新编实用英语第一册教案
新编实用英语综合教程第1册教学设计
新编实用英语综合教程第1册教学设计课程概述本课程是针对初学者设计的英语教学课程，旨在通过可操作性强、实用性强的语言技能，帮助学习者快速掌握英语基础知识，为日后深入学习和使用英语扫清道路。
教学目标本教学设计旨在通过一系列科学有效的教学方法，实现以下教学目标：1.帮助学生掌握英语字母表和发音规律；2.帮助学生掌握简单的日常用语；3.帮助学生理解基本的语法知识和句型结构；4.培养学生初步的听、说、读、写能力，同时提高学生的英语语感和自信心。
教学内容第一课主要教授英语字母表，包括26个字母的名称和发音规律。
通过字母与音素的对应关系，帮助学生初步掌握英语发音技巧。
第二课本节内容主要讲解简单的日常用语，如问候语、感谢语、道别语等。
通过模拟真实情景，帮助学生熟练掌握常见的英语用语，并且通过口语练习巩固掌握。
第三课本节内容主要引导学生学习并掌握英语语法方面的基础知识，如主语、谓语、定语、状语等基本概念，并且通过练习巩固掌握。
第四课本节内容主要介绍英语代词、形容词、副词的基础知识，帮助学生掌握词汇量的同时，提高学生对英语语法的敏感性，同时辅以口语练习提高听说能力。
第五课本节内容主要让学生了解问题句型及回答方式，并帮助学生掌握各种相应句子类型的语法。
第六课综合性课程内容，巩固学生对前几节课的掌握，同时给予口语表达、语音、语法等方面的全面训练。
教学方法本教学设计将采用两大类方法，一类为传统教学方式，一类为现代教学方式。
传统教学方式1.讲授法：将基础知识讲授给学生，辅以学生手册和黑板板书，帮助学生初步掌握英语基础知识；2.练习法：通过不同形式的习题练习，巩固学生的掌握程度，并且帮助学生在做题过程中发现自己的不足，及时进行纠正。
现代教学方式1.互动式教学: 以学生为主体，让学生在讲师引导和促进下进行互动学习;2.多媒体教学: 利用现代多媒体教学手段，如PPT、录像等多媒体技术，结合学生实际情况和教学目标，对课程内容进行更直观、生动的展现。
第一册Unit 1新编实用英语教程第4版高教社教案
Unit One Hello, Hi！Teaching Time: 8 periodsTeaching Objectives:Ss Should Learn to Do1. Greet people and give responses: first meeting and meeting again2. Exchange personal information: name / address / telephone number / job / study3. Introduce people to each other4. Meet people at the airport5. Say goodbye to others6. Say hello in different languages7. Write a business cardKey Points:1. Etiquette of meeting and introducing people2. Etiquette of exchanging business cards3. Basic sentence structuresSuggested Teaching Procedures and Class ActivitiesSECTION I Talking Face to Face1 Lead-in activities:Imitating Mini-Talks1. Warm-up questions:1) How much do you know about the way American and British people greet each other? Whatexpressions do they often use?2) How do we Chinese greet others? What expressions do we often use?2. Class Activities:1. The students read the Mini-Talks after the teacher, and then try to recite them within fiveminutes in pairs.2. Ask the students to recite and perform the mini talks in class.3. The tudents discuss in groups, summarizing the words, phrases and sentences frequentlyused according to the following topics with the help of the teacher. The students speak out the sentences under the guidance of the teacher, paying attention to the pronunciation and the intonation.2) The way native English speakers introduce themselves to each other:(1) Mr. Brown, allow me to introduce myself. My name is Zhou Daqiang, manager of the company.(2) I’m Robert Miller from America. Please call me Robert.(3) Before we start (First of all), let me introduce myself.(4) Hello, may I introduce myself?(5) I’d like to introduce myself first.(6) Could you please introduce me to your manager?(7) May I introduce my friend Mike? He is from Canada.3) The way native English speakers exchange their personal information:(1) Here is my name (business) card.(2) This is my name card.(3) Thank you. Here is mine.(4) This is my mobile phone number.(5) I’ll take down your e-mail address.(6) Please call me or e-mail me if you need any help.4) The way native English speakers say good-by to each other:(1) Bye.(2) Good-bye.(3) So long.(4) See you next time.(5) Have a good day.(6) Pleased / Glad to have met you.(7) Take care.(8) See you later.5) The expressions native English speakers frequently use to meet people at the air port:(1) Hello, are you Prof. Smith from the United States?(2) Hi, are you Miss Mary Green? I’m Li Hong from Foreign Languages School.(3) How do you do, Mr. White? My manager has asked me to meet you at the air port.(4) Did you have a good trip?(5) Was everything OK on your trip?(6) Let me help you with your luggage. And I have a car waiting for us outside.Studying business cards1. Warm-up questions:1) When are business cards exchanged between people?2) What are usually written on business cards?2. The students read and translate the sample business cards under the guidance of the teacher.2 Act-out activities:Sample dialogues1. The students read the sample dialogues after the teacher, trying to imitate the teacher’spronunciation and intonation.2. Ask the students to read the sample dialogues in pairs.3. Groups work: Ask the students to categorize the greetings in the sample dialogues into threegroups.1) Greetings used at the first meeting:(1) Hello, nice to meet you.(2) How do you do, Professor Lu?(3) Welcome to our department, Mike.(4) Nice to meet you, Mr. Green. Welcome to our company.2) Greetings used when meeting again:(1) Hi, long time no see, Mike. Do you remember me?(2) How nice to see you again. How are you?(3) How is your project?(4) It’s going fine.(5) Hello, Jack. Haven’t seen you for ages. How’s everything?(6) What a pleasant surprise! I’m fine.(7) What brings you here?(8) How are things going in your company?(9) Not bad. How about you?(10) Just doing well. Would you care for a drink?3) Sentences used for introducing people and giving responses:(1) My name is Lu Yang.(2) I’m Michael Breen. Please call me Mike.(3) Here’s my card.(4) I’m Jack Green from Zhonghua Technical School.(5) Here is my business card.(6)This is mine.4. Group work: Give the students several minutes to prepare an introduction of themselves, andthen introduce themselves to each other.5. Pair work: Make a dialogue about two old friends meeting again. Perform it in class.6. Do Exercises 5 and 6 in pairs.3 After-class activities:1. Pair work: Each pair makes a dialogue according to the tips in one of the five tasks in Speakand Perform. There will be a class presentation in the next class period.2. Group work: Design a business card in groups with PPT, present it and practice exchangingthe business cards to each other in the next class period.3. Pay a visit to the website: to watch the video about an ESL lesson- Introduction words andphrases.SECTION II Being All Ears1 Learning Sentences for Workplace Communicaiton1. Give the students a few minutes to read through the printed materials for each listening item.2. Listen to the tape for the first time by looking at the corresponding Chinese version. Whilelistening to the English sentences, the students try to remember the meaning of each of the sentences they have heard. The focus here is on cross-reference of the English sentences and their Chinese meanings.3. Play the tape for a second time, and ask the students to do exercises in this section.4. Play the tape for the third time with a pause after each sentence, and ask the students torepeat the sentence during the pause.2 Handling a Dialogue1. Give the students a few minutes to read through the printed materials for each listening item.2. Listen to the tape for the first time without looking at the book.3. Play the tape for a second time, and ask the students to answer the following questions orally:1) Who is John? Where is he from?2) What does he study in the university?3) Who is Lin? Which grade is he in now?4) Where does Lin want to go after graduation? Why does he want to study further?5) How can they keep in touch later on?4. Play the tape for the third time, and the students read the dialogues, following the tape simultaneously and trying to catch up the speed and simulate the speakers’ tones.5. Do the exercises in this section.3 Understanding a Short Speech/Talk1. Give the students a few minutes to read through the printed materials for each listening item.2. Listen to the tape for the first time without looking at the book.3. Play the tape for a second time, and ask the students to do the exercises in this section.4. Play the tape for the third time with a pause after each sentence, and ask the students to takenotes of the key words.SECTION III Trying Your HandPracticing Applied Writing1 Sample analysis:The teacher summarizes briefly the format and language used in business cards. The teacher may show the following passage with PPT (If there is no PPT prepared, ask the students to take a dictation of the passage). Afterwards, ask the students to read it and translate it into Chineseorally.Business cards are cards bearing business information about a company or individual. They are exchanged during formal introductions as a convenience and a memory aid. A business card typically includes the giver's name, company affiliation (usually with a logo) and contact