21世纪大学实用英语教案2册

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21世纪大学实用英语教案第二册unit3

21世纪⼤学实⽤英语教案第⼆册unit3幻灯⽚1Unit1-main1I. ObjectivesII. Suggested Teaching Plan）III. Background InformationIV. Class Presentation幻灯⽚2Unit1-main2·Part I ListeningPart II ReadingPart III SpeakingPart IV Translation & Writing《Part V Time to RelaxVideo Exercises幻灯⽚3Objectives.I. ObjectivesAfter studying this unit, the students are expected to1. have listening and speaking practices to learn how tolive up to their potential and acquire the theme-related expressions and their functional structures;2. understand the main idea of Text A and Text B, masterthe useful sentence structures, words and expressionsfound in the relevant exercises of the texts;3. know how to use parallel structures to add balance,rhythm and clarity to the sentences;（幻灯⽚4ObjectivesI. Objectives4. be able to read a passage about how to advertise on a website;5. be able to write a letter of accepting/declining an offer.]幻灯⽚5II. Suggested Teaching Plan for Unit 1Time Contents Plan1 period》Theme-relatedListening Sections 1 & 2To start the new unit, the teacherA. plays the short talk once before handling UsefulLanguage in a unique way, ., asking studentsto read them loud in class;B. plays the short talk once more, or twice moreifnecessary, and asks class to complete the【summary as required; C. has a brief discussion with the students on thesummary of the short talk;D. plays the talk again with an emphasis on detailsso that students can fill in the blanks of the text. Sections 3 4 & 5A. keeps the theme in mind while making atransition from the short talk to the two dialogues;~幻灯⽚6Objectives3 Time Contents Plan%B. handles Useful Language in a unique way,., asking students to come up with theirown equivalents to replace the items in the box;C. plays the first dialogue once, or twice if>necessary, and asks students to do the T/Fexercise as required to explore the main idea; D. plays the first dialogue once more for the details so that students will have no troubleanswering the questions;E. plays the second dialogue once, or twice ifnecessary, and then asks students to do thelistening comprehension exercises;F. checks the answers in a meaningful way,., putting the key word effort on the）chalkboard, encouraging the students toaround it with the relevant information fromthe dialogue.Theme-relatedListening，幻灯⽚7Objectives3 Time Contents Plan…Review ofTheme-relatedListeningSections3 periods Review>The teacherA. has a brief review of what students havelearned in the first period of listeningpractice;B. makes a meaningful transition to Text A.StarterAfter finishing the listening tasks, the teacher turns to Text A of the unit. To begin, the teacher Text A &Text-relatedExercises*A. lets the students figure out what the title of Text A can mean. This can be done in complete English sentences or just phrases. If the students have difficulty幻灯⽚8Objectives4&PlanTimedoing this, the teacher can ask them to think of a situation where impossibility becomes a fact. The teacher can provide them with the following key words in English: happen, years ago, absolutely impossible, think of, give up, make sincere efforts, find a clue, turn out, solve the problem.、B. gives the students 10 minutes to read TextA and find out the cause of the problem for thecar in the story and asks them to tell whatlessons can be drawn from the story.。

21世纪大学实用英语综合教程第二册课程设计

21世纪大学实用英语综合教程第二册课程设计一、教学目标本课程的教学目标主要包括以下几个方面：1.帮助学生提升英语听、说、读、写等方面的综合能力，培养学生运用英语进行有效沟通的能力。

2.提高学生的文化素养，加强跨文化交流的能力，为学生今后的国际化职业发展打下坚实的基础。

3.帮助学生在实际工作和生活中运用英语的能力，掌握相关的实用英语知识和技能，提高英语应用能力，增强自信心和对英语的兴趣。

二、教学内容本课程的教学内容主要涵盖以下几个方面：1.多样化的听力材料，如英语电影、纪录片、新闻报道等，帮助学生提高听力水平，掌握日常对话和商务英语对话。

2.阅读理解训练，如英语短篇小说、新闻报道、商务合同等，帮助学生提高阅读理解能力和学术英语写作能力，掌握阅读技巧。

3.口语训练，包括口语发音、口语表达、口语交际训练等，帮助学生提高英语口语水平，自信讲英语。

4.写作训练，如商务邮件、表格报告、学术论文等，帮助学生提高英语写作能力，掌握写作技巧。

5.翻译训练，如英汉互译、商务口译等，帮助学生掌握翻译技巧和方法，提高翻译能力。

三、教学方法针对本课程的教学目标和教学内容，我们将采用多种教学方法来帮助学生提高英语综合能力，包括：1.互动式教学法，通过提问、互动、讨论等形式，引导学生主动参与课堂，培养学生思考和创新能力。

2.探究式教学法，通过实践性任务、小组合作、角色扮演等方式，激发学生学习兴趣和学习动力，培养解决问题的能力。

3.语境式教学法，通过将课堂教学和现实情境相结合，促进学生在实际环境中学习和练习英语，培养学生的实际应用能力。

4.多媒体教学法，通过电子板书、多媒体配图和音频视频等方式，为学生打造更为生动、直观的学习环境，促进学生的学习效果。

四、教学评估本课程的教学评估主要包括两个方面：1.学生成绩评定，根据学生的听、说、读、写等能力测试成绩，对学生的英语综合能力进行评估。

2.学生反馈评价，通过教学问卷、德育评价、班会纪要等方式，收集学生对课程和教学的反馈，了解教学的效果和存在的问题。

21世纪大学实用英语综合教程第二册 Unit 1

教案1st period Text A (Global Reading)1 Background InformationEnglish LanguageThe English language is the most widely spoken language in the world. It is used as either a primary or secondary language in many countries.During the 1500s, fewer than 2 million people spoke English. All of them lived in what is now Great Britain. Through the centuries, as the result of various historical events, English spread throughout the world. Today, about 400 million people speak English as their native language. Most of them live in Australia, Canada, Great Britain, Ireland, New Zealand, South Africa, and the United States.Another 100 million people living chiefly in Bangladesh, India, Pakistan, and in many African countries speak English in addition to their own language. An additional 200 million people probably know at least some English. (From the 1998 World Book Multimedia Encyclopedia)Characteristics of EnglishV ocabulary. English has a larger vocabulary than any other language. There are more than 600,000 words in the largest dictionaries of the English language.Some English words have been passed on from generation to generation as far back as scholars can trace. These words, such as woman, man, sun, hand, love, go, and eat, express basic ideas and feelings. Later, many words were borrowed from other languages, including Arabic, French, German, Greek, Italian, Latin, Russian, and Spanish. For example, algebra is from Arabic, fashion from French, piano from Italian, and canyon from Spanish.A number of words, such as doghouse and splashdown, were formed by combining other words. New words were also created by blending words. For example, motor and hotel were blended into motel. Words can be shortened to form new words, as was done with history to form story. Words called acronyms are formed by using the first letter or letters of several words. The word radar is an acronym for radio detection and ranging.Pronunciation and spelling in English sometimes seem illogical or inconsistent. Many words are spelled similarly though pronounced differently. Examples include cough, though, and through. Other words, such as blue, crew, to, too, and shoe, have similar pronunciations but are spelled differently. Many of these variations show changes that occurred during the development of English. The spelling of some words remained the same through the centuries, though their pronunciation changed.Grammar is the set of principles used to create sentences. These principles define the elements used to assemble sentences and the relationships between the elements. The elements include parts of speech and inflections.Parts of speech are the word categories of the English language. Scholars do not all agree on how to describe the parts of speech. The traditional description listseight classes: nouns, pronouns, verbs, adjectives, adverbs, prepositions, conjunctions, and interjections. The most important relationships of the parts of speech include subject and verb, verb and predicate, and modifier and the word modified.English has fewer inflections than most other European languages. An English noun has only two inflections, the plural and the possessive. Inflections are used to change the tense and number of a verb or the case of a pronoun. Inflections can change adjectives to the comparative or the superlative — for example, big, bigger, biggest.American EnglishAmerican English is a variety of the English language spoken in the United States. Although all Americans do not speak the same way, their speech has enough in common that American English can be recognized as a variety of English distinct from British English, Australian English, and other national varieties. American English has grown up with the country. It began to diverge from British English during its colonial beginnings and acquired regional differences and ethnic flavor during the settlement of the continent.Today it influences other languages and other varieties of English because it is the medium by which the attractions of American culture — its literature, motion pictures, and television programs — are transmitted to the world.Characteristics of American EnglishA. PronunciationIn broad terms, Canadian and American speakers tend to sound like one another. They also tend to sound different from a large group of English speakers who sound more British, such as those in Australia, New Zealand, and South Africa. For example, most Canadians and Americans pronounce an r sound after the vowel in words like barn, car,and farther, while speakers from the British English group do not. Also, some British English speakers drop h sounds at the beginning of words, so that he and his are pronounced as if they were spelled ee and is. The English spoken in Australia, New Zealand, and South Africa sounds more like British English than American English does because these varieties have had less time to diverge from British English. The process of separate development began later in these countries than in North America.In some cases there are differences between American English and British English in the rhythm of words. British speakers seem to leave out a syllable in words like secretary, as if it were spelled secretry, while Americans keep all the syllables. The opposite is true of other words, such as specialty, which Americans pronounce with three syllables (spe-cial-ty) while British speakers pronounce it with five syllables (spe-ci-al-i-ty). V owels and consonants may also have different pronunciations. British speakers pronounce zebra to rhyme with Debra, while American speakers make zebra rhyme with Libra. Canadian and British speakers pronounce the word schedule as if it began with an sh sound, while Americans pronounce it as if it began with an sk sound.B. WordsThe most frequently used words are shared by speakers of different varieties of English. These words include the most common nouns, the most common verbs, and most function words (such as pronouns, articles, and prepositions). The different varieties of English do, however, use different words for many words that are slightly less common —for example, British crisps for American potato chips, Australian billabong for American pond, and Canadian chesterfield for American sofa. It is even more common for the same word to exist with different meanings in different varieties of English.Corn is a general term in Britain, for which Americans use grain, while corn in American English is a specific kind of grain. The word pond in British English usually refers to an artificial body of water, whereas ponds also occur naturally in North America. British English chemist is the same as American English drugstore, and in Canada people go to the druggist. Many of the words most easily recognized as American in origin are associated with aspects of American popular culture, such as gangster or cowboy.C. SpellingAmerican English spelling differs from British English spelling largely because of one man, American lexicographer Noah Webster. In addition to his well-known An American Dictionary of the English Language (1828), Webster published The American Spelling Book (1783, with many subsequent editions), which became one of the most widely used schoolbooks in American history. Webster’s books sought to standardize spelling in the United States by promoting the use of an American language that intentionally differed from British English. The development of a specifically American variety of English mirrored the newcountry’s separate political development. Webster’s most successful changes were spellings with or instead of o ur (honor, labor for the British honour, labour); with er instead of re (center, theater for the British centre, theatre); with an s instead of a c (defense, license for the British defence, licence); with a final ck instead of que (check, mask for the British cheque, masque); and without a final k (traffic, public, now also used in British English, for the older traffick, publick). Later spelling reform created a few other differences, such as program for British programme. Canadian spelling varies between the British and American forms, more British in eastern Canada and more American in western Canada.2. Group DiscussionHave you ever had an experience in which you are misunderstood or have failed to understand others? Misunderstandings can result from the spoken form or written form of the language that you use.2nd period Text A (Detailed Reading)Words and Expressions & Difficult Sentences1) misunderstanding: n. (an example of) wrong understanding 误会，误会e.g. Her poor French often leads to misunderstandings when she visits France. misunderstand: vt. understand wrongly 误会e.g. I’m sorry, I misunderstood you.It seems that you have misunderstood what I said at the meeting.2) get on: board (a bus, a train, etc.)登上〔公共汽车、火车等〕e.g. When I got on the bus, I found all the seats were occupied.They felt worried when they realized that they had got on the wrong train.3) head for: go towards 向…走去；朝…行进e.g. The ship was heading for Britain.He headed for the bus stop.4) …he could ride to New York without paying.介词without 说明为“不、未”，其后跟动词时，须用V-ing形式。

