致用英语综合教程综合英语2教案unit.doc
英语综合教程2 unit one
New wordshaze n. [C, U] 霾；烟雾marijuana n. [U] 大麻economy n. [C] 经济；（被视为某个经济实体的）国家a market / planned economycampus n. [C, U] （大学的）校园We have rooms for 5, 000 students on campus.demonstration n. [C] 示威（活动）There were a number of demonstrations against the new tax.radicalism n. [U] 激进主义governor n. [C] （美国）州长dissident a. 持不同政见者的n. [C] 持不同政见者1. a group of dissident writers2. The government has promised to release some dissidents.liberal n. [C] 主张变革的人clash n. [C] (~ between) 冲突；激烈争吵Yesterday violent clashes broke out between police and protesters. establishment n. 1. (the ~ )（国家的）统治集团，当权派2. [U] 建立；确立1. It's no good fighting the establishment.2. Since the establishment of the club two years ago, membership has doubled. passion n. [C, U] （爱情、愤怒等）强烈的情感She spoke with strong passion and moved everyone present.passionate a. 感情强烈的；激昂的He has a passionate interest in music.protest n. [C, U] (~ at / against)（强烈的）抗议；异议；抗议集会精选文库Students will hold a protest this weekend at the federal building.alliance n. [C, U] (~ between / with) 结盟；联盟Successive French governments maintained the alliance with Russia.launch vt. 发动；发起（军事袭击，公众调查等）They will launch a new weather satellite next month.ultimately ad. 最终；终于Technological advances could ultimately lead to even more job losses. resignation n. [C, U] 辞职The scandal led to the minister's resignation.activism n. [U] （主张为政治、社会目的而采取包括暴力等各种手段的）激进主义，行动主义characterize vt. 成为……的特征The military is usually characterized as being very conservative.dorm n. [C] (infml)（学校、军营等的）寝室，宿舍indie a. （电影和音乐）独立公司制作的liberating a. 令人觉得自由的It's liberating to be able to play soccor again after so many years' hard working. awakening n. [C] 觉醒；认识；意识Anyone who believes in lasting peace will be in for a rude awakening.prime a. ( only before noun ) 首要的；最重要的Our prime concern was the safty of our customers.cynic n. [C] 愤世嫉俗者；认为人皆自私者apathetic a. 毫无兴趣的；漠然的Most of the passers-by are apathetic to beggars on the street.heady a. 使人忘乎所以的；令人陶醉的He missed the heady freedom of the late 1960s.descending a. 下降的；递降的Arrange the numbers in desending order.employability n. [U] 可雇佣；达到雇佣条件employment n. [U] 职业；工作After graduation, she found employment with a local finance company.prospect n. 1. (~s) 胜算；（尤指工作和事业方面）成功的可能性2. [C, U] （尤指好事发生的）可能性1. The prospects for employment in the technology sector are especially good right now.2. Spending a week at his cousin's ranch was an exciting prospect.affordability n. [U] 平价；支付得起issue n. [C] (~ about / around)（值得关注的）问题；议题There were issues about the way the department was organized.accessibility n. [U] 可获得性opportunity n. [C, U] (~ to do sth) 机会The programme gives students the opportunity to learn more about global warming. umbilically ad. 关系极为密切地She is umbilically attached to her extended family.obscure a. 1. 晦涩的；费解的2. 不知晓的；无名的；默默无闻的1. The rules for the competition are somewhat obscure.2. The report had been published in an obscure German journal.bliss n. [U] 无上幸福；至福Phrases and expressionsbring sb to one's knees 迫使某人屈服The marathon brought quite a few runners to their knees.give rise to sth 引起；导致；为……的原因Pollution has given rise to great concern about the environment in the areas.form an alliance with 与……结盟Independent companies are encouraged to form strategic alliances with each other.bring about 使发生；导致Computers have brought about many changes in workplace.in spite of 不顾；不管The house will certainly sell, in spite of the fact that it's overpriced.keep off （使）不靠近；（使）不碰Keep the flies off the food.drop out 退出活动；退学She was injured in the first round and had to drop out.in descending order 递降的You should arrange the seats in desending order.in / of itself 本质上；就其本身而言Using someone else's name is not of itself a crime, unless there is an intention to commit a fraud. rely on （为生活、运作等）依靠，依赖At least we can rely on him.set up 开办；建立The group plans to set up an independent state within the country.New wordssophomore n. [C] (AmE)（美国大学或高中的）二年级学生Lit n. (abbr Literature or Literary) 文学课程ironic a. 