大学英语试讲课件
大学英语试讲ppt课件
Teaching Contents Warming-up questions
（1） Did you admire Bill Gates ? Why?
Key tips: talented, rich and successful
6
Teaching Contents
• （2）Success and wealth, if you could only keep one, what would be your choice
2
Teaching Objectives
Understand the main idea and the structure of the text, and cultivate their independent learning ability Grasp the key language points and the grammatical structures in the text Conduct a series of reading, listening, speaking, writing, and translation activities related to the theme of this unit.
3
important points
Difficult points
Language points Words study: Grammar:
The difficult point is to know how to divide the whole article into parts and get the main idea of the text
选 外Uo语自rn教：liotv学《e3与新?:研视w究野e出英al版语th社教, 程su1c》cess
大学英语15分钟试讲PPT
Words and Expressions
a nodding acquaintance: • A nodding acquaintance is a slight knowledge of
a person or a subject. I have a nodding acquaintance with French, but I
Reading skill: finding out the main ideas in paragraphs Writing skill: writing a paragraph of a general statement supported by specific details and reasons
Topic sentence
Part Three : Detail
1. Have
yDoouneovtetrrecaotmaplllanRienweedawdaobirndosugtinyoexuarctmlyemthoerysambeecawuasye.
you find it simply impossible to memorize all the new words
be bound to do sth: (be sure to ) She would be bound to like it! 她一定喜欢. You are bound to succeed if you learn more
useful sentence patterns. 如果你学习更多实用句型，你将成功征服英语！ The earth's climate is bound to change
Sentence study
• Analyze the structure of the sentence. While is used as a conjunction, meaning “although” or “even though” I like tea while she likes coffee.
大学英语15分钟试讲[优质ppt]
![大学英语15分钟试讲[优质ppt]](https://img.taocdn.com/s3/m/9c05d77bdd36a32d72758111.png)
Part Two: Global Text Understanding
True or False
1. Language learners should memorize all the new words.
4. Listening to English is good both to our sense of
hearing and to our speaking. ( F )
5. Language learners do not find many opportunities to
practice oral English at school. ( T )
• A topic sentence expresses the central idea, and close connection between the sentences, the sentences serves to back up the central idea.
• Paragraph= one topic sentence ＋ supporting sentence ＋ (A summary or Conclusion)
CollegeEnglish
Teacher:ZhaoXX ContactNumber:XXXXXXXXX
Teaching Aims
• Understand the text and reading for the main idea in a paragraph
• To grasp some keys words, phrases and useful sentence patterns
大学英语说课讲稿课件PPT
大学英语说课讲稿课件PPT一、Introduction（导言）英语说课是英语教学中的重要一环，也是衡量一位英语教师对教材的把握、分析及教师本人对上课进程的宏观控制能力的有力手段，能从理论上指导教师贯彻教学大纲，真正做到教与学相结合，将教材、大纲、教师、学生、课堂融为有机整体，对不断提高教师教学能力和教研能力，有着突出的作用。
二、说课的基本原则1. 遵循教学大纲要求，明确说课内容。
把握说课与上课的区别与联系，正确理解教材、教案说课、上课之间的层进关系，走出说课即是“说教案”的误区。
2. 以教师为主导，学生为主体，体现先进的教学理念。
3. 详略得当，重点突出，体现说课的完整性。
4. 与教案相结合，体现其可操作性。
三、说课的基本程序1. 说教材：科学分析教材，明确重点难点、教学目标和要求以及教材在单元中的地位和作用。
2. 说学生：谈谈学生的知识与能力结构，明确说课内容的难易程度。
3. 说教法：谈谈本节课要实施的教学手段、方法以及教具的使用。
4. 说学法：谈谈学习方法的运用以及将要实现的目标。
5. 说教学程序：说为什么要设计该程序？目的、意图何在？结果如何？6. 说板书设计：谈谈板书设计的根据和理由，力求体现说板书设计的程序性、概括性和艺术性。
四、注重说课信息和反馈与总结说课的对象可以是专家、同行甚至是学生。
向说课对象征询意见、获取信息，力求不断改进和提高。
五、附SB 2B U16 Lesson 63说课稿Unit 16 Lesson 63Hello, everyone. Today I’m very pleased to hav e an opportunity to talk about some of my teaching ideas. My topic is life in the oceans taken from Lesson 63 of Unit 16 in SEFC（2）. It is made up of four parts.Part 1 My understanding of this lessonThe analysis of the teaching material:This lesson is a reading passage. It plays a very important part in the English teaching of this unit. Lesson 62 and Lesson 63 are a whole unit. By studying Lesson 63, Ss can improve their reading ability, learn more about the sea and the life in the oceans. At the same time, we should get the students to understand some difficult sentences to comprehend the passage better. The Ss should do some listening, speaking and writing, too. Of course, the Ss should receive some moral education. Let the Ss understand the sea better, love the sea and save the sea and the life of the sea.Teaching aims:1. Knowledge aim: Understand the main idea of the text.2. Ability aim: Retell the text in their own words.3. Emotional aim: Make the Ss love the life of the sea and do something to stop