21世纪大学英语2册unit 1教案1

Unit OneTest A Time-outTest B Ready, Set, Go – and Get TherePractical Reading: Help Centre – After-sales CareTeaching ObjectivesFrom studying this unit, students are expected to1. have listening and speaking practices to explore time management and acquire thetheme-related expressions and their functional structures;2. understand the main idea of Text A and Text B, as well as master the useful sentence structures, words and expressions found in the two texts’ follow-up exercises;3. know the structure of imperative sentences;4. be able to read an after-sales policy;5. be able to write a résumé cover letter.Difficult language points:1. Learn how to use the structure “too...to”2.Learn how to use imperative sentencesTeaching Methods:Discussion, Exercise and PresentingTeaching Periods: 8 PeriodsBackground Information:Personal Time ManagementTime management strategies are often associated with the recommendation to set personal goals. These goals are recorded and may be broken down into a project, an action plan, or a simple task list. For individual tasks or for goals, an importance rating may be established, deadlines may be set, and priorities assigned. This process results in a plan with a task list or a schedule or calendar of activities.A task list (also to-do list or things-to-do) is a list of tasks to be completed, such as chores or steps toward completing a project. Task lists are often prioritized.An early advocate of “ABC” prioritization was Alan Lakein. In his system “A” items were the most important (“A-1” the most important within that group), “B” next most important, “C” least important. A particular method of applying the ABC method assigns “A” to tasks to be done within a day, “B” a week, and “C” a month.Basic Tips on Time Management for StudentsEvery student spends a lot of time studying and almost every one of them would like their studying to be more efficient. Here are some basic tips to manage your time better when studying. Minimize DistractionsEliminate everything that might be a distraction in the area where you are studying. Make sure there’s nothing nearby that might be tempting. If you love surfing the net, turn off the internet while you study. If you are totally into video games, discipline yourself to only play them after you have finished your studying as a reward. Don’t put the video games anywhere near your study area.Watching TV whilst studying is a very bad idea and makes your studying really ineffective. You need to minimize all di stractions and TV is a big one even if it’s just on in the background. Time of Day for StudyStudying at the same time each and every day helps. Most people find it more effective to study during the day rather than at night, because they can concentrate better. But if you are a real night owl, then you may find that your ability to concentrate at night is just fine.Total 100% Focus for at Least 40 Minutes at a TimeOne of the most important things you can do to study effectively is to focus totally on your studying for at least 40 minutes at a time. Studying for 10 minutes here and there just will not cut it. Instead of quick little snippets, make sure you get in at least 40 or 50 minutes of total focus. While you’re doing this, don’t let yourself get distracted with anything else! Just focus intensely for the entire time. When you are finished, then relax, and play a video game or watch TV to reward yourself.You also don’t want to study for too long at a time, because your brain gets fatigued an d after a while it needs a rest. 90 minutes is probably the maximum you should go before taking a 10-minute break, and usually 60 minutes is enough.教学后记：。

21世纪大学实用英语教案2册

但事实是，我们家族有个传统，即在每晚用餐后吃冰淇淋作甜食。
本句中fact后面that引导的从句是fact的同位语从句，that不可以省略。第四段开头第一句话也是同样的句型。
3.ice cream：type of sweet frozen food made from milk fat, favored with fruit, chocolate, etc. and often eaten as a dessert冰淇淋
Notes:
1.The expression“I’m possible”is not current standard or colloquial English. However, the author is engaging in a kind of word-play with this artificial expression’s close
2)How many times did the engineer go to the store withthe man?
Notes:
1.Now the engineer, being a logical man, refused to believe that this man’s car was allergic to vanilla ice cream.
Useful Language
abbreviationn.缩写
intendvt.意欲
criticallyad.批判地
tougha.艰难的
seeminglyad.看来似乎
challengen.挑战
solutionn.解决方法
hows and whys缘由，道理
Exercise:
PBL is intended to train students to be1).To be a problem solver is to learn how to raise a question,how to use information, how to 2), and how tomake a decision. Of course, it is not easy to a problem solver.But it is no good to say something is impossible without 3), even though it can seem so at first. Onlywhen you give yourself completely 4)isnothing impossible.

21世纪大学实用英语综合教程第二册 Unit 5

教案I.StarterHave you ever written or received a love note? Believe it or not, this oldest form of expressing love still works the best in the modern world. Suppose you are going to write a love note. What would you want to say to your lover? Discuss this with your classmates.After the discussion, Teacher asks several students to present their “love notes” to the class and read the two well-known love notes as follows:When You Are OldBY WILLIAM BUTLER YEATSWhen you are old and grey and full of sleep,And nodding by the fire, take down this book,And slowly read, and dream of the soft lookYour eyes had once, and of their shadows deep;How many loved your moments of glad grace,And loved your beauty with love false or true,But one man loved the pilgrim soul in you,And loved the sorrows of your changing face;And bending down beside the glowing bars,Murmur, a little sadly, how Love fledAnd paced upon the mountains overheadAnd hid his face amid a crowd of stars.朱生豪给妻子宋清如的情书中写道：“醒来觉得甚是爱你。

21世纪大学实用英语综合教程第二册Unit7

21世纪⼤学实⽤英语综合教程第⼆册Unit7教案授课单元21世纪⼤学实⽤英语第2册第7单元本（章）节授课⽅式课堂讲授（√）实践课（）教学时数 6授课要点本（章）节教学⽬标1.master the basic language and skills necessary to fulfillobligations;2.understand the main ideas of Text A, Text B and Text C,and master the useful sentence structures and words andexpressions found in the exercises relevant to the first twotexts;3.know how to use the subjunctive mood;4.know how to write a personal letter;5.understand paragraph development .教学重点和难点1.background information: Jean de La Fontaine and Fairy;2.the Practice of Fulfilling Obligations;3.identify the main idea of each paragraph;4.analyzes some difficult sentences and some language points;5. grammar: subjunctive mood思考题或作业1.vocabulary2.structure3.translation教学内容与组织安排1st period Text A (Global Reading)2nd period Text A (Detailed Reading)3rd period Grammar Review4 th period Practical Writing5th period Text B6th period Improve Your Reading Skills1st period Text A (Global Reading)Tell your classmates what you would do in the following situations and then read Text A to find what answers the author gives.2nd period Text A (Detailed Reading)Questions for understanding of deatails1) What does the author think Mary should do?Mary should say what she thinks directly to Harry.2) Why should people be honest according to the author?Because honesty makes things simple. / Because honesty is the easiest solution.3) Instead of being honest when they make mistakes what do people do?People try to create stories and excuses.4) What will happen to you if you are honest with people?You will benefit in the end.5) What is strange about the author’s friend who came to see him recently?He wouldn’t tell the author he wanted work though he couldn’t even pay his rent.6)It is really not that complicated… Why complicate life?By asking for it.7) How do you show respect both to others and to yourself?Be honest with others.Sentence Analysis其实这事并不那么复杂……为什么要把⽣活复杂化呢？句中complicated是形容词，complicate是动词。

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。

21世纪大学生用英语全新版教案2册

3.tissuen. collection of cells that form the different
parts of humans, animals and plants(生物的细胞)组织
Para. 10-11of Text A
Questions about This Paragraph
1)What does Nick do to treat his disease?
imagen.
personalityn.
in person
adorevt.
1) Ruth has an idol who is blind.
2) Paul says that an idol can have a poor personality.
3) An inspiration, according to Paul, must be a person who is practical.
I didn’t know that. Wow, that’s really something. You’re right — he’s a real inspiration.
Sure is. His deeds are truly inspiring.
No wonder you admire him and want to be like him.
Teaching notes:
2.RuthandPaularetalkingaboutthedifferencebetweenanidolstatementsbelowaretrue(T)orfalse(F).Gettingtoknowthefollowingusefullanguagefirstmightbehelpful.

