致用英语综合教程综合英语2教案综合英语2教案unit(I).doc

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致用英语综合教程unit2[精品]

Unit 2 Knowing our bodyTeaching objectivesAfter learning this unit, Ss will learn how to✧Describe the body parts✧Talk about the functions of the body parts✧Use comparatives and superlatives✧Use the body languageTeaching focusGrammar: comparatives and superlativesV ocabulary building: Name of body parts; base adjectives and strong adjectivesImportant words and phrases: attempt, wonder, sight, blind, stump,quest,couple, smart, hurt, shock, confusion, lesson, reply, selfish, sympatheticTeaching difficulties1. Understanding the structure and main idea of the text.2. Grammar: comparatives and superlativesTeaching ProceduresI. Warming-up questions:What knowledge of human body do you get from the documentary film? Which parts of human body does the documentary mention? (Y ou can skim through new words before l i steni ng.)II. Listening and speaking (1 period)a.This is a lead-in to the listening part. Before playing the recording, askstudents to read the questions. Then play the recording and encounrage students to take notes while listening.anize a speaking activity based on the listening material. First ask Ss toform groups and have a discusssion about which is the mose imortant bosy part. Then ask Ss to role-paly the dialogue in the listening part. Remind them they may use their own language.III. Reading 4 periods1.Pre-reading tasks:Before you read, discuss the foll owi ng questi ons i n groups:a. Has any part of your body ever been injured? If yes, what inconveniences did it cause?Work in groups and share your experiences.b. Have you ever read or heard stories about body parts?2.Reading comprehensiona.Ask Ss to read the text first and then answer the questions in Comprehension Check.b.In this sextion,you may organize a class discussion based on the article students have just studied. This discussion activity is necessary for language learners. They should be able to and present their own experiences after they have received the input information.3.Detailed learning of the textLanguage points※attemptn. an act of trying to do something, especially something difficulte.g. She passed her driving test at the first attempt.v. to try to do something, especially something difficulte.g. He attempted to open the door.He attempted to lie.※stump v.1)if you are stumped by a question or problem, you are unable to find an answer to ite.g. The doctors were stumped and had to call in a specialist.The police were stumped about the motivebehind the murder.（警方给难住了，无法查明这次谋杀的动机。

新职业英语《综合英语2》教案Unit 1 Teaching Plandoc资料

English for Careers 2Unit 1 WorkplaceB—4 C—5 D—3 E—6 F—2 G—7Task 2 10 minutes Objective: Ss can give directions.Steps:•Ss read Warming-up Task 2.•Get Ss to look at the picture of Task 1.•Ask Ss to work in pairs and tell each other how to find Mike and Jack in the office.•Ask some Ss to report in class.•Give the suggested answers.Suggested answers:Go through the reception room to the hallway. The first room on your left is the multifunction meeting room. Mike is having a meeting there. Keep going straight along the hallway till you get to the end of it. Jack is working in the last staff office on your left.New words in Reading A 15 minutes Objective: Ss can get familiar with the new words and expressions, etc.. Steps:• Ss listen to the new words and expressions, etc.• Ss read the new words and expressions, etc.Our national policy fits in with the changed international situation. reputation: n. the opinion that people have about what someone/something is like, based on what has happened in the paste.g. T he school has a good reputation for examination results.He earned the reputation of being a hard worker.Paragraph 2pros and cons:the advantages and disadvantages of somethinge.g. W hat comment do you have on the pros and cons of studying abroad?We weighed up the pros and cons of starting up our own business. outfit:n. a set of clothes, especially one that you wear for a special occasion e.g. S he was dressed in a white outfit.On the opening ceremony of the sports meet, all of us wore sports outfits.The football team members were wearing orange outfits. compliment:n. a remark that shows you admire someone/somethinge.g. T hank you very much for your compliment.He knew that he had just been paid a great compliment.She took his acceptance as a great compliment.Paragraph 3for instance:for examplee.g. W hat would you do, for instance, if you found a member of staffstealing?His spelling is terrible. For instance, look at this word!For instance, an electric fire is a relatively expensive method of heating a room.casual:a. informale.g. H e was wearing casual clothes, not his school ones.We don’t like his casual behavior.Paragraph 4setting: n. a set of surroundings; the place at which something happense.g. I t was the perfect setting for a wonderful Christmas.People tend to behave differently in different social settings.The old castle would have provided the perfect setting for a horror story. productive:a. producing or achieving a lote.g. A griculture and industry both grow more productive.There are a lot of productive workers in this factory.Paragraph 6incorporate: v. to include something so that it forms a part of something else e.g. M any of your suggestions have been incorporated into the plan.We have incorporated all the latest safety features into the design.His picture had been incorporated without his permission into anadvertisement.Task 1 5 minutes Objective:Ss can understand the passage and write the correct order. Steps:• Ss do Task 1.• Ask Ss to work individually.• Check the answers.Suggested Answers:1. C2. D3. B4. F5. E6. ATask 2 5 minutes Objective:Ss can decide whether the following statements are true or false according to the passage.Steps:• Ss do Task 2.• Ask Ss to work individually.• Check the answers.Suggested Answers:1. F2. F3. F4. F5. TLanguage lab 45 minutesObjective:Ss know the spelling and meaning of the words and expressions from Reading A.Steps:• Ss read Task 1.• Allow Ss 5 minutes to do the task.• Check the answers.KeyKey: 1. J 2. I 3. F 4. H 5. B 6. G 7. D 8. E 9. A 10.CTask 2 10 minutes Objective:Ss can use the words and expressions from Reading A.Steps:• Ss do Task 2.• Ask Ss to work individually.• Check the answers.Answers1. incorporate2. hampered3. displayed4. reputation5. impartially6. abused7. approve8. violation9. for instance 10. underlies• Check the answers.Key:Model 11. Before booking a train ticket, you’d better find out if the time suits you.2. After finishing his paper, he checked his spelling very carefully.3. He was very sorry for being late for school again.Model 21. What interests the children a lot is that there are many animals in the zoo.2. What she said at the meeting is that the program will be put off.3. What Mr. Li was proud of was that his son won in the match.Task 5 10 minutes Objective:Ss can use the vocabulary in Reading A for translation. Steps:• Ss work individually or in pairs and translate the sentences.• Ask two Ss to write their translations on the board.• Comment briefly on their work with emphasis on the structures of their sentences.Key:1. All the company rules and regulations must be strictly observed.2. We should be casual when we stay with these students.Key:1. the new project2. on vacation3. next Monday4. the scheduleTask 2 10 minutes Objective:Ss can decide whether the statements are true or false. Script:M: Hi, Shelly, how are you today?W: Well, I didn’t sleep very well last night. I’m having a slight he adache now.M: I’m sorry to hear that. Hope you’ll be better soon.W: Thanks. Do you know that a shift-work system is to be introduced next month?M: Really? How will we be affected?W: The system will affect everyone in our office. It will be on a two-shift basis—7 a.m. to 2 p.m., and 2 p.m. to 9 p.m.M: I wonder which shift I’ll be working on.W: Why don’t we go and ask the manager?M: I shall wait. Actually it doesn’t make any difference which shift I am allocated.1. T2. F3. T4. FTask 3 10 minutes Objective: Ss can accurately tick off the items according to the conversation. Script:W: What do you usually wear for work?M: I don’t need to meet customers too often, so I usually wear very casual clothes in my office, like jeans and T-shirts. I feel more relaxed in that. W: What do you think of the dressing policies of a company?M: Well, I think formal business clothes should be worn when meeting with customers and clients at scheduled meetings. That gives people a sense of trust and authority.W: Yes. By looking neat and smart, we’ll be able to gain the trust of customers.M: Right. But at other times, staff can wear business casual clothes. This includes dress shirts, collared sports shirts, sweaters or skirts. But shoes should be formal. I suppose casual sandals and slippers are not suitable in the workplace.W: And I think blue jeans, T-shirts and shorts are far too casual to be accepted in the office.M: I don’t agree on this. I think casual wear brings a s ense of freedom in the office and can inspire us in our job.W: Maybe you are right.KeyKey:Task 4 10 minutes Objective: Ss can understand the conversation and choose the best answer. Script:M: A report says that there has been too much water cooler chat in the company recently. I don’t think Mr. Blacksmith will be happy when he reads it.W: Well, the boss may not like it, but we do. It’s always relaxing to stay at the water cooler and chat for a while. It helps to ease the tension from the workload.M: Yes, I agree. But haven’t you noticed that some of our workmates are spending too much time chatting around the water cooler?W: You are right. I guess we need to come back to work once we finish ourcup of coffee or tea.M: I don’t wa nt our nice and pleasant water cooler chats to ever get the boss angry.W: Neither do I. I think the point is that we keep chatting at the water cooler until it is too long.M: Yes. Otherwise we might drink too much water and spend a lot of time in the bathroom!W: You bet!Q1: Who is Mr. Blacksmith?Q2: What does the woman think of the water cooler chat?Q3: Which of the following statements is true according to the conversation? Q4: What are the attitudes of the man and the woman toward the recent water cooler chatting in the company?KeyKey:1. A2. B3. B4. CTask 5 10 minutes Objective:Ss can find specific information from listening to a passage related to the theme.Script & Key:We all know that communication is the key to a healthy relationship inminutesNew words 5 minutes Objective: Ss can get familiar with the new words and expressions, etc. Steps:• Ss listen to the new words and expressions, etc.• Ss read the new words and expressions, etc.Fast reading 20 minutesObjective:Ss can comprehend Reading B.Steps:• Ss read the passage.• Provide help if needed.Task 1 10 minutesObjective:Ss can decide whether the following statements are true or false according to the passage.Steps:• Ss read the passage.• Ss complete the task.• Ss compare their work with others.• Select Ss to present their work.KeyKey: 1. F 2. F 3. T 4. F 5. FTask 2 10 minutesObjective:Ss can comprehend the specific information taken from the passage.Steps:• Ss read the passage.• Ss complete the task.• Ss compare their work with others.• Select Ss to present their work.Key:1. N2. N3. A4. N5. A6. NWriting 45 minutes Task 1 15 minutes Objective:Ss can get familiar with the style of notice.Steps:• Ss do the task individually.• Ss compare with each other’s answers.• Provide help if needed.• Present the answers.Key:NoticeKindly note that our Healthcare Center will be relocated to the following address with effect from September 1, 2009.New address: 909 J 2nd Street North,FultonNew YorkTelephone numbers and fax numbers remain unchanged.Thanks for your kind attention and continuous support.Task 2 15 minutes Objective:Ss can get familiar with the style of notice.Steps:• Ss do the task individually.• Ss compare with each other’s answers.• Provide help if needed.• Present the answers.Key:Sample:NoticePlease be informed that Office Safety Training Section will be conducted from 2:30 to 4:30 this Friday afternoon in Conference Room 109.All staff are required to come. Handouts will be available after thesection.JackyTamOfficeManagerJuly 15, 2009Task 3 15 minutesObjective:Ss can get familiar with the style of notice.Steps:• Ss do the task individually.• Ss compare with each other’s answers.• Provide help if needed.• Present the answers.Sample:NoticePlease be informed that a three-day sightseeing trip will be arranged forall the staff in our company.Time: May 28—May 30, 2010Destination: Guilin, Guangxi ProvinceItinerary: May 28 evening Train to Guilin, Guangxi Province。

