新编实用英语综合教程1_unit_6_教(学)案
新编实用英语综合教程Unit 1
Unit 1 Hello, Hi！一、本课及各部分的教学目的及重点二、具体教学过程Section ⅠTalking face to face (Room Reservation) Useful Sentences（该环节首先播放教学视频，使学生对寒暄和交流过程有直接的认识。
然后教师将见面寒暄和交流的相关表达进行讲解后，学生自由模拟训练为主，重在帮助学生循序渐进地从单个句型到连贯对话进行过渡。
此时，教师不用对学生要求过高，可以先从模仿练起，鼓励学生举一反三。
）Section II Grammatical Item – Sentence Structures（句子结构）1．基本句型结构：（主+谓）结构、（主+谓+宾）结构、（主+谓+宾+宾补）结构、（主+系+表）结构（1）（主+谓）结构主谓结构的句子的谓语动词是不及物动词，后面不接宾语。
The sun rises. 太阳升起来了。
He died. 他死了。
She smiled. 她笑了。
（2）（主+谓+宾）结构主谓宾结构的谓语动词多数为及物动词，如果是不及物动词，需先加个介词，然后才可接宾语。
I love my hometown. 我爱我的家乡。
(及物动词)I dislike traveling. 我不喜欢旅游。
（及物动词）He is waiting for her. 他在等她。
(wait是不及物动词，后接for)（3）（主+谓+宾+宾）结构My father sent me a new bike as my birthday present. 我的爸爸送了我一辆新自行车作为生日礼物。
（me作间接宾语，bike作直接宾语）（4）（主+谓+宾+宾补）结构His words made me moved. 他的话叫我感动。
（过去分词作宾补）I find the novel very interesting. 我发现这部小说很有趣。
（现在分词作宾补）My manager asks me to do the work. 我的经理叫我做这项工作。
新编实用英语综合教程第1册教学设计
新编实用英语综合教程第1册教学设计课程概述本课程是针对初学者设计的英语教学课程，旨在通过可操作性强、实用性强的语言技能，帮助学习者快速掌握英语基础知识，为日后深入学习和使用英语扫清道路。
教学目标本教学设计旨在通过一系列科学有效的教学方法，实现以下教学目标：1.帮助学生掌握英语字母表和发音规律；2.帮助学生掌握简单的日常用语；3.帮助学生理解基本的语法知识和句型结构；4.培养学生初步的听、说、读、写能力，同时提高学生的英语语感和自信心。
教学内容第一课主要教授英语字母表，包括26个字母的名称和发音规律。
通过字母与音素的对应关系，帮助学生初步掌握英语发音技巧。
第二课本节内容主要讲解简单的日常用语，如问候语、感谢语、道别语等。
通过模拟真实情景，帮助学生熟练掌握常见的英语用语，并且通过口语练习巩固掌握。
第三课本节内容主要引导学生学习并掌握英语语法方面的基础知识，如主语、谓语、定语、状语等基本概念，并且通过练习巩固掌握。
第四课本节内容主要介绍英语代词、形容词、副词的基础知识，帮助学生掌握词汇量的同时，提高学生对英语语法的敏感性，同时辅以口语练习提高听说能力。
第五课本节内容主要让学生了解问题句型及回答方式，并帮助学生掌握各种相应句子类型的语法。
第六课综合性课程内容，巩固学生对前几节课的掌握，同时给予口语表达、语音、语法等方面的全面训练。
教学方法本教学设计将采用两大类方法，一类为传统教学方式，一类为现代教学方式。
传统教学方式1.讲授法：将基础知识讲授给学生，辅以学生手册和黑板板书，帮助学生初步掌握英语基础知识；2.练习法：通过不同形式的习题练习，巩固学生的掌握程度，并且帮助学生在做题过程中发现自己的不足，及时进行纠正。
现代教学方式1.互动式教学: 以学生为主体，让学生在讲师引导和促进下进行互动学习;2.多媒体教学: 利用现代多媒体教学手段，如PPT、录像等多媒体技术，结合学生实际情况和教学目标，对课程内容进行更直观、生动的展现。
大学英语综合教程1unit6教案
课时：2课时教学目标：1. 通过本单元的学习，学生能够掌握与主题相关的词汇和短语。
2. 学生能够理解并运用本单元中的语法知识。
3. 学生能够提高阅读、听力、口语和写作能力。
教学重点：1. 词汇和短语：掌握与主题相关的词汇和短语。
2. 语法知识：掌握时态、语态等语法知识。
3. 语言技能：提高阅读、听力、口语和写作能力。
教学难点：1. 词汇和短语：掌握与主题相关的难词和短语。
2. 语法知识：正确运用时态、语态等语法知识。
3. 语言技能：提高学生的综合语言运用能力。
教学准备：1. 教材：《大学英语综合教程1》2. 多媒体课件3. 教学参考书教学过程：第一课时一、导入1. 教师用英语简短介绍本单元的主题，激发学生的学习兴趣。
2. 学生自由讨论与本单元主题相关的话题。
二、词汇和短语学习1. 教师带领学生朗读并讲解本单元的词汇和短语。
2. 学生跟读，并尝试用所学词汇和短语进行造句。
三、语法知识讲解1. 教师讲解本单元的语法知识，如时态、语态等。
2. 学生跟读并练习运用所学语法知识。
四、阅读练习1. 教师指导学生阅读课文，并提出相关问题。
2. 学生回答问题，教师点评并纠正错误。
五、总结1. 教师对本节课的学习内容进行总结。
2. 学生复述本节课所学知识。
第二课时一、复习1. 教师提问，检查学生对上节课学习内容的掌握情况。
2. 学生回答问题，教师点评并纠正错误。
二、听力练习1. 教师播放听力材料，学生听后回答相关问题。
2. 教师点评并纠正错误。
三、口语练习1. 教师组织学生进行口语活动，如角色扮演、小组讨论等。
2. 学生积极参与，教师点评并纠正错误。
四、写作练习1. 教师布置写作任务，学生根据所学知识进行写作。
2. 教师点评学生作文，指出优点和不足。
五、总结1. 教师对本节课的学习内容进行总结。
2. 学生复述本节课所学知识。
教学反思：本节课通过多种教学活动，帮助学生掌握本单元的词汇、短语和语法知识，提高学生的阅读、听力、口语和写作能力。
新编实用英语综合教程一Unit 6 Olympics and Sports
What You Should Know About
1. Successful Beijing Olympic Games 2. Use of contextual reference of tenses
Unit | Six
Contents
Talking Face to Face
Section Ⅰ
Section Ⅴ
Appreciating Culture Tips
Section Ⅱ
Being All Ears
Section Ⅲ
Section Ⅳ
Maintaining a Sharp Eye
Trying Your Hand
Unit | Six
Section Ⅰ Talking Face to Face
Speak and Recite 1 Work in pairs. Practice the following mini-talks about sports events and outdoor activities. 1) Talking About a Sports Event Poster Window on Key Words A: Look at the poster! B: Oh, there will be a fun sports meet in our school. 趣味运动会 A: Sunday morning, in the stadium. 体育场 B: And everybody is welcome!
