高级交际英语(II)教案 )
高职国际英语进阶综合教程2教案unit 2 the office
课程单元教学设计单元名称The Office单元教学学时12学时教学目标能力目标知识目标思政目标1.能够用英语表达办公用品及其作用2.能用英语介绍办公室、公司部门和办公设施3.能用英语描述不同的职业4.能针对问题作出简要的回答5.能制作名片1.了解正确的办公室礼仪2.了解公司的各部门及其职责3.了解就业的福利待遇4.掌握名片的格式和用语5.巩固学过的时态和语态语法知识点1.学习良好的办公室礼仪，培养职业素养2.通过向新员工介绍企业部门和设施、撰写名片，培养学生与人沟通和交流的职业素养、友善和文明精神。
3.了解职业、办公室、办公用品、福利待遇等知识，引导学生热爱职业、进行规划职业。
教学重点 1.办公室礼仪、公司部门、办公室用品等英语2.企业福利待遇的英语3.名片的撰写教学难点 1.介绍办公室部门及其职责的词句2.正确的商务礼仪单元教学资源《高职国际进阶英语2》学生用书，主编：IngridPreedy，张月祥，上海外语教育出版社多媒体设备本单元TOP课件本单元自编PPT课件详案一、本章主题：unit2The Office（1）二、教学目的及基本要求：To learn the English for some equipment in the offices.To master the new words and phrases.Students should listen carefully,take notes and cooperate with the teacher.三、教学重点：Expressions of office equipment;New words and expressions四、教学难点Expressions of office equipment五、教学时数：_2_学时，其中实践性教学_____学时六、参考资料：materials from the internet 七、教学内容（上课内容、步骤和方法）：项目教学内容和步骤说明时间（分）Study English for office equipment 办公用品英语学习和练习PPT 课件1.Which office do you like?Does the office influence your decision of taking a job?---ask students to talk about the queations.2.Can you name some of these office equipment in English?3.According to students’answers,the teacher then show students the names of the supplies.4.Is office etiquette important?--ask students to watch a video and speak out the mistakes in English.Then,conclude the mistakes in PPT.教师引导，学生回答并学习教师布置，学生互动回答教师评论，给予答案观看视频，用英语描述错误。
新生代英语高级教程2 Unit 2_电子教案
教案课程名称新生代英语高级教程2 课时班级专业教师系部教研室教材《新生代英语高级教程2》12345678910补充教学资源Vocabulary Builder参考译文凯文：嗨，珍妮。
最近怎么样？珍妮：还是老样子。
你看到新款乐桃笔记本电脑（Peachbook）了吗？看起来棒极了。
凯文：嗯，我昨晚看到了。
你想要哪一款？珍妮：我想要13英寸的那一款。
它有16G的内存和万亿字节的存储空间。
凯文：听起来不错，但也很贵吧。
它们卖多少钱？珍妮：大约1,299美元。
凯文：1,299美元！太贵了。
我想我还是继续用我的旧特萨斯（Tasus）吧。
珍妮：那台老电脑！你真的需要买一台新的，凯文。
凯文：我知道，但我的特萨斯仍然能正常工作。
我认为现在买台新电脑是不合理的。
珍妮：好吧，我一定要买一台新款乐桃笔记本。
凯文：我想我宁愿把这笔钱用来度假。
珍妮：我不这样认为。
比起度假我更想买一台新电脑。
11Show Time参考译文桑切斯夫人：嗨，亲爱的。
你在干什么呢？桑切斯先生：刚刚我在看电脑广告。
桑切斯夫人：电脑广告？看它做什么？桑切斯先生：我想给赫克托买台电脑。
他上学能用得着。
桑切斯夫人：真有这个必要吗？桑切斯先生：现在跟以前不一样了，亲爱的。
有台电脑就像有纸有笔一样常见。
桑切斯夫人：好吧，也许你是对的。
但买台电脑会不会太贵了？你确定我们可以负担得起吗？桑切斯先生：当然，我们能够负担得起。
我们有一些积蓄。
而且现在有些活动很划算。
桑切斯夫人：真的吗？桑切斯先生：来，你看这儿。
这是一台笔记本电脑，非常轻而且便于携带。
桑切斯夫人：是的，笔记本电脑确实又薄又轻。
桑切斯先生：没错。
这就是重点。
对比一下笔记本电脑跟台式电脑。
桑切斯夫人：比起笔记本电脑，台式电脑要大得多、沉得多。
桑切斯先生：是的，但台式电脑更便宜。
桑切斯夫人：也就是说。
笔记本比台式电脑要小巧，但同时也比台式电脑贵很多。
桑切斯先生：是的。
桑切斯夫人：哪种电脑的内存最大？12桑切斯先生：笔记本电脑的内存比台式电脑要大。
高级英语视听说教程2教学设计
高级英语视听说教程2教学设计一、教学目标本教学设计旨在帮助学生进一步提高英语听、说、读、写能力。
具体目标：1.提高学生阅读和理解英文文章的能力；2.培养学生展开英语口语表达的勇气和信心；3.提高学生写作能力；4.加深学生对英语语法的理解和应用；5.培养学生团队协作精神。
二、教学内容1. 课程概述本门课程是高级英语视听说教程2，共分为10个单元。
本课程旨在帮助学生进一步提高英语听、说、读、写能力，扩大学生的英语词汇量，培养学生的运用英语的自信心，同时了解英语语言和文化背景的异同。
2. 单元内容1.Unit 1: Challenges of Modern Life2.Unit 2: Globalization and Its Impacts3.Unit 3: Crime and Punishment4.Unit 4: Social Problems and Solutions5.Unit 5: Science and Technology6.Unit 6: Health and Fitness7.Unit 7: Education8.Unit 8: Business and Marketing9.Unit 9: Environment and Sustnability10.Unit 10: Cultural Differences and Diversity3. 教学策略1.独立学习和小组合作2.阅读、听力和写作练习3.基础语法学习和应用4.视频演示和录音练习三、教学手段1.录音设备2.讲台、投影仪、笔记本电脑3.视频播放器和电视机4.自主学习策略指导手册四、教学过程1. 第一步：讲解新知为了提高学生的阅读能力，我们首先会讲解不同文体的阅读技巧，例如新闻报道、科技文章等。
然后，我们将引导学生开始学习一些基础语法知识，并通过听力和口语练习加深学生对语法的理解和应用。
2. 第二步：独立学习和小组合作通过课堂讲解和阅读指导，学生将开始进行独立的阅读练习。
高中英语必修二教案
高中英语必修二教案【篇一：人教新课标高一英语必修2_unit_1教案】unit 1cultural relicsi. 单元教学目标ii. 目标语言ii. 教材分析与教材重组1. 教材分析本单元以cultural relics为话题，旨在通过单元教学使学生了解世界文化遗产，学会描述它们的起源，发展和保护等方面的情况，复习并掌握定语从句，能就如何保护和处理世界文化遗产给出自己的观点。
1.1 warming up 热身部分提供了四幅图片，设计了三个问题让学生交流对于cultural relic的了解，并就此进行讨论。
这部分的目的是呈现本单元的中心话题“文化遗产”。
1.2 pre-reading 是reading的热身部分，提供了ambers的图片并就此此设计了两个问题。
这两个问题极易引起学生对amber的兴趣，并能引导学生对课文进行prediction。
1.3 reading是关于寻找丢失了的普鲁士国王威廉一世送给俄罗斯沙皇的那个琥珀房子的建立、转让、被毁、重建的整个历史。
设计这篇文章的目的是让学生了解什么是文化遗产以及讨论保护和重建文化从文化遗产的重要性和必要性。
1.4 comprehending既有知识性的问题，同时又跳出了课文，对文章进行整体评价，由易到难，有较好的梯度，全面考查学生对文章的理解。
exercise 1将人物及相关事件匹配，检验学生对文章细节的理解；exercise 2 将所给的问题与段落匹配，是段落大意理解题；exercise 3安排了对于重建lost cultural relics的意义进行讨论，使得学生能对本单元的主题进行较为深入的探讨。
1.5 learning about language 分discovering useful words and expressions 和discovering useful structures两部分。
其中第一部分的exercise 1着重训练对英语单词解释的理解。
Chapter2Nicetomeetyou(教案)一年级英语上学期同步备课(新思维小学英语)
1.多媒体教学：利用多媒体设备展示图片、动画和视频，让学生在直观的情境中学习英语，提高他们的学习兴趣和理解能力。
2.教学软件：使用英语教学软件，如英语学习APP，让学生在课后自主学习和练习英语，提高他们的自主学习能力。
3.教具：使用卡片、图片等教具，帮助学生理解和记忆新词汇，提高他们的学习效果。
清晰、准确地讲解本节课知识点，结合实例帮助学生理解。
突出本节课重点，强调本节课难点，通过对比、归纳等方法帮助学生加深记忆。
互动探究：
设计小组讨论环节，让学生围绕本节课问题展开讨论，培养学生的合作精神和沟通能力。
鼓励学生提出自己的观点和疑问，引导学生深入思考，拓展思维。
技能训练：
设计实践活动或实验，让学生在实践中体验本节课知识的应用，提高实践能力。
（六）课堂小结（预计用时：2分钟）
简要回顾本节课学习的本节课内容，强调本节课重点和难点。
肯定学生的表现，鼓励他们继续努力。
布置作业：
根据本节课学习的本节课内容，布置适量的课后作业，巩固学习效果。
提醒学生注意作业要求和时间安排，确保作业质量。
拓展与延伸
1.提供与本节课内容相关的拓展阅读材料：
-《英语学习宝典》：介绍英语学习方法和技巧，帮助学生提高英语学习效率。
三、教学内容
1.教学重点：掌握基本的英语问候语，如"Hello, my name is ..."和"Nice to meet you."等。
2.教学难点：正确运用这些问候语进行实际交流。
四、教学过程
1.热身活动：通过唱英语歌曲"Hello, hello, hello!"，让学生在轻松愉快的氛围中进入学习状态。
译林版高一英语必修第二册(2019版)U4_Integrated_skills_(II)_公开课教案
Unit4 Integrated skills (II) 公开课教案湖南省岳阳市第一中学张倩I. Learning objectivesBy the end of the lesson, students will be able to:1. talk about different types of books;2. use some expressions to make recommendations;3. write a letter to the school library to recommend books;4. work with partners to check and improve the writing.II. Key competence focusWrite a letter to the school library to recommend books.III. Predicted area of difficulty1. Convey the ideas clearly.2. Write the letter properly.IV. Teaching proceduresStep 1 RevisionT helps the Ss to recall the knowledge of types of books by asking questions:• What types of literature were introduced in the last class?• What are the features of each type?• Which type(s) is/are more popular?• Which type(s) is/are less popular?【设计意图：通过设问，唤醒学生上堂课所学内容，为下文推荐书目做铺垫。
】Step 2 Lead-in1. T arouses Ss’ interest by introducing the setting and asking some relevant questions.T: From part B, we know that the library is going to add 200 new books next month,and the librarian is asking for suggestions on what books to buy. Are you looking forward to the new books? What types of books do you want the library to buy?2. T offers Ss some useful expressions for their discussion.T: Before you start discussing about the types of books that you want to recommend, let’s learn some useful expressions about making recommendations first.• I’d recommend/suggest ...• If you ask me, I’d pick/choose/go for ...• I believe ... would be a better choice.• I think ... would be better/more effective than ...• My favourite books are ..., to name a few.【设计意图：通过提问引出情境和话题；带领学生学习相关句型表达，为下面对话活动的顺利开展做准备。
新生代英语高级教程2 Unit 1_电子教案
教案课程名称新生代英语高级教程2 课时班级专业教师系部教研室教材《新生代英语高级教程2》12345678910补充教学资源Vocabulary Builder参考译文蒂姆：嗨，希拉里。
这学期你的课程安排如何？希拉里：让我想想，课程表在这儿了。
看起来这学期会很忙。
周二和周四上午有数学课。
周一、周三和周五下午有物理课。
这两门是我的必修课，因为我学的是物理专业。
蒂姆：那选修课呢？你还有其他课程吗？希拉里：有，我有一门罗马史选修课，每周五上午上课。
你呢，蒂姆？你这学期的课程安排如何？蒂姆：简直让我抓狂！每天我都有英语课。
目前我还在上一门关于莎士比亚的课。
他是我最喜欢的作家。
这学期将会很忙。
希拉里：你说的一点儿没错。
Show Time参考译文桑切斯夫人：嗨，亲爱的。
学得怎么样？赫克托：说实话，妈妈，不怎么样。
桑切斯夫人：真的吗？出了什么问题？是漏掉了什么作业吗？赫克托：不是，妈妈。
问题在于这噪音。
噪音太大，我无法集中精力。
桑切斯夫人：哦，抱歉。
但你也知道你老爸，他觉得自己耳背，所以他总是把音量调到最大。
11赫克托：我知道。
只是这让我很难集中精力，仅此而已。
桑切斯夫人：好吧。
我们会尽量把声音调低。
维克托！把电视声音调小点。
你儿子正努力学习呢。
赫克托：喂？娜奥米：是你吗，赫克托？出什么事了？赫克托：没事，只是……刚刚我正在用功学习！娜奥米：好吧，打扰了！今天你过得肯定很糟吧。
赫克托：是的，可以这么说。
我不得不在我家厨房学习。
娜奥米：这是为什么？赫克托：我的父母！他们在看电视的时候喜欢把音量调得很大。
这让我很难集中精力。
娜奥米：听起来你需要一个更安静一点的地方学习。
赫克托：是的，你说的一点儿没错。
