《21世纪大学实用英语》(综合教程)课程教学大纲
21世纪大学实用英语综合教程第二版第3册教学设计
21世纪大学实用英语综合教程第二版第3册教学设计一、教学目标本教学活动的主要目标是提高学生在口语、听力、阅读和写作等方面的英语综合能力。
通过本次教学，学生将学会：•学习并运用一些高级的英语词汇、语言表达及语法知识，以突破日常英语交流的限制；•发展英语口语会话技能，提高口语交际能力和听力理解力；•提高英语阅读理解和写作水平，通过对文章中的主要内容和思想的深入掌握，帮助学生进一步提升自己的语言特长；•增强自我学习和团队合作能力，感受共同合作和交流的乐趣。
二、教学内容教学内容主要包括以下部分：1.单元学习–单课文学习–语言点学习2.口语会话练习–组织课堂对话活动–组织角色扮演活动3.阅读理解和语言表达练习–完成阅读理解题目–组织小组讨论活动4.写作练习–组织英文写作训练–个人写作作业三、教学方法本次教学中将主要采用以下教学方法：1.任务型教学–课堂上进行个人或小组任务训练，提高学生的参与性和话语能力；–鼓励学生积极提出问题和进行自主思考，在众人中提升自己的表达实力。
2.合作学习法–小组合作学习能够让每个学生充分参与到课堂活动中，促进彼此间的沟通和交流，提高团队成员间的相互协作效率；–让学生在这个过程中体验到学习的乐趣，从而激发他们的学习兴趣和热情。
3.交互式教学法–课堂上教师可以通过语音演讲、互动问答等方式与学生进行交流互动，在一定程度上可以增强师生之间的互动沟通；–学生可以在课堂上积极发言和问问题，从而进一步增强自己的英语表达能力和口语交际技巧。
四、教学评价本次教学将采用以下方式进行教学评价：1.教师评价–通过对学生的课堂表现、书面作业完成情况等进行评估，及时反馈学生的学习状态，制定适当的教学计划；–及时发现学生的学习和表达问题，引导学生思考和分析，并提供适当的帮助。
2.学生评价–在教学完成后，通过针对学生的问卷调查和教学反馈，了解并收集学生对本次教学收获和反馈；–分析学生意见和反馈，及时调整和改进教学方法，提高教学效果。
21世纪大学实用英语综合教程第二册Unit1(可编辑修改word版)
教案授课单元21世纪大学实用英语综合教程第二册Unit 1本（章）节授课方式课堂讲授（√）实践课（）教学时数6本（章）节教学目标After studying this unit, the students are expected to1.master the basic language and skills necessary to ask for and giveclarification;2.understand the main ideas of Text A, Text B and Text C, and master theuseful sentence structures and words and expressions found in the exercises relevant to the first two texts;3.know how to write a letter of invitation;4.know how to use V+V-ing;5.guess the meaning of unknown words in context.授课要点教学重点和难点Teaching focus:1. Master the basic language and skills necessary to make requests2. Explain some language points to the Ss.3. Explain some grammar points to the Ss.Teaching difficulties:1. How to improve Ss’ speaking ability.2. How to improve Ss’ listening ability.思考题或作业1.Review the key expressions from the previous lesson.2.Read Text B of this unit, and deepen the understanding of the theme in this unit. -Share reflections on this theme in class.3.Review the new words and phrases of this text. Try to use them in daily life.4.Finish the reading and listening tasks of this unit.教学内容与组织安排1st period Text A (Global Reading)2nd period Text A (Detailed Reading)3rd period Grammar Review4 th period Practical Writing5th period Text B6th period Improve Your Reading Skills1st period Text A (Global Reading)1 Background InformationEnglish LanguageThe English language is the most widely spoken language in the world. It is used as either a primary or secondary language in many countries.During the 1500s, fewer than 2 million people spoke English. All of them lived in what is now Great Britain. Through the centuries, as the result of various historical events, English spread throughout the world. Today, about 400 million people speak English as their native language. Most of them live in Australia, Canada, Great Britain, Ireland, New Zealand, South Africa, and the United States.Another 100 million people living chiefly in Bangladesh, India, Pakistan, and in many African countries speak English in addition to their own language. An additional 200 million people probably know at least some English. (From the 1998 World Book Multimedia Encyclopedia)Characteristics of EnglishVocabulary. English has a larger vocabulary than any other language. There are more than 600,000 words in the largest dictionaries of the English language.Some English words have been passed on from generation to generation as far back as scholars can trace. These words, such as woman, man, sun, hand, love, go, and eat, express basic ideas and feelings. Later, many words were borrowed from other languages, including Arabic, French, German, Greek, Italian, Latin, Russian, and Spanish. For example, algebra is from Arabic, fashion from French, piano from Italian, and canyon from Spanish.A number of words, such as doghouse and splashdown, were formed by combining other words. New words were also created by blending words. For example, motor and hotel were blended into motel. Words can be shortened to form new words, as was done with history to form story. Words called acronyms are formed by using the first letter or letters of several words. The word radar is an acronym for radio detection and ranging.Pronunciation and spelling in English sometimes seem illogical or inconsistent. Many words are spelled similarly though pronounced differently. Examples include cough, though, and through. Other words, such as blue, crew, to, too, and shoe, have similar pronunciations but are spelled differently. Many of these variations show changes that occurred during the development of English. The spelling of some words remained the same through the centuries, though their pronunciation changed.Grammar is the set of principles used to create sentences. These principles define the elements used to assemble sentences and the relationships between the elements. The elements include parts of speech and inflections.Parts of speech are the word categories of the English language. Scholars do not all agree on how to