新编实用英语1(第四版)教学大纲
第一册Unit-6新编实用英语教程第4版高教社教案
Unit Six Olympics and SportsTeaching Goals:1. Understand a sports event poster2. Invite someone to see a sports event3. Talk about and comment on a sports event4. Invite friends to take part in outdoor activities5. Design and write a sports event posterFocal Points:1. Understanding and designing a sports event poster2. Key words and expressionsDifficult Points:1.Talk about and comment on a sports event2.You should know about Successful Beijing Olympic Games Teaching Time: 8 periodsTeaching Procedures and Class ActivitiesSECTION I Talking Face to Face1 Lead-in activities:Imitating Mini-Talks1. Warm-up questions:1) What sports or outdoor activities do you like most?2) What information do you think a sports event poster should contain?2. Class Activities:1. The students read the Mini-Talks after the teacher, and then try to recite themwithin five minutes in pairs.2. Ask the students to recite and perform the mini talks in class.3. The students discuss in groups, summarizing the words, phrases and sentencesfrequently usedaccording to the following topics with the help of the teacher. The students speak out the sentences under the guidance of the teacher, paying attention to the pronunciation and the intonation.1) The way to talk about a sports event poster:(1) Haven’t you seen the poster of the friendly basketball match organized by theStudents’ Union?(2) Look! There is a colored poster on the notice board.(3) A poster in the club lounge says there will be a fishing contest this weekend.(4) Let’s design a poster for it.(5) How should we decorate the poster to make it more attractive?(6) Look at the poster. It seems that there will be an exciting event happening inthe community.(7) Let’s make a poster for the badminton match together.2) The way to invite people to see a sports event:(1) There is a basketball match at the college gymnasium. Would you like to go and watch it?(2) I’m eager to watch the game. Would you like to go wit h me?(3) It says there will be a chess game at the Students’ Center on Sunday. Let’s go to watch it.(4) We are going to hold a marathon race next week.(5) Are you interested in the tug-of-war matches in the college?(6) Would you like to join us in supporting the college football team tonight?3) The way to talk about or give comments on a sports event:(1) The match is really interesting and exciting.(2) Picnicking is a very good outdoor activity.(3) Both the teams played incredibly well.(4) I am crazy about the performance of our team.(5) Our team has an unbelievable victory against the other school team.4) The way to invite people to take part in outdoor activities:(1) Are you interested in fishing?(2) I enjoy fishing a lot. It’s a healthy sport. Why not go fishing with us?(3) Mountain climbing is a very good outdoor activity. Will /Would you like tojoin us in climbing the mountain outside the city this Sunday?(4) How about picnic? Picnicking is a very interesting outdoor activity. Mostpeople enjoy having a picnic in summer.Studying Posters1. Warm-up questions:1) What do you think is the use of a poster?2) What can we know from a poster?2. The students read and translate the two sample posters under the guidance of theteacher.2 Act-out activities:Sample dialogues1. The students read the sample dialogues after the teacher, trying to imitate theteacher’s pronunciation and intonation.2. Ask the students to read the sample dialogues in pairs.3. Groups work: Ask the students to categorize the useful sentences in the sampledialogues into two groups.1) Sentences used for inviting people to watch sports games and givingresponses:(1) There is a basketball match at the city gymnasium. Would you like to go towatch it?(2) Let’s go to cheer/support for our team.(3) I’m eager to watch the game.(4) Are you going to the rowboat match?(5) Are you going to be on the Chinese students’ team?(6) What time is the match and where?2) Sentences used for commenting on sports events:(1) The Normal University team is not easy to beat.(2) The match will be very exciting.(3) Wow! That’s going to be exciting.4. Group work: Each group member is required to invent a sports event poster, andthen tell and show it to the other members.5. Pair work: Make a dialogue about inviting your partner to watch a basketballgame. Perform it in class.6. Do Exercises 5 and 6 in pairs.3 After-class activities:1. Pair work: Each pair makes a dialogue according to the tips in one of the five tasksin Speak and Perform. There will be a class presentation in the next class period. 2. Group work: Design a sports event poster using PPT, present it and practicetalking about this poster to other groups in the next class period.3. Pay a visit to the website /bbsv/1091-4059.xhtml to watchthe video about giving comments on a sports event.SECTION II Being All Ears1 Learning Sentences for Workplace Communication1. Give the students a few minutes to read through the printed materials for each listening item.2. Listen to the tape for the first time by looking at the corresponding Chineseversion. While listening to the English sentences, the students try to remember the meaning of each of the sentences they have heard. The focus here is on cross-reference of the English sentences and their Chinese meanings.3. Play the tape for a second time, and ask the students to do the exercises in thissection.4. Play the tape for the third time with a pause after each sentence, and ask thestudents to repeat the sentence during the pause.2 Handling a Dialogue1. Give the students a few minutes to read through the printed materials for each listening item.2. Listen to the tape for the first time without looking at the book.3. Play the tape for a second time, and ask the students to answer the followingquestions orally:1) Why do Bob and his friend want to spend the day in the open air?2) Where will they go?3) How will they go there?4) What will they enjoy there?5) Will they swim in the lake? Why or why not?4. Play the tape for the third time, and the students read the dialogues following thetape simultaneously and trying to catch up the speed and simulat e the speakers’ tones.5. Do the exercises in this section.3 Understanding a Short Speech/Talk1. Give the students a few minutes to read through the printed materials for each listening item.2. Listen to the tape for the first time without looking at the book.3. Play the tape for the second time, and ask the students to do the exercises in thissection.4. Play the tape for the third time with a pause after each sentence, and ask thestudents to take notes of the key words.SECTION III Trying Your HandPracticing Applied Writing1 Sample analysis:The teacher summarizes briefly the format and language used in a sports event poster. The teacher may show the following passage with PPT (If there is no PPT prepared, ask the students to take a dictation of the passage.). Afterwards, ask the students to read it and translate it into Chinese orally.A sports event poster is written and posted to inform people of a particular sports event so that they can come to watch it. Therefore, the name, the time, the place of the match and the competing teams should be clearly stated. Very often the availability of tickets is also mentioned.21. The students read and translate the two sample posters into Chinese.2. Do Exercises 2, 3 and 4 in groups.Writing Sentences and Reviewing Grammar1 The teacher gives a brief summary of the contextual reference of tenses.1. The verb tense form is consistent with the time adverbial used.2. The verb tense of the subordinate clause is consistent with that in the main clause.3. In time and conditional adverbial clauses, present tense is used to indicate the future tense.4. When presenting universal truth and objective existence, simple present tense isused regardless of time reference.5. When writing a paragraph, special attention should be paid to co-reference oftense forms across sentences.2 Do Exercises 5, 6 and 7 in groups.3 Assignments for this section:Group work: Design a poster for a sports event your class is engaged in with PPT. There will be a Poster Show in the next class period.SECTION IV Maintaining a Sharp EyePassage 1 Dancing Beijing1 Warm-up questions:1. Do you know anything about Olympic emblem? And what is that of the 2008Beijing Olympic Games?2. What impressed you most by the 2008 Beijing Olympic Games?2 Guided reading aloud of the passage:The students read the passage after the teacher for the first time, trying to imitate the teacher’s pronunciation and intonation, and then read it in class individually. The teacher should pay attention to correcting the students’ pronunciation and intonation.3 Explanation of difficult words and expressions:The students are required to have a discussion in groups to pick out the difficult words and expressions in the whole passage which they don’t understand and report them to the class. The teacher will demonstrate the usage of those chosen points, and then ask the students to make up at least two sentences with them in groups. In this passage, apart from what have been chosen in Language Points in Teacher’s Book, the following points are encouraged to be chosen and practiced on.1. give sth./sb. high praise: to express a fairly favorable judgment of sth.e.g. He has been given high praise as both an actor and director by critics.2. be filled with: to make something full by entering an amount of a substancee.g. Her eyes were filled with tears.Books are filled with many wonders.3. symbol n. something used for representing something else, esp. a material objectrepresenting something immateriale.g. The symbol on the packet is a guarantee that the food has been produced organically.4. put sth. up to a new level: to make sth. in a position, in a scale or rank (as ofachievement, significance, or value)e.g. We are about to put the protection against terrorist wars to a new level.5. stand for: to represent, symbolizee.g. She also learned a kind of alphabet for the blind, in which different fingerpositions stand for different letters of the alphabet.6. at ease: relaxed and confident and not nervous or embarrassede.g. Your presence puts my mind at ease.7. function as: to serve as; to act ase.g. This big sofa can also function as a bed.4 Teaching suggestions for understanding the passage in detail:1. Paragraph 1:1) Ask one or two students to read this paragraph.2) Pair work: The students have a discussion to find the answers to the followingquestions:(1) What story does every emblem of the Olympics usually tell?(It usually tells a beautiful story of the host country of the Games.)(2) What are the comments all the IOC officials gave to the design of the emblem ofDancing Beijing?(They all said it was the best one ever designed.)2. Paragraph 2:1) The students read this paragraph for three times by themselves, trying toremember the meanings of the passage.2) Meanwhile the teacher writes down the following sentences on the blackboard orshows them with PPT. The students are asked to fill in the missing words in the following passage without looking at the book.The Beijing 2008 Olympic Games emblem is filled with Beijing’s ________, and carries the commitment made to the ________by a country that has a population of 1.3 billion and by a nation with both______________and ______________.(hospitality and hopes, Olympic Movement , ancient civilization, modern culture)3. Paragraphs 3 and 4:1) The students read these paragraphs together.2) Group work: Give each group 5 minutes to prepare the translation of these twoparagraphs, and then an oral class presentation is required.4. Paragraphs5. 6 and 7:1) Ask the students to read these three paragraphs by themselves.2) Meanwhile, the teacher writes down the following table on the blackboard orshows it with PPT. The students are required to complete the outline of these three paragraphs in groups.Key: 1) Dancing Beijing2) hospitality and hopes3) the Olympic Movements4) luck and happiness5) mind and vitality5 Summary of the passage:Group work: The students have a discussion to find the topic sentence for each paragraph.(Reference answers:Para. 1: Every emblem of the Olympics tells a beautiful story.Para. 2: The Beijing 2008 Olympic Games emblem is filled with Beijing’s hospitality and hopes.Para. 3: “Dancing Beijing” is a symbol of trust and an expression of China’s confidence.Para. 4: The red color of Beijing 2008 Olympic emblem represents Chinese people’s longing for luck and happiness and their explanation of life.Para. 5: Olympic Games function as the stage where heroes are made, records broken and medals earned.Para. 6: The Beijing 2008 Olympic emblem shows that China is opening its arms to welcome the rest of the world to join the Olympics.Para. 7: People from all over the world are welcome to China to share the experience of “One World, One Dream”.)6 Suggested methods for doing exercises:1. Group work for Exercises 2 and 3: Underline the useful expressions in eachsentence.2. Pair work for Exercises 4 and 5: Each student writes out the sentence patternsthey are going to use and then write out their translation. Afterwards they check up each other’s work, correcting the mistakes. At last, the whole class repeat the English translation of the sentences together.7 Assignments for this section:1. Recite Paragraph 4 of the passage.2. Preview Passage II.PASSAGE II Closing Speech by Jacques Rogge1 Warm-up activity:Group work: Suppose you were the president of the International Olympic Committee, and you were invited to make the closing speech for Beijing 2008 Olympic Games. Deliver your speech within the group first, and then the group representatives give their performance in class.2 Guided reading aloud of the passage:The students read the passage after the teacher for the first time, trying to imitate the teacher’spronunciation and intonation, and then read it in class individually. The teacher should pay attention to correcting the students’ pronunciation.3 Explanation of difficult words and expressions:The students are required to have a discussion in groups to pick out the difficult words and expressions in the passage which they don’t understand and then report them to the class. The teacher will demonstrate the usage of those chosen points, and ask the students to make up at least two sentences with them in groups. In this passage, apart from what may have been chosen in Language Points in Teacher’s Book, the following points are encouraged to be chosen and practiced on.1. awe sb. with sth.: arouse one’s overwhelming feeling of admiration, fear, or wonder with sth.e.g. You awed us with the way you handled such a touchy situation.2. achievement n. something accomplished, as through great effort, skill, or couragee.g. Let me congratulate you on your great achievements.3. wish the best for: express one’s hope toward somebody that he or she will be in thebest state or position.e.g. We wish the best for your Christmas and the new year.4. inspire v. to fill with an animating, quickening, or exalting influencee.g. Her courage inspired her followers.5. keep alive: stay in a living or energetic state, condition, or positione.g. The big factories are trying to keep alive by cutting costs.6. in accordance with: according to a rule or the way that says something should be donee.g. The mayor must make policies in accordance with the bill passed in the Congress.4 Teaching suggestions for understanding the passage in detail:1. Paragraphs 1, 2 and 3:1) Ask the students to read these paragraphs individually.2) Group work: Give each group 3 minutes to prepare the translation of these threeparagraphs, and then an oral class presentation is required.2. Paragraph 4:1) The students read this paragraph together.2) Dictation practice. The teacher reads the paragraph one sentence after another fortwo times. Afterwards, the students check up their work with their partners.3. The rest paragraphs of the passage:1) The students read these four paragraphs by themselves for two times.2) Meanwhile, the teacher writes down the following passage on the blackboard orshows it with PPT. The students are required to fill in the blanks with the missing words without looking at the book.The athletes tonight were true (1)_______. They showed the unifying(2)_______. They will keep the Olympic spirit alive when (3)_______. These were truly exceptional (4)_____! Now I (5)________the 2008 Beijing Olympic Games closed.(Key: 1. role models 2. power of sport 3. they return home 4. Games 5. declare)6Summary of the passage:1. With the help of the teacher, the students are required to find adjectives phrases inthe passage describing the Olympic Games. One is given as an example: wonderful volunteers(Hints: glorious day, dazzling venues, talented athletes, true role models, unifying power of sport, warm embrace of competitive rivals, exceptional Games)2. Groups work: Each group tries to pick out at least 5 expressions or sentences fromthe passage witch they think are worth remembering. Afterwards, ask some groups to write them down on the blackboard and ask the whole class to read them aloud.7 Suggested methods for doing Exercise 7:Group work: Ask the students to prepare the Chinese translation of the sentences in Exercise 7 in groups, and there will be a group presentation in class afterwards.8 Assignments for this section:1. Recite Paragraphs 3 and 4 of the passage.2. Preview Sections I, II and III in Unit Seven.。
新编实用英语综合教程第1册教学设计
新编实用英语综合教程第1册教学设计课程概述本课程是针对初学者设计的英语教学课程，旨在通过可操作性强、实用性强的语言技能，帮助学习者快速掌握英语基础知识，为日后深入学习和使用英语扫清道路。
教学目标本教学设计旨在通过一系列科学有效的教学方法，实现以下教学目标：1.帮助学生掌握英语字母表和发音规律；2.帮助学生掌握简单的日常用语；3.帮助学生理解基本的语法知识和句型结构；4.培养学生初步的听、说、读、写能力，同时提高学生的英语语感和自信心。
教学内容第一课主要教授英语字母表，包括26个字母的名称和发音规律。
通过字母与音素的对应关系，帮助学生初步掌握英语发音技巧。
第二课本节内容主要讲解简单的日常用语，如问候语、感谢语、道别语等。
通过模拟真实情景，帮助学生熟练掌握常见的英语用语，并且通过口语练习巩固掌握。
第三课本节内容主要引导学生学习并掌握英语语法方面的基础知识，如主语、谓语、定语、状语等基本概念，并且通过练习巩固掌握。
第四课本节内容主要介绍英语代词、形容词、副词的基础知识，帮助学生掌握词汇量的同时，提高学生对英语语法的敏感性，同时辅以口语练习提高听说能力。
第五课本节内容主要让学生了解问题句型及回答方式，并帮助学生掌握各种相应句子类型的语法。
第六课综合性课程内容，巩固学生对前几节课的掌握，同时给予口语表达、语音、语法等方面的全面训练。
教学方法本教学设计将采用两大类方法，一类为传统教学方式，一类为现代教学方式。
传统教学方式1.讲授法：将基础知识讲授给学生，辅以学生手册和黑板板书，帮助学生初步掌握英语基础知识；2.练习法：通过不同形式的习题练习，巩固学生的掌握程度，并且帮助学生在做题过程中发现自己的不足，及时进行纠正。
