实用英语2课程整体设计方案(2014.2.)
实用英语2课程标准
实⽤英语2课程标准《实⽤英语2》课程标准⼀、课程基本信息课程名称：实⽤英语2 学分：4课程代码：D080102001 学时：64先修课程：⾼中英语后续课程：专业英语适⽤专业：全院⾮英语专业编制⼈：盘⽟兰审核⼈：⾼细明制订时间：2010年4⽉12⽇修改：2010年9⽉⼆、课程性质《实⽤英语2》课程是我院为所有⾮英语专业开设的⼀门职业素质领域课程，是⾼职⾼专⾮英语专业学⽣必修的主要⽂化基础课,也是我院基础课的主⼲课程,它在⼈才培养⽅案及课程体系中占有重要的地位。
实⽤英语课程英语教学对于学⽣提⾼思想素质和科学⽂化素质，掌握职业技能，形成综合职业能⼒，以及今后的学习和发展具有重要作⽤。
经过64学时的教学，使学⽣掌握⼀定的基础知识和技能，具有⼀定的听，说，读，写，译的能⼒，从⽽借助词典阅读和翻译有关英语业务资料。
在涉外交际的⽇常活动和业务活动中进⾏简单的⼝头和书⾯交流，并为今后进⼀步提⾼英语的交际能⼒打下基础。
三、课程设计（⼀）课程⽬标设计1、总体⽬标本课程是⾼职⾼专的⼀门基础课。
它不仅要帮助学⽣打好语⾔基础，更要注重培养学⽣实际应⽤语⾔的技能，特别是⽤英语处理与未来职业相关业务的能⼒。
它以应⽤为⽬的，培养学⽣实际应⽤英语的能⼒，尤其是岗位英语能⼒，使他们能在⽇常活动和与未来职业相关的业务活动中进⾏⼀般的⼝头和书⾯交流；同时掌握有效的学习⽅法，增强⾃主学习能⼒，提⾼综合⽂化素养；为他们提升就业竞争⼒及今后的可持续发展打下良好的基础。
2、能⼒⽬标:（1）能听懂有关公共关系、宴会与会议、妥协、赞同与否决、道歉与商务等主题内容的句⼦、对话与短⽂；（2）能就有关公共关系、宴会与会议、妥协、赞同与否决、道歉与商务等主题内容展开对话；（3）能读懂有关公共关系、宴会与会议、妥协、赞同与否决、道歉与商务等主题内容的⽂章；（4）能翻译有关公共关系、宴会与会议、妥协、赞同与否决、道歉与商务等主题的内容。
（5）能⽤英语撰写证明信、祝贺信、邀请函、投诉信；（6）能以PPT形式⽤英语向客户介绍公司与公司产品；（7）能利⽤⽹络资源搜索竞争对⼿价格；（8）能⽤英语与客户进⾏价格磋商、处理客户投诉。
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。
实用英语综合教程2第四版教学设计
实用英语综合教程2第四版教学设计教学目标本教学设计的目标是，通过本次课程的学习，学生应该能够：1.掌握基本的英语语法知识和词汇；2.提高听、说、读、写、翻译等综合语言运用能力；3.了解英语国家的文化背景和交流习惯；4.培养学生的自主学习能力，掌握有效的学习方法和技巧。
教学内容第一讲：Grammar and Vocabulary本讲主要介绍英语的基本语法和词汇知识，重点包括：1.句子基本结构和语序；2.主谓一致、时态、语态、虚拟语气等语法知识；3.常用词汇及词义辨析。
第二讲：Listening and Speaking本讲主要针对听说能力进行训练，包括：1.听力练习，提高听懂英语的速度和准确率；2.口语练习，提升口语表达能力，熟练运用日常用语；3.听音辨识语音、区分口音等练习。
第三讲：Reading and Writing本讲主要针对阅读写作能力进行训练，包括：1.阅读练习，提高阅读理解能力，培养阅读策略和速度；2.写作练习，包括书面表达、写作技巧和指导等；3.语言转换练习，比如翻译、改写、修改等。
第四讲：Culture and Communication本讲主要介绍英语国家的文化背景和交流习惯，包括：1.社交礼仪和文化习俗等；2.国家文化底蕴和历史沿革；3.商务交际技巧和实例。
第五讲：Learning Strategies and Skills本讲主要介绍学习方法和技巧，帮助学生掌握有效的自主学习能力，包括：1.学习计划和进度安排；2.学习心理和认知策略；3.知识管理和阅读方法。
教学方法本教学设计采用“任务型教学”方法，通过实际交际任务来促进学生的语言学习和应用。
同时，采用“多元智能教学”方法，鼓励学生发挥自身的多元智能，在语言运用中有所突破和创新。
教学评价本教学设计通过多种方式对学生的语言能力和学习进度进行评价。
主要评价方式包括：1.课堂表现评价，包括听、说、读、写、翻译等语言技能；2.作业评价，包括阅读、写作、口头表达等作业完成情况；3.考试评价，包括期中、期末等阶段性考试；4.自我评价和互评，通过学生自评和互评等方式，促进学生主动参与学习和交流。
实用英语综合教程第2册教案
实⽤英语综合教程第2册教案An Integrated Skills Course 2ContentsUnit 1 Good Manners (1)Unit 2 Living Environment (9)Unit 3 Fast Food (15)Unit 4 Daily Shopping (20)Unit 5 Modern Communication (27)Unit 6 Health Care (33)Unit 7 Generation Gap (40)Unit 8 Gender Difference (52)Unit 9 Job Hunting (62)Unit 10 Modern Education (72)Unit 1 Good MannersObjectives:1. Enlarge students‘ vocabulary relating to social behavior;2. Let students have some idea of what makes good manners;3. Make students know how to write a note of thanks.4. Learn different expression to ask for directions and give directionsFocuses:1.V ocabulary: (omitted)2.Speaking: Good manners and ways to express thanks3.Grammar: Modal verb in English4.Practical writing: How to write a note of thanksOutline:Period 1: Warm-up Discussion; study of words and expressions in Text APeriod 2: Discussion of Text APeriod 3: Comprehensive ExercisesPeriod 4: Grammar Tips; Active Words and Vocabulary CheckPeriod 5: Discussion of Text B and the follow-up ComprehensionPeriod 6: Practical WritingPeriod 7: Starting Out & In-class Activities (Practical Listening and Speaking Course) Period 8: Cultural Notes & After-class Activities (Practical Listening and Speaking Course) Methods:(1)Practice speaking and listening(2)Discussion(3)Presentation and role play(4) ExercisesTeaching ProceduresPeriod 1:Step 1. Warm-up Discussion (5 minutes)Ask the students to talk about manners and why good manners are important in our life.Question:Do you think good manners are important in our life? Why?Hint: Good manners are important because (1) they help us make friends; (2) they show that we are well-educated; (3) they help to get things done.Step 2. Background Information (10 minutes)Tell something about Cultural differences between Chinese and Americans.Step 3. Vocabulary in Text A (20 minutes)Ask Ss to read new words and expressions by themselves and then read the new words together. Explain the important points.1. old-fashioned adj.过时的，⽼式的，守旧的Phrase: (1) out of fashion 过时(2) in fashion 时尚的，流⾏的e.g. Is it the fashion to wear short skirts? Yes, short skirts are in fashion.2. courtesy n.礼貌，谦恭；许可courteous 有礼貌的，谦恭的e.g. It was courteous of him to offer to help the old lady cross the street.Antonym: discourtesySynonym: politeness3. historically adv.在历史上，从历史⾓度看historical 历史上的，有关历史的historical lessons 历史教训historic 有历史意义的，历史上有名的 a historic meeting 历史性会议historian 历史学家，从事历史研究的⼈4. respect n.尊敬，敬佩；⽅⾯vt.尊敬respectful adj.恭敬的，尊敬的，有礼貌的respectable adj.可敬的，值得尊敬的respective adj.分别的，各⾃的5. concern vt.涉及，牵涉；使担⼼n.关⼼，担⼼；关⼼的事Phrase: (1) as / so far as…is concerned就……⽽⾔(2) (be) concerned about 关⼼，操⼼(3) (be) concerned with 有关，涉及concerning prep.关于，涉及e.g. There was a heated discussion concerning the value of the book.concerned adj.关切的，焦虑的；相关的，牵涉到的e.g. Everyone was concerned about your health.6. sense n. 感觉，官能Phrase: (1) come to one‘s sense 恢复理智；醒悟过来；苏醒过来(2) in a sense 从某种意义上说(3) make sense 讲得通，有意义(4) make sense of 理解，弄懂7. tough adj.凶悍的，粗暴的；艰苦的；坚韧的e.g. (1) a tough winter⼀个严冬(2) the toughest questions最困难的问题toughness n.韧性，坚韧；凶悍，粗暴8. mercy n.怜悯，宽恕，仁慈merciful adj. 仁慈的，慈悲的merciless adj. 毫⽆同情⼼的，冷酷⽆情的Phrase: at the mercy of 任由……摆布，完全受……⽀配e.g. They were lost at sea, at the mercy of wind and weather.9. be supposed to 应该e.g. We are not supposed to play football on Sundays.10. come up 发⽣e.g. The question never came up.Step 4. Vocabulary Check B &C (10 minutes)Ask the students to finish the exercise, vocabulary check (part B and C). Then check the answers.Period 2:Step 1. Language Points in Text A (30 minutes)Explain the language points to Ss and analyze the structure of the passage. Pay more attention to longer sentences in Text A and try to make Ss understand.1. One of the good things for men in women?s liberation is that men no longer have to pay women the old-fashioned courtesies:One way that men benefit from women‘s liberation is that they no longer need to be polite to women in the old ways, since the old rules of politeness are no longer popular.pay sb. courtesy: be polite to sb.2. According to an article on the changes on manners, a perfectly able woman no longer has to act helplessly in public as if she were a modal: Based on an article about changes in manners, a fully able woman does not have to behave in public as she were unable to take care of herself. as if / as though: introducing a subjunctive clausee.g. (1) He behaved as if nothing had happened(2) It seemed as though the meeting would never end.3. A man should walk where he wants to. So should a woman: A man should walk where he wants to walk; and a woman should also walk where she wants to walk.So: When it is put at the beginning of the sentence, the sentence should be inverted. So cannot be used with negation. We use neither.e.g. (1) Time have changed and so have we.