综合教程Unit 5教案
新标准高职公共英语实用综合教程(第二版)unit5
Unit 5 Modern Communication
Background Information
Discussion
《实用综合教程（第二版）》第2册电子教案
Unit 5 Modern Communication
Background Information
《实用综合教程（第二版）》第2册电子教案
Unit 5 Modern Communication
Listening
Speaking
I. Listening A. Choose the best answer according to what you hear.
Script
1. A. The price of cell phones. B. The function of cell phones. C. The popularity of cell phones. D. The sound of cell phones.
《实用综合教程（第二版）》第2册电子教案
Unit 5 Modern Communication
Listening
Speaking
1. M: It seems like everyone has a cell phone these days. W: Yeah. Everywhere you go you can hear mobile phones ringing. Q: What’s the topic of the conversation? 2. M: Hi, Jane. Do you have some change? I have to make a call on the pay phone. W: Pay phone? Why not use my mobile phone? Here you are. Q: How does the woman respond to the man’s request?
全新版大学英语综合教程3unit5教案
教学目标：1. 理解并掌握本单元的核心词汇和短语。
2. 通过阅读、听力、口语和写作等活动，提高学生的英语综合运用能力。
3. 培养学生对英语文化背景知识的了解，拓宽视野。
教学重点：1. 理解并掌握本单元的核心词汇和短语。
2. 提高学生的阅读、听力、口语和写作能力。
教学难点：1. 学生对英语文化背景知识的了解。
2. 学生在口语和写作中运用所学知识的能力。
教学过程：一、导入1. 通过图片或视频展示本单元主题相关的内容，激发学生的学习兴趣。
2. 提问学生关于图片或视频的问题，引导学生思考。
二、阅读1. 学生自主阅读课文，理解文章大意。
2. 教师引导学生分析文章结构，总结段落大意。
3. 学生找出文章中的生词和短语，教师进行讲解和扩展。
三、听力1. 学生听录音，回答问题，检查对文章内容的理解。
2. 教师播放听力材料，让学生跟读，提高口语表达能力。
四、口语1. 学生分组讨论课文中的话题，分享自己的观点。
2. 教师组织学生进行角色扮演，模拟课文中的场景。
五、写作1. 学生根据课文内容，完成一篇短文写作。
2. 教师对学生的写作进行点评，指出优点和不足。
六、总结1. 教师对本单元所学内容进行总结，强调重点和难点。
2. 学生回顾本单元所学知识，提出疑问。
教学资源：1. 教材《全新版大学英语综合教程3》2. 多媒体课件3. 课外阅读材料4. 听力材料教学评价：1. 学生对课堂活动的参与度。
2. 学生对课堂内容的掌握程度。
3. 学生在写作和口语表达中的表现。
教学反思：1. 教师应根据学生的实际情况，调整教学策略，提高教学效果。
2. 注重培养学生的英语综合运用能力，提高学生的英语水平。
全新版大学英语综合教程第二册教案Unit-5-book2
Unit 5 Overcoming ObstaclesI. Teaching ObjectivesStudents will be able to:1.grasp the main idea (dreaming and hard work helped Michael Stone on his way to success)andthe structure of the text(narration with a flashback);2.appreciate the narrative skills (using details to bring out a character; a surprising ending; use of3.master the key language points and grammatical structures in the text;4.conduct a series of reading, listening, speeding and writing activities related to the theme of the unit.II. Key Points:The structure, the writing skill, and the main idea of the text will be the focus. Only a few words and sentences, which will be the obstacles for students’ understanding of the text, will be explained in class.III. Difficult Points:Some sentences whose meanings are difficult to understand and whose structures are hard to analyze:1. Line 21-23(Para.4): Where he flew would always coincide with his mother’s stories. Where he flew was with a keen eye for detail and the free spirit of his mo ther’s love.2. Line 53-54（Para. 9）: The runway felt different this time. It startled him for a brief moment. Then it all hit him like a wet bale of hay.IV. Teaching Materials: Power point and materialsV. Teaching Methods: Lecturing, practicing and discussing.VI. Teaching Timing: 8 sessions of classVII. Teaching Process:1st -2nd periods:Pre-reading; Teacher’s Introductory Remarks and Students’ Discussion related to the topic.3rd -4th periods: While-Reading (Understanding the title of text A; Analyzing the organization of the text; Explaining Difficult sentences and language points in the text; Summing up the main idea of the text)5th-6th periods: Dealing with the exercises after Text A. Check on Ss’ home reading (Text B); Post-Reading Task: Theme-Related Language Learning Tasks7th-8th periods: Listening and speaking tasks.A. Pre-reading tasks1.T asks SS the following questions on the song Coming out Dark:(5minutes)Consider the title of the song, what does "Dark" refer to?(near death ;loss of consciousness after the car accident; slow and painful recovery; despair)How is the song related to the theme of he unit?(To get over despair after injury is also a form of overcoming obstacles.)2.Do you know these proverbs??(13minutes)1)T dictates the following Proverbs to SS:Where there's a will, there's a way.(有志者事竟成。
《全新版大学进阶英语综合教程3》Unit 5教案
3)How to write a process description.
Difficulties:
1)To master and apply the sentence patterns in this unit;
2.write a well-developed process description of how to use a smart phone app.
