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新编实用英语综合教程2(第三版)Unit-3

on Thursday and asking him to call me any time before lunch. My
phone number is 368-1130.
Gao: I’ve got it.
George: Thank you very much. Gao: You are welcome.
Bill: I’m sorry. Lady: That’s all right.
Back
Putting Language来自to UseSpeak and Complete
5 Imagine you are calling Judy. Complete the following conversation with her by filling in the blanks.
You: A movie? Who’s he with?
Judy: Well, uh, I think he 3 __m__ig_h_t_b_e__w_it_h__ Eva.
Back
Putting Language to Use
Speak and Complete 5 Imagine you are calling Judy. Complete the following conversation with her by
2 Task: Ask to speak to Mr. Smith.
3 Task: Dial the wrong number.
4 Task: Offer to take a message
5 Task: Call the city library to find out the opening hours
1) Any Message, Sir?

新编实用英语综合教程2(第三版)Unit-3

2) May I speak to ... ? Joe: Hello. Is this the Chemistry Department?
Secretary: Yes, it is. What can I do for you? Joe: May I speak to Mr. Mifflin?
Secretary: Hold on, please.
You: A movie? Who’s he with?
Judy: Well, uh, I think he 3 __m__ig_h_t_b_e__w_it_h__ Eva.
Back
Putting Language to Use
Speak and Complete 5 Imagine you are calling Judy. Complete the following conversation with her by
filling in the blanks.
You: With Eva?!! He’s at a movie with Eva?!! Judy: Would you like to 4 __le_a_v_e_a__m_e_s_sa_g_e___, Mike? You: Yes, please! Tell him to 5 _____c_a_ll_m__e____ at 667-3452 this evening. Judy: Call you at 6 ___6_6_7_-_3_45_2_____. OK. You: Thanks a lot. Judy: You’re 7 ____w_e_l_co_m__e____. Goodbye.
Back
Unit | Three
2) You Must Have the Wrong Number Lady: Hello, who’s calling, please?

新编实用英语第二版2电子教案unit3PE2-U3-Session1

Unit 3 Communication
by Phone Session 1
Section I Section II
Lead in
Unit 3 Communication
by Phone
Session 1
Questions for understanding the telephone message
A. Hello, can/may/could I speak to (Mrs. Ramos)? B. Hello, I’d like to speak to (Ms. Kim). C. Hello, this is (Tony Silver). May I speak to (Mr. Zhang Lihua)? D. I would like to talk to (Jack Simpson). E. Good morning/afternoon. (Jack Simpson) speaking. F. I’d like to talk to (Jack Simpson). G. Can you put me through to (23-5531)?
4. Do you know how to pass the message to the person called?
A. Would you mind telling him that … B. Please tell her that…
Section I
5. Do you know how to extend a phone call?
1. Who is calling? 2. When does he make the phone call? 3. What message does he leave? 4. Who is the person called? 5. What is he expected to do? 6. Who passes the message to the person called?

新编实用英语综合教程二unit3communicationbyphone

第五页，共106页。
Back
Unit | Three
3) Can I take a message?
Sam: Hello. This is Sam. May I speak to Terry?
Lucy: I’m sorry, but she’s not here right now. Can I take a message?
Window on Key Words
接待员
拨号
Back
第六页，共106页。
Acting out the Tasks
Speak and Perform
2 Work in pairs and act out the tasks by following the above mini-talks.
1 Task:
on Thursday and asking him to call me any time before lunch. My
phone number is 368-1130.
Gao: I’ve got it.
George: Thank you very much.
Gao: You are welcome.
Ask for the number of the employment office in Chicago.
3 Task:
Dial the wrong number.
2 Task: Ask to speak to Mr. Smith.
4 Task:
Offer to take a message
5 Task:
Speak and Complete
5 Imagine you are calling Judy. Complete the following conversation with her by