(2) He prefers the first version. So do I.Comparison:So: used to agree that sth. is true, especially when you are surprised.e.g. There‘s yet another doll inside. —So there is.4. Over the years, out of sense of respect, I imagine, I have refused to trouble women with outdated courtesies: I think I have been consciously avoiding treating women with old-fashioned courtesies all these years, simply because I respect them.I imagine: This is a parenthetical remark (插⼊语), often inserted in the middle or at the end of the sen tence. Other similar expressions include ―I think (suppose, hope, guess, believe, wonder)‖, ―I tell you‖, ―I‘m afraid‖, ―I‘m sure‖, ―you see‖,―you know‖, ―that is‖, etc.trouble… with: This structure is often used in polite requests.e.g. I don‘t want to trouble the doctor with such a small problem.5. It is usually easier to follow rules of social behavior than to depend on one?s own taste: Just following rules of social behavior is often easier than acting according to one‘s own preference. follow a rule: keep or observe a rulee.g. How can the US government force others to follow rules while it doesn‘t always follow then itself?6. This is a courtesy I insist on as the stronger sex, out of love and respect: As a man, I always believe that men should treat women with this kind of politeness, because this shows love and respect for them.the stronger sex:This refers to men. For women, some people used to call them ―the weaker sex‖, ―the fairer sex‖, or ―the soft sex‖, which are now outdated.7. In times like these, there might be tough attackers hidden about.―Hidden about‖ is a past participle phrase used as an attribute to modify ―attackers‖. We can also say ―attackers who were hidden about‖.Step 2. Comprehension of Text A (15 minutes)Give students 5 minutes to go through the text, ask them to finish the exercise then check the answers.Period 3:Step 1. Comprehensive Exercises (45 minutes)Ask the students to finish the exercise then check the answers.Period 4:Step 1. Active words (20 minutes)Ask the students to pay more attention to the function of the active words and then finish the relative exercises.Step 2. Grammar Tips情态动词( Modal Verbs) (20 minutes)First, ask Ss to preview the explanation and then give further study of the grammar tip. Do theexercises to check out whether Ss know the grammar well.情态动词的定义情态动词有⼀定的词义，表⽰说话⼈的情绪、态度或语⽓，不能单独作谓语，只能和其他动词原形构成谓语。
新编实用英语综合教程2第三版课程设计
新编实用英语综合教程2第三版课程设计一、教材介绍本课程设计基于《新编实用英语综合教程2》第三版编写。
该教材分为六个单元，每个单元包含听力、语言点、阅读、写作、口语和综合应用等六方面内容，适合高职院校英语二级教学。
二、教学目标本课程设计旨在帮助学生掌握英语基础知识和实用技能，提高英语听、说、读、写的能力，培养自主学习和合作学习的能力，达到以下教学目标：1.能够熟练运用英语语言基本技能。
能够听说读写，且能熟练阅读背景资料和学科专业材料，用英语进行服务交流、谈判、团队合作等。
2.了解语言学习的基本原理和方法。
了解常用的语法和词汇，能够掌握语言学习的方法。
3.培养适应创新能力。
能够高效率地获取信息、解决问题和创新思维方式。
三、教学内容第一单元：学习本单元的教学内容包括学习技巧、口语技巧和实用语言习惯。
学习技巧1.学会有效时间管理，明确目标。
2.了解学习特点和学习模式，提高效率。
3.学会有效记忆、理解和应用所学知识。
口语技巧1.熟悉日常交际语言，增强口语表达能力。
2.了解跨文化交流的基本情况，提高跨文化交际能力。
3.学会使用英语笔记和表格，提高口语表达能力。
第二单元：旅游本单元的教学内容包括旅游景点介绍、旅行安全提示、问题解决技巧等。
旅游景点介绍1.掌握英语读写基本技能，能够阅读和理解旅游景点介绍信息。
2.了解旅游景点结构和特点，能够结合实际情况适当表达。
旅行安全提示1.熟悉常见旅行险情和解决办法，增强旅行安全意识。
2.了解旅行中的常见安全问题，掌握安全技能。
第三单元：就业本单元的教学内容包括职业规划、面试技巧、求职信写作等。
职业规划1.了解自己的职业定位和发展方向，明确目标。
2.了解专业技能和就业市场情况，提高竞争力。
面试技巧1.了解应聘流程和面试技巧，提高应聘成功率。
2.能熟练应对常见面试问题，增强自信心。
求职信写作1.了解求职信格式和写作技巧，能熟练撰写求职信。
2.熟悉求职信常见错误，掌握修改方法。
实用英语综合教程第一二册教学设计
实用英语综合教程第一二册教学设计一、教学目标1.帮助学生掌握基础的英语语法知识，包括句型、时态、语态等基本知识。
2.帮助学生提高英语口语能力，能够开始进行一些简单的日常交流，并能进行简单的商务交流。
3.增加学生词汇量和阅读能力，能够读懂一些简单的英文文章。
二、教学内容第一册第一册主要围绕英语基础知识展开，主要内容如下：1.英文基础语法、句型：介绍英语基础语法知识和句型，并通过练习巩固。
2.英语时态：介绍英语时态的基本知识，并通过练习巩固。
3.英语语态：介绍英语语态的基本知识，并通过练习巩固。
4.英语基础词汇和短语：介绍英语基础词汇和短语，并通过练习记忆巩固。
5.英语听力训练：通过听力训练提高学生的听力理解能力。
第二册第二册主要围绕英语口语训练展开，主要内容如下：1.日常口语训练：介绍日常口语的基本表达方式，并通过练习达到熟练掌握的目的。
2.商务口语训练：介绍商务口语的基本表达方式，并通过模拟实践让学生逐渐掌握商务口语的应用。
3.阅读训练：介绍英文文章阅读技巧，并通过精选文章让学生进行阅读练习。
4.写作训练：介绍英语写作技巧，并通过练习帮助学生提高英语写作水平。
三、教学方法本教程将采用以下教学方法：1.课堂教学：老师上台讲解和练习巩固。
2.分组练习：将学生分成小组，进行语言交流练习。
3.个人练习：学生进行个人听力、阅读和口语训练。
4.个人作业：学生通过完成课后作业，进一步提高自己的英语能力。
四、教学评估本教程将采用以下评估方法：1.考试测试：定期组织考试，检验学生的英语能力和掌握情况。
2.作业检查：对学生的课后作业进行检查和点评。
3.口语评估：观察学生在课堂上和小组练习中的表现，进行评估。
五、总结通过本教程的学习，学生可以基本掌握英语基础语法知识，提高英语口语、阅读和写作能力。
此外，通过小组练习和个人练习，学生不仅可以增加语言实践经验，更能在参与讨论和交流中不断提高自己的口语流利度和思维能力，为将来的英语学习和职场发展奠定基础。
新编大学实用英语教程练习册第2册课程设计
新编大学实用英语教程练习册第2册课程设计一、课程设计背景新编大学实用英语教程练习册第2册是根据大学英语四、六级考试目标和大纲要求编写的，是一本针对大学生英语口语、写作、听力、阅读等全面提高能力的教材。
这门课程主要是为了帮助学生提高英语实践能力，掌握英语语言运用的基础知识和技能，以提高学生的英语应用能力。
二、教学目标1.通过这门课程，学生可以掌握基本的英语语法，包括动词时态、语态、语气和句子结构等。
2.学生将会学习到基本的词汇，从而能够进行简单的英语对话和写作。
3.通过听力训练和阅读理解，学生将会增强英语的听说读写能力。
三、教学内容1.英语语法基础知识2.英语听力、口语、写作技巧3.基本词汇4.阅读理解技巧四、教学方法1.授课法：教师在听力、阅读、口语和写作等方面进行讲解，通过教师的授课，学生可以掌握基础的英语知识和技能。
2.互动式教学法：学生之间可以在课堂上互相进行英语讨论，以提高英语口语能力。
3.任务型教学法：在听力训练中，教师可以播放一段英语听力材料，然后要求学生完成一系列的任务，这种教学方法可以帮助学生更好地理解和掌握听力技巧。
五、教学评估方式1.课堂参与度：学生在课堂上积极参与讨论和互动，能够贡献自己的观点和意见。
2.作业完成度：学生按时完成作业并提交给教师。
3.小考成绩：学生在每个章节结束后，将会进行一次小考，测试学生的掌握程度和理解能力。
4.期末考试：以笔试的形式进行，测试学生在本门课程中的综合应用能力。
六、教学进度安排章节课时Unit 1：My family and I 2Unit 2：What do you do every da 2Unit 3：What are you going to do this weekend? 2章节课时Unit 4：What did you do yesterday? 2Unit 5：My school life 2Unit 6：Going shopping 2Unit 7：Hobbies and interests 2Unit 8：Festivals and special days 2Unit 9: Travel and adventure 2Unit 10: Work and jobs 2综合复习 2七、总结通过课程的学习，学生将可以掌握英语听说读写的基本技巧和知识，并提高英语应用能力。
大学英语二级课程设计
大学英语二级课程设计一、课程目标知识目标：1. 学生能够掌握并运用大学英语二级课程中的核心词汇和短语，提升词汇量。
2. 学生能够理解和运用所学语法知识，如时态、语态、非谓语动词等，提高句子构建能力。
3. 学生能够理解并运用课文中常见的英语句型和表达方式，提升阅读理解能力。
技能目标：1. 学生能够运用所学词汇、语法和句型进行日常英语对话，提高口语表达能力。
2. 学生能够运用阅读技巧，快速获取文章主旨，提高阅读速度和理解能力。
3. 学生能够运用写作技巧，完成规定字数的英文作文，提高写作能力。
情感态度价值观目标：1. 学生能够增强英语学习的自信心，形成积极的学习态度。
2. 学生能够培养跨文化交际意识，尊重并理解不同文化背景。
3. 学生能够通过英语学习，拓展国际视野，增强社会责任感。
课程性质：本课程为大学英语二级课程，旨在巩固和提高学生的英语基础知识，培养实际运用英语的能力。
学生特点：学生处于大学阶段，具有一定的英语基础，求知欲强，但学习程度参差不齐。
教学要求：结合学生特点，注重个体差异，采用多元化的教学方法，提高学生的英语综合运用能力。
将课程目标分解为具体的学习成果，便于教学设计和评估。
二、教学内容本课程教学内容主要包括以下几部分：1. 词汇与短语：选择大学英语二级课程中的核心词汇和短语，涵盖生活、学习、工作等多个场景，共计500个词汇和200个短语。
2. 语法知识：重点讲解时态、语态、非谓语动词等语法点，结合实例进行讲解，使学生能够熟练运用所学知识。
3. 阅读理解：选取教材中的精选文章，涵盖说明文、议论文、记叙文等多种文体，培养学生的阅读技巧和快速获取信息的能力。
4. 口语表达：设计日常英语对话场景，让学生在实际交流中运用所学词汇、语法和句型，提高口语表达能力。
5. 写作技巧：教授作文写作技巧，如文章结构、句子连接、过渡词等，结合实际题目进行训练，提高学生写作能力。
教学大纲安排如下：第一周：词汇与短语学习（1-2单元）第二周：语法知识讲解（1-2单元）第三周：阅读理解训练（1-2篇文章）第四周：口语表达练习（1-2个场景）第五周：写作技巧训练（1-2个题目）教学内容与教材章节关联性如下：词汇与短语：教材第一至第四章语法知识：教材第五至第六章阅读理解：教材第七至第十章口语表达：教材第十一章至第十二章写作技巧：教材第十三章至第十四章教学内容具有科学性和系统性，旨在帮助学生全面提高英语综合运用能力。
实用英语综合教程第二册教案
实用英语综合教程第二册教案第一篇：实用英语综合教程第二册教案An Integrated Skills Course 2 Unit 1 Unit 2 Unit 3 Unit 4 Unit 5ContentsBlue-Collar workers......................................................2 Our Living Environment.............................................20 Fast Food.....................................................................38 Daily Shopping............................................................58 Modern Communication. (861)Unit 1 Blue-Collar WorkersI.Teaching materialAn Integrated Skills CourseⅡ published by Shanghai Foreign Language Education PressⅡ Teaching periodsⅢObjectives: In this unit, you will1.Read an article about the demand for blue-collar workers;2.Enlarge your vocabulary relating to personal qualities;3.Get some tips about modal verbs in English;4.Learn how to read and write a thank-you letterⅣ Teaching Methods:1.Practice speaking and listening2.Discussion3.Presentation and role play4.ExercisesⅤ Teaching Procedures: The first period 1.Teaching content: study of words and expressions, vocabulary check 2.Teaching steps:Step 1---study of words and expressions in text A;Warm-up Discussion and Speaking(10 minutes): Do you like blue-collarjobs? What is your favorite blue-collar job and why?Hints: I like blue-collar jobs because(1)the demand is huge;(2)you can get professional training and technical knowledge;(3)the salary is goodMy favorite blue-collar job is that of a gardener, because(1)I can work outdoors and enjoy the fresh air;and(2)I can keep fit and get good pay(The students will probably have trouble with English expressions relating to blue-collar jobs.The teacher may allow the students to answer this question in Chinese, and then give the students key terms in English and ask them to express their ideas again in English.)Background Information(5 minutes)Blue-collar workers(TB P2)Different categories of jobs(blue-collar/golden-collar/pink-collar/grey-collar/white-collar)Introduce new words on board:(20 minutes)heartland resident workforcereplacementreplaceshortage manufacturermanufacture remarkable recoveryannualearnings earnpoint togap high-end decline expand certificateprograminvestmentinvest find a way upStep 2—Practice: Vocabulary Check and Oral English(10 minutes)Give students 5 minutes to finish exercises A in Page 9Everyday English 1.If you want to stop someone and ask him/her for directions, what do you usually say to him/her first?