综合英语教程课件
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大学英语综合教程 ppt课件ppt课件
01
Course Introduction
Chapter
Improve students' English listening, speaking, reading, and writing abilities
Developing students' cross-cultural communication skills
Through PPT courseware, deepen understanding of course content and improve learning effectiveness.
Collaborative learning
Learn together with classmates, share knowledge and experience, help each other, and progress together.
Textbook
Use the Comprehensive Course of College English to master basic knowledge and skills.
要点三
Comparison of Chinese and Western Thinking Styles: Comparative analysis of the differences in thinking styles, cognitive styles, and values between the East and the West, as well as the impact of these differences on cross-cultural communication.
Reasonably utilize learning resources, such as time, environment, and learning partners, to improve learning efficiency.
Course Introduction
Chapter
Improve students' English listening, speaking, reading, and writing abilities
Developing students' cross-cultural communication skills
Through PPT courseware, deepen understanding of course content and improve learning effectiveness.
Collaborative learning
Learn together with classmates, share knowledge and experience, help each other, and progress together.
Textbook
Use the Comprehensive Course of College English to master basic knowledge and skills.
要点三
Comparison of Chinese and Western Thinking Styles: Comparative analysis of the differences in thinking styles, cognitive styles, and values between the East and the West, as well as the impact of these differences on cross-cultural communication.
Reasonably utilize learning resources, such as time, environment, and learning partners, to improve learning efficiency.
英语综合教程3ppt课件
Analyzing the structure
02
Break down the speech into its main sections and identify the transition words used to link ideas. This helps you understand how the speaker organizes their thoughts.
Ask short answer questions that require students to provide their own opinions or analyze specific parts of the article. These questions help to assess their critical thinking skills.
Identifying good writing traits: Noticing effective techniques used by experienced writers, such as powerful vocabulary, engaging sentence variety, and clear organization.
Vocabulary and sentence structure
Expanding vocabulary and using complex sentence structures to express ideas clearly and precisely.
Grammatical accuracy
Understanding context
It is essential to understand the context of the article, including the background, setting, characters, and plot. This helps students connect with the content and comprehend it better.
02
Break down the speech into its main sections and identify the transition words used to link ideas. This helps you understand how the speaker organizes their thoughts.
Ask short answer questions that require students to provide their own opinions or analyze specific parts of the article. These questions help to assess their critical thinking skills.
Identifying good writing traits: Noticing effective techniques used by experienced writers, such as powerful vocabulary, engaging sentence variety, and clear organization.
Vocabulary and sentence structure
Expanding vocabulary and using complex sentence structures to express ideas clearly and precisely.
Grammatical accuracy
Understanding context
It is essential to understand the context of the article, including the background, setting, characters, and plot. This helps students connect with the content and comprehend it better.
全新版大学英语综合教程第二册ppt课件
*
Benjamin loved to carry the key around, shaking it vigorously. He also liked to try to place it into the slot. Because of his tender age and incomplete understanding of the need to position the key just so, he would usually fail. Benjamin was not bothered in the least. He probably got as much pleasure out of the sounds the key made as he did those few times when the key actually found its way into the slot. Now both Ellen and I were perfectly happy to allow Benjamin to bang the key near the key slot. His exploratory behavior seemed harmless enough. But I soon observed an interesting phenomenon. Any Chinese staff member nearby would come over to watch Benjamin and, noting his lack of initial success, attempt to assist. He or she would hold onto Benjamin's hand and, gently but firmly, guide it directly toward the slot, reposition it as necessary, and help him to insert it. The "teacher" would then smile somewhat expectantly at Ellen or me, as if awaiting a thank you — and on occasion would frown slightly, as if considering us to be neglecting our parental duties. I soon realized that this incident was directly relevant to our assigned tasks in China: to investigate the ways of early childhood education (especially in the arts), and to throw light on Chinese attitudes toward creativity. And so before long I began to introduce the key-slot anecdote into my discussions with Chinesoward Gardner, a professor of education at Harvard University, reflects on a visit to China and gives his thoughts on different approaches to learning in China and the West. LEARNING, CHINESE-STYLE Howard Gardner For a month in the spring of 1987, my wife Ellen and I lived in the bustling eastern Chinese city of Nanjing with our 18-month-old son Benjamin while studying arts education in Chinese kindergartens and elementary schools. But one of the most telling lessons Ellen and I got in the difference between Chinese and American ideas of education came not in the classroom but in the lobby of the Jinling Hotel where we stayed in Nanjing. The key to our room was attached to a large plastic block with the room number on it. When leaving the hotel, a guest was encouraged to turn in the key, either by handing it to an attendant or by dropping it through a slot into a box. Because the key slot was narrow, the key had to be positioned carefully to fit into it.