新编实用英语综合教程二Unit-3-Communication-by-Phone专业课件PPT

● Refer to the Data Bank in the Workbook for relevant expressions.
Back
7
Studying Telephone Messages
Study and Imitate 3 Taking or leaving a telephone message is part of a secretary’s job. Now let’s
Bill: I’m sorry. Lady: That’s all right.
Back
11
Putting Language to Use
Speak and Complete
5 Imagine you are calling Judy. Complete the following conversation with her by filling in the blanks.
I speak You: Hi, Judy. It’s Mike. May 1 ______________ to Ken? Judy: I’m sorry, Mike, but Ken’s not here now. You: He isn’t? 2 ___W_h_e_r_e_i_s_h_e___? Judy: He’s at a movie. You: A movie? Who’s he with? Judy: Well, uh, I think he 3 ______________ Eva.
Putting Language to Use
Speak and Complete
Speak and Translate
Speak and Communicate

新编英语教程2(第三版)第3单元课件电子教案

新编英语教程（第三版）第二册
Unit 3 Pollution Control Lead-In LSP Dialogue Role-Play L&S Reading Writing Exercises
Waited on 24 hours a day by our fully automated crew while your captain and auto pilot try to chart a course for non-stopping entertainment, fine dining, and with our all-access hoverchairs, even Grandma can join the fun. There is no need to walk. The Axiom, putting the star in an executive star liner. BNL CEO: Because at BNL, space is the final fun-tier.
3) I intended to take part in the basketball match yesterday afternoon but I couldn’t because I had a bad fall yesterday morning. I would have liked to take part in the basketball match yesterday afternoon, but I had a bad fall yesterday morning.
这里用了双关的修辞手段一般我们认为太空是人类的frontier而bnl的总裁故意说成是funtier让人们相信太空是欢乐的边疆