(Excuse me.)2.If you don’t quite understand what the person has told you about the directions, what can you do?(Although one can always say “I beg you pardon?” or “Could you say it again?” try not to make the person repeat more than twice.Instead, you may repeat what you’ve already understood and let the person tell you the test.)3.While traveling in a foreign country, what would you bring along to make your travel easier?(A road map.)The second period 1.Teaching content: Discussion and Comprehensive of Text A 2.Teaching steps:Step 1---Warm up(10 minutes)(invite some students to explain the meaning of the difficult sentences of the text A in English or in Chinese, teacher may give them some hints.) Step2---Language Points(25 minutes)1)To many… offer its residen ts: For many people, America’s industrial heartland can’t provide enough work to its residents.too little: not too much, not enough 太少Too much work and too little rest often lead to illness.过量的工作和过少的休息会引起疾病。
实用英语2教案(第2册) unit1-uni6
教案课程名称：实用英语（2）课程类型：□理论课∨理论、实践课□实践课学时： 64 学分： 4授课教师：周廷蜜授课班级： 16级汽车维修、16新能源汽车技术授课学期：2016至2017学年第 2 学期教材名称：《新时代高职英语综合教程2》参考资料：1．《新时代高职英语-教师用书》2．《高等学校英语应用能力A、B级考试指南》3. 《秦苏珊托业桥考试全真模拟试题集》4．《实用英语语法》2017年 3 月1日附：教案首页格式（背面）教案编制说明一、教师上课前必须写出所授课程的教案，不能无教案或借他人教案进行授课；授课教案应根据专业技术领域发展、教学要求变化、学生实际水平，以及教师以往教学的课后小结、批注等进行补充、修改或重写，以保持教学内容的先进性和适用性，不得使用未经任何补充、修改的陈旧教案进行授课。
二、实践教学的教案与理论教学的教案分开编写；对于公共课，难课、新课，提倡由教研室组织进行集体备课；公共课教案主体（教学目的和要求，教学进度，重点难点内容，教学内容及过程等）应相同。
三、教案编写要求内容简明、条理清楚、教学目的明确、教学内容设置合理、重点难点清晰。
四、教案应采用统一格式书写或打印（建议使用A4纸），不同专业的授课教案可有自己的特色，但应包含教案基本内容。
教案必须含首页，与各单元教案形成一个整体。
参考格式见附件。
五、提倡教师利用计算机进行教案编写，与教学过程中的手写批注相结合，形成不同时期，不同版本（注意分别存盘和存档）的教案。
六、妥善保存各阶段的教案，并配合好学院的教学检查和归档等工作。
实用英语(2) 课程教案实用英语(2) 课程教案实用英语(2) 课程教案实用英语(2) 课程教案实用英语(2) 课程教案实用英语(2) 课程教案实用英语(1) 课程教案实用英语(2) 课程教案实用英语(1) 课程教案实用英语(2) 课程教案实用英语(2) 课程教案实用英语(2) 课程教案。
新编实用英语综合教程第二学期教案
2014-2015学年第二学期大学英语教案授课教师：崔俊学授课班级：2014级数学教育1、2班教研室：大学英语教研室Unit 1 Invitation EtiquetteTopic: Good MannersObjectives: S tudents should be able to:1. Talk about good manners;2. Understand the content, the organization of the text and the writing devices of the passage;3. Know and make use of the language points, especially expressions, learned from the text;4. Grasp some key words, expressions and sentence patterns for expressing ideas on related topics;5. Learn how to write a note of thanks;6. get some tips about English modal verbs.Important/Difficult Point(s):1.Grammar2.Raise the awareness of good manners.Materials and Resources:1.Multimedia2.PPTs3.Colorful chalks4.ChalkboardProcedure:Period 1Step 1: Warm upWarm-up Discussion:Ask students to form groups of four and discuss on the topic: “D o you think good manners are important in our life? Why?”Group leaders will be asked to present group opinions.Step 2: Reading StrategyAsk students to read through the whole passage without referring to the word list. Tryto scan through to find out the main idea. And skim the passage to find out the corresponding part of the passage to the comprehension exercise after the passage. Period 2Step 1: Word study1. Read new words2. Memories them all.Step 2: Word analysisPlan for Follow Up Lesson:1.Our next class will begin with the passage. The students will be reminded atthe end of this class to prepare the readings for next class.2.The next class will be structured through passage analysis and languagestudy.Period 3Step 1: Warm-up1.Students are asked to take out a piece of paper and recite new words. A number ofstudents will be called to read some words out for the teacher to check pronunciation.2.Students watch a short video about the mannersStep 2: Passage Aprehensive study of passage Aa.main ideab.structure analysisnguage studyPeriod 4Step 1：Finish all the after-reading exerciseStep 2: Active Words1.Teacher explains the usage and examples2.Students make sentences and try to memories the usagesStep 3: HomeworkFinish Vocabulary Check after the Active Words.Plan for follow-up lesson1.Students should prepare for the study of Text B.2.Students should prepare for group discussion and writing.Period 5Step 1: Warm-upGroup Study: Students are asked to form groups of four and discuss on the topic “What is the Golden Rule in dealing with others?” Group leaders present the result. Step 2: Fast-reading of Passage BStudents are required to take advantage of fast reading strategies to do comprehension work.Step 3: Word StudyPeriod 6:Step 1: Passage Analysis1. Comprehensive study of passage B1)main idea2) structure analysis2. Language studyStep 2: (Homework)Ask students to finish after-reading activities.Period 7Step 1: Warm-up1. Students are asked to take out a piece of paper and recite new words. A number of students will be called to read some words out for the teacher to check pronunciation.2. Students do listening practice.Step 2: Grammar studyStep 3: Finish exercise of Modal VerbsPeriod 8:Step 1: ExerciseStudents are required to do comprehensive exercises in class within a certain timeframe. The teacher will check the answer.Step 2: Writing Practice --- How to write a note of thanksThe teacher will explain what a note of thanks is and how to write it. Students will be shown with the example a note of thanks.Students are required to write a note of thanks in a group.Plan for follow-up class1.Our next class will begin with Unit2. The students will be reminded at the end ofthis class to prepare the readings for next week.2.The next class will be structured through small group work and whole classdiscussions.Unit 2 E-mailTopic: Living EnvironmentObjectives: S tudents should be able to:1. Talk about Living Environment;2. Understand the content, the organization of the text and the writing devices of the passage;3. Know and make use of the language points, especially expressions, learned from the text;4. Grasp some key words, expressions and sentence patterns for expressing ideas on related topics;5. Learn how to write a note of apology;6. Get some tips about adverbial clauses of time in English.Important/Difficult Point(s):1.Grammar2.Raise the awareness of environmental protection.Materials and Resources:1.Multimedia2.PPTs3.Colorful chalks4.ChalkboardProcedure:Period 1Step 1: Warm upWarm-up Discussion:Ask students to form groups of four and discuss on the topic: “What suggestions do you have for environmental protection?” Group leaders will be asked to present group opinions.Step 2: Reading StrategyAsk students to read through the whole passage without referring to the word list. Tryto scan through to find out the main idea. And skim the passage to find out the corresponding part of the passage to the comprehension exercise after the passage. Period 2Step 1: Word study1. Read new words2. Memories them all.Step 2: Word analysisPlan for Follow Up Lesson:1.Our next class will begin with the passage. The students will be reminded at theend of this class to prepare the readings