反语的；讽刺的It's ironic that a government so concerned about law and order is disregarding an interna gender n. [C, U] (fml) 性别colonialism n. [U] 殖民主义post-colonialism n. [U] 后殖民主义modernism n. [U] （艺术、文学等方面的）现代主义postmodernism n. [U] 后现代主义definition n. [C] 词义；定义；释义Match the words with their definitions.industrial a. 工业的；产业的America's industrial production fell for the fourth sucessive month.post-industrial a. （经济基础已由重工业转为服务业、高技术等的)后工业化的；工业化后的baby boom n. [C] (infml)（尤指第二次世界大战后1947—1961年间美国的）生育高峰overthrow vt. 颠覆；使下台The new government was overthrown in a military coup.repressive a. （统治或法律）残酷的，严苛的The repressive regime put thousands of protesters to prison.rebel vi. (~ against) 造反；反抗There were minor groups who rebelled against the government.chant v. 反复地喊；反复地唱The audience were chanting his name.destruction n. [U] 毁灭；摧毁The building must be saved from destruction.petition n. [C] 请愿书bracelet n. [C] 手镯；臂镯inspirational a. 鼓舞人心的，有鼓舞力量的Brown's last minute goal for the Red Wings was truly inspirational. philosophy n. 1. [C] （影响某人决断及处事的）思想体系；宗旨2. [U] 哲学assert vt. 断言；宣称The government asserted that no more money would be available.collectively ad. 共同地；集体地People refer to these different medical conditions collectively as heart disease. ostalgic a. 怀旧的；恋旧的A lot of adults feel nostalgic about their childhood.frustration n. [C, U] 挫折；烦恼When he learned the result of the election, he left in frustration.chat room n. [C] （因特网上的）聊天室resonance n. [ C, U] （情感的）共鸣，反响era n. [C] 时代；纪元We are living in an era in which technology is developing rapidly.technological a. 技术的；工艺的This problem is brought by technological change.profound a. 根深蒂固的；深刻的This is a scientific discovery of profound significance.Phrases and expressionssit up 1. 警觉；诧异；关注2.（使）坐起来；熬夜1. The performance made all the critics sit up and take notice.2. Would you like sit up and read for a while?by definition 就本质而言；从定义上来说A dictatorship means, by definition, one center of power.take to 去，往；走上The workers took to the streets to protest against cutting pay.stand for 主张；支持I want to know what she stands for before I'll vote for her.assert oneself 坚持自己的主张Don't give up — you need to learn to assert yourself. be associated with 与……相关联His social problems were associated with drinking. make sense 讲得通；有意义It made good sense to continue with the reforms.New wordsgrip n. [sing] 1. 权力；控制；支配2. 抓牢；紧握banker n. [C] 银行家statute n. [C, U] 法令；法规authorize vt. 授权；许可deduction n. [U] 扣除source n. [C] 来源；出处punctually n. [U] 按时；准时oblige vt. (fml) (usu passive)（以法律、规定或责任）迫使syllabus n. [C] （某学科的）教学大纲emphasize vt. 强调；重视penalize vt. 1. 处罚；惩罚2. 不公平对待（某人）prior a. (fml) 先前的；之前的；事先的denounce vt. 1. 告发；控告2. 谴责；痛斥denunciation n. 1. 告发；控告精选文库2. 谴责；痛斥contravene vt. (fml) 与……相抵触；违反（规章、法律或协议）irregularity n. [C] (usu pl) 违规demise n. [sing] (fml) 消亡；不复存在。
大学英语(全新版)(综合教程) 教案2