全新版大学英语综合教程第二册教案Unit-3-Book-2

Unit 3 The Generation GapI. Teaching ObjectivesStudents will be able to:Students will be able to:1understand the main idea (Father meddled in children’s affairs with good intentions, but only to find his efforts unwelcome) and structure ( three settings, three scenes) of the text;2 appreciate the basic elements of a play;3 grasp the key language points and grammatical structures in the text;4 conduct a series of reading, listening, speaking and writing activities related to the theme of the unit.II. Key Points: The structure, the writing skill, and the main idea of the text willbe the focus. Only a few words and sentences, which will be the obstacles for students’ understanding of the text, will be explained in class.III. Difficult Points:Some sentences whose meanings are difficult to understand and whose structures are hard to analyze:1. Line 43: Sean and I will have a man to man talk.2. Line 45-47: And I just wanted you to know that I’ll do anything I can to help him through life’s dangero us sea.3. Line 103: My treat, I told him. And of course, he was glad to accept..IV. Teaching Materials: Power point and materials V. Teaching Methods: Lecturing, practicing and discussing.VI. Teaching Timing: 8 sessions of classVII. Teaching Process:1st -2nd periods:Pre-reading; Teacher’s Introductory Remarks and Students’ Discussion related to the topic.3rd -4th periods: While-Reading (Understanding the title of text A; Analyzing the organization of the text; Explaining Difficult sentences and language points in the text; Summing up the main idea of the text)5th-6th periods: Dealing with the exercises after Text A. Check on Ss’ home reading (Text B); Post-Reading Task: Theme-Related Language Learning Tasks7th-8th periods: Listening and speaking tasks.A. Pre-reading tasks1 T asks Ss the following questions on the song The Times They Are A-changing’: ( 5 minutes) ---Who should be sitting up and taking notice？Why? (parents, politicians, writers and critics should listen up, because the times ar e changing so fast that one can’t be content with one’s old way of life)---What does the singer think of his parents’ way of doing things? ( outdated)2 Pair interview ( 23 minutes)1)T dictates to Ss the following list of questions:---When are your parent s’ birthdays and their wedding anniversary?---Do your parents celebrate your birthday? How about their own birthday celebration?---In your parents’ eyes, what are you interested in?---In your eyes, what are your parents interested in?---In what areas do your parents want you to improve?---In what ways do you want your parents to improve?---Tell of an instance when your parents and you disagree over something.2)Ss form pairs to interview each other. If there is an odd number of Ss in the class, onegroup may consist of 3 Ss. The interviewer must note down the answer from theinterviewee.3)Some Ss report interview results to class.3 T may lead in to Text A by saying: As we find from our interviews, parents and children do not often see eye to eye. When pa rents interfere with their children’s affairs, they believe that they are doing so in the interest of their children. However, the children may not be grateful, as is the case in the play we are going to study, Father Knows Better. When you read on, I want you to bear this question in mind: despite their complaints, the Thompson children actually love their father very much. Do you yourself show similar attitudes towards your own parents?( 2 minutes)B. While-reading tasks1 A brief introduction to play ( 25 minutes)1)T writes down on the blackboard the major components of a play: characters, settings,stage directions, language, conflicts, climax, and theme.2)Ss identify the characters in this play.3)Ss read the directions for Text Organization Exercises 1 and 2, then scan the play to divideit into three parts. T may drop a hint: just read the stage directions put in brackets.4)T explains the functions of stage directions: to set up stage properties in the proper place;to indicate a change in setting; to dir ect actors’ movements, gesture, facial expression, tone of voice, etc. Then T draws the following illustration on the blackboard:5)T invites one S to read aloud Heidi’s speech to the audience at the very beginning of theplay, then ask another S to re-create Heidi’s words into a compl ete and grammatical paragraph. They may refer to Writing Strategy to see the stylistic differences between speech and writing.6)T defines conflicts as the essence of a play, a clash of actions, ideas, desires or wills. It mayhappen in three forms: man against man, man against environment, man against himself.When a conflict develops to the most intensified point, it becomes a climax. T asks Ss to find out the form(s) of conflict in this play as they later go through the text.7)T explains that, unlike a novelist or short-story writer, a playwright can not come forward,interrupt the action, and tell the audience what he/she means by a certain scene or explain to them what is going on in the minds of the characters. The audience must conclude by themselves what theme of the play is. T tells Ss that they will do so at the end of reading this play.2 T explains language points in Part I and gives Ss practice ( see Language Study).( 15 minutes)3 Ss sum up the main conflict in Part I. ( 3 minutes)4 T explains language points in Part II and gives Ss practice ( see Language Study).( 25 minutes)5 Ss sum up the main conflict in Part II.( 3 minutes)6 T explains language points in Part III and gives Ss practice ( see Language Study). ( 15 minutes)7 Ss sum up the main conflict in Part III.( 3 minutes)8 Ss sum up the theme of the play. ( 6 minutes)C. Post-reading tasks1. The way they are (25minutes)1)Ss form groups of 3-4, re-read Part Ⅱ. Based on it, they will come up with a briefsummary of the characteristics of Mother, Father, and the children (see Text Analysis).T may give Ss the following model:“Father shows great respect for Mother. He pulled the chair for her before dinner, and obeyed her commands like ‘do go on’, ‘do get on with it’, ‘don’t keep us in suspense’.Besides, although Father was pleased with what he had done for Diane, he had learned from experience that his efforts were not always welcome. That way why he could quickly realize his blunder, as made clear by sentence ‘I do? Yes, I guess I do. I’ve…done it again, haven’t I ?’2)When Ss discuss within the group, the following questions might help:---- How did Mother address Father and her children?---- How many do’s and don’ts did she use? What do they tell about her character?---- On whose side Heidi and Sean stage whisper to each other?---- What did Sean tell Father that “I do believe Diane would like to know the surprise?”---- How did Diane feel when she said “Thank you, Sean. I owe you one”?