现代教学方式1.互动式教学: 以学生为主体，让学生在讲师引导和促进下进行互动学习;2.多媒体教学: 利用现代多媒体教学手段，如PPT、录像等多媒体技术，结合学生实际情况和教学目标，对课程内容进行更直观、生动的展现。
第一册Unit 1新编实用英语教程第4版高教社教案
Unit One Hello, Hi！Teaching Time: 8 periodsTeaching Objectives:Ss Should Learn to Do1. Greet people and give responses: first meeting and meeting again2. Exchange personal information: name / address / telephone number / job / study3. Introduce people to each other4. Meet people at the airport5. Say goodbye to others6. Say hello in different languages7. Write a business cardKey Points:1. Etiquette of meeting and introducing people2. Etiquette of exchanging business cards3. Basic sentence structuresSuggested Teaching Procedures and Class ActivitiesSECTION I Talking Face to Face1 Lead-in activities:Imitating Mini-Talks1. Warm-up questions:1) How much do you know about the way American and British people greet each other? Whatexpressions do they often use?2) How do we Chinese greet others? What expressions do we often use?2. Class Activities:1. The students read the Mini-Talks after the teacher, and then try to recite them within fiveminutes in pairs.2. Ask the students to recite and perform the mini talks in class.3. The tudents discuss in groups, summarizing the words, phrases and sentences frequentlyused according to the following topics with the help of the teacher. The students speak out the sentences under the guidance of the teacher, paying attention to the pronunciation and the intonation.2) The way native English speakers introduce themselves to each other:(1) Mr. Brown, allow me to introduce myself. My name is Zhou Daqiang, manager of the company.(2) I’m Robert Miller from America. Please call me Robert.(3) Before we start (First of all), let me introduce myself.(4) Hello, may I introduce myself?(5) I’d like to introduce myself first.(6) Could you please introduce me to your manager?(7) May I introduce my friend Mike? He is from Canada.3) The way native English speakers exchange their personal information:(1) Here is my name (business) card.(2) This is my name card.(3) Thank you. Here is mine.(4) This is my mobile phone number.(5) I’ll take down your e-mail address.(6) Please call me or e-mail me if you need any help.4) The way native English speakers say good-by to each other:(1) Bye.(2) Good-bye.(3) So long.(4) See you next time.(5) Have a good day.(6) Pleased / Glad to have met you.(7) Take care.(8) See you later.5) The expressions native English speakers frequently use to meet people at the air port:(1) Hello, are you Prof. Smith from the United States?(2) Hi, are you Miss Mary Green? I’m Li Hong from Foreign Languages School.(3) How do you do, Mr. White? My manager has asked me to meet you at the air port.(4) Did you have a good trip?(5) Was everything OK on your trip?(6) Let me help you with your luggage. And I have a car waiting for us outside.Studying business cards1. Warm-up questions:1) When are business cards exchanged between people?2) What are usually written on business cards?2. The students read and translate the sample business cards under the guidance of the teacher.2 Act-out activities:Sample dialogues1. The students read the sample dialogues after the teacher, trying to imitate the teacher’spronunciation and intonation.2. Ask the students to read the sample dialogues in pairs.3. Groups work: Ask the students to categorize the greetings in the sample dialogues into threegroups.1) Greetings used at the first meeting:(1) Hello, nice to meet you.(2) How do you do, Professor Lu?(3) Welcome to our department, Mike.(4) Nice to meet you, Mr. Green. Welcome to our company.2) Greetings used when meeting again:(1) Hi, long time no see, Mike. Do you remember me?(2) How nice to see you again. How are you?(3) How is your project?(4) It’s going fine.(5) Hello, Jack. Haven’t seen you for ages. How’s everything?(6) What a pleasant surprise! I’m fine.(7) What brings you here?(8) How are things going in your company?(9) Not bad. How about you?(10) Just doing well. Would you care for a drink?3) Sentences used for introducing people and giving responses:(1) My name is Lu Yang.(2) I’m Michael Breen. Please call me Mike.(3) Here’s my card.(4) I’m Jack Green from Zhonghua Technical School.(5) Here is my business card.(6)This is mine.4. Group work: Give the students several minutes to prepare an introduction of themselves, andthen introduce themselves to each other.5. Pair work: Make a dialogue about two old friends meeting again. Perform it in class.6. Do Exercises 5 and 6 in pairs.3 After-class activities:1. Pair work: Each pair makes a dialogue according to the tips in one of the five tasks in Speakand Perform. There will be a class presentation in the next class period.2. Group work: Design a business card in groups with PPT, present it and practice exchangingthe business cards to each other in the next class period.3. Pay a visit to the website: to watch the video about an ESL lesson- Introduction words andphrases.SECTION II Being All Ears1 Learning Sentences for Workplace Communicaiton1. Give the students a few minutes to read through the printed materials for each listening item.2. Listen to the tape for the first time by looking at the corresponding Chinese version. Whilelistening to the English sentences, the students try to remember the meaning of each of the sentences they have heard. The focus here is on cross-reference of the English sentences and their Chinese meanings.3. Play the tape for a second time, and ask the students to do exercises in this section.4. Play the tape for the third time with a pause after each sentence, and ask the students torepeat the sentence during the pause.2 Handling a Dialogue1. Give the students a few minutes to read through the printed materials for each listening item.2. Listen to the tape for the first time without looking at the book.3. Play the tape for a second time, and ask the students to answer the following questions orally:1) Who is John? Where is he from?2) What does he study in the university?3) Who is Lin? Which grade is he in now?4) Where does Lin want to go after graduation? Why does he want to study further?5) How can they keep in touch later on?4. Play the tape for the third time, and the students read the dialogues, following the tape simultaneously and trying to catch up the speed and simulate the speakers’ tones.5. Do the exercises in this section.3 Understanding a Short Speech/Talk1. Give the students a few minutes to read through the printed materials for each listening item.2. Listen to the tape for the first time without looking at the book.3. Play the tape for a second time, and ask the students to do the exercises in this section.4. Play the tape for the third time with a pause after each sentence, and ask the students to takenotes of the key words.SECTION III Trying Your HandPracticing Applied Writing1 Sample analysis:The teacher summarizes briefly the format and language used in business cards. The teacher may show the following passage with PPT (If there is no PPT prepared, ask the students to take a dictation of the passage). Afterwards, ask the students to read it and translate it into Chineseorally.Business cards are cards bearing business information about a company or individual. They are exchanged during formal introductions as a convenience and a memory aid. A business card typically includes the giver's name, company affiliation (usually with a logo) and contact information such as street addresses, telephone number(s), fax number, e-mail addresses and website. It can also include a bank account and tax code. Traditionally many cards were simple black text on white stock; today a professional business card will sometimes include one or more aspects of striking visual design.Your card should display the same design and basic information as your other marketing materials. However, a business card is not a brochure or a catalog; its space is limited, so you must choose the information content and your words carefully. Single words and phrases should be used. A good approach is to break the essential information down into three areas: identity, credibility and clarity.2Simulated writing:1. The students read and translate the sample names cards with the help of the teacher.2.Do Exercises 2, 3 and 4 in groups.Writing Sentences and Reviewing Grammar1 The teacher gives a brief summary of the basic sentence structuresMost English sentences are constructed using three basic sentence patterns. The heart of every English sentence is the Subjective-Verb core. Other elements can be added to make the sentence structure grow into more complex sentence patterns. When we speak out or write a sentence, the essential thing to do is to get the basic sentence structure correct.2 Do Exercises 5, 6 and 7 in groups.3 Assignment for this section:Suppose you are a salesman of DJ Electronics. Design a name card for yourself. In the next class period there will be a Business Card Show: each student or each group will present their business cards for the class business card show. A bench of judges will choose and award the best.SECTION IV Maintaining a Sharp EyePassage 1 The Business Card a Social Faux Pas1 Warm-up questions:1. What is the function of business cards?(They show business information about a company or individual.)2. What do people think about business cards?(They are a useful marketing tool.)2 Guided reading aloud of the passage:The students read the passage after the teacher for the first time, trying to imitate the teacher’s pronunciation and intonation, and then read it in class individually. The teacher should pay attention to correcting the students’ pronunciation and intonation.3 Explanation of difficult words and expressions:The students are required to have a discussion in groups to pick out the difficult words and expressions in the whole passage which they don’t understand and report them to the class. The teacher will demonstrate the usage of those chosen points, and then ask the students to make up at least two sentences with them in groups. In this passage, apart from what have been chosen in Language Points in Teacher’s Book,the following points are encouraged to be chosen and practiced on.1. situation:n. a condition or position in which you find yourselfe.g. The economic situation has changed considerably.2. reach for: move forward or upward in order to touche.g. I reached for a book on the top shelf.3. get caught in: to be in a situation that you cannot easily get out ofe.g. We should be able to make it unless we get caught in a traffic jam.4. hand out: to give something to each person in a group; give without chargee.g. Will you help me to hand out the materials for the lecture?4 Teaching suggestions for understanding the passage in detail:1. Paragraph 1:1) The students look though this paragraph together.2) Group work: Give the students 3 minutes to prepare the translation of the first paragraph, andthen an oral class presentation is required.2. Paragraph 2:1) Ask one or two students to read this paragraph.2) Group work: The students have a discussion to find the answers to the following questions:(1) If you don’t want to miss opportunities for business, what should you do?(I should not miss connections.)(2) How are people usually looked at if they don’t present their name cards properly inbusiness situations?(They are regarded as not being prepared.)3. Paragraph 3:1) Pair work: One student reads this paragraph loudly, and another helps correct his or herpronunciation. And then they change their roles to do the same work again.2) The two students work together to summarize the general idea of Para. 3, and then presentit in class.(The general idea of Para. 3: You should always bring your name card with you.)4. The rest of the passage:1) The students read this part for three times by themselves, trying to remember the meaningsof the passage.2) Meanwhile the teacher writes down the following sentences with some words missing onthe blackboard or show them with PPT. The students are asked to fill in the missing words in the following sentences without looking at the book.(1) If you don’t have a job, get ___________________.(2) If you are _______, haven’t had new cards in 2 or more years, it could be time for ____and ______.(3) Perhaps set a goal of ______________ 5 cards a day.(4) Practice what you will say when handing them out. _______, there are so manyopportunities to do so.(5) Ask your network to ___________ and for you also by handing out a few!(Key: 1. Networking Cards 2. employed; an update; photo update3. handing out4. On a daily basis5. network with info update)5 Summary of the passage:1. Group work: The students have a discussion of the main idea of the passage. Thestudents’ ideas may vary, and the teacher gives his or her own idea.(The main idea of the passage is that a business card is very important for you to communicate with others, so you should always bring it with you.)2. Groups work: Each group tries to pick out at least 5 expressions or sentences from thepassage which they think are worth remembering. Afterwards, ask some groups to write them down on the blackboard and then the whole class read them aloud in chorus.6 Suggested methods for doing exercises:1. Group work for Exercises 2 and 3: Underline the useful expressions in each sentence.2. Pair work for Exercises 4 and 5: Each student writes out the sentence patterns they aregoing to use and then write out their translation. Afterwards they check up each other’s work, correcting the mistakes. At last, the whole class repeat the English translation of the sentences together.7 Assignments for this section:1. Recite Paragraphs 2 and 3 of the passage.2. Preview Passage II.PASSAGE II How to Say Hello in Different Languages1 Warm-up activities:1.Group work: Ask the students to greet each other in their local dialects. At the same time, the whole class try to imitate their greetings.2. Ask the students if they know any way to say hello in any foreign language. Ask those who dosay it to the class. Then let the students refer to the language list in the course book to find out more about how to say hello in the world2 Guided reading aloud of the passage:The students read the passage after the teacher for the first time, trying to imitate the teacher’s pronunciation and intonation, and then read it in class individually. The teacher should pay attention to correcting the students’ pronunciation.3 Explanation of difficult words and expressions:The students are required to have a discussion in groups to pick out the difficult words and expressions in the passage which they don’t understand and then report them to the class. The teacher will demonstrate the usage of those chosen points, and ask the students to make up at least two sentences with them in groups. In this passage, apart from what may have been chosen in Language Points in Teacher’s Book,the following points are encouraged to be chosen and practiced on.1. handshake:n. grasping and shaking of a person's hand to greet or welcomee.g. The manager gave the visitor a strong handshake.2. bow:v. bend one's knee or body, or lower one's heade.g. He bowed to greet in a Japanese way.3. embrace:v. hold someone in the arms (as in greeting)e.g. At first people were sort of crying for joy and embracing each other.4 Teaching suggestions for understanding the passage in detail:1. Paragraph 1:1) The students read this paragraph together.2) Dictation practice: The teacher reads each sentence of the paragraph for or three times accordingto the students’ English level, and the students write them down. Afterwards, the students check up them with their partners.2. Paragraph 2:1) Ask two or three students to read the paragraph individually.2) Pair work: One student asks about 2 or 3 specific questions about Paragraphs 2, and the otherone gives the answers. Then the students exchange their roles to do the same work again.(For example: What is the usual way for Canadian people to greet each other? What gestures do other people like to use to greet people? )3. The rest of the passage:1) The students read this part following the teacher.2) Group work: The teacher draws the following table on the blackboard (or shows it withPPT), and then asks the students to have a group discussion for matching the greeting sentences in Column A with the countries they are spoken in Column B. In the end, the whole class try to pronounce the greeting words in different languages.(Key: 1—B 2—A 3—E 4—G 5—N 6—M 7— D 8—O 9—C 10—L 11—I 12—H 13—F 14—J 15—K)5Summary of the passage:1. Group work: The students have a discussion of the question: Why is it useful for us to knowa little about saying hello in different languages? The students’ideas may vary, and theteacher gives his or her own idea.(Suggested answer:In my opinion, learning something about saying hello in different languages is very useful, because now there are more and more foreign visitors coming to our country and we are having more chances to travel in foreign countries.If we can greet foreigners in their own languages, they and we as well will feel happyand comfortable. This will help us better communicate with each other.)2. Groups work: Each group tries to pick out at least 5 expressions or sentences from thepassage witch they think are worth remembering. Afterwards, ask some groups to write them down on the blackboard and ask the whole class to read them aloud.6 Suggested methods for doing Exercise 7:Group work: Ask the students to prepare the Chinese translation of the sentences in Exercise7 in groups, and there will be a group presentation in class afterwards.7 Assignments for this section:1. Recite Paragraph 1 of the passage.2. Pay a visit to the website: -- , and enjoy the video about how to introduce yourself in Spanish.3. Preview Sections I, II and III in Unit Two.SECTION V Appreciating Culture Tips1 Understanding of the business mottoes:Ask the students to read the advertising slogans or business mottoes.2 Group discussion:1. Which advertising slogan or business mottoes impress you most? Give comments on it.What do you think of the Chinese translation?2. Please list some other advertising slogans or business mottoes you are familiar with.3. Search online for more similar advertising slogans or business mottoes and exchange themin the next class period.。