describe the parts of speech. The traditional description listseight classes: nouns, pronouns, verbs, adjectives, adverbs, prepositions, conjunctions, and interjections. The most important relationships of the parts of speech include subject and verb, verb and predicate, and modifier and the word modified.English has fewer inflections than most other European languages. An English noun has only two inflections, the plural and the possessive. Inflections are used to change the tense and number of a verb or the case of a pronoun. Inflections can change adjectives to the comparative or the superlative — for example, big, bigger, biggest.American EnglishAmerican English is a variety of the English language spoken in the United States. Although all Americans do not speak the same way, their speech has enough in common that American English can be recognized as a variety of English distinct from British English, Australian English, and other national varieties. American English has grown up with the country. It began to diverge from British English during its colonial beginnings and acquired regional differences and ethnic flavor during the settlement of the continent.Today it influences other languages and other varieties of English because it is the medium by which the attractions of American culture — its literature, motion pictures, and television programs — are transmitted to the world.Characteristics of American EnglishA. PronunciationIn broad terms, Canadian and American speakers tend to sound like one another. They also tend to sound different from a large group of English speakers who sound more British, such as those in Australia, New Zealand, and South Africa. For example, most Canadians and Americans pronounce an r sound after the vowel in words like barn, car,and farther, while speakers from the British English group do not. Also, some British English speakers drop h sounds at the beginning of words, so that he and his are pronounced as if they were spelled ee and is. The English spoken in Australia, New Zealand, and South Africa sounds more like British English than American English does because these varieties have had less time to diverge from British English. The process of separate development began later in these countries than in North America.In some cases there are differences between American English and British English in the rhythm of words. British speakers seem to leave out a syllable in words like secretary, as if it were spelled secretry, while Americans keep all the syllables. The opposite is true of other words, such as specialty, which Americans pronounce with three syllables (spe-cial-ty) while British speakers pronounce it with five syllables (spe-ci-al-i-ty). Vowels and consonants may also have different pronunciations. British speakers pronounce zebra to rhyme with Debra, while American speakers make zebra rhyme with Libra. Canadian and British speakers pronounce the word schedule as if it began with an sh sound, while Americans pronounce it as if it began with an sk sound.B. WordsThe most frequently used words are shared by speakers of different varieties of English. These words include the most common nouns, the most common verbs, and most function words (such as pronouns, articles, and prepositions). The different varieties of English do, however, use different words for many words that are slightly less common — for example, British crisps for American potato chips, Australian billabong for American pond, and Canadian chesterfield for American sofa. It is even more common for the same word to exist with different meanings in different varieties of English.Corn is a general term in Britain, for which Americans use grain, while corn in American English is a specific kind of grain. The word pond in British English usually refers to an artificial body of water, whereas ponds also occur naturally in North America. British English chemist is the same as American English drugstore, and in Canada people go to the druggist. Many of the words most easily recognized as American in origin are associated with aspects of American popular culture, such as gangster or cowboy.C. SpellingAmerican English spelling differs from British English spelling largely because of one man, American lexicographer Noah Webster. In addition to his well-known An American Dictionary of the English Language (1828), Webster published The American Spelling Book (1783, with many subsequent editions), which became one of the most widely used schoolbooks in American history. Webster’s books sought to standardize spelling in the United States by promoting the use of an American language that intentionally differed from British English. The development of a specifically American variety of English mirrored the newcountry’s separate political development. Webster’s most successful changes were spellings with or instead of our (honor, labor for the