for next class.2.The next class will be structured through passage analysis and language study. Period 3Step 1: Warm-up1.Students are asked to take out a piece of paper and recite new words. A number ofstudents will be called to read some words out for the teacher to check pronunciation.2.Students watch a short video about the environmental protection.Step 2: Passage A1. Comprehensive study of passage Aa.main ideab.structure analysis2. Language studyPeriod 4Step 1：Finish all the after-reading exerciseStep 2: Active Words1.Teacher explains the usage and examples2.Students make sentences and try to memories the usagesStep 3: HomeworkFinish Vocabulary Check after the Active Words.Plan for follow-up lesson1.Students should prepare for the study of Text B.2.Students should prepare for group discussion and writing.Period 5Step 1: Warm-upGroup Study: Students are asked to form groups of four and discuss on the topic “What does noise mean to ordinary people like you?” Group leaders present the result.Step 2: Fast-reading of Passage BStudents are required to take advantage of fast reading strategies to do comprehension work.Step 3: Word StudyPeriod 6:Step 1: Passage Analysis1. Comprehensive study of passage Ba)main idea2) structure analysis2. Language studyStep 2: (Homework)Ask students to finish after-reading activities.Period 7Step 1: Warm-up1. Students are asked to take out a piece of paper and recite new words. A number of students will be called to read some words out for the teacher to check pronunciation.2. Students do listening practice.Step 2: Grammar studyStep 3: Finish exercise of A dverbial Clauses of time.Period 8:Step 1: ExerciseStudents are required to do comprehensive exercises in class within a certain timeframe. The teacher will check the answer.Step 2: Writing Practice --- How to write a note of apologyThe teacher will explain what a note of thanks is and how to write it. Students will be shown with the example a note of apology.Students are required to write a note of apology in a group.Plan for follow-up class1.Our next class will begin with Unit 3. The students will be reminded at the end ofthis class to prepare the readings for next week.2. The next class will be structured through small group work and whole class discussions.Unit 3 Communication by phoneTopic: Fast foodObjectives: S tudents should be able to:1. Talk about fast food2. Understand the content, the organization of the text and the writing devices of the passage;3. Know and make use of the language points, especially expressions, learned from the text;4. Grasp some key words, expressions and sentence patterns for expressing ideas on related topics;5. Learn how to write a note of congratulations6. get some tips about the adverbial clause of purpose in EnglishImportant/Difficult Point(s):nguage points2.GrammarMaterials and Resources:1.PPTs2.Colorful chalks3.ChalkboardProcedure:Period 1Step 1: Warm upWarm-up Discussion:Ask students to form groups of four and discuss on the topic: “Do you like the food at McDonald’s or KFC? What attracts you most there?” Group leaders will be asked to present group opinions.Step 2: Reading StrategyAsk students to read through the whole passage without referring to the word list. Try to scan through to find out the main idea. And skim the passage to find out thecorresponding part of the passage to the comprehension exercise after the passage. Period 2Step 1: Word study1. Read new words2. Memories them all.Step 2: Word analysisPlan for Follow Up Lesson:1.Our next class will begin with the passage. The students will be reminded atthe end of this class to prepare the readings for next class.2. The next class will be structured through passage analysis and language study.Period 3Step 1: Warm-up1.Students are asked to take out a piece of paper and recite new words. A number ofstudents will be called to read some words out for the teacher to check pronunciation.2.Students watch a short video about the fast food.Step 2: Passage Aprehensive study of passage Aa.main ideab.structure analysisnguage studyPeriod 4Step 1：Finish all the after-reading exerciseStep 2: Active Words1.Teacher explains the usage and examples2.Students make sentences and try to memories the usagesStep 3: HomeworkFinish Vocabulary Check after the Active Words.Plan for follow-up lesson1.Students should prepare for the study of Text B.2.Students should prepare for group discussion and writing.Period 5Step 1: Warm-upGroup Study: Students are asked to form groups of four and discuss on the topic “What is your healthy diet?” Group leaders present the result.Step 2: Fast-reading of Passage BStudents are required to take advantage of fast reading strategies to do comprehension work.Step 3: Word StudyPeriod 6:Step 1: Passage Analysis1. Comprehensive study of passage Ba)main idea2) structure analysis2. Language studyStep 2: (Homework)Ask students to finish after-reading activities.Period 7Step 1: Warm-up1. Students are asked to take out a piece of paper and recite new words. A number of students will be called to read some words out for the teacher to check pronunciation.2. Students do listening practice.Step 2: Grammar studyStep 3: Finish exercise of Adverbial ClausePeriod 8:Step 1: ExerciseStudents are required to do comprehensive exercises in class within a certain timeframe. The teacher will check the answer.Step 2: Writing Practice --- How to write a note of congratulationsThe teacher will explain what a note of congratulations is and how to write it. Students will be shown with the example a note of congratulations.Students are required to write a note of thanks in a group.Plan for follow-up class1.Our next class will begin with Unit 4. The students will be reminded at the end ofthis class to prepare the readings for next week.2.The next class will be structured through small group work and whole classdiscussions.Unit 4 Hotel ServicesTopic: Daily shoppingObjectives: S tudents should be able to:1. Talk about shopping;2. Understand the content, the organization of the text and the writing devices of the passage;3. Know and make use of the language points, especially expressions, learned from the text;4. Grasp some key words, expressions and sentence patterns for expressing ideas on related topics;5. Learn how to write a note of announcement6. get some tips about the gerund in English grammarImportant/Difficult Point(s):nguage points2.GrammarMaterials and Resources:1.PPTs2.Colorful chalks3.ChalkboardProcedure:Period 1Step 1: Warm upWarm-up Discussion:Ask students to form groups of four and discuss on the topic: “Do you like shopping? Why or why not?” Group leaders will be asked to present group opinions.Step 2: Reading StrategyAsk students to read through the whole passage without referring to the word list. Try to scan through to find out the main idea. And skim the passage to find out the corresponding part of the passage to the comprehension exercise after the passage.Step 1: Word study1. Read new words2. Memories them all.Step 2: Word analysisPlan for Follow Up Lesson:1.Our next class will begin with the passage. The students will be reminded at theend of this class to prepare the readings for next class.2.The next class will be structured through passage analysis and language study. Period 3Step 1: Warm-up1.Students are asked to take out a piece of paper and recite new words. A number ofstudents