information such as street addresses, telephone number(s), fax number, e-mail addresses and website. It can also include a bank account and tax code. Traditionally many cards were simple black text on white stock; today a professional business card will sometimes include one or more aspects of striking visual design.Your card should display the same design and basic information as your other marketing materials. However, a business card is not a brochure or a catalog; its space is limited, so you must choose the information content and your words carefully. Single words and phrases should be used. A good approach is to break the essential information down into three areas: identity, credibility and clarity.2Simulated writing:1. The students read and translate the sample names cards with the help of the teacher.2.Do Exercises 2, 3 and 4 in groups.Writing Sentences and Reviewing Grammar1 The teacher gives a brief summary of the basic sentence structuresMost English sentences are constructed using three basic sentence patterns. The heart of every English sentence is the Subjective-Verb core. Other elements can be added to make the sentence structure grow into more complex sentence patterns. When we speak out or write a sentence, the essential thing to do is to get the basic sentence structure correct.2 Do Exercises 5, 6 and 7 in groups.3 Assignment for this section:Suppose you are a salesman of DJ Electronics. Design a name card for yourself. In the next class period there will be a Business Card Show: each student or each group will present their business cards for the class business card show. A bench of judges will choose and award the best.SECTION IV Maintaining a Sharp EyePassage 1 The Business Card a Social Faux Pas1 Warm-up questions:1. What is the function of business cards?(They show business information about a company or individual.)2. What do people think about business cards?(They are a useful marketing tool.)2 Guided reading aloud of the passage:The students read the passage after the teacher for the first time, trying to imitate the teacher’s pronunciation and intonation, and then read it in class individually. The teacher should pay attention to correcting the students’ pronunciation and intonation.3 Explanation of difficult words and expressions:The students are required to have a discussion in groups to pick out the difficult words and expressions in the whole passage which they don’t understand and report them to the class. The teacher will demonstrate the usage of those chosen points, and then ask the students to make up at least two sentences with them in groups. In this passage, apart from what have been chosen in Language Points in Teacher’s Book,the following points are encouraged to be chosen and practiced on.1. situation:n. a condition or position in which you find yourselfe.g. The economic situation has changed considerably.2. reach for: move forward or upward in order to touche.g. I reached for a book on the top shelf.3. get caught in: to be in a situation that you cannot easily get out ofe.g. We should be able to make it unless we get caught in a traffic jam.4. hand out: to give something to each person in a group; give without chargee.g. Will you help me to hand out the materials for the lecture?4 Teaching suggestions for understanding the passage in detail:1. Paragraph 1:1) The students look though this paragraph together.2) Group work: Give the students 3 minutes to prepare the translation of the first paragraph, andthen an oral class presentation is required.2. Paragraph 2:1) Ask one or two students to read this paragraph.2) Group work: The students have a discussion to find the answers to the following questions:(1) If you don’t want to miss opportunities for business, what should you do?(I should not miss connections.)(2) How are people usually looked at if they don’t present their name cards properly inbusiness situations?(They are regarded as not being prepared.)3. Paragraph 3:1) Pair work: One student reads this paragraph loudly, and another helps correct his or herpronunciation. And then they change their roles to do the same work again.2) The two students work together to summarize the general idea of Para. 3, and then presentit in class.(The general idea of Para. 3: You should always bring your name card with you.)4. The rest of the passage:1) The students read this part for three times by themselves, trying to remember the meaningsof the passage.2) Meanwhile the teacher writes down the following sentences with some words missing onthe blackboard or show them with PPT. The students are asked to fill in the missing words in the following sentences without looking at the book.(1) If you don’t have a job, get ___________________.(2) If you are _______, haven’t had new cards in 2 or more years, it could be time for ____and ______.(3) Perhaps set a goal of ______________ 5 cards a day.(4) Practice what you will say when handing them out. _______, there are so manyopportunities to do so.(5) Ask your network to ___________ and for you also by handing out a few!(Key: 1. Networking Cards 2. employed; an update; photo update3. handing out4. On a daily basis5. network with info update)5 Summary of the passage:1. Group work: The students have a discussion of the main idea of the passage. Thestudents’ ideas may vary, and the teacher gives his or her own idea.(The main idea of the passage is that a business card is very important for you to communicate with others, so you should always bring it with you.)2. Groups work: Each group tries to pick out at least 5 expressions or sentences from thepassage which they think are worth remembering. Afterwards, ask some groups to write them down on the blackboard and then the whole class read them aloud in chorus.6 Suggested methods for doing exercises:1. Group work for Exercises 2 and 3: Underline the useful expressions in each sentence.2. Pair work for Exercises 4 and 5: Each student writes out the sentence patterns they aregoing to use and then write out their translation. Afterwards they check up each other’s work, correcting the mistakes. At last, the whole class repeat the English translation of the sentences together.7 Assignments for this section:1. Recite Paragraphs 2 and 3 of the passage.2. Preview Passage II.PASSAGE II How to Say Hello in Different Languages1 Warm-up activities:1.Group work: Ask the students to greet each other in their local dialects. At the same time, the whole class try to imitate their greetings.2. Ask the students if they know any way to say hello in any foreign language. Ask those who dosay it to the class. Then let the students refer to the language list in the course book to find out more about how to say hello in the world2 Guided reading aloud of the passage:The students read the passage after the teacher for the first time, trying to imitate the teacher’s pronunciation and intonation, and then read it in class individually. The teacher should pay attention to correcting the students’ pronunciation.3 Explanation of difficult words and expressions:The students are required to have a discussion in groups to pick out the difficult words and expressions in the passage which they don’t understand and then report them to the class. The teacher will demonstrate the usage of those chosen points, and ask the students to make up at least two sentences with them in groups. In this passage, apart from what may have been chosen in Language Points in Teacher’s Book,the following points are encouraged to be chosen and practiced on.1. handshake:n. grasping and shaking of a person's hand to greet or welcomee.g. The manager gave the visitor a strong handshake.2. bow:v. bend one's knee or body, or lower one's heade.g. He bowed to greet in a Japanese way.3. embrace:v. hold someone in the arms (as in greeting)e.g. At first people were sort of crying for joy and embracing each other.4 Teaching suggestions for understanding the passage in detail:1. Paragraph 1:1) The students read this paragraph together.2) Dictation practice: The teacher reads each sentence of the paragraph for or three times accordingto the students’ English level, and the students write them down. Afterwards, the students check up them with their partners.2. Paragraph 2:1) Ask two or three students to read the paragraph individually.2) Pair work: One student asks about 2 or 3 specific questions about Paragraphs 2, and the otherone gives the answers. Then the students exchange their roles to do the same work again.