it being polluted.Key points / Teaching important points:How to understand the text better.Teaching difficult points:1. Use your own words to retell the text.2. Discuss the pollution of the sea and how to save the sea.Something about the Ss:1. The Ss have known something about the sea and sea life through the Internet and other ways.2. They are lack of vocabulary.3. They don’t often use English to express themselves and communicate with others.4. Some Ss are not active in the class because they are afraid of making mistakes.Part 2 My teaching theories, methods and aidsBefore dealing with this lesson, I’ll do my best to carry out the following theories: Make the Ss the real masters in class while the teacher himself acts as director；Combine the language structures with the language functions; Let the students receive some moral education while they are learning the English language.Teaching method:Double activities teaching methodQuestion-and-answer activity teaching methodWatch-and-listen activityFree discussion methodPair work or individual work methodTeaching aids:1. a projector2. a tape recorder3. multimedia4. the blackboardPart 3. Teaching steps / proceduresI have designed the following steps to train their ability of listening, speaking, reading and writing, especially reading ability.The entire steps are:Greetings, Revision, Lead-in and preparation for reading, Fast reading（scanning）, Listening, Intensive reading, Preparation for details of the text, Consolidation, Discussion, HomeworkStep 1 GreetingsGreet the whole class as usual.Step 2. Revision1. Ask students some questions to revise the last lesson（show them on the screen）.a. How much salt do the oceans contain per thousand parts of water?（35 parts of salt. 3.5% by weight）b. What is coral? Why are corals not found in deep water?c. Why is the Dead Sea called the Dead Sea?2. Check the homework（made a survey about the sea or sea life by surfing the Internet or asking for help from other people）. Through this part we can consolidate what they studied yesterday, communicate with others about their survery results and prepare for the new lesson.Step 3. Lead-in and preparation for readingShow them some pictures and let them talk each other, and then use the pictures about sea and life in the oceans to learn new words, for example, Antarctica, huge whale, sperm whale, squid and so on. Purpose: Arouse the students’ intere st of study.Bring in new subject: Life in the oceans.Step 4. Fast readingRead the passage as quickly as they can. I show the questions on the screen and let them get the main idea of each paragraph:1. Why can living things live in such oceans around the Antarctica?2. What does the whale feed on?3. What is the difference between the sperm whale and other whales?Method: Read the text individually, use question—and—answer activity.Purpose: Improve the students’ reading ability.Understand the general idea of each paragraph.Step 5. Listening（book closed）1. Listen to the tape then do an exercise（wb page 90, part 1）2. True or false exercise.（on the screen）Train the Ss’ listening ability and prepare for later exercises.Step 6. Intensive readingRead the passage carefully again and answer some detailed questions on the screen.1. How much does a whale eat at a time?2. Do all the whales feed on small fish?3. How deep can a sperm whale dive?It is also called depth reading or study reading. It means reading for detailed information.Purpose: Further understand the text （Train further reading ability）to find out some different sentences and details of the text.Step 7. Preparation for details of the text on the screen1. ...its heart slows to half its normal speed.slow-v. to become / make slower.2. ing sound wavePresent participle used as adverbial.3. provide sth. for sb.provide sb. with sth.4. at a time: each time5. grow to a length of...Purpose: Train the Ss’ ability of understanding and using laguage.Step 8. Consolidation1. Find out the topic sentences.2. Retell the passage according to the topic sentences.Purpose: I want to know if my students understand the whole text really and if they master what I mean to tell them in this class. What’s more, I want to let them have the ability