British honour, labour); with er instead of re (center, theater for the British centre, theatre); with an s instead of a c (defense, license for the British defence, licence); with a final ck instead of que (check, mask for the British cheque, masque); and without a final k (traffic, public, now also used in British English, for the older traffick, publick). Later spelling reform created a few other differences, such as program for British programme. Canadian spelling varies between the British and American forms, more British in eastern Canada and more American in western Canada.2. Group DiscussionHave you ever had an experience in which you are misunderstood or have failed to understand others? Misunderstandings can result from the spoken form or written form of the language that you use.2nd period Text A (Detailed Reading)Words and Expressions & Difficult Sentences1) misunderstanding: n. (an example of) wrong understanding 误解，误会e.g. Her poor French often leads to misunderstandings when she visits France. misunderstand: vt. understand wrongly 误解e.g. I’m sorry, I misunderstood you.It seems that you have misunderstood what I said at the meeting.2) get on: board (a bus, a train, etc.)登上（公共汽车、火车等）e.g. When I got on the bus, I found all the seats were occupied.They felt worried when they realized that they had got on the wrong train.3) head for: go towards 向…走去；朝…行进e.g. The ship was heading for Britain.He headed for the bus stop.4) … he could ride to New York without paying.介词without 解释为“不、未”，其后跟动词时，须用V-ing形式。
《实用英语综合教程》教学大纲
《实用英语综合教程I》课程教学大纲山东化工职业学院外语教研室课程名称：《实用英语综合教程》课程性质：公共基础课一、课程任务和性质大学英语教学是高等教育的一个有机组成部分。
《实用英语综合教程I》是我院学生的一门必修的基础课程，是以英语教学理论为指导，以英语语言知识与应用技能、跨文化实际和学习策略为主要内容，并集多种教学模式和教学手段为一体的教学体系。
二、课程教学目标及教学方法（一）教学目标本课程的教学目标是：在规定学时内，重复复习、巩固中学学过的英语基础知识，结合专业实际适当加深加宽；重点培养学生的阅读能力和自学英语的能力，使其能以英语为工具，获取专业所需要的信息，并为进一步提高英语水平打下较好基础。
（二）教学方法各种教学法（听说领先法、翻译法、交际法等）都是一定的历史背景和社会环境的产物。
立足我院实际，根据学生的实际水平、不同的教学阶段和不同的教学目的和要求，采用不同的教学方法，调动学生的积极性和主动性，培养学生的自学能力和独立工作能力。
三、教学内容和要求（一）教学内容：根据我国高等职业学校公共英语课程开设的实际情况（一般为三学期），同时考虑到我国各地区和各学校之间的差异，本教程共计为三册，一学期学习一册，各册相互之间为递进关系。
对于入学水平较低的学生，要求能达到《高等职业教育公共英语课程教学基本要求》（试行）规定的“基本要求”，通过高职高专B级考试。
对于入学水平较好的学生学完后，要求能达到《高等职业教育公共英语课程教学基本要求》（试行）规定的“较高要求”，通过高职高专A级考试。
本教程词汇量控制在3500个单词，第一、第二册每本教材认知500个生词，即第一册1000-1500、第二册2000-2500。
第三册词汇要求认知1000个生词。
高职高专公共英语正常教学时间为120课时，平均每周4课时，其中3课时用于“实用综合课程”教学，1课时用于“实用听说教程”教学。
本课程每本教材8单元，每单元6学时。
《实用英语综合教程》教学大纲
《实用英语综合教程》教学大纲一、教学目标：1.帮助学生掌握基本的英语交际能力，包括听、说、读、写四项技能。
2.培养学生的自主学习和终身学习能力。
3.培养学生的跨文化交际能力和批判性思维能力。
4.培养学生的合作意识和团队合作能力。
5.培养学生的创新意识和创新能力。
二、教学内容：1.语音和发音练习：包括音标的学习和发音练习。
2.词汇积累和运用：包括常用词汇、短语和句型的学习和运用。
3.句子的构成和用法：包括基本句型、复合句和复杂句的学习和运用。
4.阅读理解：包括短文阅读和长篇阅读的训练。
5.听力理解：包括听对话和听短文的训练。
6.口语表达：包括对话、演讲和辩论等口语表达的训练。
7.写作技巧：包括日常生活写作和学术写作的训练。
三、教学方法：1.倾听法：通过听力训练提高学生的听力理解能力。
2.交际法：通过对话和交流训练提高学生的口语表达能力。
3.表示法：通过书面表达训练提高学生的写作能力。
4.合作学习法：通过小组合作学习提高学生的合作和团队合作能力。
5.情景教学法：通过具体情境的模拟和实践，提高学生的语言应用能力。
四、教学进度安排：1.第一阶段：音标和发音的学习。
2.第二阶段：基本词汇和句型的学习与运用。
3.第三阶段：听力理解和口语表达的训练。
4.第四阶段：阅读理解和写作技巧的训练。
5.第五阶段：综合训练和应用实践。
五、教学评估：1.日常表现评估：包括听力、口语、阅读和写作等方面的表现评估。
2.定期考试评估：包括听力、口语、阅读和写作等方面的考试评估。
3.作业评估：包括课后作业的完成情况和质量评估。
4.团队合作评估：对团队合作的表现进行评估。
5.课程评估：对整个课程的教学效果进行评估。
六、教学资源：1.教材：《实用英语综合教程》2.多媒体教具：包括投影仪、电脑和音响等。
3.网络资源：包括在线词典、学习网站和教学资源网站等。
4.语言实践场所：包括语言实验室、图书馆和语言角等。
七、教学反馈与改进：1.定期进行教育学习经验交流会议，提供经验和教学建议。
(完整版)21世纪大学实用英语综合教程(第一册)课后答案及课文翻译(很全)
121 世纪大学实用英语综合教程（第一册）课后答案及课文翻译Text A 大学——我一生中的转折点佚名作为一名一年级新生初进大学时，我害怕自己在学业上搞不好。
我害怕独自一人在外，因为我是第一次远离家人。
这里周围都是我不认识的人，而他们也不认识我。
我得和他们交朋友，或许还得在我要学的课程上跟他们在分数上进行竞争。
他们比我更聪明吗？我跟得上他们吗？他们会接受我吗？我很快就认识到，我的生活现在就取决于我自己了。
如果我要在学业上取得成功，我就必须制定一份学习计划。
我必须调整花在学习上的时间和花在社交上的时间。
我必须决定什么时候上床睡觉，什么时候吃什么，什么时候喝什么，对什么人表示友好。
这些问题我都得自己回答。
开始时，生活有点艰难。
我在怎样利用时间上犯了错误。
我在交朋友上花的时间太多了。
我还在怎样选择大学里的第一批朋友上犯了一些错误。
然而不久，我就控制住了自己的生活。
我做到了按时上课，完成并交上了第一批作业，而且以相当好的成绩通过了前几次考试。
此外，我还交了一些朋友，跟他们在一起我感到很自在，我能把我担心的事告诉他们。
我建立了一种真正属于我自己的常规——一种满足了我的需要的常规。
结果，我开始从一个不同的视角看待我自己了。
我开始把自己看作是一个对自己负责也对朋友和家人负责的人。
凡事自己做决定并看到这些决定最终证明是明智的决定，这种感觉很好。
我猜想这就是人们所说的“成长”的一部分吧。
我未来的生活将会怎样呢？在人生的这一阶段，我真的不能确定我的人生之路最终将会走向何方，我真的不知道在以后的几年中我会做什么。
但我知道，我能应对未来，因为我已经成功地跃过了我生命中的这一重要障碍：我已经完成了从一个依赖家人给予感情支持的人向一个对自己负责的人的过渡。
第二单元他帮助了盲人珍妮?K?格里泽眼睛瞎了而又想读书——这就是路易?布莱叶的生活现实。
想顺利进行阅读的愿望导致了布莱叶盲字体系的产生。
1 月4 日是布拉耶日。
这一节日是向盲人表示敬意。
世纪大学实用英语综合教程 ....ppt
Four things worried the writer when he first got to college:
• 1. He was afraid that he was not able to do well in his studies.
• 2. He was afraid of being off by himself.
• What happened to him shortly after? • What other things did the writer do
in addition to his studies?
Paragraph five
• How did the writer begin to see himself and his own future?
• Discuss the question with your classmates and write a short essay.
Paragraph two
• What did the writer have to do in order to do well in his studies?
Paragraph three
• What mistakes did the writer make at first?
Paragraph four
Paragraph six
• What did he think of his future at that time?
• Why was the writer so sure about himself and his own future?
• What does the expression “this important hurdle in my life” mean?