(For example: What is the usual way for Canadian people to greet each other? What gestures do other people like to use to greet people? )3. The rest of the passage:1) The students read this part following the teacher.2) Group work: The teacher draws the following table on the blackboard (or shows it withPPT), and then asks the students to have a group discussion for matching the greeting sentences in Column A with the countries they are spoken in Column B. In the end, the whole class try to pronounce the greeting words in different languages.(Key: 1—B 2—A 3—E 4—G 5—N 6—M 7— D 8—O 9—C 10—L 11—I 12—H 13—F 14—J 15—K)5Summary of the passage:1. Group work: The students have a discussion of the question: Why is it useful for us to knowa little about saying hello in different languages? The students’ideas may vary, and theteacher gives his or her own idea.(Suggested answer:In my opinion, learning something about saying hello in different languages is very useful, because now there are more and more foreign visitors coming to our country and we are having more chances to travel in foreign countries.If we can greet foreigners in their own languages, they and we as well will feel happyand comfortable. This will help us better communicate with each other.)2. Groups work: Each group tries to pick out at least 5 expressions or sentences from thepassage witch they think are worth remembering. Afterwards, ask some groups to write them down on the blackboard and ask the whole class to read them aloud.6 Suggested methods for doing Exercise 7:Group work: Ask the students to prepare the Chinese translation of the sentences in Exercise7 in groups, and there will be a group presentation in class afterwards.7 Assignments for this section:1. Recite Paragraph 1 of the passage.2. Pay a visit to the website: -- , and enjoy the video about how to introduce yourself in Spanish.3. Preview Sections I, II and III in Unit Two.SECTION V Appreciating Culture Tips1 Understanding of the business mottoes:Ask the students to read the advertising slogans or business mottoes.2 Group discussion:1. Which advertising slogan or business mottoes impress you most? Give comments on it.What do you think of the Chinese translation?2. Please list some other advertising slogans or business mottoes you are familiar with.3. Search online for more similar advertising slogans or business mottoes and exchange themin the next class period.。
《新编实用英语》教案第一册Unit2
Unit TwoGiving Thanks and Expressing RegretI. Objectives:By the end of this unit, the students should be able to1) read, discuss and translate gift cards and congratulation cards in English,2) learn some expressions used in giving thanks and expressing regret,3) comprehend the two passages and master the useful expressions in them, and4) finish the exercises by themselves or with some help.II. IntroductionLead-in（导入）: First, the students are asked to list words and phrases in giving thanks and expressing regret to warm them up. Then what they have shouted out is written down on the blackboard. Finally, the introductory remarks will be made by the teacher as follows:Thank-you notes, congratulation cards and letters of apology are useful for expressing thanks, good wishes and apologies on some social occasions. Also, it is important to learn to reply to them properly.III. Teaching Procedures:Section I. Talking Face to FaceStep 1. Presentation:Read the following samples of a gift card as well as its rely. Sample 1 A Gift CardReply to the gift sender:Sample 2. A Congratulation CardThe conversational formulae in giving thanks and expressing regretExpressing Thanks 致谢1) I appreciate it.我非常珍惜您的帮助。
新编实用英语第一册教案Unit1 A
--- How about going to a ball tonight?
--- I will if I can.
--- Would you like to go roller skating with me this Saturday afternoon?
The teacher asks students to make more sentences that are used for making an invitation and giving a reply to it.
--- May I invite you to attend our debate?
用学过的句型讨论一次正式或非正式的邀请。
教学手段
Student-oriented communicative teaching, free discussion and interaction; oral training and student’s report and presentation and multimedia
第三步：
对话（讲授法&练习法）
时间：45分
利用多媒体课件讲解对话并做练习：
自编对话表演。
PPT演示
或
板书展示
第四步：
生词&词组
（讲授法）
时间：10分
PPT展示或Βιβλιοθήκη 板书展示课后
小
结
公司报告其利润略有减少。
2.drag v.pull sb./sth. along with effort and difficulty拖，拉，拽，扯
《新编实用英语》第一册教案
《新编实⽤英语》第⼀册教案《新编实⽤英语》第⼀册教案Unit OneGreeting and Introducing PeopleTeaching ObjectiveIn "Talking Face to Face",learn how to greet people and how to make introductions.In "Being All Ears", practice listening comprehension to greet and introduce people with various relationships.In "Maintaining a Sharp Eye",master the key words and structures and learn the way foreign people greet each other, particularly the way Americans meet and greet each other, both in informal and formal situations by reading through passage I; learn and practice how to introduce oneself by reading through passage II.In "Trying Your Hand", become knowledgeable on how to write a business card and fill in a passport with one’s personal information; review the basic sentence structure. Teaching ProceduresSection I Talking Face to Face1.Warm- up:Expressions of greetings and responses to greetings：a. Greetings:1) Hi! How do you do?2) Hello, you must be Jack from America.3) How are you?4) Hello. How are things with you? How are you doing?5) How is everything?6) You are doing all right?7) How it goes?8) How is life, John?9) Excuse me. Are you Kitty?b. Responses to Greetings:1) How do you do?2) Fine, just fine.3) Fine, thank you.4) Quite well. And you?5) The usual. How about you?6) So-so. And what about you?7) Nothing particular.8) Not too bad.9) Nice to meet you.10) Very happy to see you.2.Introduction of the samples of business cards and passport3. Practice the two dialogues in Follow the Samples4. Practice dialogues according to the given tasks5. ExercisesSection II Being All EarsSee the textbook.Section III Maintaining a Sharp EyePassage I The Way Americans GreetText-Related Information1. GreetingThe simplest thing to say is "Good morning," "Good afternoon'" or "good evening." This greeting is given to one whom you know only slightly, or to any one you are passing quickly. "How are you" is usually used when you are not in such a hurry. No answer is expected other than "Fine, thank you." "Hello" is the commonest form of greeting between good friends.2. When to Shake HandsIt is customary to shake hands when you first meet someone. And usually friends shake hands when they meet after not having seen each other for some time. However it is not necessary to shake hands.3. Common Titles in Englisha. Mr.:“先⽣”a courtesy title for any male adult not styled “Sir”, “Dr.” etc. used before the man’s family name or his position.b. Mrs.:“太太”a courtesy title for any married woman not styled “lady”, “Dr.”etc. used before her husband‘s surname.c. Ms.: “⼥⼠” a courtesy title for a woman, whether she is married or not, followed by the family name.d. Miss: “⼩姐”A title used to address an unmarried woman or a girl. It is followed by the family name. Miss can also be used as the title of address to an (esp. unknown) unmarried woman. In this case, it is not followed by the name.e. Lady: “夫⼈、太太、⼥⼠”a courtesy title for a woman with dignity or social grace. It is also an English title for the wife of a knight or a baronet.f. Dr. (Doctor): “医⽣、博⼠”the title of a medical practitioner or the title of the holder of the highest university degree. e.g. Doctor of Philosophy (PhD).g. Prof. (Professor):“教授”The title to address a university teacher of the highest rank in a faculty.h. Officer: “官员，警察先⽣” The title to address a person holding a publicappointment, aposition of responsibility and trust, such as a policeman or a customs officer.i. Sir: “先⽣、长官、爵⼠”A form of polite address to a man; A title preceding the first name of a knight (爵⼠) or a baronet (准男爵); A form of address in writing to a stranger or in business letters.4. Formation of Common English NamesA common English name is usually composed of two or three parts: the first name is also called forename. If the person is a Christian, his first name will be given at his baptism, so it is also called the given name or the Christian name. Middle name is the second given name. When written, middle name is often shortened to the initial letter. Surname is often the father‘s family name, so it is also called family name or last name. For example: Anne Louise Strong, George B. Show.Text ExplanationPara. 