---- What were Diane’s reactions during the scene?3)Several groups report their summaries to the class.2. T guides Ss through some after-text exercises. (25 minutes)3. T checks on Ss’ home reading (Text B) (3 minutes)4. Ss so Part Ⅳ: Theme-Related Language Learning Tasks. (1 period)5. T asks Ss to prepare for the next unit: (2 minutes)1)do the pre-reading task;2)preview Text A.VIII. Assignments:Assignments for 1st and 2nd periods:●Vocabulary Exercises I, II, III in Text A●Listen to the recording of the textAssignments for 3rd and 4th periods:●Review what have been learned in class●Comprehensive Exercises, I, II in Text A●Read the text fluently and imitate the pronunciation and intonation of the recording Assignments for 5th and 6th periods:●Review what have been learned in class●Language Practice in Text B●Preparations for paragraph recitation and dictation of new words and expressions inUnit 3Assignments for 7th and 8th periods:●Review what have been learned in class●Home listening: Task 1, 2 and 3●Previewing text A in Unit 4IX. Teaching Reflection:Try to listen to the feedback of the students during and after the course, analyze the weaknesses in teaching and improve the methods as much as possible.The feedback from the students:The methods taken to improve the teaching and learning:X. Appendix: Teaching Contents:A. Text AnalysisAlthough a playwright can’t come forward to speak directly readers, we may still form a mental picture of what each character is like.Let’s take Part Ⅱfor example. From the way they speak, their tone of voice, their facial expressions and their actions, we find Father, Mother and the three Thompson children life-like.Since a brief discussion of Father’s characteristics is given as a model in the Suggested Teaching Plan, here we will focus on Mother and the children.As we notice, in her speech Mother uses quite a number of do’s and don’ts, pleases, dears, and sweetheart’s. She is the real head of the Thompson household, giving out commands to her children as well as her husband. Moreover, most times her orders are respected. On the other hand, knowing her children’s attitude towards Father’s meddling, she tries to maintain the peace, as in the instance when she maintains Father’s dignity by telling the children “Don’t interru pt”, “Don’t distract your father”, and “give your father the respect he deserves”, or when she tries to divert the conversation by talking about her dessert.The Thompson children respect Mother, as shown by their frequent “Yes, Mother” and “Sorry, Mom”. On the other hand, they are used to Father’s meddling with their affairs. When Sean and Heidi find out that this time the bad luck had befallen Diane, they can afford to stand back and poke a few bemused comments. Diane’s feelings are entirely different, th ough. She is put on guard when Father tells her “I have a surprise for you.” Then she is embarrassed as Father mentions her feelings toward young Kyle. Later, as Father goes on delaying telling the truth, she becomes hysterical. Finally, when she learns the truth, she loses her temper.Isn’t it a wonder that words can tell so much about people?B. Cultural Notes1.Family life: Some families are very child-centered. The closest families eat meals at the same time and spend their free time together. Some families, however, only see each other for a short time in the evening, and though the children are still considered important, they have to fit in the lives of their parents.The average day for many families begins with getting the children up and ready for school. There is usually a rush for everyone to use the bathroom, find clean clothes, eat breakfast, and catch the bus. In the meantime the parents have to get ready for work themselves. Early mornings are a scramble for many families.The school day usually ends at about 3 p.m. in the US and 4 p.m. in Britain, and the working day at 5 p.m. or later, so many parents have to make arrangements for their children after school. They may go to an after-school center or stay with a neighbor’s children. Older chi ldren often do activities like sports or music at their school, or go home and do their homework. Children often also have to do chores.In many families, the children eat when they get home and their parents eat later. In the evenings the children play or go and see friends. If everyone is staying in they may watch television together. Many parents make an efforts t spend quality time with their children, an hour or so each day when they give them the full attention.American families are often criticized for the way they do things separately, though many people believe that it is good for children to learn to be independent. From an early age children are encouraged to decide what they want to do, eat or wear, and their parents try to respect their opinions.2. Part-time job: Many American teenagers earn a good portion of their college expenses by working during the summer as waiters or waitress, construction workers, mother’ helpers, gas station attendants, telephone operators or messengers. They are not concerned with status. Being unskilled, they try to find jobs at whatever level they can. They seek not only money, but also experience. They learn work habits, responsibility, the ability to take orders and to get along with a boss and different kinds of people.C. Language Study1. location n. a place or position 场所；位置e.g. With nesses showed the police the exact location of the accident.The school is going to move to a new location2. dine vi. eat dinner 进餐dine out having an evening meal away from home 外出进餐e.g. It’s Jan’s birthday, so we are dining out tonight at a special little restaurant we know.3. embarrass vt. make (Sib.) feel awkward or ashamed 使窘迫；使不好意思e.g. I chose my words carefully in order to avoid embarrassing anyone.It embarrassed him that he had to give a talk in front of a lot of people. adj. embarrassed: (sb.) shy, guilty or ashamed about sth.e.g. I was really embarrassed when I knocked the cup of tea over my teacher.4. dumb a. foolish; unable to speak 愚蠢的；哑的e.g. He was so dumb that he left his keys at home again.Don’t be dumb. You can’t get a loan from the bank if you are laid-off.Children born deaf and dumb can nowadays be taught to speak and lip-read.Martin was born dumb, but he has still managed to get a good job.5. unison n. 一致；齐唱；齐奏in unison acting in the same way at the same time 一致地；一起e.g. The children find it difficult to play their instruments in union.The international community is ready to work in unison against terrorism.6.consist vi. 组成，构成consist of be made up of 由…组成e.g. The book consists of essays written over the last twenty years.The committee consists of scientists and engineers.7. palm n. (1)手掌；掌状物（2）棕榈树vt. 把---藏于手（掌）中palm off to persuade someone to accept sth. because you do not want it and it has no value用欺骗手段把---卖掉e.g. She tried to palm her old car off on me.她设法骗我买下她那辆旧车。