致用英语综合教程综合英语2教案unit.doc

Section One Around the topicStep 1 Topic introduction:Many Chinese students find it very difficult to introduce Chinese culture to foreign friends.The biggest problem is that they don’t know how to express their understanding about Chinese culture or how to explain some typical concepts in Chinese culture. Chinese learners of English as a foreign language should not only study western cultures, but also deepen their understanding of Chinese culture, so that they can introduce it to the outside word.Step 2 Your ideasWork in groups or pairs and discuss the following questions1)Why is spring Festival so important for the Chinese people?2)What do you usually do during the Spring Festival3)Are there any special celebration activities in your hometown during Spring Festival?4)In what ways do you think the Spring Festival has Changed?How much do you know about the Chinese New Year?A.Which day in the 15-day celebration is for the sons-in-laws to pay a visit to theirparents-in-law?The third and fourth days.B. What is the fifth day called?Po Woo.C. How many kinds of traditional New Year food do you know?Dumplings, a whole fish, chicken, New Year cake…D. Do we use knives or scissors on New Year's Day?NO. They may cut off fortune.E. What fruit do we usually use as a decoration during the Spring Festival?Oranges and Tangerines. They are symbols for abundant happiness.Step 3 VocabularyThere are some special things about Spring Festival, which are difficult to translate into English. Here are some English words and expressions related to the Spring Festival. Try to get their meanings.Remind students that names of some typical Chinese things do not have exact equivalents in English. Ask them to guess the meaning of the English words and phrases related to theThe teacher can offer students a particular situation for students to practice in which students can give a brief talk with some of the words in the table above so that they can master a better usage of these words.Step 4 Listening and speakingAsk students to read the questions first. Then play the recording and encourage them to take notes while listening.1.Q: What are they talking about?A: They are talking about the Spring Festival.2.Q: How did Li Ming spend his holiday?A: Li Ming spent his holiday with his family in his hometown.3.Q: What is Susan curious about?A: Susan is curious about how Chinese people celebrating their Spring Festival.4.Q: What make the Spring Festival different from other holidays?A: Giving presents and staying with the family.5.Q: What do Chinese People do on the Eve of the Spring Festival according to the recording?A: In the past, all the members of a family would stay at home making dumplings together.Now many people enjoy watching TV. During the day, children wear their new clothes. The evening is usually spent playing games, talking, eating and drinking.Step 5 A quizDuring the Spring Festival, some things are believed to bring good luck for the new year, while other things might bring bad luck. Read the items in the table below and decide whether they bring good luck or bad luck. When you finish, compare your answers in pairs.This quiz is just for fun. Remind students that we should not be superstitious and the dos and don’ts during the Spring Festival are only parts of our traditions and customs. We should hold a right attitude towards them.Ask students to do the exercise first based on their own understanding and then compare their answers with their partners’. They may discuss them if necessary. When they finish, you may show and explain answers.Section Two ReadingThis section introduces the tradition of the Chinese New Year. By studying it, students will learn more about the legend of Nian and traditional Chinese New Year celebration activities. Most importantly, students will learn how to introduce the Chinese New Year to foreign friends.Step 1 Pre-reading tasksBefore you read, discuss the following questions in groups:1.Do you know why we call the Spring Festival “Nian”?2.Do you know why we Chinese celebrate the New Year at a different time from the Westernworld?Read the instruction as a class. Divide students into groups. Ask them to discuss the questions. Activate their prior knowledge of the Spring Festival and encourage them to share informationwith others. Pick some volunteers to answer these tow questions as representatives of their group. Step 2 Text illumination1)Ask several students to read the whole text in order to check whether they preview thetext and get a general understanding bout it or not beforehand.2)Ask students to summarize the text3)The teacher can put the comprehension check either before or after illuminating the textaccording to the needs of class and the students’ comprehension ability.4)Illuminate the text, during the process of which the teacher can encourage students tohighlight or underline the important parts when they read the text in detail. Try to explain that it can help students to grasp the important details and review important points Language points:1. legend n.story handed down from the past, especially one that may not be true 传奇，传说e.g. The legend of Robin Hood is well-known.2. mythical adj. existing only in an ancient story, imagined or invented 神话的，虚构的e.g. Qi Lin is a mythical Chinese creature which is similar to a unicorn.myth n. 神话e.g. ancient Greek myths3. terrorise v. to fill or overpower with terror, to terrify 使惊恐不安，恐吓e.g. The local gangs terrorised the neighborhood.4. fierce adj. violent and angry 凶猛的，凶狠的e.g. Swans are always fierce in defense of their young.The leopard looks fierce.5. lunar adj. determined or measured in reference to the moon 根据月亮决定或测定的e.g. The Chinese New Year falls on lunar January, 1st.6. solar adj. determined or measured in reference to the sun 根据太阳决定或测定的e.g. Solar energy is one kind of important energy nowadays.7. insert v. to put or set into, between, or among 插入，嵌入e.g. The editor inserted an advertisement in the newspaper.insert a key into a lock8. symbolic adj. representing a particular idea or quality 象征的，符号的e.g. The cross is symbolic of Christianity9. ward off to keep away (somebody/something that is dangerous or unpleasant) 挡开，避开e.g. He carried a gun to ward off possible attacks.Step 3 Post-reading exercises1.What is the significance of the following things during the Spring Festival?2.Discussion:Read the instruction as a class. Divide students into groups of four. Ask them to discuss these questions. Get feedback when they finish. Try to encourage them to express their opinions thoroughly in English.3.V ocabulary and structureThis part is about some vocabulary and structure exercises related to the text. Ask students to finish them independently beforehand. Check their answers in class. Try to encourage them to explain by themselves to check whether they fully understand the exercises or not. The teacher is supposed to give some explanations if necessary.A.Work out the meanings of the underlined words with the help of the context.B.Fill in the blanks with the words below. Change the form where necessary.plete each pair of the sentences with the correct form of the same verb, one as apresent participle (-ing) and the other as a past participle (-ed).4.WritingRead the instruction as a class. Leave the writing task as homework. Check their work next time.Write down your experience about the Spring Festival. The following questions may help you to come up with some ideas.1)How does your family prepare for the Spring Festival?2)What traditional activities does your family do to celebrate the Spring Festival?3)What special activity do you like most when you are celebrating the Spring Festival?Section Three language in use: present participles used as adverbialsStep 1 test your grammarThe aim of this practice is to make students aware of the present participles used as adverbials. Based on their study of the text, they may gain a deeper understanding by doing these exercises. Try to encourage students to explain by themselves through recalling and understanding of this grammatical phenomenon.Step 2 illumination and developmentBriefly explain the grammatical knowledge of participles. Then ask students to finish these exercises. Check their work when they finish.一、现在分词做状语（表原因，时间，条件，让步，行为方式，伴随状况）现在分词与主句的主语一致，且形成主谓关系，就是说现在分词的动作发出者是主句的主语。

致用英语综合教程 Unit 2ppt课件

2 The big fat fish gobbled up all the worms and enjoyed the shade of the lily leaves, which left the poor little golden fish with very little to eat and nowhere to escape the hot sun. As he couldn’t spend his time lazing around like the other fish, he had to do a lot of serious thinking to keep himself from being sad. So he explored every corner of the pool, until he knew exactly how many tiles there were, the names of all the weeds, and which lily was going to open next.
a. Gasp. Wait for the shock to subside, then cautiously open the package for which this man/animal has surrendered his life.
b. Shrug. Open the package once you’ve finished reading the newspaper’s list of celebrity birthdays.
2. Are you happy with the present
life? Have you ever thought

致用英语综合教程1_UNIT1_教案及课件

致用英语综合教程1_UNIT1_教案及课件教案课程名称：致用英语综合教程1单元名称：UNIT1教案编写人：[您的姓名]教学目标：1. 学习并掌握本单元的词汇和短语。