of introducing and analyzing expression. At the same time, I will write down the topic sentences on the blackboard according to what the students find, so they can retell it easily.Step 9. DiscussionShow them some pictures about the polluted sea and many living things which are in danger and ask them: What are their opinions about it? In order to let them have free choice, I give them another topic: The sea is being polluted. What should they do?Purpose: I mean to give them emotional education. I give them multi-media pictures to arouse their interest of study and their love for life. I mean to make them realize: The sea is in danger!I teach them to do their best to help it and do something from now on. Everyone should do something to love and protect our home.Step 10. HomeworkWrite an article Saving the sea. I want to improve the ability of their writing. At the same time, train the ability of do-it-yourself and looking up the information by themseleves.Part 4. Blackboard designUnit 16 Lesson 63Topic Sentences:1. Some living things can live in Antarctica.（what）2. The whale feeds on small fish.（what）3. The sperm whale feeds on squid.（difference）Discussion:1. The whales are in danger. What’s your opinion about it?2. The sea is being polluted. What should we do?In my opinion, the blackboard design can reflect the teacher’s ability of mastering the text and leading the students to master the text easily.In this text, the design is not easy to write. I write the topic sentences on the blackboard in order to tell the students that this is of the importance in this class. The discussion is of the difficulty.I want to make the design inductive, instructive and artistic.。
大学英语教师试讲PPT学习教案
Eg: Some governments make a point of trying to increase their populations. Our teacher makes a point of reviewing timely.(timely revision)
第13页/共21页
Vocabulary & Useful Expressions
Innate ['ɪneit]
An innate quality or ability is one which a person is born with
Eg: All human beings have an innate desire to overcome sufferings, to find happiness. He obviously has an innate talent for music. =He is a born musician. 天 生 的
第3页/共21页
Reading & Text Comprehension
Text A: Secrets of Straight-A
Students
Taken from Improve Your English Through
Comprehension Practice by Christina Lim Cher Kee
第7页/共21页
Reading & Text Comprehension
Principle 3: (in para.3)
大学英语教师试讲 ppt课件
Reading & Text Comprehension
Text A: Secrets of Straight-A
Students
Taken from Improve Your English Through Comprehension Practice by Christina Lim Cher
Para. 1: Introduction
A professor of education says: It is far more important for a student to know:
How to make the most of his or her innate abilities.
Principle 8: (in para.5)
speak up and ask questions in class
Indication word: It is equally important
Reading & Text Comprehension
Principle 9: (in para.6)
Reading & Text Comprehension
Principle 5: (in para.4)
Sche word: It is also important
Principle 6: (in para.4)
Take good notes and use them
Reading & Text Comprehension
Principle 3: (in para.3)
Get organized
Indication word: also
Principle 4: (in para.3)
大学英语教材试讲
大学英语教材试讲教材名称：《新视野大学英语》第一册（第三版）Unit 1教学目标：1. 让学生了解英语的基本语言知识，包括词汇、语法和句型；2. 培养学生进行听、说、读、写的基本能力；3. 提高学生的交际能力和文化意识。
教学内容：本教材单元主要包括课文、课文听力、重点词汇、语法点和阅读理解。
通过听、说、读、写等任务，学生可以在模拟情景中获得实战英语的训练。
教学步骤：Step 1 导入（10分钟）首先，我将利用一些图片或者视频来激发学生对英语学习的兴趣，例如播放一个有趣的英语学习视频片段来引入话题。
Step 2 预习课文（15分钟）在这个环节中，我将要求学生在课前预习，并让他们以小组为单位交流和讨论关于课文的问题。
然后，我将请一些学生分享他们的经验和答案。
Step 3 课文听力（15分钟）接下来，我将播放课文的录音，让学生按照课本上的听力任务完成相关的练习。
然后，我将与学生一起检查答案，并解释文中一些难点。
Step 4 课文阅读（20分钟）在这一部分，我将要求学生阅读课文，并解释其中一些生词和短语。
然后，我会提出一些问题来引导学生思考和理解课文的主要观点和细节。
Step 5 语法点讲解（15分钟）在这一环节中，我将重点介绍课文中涉及的语法知识点。
例如本单元我们可以重点讲解一般现在时的用法，并通过练习让学生掌握运用。
Step 6 语法练习（20分钟）接下来，我将给学生一些语法练习题，让他们运用所学的语法知识来完成。
在完成练习后，我将检查答案并讲解一些常见错误。
Step 7 扩展阅读（10分钟）为了增加学生的阅读能力，我会选取一篇与课文主题相关的文章进行扩展阅读，并提出一些问题引导学生进行讨论和思考。
Step 8 任务完成与总结（10分钟）最后，我将给学生一些任务，如写一篇小短文描述自己的家乡或者进行口头报告，以检验学生在本节课所学的知识和技能。
在完成任务后，我将与学生一起进行总结。
教学评价：1. 学生课前预习能力的评估；2. 学生对于课文和听力练习的理解和掌握程度；3. 学生在语法和词汇练习中的运用能力；4. 学生在任务完成中的表达和交流能力；5. 整体课堂氛围和学生参与度的评估。
大学英语15分钟试讲PPT
Course outline
01
Unit 1
Basic Grammar and Vocabulary：Introduction to basic grammar
structures and common vocabulary, with exercises and activities
to practice and improve.