天水师范学院外国语学院2006-2007学年第二学期教案课程名称:大学英语使用教材: 大学英语（全新版）第二册(综合教程) 主编: 李荫华上海外语教育出版社授课班级:2006级物理三班授课时间:2007年3月5日------2007年7月8日授课教师:姜炳生Lesson Plan of College English Book IICourse Description:Course Objectives: The objective of College English is to develop students‘ ability to use English in an all-round way, especially in listening and speaking, so that in their future work and social interactions they will be able to exchange information effectively through both spoken and written channels, and at the same time they will be able to enhance their ability to study independently and improve their cultural quality so as to meet the needs of China‘s social development and international exchanges.Textbook:College English (Integrated Course 2, Listening and Speaking course 2 New Edition)Course Duration: from March 5th of 2007 to July 8th, 2007Teaching Hours: 4 hours each week (two hours is subtracted every week to enhance listening and speaking in the Multimedia Lab.Subjects of Teaching: 2006Class Three, Department of PhysicsTopics:Week 1: Integrated Course 2: Unit one Ways of LearningWeek 2: Listening and Speaking course 2: Unit 1 Sports, Unit 2 WeatherWeek 3: Integrated Course 2: Unit two ValuesWeek 4: Listening and Speaking course 2: Unit 3 Food and drinks, Unit 4 Health Week 5: Integrated Course 2: Unit Three The Generation GapWeek 6: Listening and Speaking course 2: Unit 5 Music, Unit 6 BusinessWeek 7: Integrated Course 2: Unit Four The Virtual WorldWeek 8: Listening and Speaking course 2: Unit 7 Fashion, Unit 8 SocietyWeek 9: Integrated Course 2: Unit Five Overcoming ObstaclesWeek 10: Listening and Speaking course 2: Unit 9 Unusual Happenings,Unit 10 DisastersWeek 11: Integrated Course 2: Unit Six Women, Half the skyWeek 12: Listening and Speaking course 2: Unit 11 Famous People, Unit 12 Invention Week 13 Integrated Course 2: Unit Seven Learning about EnglishWeek 14: Listening and Speaking course 2: Unit 13 Human Virtues, Unit 14 BiodiversityWeek 15 Integrated Course 2: Unit Eight Protecting Our EnvironmentWeek 16: Text Reciting Listening and Speaking course 2: Unit 15 Environment, Unit 16 InternetWeek 17: Oral ExaminationWeek 18: RevisionTeaching Format:This course uses a variety of learning methods: Lectures, collaborative tasks, group discussions and presentations.Required work for the students:Students are required to1.write a short essay every week2.do translation exercise of each unit3.recite at least two paragraphs of each text4.read at least 5000 words of reading materials that suit their levels5.have conversational oral practice with their roommates or classmates every day6.get up at 6:30 Am and read English every dayAssessment:Autonomous Learning through Internet: 10%, Test of each Unit: 10%, Students Performance in class: 10%, Homework and Text Reciting: 10%, Oral Exam: 10%, Final Exam: 50%Course Instructor: Jiang BingshengUNIT 1 Ways of LearningTeaching Objectives: Students are required to1.grasp the main idea (that it would be ideal if we can strike a balance between theChinese and Western learning styles) and structure of the text (introduction of the topic by an anecdote-elaboration by comparison and contrast—conclusion by a suggestion);2.appreciate the difference between comparison and contrast, as well as differentways to compare and contrast (point-by-point method or one-side-at-a-time method);3.master the key language points and grammatical structures in the textTeaching Procedures:Activity 1:1. Teacher asks students some questions.Q1: Is Learning a one-way street? (Parents and children should teach each other and learn from each other. Learning is a two-way interaction.)Q2: Can you guess what the theme of this unit, ways of learning, refers to? (Different people have different learning styles.)Activity 2:Teacher goes through the text with the students, helps them with words, phrases, sentences etc.New words and expressions1. attach: fasten or join (one thing to another)attach sth.to sth; eg. to attach a photo to a letter, be attached to sb./sth.eg. Most guys are attached to her beauty. attach importance to sb. /sth.eg. In English learning, people attach great importance to five basic