2. 能够正确运用本单元的语法知识。

3. 提高学生的听说读写能力。

4. 培养学生的合作与沟通能力。

教学内容：1. 词汇和短语：根据教材内容选择相关词汇和短语进行教学，如greet, introduce, occupation, nationality等。

2. 语法：教授本单元的语法知识，如一般现在时的用法、人称代词的主宾格等。

3. 阅读：通过阅读文本，培养学生的阅读理解能力和提高词汇积累。

4. 听力：运用听力材料，提高学生的听力理解能力。

5. 口语：通过对话练习、角色扮演等活动，提高学生的口语表达能力。

6. 写作：通过写作练习，提高学生的写作能力。

教学步骤：步骤一：导入（5分钟）教师通过展示一些图片或物品，引起学生对本单元主题的兴趣，并用简单的英语进行引导和问答，激发学生的学习热情。

步骤二：词汇和短语教学（15分钟）教师通过图片、示范和实物等多种形式，教授本单元的词汇和短语，并进行相关的练习，如单词拼写、词义选择等。

步骤三：语法教学（15分钟）教师通过示例句和练习，教授本单元的语法知识，如一般现在时的用法、人称代词的主宾格等，并帮助学生理解和掌握相关的语法规则。

步骤四：阅读和听力训练（20分钟）教师播放相关的听力材料，让学生听并回答问题，提高学生的听力理解能力。

随后，教师分发阅读材料，让学生阅读并回答相关问题，培养学生的阅读理解能力。

步骤五：口语练习（20分钟）教师组织学生进行对话练习，让学生运用本单元的词汇和语法知识进行实际对话。

教师可以提供一些情境，让学生进行角色扮演，加强口语表达能力。

步骤六：写作训练（15分钟）教师布置写作任务，让学生根据所学内容进行写作练习。

教师可以提供一些写作提示和范文，引导学生进行写作，并对学生的作文进行批改和评价。

职业综合英语第2册(通用版)Unit 1

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ReadTAe-1xi-tn2 g A
Policies alone do not create business deals; companies do. Business executives will need to be much better educated about international negotiations in order to make successful deals. International business negotiations are fundamentally different from domestic negotiations, and require a different set of skills and knowledge.
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ReadRngeiaAdni g A
Text Task 1 Task 2 Business Know-how
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ReadTAe-1xi-tn1 g A
An Overview of International Business Negotiations
Task 2 Look at the above office layout again. Mary is at the company gate. Please tell her how to find Mike and Jack in the office.
Sample: You go through the reception room to the hallway. The first room on your left is the multifunction meeting room. Mike is having a meeting there. Keep going straight along the hallway till you get to the end of it. Jack is working in the last staff office on your left.

【原创】第二册-职通商务英语-综合教程-全书教案.docx

综合英语（2）课程教案教学目的、要求：课程总目标：培养学习者在商务场景中使用英语语言知识和商务知识的技能，使学习者能够完成具体商务任务，成为适应社会需要的应用型涉外商务工作者。

单元教学目标：1. Gain a basic knowledge about international business2.Be familiar with the format of faxe gerunds and infinitives4.Be able to express their ideas about making business appointments教学重点:New Words and ExpressionsReading: What Is "International Business?Business Writing: Business FaxListening and Speaking: Rescheduling business Appointments教学难点：Difficult sentences in readingWhat is international business?Gerunds and infinitivesThe classifications of international business教学方法和手段：采用课堂快速阅读和课后自主精读相结合的方式。

在协调发展学牛的英语听说读写能的基础上，突出学生阅读能力。

教学方法设计：采用“自主精读”、“课堂快读J “协作学习,零多种学习方式交互的学习方法。

教学分组：在自愿的基础上，将学生分组进行课堂讨论。

教学条件：Computer assisted learning； Place of the class： Language laboratory补充资料：International Business Etiquette and MannersAppearance•Business suit and tie are appropriate in all major cities. Wear dark colored business suits in classic colors of gray and navy. For an important formal meeting, choose a white dress shirt, for less formal a light blue shirt will still give you a conservative appearance.•Women should wear a suit or dress with jacket in major cities・ Wearing classic clothing and classic colors of navy, gray, ivory, and white will ensure you give a confident and conservative appearance.教学内容及过程：Teaching Procedures：l st_4th period*Lead-in:p-1Activity 1: work in pairs. Talk about the international business activities shown in the pictures below.Activity 2: work in pairs. Discuss what type of international business the following organizations or enterprises are engaged in.Activity 3: work in pairs, and discuss the following questions.a.what caused international business?b.In what aspects can we fined the impact of business globalization?c.What is the greatest contribution foreign investment makes to a country?*Before-reading:p. 3 Before you read, discuss the following questions.1.What is international business in your opinion?2.How does international business benefit us?• While-reading:Difficult words:portfolioset of investments （eg stocks and shares） owned by a person, bank, etc （个人、银彳亍等所有的）投资组合（如债券和股票）：My stockbroker manages my portfolio for me.我的证券经纪人替我管理投资纽合.* [attrib作定语]portfolio management投资组合管理subsidiaryZ7 subsidiary thing, esp a business company 附属事物;（尤指）附属公司.en trepreneurperson who starts or organizes a commercial enterprise, esp one involving financial risk 企业家（尤指涉及财务风险的）:He would not have succeeded in such a risky business if he had not been such a clever entrepreneur.假若他不是那麽楮明强干的企业家，就不会在这样冒险的事业中取得成功globalization （UK USUALLY -isation）the increase of trade around the world, especially by large companies producing and trading goods in many different countries:We must take advantage of the increased globalization of the commodity trading business.Difficult sentences:Part I1.In its purist definition, international business is described as any business activity that crosses national boundaries. 国际贸易最原始的含义是指一切跨越国界的商务活动。

致用英语综合教程1_UNIT1_教案及课件

一、教案头授课内容：Unit 1 How is language learned?Around the topic (listening and Speaking)授课班级09 (1)授课时间4课时授课地点：本班教室能力（技能）目标知识目标素质（情感）目标教学目标1能用英语谈论自己学习语言的经历以及所遇到的困难；2.能听懂并记录听力材料的主要信息；3.能用英语描述学习语言的策略及方法。

1. 掌握听、记录主要信息的技巧；2. 能对听力材料中的不完全爆破语音进行辩听。

1．帮助学生在学习初培养积极的态度及好的学习习惯；2.使学生了解好的学习语言的方法，为今后的语言学习打下好的基础，并树立学好外语的信心。

教学重点与难点1．掌握好的英语学习方法；2.听并完成主要信息的记录。

教学方法1.小组讨论；2.任务驱动法；3.启发法；4. 归纳总结法。

能力训练任务1．通过小组讨论进行口语交流谈论自己学习外语的经历及所遇到的困难；2. 小组讨论好的英语学习的方法；3．听并记录所给材料对话的主要信息；4. 根据记录内容完成相关练习。

教学参考资料1．《致用英语综合教程1》2．《致用英语综合教程1》教师用书二、教学设计Tasks （Steps）Work for Teacher Work for Students Time(minutes)Task1: Morning 1．Get one of the studentsto give the morning1.Give thenew wordsin the20report report to the wholeclass;2．Talk about the topic orcomment on their jobs.report;2.Report tothe wholeclass;3.Ask andanswer thequestions.Task 2: Discussion 3．Talk about theexperience of learningEnglish and thedifficulties that evermet while learning;4．Divide the class intosmall groups and getstudents to share theirown experiences oflearning English;5．Invite some to sharewith the whole class.1.Talk about theexperiences oflearning Englishin English;2.Some volunteersshare with theclass.20Task 3: pre-listening activities 1.Get the individual tofinish a quiz.2.Read the scoringmethods andexplanations to theclass.3.Get the Ss to discuss onthe topic: What makesa good Englishlearner ?4.Do class feedback andwrite down the Ss’opinions on the Bb.1.Finish the quiz;2.Count the pointsthey’ve got andfigure out howgood languagelearners they are.3.Discuss in groupsof 4 and preparea presentation infront of class.40Task 4: Discussion 1.Have the students workin groups to discuss theways to learn Englishwell and let them write1.Work in groups todiscuss the waysto learn Englishwell and let them35down;2.Make each groupswrite the ways on theBb;3.Get them to discusswhich ways are the bestand let them talk abouttheir opinions.write down;2.Discuss the bestways to help themto learn English.Task 5: while-listening activities 1. Tell students what theyare going to listen , makethem get ready;2. Ask students to read thequestions first beforelistening;3. Play the recording andencourage them to takenotes while listening;4. Guide them to listen tothe recording three times;5. Get students to checktheir answers..1. Listen for the 1sttime and try to pickout the sameinformation fromthe listeningmaterial as thesuggestions listed onthe Bb.2. Listen for the 2ndtime to note downthe advice. 3. Listenfor the 3rd time tocheck the answers.4. Compare theanswers in pairs.40Task 6 : post-listening activities 1. Play the recording andget the Ss to repeat.2. Get the Ss to discuss ingroups of 4 on Mr.Martin’s opinions.1. Listen and repeat tocorrect the diction.2. Discuss in groups of 4.20Summary Summarize what studentshave learned in this lesson,point out what they shouldmaster.4Homework Pre-learn the words appeared in the word list.1三、教学后记1. 讲课之前让学生用英语简单的介绍一下自己，看看学生的实际水平并相互熟悉，使课堂气氛轻松；2. 在听力练习开始之前，先让学生简单地讨论一下自己的英语学习经历并谈论自己在学习中所遇到的难题以及解决办法，有助于学生更好地抓住听力材料中的关键内容。