综合教程 2 unit 3 教案

Unit 3 My Stroke of LuckSection Four Consolidation ActivitiesI . Vocabulary Analysis1 Phrase practice1. given that if one takes into account that 考虑到，假定e.g. Not everybody is in the mood to consider dressing carefully given that we feel stressed andtired almost everyday. 考虑到我们几乎每天都很紧张、很累，所以并不是每个人都有心情去精心打扮。

Given that they are inexperienced, they’ve done a good job. 考虑到他们没有经验，他们的工作算做得很好了。

2. then and there at that time and place, esp. without any delay 当场，当时当地e.g. He resolved then and there that he would find a way to help the boy. 当时他就下决心，一定要想办法帮助这个孩子。

3. in the midst of when 在……之中，当……的时候e.g. She found it in the midst of sorting her suitcase. 她在整理手提箱时发现了它。

If you are in the midst of a financial deal, this is your lucky day. 如果你正要处理一笔交易，今天就是你的幸运日。

4. set … apart distinguish 使分离，区别e.g. We have set apart a special sum of money for new equipment. 我们留出一笔专款添置新设备。

新编实用英语综合教程第二册第三单元

7 2010 3 30 1、2 课题Unit 3 Purchase and payment教学目的与教学要求目的：Master the Words, phrases and difficult sentences in the passage.要求：Command the skill of making reservations, and the usage of grammar 教学重点与教学难点重点：How to make reservations and write registration form难点：The understanding and usage of Subjunctive Mood教学主要内容I. Check the exercises.II. Applied WritingIII. Sentence writing.（the Subjunctive Mood）IV. Finish exercise课后作业与思考题1. Review all the language points in unit four.2. Prepare unit five总结分析教学过程教学环节与时间分配1. My name is Vanessa Saunders.我名叫雯妮莎桑德斯。

2. I have visited China sixteen times since 1978.1978年以来，我已来过中国16次。

3. I have been conducting tradeshows and setting up tradeshow exhibitions for a variety of international clientsa. conduct: vt.引导，经营。