新编实用英语第一册教案
第一部分课程基本信息第二部分教学设计一、课程与教材分析（一）课程分析《大学英语》是高等教育的一个有机组成部分，是大学生的一门必修的基础课程。
大学英语教学是以英语语言知识与应用技能、学习策略和跨文化交际为主要内容；以外语教学理论为指导，并集多种教学模式和教学手段为一体的教学体系，旨在培养学生英语综合应用能力，特别是听说能力，使他们在今后工作和社会交往中能用英语有效地进行口头和书面的信息交流，同时增强其自主学习能力、提高综合文化素养，以适应我国经济发展和国际交流的需要。
（二）教材分析（突出针对课程需要，合理选择教材和教参）《新编实用英语》（第五版）系列教材国家“十三五”规划教材，是严格按照国家职业教育目标和要求精心设计的立体化公共外语教材，教材内容贴合日常交际和职场需求，在主题类别、语篇类型、语言知识、文化知识等方面均与《新课标》紧密对应，历经多年教学实践，得到了广大高职高专院校师生的充分认可。
教材立足“立德树人”根本教育任务，探索外语“课程思政”建设，注重中华优秀文化的表达，助力培养德才兼备、德智体美劳全面发展的人；注重培养学生的英语学科核心素养，助力学生形成关键能力和必备品格以及形成正确的世界观、人生观和价值观，努力将大英教材的思想价值渗透作用最大化，以美育人、以德润人，以文化人，潜移默化中引导学生坚定“四个自信”，润物无声中实现“育人育才”。
教材聚焦典型生活和职业场景，以富有生活化、职业性和时代性的选材，将英语技能放在职业场景中操练，注重对学生英语基本功和职业技能的全面培养，并创设“线上+ 线下”混合式外语教学生态，资源以立体化、多模态形式呈现，是比较适合我校学生实际的教材。
二、学生情况分析（一）学生基本情况本课程是面向我校非英语专业普通专科学生的公共必修课，所教大部分学生有较强的学习积极性、主动性和自觉性，具备比较基本的英语阅读和简单写作的能力，但是听力水平普遍较低，词汇量相对有限，在写作和翻译方面能力较为欠缺。
第一册Unit-6新编实用英语教程第4版高教社教案
Unit Six Olympics and SportsTeaching Goals:1. Understand a sports event poster2. Invite someone to see a sports event3. Talk about and comment on a sports event4. Invite friends to take part in outdoor activities5. Design and write a sports event posterFocal Points:1. Understanding and designing a sports event poster2. Key words and expressionsDifficult Points:1. Talk about and comment on a sports event2.You should know about Successful Beijing Olympic GamesTeaching Time: 8 periodsTeaching Procedures and Class ActivitiesSECTION I Talking Face to Face1 Lead-in activities:Imitating Mini-Talks1. Warm-up questions:1) What sports or outdoor activities do you like most?2) What information do you think a sports event poster should contain?2. Class Activities:1. The students read the Mini-Talks after the teacher, and then try torecite them within five minutes in pairs.2. Ask the students to recite and perform the mini talks in class.3. The students discuss in groups, summarizing the words, phrases andsentences frequently usedaccording to the following topics with the help of the teacher. The students speak out the sentences under the guidance of the teacher, paying attention to the pronunciation and the intonation.1) The way to talk about a sports event poster:(1) Haven’t you seen the poster of the friendly basketball matchorganized by the Students’ Union?(2) Look! There is a colored poster on the notice board.(3) A poster in the club lounge says there will be a fishing contest this weekend.(4) Let’s design a poster for it.(5) How should we decorate the poster to make it more attractive?(6) Look at the poster. It seems that there will be an exciting eventhappening in the community.(7) Let’s make a poster for the badminton match together.2) The way to invite people to see a sports event:(1) There is a basketball match at the college gymnasium. Would you like to go and watch it?(2) I’m eager to watch the game. Would you like to go with me?(3) It says there will be a chess game at the Students’Center on Sunday. Let’s go to watch it.(4) We are going to hold a marathon race next week.(5) Are you interested in the tug-of-war matches in the college?(6) Would you like to join us in supporting the college football team tonight?3) The way to talk about or give comments on a sports event:(1) The match is really interesting and exciting.(2) Picnicking is a very good outdoor activity.(3) Both the teams played incredibly well.(4) I am crazy about the performance of our team.(5) Our team has an unbelievable victory against the other school team.4) The way to invite people to take part in outdoor activities:(1) Are you interested in fishing?(2) I enjoy fishing a lot. It’s a healthy sport. Why not go fishing with us?(3) Mountain climbing is a very good outdoor activity. Will /Would youlike to join us in climbing the mountain outside the city thisSunday?(4) How about picnic? Picnicking is a very interesting outdoor activity.Most people enjoy having a picnic in summer.Studying Posters1. Warm-up questions:1) What do you think is the use of a poster?2) What can we know from a poster?2. The students read and translate the two sample posters under theguidance of the teacher.2 Act-out activities:Sample dialogues1. The students read the sample dialogues after the teacher, trying toimitate the teacher’s pronunciation and intonation.2. Ask the students to read the sample dialogues in pairs.3. Groups work: Ask the students to categorize the useful sentences inthe sample dialogues into two groups.1) Sentences used for inviting people to watch sports games and givingresponses:(1) There is a basketball match at the city gymnasium. Would you like to go to watch it?(2) Let’s go to cheer/support for our team.(3) I’m eager to watch the game.(4) Are you going to the rowboat match?(5) Are you going to be on the Chinese students’ team?(6) What time is the match and where?2) Sentences used for commenting on sports events:(1) The Normal University team is not easy to beat.(2) The match will be very exciting.(3) Wow! That’s going to be exciting.4. Group work: Each group member is required to invent a sports eventposter, and then tell and show it to the other members.5. Pair work: Make a dialogue about inviting your partner to watch abasketball game. Perform it in class.6. Do Exercises 5 and 6 in pairs.3 After-class activities:1. Pair work: Each pair makes a dialogue according to the tips in oneof the five tasks in Speak and Perform. There will be a class presentation in the next class period.2. Group work: Design a sports event poster using PPT, present it andpractice talking about this poster to other groups in the next class period.3. Pay a visit to the website to watch the video about giving commentson a sports event.SECTION II Being All Ears1 Learning Sentences for Workplace Communication1. Give the students a few minutes to read through the printed materials for each listening item.2. Listen to the tape for the first time by looking at the correspondingChinese version. While listening to the English sentences, the students try to remember the meaning of each of the sentences they have heard. The focus here is on cross-reference of the English sentences and their Chinese meanings.3. Play the tape for a second time, and ask the students to do theexercises in this section.4. Play the tape for the third time with a pause after each sentence,and ask the students to repeat the sentence during the pause.2 Handling a Dialogue1. Give the students a few minutes to read through the printed materials for each listening item.2. Listen to the tape for the first time without looking at the book.3. Play the tape for a second time, and ask the students to answer thefollowing questions orally:1) Why do Bob and his friend want to spend the day in the open air?2) Where will they go?3) How will they go there?4) What will they enjoy there?5) Will they swim in the lake? Why or why not?4. Play the tape for the third time, and the students read the dialoguesfollowing the tape simultaneously and trying to catch up the speed and simulate the speakers’ tones.5. Do the exercises in this section.3 Understanding a Short Speech/Talk1. Give the students a few minutes to read through the printed materials for each listening item.2. Listen to the tape for the first time without looking at the book.3. Play the tape for the second time, and ask the students to do theexercises in this section.4. Play the tape for the third time with a pause after each sentence,and ask the students to take notes of the key words.SECTION III Trying Your HandPracticing Applied Writing1 Sample analysis:The teacher summarizes briefly the format and language used in a sports event poster. The teacher may show the following passage with PPT (If there is no PPT prepared, ask the students to take a dictation of the passage.). Afterwards, ask the students to read it and translate it into Chinese orally.A sports event poster is written and posted to inform people of a particular sports event so that they can come to watch it. Therefore, the name, the time, the place of the match and the competing teams should be clearly stated. Very often the availability of tickets is also mentioned.A sports event poster often takes the following format:21. The students read and translate the two sample posters into Chinese.2. Do Exercises 2, 3 and 4 in groups.Writing Sentences and Reviewing Grammar1 The teacher gives a brief summary of the contextual reference oftenses.1. The verb tense form is consistent with the time adverbial used.2. The verb tense of the subordinate clause is consistent with that in the main clause.3. In time and conditional adverbial clauses, present tense is used to indicate the future tense.4. When presenting universal truth and objective existence, simplepresent tense is used regardless of time reference.5. When writing a paragraph, special attention should be paid toco-reference of tense forms across sentences.2 Do Exercises 5, 6 and 7 in groups.3 Assignments for this section:Group work: Design a poster for a sports event your class is engaged in with PPT. There will be a Poster Show in the next class period.SECTION IV Maintaining a Sharp EyePassage 1 Dancing Beijing1 Warm-up questions:1. Do you know anything about Olympic emblem? And what is that of the2021 Beijing Olympic Games?2. What impressed you most by the 2021 Beijing Olympic Games?2 Guided reading aloud of the passage:The students read the passage after the teacher for the first time, trying to imitate the teacher’s pronunciation and intonation, and then read it in class individually. The teacher should pay attention to correcting the students’ pronunciation and intonation.3 Explanation of difficult words and expressions:The students are required to have a discussion in groups to pick out the difficult words and expressions in the whole passage which they don’tunderstand and report them to the class. The teacher will demonstrate the usage of those chosen points, and then ask the students to make up at least two sentences with them in groups. In this passage, apart from what have been chosen in Language Points in Teacher’s Book, the following points are encouraged to be chosen and practiced on.1. give sth./sb. high praise: to express a fairly favorable judgment of sth.e.g. He has been given high praise as both an actor and director by critics.2. be filled with: to make something full by entering an amount of a substancee.g. Her eyes were filled with tears.Books are filled with many wonders.3. symbol n. something used for representing something else, esp. amaterial object representing something immateriale.g. The symbol on the packet is a guarantee that the food has been produced organically.4. put sth. up to a new level: to make sth. in a position, in a scaleor rank (as of achievement, significance, orvalue)e.g. We are about to put the protection against terrorist wars to a new level.5. stand for: to represent, symbolizee.g. She also learned a kind of alphabet for the blind, in whichdifferent finger positions stand for different letters of the alphabet.6. at ease: relaxed and confident and not nervous or embarrassede.g. Your presence puts my mind at ease.7. function as: to serve as; to act ase.g. This big sofa can also function as a bed.4 Teaching suggestions for understanding the passage in detail:1. Paragraph 1:1) Ask one or two students to read this paragraph.2) Pair work: The students have a discussion to find the answers to thefollowing questions:(1) What story does every emblem of the Olympics usually tell?(It usually tells a beautiful story of the host country of the Games.)(2) What are the comments all the IOC officials gave to the design ofthe emblem of Dancing Beijing?(They all said it was the best one ever designed.)2. Paragraph 2:1) The students read this paragraph for three times by themselves, tryingto remember the meanings of the passage.2) Meanwhile the teacher writes down the following sentences on theblackboard or shows them with PPT. The students are asked to fill in the missing words in the following passage without looking at the book.The Beijing 2021 Olympic Games emblem is filled with Beijing’s ________, and carries the commitment made to the ________by a country that has a population of 1.3 billion and by a nation with both ______________and ______________.(hospitality and hopes, Olympic Movement , ancient civilization, modern culture)3. Paragraphs 3 and 4:1) The students read these paragraphs together.2) Group work: Give each group 5 minutes to prepare the translation ofthese two paragraphs, and then an oral class presentation is required.4. Paragraphs5. 6 and 7:1) Ask the students to read these three paragraphs by themselves.2) Meanwhile, the teacher writes down the following table on theblackboard or shows it with PPT. The students are required to complete the outline of these three paragraphs in groups.Key: 1) Dancing Beijing 2) hospitality and hopes3) the Olympic Movements 4) luck and happiness5) mind and vitality5 Summary of the passage:Group work: The students have a discussion to find the topic sentence for each paragraph.(Reference answers:Para. 1: Every emblem of the Olympics tells a beautiful story.Para. 2: The Beijing 2021 Olympic Games emblem is filled with Beijing’s hospitality and hopes.Para. 3: “Dancing Beijing〞 is a symbol of trust and an expression of China’s confidence.Para. 4: The red color of Beijing 2021 Olympic emblem represents Chinese people’s longing for luck and happiness and theirexplanation of life.Para. 5: Olympic Games function as the stage where heroes are made, records broken and medals earned.Para. 6: The Beijing 2021 Olympic emblem shows that China is opening its arms to welcome the rest of the world to join the Olympics.Para. 7: People from all over the world are welcome to China to share the experience of “One World, One Dream〞.)6 Suggested methods for doing exercises:1. Group work for Exercises 2 and 3: Underline the useful expressionsin each sentence.2. Pair work for Exercises 4 and 5: Each student writes out the sentencepatterns they are going to use and then write out their translation.Afterwards they check up each other’s work, correcting the mistakes.At last, the whole class repeat the English translation of the sentences together.7 Assignments for this section:1. Recite Paragraph 4 of the passage.2. Preview Passage II.PASSAGE II Closing Speech by Jacques Rogge1 Warm-up activity:Group work: Suppose you were the president of the International Olympic Committee, and you were invited to make the closing speech for Beijing 2021 Olympic Games. Deliver your speech within the group first, and then the group representatives give their performance in class.2 Guided reading aloud of the passage:The students read the passage after the teacher for the first time, trying to imitate the teacher’spronunciation and intonation, and then read it in class individually. The teacher should pay attention to correcting the students’ pronunciation.3 Explanation of difficult words and expressions:The students are required to have a discussion in groups to pick out thedifficult words and expressions in the passage which they don’t understand and then report them to the class. The teacher will demonstrate the usage of those chosen points, and ask the students to make up at least two sentences with them in groups. In this passage, apart from what may have been chosen in Language Points in Teacher’s Book, the following points are encouraged to be chosen and practiced on.1. awe sb. with sth.:arouse one’s overwhelming feeling of admiration, fear, or wonder with sth.e.g. You awed us with the way you handled such a touchy situation.2. achievement n.something accomplished, as through great effort, skill, or couragee.g. Let me congratulate you on your great achievements.3. wish the best for: express one’s hope toward somebody that he or shewill be in the best state or position.e.g. We wish the best for your Christmas and the new year.4.inspire v.to fill with an animating, quickening, or exalting influencee.g. Her courage inspired her followers.5. keep alive: stay in a living or energetic state, condition, or positione.g. The big factories are trying to keep alive by cutting costs.6. in accordance with:according to a rule or the way that says something should be donee.g. The mayor must make policies in accordance with the bill passed in the Congress.4 Teaching suggestions for understanding the passage in detail:1. Paragraphs 1, 2 and 3:1) Ask the students to read these paragraphs individually.2) Group work: Give each group 3 minutes to prepare the translation ofthese three paragraphs, and then an oral class presentation is required.2. Paragraph 4:1) The students read this paragraph together.2) Dictation practice. The teacher reads the paragraph one sentenceafter another for two times. Afterwards, the students check up their work with their partners.3. The rest paragraphs of the passage:1) The students read these four paragraphs by themselves for two times.2) Meanwhile, the teacher writes down the following passage on theblackboard or shows it with PPT. The students are required to fill in the blanks with the missing words without looking at the book.The athletes tonight were true (1)_______. They showed the unifying (2)_______. They will keep the Olympic spirit alive when (3)_______. These were truly exceptional (4)_____! Now I (5)________the 2021 Beijing Olympic Games closed.(Key: 1. role models 2. power of sport 3. they return home 4. Games 5. declare)6Summary of the passage:1. With the help of the teacher, the students are required to findadjectives phrases in the passage describing the Olympic Games. One is given as an example: wonderful volunteers(Hints: glorious day, dazzling venues, talented athletes, true role models, unifying power of sport, warm embrace of competitive rivals, exceptional Games)2. Groups work: Each group tries to pick out at least 5 expressions orsentences from the passage witch they think are worth remembering.Afterwards, ask some groups to write them down on the blackboard and ask the whole class to read them aloud.7 Suggested methods for doing Exercise 7:Group work: Ask the students to prepare the Chinese translation of the sentences in Exercise 7 in groups, and there will be a group presentation in class afterwards.8 Assignments for this section:1. Recite Paragraphs 3 and 4 of the passage.2. Preview Sections I, II and III in Unit Seven.。