致用英语综合教程第二册综合英语2 unit 1

致用英语综合教程综合英语2 教案综合英语2 教案unit 2

Period One – Around the TopicPeriod Length: 50 minutesGoals-Activate background knowledge about curiosityPurposes-Get familiar with vocabulary related with curiosity and being inquisitive-Obtain background knowledge about curiosity and being inquisitiveStep 1: Vocabulary (20 minutes)-Ask students to work on the Vocabulary on Page 18-Encourage students to think as more as possible-List these word on the board or screenStep 2: Discovery and Discussion (30 minutes)-Work on the quiz ‘Are you curious?’ on Page 20 as a whole and give explanations if necessary to understand whether they are curious or not.-Discuss the issue of being curious and inquisitive in groups with reference to the questions listed on Page 18-Discuss both the advantages and disadvantages of curiosity-Ask each group to present their results in frontKey points-All activities be carried out in English-Inspect each group for the purpose of guidance and promotionHomework-Think in depth the advantages and disadvantages of being curiousPeriod Length: 50 minutesGoals-Vocabulary and grammar-Discourse knowledgePurposes-Learn new words and expressions-Understand key grammar points-Understand related discourse knowledgeStep 1: Pre-reading Tasks (15 minutes)-Discuss briefly the questions on Page 21 in groups-Check briefly the preview results from studentsStep 2: Reading activity (Part One: 25 minutes)-Listen to the reading-Ask students to present new words and sentences in groups-Ask students to give feedbacks for the information presented-Give more explanations to the new words and sentences-Provide extra knowledge about new words-Guide more on sentences and grammarStep 3: Summarization (10 minutes)-Summarize the words and sentences-Summarize the text learntKey points-Instructions and tasks carried in English, Chinese is used only when necessaryHomework-Review the learnt sections-Preview the following parts and exercisesPeriod Length: 50 minutesGoals-Vocabulary and grammar-Discourse knowledgePurposes-Learn new words and expressions-Understand key grammar points-Understand related discourse knowledgeStep 1: Pre-reading Tasks (15 minutes)-Discuss briefly the previously learnt part for understanding-Check briefly the preview results from studentsStep 2: Reading activity (Part Two: 25 minutes)-Listen to the reading-Ask students to present new words and sentences in groups-Ask students to give feedbacks for the information presented-Give more explanations to the new words and sentences-Provide extra knowledge about new words-Guide more on sentences and grammar-Check the comprehension questions on Page 23Step 3: Summarization (10 minutes)-Summarize the words and sentences-Summarize the text learntKey points-Instructions and tasks carried in English, Chinese is used only when necessaryHomework-Review the learnt sections-Preview the following parts and exercisesPeriod Length: 50 minutesGoals-Enhance the vocabulary abilityPurposes-Learn detailed usage of certain words-Learn detailed usage of certain language structuresStep 1: Exercise A (15 minutes)-Work Vocabulary and Structure exercise A on Page 24 in groups -Check and compare answers in groups and negotiate them-Ask students to present their answers-Provide feedbacks for answersStep 2: Exercise B (15 minutes)-Work exercise B on Page 24 in groups-Check and compare answers in groups and negotiate them-Ask students to present their answers-Provide feedbacks for answersStep 3: Exercise C (20 minutes)-Work exercise C on Page 25 in groups-Check and compare answers in groups and negotiate them-Ask students to present their answers-Provide feedbacks for answersKey points-Instructions and activities be carried in EnglishHomework-Finish Writing Task on Page 25 and turn them in due next period -Prepare for the grammar and vocabulary exercisesPeriod Five – Language in UsePeriod Length: 50 minutesGoals-Grammar knowledge and vocabulary buildingPurposes-‘so…that…’ & ‘so that’ structures-Compound words 1Step 1: ‘so…that…’ and ‘so that’ structures (30 minutes)-Test grammar knowledge on Page 26 for checking grammar abilities-Work on exercises A, B & C on Pages 26 & 27 in groups-Ask students to present their answers and provide necessary explanations -Give supplementary information on those structures if necessaryStep 2: Compound words 1 (20 minutes)-Work on exercises A & B on Pages 28 in groups-Ask students to present their answers and explain Compound words-Give supplementary information on Compound words if necessaryKey points-Give instructions in English-Explain grammar knowledge in ChineseHomeworkPeriod Six – Extension: Wisdom comes to the inquisitive mind Period Length: 50 minutesGoals-Extend reading abilitiesPurposes-Apply previously learnt vocabulary and cultural knowledge in reading-Develop reading abilities-Improve abilities on negotiation and discussionStep 1: Reading (20 minutes)-Ask students to read Wisdom comes to the Inquisitive Mind on Page 30 in groups -Understand new words and sentences within the group by negotiating in English -Finish Vocabulary Check on Page 31Step 2: Discussion (30 minutes)-Discuss questions listed on Page 31-Ask each group to present their opinions for the questions in front-Give feedbacks and remarks for presentationsKey points-Inspect group discussions and give guidance to promote discussionsHomework-Review previously learnt materials-Prepare for the ProjectPeriod Length: 50 minutesGoals-Teamwork abilitiesPurposes-Apply previously learnt words and cultural knowledge into actual use-Develop teamwork abilitiesStep 1: Interview (25 minutes)-Interview classmates for their opinions on being inquisitive with reference on the form and instruction on Page 29Step 2: Report writing (25 minutes)-Ask students to work in pairs or groups to work on the report about being inquisitive based on the interviews-Ask each group to present their reports and provide remarksKey points-All preparations and negotiations be carried in English-Give guidance while students prepare the projectHomeworkPeriod Length: 50 minutesGoals-See abovePurposes-See aboveStep 1: Information Exchange (25 minutes)-Exchange your thoughts about your thoughts and opinions on your results of the interviews.Step 2: Discussion and Debate (25 minutes)-Each group presents the results to the whole class,-Give remarks to the presentations-Group members should also talk about what they have learnt from this interview project.Key points-Give instructions for discussion and debateHomework-Revise writings according to the feedbacks and remarks received-Turn the revised copies before next periodPeriod Nine – Culture Tips: Curiosity Killed the Cat Period Length: 50 minutesGoals-Understand part of western culture from another perspectivePurposes-Help students to understand western culture-Help students to learn more cultural expressionsStep 1: Warm-up (15 minutes)-Read materials on Curiosity Killed the Cat on Page 32-Help on any new words if necessaryStep 2: Open Discussion (35 minutes)-Ask students to offer more stories related to the topic-Encourage students to pay more attention to the advantages and disadvantages on being curious and inquisitiveKey points-All activities be carried in EnglishHomeworkPeriod Ten – Learning to Learn Period Length: 50 minutesGoalsPurposesStep 1Step 2Key pointsHomework。

综合英语第二册 Unit 1

Mama:
whip off—tie around—make…lie—back) put back— yank—go—watch—come inside—get…to stop
Martha:
watch—take off
The Anderson’s:
jump on—start for—to find
Understanding the text
The style of the language A boy’s style of speaking with colloquial phrases light out: depart show up: appear break into: begin abruptly put Martha to watch… get me to stop Mamma, Papa, buggy…rig pick out: recognize
Part 2 Reading Comprehension and Language Activities
1. Pre-reading task What should we do to rescue someone that was bitten by a poisonous snake? List at least three that we can do to save his life. Clean the bite site with soap and water.
3) Words, expressions and grammatical points
(1) on the edge of (L. 2, Para.1) [idioms] be on edge: to be nervous, excited, or irritable She was a bit on edge till she heard he was safe. (2) for my own use (L. 3, Para.1) keep sth. for one's own use I want to buy a new dictionary for my own use.

《新航标职业英语综合英语(修订版)教师用书 2 》unit1 电子教案

Unit1Automobiles Background1. World Famous Car Manufacturers:The first car manufacturers in the world were the German Mercedes-Benz (1881), and the French Peugeot (1891) and Panhard & Levassor (1889) . Now there are many manufacturers worldwide, and among them, some of the greatest and most successful are:(1) Audi (奥迪): Audi is a German car manufacturer that has been in the market since 1899 and isheadquartered in Ingolstadt, Bavaria, Germany.(2) BMW (宝马): BMW (Bavarian Motor W orks) is a German automobile manufacturing company that hasbeen in the market since 1916.(3) Buick (别克): David Dunbar Buick founded the Buick automobile company in 1903. It is situated inDetroit, Michigan, USA and has markets in the United States, Canada, China, Qatar, Kuwait, Israel, and other countries and regions.(4) Cadillac (凯迪拉克): Cadillac was founded by Henry M. Leland in 1902 in Detroit, Michigan, USA.General Motors (GM) is the parent company and owner of Cadillac.(5) Ferrari (法拉利): In 1947, Enzo Ferrari founded his auto company which has been manufacturing sportscars. Its biggest success story has been Formula One (一级方程式赛车).(6) Ford Motor Company (福特汽车公司): Ford Motor Company was founded by Henry Ford on June 16,1903. It produces mainstream/performance vehicles and automotive parts. It is situated in Dearborn, Michigan, USA.(7) General Motors Corp. (通用汽车公司): General Motors Corp. was founded by William C. Durant in1908. It is the world’s second largest automaker. It is situated in Detroit, Michigan, USA. GM is serving worldwide.(8) Honda Motor Co., Ltd. (本田汽车公司): Honda Motor Co., Ltd. was founded by Soichiro Honda (本田宗一郎) on September 24, 1948 and it is situated in Minato, Tokyo, Japan. It produces cars, trucks, motorcycles, scooters, A TVs, electrical generators, robots, marine equipment, jets and jet engines, and lawn and garden equipment. Honda and Accura are its car brands.(9) Mercedes-Benz (梅赛德斯—奔驰): Mercedes-Benz was founded by Karl Benz in 1881. It is situated inStuttgart, Germany. It produces cars, trucks, buses and engines.(10) Toyota (丰田): Toyota was founded by Kiichiro Toyota (丰田喜一郎) in 1937. It is situated in Aichi,Nagoya, Tokyo, Japan, and Ann Arbor, Michigan, USA. It also manufactures robots.2. Non-renewable fuels (非可再生燃料):There are four fundamental non-renewable fuels. They are: oil and petroleum products [known more simply as gasoline (汽油), propane (丙烷), and diesel fuel (柴油燃料)], natural gas, uranium (nuclear energy, 铀) and coal.The only liquid non-renewable commercial fuel is petroleum (also called crude oil, 原油). Natural gas and propane gas are in gaseous forms and the only solid non-renewable fuel is coal. All fossil fuels are known to be non-renewable, but not all non-renewable fuels are fossil fuels. Non-renewable fuel is something not only uncommon, but also scarce, which makes it valuable. Natural gas is perhaps the most precious—it can be burnt—and the end result would be what we all long for-clean air.Suggested Teaching PlanGetting ReadyHave the students think about the question—what kinds of vehicles do you most often see on the road? Give some hints if necessary. (1 min.)A (3 min.)a. Focus the students’ at tention on the pictures and have them get familiar with the names of the vehicles.b. Have the students work in pairs and match the names of the vehicles with the pictures.c. Give the students the names of the Chinese equivalents of these vehicles.B (6 min.)a. Have the students work in pairs and discuss the questions. Then have them share their ideas with another pair.b. Have some of the students answer these questions. Encourage them to share their ideas with the wholeText A1. Have the students listen to the recording and practice reading the new words and expressions. (10min.)2. Have the students listen to the recording with their textbooks closed, and have them focus onimproving their listening skills. (5 min.)3. Have the students listen to the recording again, skim the text and elicit the main ideas, especiallyfrom the subtitles, that the text tells us of the effects the automobile has on the world. (5 min.)4. Have the students read the text carefully and search for specific information. (20 min.)a. Have the students answer the questions in Exercise A.b. Upon finishing reading the entire passage, have the students complete the statements about the mainideas in Exercise B.5. Help the students have a deep understanding of the text by explaining the language points. If timepermits, have the students practice using them by composing new sentences. (25 min.)6. After an in-depth reading, have the students list some other effects aside from the effects alreadymentioned in Text A that the automobile has on the world by answering the question in Exercise C.(5 min.)7. The students should have a basic knowledge of the effects the automobile has on the world. Write asummary of the text and have the students memorize the two paragraphs in Exercise D. (10 min.)Language PointsParagraph 11. The development of the automobile introduced sweeping changes in employment patterns, socialinteraction, infrastructure and goods distribution.(1) sweeping a. wide in range or effect 影响大的；彻底的；广泛的sweeping changes that mean job cuts in every department意味着每个部门都要裁员的全面变更sweeping proposals内容广泛的建议(2) interaction n. reciprocal action or influence 交流，交往；互动the degree of interaction between teacher and student师生之间交流的程度superficial interactions with other people和其他人泛泛的交往(3) infrastructure n. the basic systems and structures that a country or organization needs in order towork properly, for example, transport, communications and banking systems 基础设施（如运输、通信和银行体系等）；基础结构the country’s econom ic infrastructure国家的经济基础设施improvements in the country’s infrastructure国家基础设施的改善Paragraph 22. However, the effects of the automobile on everyday life have become a subject of controversy.(1) effect on…对……的影响Inflation is having a disastrous effect on the economy.通货膨胀正给经济带来灾难性的影响。