21世纪大学实用英语(第2版)教案(第一册)
课程名称: 21世纪大学实用英语综合教程1授课班级：13级非英语专业专科班课程类型： 理论课□实践课总学时：64学分：4使用教材：（主编、书名、出版社、出版时间）翟象俊主编《21世纪大学实用英语综合教程》(1) 复旦大学出版社全新版教学方法、手段：讲授、讨论、练习考核方式：考试Date: Sep. 25, 2013Period: 2Content：Unit 1 listening and speakingTeaching aims:After studying this unit, the students are expected to be able to1.Grasp the basic skills necessary to understand and talk to other people when meeting them for the first time;2.Understand the main ideas of Text A, B and C, and Master the useful sentence structures and words and expressions found in the relevant exercises of the first two texts;3.Know clearly how to use the present simple and past simple tenses of English;4.Fill in a form with their personal information;5.Understand the main idea of an English paragraph and identify the topic sentence. Teaching focus: 1. To learn how to start a conversation with other people2. How to talk about yourself.3. Explain some language points to Ss.4. Explain some grammar points to Ss.Teaching difficulties: 1. How to improve Ss‘ speaking ability.2. How to improve Ss‘ listening ability.Teaching procedures:First PeriodStep 1 Preview (5 minutes)The teacher explains the Preview so that the students will have some idea of what this unit is about.This is the first unit of Book One. In the Listening and Speaking section, you will learn how to start a conversation with other people and how to talk about yourself. Then, the teacher will give the students a chance to introduce you.Step 2 listening and speaking (40 minutes)1) Introducing Yourself (20 minutes)A. listen to the first half of the short talk in Exercise 1 twice and fill in the missing words;B. listen to the second half of the short talk in Exercise 1 twice and fill in the missing words;C. listen to the whole short talk and do Exercise 2.2) Getting to Know People (20 minutes)A.go through the new words in the 1st conversation in Exercise 3 and listen to the conversation twice while filling in the missing words;B.answer the questions about the conversation by way of group discussion or the traditional teacher- student interaction;C.go through the second conversation with the same steps;D.do Exercise 4 in pairs or groups.Second Period3) Listening PracticeA.Listen to people speaking and decide what they are talking about.Each one will be given twice. (5 minutes)B Listen to the following questions and choose the appropriate answers.Each one will be given twice. (5 minutes)C.Listen to the following short dialogues and choose the appropriate answers.Each one will be given twice.(10 minutes)D.Listen to the following talk and fill in the blanks with the missing words.The talk is given twice. (15 minutes)E Listen to the talk again and then answer the following questions orally. (5 minutes)Answers to the listening practice5. C B A B D6. D A B C D7. B C D B A8. find out dreams experiences take care of library different becoming make a livingStep 3 summary (5 minutes)1.How to start a conversation and how to talk about yourself:A. Hello! My name is….B. Hi! I am…2. Some useful expressions:A. by the wayB. come onC. Which department are you in?D. What is your major?E. Where do you come from?F. My major is….G. I am glad to meet you.H. It is a pleasure to meet you.I. How do you do?Step 4 Homework assignment1.Form a dialogue with your classmates.2.preview the new lesson.课后教学效果自评:Date: Sep. 27, 2013Period: 2Content：Unit 1 Text A and text-related exercisesTeaching aims: 1.Understand the main ideas of Texts A,2. Master the useful sentence structures and words and expressions Teaching focus: 1. Explain some language points to the Ss.2. Explain some grammar points to the Ss.Teaching difficulties: 1. How to enlarge Ss‘ vocabulary.2. How to improve Ss‘ reading ability.Teaching procedures:First PeriodStep1. Starter (5 minutes)For many people, college life is a new experience. They feel excited and at the same time a bit worried. How did you feel when you first got to college? Name three things that you felt excited about and three things you felt a bit worried about.Things I felt excited about when I first got to college:1.The first time to go to college.2.meet a lot of people I don't know.3.have new classmates and friends.Things I felt a bit worried about when I first got to college:1.I was afraid of that I was not able to do well in my studies.2.The first time to leave the home.3.I don't know if I can keep up with my classmates?Step 2 Text A College—A transition point in my life (5 minutes)1.Background informationUniversities and colleges are schools that continue a person's education beyond high school. A university or college education helps men and women enjoy richer, more meaningful lives. It prepares many people for professional careers as doctors, engineers, lawyers, or teachers. It also gives a person a better appreciation of such fields as art, literature, history, human relations, and science. In doing so, a university or college education enables individuals to participate with greater understanding in community affairs.Universities differ from colleges in that they are larger, have wider curricula, are involved in research activities, and grant graduate and professional as well as undergraduate degrees.2. Supplementary names of colleges and departmentsBeijing Union University 北京联合大学Shanghai College of Electricity and Machinery Technology 上海电机技术高等专科学校Tianjin V ocational College 天津职业大学Shanxi Finance & Taxation College 山西财政税务专科学校Liaoning Radio & TV University 辽宁广播电视大学Nanchang Water Resources College 南昌水利水电高等专科学校Shanghai Jiaotong University 上海交通大学Northwest Sci-Tech University of Agriculture and Forestry 西北农林科技大学Chengdu Academy of Fine Arts 成都美术学院3.Listen to the whole text and answer some questions about the text. (15 minutes)4.deal with some languages points (30 minutes)1) enter: vt.go or come into (a place) 进入e.g. enter a room/ a houseAs soon as he entered the room, he saw his father and mother.The train has entered the railway station.2)do well: be successful, especially in work or business 干得好e.g. Jack is doing very well at work.Tom did well at school when he was young.3) being off: 离开As this expression is used after the preposition "of", the verb "be" takes the -ing form. The expression "be off " means "leave or be away".e.g. I must be off now (=I must leave).Her son was off on a business trip somewhere (=Her son was away on a business trip somewhere).4.)by oneself: alone 单独，独自e.g. Come in; we're all by ourselves.You can't go home by yourself in the dark.5.)keep up with: move or progress at the same rate as 跟上e.g. had to walk fast to keep up with him.Jack's having trouble keeping up with the other students in his class.6)be up to: be left to (sb.) to decide取决于(某人)的，须由(某人)决定的e.g. You may do your homework today or tomorrow — it's up to you.It's up to our group leader to make the final decision.7.)I had to decide when to go to bed, when… :本课文使用了较多起连接作用的副词和代词。
21世纪实用英语综合教程Unit1
PREV.
BACK
Ⅱ. Suggested Teaching Plan Suggested Time and Teaching Plan for Unit 1
UNIT 1
Time
Contents
Plan
2 periods Preview
Listening and Speaking
The teacher explains the Preview so that the students will have some idea of what this unit is about. Then, the teacher lets the students
PREV.
NEXT
UNIT 1
Time Contents
Plan
1 period Grammar Review
1) Grammar Review
The teacher talks about the difference between countable and uncountable nouns, and at the same time, asks the students to do the grammar exercises in class.
PREV.
NEXT
UNIT 1
Time
Contents
Plan
2) Text A
The teacher
A. discusses the whole text with the students (one period);
B. guides the students through the exercises, focusing on certain items or leaving some exercises as the students’ homework according to the students’ levels (one period or more).