skills. Namely, they are listening, speaking, reading, writing and translating as well.e.g. Scientists measure wind speed by attaching a wind meter to a kite and sending it up.e.g. You will find a copy of the document which is attached to this letter you asked for.2.not in the least: not at alle.g. I am not in the least touched by the Marilyn Monroe kind of beauty.e.g. Ann didn' t seem in the least concerned about her study.3.find one' s way: reach a destination naturally; arrive ate.g. Shanghai is not an easy city to find your way around.4.phenomenon:(pl.phenomena) sth.that happens or exists and that can be seen or experienced.e.g. Stress-related illness is a common phenomenon in big cities.e.g. Thunder and lightening are natural phenomena.5.initial: of or at the beginning, first(adj., used only before n.)e.g. Their initial burst of enthusiasm died down when they realized how much work the job involved.6. assist: help(used in the pattern: assist sb. To do sth, assist sb. with sth.)e.g. The professor was assisting his students to prepare their project.e.g. The college student decided to assist the boy with his study.7.somewhat: to some degree, a littlee.g. It is reported that conditions in the village have improved somewhat since November.8.await: (fml) wait forAwait is a fairly common word in formal writing, but you do not usually use it in conversation. Instead you use ―wait for.‖9. on occasion: now and thene.g. Steve spent almost all his time doing his research, but, on occasion, he would take his son to see a film.e.g. We must await the results of field studies yet to come.9.relevant: directly connected with the subject (followed by to, opposite irrelevant)e.g. Only a few people feel the debate about the cloning of human beings is relevant to their daily lives.10. on one’s own: a. without anyone‘s helpe.g. You needn‘t g ive me any help, I‘m able to manage on my own.e.g. I‘d rather not go to dance on my own. I do wish you‘d come with me.11. in due course: at the proper time; eventuallye.g. Your book will be published in due course.12. make up for: compensate fore.g. Her husband bought her a present to make up for quarreling with her the day before.13.view…as…:regard…as…14.in retrospect: on evaluating the past; upon reflectione.g. The young man knew in retrospect that he should have married his first love Emily.15. apply:a. be relevant (to sb./sth.); have an effect (used in the pattern apply to sb./sth.)e.g. The new pension arrangements won‘t apply to people born before 1960b. write a letter or fill in a form in order to ask formally for sth. (used in the pattern: apply for sth., apply to do sth.)e.g. We went to the sports club so often that we decided that we might as well apply to join.16.work at/on: try hard to achieve or improve (sth.)；从事于/致力于e.g. John came back ahead of time to continue working on his thesis.at work:在工作priority: a. sth.that one must do before anything elsee.g. Being a qualified teacher is her first priority.b. sth. that holds a high place among competing claimse.g. The school will give priority to English and computer studies.17.evolve: (cause to) develop gradually (followed by into/from)e.g. The story evolves into a violent tragedy.Ss make sentences by means of ―evolve‖:通俗歌曲是由民歌演变而来。
致用英语综合教程1-unit3
4.rim—on the rim …边缘
5.stimulant—stimulate
rmal—formal
pare with把…和…相比较compare to把…比作
Passage Comprehension
Question to answer
教学方法与手段
explanation;discussion; exemplification;
pair work;Scanning;
translation
教学参考书和网络资源
A Comprehensive English Course
Teacher’s Book ofA Comprehensive English Course
2.Have you ever heard that some food and drinks can stimulate the nervous system?