will be called to read some words out for the teacher to check pronunciation.2.Students watch a short video about the shopping.Step 2: Passage Aprehensive study of passage Aa)main ideab)structure analysisnguage studyPeriod 4Step 1：Finish all the after-reading exerciseStep 2: Active Words1.Teacher explains the usage and examples2.Students make sentences and try to memories the usagesStep 3: HomeworkFinish Vocabulary Check after the Active Words.Plan for follow-up lesson1.Students should prepare for the study of Text B.2.Students should prepare for group discussion and writing.Step 1: Warm-upGroup Study: Students are asked to form groups of four and discuss on the topic “Why is it convenient to do shopping on line?” Group leaders present the result.Step 2: Fast-reading of Passage BStudents are required to take advantage of fast reading strategies to do comprehension work.Step 3: Word StudyPeriod 6:Step 1: Passage Analysis1. Comprehensive study of passage Ba)main idea2) structure analysis2. Language studyStep 2: (Homework)Ask students to finish after-reading activities.Period 7Step 1: Warm-up1. Students are asked to take out a piece of paper and recite new words. A number of students will be called to read some words out for the teacher to check pronunciation.2. Students do listening practice.Step 2: Grammar studyStep 3: Finish exercise of gerundPeriod 8:Step 1: ExerciseStudents are required to do comprehensive exercises in class within a certain timeframe. The teacher will check the answer.Step 2: Writing Practice --- How to write a note of AnnouncementThe teacher will explain what a note of announcement is and how to write it. Students will be shown with the example a note of announcement.Students are required to write a note of thanks in a group.Plan for follow-up class1.Our next class will begin with Unit 5. The students will be reminded at the end ofthis class to prepare the readings for next week.2.The next class will be structured through small group work and whole classdiscussions.Unit 5 Food BlogsTopic: Modern CommunicationObjectives:1. Students will be able to enlarge the vocabulary relating to modern communication.2. Students will be able to understand the content, the organization of the text and the writing devices of the passage.3. Students will be able to know and make use of the language points, especially expressions, learned from the text.4. Students will come to know the importance of managing incoming email.5. Students will be able to learn how to write a public notice.6. Students will be able to get some tips about the use of the infinitive in English. Important/Difficult Point(s):1.Grammar2. Experiences with cell phones and emails.Materials and Resources:1.Multimedia2.PPTs3.Colorful chalks4.ChalkboardProcedure:Period 1Step 1: Warm up1. Warm-up DiscussionQuestions: What is your favorite way of daily communication?Do you use the Internet?.2. Group DiscussionAsk students to form groups of four and discuss on the topic of Internet: How has the Internet influenced your life? Is the influence good or bad? Why?Appoint a team leader for each group.Group leaders will be asked to present group opinions.Step 2: Reading StrategyAsk students to read through the whole passage without referring to the word list. Try to scan through to find out the main idea. And skim the passage to find out the corresponding part of the passage to the comprehension exercise after the passage. Period 2Step 1: New word studyStep 2: (Homework)1. Read new words2. Memorize them all.Plan for Follow Up Lesson:1.Our next class will begin with the passage. The students will be reminded atthe end of this class to prepare the readings for next class.2.The next class will be structured through passage analysis and languagestudy.Period 3Step 1: Warm-up1.Students are asked to take out a piece of paper and recite new words. A number ofstudents will be called to read some words out for the teacher to check pronunciation.2.Students will go to spot dictation to practice their listening.Step 2: Text Aa.Guide the students to get the main idea.b.structure analysisPeriod 4Step 1：Language studyStep 2: Finish all the after-reading exercisePeriod 5Step 1: Warm-upGroup Study: Students are asked to form groups of four and talk about making telephone calls based on the following questions:What advantages does making phone cells have?Do you prefer making phone cells to sending short messages to your parents while you are in college? Why or why not?Group leaders present the result.Step 2: Active Words1.Teacher explains the usage and examples2.Students make sentences and try to memories the usagesStep 3: HomeworkFinish Vocabulary Check after the Active Words.Plan for follow-up lesson1.Students should prepare for the study of Text B.2.Students should prepare for group discussion and writing.Period 6:Step 1: Fast-reading of Text BStudents are required to take advantage of fast reading strategies to do comprehension work.Step 2: Brief Text Analysis1. The main idea of the text2. Questions relating to the major points of the textWhat problem is troubling email users and corporations around the world?What is the importance of managing emails?Who should be responsible for managing emails?Step 3: (Homework)Ask students to finish after-reading activities.Period 7Step 1: Warm-up1. Students are asked to take out a piece of paper and recite new words. A number of students will be called to read some words out for the teacher to check pronunciation.2. Students do listening practice.Step 2: Grammar Study: the infinitive in EnglishGuide students to learn the grammar points of this unit.Step 3: Exercises of the infinitive in EnglishPeriod 8:Step 1: ExercisesStudents are required to do comprehensive exercises in class within a certain timeframe. The teacher will check the answer.Step 2: Writing Practice --- How to write a public noticeThe teacher will explain what a public notice is and how to write it. Students will be shown with the samples.Students are required to write two notices according to the assignments in the textbook.Plan for follow-up class1.Our next class will begin with Unit 6. The students will be reminded at the end ofthis class to prepare the readings for next week.2. The next class will be structured through small group work and whole class discussions.Unit 6 Shopping and SightseeingTopic: Health CareObjectives:1.Students will know the background information related to the text.2.Students will be able to understand the content, the organization of the text andwriting devices of the text.3.Students will be able to grasp some key words, expressions and sentence patternsfor expressing ideas on related topics.4.Students will enlarge their vocabulary of diseases.5.Students will learn about the past participle in English.6.Students will learn how to write a name card.Important/Difficult Point(s):Key words and expressionsGrammarMaterials and Resources:1.PPTs2.Multimedia3.Colorful pens and markers4.Chalk, chalkboardProcedure:Period 1Step 1: Warm up:1. Ask students questions about healthDo you often get sick? What should we do if we want to stay healthy?2. Group DiscussionAsk students to form groups of four and discuss on the topic of health: What can we do in order to have a healthy, happy and long life?Appoint a team leader for each group.Group leaders will be asked to present group opinions.Step 