第一册Unit-6新编实用英语教程第4版高教社教案
Unit Six Olympics and SportsTeaching Goals:1. Understand a sports event poster2. Invite someone to see a sports event3. Talk about and comment on a sports event4. Invite friends to take part in outdoor activities5. Design and write a sports event posterFocal Points:1. Understanding and designing a sports event poster2. Key words and expressionsDifficult Points:1.Talk about and comment on a sports event2.You should know about Successful Beijing Olympic Games Teaching Time: 8 periodsTeaching Procedures and Class ActivitiesSECTION I Talking Face to Face1 Lead-in activities:Imitating Mini-Talks1. Warm-up questions:1) What sports or outdoor activities do you like most?2) What information do you think a sports event poster should contain?2. Class Activities:1. The students read the Mini-Talks after the teacher, and then try to recite themwithin five minutes in pairs.2. Ask the students to recite and perform the mini talks in class.3. The students discuss in groups, summarizing the words, phrases and sentencesfrequently usedaccording to the following topics with the help of the teacher. The students speak out the sentences under the guidance of the teacher, paying attention to the pronunciation and the intonation.1) The way to talk about a sports event poster:(1) Haven’t you seen the poster of the friendly basketball match organized by theStudents’ Union?(2) Look! There is a colored poster on the notice board.(3) A poster in the club lounge says there will be a fishing contest this weekend.(4) Let’s design a poster for it.(5) How should we decorate the poster to make it more attractive?(6) Look at the poster. It seems that there will be an exciting event happening inthe community.(7) Let’s make a poster for the badminton match together.2) The way to invite people to see a sports event:(1) There is a basketball match at the college gymnasium. Would you like to go and watch it?(2) I’m eager to watch the game. Would you like to go wit h me?(3) It says there will be a chess game at the Students’ Center on Sunday. Let’s go to watch it.(4) We are going to hold a marathon race next week.(5) Are you interested in the tug-of-war matches in the college?(6) Would you like to join us in supporting the college football team tonight?3) The way to talk about or give comments on a sports event:(1) The match is really interesting and exciting.(2) Picnicking is a very good outdoor activity.(3) Both the teams played incredibly well.(4) I am crazy about the performance of our team.(5) Our team has an unbelievable victory against the other school team.4) The way to invite people to take part in outdoor activities:(1) Are you interested in fishing?(2) I enjoy fishing a lot. It’s a healthy sport. Why not go fishing with us?(3) Mountain climbing is a very good outdoor activity. Will /Would you like tojoin us in climbing the mountain outside the city this Sunday?(4) How about picnic? Picnicking is a very interesting outdoor activity. Mostpeople enjoy having a picnic in summer.Studying Posters1. Warm-up questions:1) What do you think is the use of a poster?2) What can we know from a poster?2. The students read and translate the two sample posters under the guidance of theteacher.2 Act-out activities:Sample dialogues1. The students read the sample dialogues after the teacher, trying to imitate theteacher’s pronunciation and intonation.2. Ask the students to read the sample dialogues in pairs.3. Groups work: Ask the students to categorize the useful sentences in the sampledialogues into two groups.1) Sentences used for inviting people to watch sports games and givingresponses:(1) There is a basketball match at the city gymnasium. Would you like to go towatch it?(2) Let’s go to cheer/support for our team.(3) I’m eager to watch the game.(4) Are you going to the rowboat match?(5) Are you going to be on the Chinese students’ team?(6) What time is the match and where?2) Sentences used for commenting on sports events:(1) The Normal University team is not easy to beat.(2) The match will be very exciting.(3) Wow! That’s going to be exciting.4. Group work: Each group member is required to invent a sports event poster, andthen tell and show it to the other members.5. Pair work: Make a dialogue about inviting your partner to watch a basketballgame. Perform it in class.6. Do Exercises 5 and 6 in pairs.3 After-class activities:1. Pair work: Each pair makes a dialogue according to the tips in one of the five tasksin Speak and Perform. There will be a class presentation in the next class period. 2. Group work: Design a sports event poster using PPT, present it and practicetalking about this poster to other groups in the next class period.3. Pay a visit to the website to watch the video about giving comments on asports event.SECTION II Being All Ears1 Learning Sentences for Workplace Communication1. Give the students a few minutes to read through the printed materials for each listening item.2. Listen to the tape for the first time by looking at the corresponding Chineseversion. While listening to the English sentences, the students try to remember the meaning of each of the sentences they have heard. The focus here is on cross-reference of the English sentences and their Chinese meanings.3. Play the tape for a second time, and ask the students to do the exercises in thissection.4. Play the tape for the third time with a pause after each sentence, and ask thestudents to repeat the sentence during the pause.2 Handling a Dialogue1. Give the students a few minutes to read through the printed materials for each listening item.2. Listen to the tape for the first time without looking at the book.3. Play the tape for a second time, and ask the students to answer the followingquestions orally:1) Why do Bob and his friend want to spend the day in the open air?2) Where will they go?3) How will they go there?4) What will they enjoy there?5) Will they swim in the lake? Why or why not?4. Play the tape for the third time, and the students read the dialogues following thetape simultaneously and trying to catch up the speed and simulate the speakers’ tones.5. Do the exercises in this section.3 Understanding a Short Speech/Talk1. Give the students a few minutes to read through the printed materials for each listening item.2. Listen to the tape for the first time without looking at the book.3. Play the tape for the second time, and ask the students to do the exercises in thissection.4. Play the tape for the third time with a pause after each sentence, and ask thestudents to take notes of the key words.SECTION III Trying Your HandPracticing Applied Writing1 Sample analysis:The teacher summarizes briefly the format and language used in a sports event poster. The teacher may show the following passage with PPT (If there is no PPT prepared, ask the students to take a dictation of the passage.). Afterwards, ask the students to read it and translate it into Chinese orally.A sports event poster is written and posted to inform people of a particular sports event so that they can come to watch it. Therefore, the name, the time, the place of the match and the competing teams should be clearly stated. Very often the availability of tickets is also mentioned.21. The students read and translate the two sample posters into Chinese.2. Do Exercises 2, 3 and 4 in groups.Writing Sentences and Reviewing Grammar1 The teacher gives a brief summary of the contextual reference of tenses.1. The verb tense form is consistent with the time adverbial used.2. The verb tense of the subordinate clause is consistent with that in the main clause.3. In time and conditional adverbial clauses, present tense is used to indicate the future tense.4. When presenting universal truth and objective existence, simple present tense isused regardless of time reference.5. When writing a paragraph, special attention should be paid to co-reference oftense forms across sentences.2 Do Exercises 5, 6 and 7 in groups.3 Assignments for this section:Group work: Design a poster for a sports event your class is engaged in with PPT. There will be a Poster Show in the next class period.SECTION IV Maintaining a Sharp EyePassage 1 Dancing Beijing1 Warm-up questions:1. Do you know anything about Olympic emblem? And what is that of the 2008Beijing Olympic Games?2. What impressed you most by the 2008 Beijing Olympic Games?2 Guided reading aloud of the passage:The students read the passage after the teacher for the first time, trying to imitate the te acher’s pronunciation and intonation, and then read it in class individually. The teacher should pay attention to correcting the students’ pronunciation and intonation.3 Explanation of difficult words and expressions:The students are required to have a discussion in groups to pick out the difficult words and expressions in the whole passage which they don’t understand and report them to the class. The teacher will demonstrate the usage of those chosen points, and then ask the students to make up at least two sentences with them in groups. In this passage, apart from what have been chosen in Language Points in Teacher’s Book, the following points are encouraged to be chosen and practiced on.1. give sth./sb. high praise: to express a fairly favorable judgment of sth.e.g. He has been given high praise as both an actor and director by critics.2. be filled with: to make something full by entering an amount of a substancee.g. Her eyes were filled with tears.Books are filled with many wonders.3. symbol n. something used for representing something else, esp. a material objectrepresenting something immateriale.g. The symbol on the packet is a guarantee that the food has been produced organically.4. put sth. up to a new level: to make sth. in a position, in a scale or rank (as ofachievement, significance, or value)e.g. We are about to put the protection against terrorist wars to a new level.5. stand for: to represent, symbolizee.g. She also learned a kind of alphabet for the blind, in which different fingerpositions stand for different letters of the alphabet.6. at ease: relaxed and confident and not nervous or embarrassede.g. Your presence puts my mind at ease.7. function as: to serve as; to act ase.g. This big sofa can also function as a bed.4 Teaching suggestions for understanding the passage in detail:1. Paragraph 1:1) Ask one or two students to read this paragraph.2) Pair work: The students have a discussion to find the answers to the followingquestions:(1) What story does every emblem of the Olympics usually tell?(It usually tells a beautiful story of the host country of the Games.)(2) What are the comments all the IOC officials gave to the design of the emblem ofDancing Beijing?(They all said it was the best one ever designed.)2. Paragraph 2:1) The students read this paragraph for three times by themselves, trying toremember the meanings of the passage.2) Meanwhile the teacher writes down the following sentences on the blackboard orshows them with PPT. The students are asked to fill in the missing words in the following passage without looking at the book.The Beijing 2008 Olympic Games emblem is filled with Beijing’s ________, and carries the commitment made to the ________by a country that has a population of 1.3 billion and by a nation with both______________and ______________.(hospitality and hopes, Olympic Movement , ancient civilization, modern culture)3. Paragraphs 3 and 4:1) The students read these paragraphs together.2) Group work: Give each group 5 minutes to prepare the translation of these twoparagraphs, and then an oral class presentation is required.4. Paragraphs5. 6 and 7:1) Ask the students to read these three paragraphs by themselves.2) Meanwhile, the teacher writes down the following table on the blackboard orshows it with PPT. The students are required to complete the outline of these three paragraphs in groups.Key: 1) Dancing Beijing2) hospitality and hopes3) the Olympic Movements4) luck and happiness5) mind and vitality5 Summary of the passage:Group work: The students have a discussion to find the topic sentence for each paragraph.(Reference answers:Para. 1: Every emblem of the Olympics tells a beautiful story.Para. 2: The Beijing 2008 Olympic Game s emblem is filled with Beijing’s hospitality and hopes.Para. 3: “Dancing Beijing” is a symbol of trust and an expression of China’s confidence.Para. 4: The red color of Beijing 2008 Olympic emblem represents Chinese people’s longing for luck and happine ss and their explanation of life.Para. 5: Olympic Games function as the stage where heroes are made, records broken and medals earned.Para. 6: The Beijing 2008 Olympic emblem shows that China is opening its arms to welcome the rest of the world to join the Olympics.Para. 7: People from all over the world are welcome to China to share the experience of “One World, One Dream”.)6 Suggested methods for doing exercises:1. Group work for Exercises 2 and 3: Underline the useful expressions in eachsentence.2. Pair work for Exercises 4 and 5: Each student writes out the sentence patternsthey are going to use and then write out their translation. Afterwards they check up each other’s work, correcting the mistakes. At last, the whole class repeat the English translation of the sentences together.7 Assignments for this section:1. Recite Paragraph 4 of the passage.2. Preview Passage II.PASSAGE II Closing Speech by Jacques Rogge1 Warm-up activity:Group work: Suppose you were the president of the International Olympic Committee, and you were invited to make the closing speech for Beijing 2008 Olympic Games. Deliver your speech within the group first, and then the group representatives give their performance in class.2 Guided reading aloud of the passage:The students read the passage after the teacher for the first time, trying to imitate the teacher’spronunciation and intonation, and then read it in class individually. The teacher should pay attention to correcting the students’ pronunciation.3 Explanation of difficult words and expressions:The students are required to have a discussion in groups to pick out the difficult words and expressions in the passage which they don’t understand and then report them to the class. The teacher will demonstrate the usage of those chosen points, and ask the students to make up at least two sentences with them in groups. In this passage, apart from what may have been chosen in Language Points in Teacher’s Book, the following points are encouraged to be chosen and practiced on.1. awe sb. with sth.: arouse one’s overwhelming feeling of admiration, fear, or wonder with sth.e.g. You awed us with the way you handled such a touchy situation.2. achievement n. something accomplished, as through great effort, skill, or couragee.g. Let me congratulate you on your great achievements.3. wish the best for: express one’s hope toward somebody that he or she will be in thebest state or position.e.g. We wish the best for your Christmas and the new year.4. inspire v. to fill with an animating, quickening, or exalting influencee.g. Her courage inspired her followers.5. keep alive: stay in a living or energetic state, condition, or positione.g. The big factories are trying to keep alive by cutting costs.6. in accordance with: according to a rule or the way that says something should be donee.g. The mayor must make policies in accordance with the bill passed in the Congress.4 Teaching suggestions for understanding the passage in detail:1. Paragraphs 1, 2 and 3:1) Ask the students to read these paragraphs individually.2) Group work: Give each group 3 minutes to prepare the translation of these threeparagraphs, and then an oral class presentation is required.2. Paragraph 4:1) The students read this paragraph together.2) Dictation practice. The teacher reads the paragraph one sentence after another fortwo times. Afterwards, the students check up their work with their partners.3. The rest paragraphs of the passage:1) The students read these four paragraphs by themselves for two times.2) Meanwhile, the teacher writes down the following passage on the blackboard orshows it with PPT. The students are required to fill in the blanks with the missing words without looking at the book.The athletes tonight were true (1)_______. They showed the unifying(2)_______. They will keep the Olympic spirit alive when (3)_______. These were truly exceptional (4)_____! Now I (5)________the 2008 Beijing Olympic Games closed.(Key: 1. role models 2. power of sport 3. they return home 4. Games 5. declare)6Summary of the passage:1. With the help of the teacher, the students are required to find adjectives phrases inthe passage describing the Olympic Games. One is given as an example: wonderful volunteers(Hints: glorious day, dazzling venues, talented athletes, true role models, unifying power of sport, warm embrace of competitive rivals, exceptional Games)2. Groups work: Each group tries to pick out at least 5 expressions or sentences fromthe passage witch they think are worth remembering. Afterwards, ask some groups to write them down on the blackboard and ask the whole class to read them aloud.7 Suggested methods for doing Exercise 7:Group work: Ask the students to prepare the Chinese translation of the sentences in Exercise 7 in groups, and there will be a group presentation in class afterwards.8 Assignments for this section:1. Recite Paragraphs 3 and 4 of the passage.2. Preview Sections I, II and III in Unit Seven.。
新编实用英语1第四版电子教案unit1PPT课件
very good time. B: I'm glad you enjoyed it. A: Thanks for inviting me. B: 2T0h2a1n/6k/7s for coming.
介绍 教授 夫人
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6 Unit | One
Window on Key Words
Acting out the Tasks
2 Work in pairs and act out the tasks by following the above mini-talks.
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7 Unit | One
Studying Business Cards
3 Business cards are very useful for introducing people. Read the following cards carefully and try to use the information to practice short dialogues.