1Americans often greet each other simply with “Hello”or “Hi”. They believe such an informal greeting often implies a close and friendly relationship. Similarly, Americans do not have a formal “farewell”. They will just wave “good-bye” to the whole group. Or perhaps, they will simply say “Bye”, “So long” or “Speaking of time, I’ve got to run” and then leave. To Americans, a friendly and informal relationship is themost important thing.Language Points:1.Explanation of Difficult Sentences1) The Way Americans GreetAnalysis: In this title, in which is omitted after The way.“in ... way”means (to do something) by means of a certain method. Translation: 美国⼈的致意⽅式Example: I think the way she runs her bookshop is worth studying.2)Speaking of ... time, I’ve got to run.Analysis: A present participle clause used as an adverbial of cause/time. It means “when it comes to time, I’m reminded of …”Translation: 说到时间，我得赶紧跑了。
新编实用英语教案案首
课程名称：新编实用英语Unit 1一、基本信息单元标题：unit1 Invitations项目训练名称：Speaking And Writing教学目标与要求:1.能力目标：After learning this, the students should learn to make anoral invitation and write an invitation card or a letter for personalinvitation or official occasions.. They also can give a reply to an oralinvitation and a written invitation知识目标：The words, the phrases and sentences about the invitations.二、学习重点与难点：1. The new words and phrases2. The sentences about the invitations3. The invitation cards or letters三、课时安排：2课时四、教法设计：讲授法、谈话法、讨论法、读书指导法、练习法五、教学用具：一、教学方法及建议：本单元设计利用任务驱动、情景模式教学，课堂上以学生活动为主，以锻炼学生分析问题，尝试解决问题、总结问题，最后真正解决问题的能力为目标，教师适当的引导，达到培养职业能力为主的目的。
二、能力训练设计（一）读的能力训练1、训练任务：情境一Inviting Friends to a Party情境二Declining an Invitation训练方法：Ask the students read the dialogue in roles(二) 说的能力训练1、训练任务：情境一Suggest going skiing with your friend.情境二Invite your friend to go to a concert on Friday evening情境三Invite your friend to go to the early show of the movie” My Fair Lady”情境四Decline your friend’s invitation to go dancing next Friday afternoon.情境五Decline your friend’s invitation to go out to dinner.2、训练方法：The students make the conversation in groups3、训练过程、步骤：步骤一Give students some relevant expressions步骤二Do the exercises步骤三Ask the students to give their show in groups（三）写的能力训练1、训练任务：Write a invitation letter in English according to the information givenin ChineseWrite a reply to the above letter.2、训练方法：书面翻译三、学习内容：I. Introduction:In our daily life, we need to invite the others to dinner or take part in all kinds of parties, so we should know the western custom about invitation. Foreign custom is much stricter than Chinese custom in the matter of replying to invitations. When you receive an invitation you should answer it immediately, saying definitely whether you are able to accept it or not. If the invitation is given by word of mouth, in conversation or at a chance meeting, you should answer at once whether you can come or not. If you cannot give an answer at that time, you may say "May I let you know this evening "or some such words. By studying this unit, we will know about how to invite the others, how to accept or decline the invitation, and how to write invitation card s/letters.II. Invitation Cards and Letters(1) General form of formal imitation lettersLetterhead (company’s name of sender)Inside name and address (name and address of receiver)Date (date/month/year or month/date/year)Salutation (Dear xx)BodyComplimentary close (e.g., Yours faithfully, Yours truly, Yours sincerely )Signature(2) Contents of invitation cardsa Who give the invitation?b Who do you want to invite?c Why do you invite the guest?d When should the guest arrive?e. Where should the guest go ?When write invitation cards and letters, we should follow the fixed form strictly, express the meaning as politely as possible, and try to use some simple and short sentences to save the time of senders and receivers.(3) Useful sentences for WritingMaking invitationsWe should be delighted if you could join us.I hope you will let me know that you can come.I would very much like you to come to our party.I am happy to invite you to visit our university.We have pleasure in inviting you to our annual conference.We would appreciate it if you could confirm your participation at your earliest convenience.Accepting the invitationThank you for you letter of 25 May, and I am pleased to confirm my participation inthis year’s conference in Ju ly.I am glad to come and look forward to seeing you again.Very many thanks for your invitation to dinner on 16th February.Decline an invitationThanks so much for thinking of me.I regret so much that we will not be able to attend her wedding.Hoping all the same to see you soon.I regret that I am not able to accept your invitation at this time.It was very kind of you to invite me, but I am afraid that I will not be able to come. III. Follow the SamplesUseful words, phrases and sentences1）Useful phrasesnothing specialdrag oneself away fromdo you want me to do…?thank sib. for doing sth.see you thenanything special.promise to dohave something in mind.think ofgive sb. a ring(2)Useful sentences about invitationI’d like to invite you to d inner.Why don’t you come and join us for disco?It is very kind of you to invite me.How nice of you! Many thanks.I’d love to. That would be fine.Could you make it another time, perhaps next Sunday?I am sorry I can’t, but thank you all the same.It is very kind of you, but you see I’ll have to prepare for my exam.I am afraid I’m busy tonight, perhaps tomorrow evening?Are you doing anything special tomorrow?Would you like to go roller skating this Saturday afternoon?I was wondering if you would like to go out to dinner tonight.I’d like to take you somewhere really special.. How about eight o’clock?Oh, I’ve no idea yet. How about going to the downtown pool?课程名称：新编实用英语Unit I一、基本信息单元标题：unit1 Invitations项目训练名称：Passage and Exercises教学目标与要求:1. 能力目标：After learning this, the students can understand the customsof inviting people in different countries. They also can translate theinvitation letter from English to Chinese and in version. And they cantranslate some useful sentences.2知识目标：The new words, the phrases and sentences about theinvitations. And the students can finish all the exercises by themselves.二、学习重点与难点：1. The new words and phrases2. The sentences about the invitations3. The invitation letter三、课时安排：2课时四、教法设计：讲授法、讨论法、读书指导法、练习法五、教学用具：一、教学方法及建议：本单元设计利用情景模式教学，课堂上以老师讲授为主，以锻炼学生的理解能力和分析语言的能力，进过教师的适当引导，达到培养学生们应用语言的能力为主要的目的。
新编实用英语 Unit1教案
广州华夏职业学院教案首页广州华夏职业学院教案纸教学过程：(一) 新课导入教师通过多媒体展示新校园，新生军训照片，从而导入课堂主题——new life at college, 让学生发表来到新校园的感受与计划。
（二）讲授新课（1）New words1. Various 各种各样的e.g. Various people said they had seen the accident. 许多人都说目睹了这次事故。
a variety of (多种的) = various (不同的, 各种各样的)e.g. There are a variety of animals in the zoo.=There are various animals in the zoo.2. Campus 校园3. Arouse 唤醒，引起4. Enthusiasm 热情，热衷的事物Enthusiastic (adj) 热心的，热情的e.g. Enthusiasm is the lifeblood of creativity. 热情是创新的命根子。
5. Benefit 得益，受益1）用作名词。
利益；好处e.g. It is said Yoga is of great benefit to human health. 据说瑜咖功对人体健康有极大好处。
2）用作动词。
（常与from, by连用）获益；得益于e.g. The plants benefited from the rain. 植物得益于这场雨。
e.g. We benefit from daily exercises. 我们得益于每天做操。
固定搭配： for the benefit of为了...的好处be of benefit to 对…有益6. Adapt 适应，改编固定搭配：adapt to 使适应，适应于e.g. You must adapt to the norms in the society you live in. 在社会生活中就要遵循社会生活准则。
《新编实用英语》第一册_基础英语