2: Reading StrategyAsk students to read through the whole passage without referring to the word list. Try to scan through to find out the main idea. And skim the passage to find out the corresponding part of the passage to the comprehension exercise after the passage. Period 2Step 1: New word studyStep 2: (Homework)1. Read new words2. Memorize them all.Plan for Follow Up Lesson:1. Our next class will begin with the passage. The students will be reminded at the end of this class to prepare the readings for next class.2. The next class will be structured through passage analysis and language study. Period 3Step 1: Warm-up1. Students are asked to take out a piece of paper and recite new words. A number of students will be called to read some words out for the teacher to check pronunciation.2.Students will go to spot dictation to practice their listening.Step 2: Text A1. Guide the students to get the main idea.2. Structure analysisPeriod 4Step 1：Language studyStep 2: Finish all the after-reading exercisePeriod 5Step 1: Warm-upGroup Study: Students are asked to form groups of four and talk about experiences with doctors based on the following questions:1. What was your most unforgettable experience with doctors?2. What kind of doctor do you like best? Why?Group leaders present the result.Step 2: Active Words1. Teacher explains the usage and examples2. Students make sentences and try to memories the usagesStep 3: HomeworkFinish Vocabulary Check after the Active Words.Plan for follow-up lesson1. Students should prepare for the study of Text B.2. Students should prepare for group discussion and writing.Period 6:Step 1: Fast-reading of Text BStudents are required to take advantage of fast reading strategies to do comprehension work.Step 2: Brief Text Analysis1. The main idea of the text2. Questions relating to the major points of the textWhat are the secrets of a good night’s sleep?How many phases are there in the course of sleep?Step 3: (Homework)Ask students to finish after-reading activities.Period 7Step 1: Warm-up1. Students are asked to take out a piece of paper and recite new words. A number of students will be called to read some words out for the teacher to check pronunciation.2. Students do listening practice.Step 2: Grammar Study: the past participle in EnglishGuide students to learn the grammar points of this unit.Step 3: Finish exercises of the past participle in EnglishPeriod 8:Step 1: Comprehensive ExercisesStudents are required to do comprehensive exercises in class within a certain timeframe. The teacher will check the answer.Step 2: Writing Practice --- How to write a name cardThe teacher will explain what a name card is and how to write it. Students will be shown with the samples.Students are required to design a name card for themselves according to the assignment in the textbook.Plan for follow-up class1. Our next class will begin with Unit 7. The students will be reminded at the end of this class to prepare the readings for next week.2. The next class will be structured through small group work and whole class discussions.Unit 7 FarewellTopic: Generation gapObjectives: S tudents should be able to:1. Talk about generation gap2. Understand the content, the organization of the text and the writing devices of the passage;3. Know and make use of the language points, especially expressions, learned from the text;4. Grasp some key words, expressions and sentence patterns for expressing ideas on related topics;5. Learn how to write invitation cards or letters6. get some tips about the relative clause in EnglishImportant/Difficult Point(s):1.active verbs: start, concern, throw, care, count2.mean, major, concerned, dorm, save, sake, wear, exaggerate, collect, can, charge, priority, ruin, vacation,3.the relative clause in EnglishMaterials and Resources:1.PPTs2.Colorful chalks3.ChalkboardProcedure:Period 1Step 1: Warm upWarm-up Discussion:Ask students to form groups of four and discuss on the topics: 1) differences between my parents and 2) suggestions for bridging the generation gapDivide the students into groups of three or four. Appoint a team leader for each group. Invite some students to talk about the topics. Each speaker has two minutes for thepresentation.Step 2: Reading StrategyAsk students to read through the whole passage without referring to the word list. Try to scan through to find out the main idea. And skim the passage to find out the corresponding part of the passage to the comprehension exercise after the passage. Period 2Step 1: Word studyStep 2: Word analysisPlan for Follow Up Lesson:1.Our next class will begin with the passage. The students will be reminded at the end of this class to prepare the readings for next class.2.The next class will be structured through passage analysis and language study. Period 3Step 1: Warm-up1.Students are asked to take out a piece of paper and recite new words. A number of students will be called to read some words out for the teacher to check pronunciation.2.Students watch a short video about the generation gap.Step 2: Passage Aprehensive study of passage Ac.main idead.structure analysisnguage studyi.You don’t really feel the generation gap until a son or daughter comeshome form college fro Christmas.ii.What difference does it make?iii.Why don’t you do it for our sake?iv.But it’s very hard for us to realize you’re an adult when you throw all your clothes on the floor.Period 4Step 1：Finish all the after-reading exerciseStep 2: Active Words1.Teacher explains the usage and examples2.Students make sentences and try to memorize the usagesStep 3: HomeworkFinish Vocabulary Check after the Active Words.Plan for follow-up lesson1.Students should prepare for the study of Text B.2.Students should prepare for group discussion and writing.Period 5Step 1: Warm-upGroup Study: Students are asked to form groups of four and discuss on the topics “What do you do when you and your parents have different ideas about the same thing?” And “what suggestions do you have for bridging the generation gap?”Group leaders present the result.Step 2: Fast-reading of Passage BStudents are required to take advantage of fast reading strategies to do comprehension work.Step 3: Word StudyPeriod 6:Step 1: Passage Analysis1. Comprehensive study of passage B1)main idea2) structure analysis2. Language studyStep 2: (Homework)Ask students to finish after-reading activities.Period 7Step 1: Warm-up1. Students are asked to take out a piece of paper and recite new words. A number of。
新编实用英语教学大纲(第二册)
《大学英语》课程教学大纲课程编号:课程名称:大学英语总学时数和学分：本课程计划144学时实践学时：7２学时先修及后续课程要求：中学英语1、课程性质本课程面向高职、高专非英语专业一年级学生开设，为公共基础课。
《新编实用英语》课程即《大学英语》课，是高职高专非英语专业学生的公共必修课；教学对象为高职高专非英语专业一年级学生。
本课程的教学目的在于：经过约144学时的教学,使学生掌握一定的英语基础知识和技能，具有一定的听、说、读、写、译的能力，从而能借助词典阅读和翻译有关英语业务资料,在涉外交际的日常活动和业务活动中进行简单的口头和书面交流,并为今后进一步提高英语的交际能力打下基础。
2、教学目标及意义本课程是非英语专业的公共基础课程，本课程的任务是经过二个学期约144学时的教学,使学生掌握英语日常会话、科技英语阅读、科技英语翻译及英语应用文写作的基本方法和技能,掌握大约2,50０个常用英语单词和词组,能够借助词典阅读和翻译与专业相关的简单英语资料，并具有一定的涉外交际能力，以满足学生在今后工作中的需要。
3、教学内容及教学要求鉴于目前高职、高专和成人高专学生入学时的英语水平差异较大,本课程的教学要求分为A、Ｂ两级，实行分级指导。
Ａ级是标准要求，B级是过度要求。
入学水平较高的学生应达到A级要求,入学水平较低的学生至少应达到B级要求。
随着入学英语水平的不断提高，学生均应达到Ａ级要求。
本课程在加强英语语言基础知识和基本技能训练的同时,重视培养学生实际使用英语进行交际的能力。
通过本课程的学习，学生应该达到下列要求：１. 词汇A 级: 认知3 400个英语单词(包括入学时要求掌握的1600个词）以及由这些词构成的常用词组,对其中2000个左右的单词能正确拼写,英汉互译。
学生还应结合专业英语学习,认知400个专业英语词汇。
B级：认知25０0个英语单词（包括入学时要求掌握的1000个词）以及由这些词构成的常用词组,对其中15００个左右的单词能正确拼写,英汉互译。
实用英语2课程整体设计方案(2014.2.)