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8 Unit | One
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9 Unit | One
Following Sample Dialogues
4 Read the following sample dialogues and try to perform your own tasks.
新编实用英语1(第四版)教学大纲
郑州信息工程职业学院基础部《新编实用英语Ⅰ》课程教学大纲课程编码：9999010061总学时：72 学时实验学时：无学分：3学分适用对象：一年级学生先修课程：基础英语一、课程的性质与任务（一）本课程的性质大学英语课程是非英语专业学生必修的一门基础课程。
旨在培养学生的英语综合应用能力，使他们在今后工作和社会交往中能用英语有效地进行书面信息交流，提高综合文化素养，以适应社会发展和经济建设的需要。
《新编实用英语Ⅰ》是我院高职一年级学生第一学期所有学生学习和掌握英语听，说，读，写基本技能的基础课。
（二）本课程的任务本课程在高职高专院校中人才培养计划中是必修课程。
该课程理论与技能培养并重，相互结合，培养各类高职高专的应用型人才。
经过学习，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，从而能借助词典翻译和阅读有关英语资料，使学生在今后的工作和社会交往日常活动中能用英语有效地进行口头和笔头交流，并为今后进一步提高英语的交际能力打下基础。
为此，该课程将努力做到以下三个方面：1、培养学生英语综合应用能力具有较强的阅读能力和良好的听、说、写、译能力，使他们能用英语交流信息。
2、增强学生的学习能力、特别是自主学习能力。
3、提高学生的综合文化素养。
（三）本课程培养人才的定位该课程是我院各专业学生必修的一门公共基础课程，旨在培养学生的英语综合应用能力（听、说、读、写、译）；培养学生使用英语处理日常和涉外业务活动能力。
使他们在今后工作中与社会交往中能用英语有效地进行信息交流，提高综合文化素养，以适应社会发展日益国际化的需要。
（四）本课程在人才培养过程中的作用经过本课程的学习，使学生扎实语音、语法、词汇和基本句型等语言基本功，强化并提高听、说、读、写、译的综合能力，提高学生就业竞争力。
二、课程的基本要求通过学习本课程，学生应该达到以下要求：1、词汇认知 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，能进行英汉互译。
新编实用英语综合教程1第四版(部分单元)
新编实用英语综合教程1第四版（部分单元）--5单元教案I.Teaching objectivesOur weather and Climate Enlarge vocabulary related to weather and climate. Get some tips about the use of basic sentence structures. Practice writing: describe the weather in form of weather forecast. Appreciate passages and complete exercises well. Practice to understand easy weather forecast. Practice to talk about the weather.II. Key points1. Master the vocabulary about weather and climate.2. Understand the passages3. Practice writing: describe the weather in form of forecast.4. Practice to talk about the weather and understand easy weather forecast.III. Difficult points1. Get some tips about the use of basic sentence structures.2. Practice writing a short weather forecast.3. Appreciate passages and complete exercises well.IV. Teaching methodology1. Task-based language teaching2. Direct method V. Teaching procedures Section I Talking Face to Face Imitating Mini-Talks 1. Work in pairs. Practice the following mini-talks about greeting and introducing people. Acting out the T asks 2. Work in pairs and act out the tasks by following the above mini-talks.Key for reference:1.Task: Ask for Mark’s comments on the weather.2.T ask: Ask about and describe the weather at this time of year.3.3. T ask: Ask Mr. Green about the weather condition tomorrow and plan an activity.4.4. Task: Talk about the change of the weather from long rainy days.5.5. Task: Complain about a cold day. Studying Weather Forecasts6.A weather forecast id a statement that tells the public what the weather condition is going to be. We need to watch weather forecasts on TV or hear them over the radio every day.It is part of our life.Read the following samples of weatherforecasts carefully and try to use the information to practice short dialogues. Following Sample Dialogues7.Read the following sample dialogues and try to perform your own tasks. Putting Language to Use8.Mr. Parks is talking about the weather of two places in the United States with her students.Read aloud the following dialogue with your partner by putting in the missing words.9.There is going to be s sports meet tomorrow.Bob is worried about the weather and you are talking about it. Fill in the blanks according to the clues given in the brackets. Then act it out with your partner.1. Listen to 10 sentences for workplace communication cross-referenced with their Chinese translations.Script: (e.g) 1. It look likes rain. 2. Is it going to be fine this week。
新编实用英语1说课稿
新编实用英语1说课稿新编实用英语说课稿一、课程综述课程名称：大学英语适用专业：非英语专业1、课程的性质和任务：大学英语课程是非英语专业必修的一门基础课程，旨在培养学生的综合应用能力，使他们在今后工作和社交中能用英语有效地进行书面信息交流，提高综合文化素养，以适应社会发展和经济建设的需要2、课程的任务：经过两个学期的学习，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，从而能借助词典翻译和阅读有关英语资料，使学生在今后的工作和社交中能用英语有效地进行口头和笔头交流。
二、本次说课的主要内容包含八个方面1、课程教学大纲2、课程目标3、教材与教学内容4、课程实施5、课程评价6、教学方法与手段课程教学大纲课程性质：这门课程是我院三年制非英语专业学生第一学年开设的公共英语课程，是一门必修课，是各专业开展专业英语教学的基础。
课程定位：通过96学时的教学，扎实语音、语法、词汇和基本句型结构等语言基本功，强化并提高听说读写译的综合能力，提高学生就业竞争力。
课程目标：1、知识目标：1.掌握3400个英语单词及常用词组；2.掌握基本语法。
3.掌握听力、口语交流的基本技巧以及应用文写作的格式和常用句型技能目标：培养阅读能力和一定听说读写译的能力学生能够用英语交流信息情感目标：掌握语言学习方法，培养自主学习能力、提升自身素质，加深内涵课程特色：1.素质教育和人文教育2.听说读写译综合能力培养3.课堂学习和自主学习相结合4.教学方法多样，趣味教学5.培养创新思维和批判性思维教材与教学内容：《新编实用英语·第四版》系列教材是普通高等教育“十二五”国家级规划教材，遵循高职高专培养高等应用型人才的目标，通过96学时的学习，使学生掌握必需的、实用的英语语言知识和技能，使学生具有较强的阅读能力，一定的听、译能力和初步的写、说能力以及翻译与其本专业有关的英文资料的初步能力。
教学内容：本课的教学内容为第六单元第四部分阅读训练，我们将围绕奥运和体育展开，以2008北京奥运徽章中国印舞动的北京为主线，多角度多元化地展现了这一场全民族的盛事。
(完整版)第一册Unit5新编实用英语教程第4版高教社教案
Unit Five Our Weather and ClimateTeaching Time: 8 periodsTeaching Objectives: Ss Should Learn to:1. Understand weather forecasts;2. Talk about weather;3. Write a weather report;4. Know about celsius and fahrenheitKey &Difficult Points:1. Understand weather forecasts profoundly;2.Talk about weather to start a conversation;3. Basic sentence structuresTeaching Procedures and Class ActivitiesSECTION I Talking Face to FaceLead-in activities:Imitating Mini-Talks1. Warm-up questions:1) do you often listen to a weather forecast? Why or why not?2) What is the use and importance of a weather report?2. Class Activities:1).Read the mini-talks,try to recite them;2) Ask the students to recite and perform the mini talks in class.3) The students discuss in groups, summarizing the words, phrases and sentences frequentlyused according to the following topics with the help of the teacher. The students speak out the sentences under the guidance of the teacher.SECTION II Being All Ears1 Learning Sentences for Workplace Communicaiton1)Give the students a few minutes to read through the printed materials for each listening item.2) Listen to the tape for the first time.The focus here is on cross-reference of the Englishsentences and their Chinese meanings.3) Play the tape for a second time, and ask the students to do exercises in this section.4)Play the tape for the third time with a pause after each sentence, and ask the students to repeatthe sentence during the pause.2 Handling a Dialogue1)Give the students a few minutes to read through the printed materials for each listening item.2)Listen to the tape for the first time without looking at the book.3)Play the tape for a second time, and ask the students to answer the following questions orally:4)Play the tape for the third time, and the students read the dialogues, following the tape simultaneously and trying to catch up the speed and simulate the speakers’ tones.5)Do the exercises in this section.3 Understanding a Short Speech/Talk1)Give the students a few minutes to read through the printed materials for each listening item.2)Listen to the tape for the first time without looking at the book.3) Play the tape for a second time, and ask the students to do the exercises in this section.4)Play the tape for the third time with a pause after each sentence, and ask the students to takenotes of the key words.SECTION III Trying Your HandPracticing Applied Writing1 Sample analysis: T eacher summarizes briefly the format and language used in weather forecasts. The teacher may show the following passage with PPT (If there is no PPT prepared, ask the students to take a dictation of the passage). Afterwards, ask the students to read it and translate it into Chinese orally.2Simulated writing:1)The students read and translate the sample weather forecasts with the help of the teacher.2)Do Exercises 2, 3 and 4 in groups.SECTION IV Maintaining a Sharp EyePassage 1 We can Make a Difference1 Warm-up questions: What is the consequences of global warming?2 Guided reading aloud of the passage:The students read the passage individually. The teacher should pay attention to correcting the students’ pronunciation and intonation.3 Explanation of difficult words and expressions:The students have a discussion in groups to pick out the difficult words and expressions in the whole passage which they don’t understand and report them to the class. The teacher will demonstrate the usage of those chosen points, and then ask the students to make up at least two sentences with them in groups.Key Language Points in Teacher’s Book1) trap:store---so that it cannot escape. Eg: A filter can trap dust from the air.2)stand-by:readiness for duty.Eg: The soldiers are on stand-by, ready to set out at any time.3)stuff:things. Eg: There is a lot of stuff about in today’s newspaper.4)membership:being a member of an organization. eg:He lost his membership card and was denied access.5)swell:grow bigger. Eg: The population swelled during that time.4 Understanding the passage in detail:1)Paragraph 1:Group work: Give the students 3 minutes to prepare the translation of the firstparagraph, and then an oral class presentation is required.2)Paragraph 2: Ask one or two students to read this paragraph.3)Paragraph 3: 1) Pair work: One student reads this paragraph loudly, and another helps correcthis or her pronunciation. And then they change their roles to do the same work again. 2) Work together to summarize the general idea of Para. 3, and then present it in class.5 Summary of the passage Group work: The students have a discussion of the main idea of the passage. The students’ ideas may vary, and the teacher gives his or her own idea.6 Assignments for this section: 1. Recite Paragraphs 2 and 3 2. Preview Passage II.PASSAGE II The British Like Talking About the Weather1 Warm-up activities: How do the British generally start their coversations?2 Guided reading aloud of the passage:The students read the passage and get its general idea.3 Explanation of difficult words and expressions:Choose language points in Language Points in Teacher’s Book4 Understanding the passage in detail:Paragraph 1: 1) The students read this paragraph together.2) Dictation practice: The teacher reads each sentence of the paragraph for or three times accordingto the students’ English level, and the students write them down. Afterwards, the students check up them with their partners.Paragraph 2:1) Ask two or three students to read the paragraph individually.2) Pair work: One student asks about 2 or 3 specific questions about Paragraphs 2, and the otherone gives the answers. Then the students exchange their roles to do the same work again. The rest of the passage: 1) The students read this part following the teacher.2) Group work: The teacher draws the following table on the blackboard (or shows it withPPT), and then asks the students to have a group discussion for matching the greeting sentences in Column A with the countries they are spoken in Column B. In the end, the whole class try to pronounce the greeting words in different languages.5Summary of the passage:1)Group work: The students have a discussion to translate the passage into Chinese.2)Groups work: Each group tries to pick out at least 5 expressions or sentences from thepassage witch they think are worth remembering. Afterwards, ask some groups to write them down on the blackboard and ask the whole class to read them aloud.6 Assignments for this section:Read the passage again.。
第一册Unit-6新编实用英语教程第4版高教社教案
Unit Six Olympics and SportsTeaching Goals:1. Understand a sports event poster2. Invite someone to see a sports event3. Talk about and comment on a sports event4. Invite friends to take part in outdoor activities5. Design and write a sports event posterFocal Points:1. Understanding and designing a sports event poster2. Key words and expressionsDifficult Points:1.Talk about and comment on a sports event2.You should know about Successful Beijing Olympic GamesTeaching Time: 8 periodsTeaching Procedures and Class ActivitiesSECTION I Talking Face to Face1 Lead-in activities:Imitating Mini-Talks1. Warm-up questions:1) What sports or outdoor activities do you like most?2) What information do you think a sports event poster should contain?2. Class Activities:1. The students read the Mini-Talks after the teacher, and then try torecite them within five minutes in pairs.2. Ask the students to recite and perform the mini talks in class.3. The students discuss in groups, summarizing the words, phrases andsentences frequently usedaccording to the following topics with the help of the teacher. The students speak out the sentences under the guidance of the teacher, paying attention to the pronunciation and the intonation.1) The way to talk about a sports event poster:(1) Haven’t you seen the poster of the friendly basketball matchorganized by the Students’ Union?(2) Look! There is a colored poster on the notice board.(3) A poster in the club lounge says there will be a fishing contest this weekend.(4) Let’s design a poster for it.(5) How should we decorate the poster to make it more attractive?(6) Look at the poster. It seems that there will be an exciting eventhappening in the community.(7) Let’s make a poster for the badminton match together.2) The way to invite people to see a sports event:(1) There is a basketball match at the college gymnasium. Would you like to go and watch it?(2) I’m eager to watch the game. Would you like to go wit h me?(3) It says there will be a chess game at the Students’ Center on Sunday. Let’s go to watch it.(4) We are going to hold a marathon race next week.(5) Are you interested in the tug-of-war matches in the college?(6) Would you like to join us in supporting the college football team tonight?3) The way to talk about or give comments on a sports event:(1) The match is really interesting and exciting.(2) Picnicking is a very good outdoor activity.(3) Both the teams played incredibly well.(4) I am crazy about the performance of our team.(5) Our team has an unbelievable victory against the other school team.4) The way to invite people to take part in outdoor activities:(1) Are you interested in fishing?(2) I enjoy fishing a lot. It’s a healthy sport. Why not go fishing with us?(3) Mountain climbing is a very good outdoor activity. Will /Wouldyou like to join us in climbing the mountain outside the city thisSunday?(4) How about picnic? Picnicking is a very interesting outdoor activity.Most people enjoy having a picnic in summer.Studying Posters1. Warm-up questions:1) What do you think is the use of a poster?2) What can we know from a poster?2. The students read and translate the two sample posters under theguidance of the teacher.2 Act-out activities:Sample dialogues1. The students read the sample dialogues after the teacher, trying toimitate the teacher’s pronunciation and intonation.2. Ask the students to read the sample dialogues in pairs.3. Groups work: Ask the students to categorize the useful sentences inthe sample dialogues into two groups.1) Sentences used for inviting people to watch sports games andgiving responses:(1) There is a basketball match at the city gymnasium. Would you liketo go to watch it?(2) Let’s go to cheer/support for our team.(3) I’m eager to watch the game.(4) Are you going to the rowboat match?(5) Are you going to be on the Chinese students’ team?(6) What time is the match and where?2) Sentences used for commenting on sports events:(1) The Normal University team is not easy to beat.(2) The match will be very exciting.