锦标赛
国际徒步大会 (节)；临近
5) Commenting on an Outdoor Activity A: The 3rd International Walking Festival is drawing near. B: Yes, there are posters everywhere around the city. A: Walking is a healthy outdoor activity. Back B: And we can relax both our mind and our body. Unit | Six
新编实用英语综合教程一Unit 6 Olympics and Sports[优质ppt]
![新编实用英语综合教程一Unit 6 Olympics and Sports[优质ppt]](https://img.taocdn.com/s3/m/14f81511e518964bcf847c73.png)
Putting Language to Use
Speak and Complete Speak and Communicate
Unit | Six
SECTION I Talking Face to Face
Imitating Mini-Talks
Speak and Recite
1 Work in pairs. Practice the following mini-talks about sports events and outdoor
Imitating Mini-Talks
Speak and Recite
Acting out the Tasks
Speak and Perform
Studying Posters, Notices Study and Imitate and Announcements
Following Sample Dialogues Imitate and Perform
国际徒步大会 (节)；临近
5) Commenting on an Outdoor Activity
A: The 3rd International Walking Festival is drawing near.
B: Yes, there are posters everywhere around the city.
Section Ⅱ
Being All Ears
Section Ⅲ
Section Ⅴ
Appreciating Culture Tips
Section Ⅳ
Maintaining a Sharp Eye
Trying Your Hand
Unit | Six
《新编实用英语》教案第一册Unit6
Unit SixStudyI. Objectives:By the end of this unit, the students should be able to1) read, discuss and translate diplomas and degrees in English,2) learn some expressions in talking about courses, diplomas, degrees, andcertificates in relation to their education,3) comprehend the two passages and master the useful expressions in them, and4) finish the exercises by themselves or with some help.II. IntroductionLead-in（导入）: First, the students are asked to discuss the importance of diploma. Then their opinions are written down on the blackboard. Finally, the introductory remarks will be made by the teacher as follows:The diploma, degree, or other educational certificates are of utmost importance for those who want to seek a good job or receive a promotion. A lot of people have to study for a long time and many courses to get different degrees from the universities or colleges. In this unit you will learn how to converse about what degree you have and inquire about other people’s education.III. Teaching Procedures:Section I. Talking Face to FaceStep 1. Presentation:Read the following Samples of a diploma and a degree of bachelor.Sample 1翻译:Sample 2翻译:学士学位证书星华大学兹证明林小平被正式授予理科学士学位1999年7月17日校长签名：Topic-related Information--Names of MajorsComputer ScienceTelecommunication Engineering--Names of DepartmentsPostal Communication Management DepartmentComputer DepartmentTelecommunications Engineering DepartmentEconomics DepartmentFinance DepartmentHumanity & Social Science DepartmentBasic Courses Department--Data Bank1)The duly authorized officers hereby certify that …正式授权的高级官员在此证明…2)This is to certify…兹证明…3)Sb. has completed a course of study in …某人已修完了在…方面的课程。
新编实用英语1六单元教案新部编本
Summary
Homework---P95. Ex.3-5
15’
73’
2’
作业布置
计划布置
实际布置
P95, Ex.3-5
P95, Ex.3-5
课后自评
教 案 内 容
教学提示
备课内容（教学设计、知识点、课堂组织、教学方法等）
Unit Six:Sports Events and Outdoor Activities(1)
2Invitinf and going t see a sports event
3 Talking about and commenting on sports event
4Inviting friends and taking part in outdoor activities
5Understanding and designing a sports event poster
教法选择
The Gaming Teaching Method
The Behavior Teaching Method
重点难点分析
1.Key words and expressions:
2Some traditional Chinese sports and activities.
教具选用
Tape-recorder
课后自评
教 案 内 容
教学提示
备课内容（教学设计、知识点、课堂组织、教学方法等）
Unit 6 Sports Events and Outdoor Activities
What you should learn to do
UniteGoals
1Understanging and writing a sports event poster
新编实用英语综合教程教案
新编实用英语综合教程教案课程名称：新编实用英语综合教程授课人：XXX课程时长：XX学时教学目标：1. 增强学生的英语语言应用能力，特别是听说能力。
2. 培养学生的跨文化交际意识，提高跨文化交际能力。
3. 拓宽学生的国际视野，增强国际竞争力。
教学内容：1. 英语基础知识：词汇、语法、语音等。
2. 实用英语应用：商务英语、旅游英语、酒店英语等。
3. 跨文化交际：文化差异、跨文化沟通技巧等。
教学难点与重点：难点：如何将英语基础知识与实际应用有效结合，提高学生的英语应用能力。
重点：跨文化交际能力的培养，以及如何增强学生的国际竞争力。
教具和多媒体资源：1. 投影仪、电脑、音响等多媒体设备。
2. 英语教材、练习册、听力材料等。
3. 跨文化交际案例、图片、视频等教学资源。
教学方法：1. 讲授法：讲授英语基础知识，如词汇、语法、语音等。
2. 案例分析法：通过分析实际案例，让学生了解跨文化交际的实际情况。
3. 小组讨论法：组织学生进行小组讨论，提高口语表达和交流能力。
4. 角色扮演法：通过角色扮演，模拟实际场景，提高学生的英语应用能力。
教学过程：1. 导入（5分钟）：通过提问导入，检查学生预习情况，引起学生的兴趣。
2. 讲授新课（45分钟）：讲解英语基础知识和实用英语应用，结合案例分析，引导学生思考。
3. 巩固练习（20分钟）：组织学生进行小组讨论、角色扮演等活动，巩固所学内容。
4. 归纳小结（10分钟）：总结本节课的重点内容，对学生的表现进行评价，给出建议和指导。
评价与反馈：1. 设计评价策略：通过课堂表现、小组讨论、角色扮演等活动，以及课后作业和测试等形式进行评价。
新编实用英语综合教程教案
新编实用英语综合教程教案教案：新编实用英语综合教程第一课：问候与介绍教学目标：1.学会用英语问候与介绍他人。
2.学习相关的词汇和句型。
3.提高口语表达能力。
教学重点：1.学习常用的问候方式。
2.学习如何介绍他人。
3.练习口语表达能力。
教学准备：1.教师准备教材及配套课件。
2.确保教室上课环境整洁。
3.准备相关的课堂活动。
教学过程：步骤一：导入（5分钟）教师向学生打招呼，并用英语问候全班学生。
然后询问学生如何用英语问候他人。
步骤二：新知呈现（10分钟）教师提供一些常用的问候方式，并解释其用法和含义。
例如：“How are you?”、“What’s up?”、“How’s it going?”等。
然后教师通过演示的方式向学生展示如何用这些问候方式与他人进行交流。
步骤三：对话练习（10分钟）教师分发练习卡片，学生们分成小组进行对话练习。
每组学生轮流扮演不同的角色，进行问候和介绍的对话练习。
教师可以在课堂辅助学生，纠正他们的发音和语法错误。
步骤四：分组活动（15分钟）教师将学生分成小组，每个小组的成员都有一个袋子，里面放有一些物品。
小组成员通过轮流拿东西，然后用自己的话介绍拿到的物品。
其他组员可以提问或者给出评论。
教师可以在活动过程中引导学生使用相关的句型和表达方式。
步骤五：练习评价（10分钟）教师提供一些练习题，要求学生用英语回答。
例如：“How do you usually greet your friends？”、“How would you introduce yourself in English？”等。
学生们可以在书写或者口头表达上回答问题。
步骤六：小结复习（5分钟）教师对本节课的内容做一个小结，并提醒学生下节课的学习内容。
第二课：购物与点餐教学目标：1.学会用英语购物和点餐。
2.学习相关的词汇和句型。
3.提高口语表达能力。
教学重点：1.学习如何用英语购物和点餐。
2.学习相关的词汇和句型。
新编实用英语综合教程1教案
教案2013 ~2014 学年第一学期课程名称：公共英语 I课程类别：所属系部：公共教学部任课教师：职称：授课班级：使用教材：新编实用英语 I二○年月章节或项目名称授课类型理论实验实训其它√□□□教学目标 (知识目标/能力目标)重点与难点教学方法与手段Unit 1- Section 1 Talking face to face- Section 2 Being all ears授课进度符合√超前□滞后□停补□班级建筑1321装饰1321地点教B205教B207周次第 6 周第 6 周星期五五节次5-67-81. Greeting people and giving responses;2. Saying good-bye to people;3. Exchanging personal information;4. Introducing people to each other.1. Greeting people and giving responses: first meeting and meeting again;2. Communicating personal information;3. Introducing people to each other;4. Key words and expressions.Teaching and role play教学过程(教学环节、各环节要点、时间分配等) 1. New words and expressions 10min2. Talking face to face 20min3. Practice the dialogues 10minBeing All Ears Review节S tudents have learned how to greet people and give responses, and exchange personal informations1. Make up dialogues for greeting and introducing people referring to the dialogues in the Workbook.2. Do the Put-in-use exercises.3. Preview Passage I and the exercises.