Language points:
1.artificially—artificial
2.delight—delightful delight sb with sth
On-lineresources: English on line
教学进程
Step 1Lead-in:Listen to the tape and answer some questions.
1)a quiz on food .Question1---10
2)Discussionand vocabulary
VERB激发;激励;使充满热情If you are stimulated by something, it makes you feel full of ideas and enthusiasm.
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。
【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。
高职高专新职业英语综合英语2课后答案及课文翻译
高职高专新职业英语综合英语2课后答案及课文翻译本页仅作为文档封面，使用时可以删除This document is for reference only-rar21year.March高职高专英语立体化系列教材课文翻译及答案新职业英语职业综合英语2（通用版）总主编：徐小贞外语教学与研究出版社Unit 1 Text A 职场时装潮流许多人每天都在捕捉职场时装的潮流，以便能与那些衣着时尚得体的人们步调一致。
他们认为按最新潮流穿衣打扮能为自己赢得时尚和时髦的好名声。
尽管这样做合情合理，你还是要小心谨慎。
许多人并没有意识到，追随职场时装潮流有利也有弊。
好处之一，正如上面所提到的，穿一套时髦的衣服去上班，很可能会得到一堆夸奖。
这种感觉很不错，也让人引以为豪。
然而事实上这种追随弊大于利。
例如，职场时装潮流往往不区分工作和职业。
在一家新潮的咖啡馆或零售店工作，着装要求很可能是休闲服。
而在一家法律或保险公司上班，着装则需要更职业化。
不幸的是，很多职场新潮时装是为工作中的一般大众而设计，而非为特定职业设计。
因此一不小心就可能出问题。
在追随这种时装潮流之前，要好好地仔细审视一下所谓的潮流。
比如，潮流是不是时兴半身裙或连衣裙，而不论其长短呢如果确实如此，那么最重要的是要考虑自己的工作性质。
如果是办公室的职业白领，连衣裙就非常适合。
但如果是在零售店当经理，连衣裙或半身裙则可能会妨碍工作，影响工作效率。
很多人会因为穿了时髦的职场时装而备受称赞，但事情并非总是如此。
最不希望的是不但没有受到夸奖，还落下坏名声。
正是因为这个原因，你必须考虑别人对你的看法，你必须确保给别人留下的是个好印象。
到底要不要将职场最时髦的潮流带入衣柜，这个决定得自己做，但在做出决定前请考虑考虑上面提到的问题。
Text B波音公司行为准则波音公司行为准则为全体波音公司员工制定了必须遵守的行为规范。
波音公司的企业经营建立在公平、公正的基础上，符合道德规范和法律、法规。
新编实用英语综合教程2unit-1-教案
dance in oral English.students will fine tune their listening and comprehensionskills through exercises relating to inviting people out.with invitations, when one wants to accept or does not accept.and a reply to the invitation one gets.Patterns and expressions for talking about invitations:I’dliketoinviteyoutodinner.我想请你吃晚饭。
Why don’t you come and join us for disco?你为什么不和我们一起跳迪斯科？It’s very kind of you to invite me.谢谢你邀请我。
How nice of you! Many thanks.你真好！多谢。
I’dlove to. That wouldbe grea t.我很愿意去。
太好了！Oh, dear, I’m afraid I’m busy tonight. Perhaps tomorrow evening?哦，亲爱的，今晚我很忙。
明晚也许可以吧？Could you make it another time, perhaps next Sunday?你能改个时间吗，下个星期天怎样？It’s very kind of you, but you see I’ll have to prepare for my exam.非常感谢，可你知道我得准备考试。
I’m sorry I can’t, but thank you all the same.真抱歉，我不能去。
可还是要谢谢你。
Wouldyoulike to … ?您愿意…吗?I’dlike toinvite youto …我想邀请你参加…?I would like to know if you could come to …?我想知道你是否能来…May I invite you to …?敬请光临…Wouldit be possible tojoinus for… ?请问你是否能光临…?Would it be convenient to take part in …?请问你是否方便参加…?I was wondering if you would be interested in …?不知你是否有兴趣参加…?Thank you. I’ll be happy to come.谢谢．我很高兴接受你的邀请．I’dlove to. That wouldbe grea t.我很愿意去．太好了．Thank you for invitation.谢谢你的邀请．I’dbe gladtocom e.我很高兴前往．I’d love to, but I can’t come.我很想参加，但是不能来．Thank you for your invitation, but I don’t think I can make it.感谢你的邀请，但我恐怕不能赴约．Unfortunately,I’malready busy that day.很遗憾，我那天事情太多了．It’s very kind of you, but you see I’ll have to prepare for my exam.非常感谢，可你知道我得准备考试。
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。
致用英语综合教程unit3_教案