21世纪大学实用英语综合教程B4-U1
Ⅱ. Suggested Teaching Plan Suggested Time and Teaching Plan for Unit 1 Time Contents Plan
UNIT 1
2 periods Preview
The teacher begins with the Preview to make sure that the students have some idea of what this unit is all about. After that, the teacher activates Listening and Speaking exercises as follows: Listening 1) The Language for Making a Promise and A. Give a brief lead-in talk on promise Speaking and credibility;
PREV. NEXT
UNIT 1
Time Contents
Plan B. guides the students through the exercises, focusing on certain ones and leaving others as the students‟ homework according to the students‟ different levels of English (one period).
批注本地保存成功开通会员云端永久保存去开通
UNIT 1
Preview Ⅰ. Objectives
Ⅱ. Suggested Teaching Plan Ⅲ. Background Information Ⅳ. Class Presentation
21世纪实用英语综合教程第一册unit2
注：本页为每次课导教案首页注：本页为每次课导教案首页Have an open discussion on the topic below.These expressions may help your discussionTry this discussion:--I like this idea. My parents taught me to give to others. People cannot live without help from each other. We are like brothers and sisters. Society would die off if everyone took, took, took… and did not give.--To give or to take? My answer is the first. The future is ours. But if we want a better world, we have to give ourselves to it. We have to think of our country. I am ready to serve mine.--I have a questio n. Why is it so bad to take? Sure, it sounds ugly… But how can you survive if you don’t get what you need? Honestly, aren’t we all takers sometimes?--They’re opposites. To give is noble. To take is usually selfish. A person who “lives to give” feeds huma n society. A person who lives to take wastes his life.Ⅱ. Background InformationLouis Braille (1809—1852)Louis Braille was a blind Frenchman who invented the braille system of printing and writing for the blind. He was born near Paris. An accident at age 3 followed by a serious infection left him blind. He entered the Royal Institution for Blind Youth in Paris (now the National Institution for Blind Youth) when he was 10. Braille was a good student, especially of science and music, and he became a church organist. He remained at the Institute as a teacher. There he developed his system of reading. (From the 2013 World Book Multimedia Encyclopedia)Braille is a code of small, raised dots on paper that can be read by touch. Louis Braille, a15-year old blind French student, developed a raised dot reading system in 1824. The idea came to him from the dot code punched on cardboard that Captain Charles Barbier used to send messages to his soldiers at night.In 1829, Braille published a dot system, basing it on a “cell “of six dots. From the 63 possible arrangements of the dots, Braille worked out an alphabet, punctuation marks, numerals, and, later, a system for writing music. His code was not officially accepted at once. But later it won universal acceptance for all written languages and for mathematics, science, and computer notation.Blind people read braille by running their fingers along on the dots. They can write braille on a 6-key machine called a braillewriter, or with a pocket-size metal or plastic slate.Braille books are pressed from metal plates. The characters are stamped on both sides of the paper by a method called inter-pointing. Dots on one side of the page do not interfere with those printed on the other. In the early 1960’s, publishers began using computers to speed up production of braille books. The text is typed into a computer that automatically translates it into braille. The computer then transfers the raised braille figures onto paper or onto metal plates for use in a press. By another method, a vacuum braille former duplicates hand-transcribed braille pages on plastic sheets, which are then bound in volumes. (From the 2013 World Book Multimedia Encyclopedia)Some Famous InventionsⅢText A & text-related exercises1) StarterThe teacher organizes students in group discussion in order to name three inventions or discoveries that they think are the most important in human history, and explains the reasons; then asks one student from each group to report their discussion. If the students have difficulty doing this, the teacher can give them the information provided in the following Part III Background Information, and Some Famous Inventions and Discoveries. (half a period)2) Text Alets the students answer the text related questions which they have prepared, helps them identify the main idea of each paragraph and analyzes some difficult sentences and some language points while discussing the whole text with the students; (one and a half periods)Guides the students through the exercises, focusing on certain items or leaving some exercises as the students homework, according to the students different levels注：本页为每次课导教案首页注：本页为每次课导教案首页Grammar Review （1 period ）形容词与副词的比较级和最高级（Adjectives and Adverbs: the Comparative Degree and the Superlative Degree）形容词与副词的比较级和最高级的构成分规则和不规则两种。
21世纪大学实用英语综合教程第一册课程设计
21世纪大学实用英语综合教程第一册课程设计课程目标
本课程旨在帮助学生掌握初级英语听、说、读、写的基本技能，使其能够在日
常生活中进行简单的英语交流。
教学内容
1.英语日常用语。
包括问候、介绍、告别、道歉、致谢等基本用语。
2.常用英语语法。
包括基本时态、被动语态、名词、动词、形容词等语
言基础知识。
3.英语口语表达。
包括简单的自我介绍、问路、点餐、购物等基本口语
表达。
4.阅读理解。
包括简单的短文阅读、根据文章填空、选词填空、判断正
误等阅读理解练习。
5.英语写作。
包括简单的日记、电子邮件、便条、短信等基础写作练习。
教学安排
本课程安排为五周，每周授课6小时，具体教学安排如下：
第一周
授课主题：英语日常用语
授课内容：
1.英语问候语和介绍自己。
2.日常的常用词汇和表达。
3.英语口语练习。
1。
21世纪大学实用英语全新版综合教程1 Unit6精编版
一个超重的男子/女子/孩子 He eats too much and is quite overweight. 他吃得太多，因此身体太胖。
overweight的反义词是underweight，意思是“重量不足的”。
Language Points
3) What is David going to do? A) Reduce the amount of his oily food. B) Switch to(转向)vegetables. C) Study energy balance. D) Follow Dora.
4) Where is all the information available, according to Dora? A) In textbooks. B) On the Internet. C) In the human body. D) In the energy balance.
Whatever your motivation, I think I can understand. Obesity is a growing problem among us. The WHO says that
obesity is actually a disease. It can cause so many 6) _h_e_a__lt_h_ _p_r_o_b_l_e_m__s_.
Part I Listening
11. Listen to the upcoming short talk and then fill in the blanks in the sentences that follow with two or three words. First getting to know the useful language below might be helpful.
世纪大学实用英语综合教程(精)
Paragraph one
What was the writer afraid of when he first became a college student? What are the three questions he had about his classmates and himself?