21世纪大学实用英语综合教育教案第二册课后规范标准答案

Unit1.Listening & Speaking1, what has been said, mentioned earlier, two-way interaction, a breakdown, even confusion, a native speaker, going on3,1), be fun, I don’t think, it depends, What’s that, what you mean, got it, what would you say;Tom Chang.It depends.He’ll tell them a little white lie.It’s an innocent social fib or excuse.Not mentioned.2), serious hearing problems, to hear 100%, is perfect, hear again, listen to the conversations, three times;What did you say? Would you speak louder please?No. I’ve been having serious hearing problems for years. I can’t hear people well. That’s why I’m here.What do you mean by hearing aid? What’s that?Oh, I haven’t told my family yet. I just sit around and listen to the conversations.You know what? I’ve changed my will three times!5, BADCA6, DACCB7, FTTFF8, complaining about, does everything, every 10 hours, every 2 hours, every 24 hours, in one hour, damn near, from down the hall, I just realized9, They are talking about Nurse Nancy.Because she did everything absolutely backwards.1)One doctor told her to give a patient 2 milligrams ofmorphine every 10 hours. She gave him 10 milligrams every 2 hours.2)The other doctor told her to give a petient an enema every 24 hours. She tried to give him 24 enemas in one hour.They heard a blood-curdling scream from down the hall.She was boiling a patient.Text A5/ 1.passengers 2.immediately 3.similar 4.wond er 5.continent 6.traffic 7.misunderstanding 8.e mbarrassed 9.flights mon 11.serious 12. searched6/ 1.got on 2.head for 3.on the shoulder 4.pull over 5.resulted in 6.feel like 7.By the time 8.turn out all right 9.in the end 10.instead of71. By the time I got home, I was too tired to do anything active.2. The two girls look too similar for people outside the family to tell them apart from each other.3. What in the world does mm stand for? The abbreviations that people use on the BBS are too confusing for me to understand.4. Because of TV, most people have become too lazy to make the effort to go to the cinema.5. Anne made a serious mistake yesterday because the test gave her too little time to decide on the correct choice.81. until I have really learnt the basics of the language.2. until the end of the book3. until they have finished their speeches4. until my teacher explained them in class with several examples5. until I saw Sam Ward leave the building6. until he got on a city bus91. Because of the heavy snow, the passengers had to wait at the airport until midnight when the snow stopped.2. Twenty minutes after the train started, the two boys found that they had got on a train heading for Hangzhou instead of their hometown, Suzhoul.3. Similar-sounding English words often result in misunderstandings among English-speaking people.4. The driver heard an unusual sound from the car engine, so he pulled over immediately to check, but it turned out all right in the end.5. Mr. Lee felt very embarrassed when he realized that he had made a very common mistake among speakers of English as a second language.6. Mary felt like learning English and hoped she could learn it quickly, but soon found it was too difficult for her to learn in a short period of time.101. giving us heat and light2. ranging in age from 4 to 163. Being invited to speak here4. your encouraging words5. sitting between Mary and Tom6. leaving today’s work for Tomorrow7. playing in the playground8. taking a break9. leaving me alone10. taking mechanical things apart111. Mr. LiXinyang, the president of Nanjing Technical College.2. To celebrate the tenth anniversary of the founding of Nanjing Technical College.3. At the Guest Center of NTC.4. On July2, 2004 from 12:30 to 13:30 p.m.5. On Wednesday, may12, 2004.6. To celebrate Mr. David Brown’s retirement from McMillan Investment Company.7. At the Grand Hall.12Dear WuJi,You are invited to attend a graduation party at my house on Sunday, June27. The party will startimmediately after our graduation ceremony, at about 4:00. Your parents and friends are welcome, too.I do hope you can come.Sincerely,WangJunText B141. mysteries2. mysterious3. meanings4. stared5. estimate6. imagined7. figured8. board9. pronounce10. weighed11. presented12. object151. Take a look2. get right3. objected to4. at least5. makes no sense6. beside himself7. dawn on8. think ofText C16/ 1.A 2.C 3.C 4.A 5.D 6.D 7.C17/ 1.B 2.C 3.A 4.D 5.CUnit 2Listening & speaking1.in some way, when this occurs, do so, in a polite way, in society, my interrupting you, being late, step on you,forgotten your name, what I have said, forgotten your birthday, the delay, hurt your feelings.3. what happened, calling you, any reason, an interesting lecture, turn it off, reach me, I’m terribly sorry, excuse me, make up for, stop it, the saying.Because she couldn’t reach LiMing on the cell phone.It was WangYing’s birthday.Because he was attending a lecture.He was sorry for forgetting WangYing’s birthday.She said that she could understand.at the airport, a window seat, an aisle seat, a 20-minute delay, in about half an hour, baggage claim checks.Okay.Make it a window seat, but if there aren’t any left, I’ll take an aisle seat.I sure hope that’s the only delay. Oh, where are my baggage claim checks?Great! Uh, thanks a lot.5. CADAB6. CABDC7. TTFFT8. in a loud voice, particularly interesting, in the same room, in curing them, left alone, had a talk, suffering from a delusion, who are you?9. He announced that he was the famous British naval hero, Lord Nelson.He decided to put the two men in the same room.No disturbance was heard from the room that night.He had a talk with the new inmate.He said that he had been suffering from a delusion and he was not Lord Nelson, but Lady Nelson.Text A5/ 1.bother bother panion 3.Shame 4.off icials 5.notice 6.recognized 7.vacant 8.scene 9 .politely 10.describe6/ 1.cut short 2.at the disposal 3.at the sametime 4.in face 5.turn your back on 6.a coupleof 7.turned inside out 8.Look around71. must have seen the tickets for tonight’s play2. must have been here many times3. may have gone bad4. may not have received the present81. Nancy was glad to have quit her part-time job before her final exams.2. Aren’t you ashamed to have eaten all the fruit in the basket?3. We are really grateful to have received so much care during our visits here.4. Henry was foolish to have trusted such a liar.1. The public noticed that since that local official left, his position had been vacant for a couple of months.2. Seeing the girl looking around helplessly on the platform, the young porter asked politely if she needed any help.3. I recognized your companion the minute he appeared at the door. He looked just as you had described.4. We didn’t bother to find a hotel, for my good friend invited us to stay in her house and put a luxurious car at our disposal.5. While the professor was turning the suitcases inside out to find his glasses, his wife was sitting comfortably in an armchair watching the whole scene.6. I turned my back on her because she expected me to treat her like a queen.1. seeing a doctor as soon as possible2. working for another hour3. buying a new car4. going to the cinema5. having been to New York6. quitting my job7. speaking it8. being recognized9. spending all that money10. losing my job11kind invitation, will be pleased to attend, be held at the Holiday Inn, they are unable to attend due to a previous engagement.12An informal letter of acceptance:June24, 2004Dear WangJun,After graduation is a great time to have a party. Being at your house is always lots of fun. My boyfriend, Tom, will be coming, too.Thanks for the invitation.Best,WuJiAn informal letter of refusal:June24, 2004Dear WangJun,I wish I could attend your graduation party. I know it will be lots of fun. Unfortunately, my parents have already invited some of our relatives over for a celebration. I wonder if you could come by on Mondayeverning so you can tell me all about the party. Let me know if you can.Best,WuJiText B14/ 1.automatic 2.apologize 3.situation 4.sort 5.arises 6.impatient 7.responsing 8.rushed 9.cus tomers 10.relations15/ 1.for free 2.get the bestof 3.see through 4.in sight 5.be delt with 6.in reply to 7.flooded into8.give awayText C16/ 1.B 2.D 3.B 4.C 5.A 6.D 7.D17/ 1.A 2.C 3.D 4.B 5.BUnit 3,Listening & Speaking1,have decided to do? a driving force, without a firm belief, a certain degree of optimism, improve yourchances, move to Shanghai, do it right now, find a part-time job, taking TOEFL, change my plan, going abroad for further studies, achieving my goal, my success, win, make a success of the plan, everything will be fine, the results, my promotion, OK.3,1), as your second foreigh language? out of the question, at the same time, learning Japanese, smell the flowers, the more chances, I’m very optimistic about, working hard on it.She’s decided to study Japanese as her second foreigh language.It’s impossible to manage two foreigh languages at the same time.He asks her not to work so hard.It’s so strong that nobody can change her mind.Yes. Because she has realized the importance of speaking more languages in this rapid-changing society.2), has set her mind, a little girl, going to college, how hard it is, make a success of her future career.Why? Because I’m blind? Michael, I’ve had my heart set on getting a college degree ever since I was a little girl. My blindness has never stopped me from going to college.Sure it is. But I’ve made a decision to give it a try no matter how hard it is. You know, I’ve always dreamed of going to college one way or another. Nothing can stop me from achieving my goal.Thanks. I’m sure I’ll make it. I’ve no doubt of my success. I don’t think you’d be any different.You bet. Nothing is impossible for a determined mind.5, BBCCBD6, CAADD7, FFTTT8, half full? Seeing the world, long-term successes, in color, the thoughts and opinions of others, an attitude of, constantly look to, more enjoyable.9, Is the glass half empty or half full?It can have a far-reaching influence on everything from our day-to-day lives and selections of mates, to our career choices and long-term successes.They think in color. They are open-minded to newideas and situations and enjoy the thoughts and opinions of others.They think that change is a good and necessary thing.They appreciate good feedback and take criticism with a grain of salt.Text A51. salesman2. mental3. taste4. failure5. challenge6. puzzle7. reasonable8. otherwise9. realistic10. level61. step by step2. have …in mind3. apply to4. move on to5. had come through6. built up7. concentrate on8. leading to71. That’s how he became a world-famous basketball star.2. that’s why you couldn’t sing a song.3. that’s when the trouble really began.4. That’s where I studied in my childhood.5. That’s what he should d now.81. If you ran as fast as you could, you would come first in the 100-meter dash.2. If she worked as hard as she could, she would catch up with her classmates.3. If you tried as hard as you could, you would overcome the difficulties.91. He has given up running in order to focus on the long jump.2. In his book I Can’t Accept Not Trying, Michael Jordan looks back on how he approached the challenges he faced.3. If you had tried as hard as you could, you would have long achieved your goal of becoming a starter on the varsity.4. Even if you fail the final examination, don’t get down on yourself, because you can take the examination again at the beginning of next term.5. If you ultimate goal is to become an English teacher, then the first thing you have to do is to learn English well.6. Not everyone is going to be world-famous. But if you have done your best, you can still be considered a success.101. smoking2. to stay3. to think4. to bring5. bursting6. buying7. to stay8. trying9. traveling10. meeting, seeing11Mr.Steve Anderson, General Manager.Brain wishes to go back home to spend Spring Festival with his family.January22, 2003.from January 25th to February 7th.WeiDaxing’s father is seriously ill and he wants to see him in the hospital.12June5, 2004Deat Mr. Smith,I’m sorry to tell you that I’m not feeling well today and had best not come to work. The doctor has told me that I have caught a bad cold and has advised me to stay in bed for a few days. Now I’m writing to ask for several sick leave days. I’ll come back to work as soon as I feel better.I appreciate your understanding.Yours truly,WangYingText B141. willing2. anxious3. definitely4. detail5. Furthermore6. partly7. type8. perform151. carried out2. looking forward to3. In most cases4. fell in love with5. Getting ahead6. contributed to7. stand out8. dedicated …toText C16/ 1.B 2.D 3.A 4.B 5.C 6.C 7.A 8.B171.disagree: dis + agree: not agree 不同意psychologist: psychology + ist: someone who is trained in psychology心理学家3.unconditional: un + conditional: not limited by or depending on any condition(s)无条件的4.postgraduate: post + graduate 研究生的5.modernize: modern + ize使现代化UNIT 4Listening & Speaking11.to knowa strong desire3.the unknown4.around us5.What’s going on6.global warming7.where human curiosity comes from8.this interesting fact9.how the law of gravity works10.the secretwhy people ehave this way12.the real reason behind this13.what’s in your mind14.how does it work3.11.understand this2.get its messageI’m most curious4.Do you happen to know5.trying to tell us6.the beauty7.so much curiosityAnswers to questions1.In an art gallery.2.They were talking about an impressionistic picture.She was keen to know about the meaning of the colors,dabs and strokes.4.He asked her to use her imagination.5.He said that she is an inquisitive person.3.21.the first time2.the exact fare3.a fare card4.how it worked on the businquisitive needs1.Excuse me. Do I have to pay the exact fare for the bus?2.What’s that?3.I wonder whether I can use it on the subway.4.This is my first time to visit the city of Shanghai.5.Thanks. I hope you don’t mind my asking, but how does the fare card work here on the bus?6.Yes.7.Thank you.1.C2.A3.C4.D5.B61.D2.C3.A4.B5.B 71.T2.T3.F5.T81.as we do2.they cannot tell us3.get the answer4.by their color5.in front of a red card6.tell colors apart7.were found outas a color9.for human beings91.They tried to find out whether animals can see color.2.Because they were curious to know whether bees tell flowers apart by their color.3.They put a bit of syrup in front of a blue card, and no syrup in front of a red card.4.The bees would come to the blue card, no matter where it was placed, even if it had no syrup in front of it.Bees don’t see color as we do.Text A51.enables2.arguing3.comments4.despite5.planetpretending7.cruel8.pollutted9. particularly10.freedom61.have no use forplaying with3.dwell on4.get together5.on behalf of6.on earth7What do you guess has made him change his mind?2.Who do you guess is the winner of the speech contest?3.When do you suppose the results of the exam will come out?4.Where do you imagine they spent their vacation?81.I don’t think he will agree with us.I don’t think Alice can understand such a difficult question.3.I don’t think you are taller than your brother.4.I don’t think they have made up their minds.91.This report dwells on how some species were exterminated because of the polluted environment.2.To tell the truth, I think a snide comment made out of prejudice is better than faked praise given by a hypocrite.Mary countered the manager on behalf of all the employees by arguing that it’s cruel to limit the employees freedom and it will eventually affect the company’s reputation.4.What on earth has enabled some people, particularly certain high officials, to abuse their powers despite the law?5.I don’t think success is merely related to intelligence. In fact, many good qualities, such as innocence, honesty, humor and loyalty, can help us succeed, too.6.Strangely enough, the joke did not bring about hearty laughter, not even a hint of any. Could it be that the audience was pretending to be serious?GRAMMAR REVIEW101.John isn’t here. Try phoning his home number to see if he’s there.2.Walking along the street, he stopped to take a picture.3.I forgot to ask him for his address.4.We regret to inform you the model you want is out of stock.5.They tried to pass the exam.6.I remember turning the lights off before we came out.I’ll never forget hearing this piece of music when I was lonely.8.I regret giving up the job.9.I stopped eating chocolate last year.10.She first told us her plan and then went on to tell us how she would carry it out.Pratcical Writing(写作):11Charles2.Dryden3.reduced4.051-4488-2279121.Peter2.Gerald3.Jim rang about the training course you are interested in. It’s called “Managing People”and the next oneis on July 13th. If you’re interested, call Joanna Little at 032-4388-7762.TEXT B141.amazing2.disappoint3.suspicious4.Scientistsreasoning6. replaced7.signal8. suspect9.was divided10. intelligent151.lost interest2.tell time3. disagree with4.before long5.lined up6.No doubt7.make sure8.why notTEXT CSuggested Answers to the Questions in Text CPassenger Pigeons1. They looked attractive with a blue back and a pink breast.2. Over 300 million birds an hour.3. They lived throughout Eastern North America and they ate acorns and beechnuts.4. They were suffocated; fed grain soaked in alcohol; beaten down with long sticks,killed with shotguns, caught in nets or trapped with a stool pigeon.Great Auk1. The Great Auk looked like the penguin.2. They lived in the North Atlantic.3. Between 1785 and 1844.4. They were hunted mainly for their feathers which were used for mattress andpillow stuffing.5. Two fishermen.11.C2.B3.D4.D5.A6.C17.1，Main Idea: Clever Hans proved to be an excellent student.Example 1: Facing his teacher, he would stand quietly during each lesson.。

