综合英语教程ppt
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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
全新版大学英语综合教程第一册(完整版)ppt课件
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6
This title produced an extraordinary sequence of mental images. Vivid memories came flooding back of a night in Belleville when all of us were seated around the supper table — Uncle Allen, my mother, Uncle Charlie, Doris, Uncle Hal — and Aunt Pat served spaghetti for supper. Spaghetti was still a little known foreign dish in those days. Neither Doris nor I had ever eaten spaghetti, and none of the adults had enough experience to be good at it. All the good humor of Uncle Allen's house reawoke in my mind as I recalled the laughing arguments we had that night about the socially respectable method for moving spaghetti from plate to mouth. Suddenly I wanted to write about that, about the warmth and good feeling of it, but I wanted to put it down simply for my own joy, not for Mr. Fleagle. It was a moment I wanted to recapture and hold for myself. I wanted to relive the pleasure of that evening. To write it as I wanted, however, would violate all the rules of formal composition I'd learned in school, and Mr. Fleagle would surely give it a failing grade. Never mind. I would write something else for Mr. Fleagle after I had written this thing for myself. When I finished it the night was half gone and there was no time left to compose a proper, respectable essay for Mr. Fleagle. There was no choice next morning but to turn in my tale of the Belleville supper. Two days passed before Mr. Fleagle returned the graded papers, and he returned everyone's but mine. I was preparing myself for a command to report to Mr. Fleagle immediately after school for discipline when I saw him lift my paper from his desk and knock for the class's attention.
全新版大学英语第二版综合教程unit1完整ppt课件
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Lesson One
Growing Up
.
1
Text A Writing For Myself
Part I Part II Part III Part IV Part V Part VI Part VII
.
5
Part Three Comprehension Questions
Para.1 When did the author’s dream of becoming a writer seem possible? Why had he felt bored by everything associated with English courses?
10. reputation : opinion about sth. or sb. held by others
The manager’s deadly mistake almost ruined his high
~ among employees.
Charles Chaplin had quite a ~ for being comic.
Nowadays most children go to school but few of them have ever asked themselves why they go there. Some children think that they go to school just to learn their mother tongue, English and other foreign languages, mathematics, geography, history, science and a few other subjects. But why do they learn these things? Are these the only things they should learn at school?
Lesson One
Growing Up
.
1
Text A Writing For Myself
Part I Part II Part III Part IV Part V Part VI Part VII
.
5
Part Three Comprehension Questions
Para.1 When did the author’s dream of becoming a writer seem possible? Why had he felt bored by everything associated with English courses?
10. reputation : opinion about sth. or sb. held by others
The manager’s deadly mistake almost ruined his high
~ among employees.
Charles Chaplin had quite a ~ for being comic.
Nowadays most children go to school but few of them have ever asked themselves why they go there. Some children think that they go to school just to learn their mother tongue, English and other foreign languages, mathematics, geography, history, science and a few other subjects. But why do they learn these things? Are these the only things they should learn at school?
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.
全新版大学英语综合教程PPT课件
• Look at the title of Text A and find out in which paragraph a similar phrase appears.
• Explain in your own words what the author means by “write for myself”.
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Q3: Is the way smooth for him to become a writer?
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Q4: What is the turning point?
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14
Global Reading 02
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15
Thinking
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3
• Growing up means keeping on growing, even when the body cannot grow anymore, but the mind and spirit still can. This means always being open to new ideas and stretching the limits of your mind and intelligence, no matter how old you are.
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20
Structure
• Chronological sequence
• Narration/ Narrative Writing
• Organization?
Text A Part 1 Part II
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Part III
• Explain in your own words what the author means by “write for myself”.
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12
Q3: Is the way smooth for him to become a writer?
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13
Q4: What is the turning point?
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14
Global Reading 02
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15
Thinking
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3
• Growing up means keeping on growing, even when the body cannot grow anymore, but the mind and spirit still can. This means always being open to new ideas and stretching the limits of your mind and intelligence, no matter how old you are.
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20
Structure
• Chronological sequence
• Narration/ Narrative Writing
• Organization?
Text A Part 1 Part II
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Part III
新版大学英语综合教程第一册 Unit1PPT课件
The experience of writing the essay helped Baker discover his talent for writing and realize what he wished to do in life.