《实用英语2》课程整体教学设计（2013-2014学年第2学期）一、管理信息课程名称：实用英语2课程代码：1123学分：4 学时：72课程类型：公共基础课程授课对象：生物制药和中药制药专业学生先修课程：《实用英语1》后修课程：无课程组成员签名：（该课程所有执教教师）年月日专业（教研室）意见专业负责人（签字）：年月日系部意见系部主任（签字）：系部盖章年月日二、课程设计1.课程目标《实用英语2》(药学英语)要注重培养学生用英语处理与未来职业相关业务的能力，为他们提升就业竞争力及今后的可持续发展打下一定的基础。
能力目标:使学生能用简单的英语就药学有关的知识进行交流。
知识目标:掌握必需、够用的药学行业英语知识。
素质目标:教学中融入英美文化，提高学生综合文化素养，使学生能在跨文化交际中进行有效的交流。
2.课程内容设计序号单元名称教学内容与要求学时知识目标能力目标1 Introduction AboutBiopharming1. 了解生物制药的发展及基因和克隆技术2. 掌握本单元重点单词及词组能用简单的英语介绍生物制药的发展及克隆技术122 Fermentation 1. 了解发酵技术的历史和发展及人类的血型和个性之间的关系2. 掌握与发酵相关的英语词汇能用简单的英语表达技术发酵；能用英语说出自己的血型及特点123 Introduction to Drugs 1. 了解药物的名称及分类2. 掌握与药物名称及分类相关的英语词汇能用简单的英语表达药物的名称及分类104 Vitamins 1. 了解维生素的名称、分类及功能2. 掌握与维生素相关的英语词汇能用简单的英语表达维生素的功能作用105 Industrial Pharmacy 1. 了解制药行业的基本情况。
2. 了解药片、胶囊和注射的技术3. 掌握与制药、药片、胶囊和注射技术相关的英语词汇能读懂有关药片、胶囊和注射的技术的简单的英文的文章106 Direction ofPrednisone1. 熟悉药品说明特点及注意事项2. 掌握与药品说明有关的英语词汇能读懂简单英语药品说明107Modernization ofTraditional ChineseMedicine1. 了解传统中医药技术的发展2. 掌握与中医药英语词汇能用读懂有关中医药简单的英文文章8 3.教学进度表序号周次学时单元标题及主要教学内容教学组织形式作业1 第1周4Unit 1Introduction About BiopharmingLearning textPPT,CD,etc.1. Reviewing text2. Doing exercises2 第2周4Unit 1 Introduction About BiopharmingPassage 1PPT,CD,etc.1. Reviewing text2. Doing exercises3 第3周 4Unit 1 Introduction About BiopharmingPassage 2; Doing exercisesPPT,CD,etc1. Reviewing text2. Doing exercises4 第4周4Unit 2 FermentationLearning textPPT,CD,etc.1. Reviewing text2. Doing exercises5 第5周4Unit 2 FermentationReadingPPT,CD,etc.1. Reviewing text2. Doing exercises6 第6周4Unit 2 FermentationDoing exercisesPPT,CD,etc.1. Reviewing text2. Doing exercises7 第7周4Unit 3 Introduction to DrugsLearning textPPT,CD,etc.1. Reviewing text2. Doing exercises8 第8周4Unit 3 Introduction to DrugsReadingPPT,CD,etc.1. Reviewing text2. Doing exercises9 第9周4Unit 3 Introduction to DrugsDoing exercisesPPT,CD,etc.1. Reviewing text2. Doing exercises10 第10周4Unit 4 VitaminsLearning textPPT,CD,etc.1. Reviewing text2. Doing exercises11 第11周4Unit 4 VitaminsReadingPPT,CD,etc.1. Reviewing text2. Doing exercises12 第12周4Unit 4 VitaminsDoing exercisesPPT,CD,etc.1. Reviewing text2. Doing exercises13 第13周4Unit 5 Industrial PharmacyLearning textPPT,CD,etc.1. Reviewing text2. Doing exercises14 第14周4Unit 5 Industrial PharmacyDoing exercisesPPT,CD,etc.1. Reviewing text2. Doing exercises15 第15周4Unit 6 Direction of PrednisoneLearning textPPT,CD,etc.1. Reviewing text2. Doing exercises16 第16周4Unit 6 Direction of PrednisoneDoing exercisesPPT,CD,etc.1. Reviewing text2. Doing exercises17 第17周4Unit 7 Modernization of TraditionalChinese MedicineLearning textPPT,CD,etc.1. Reviewing text2. Doing exercises18第18周4Unit 7 Modernization of TraditionalChinese MedicineDoing exercisesPPT,CD,etc.Reviewing19 第19周4 Review for the final exam20 第20周The final exam三、教学材料本学期行业英语教学选用我校英语教师依据教育部高等学校高职高专英语类专业教学指导委员会《高等职业教育英语课程教学基本要求（试行）》的文件要求编写的高职高专行业英语阅读系列自编教材。
实用英语课程的教案二是什么？
的。
在英语学习过程中，课程教案是必不可少的一部分。
实用英语课程是学习者在日常实际交际中所需要的英语知识和技能的集合。
其中，教案是指对于某一课程的教学活动所做的详细安排、设计和组织，包括教学目标、教学内容、教学方法、教学手段和评价方法等。
这篇文章将探讨实用英语课程第二个教案的相关内容。
一、教学目标实用英语课程的教学目标是：帮助学生掌握基本的英语语法和词汇，提高听、说、读、写、翻译的综合能力，使学生能够在日常生活和工作中用英语进行基本的交际活动。
二、教学内容实用英语课程的第二个教案的教学内容主要包括以下几个方面：1. 时间状语从句时间状语从句是指在一个完整的句子中，表示时间的状语是由一个从句来充当的，这种句子叫做时间状语从句。
在教学中，应该重点介绍时间状语从句的种类、使用方法和注意事项。
2. 宾语从句宾语从句是指作为主句的宾语的从句。
在使用宾语从句时，需要掌握正确的语序和连接词，同时需要注意谓语动词的时态和语态的变化。
3. 强调句强调句是指为了强调某一个重要的信息而采用的特殊语句。
在教学中，应该介绍强调句的构成、使用方法和注意事项。
4. 状语从句状语从句是指作为句子状语的从句，用于说明主句中的某种状态。
在教学中，应该着重介绍时间、原因、条件、结果和比较状语从句的使用方法和注意事项。
三、教学方法实用英语课程第二个教案采用多种教学方法，包括讲解、练习、游戏、演示等。
在讲解过程中，要注重语音和语调的讲解，帮助学生掌握正确的英语口音和语调；在练习过程中，要注重培养学生的听、说、读、写的能力，帮助他们更好地运用所学知识；在游戏和演示过程中，要注重培养学生的兴趣和主动性，提高学生的参与度。
四、教学手段实用英语课程教案二的教学手段主要包括PPT、录音、图片、多媒体等。
通过这些手段，可以让学生更好地了解教学内容，同时提高教学效果和学生的学习兴趣。
五、评价方法实用英语课程第二个教案的评价方法主要包括考试、作业、口语和听力练习等。
大学英语2教学设计方案(中文)
1.Write a story about meeting a net friend, pay special attention to arouse your readers’ interests and to describe the appearance of your hero or heroine in the story.（写一个关于你见网友的小故事，注意引起读者的兴趣，在故事中注重描写男主人公和女主人公的人物形象。)