致用英语综合教程第二版

致用英语综合教程第二版
《英语综合教程》（第二版）是一本非常受欢迎的英语学习教材，适合各年龄段和英语水平的学生使用。

本教程的主要特点包括丰富多样的教学内容，灵活实用的学习方法以及注重实践和交流能力的培养。

首先，本教程的教学内容涵盖了语法、词汇、阅读、写作、听力和口语等多个方面。

通过系统有序的安排，学生可以逐步掌握和提高不同层次的语言技能。

每个章节都有相关的练习和评估，以帮助学生巩固学习成果并跟踪自己的进展。

其次，本教程采用了一种灵活实用的学习方法。

教材中的示例和练习都具有一定的实际意义，能够与学生的生活和学习经历相结合，增加学习的真实感和兴趣。

教材还提供了丰富的学习资源，包括听力材料、拓展阅读材料和互动练习等，以满足不同学生的学习需求。

最重要的是，本教程注重实践和交流能力的培养。

通过大量的口语练习和听力训练，学生可以提高自己的听说能力，并且学会更好地运用所学知识进行交流和表达。

此外，教材还鼓励学生进行小组讨论和合作项目，培养学生的团队合作精神和沟通能力。

总体而言，《英语综合教程》（第二版）是一本综合性强、实用性高的英语学习教材。

它不仅提供了丰富多样的教学内容，还采用了灵活实用的学习方法，并重视实践和交流能力的培养。

因此，无论是初学者还是有一定英语基础的学生，都可以通过这本教材有效地提高自己的英语水平。

《致用英语(第二版)》综合教程2教学课件Unit1

Susan: What do you usually do to celebrate this holiday? Li Ming: Two important things make this holiday different from
all others: giving presents and staying with the family. Susan: Please tell me more about it.
listening scripts
scripts
Susan: Glad you are back. We missed you during the vacation. How was your holiday?
Li Ming: It was fine. I had a wonderful time at home. During the Spring Festival we visited many places. We had a gettogether with many old friends.
BACK
2 Vocabulary
lunar calendar solar calendar
dumplings firecrackers fireworks Spring Festival couplets New Year’s cake New Year pictures reunion dinners lion dance red envelopes rice dumplings The Lantern Festival temple fairs
listening Chinese version
2. Reading Comprehension