Unit One (1)Section I--- Talking Face to FaceI. Getting ready for the task1. Warming-upThe teacher asks some questions to arouse the students’ interest in the task.1) What elements are essential when introducing oneself to others?2) What usually makes you like or dislike someone when you first meet him or her?3) What is the most important thing that you think can make others be friendly toyou when you first meet with them?4) What do you think is important for a teacher to make his or her studentsinterested in the study of the course?5) Do you often have the correct impression of other people after checking withtime?6) How do you usually behave when first meeting someone? Why do you behaveso?2. Self-introductionThe teacher introduces himself/herself with the big business card that has been put on the blackboard.II. Presentation of the new material1. Business Cards and Passport1. Reading aloudThe students read the business cards carefully and try to understand their meanings and learn the format.2.Checking understandingThe teacher asks questions to check the students’ understanding of the business cards they have just read. The questions listed below may help the students better understand the cards.1)What information should be included in a business card?2) What do you think is the most important information on abusiness card?3) Where should you print your name and title?4) Where should you print the name of your unit, such as your company / college /school / factory / …?5) Is it a god idea to print your home address on a business card?Why or why not?3. Reading the samplesThe students practice reading the sample dialogues in pairs, pick out some useful expressions or sentence patterns in the dialogues and then try to learn them by heart. The following are only a few of them.1) My name is…/ I’m …2) Please call me…3) Welcome to…4) Here is…5) Long time no see. / Haven’t seen you for ages.6) What a pleasant surprise!7) What brings you here?8) How are things going in your company?4. Acting out1) The students are given a few minutes to practice one of the five dialogues on p 3and then come to the platform and act out in pairs.2) The students get to know each other by giving self-introductions with the learneduseful expressions.5. Putting in useThe students finish doing Ex. 1, 2 and 3 on p. 4 with what they have just learned. 2. Section IV---Applied Writing1. Study the samplesThe students study the sample business cards in Section IV, paying special attention to the format of them.2. Simulate and translate1) The students try to translate the business card in Ex. 2 + 3, trying to learn thedifferences between business cards in English and in Chinese.2) The students finish filling in the passport in Ex. 4 on p. 15 with the guidance andhelp of the teacher.3. Simulate and write1) The students try to write a business card with the information given by theteacher.2) The students design and write a business card with their own information.3. Comments and conclusion1. The teacher gives a short summary of what has been learned in this period.2. The teacher comme nts on the students’ performance in this period.III. Assignment1. The students Review what has been learned by preparing a dialogue forpresentation in next period2.Finish reading two passages from “Fast Reading”3. Listen to materials in Section II and preview Passage IUnit One (2)Section III----Passage II. Revision1. The teacher guides the students to review what they learned last period by asking them some questions.2. The teacher checks the students’ assignment.II. Presentation of the new materialI. Getting ready for the task1. Related information to Passage I1) Common titles in EnglishCommon titles in English refer to Mr., Mrs., Ms., Miss, Lady, Madam, Sir, Dr., Prof. and officer. The teacher is to tell the students the differences of these titles and their respective usage.2) Formation of common English namesA common English name is usually composed of two or three parts: the first name, the middle name and the last name. The first name is also called forename. If the person is a Christian, his/her name will be given at his/her baptism. So it is also called the given name or the Christian name. Middle name is the second given name. When written, middle name is often shortened to the initial letter. Surname is often the father’s family name, so it is also called family name or last name. For example, Anne Louise Strong, George B. Show.2. Learn the new words and expressions1) Some students are asked to read a few of them by turns.2) The teacher corrects the students’ mistakes in pronunciation.3) The students read them together.3. Warm-up questionsThe teacher asks some questions to arouse the students’ interest in the passage and to see how much they know about the greeting of western people, especially Americans. Here are some of the questionsasked by the teacher.1) Have you ever met and greeted some foreigners you are not quite familiar with?2) How do you usually greet them?3) What do you usually say to them after the greeting?4) What questions do you think should be avoided when meeting someone for thefirst time? Why?II. Study Passage I: The Way Americans Greet1.Read and respondThe students skim over the passage to get its main idea and then answer the following questions based on the information they get from the passage.1) How do most Americans greet people they are not familiar with?2) How do they greet their friends?3) What do they usually say to someone they meet for the first time?4) What are the usual topics for strangers to talk about?5) What questions are considered impolite or offensive for new acquaintances totalk about?6) What questions are considered suitable for most occasions?7) Are there any differences in the ways Europeans and Americans address eachother? What are they?8) What do most Americans prefer to be addressed?2. Read and complete1) The students reread the passage and then finish doing Ex. 1, 2 and 3 withoutreferring back to it.2) Finish doing Ex. 4 on p. 10.3.Read and analyzeThe teacher guides the students to analyze the structure of the passage by completing the outline below.The Way Americans GreetI. Informal greetingsA. Simple and shortB. FriendlyII. Proper introductionsA. Prefera. Simple and informal introductionsb. First namesB. Dislikea. Formal introductionsb. Formal titlesc. Last namesIII. Questions or topicsA. Can be personalB. Expect answers to the questions4. Read and explainThe teacher encourages the students to give suitable explanations to some difficult sentences in the passage.1) (Title) The Way Americans GreetAnalysis: In this title, in which is omitted after The Way. “in…way” means (to do something) by means of a certain method.Translation: 美国人的致意方式。
新编实用英语教案Unit
“新编实用英语教案Unit 1”一、教学目标：1. 学生能够掌握日常生活中常用的英语词汇和表达方式。
2. 学生能够运用所学的英语进行简单的自我介绍和日常交流。
3. 学生能够听懂并能够运用基本的日常英语对话。
二、教学内容：1. 日常英语问候语和介绍自己的方式。
2. 常用日常英语表达方式和句子结构。
3. 基本的日常英语对话。
三、教学重点：1. 学生能够熟练掌握日常英语问候语和介绍自己的方式。
2. 学生能够正确运用常用日常英语表达方式和句子结构。
四、教学难点：1. 学生能够灵活运用基本的日常英语对话进行交流。
五、教学方法：1. 采用情景教学法，通过模拟日常生活中的场景，让学生在实际情境中学习和运用英语。
2. 采用互动教学法，鼓励学生积极参与课堂活动，进行小组讨论和角色扮演，提高学生的口语表达能力。
“新编实用英语教案Unit 2”一、教学目标：1. 学生能够掌握常用的英语电话用语和表达方式。
2. 学生能够运用所学的英语进行电话交流。
3. 学生能够听懂并能够运用基本的日常英语对话。
二、教学内容：1. 常用英语电话用语和表达方式。
2. 电话交流的基本步骤和注意事项。
3. 基本的日常英语对话。
三、教学重点：1. 学生能够熟练掌握常用英语电话用语和表达方式。
2. 学生能够正确运用电话交流的基本步骤和注意事项。
四、教学难点：1. 学生能够灵活运用基本的日常英语对话进行交流。
五、教学方法：1. 采用情景教学法，通过模拟电话交流的场景，让学生在实际情境中学习和运用英语。
2. 采用互动教学法，鼓励学生积极参与课堂活动，进行小组讨论和角色扮演，提高学生的口语表达能力。
“新编实用英语教案Unit 3”一、教学目标：1. 学生能够掌握常用的英语购物用语和表达方式。
2. 学生能够运用所学的英语进行购物交流。
3. 学生能够听懂并能够运用基本的日常英语对话。
二、教学内容：1. 常用英语购物用语和表达方式。
2. 购物交流的基本步骤和注意事项。
新编实用英语一册1单元教案
Sir: a form of polite address to a man; a title preceding the first name of knight or a baronet; a form of address in writing to a stranger or in business letter.
eg. That sounds rather suspicious to me.
It costs $10, and to some people that’s a lot of money.
(10) will: shows what always happens
eg. Oil will float on water.
新编实用英语新编实用英语第三版新编实用英语1新编日语第二册教案新编日语教案新编大学实用英语新编实用英语unit3新编基础会计教案小学英语教案英语教案
Teaching Plan for New Practical English
新编实用英语（第一册）教案
教研部英语教研室教师姓名：
课程名称
新编实用英语
授课专业和班级
Mr.: a courtesy title for any male adult not styled “Sir”, “Dr.”, etc, used before the man’s family name or his position.
MRS.: a courtesy title for any married woman not styled “Lady”, “Dr.” etc. used before her husband’s surname.