教学基本内容
Text Study
1)Interactive reading of the text;
2）Language focus.
教学重点和难点
4)expand their vocabulary about digital technology and know how to use the key words and expressions in context properly;
《全新版大学进阶英语综合教程3》课程单元教学设计（教案）
本次课标题
Unit 5 Digital Age
授课教师
潘新淮
授课班级
18级A5班
18级A14班
18级A9班
授课时间
4月29日1、2节
4月29日3、4节
4月24栋501室
8栋105室
教学目标
能力（技能）目标
知识目标
1.have a thorough understanding of the text contextually and linguistically;
2. build up an active vocabulary to talk about digital technology and know how to use the key words and expressions in context properly;
新世纪综合教程3(第二版)电子教案Unit5
新世纪综合教程3(第二版)电子教案Unit5本电子教案为新世纪综合教程3(第二版)的第五单元教学内容。
本单元的主题为“世界神秘之旅”，通过学习本单元的内容，学生将了解不同地理位置上的奇迹和神秘景点，并能够表达自己对于这些景点的观点和想法。
教学目标1.了解和学习不同地理位置上的奇迹和神秘景点。
2.学习如何表达自己对景点的喜好和观点。
3.培养学生的听说读写能力和团队合作能力。
教学准备1.教材：新世纪综合教程3(第二版)第五单元课本。
2.多媒体设备。
3.高质量照片或视频，展示不同地理位置上的奇迹和神秘景点。
教学过程导入1.让学生观看一段关于世界著名神秘景点的视频。
2.引导学生思考一下问题：–这些景点有什么特别之处？–你对这些景点有什么了解？基础知识建立1.讲解关键词和词汇，如奇迹、神秘、景点等。
2.学生利用词典查找并记录相关单词和短语，并尝试使用这些词汇描述他们所了解的景点。
阅读理解1.学生阅读课本中有关奇迹和神秘景点的文章。
2.学生回答与文章相关的问题，以检验他们的阅读理解能力。
3.学生讨论他们在阅读中对于景点的看法和想法，并相互交流。
听力练习1.学生听一段关于一个神秘景点的描述，并回答与景点相关的问题。
这个练习旨在培养学生的听力和理解能力。
口语练习1.学生分组进行讨论，每组选择一个他们感兴趣的神秘景点并介绍给其他组。
2.每个组员都需要表达自己对于所选景点的喜好和想法，并能够回答其他组的问题。
3.教师给予学生提前准备和展示的时间，并鼓励学生使用所学词汇和表达方式。
写作练习1.学生根据课本中所提供的问题，写一篇关于自己喜欢的一个神秘景点的文章。
2.学生可以使用自己的想象力和观点，来描述这个景点，并提供相关的理由和解释。
3.学生可以交换文章，并给予彼此写作反馈。
总结1.教师总结本课的教学内容和学生的学习成果。
2.学生回顾所学知识和技能，并讲述他们对于本单元的收获和感受。
课后练习1.学生利用互联网搜索并了解更多有关世界奇迹和神秘景点的信息。
新世纪大学英语(第二版)综合教程第3册课件Unit5
Choose the best answer to complete each of the following sentences according to the information contained in the listening passage.
1. One of the reasons for the annual increase in HIV infections is that ________ .
Money is the most envied, but the least enjoyed. Health is the most enjoyed, but the least envied.
— Charles Caleb Colretation: By using four superlatives, Colton points out the paradox of people’s attitudes towards money and health. We tend to envy those who possess more money, but those who possess more money may not feel happy and satisfied. In contrast, we seldom feel envy for those who enjoy good health, for good health can only be enjoyed by those who possess it.
Study the following quotes about health. Which quote(s) do you like best? Why?
大学英语综合教程第三册课件unit5
YOUR TOPIC GOES HERE WORDS & EXPRESSIONS
YOUR SUBTOPIC GOES HERE
expose: leave uncovered; make accessible (be exposed to) • It is feared that people living near the power station may have been exposed to radiation. • The immigrants’ children exposed to American pop culture often rebel when their parents try to impose the values they brought with them. 译： 一个人想把某种语言学好， 一个人想把某种语言学好，需要浸淫于那种文化和语言 环境之中。 环境之中。 If one wants to master a language, he has to be exposed to that culture and language environment.