致用英语综合教程综合英语2教案综合英语2教案unit

Section One Around the topicStep 1 Topic introduction:The topic of this unit is about cyberspace. This unit provides some information about the history of the internet and discusses some uses of the internet that have grown dramatically in recent years. The main reading text enables students to access and reflect on the future of cyberspace. In the Extension part, students will read about the benefits of a digital library.Step 2 watch the video1.Watch the video “April Fool’s Day in the Internet Age”. What tricks did the websites play?How are they different from the past?2.How has internet changed your life? Discuss in groups.Play the video twice and try to have students think about the questions in the PPT and then ask some volunteers to express their viewpoints.Step 3 Your ideasA.Which of the following famous IT faces do you recognize? Do you know what they arefamous for?Start the unit by encouraging students to think of IT entrepreneurs and their IT business success. The aim here is to get students talking about the benefits they enjoy in the electronic era. Ask students to identify the three IT entrepreneurs and match them to their companies.Conduct a class feedback and familiarize students with the benefits of high-tech products. If there is enough time, the teacher can add some questions such as how do they like the products of the above three companies, etc.B.How often do you use products made by these international IT giants? Has your life becomemore convenient since you started to use them? Share your ideas in pairs.Encourage student to discuss the effects of information technology on our daily life. You may elicit topics and write them on the board to start students thinking, e.g. travel, education, communication, food, interpersonal relationships, work, hobbies, sports, money, health, family, agriculture.C.How often do you do the following things?●check e-mail●chat on the net●buy things through internet●listen to music on the net●learn English on the net●play games●search information●read e-books●read news reports●watch movies onlineInvite some students to talk about their own internet experiences.Step 4 vocabularyA.Many web-related words are newly created or are common words assigned with newmeanings. Match the following words with their definitions.Ask students to do this exercise in pairs. Check answers by asking students to read out the definition of each word.Answers:1.BBS2.browser3.virus4.e-mail5.hacker6.cyberspace7.e-commerce8.blogB.Do you know any other new words in the computer world? Describe and explain them inpairs.Encourage students to brainstorm more words related to the cyberspace or the computer world.Step 5 Listening and speakingThe aim of this section is to help students learn about the drawbacks of searching information on the internet. Ask students to think of their own experiences of using the internet as a tool when doing homework. Is it time-consuming or is it worth the while to do so?Are you easily distracted by looking at other things? Play the recording and ask students to tell whether the statements are true or false.A.Listen to a man and a woman talking about surfing the internet. Decide whetherthe following statements are true (T) or false (F).Play the recording once or twice if necessary. Ask students to take notes while listening to the recording, and tell them the importance of taking note in the listening practice.And then ask for the feedback from several volunteers and check the answer together asa class.B.Listen again and answer the following questions.1.What has the man been doing for the last few hours?2.What information did the man want to find?3.Why does the woman say surfing the internet can be distracting?4.What is the thing the man really doesn’t like about the internet?Play the recording again and encourage students to improve their notes and find answers from the notes. Then check the answer as a class.C.Work in groups and discuss the following questions.1.How convenient is it for you to use the internet on campus?2.Do you regularly chat in a certain online group? What’s it about?3.What topics do you usually talk about when you chat online?Divide students into groups and have them discuss on the above questions and exchange ideas, then ask several representatives from each group to express their ideas.Section two ReadingStep 1 introductionThe topic of this unit is about cyberspace. This unit provides some information about the history of the internet and discusses some uses of the internet that have grown dramatically in recent years. The main reading text enables students to access and reflect on the future of cyberspace.This is an argumentative article, aiming at discussing the future of the internet. In the firsttwo paragraphs, the writer presents the definition of cyberspace and the influence of the internet---the soaring use of the internet leads to the heated discussion of the net future. In the following paragraphs, the writer views the net future from two opposite opinions. Some are pessimistic, particularly because of the threat of cybercrimes. Others are optimistic, because life has been made easier and more convenient. This article ends with uncovering the nature of the internet---a non-existing entity.Step 2 pre-reading questionsDiscuss the following questions in groups:1.In what way has the Internet made our life easier or less convenient?Read the question as a class. Divide students into groups and assign a group leader to take notes on the advantages and disadvantages of using the net.1.Imagine life in the next 20 years. How do you think the Internet will further change our lives? Ask students to discuss he question in pairs or groups. Students may have interesting and creative ideas. Let their imagination go!Step 2 Text illumination1)Ask several students to read the whole text in order to check whether they preview thetext and get a general understanding bout it or not beforehand.2)Ask students to summarize the text3)The teacher can put the comprehension check either before or after illuminating the textaccording to the needs of class and the students’ comprehension ability.4)Illuminate the text, during the process of which the teacher can encourage students tohighlight or underline the important parts when they read the text in detail. Try to explain that it can help students to grasp the important details and review important points Language points:1. backbone n. the most important part of an organization or group of people 骨干，中坚e.g. Such people are the backbone of the country.2. case n. actual state of affairs; situation 实情，情况e.g. If that’s the case, you’ll have to work harder.3. access n. opportunity or right to use sth. 使用某物的机会或权利e.g. Students must have access to a good library.4. cyberfraudster n. a person who deceives people on the Internet in order to gain money, power, etc. 网络骗子e.g. The Internet has given birth to the cyberfraudster5. chaos n. a state of complete disorder and confusion 混乱；无秩序状态e.g. The wintry weather has caused chaos on the roads.6. crash v. to (cause to) have a sudden, violent, and noisy accident（使）猛撞，（使）撞毁e.g. The plane crashed into the sea.7. essential adj. extremely important and necessary 必要的，不可缺少的，最重要的8. simulated adj. not real, but made to look, sound, or feel real 伪装的，模仿的e.g. The movie’s simulated tropical storm used up huge quantities of water.9. undoubtedly adv. used for saying that sth. is certainly true or is accepted by everyone 无疑地，肯定地e.g. The painting is undoubtedly genuine.10. assimilation n. the process of becoming an accepted part of a country or group 融合，同化assimilate v.e.g. The USA has assimilated people from many different countries.11. physical adj. relating to real objects that you can touch, see, or feel 物质的e.g. the physical world around us the physical environment12. purchase v. to buy sth. 购买e.g. They purchased a large house.13. the masses all the ordinary people in society who do not have power or influence 劳动者阶层e.g. Leaders should trust and rely on the masses.14. dedicated adj.made for or used for only one particular purpose 专用的e.g. a dedicated word processor15. staple n. the main product that is produced in a country 主要产品e.g. Cotton is one of Egypt’s staples.16. productive adj. causing or resulting in sth. 造成某种结果的；产生某种事物的e.g. The changes were not productive of better labor relations.17. charge v. to ask someone to pay for sth. you are selling 收费e.g. I’m not going there again—they charged me ￡1 for a cup of coffee!18. entity n. things with distinct and real existence 实体e.g. The mind and the body are seen as separate entities.Step 3 Post-reading exercises1.The following sentences are taken form the text. Put them back in the correct place.1)We will work in virtual offices, shop in virtual supermarkets, and we will even study invirtual schools.2)In the 1980s, there were only hundreds of users3)Secondly, it is a sort of modern library where anything imaginable can be researched.4)The internet is now also seen as a new form of expression---freedom.5)Information can be easily downloaded using a searching engine.Have students scan the text. Set a gist question, such as “what are the changes brought by the wide use of the internet” to test students’ overall understanding of the text. Then ask students to complete the text with the missing sentences. Let students check their answers in pairs before checking with the whole class.2.Why do experts worry about the future of cyberspace? Why do people feel optimistic aboutthe internet future? Find reasons in the text.Ask students to do this task in pairs. Tell them to look at the two opposite viewpoints and skim through the text to find supporting evidence for each viewpoints. Remind them to underline or note down the evidence and discuss with their partners. When you give feedback, elicit evidence from different pairs and discuss why student s’ views differ.Answers:Reasons to be optimisticWorking lives and leisure time are being changed. The internet has become an essential part of life at our universities, offices, schools and homes.●It has given people a new way to communicate, through e-mail and webcams. Messagesare being sent to people all over the planet form other people who have access to the internet.●With the development of multimedia software, people can click their mouse on a page,view a film clip and listen to music at the same time.●The way we do business and shop are being changed by electronic commerce. Reasons to be pessimisticOne worry is the activity of cyber crime●Young hackers can get into the computer systems of banks and governments.●Cyber fraudsters may deceive people in order to gain money and power.●Cyber terrorists may use the internet to damage computers to cause chaos, and makeplanes and trains crash.3.Vocabulary and structureA.Read the text again. Match the words with their definitionsAsk students to find and underline the words in the corresponding sentences in the text. Tell them to work out the meaning of words from the context. Go around the class to monitor their work and offer any necessary help. Check their answers when they finish.Answers:1.case: an example of a particular situation or of something happening2.cyberfraudster: someone who cheats people on the internet3.chaos: a confused and disordered situation4.staple: the main product that is produced in a country5.entity: something that exists as a single and complete unit6.deceive: to trick someone7.charge: to ask someone to pay8.physical: relating to real objects that you can touch, see or feelB.Read the following sentences taken from the text. Underline the verbs referring to the futureand decide:a.which talks about a future event we can predict from present situation.b.which expresses our views and intentions in the near future.The aim here is to practice using “will”and “be going to do”to talk and write about the future. Ask students to work in pairs, find the sentences in the text and discuss the uses of the two future forms.C.Study the meaning of conjunction “as” in the following sentences. Then explain the meaningof “as” n sentences 1-4Have students read the sample sentences. Clarify and summarize the function of “as” in each sample sentence. Ask students to explain the meaning of “as” in the following sentences.Answers:1.at the same time2.because3.what Napoleon has said before4.although4. WritingSome people are optimistic about the future of cyberspace, but some are pessimistic about the changes brought by the use of the internet, write a paragraph about the predictions you make about the life by the year 2050. you may start by listing the possible changes or problems of the internet.Elicit both optimistic and pessimistic predictions. Help students state and list their views onthe board, for example, “I think there will be no newspapers”, “I think all newspapers will be in color.” Ask students to discuss the future of cyberspace in small groups. The groups report to the class and see if their views are shared by the rest of the class. Remind students of the correct use of future forms and computer vocabulary in their writing. This task can be either left as homework for students or done on class if time is enough.Section 3 Language in use: type 1 conditional and type 2 conditionalStep 1 test your grammarStudents may have already learned the different uses of the modal verb “would”. However, they may find themselves not so sure about the correct answer to these questions. This grammar exercise aims to further enhance students’ understanding of “would”.Read the examples sentences as a class. Ask students to explain the use of “would” in each sentence.The word “would”has several different uses. Look at these examples and decide which sentence expresses the future in the past, which expresses a situation which is contrary to reality and which expresses a habitual behavior in the past.a.When I was a kid, I would get up at 7:00 and take the dog for a walk.b.If I were taller, I would join the police force.c.In Paris Hans met Christina, whom he would marry three years later.Step 2 illumination and developmentBriefly explain the grammatical knowledge of the uses of “type 1 conditional and type 2 conditional”. Then ask students to finish these exercises. Check their work when they finish. Type 1 conditionalType 1 conditional is used to discuss things that will probably happen in the future as the result of something else that happens in the present.The first conditional consists of two clauses, one with If + simple present verb and the second with simple future verb, as in, "If you do something bad, something bad will happen to you."We can also use the first conditional to make predictions about the future. For example, we can predict that "If my brother crashes the car tonight, my mother will be furi ous.” Type 2 conditionalType 2 conditional refers to present and future situations. It is used to talk about unreal—impossible, improbable or imaginary—situations. It refers to an unlikely or hypothetical condition and its probable result.Type 2 conditional consists of two clauses, one with if + subject + simple past verb and the second with subject + would + verb, as in, “I would buy a big house if I had a million dollars.”Step 3 Doing exercisesThen ask students to finish these exercises. Check their work when they finish. Try to encourage students to explain the answers by themselves. The teacher is supposed to offer some explanations where necessary.plete the sentences with the correct form of the verbs in the brackets.Ask students to fill the gaps with the correct form of verbs according to Type 1 conditional. Ask for class feedback when they finish.B.Who would say these things, A or B?Remind students that these statements are not based on facts.e the cues below to write Type 2 conditional. The first one has been done as an example. Ask students to think of the Type 2 situations in which the statements would be appropriate.Step 4 Vocabulary building: words to do with computerThis section aims to expand students’computer-related vocabulary by forming compounds and collocations.With the development of computer technology, many new words related to computer are created by way of combination, which has greatly enlarged the English vocabulary.1、词义转移、引申许多计算机英语词汇从普通英语中转移过来,词义转移或引申是构建计算机英语词汇的一种常见的方法。