大学英语2教案
2013--2014学年度第2学期
学院
授课教师
授课题目
Unit 4 Section A: A Test of True Love
计划学时
1课时
授课对象
课程类型
新授课
授课对象分析
通过一个学期的大学英语学习，13级学生的习得能力有所提高，能主动配合老师完成课堂任务，积极完成作业。但有一部分学生英语基础较差，积极参与能力弱，但在合作小组学习中，也有一定的进步。英语教学课堂13级的学生积极活跃，本学期在课堂环节中设计游戏，激发了艺术班学生学习英语的热情，学生们能自主学习英语，在平时课堂小测试中可以看出大部分学生有所进步。
一、课前回顾，由于本节课是本单元的第二次课，所以首先回顾上节课所学过的内容，帮助学生有效掌握重要知识点；
二、段落学习，通过段落学习，掌握如何描写人物特征；
三、人物描写，给出一些描写人物的单词、词组，设计游戏“猜猜他是谁？”，引导学生运用所学知识描述一个同学，巩固学习内容；
四、总结&课后作业
具体教学过程
本部分设置两个题目“Did John meet Hollis Meynell?”；“What did Hollis Meynell look like?”，通过两个题目检验学生对文章的理解程度。同学们在对第五段到第十段的学习中，找出问题答案，理清故事脉络，通过文章中对两位女士的人物描写，学会如何描述人物特征。本部分分为三个步骤：
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《实用英语2》课程整体教学设计（2013-2014学年第2学期）一、管理信息课程名称：实用英语2课程代码：1123学分：4 学时：72课程类型：公共基础课程授课对象：生物制药和中药制药专业学生先修课程：《实用英语1》后修课程：无课程组成员签名：（该课程所有执教教师）年月日专业（教研室）意见专业负责人（签字）：年月日系部意见系部主任（签字）：系部盖章年月日二、课程设计1.课程目标《实用英语2》(药学英语)要注重培养学生用英语处理与未来职业相关业务的能力，为他们提升就业竞争力及今后的可持续发展打下一定的基础。
能力目标:使学生能用简单的英语就药学有关的知识进行交流。
知识目标:掌握必需、够用的药学行业英语知识。
素质目标:教学中融入英美文化，提高学生综合文化素养，使学生能在跨文化交际中进行有效的交流。
2.课程内容设计序号单元名称教学内容与要求学时知识目标能力目标1 Introduction AboutBiopharming1. 了解生物制药的发展及基因和克隆技术2. 掌握本单元重点单词及词组能用简单的英语介绍生物制药的发展及克隆技术122 Fermentation 1. 了解发酵技术的历史和发展及人类的血型和个性之间的关系2. 掌握与发酵相关的英语词汇能用简单的英语表达技术发酵；能用英语说出自己的血型及特点123 Introduction to Drugs 1. 了解药物的名称及分类2. 掌握与药物名称及分类相关的英语词汇能用简单的英语表达药物的名称及分类104 Vitamins 1. 了解维生素的名称、分类及功能2. 掌握与维生素相关的英语词汇能用简单的英语表达维生素的功能作用105 Industrial Pharmacy 1. 了解制药行业的基本情况。
2. 了解药片、胶囊和注射的技术3. 掌握与制药、药片、胶囊和注射技术相关的英语词汇能读懂有关药片、胶囊和注射的技术的简单的英文的文章106 Direction ofPrednisone1. 熟悉药品说明特点及注意事项2. 掌握与药品说明有关的英语词汇能读懂简单英语药品说明107Modernization ofTraditional ChineseMedicine1. 了解传统中医药技术的发展2. 掌握与中医药英语词汇能用读懂有关中医药简单的英文文章8 3.教学进度表序号周次学时单元标题及主要教学内容教学组织形式作业1 第1周4Unit 1Introduction About BiopharmingLearning textPPT,CD,etc.1. Reviewing text2. Doing exercises2 第2周4Unit 1 Introduction About BiopharmingPassage 1PPT,CD,etc.1. Reviewing text2. Doing exercises3 第3周4 Unit 1 Introduction About BiopharmingPassage 2; Doing exercisesPPT,CD,etc1. Reviewing text2. Doing exercises4 第4周4Unit 2 FermentationLearning textPPT,CD,etc.1. Reviewing text2. Doing exercises5 第5周4Unit 2 FermentationReadingPPT,CD,etc.1. Reviewing text2. Doing exercises6 第6周4Unit 2 FermentationDoing exercisesPPT,CD,etc.1. Reviewing text2. Doing exercises7 第7周4Unit 3 Introduction to DrugsLearning textPPT,CD,etc.1. Reviewing text2. Doing exercises8 第8周4Unit 3 Introduction to DrugsReadingPPT,CD,etc.1. Reviewing text2. Doing exercises9 第9周4Unit 3 Introduction to DrugsDoing exercisesPPT,CD,etc.1. Reviewing text2. Doing exercises10 第10周4Unit 4 VitaminsLearning textPPT,CD,etc.1. Reviewing text2. Doing exercises11 第11周4Unit 4 VitaminsReadingPPT,CD,etc.1. Reviewing text2. Doing exercises12 第12周4Unit 4 VitaminsDoing exercisesPPT,CD,etc.1. Reviewing text2. Doing exercises13 第13周4Unit 5 Industrial PharmacyLearning textPPT,CD,etc.1. Reviewing text2. Doing exercises14 第14周4Unit 5 Industrial PharmacyDoing exercisesPPT,CD,etc.1. Reviewing text2. Doing exercises15 第15周4Unit 6 Direction of PrednisoneLearning textPPT,CD,etc.1. Reviewing text2. Doing exercises16 第16周4Unit 6 Direction of PrednisoneDoing exercisesPPT,CD,etc.1. Reviewing text2. Doing exercises17 第17周4Unit 7 Modernization of TraditionalChinese MedicineLearning textPPT,CD,etc.1. Reviewing text2. Doing exercises18第18周4Unit 7 Modernization of TraditionalChinese MedicineDoing exercisesPPT,CD,etc.Reviewing19 第19周4 Review for the final exam20 第20周The final exam三、教学材料本学期行业英语教学选用我校英语教师依据教育部高等学校高职高专英语类专业教学指导委员会《高等职业教育英语课程教学基本要求（试行）》的文件要求编写的高职高专行业英语阅读系列自编教材。
该教材是英语教师通过调研与论证，在深入了解社会单位用人要求和学生学习需求的基础上，精心策划并开发，以培养学生在将来工作中实际应用英语能力为目标，突出英语教学服务于专业教学的特色，为学生后续专业英语的学习、未来职业发展、成为复合型高素质人才提供保障。
四、考核方案教学考核包括形成性考核和终结性考核两种形式。
形成性考核为过程性考核，贯穿整个教学过程。
终结性考核为总结性评价，即课程结束后对学生的全面考核，以考核学生实际应用英语的能力为目标。
本学期末评价方式如下：平时成绩期末考试成绩内容出勤课堂表现/行业英语竞赛/英语作品书面作业学习纪律主要考察教材9个单元的内容分值30 20 30 20 100比例40% 60% (口试10%+笔试50%)职业素养教学部公共英语教研室 2014-02-25。