YOUR TOPIC GOES HERE WORDS & EXPRESSIONS
YOUR SUBTOPIC GOES HERE
get to sth./doing sth.: begin to give serious attention to or deal with • Recently I’ve got to wondering why I am doing the part-time job. • I’ll get to the accounts as soon as possible. 译： 经历了这次事件之后, 他开始对他周围的人好了. 经历了这次事件之后 他开始对他周围的人好了 Having gone through the accident, he got to treating people around him kindly
新编实用英语综合教程1-5教案
教 案 首 页教案序次 17 课 题 Unit 5 Talking About the Weather (1) 课 型 □ 理论 □ 讨论 □ 习题 □ 实验 ■ 技能训练 □ 设计 □ 实习 授课班级 周次 星期 节次 日 期 教学效果授课时间 教学 学会用英语表达天气预报；能谈论天气变化；能流利地读出两个主题对话。
目 能评论天气状况，发表自己的观点，了解美国人口头表达上述情景的方式。
标 学习正确的语音语调。
设计本次课为第五单元第一次课---- 听说课 。
对话中涵概了谈论天气情景时常用的交际 语 。
听力短文为一篇与天气有关的文章， 四个朋友在谈论一年四季， 各自表达自己 喜欢的季节。
参看学生练习册 (Workbook P60,70 ), 计划 2 学时完成。
互动教学法(听与说的互动)；角色表演法 Interactive Teaching Method; role-play 1. Understanding the forecast of global or local weather conditions 2. Talking about weather changes (temperature, wind, rain, snow, etc.) 3. Talking about the weather to start a conversation 4. Making comments on weather conditions and showing your likes or dislikes 5. Key words and expressions: weather report, a chance of, get cooler, changeable, clear and lively, quite a warm day, temperature, take an umbrella with Tape-recorder/Multi-medium/Language Lab.学 生 基 础 分 析 教材分析教法选择重点难点分析教具选用课 堂 组 织 Unit FiveSection Ⅰ& Section Ⅱ Language Points: 1. Centigrade / Celsius / Fahrenheit 2. forecast n./v. predict —prediction —predictable —predictably 3. improve —improvement 4. weather / climate 5. variable —various —vary —variety 6. suffer from 7. show--shower序号 ◆ Pre-teaching 知识点 时间 12’ Review ---- Unit 4 Lead-in ---- weather forecast ◆ While-teaching Follow the Samples ---- Talking About the Weather Today Talking About the Weather in New York Being all ears ---- Dialogue & Passage ◆ Post-teaching 75’ 2’ Summary Homework---P72. Put in Use 计划布置 Ex.1-3， P72. 实际布置 Ex.3， P72. 课 后 自评作 业 布 置 知识点及时间分配主板书设计教案内容备课内容(教学设计、知识点、课堂组织、教学方法等)Unit Five: Talking About the Weather (1)(Note：★ ---focal point，▲ --- difficult point)Ⅰ . IntroductionThe topic area of Talking Face to Face in this unit is to talk about the weather. The focus is on the patterns that are appropriate for getting or giving information about weather conditions for the daily activities or arrangements.Ⅱ . Lead-in: business cards1. Warm-up questions◇Do you often listen to a weather forecast? Why or why not?◇What’s the use and importance of a weather forecast?2. Students read and translate the business cards under the guidance of the teacher.Ⅲ . Sample Dialogues1. Warm-up questions◇Do you often talk ab out the weather and the weather forecast? ◇Do you know how to describe the weather in English?2. Students read the sample dialogues after the teacher and try to find out the useful sentences and expressions for talking about the weather in the dialogues.3. Students practice the dialogues in groups.4. Give students several minutes to prepare short conversations in pairs by simulating the five small dialogues.5. Students role-play the similar situations they create consulting the five small dialogues, first in groups, and then in front of the class.Ⅳ . Assignments for this section:﹡ Pair work: Talk about/Describe the weather conditions in your hometown to other members of the group.﹡ Students do Put-in-Use exercises in groups in groups by reading out loud all the three dialogues they have completed.Section ⅡBeing All Ears Ⅴ . Listening Practice1． 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 with a pause after each sentence for the second time and ask the students to take notes of the key words.教学提示Section ⅠTalking Face toFace参看学学·练练·考考(WorkbookP60,P70)4． Play the tape for the third time, and ask the students to simultaneously repeat while they are listening.5． Do all the exercises in this section.Ⅵ .ScriptDialogue(Pat Alex comes by to see Li Hong. They talk about the party last night and about theweather.)Li Hong: Hi, Pat! Why didn't you go to the party last night?Pat: Because it was so cold and rainy.Li Hong: That's too bad! It was a really good party. Hey, why don't wego for a walk this afternoon, Pat? I need some exercise.Pat: Go for a walk? But it's so cold out.Li Hong:Cold out? What's the temperature?Pat:About 13 °C.Li Hong:13 °C That's not cold. Just wait until winter.Pat:Why?Li Hong: Well ... it snows a lot and sometimes it's very cold. Last winterit was 7 degrees below zero for three weeks. And it was windy, too.Pat:That sounds awful!Li Hong: It wasn't all that bad. The sun was out almost every day.The GeneralIdea of thePassagekey play in the fresh air, aummer vacation, hot and unconfortable, in summertime, go skating on the ice, begin to grow, a new year begins, arechanging color, fall from the trees, in the air教 案 首 页教案序次 18 课 题 Unit 5 Talking About the WEather(2) 课 型 ■ 理论 □ 讨论 □ 习题 □ 实验 □ 技能训练 □ 设计 □ 实习授课班级 周次 星期 节次 日 期 教学效果·牢记 Passage 1 中所出现的生词和短语， 理解课文大意， 学会用英语表述天气状况。
新编实用英语综合教程2 -Unit 5 Food culture教案