Critical thinking
To foster students' critical thinking skills by encouraging them to analyze complex texts, evaluate arguments, and express their own opinions clearly and coherently.
03
Unit 3
Reading Comprehension：Introduction to different reading
strategies, critical thinking when reading, and practice with
different types of texts.
Course outline
Peer Reviews: Students
review each other's work, identifying grammar errors, vocabulary usage, and sentence structure.
Summative assessment
01
02
Purpose: To measure student performance at the end of a course or learning unit.
大学英语的试讲
Teaching Contents
Part one: paragraph one
In this part, the author proposes that we turn off TV for sixty to ninety
minutes each evening.
Part two: paragraph two
难点
Teaching Contents
Warming-up questions
TV
（1） Do you often watch TV? Why or why not?
Key tips: How many hours a day?
How many days a week? Have you ever kept watching TV all day long?
(3) what are the disadvantages of watching too much TV?
Key tips: 1 it will do harm to your eyes
2 it will possibly
give you extra weight 3 it will easily make you feel tired.
Teaching Contents
• （2）What TV programs do you like best? Why?
Key tips: entertainment programs or news
programs, the program is funny or informative
Teaching Contents
Teaching Objectives
The aim of this class is to let students have a general idea of the whole unit, and guide them to imagine the situation without TV and to discuss warming-up questions
新视野大学英语试讲课件地震 The Earthquake
Preparations for Earthquake
Regular check and reinforce building.( Steel joint Keep in place emergency/ survival supplies such as water, a torch, a radio receiver, first-aid supplies and extra batteries. Keep a fire extinguisher handy. Make plans in case of emergency.
Background Information
• What is Earthquake? • Earthquake Precursor • Discussion
EarthquaΒιβλιοθήκη e is a sudden movement of the Earth’s surface, sometimes causing great damage.
Keywords &Expressions
• A. key words • 1．attach sth. to sth. fasten or join sth. to sth. • 1）Attach the handle to the box. • 2）Please attach a label to each piece of luggage. • 3）The picture was attached to the wall by a nail. • 4) cause (oneself) to join as a member of • E.g. This institution is attached to the University of Texas. • 2．Check in report one's arrival, as at a hotel desk, airport, etc. 1)Because of strict security measures, passengers are requested to check in three hours before the flight. • 2)He works at the desk, checking in the guests. • 3)It's advisable to check in early to get a good seat on your flight.