21世纪大学实用英语综合教程第二册unit

21世纪大学实用英语综合教程第二册unit 教案Teaching procedures:First PeriodContent：Unit 2 listening and speakingStep 1 Lead-inIn the Listening and Speaking section, you will learn the basic language and skills necessary to make and respond to an apology;Step 2 Listening and Speaking1) The Language for Making and Responding to an ApologyA. have a warm-up activity by asking Ss what they say when they cause trouble to others or make mistakes;B. have the Ss listen to Exercise 1 (1-3 times) and fill in the blanks with the missing words;C. ask one S to read aloud the talk so Ss can check their completed answers;D. ask other Ss to form responses to the apologies in Exercise2. trying to use the expression learned in Exercise 1.2) Making and Responding to an ApologyA.go through the new words in the 1st dialogue in Exercise 3;B. listen to the dialogue twice while filling in the missing words;C.ask Ss to answer the questions about the conversation by way of group discussion or the traditional teacher- student interaction;D.have them look for the language used to make and respond to an apology;E. Ss can role-play the dialogue;F. do the same with the second dialogueStep 3 Ask Ss to study the structures presented in Exercise 4, and create situations for dialogues in which Ss blame someone for his/her mistake or fault and expect them to make both apologies and excuses with the help of the language they have picked up in Exercise 1 and expressions from Exercise 4.Step 4 Listening PracticeA.Listen to the following people speaking and decide what they are talking about. (Each one will be given twice.)B Listen to the following five short dialogues and choose the appropriate answers.(Each one will be given twice.)C.Listen to the following short story twice. Listen carefullyand decide whether the statements are true (T) or false (F) according to the story you have heard.D.Listen to the following talk and fill in the blanks with the missing words. (The talk is given twice.)E. Listen to the talk again and then answer the following questions orally.Answers to the listening practice5. C A D A B6. C A B D C7. T T F F T8. in a loud voice particularly interesting in the same room in curing them left alone a talk suffering from a delusion who are youStep 6 SummaryThere’re many ways of making an apology:—Excuse me for my interrupting you.—I’m really sorry for being late.—I’m terribly sorry to step on you.—I’ m awfully sorry (that) I have forgetten your na me.— I apologize for what I have said.—I’m afraid I seem to have forgetten your birthday.— I owe you an apology for the delay.—I’m sorry. I didn’t mean to hurt your felling.— It was really quite unintentional.— I hope you excuse me.There are also many ways of responding to an apology: —That’s (quite) all right.—These things happen; it can’t be helped.—I quite understand. Please don’t worry.— (Oh well.) Not to worry.—No problem. Let’s forget it.Step 7 Homework assignment1. Form a dialogue with your classmates.2. preview the new lesson.Second PeriodContent：Unit 2 Text AStep1 Lead-in1. Have you ever been mistaken for someone else? Or do you know someone who has been mistaken for another person? Please share your story with your classmates.2. Now imagine you have the same name as the mayor of your city and look like him too. What might happen when you go to a hotel asking for a room and are told that the rooms are all booked?Step 2 Ask Ss to read the following passage and see whathappened to Mark Twain when he tried to get a train ticket.Step 3 Introduce the Background InformationMark Twain (1835-1910)Mark Twain was the pen name of Samuel Langhorne Clemens, one of the major authors of American fiction. Twain is also considered th e greatest humorist in American literature. Twain’s varied works include novels, travel narratives, short stories, sketches, and essays. His writings about the Mississippi River, such as The Adventures of Tom Sawyer, Life on the Mississippi, and Adventures of Huckleberry Finn, have been especially popular among modern readers. (From the 1998 World Book Encyclopedia)7-Eleven7-Eleven, Inc. is the world’s largest operator, franchiser and licensor of convenience stores with more than 24,000 units worldwide. Founded in Dallas, Texas in 1927 as an ice company, 7-Eleven pioneered the convenience store concept during its early years when its ice docks began selling milk, bread and eggs as a convenience to customers.The name 7-Eleven originated in 1946 when the stores were open from 7 a.m. until 11 . Today, offering customers 24hour convenience, seven days a week is the cornerstone of 7-Eleven’s business. Approximately 5,800 7-Eleven and other convenience stores are operated and franchised in the United States and Canada.Step 4 Listen to the whole text and answer some questions about the text.Step 5 Deal with some languages points1) I was to take the sleeper train there: I planned to take the sleeper train there.我计划在那儿搭乘卧车。