Unit 5 Food Culture Unit GoalsWhat you should learn to do1.Choose a table2.Order from a menu3.Take an order4.Enquire about and recommend foods and drinks5.Pay the billWhat you should know about1.Western and Chinese food2.The way to make a toast speech at a wedding3.Adverbial clausesSection I Talking Face to Face1.Imitating Mini—Talks2.Acting out the Tasks3.Studying Email Information on the Internet4.Following Sample Dialogues5.Putting Language to UseSection II Being All Ears1.Learning Sentences for Workplace Communication2.Handling a Dialogue3.Understanding a Short Speech / TalkSection III Trying your Hand1.Practicing Applied Writing2.Writing Sentences and Reviewing GrammarSection IV Maintaining a Sharp EyePassage 1 ：Information Related to the Reading PassageLikes or dislikes with regard to food vary greatly from culture to culture。
希望英语综合教程UNIT5教案
教案任课班级制药111/112 2012年月日星期任课班级微生物111 2012年月日星期教师姓名赵东平任课班级化工111/112 2012年月日星期课题名称（教材章节）Unit Five EntertainmentNew words and Expressions & Speaking教学目的和要求 1. Help Ss learn the new words and expressions in this part.2. Remember some useful words and sentences about environment. Such as: apply, recall, stuff, frustrate, quit, resist, outline, idle away, sum up, miss out …教学重点 1.New words and expressions in this part教学难点 1. Explain and understand the meaning of new words and expressions教学过程与主要内容Step I Field work.Step II Read the new words and expressions and explain the key words and expressions.Step III Speaking part Task 1: Talk about the 3 images on P68Task2: Use the following sentence patterns and the words or phrases from Task 1 to talk about the pictures on Page 66 . A. Some …, while others. B. Unlike …Task 3: Work in pairs. Take turns asking your partner the following questions and make notes.Is age an important factor in entertainment choices ? Why or why not?What do you usually do for fun?What are the advantages and disadvantages of outdoor entertainment?Step IV Give Ss assignment today课外作业Homework Oral PracticePractice the new words and expressions阅读参考书目Hope English Book II Teacher’s Reference BookInternet resource课后体会教案任课班级制药111/112 2012年月日星期任课班级微生物111 2012年月日星期教师姓名赵东平任课班级化工111/112 2012年月日星期课题名称（教材章节）Unit Five EntertainmentReading A教学目的和要求Read and understand the meaning of Reading A.Master the sentence patterns from the Reading AFinish the exercises of Reading A教学重点Sentence pattern from Reading AExercises after Reading A教学难点Explanation of Reading A and exercises教学过程与主要内容Step I Revision Word dictationStep II. Reading A: Couch Potato Task 1: Give brief answers to the following questions. Then ask your partner about his/her answers and take notes. Task 2: Detailed Reading The teacher explain the language points in the text. Task 3: Ss can scan a passage to get specific ideas.Step III Do some after-reading exercises.Step IV Assignments课外作业Review and RememberPreview the grammar and listening part阅读参考书目Hope English Book II Teacher’s Refer ence BookListen to this Step by step课后体会教案任课班级制药111/112 2012年月日星期任课班级微生物111 2012年月日星期教师姓名赵东平任课班级化工111/112 2012年月日星期课题名称（教材章节）Unit Five EntertainmentGrammar and Listening and Reading B教学目的和要求Know the special usage of subjunctive moodKnow the skills of listening教学重点 1. Help the Ss understand the listening materials in details.教学难点Explanation for reading materials in details教学过程与主要内容Step I .Revision 1.Ask some questions on Reading A. 2.Ask the students to translate some sentences into English.Step II. Introduce the grammar: subjunctive moodDo Task 1 –Task 3 together and explainStep III. Listening.Do Task 1 –Task 6 together and explainStep IV. Explain Reading B.Step IV. HomeworkStudents’ Learning Card课外作业Homework Students’ Learning Card: ListeningReview the listening skills and preview .Reading C and Writing part阅读参考书目Hope English Book II Teacher’s Reference BookInternet resource课后体会教案任课班级制药111/112 2012年月日星期任课班级微生物111 2012年月日星期教师姓名赵东平任课班级化工111/112 2012年月日星期课题名称（教材章节）Unit Five EntertainmentReading C and Writing and Presentation教学目的和要求Train the fast reading ability.Know the skill of writing a letter of Invitation.教学重点 1. Help the Ss do the exercise.教学难点Explain the reading and writing materials in details.教学过程与主要内容Step I. Revision Translate some sentences into English. Step II. Reading CAllow 10 minutes for Ss to do the task, and then teacher checks the answer.Step III. Writing for General Purposes: Writing for general purposes—Task: development by exampleWriting for specific purpose—Task: letter of invitationStep IV. PresentationAsk each group gives a presentation in front of the class.Step V: Homework课外作业Presentation PartReview and preview.阅读参考书目Hope English Book II Teacher’s Reference BookInternet resource课后体会。
大学英语综合教程1unit5教案
课程名称：大学英语综合教程1授课对象：大学英语一年级学生授课时间：2课时教学目标：1. 学生能够通过阅读、讨论和写作等活动，理解和掌握本单元的主题——家庭与个人价值观。
2. 学生能够运用所学的词汇和语法知识，进行有效的口语和书面表达。
3. 学生能够了解不同文化背景下家庭观念的差异，培养跨文化交际能力。
教学重点：1. 本单元的词汇和语法知识。
2. 家庭与个人价值观的表达和讨论。
教学难点：1. 家庭与个人价值观的深入理解。
2. 跨文化交际中家庭观念的差异分析。
教学过程：第一课时：一、导入新课1. 利用图片或视频展示不同文化背景下家庭的场景，激发学生对家庭话题的兴趣。
2. 提问：家庭在你的生活中扮演着怎样的角色？你如何看待家庭价值观？二、词汇教学1. 通过图片、例句等形式，介绍本单元的词汇，如：family, parent, tradition, respect, responsibility等。
2. 学生分组，进行词汇接龙游戏，巩固所学词汇。
三、阅读教学1. 学生阅读课文，了解文章大意。
2. 教师引导学生分析文章结构，提炼出文章的主旨大意。
3. 学生讨论文章中的观点，表达自己的看法。
四、语法教学1. 介绍本单元的语法知识，如：现在进行时、过去完成时等。
2. 学生通过例句练习，掌握语法知识。
五、课堂小结1. 教师总结本节课所学内容，强调重点和难点。
2. 学生回顾所学词汇和语法知识。
第二课时：一、复习导入1. 回顾上一节课所学内容，检查学生对词汇和语法的掌握情况。