大学英语说课讲稿课件PPT
⼤学英语说课讲稿课件PPT⼤学英语说课讲稿课件PPT ⼤学英语说课讲稿课件PPT ⼀、Introduction（导⾔） 英语说课是英语教学中的重要⼀环，也是衡量⼀位英语教师对教材的把握、分析及教师本⼈对上课进程的宏观控制能⼒的有⼒⼿段，能从理论上指导教师贯彻教学⼤纲，真正做到教与学相结合，将教材、⼤纲、教师、学⽣、课堂融为有机整体，对不断提⾼教师教学能⼒和教研能⼒，有着突出的作⽤。
⼆、说课的基本原则 1. 遵循教学⼤纲要求，明确说课内容。
把握说课与上课的区别与联系，正确理解教材、教案说课、上课之间的层进关系，⾛出说课即是“说教案”的`误区。
2. 以教师为主导，学⽣为主体，体现先进的教学理念。
3. 详略得当，重点突出，体现说课的完整性。
4. 与教案相结合，体现其可操作性。
三、说课的基本程序 1. 说教材：科学分析教材，明确重点难点、教学⺫标和要求以及教材在单元中的地位和作⽤。
2. 说学⽣：谈谈学⽣的知识与能⼒结构，明确说课内容的难易程度。
3. 说教法：谈谈本节课要实施的教学⼿段、⽅法以及教具的使⽤。
4. 说学法：谈谈学习⽅法的运⽤以及将要实现的⺫标。
5. 说教学程序：说为什么要设计该程序？⺫的、意图何在？结果如何？ 6. 说板书设计：谈谈板书设计的根据和理由，⼒求体现说板书设计的程序性、概括性和艺术性。
四、注重说课信息和反馈与总结 说课的对象可以是专家、同⾏甚⾄是学⽣。
向说课对象征询意⻅、获取信息，⼒求不断改进和提⾼。
五、附SB 2B U16 Lesson 63说课稿 Unit 16 Lesson 63 Hello, everyone. Today I’m very pleased to have an opportunity to talk about some of my teaching ideas. My topic is life in the oceans taken from Lesson 63 of Unit 16 in SEFC（2）. It is made up of four parts. The analysis of the teaching material: This lesson is a reading passage. It plays a very important part in the English teaching of this unit. Lesson 62 and Lesson 63 are a whole unit. By studying Lesson 63, Ss can improve their reading ability, learn more about the sea and the life in the oceans. At the same time, we should get thestudents to understand some difficult sentences to comprehend the passage better. The Ss should do some listening, speaking and writing, too. Of course, the Ss should receive some moral education. Let the Ss understand the sea better, love the sea and save the sea and the life of the sea. Teaching aims: 1. Knowledge aim: Understand the main idea of the text. 2. Ability aim: Retell the text in their own words. 3. Emotional aim: Make the Ss love the life of the sea and do something to stop it being polluted. Key points / Teaching important points: How to understand the text better. Teaching difficult points: 1. Use your own words to retell the text. 2. Discuss the pollution of the sea and how to save the sea. Something about the Ss: 1. The Ss have known something about the sea and sea life through the Internet and other ways. 2. They are lack of vocabulary. 3. They don’t often use English to express themselves and communicate with others. 4. Some Ss are not active in the class because they are afraid of making mistakes. Before dealing with this lesson, I’ll do my best to carry out the following theories: Make the Ss the real masters in class while the teacher himself acts as director； Combine the language structures with the language functions; Let the students receive some moral education while they are learning the English language. Teaching method: Double activities teaching method Question-and-answer activity teaching method Watch-and-listen activity Free discussion method Pair work or individual work method Teaching aids: 1. a projector 2. a tape recorder 3. multimedia 4. the blackboard I have designed the following steps to train their ability of listening, speaking, reading and writing,especially reading ability. The entire steps are: Greetings, Revision, Lead-in and preparation for reading, Fast reading（scanning）, Listening, Intensive reading, Preparation for details of the text, Consolidation, Discussion, Homework Step 1 Greetings Greet the whole class as usual. Step 2. Revision 1. Ask students some questions to revise the last lesson（show them on the screen）.a. How much salt do the oceans contain per thousand parts of water?（35 parts of salt. 3.5% by weight）b. What is coral? Why are corals not found in deep water? c. Why is the Dead Sea called the Dead Sea? 2. Check the homework（made a survey about the sea or sea life by surfing the Internet or asking for help from other people）. Through this part we can consolidate what they studied yesterday, communicate with others about their survery results and prepare for the new lesson. Step 3. Lead-in and preparation for reading Show them some pictures and let them talk each other, and then use the pictures about sea and life in the oceans to learn new words, for example, Antarctica, huge whale, sperm whale, squid and so on. Purpose: Arouse the students’ interest of study. Bring in new subject: Life in the oceans. Step 4. Fast reading Read the passage as quickly as they can. I show the questions on the screen and let them get the main idea of each paragraph: 1. Why can living things live in such oceans around the Antarctica? 