(3) Wow! That’s going to be exciting.4. Group work: Each group member is required to invent a sports eventposter, and then tell and show it to the other members.5. Pair work: Make a dialogue about inviting your partner to watch abasketball game. Perform it in class.6. Do Exercises 5 and 6 in pairs.3 After-class activities:1. Pair work: Each pair makes a dialogue according to the tips in one ofthe five tasks in Speak and Perform. There will be a class presentation in the next class period.2. Group work: Design a sports event poster using PPT, present it andpractice talking about this poster to other groups in the next classperiod.3. Pay a visit to the website/bbsv/1091-4059.xhtml to watch the video about giving comments on a sports event.SECTION II Being All Ears1 Learning Sentences for Workplace Communication1. Give the students a few minutes to read through the printed materials for each listening item.2. Listen to the tape for the first time by looking at the correspondingChinese version. While listening to the English sentences, the students try to remember the meaning of each of the sentences they have heard. The focus here is on cross-reference of the English sentences and their Chinese meanings.3. Play the tape for a second time, and ask the students to do theexercises in this section.4. Play the tape for the third time with a pause after each sentence, andask the students to repeat the sentence during the pause.2 Handling a Dialogue1. Give the students a few minutes to read through the printed materials for each listening item.2. Listen to the tape for the first time without looking at the book.3. Play the tape for a second time, and ask the students to answer thefollowing questions orally:1) Why do Bob and his friend want to spend the day in the open air?2) Where will they go?3) How will they go there?4) What will they enjoy there?5) Will they swim in the lake? Why or why not?4. Play the tape for the third time, and the students read the dialoguesfollowing the tape simultaneously and trying to catch up the speed and simula te the speakers’ tones.5. Do the exercises in this section.3 Understanding a Short Speech/Talk1. Give the students a few minutes to read through the printed materials for each listening item.2. Listen to the tape for the first time without looking at the book.3. Play the tape for the second time, and ask the students to do theexercises in this section.4. Play the tape for the third time with a pause after each sentence, andask the students to take notes of the key words.SECTION III Trying Your HandPracticing Applied Writing1 Sample analysis:The teacher summarizes briefly the format and language used in a sports event poster. The teacher may show the following passage with PPT (If there is no PPT prepared, ask the students to take a dictation of the passage.). Afterwards, ask the students to read it and translate it into Chinese orally.A sports event poster is written and posted to inform people of a particular sports event so that they can come to watch it. Therefore, the name, the time, the place of the match and the competing teams should be clearly stated. Very often the availability of tickets is also mentioned.A sports event poster often takes the following format:2Simulated writing:1. The students read and translate the two sample posters into Chinese.2. Do Exercises 2, 3 and 4 in groups.Writing Sentences and Reviewing Grammar1 The teacher gives a brief summary of the contextual reference oftenses.1. The verb tense form is consistent with the time adverbial used.2. The verb tense of the subordinate clause is consistent with that in the main clause.3. In time and conditional adverbial clauses, present tense is used to indicate the future tense.4. When presenting universal truth and objective existence, simplepresent tense is used regardless of time reference.5. When writing a paragraph, special attention should be paid toco-reference of tense forms across sentences.2 Do Exercises 5, 6 and 7 in groups.3 Assignments for this section:Group work: Design a poster for a sports event your class is engaged in with PPT. There will be a Poster Show in the next class period.SECTION IV Maintaining a Sharp EyePassage 1 Dancing Beijing1 Warm-up questions:1. Do you know anything about Olympic emblem? And what is that ofthe 2008 Beijing Olympic Games?2. What impressed you most by the 2008 Beijing Olympic Games?2 Guided reading aloud of the passage:The students read the passage after the teacher for the first time, trying to imitate the teacher’s pronunciation and intonation, and then read it in class individually. The teacher should pay attention to correcting the students’ pronunciation and intonation.3 Explanation of difficult words and expressions:The students are required to have a discussion in groups to pick out the difficult words and expressions in the whole passage which they don’t understand and report them to the class. The teacher will demonstrate the usage of those chosen points, and then ask the students to make up at least two sentences with them in groups. In this passage, apart from what have been chosen in Language Points in Teacher’s Book, the following points are encouraged to be chosen and practiced on.1. give sth./sb. high praise: to express a fairly favorable judgment of sth.e.g. He has been given high praise as both an actor and director by critics.2. be filled with: to make something full by entering an amount of a substancee.g. Her eyes were filled with tears.Books are filled with many wonders.3. symbol n.something used for representing something else, esp. amaterial object representing something immateriale.g. The symbol on the packet is a guarantee that the food has been produced organically.4. put sth. up to a new level: to make sth. in a position, in a scale or rank(as of achievement, significance, or value)e.g. We are about to put the protection against terrorist wars to a new level.5. stand for: to represent, symbolizee.g. She also learned a kind of alphabet for the blind, in which differentfinger positions stand for different letters of the alphabet.6. at ease: relaxed and confident and not nervous or embarrassede.g. Your presence puts my mind at ease.7. function as: to serve as; to act ase.g. This big sofa can also function as a bed.4 Teaching suggestions for understanding the passage in detail:1. Paragraph 1:1) Ask one or two students to read this paragraph.2) Pair work: The students have a discussion to find the answers to thefollowing questions:(1) What story does every emblem of the Olympics usually tell?(It usually tells a beautiful story of the host country of theGames.)(2) What are the comments all the IOC officials gave to the design ofthe emblem of Dancing Beijing?(They all said it was the best one ever designed.)2. Paragraph 2:1) The students read this paragraph for three times by themselves,trying to remember the meanings of the passage.2) Meanwhile the teacher writes down the following sentences on theblackboard or shows them with PPT. The students are asked to fill in the missing words in the following passage without looking at the book.The Beijing 2008 Olympic Games emblem is filled with Beijing’s ________, and carries the commitment made to the ________by a country that has a population of 1.3 billion and by a nation with both ______________and ______________.(hospitality and hopes, Olympic Movement , ancient civilization, modern culture)3. Paragraphs 3 and 4:1) The students read these paragraphs together.2) Group work: Give each group 5 minutes to prepare the translation ofthese two paragraphs, and then an oral class presentation isrequired.4. Paragraphs5. 6 and 7:1) Ask the students to read these three paragraphs by themselves.2) Meanwhile, the teacher writes down the following table on theblackboard or shows it with PPT. The students are required to complete the outline of these three paragraphs in groups.Key: 1) Dancing Beijing2) hospitality and hopes3) the Olympic Movements4) luck and happiness5) mind and vitality5 Summary of the passage:Group work: The students have a discussion to find the topic sentence for each paragraph.(Reference answers:Para. 1: Every emblem of the Olympics tells a beautiful story.Para. 2: The Beijing 2008 Olympic Games emblem is filled with Beijing’s hospitality and hopes.Para. 3: “Dancing Beijing” is a symbol of trust and an expression of China’s confidence.Para. 4: The red color of Beijing 2008 Olympic emblem represents Chinese people’s longing for luck and happiness and theirexplanation of life.Para. 5: Olympic Games function as the stage where heroes are made, records broken and medals earned.Para. 6: The Beijing 2008 Olympic emblem shows that China is opening its arms to welcome the rest of the world to join theOlympics.Para. 7: People from all over the world are welcome to China to share the experience of “One World, One Dream”.)6 Suggested methods for doing exercises:1. Group work for Exercises 2 and 3: Underline the useful expressionsin each sentence.2. Pair work for Exercises 4 and 5: Each student writes out the sentencepatterns they are going to use and then write out their translation.Afterwards they check up each other’s work, correcting the mistakes. At last, the whole class repeat the English translation of the sentences together.7 Assignments for this section:1. Recite Paragraph 4 of the passage.2. Preview Passage II.PASSAGE II Closing Speech by Jacques Rogge1 Warm-up activity:Group work: Suppose you were the president of the International Olympic Committee, and you were invited to make the closing speech for Beijing 2008 Olympic Games. Deliver your speech within the group first, and then the group representatives give their performance in class.2 Guided reading aloud of the passage:The students read the passage after the teacher for the first time, trying to imitate the teacher’spronunciation and intonation, and then read it in class individually. The teacher should pay attention to correcting the students’ pronunciation.3 Explanation of difficult words and expressions:The students are required to have a discussion in groups to pick out thedifficult words and expressions in the passage which they don’t understand and then report them to the class. The teacher will demonstrate the usage of those chosen points, and ask the students to make up at least two sentences with them in groups. In this passage, apart from what may have been chosen in Language Points in Teacher’s Book, the following points are encouraged to be chosen and practiced on.1. awe sb. with sth.: arouse one’s overwhelming feeling of admiration, fear, or wonder with sth.e.g. You awed us with the way you handled such a touchy situation.2. achievement n. something accomplished, as through great effort, skill, or couragee.g. Let me congratulate you on your great achievements.3. wish the best for: express one’s hope toward somebody that he orshe will be in the best state or position.e.g. We wish the best for your Christmas and the new year.4. inspire v. to fill with an animating, quickening, or exalting influencee.g. Her courage inspired her followers.5. keep alive: stay in a living or energetic state, condition, or positione.g. The big factories are trying to keep alive by cutting costs.6. in accordance with: according to a rule or the way that says something should be donee.g. The mayor must make policies in accordance with the bill passed in the Congress.4 Teaching suggestions for understanding the passage in detail:1. Paragraphs 1, 2 and 3:1) Ask the students to read these paragraphs individually.2) Group work: Give each group 3 minutes to prepare the translation ofthese three paragraphs, and then an oral class presentation is required.2. Paragraph 4:1) The students read this paragraph together.2) Dictation practice. The teacher reads the paragraph one sentenceafter another for two times. Afterwards, the students check up their work with their partners.3. The rest paragraphs of the passage:1) The students read these four paragraphs by themselves for two times.2) Meanwhile, the teacher writes down the following passage on theblackboard or shows it with PPT. The students are required to fill in the blanks with the missing words without looking at the book.The athletes tonight were true (1)_______. They showed the unifying (2)_______. They will keep the Olympic spirit alive when (3)_______. Thesewere truly exceptional (4)_____! Now I (5)________the 2008 Beijing Olympic Games closed.(Key: 1. role models 2. power of sport 3. they return home 4. Games 5. declare)6Summary of the passage:1. With the help of the teacher, the students are required to findadjectives phrases in the passage describing the Olympic Games. One is given as an example: wonderful volunteers(Hints: glorious day, dazzling venues, talented athletes, true role models, unifying power of sport, warm embrace of competitive rivals, exceptional Games)2. Groups work: Each group tries to pick out at least 5 expressions orsentences from the passage witch they think are worth remembering.Afterwards, ask some groups to write them down on the blackboard and ask the whole class to read them aloud.7 Suggested methods for doing Exercise 7:Group work: Ask the students to prepare the Chinese translation of the sentences in Exercise 7 in groups, and there will be a group presentation in class afterwards.8 Assignments for this section:1. Recite Paragraphs 3 and 4 of the passage.2. Preview Sections I, II and III in Unit Seven.。
新编实用英语综合教程1(第四版)Unit3教案
江西外语外贸职业学院教案备课纸（2）江西外语外贸职业学院教案备课纸（3）主任审阅授课教师年月日年月日江西外语外贸职业学院教案备课纸（4）授课内容Unit 3 Road signs and commutingSection ⅠTalking Face to Face1.Warm-up Questions(1)Have you ever seen any bilingual road signs (in English and Chinese)? Do youthink they are helpful for foreigners to find directions when traveling in China? (2)Can you list some English words or phrases showing directions and locations? 2.Analyze the structure of the unit. Let the students know how to preview and myteaching process.3.Explain the structure of the map. And let the students talk face to face with theinformation from the map.4.Explain how to express the directions when you traveling the strange country andlet the students practice the conversation follow the samples.5.Explain the short dialogues, and then let the students practices the conversationswith their partner.6.Play the audio and let the students finish the exercises.江西外语外贸职业学院教案备课纸（3）主任审阅授课教师年月日年月日江西外语外贸职业学院教案备课纸（4）授课内容Unit 3 Road signs and commutingSectionⅡBeing All Ears1.Let the students train more how to express signs and directions to each other inorder to prepare for listening.2.Train listening: Listen to the audio, 1)Dialogue 2)Passage(1)Remind the students of some new words in the listening materials to write onthe blackboard.(2)Let the students listen to the materials of the dialogue and the passage.(3)Ask the students the answers, and then explain the listening materials andcorrect the wrong ones.江西外语外贸职业学院教案备课纸（3）主任审阅授课教师年月日年月日江西外语外贸职业学院教案备课纸（4）授课内容Unit 3 Road signs and commutingSection ⅢTrying Your HandsApplied Writing:Sample AnalysisThe teacher summarizes briefly the format and language used in signs. The teacher may show the following passage with PPT. Afterwards, ask the students to read it and translate it into Chinese orally.Signs are often used in public places to show the requirements for people, to give information or to attract people’s attention. Signs can be used for different purposes, for examples, traffic signs give you important information about traffic rules, warn you about dangerous road conditions and help you find your way.The language on signs features the use of short words and phrases, supported by different symbols in various colors and shapes for easy identification. Some signs are written or printed in capital letters.Some traffic signs:(1)Dead End Road (2) No Entry (3) Enter Here (4) No Way Out(5)Keep In LaneSome warning signs:(1)Dangerous (2) Pavement Narrows Ahead (3) Bicycle Crossing Ahead(4) Traffic Lights Ahead. Slow downSome Other signs:(1)Put Litter Here (2) Beware of Dog (3) No Business Today (4) For Rent1.Do the exercise in class.2.Check their answers.Sentence writing and grammar revision1.表示不可数名词的数量概念，要使用单位名词。
第一册Unit-4新编实用英语教程第4版高教社教案