2. 学生进行口语练习，用所学词汇和语法知识描述家庭生活。
二、写作教学1. 学生根据课文内容，撰写一篇关于家庭价值观的短文。
2. 教师指导学生修改作文，注意语法、词汇和表达方式。
三、课堂讨论1. 学生分组讨论，分享自己对家庭价值观的看法。
2. 教师引导学生分析不同文化背景下家庭观念的差异。
四、课堂小结1. 教师总结本节课所学内容，强调家庭价值观的重要性。
研究生英语综合教程下Unit5(P)电子教案
Guy de Maupassant: The Necklace Edgar Allan Poe: The Tell-Tale Heart埃德加·爱伦·坡 《泄密的心》 Mark Twain: Running for Governor竞选州长
Starting out—Task 1
The Tell-tale Heart
The unnamed narrator of the story is a “dreadfully nervous” character who disputes the allegation that he might be crazy. He contends that his disposition arises from a heightening of the senses: “Above all was the sense of hearing acutely.” The narrator provides care to a wealthy elderly man. For some inexplicable reason, the narrator becomes obsessed with the diseased eye of the old man. The narrator likens it to a vulture’s eye and becomes so haunted by the “Evil Eye” that he decides to murder the old man. He meticulously plans the murder. After one week of preparation, the narrator charges into the old man’s bedroom after midnight and kills him using the heavy bed the victim had been sleeping in, crushing and suffocating him. Even after the murder, the victim’s heart continues beating for many minutes. The narrator carefully dismembers the body in a tub. He conceals all the pieces under the floor boards. At four o’clock in the
综合教程第三册课件 Unit5
Unit Five1、Background Introduction“工作狂”这三个字，怎么都不觉得是褒义词，但我又认为发明这个词的人一定是带有某种感情色彩的，那到底应该是什么呢？先说工作狂是幸福的。
既然工作着，说明找到了自己的领域，还能狂，表示投入了很大的精力，所以捎带也就提高了业务水平，增加了求职升职的砝码。
甚至很多人和朋友聊天时也是三句不离本行，醉心于工作的点点滴滴。
一个工作狂，大多是他主动要成为一个工作狂，懂得工作并快乐着，时不时忙里偷闲一番，工作不但不会摧垮身心，反而会成为快乐生活的滋补品。
我们开始工作的第一天算起，工作究竟是为了什么？开始是为了生存，后来是为了兴趣，最后暂且说是理想吧。
毕竟最初的梦想最后又当真在做的人少数，那些人是幸福的，我相信他们有足够的激情完成自己的工作。
我相信工作狂一定是要有所平衡的东西，如果你觉得电视剧能让你更全情地投入工作，当然也可以选择看电视。
只是担心那些总想趁年轻一再透支健康的人，难道真的除了工作能一言不发？还是在日常生活中给自己一些奖励，去喜欢的餐馆大吃一顿，或者经营一下与家人的关系，陪太太到喜欢的商店逛逛，这样多好。
其实我们的社会还是很需要工作狂的，但我们也要看清，太多的人用全部的努力，不过换来了普通的生活。
如果就像两个爬山，一个人永远向往远处的风景，一个人却始终留意欣赏路边的风景，谁更辛苦呢？由此可见工作狂不等于“过度工作者”，工作狂能够在工作中享受人生。
2、Analyzation of the TextParagraph 1第一段为文章的引言部分Paragraphs 2-6这一部分介绍了本文的主人公怎样献身于工作。
Paragraphs 7-13这一部分介绍了菲利在家中的作用。
Paragraphs 14-16这三段为文章的结尾部分。
在重新提起菲利的死亡原因之后，作者继续阐述了公司的总裁对于菲利的接任者的质询。
3、Words study文中出现的重难点单词：survive1. survive v. to live honger than; to outlive幸免于，幸存；比……长命<释例>He survived the crash only to die in the desert. 他虽然在飞机坠毁时幸免于难，但却死在沙漠里。
外研社2023新视野商务英语综合教程3：第二版教案unit5
教案课程名称：___________________________________ 课时：___________________________________ 班级：___________________________________ 任课教师：___________________________________ 教材：_《新视野商务英语综合教程3（第二版）》_Unit 5 Brand BuildingUnit Overview (单元概览)By studying this unit, you are expected to:●learn storytelling as an effective strategy in building a brand;●know the importance of brand positioning;●know how to enhance brand awareness through corporate blogs;●know how to strengthen brand loyalty;●know how to organize a PR event..Lead-in (主题导入)Task 1●Ask the students to write the word “brand” in the center of a piece of paper withthe books closed.●Tell the students that you are going to dictate 6 words that go with the word“brand” to form different terms associated with it.●Dictate the words from the book in alphabetical order. Spell out them ifnecessary.●Ask the students to compare their answers in pairs and then check them againstthe book.●Get the students do Task 1 individually and compare their answers in pairs asthey finish.●Explain the terms one by one.Task 2●Display pictures of some products such as a computer, a cell phone, a dress, ahandbag, a pair of trainers, a USB, etc.●Ask the students to work in pairs and discuss which factors (from A to G) theywould consider before making a purchase. The students may have differentconsiderations when buying different products. Encourage them to explain their options with arguments.●Encourage the students to come up with more factors.Reading A (精读课文)Task 1●Ask the students to recall what they’ve learned in Lead-in Task 1 about brandimage.●Introduce the concept of brand values. Then draw students’ attention to the factthat different brands may have different focuses: some focus on quality, some focus on price, some focus on user experience, etc.●Pair up the students and have them discuss their own experiences and feelingsabout these brands.●After pair discussion, invite some students having experiences of using some ofthese products or services to describe their feelings and impressions of these brand names.Understanding the Text●Display the logo of Nike and ask the students to share their perceptions of thislogo.●Tell the story of Nike (the goddess) to the students.●Pre-teach the words in the task which might be difficult for the students.●To encourage scanning, set a time limit for the students to read the text and finishthe task individually.●Check the answers and ask the students to locate the supporting information inthe text to prove their answers.Activity 1●This task can be assigned as an assignment before class.●Divide the class into groups of 4—6 students. Ask the students to brainstorm themajor characters and outline them together. Ask them to work together and drawa draft of the story.