• What happened to him shortly after? • What other things did the writer do in addition to his studies?
Paragraph five
• How did the writer begin to see himself and his own future?
• 3. He was afraid that he was surrounded by people he didn’t know and who didn’t know him. • 4. He had to make friends with them and also compete with them.
Paragraph six
• What did he think of his future at that time? • Why was the writer so sure about himself and his own future? • What does the expression “this important hurdle in my life” mean?
Paragraph two
• What did the writer have to do in order to do well in his studies?
- 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)。
《21世纪大学实用英语》(综合教程)课程教学大纲课程代码：学时：学分：第一部分：课程教育目标一、课程的性质和任务课程的性质：本教材是普通高等教育“十一五”国家级规划教材。
课程的任务：本课程教学的任务是：培养学生掌握一定的英语基础知识和技能，具有一定的听、说、读、写、译的能力，从而能借助词典阅读和翻译有关英语业务资料，在涉外交际的日常活动和业务活动中进行简单的口头和书面交流，并为今后进一步提高英语的交际能力打下二、课程相关的衔接本课程需掌握一定的英语基础知识，认知1000个英语单词，掌握基本的英语语法规则，能听懂日常和涉外业务活动中使用的英语对话，能运用已知的词汇和语法，句子结构等写出较简单命题作文。
三、教学的基本要求本课程要求在加强英语语言基知识和基本技能训练的同时，要重视培养学生实际使用英语进行交际的能力。
通过本课程的学习，学生应该达到下列要求: 1．基础知识要求1）词汇认知3200个英语单词（包括入学时要求掌握的1000--1600个词）以及由这些词构成的常用词组，掌握其中大约2000个单词的正确拼写、英汉互译及基本用法。
学生还应结合专业英语学习，认知400个专业英语词汇。
2）语法进一步巩固和掌握基本的英语语法规则，并在听、说、读、写、译中能正确运用其所学语法知识。
3）听力能听懂日常和涉外业务活动中使用的结构简单、发音清楚、语速较慢(每分钟100词左右)的英语对话和不太复杂的陈述，理解基本正确。
4) 口语能用英语进行一般的课堂交际，并能在日常的涉外业务活动中进行简单的交流。
5) 阅读能阅读中等难度的一般题材的简短英文资料，理解正确。
在阅读生词不超过总词数3%的英文资料时，阅读速度不低于每分钟70词。
能读懂通用的简短实用文字材料，如信函、技术说明书、合同等，理解正确。
6) 写作：能就一般性题材，在30分钟内写出80—100词的命题作文；能填写和模拟套写简短的英语应用文，如填写表格与单证，套写简历、通知、信函等，词句基本正确，无重大语法错误，格式恰当，表达清楚。
7) 翻译（英译汉）能借助词典将中等难度的一般题材的文字材料和对外交往中的一般业务文字材料译成汉语。
理解正确，译文达意，文体恰当。
在翻译生词不超过总数5%的实用文字材料时，笔译速度每小时250个英语词。
2．素质要求1）能听懂相当于中等难度的听力材料，并能抓住要点和有关细节；就所听材料的要点能用英语作简要笔记。
2）能听懂英语国家人士关于日常生活及在一般社交场合的交谈，要求学生能够抓住交谈的中心大意，并能领会说话人的态度，感情和意图。
四、教学方法与重点、难点教学方法：本课程采用小课堂讲授。
重点：词汇，语法，翻译。
难点：语法。
第二部分教学内容基本要求A. 综合英语内容及基本要求：第一册Unit 1 College – A Transition Point in My Life一、教学目的：通过本单元的学习，掌握重点词汇和句子结构；能用英语自我介绍；了解为什么说读大学是我们人生的转折点；掌握阅读技巧：Reading for the Main Idea: Topic Sentence(1)；掌握写作技巧：How to fill in a registration form.二、单元重点：词汇、重点句型和习惯表达法：1．Vocabulary: transition ,enter , keep up with ,be up to ,have sth. under control ,as a result , look on/upon ,grow up2.Sentence Structures: “V + Object + as ”structure三、单元难点：动词时态（Verb Tenses）(1):The Simple Present Tense andthe Simple Past Tense .Unit 2 He helped the Blind一、教学目的：通过本单元的学习，掌握重点词汇和句子结构；能用英语表达帮助别人的愿望；了解布莱叶盲字体系是如何产生从而改变了盲人的生活；掌握阅读技能：Reading for the Main Idea: Telling theDifference Between a General Idea and Details ；掌握写作技巧：How to fill in a book order form.二、单元重点：词汇、重点句型和习惯表达法：1．Vocabulary: blind , injure , lead to ,take care of ,make up ,takeup ,pick up ,in honor of2. Sentence Structure:“main clause + when …”structure三、单元难点：动词时态（Verb Tenses）(2):The Present Progressive andthe Past Progressive .Unit 3 Thanks ,Mom ,for All You Have Done一、教学目的：通过本单元的学习，掌握重点词汇和句子结构；能用英语表达感激；了解母亲节并懂得感恩母亲；掌握阅读技能：Understanding Signal Words(1)；掌握写作技能：How to fillin an application form.二．单元重点：词汇、重点句型和习惯表达法：1．Vocabulary:tend ,grateful ,be/get caught up in ,on the occasionof ,in charge of sb./sth., on one`s own ,feel free todo sth. give/lend a (helping) hand2. Sentence Structure: “There be no …+ so + a./ad. +as ”structure三、单元难点: 动词时态（Verb Tenses）(3):The Simple Future and theFuture in the Past.Unit 4 Run Like the Wind一、教学目的：通过本单元的学习，掌握重点词汇和句子结构；能用英语表达喜好；了解如何才能提高速度和增强耐力以便跑得飞快；掌握阅读技能：Understanding Signal Words(2)；掌握写作技能：How to write an English business card .二、单元重点：词汇、重点句型和习惯表达法1．Vocabulary: require ,increase ,conserve ,up and down ,be knownas ,rather than ,keep from ,quite a bit2. Sentence Structure: “the more … the more ” structure三、单元难点：动词时态（Verb Tenses）(4):The Present Perfect and thePast PerfectUnit 5 The Treasure in the Orchard一、教学目的：通过本单元的学习，掌握重点词汇和句子结构；能用英语提出要求；了解什么才是父辈应该留给孩子的真正财富；掌握阅读技能：Understanding Signal Words(3)；掌握写作技能：How to write a greeting card.