Unit Four Punctuality and CultureUnit Goals:What You Should Learn to Do1. Make / keep / postpone an appointment accordingto a work timetable2. Make reservations according to the timetables offlights and trains3. Understand and make up schedules for differentpurposes4. Write:a timetablea scheduleWhat You Should Know About1. Punctuality in social activities2. Planning a work day / week3. Use of verb tensesSection ⅠTalking Face to FaceImitating Mini-TalksActing out the TasksStudying Timetables and SchedulesFollowing Sample DialoguesPutting Language to UseImitating Mini-Talks1 Work in pairs. Practice the following mini-talks about schedules and timetables.1) Asking for an Appointment with the ManagerA: I'd like to make an appointment with your manager. Do youthink I could see him sometime this morning?B: Sorry, he's fully booked this morning.A: How about tomorrow morning then?B: Yes, I think tomorrow morning would be fine.2) Asking to Meet Mr. PetersonA: Mr. Peterson, I wonder if it would be convenient to meet youtoday.B: Let me see. I'm free this afternoon. Is that all right for you?A: Well, I've got a meeting from 2 to 4. Are you free tomorrowmorning?B: No problem. Let's make it at 10 then.3) Asking to Change the Appointment with Dr. JohnsonA: I'd like to change the appointment with Dr. Johnson fromTuesday to Thursday.B: I'm afraid he won't be available on Thursday morning.A: What time would be convenient for him? Will 2 p.m. do?B: Yes, that'll be fine.4) Asking About the Working Hours of a Ticket OfficeA: What are the office hours?B: Well, the office hours are from 9 a.m. to 6 p.m.A: Do you work on weekends?B: On Saturday the office is open from 9 a.m. to 3 p.m., but on Sunday we are closed.5) Asking About the Flights for MacaoA: Do you have flights to Macao?B: We have only one flight to Macao each week, at 1:40 p.m.Wednesday.A: When does it arrive in Macao?B: At 3:40 p.m.2 Work in pairs and act out the tasks by following the above mini-talks.1 Task:Look at the flight timetable in Exercise 3.Ask about the departure and arrival time2 Task:Look at the flight timetable in Exercise 3.Ask about the Tuesday flight for Hong Kong3 Task:Look at Mark's schedule in Exercise 3.Call to ask Mark for a change of an appointment.4 Task:Look at Mark's schedule in Exercise 3.Ask to make an appointment to see Mark on Wednesday.5 Task:Look at Mark's schedule in Exercise 3.An old friend in Hong Kong asks to see Mark on Thursday.Studying Timetables and SchedulesRead the following sample dialogues and try to perform your own tasks. Putting Language to UseSpeak and CompleteMark: Miss Wang, I want to 1 __________ an evening train to Harbin so thatI can get there the next morning. Do you know the schedule?Miss Wang: Yes. I have got a 2 __________________ here.Mark: Is there a train leaving around 6?Miss Wang: 3 ______________ one at 6:15.Mark: When will it get there?Miss Wang: 4 ______________ at about 8 next morning.Mark: That's the one I need. Thank you very much.Miss Wang: You are 5 ______________.SECTION II Being All EarsLearning Sentences for Workplace CommunicationHandling a DialogueUnderstanding a Short Speech / TalkLearning Sentences for Workplace Communication1 Listen to 10 sentences for workplace communication cross-referenced withtheir Chinese translations.arrange 安排confirm 确认due 规定(到达) 的delay 耽搁2 Listen to the following sentences for workplace communication in Column A andmatch each one with its Chinese version in Column BKey:1-i, 2-j, 3-d, 4-c, 5-f, 6-e, 7-h, 8-g, 9-a, 10-b3 Listen to 6 sentences for workplace communication and choose their right responses4 Listen to a dialogue and decode the message by filling in Susan's scheduleaccording to what you have heard.5 Now listen to a short speech / talk and fill up the blanks according to what youhave heard. The words in brackets will give you some hints.6 Listen to the speech / talk again and complete the information in Column A withthe right choices in Column B.SECTION III Trying Your HandPracticing Applied WritingWriting Sentences and Reviewing Grammar1 Fill in the office hours making use of the information in the passage that follows.2 Translate the following schedule into English, using the data bank in theWorkbook for reference.Writing Sentences and Reviewing Grammar3 Complete the following sentences, using the right verb forms4 Correct the errors in the following sentences.5 Translate the following sentences into English6 Suppose this is your schedule for the coming three days. Write a paragraph ofabout 100 words based on the information given in the schedule. You maystart the passage with the sentence: I've got a very busy schedule.KEYS: I've got a very busy schedule. I'm catching the 9:45 flight on October 8 and arriving in Shanghai at 2:00 in the afternoon. Bob is meeting me at the airport. I will check into Beach Hotel and have a rest there in the evening. On October 9, I'm meeting Mrs. Black at 10:15 a.m. and after having lunch at Beach Hotel we're visiting the plant at 2:30 p.m. The next day I'm attending a conference at 9 a.m. I'm leaving Shanghai in the afternoon. I'm taking a flight at 3:30 p.m. and arriving back at 7:45 p.m. Phillip will be there to pick me up at the airport.SECTION IV Maintaining a Sharp EyeInformation Related to the Reading PassageAmericans and Europeans consider time to be an asset that can be spent and saved; therefore, proper scheduling of time and its appropriate allocation to various competing tasks is an important part of organizational management. Variations in time use are expected to influence performance and stress, as well as other outcomes. It is a vital strategic element. The large amount of management processes and methods developed to improve performance by managing time use proves the importance placed on time. Here are a few famous quotes and sayings about time and punctuality:1 Explanation of Difficult Sentences1. (Para. 1) One of the cultural differences that tend to annoy Americans has to dowith understanding of punctuality.Analysis: Has to do with is a phrase meaning has a specified relationship with.It is the predicate of the sentence. That introduces a restrictive relativeclause modifying differences.Translation:有一种常会惹恼美国人的文化差异可能关系到对守时的不同理解。
第一册Unit-2新编实用英语教程第4版高教社教案
Unit 2 Saying Thanks or SorryUnit Goals:What You Should Learn Do1. Express pleasure and thanks2. Send a message of congratulation and respond to it3. Express regrets and ask for forgiveness4. Write and reply to:a thank-you notea gift carda congratulation messageWhat You Should Know About1. Feeling thankful and sorry is part of your culture2. Being serious when saying sorry3. Use of articlesSection ⅠTalking Face to FaceImitating Mini-Talks Speak and ReciteActing out the Tasks Speak and PerformStudying Gift and Congratulation Cards Study and ImitateFollowing Sample Dialogues Imitate and PerformPutting Language to Use Speak and Complete Speak and Communicate SECTION IV Maintaining a Sharp EyePASSAGE IInformation Related to the Reading PassageImportant Traditional Festivals in China春节：Spring Festival (the 1st day of the 1st lunar month)除夕：New Year's Eve (the day before the Spring Festival)元宵节：Lantern Festival (the 15th of the 1st lunar month)清明节：Qingming / Tomb-Sweeping Festival (April 4th or 5th)端午节：Dragon Boat Festival (the 5th of the 5th lunar month)七夕节：Qixi Festival (the 7th day of the 7th month of the lunar month, somewhat equivalent to V alentine's Day in English)中秋节：Mid-Autumn Festival (the 15th of the 8th lunar month)重阳节：Double-Ninth Day (the 9th of the 9th lunar month)Important Traditional Festivals in Western Countries圣诞节：Christmas (the 25th of December)平安夜：Christmas Eve (the 24th of December)情人节：V alentine's Day (14th of February)愚人节：Fool's Day (the 1st of April)复活节：Easter (the 1st Sunday after a full moon on or after 21st of March)感恩节：Thanksgiving Day (the 4th Thursday of November)万圣节：Halloween / All Saints' Day (31st of October)Language PointsI Explanation of Difficult Sentences1. (Para. 1) November in the United States brings the holiday of Thanksgiving, and therefore it's in November that we tend to think of a way in which we could show our thanks to volunteers.Analysis: This is a complex sentence. The basic sentence structure is S (Subject) and S in which .... In the second and-clause an emphatic structure it's in November is used to emphasize the time adverbial of in November, modifying we tend to think. Which leads a relative clause, modifying a way.Translation: 因此，我们在十一月里常常会想办法来表示对志愿者们的感谢。
第一册Unit-6新编实用英语教程第4版高教社教案
Unit Six Olympics and SportsTeaching Goals:1. Understand a sports event poster2. Invite someone to see a sports event3. Talk about and comment on a sports event4. Invite friends to take part in outdoor activities5. Design and write a sports event posterFocal Points:1. Understanding and designing a sports event poster2. Key words and expressionsDifficult Points:1. Talk about and comment on a sports event2.You should know about Successful Beijing Olympic GamesTeaching Time: 8 periodsTeaching Procedures and Class ActivitiesSECTION I Talking Face to Face1 Lead-in activities:Imitating Mini-Talks1. Warm-up questions:1) What sports or outdoor activities do you like most?2) What information do you think a sports event poster should contain?2. Class Activities:1. The students read the Mini-Talks after the teacher, and then try torecite them within five minutes in pairs.2. Ask the students to recite and perform the mini talks in class.3. The students discuss in groups, summarizing the words, phrases andsentences frequently usedaccording to the following topics with the help of the teacher. The students speak out the sentences under the guidance of the teacher, paying attention to the pronunciation and the intonation.1) The way to talk about a sports event poster:(1) Haven’t you seen the poster of the friendly basketball matchorganized by the Students’ Union?(2) Look! There is a colored poster on the notice board.(3) A poster in the club lounge says there will be a fishing contest this weekend.(4) Let’s design a poster for it.(5) How should we decorate the poster to make it more attractive?(6) Look at the poster. It seems that there will be an exciting eventhappening in the community.(7) Let’s make a poster for the badminton match together.2) The way to invite people to see a sports event:(1) There is a basketball match at the college gymnasium. Would you like to go and watch it?(2) I’m eager to watch the game. Would you like to go with me?(3) It says there will be a chess game at the Students’Center on Sunday. Let’s go to watch it.(4) We are going to hold a marathon race next week.(5) Are you interested in the tug-of-war matches in the college?(6) Would you like to join us in supporting the college football team tonight?3) The way to talk about or give comments on a sports event:(1) The match is really interesting and exciting.(2) Picnicking is a very good outdoor activity.(3) Both the teams played incredibly well.(4) I am crazy about the performance of our team.(5) Our team has an unbelievable victory against the other school team.4) The way to invite people to take part in outdoor activities:(1) Are you interested in fishing?(2) I enjoy fishing a lot. It’s a healthy sport. Why not go fishing with us?(3) Mountain climbing is a very good outdoor activity. Will /Would youlike to join us in climbing the mountain outside the city thisSunday?(4) How about picnic? Picnicking is a very interesting outdoor activity.Most people enjoy having a picnic in summer.Studying Posters1. Warm-up questions:1) What do you think is the use of a poster?2) What can we know from a poster?2. The students read and translate the two sample posters under theguidance of the teacher.2 Act-out activities:Sample dialogues1. The students read the sample dialogues after the teacher, trying toimitate the teacher’s pronunciation and intonation.2. Ask the students to read the sample dialogues in pairs.3. Groups work: Ask the students to categorize the useful sentences inthe sample dialogues into two groups.1) Sentences used for inviting people to watch sports games and givingresponses:(1) There is a basketball match at the city gymnasium. Would you like to go to watch it?(2) Let’s go to cheer/support for our team.(3) I’m eager to watch the game.(4) Are you going to the rowboat match?(5) Are you going to be on the Chinese students’ team?(6) What time is the match and where?2) Sentences used for commenting on sports events:(1) The Normal University team is not easy to beat.(2) The match will be very exciting.(3) Wow! That’s going to be exciting.4. Group work: Each group member is required to invent a sports eventposter, and then tell and show it to the other members.5. Pair work: Make a dialogue about inviting your partner to watch abasketball game. Perform it in class.6. Do Exercises 5 and 6 in pairs.3 After-class activities:1. Pair work: Each pair makes a dialogue according to the tips in oneof the five tasks in Speak and Perform. There will be a class presentation in the next class period.2. Group work: Design a sports event poster using PPT, present it andpractice talking about this poster to other groups in the next class period.3. Pay a visit to the website/bbsv/1091-4059.xhtml to watch the video about giving comments on a sports event.SECTION II Being All Ears1 Learning Sentences for Workplace Communication1. Give the students a few minutes to read through the printed materials for each listening item.2. Listen to the tape for the first time by looking at the correspondingChinese version. While listening to the English sentences, the students try to remember the meaning of each of the sentences they have heard. The focus here is on cross-reference of the English sentences and their Chinese meanings.3. Play the tape for a second time, and ask the students to do theexercises in this section.4. Play the tape for the third time with a pause after each sentence,and ask the students to repeat the sentence during the pause.2 Handling a Dialogue1. Give the students a few minutes to read through the printed materials for each listening item.2. Listen to the tape for the first time without looking at the book.3. Play the tape for a second time, and ask the students to answer thefollowing questions orally:1) Why do Bob and his friend want to spend the day in the open air?2) Where will they go?3) How will they go there?4) What will they enjoy there?5) Will they swim in the lake? Why or why not?4. Play the tape for the third time, and the students read the dialoguesfollowing the tape simultaneously and trying to catch up the speed and simulate the speakers’ tones.5. Do the exercises in this section.3 Understanding a Short Speech/Talk1. Give the students a few minutes to read through the printed materials for each listening item.2. Listen to the tape for the first time without looking at the book.3. Play the tape for the second time, and ask the students to do theexercises in this section.4. Play the tape for the third time with a pause after each sentence,and ask the students to take notes of the key words.SECTION III Trying Your HandPracticing Applied Writing1 Sample analysis:The teacher summarizes briefly the format and language used in a sports event poster. The teacher may show the following passage with PPT (If there is no PPT prepared, ask the students to take a dictation of the passage.). Afterwards, ask the students to read it and translate it into Chinese orally.A sports event poster is written and posted to inform people of a particular sports event so that they can come to watch it. Therefore, the name, the time, the place of the match and the competing teams should be clearly stated. Very often the availability of tickets is also mentioned.A sports event poster often takes the following format:21. The students read and translate the two sample posters into Chinese.2. Do Exercises 2, 3 and 4 in groups.Writing Sentences and Reviewing Grammar1 The teacher gives a brief summary of the contextual reference oftenses.1. The verb tense form is consistent with the time adverbial used.2. The verb tense of the subordinate clause is consistent with that in the main clause.3. In time and conditional adverbial clauses, present tense is used to indicate the future tense.4. When presenting universal truth and objective existence, simplepresent tense is used regardless of time reference.5. When writing a paragraph, special attention should be paid toco-reference of tense forms across sentences.2 Do Exercises 5, 6 and 7 in groups.3 Assignments for this section:Group work: Design a poster for a sports event your class is engaged in with PPT. There will be a Poster Show in the next class period.SECTION IV Maintaining a Sharp EyePassage 1 Dancing Beijing1 Warm-up questions:1. Do you know anything about Olympic emblem? And what is that of the2008 Beijing Olympic Games?2. What impressed you most by the 2008 Beijing Olympic Games?2 Guided reading aloud of the passage:The students read the passage after the teacher for the first time, trying to imitate the teacher’s pronunciation and intonation, and then read it in class individually. The teacher should pay attention to correcting the students’ pronunciation and intonation.3 Explanation of difficult words and expressions:The students are required to have a discussion in groups to pick out the difficult words and expressions in the whole passage which they don’tunderstand and report them to the class. The teacher will demonstrate the usage of those chosen points, and then ask the students to make up at least two sentences with them in groups. In this passage, apart from what have been chosen in Language Points in Teacher’s Book, the following points are encouraged to be chosen and practiced on.1. give sth./sb. high praise: to express a fairly favorable judgment of sth.e.g. He has been given high praise as both an actor and director by critics.2. be filled with: to make something full by entering an amount of a substancee.g. Her eyes were filled with tears.Books are filled with many wonders.3. symbol n. something used for representing something else, esp. amaterial object representing something immateriale.g. The symbol on the packet is a guarantee that the food has been produced organically.4. put sth. up to a new level: to make sth. in a position, in a scaleor rank (as of achievement, significance, orvalue)e.g. We are about to put the protection against terrorist wars to a new level.5. stand for: to represent, symbolizee.g. She also learned a kind of alphabet for the blind, in whichdifferent finger positions stand for different letters of the alphabet.6. at ease: relaxed and confident and not nervous or embarrassede.g. Your presence puts my mind at ease.7. function as: to serve as; to act ase.g. This big sofa can also function as a bed.4 Teaching suggestions for understanding the passage in detail:1. Paragraph 1:1) Ask one or two students to read this paragraph.2) Pair work: The students have a discussion to find the answers to thefollowing questions:(1) What story does every emblem of the Olympics usually tell?(It usually tells a beautiful story of the host country of the Games.)(2) What are the comments all the IOC officials gave to the design ofthe emblem of Dancing Beijing?