12
Further Questions: Part One
8
Global Reading
• Scan the Text and find out all the time words, phrases and clauses.
• Match the heading with each paragraphs
• Part Division of the Text • Further Questions
• “A hard row to hoe” is used in the song to describe growing up daisfficaul_t _____ process.
• Sadly John Lennon n_e_v_e_r_d_id__li_v_e to see his son grow up; Lennon was killed by a mad man when his son was stifilvel yoeanrlsyo_l_d_______ .
when Mr. Fleagle finished (Para. 9)
10
Global Reading
• Baker’s feeling about English courses • What Baker discovered • Mr. Fleagle’s announcement • Classmates’ response to the essay • Baker’s impression of his new English
12
Further Questions: Part One
8
Global Reading
• Scan the Text and find out all the time words, phrases and clauses.
• Match the heading with each paragraphs
• Part Division of the Text • Further Questions
• “A hard row to hoe” is used in the song to describe growing up daisfficaul_t _____ process.
• Sadly John Lennon n_e_v_e_r_d_id__li_v_e to see his son grow up; Lennon was killed by a mad man when his son was stifilvel yoeanrlsyo_l_d_______ .
when Mr. Fleagle finished (Para. 9)
10
Global Reading
• Baker’s feeling about English courses • What Baker discovered • Mr. Fleagle’s announcement • Classmates’ response to the essay • Baker’s impression of his new English
大学英语综合教程(第二版)unit4-PPT课件
若说有什么东西是我无法忍受的话，那就是
不干净。
2）Anything to do with my finances is ma
wife’s province.
一切有关钱财的事-都由我妻子管。
6
Try, Try Again -------- T,H,Palmer
Try, a lesson you should heed, Try, Try again; If at first you don’t succeed, Try, Try again; Then your courage should appear, Foe, if you will persevere, You will conquer, never fear; Try, Try again.
capacity n.the ability to understand or do sth.能力，才能 例句： The capacity to respond to stimuli
skilled a.having skilled;needing skill熟练的，有技巧的；技术性的 例句：A skilled technician takes years to train.
ATM(自动出纳机).
balance
• 3)If you look out of the window on the left side of the
bus,you'll see that we're now____________the Tower of
London.
approaching
• 4)There'll certainly be some preblems,but nothing that
高职高专综合英语教程精PPT课件
Eg: The student who answered the question was John.
1. 限定性定语从句 限定性定语从句与先行词关系密切，对它有限制作用，不可缺少， 限定性从句前一般不用逗号。 Eg: His sister who is studying in England will be back this summer. 2. 非限定性定语从句 非限定性定语从句只与先行词有一种松散的修饰关系，在口语中用 停顿的方法表示，在书面语中用逗号分开。 His sister, who is studying in England , will be back this summer.
Logistics management, Hotel Management,
Design of people image
Computer application (network) technology ,
Computer information management,
Design and Production of Cartoon)
可编辑课件PPT
4
Unit 1
You’ve started your college life now.
1.Are you satisfied with your major? Why?
(International economy and trade, Marketing,
Customs and International Freight ,
可编辑课件PPT
10
Para2.
Rising adj. 上升的, 增加的, 上涨的 e.g. the rising cost of living Uncertain adj. 不明确的;含糊的;不确定的 e.g. The date of his departure is uncertain. investment n 投资 e.g.He made a large investment in the factory. Academic adj学院的, 大学的; 学术的; 纯理论的 e.g. Professor Watson is leaving the academic world to
1. 限定性定语从句 限定性定语从句与先行词关系密切，对它有限制作用，不可缺少， 限定性从句前一般不用逗号。 Eg: His sister who is studying in England will be back this summer. 2. 非限定性定语从句 非限定性定语从句只与先行词有一种松散的修饰关系，在口语中用 停顿的方法表示，在书面语中用逗号分开。 His sister, who is studying in England , will be back this summer.
Logistics management, Hotel Management,
Design of people image
Computer application (network) technology ,
Computer information management,
Design and Production of Cartoon)
可编辑课件PPT
4
Unit 1
You’ve started your college life now.
1.Are you satisfied with your major? Why?