职业技术学院教案教学过程：第一课时Around the topic1.Daily reportIn this part, some (one or two) students are required to give a speech about some current affairs, so that they can search for some information of it from the internet or some other Medias.nguage StructuresA. Y our ideasThis activity is designed to arouse students’ interest in the topic of food. Students may find the questions in this section straightforward, but not so easy to get the right answers. Allow students a couple of minutes to exchange ideas with peers with peers before asking them to answer questions. Or you may design other activities. Playing a game of competition between boys and girls is not a bad one.B. VocabularyThe aim of this section is to let students learn some basic words used to describe “food”. Actually, there are many more adjectives that can go with the noun “food”. For example, fresh, frozen, tasty, plain, tasteless, natural, salted, pickled and smoked. Ask students to look for more and make sentences with these words as homework.第二课时C. Listening and speakingThis section aims to develop students’ listening and speaking abilities. The listening part focuses on natural and healthy food. Let students listen to the talk twice. The first time is for general understanding, and the second time for some for some specific information. For the discussion questions, let students work in groups. Assign a group leader in each group. After the discussion, ask each group to report their main ideas to the whole class. The tongue twister is for pronunciation and rhythm practice. Get students to read it very quickly, emphasizing the importance of speed and accuracy. Don’t overdo this practice ---keep it very briefly.习题（或复习思考题、讨论题）：1. Review words and expressions related to the body parts.2. Preview Reading part备注：1．页面大小可自行添减，每上一次课写一份上述格式教案，一次课一般2个学时。
新版自考英语二00015教师教案_unit_1_The_Power_of_Language
教案授课主要内容说明：教师备课笔记由学校自订式样并附后Unit 1 The Power of Language重点词语Text A1.critical 有判断力的，判断公正(或审慎)的A critical reader will notice many errors in this article.有判断力的读者将会注意到这篇文章里有很多错误。
He made a sound critical estimate of the problem.他对该问题作出了审慎可靠的估计。
2.statement n.说明;说法表态1 could not deny the truth of this statement.我不能否认这种说法的真实性。
Soon afterwards she made her first public statement about the affair. 此事的第一次公开表态。
3.evaluate v.估计;评价;评估The professor was asked to evaluate the current situation.人们请这位教授评估一下当前的形势。
The research project has only been under way for three months, so it, s too early to evaluate its success.这个研究项目进行了不过三个月，所以要对它的成绩作出评价为时尚早。
【近义词辨析】evaluate, estimate, assess, rate这儿个动词都有“评估，评价”之意。
evaluate指仔细考虑以作出评价，特别是有关好坏和用处的评价。
estimate通常指个人作出的主观估价。
assess原义指为确定交多少税而估计,指通过估价以便更好利用。
rate专指评定价值等级的高低。
4.represent v.描述;表现The film intended to represent the lives of ordinary people.这部影片意欲表现普通人的生活。
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。
综合英语教程2Unit 6 The English Countryside
Unit 6 The English CountrysideTeaching Procedures:Part 1 Listening and Speaking Activities1.Introduction to functions1.Warming up-Some students are asked to speak out how they ask for an opinion and how they give an opinion.2.Here are some examples: What do you think of... I think...Do you like... I guess...Which do you prefer... I prefer...What’s your opinion of... In my opinion,..What are your feelings about...How do you feel about...3.Highlight the structural points for asking for and giving opinions by writing them on the board fordemonstration.4. For reference: A: How was the movie? B: Really boring.A: Can you see what I mean? B: I see.A: Will we be in time for the meeting? B: I'm afraid not.A: Do you mind my smoking? B: No, go ahead.A: Do you think he will come? B: No, I don't think he will.A: Why not put it off until next week? B: What a good idea!A: You look upset. What's the matter. B: I'm running out of money.A: How do you like living in Dallas? B: It's a nice city. I like it here.A: What does he do? B: Never heard of him.2. Listen and Speak1.listening skill:1). Students are asked to try telling the main idea of the conversation after they have aglance at the listening questions, underlining the key words and predict the possibleanswers to the questions.2). Pre-listening discussionBefore the listening, students are asked to discuss about the advantages and disadvantages of living in a city or living in the countryside.Which do you prefer, city life or country life?What kind of environment do you prefer?(Try to use the Functions of this unit in your discussion)3). Listen for the first time and try to answer the question: Do John and Mark agree with each other at the end of the conversation?4). Check the answers to the questions on Page 60 from students.5). Understanding the function: to ask for an opinion and to give an opinionLine out the sentences in the conversation which concern the function.For reference:What do you think of life in the city?I prefer to live in the city.How do you see things like that?I don’t think this is completely a disadvantage.What about pollution?What else makes you like city life?I think it’s the city people....3. Try to Speak More:Speaking skills:1). Get familiar with the coversation model: practice the conversation with your partner after listening to the tape.2). Try to make a similar conversation: make up your conversation by using the cues creatively.3). Language points:1. dwell: to live as a resident; reside. 居住：作为居民生活；居住To exist in a given place or state: 存在于：在一定地点或状态下存在：e.g. dwell in joy. 沉浸于欢乐之中dwell in the country 住在乡下dwell in sb.'s mind 留在某人脑海里She dwells too much upon her past.她过于详细地叙述她的过去。
大学英语二综合教程
大学英语二综合教程大学英语二综合教程旨在通过综合素材的学习和实践活动，提高学生的英语综合应用能力，培养学生的英语交际能力、阅读能力、写作能力和翻译能力。
本教程内容涵盖了各种日常生活和学习场景，通过多样化的教学材料和活动，帮助学生提升英语水平。
第一单元：人物介绍本单元的教学旨在通过对人物介绍的学习，提高学生的阅读理解能力和写作能力。
教材中提供了一系列有关不同人物的文章，包括他们的基本信息、兴趣爱好、工作经历等。
学生可以通过阅读、理解和分析这些文章，来提高自己的英语表达能力。
第二单元：日常生活本单元的教学内容主要涉及日常生活中的各个方面，如购物、就餐、旅行等。
通过学习这些话题，学生不仅可以提高英语交际能力，还可以了解外国文化和生活习惯。
课程中包括了大量的听力材料和口语对话，可以帮助学生提高听说能力。
第三单元：学术写作本单元的教学旨在培养学生的学术写作能力。
通过学习学术写作的一般规范和技巧，学生可以提高自己的学术写作水平，更好地应对大学学习中的写作任务。
本单元主要包括学术论文写作、摘要撰写、图表插入等内容，学生需要通过大量的练习来巩固所学知识。
第四单元：社交应对本单元的教学内容主要涉及社交场合中的交际技巧和应对策略。
学生不仅可以学习到如何进行正式和非正式的社交对话，还可以了解到一些英语国家的社交礼仪和文化习惯。
通过模拟对话和小组讨论等活动，学生可以提高自己的口语表达能力，增强交际能力。
第五单元：新闻报道本单元的教学内容主要涉及新闻报道和阅读理解。
学生可以通过阅读和分析新闻报道，了解新闻写作的特点和技巧。
同时，学生还需要进行一些口头或书面的新闻报道，来提高自己的表达能力和理解能力。
综合期末考试综合期末考试将对学生在整个课程中所学的知识进行考核。
考试内容包括听力理解、阅读理解、写作和翻译等部分。
通过综合考试，可以全面评估学生的英语综合应用能力。
考试成绩将作为学生英语综合水平的一个重要评价指标。
结语大学英语二综合教程旨在提高学生的英语综合应用能力，帮助学生更好地应对大学学习和日常生活中的英语交流任务。
大学英语综合教程第二册第二单元教案Unit 2 Values