新编实用英语1 第一册教案
Unit 1 Greeting and Introducing PeopleThe first periodSectionⅠ&ⅡTeaching aimsThe students should be able to read, discuss and translate business cards in English, understand greeting and introducing people and make a short conversation to greet and introduce other people, and master some expressions in greeting and introducing people.Teaching important pointImprove students’ listening abilityTeaching difficult pointMake students talk freely with useful words and phrasesTeaching methods1.introductive method and talking method to give students a clear picture of what they should master2.listening and answering activities to improve students’ listening ability3.pair-and group work to make every student active in classTeaching aidsThe radio player and the blackboardTeaching proceduresⅠ. IntroductionWhen you are introduced to foreign friends, you should greet them with“How do you do?" while shaking hands with them for a few seconds. The next thing is, perhaps, the presenting of a business card, which is also called a name card. You should accept the card with a smile and a quick browse, and at the same time, offer yours.Ⅱ. Section ⅠTalking Face to FacePart 1 Warm- upMake a brief self-introduction, introduce how to study English in college, esp. this course, and collect thestudents' expectations in learning English to establish a close relationship with themPart 2 Read and Translate the Business Cards and LettersLearn the several samples one by one and translate them into ChinesePart 3 Learn Some DialoguesThe teacher present s the dialogues by playing the recorder and by asking the students to read the dialogues silently in order to get audio and visual input.The students practice the dialogues by imitating the pronunciation and intonation of the speakers on the tape, master some useful expressions, and produce some dialogues as requiredPart 4 Practice1. Oral PracticeMake a dialogue with your partner(s) by choosing any of the tasks in Act Out.2. Put in Use Exercises 1-3Ⅲ.Section II : Being All EarsPre-listening: provide the students with the new words and expressions; read throughthe questions and the chart in exercise 1 and 2, and make some predictions as to the content ofthe dialogue.While-listening: ask the students to listen to the materials for the first time and ask them just to understand the main idea not to finish the exercises; listen to the materials again and ask them to finishexercise 1; ask the students to repeat the materials sentence by sentence after the tape while theteacher will press the button “pause” on the tape recorder; listen to the materials as a whole for thelast time.Post-listening: ask the students to finish exercise 2, i.e. answering questions. This step aims to change listening to speaking.Ⅳ.Homework: Preview Section III Passage I & IIConclusion:The second periodSection ⅢMaintaining a Sharp EyePassage Ⅰ The Way Americans GreetTeaching aims1. Master some useful expressions in Passage I2. know the way American greet, for example, when they meet for the first time, how to call each other; how to ask questions; how to begin the conversation and how to tell something about oneself, such as one’s name, appearance, characteristics, work and so onTeaching important pointMake students know how American people and British people greet each other and how Chinese people do Teaching difficult pointEnable students to understand the passageTeaching methods1)f ast reading to train students’ reading ability2)careful reading to get some detailed information3)asking and answering activities to make every students active in classTeaching aidsThe radio player and the blackboardTeaching proceduresⅠ. Text-related InformationFormation of Common English NamesA common English name is usually composed of two or three parts: the first name is also called forename. If the person is a Christian, his first name will be given at his baptism, so it is also called the given name or the Christian name. Middle name is the second given name. When written, middle name is often shortened to the initial letter. Surname is often the father’s family name, so it is also called family name or last name. For example: Anne Louise Strong, George W. Bush.Ⅱ. Warm-upAsk the students the question “What is the difference of greeting people between Chinese and English?”, then collect their opinions and write them on the blackboard to develop their self-confidence; provide some background knowledgeⅢ. Ask the students to skim the passage and answer the comprehension questions on page 9Ⅳ. Analyze the passage, and explain the language points and difficult sentences① (Title) The Way American GreetAnalysis: In this title, in which is omitted after The Way.“in …way” means (to do something) by means of a certain method.Translation: 美国人的致意方式Example: I think the way she studies is worth studying.②(Para. 1) Speaking of … time, I’ve got to run.Analysis: Speaking of is a present participle clause used as an adverbial of cause/time. It means “when it comes to time, I’m reminded of …”Translation: 说到时间，我得赶紧跑了。
新编实用英语教案Unit
“新编实用英语教案Unit 1”一、教学目标1. 知识目标掌握常用的英语问候语和自我介绍的表达方式。
学习日常生活中常见的名词和动词。
理解简单的英语句子，提高阅读理解能力。
2. 技能目标能够用英语进行基本的自我介绍和日常交流。
提高听、说、读、写的综合语言运用能力。
培养团队合作和互动交流的能力。
3. 情感目标激发学生学习英语的兴趣和积极性。
培养学生乐观、自信的学习态度。
二、教学内容1. 词汇教学学习常用的英语问候语，如“Hello”、“Good morning”、“Good afternoon”、“Good evening”等。
学习自我介绍的表达方式，如“My name is”、“I e from”、“I am a”等。
学习日常生活中常见的名词和动词，如“name”、“age”、“nationality”、“work”等。
2. 语法教学学习一般现在时和一般过去时的表达方式。
学习常用的句型结构，如“What's your name?”、“Where are you from?”、“What do you do?”等。
3. 阅读教学阅读关于自我介绍的文章，提高阅读理解能力。
学习从文章中获取关键信息，进行简单的推理和判断。
4. 写作教学练习写一篇关于自己基本情况的小短文。
学习使用一般现在时和一般过去时进行写作。
三、教学方法1. 任务型教学法：通过小组合作、角色扮演等形式，让学生在实际情境中运用所学知识。
2. 交际型教学法：通过模拟真实场景，让学生进行听、说、读、写的实际操作，提高综合语言运用能力。
3. 情境教学法：创设情境，让学生在真实的环境中感受、体验和学习英语。
四、教学步骤1. 导入：教师与学生用英语进行问候，营造轻松愉快的课堂氛围。
2. 新课内容：讲解常用的英语问候语和自我介绍的表达方式。
3. 实践环节：学生进行角色扮演，模拟真实场景进行自我介绍。
4. 阅读理解：学生阅读关于自我介绍的文章，回答相关问题。
新编实用英语英语教程第1册教案Unit1