Benjamin loved to carry the key around, shaking it vigorously. He also liked to try to place it into the slot. Because of his tender age and incomplete understanding of the need to position the key just so, he would usually fail. Benjamin was not bothered in the least. He probably got as much pleasure out of the sounds the key made as he did those few times when the key actually found its way into the slot. Now both Ellen and I were perfectly happy to allow Benjamin to bang the key near the key slot. His exploratory behavior seemed harmless enough. But I soon observed an interesting phenomenon. Any Chinese staff member nearby would come over to watch Benjamin and, noting his lack of initial success, attempt to assist. He or she would hold onto Benjamin's hand and, gently but firmly, guide it directly toward the slot, reposition it as necessary, and help him to insert it. The "teacher" would then smile somewhat expectantly at Ellen or me, as if awaiting a thank you — and on occasion would frown slightly, as if considering us to be neglecting our parental duties. I soon realized that this incident was directly relevant to our assigned tasks in China: to investigate the ways of early childhood education (especially in the arts), and to throw light on Chinese attitudes toward creativity. And so before long I began to introduce the key-slot anecdote into my discussions with Chinesoward Gardner, a professor of education at Harvard University, reflects on a visit to China and gives his thoughts on different approaches to learning in China and the West. LEARNING, CHINESE-STYLE Howard Gardner For a month in the spring of 1987, my wife Ellen and I lived in the bustling eastern Chinese city of Nanjing with our 18-month-old son Benjamin while studying arts education in Chinese kindergartens and elementary schools. But one of the most telling lessons Ellen and I got in the difference between Chinese and American ideas of education came not in the classroom but in the lobby of the Jinling Hotel where we stayed in Nanjing. The key to our room was attached to a large plastic block with the room number on it. When leaving the hotel, a guest was encouraged to turn in the key, either by handing it to an attendant or by dropping it through a slot into a box. Because the key slot was narrow, the key had to be positioned carefully to fit into it.
大学英语综合教程unit1精ppt课件
3. What did Baker hear about Mr. Fleagle? What was his own impression (印象) of his new English teacher? [He heard that Mr. Fleagle was dull, formal, rigid, and hopelessly out of date, and unable to inspire. He thought he was excessively prK 1 - Unit 1 - Text A - Comprehension
8. What was Baker prepared for when he found all the papers were given back but his? [He was preparing himself for a command to report to Mr. Fleagle immediately after school for discipline.] 9. What was Mr. Fleagle's announcement? [He announced that he wanted to read an essay to the class.] 10. Whose essay was Mr. Fleagle reading to the class? How did the class respond (反应)?
.
BOOK 1 - Unit 1 - Text A - Comprehension
1. One of you asks the first six questions and the other answers. Starting from question 7, change roles. When you have finished, the teacher may want to put some of the questions to you for a check.
8. What was Baker prepared for when he found all the papers were given back but his? [He was preparing himself for a command to report to Mr. Fleagle immediately after school for discipline.] 9. What was Mr. Fleagle's announcement? [He announced that he wanted to read an essay to the class.] 10. Whose essay was Mr. Fleagle reading to the class? How did the class respond (反应)?
.
BOOK 1 - Unit 1 - Text A - Comprehension
1. One of you asks the first six questions and the other answers. Starting from question 7, change roles. When you have finished, the teacher may want to put some of the questions to you for a check.
新标准大学英语综合教程2课件ppt
•病原体侵 入机体 ，消弱 机体防 御机能 ，破坏 机体内 环境的 相对稳 定性， 且在一 定部位 生长繁 殖，引 起不同 程度的 病理生 理过程
Active reading 2: embarkation
Making prediction
Read the first and last lines of each paragraphs and decide whether the statement is true or false.