21世纪大学实用英语第二册unit 1教案

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21世纪大学实用英语视听说2

21世纪大学实用英语视听说教程(第二册教案)21 Century Pratical College English Viewing, Listening & Speaking(Book TWO)李蔚郑州旅游职业学院旅游外语系Unit 1 Expressing Surprise at Meeting Someone Unexpectedly Teaching Contents: Unit OneTeaching objectives1. Understand and use the language for expressing surprise at unexpectedly meetingsomeone they know.2. Appreciate the rich variety of expressions used in such satiations.3. Learn how to speak on a specific topic using these newly-acquired expressions.4. Focus on monetary units when listening.Teaching Important and Difficult points1. How to express Surprise at Meeting Someone Unexpectedly2. To increase the familiarity and use of the expressions in the listeningcomprehension.Teaching MethodsVideo watching; listening practice; dialogue practicing in groups of three or four; group discussionTime AllotmentTwo PeriodsTeaching ProceduresStep I Lead- inWe live in a small world. Wherever you go, it is likely that we will unexpectedly meet someone we know. At such moments, we express surprise at suddenly meeting the person. What do we say in English to express this feeling? In this unit we’ll learn expressions useful for communicating surprise in unexpected situations.Step II Learning Video Episode: What a Surprise Meeting You Here!1.Show a picture from the Video Episode for the students to think and discuss thefollowing questions:1)What do you say in English when you unexpectedly run into someone you know?2)Are there any differences between native English-speaking cultures and Chineseculture when expressing surprise at unexpectedly running into someone you know?3)How would you act out such differences?2.Ask the students to listen to 7 sentences which are used to express surprise atunexpectedly meeting someone and complete each one with the missing words.1) What a surprise meeting you here!2) Fancy meeting you here!3) Never thought I’d see you here!4) Where’ve you been hiding yourself?5) What have you been up to?6) Certainly didn’t expect I’d run into you here!7) Certainly had no idea I’d meet you here!3. Words and expressions concerning this Video Episode:explore / historic town / You’re great! / mountain bike / You’re on (= absolutely I agree ) / hide / Good for you! / You bet (= You’re on ) / give it a try4. Play the video for the students to watch and answer the questions on Page 4 to Page6.5.Let the students watch the video and do Shelley’s voice, Michael’s voice respectively to practice the conversation in the video episode.6. Choose some students to do all the voices for the whole conversation.Step III. Intensive Listening1. Play the video for the students to listen and complete all the exercises in Listening Focus on Page8, Page 9 and Page 10.2. Play the video for the students to listen to the five mini-dialogues and answer the questions on Page10-11.3. Play the video for the students to listen to the conversation Lunchtime and complete all the exercises on Page12 and Page13.4. Play the video for the students to listen to the passage The Most Beautiful Thing and complete all the exercises on Page13 and Page 14.Step IV. DiscussionAsk the students work in pairs to discuss how to express surprise at unexpectedly meeting someone they know.Step V. Homework1.Practice the conversation in the video episode.2.Memorize the seven useful expressions on Page 2.Step VI. SummarySummarize the main points covered in this unit, remind the students of these useful expressions for expressing surprise at meeting someone unexpectedly.Unit 2 Stating That You Have Been BusyTeaching Contents: Unit 2Teaching objectives1.Understand and use the language fro stating that you have been busy.2.Appreciate the rich variety of expressions that indicate just how busy you have been.3.Learn how to speak on a specific topic using these newly-acquired expressions.4.Focus on time units when listening.Teaching Important and Difficult points1. Appreciate the rich variety of expressions that indicate just how busy you havebeen.2. To increase the familiarity and use of the expressions in the listeningcomprehension.3. Time units in intensive listening.Teaching MethodsVideo watching; listening practice; dialogue practicing in groups of three or four; group discussionTime AllotmentTwo PeriodsTeaching ProceduresStep I Lead- inWe are growing more time-conscious because we are living at a faster pace. It seems, however, that the more time we save, the more things we do. We are generally rushed, acting hastily, and losing our sense of control. V oicing such feelings of being too busy, even overwhelmed, occur regularly in our daily conversations. There are many expressions in English that communicate these feelings. Let’s learn some useful expressions in this unit that convey just how busy we feel.Step II Learning Video Episode: I Don’t Even Have Time to Breathe!1.Ask the students to think and discuss the following questions:1)What do you say in English when you have been very busy?2)Do you other expressions that express the same thing?2. Ask the students to pick out sentences that emphasize just how busy one is from among the 10 expressions.1) Keeping myself busy. ( √ )2) That’s what I want to say. ( )3) Not a moment to spare. (√ )4) I don’t even have time to breath e. (√ )5) Everything’s going my way. ( )6) Ah, that explains why you’re so late. ( )7) There aren’t enough hours in the day. (√ )8) I’m snowed under. (√ )9) I’m sorry I have to run off. ( )10) I’m looking forward to it. ( )3. Words and expressions concerning this Video Episode:spare / breathe / course / I must say… / demanding / up to the ears / final / instructor / teams / oops4. Play the video for the students to watch and answer the questions on Page 23 to Page24.5.Let the students watc h the video and do Shelley’s voice, Michael’s voice respectively to practise the conversation in the video episode.6. Choose some students to do all the voices for the whole conversation.Step III. Intensive Listening1. Play the video for the students to listen and complete all the exercises in Listening Focus on Page27 and Page28.2. Play the video for the students to listen to the five mini-dialogues and answer the questions on Page29-30.3. Play the video for the students to listen to the conversation Being a Teacher and complete all the exercises on Page30 and Page31.4. Play the video for the students to listen to the passage You Were the Closet and complete all the exercises on Page32.Step IV. DiscussionDiscuss the meaning or significance of the next two expressions:1)One thing at a time.2)Easy does it.Step V. Homework1)Practice the conversation in the video episode.2)Memorize the seven useful expressions on Page 26.Step VI. SummarySummarize the main points covered in this unit, remind the students of these useful expressions for expressing one is busy.Unit 3 Expressing personal interestsTeaching Contents: Unit 3Teaching objectives1. Understand and use the language for expressing personal interests.2. Respond appreciatively to the questions about one`s personal interests.3. Learn how to speak on a specific topic using these newly-acqired expressions.4. Focus on measurements when listening.Teaching Important and Difficult points1. How to express personal interests2.To increase the familiarity and use of the expressions in the listeningcomprehension.3. Measurements in intensive listeningTeaching MethodsVideo watching; listening practice; dialogue practicing in groups of three or four; group discussionTime AllotmentTwo PeriodsTeaching ProceduresStep I Lead- inEverybody has personal interests. Indeed, it is difficult to think of a person who might live a meaningful life with no personal interests. People enjoy talking about their personal interests in their conversations with others. This activity occurs in all cultures of the world. Thus, to learn how to express personal interests is part of learning English as a foreign language. Let’s learn some useful expressions in this unit for talking about one’s pe rsonal interests.Step II Learning Video Episode: I`m More Interested in Outdoor Activities! 1.Ask the students to think and discuss the following questions:1)What is the most popular thing that people are doing today? Are you interested init?2)What do you like or enjoy doing on weekends?3)What do you dislike or avoid doing in your spare time?2.Ask the students to identify the topic of each of the following sentences, and insertthe corresponding letter in the brackets.A.Asking about Personal InterestsB.Stating LikesC.Stating DislikesD.Expressing Preference1)I am crazy about her. ( B )2)Are you into cartoons? ( A )3)I am not fond of eating meat. ( C )4)I can’t stand fast food / waiting in line. ( C )5)I like pizza / going Dutch better. ( D )6)I prefer a quiet room / studying in groups. ( D )7)I am sick and tired of the same food every day. ( C )8)I’m rather / quite keen on travel / making friends. ( D )9)Do you have much interest in sports / watching sports? ( A )10)Are you interested in action movies / going to the movies? ( A )11)I’m not over / particularly keen on Mongolian hot pot. ( C )12)I really like gadgets / chatting online. ( B )13)I’m rather more interested in a big company / working alone. ( D )14)Do you happen to have much interest in outing/ going online? ( A )15)I tend to prefer / be rather more interested in a challenging job / starting a newbusiness. ( D )16)I find the film / idea/ weather / lecture pretty good / really fantastic / rather terrible/ quite enjoyable / extremely interesting. ( B )3. Words and expressions concerning this Video Episode:on a health kick / work out / That’s for sure. / aerobics / muscle buildup / treadmill / try out / strengthen / tone / favorite4. Play the video for the students to watch and answer the questions on Page 41 to Page43.5.Let the students watch the video and do Shelley’s voice, Michael’s voice respectively to practise the conversation in the video episode.6. Choose some students to do all the voices for the whole conversation.Step III. Intensive Listening1. Play the video for the students to listen and complete all the exercises in Listening Focus on Page47, Page 48 and Page49.2. Play the video for the students to listen to the five mini-dialogues and answer the questions on Page49 and Page50.3. Play the video for the students to listen to the conversation Getting to Know About Being a Waitress and complete all the exercises on Page50 and Page51.4. Play the video for the students to listen to the passage How to Become Rich and complete all the exercises on Page52.Step IV. DiscussionAsk the students to discuss their hobbies and their attitude towards hobbies in general. Step V. Homework1. Practice Mini-dialogues on Page47 after class by employing useful expressions learned in this unit.2. Familiarize themselves with the short responses to questions asking about personal interests, likes, dislikes and preferences on Page 45.Step VI. SummarySummarize the main points covered in this unit, remind the students of these useful expressions about one’s pers onal interests.Unit 4 Stating that you understand and making sure you are understood Teaching Contents: Unit FourTeaching objectives1. Appreciate the importance of stating that you understand and make sure you areunderstood.2. Comprehend and use the language associated with talking about something andensuring you are understood about something.3. Learn how to speak on a specific topic using these newly-acquired expressions.4. Focus on decimals when listening.Teaching Important and Difficult points1. How to state that you understand and make sure you are understood2. To increase the familiarity and use of the expressions in the listening comprehension.3. Decimals in intensive listening.Teaching MethodsVideo watching; listening practice; dialogue practicing in groups of three or four; group discussionTime AllotmentTwo PeriodsTeaching ProceduresStep I Lead- inMisunderstandings often occur between people. To avoid them, in conversations we regularly tend to affirm when we understand, and, when necessary, use language that confirms we have been understood. This is done constantly in English conversation, particularly if we do not want to misunderstand or be misunderstood. In this unit, let’s learn some useful expressions which affirm we understand something and confirm we have been understood about something.Step II Learning Video Episode: You Know What I Mean?1. Ask the students to think and discuss the following questions:1) What do you say if you want to state you understand something?2) What do you say if you want to make sure you are understood?2. Ask the students to identify the topic of each of the following sentences and then insert the corresponding letter in the brackets.A. Stating that You UnderstandB. Making Sure You Are Understood1) I get you point. (A )2) I can see that. (A )3) Do you get the message? (B )4) Do you see what I mean? (B )5) I see what you’re saying. (A )6) I hear what you’re saying. (A )7) Does that make any sense? (B )8) Do you know what I mean? (B )9) I know what you’re talking about. (A )10) Do you know what I’m talking about? (B )3. Words and expressions concerning this Video Episode:The sales are on / special offers / nothing in particular / good bargains / discount / wrought silk / 30% off / It takes a while. / temptation / credit card / a shopping spree 4. Play the video for the students to watch and answer the questions on Page 61 and Page62.5.Let the students