2. What does the whale feed on? 3. What is the difference between the sperm whale and other whales? Method: Read the text individually, use question—and—answer activity. Purpose: Improve the students’ reading ability. Understand the general idea of each paragraph. Step 5. Listening（book closed） 1. Listen to the tape then do an exercise（wb page 90, part 1） 2. True or false exercise.（on the screen） Train the Ss’ listening ability and prepare for later exercises. Step 6. Intensive reading Read the passage carefully again and answer some detailed questions on the screen. 1. How much does a whale eat at a time? 2. Do all the whales feed on small fish? 3. How deep can a sperm whale dive? It is also called depth reading or study reading. It means reading for detailed information. Purpose: Further understand the text （Train further reading ability） to find out some different sentences and details of the text. Step 7. Preparation for details of the text on the screen 1. ...its heart slows to half its normal speed. slow-v. to become / make slower. 2. ing sound wave Present participle used as adverbial. 3. provide sth. for sb. provide sb. with sth. 4. at a time: each time 5. grow to a length of... Purpose: Train the Ss’ ability of understanding and using laguage. Step 8. Consolidation 1. Find out the topic sentences. 2. Retell the passage according to the topic sentences. Purpose: I want to know if my students understand the whole text really and if they master what I mean to tell them in this class. What’s more, I want to let them have the ability of introducing and analyzing expression. At the same time, I will write down the topic sentences on the blackboard according to what the students find, so they can retell it easily. Step 9. Discussion Show them some pictures about the polluted sea and many living things which are in danger and ask them: What are their opinions about it? In order to let them have free choice, I give them another topic: The sea is being polluted. What should they do? Purpose: I mean to give them emotional education. I give them multi-media pictures to arouse their interest of study and their love for life. I mean to make them realize: The sea is in danger! I teach them to do their best to help it and do something from now on. Everyone should do something to love and protect our home. Step 10. Homework Write an article Saving the sea. I want to improve the ability of their writing. At the same time, train the ability of do-it-yourself and looking up the information by themseleves. Unit 16 Lesson 63 Topic Sentences: 1. Some living things can live in Antarctica.（what） 2. The whale feeds on small fish.（what） 3. The sperm whale feeds on squid.（difference） Discussion: 1. The whales are in danger. What’s your opinion about it? 2. The sea is being polluted. What should we do? In my opinion, the blackboard design can reflect the teacher’s ability of mastering the text and leading the students to master the text easily. In this text, the design is not easy to write. I write the topic sentences on the blackboard in order to tell the students that this is of the importance in this class. The discussion is of the difficulty. I want to make the design inductive, instructive and artistic.。
大学英语 分钟试讲PPT
• Paragraph= one topic sentence ＋ supporting sentence ＋ (A summary or Conclusion)
College English
Teacher:Zhao XX Contact Number:XXXXXXXXX
Teaching Aims
• Understand the text and reading for the main idea in a paragraph
• To grasp some keys words, phrases and useful sentence patterns
• To improve students ’ability in oral presentation and demonstration.
Teaching Objectives
• 1. Learning key words and structures • 2. Talking about different cultures • 3. Reading skill: finding out the main ideas in
Topic sentence
Part Three : Detail Reading
1. Do not treat all new words in exactly the same way. Have you ever complained about your memory because you find it simply impossible to memorize all the new words you are learning? But, in fact, it is not your memory that is at fault. If you cram your head with too many new words at a time, some of them are bound to be crowded out. What you need to do is to deal with new words in different ways according to how frequently they occur in everyday use. While active words demand constant practice and useful words must be committed to memory, words that do not often occur in everyday situations require just a nodding acquaintance. You will find concentrating on active and useful words the most effective route to enlarging your vocabulary.
大学英语教师试讲课件
Reading & Text Comprehension
Principle 7: (in para.5)
Hand in neat work
Indication word: Another winning formula.