Destination index
Summarising
Inventing stories
•病原体侵 入机体 ，消弱 机体防 御机能 ，破坏 机体内 环境的 相对稳 定性， 且在一 定部位 生长繁 殖，引 起不同 程度的 病理生 理过程
Active reading 2 :Destination
Summarising
Situation 2: introduce yourself to a new person online
Situation 3: sell yourself at a job interview
Situation 4: introduce yourself to a family friend (older generation)
•病原体侵 入机体 ，消弱 机体防 御机能 ，破坏 机体内 环境的 相对稳 定性， 且在一 定部位 生长繁 殖，引 起不同 程度的 病理生 理过程
Active reading 2: Mapping
• Interpreting underlining meanings
• Developing story telling ability with the use of time adverbials
综合英语教程 3 - Unit 01 课件
Listen to “I Have a Brother” and
Task 1: Fill in the blanks with words and expressions your hear. Task 2: Answer the questions on page 2.
The following words in the recording may be new to you: arch enemy: it refers to the main enemy, the chief foe, the person you hate or dislike clash: fight, quarrel
Bookቤተ መጻሕፍቲ ባይዱ3-Unit 1
Likes and Dislikes
love like enjoy be crazy/mad/nuts about something be keen on be interested in long for be longing to be eager to be hungry for be fond of be devoted to be thirsty for care for have a great/strong/ huge crush on someone a young girl’s crush on someone
Book 3-Unit 1
Resemblance
look like somebody resemble take after somebody have someone’s eyes/nose/hair… remind someone of someone else be similar to bear a resemblance to be like mirror echo
大学英语综合教程4unitPPT课件
• Inverted sentence: Inverted sentence refers to placing certain components (such as predicate, subject, etc.) at the beginning of a sentence to emphasize or change the sentence structure. For example, "Only in this way can we solve the problem."
01
Unit Introduction
Unit Theme
Summary
Unit Theme Introduction
Detailed description
The theme of this unit is "Global Climate Change", which mainly explores the current situation, causes and impacts of global climate change, as well as individual and social response strategies.
Teaching objectives
Summary
Explanation of teaching objectives
Detailed description
The teaching objectives of this unit include: cultivating students' reading comprehension ability, enabling them to master vocabulary and expressions related to global climate change, understanding the scientific principles of global climate change, and improving their critical thinking ability and environmental awareness.
01
Unit Introduction
Unit Theme
Summary
Unit Theme Introduction
Detailed description
The theme of this unit is "Global Climate Change", which mainly explores the current situation, causes and impacts of global climate change, as well as individual and social response strategies.
Teaching objectives
Summary
Explanation of teaching objectives
Detailed description
The teaching objectives of this unit include: cultivating students' reading comprehension ability, enabling them to master vocabulary and expressions related to global climate change, understanding the scientific principles of global climate change, and improving their critical thinking ability and environmental awareness.
大学英语综合教程课件unit
spare a thought for记得
spare a thought for our volunteer group at Christmas.
圣诞节别忘了我们的志愿者组织。
常用词组
05
04
02
03
01
spare sb.'s feelings不使某人难过[难堪]
She never spares the butter when baking.
4
volunteer
STEP5
STEP4
STEP3
STEP2
STEP1
n. 志愿者
We want some volunteers to help paint the house.
a.由志愿者组成的，或志愿者做的
He said his brothers were all volunteer firefighters.
He found it a shattering experience.
02
使心烦意乱，使震惊
I usually feel too shattered to do more than crawl into bed.
1
我通常疲惫得只有力气爬上床睡觉。
2
(非正式)使精疲力竭
supportive支持的,拥护的;赞助的
01
Accounting ethics会计道德
02
Business ethics商业道德
03
Economic ethics经济伦理
04
Legal ethics法的伦理学
05
Medical ethics医学伦理学，医德
06
Professional ethics职业道德
spare a thought for our volunteer group at Christmas.
圣诞节别忘了我们的志愿者组织。
常用词组
05
04
02
03
01
spare sb.'s feelings不使某人难过[难堪]
She never spares the butter when baking.
4
volunteer
STEP5
STEP4
STEP3
STEP2
STEP1
n. 志愿者
We want some volunteers to help paint the house.
a.由志愿者组成的，或志愿者做的
He said his brothers were all volunteer firefighters.
He found it a shattering experience.
02
使心烦意乱，使震惊
I usually feel too shattered to do more than crawl into bed.