Unit 2 ValuesTeaching Aims:1.Understanding the main idea (one can live a life full of riches without being rich funancially)and structure of the text2.Appreciate the wording (riches) in the title of the text3.Grasp the key languge points in Texts A and learn how to use them in context4.Unerstand the cultural background related to the content5.Express themselves more freely on the theme of Values after doing a series of theme-relatedreading, listening, speaking, and writing activities6.Write an essay beginning with an anecdote or a piece of news, etc.Teaching Keypoints:1.Grasp the main idea of Text A and language points in Text A2.Cultural background in Text A3.Analysis of the difficult sentences in Text ATeaching Difficulties:1.Writing strategy and style demonstrated in Text A2.Write an essay with an anecdote or a piece of news, etc.Teaching Aids:Teaching, dicussion, exercises, group-activities, student-centredTeaching period: 12classesTeaching Procedure:Step 1Warming up1.Have students listen to the story about Abraham Lincoln before class, lead them to finish theexercises on page31, check the answer and explain.2.Have students learn more about the fact that economic development and personal incomecan’t always account for happiness.3.Do you think rich people must be happier than poor people Why4.Do you think a poor person can have a life full of riches How5.In class, students form two camps to debate the following issue: Mother Teresa has nomoney, but she took care of the poor in Calcutta until her death. Bill Gates gave a lot of money to charity, but he seldom works in the “frontline” with the poor. Does the world need more love like Mother Teresa’s or more money like Bill Gates’Step 2 Global analysisi of Text A1. Division of the Text APart1:The writer’s encounter with a boy who raised the question “Are you poor”Part2:In search of an answer the writer finds that not having expensive possessions doesn’t make him feel poor mainly because he enjoys life in many other ways.Part3:In conclusion, the writer t hinks he’s grown to understand more about himself because of the boy’s question.2.Understanding the main idea of the text with the help of the questions on page 37-38Step 3. Detailed leaning of Text A1. It was early December 2003, my first season as a Salvation Army bell ringer, when I was confronted with the questionWhat does a Salvation Army bell ringer doTo ring the bell and ask people to donate money to help the poor.2. confront: vt.1) (of a problem, difficulty, etc.) face (sb.) threateninglyThe difficulties that confront us seem insuperable.A major difficulty that confronts international students is how best to judge the quality of a program in a foreign university2) (of a person) face and deal with (a problem, difficulty, etc.)军人必须面对危险和死亡。
致用英语综合教程3自制授课教案Unit2
We’re in a dilemma about whether to move or not.
(3)epidemic
Third, a certain student translate some sentences whichhave different expression in Chinese.
Forth, teacher explain the difficult and complex sentences.
In the Third and Fourth Classes
Part1:Pre-reading
(1)Reading tips
Plot refers to a series of events that happen in a story, which sometimes might not be arranged in the right time order. So you may draw a timeline and place the crucial moments chronologically on it while reading. Itmay help you understand the story.
e.g. Emmanuel Hospital is devoted to quality care and high ethical standards.
(5) radio
v. to send a message using a radio
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
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。
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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。