watch the video and do Shelley’s voice, Michael’s voice respectively to practise the conversation in the video episode.6. Choose some students to do all the voices for the whole conversation.Step III. Intensive Listening1. Play the video for the students to listen and complete all the exercises in Listening Focus on Page66 and Page 67.2. Play the video for the students to listen to the five mini-dialogues and answer the questions on Page67 and Page 68.3. Play the video for the students to listen to the conversation Getting to Know About Being an Automobile Mechanic and complete all the exercises on Page69.4. Play the video for the students to listen to the passage I’m Not Taking Your Advice and complete all the exercises on Page70-71.Step IV. DiscussionAsk the students to discuss the topic What Can Cause A Breakdown In Communication in groups.Step V. Homework1. Ask the students to familiarize themselves with the expressions on Page 64 and Page 65.2. Practise the conversation in the Video Episode.Step VI. SummarySummarize the main points covered in this unit, remind the students of these useful expressions learned.Unit 5 Stating Your Agreement and ConcurrenceTeaching Contents: Unit FiveTeaching objectives1. Understand and use the language for stating agreement and concurrence;2. Ensure the students to learn how to speak on a specific topic using the newly-acquired expressions.Teaching Important and Difficult points1. Appreciate the rich variety of expressions that voice agreement and concurrence.2. Improve the students’ listening com prehension in general.Teaching MethodsVideo watching; listening practice; dialogue practicing in groups of three or four; group discussionTime AllotmentTwo PeriodsTeaching ProceduresStep I Lead- inYou cannot help making your response to an opinion or an attitude made by the speaker you are talking with; that’s the nature of conversation. Your quick response helps promote two-way communication. What will your response be if you agree with the speaker? Do you know what to say and how to say in English when you want to state your agreement and concurrence? Let’s learn some useful expressions in this unit to handle just such conversational situations successfully.Step II Learning Video Episode: What a Surprise Meeting You Here!1. Ask the students to think and discuss the following questions:1) When do people state their agreement or concurrence during a conversation?2) Do you know how to state your agreement or concurrence in different ways?2. Ask the students to complete the following sentences with the missing words while listening.1) I agree.2) You bet.3) Right on. / Right you are!4) You got it.5) You’re right.6) By all means.7) So it is.8) That’s true / right.9) That’s for certain / sure.10) I agree with you 100%.3. Words and expressions concerning this Video Episode:Mother’s Day / celebrate / I couldn’t agree with you more. / independent / tied to somebody’s apron strings / relax / honor / local / flower shop /virtue / respect /elder 4. Play the video for the students to watch and answer the questions on Page 79 to Page83.5.Let the students watch the video and do Shelley’s voice, Michael’s voicerespectively to practise the conversation in the video episode.6. Choose some students to do all the voices for the whole conversation.Step III. Intensive Listening1. Play the video for the students to listen and complete all the exercises in Listening Focus on Page 85.2. Play the video for the students to listen to the five mini-dialogues and answer the questions on Page85-86.3. Play the video for the students to listen to the conversation Planning a School Report and complete all the exercises on Page87.4. Play the video for the students to listen to the passage Mending the Doorbell and complete all the exercises on Page88-89.Step IV. DiscussionAsk the students to discuss the following topic in groups:What is usually said to elicit agreement or concurrence?Step V. HomeworkAsk the students to familiarize themselves with the expressions with which they can state agreement or concurrence on Page84.Step VI. SummarySummarize the main points covered in this unit, remind the students of these useful expressions for stating agreement or concurrence.Unit 6 Stating Your DisagreementTeaching Contents: Unit SixTeaching objectives1. Understand and use the language for stating disagreement;2. Learn how to speak on a specific topic using these newly-acquired expressions. Teaching Important and Difficult points1. How to state disagreement.2. To increase the familiarity and use of the expressions in the listeningcomprehension exercises.Teaching MethodsVideo watching; listening practice; dialogue practicing in groups of three or four; group discussionTime AllotmentTwo PeriodsTeaching ProceduresStep I Lead- inJust as you cannot help stating your agreement and concurrence, you will occasionally want to disagree with an opinion or an attitude voiced by the person you are talking with. Equally, you will want to express your disagreement in an argument or during a debate. What will your response be when you disagree with the speaker on these occasions? Do you know what to say and how to say it in English when you want to state your disagreement? Lets’ learn some useful expressions in this unit for voi cing disagreement.Step II Learning Video Episode: I Don’t Buy that Story at All!1. Ask the students to think and discuss the following questions:1) On what topics do people tend to state their disagreement? And why?2) Do you know appropriate ways to state your disagreement in English?2. Ask the students to listen and fill in the blanks of the following sentences with the missing words.Stating Simple Disagreement1) No.2) Nope.3) Uh-uh.4) You’re off.5) Not so.6) I don’t think so.Stating Strong Disagreement1) That’s not true / right.2) You’ve got that / it wrong.3) You’ve got it all wrong.4) Wrong!5) You couldn’t be more off-base.6) No way.7) Not a chance.Stating Categorical Disagreement1) I completely disagree.2) I couldn’t disagree w ith you more.3) Lies!4) That’s a lie.5) That’s a big, fat lie.6) Horse feathers!7) That’s a lot of baloney!8) You’re dead wrong.3. Words and expressions concerning this Video Episode:I’d rather do something. / uh-uh / skip / protein / nutrient / deadline / reduce/ tolerance / vitamin pills / make up for / deficiency / I don’t buy the story. / overdose / harmful / balanced4. Play the video for the students to watch and answer the questions on Page 98 to Page100.5.Let the students watch the video and do Shelley’s voice, Michael’s voice respectively to practise the conversation in the video episode.6. Choose some students to do all the voices for the whole conversation.Step III. Intensive Listening1. Play the video for the students to listen and complete all the exercises in Listening Focus on Page102 Page 103.2. Play the video for the students to listen to the five mini-dialogues and answer the questions on Page103.3. Play the video for the students to listen to the conversation Planning a Trip and complete all the exercises on Page104 and Page105.4. Play the video for the students to listen to the passage Which Tire Was Flat? and complete all the exercises on Page106.Step IV. DiscussionAsk the students to discuss the following topic in groups:Do college students have a right to get married?Step V. HomeworkAsk the students to make a list of the expressions they have learned and use them to state disagreement.Step VI. SummarySummarize the main points covered in this unit, remind the students of these useful expressions for stating disagreement.Unit 7 Expressing Acceptance or RefusalTeaching Contents: Unit SevenTeaching objectives1. Understand and use the language for accepting or refusing.2. Appreciate the rich variety of expressions used in such satiations.3. Learn how to speak on a specific topic using these newly-acquired expressions.4. Train the students to listen for both specific details and general ideas.Teaching Important and Difficult points1. Realize the importance of mastering the skill to express acceptance or refusal.2. To increase the familiarity and use of the expressions in the listeningcomprehension.Teaching MethodsVideo watching; listening practice; dialogue practicing in groups of three or four; group discussionTime AllotmentTwo PeriodsTeaching ProceduresStep I Lead- inWhat do you say in response to someone’s idea, suggestion, or plan? Your response will surely result in your acceptance or refusal. To express your acceptance or refusal is also a way of voicing your opinion on a certain subject. In general, people like it when you are direct. Do you know what to say and how to say it in English when you want to express acceptance or refusal? Let’s learn some useful expressions in this un it for you to use when you want to accept or reject a point of view, suggestion, plan of action, etc.Step II Learning Video Episode: I’m All for It!1. Ask the students to think and discuss the following questions:1) Can you imagine an important situation in which you would express acceptance or refusal? What would it be?2) Do you think that each situation calls for a particular way of expressing acceptance or refusal? Why?2. Ask the students to listen and fill in the blanks of the following sentences which are different ways to express acceptance or refusal.Expressing Acceptance1) It’s / That’s true.2) It’s / That’s good enough.3) It’s / That’s satisfactory.4) It’ll / That’ll do.5) It’ll / That’ll serve the purpose.6) I think it’s / that’s gre at.7) It’s / That’s ideal / perfect.8) I’m all for it!9) This is second to none.10) This is far and away the best!11) Couldn’t be better!12) I’ve never seen anything like this!13) That’s just what I needed!14) It gets two thumbs up.Expressing Refusal1) No way.2) Not a chance.3) Couldn’t be more off.4) You are out of luck.5) Not likely.6) Absolutely not!7) Forget it.8) Save your breath.9) When pigs fly.10) When hell freezes over.11) Only in your dreams!12) Not in your wildest dreams!13) Not in a million years!14) You’re barking up the wrong tree.3. Words and expressions concerning this Video Episode:assignment / come along / online / browse the Net / come up with / joint task / teamwork / Give me a break! / Save your breath. / topic / What’s the rush?4. Play the video for the students to watch and answer the questions on Page 114 to Page117.5.Let the students watch the video and do Shelley’s voice, Michael’s voice respectively to practise the conversation in the video episode.6. Choose some students to do all the voices for the whole conversation.Step III. Intensive Listening1. Play the video for the students to listen and complete all the exercises in Listening Focus on Page121 Page 122.2. Play the video for the students to listen to the five mini-dialogues and answer the questions on Page122-123.3. Play the video for the students to listen to the conversation A Surprise and complete all the exercises on Page125.4. Play the video for the students to listen to the passage Ground Rules and complete all the exercises on Page 125-126.Step IV. DiscussionAsk the students to discuss the following topic in groups:Flattery will get you nowhere.Step V. HomeworkAssign the first task in After Watching on Page118 as homework for the students to complete.Step VI. SummarySummarize the main points covered in this unit, remind the students of these usefulexpressions for expressing acceptance or refusal.Unit 8 Ask Someone to Get to the Point and Speak PlainlyTeaching Contents: Unit EightTeaching objectives1. Understand and use the language for requesting someone to get to the point andencourage someone to speak plainly.2. Appreciate the rich variety of expressions used to request or encourage others to speak clearly and directly.3. Learn how to speak on a specific topic using these newly-acquired expressions.4. Focus on implicit meanings when listening.Teaching Important and Difficult points1. How to request or encourage others to speak plainly.2. Improve the student s’ listening comprehension.Teaching MethodsVideo watching; listening practice; dialogue practicing in groups of three or four; group discussionTime AllotmentTwo PeriodsTeaching ProceduresStep I Lead- inHow do you feel about someone who beats around the bush? You must be direct when you request that person to get to the point and encourage him or her to speak plainly. We exercise this communicative skill both in formal meetings and during small talks. Do you know what to say and how to say it in English when you want to request that someone get to the point or when you want to encourage someone to speak plainly? Let’s learn some useful expressions in this unit that will help you get others to talk straight to you.Step II Learning Video Episode: Get to the Point!1. Ask the students to think and discuss the following questions:1) Do you know what to say in English when you want the speaker to get quickly to the most important issue, focus on the heart of the matter, or reach the central question or fact? What do you say?2) Do you know the different English expressions used to encourage someone to speak plainly? What are they?2. Ask the students to read each of the following expressions and decide whether it is used to request the speaker to get to the point or to encourage someone to speak more plainly.A. Requesting the Speaker to Get to the PointB. Encouraging Someone to Speak Plainly1) Out with it! (B )2) Get to the point. (A )3) Don’t mince words. (B )4) Give it to me straight. (B )。