新职业英语2Unit1

济宁职业技术学院教案（Ι）济宁职业技术学院教案（Ⅱ）Unit 1 WorkplaceWorkplace：the place where you workI am a teacher. I work at a college. My workplace is college.Tom is a doctor. He works in a hospital. His workplace is hospital.Some workplaces: bank, factory, office, shop, supermarket, street, bus,train Layout of a workplace :Different workplaces have different rules and your dressing should fit in withObjective: Ss can give directions.Steps:•Ss read Warming-up Task 2.•Get Ss to look at the picture of Task 1.•Ask Ss to work in pairs and tell each other how to find Mike and Jack in the office.•Ask some Ss to report in class.•Give the suggested answers.Suggested answers:Go through the reception room to the hallway. The first room on your left is the multifunction meeting room. Mike is having a meeting there. Keep going straight along the hallway till you get to the end of it. Jack is working in the last staff office on your left.New words in Reading A 15 minutes Objective: Ss can get familiar with the new words and expressions, etc.. Steps:• Ss listen to the new words and expressions, etc.• Ss read the new words and expressions, etc.Notes: For a class with higher English proficiency, the teacher may follow the following steps:• Ss preview the new words and expressions.• Ss read the new words and expressions.• Ss dictate several important new words and expressions.Discussions before Reading A 10 minutes Objective: Ss can get familiar with the new words and expressions, etc.. Steps:• Ss kno w something about Reading A.• Ss discuss the following two questions:1.What are the pros and cons of relying on workplace fashion trends?2.Before relying on workplace fashion trends, what will you do?• Comment briefly on their work.Hours 2-3:Reading A 45 minutesLanguage points 35 minutes Paragraph 1fit in with:to live, work, etc. in an easy and natural way with someone/somethinge.g. H e’s never done this type of work before; I’m not sure how he’llfit in with the other people.Our national policy fits in with the changed international situation. reputation:n. the opinion that people have about what someone/something is like, based on what has happened in the paste.g. T he school has a good reputation for examination results.He earned the reputation of being a hard worker.Paragraph 2pros and cons:the advantages and disadvantages of somethinge.g. W hat comment do you have on the pros and cons of studying abroad?We weighed up the pros and cons of starting up our own business. outfit:n. a set of clothes, especially one that you wear for a special occasione.g. S he was dressed in a white outfit.On the opening ceremony of the sports meet, all of us wore sports outfits.The football team members were wearing orange outfits. compliment:n. a remark that shows you admire someone/somethinge.g. T hank you very much for your compliment.He knew that he had just been paid a great compliment.She took his acceptance as a great compliment.Paragraph 3for instance:for examplee.g. W hat would you do, for instance, if you found a member of staffstealing?His spelling is terrible. For instance, look at this word!For instance, an electric fire is a relatively expensive method of heating a room.casual:a. informale.g. H e was wearing casual clothes, not his school ones.We don’t like his casual behavior.Paragraph 4setting: n. a set of surroundings; the place at which something happens e.g. I t was the perfect setting for a wonderful Christmas.People tend to behave differently in different social settings.The old castle would have provided the perfect setting for a horror story.productive:a. producing or achieving a lote.g. A griculture and industry both grow more productive.There are a lot of productive workers in this factory.Paragraph 6incorporate:v. to include something so that it forms a part of something elsee.g. M any of your suggestions have been incorporated into the plan.We have incorporated all the latest safety features into the design.His picture had been incorporated without his permission into an advertisement.Task 1 5 minutes Objective:Ss can understand the passage and write the correct order. Steps:• Ss do Task 1.• Ask Ss to work individually.• Check the answers.Suggested Answers:1. C2. D3. B4. F5. E6. ATask 2 5 minutes Objective:Ss can decide whether the following statements are true or false according to the passage.Steps:• Ss do Task 2.• Ask Ss to work individually.• Check the answers.Suggested Answers:1. F2. F3. F4. F5. TLanguage lab 45 minutesTask 1 5 minutes Objective:Ss know the spelling and meaning of the words and expressions from Reading A.Steps:• Ss read Task 1.• Allow Ss 5 minutes to do the task.• Check the answers.KeyKey: 1. J 2. I 3. F 4. H 5. B 6. G 7. D 8. E 9. A 10.CTask 2 10 minutes Objective:Ss can use the words and expressions from Reading A. Steps:• Ss do Task 2.• Ask Ss to work individually.• Check the answers.Answers1. incorporate2. hampered3. displayed4. reputation5. impartially6. abused7. approve8. violation9. for instance 10. underliesTask 3 10 minutes Objective:Ss can use the words and expressions from Reading A. Steps:• Ss do Task 3.• Ask Ss to work individually.• Check the answers.Key:1. You can display your company’s products if you go to the trade fair.2. Despite severe discomfort, she remains actively engaged in helping those in need after the earthquake.3. We can ensure the safety of the workers if we check the machines carefully.4. To make sure the plan fits in with our arrangements, you need to havea discussion with him.5. We have to rely on ourselves to solve the problem because they are very busy for the moment.Task 4 10 minutes Objective: Ss can express ideas in writing using the two models outlined for Task 4.Steps:• Read the models to Ss with an explanation if needed.• Ss work in pairs.• Check the answers.Key:Model 11. Before bo oking a train ticket, you’d better find out if the time suits you.2. After finishing his paper, he checked his spelling very carefully.3. He was very sorry for being late for school again.Model 21. What interests the children a lot is that there are many animals in the zoo.2. What she said at the meeting is that the program will be put off.3. What Mr. Li was proud of was that his son won in the match.Task 5 10 minutes Objective:Ss can use the vocabulary in Reading A for translation. Steps:• Ss work individually or in pairs and translate the sentences.• Ask two Ss to write their translations on the board.• Comment briefly on their work with emphasis on the structures of their sentences.Key:1. All the company rules and regulations must be strictly observed.2. We should be casual when we stay with these students.3. The above-mentioned are some communication skills that are very useful in an office setting.4. We have a professional team to market our products.5. Do you know black clothes will be trendy this fall?6. We would rather rely on ourselves instead of seeking help from others.7. New vehicles must comply with national standards.8. Some young people in our company may come to seek your advice.Hours 4-5:Listening 45 minutesTask 1 5 minutes Objective:Ss can accurately write down the missing information. Script:W: Roy, I shall work out a time to meet with your people to discuss the new project.M: Do you wish everyone in the department to be there? Wilson is on vacation this week.W: It would be best if everybody could be there. When will Wilson come back?M: Next Monday.W: How about sometime next week?M: Let me look at the schedule first. I’ll get back to you this afternoon. W: Thank you.KeyKey:1. the new project2. on vacation3. next Monday4. the scheduleTask 2 10 minutes Objective:Ss can decide whether the statements are true or false. Script:M: Hi, Shelly, how are you today?W: Well, I didn’t sleep very well last night. I’m having a slight headache now.M: I’m sorry to hear that. Hope you’ll be better soon.W: Thanks. Do you know that a shift-work system is to be introduced next month?M: Really? How will we be affected?W: The system will affect everyone in our office. It will be on a two-shift basis—7 a.m. to 2 p.m., and 2 p.m. to 9 p.m.M: I wonder which shift I’ll be working on.W: Why don’t we go and ask the manager?M: I shall wait. Actually it doesn’t make any difference which shift I am allocated.Key:1. T2. F3. T4. FTask 3 10 minutes Objective: Ss can accurately tick off the items according to the conversation.Script:W: What do you usually wear for work?M: I don’t need to meet customers too often, so I usually wear very casual clothes in my office, like jeans and T-shirts. I feel more relaxed in that.W: What do you think of the dressing policies of a company?M: Well, I think formal business clothes should be worn when meeting with customers and clients at scheduled meetings. That gives people a sense of trust and authority.W: Yes. By looking neat and smart, we’ll be able to gain the trust of customers.M: Right. But at other times, staff can wear business casual clothes. This includes dress shirts, collared sports shirts, sweaters or skirts. Butshoes should be formal. I suppose casual sandals and slippers are not suitable in the workplace.W: And I think blue jeans, T-shirts and shorts are far too casual to be accepted in the office.M: I d on’t agree on this. I think casual wear brings a sense of freedom in the office and can inspire us in our job.W: Maybe you are right.KeyKey:Task 4 10 minutes Objective: Ss can understand the conversation and choose the best answer. Script:M: A report says that there has been too much water cooler chat in the company recently. I don’t think Mr. Blacksmith will be happy when he reads it.W: Well, the boss may not like it, but we do. It’s always relaxing to stay at the water cooler and chat for a while. It helps to ease the tension from the workload.M: Yes, I agree. But haven’t you noticed that some of our workmates are spending too much time chatting around the water cooler?W: You are right. I guess we need to come back to work once we finish our cup of coffee or tea.M: I don’t want our nice and pleasant water cooler chats to ever get the boss angry.W: Neither do I. I think the point is that we keep chatting at the water cooler until it is too long.M: Yes. Otherwise we might drink too much water and spend a lot of time in the bathroom!W: You bet!Q1: Who is Mr. Blacksmith?Q2: What does the woman think of the water cooler chat?Q3: Which of the following statements is true according to the conversation?Q4: What are the attitudes of the man and the woman toward the recent water cooler chatting in the company?KeyKey:1. A2. B3. B4. CTask 5 10 minutes Objective:Ss can find specific information from listening to a passage related to the theme.Script & Key:We all know that communication is the key to a healthy relationship in and out of work. Dealing with people can be very annoying, because each of us has a different view on life and how things ought to be. Try your best to speak to your boss, but in a polite and respectful way. Always remember that a good job is hard to find and one should be professional under all situations.Another brilliant way of dealing with your boss is by studying him. Notice the signals he or she sends; pick up on body language as well as spoken language. Figure out your boss’s agenda. Then, you’ll be able to read your boss better, understand what he or she is telling you and decide the best course of action. And don’t be afraid to ask yourco-workers for help.Get yourself ready to help in the work, and always look on the positive side of things. If your boss says he or she needs something done, don’t say, “That’s impossible.” Say, “I’m on it.” If you were in your boss’s position, wouldn’t you want someone telling you that they’re on board and ready to help?Speaking 45 minutesTask 6 45 minutes Objective:Ss are able to practice showing a new colleague around the office (and the other as a newcomer) with the useful expressions. Steps:• Ss read Task 6.• Ss work in pairs, one showing a new colleague around the office and the other as a newcomer.Key: (Omitted)Hours 6-7:Reading B 45 minutesNew words 5 minutesObjective: Ss can get familiar with the new words and expressions, etc. Steps:• Ss listen to the new words and expressions, etc.• Ss read the new words and expressions, etc.Fast reading 20 minutesObjective:Ss can comprehend Reading B.Steps:• Ss rea d the passage.• Provide help if needed.Task 1 10 minutesObjective:Ss can decide whether the following statements are true or false according to the passage.Steps:• Ss read the passage.• Ss complete the task.• Ss compare th eir work with others.• Select Ss to present their work.KeyKey: 1. F 2. F 3. T 4. F 5. FTask 2 10 minutesObjective:Ss can comprehend the specific information taken from the passage.Steps:• Ss read the passage.• Ss complete the task.• Ss compare their work with others.• Select Ss to present their work.Key:1. N2. N3. A4. N5. A6. NWriting 45 minutesTask 1 15 minutesObjective:Ss can get familiar with the style of notice.Steps:• Ss do the task individually.• Ss compare with each other’s answers.• Provide help if needed.• Present the answers.Key:NoticeKindly note that our Healthcare Center will be relocated to the following address with effect from September 1, 2009.New address: 909 J 2nd Street North,FultonNew YorkTelephone numbers and fax numbers remain unchanged.Thanks for your kind attention and continuous support.Task 2 15 minutesObjective:Ss can get familiar with the style of notice.Steps:• Ss do the task individually.• Ss compare with each other’s answers.• Provide help if needed.• Present the answers.Key:Sample:NoticePlease be informed that Office Safety Training Section will be conducted from 2:30 to 4:30 this Friday afternoon in Conference Room 109.All staff are required to come. Handouts will be available after the section.Jacky TamOffice ManagerJuly 15, 2009Task 3 15 minutes Objective:Ss can get familiar with the style of notice.Steps:• Ss do the task individually.• Ss compare with each other’s answers.• Provide help if needed.• Present the answers.Sample:NoticePlease be informed that a three-day sightseeing trip will be arranged for all the staff in our company.Time: May 28—May 30, 2010Destination: Guilin, Guangxi ProvinceItinerary: May 28 evening Train to Guilin, Guangxi ProvinceMay 29 morning City tour in GuilinMay 29 afternoon Cruise on Lijiang RiverMay 29 evening Free time in YangshuoMay 30 morning Train backAccommodation: Three-star hotelsTransportation: Train, bus and cruiserTrip Fare: Covered by the companyOthers: No family members allowedThose who will participate please confirm with me before May 20, 2010.xxxOffice SupervisorMay 15, 2010 Hour 8:Mini-Project 40 minutesObjective:Ss can know how to hold a party.Steps:• Grouping. Divide the class into groups. There are several ways: Ss pick up their own partners; Teachers group fast learners with slow learners; Ss find their partners by drawing lots.• Defining the project. Go through the project with the class and c larify requirements. They may search online for information on how to do the preparations.• Timing & cooperation. Give Ss the deadline for completion and guidelines on working together. Time management and job division are likely to be serious problems at the beginning, where basic instructions from the teacher should come in. As Ss get used to the Mini-project, they will become more experienced. Remind them that different Ss have different work but everybody contributes to the project. They discuss first and then decide who will do what.• Presentation. Ss present their evidence for completion. In this project, they need to present their preparations to the class. Ask Ss to rehearse before giving performance in class.Quiz 5 minutes。