●Have each group present the story in class. They may even act it out by playingdifferent roles.●At the end of each presentation or performance, leave three minutes or so forQ&A.●Make comments on their brand stories and their performance. Awards should begiven to groups with good performance.Activity 2●Introduce the concept of slogan and display some notable slogans.●Have the students work in groups and study the slogans of the domestic sportsbrands in the textbook and choose the one(s) they appreciate with explanations.●Help the students summarize the features of the slogans and then come up with alist of criteria for good slogans.Reading B (泛读课文)Task 11●Ask the students to write down the brand names of some sports products in 30seconds. Ask them to compare the output in pairs: How many of them are local, and how many of them are foreign?●Ask the students to vote for three of their favorite brand names and make a list ofreasons to support their ranking.●Encourage the students to search for information on domestic sports products inadvance. Ask them to show their findings in class.●Ask the students to discuss the questions in small groups.●Ask a few groups to report back to the class on their discussion.2●Ask the students to figure out the structure of the report in Reading B. Then askthem to explain the function of each part in the report.●Ask the students to read the Introduction and Proceedings to finish Task 2.●Encourage the students to summarize the information in the text orally and thenfinish Task 3.●Ask the students to check the answers in pairs or ask six students to answer thequestions one by one.Activity 3●Introduce the activity by displaying the logos in Activity 2 and asking the classwhat they feel about them.●Introduce the concept of the logo and explain three types of logo design.●Draw students’ attention to the requirements of logo design.●Have the students work in groups and design the logos.●Ask the students to present their group logo to the class and explain the ideas ofthe design.Activity 4●This task can be assigned as an assignment before class.●Divide the class into groups of 4 students. Make sure that the students understandthe meaning of Internet security concerns and logistics issues of online retailers.●Introduce the concept of customer loyalty and illustrate some common loyaltyprograms.●Ask the students to work out the methods to enhance customer loyalty byfocusing on Internet security concerns and logistics issues.●Ask several groups to report the outcome of their discussion by giving a shortpresentation.●Comment on the students’ presentations.Listening (听力练习)●Start this task by reviewing the concept of brand values with the students.●Ask the students to read the five statements in the textbook before listening.●Play the recording twice and encourage the students to take notes as Role A andRole B respectively.●Check the answers with the class. And ask the students to prove their choices.●Ask the students to role-play the conversation and invite a pair to act it out inclass.Task 2●Introduce this task by asking the students what they know about Kobe Bryant,Xie Tingfeng and Lin Dan. This pre-listening exercise helps the students predict the information they will hear.●Play the recording twice and encourage the students to take notes while theylisten.●Have the students complete the table individually or in pairs.●Display some successful cases such as Han Han advertises for Vancl, LeonardoDiCaprio for Oppo, Brad Pitt for Chanel N°5, etc.●Ask the students to work out the criteria for spokesperson selection in pairs.●Ask the students to work in groups and select an appropriate spokesperson fortheir brand. Then, ask them to support their options with explanations.Task 3●Start the exercise by introducing the concept of a media strategy to the students.●Allow the students time to read the notes and encourage prediction.●Take this task as a dictation exercise, encourage the students to write down everyexact word they hear from the recording. The students can discuss and finalize their answers in pairs.●Check the answers by asking the students to read their answers in full sentences.●Encourage the students to summarize the tips orally based on their understandingby using own their expressions.Divide the students into several groups. Make a list of the medium they would like to utilize to deliver brand messages by reviewing what they have learned from previous units.Communication Project (商务沟通)●Ask the students to finish Task 1 individually or in pairs so as to get a generalpicture of the responsibilities of the PR department in a company.●Show video clips of some PR events such as a product launch to inspire thestudents.●As for Task 2 to Task 4, divide the students into groups and ask them to have abrainstorm. There are three roles in each group: leader, notes-taker and teammembers.●During the brainstorming session, no judgments or criticisms should be made bythe teacher.●In each group, come to a consensus and draft a schedule for the launch.●Ask each group to present their schedule and display their invitation card.