Unit 1How do you do?I Related InformationGreeting 中美文化差异An American studying in China had an appointment at noon. As he was getting on his bicycle a Chinese friend passed by. "吃了吗？”The young Chinese asked. This, of course, is a common Chinese greeting around meal time and the American merely nodded with a smile, waved goodbye and went off. He realized that his friend’s remark was nothing more than a Chinese way of saying hello or Hi. If the greeting had been put literally into English "Have you eaten yet?" Or “Have you had your lunch? " It would have sounded rather unusual. To Americans, this greeting might mean this: "I haven't either. Come on, let’s go together and get something to eat." or "If you haven’t, I was just going to invite you to my place." In other words, it could indicate an invitation to a meal.Actually , another foreign student who had not been long in China once complained in broken Chinese 你们为什么老问我吃了饭没有？我有钱。
新编实用英语基础教程第1册英语一电子教(学)案
《实用英语》精品课教案外语部Unit 1Greeting and Introducing PeopleI. Objectives:By the end of this unit, the students should be able to1) read, discuss and translate business cards in English,2) learn some expressions used in greeting and introducingpeople,3) comprehend the two passages and master the useful expressionsin them, and4) finish the exercises by themselves or with some help.II. IntroductionLead-in（导入）: First, the students are asked to talk about how to greet and introduce people. Then their opinions are written down on the blackboard. Finally, the introductory remarks will be made by the teacher as follows:In social interactions, greeting and introducing people are very important. An appropriate introduction will help you leave a good first impression upon others, which means you may be likely to establish a close relationship with others, and vice versa. When you are introduced to foreign friends, you should greet them with “How do you d o?" while shaking hands with them for a few seconds. The next thing is, perhaps, the presenting of a business card, which is also called a name card. You should accept the card with a smile and a quick browse, and at the same time, offer yours.I. Objectives:By the end of this unit, the students should be able to1) read, discuss and translate announcements,2) learn some expressions used in ask for and give names3) comprehend the two passages and master the useful expressionsin them, and4) finish the exercises by themselves or with some help.II. Introduction1. How to greet in China?How do people greet each other in China?Chinese traditional etiquette：bow to each other or bow with your left hand holding the right hand and raising them above your chest. Modern manners: shake hands or wave.2. How do people greet each other in other different countries?In Thailand, people greet each other by putting their hands together and bowing slightly.In South America, you expect to be huggedIn the Middle East, when you meet someone, Arabs greet each other by touching noses.In the USA, people shake hands when meeting each other.In France, Britain, Finland, China…, it is the custom to shake hands with people at the first time.Dutch荷兰的； kiss吻； cheek脸颊When Dutch people meet, they kiss each other on the cheek, especially for the close friends.In Japan, people bow to each other when they meet.3. Discussion:What about a Chinese and a Japanese meeting for the first time? Tips: Do in Rome as the Romans do.4. ExpressionsFormal:1. How do you do?2. How are you (doing)?3. Nice to meet you.4. Long time no see.5. How are you getting along with...?6. How is everything?7. How is your vacation/ holiday(s)/ Christmas Day/weekend? Informal：What's up?Hello? /Hi?What's going on?How is life?How is it going? anything new?Pleased to meet you again!III. Teaching Procedures:Section I. Talking Face to FaceStep 1. Presentation: Read the following Samples of business cards Business cards are very useful for introducing people. Now let's read the following business cards.Sample 1Some useful expressions (refer to the Data Bank in the Work Book)Step 2.Practice:Dialogue 1 Meeting People for the First TimeLu Yang: Hello, nice to meet you. My name is Lu Yang.Dick: How do you do, Professor Lu? I’m Richa rd Washington. Please call me Dick.Lu Yang: Welcome to our department, Dick.Dick: Thank you. Here is my card.Lu Yang: Thanks. So you are here for the research project?Dick: Yes, I am.Jack: Excuse me, are you Mr. Li Tiegang?Li Tiegang: Yes, I am.Jack: How do you do, Mr. Li? I’m Jack Green from Zhonghua Technical School.Li Tiegang: Nice to meet you, Mr. Green. Welcome to our company. Jack: Thank you. Here is my business card.Li Tiegang: Thanks. This is mine.Dialogue 2. Meeting People AgainLu Yang: Hi, long time no see, Dick. Do you still remember me?Dick: Oh, it’s you, Professor Lu. So glad to see you again. How are you?Lu Yang: Very well, thank you. How is your project?Dick: It’s going fine. I’m here to prese nt the project report. Lu Yang: Good. I’m also here for the conference.Dick: Really? It’s a small world.Li Tiegang: Hello, Jack. Haven’t seen you for ages. How’s everything? Jack: Hi, Li. What a pleasant surprise! I’m fine. And you? Li Tiegang: Very well, thank you. What brings you here?Jack: I’m here on business. How are things going in your company?Li Tiegang: Not bad. How about you?Jack: Just doing well. Would you care for a drink?Step 3. Production: Please make a dialogue according to requirements. Task: Imagine you are Zhang and you meet Mr. Smith, an English teacher from the USA at the airport for the first time. The following dialogue is provided for your reference.Zhang: Hello, are you Prof. Smith from the United States?Mr. Smith: Yes, Robert Smith. Please call me Robert. Thanks for coming to meet me at the airport.Zhang: My pleasure. Welcome to China. My name is Zhang Lin. You can call me Zhang. Here is my card.Mr. Smith: Thank you. Here is mine. And this is mywife.Zhang: How do you do, Mrs.Smith?Mrs. Smith: How do you do? It’s nice to meet you. Please call me Mary. Zhang: How was the journey, Mary?Mrs. Smith: Well, it was Ok, although a little tiring.Zhang: Then let’s get your luggage and go to the hotel now.Mr. Smith: Oh, thank you. It’s very kind of you.Section III: Maintaining a Sharp EyePassage 1 The Way Americans GreetStep 1.Lead-in (In this step, some related information will be provided for the students.)Formation of Common English NamesA common English name is usually composed of two or three parts: the first name is also called forename. If the person is a Christian, his first name will be given at his baptism, so it is also called the given name or the Christian name. Middle name is the second given name. When written, middle name is often shortened to the initial letter. Surname is often the father’s family name, so it is also called family name or last name. For example: Anne Louise Strong, George W. Bush.Step prehension Questions(The students will be asked some compression questions after they have skimmed the passage to help them develop reading strategies.)