第一节第二教学 小结作业 布置35min 5min章节或项目名称授课类型理论实验实训其它√□□□教学目标 (知识目标/能力目标) Unit 1- Section 3 Maintain a Sharp EyePassage I授课进度符合√超前□滞后□停补□班级建筑1321装饰1321地点教B205教B207周次第 7 周星期一一节次7-85-6第 7 周and British people greet each 5. How Americanother;6. Key words and expressions.5. How American and British people greet each other;6. Key words and expressions;7. Translate the Chinese sentences into English. Teaching and role play教学方法与手段教学过程(教学环节、各环节要点、时间分配等)重点与难点1. Review the useful expressions about 5minhow to greet people and give responses;第一2. The way Americans greet;3. Useful words and expressions.20min15min节第二1. Reading of the passage;2. Do and explain the exercises.3. Review10min25min5 min节教学小结作业布置Students have learned the way how American and British people greet each other.4. Learn by heart of Passage I;5. Preview Passage II and the exercises.章节或项目名称 Unit 1- Section 3 Maintain a Sharp EyePassage II授课类型理论实验实训其它√□□□教学目标 (知识目标/能力目标) 授课进度符合√超前□滞后□停补□班级建筑1321装饰1321地点教B205教B207周次第 7 周第 7 周星期五五7. Self-introduction;8.Description of a person’s appearance;9. Key words and expressions.节次5-67-8重点与难点8. Key words and expressions.9.Description of a person’s appearance;10. Self-introduction.Teaching and practicing教学方法与手段教学过程(教学环节、各环节要点、时间分配等)第一节第二1. Review useful words and expressions;2. A little about me;3. Useful words and expressions.1. Read aloud of the passage;2. Do and explain the exercises;3. Rewrite the story in the third person;4. Review10min20min10min5min20min10min5min节教学小结作业布置Students have learned how to introduce themselves and depicta person’s appearance.6. Review what we have learned;7. Preview and do the exercises in Trying your hand and Grammar.章节或项目名称 Unit 1- Section 4 Trying your hand and grammar 授课类型理论实验实训其它√□□□授课进度符合√超前□滞后□停补□班级建筑1321装饰1321地点教B205教B207周次第 8 周第 8 周星期一一节次7-85-61. Writing a business card;教学目标 (知识 2. Basic sentence structure; 目标/能力目标)重点与难点1. Writing a business card;2. Basic sentence structure; Teaching and practicing教学方法与手段教学过程(教学环节、各环节要点、时间分配等)教学小结作业布置1. Review the useful expressions about 10minhow to introduce oneselves and depict aperson’s appearance;2. Translate business cards; 15min3. Ask students to write a business card of 15minthemselves.1. Sentence writing and grammar review; 20min2. Do and explain the exercises; 15min3. Review. 5min1. Students have learned how to write a business card ;2. Basic sentence structure.1. Review what we have learned;2. Remember the new words and impressions;3. Do the exercises in the workbook;4. Preview Unit 2.第一节第二节章节或项目名称Unit 2- Section 1 Talking face to face- Section 2 Being all ears 授课类型理论实验实训其它√□□□教学目标 (知识目标/能力目标) 授课进度符合√超前□滞后□停补□班级建筑1321装饰1321地点教B205教B207周次第8 周第8 周星期五五节次5-67-81. Expressing pleasure and thanks on receiving agift;2. Congratulating and responding;3. Expressing regrets and asking for forgiveness;1. Congratulating and responding;2. Expressing regrets and asking for forgiveness;3. Key words and expressions.Teaching and role play教学方法与手段重点与难点教学过程(教学环节、各环节要点、时间分配等)10min第一1. New words and expressions2. Talking face to face3. Practice the dialogues20min10min节1. Being All Ears 35min 第2. Review 5min教学小结作业布置Students have learned the useful expressions of expressing pleasure and thanks on receiving a gift and expressing regrets and asking for forgiveness.1. Make up dialogues for giving and replying to a gift;2. Do the Put-in-use exercises.3. Preview Passage I and the exercises.二节章节或项目名称 Unit 2- Section 3 Maintain a Sharp EyePassage I授课类型理论 实验 实训 其它 √ □ □□教学目标 (知识 授课进度 班级 地点 周次 星期 节次 符合 √ 建筑 教 1321 B205超前 □滞后 □ 装饰 教 1321 B207停补 □1. Gift culture ;2. Culture differences in expressing friendship ; 目标/能力目标)3. Key words and expressions.重点与难点1. Culture differences in expressing friendship;2. Key words and expressions;3. Translate the Chinese sentences into English.Teaching and practising教学方法 与手段教学过程(教学环节、各环节要点、时间分配等)第 9 周 一 5-6第 9 周 一 7-81. Review the useful expressions about 5minhow to reply to a gift card;第一2. Different attitudes towards gift-giving;3. Useful words and expressions.20min15min节第1. Read aloud the passage;2. Do and explain the exercises.3. Review10min25min5 min教学小结作业布置Students have learned the two different attitudes towards gift-giving.1. Learn by heart of Passage I;2. Preview Passage II and the exercises.二节章节或项目名称Unit 2- Section 3 Maintain a Sharp EyePassage II授课类型理论实验实训其它√□□□授课进度符合√超前□滞后□停补□1. How to班级建筑1321装饰1321地点教B205教B207周次第10周第10周write a thank-you note;星期一一节次7-85-6教学目标 (知识目标/能力目标) 2. Gift culture;3. Key words and expressions.重点与难点1. Key words and expressions.2. How to write a thank-you note;3. Self-introduction.Teaching and practicing教学方法与手段教学过程(教学环节、各环节要点、时间分配等)1. Review useful words and expressions; 10min2. Thank- you notes are heart-warming; 20min 第3. Useful words and expressions. 10min一节1. Read aloud of the passage; 5min2. Do and explain the exercises; 20min 第3. Retell the last two paragraphs without 10min looking at the book;二 4. Review 5min 节教学小结作业布置Students have learned how to write a thank-you note.1. Review what we have learned;2. Preview and do the exercises in Trying your hand andGrammar.章节或项目名称授课类型理论 实验 实训 其它 √ □ □□教学目标 (知识 目标/能力目标)Unit 2- Section 4 Trying your hand and grammar授课进度 班级 地点 周次 星期 节次 符合 √ 建筑 教 第 101321 B205 周超前 □滞后 □ 装饰 教 第 101321 B207 周停补 □1. Writing and replying to a thank-you note,acongratulation letter and a letter of apology ; 2. Use of articles:a,an,the;1. Writing and replying to a thank-you note,acongratulation letter and a letter of apology ; 2. Use of articles:a,an,the;Teaching and practicing教学方法 与手段教学过程(教学环节、各环节要点、时间分配等)重点与难点五 5-6五 7-8教学小结作业布置1. Review the words and expressions; 10min2. Translate thank-you note, acongratulation letter and a letter of 15minapology;3. Ask students to write congratulation 15minletter.1. Sentence writing and grammar review; 20min2. Do and explain the exercises; 15min3. Review. 5minStudents have learned how to write a congratulation letter and how to use of articles:a,an,the.1. Review what we have learned;2. Remember the new words and impressions;3. Do the exercises in the workbook;4. Preview Unit 3.第一节第二节章节或项目名称 Unit 3- Section 1 Talking face to face- Section 2 Being all ears 授课类型理论实验实训其它√□□□授课进度符合√超前□滞后□停补□1. Asking班级建筑1321装饰1321地点教B205教B207周次第 11周第 11周星期一一where a particular place is ;节次7-85-6教学目标 (知识 2. Showing derections; 目标/能力目标)重点与难点1. Asking where a particular place is ;2. Showing derections;3. Key words and expressions. Teaching and practicing教学方法与手段教学过程(教学环节、各环节要点、时间分配等)1. New words and expressions 10min2. Talking face to face 20min 第3. Practice the dialogues 10min一节1. Being All Ears 35min2. Review. 5min 第二节教学小结作业布置Students have learned how to ask where a particular place is and show directions.1. Review what we have learned;2. Remember the new words and impressions;3. Do the Put-in-use exercises.4. Preview Passage I and the exercises.