●Organize a “Vote for Best PR Event” for the best launch in class. Invitecomments on the invitation cards in terms of layout, content and design. Writing (商务写作)●Ask the students to discuss in pairs the advantages and disadvantages of sportssponsorship.●Encourage different and creative ideas from the students.●Ask the students to finish Task 2 individually within 15 minutes.●Ask the students to share their writings in pairs and conduct a peer review.●Ask 3 or 4 students to read their writings in class and invite some questions fromother students based on their writings.Task 2Moral Reflections (补充教学资源)Unit Overview中国品牌日China Brand DayChina Brand Day was established in 2017 with the objective of promoting Chinese brands, and since then it occurs on 10th of May every year. During the events period, China holds international forum on China brand development and an expo on China indigenous brands. The events also help to guide local governments to organize activities to create distinctive brands.In recent years, we see the rise of many famous and successful Chinese brands on the international market. More and more Chinese corporations emphasize building global brand awareness.Q1: What role do you think “China Brand Day” plays?Q2: Do you know any famous Chinese brands? Introduce them to your classmates. Moral Reflections国际传播能力international communication capacityAt the 30th group study session of the Political Bureau of the CPC Central Committee, remarks were made that we should improve the country’s capacity for engaging in international communication to present a true, multi-dimensional and panoramic view of China (真实、全面、立体的中国).【Note】近年来，我国国际话语权和影响力显著提升，但也面临着新的形势和任务。
全新版大学英语综合教程第四册课件Unit5.ppt
1. Language study 2. Ask questions to check their understanding of the text. 3. Text organization
1. Language study
2. Ask questions to check their understanding of the text.
<Examples>
1. The woman was forty, but looked fifty. Her cheeks were sunken and her skin was wrinkled and yellow.
Part II Para 2-3
Kind and gentle, Edward Burton, a wealthy merchant, appeared as if he could not bear to hurt a fly.
Part III Para 4-51
As it turned out, Burton was cold-blooded enough to send a friend to certain death.
Unit 5 Cruelty Text A A Friend in Need
➢ Pre-reading tasks ➢While-reading activities ➢Post-reading activities ➢Lesson Summary
Warm-up questions Reading for the gist Fast reading
Language Study
for sb.’s (own) part/ the part of : as far as sb. is concerned
致用英语综合教程unit 5教案
职业技术学院教案
备注：
1．页面大小可自行添减，每上一次课写一份上述格式教案，一次课一般2个学时。
2．近三年参加工作的青年教师必须写详案。
3．手写教案格式参照表格内容。
职业技术学院教案
备注：
1．页面大小可自行添减，每上一次课写一份上述格式教案，一次课一般2个学时。
2．近三年参加工作的青年教师必须写详案。
3．手写教案格式参照表格内容。
职业技术学院教案
备注：
1．页面大小可自行添减，每上一次课写一份上述格式教案，一次课一般2个学时。
2．近三年参加工作的青年教师必须写详案。
3．手写教案格式参照表格内容。
职业技术学院教案
备注：
1．页面大小可自行添减，每上一次课写一份上述格式教案，一次课一般2个学时。
2．近三年参加工作的青年教师必须写详案。
3．手写教案格式参照表格内容。
职业技术学院教案
备注：
1．页面大小可自行添减，每上一次课写一份上述格式教案，一次课一般2个学时。
2．近三年参加工作的青年教师必须写详案。
3．手写教案格式参照表格内容。
综合英语教程(第三版)5电子教案unit5
“Sir, they would have dissensions enough, though of another kind. One would choose to go hunting in this wood, the other in that; one would choose to go fishing in this lake, the other in that; or, perhaps, one would choose to go hunting, when the other would choose to go fishing; and so they would part. Besides, Sir, a savage man and a savage woman meet by chance; and when the man sees another woman that pleases him better, he will leave the first.” …
biological in his outlook, for anyone who will observe an animal mother with her young can see that her behavior towards them follows an entirely different pattern from her behavior towards the male with whom she has sex relations. And this same different and instinctive pattern, though in a modified and less definite form, exists among human beings. If it were not for this special emotion there would be almost nothing to be said for the family as an institution, since children might equally well be left to the care of professionals. As things are, however, the special affection which parents have for children, provided their instincts are not atrophied, is of value both to the parents themselves and to the children.
综合英语教程(第三版)5电子教案unit5section2
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Families may be monogamous or polygamous – there are s3ystems where one man is entitled to several wives and others where several husbands share one wife. A society may recognize primarily the small nuclear conjugal unit of husband and wife with their immediate descendants or it may institutionalize the large extended family linking several generations and emphasizing consanguinity more
than the conjugal bond. Residence after marriage may be matrilocal, patrilocal or neolocal; exchanges of goods and services between families at the time of marriage may be based on bride price, groom price or an equal exchange; endogamous or exogamous regulations may indicate who is and who is not eligible for marriage; the choice of a mate may be controlled by parents or it may be left in large measure to the young persons concerned. These are but a few of the many differences which characterize family structures in variant13 societies.