娜奥米：去图书馆学习怎么样？赫克托：这个想法不错。
但什么时候去？我的课程可是很多的！娜奥米：我也是。
就是因为这样合理安排时间才变得更加重要。
赫克托：你是怎么做到的？娜奥米：首先，我为自己制定了一个时间表。
赫克托：你做了个时间表写着你在什么时间去什么地点学习？娜奥米：是的，我真的是这么做的。
新生代英语高级教程2Unit3_电子教案
新⽣代英语⾼级教程2Unit3_电⼦教案教案课程名称新⽣代英语⾼级教程2 课时班级专业教师系部教研室教材《新⽣代英语⾼级教程2》123456789补充教学资源Vocabulary Builder参考译⽂男：新房⼦怎么样？⼥：我感觉还不错。
上周我们搬进去了。
男：那是个不错的社区。
租⾦贵吗?⼥：我觉得还可以。
我们每个⽉交1,800美元的租⾦，包括⽔电费。
男：房⼦⾥住了⼏个⼈？⼥：有三个，所以每⼈600美元的租⾦。
男：还不错。
交通怎么样？⼥：⾮常⽅便。
每30分钟就有通往市区的公交车。
男：那很⽅便啊。
你的室友怎么样？⼥：他们看着挺好的。
有⼀个在旅店⼯作，另⼀个是名⼯科学⽣。
我不经常见他们。
男：我也很想搬家。
你是在哪找到住所的？⼥：我在智能⼿机上下载了这个很棒的应⽤。
它叫888房屋。
你应该看看这个应⽤。
男：谢谢，我会的。
10Show Time参考译⽂房东：那么，这间就是要出租的公寓。
正如你们所见，今天上午我们还在粉刷。
娜奥⽶：这间⽐你领我们看的另⼀间公寓要⼤很多。
房东：这间同样也要贵⼀些。
娜奥⽶：租⾦多少？房东：每个⽉1,700美元。
娜奥⽶：这……房东：这个价位在这⽚社区是很常见的。
我认为你们在附近不会找到⽐这个价位更低的公寓。
玛特奥：租⾦⾥包含⽔电费吗？房东：租⾦包含燃⽓费和⽔费。
但当然不包含电费。
你们要⾃⼰缴纳电费。
赫克托：这间公寓有三个卧室，对吗？房东：是的，三间。
有⼀个是主卧。
另外两个卧室⾯积⼩⼀点。
赫克托：我们能四处看看吗？房东：当然可以。
慢慢看。
我⼀会⼉再过来。
娜奥⽶：那么，各位，你们觉得这⼉怎么样？玛特奥：我觉得⼀般。
租⾦有点⾼。
赫克托：我也这么认为。
我不想付这么⾼的租⾦。
玛特奥：我也是。
谁住主卧谁要付的租⾦就更⾼。
赫克托：各位，让我们找⼀间有三个同样⼤⼩卧室的公寓。
那样我们就能平摊房租。
11玛特奥：我赞同。
也许这栋楼⾥还有其他可供我们参考的公寓。
娜奥⽶：让我们问问房东。
哦，他过来了。
房东：那么，你们考虑得怎么样？准备好签租约了吗？娜奥⽶：还没有。
六年级上英语教案-Lesson2NewFriend,Jenny_(EEC)
六年级上英语教案-Lesson2NewFriend,Jenny_（EEC）（Part One）【教学目标】通过本节课的学习，使学生复习介词in 的用法以及一样过去时态中动词的变化（规则及不规则动词），并把握否定疑问句。
拓展学生的文化视野，加深学生对英语语言的明白得，能够得体地使用语言, 了解世界各国文化，开阔视野教学重难点：能够熟练、准确地把握句型：“Where did you live in ……？”“I lived in ……? ”“Isn’t ……in the west/ east?”，并对过去的居住地及某地所在地进行问答，能依照实际对自己居住地点为进行现场演练演练。
方位词west, east学生第一次接触，意思易弄混；否定疑问句是教学的难点，学生难明白得。
【教学过程】一、课前口语交际、热身Free TalkT: Hello, boys and girls.Ss: Hello, Miss Dong .T: How was your day?Ss: We were OK. And you?T: I was OK, too. Oh. Who is late today?S: I am late today.T: Why are you late?S: Because I woke up late.T: Please be on time from now on. Sit down, please.S: Thanks a lot.(英语课上，课前的热身和正常的交流是十分必要的。
她给学生们制造出了一个轻松、愉快地学习氛围，使学生通过这种语言环境，自然而然地过渡到了课堂的下一环节，为下一步的学习奠定了良好的基础；而过去时态的复习，又为这节课的学习作了铺垫)二、巧设情形，导出新知T: Today, there is a new friend in our class.Who is she?Ss: She is Jenny Brown.T: Do you want to know her?Ss: Yes. We do.T: OK. Let’s go!(学生们喜爱有悬念感，喜爱结识新的朋友，自然而然的进入到的本课的教学重点之中。
高级英语二册inauguraladdress2教案
Implementation of group cooperation exploration method
Dividing students into groups
Organize students into small groups according to their learning ability and interest, and assign specific tasks and roles to each group member
• Differences: Students may find it challenging to understand the complex language and rhetorical devices used in the text Additionally, they may struggle to connect the historical context to their own lives and experiences To overcome these differences, teachers should provide scaffolding instructions, using visual aids and multimedia resources, and resource active participation and discussion in class
Provide examples of these structures from the text and ask students to identify them in other senses
Discuss how these grammar structures contribute to the overall meaning and effectiveness of the speech
新生代英语高级教程2Unit1_电子教案
教案课程名称新生代英语高级教程2 课时班级专业教师系部教研室教材《新生代英语高级教程2》补充教学资源Vocabulary Builder参考译文蒂姆：嗨，希拉里。
这学期你的课程安排如？希拉里：让我想想，课程表在这儿了。
看起来这学期会很忙。
二和四上午有数学课。
一、三和五下午有物理课。
这两门是我的必修课，因为我学的是物理专业。
蒂姆：那选修课呢？你还有其他课程吗？希拉里：有，我有一门罗马史选修课，每五上午上课。
你呢，蒂姆？你这学期的课程安排如？蒂姆：简直让我抓狂！每天我都有英语课。
目前我还在上一门关于莎士比亚的课。
他是我最喜欢的作家。
这学期将会很忙。
希拉里：你说的一点儿没错。
Show Time参考译文桑切斯夫人：嗨，亲爱的。
学得怎么样？赫克托：说实话，妈妈，不怎么样。
桑切斯夫人：真的吗？出了什么问题？是漏掉了什么作业吗？赫克托：不是，妈妈。
问题在于这噪音。
噪音太大，我无法集中精力。
桑切斯夫人：哦，抱歉。
但你也知道你老爸，他觉得自己耳背，所以他总是把音量调到最大。
赫克托：我知道。
只是这让我很难集中精力，仅此而已。
桑切斯夫人：好吧。
我们会尽量把声音调低。
维克托！把电视声音调小点。
你儿子正努力学习呢。
赫克托：喂？娜奥米：是你吗，赫克托？出什么事了？赫克托：没事，只是……刚刚我正在用功学习！娜奥米：好吧，打扰了！今天你过得肯定很糟吧。
赫克托：是的，可以这么说。
我不得不在我家厨房学习。
娜奥米：这是为什么？赫克托：我的父母！他们在看电视的时候喜欢把音量调得很大。