(They all said it was the best one ever designed.)2. Paragraph 2:1) The students read this paragraph for three times by themselves, tryingto remember the meanings of the passage.2) Meanwhile the teacher writes down the following sentences on theblackboard or shows them with PPT. The students are asked to fill in the missing words in the following passage without looking at the book.The Beijing 2008 Olympic Games emblem is filled with Beijing’s ________, and carries the commitment made to the ________by a country that has a population of 1.3 billion and by a nation with both ______________and ______________.(hospitality and hopes, Olympic Movement , ancient civilization, modern culture)3. Paragraphs 3 and 4:1) The students read these paragraphs together.2) Group work: Give each group 5 minutes to prepare the translation ofthese two paragraphs, and then an oral class presentation is required.4. Paragraphs5. 6 and 7:1) Ask the students to read these three paragraphs by themselves.2) Meanwhile, the teacher writes down the following table on theblackboard or shows it with PPT. The students are required to complete the outline of these three paragraphs in groups.Key: 1) Dancing Beijing 2) hospitality and hopes3) the Olympic Movements 4) luck and happiness5) mind and vitality5 Summary of the passage:Group work: The students have a discussion to find the topic sentence for each paragraph.(Reference answers:Para. 1: Every emblem of the Olympics tells a beautiful story.Para. 2: The Beijing 2008 Olympic Games emblem is filled with Beijing’s hospitality and hopes.Para. 3: “Dancing Beijing” is a symbol of trust and an expression of China’s confidence.Para. 4: The red color of Beijing 2008 Olympic emblem represents Chinese people’s longing for luck and happiness and theirexplanation of life.Para. 5: Olympic Games function as the stage where heroes are made, records broken and medals earned.Para. 6: The Beijing 2008 Olympic emblem shows that China is opening its arms to welcome the rest of the world to join the Olympics.Para. 7: People from all over the world are welcome to China to share the experience of “One World, One Dream”.)6 Suggested methods for doing exercises:1. Group work for Exercises 2 and 3: Underline the useful expressionsin each sentence.2. Pair work for Exercises 4 and 5: Each student writes out the sentencepatterns they are going to use and then write out their translation.Afterwards they check up each other’s work, correcting the mistakes.At last, the whole class repeat the English translation of the sentences together.7 Assignments for this section:1. Recite Paragraph 4 of the passage.2. Preview Passage II.PASSAGE II Closing Speech by Jacques Rogge1 Warm-up activity:Group work: Suppose you were the president of the International Olympic Committee, and you were invited to make the closing speech for Beijing 2008 Olympic Games. Deliver your speech within the group first, and then the group representatives give their performance in class.2 Guided reading aloud of the passage:The students read the passage after the teacher for the first time, trying to imitate the teacher’spronunciation and intonation, and then read it in class individually. The teacher should pay attention to correcting the students’ pronunciation.3 Explanation of difficult words and expressions:The students are required to have a discussion in groups to pick out thedifficult words and expressions in the passage which they don’t understand and then report them to the class. The teacher will demonstrate the usage of those chosen points, and ask the students to make up at least two sentences with them in groups. In this passage, apart from what may have been chosen in Language Points in Teacher’s Book, the following points are encouraged to be chosen and practiced on.1. awe sb. with sth.:arouse one’s overwhelming feeling of admiration, fear, or wonder with sth.e.g. You awed us with the way you handled such a touchy situation.2. achievement n.something accomplished, as through great effort, skill, or couragee.g. Let me congratulate you on your great achievements.3. wish the best for: express one’s hope toward somebody that he or shewill be in the best state or position.e.g. We wish the best for your Christmas and the new year.4.inspire v.to fill with an animating, quickening, or exalting influencee.g. Her courage inspired her followers.5. keep alive: stay in a living or energetic state, condition, or positione.g. The big factories are trying to keep alive by cutting costs.6. in accordance with:according to a rule or the way that says something should be donee.g. The mayor must make policies in accordance with the bill passed in the Congress.4 Teaching suggestions for understanding the passage in detail:1. Paragraphs 1, 2 and 3:1) Ask the students to read these paragraphs individually.2) Group work: Give each group 3 minutes to prepare the translation ofthese three paragraphs, and then an oral class presentation is required.2. Paragraph 4:1) The students read this paragraph together.2) Dictation practice. The teacher reads the paragraph one sentenceafter another for two times. Afterwards, the students check up their work with their partners.3. The rest paragraphs of the passage:1) The students read these four paragraphs by themselves for two times.2) Meanwhile, the teacher writes down the following passage on theblackboard or shows it with PPT. The students are required to fill in the blanks with the missing words without looking at the book.The athletes tonight were true (1)_______. They showed the unifying (2)_______. They will keep the Olympic spirit alive when (3)_______. These were truly exceptional (4)_____! Now I (5)________the 2008 Beijing Olympic Games closed.(Key: 1. role models 2. power of sport 3. they return home 4. Games 5. declare)6Summary of the passage:1. With the help of the teacher, the students are required to findadjectives phrases in the passage describing the Olympic Games. One is given as an example: wonderful volunteers(Hints: glorious day, dazzling venues, talented athletes, true role models, unifying power of sport, warm embrace of competitive rivals, exceptional Games)2. Groups work: Each group tries to pick out at least 5 expressions orsentences from the passage witch they think are worth remembering.Afterwards, ask some groups to write them down on the blackboard and ask the whole class to read them aloud.7 Suggested methods for doing Exercise 7:Group work: Ask the students to prepare the Chinese translation of the sentences in Exercise 7 in groups, and there will be a group presentationin class afterwards.8 Assignments for this section:1. Recite Paragraphs 3 and 4 of the passage.2. Preview Sections I, II and III in Unit Seven.。
(完整版)第一册Unit5新编实用英语教程第4版高教社教案
Unit Five Our Weather and ClimateTeaching Time: 8 periodsTeaching Objectives: Ss Should Learn to:1.Understand weather forecasts;2.Talk about weather;3.Write a weather report;4.Know about celsius and fahrenheitKey &Difficult Points:1. Understand weather forecasts profoundly;2.Talk about weather to start a conversation;3. Basic sentence structuresTeaching Procedures and Class ActivitiesSECTION I Talking Face to FaceLead-in activities:Imitating Mini-Talks1.Warm-up questions:1)do you often listen to a weather forecast? Why or why not?2)What is the use and importance of a weather report?2.Class Activities:1).Read the mini-talks,try to recite them;2)Ask the students to recite and perform the mini talks in class.3)The students discuss in groups, summarizing the words, phrases and sentences frequentlyused according to the following topics with the help of the teacher. The students speak out the sentences under the guidance of the teacher.SECTION II Being All Ears1 Learning Sentences for Workplace Communicaiton1)Give the students a few minutes to read through the printed materials for each listening item.2)Listen to the tape for the first time.The focus here is on cross-reference of the Englishsentences and their Chinese meanings.3)Play the tape for a second time, and ask the students to do exercises in this section.4)Play the tape for the third time with a pause after each sentence, and ask the students to repeatthe sentence during the pause.2 Handling a Dialogue1)Give the students a few minutes to read through the printed materials for each listening item.2)Listen to the tape for the first time without looking at the book.3)Play the tape for a second time, and ask the students to answer the following questions orally:4)Play the tape for the third time, and the students read the dialogues, following the tape simultaneously and trying to catch up the speed and simulate the speakers ’tones.5)Do the exercises in this section.3 Understanding a Short Speech/Talk1)Give the students a few minutes to read through the printed materials for each listening item.2)Listen to the tape for the first time without looking at the book.3) Play the tape for a second time, and ask the students to do the exercises in this section.4)Play the tape for the third time with a pause after each sentence, and ask the students to takenotes of the key words.SECTION III Trying Your HandPracticing Applied Writing1 Sample analysis: Teacher summarizes briefly the format and language used in weather forecasts. The teacher may show the following passage with PPT (If there is no PPT prepared, ask the students to take a dictation of the passage). Afterwards, ask the students to read it and translate it into Chinese orally.2 Simulated writing:1)The students read and translate the sample weather forecasts with the help of the teacher.2)Do Exercises 2, 3 and 4 in groups.SECTION IV Maintaining a Sharp EyePassage 1 We can Make a Difference1Warm-up questions: What is the consequences of global warming?2Guided reading aloud of the passage: The students read the passage individually. The teacher should pay attention to correcting the students ’pronunciation and intonation.3 Explanation of difficult words and expressions:The students have a discussion in groups to pick out the difficult words and expressions in the whole passage which they don ’tunderstand and report them to the class. The teacher will demonstrate the usage of those chosen points, and then ask the students to make up at least two sentences with them in groups. Key Language Points in Teacher ’ s Book1) trap:store---so that it cannot escape. Eg: A filter can trap dust from the air.2)stand-by:readiness for duty.Eg: The soldiers are on stand-by, ready to set out at any time.3)stuff:things. Eg: There is a lot of stuff about in today’s newspaper.4)membership:being a member of an organization. eg:He lost his membership card andwas denied access.5)swell:grow bigger. Eg: The population swelled during that time.4Understanding the passage in detail:1)Paragraph 1: Group work: Give the students 3 minutes to prepare the translation of the firstparagraph, and then an oral class presentation is required.2)Paragraph 2: Ask one or two students to read this paragraph.3)Paragraph 3: 1) Pair work: One student reads this paragraph loudly, and another helps correcthis or her pronunciation. And then they change their roles to do the same work again. 2) Work together to summarize the general idea of Para. 3, and then present it in class.5Summary of the passage Group work: The students have a discussion of the main idea of the passage. The students’ideas may vary, and the teacher gives his or her own idea.6Assignments for this section: 1. Recite Paragraphs 2 and 3 2. Preview Passage II.PASSAGE II The British Like Talking About the Weather1 Warm-up activities:How do the British generally start their coversations?2 Guided reading aloud of the passage:The students read the passage and get its general idea.3 Explanation of difficult words and expressions:Choose language points in Language Points in Teacher ’ s Book 4Understanding the passage in detail:Paragraph 1: 1) The students read this paragraph together.2) Dictation practice: The teacher reads each sentence of the paragraph for or three times accordingto the students ’English level, and the students write them down. Afterwards, the students check up them with their partners.Paragraph 2: 1) Ask two or three students to read the paragraph individually.2)Pair work: One student asks about 2 or 3 specific questions about Paragraphs 2, and the otherone gives the answers. Then the students exchange their roles to do the same work again.The rest of the passage: 1) The students read this part following the teacher.2)Group work: The teacher draws the following table on the blackboard (or shows it with PPT),and then asks the students to have a group discussion for matching the greeting sentences in Column A with the countries they are spoken in Column B. In the end, the whole class try to pronounce the greeting words in different languages.5 Summary of the passage:1)Group work: The students have a discussion to translate the passage into Chinese.2)Groups work: Each group tries to pick out at least 5 expressions or sentences from thepassage witch they think are worth remembering. Afterwards, ask some groups to write them down on the blackboard and ask the whole class to read them aloud.6Assignments for this section:Read the passage again.。
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郑州信息工程职业学院基础部《新编实用英语Ⅰ》课程教学大纲课程编码：9999010061总学时：72 学时实验学时：无学分：3学分适用对象：一年级学生先修课程：基础英语一、课程的性质与任务（一）本课程的性质大学英语课程是非英语专业学生必修的一门基础课程。
旨在培养学生的英语综合应用能力，使他们在今后工作和社会交往中能用英语有效地进行书面信息交流，提高综合文化素养，以适应社会发展和经济建设的需要。
《新编实用英语Ⅰ》是我院高职一年级学生第一学期所有学生学习和掌握英语听，说，读，写基本技能的基础课。
（二）本课程的任务本课程在高职高专院校中人才培养计划中是必修课程。
该课程理论与技能培养并重，相互结合，培养各类高职高专的应用型人才。
经过学习，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，从而能借助词典翻译和阅读有关英语资料，使学生在今后的工作和社会交往日常活动中能用英语有效地进行口头和笔头交流，并为今后进一步提高英语的交际能力打下基础。
为此，该课程将努力做到以下三个方面：1、培养学生英语综合应用能力具有较强的阅读能力和良好的听、说、写、译能力，使他们能用英语交流信息。
2、增强学生的学习能力、特别是自主学习能力。
3、提高学生的综合文化素养。
（三）本课程培养人才的定位该课程是我院各专业学生必修的一门公共基础课程，旨在培养学生的英语综合应用能力（听、说、读、写、译）；培养学生使用英语处理日常和涉外业务活动能力。
使他们在今后工作中与社会交往中能用英语有效地进行信息交流，提高综合文化素养，以适应社会发展日益国际化的需要。
（四）本课程在人才培养过程中的作用经过本课程的学习，使学生扎实语音、语法、词汇和基本句型等语言基本功，强化并提高听、说、读、写、译的综合能力，提高学生就业竞争力。
二、课程的基本要求通过学习本课程，学生应该达到以下要求：1、词汇认知 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，能进行英汉互译。
2、语法掌握基本的英语语法规则，在听、说、读、写、译中能正确运用所学的语法知识。
3、听力能听懂涉及日常交际的结构简单、发音清楚、语速较慢(每分钟 120 词左右)的英语对话和不太复杂的陈述，理解基本正确。
能理解具体信息，理解所听材料的背景，并能推断所听材料的含义。
4、口语掌握一般的课堂用语，并能模拟或套用常用口头交际句型，就日常生活和有业务提出问题或做出简单回答，交流有困难时能采取简单的应变措施。
5、阅读能阅读中等难度的一般题材的简短英文资料，理解正确。
在阅读生词不超过数 3% 的英文资料时，阅读速度不低于每分钟 50 词，能读懂通用的简短文字材料，如信函、产品说明等，理解基本正确。
并且掌握以下阅读技巧：1)理解文章的主旨或要点；2)理解文章中的具体信息；3)根据上下文推断生词的意思；4)根据上下文做出简单的判断和推理；5)理解文章的写作意图，作者的见解和态度等，就文章内容做出结论；快速查找有关信息；6)能运用所学词汇和语法写出简单的短文，能用英语填写表格，套写便函、简历等，语句基本正确，无重大语法错误，格式基本恰当，表达清楚。
并且做到语法及标点使用正确，句子结构完整，句子意思清楚，符合逻辑顺序，能够正确使用连接词，文章连贯；7）翻译(英译汉 )能借助词典将中等偏下难度的一般题材的文字材料译成汉语，基本符合汉语习惯，能正确掌握被动句式、倍数、定语从句的译洼，并且能够恰当地处理长句。
三、教学目标（一）知识目标掌握本课程所要求的语法、字词和句型知识。
（二）能力目标能应用英语进行简单的日常对话和阅读；培养学生的英语综合能力，能进行日常的听说，阅读达到50词每分以上，能进行基本应用文写做，并能翻译有一到两个从句的复合句。
达到 A 级所要求的应用能力水平。
（三）素质目标在学习中，教育学生德智体美全面发展，提高学生的跨文化交际能力和综合文化素养。
四、课程内容（一）课程主要内容本课程共八单元。
本课程的教学内容为新编实用英语第1册，共八个单元，每单元又分为以下四个部分：1、Talking Face to Face主要内容是要求学生在熟读样例的前提下，模仿所给的短小精悍的对话，根据课本提供的语言环境，套用常用句型，进行对话练习。
2、Being Al1 Ears主要内容在"说"的基础上，围绕同一话题进行听力训练，通过听的内容，使听说训练的范围进一步扩大。
因为 B 级考试需要和本课程时间的安排，本部分只选用 1isten & Read 来进行练习，重点培养学生综合理解语言内容的能力。
3、Maintaining a Sharp Eye主要内容是每单元提供两篇阅读文章，以培养学生在阅读教学中培养学生使用英语的能力。
Passage 1 紧扣实际话题，既与前面的听说部分有机衔接，又突出词语和句式的运用，便于学生模拟使用，最终达到"读懂，记住，掌握使用"的目的。
Passage 2 涉及的文章内容更为广泛，主要给提供学生较大的阅读面，注重提高学生的理解能力，一般以阅读练习形式来进行处理。
4、Trying Your Hand此部分为写作部分，分为应用文写作和一般写作两部分，在教学中，我们只讲授应用文部分。
应用文写作主要通过典型实例来指导学生模拟套写有关的应用文。
教师就有关应用文的格式、惯用句型和词语进行简要的归纳，并指导学生模拟套写。
教学重难点1、Talking Face to Face重难点：掌握课文所给的句型和短语，根据提示语境灵活运用句型和短语。
2、Being All Ears重难点：利用听力材料提高学生听力革平，教授听力技巧井要求学生掌握。
3、Maintaining a Sharp Eye重点和难点掌握课文所给的句型和短语，根据提示语境灵活运用句型和短语。
4、Trying Your Hands重点和难点：要求学生掌握各种应用文的格式，能够根据所给背景材料组织成规范的文章。
分析学生在写作中常犯的错误，并指导他们订正，要求学生通过练习掌握句型的正确使用，不再犯类似的错误。
课程授课顺序及过程Step 1. Leading-in教师通过提问、讨论等方法组织教学，引出本单元的主题。
Step 2. Talking Face to Face本部分为学生学习该话题的口头交际提供模仿的样本。
教师先放录音，然后要求学生分组口头练习对话，学生再根据书中所提供的练习进行各种训练。
Step 3. Being AIl Ears本部分是在“说”的基础上，围绕同一话题进行听力训练，通过听的内容，使听说训练的范围进一步扩大。
Step 4. Maintaining a Sharp Eye课文教学是培养学生阅读能力的主要园地和手段。
先要求学生对整篇文章进行阅读，然后回答相关的问题。
教师对文章中的重点词语句子以及句子结构进行详细讲解和分析，学生完成课后的练习。
Step 5. Trying your hand本部分主要通过典型实例来指导学生模拟套写有关的应用文。
首先学习应用文的基本格式和常用句型，可在课堂上当场进行写作，也可布置为课后作业。
语法部分，先结合实际的例子进行讲解语法规则，学生通过完成相关的练习来巩固。
（二）教学建议在教学中要求做到：1、适应高职高专层次的教学要求，教学应突出职业性、实践性、操作性，着重提高学生的英语听说能力，淡化语法教学；2、教学中采用任务驱动方式，强调动手能力、沟通能力和语言表达能力训练。
建议在教学过程中将学生分组，以组为单位完成布置的任务，培养团队合作精神。
3、引导学生采用直接或间接调研方法了解现实的英语外贸业务流程或与英语贸易相关的部门工作内容，走出课堂，接近现实，理论与实践结合，培养专业素养和创新能力。
4、基本理论够用，注重国际贸易实务操作技能的培养，重视听说技能的培养。
5、对课程中的重点、难点可通过课堂讨论等形式解决，使学生便于理解和掌握。
五、本课程与其他课程的关系本课程必要的先修课程是《高中英语》课程，其后续专业课程是《新编实用英语综合教程Ⅱ》等。
本课程在专业培养计划中安排在第1学期。
六、教学时数分配课程总学时： 72七、考核方式本课程的成绩由平时考核成绩（考勤、学习态度、课堂表现和平时作业，共占40%）+期末理论综合测试成绩（60%）组成。
期末理论综合测试。
试题分为A,B试卷二选一进行闭卷考试，以笔试的形式进行。
补考采用闭卷笔试的形式进行。
八、教材及参考书（一）主教材1、《新编实用英语综合教程Ⅰ》，《新编实用英语》教材编写组编，高等教育出版社， 2011年5月第三版。
2、《学学.练练.考考Ⅰ》，《新编实用英语》教材编写组编，高等教育出版社， 2011年5月第三版。
3、《新编大学英语口语教程》周涛、郭自萍主编，天津教育出版社， 2014年1月第一版，（二）参考书著作、教材《新编实用英语综合教程Ⅰ参考书》，高等教育出版社， 2014年9月第四版。