21世纪大学实用英语教案2册

students.
Helen: That’s true, my teacher has a high sense of
responsibility.
Elvis: He must have, or you wouldn’t feel his dedication, and be learning from it. Your teacher is sure to be a man of character.
Step 3.Karen and Margaret are talking about a good teacher. Listen to their conversation, and then answer the questions below by choosing the best response. Getting to know the following useful language first might be helpful.
1) What do you mean when yousay that you like the way yourteacher orinstructorin the classroom?
2) A teacher of good character can help students develop
在英语中否定词与像thinkbelievesuppose这类动词构成的结构并且后面带从句时形式上是对主句谓语动词的否定实际上否定的是从句的谓语动词因此在翻译时需把否定转移到从句这样才符合汉语的表达习惯
Unit 2 Inspiration
Listening & Speaking
Step 1. Preview
A) A good teacher knows his or her students’abilities well.

21世纪大学实用英语教案第二册 Unit3

幻灯片1Unit1-main1I. ObjectivesII. Suggested Teaching PlanIII. Background InformationIV. Class Presentation幻灯片2Unit1-main2Part IListeningPart II ReadingPart III SpeakingPart IV Translation & WritingPart V Time to RelaxVideo Exercises幻灯片3ObjectivesI. ObjectivesAfter studying this unit, the students are expected to1. have listening and speaking practices to learn how tolive up to their potential and acquire the theme-related expressions and their functional structures;2. understand the main idea of Text A and Text B, masterthe useful sentence structures, words and expressionsfound in the relevant exercises of the texts;3. know how to use parallel structures to add balance,rhythm and clarity to the sentences;幻灯片4ObjectivesI. Objectives4. be able to read a passage about how to advertise on a website;5. be able to write a letter of accepting/declining an offer.幻灯片5II. Suggested Teaching Plan for Unit 1TimeContents Plan1 period Theme-relatedListening Sections 1 & 2To start the new unit, the teacherA. plays the short talk once before handling UsefulLanguage in a unique way, ., asking studentsto read them loud in class;B. plays the short talk once more, or twice moreifnecessary, and asks class to complete thesummary as required; C. has a brief discussion with the students on thesummary of the short talk;D. plays the talk again with an emphasis on detailsso that students can fill in the blanks of the text. Sections 3 4 & 5A. keeps the theme in mind while making atransition from the short talk to the two dialogues;幻灯片6Objectives3B. handles Useful Language in a unique way,., asking students to come up with theirown equivalents to replace the items in the box;C. plays the first dialogue once, or twice ifnecessary, and asks students to do the T/Fexercise as required to explore the main idea;D. plays the first dialogue once more for thedetails so that students will have no troubleanswering the questions;E. plays the second dialogue once, or twice ifnecessary, and then asks students to do thelistening comprehension exercises;F. checks the answers in a meaningful way,., putting the key word effort on thechalkboard, encouraging the students toaround it with the relevant information fromthe dialogue.Theme-relatedListening幻灯片7Time Contents PlanObjectives3Review ofTheme-relatedListeningSections3 periodsReviewThe teacherA. has a brief review of what students havelearned in the first period of listeningpractice;B. makes a meaningful transition to Text A.StarterAfter finishing the listening tasks, the teacher turns to Text A of the unit. To begin, the teacher Text A &Text-relatedExercisesA. lets the students figure out what the title of Text A can mean. This can be done in complete English sentences or just phrases. If the students have difficultyTime Contents Plan幻灯片8Objectives4Timedoing this, the teacher can ask them to think of a situation where impossibility becomes a fact. The teacher can provide them with the following key words in English: happen, years ago, absolutely impossible, think of, give up, make sincere efforts, find a clue, turn out, solve the problem.B. gives the students 10 minutes to read TextA and find out the cause of the problem for thecar in the story and asks them to tell whatlessons can be drawn from the story.幻灯片9Time Contents Plan Contents PlanThe teacherA. discusses the whole text with the students;B. guides the students through the exercises,focusing on certain items or leaving someexercises as the students’homeworkaccording to the students’levels.The teacherA. asks the students to go over the text and do the multiple choice questions about it;B. while discussing the text with the students, calls the students’attention to the use of parallel structures and their functions;C. lets the students do the vocabulary and language use exercises either in class or after class.periodsText B &Text-relatedExercises幻灯片10Objectives5periodPracticalReadingThe teacherA. explains the passage about how to advertiseon “Paperboy;”B. gives the students 5 to 10 minutes to do theexercise.1 periodSpeakingThe teacherA. fully understands what the exercises are intended to do;B. in Ex. 1 initiates a discussion on each statement of the list to ensure a better understanding on the part of students, and then help students know what two categories are before they do the exercises as required;幻灯片11Objectives6Time Contents PlanC. asks class to read loud the dialogue in Ex. 1 before doing the role-play either with the script used by turns or with it completely free;D. in Ex. 2 has a brief review of the core theme of Text A to elicit the important statement: I am possible, and then asks one student to read loud the example monologue before encouraging some students to carry out the task.Translation and Writing,Time toRelax &Workbook1 periodThe teacherA. leaves the sentence translation exercise as the students’homework;幻灯片12Time Contents PlanTime Contents Planfirst exercise in Practical Writing, and then requires them to do the next two exercises after class;C. plays the record of the story “Blue Suit”in class and lets the students work out what makes the problem- solving humorous (This can be done as students’homework if there isn’t much time left in class);D. if possible, plays the video in theWorkbook in class and lets the students dothe exercise based on the video.幻灯片13III. Background Information1General Motors 通用汽车General Motors is an American multinational automaker based in Detroit, Michigan and the world’s second largest automaker. Founded in on Sept. 16, 1908, GM now employs 209,000 people in every major region of the world and does business in some 157 countries. General Motors produces cars and trucks in 31 countries, and sells andservices these vehicles through the following divisions: Buick, Cadillac, Chevrolet, GMC, Opel, Vauxhall, and Holden. GM’s OnStar subsidiary(子公司) provides vehicle safety, security and information services.幻灯片14III. Background Information1Pontiac 庞蒂亚克Pontiac was an automobile brand that was established in 1926 as a companion make for General Motors’Oakland. Pontiac was sold in the United States, Canada, and Mexico by General Motors (GM). Pontiac was relatively more popular in Canada, where for much of its history it was marketed as a low-priced vehicle.On April 27, 2009, amid ongoing financial problems and restructuring efforts, GM announced it would discontinue the Pontiac brand by the end of 2010 and focus on four core brands in North America: Chevrolet, Cadillac, Buick, and GMC. The last Pontiacs were built in late 2009, with the final dealer franchises expiring October 31, 2010.幻灯片15III. Background Information1Dessert 甜点In Western culture, dessert is a course that typically comes at the end of a meal, usually consisting of sweet food. The word comes from the French language as dessert, “to clear the table”and “to serve.”Common desserts include cakes, cookies, pastries, ice cream, pie, and candies. Fruit may also be eaten with the dessert.The word dessert is most commonly used for this course in ., Canada, Australia, New Zealand and Ireland, while sweet and pudding may be alternative terms used in the UK and some other Commonwealth countries, including India. In England, the term pudding is usually used among the upper and upper-middle classes, with dessert only used if the course consists of fruit or sweetmeats, after the cheese and biscuits course.幻灯片16Part IListeningPart IListeningListentotheupcomingshorttalkandfillintheblanksinthesummarybelowwithtwoorthreewords.Get tingtoknowthefollowingusefullanguagefirstmightbehelpful.1Useful Languageabbreviation // n. 缩写intend // vt. 意欲critically // ad. 批判地tough // a. 艰难的seemingly // ad. 看来似乎challenge // n. 挑战solution // n. 解决方法hows and whys 缘由，道理幻灯片17ScriptPBL is intended to train students to be 1) . To be a problem solver is to learn how to raise a question,how to use information, how to 2) , and how to make a decision. Of course, it is not easy to a problem solver.But it is no good to say something is impossible without 3), even though it can seem so at first. Only when you give yourself completely 4) is nothing impossible.problem solvers________________think critically_____________making an effort________________to the possible_______________幻灯片18Script:Hello class,Does PBL ring a bell It is an abbreviation for problem-based learning, an education model that intends to train students to become problem solvers. This means that students learn how to think critically, how to raise important questions, how to use the information gained, and how to make decisions when solving a particular problem. Do you think this is what is supposed to be happening at college Or is the goal to stay passive receiving knowledge from the instructor all the time幻灯片19Of course, it is not easy to be a problem solver. A particular problem can be difficult and tough, at first seemingly impossible to solve. Yet let’s not forget that the toughest challenge can also offer the greatest opportunity. So don’t just say something is impossible without making an effort. Give it a try and you might find out you can go much farther than you expected.In short, there’s no way to get to solutions without first exploring the hows and whys of the problem. What happens happens for a reason. Only when you are open to the possible is nothing impossible.幻灯片20Objectives22Listen to the short talk again and fill in the blanks below with the missing words. 2Hello class,Does PBL ring a bell It is an abbreviation for 1), an education model that intends to 2)to become problem solvers. This means that students learn how to think critically, how to raise important questions, how to use the information gained, and how to make decisions when solving 3) . Do you think this is what is supposed to be happening 4) Or is the goal to 5)receiving knowledge from the instructor all the timeproblem-based learning________________________train students______________a particular problem___________________at collegestay passive_______________________幻灯片21Objectives23Of course, it is not easy to be a problem solver. A particular problem can be 6), at first seemingly impossible to solve. Yet let’s not forget that the toughest challenge can also offer 7) . So don’t just say something is impossible without 8). Give it a try and you might find out 9)much farther than you expected.In short, there’s no way to get to solutions without first exploring the 10)of the problem. What happens happens 11). Only when you are open to the possible is 12) . difficult and tough_________________the greatest opportunity_______________________making an effort_________________you can go___________hows and whys________________for a reason_____________nothing impossible___________________幻灯片22Objectives24MartinandLisaaretalkingaboutpossibilityand impossibility.Listentotheirconversationand thendecidewhether theconversation-basedstatementsbelowaretrue(T)orfalse(F).Gettingtoknowthefollowingusefullanguagefirstmightbehe lpful.3Useful Languagenegative // a.stuck // a.belief // n.The point is simply that…Couldn’t have said it better.billboard // n.You betcha!否定的；消极的被困住信念其要点是……说得太好了。