新标准大英第一册Unit 1-Unit 5综合教程教案
大学英语1课程教案Unit 1 Starting OutTeaching Content：Diary of AFresherLesson Type: Intensive Reading （New StandardCollege English Book 1）Total Time:4。
5 HoursClass/Object:Freshman (the first term）Teaching Procedures：Step 1Starting Point（15mins）1. What do you expect to learn in the university？2。
Work in pairs。
Look at the photo of a university. Choose words to describe it。
And then think of words to describe your own college.3. Work in pairs。
Brainstorm college education objectives and what are important to you.☐finding a girlfriend / boyfriend☐studying hard and learning a lot☐meeting people and making friends☐getting a good job when you graduate☐having fun☐growing up and becoming independent☐going to parties☐doing lots of sport☐reading widely☐learning new skills and having new experiencesStep 2Introductory remarks(10mins）How to write a diary in English1. Format：a. Write down the date, the day and the weather on the first line. The date and the day areon the left，while the weather is on the right.b。
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Unit Five Following FashionTeaching Objective1. Teach Ss some useful words about fashion and guide them in talking about fashion. Through teacher-student interactive class-activities, develop Ss’ability to express correctly the style and trend in the fashion world.2. Help Ss well understand the two texts and learn to use the important words, phrases and sentence patterns in this unit and complete the text-related exercises correctly.3. Teach Ss how to write English Ads, and ask them to pay attention to the differences between Chinese Ads and English Ads so that they may not make mistakes in writing English Ads.4. Help Ss review English word formation (suffixes: -ence / -ance / -ancy / ency) and English grammar (adverbial clauses).Section A Listening and SpeakingListening ComprehensionPart 1Who designed these fashionable goods?Part 2Who is Coco Chanel?Part 3The story of Coco Chanel.Part 4A fashion show.Part 5The meaning of ―couturier‖ in the fashion world.Speaking PracticeSample 1M: How beautiful are the suits you’re wearing!W: Yeah. They were designed by Coco Chanel, and I’m very happy to havethis chance to show them to my audience.Section B Text LearningText Coco ChanelBackground InformationCoco Chanel was born on August 19, 1883 in Saumur, France. Her father was a stallholder and her mother a laundry woman. Her mother died of tuberculosis when she was 12. She was sent to an orphanage for the next 6 years. While in the orphanage the nuns taught her to be a seamstress. When she spent time with relatives they taught her to sew more beautiful things. This started her love for design career. When she left the orphanage she wanted to be a singer. She picked up her nickname ―Coco‖from the clubs she sung in. ―Coco‖is short for ―Coquette‖(kept woman).She failed to get work as a singer. She met Etienne Balsan and became his mistress. He gave her diamonds, dresses and pearls to show his affection. She worked at a tailoring shop during the day while she was with Balsan. She soon left him and took over his apartment. She had an affair with one of Balsan’s friends, Captin Aruther Edward ―boy‖ Capel. He financed Chanel’s first shops. His style inspired her to create her own look.In 1910 she became a licensed moodiest and opened a boutique named Chanel Modes. In 1913 she opened another boutique in Deauville where she introduced clothing. In 1915 she again opened another Boutique called Chanel-Biarritz. By 1919 she was a recognized couturiere. In 1922 she introduced her first perfume Chanel No. 5. It became and stayed popular since its birth.During 1925 she met Vera Bate Lombardi. She became Chanel & apos; liaison to a number of royal European families. In 1939 Chanel closed all her shops because it was to her, not a time for fashion, because of the war. She became involved with the Nazi party and in return was arrested, but all charges were dropped. Returning in 1954, she came back to the fashion world. Most of her new collection was not popular. She introduced Pea Jackets and bell bottom pants for women. She was still working until she died in 1971.Language Point1. There is no question in the fashion world that the most significant designer of the 20th century world is Coco Chanel.fashion n. the state of being popular 流行式样；时装；时尚；方式e.g. Jeans are still in fashion.牛仔裤仍然流行。
Some styles never go out of fashion.有些式样永远不会过时。
significant a. large or important enough to have an effect or to be noticed 重要的；暗示的；有含义的e.g. There are no significant differences between the two groups of students.这两组学生没有明显不同。
It is significant that girls generally do better in examinations than boys.很明显，女生的考试成绩一般比男生好。
2. As her business grew she became a dressmaker and created her own style in clothing. grow n. 1) to increase in size, number, strength or quality 扩大；增加；增强e.g. The company profits grew by 5% last year.去年公司的利润增加了5%。
The family has grown in size recently.这家人最近添丁进口了。
2) link-verb. to begin to have a particular quality or feeling over a period of time逐渐变得；逐渐成为e.g. As time went on, he grew more and more impatient.时间长了，他越来越没有耐心。
The skies grew dark and it began to rain.天渐渐黑了，又下起雨来。
create v. 1）to make sth. happen or exist 创造；创作e.g. Scientists disagree about how the universe was created.科学家对宇宙是怎样形成的有分歧。
Try this new dish created by our head chef.尝一下这道新菜吧，是我们厨师长的首创。
2）to produce a particular feeling or impression 造成，引起e.g. The announcement only succeeded in creating confusion.那通告反而引起混乱。