Principle 8: (in para.5)
speak up and ask questions in class
Taken from Improve Your English Through Comprehension Practice by Christina Lim Cher Kee
Reading & Text Comprehension
Reading & Text Comprehension
Para. 1: Introduction
Para2: by mastering a few basic principles that others can easily learn
Reading & Text Comprehension
Principle 1: (in para.2)
- 1、下载文档前请自行甄别文档内容的完整性，平台不提供额外的编辑、内容补充、找答案等附加服务。
- 2、"仅部分预览"的文档,不可在线预览部分如存在完整性等问题,可反馈申请退款(可完整预览的文档不适用该条件!)。
- 3、如文档侵犯您的权益，请联系客服反馈,我们会尽快为您处理(人工客服工作时间：9:00-18:30)。
Work on the net (playwright, free-columnist, journalist, Taobao businessmen, novelist, software designer, accountant, etc.) Entertainment (movie, games, music, museum, travelling, etc.) News and Informations (weather report, financing) Communications (emails, e-card, QQ )
Logo
Structure of the Text
Part 1 (para.1—para.3): Descriptions of the author’s virtual life Part 2 (para.4—para.11): Her feeling about the virtual life
Para.1: consequences of living a virtual life
Para.13: the author’s returning to virtual life
the dilemma people are in at present
Logo
Para.1--3
After too long on the Net, even a phone call can be a shock. My boyfriend’s Liverpool accent suddenly becomes impossible to interpret after his easily understood words on screen; a secretary’s clipped tone seems more rejecting than I’d imagined it would be. Time itself becomes fluid — hours become minutes, or seconds stretch into days. Weekends, once a highlight of my week, are now just two ordinary days.
Logo
Computer-and-Internet-related vocabulary
virtual life, virtual reality, cyberinteraction, cyberculture, cybernut, cyberpet, cyberspace, netwriter, nethead, Webmaster, Web page, Website, Web TV, E-book, E-shopper, e-card, e-journal, e-business, e-cash, e-commerce, cybersurf, cyberphobia, etc.
Logo
stretch: v. (cause to) become longer, wider, etc. without breaking 小孩把橡皮筋拉到了最大限度。
The child stretched the rubber band to its full extent.
Logo
submit: vt. 1. give (sth.) to sb. so that it may be formally
considered eg. Peter submitted his application to the local government.
2. yield (oneself); agree to obey eg. Should a wife submit herself to her husband?
What does the sentence imply?
The author has become more familiar with the virtual world than the real world.
Logo
Homework
1. Search the meaning of “SOHO” in the dictionary.
Logo
communicate: 1. vi. contact sb. in any way, eap. by speaking to them, writing to them or calling them (followed by with)
年轻人有时抱怨无法与父母沟通思想。 Young people sometimes complain of not being able to communicate with their parents.
Learn how to interpret the meaning of computer-and-Internet-related words;
Master key language points and grammatical structures in the text.
Logo
Logo
edit: vt. revise or correct eg. 1.Scholars often edit Shakespeare’s plays. 2.John didn’t finish editing the annual report until the end of last month.
secretary’s
Logo
Para.1--3 For the last three years, since I stopped working as a television producer, I have done much of my work as a telecommuter. I submit articles and edit them via email and communicate with colleagues on Internet mailing lists. My boyfriend lives in England, so much of our relationship is also computer-assisted.
Logo
communicate: 2. vt. make (news, opinions, feelings, etc.) known
她向她的下属传达了她的想法。
She communicated her ideas to her subordinates.
Logo
What can people do on the Internet?
Romance (blind-match, 世纪佳缘) Business / commerce (TaoBao, DangDang, Amazon, Ebay, etc.) Personal spaces and weblog (sina, soho, tianya, QQ,etc.) Job-hunting ( 智联招聘) Education (virtual college, net college, networking academy)
Part 3 (para.12—para.13):
Her effort of returning to the real world and her feeling about the real world
Logo
What are the roles of the first paragraph and the last?
2. List the advantages and disadvantages about Internet.
Logo
Logo
Logo
interpret: v.
1. understand (sth. said, ordered, or done) eg. She made a gesture, which he chose to interpret as an invitation. 2. give or provide the meaning of, explain eg. Poetry helps to interpret life. 3. translate what is said in one language into another eg. No one in the tour group spoke Spanish so we had to ask the guide to interpret.
Unit 4 The Virtual World
Text A A Virtual Life
Company Logo
Synonyms（同义词） for “virtual world” and “virtual life”:
cyberspace, cyberia, etherworld, virtual reality, Internet world, net world, etc.
Autonyms（反义词）for “virtual world” and “virtual life”: real world, real life
Logo
Objectives
Students will be able to:
Understand the main idea and structure of the text;
My boyfriend’s Liverpool accent suddenly becomes impossible to interpret after his easily understood words on screen: a secretary’s clipped tone seems more rejecting than I’d imagined it would be.