21世纪大学英语2教案

教学目标：1. 理解文章主旨，了解亚洲裔美国人为何能在美国顶尖大学中脱颖而出。

2. 掌握词汇和短语，如surge into, constitute, etc.3. 提高阅读理解能力，培养批判性思维。

4. 学习写作技巧，提高写作水平。

教学重点：1. 理解文章主旨，分析亚洲裔美国人在美国顶尖大学中的成功原因。

2. 掌握词汇和短语，如surge into, constitute, etc.3. 分析文章结构，提高阅读理解能力。

教学难点：1. 理解文章主旨，分析亚洲裔美国人在美国顶尖大学中的成功原因。

2. 掌握词汇和短语，如surge into, constitute, etc。

教学过程：一、导入1. 教师简要介绍文章背景，引导学生关注亚洲裔美国人在美国顶尖大学中的现象。

2. 学生分享自己对亚洲裔美国人在美国顶尖大学中的看法。

二、课文讲解1. 教师引导学生阅读课文，了解文章主旨。

2. 教师讲解重点词汇和短语，如surge into, constitute, etc.3. 学生分组讨论，分析亚洲裔美国人在美国顶尖大学中的成功原因。

4. 教师总结学生讨论结果，并讲解文章结构。

三、阅读练习1. 学生完成课后阅读练习，巩固所学知识。

2. 教师批改作业，讲解错误。

四、写作训练1. 教师布置写作任务，要求学生结合所学知识，写一篇关于亚洲裔美国人在美国顶尖大学中的成功原因的文章。

2. 学生完成写作任务。

3. 教师批改作业，点评学生写作。

五、总结与作业1. 教师总结本节课所学内容，强调重点。

2. 布置课后作业，要求学生复习课文，巩固所学知识。

教学反思：本节课通过讲解课文、阅读练习和写作训练，帮助学生了解了亚洲裔美国人在美国顶尖大学中的成功原因，提高了学生的阅读理解能力和写作水平。

在教学过程中，教师应关注学生的个体差异，针对不同学生的学习需求，调整教学策略，使每个学生都能在课堂上有所收获。

21世纪大学英语2册1、2、4、5单元教(学)案

Unit 1Text A: Winston Churchill—His Other LifeText B: Little Sister of the PoorText C: Diana, Princess of Wales: 1961-1977教学目标与基本要求：Objectives:Students will be able to:1)grasp the main idea and structure of the Text A and Text B;2)Appreciate the organization skills demonstrated in Text A;3)master the key language points and grammatical structures in Text A and TextB;4)conduct a series of reading, listening, speaking and writing activities related tothe theme of the unit.2. 教学容与学时分配：Time allotment:1st period:pre-reading; text organization2nd period: while-reading3rd period: while-reading4th period: while-reading and post-reading activities practice5th period:Exercises after Text A6th period: Reading practice of Text B7th period & 8th period: listening3. 教学重点与难点：Important language points in the text:1. love affair— romance between two people who love each other but who are not married to each other; great enthusiasm or liking (for sth.)e.g.The girl’s love affair with the 60-year-old man worries her parents..She started her love affair with ballet when she was only six.2. circumstances n. (pl.)—conditions of a situation which has an effect on what is done or on the way sth. is donee.g. In some circumstances it may be necessary for the manager to come here in person.Even under the most favorable circumstances this is not easy.3. mission n.—an important job sb. is sent to do in another place, esp. for a military or political purposee.g.The foreign minister’s mission to Pari s is to negotiate a cease-fire.It is his sole mission to expand the company’s business abroad.4.price n.—what must be given, done, or undergone to obtain or compensate for sth.e.g.We paid a heavy price for the victory, for we lost 10,000 soldiers.Translate : This is a small price to pay for independence.Key: 这是为独立付出的小小代价。

21世纪大学英语2s版教案

教学目标：1. 理解并掌握本单元的主题：旅行。

2. 提高学生的听力、口语、阅读和写作能力。

3. 培养学生的跨文化交际能力。

教学内容：1. 听力：旅行故事2. 阅读：旅游攻略3. 口语：旅行分享会4. 写作：写一篇关于旅行的短文5. 语法：过去式和过去进行时教学过程：一、导入（5分钟）1. 教师通过图片或视频展示关于旅行的场景，引导学生进入主题。

2. 学生分享自己曾经旅行的经历，激发学习兴趣。

二、听力训练（10分钟）1. 学生听录音，了解旅行故事的大意。

2. 教师提问，检查学生对故事的理解。

三、阅读训练（15分钟）1. 学生阅读旅游攻略，了解不同目的地的特点。

2. 教师提问，检查学生对攻略的理解。

四、口语训练（15分钟）1. 学生分组进行旅行分享会，每人分享一次自己的旅行经历。

2. 教师巡视指导，纠正发音和语法错误。

五、写作训练（15分钟）1. 学生根据所学内容，写一篇关于旅行的短文。

2. 教师指导学生注意文章结构、语法和词汇使用。

六、语法讲解与练习（10分钟）1. 教师讲解过去式和过去进行时的用法。

2. 学生完成相关练习，巩固所学语法知识。

七、总结与反馈（5分钟）1. 教师总结本节课的学习内容，强调重点和难点。

2. 学生分享自己的学习心得，提出疑问。

教学资源：1. 21世纪大学英语2S版教材2. 多媒体课件3. 录音材料4. 旅游攻略资料教学评价：1. 听力：根据学生对故事的理解程度进行评价。

2. 阅读：根据学生对攻略的理解程度进行评价。

3. 口语：根据学生的分享内容和发音、语法正确程度进行评价。

4. 写作：根据文章结构、语法和词汇使用进行评价。

5. 语法：根据学生对过去式和过去进行时的掌握程度进行评价。

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3) Helen and Elvis see eye to eye(看法一致) on the fact that a dedicated teacher must have a high sense of responsibility.（）
Script:Helen: May I ask you a question, Elvis?
Useful Language
separatevt.分开
heart-to-hearta.坦诚的
interactionn.互动
I get you. =I see.
1) What does Karen emphasize that a teacher is
inseparable from?
A)Knowledge of the world.
A) A good teacher knows his or her students’abilities well.
B) Good teachers are sensitive to their students and learnfrom them too.
C) A good classroom environment has two-way
D) Why her teacher is so knowledgeable.
5) What is the most important thing a good teacher does?
A) Helping students build a positive attitude towards life.
Unit 2 Inspiration
Listening & Speaking
Step 1. Preview
Lead the students to look at the “Preview” so as to make sure that the
Students have some ideas of what this unit is all about.
on the very first day of school?
2) What was Teddy like in the eyes of Mrs. Thompson?
1.As Mrs. Thompson stood in front of her 5th grade class on the very first day of school, she told the children a lie.
B)Students’positive learning.
C) Students’years of education.
D) Training for the real world.
2) How, according to Karen, does a good teacher build a good learning environment?
B) Acting as an inspiration.
C) Lighting the way.
D) All of the above.
Part two
Text AA Teacher’s Story
Para. 1-2of Text A：
Questions about This Paragraph
1) What was the lie that Mrs. Thompson told her students
Step 3.Karen and Margaret are talking about a good teacher. Listen to their conversation, and then answer the questions below by choosing the best response. Getting to know the following useful language first might be helpful.
2Mrs. Thompson had watched Teddy the year before and noticed that he didn’t play well with the other children, that his clothes were messy and that he constantly needed a bath.
students.
Helen: That’s true, my teacher has a high sense of
responsibility.
Elvis: He must have, or you wouldn’t feel his dedication, and be learning from it. Your teacher is sure to be a man of character.
(泰迪)讨厌到竟然让汤普森夫人以用红笔给他的卷子评分、在上面醒目地打很多叉，然后再在试卷的上方写上一个大大的F(不及格)为乐。
It指代上文And Teddy could be unpleasant。副词where指的是the place or situation in which。又如：I think you have got to the point where a change is needed, or you will fail.
A)By changing his way of teaching.
B) By adding new knowledge.
C) Through positive character qualities.
D) By encouraging more learning.
3) What does Karen mean by“heart-to-heart interaction”?
开学第一天，当汤普森夫人站在她教的五年级那个班的前面时，她对孩子们说了一个谎。
句中on the very first day of school中的副词very此处修饰first，加强语气。very可以置于形容词最高级或own,first,last, next, same等词之前，以加强语气。又如：
Elvis: Shoot.
Helen: What would you say makes a really good teacher?
Elvis: You have recently met one? Or you feel like
complaining about a teacher you have now?
1) What do you mean when yousay that you like the way yourteacher orinstructorin the classroom?
2) A teacher of good character can help students develop
----------towards life.
3) A good student can also have a hidden positive impact-----。
2.Helen and Elvis are talking about the qualities of a good teacher. Listen to their conversation and then decide whether the conversation-based statements
Communication.
D) It is your own duty to learn.
4) What has Margaret come to understand?
A)What her teacher teaches.
B) Why her teacher is so popular.
C) How her teacher raises questions.
below are true (T) or false (F). Getting to know the following useful language first might be helpful.
Useful Language
shootvi.请发问
concentrationn.注意力dedicationn.奉献
Useful Language
deliveryn.传递
transmissionn.传播
charactern.品格
influencen.影响
perceivevt.察觉
qualityn.优点
attituden.态度
hiddena.潜在的
impactn.影响
self-constructionn.自我打造
Exercise:
Helen: Actually, I think I have just met one. I tend to learn fast with him. I don’t know why I have betterconcentration andunderstand better in his classthan in others, but I do.
Step 2.Part IListening
1．Listen to the upcoming short talk and complete the related statements below accordingly. Getting to know the following useful language first might be helpful.
Helen:You’re right. I feel how he carries himself in the

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