①. What does an informal greeting really mean to Americans?②. Why don’t most Americans like using titles in introductions?③. What do your American friends want to show when they address you with your first name?④. Why do Americans ask you some personal questions?Step 3. Explain the passage in detail(1) Explanation of Difficult Sentences①(Title) The Way American GreetAnalysis: In this title, "in which" is omitted after The Way. “in… way” means (to do something) by means of a certain method. Translation:美国人的致意方式Example: I think the way she studies is worth studying.②(Para. 1) Speaking of … time, I’ve got to run.Analysis: "Speaking of" is a present participle clause used as an adverbial of cause/time. It means “when it comes to time, I’m rem inded of …”Translation: 说到时间，我得赶紧跑了。
新编实用英语 Unit1教案
华夏职业学院教案首页华夏职业学院教案纸教学过程：(一) 新课导入教师通过多媒体展示新校园，新生军训照片，从而导入课堂主题——new life at college, 让学生发表来到新校园的感受与计划。
（二）讲授新课（1）New words1. Various 各种各样的e.g. Various people said they had seen the accident. 许多人都说目睹了这次事故。
a variety of (多种的) = various (不同的, 各种各样的)e.g. There are a variety of animals in the zoo.=There are various animals in the zoo.2. Campus 校园3. Arouse 唤醒，引起4. Enthusiasm 热情，热衷的事物Enthusiastic (adj) 热心的，热情的e.g. Enthusiasm is the lifeblood of creativity. 热情是创新的命根子。
5. Benefit 得益，受益1）用作名词。
利益；好处e.g. It is said Yoga is of great benefit to human health.据说瑜咖功对人体健康有极大好处。
2）用作动词。
（常与from, by连用）获益；得益于e.g. The plants benefited from the rain.植物得益于这场雨。
e.g. We benefit from daily exercises.我们得益于每天做操。
固定搭配：for the benefit of为了...的好处be of benefit to对…有益6. Adapt 适应，改编固定搭配：adapt to 使适应，适应于e.g. You must adapt to the norms in the society you live in. 在社会生活中就要遵循社会生活准则。
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第一部分课程基本信息第二部分教学设计一、课程与教材分析（一）课程分析《大学英语》是高等教育的一个有机组成部分，是大学生的一门必修的基础课程。
大学英语教学是以英语语言知识与应用技能、学习策略和跨文化交际为主要内容；以外语教学理论为指导，并集多种教学模式和教学手段为一体的教学体系，旨在培养学生英语综合应用能力，特别是听说能力，使他们在今后工作和社会交往中能用英语有效地进行口头和书面的信息交流，同时增强其自主学习能力、提高综合文化素养，以适应我国经济发展和国际交流的需要。
（二）教材分析（突出针对课程需要，合理选择教材和教参）《新编实用英语》（第五版）系列教材国家“十三五”规划教材，是严格按照国家职业教育目标和要求精心设计的立体化公共外语教材，教材内容贴合日常交际和职场需求，在主题类别、语篇类型、语言知识、文化知识等方面均与《新课标》紧密对应，历经多年教学实践，得到了广大高职高专院校师生的充分认可。
教材立足“立德树人”根本教育任务，探索外语“课程思政”建设，注重中华优秀文化的表达，助力培养德才兼备、德智体美劳全面发展的人；注重培养学生的英语学科核心素养，助力学生形成关键能力和必备品格以及形成正确的世界观、人生观和价值观，努力将大英教材的思想价值渗透作用最大化，以美育人、以德润人，以文化人，潜移默化中引导学生坚定“四个自信”，润物无声中实现“育人育才”。
教材聚焦典型生活和职业场景，以富有生活化、职业性和时代性的选材，将英语技能放在职业场景中操练，注重对学生英语基本功和职业技能的全面培养，并创设“线上+ 线下”混合式外语教学生态，资源以立体化、多模态形式呈现，是比较适合我校学生实际的教材。
二、学生情况分析（一）学生基本情况本课程是面向我校非英语专业普通专科学生的公共必修课，所教大部分学生有较强的学习积极性、主动性和自觉性，具备比较基本的英语阅读和简单写作的能力，但是听力水平普遍较低，词汇量相对有限，在写作和翻译方面能力较为欠缺。
所以在教学过程中，需要注意到学生的认知特点，激发学生的学习兴趣，以便学生更好地学习本课程。
（二）知识水平基础需要学习本课程的学生是我校非英语专业普通专科大一新生，因刚刚完成高中或职业高中的英语学习，有一定的英语基础，学生具备较好的词汇和语法基础，能够阅读400字左右的文章，撰写80字左右的作文。
本课程将采用线上+线下混合式教学模式，将英语学习与学生的日常生活密切结合起来，使学生在生动有趣的学习场景中完成本课程的学习任务，为后续《大学英语II》课程做好充分的学习准备。
（三）已有前导课程基础在经过高中或职业高中的英语学习后，大部分学生能够掌握2000左右英文词汇，有基本的语法概念，能够进行基本的阅读和写作训练，使得学生学习本门课程有了充分的可能。
（四）学习中可能出现的问题1. 听力理解在高考中所占分值不高，所以听力教学可能不是高中和职业高中的英语教学的重点，又由于词汇量有限，语法不够扎实，学生写作方面也充满困难。
因此，在大学英语普通专科的教学中，听力和写作将会是很大的困难，学生可能不太适应全英文教学，再加上有限的词汇量也会对学生理解听力材料和写作造成很大的障碍。
2. 学生英语基础薄弱导致学习动力不足、学习兴趣缺乏，甚至信心丧失，会有破罐子破摔的消极思想。
以历年的教学经验看，上述两点，都将是本次教学中需要下大力气进行解决的普遍问题。
三、教学策略分析（一）教学策略选择本课程将以POA产出导向法为理论指导，在教学的过程中，教学起点就是产出任务，当学生尝试去完成产出任务后，既能意识到产出任务能促进文化素养提高、完成学业和改进未来工作的交际价值，还能认清自己的语言能力不足问题，在学习上能感觉到紧迫感。
促进实现教学目标和有效学习的发生是POA体系的目标，同时英语课堂教学流程由三个阶段构成：驱动、促成及评价，在整个过程中，教师起到“中介”的作用。
教师在设计课堂教学活动时应该对教学目标、学生的水平以及所期望的教学效果等这些因素进行充分考虑，引导学生主动进行批判性思考，举一反三，激发学生的学习动机，调动学习积极性。
教学中，要注意培养学生的自学能力、融会贯通的能力。
（二）整体教学思路采取线上线下混合的教学环境模式，相关的课程标准、教案库、课件库、习题库、试题库、资料库等课程基本资源发布在学校网络教学平台“英华在线”，引导学生通过SPOC线上学习相关课程内容，实现优质教学资源的校内外共享、充分发挥课程的辐射功能与带动作用。
并在线上平台进行问题答疑，重点问题讨论等教学活动，实现了教学的及时辅导，及时反馈。
在线下，经过老师的查缺补漏、重点突破之后，通过精心设计的课堂教学活动为载体，组织学生把在线所学到的基础知识进行巩固与灵活应用，实现更加高级的教学目标，让学生有更多的机会在认知层面参与学习。
（三）教学过程设计按照本课程知识体系的内在逻辑顺序，本着循序渐进的原则，设计采用“线上+线下”的混合式教学模式，具体实施包含课前导学、课中督学及课后拓学三个阶段。
混合式教学提供了比单一教学形式参与度更高的学习体验，能够重构教学过程和师生关系。
课前，教师利用英华在线学习平台发布单元学习通知，并推送相关学习资源，让学生预习课件、微课视频等各种资源。
学生在学习中遇到的问题可以线上留言发帖，与教师和同学一起进行交流讨论。
之后教师需对学生课前学习数据进行统计分析，如视频观看、练习测试等的完成情况，课中面对面教学才能有的放矢。
课中，采取“作业分析、知识梳理、互动讨论、语言操练、成果展示”五个教学步骤解决重难点，促进学生知识的内化。
课堂活动主要包括思维导图、对话创编、故事讲述、小组辩论等，让学生通过不同形式的练习提升语言运用能力、提高思维品质。
课后，学生完成老师布置的单元任务，拓展学生语言知识和技能的学习，加深对知识的整体把握和记忆。
四、教学评价设计（一）教学评价设计原则本课程的教学评价设计主要遵循以下几条原则：1. “主体性”为主，“主导性”为辅；2. “平等性”、“全体性”、“全程性”参与，“协同性”合作；3. “个性化”考虑，“差异化”对待，“动态化”处理；4. “多元化”设计，“多样性”手段；5. “及时性”、“全面性”评价与反馈（二）课前诊断性评价课前通过与所授课班级辅导员交流，了解所授课班级同学的基本情况、学习基础和学习态度，并作为灵活、具体的教学设计的重要依据之一。
（三）课中形成性评价本课程以学生主动学习为主，注重学生平时表现评定成绩。
平时成绩在总成绩中占比15%，包括学生的出勤情况、作业完成情况和课堂回答问题情况考察。
在课中，设置三次技能成绩评定，在总成绩中占比35%。
三项测试分别为：课文背诵(30%)、批改网写作(40%)和课堂表演(30%)。
课中所评价的平时成绩和技能测试成绩在总成绩中占比为50%，很好地体现出本课程注重形成性评价的宗旨。
（四）课后总结性评价（含课程成绩比例分配）期末本课程将进行闭卷考试，依据学院《大学外语试卷评分标准》评定成绩，判断学生是否达到教学目的和要求，并作为学生确定后续学习活动起点的参考甚至依据。
本课程最终作业成绩评定按五五比例分配，即平时成绩占50% （以平时成绩和技能测试成绩主要依据加以综合评定），期末考试成绩占50%。
成绩采用百分制。
学生总成绩60（含）分以上，取得该课程的学分。
第三部分教学内容2. Fill in a timetable and check answers (10 minutes)Grove Hotel provides a number of shops and restaurants and other services for your convenience. The restaurant on the ground floor serves breakfast, lunch and dinner. Breakfast is served from 6:30 a.m. to 9:00 a.m., lunch from 11:00 a.m. to 2:00 p.m. and dinner from 5:10 p.m. to 9:00 p.m. The restaurant is open every day of the week.The Roof Garden, which serves tea, coffee and cold drinks, is open from 9:00 a.m. till 11:00 p.m., seven days a week. (Mind your food on the table, for there are birds eager to share!There is a souvenir shop next to the Roof Garden. It is open from 8:00 a.m. to 9:00 p.m. all days except on Sunday.Medical (医疗的) service is offered at the clinic on the second floor. The opening hours of the clinic are from 8:00 a.m. to 12:00 at noon, 1:00 p.m. to 5:00 p.m. It is open from Monday to Saturday.2. Translate the following schedule into English and ask Ss to share answers.(15 minutes)李强的时间表6月18日星期一上午9:00 约见鲍勃下午2:30 去机场接安德森先生，入住北京饭店6月19日星期二上午8:30 带安德森先生到工厂参观下午2:00 和安德森先生讨论合同下午7:30 与王总经理和安德森先生在北京饭店共进晚餐6月20日星期三上午8:00 写总结报告下午2:00 公司职员大会6月21日星期四上午9:30 去艺术馆看展览下午3:30 参加商务会议6月22日星期五上午8:00 送安德森先生去机场上午9:10 办理登机手续上午10:40 飞机起飞3. Create a schedule based on the given information (10 minutes)1) In the morning I have meetings, talk with customers and things like that. 上午我开会、见客户以及做其他这类事情。
2) I’m meeting Mr. Zhang at 8:30 and then we’re going around the plant. 我8:30见张先生，而后我们去工厂转转。