章节或项目名称 Unit 3- Section 3 Maintain a Sharp EyePassage I授课类型理论实验实训其它√□□□授课进度符合√超前□滞后□停补□1. Different班级建筑1321装饰1321地点教B205教B207周次第 11周第 11周星期五五feelings about traveling ;节次5-67-8教学目标 (知识 2. Key words and expressions. 目标/能力目标)重点与难点1. Different feelings about traveling ;2. Key words and expressions.3. Translate the Chinese sentences into English. Teaching and practising教学方法与手段教学过程(教学环节、各环节要点、时间分配等)1. Review the useful expressions about 5minhow to ask where a particular place is第and show directions.;2. I hate flying; 20min一 3. Useful words and expressions. 15min 节1. Read aloud the passage; 10min2. Do and explain the exercises. 25min 第3. Review 5 min教学小结作业布置Students have learned the different feelings about traveling and useful expressions.3. Learn by heart of Passage I;4. Preview Passage II and the exercises.二节章节或项目名称 Unit 3- Section 3 Maintain a Sharp EyePassage II授课类型理论实验实训其它√□□□授课进度符合√超前□滞后□停补□1.I’d been班级建筑1321装饰1321地点教B205教B207周次第 12周第 12周星期一一treated like a friend in need;节次7-85-6教学目标 (知识目标/能力目标) 2. different feelings about traveling;3. Key words and expressions.重点与难点1. I’d been treated like a friend in nee d;2. different feelings about traveling;3. Key words and expressions. Teaching and practicing教学方法与手段教学过程(教学环节、各环节要点、时间分配等)1. Review useful words and expressions; 10min2. I’d been treated like a friend in need ; 20min 第3. Useful words and expressions. 10min一节5. Read aloud of the passage; 5min6. Do and explain the exercises; 20min 第7. Retell the last two paragraphs without 10min looking at the book;二 8. Review 5min 节教学小结作业布置Students have learned the different feelings about traveling and useful expressions.3. Review what we have learned;4. Preview and do the exercises in Trying your hand andGrammar.章节或项目名称授课类型理论实验实训其它√□□□教学目标 (知识目标/能力目标) Unit 3- Section 4 Trying your hand and grammar授课进度符合√超前□滞后□停补□班级建筑1321装饰1321地点教B205教B207周次第 12周第 12周星期五五节次5-67-81. Understanding and writing of road and officesigns ;2. Forming of plural nouns;1. Understanding and writing of road and officesigns ;2. Forming of plural nouns;Teaching and practicing教学方法与手段教学过程(教学环节、各环节要点、时间分配等)重点与难点教学小结作业布置1. Review the words and expressions; 10min2. Translate the guiding direction of acompany and the shopper’s guide of a15minshopping mall ;3. Do and explain the exercises. 15min1. Sentence writing and grammar review; 20min2. Do and explain the exercises; 15min3. Review. 5minStudents have learned how to write a congratulation letter and how to use of articles:a,an,the.1. Review what we have learned;2. Remember the new words and impressions;3. Do the exercises in the workbook;4. Preview Unit 4.第一节第二节章节或项目名称Unit4- Section 1 Talking face to face- Section 2 Being all ears 授课类型理论实验实训其它√□□□教学目标 (知识目标/能力目标) 授课进度符合√超前□滞后□停补□班级建筑1321装饰1321地点教B205教B207周次第13周第13周星期一一节次7-85-61. Making/keeping/postponing/putting off anappointment according to a work timetable;2. Making reservations according to a timetable offlights and trains;1. Making/keeping/postponing/putting off anappointment according to a work timetable;2. Making reservations according to a timetable offlights and trains;3. Key words and expressions.Teaching and role play教学方法与手段重点与难点教学过程(教学环节、各环节要点、时间分配等)第一节第1. New words and expressions2. Talking face to face3. Practice the dialogues3. Being All Ears4. Review10min20min10min35min5min教学小结作业布置Students have learned the useful expressions of making reservations according to a timetable of flights and trains.1. Make up dialogues for making an appointment according toa work timetable;2. Do the Put-in-use exercises.3. Preview Passage I and the exercises.二节章节或项目名称授课类型理论实验实训其它√□□□教学目标 (知识目标/能力目标) Unit 4- Section 3 Maintain a Sharp EyePassage I授课进度符合√超前□滞后□停补□班级建筑1321装饰1321地点教B205教B207周次第13周第13周星期五五节次5-67-81. Punctuality and keeping promises in socialactivities;2. Key words and expressions.1. Punctuality and keeping promises in socialactivities;2. Key words and expressions.Teaching and practising教学方法与手段教学过程(教学环节、各环节要点、时间分配等)重点与难点1. Review the useful expressions about 5minhow to make reservations according to a第timetable of flights and trains; 20min2. Punctuality and keeping promises in 15min 一social activities;3. Useful words and expressions.节第1. Read aloud the passage;2. Do and explain the exercises.3. Review10min25min5 min教学小结作业布置Students have learned that it is important to be punctual, to have a strong conception of time in social activities.1. Learn by heart of Passage I;2. Preview Passage II and the exercises.二节章节或项目名称Unit 4- Section 3 Maintain a Sharp EyePassage II授课类型理论实验实训其它√□□□授课进度符合√超前□滞后□停补□1. Methods班级建筑1321装饰1321地点教B205教B207周次第14周第14周of organizing time星期一一节次7-85-6教学目标 (知识2. Key words and expressions. 目标/能力目标)重点与难点1. Methods of organizing time2. Key words and expressions .Teaching and practicing教学方法与手段教学过程(教学环节、各环节要点、时间分配等)第一3. Review useful words and expressions; 10min4. Begin each day with a fresh plan of 20minattack; 10min 5. Read aloud of the passage.节1. Students choose some expressions and 5minsentences from the passage;第二2. Useful words and expressions.3. Do and explain the exercises;4. Review10min20min5min节教学小结作业布置Students have learned the methods of organizing time.1. Review what we have learned;2. Preview and do the exercises in Trying your hand andGrammar.章节或项目名称 Unit4- Section 4 Trying your hand and grammar 授课类型理论实验实训其它√□□□授课进度符合√超前□滞后□停补□班级建筑1321装饰1321地点教B205教B207周次第 14周第 14周星期五五节次5-67-81. Writing a timetable and a schedule;教学目标 (知识 2. Use of verb tenses.目标/能力目标)Use of verb tenses.重点与难点Teaching and practicing教学方法与手段教学过程(教学环节、各环节要点、时间分配等)教学小结作业布置1. Review the words and expressions; 10min2. Ask students to write a timetable and aschedule. 15min15min1. Sentence writing and grammar review; 20min2. Do and explain the exercises; 15min3. Review. 5minStudents have learned how to write a schedule and how to use the verb tenses.1. Review what we have learned;2. Remember the new words and impressions;3. Do the exercises in the workbook;4. Preview Unit5.第一节第二节章节或项目名称 Unit5- Section 1 Talking face to face- Section 2 Being all ears 授课类型理论实验实训其它√□□□教学目标 (知识目标/能力目标)重点与难点授课进度符合√超前□滞后□停补□班级建筑1321装饰1321地点教B205教B207周次第 15周第 15周星期一一节次7-85-61. Understanding the forecast of global or localweather conditions;2. Talking about weather changes.3. Key words and expressions.1. Talking about weather changes.2. Talking about the weather to start a conversation.3. Key words and expressions.Teaching and role play教学方法与手段教学过程(教学环节、各环节要点、时间分配等)第4. New words and expressions5. Talking face to face6. Practice the dialogues10min20min10min 5. Being All Ears 35min第 6. Review 5min教学小结作业布置Students have learned the useful expressions of talking aboutmaking comments on weather conditions.4. Make up dialogues for talkingconditions ;5. Do the Put-in-use exercises.6. Preview Passage I and the exercises.the weather to start a conversation andabout the weather一节二节章节或项目名称 Unit 5- Section 3 Maintain a Sharp EyePassage I授课类型理论实验实训其它√□□□授课进度符合√超前□滞后□停补□班级建筑1321装饰1321地点教B205教B207周次第 15周第 15周星期五五节次5-67-81. Weather report for different places;教学目标 (知识 2. Key words and expressions. 目标/能力目标)重点与难点1. Weather report for different places;2. Key words and expressions. Teaching and practising教学方法与手段教学过程(教学环节、各环节要点、时间分配等)4. Review the key words and useful 5minexpressions第一5. Is it going to be a fine day;6. Useful words and expressions.20min15min节第4. Read aloud the passage;5. Do and explain the exercises.6. Review10min25min5 min教学小结作业布置Students have learned weather report for differentthe useful expressions.1. Learn by heart of Passage I;2. Preview Passage II and the exercises.places and二节章节或项目名称 Unit 5- Section 3 Maintain a Sharp EyePassage II授课类型理论实验实训其它√□□□授课进度符合√超前□滞后□停补□班级建筑1321装饰1321地点教B205教B207周次第 16周第 16周星期一一节次7-85-61. British people ’s habits :talking about the weather教学目标 (知识目标/能力目标)to start a conversation.2. Key words and expressions1. British people’s habits :talking about the weatherto start a conversation.2. Key words and expressionsTeaching and practicing教学方法与手段教学过程(教学环节、各环节要点、时间分配等)重点与难点6. Review useful words and expressions; 10min7. British people like talking about the 20min 第 weather; 10min8. Read aloud of the passage.一节5. Students choose some expressions and 5minsentences from the passage;第二6. Useful words and expressions.7. Do and explain the exercises;8. Review10min20min5min节教学小结作业布置Students have learned the British people’s habits of talking about the weather to start a conversation.3. Review what we have learned;4. Preview and do the exercises in Trying your hand andGrammar.章节或项目名称 Unit5- Section 4 Trying your hand and grammar 授课类型理论实验实训其它√□□□教学目标 (知识目标/能力目标)重点与难点授课进度符合√超前□滞后□停补□班级建筑1321装饰1321地点教B205教B207周次第 16周第 16周星期五五节次5-67-8 Teaching and practicing教学方法与手段教学过程(教学环节、各环节要点、时间分配等)4. Review the words and expressions; 10min5. Translate thank-you note, a第congratulation letter and a letter of 15min apology;一 6. Ask students to write congratulation 15minletter.节第4. Sentence writing and grammar review;5. Do and explain the exercises;6. Review.20min15min5min教学小结作业布置Students have learned how to write a congratulation letter and how to use of articles:a,an,the.8. Review what we have learned;9. Remember the new words and impressions;10. Do the exercises in the workbook;11. Preview Unit 6.二节。
新编实用英语综合教程第二学期教案
2014-2015学年第二学期大学英语教案授课教师：崔俊学授课班级：2014级数学教育1、2班教研室：大学英语教研室Unit 1 Invitation EtiquetteTopic: Good MannersObjectives: S tudents should be able to:1. Talk about good manners;2. Understand the content, the organization of the text and the writing devices of the passage;3. Know and make use of the language points, especially expressions, learned from the text;4. Grasp some key words, expressions and sentence patterns for expressing ideas on related topics;5. Learn how to write a note of thanks;6. get some tips about English modal verbs.Important/Difficult Point(s):1.Grammar2.Raise the awareness of good manners.Materials and Resources:1.Multimedia2.PPTs3.Colorful chalks4.ChalkboardProcedure:Period 1Step 1: Warm upWarm-up Discussion:Ask students to form groups of four and discuss on the topic: “D o you think good manners are important in our life? Why?”Group leaders will be asked to present group opinions.Step 2: Reading StrategyAsk students to read through the whole passage without referring to the word list. Tryto scan through to find out the main idea. And skim the passage to find out the corresponding part of the passage to the comprehension exercise after the passage. Period 2Step 1: Word study1. Read new words2. Memories them all.Step 2: Word analysisPlan for Follow Up Lesson:1.Our next class will begin with the passage. The students will be reminded atthe end of this class to prepare the readings for next class.2.The next class will be structured through passage analysis and languagestudy.Period 3Step 1: Warm-up1.Students are asked to take out a piece of paper and recite new words. A number ofstudents will be called to read some words out for the teacher to check pronunciation.2.Students watch a short video about the mannersStep 2: Passage Aprehensive study of passage Aa.main ideab.structure analysisnguage studyPeriod 4Step 1：Finish all the after-reading exerciseStep 2: Active Words1.Teacher explains the usage and examples2.Students make sentences and try to memories the usagesStep 3: HomeworkFinish Vocabulary Check after the Active Words.Plan for follow-up lesson1.Students should prepare for the study of Text B.2.Students should prepare for group discussion and writing.Period 5Step 1: Warm-upGroup Study: Students are asked to form groups of four and discuss on the topic “What is the Golden Rule in dealing with others?” Group leaders present the result. Step 2: Fast-reading of Passage BStudents are required to take advantage of fast reading strategies to do comprehension work.Step 3: Word StudyPeriod 6:Step 1: Passage Analysis1. Comprehensive study of passage B1)main idea2) structure analysis2. Language studyStep 2: (Homework)Ask students to finish after-reading activities.Period 7Step 1: Warm-up1. Students are asked to take out a piece of paper and recite new words. A number of students will be called to read some words out for the teacher to check pronunciation.2. Students do listening practice.Step 2: Grammar studyStep 3: Finish exercise of Modal VerbsPeriod 8:Step 1: ExerciseStudents are required to do comprehensive exercises in class within a certain timeframe. The teacher will check the answer.Step 2: Writing Practice --- How to write a note of thanksThe teacher will explain what a note of thanks is and how to write it. Students will be shown with the example a note of thanks.Students are required to write a note of thanks in a group.Plan for follow-up class1.Our next class will begin with Unit2. The students will be reminded at the end ofthis class to prepare the readings for next week.2.The next class will be structured through small group work and whole classdiscussions.Unit 2 E-mailTopic: Living EnvironmentObjectives: S tudents should be able to:1. Talk about Living Environment;2. Understand the content, the organization of the text and the writing devices of the passage;3. Know and make use of the language points, especially expressions, learned from the text;4. Grasp some key words, expressions and sentence patterns for expressing ideas on related topics;5. Learn how to write a note of apology;6. Get some tips about adverbial clauses of time in English.Important/Difficult Point(s):1.Grammar2.Raise the awareness of environmental protection.Materials and Resources:1.Multimedia2.PPTs3.Colorful chalks4.ChalkboardProcedure:Period 1Step 1: Warm upWarm-up Discussion:Ask students to form groups of four and discuss on the topic: “What suggestions do you have for environmental protection?” Group leaders will be asked to present group opinions.Step 2: Reading StrategyAsk students to read through the whole passage without referring to the word list. Tryto scan through to find out the main idea. And skim the passage to find out the corresponding part of the passage to the comprehension exercise after the passage. Period 2Step 1: Word study1. Read new words2. Memories them all.Step 2: Word analysisPlan for Follow Up Lesson:1.Our next class will begin with the passage. The students will be reminded at theend of this class to prepare the readings for next class.2.The next class will be structured through passage analysis and language study. Period 3Step 1: Warm-up1.Students are asked to take out a piece of paper and recite new words. A number ofstudents will be called to read some words out for the teacher to check pronunciation.2.Students watch a short video about the environmental protection.Step 2: Passage A1. Comprehensive study of passage Aa.main ideab.structure analysis2. Language studyPeriod 4Step 1：Finish all the after-reading exerciseStep 2: Active Words1.Teacher explains the usage and examples2.Students make sentences and try to memories the usagesStep 3: HomeworkFinish Vocabulary Check after the Active Words.Plan for follow-up lesson1.Students should prepare for the study of Text B.2.Students should prepare for group discussion and writing.Period 5Step 1: Warm-upGroup Study: Students are asked to form groups of four and discuss on the topic “What does noise mean to ordinary people like you?” Group leaders present the result.Step 2: Fast-reading of Passage BStudents are required to take advantage of fast reading strategies to do comprehension work.Step 3: Word StudyPeriod 6:Step 1: Passage Analysis1. Comprehensive study of passage Ba)main idea2) structure analysis2. Language studyStep 2: (Homework)Ask students to finish after-reading activities.Period 7Step 1: Warm-up1. Students are asked to take out a piece of paper and recite new words. A number of students will be called to read some words out for the teacher to check pronunciation.2. Students do listening practice.Step 2: Grammar studyStep 3: Finish exercise of A dverbial Clauses of time.Period 8:Step 1: ExerciseStudents are required to do comprehensive exercises in class within a certain timeframe. The teacher will check the answer.Step 2: Writing Practice --- How to write a note of apologyThe teacher will explain what a note of thanks is and how to write it. Students will be shown with the example a note of apology.Students are required to write a note of apology in a group.Plan for follow-up class1.Our next class will begin with Unit 3. The students will be reminded at the end ofthis class to prepare the readings for next week.2. The next class will be structured through small group work and whole class discussions.Unit 3 Communication by phoneTopic: Fast foodObjectives: S tudents should be able to:1. Talk about fast food2. Understand the content, the organization of the text and the writing devices of the passage;3. Know and make use of the language points, especially expressions, learned from the text;4. Grasp some key words, expressions and sentence patterns for expressing ideas on related topics;5. Learn how to write a note of congratulations6. get some tips about the adverbial clause of purpose in EnglishImportant/Difficult Point(s):nguage points2.GrammarMaterials and Resources:1.PPTs2.Colorful chalks3.ChalkboardProcedure:Period 1Step 1: Warm upWarm-up Discussion:Ask students to form groups of four and discuss on the topic: “Do you like the food at McDonald’s or KFC? What attracts you most there?” Group leaders will be asked to present group opinions.Step 2: Reading StrategyAsk students to read through the whole passage without referring to the word list. Try to scan through to find out the main idea. And skim the passage to find out thecorresponding part of the passage to the comprehension exercise after the passage. Period 2Step 1: Word study1. Read new words2. Memories them all.Step 2: Word analysisPlan for Follow Up Lesson:1.Our next class will begin with the passage. The students will be reminded atthe end of this class to prepare the readings for next class.2. The next class will be structured through passage analysis and language study.Period 3Step 1: Warm-up1.Students are asked to take out a piece of paper and recite new words. A number ofstudents will be called to read some words out for the teacher to check pronunciation.2.Students watch a short video about the fast food.Step 2: Passage Aprehensive study of passage Aa.main ideab.structure analysisnguage studyPeriod 4Step 1：Finish all the after-reading exerciseStep 2: Active Words1.Teacher explains the usage and examples2.Students make sentences and try to memories the usagesStep 3: HomeworkFinish Vocabulary Check after the Active Words.Plan for follow-up lesson1.Students should prepare for the study of Text B.2.Students should prepare for group discussion and writing.Period 5Step 1: Warm-upGroup Study: Students are asked to form groups of four and discuss on the topic “What is your healthy diet?” Group leaders present the result.Step 2: Fast-reading of Passage BStudents are required to take advantage of fast reading strategies to do comprehension work.Step 3: Word StudyPeriod 6:Step 1: Passage Analysis1. Comprehensive study of passage Ba)main idea2) structure analysis2. Language studyStep 2: (Homework)Ask students to finish after-reading activities.Period 7Step 1: Warm-up1. Students are asked to take out a piece of paper and recite new words. A number of students will be called to read some words out for the teacher to check pronunciation.2. Students do listening practice.Step 2: Grammar studyStep 3: Finish exercise of Adverbial ClausePeriod 8:Step 1: ExerciseStudents are required to do comprehensive exercises in class within a certain timeframe. The teacher will check the answer.Step 2: Writing Practice --- How to write a note of congratulationsThe teacher will explain what a note of congratulations is and how to write it. Students will be shown with the example a note of congratulations.Students are required to write a note of thanks in a group.Plan for follow-up class1.Our next class will begin with Unit 4. The students will be reminded at the end ofthis class to prepare the readings for next week.2.The next class will be structured through small group work and whole classdiscussions.Unit 4 Hotel ServicesTopic: Daily shoppingObjectives: S tudents should be able to:1. Talk about shopping;2. Understand the content, the organization of the text and the writing devices of the passage;3. Know and make use of the language points, especially expressions, learned from the text;4. Grasp some key words, expressions and sentence patterns for expressing ideas on related topics;5. Learn how to write a note of announcement6. get some tips about the gerund in English grammarImportant/Difficult Point(s):nguage points2.GrammarMaterials and Resources:1.PPTs2.Colorful chalks3.ChalkboardProcedure:Period 1Step 1: Warm upWarm-up Discussion:Ask students to form groups of four and discuss on the topic: “Do you like shopping? Why or why not?” Group leaders will be asked to present group opinions.Step 2: Reading StrategyAsk students to read through the whole passage without referring to the word list. Try to scan through to find out the main idea. And skim the passage to find out the corresponding part of the passage to the comprehension exercise after the passage.Step 1: Word study1. Read new words2. Memories them all.Step 2: Word analysisPlan for Follow Up Lesson:1.Our next class will begin with the passage. The students will be reminded at theend of this class to prepare the readings for next class.2.The next class will be structured through passage analysis and language study. Period 3Step 1: Warm-up1.Students are asked to take out a piece of paper and recite new words. A number ofstudents will be called to read some words out for the teacher to check pronunciation.2.Students watch a short video about the shopping.Step 2: Passage Aprehensive study of passage Aa)main ideab)structure analysisnguage studyPeriod 4Step 1：Finish all the after-reading exerciseStep 2: Active Words1.Teacher explains the usage and examples2.Students make sentences and try to memories the usagesStep 3: HomeworkFinish Vocabulary Check after the Active Words.Plan for follow-up lesson1.Students should prepare for the study of Text B.2.Students should prepare for group discussion and writing.Step 1: Warm-upGroup Study: Students are asked to form groups of four and discuss on the topic “Why is it convenient to do shopping on line?” Group leaders present the result.Step 2: Fast-reading of Passage BStudents are required to take advantage of fast reading strategies to do comprehension work.Step 3: Word StudyPeriod 6:Step 1: Passage Analysis1. Comprehensive study of passage Ba)main idea2) structure analysis2. Language studyStep 2: (Homework)Ask students to finish after-reading activities.Period 7Step 1: Warm-up1. Students are asked to take out a piece of paper and recite new words. A number of students will be called to read some words out for the teacher to check pronunciation.2. Students do listening practice.Step 2: Grammar studyStep 3: Finish exercise of gerundPeriod 8:Step 1: ExerciseStudents are required to do comprehensive exercises in class within a certain timeframe. The teacher will check the answer.Step 2: Writing Practice --- How to write a note of AnnouncementThe teacher will explain what a note of announcement is and how to write it. Students will be shown with the example a note of announcement.Students are required to write a note of thanks in a group.Plan for follow-up class1.Our next class will begin with Unit 5. The students will be reminded at the end ofthis class to prepare the readings for next week.2.The next class will be structured through small group work and whole classdiscussions.Unit 5 Food BlogsTopic: Modern CommunicationObjectives:1. Students will be able to enlarge the vocabulary relating to modern communication.2. Students will be able to understand the content, the organization of the text and the writing devices of the passage.3. Students will be able to know and make use of the language points, especially expressions, learned from the text.4. Students will come to know the importance of managing incoming email.5. Students will be able to learn how to write a public notice.6. Students will be able to get some tips about the use of the infinitive in English. Important/Difficult Point(s):1.Grammar2. Experiences with cell phones and emails.Materials and Resources:1.Multimedia2.PPTs3.Colorful chalks4.ChalkboardProcedure:Period 1Step 1: Warm up1. Warm-up DiscussionQuestions: What is your favorite way of daily communication?Do you use the Internet?.2. Group DiscussionAsk students to form groups of four and discuss on the topic of Internet: How has the Internet influenced your life? Is the influence good or bad? Why?Appoint a team leader for each group.Group leaders will be asked to present group opinions.Step 2: Reading StrategyAsk students to read through the whole passage without referring to the word list. Try to scan through to find out the main idea. And skim the passage to find out the corresponding part of the passage to the comprehension exercise after the passage. Period 2Step 1: New word studyStep 2: (Homework)1. Read new words2. Memorize them all.Plan for Follow Up Lesson:1.Our next class will begin with the passage. The students will be reminded atthe end of this class to prepare the readings for next class.2.The next class will be structured through passage analysis and languagestudy.Period 3Step 1: Warm-up1.Students are asked to take out a piece of paper and recite new words. A number ofstudents will be called to read some words out for the teacher to check pronunciation.2.Students will go to spot dictation to practice their listening.Step 2: Text Aa.Guide the students