这让我很难集中精力。
娜奥米：听起来你需要一个更安静一点的地学习。
赫克托：是的，你说的一点儿没错。
娜奥米：去图书馆学习怎么样？赫克托：这个想法不错。
但什么时候去？我的课程可是很多的！娜奥米：我也是。
就是因为这样合理安排时间才变得更加重要。
赫克托：你是怎么做到的？娜奥米：首先，我为自己制定了一个时间表。
赫克托：你做了个时间表写着你在什么时间去什么地点学习？娜奥米：是的，我真的是这么做的。
《 新生代英语高级教程2》教案unit6
课程名称新生代英语高级教程2课时班级专业教师系部教研室教材《新生代英语高级教程2》补充教学资源Vocabulary Builder参考译文男：我有跟你说我的新爱好吗?女：没有，是什么?男：我开始对摄影感兴趣了。
女：摄影?什么类型的?男：其实，我喜欢给食物拍照片。
女：食物?听着有些无聊。
男：不!其实这非常酷。
我去餐馆给我点的食物拍照。
然后我把照片发布在我的博客上，并点评这些食物。
女：哦，所以这些照片是用来写餐馆评论。
有点意思……博客叫什么名字? 男：叫作“吃喝在纽约”。
你可以用谷歌搜索一下。
女：我会的!期待看你发布的文章。
Show Time 参考译文语言解析1.We take turns asking questions.我们轮流回答问题。
take turns: if two or more people take turns doing work,using something etc, they do it one after the other, for example in order to share the work or play fairly 轮流，依次；后可接动词ing或to do形式e.g. The students were taking turns Reading aloud.学生正在轮流朗读。
Dan and I usually take turns to cook.我和丹通常轮流做饭。
2.Well,let's start with Geography,because that's my specialty.好的，让我们先从地理开始，因为这是我的长项。
specialty: n.a subject or job that you know a lot about or have a lot of experience专长，专业e.g.Johnson's specialty is medieval European history.约翰逊的专业是中世纪欧洲史。
初中英语课堂高级对话教案
初中英语课堂高级对话教案教学目标：1. 能够运用所学的日常交际用语进行简单的交流和表达。
2. 能够听懂并模仿日常生活中的对话。
3. 能够通过观察和模仿，学会一定的交际技巧。
教学内容：1. 日常交际用语：问候、介绍、道别、询问、回答等。
2. 简单的日常表达：如谈论天气、兴趣爱好、学校生活等。
3. 交际技巧：如倾听、表达、反馈等。
教学过程：Step 1: 热身活动（5分钟）1. 教师与学生进行简单的问候，引导学生用英语进行自我介绍。
2. 学生两两分组，进行简单的角色扮演，模拟日常生活中的对话。
Step 2: 课堂讲解（15分钟）1. 教师讲解日常交际用语，如问候、介绍、道别、询问、回答等。
2. 教师通过示例，教授交际技巧，如倾听、表达、反馈等。
Step 3: 小组活动（15分钟）1. 学生分组，每组选择一个日常生活中的场景，如学校、家庭、购物等。
2. 学生根据所学的日常交际用语，编写一段对话。
3. 学生进行角色扮演，表演对话。
Step 4: 情景模拟（15分钟）1. 教师设置一个情景，如在餐厅、机场、医院等地方。
2. 学生分组，每组根据所设置的情景，运用所学的日常交际用语进行对话。
3. 教师选取几组进行展示和评价。
Step 5: 总结与反馈（5分钟）1. 教师对学生的表现进行评价和反馈。
2. 学生进行自我总结，分享学习收获。
教学评价：1. 观察学生在课堂上的参与程度和表现，评估学生对日常交际用语的掌握程度。
2. 通过对学生角色扮演和情景模拟的评价，了解学生运用所学知识进行实际交流的能力。
教学资源：1. 教材：初中英语课本。
2. 多媒体设备：如投影仪、电脑等。
教学建议：1. 教师应注重学生的听说能力的培养，鼓励学生大胆开口说英语。
2. 教师应注重交际技巧的教授，引导学生学会倾听、表达和反馈。
3. 教师应创设真实的交际情境，提高学生的实际交流能力。
高中英语 Unit2 Grammar and usageWelcome to the unit教案
Unit 2 Language Welcome to the unit Teaching Aims:◆To introduce languages in the world.◆To talk about other forms of languages .◆To practise students’ speaking abilityTeaching Procedure:Step One: Leading-inIntroduce languages in the world, such as Chinese, Russian, English ,Spanish , Japanese, Tibetan ,French ,Arabic ,Greek, German.What language do you speak? Can you speak other language?Do you know how many languages there are in the world?Do you speak any other language besides Chinese? If so, can you speak a little for us?Which other language do you like to learn best? Why?Which language do you think is the hardest? Why?Step Two: SpeakingAsk students the question: do you know other forms of languages? And show them emoticon and see if they know all of them.Ask students to think about what sign language is and show some pictures about it. Step Three: Further DiscussionIntroduce the language for the blind and the inventor of it. Ask students to discuss if English is important and why.Do you think that language is the only way people communicate?What other methods of communication can you think of?What will you do if you want to say “ok” to your friend, but she/he couldn’t hear you?Step Four: Homework Preview the Reading part.。
大学英语中高级课程-跨文化交际教案新部编本