(International economy and trade, Marketing,
Customs and International Freight ,
可编辑课件PPT
10
Para2.
Rising adj. 上升的, 增加的, 上涨的 e.g. the rising cost of living Uncertain adj. 不明确的;含糊的;不确定的 e.g. The date of his departure is uncertain. investment n 投资 e.g.He made a large investment in the factory. Academic adj学院的, 大学的; 学术的; 纯理论的 e.g. Professor Watson is leaving the academic world to
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Part 2
1.We were in different classes, so we didn’t hang out as much. (L.2, Para.2) … so we did not spend a lot of time together as we had done before we got to high school.
7. n. + -free: without the quality of the noun
• People in this area can only enjoy a three- month ice-free period during the summer. • • • • The government offers rent-free apartments to elderly people. Nothing is post-free in China. Goods are cheaper in a duty-free shop. Guilin is pollution-free.
6. I was the most carefree… living life up. • • • • I didn’t have any worries. I didn’t have any mental suffering. I didn’t have to take any responsibilities. What I was doing was to enjoy life to my heart’s content.
• What
ห้องสมุดไป่ตู้
does the first sentence of the passage tell us?
It points out the significance of dealing with AIDS. In other words, it conveys the theme of the narrative text, which is also the purpose of the writer.
3. strengthen: make sth. stronger or more powerful • Steel prices ~ as demand continues moving up. • We have ~ed our national economy and contained inflation. 4. bond: a uniting force or ties, link • The trade agreement strengthened the bonds between the two countries.
3. So I called him and he hung up on me. (L.5, Para.2)
III. Text Learning
Part 1
1. How to understand “Dealing with AIDS”?
1. to take action in order to achieve something or in order to solve a problem
2. to be about or be on the subject of something
II. Introduction to the text
1. What is the theme of the text?
Dealing with AIDS strengthens the bond of friendship and encourages emotional and mature growth. 加深友谊，促进情感和身体的成熟
8. invincible: incapable of being overcome or defeated as a result of great strength or skill; unconquerable. • There is no army in the world that is invincible. • The forces for peace, justice and progress are invincible after all.
我们分在不同的班级，所以就不能常常在一起玩。
2.… there were more friends where he came from. (L.3, Para.2)
More example of adverbial clause of place: • Wuhan lies where the Yangtze and the Han river meet. • Wherever I am I will be thinking of you. • Make a mark where you have any questions. • Wherever we go, we must build up good relationship with people.
• We are here tonight to denounce (斥责） the discrimination they (people living with HIV/AIDS) face — the fear and stigma（耻 辱）, the shame and rejection, the threat of losing their jobs ... For too long and in too many places, too many people have been pushed beyond the reach of prevention and treatment, care and support ... We must respond by shining the full light of human rights on the challenge ... I call on all countries to dismantle legal frameworks that institutionalize discrimination against people living with HIV and people are at most risk of infection.” ----Ban Ki-Moon（潘基文 ）
2. What is the style of the text? Give your reasons. The style of the narrative is colloquial and simple because many simple words, colloquial expressions and concise sentences are used, which are easy and smooth to read. Colloquial words: about, cried, go, let, so, sure, things Simple or colloquial phrases: blew it off, living life up, feel so bad, had the disease, stuck it out, make it through, etc.
AIDS, a very serious illness which spreads very fast today, had been one of the most horrible killers of human beings. AIDS is caused by HIV virus. Now in the world there is no useful medicine that can cure AIDS, but it spreads only in limited ways. AIDS spread in three basic ways: first, through sexual intercourse; second, through contact with diseased blood; and third from an HIV mother to baby. And people who are intravenous drug users may infect HIV virus too.
2. What People should do to solve the problem and prevent the spreading of AIDS ? People can do something in these ways: 1. A program should be established to educate citizens about AIDS, letting people know what causes it and how it spreads, so that people can know it clearly and prevent it easily, instead of being afraid of it; 2. Increase scientific technology to fight against AIDS; 3. Make healthy and civilized social environment, so there will be less sexual intercourse actions, and less drug users.
9. That is, until the word AIDS came into my life. (L4, Para.1)
This is a Sentence fragment. Why ? • It is actually part of the preceding sentence. The author separates them to accentuate (强 调) the two parts of the sentence.