Eg. The headmaster conducted us round the school.校长带引我们在学校里参观了一圈。

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Unit ThreeCommunication by PhoneTeaching ObjectiveIn "Talking Face to Face", learn how to make and receive phone calls.In "Being All Ears",practice listening comprehension to make and receive phone calls.In "Maintaining a Sharp Eye",master the key words and structures and learn to understand the author’s attitude towards the communications revolution by reading through passage I; learn and practice how to communicate by phone in the US through passage II.In "Trying Your Hand", learn to understand the telephone message in English and learn to write our own ; review the noun clauses.Teaching ProceduresSection I Talking Face to Face1.Warm- up:Expressions of telephone communication：1).Person calling (打电话)(1) Can you put me through to 2355213?(2) Could I have extension 125?(3) Could you tell me the number of the English Department?(4) Hello, this is Jack.(5)Good morning, Jack speaking.(6)Let me talk to Jack.(7)I would like to talk to Jack.(8)When is he expected to be back?(9)What time could I reach her?(10)Sorry to have troubled you.(11)Would you tell her I called?(12)Can I contact him this morning?(13)Could you ask her to call me back?(14)I must have dialed the wrong number.(15)Please tell him to phone 856852?2). Person called (接电话)(1) A moment, please.(2) The line is busy.(3) He is on another phone.(4) Just a minute. I will get the number for you.(5) May I ask who is speaking?(6) Hold the line. I will see if he’s in.（7）Sorry, the number’s changed.(8) I’d like service for my new apartment.(9) Do you want to leave word for him to call you?(10) Could I take a message for you?2.Introduction of the samples of phone message3. Practice the two dialogues in Follow the Samples4. Practice dialogues according to the given tasks5. ExercisesSection II Being All EarsSee the textbook.Section III Maintaining a Sharp EyePassage I For Conversation Press #Text-Related Information1.A Cell Phone 手机A cell phone is a small telephone you can carry with you that operates through networks of radio antennas or space satellites. Other expressions of a cell phone:a cellular phone/telephoneb mobile phone /telephonec. a handset2.ATM 自动取款机ATM is the abbreviation for automated teller machine. ATMs are found in business districts and shopping malls. People use them to get cash from their bank accounts and in many places, to pay for gas, groceries, and other things.3.A Voice Mail 有声邮件A voice mail is a telephone answering system on which spoken messages are left by one person for another.Text ExplanationPara. 1I’ve got a cell phone, email and voice mail. But why am I so lonely?1.Important Words1)lonely adj. alone and feeling sad, lonesome 孤独的，寂寞的e.g. Without friends, she felt lonely in the city she had just arrived in.没有朋友，她在她刚到达的城市里感到了孤独。

He felt lonely when his best friend moved to another place.当他最好的朋友去了另外一个地方，他感到了孤独。

Para. 2A funny thing happened on the way to the communications revolution: we stopped talking to one another.Para. 3I was walking in the park with a friend recently, and his cell phone rang, interrupting our conversation. There they were, talking and talking on a beautifully sunny day and I became invisible, absent from the conversation.Language Points:1. Explanation of Difficult Sentences1)I was walking in the park with a friend recently, and his cell phone rang, interrupting our conversation.Analysis: interrupting our conversation现在分词短语作结果状语Translation: 最近我和一位朋友正在公园里散步，突然他的手机响起来，打断了我们的谈话。

Example: The children fell, striking his head against the door and hurting it slightly.2) There they were, talking and talking on a beautifully sunny day and I became invisible, absent from the conversation.Analysis:talking and talking on a beautifully sunny day现在分词短语作伴随状语Translation: 在一个阳光明媚的日子，他们在那儿谈啊谈，而我却被冷落，成了谈话的局外人Example: Lucy sat in the armchair, reading newspaper.2. Important Words1) recently adj: not too long ago; starting not too long ago and still going on, (syn.)currently 最近；近来e.g.I saw my friend recently; we had dinner together last week.我最近见到了我的朋友；我们上星期还一起吃了晚饭。

Recently, my brother has been working on his master’s degree at the university.最近，我弟弟一直在大学里读取硕士学位。

I’ve only recently begun to learn German.我最近刚刚开始学习德语。

Para.4 passing other people without looking at them, saying hello, noticing their babies or stopping to pet their puppies.Evidently, the untethered electronic voice is preferable to human contact.Language Points:1. Important Words1) .evidently: as it appears, seemingly, (syn.) apparently 明显，显然e.g. Evidently your sister was sensitive on the topic of operations.很明显，你姐姐对手术这个话题比较敏感。

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