教师学科教案[ 20 – 20 学年度第__学期]任教学科：_____________任教年级：_____________任教老师：_____________xx市实验学校大学英语中高级课程《跨文化交际》电子教案Week1 Culture and Intercultural Communication (I)I. Teaching objectives1. To get to understand what is culture and what is intercultural communication2. To get to understand different metaphors of culture3. 4. To understand how culture governs people’s speech and behaviorsII. Classroom activities1.Brainstorming activity: What are the things that come up in your mind when you think of“Chinese culture”?2.Definitions of culture—E.B.Tylor (1871) in Primitive Culture: “that complex whole which includes knowledge, belief, art, morals, law, custom and any other capabilities and habits acquired by man as a member of a society.”—Lu stig & Koester: “Culture is a learned set of shared perceptions about beliefs, values, and norms, which affect the behaviors of a relatively large group of people”—Gudykunst: Culture is our theory of the game being played in our society. We use our theory of the game being played in interacting with the other people we encounter. It tells us how to communicate with others and how to interpret their behavior. We generally are not highly aware of the rules of the game being played, but we behave as though there is general agreement on the rules.—Anthropologists: the total way of living3.Cultural mini-drama:Situation: Wang Liang worked in a Sino-German Joint V enture. One day, on his way to the coffee machine, he found that Wolfgang, one of his German colleagues, had seemingly gotten rather involved in a newspaper. Out of curiosity, Wang came up to Wolfgang so he could glance at the newspaper. Then he asked, “Which one are you reading? Is it interesting?”Mini-drama: What will happen to them then? Put students into several groups to perform the drama.The latter part of the drama: But all of a sudden, Wolfgang lost his temper, began to complain about Wang's invasion of his privacy, and demanded an apology for him. Wang felt rather upset, and kept explaining that he had not realized his behavior was rude. After this, whenever Wang stepped toward Wolfgang, he would soon cover up what he was doing, or stand up to keep a clear distance with Wang. Wang Liang got very confused, wondering why his friendly behaviors aroused such hostility in his colleague.4.Metaphors of culture—Culture is like the water a fish swims in, the sky a bird flies in, and the air people live in.—Culture is the software of our mind.—Culture is the grammar of our behavior.—Culture is like an iceberg.5.Classification of culture—high culture—popular culture—deep culture6.Movie clip appreciation—characters—key words•abuse n. mistreatment•attorney n. lawyer 律师•bruise n. an injury that shows up as a discoloration on the skin 瘀伤；擦伤•chitchat n. light informal conversation•conjecture n. a hypothesis that has little hard evidence•hearing n. a legal proceeding where evidence is taken for the purpose of determining an issue of fact and reaching a decision based on that evidence 听证会•incontrovertible n. impossible to deny or disprove•indisputably adv. cannot be disputed•inflict v. impose something unpleasant 施以；加害•ludicrous adj. inviting laughter荒谬的；可笑的•neglect n. lack of attention and due care•pending adj. waiting to be decided or settled•speculation n. a guess based on incomplete evidence•testimony n. something that serves as evidence—Phrases and expressions•put the cart before the horse: t o have things in the wrong order本末倒置—Cultural notes•CW A: Child Welfare Agency, a government organization intended to protect the rights of children•Guasha treatment (scraping therapy): A traditional Chinese medical treatment in which a wooden board repeatedly slides across the patient’s acupuncture points. Itworks on the basis of principles similar to those of acupuncture and massage. Thus,ailments that can be treated by acupuncture and massage can be helped withGuasha as well. It can help reestablish the human body’s natural biologicalcirculation.•ER: emergency room•“Show me” state: A nickname for Mis souri, a midwestern state in the central United States. This term appears on automobile license plates for Missouri.—Pairwork exercises7.Explore interculturally（group discussion and presentation）—In the hearing, why does Xu Datong invite John to be his lawyer although John is not familiar with family law? What can you learn from it about Chinese culture?—Why doesn’t John defend Xu Datong in the hearing? What can you learn from this?—Why does Xu Datong tell the judge he performed Guasha on Dennis? What can we learn from this about Chinese culture?8.Intercultural communication: Communication between people from different culturalbackground.III. Assignments1. Explain the metaphors of culture.2. Cite some daily examples to illustrate how culture governs people’s speech and behaviors.Week2 Culture and Intercultural Communication (II)I. Teaching objectives1. to get to learn various classifications of culture2. to get to understand what is intercultural communication3. to get to understand why we should study intercultural communicationII. Classroom activities1.Check the assignments of last week.—Explain the metaphors of culture.—Cite some examples to illustrate how culture governs people’s speech and behaviors.2. A social survey: Culture shapes people’s view.3.Classifications of culturea)High culture, popular culture, deep cultureb)Big culture, small culturec)Mainstream culture, subcultured)Eastern culture, western culturee)Eastern culture, Indian culture, western culture (梁漱溟)f)Eastern culture, Indian culture, Arabic culture, European culture (季羡林)g)Food culture, wine culture, tea culture etc.4.Case studyQuestions for discussion:—Why didn’t the man change the seat as required by the stewardess?—What can you learn from it about Chinese culture?—Any other comments about the case?5.What is intercultural communication?—Communication between people from different cultural background.6.Why study intercultural communication?Let there be a small country with few people…Though neighboring communities overlook one anotherand the crowing of cocks and barking of dogs canbe heard, yet the people there may grow old anddie without ever visiting one another----- Lao Tze《老子》：“甘其食，美其服，安其居，乐其俗。
沪教版牛津英语2A教案Unit8Clothes(4-6)
2A Unit8 Clothes【教学设计（TEACHING DESIGN）】第4课时（4 th PERIOD）一、主要新授内容(new contents)Let’s play--- boys and girls.Put on……. Take off…..二、学习目标(Objectives)1、复习学过的服饰类单词：hat, gloves, scarf, tie, belt, ….2、能熟练运用Put on …. Take off ….这两句祈使句，并能用学过的单词作适当替换。
3、在确保完成基本教学目标的基础上，可以根据学生的学习能力和实际使用对教材呈现的教学内容进行拓展，两句很普通的话语体现了人与人之间的关爱。
三、教学建议1、任务前期准备阶段（Pre-task preparation section）Pre-task Preparation是指我们要求学生运用目的语（即所学的语言）之前，呈现给学生的语言材料。
在这个环节可以创设一个特定的语言的环境，让学生获得对即将操练语言材料的第一次感知。
在这里只是创建一种愉快的英语学习氛围.Activity 1 (song)1、教学辅助(Aids)1) 电脑（2A-U8-1）2）屏幕Activity 21．教学辅助（Aids ）1) 电脑 ，屏幕（2A-U8-2） 2) 一个装满礼物的大盒子22、任务中期实施阶段（While-task procedure section ）While-task Procedure ，这是指语言技能的习得过程。
其中分为机械性操练和意义性操练两部分。
机械性操练：让学生准确地模仿、复说新授的语言，从模仿到识记。
使新知识由感知、理解、模仿直到储存。
由于本教时所学的内容在前几教时已有接触,在这个教学阶段可以进一步地进行理解和熟悉，并根据语言训练的需要设计相应的机械性操练和意义性操练，来帮助学生熟练掌握。
教师要尽量创设不同的情景让学生操练，并通过一些游戏环节来抓住学生的注意力，维持学习兴趣。
高级英语2教案
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第 1 次课 本 次 课 教学目标 本 次 课 重点难点
课时 2 学时
章节题目
Text A The Rivals (Introduction and Analysis)
Multi-media
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(Introduction and Analysis) Text A (Vocabulary, Structure and
Multi-media
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本次课小结 作业、预习等
Introduction to the text.
Preview the text.
第 2 次课 本 次 课 教学目标 本 次 课 重点难点
课时 4 学时
章节题目
Text A (Vocabulary, Structure and Writing)
Grasp the main idea and structure of the text; Explain the vocabularies; Explain Language points and grammatical structures
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Analysis) Text A (Vocabulary, Structure and
高中英语 Unit 2 Using Language 课时教案
Section C Using LanguageMake sure students know that there are a lot of different dialects in the same language.1.Improve students’ writing ability.2.Enable students to understand the passage better.3.Let students pay more attention to the English dialects.Step 1 ReviewCheck the key words and expressions.见本部分课时学案Step 2 Lead-in1.How many dialects are there in China？What are they?2.Do you think ther e are some dialects in English?Answers:1.北方方言、粤语、客家话、赣语、吴语、闽南话、湘语等。
2.Yes，I do.Step 3 Fast readingRead the passage and decide whether the following statem ents are true (T) or false (F).1.Standard English is spoken in Britain.(F)2.You will hear t he same dialect on TV and the r adio.(F)3.The USA is a country having many different dialects.(T)Step 4 Careful readingRead the passage and t hen choose the best answer according to the text.1.From the text，we know that is standard English.A.British EnglishB.American EnglishC.the English spoken in AustraliaD.no English2.People think the English spoken on T V and the radio is standard English，because .A.people believe those who report the n ews speak excellent EnglishB.they speak the same EnglishC.they speak it to all the peopleD.there are some dialects on TV and the radio3.How many dialects are mentioned(提到)in the text?A.Three.B.Two.C.Four.D.Five.4.Which of the followi ng is NOT the reason for the dialects in America?A.People have com e from all over the world.B.Some people live in the mountains.C.Geography plays a part in making dialects.D.The USA is a large country.Answ ers:1～4 DACBStep 5 Key words and expressions见本部分课时学案Step 6 SummaryStep 7 Homework见本部分课时学案。
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高级交际英语（II）教案UNIT ONE：LANGUAGEDay one (1.5 hrs)1. 1.The origin of languageThis is an introductory activity to the topic of language. A general understanding of the origin of language is enough for ss.1.1According to the BibleSs are given 5 minutes to go through the activity as a speed reading.1.2According to linguistic theoryThis act is done as a pair work. Ex 1&2 are for both ss and ex 3 for student A and 4 forB. when both ss are ready they will go on to information transfer.2. 2.The origins of writingThe act is meant for information-giving. Hence the ss are reminded not to dwell on new words too much.2.1ss are given 10 minutes to cover exercise 1-3general reading for rough understandingss read the passage again and complete ex 4-5specific readingss take ex 6 as assignmentnote: cohesion and coherence are the key to the cloze.Day two (1.5 hrs)Check the assignmentWith the preparation we have done in day one, ss are now more ready for the topic of language.2.2ListeningAs a warming-up ex, ss discuss and describe 2.2.1 before they listen to the tape.Listen to the tape for the first time to identify the order and the letters.Listen for a second time for language.II. Chinese1. 1.Chinese dialects1.11.1reading for main ideass are given a time limit to finish both ex 1 and 21.21.2listeningBefore ss listen to the tape, a discussion is carried out to make sure ss haveknowledge about the name and location of the various dialects.Ss listen to the tape to check their prediction and complete the task.2. Popularization of putonghua2.1 readingthe task of reading is divided into two parts- reading for information(ex 1-2) andfor opinion(ex 3).Ss check and discuss ex 3 to prepare for their homework.Ex 4 is left as the assignment. Ss are divided into groups of four and each one ofthem take care of one letter for the summary.Day three (3 hrs)Check the assignment2.22.2listeningthis is a difficult task. Ss are reminded to focus on the opinions of the speakers and try totell relevant and valid information.3. News from China Daily3.1 skimmingss are given 2 minutes to match the headlines and the news3.2 scanningnote-taking is the key skill practiced here.3.3 unit writingss are referred back to 2.3 to study the language devices of giving opinions before theystart to write.4. 4.Listeningnote-taking5.3 reading (assigment)Day four (1.5 hrs)5. 5.Foreigners’ problems with the Chine se languageBefore ss listen to the tape, they are divided into small groups to discuss and makepredictions.5.1Listen to the tape and take notes5.2Oral interactionIII. English1. the history of the English languageThrough the exercises of this act, ss practise their skills of note-taking while they learnabout the history of English.2. 2.vocabulary—assignmentDay five (1.5 hrs)Check and discuss the assignment3.1 &3.2 reading for general knowledge3.3 listening to long speechesdivision of attention3.4 assignmentDay six (3 hrs)Check 3.44. English as a world language4.1 interviewprediction-which is the most ―advanced‖ language?Listen to the interview and check4.2 reading -pair workss A read to answer questions 1/2/4ss B read to answer questions 3/5/66. 6.The future of English- listeningIV. Language and communicationassignment P 44-504.1 problem solvingUNIT TWO: ENTERTAINMENTTOPICS1. Popular forms of entertainment: entertainment in US and UK, entertainment in China2. Music: musical events, ―Who is Who‖ in classical music, eras of music, opera, synopsis ofoperas, popular music3. Films and TV: Film reviews, services available in a cinema complex, the world on screen, auniversal languageLANGUAGE●●Linking devices in transforming notes into passage●●Words & phrases indicating positive or negative reactions to films in reviews●●Personification●●Contrasting examplesSKILLS●●Prediction●●Scanning●●Research●●Design of posters●●Note-taking●●Guessing meanings of words & phrases in their context●●Summarizing arguments●●Use of direct & indirect quotesTEACHING PLANDay 1 (2 hrs) pp71-74Focus 1 Atv 1 Entertainment in US & UKSkills: predictionFocus 2 Atv 2 Entertainment in ChinaSkills: scanningHomework Atv 2.2 Follow-up researchIn writing up the outcome of this research, ss are encouragedto give consideration to the design, so that they could laterdisplay their work in the form of posters.Skills: research & design of postersDay 2(3 hrs) pp74-84Focus 1 Atv 1.1 A programme — readingFocus 2 Atv 1.2 V ocabulary work — discussion in pairsIt is not necessary that ss know how to explain these terms inEnglish or, for Atv 3, what exactly is meant by the term; anacquaintance with the Chinese equivalents will serve the purpose.Focus 3 Atv 1.3 Conversation 2: Which event to go to? — listeningFocus 4 Atv 3 Eras of music — reading & note-takingSkills: note-takingSs are divided into groups of three and each one of them reads onepassage and then exchange information.Homework: Atv 3.2 WritingLanguage: linking devices in transforming notes intopassageIn the same groups of three, each student writes one passage onthe same topic s/he dealt with. Ss’ attention is called to thelinking devices in transforming the notes into passage.Day 3 (2 hrs) pp84-85, pp93-104Focus 1 Atv 4.1 Experience of the operas — discussionHomework: Atv 4.2 Beijing opera compared with Western opera — researchThe results of this research will be used in the brief talk in Atv 4.3in the next class.Skills: researchnote-writingFocus 2 Atv 6.1 A mini-lecture on pop music — listeningFocus 3 Atv 6.2 The rock and records business — readingTime being limited, ss are only required to finish ex 1 in class anddo ex 2 as homework.Focus 4 Atv 6.3 Life of a rock star — speed readingDay 4 (2 hrs) pp89-93Focus 1 Atv 4.3 Beijing Opera — a brief talkSs first work in pairs, then one or two students are invited to talk infront of the class.Unit writing: Comparing Beijing opera and Western operaFocus 2 Atv 5.1 Conversation 3: Fidelio — listening & note-takingSkills: note-takingFocus 3 Atv 5.2 Conversation 4: Seeing Beijing Opera —reading &listeningPre-listening: scanning synopses of plays & getting a rough ideaSkills: scanningHomework: Atv 5.3 A synopsis of an opera — writingEmphasize that this is NOT a translation exercise.Day 5(3 hrs) pp105-112Focus 1 Atv 1 Film reviews — readingEx 1 & 2 — scanningLanguage: words & expressions indicating positive or negativereactions to films in reviewsSkills: scanningguessing meanings of words & phrases intheir contextFocus 2 Atv 2 Services available in a cinema complex — scanningSkills: scanningFocus 3 Atv 3.1 Conversation 5: The negative effects of TV on children —listeningDay 6(2 hrs) pp113-119Focus 1 Atv 3.2 Delight in the fantasy world of the films — readingThe activities are designed to sensitize ss to the style of writing andlearn to appreciate the quiet humour in the essay.Language: personificationFocus 2 Atv 4 A universal language — readingLanguage: contrasting examplesOptional: Atv 3.3 Meet the press — role playSince there are elements of fun in the previous listening and reading,decide beforehand whether the atv is used for serious discussion orjust for amusement. This will affect the way ss ask and answerquestions.Atv 3.4 Unreality on screens — writingSkills: summarizing argumentsuse of direct & indirect quotesUNIT THREE: A NCIENT CIVILIZATIONLanguage some terms associated with archaeology, history museums and historic relics Skills reading and note-takingPredictionResearch workReading and discussionListening and note-takingListening and matchingSpeaking, listening and writingInterpreting diagramsDay 1 (2 hrs) PP131—140Focus 1. The emergence of civilization—readingFocus 2. Ancient civilizations around the world—library researchFocus 3. Act 1.2 Monologue 1: listeningFocus 4. Act. 2 Monologue 2: Dynasties and events—listeningIn Focus 1, ask ss to talk to each other in pairs or in groups to find out the events, inventions, places and dates of ancient civilization before reading. Teachers can ask ss some questions to check ss’s knowledge of the ancient civilization before actually letting them read the passage. For ex ample, ― For how long has man inhabited the earth?‖ ―How long does it take from the first crude stone hammers to the precisely made tools characteristic of the New Stone Age?‖ and etc.In Focus 4, before listening, let ss have a competition in matching the events to their appropriate dynasties. Teacher acts as a host (hostess), asking questions like ―When was the use of abacus introduced?‖ ―In which dynasty was the Grand Canal constructed?‖ and so on, and ss try to answer the questions as quickly as possible.Day 2 (2 hrs) PP141—150Focus 1. Act 3.1 Invention of Paper—reading and listeningFocus 2. Act 4.2 Dialogue 1: listeningFocus 3. Act 4.3 The Chinese Emperor’s eternal army—readingIn focus 1, after reading and listening, Teacher can let ss talk a little more about the four famous inventions in ancient China in class. (This can be assigned as homework before class so that ss can go and find the information in the library before coming to class.)Day 3 (3 hrs) PP151—160Focus 1. Act 1.1 Greek civilization—reading and note-takingFocus 2. Act 2.1 The Roman Republic—reading古希腊在许多方面是西方文明的发祥地。