致用英语综合教程综合英语2教案综合英语2单元设计unit

Section One Around the topicStep 1 Topic introduction:The topic of this unit is about time management. Students often feel anxious because they have a lot of things to do and there’s never enough time. One big problem is that they don’t know how to manage their time. Time is fair to every one. We should learn to do things efficiently. Step 2 Your ideasBelow are some sayings about time. What do they mean? Do you agree with them? Work in groups and discuss your understanding of each saying.Time flies 时光飞逝。

Time is money 时间就是金钱。

Time and tide wait for no man. 岁月不等人。

Time stays long enough for anyone who will use it.对于善于使用的人来说，时间总是足够长。

Time you enjoyed wasting is not wasted time.你高高兴兴“浪费”掉的时间不算浪费时间。

To think too long about doing a thing often becomes its undoing.做事时考虑的太多反而做不成事。

There is never enough time to do everything, but there is always enough time to do the most important things.永远没有做够的实践来做所有的事，但永远有足够的时间来做最重要的事儿。

致用英语综合教程综合英语2教案综合英语2单元设计unit

Time is money 时间就是金钱。

Time and tide wait for no man. 岁月不等人。

Time stays long enough for anyone who will use it.对于善于使用的人来说，时间总是足够长。

Time you enjoyed wasting is not wasted time.你高高兴兴“浪费”掉的时间不算浪费时间。

To think too long about doing a thing often becomes its undoing.做事时考虑的太多反而做不成事。

《致用英语(第二版)》综合教程1教学课件Unit1

Advice 1: ____________________________________________ Advice 2:_____________________________________________ Advice 3: _____________________________________________ Advice 4: _____________________________________________
Around the topic
Reading A
Language in use
Reading B
Project
Culture tips Learning to
learn Contents
Discussion
Have you ever had any difficulties in learning English? What did you do to overcome these difficulties? Fill in the table below and then share your experiences with your partner.
My difficulties
My solutions
Around the topic
Reading A
Language in use
Reading B
Project
Culture tips Learning to
learn Contents
Listening and Speaking
Do you agree with Mr. Martin's opinions? If you have different ideas, discuss them in pairs. A. Peter Martin is an experienced language teacher from America. He has been teaching English in China for some years. He has some good advice on how Chinese students can learn English better. Listen to a short talk given by Mr. Martin. As you listen, note down his advice below.

综合英语二教案

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

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Period One – Around the TopicPeriod Length: 50 minutesGoals-Prepare to understand a modern short storyPurposes-To understand what a short story isStep 1: Vocabulary (15 minutes)-Work on the vocabulary about legend, tale and myth on Page 52 in groups-Discuss the similarities and differences of the three wordsStep 2: Short Story Introduction (35 minutes)-Discuss what short story is in groups and list main components of a short story -Discuss and list ideas of what a good short story is-Introduce short story and some master piecesKey points-All activities carried in EnglishHomeworkPeriod Two – Reading (1): Mr. JonesPeriod Length: 50 minutesGoals-Vocabulary and grammar-Discourse knowledgePurposes-Learn new words and expressions-Understand key grammar points-Understand related discourse knowledgeStep 1: Pre-reading Tasks (15 minutes)-Discuss briefly the words and the task on Page 54 in groups-Check briefly the preview results from studentsStep 2: Reading activity (Part One: 25 minutes)-Listen to the reading-Ask students to present new words and sentences in groups-Ask students to give feedbacks for the information presented-Give more explanations to the new words and sentences-Provide extra knowledge about new words-Guide more on sentences and grammarStep 3: Summarization (10 minutes)-Summarize the words and sentences-Summarize the text learntKey points-Instructions and tasks carried in English, Chinese is used only when necessaryHomework-Review the learnt sections-Preview the following parts and exercisesPeriod Length: 50 minutesGoals-Vocabulary and grammar-Discourse knowledgePurposes-Learn new words and expressions-Understand key grammar points-Understand related discourse knowledgeStep 1: Pre-reading Tasks (15 minutes)-Discuss briefly the previously learnt part for understanding-Check briefly the preview results from studentsStep 2: Reading activity (Part Two: 25 minutes)-Listen to the reading-Ask students to present new words and sentences in groups-Ask students to give feedbacks for the information presented-Give more explanations to the new words and sentences-Provide extra knowledge about new words-Guide more on sentences and grammar-Check the comprehension questions on Page 56Step 3: Summarization (10 minutes)-Summarize the words and sentences-Summarize the text learntKey points-Instructions and tasks carried in English, Chinese is used only when necessaryHomework-Review the learnt sections-Preview the following parts and exercisesPeriod Length: 50 minutesGoals-Enhance the vocabulary abilityPurposes-Learn detailed usage of certain words-Learn detailed usage of certain language structuresStep 1: Exercise A (15 minutes)-Work Vocabulary and Structure exercise A on Page 56 in groups -Check and compare answers in groups and negotiate them-Ask students to present their answers-Provide feedbacks for answersStep 2: Exercise B (15 minutes)-Work exercise B on Page 57 in groups-Check and compare answers in groups and negotiate them-Ask students to present their answers-Provide feedbacks for answersStep 3: Exercise C (20 minutes)-Work exercise C & D on Page 57 in groups-Check and compare answers in groups and negotiate them-Ask students to present their answers-Provide feedbacks for answersKey points-Instructions and activities be carried in EnglishHomework-Finish Writing Task on Page 58 and turn them in due next period -Prepare for the grammar and vocabulary exercisesPeriod Five – Language in UsePeriod Length: 50 minutesGoals-Grammar knowledge and vocabulary buildingPurposes-Narrative Tenses-Phrasal Verbs with off and outStep 1: Narrative Tenses (30 minutes)-Test grammar knowledge on Page 59 for checking grammar abilities-Work on exercises A, B & C on Pages 59 & 60 in groups-Ask students to present their answers and provide necessary explanations -Give supplementary information on those structures if necessaryStep 2: Phrasal Verbs with off and out (20 minutes)-Work on exercises A & B on Pages 28 in groups-Ask students to present their answers and explain Compound words-Give supplementary information on Compound words if necessaryKey points-Give instructions in English-Explain grammar knowledge in ChineseHomeworkPeriod Six – Extension: The Enchanted KnifePeriod Length: 50 minutesGoals-Extend reading abilitiesPurposes-Apply previously learnt vocabulary and cultural knowledge in reading-Develop reading abilities-Improve abilities on negotiation and discussionStep 1: Reading (20 minutes)-Ask students to read The Enchanted Knife on Page 30 in groups-Understand new words and sentences within the group by negotiating in English -Finish Vocabulary Check on Page 64Step 2: Discussion (30 minutes)-Discuss questions listed on Page 64-Ask each group to present their opinions for the questions in front-Give feedbacks and remarks for presentationsKey points-Inspect group discussions and give guidance to promote discussionsHomework-Review previously learnt materials-Prepare for the ProjectPeriod Length: 50 minutesGoals-Teamwork abilitiesPurposes-Apply previously learnt words and cultural knowledge into actual use-Develop teamwork abilitiesStep 1: A Make-up story (25 minutes)-Make up a strange story following the example of Mr. Jones with clue words and instructions on Page 62Step 2: An odd experience (25 minutes)-Work in groups to finish the story of An odd experience on Page 62-Ask each group to present their stories and provide remarksKey points-All preparations and negotiations be carried in English-Give guidance while students prepare the projectHomeworkPeriod Length: 50 minutesGoals-See abovePurposes-See aboveStep 1: Prepare for a surprise (25 minutes)-Share your stories with others and present them with pictures if possibleStep 2: Evaluate stories (25 minutes)-Give remarks to the presentations after the whole class have finished presenting stories-Group members should also talk about what they have learnt from this presentation project.Key points-Give instructions for presentationHomework-Revise writings according to the feedbacks and remarks received-Turn the revised copies before next periodPeriod Nine – Culture Tips: AthenaPeriod Length: 50 minutesGoals-Understand part of western culture from another perspectivePurposes-Help students to understand western culture-Help students to learn more cultural expressionsStep 1: Warm-up (15 minutes)-Read materials on Athena on Page 65-Help on any new words if necessaryStep 2: Open Discussion (35 minutes)-Ask students to talk more about western myths and tales if possible-Encourage students to pay more attention to the western culture while learning a languageKey points-All activities be carried in EnglishHomeworkPeriod Ten – Learning to Learn Period Length: 50 minutesGoalsPurposesStep 1Step 2Key pointsHomework。

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