二、单元重点：词汇、重点句型和习惯表达法1.Vocabulary: request ,delay ,bargain ,send for ,in answerto ,all one’s life ,send away ,carry away2. Sentence Structures: “This is + the superlative + sb. Has yetdone ” structure三、单元难点：基本句型（Sentence Patterns）：SV ,SVC ,SVO ,SVoO ,SVOCUnit 6 Tracking Down My Dream一、教学目的：通过本单元的学习，掌握重点词汇和句子结构；能用英语鼓励别人建立自信；了解最坚强的人并不总是赢得胜利的人,而是那些在失败时不放弃的人；掌握阅读技能：Understanding Signal Words(4)；掌握写作技能：How towrite a Thank-you note.二、单元重点：词汇、重点句型和习惯表达法：1．Vocabulary:quit , worth ,track down ,prepare for ,fall behind ,in pain ,mistake … for… ,happen to 2．Sentence Structures: “as … as ” structure三、单元难点：主谓一致（ Subject – verb Agreement ）(1)Unit 7 The Smile一、教学目的：通过本单元的学习，掌握重点词汇和句子结构；学会用英语赞美别人；了解一个微笑是如何拯救一个生命的；掌握阅读技能：Reading for the Main Idea: Topic Sentence(2)；掌握写作技能：How to write a note of congratulation.二、单元重点：词汇、重点句型和习惯表达法：1．Vocabulary: aware ,execute ,capture ,in action ,call out ,inany case ,as though ,look at sb. in the eyes2. Sentence Structures: The emphatic structure “It is /was …that …”三、单元难点：主谓一致（ Subject – verb Agreement ）(2)Unit 8 Learning to Learn一、教学目的：通过本单元的学习，掌握重点词汇和句子结构；学会用英语提出旅游建议；了解有效的学习技能和策略；掌握阅读技能：Reading for the Main Idea: Topic Sentence(3)；掌握写作技能：How to write a notice.二、单元重点：词汇、重点句型和习惯表达法：1．Vocabulary: identify ,adjust ,involve ,focus on ,at hand ,worry about ,take notes ,set the stage for 2. Sentence Structure: If … , then …三、单元难点：动词不定式（ The Infinitive ）第二册Unit 1 Misunderstanding一、教学目的：通过本单元的学习，掌握重点词汇和句子结构；能用英语问清楚问题和解释清楚问题；了解更多有关英语理解的一些有趣的故事；掌握阅读技巧：Guessing the meaning of unknownwords in context(1)；掌握写作技巧：Letter of invitation二、单元重点：词汇、重点句型和习惯表达法：1．Vocabulary: common, embarrass, misunderstanding, similar, feel like, turn out, in the end2. Sentence Structures: “too…to…”;“…,until…”三、单元难点：动词的-ing 形式 .Unit 2 Mistaken Identity一、教学目的：通过本单元的学习，掌握重点词汇和句子结构；能用英语道歉和回应别人的道歉；了解马克吐温由于被误认为某个大人物而受到了很好的优待的故事；掌握阅读技能：Guessing the meaning of unknown words incontext(1)；掌握写作技巧：Response to a letter of invitation.二、单元重点：词汇、重点句型和习惯表达法：1．Vocabulary: describe, bother, shame, recognize, a couple of,at the same time, cut sb. short2. Sentence Structure:“…must have done…”; “…be + adj + tohave done…”三、单元难点：动词ing形式与不定式的比较V+V-ing or +infinitive (1).Unit 3 I Can’t Accept Not Trying一、教学目的：通过本单元的学习，掌握重点词汇和句子结构；能用英语表明决心和表达乐观的心情；了解世界著名篮球明星乔丹如何设定他的人生目标并取得成功的故事；掌握阅读技能：Guessing the meaning of unknown words；掌握写作技能：Notesasking for a leave of absence二、单元重点：词汇、重点句型和习惯表达法：1．Vocabulary:challenge, failure, level, otherwise, reasonable,taste, lead to, concentrate on, step by step2. Sentence Structure: “…that’s why/what/how/where”structure三、单元难点: 动词ing形式与不定式的比较V+V-ing or +infinitive (2).Unit 4 I Like Animals一、教学目的：通过本单元的学习，掌握重点词汇和句子结构；能用英语表达好奇；了解有关动物比人类好的争论；掌握阅读技能：Understanding paragraph development (1)；掌握写作技能：Howto write telephone messages.二、单元重点：词汇、重点句型和习惯表达法1．Vocabulary: comment, pretend, argue, enable, freedom,particularly, pollute, on behalf of, on earth2. Sentence Structure: “Why (what/who) do yousuppose(guess/imagine) …” structure三、单元难点：动词ing形式与不定式的比较V+V-ing or +infinitive (3).Unit 5 Precious Legacy一、教学目的：通过本单元的学习，掌握重点词汇和句子结构；能用英语问别人所记得的事情；了解对于死去的人，留在他们心目中最永恒和最珍贵的东西是什么；掌握阅读技能：Understandingparagraph development (2)；掌握写作技能：How to writee nvelopes.二、单元重点：词汇、重点句型和习惯表达法1.Vocabulary: precious , memory , priceless , mistrust , mature , fortunatetake out , make use of , keep one’s distance , stare at , as for2. Sentence Structures: “main clause + until …”;“ While…,+ main clause ”三、单元难点：可数名词和不可数名词(Countable and Uncountable Nouns)Unit 6 Billy一、教学目的：通过本单元的学习，掌握重点词汇和句子结构；能用英语表达同情；了解一个麦当劳员工冒着失去工作的风险对于一个5岁病危的小孩表示同情的勇气和爱心的故事；掌握阅读技能：Understanding paragraph development (3)；掌握写作技能：How to write a personal letter (1).二、单元重点：词汇、重点句型和习惯表达法：1．Vocabulary:significant, standard, staff, restrict, transfer, hook, grave, run through, suggest, scream, ponder2.Sentence Structures: So＋系动词（助动词或情态动词＋另一主语三、单元难点：被动语态（The passive voice）Unit 7 Honesty Pays Off一、教学目的：通过本单元的学习，掌握重点词汇和句子结构；学会用英语履行义务；了解诚实的重要性和如何对别人直话直说；掌握阅读技能：Basic reading skills: Understanding paragraphdevelopment (4)；掌握写作技能：How to write a personal letter(2).