1
我通常疲惫得只有力气爬上床睡觉。
2
(非正式)使精疲力竭
supportive支持的,拥护的;赞助的
01
Accounting ethics会计道德
02
Business ethics商业道德
03
Economic ethics经济伦理
04
Legal ethics法的伦理学
05
Medical ethics医学伦理学，医德
06
Professional ethics职业道德
全新版大学英语综合教程第一册课件(完整版)
"Now, boys," he said. "I want to read you an essay. This is titled, 'The Art of Eating Spaghetti.'" And he started to read. My words! He was reading my words out loud to the entire class. What's more, the entire class was listening. Listening attentively. Then somebody laughed, then the entire class was laughing, and not in contempt and ridicule, but with open-hearted enjoyment. Even Mr. Fleagle stopped two or three times to hold back a small prim smile. I did my best to avoid showing pleasure, but what I was feeling was pure delight at this demonstration that my words had the power to make people laugh. In the eleventh grade, at the eleventh hour as it were, I had discovered a calling. It was the happiest moment of my entire school career. When Mr. Fleagle finished he put the final seal on my happiness by saying, "Now that, boys, is an essay, don't you see. It's — don't you see — it's of the very essence of the essay, don't you see. Congratulations, Mr. Baker." (797 words)
全新版大学英语综合教程第一册第二版课件Unit1
全新版大学英语综合教程第一册第二版课件Unit1幻灯片76D R _ word _ off and onoff and on (or on and off):from time to time; now and again; irregularlyIt has been raining on and off for a week. That’s why the clothes feel damp.As her patient slept soundly during the night, Nurse Betty was able to doze off and on in a bedside chair.幻灯片77D R _ word _ take holdtake hold:become establishedThe idea of one child has taken hold in many Chinese families.老习惯是很难摆脱的。
这就是为什么你要在习惯养成前戒烟。
Old habits die hard. That’s why you should stop smoking before the habit takes hold. 幻灯片78D R _ word _ bore 1bore: vt.make (sb.) feel tired and lose interestThe speaker went on and on, and the audience grew bored by his speech.T om Sawyer grew bored with painting the garden fence, so he thought of a way to make others paint for him.幻灯片79D R _ word _ bore 2Collocation:讨厌至极的人/事a crashing borea frightful bore讨厌得要命的家伙an insufferable bore讨厌得令人无法忍受的人an utter bore极惹人厌烦的事幻灯片80D R _ word _ associateassociate: vt.join or connect together; connect or bring in the mind我们总是把埃及与金字塔联系起来。
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1. Pre-reading discussions: Pre1)What have you heard and read about the computer? 2) What can people do with the computer? 3)What advantages does the computer have?
4. Language points:
1) Vocabulary rarely, bother , beam down, browse , at leisure, have the effect on, go through, come along , terminal, reserve, reply. 2) Grammatical structure singular and plural nouns with determiners. Uses of modal verbs :could, couldn’t have couldn’ done ,could have done
After learning this unit, students are supposed to: 1. Get familiar with the formulae of talking about likes and dislikes; 2. Get familiar with some important grammatical points; 3. Have a thorough understanding of the whole text: Computers; 4. Get a list of the new words and expressions and be able to use them freely in writing and daily conversation.
2. Background knowledge
The computer is a wonderful machine. Ever since it was invented six decades ago, the computer has been rapidly developed and more and more widely used. It helps a teacher write test papers, a doctor diagnose diseases, and policeman identify criminals. The computer is also used in banks, department stores, companies and automobile factories. All types of information can be computerized so as to solve problems. In fact, the computer has a great effect on most industries and helps improve the quality of life for humanities.
课件制作人： 课件制作人:
Part1(Paras. 1-2): Computer is a great invention 1in our life and it changes our life greatly. Part2(Paras. 3-5): Computer helps people in 3many different fields. Part3(Para6): Computer does change our life and we should take great advantages of it.
5. Post-reading discussion: PostIt is said that one day computer will substitute all the work of human beings. Do you think so? Why or why not?
Integrated Skills of English 1 综合英语教程
Integrated Skills of English 1
Unit 7 Computers
Unit 7
I．Teaching Objectives: II. Listening and Speaking Activities III. Reading Comprehension and Language Activities
II. Listening and Speaking Activities
Listen to the conversation and tick the correct answer to each question. Make a similar conversation with the cues in the substitute box by imitating the example. Make up a dialogue with the given sentences . Master the ways of talking about likes and dislikes.
Unit 7
1. Pre-reading discussions: Pre2. Background knowledge: 3. Main idea of the text： text： 4. Language points: 5. Post-reading discussion: Post-
I．Teaching Objectives: