modified Food—Feed theWorld* Text C (for language acquisition by spotting grammatical errors and doing True/False choice exercises): Easy Ways to Catch More ZZZs* Cultural Background: Aerobics* Writing Focus: Writing good sentences: How to write a resume* Highly-recommended Words to Be Mastered: happen, hard, have* For Your Recitation: Exercise and Energy* Behind the Word: Backstairs Gossip* Movie Appreciation: The Sound of Music (II)三.考核与成绩评定1、考核形式：考试考试方法：闭卷；笔试2、按《北京理工大学珠海学院考试工作管理规定》的要求，该科目平时成绩占20%，早读成绩占10%，期末成绩占70%；四.大纲说明“综合英语2”需先修“综合英语1”适用专业：英语专业教学内容的重点：进一步有针对性地介绍语音知识，并进行语音训练，加强语感；按照英语专业四级模式强化听力、阅读、基础写作等模块的操练，全面提升学生的英语基本功教学内容的难点：帮助学生积累和扩展积极词汇，巩固语法基础，提升口语会话能力五.教科书、参考书教科书：致用英语综合教程学生用书2，高文艳，华东师范大学出版社，2010年8月参考书：牛津高阶英汉双解词典（第六版），霍恩比，商务印书馆，2005 新编英语语法教程，章振邦，上海外语教育出版社，1995。