二、单元重点：词汇、重点句型和习惯表达法：1．Vocabulary: agonize，complicated，alternative，date，common，humanity，solution，instead of，proposal，admire2. Sentence Structures:“It is /was not that…, but that …”三、单元难点：非真实性条件句（The subjunctive mood)Unit 8 The Top 5 Scientific Breakthroughs of the 21st Century一、教学目的：通过本单元的学习，掌握重点词汇和句子结构；学会用英语问原因和给出原因；了解21世纪科学的五大突破；掌握阅读技能Understanding paragraph development (5)；掌握写作技能：How to write E-mails.二、单元重点：词汇、重点句型和习惯表达法：1．Vocabulary: advance, exist, predict, damage, powerful, connect, and so on, thanks to, in the first place 2. Sentence Structure: “As + adverbial clause of time or reason,main clause” structure三、单元难点：倒装句（ Inversion ）第三册Unit 1 Attitude Is Everything一、教学目的：通过本单元的学习，掌握重点词汇和句子结构；能用知道如何使用有关态度的词汇和短语；了解心态最重要的道理；掌握阅读技巧：Scanning；掌握写作技巧：How to write a Resume二、单元重点：词汇、重点句型和习惯表达法：1．Vocabulary:mood, unique, curious, emergency, react, affect, consciousness, take action, the bottom line, after all2.Sentence Structures: “Each time/Every time…,…”structure三、单元难点：虚拟语气(Subjunctive Mood) .Unit 2 Success Is a Choice一、教学目的：通过本单元的学习，掌握重点词汇和句子结构；能用英语建议行动方案；了解成功的秘诀在于你选择了努力；掌握阅读技能：Reading classified Ads；掌握写作技巧：How to write cover letters.二、单元重点：词汇、重点句型和习惯表达法：1．Vocabulary: deserve, effort, evidence, influence, selfish, concept, compromise, intense, live up to, a varietyof, when it comes2. Sentence Structure:“…, unless…”; “whatever/whenever/wherever…,…”structure三、单元难点：形容词与讽刺的比较级和最高级（Adjectives and Adverbs:the Comparative Degree and the Superlative Degree）.Unit 3 Believe and Achieve一、教学目的：通过本单元的学习，掌握重点词汇和句子结构；能用英语去鼓励别人；了解身边的人的帮助和支持在生活中关键时刻的重要作用；掌握阅读技能：Reading the table of contents；掌握写作技能：How to write want Ads.二、单元重点：词汇、重点句型和习惯表达法：1．Vocabulary:approval, chief, crucial, frustrate, gather, yield, seek, opposite, suggestion, move forward, count out2. Sentence Structure: “used to do sth.”; “be used to sth.”三、单元难点: V-ing, V-ed 和To V 短语作状语.Unit 4 Death of a Real Superman一、教学目的：通过本单元的学习，掌握重点词汇和句子结构；能用英语安慰或使别人放心；了解银幕上下的双料英雄（ChristopherReeve）的故事；掌握阅读技能：Reading Indexes；掌握写作技能：How to write inquiry letters.二、单元重点：词汇、重点句型和习惯表达法1．Vocabulary: suffer, financial, evil, suicide, determination,burden, define, resource, cry over, slip into, no doubt2. Sentence Structure: “It wasn’t until…that…” structure三、单元难点：情态动词（Model Verbs）.Unit 5 A Sweet Love Story一、教学目的：通过本单元的学习，掌握重点词汇和句子结构；能用英语表达美好的期待；了解真正的爱情能够战胜物质的障碍的故事；掌握阅读技能：Skimming；掌握写作技能：Replies toinquiries.二、单元重点：词汇、重点句型和习惯表达法1. Vocabulary: background, anger, match, latter, overseas, fold, invitation,relationship, engage, propose, give in, due to, go abroad2. Sentence Structures: “…feel as if…”structure三、单元难点：独立结构（Absolute Construction）Unit 6 Sorry, But…一、教学目的：通过本单元的学习，掌握重点词汇和句子结构；能用英语问建议和给意见；了解如何获得一份工作和如何将对待用人单位的回绝；掌握阅读技能：Separating facts from opinions；掌握写作技能：How to write complaint letters.二、单元重点：词汇、重点句型和习惯表达法：1．Vocabulary:potential, properly, judgment, reject, candidate, employer, lack, qualified, suitable, feedback, cope with, apply for, fill out3.Sentence Structures: To one’s + n (amazement/surprise/…),main clause三、单元难点：直接引语和间接引语（Direct Speech and Indirect Speech）Unit 7 Students In Shock一、教学目的：通过本单元的学习，掌握重点词汇和句子结构；学会用英语接受或拒绝别人的建议；了解大学生所承受的压力和其产生的原因；掌握阅读技能：Understand paragraphdevelopment(6)；掌握写作技能：Replies to complaint.二、单元重点：词汇、重点句型和习惯表达法：1．Vocabulary: steady, tuition, disorder, prospect, represent, horror, roughly,anxiety, apparent, ups and downs, burst out, in advance2. Sentence Structures:“It’s believed (known/ reported…)that….”三、单元难点：省略（Ellipsis)Unit 8 What Do We Need for Life?一、教学目的：通过本单元的学习，掌握重点词汇和句子结构；学会用英语给他人警示；了解各种类型的环境污染正威胁着我们的生活；掌握阅读技能Indentifying the author’s viewpoint；掌握写作技能：introduction letters.二、单元重点：词汇、重点句型和习惯表达法：1．Vocabulary: disturb, stable, pollution, mixture, main,consumer, supply, substance, give off, leak out2. Sentence Structure: “With …, …” structure三、单元难点：强调（Emphasis ）B. 听说教程教学内容和基本要求：Book IBook 2Book 3注：由于2010年9月才换的新教材，故教学内容及基本要求只列出第一、二、三册，待明年有了第四册将补全所有的教学内容和基本要求。