to get the main idea.b.structure analysisPeriod 4Step 1：Language studyStep 2: Finish all the after-reading exercisePeriod 5Step 1: Warm-upGroup Study: Students are asked to form groups of four and talk about making telephone calls based on the following questions:What advantages does making phone cells have?Do you prefer making phone cells to sending short messages to your parents while you are in college? Why or why not?Group leaders present the result.Step 2: Active Words1.Teacher explains the usage and examples2.Students make sentences and try to memories the usagesStep 3: HomeworkFinish Vocabulary Check after the Active Words.Plan for follow-up lesson1.Students should prepare for the study of Text B.2.Students should prepare for group discussion and writing.Period 6:Step 1: Fast-reading of Text BStudents are required to take advantage of fast reading strategies to do comprehension work.Step 2: Brief Text Analysis1. The main idea of the text2. Questions relating to the major points of the textWhat problem is troubling email users and corporations around the world?What is the importance of managing emails?Who should be responsible for managing emails?Step 3: (Homework)Ask students to finish after-reading activities.Period 7Step 1: Warm-up1. Students are asked to take out a piece of paper and recite new words. A number of students will be called to read some words out for the teacher to check pronunciation.2. Students do listening practice.Step 2: Grammar Study: the infinitive in EnglishGuide students to learn the grammar points of this unit.Step 3: Exercises of the infinitive in EnglishPeriod 8:Step 1: ExercisesStudents are required to do comprehensive exercises in class within a certain timeframe. The teacher will check the answer.Step 2: Writing Practice --- How to write a public noticeThe teacher will explain what a public notice is and how to write it. Students will be shown with the samples.Students are required to write two notices according to the assignments in the textbook.Plan for follow-up class1.Our next class will begin with Unit 6. The students will be reminded at the end ofthis class to prepare the readings for next week.2. The next class will be structured through small group work and whole class discussions.Unit 6 Shopping and SightseeingTopic: Health CareObjectives:1.Students will know the background information related to the text.2.Students will be able to understand the content, the organization of the text andwriting devices of the text.3.Students will be able to grasp some key words, expressions and sentence patternsfor expressing ideas on related topics.4.Students will enlarge their vocabulary of diseases.5.Students will learn about the past participle in English.6.Students will learn how to write a name card.Important/Difficult Point(s):Key words and expressionsGrammarMaterials and Resources:1.PPTs2.Multimedia3.Colorful pens and markers4.Chalk, chalkboardProcedure:Period 1Step 1: Warm up:1. Ask students questions about healthDo you often get sick? What should we do if we want to stay healthy?2. Group DiscussionAsk students to form groups of four and discuss on the topic of health: What can we do in order to have a healthy, happy and long life?Appoint a team leader for each group.Group leaders will be asked to present group opinions.Step 2: Reading StrategyAsk students to read through the whole passage without referring to the word list. Try to scan through to find out the main idea. And skim the passage to find out the corresponding part of the passage to the comprehension exercise after the passage. Period 2Step 1: New word studyStep 2: (Homework)1. Read new words2. Memorize them all.Plan for Follow Up Lesson:1. Our next class will begin with the passage. The students will be reminded at the end of this class to prepare the readings for next class.2. The next class will be structured through passage analysis and language study. Period 3Step 1: Warm-up1. Students are asked to take out a piece of paper and recite new words. A number of students will be called to read some words out for the teacher to check pronunciation.2.Students will go to spot dictation to practice their listening.Step 2: Text A1. Guide the students to get the main idea.2. Structure analysisPeriod 4Step 1：Language studyStep 2: Finish all the after-reading exercisePeriod 5Step 1: Warm-upGroup Study: Students are asked to form groups of four and talk about experiences with doctors based on the following questions:1. What was your most unforgettable experience with doctors?2. What kind of doctor do you like best? Why?Group leaders present the result.Step 2: Active Words1. Teacher explains the usage and examples2. Students make sentences and try to memories the usagesStep 3: HomeworkFinish Vocabulary Check after the Active Words.Plan for follow-up lesson1. Students should prepare for the study of Text B.2. Students should prepare for group discussion and writing.Period 6:Step 1: Fast-reading of Text BStudents are required to take advantage of fast reading strategies to do comprehension work.Step 2: Brief Text Analysis1. The main idea of the text2. Questions relating to the major points of the textWhat are the secrets of a good night’s sleep?How many phases are there in the course of sleep?Step 3: (Homework)Ask students to finish after-reading activities.Period 7Step 1: Warm-up1. Students are asked to take out a piece of paper and recite new words. A number of students will be called to read some words out for the teacher to check pronunciation.2. Students do listening practice.Step 2: Grammar Study: the past participle in EnglishGuide students to learn the grammar points of this unit.Step 3: Finish exercises of the past participle in EnglishPeriod 8:Step 1: Comprehensive ExercisesStudents are required to do comprehensive exercises in class within a certain timeframe. The teacher will check the answer.Step 2: Writing Practice --- How to write a name cardThe teacher will explain what a name card is and how to write it. Students will be shown with the samples.Students are required to design a name card for themselves according to the assignment in the textbook.Plan for follow-up class1. Our next class will begin with Unit 7. The students will be reminded at the end of this class to prepare the readings for next week.2. The next class will be structured through small group work and whole class discussions.Unit 7 FarewellTopic: Generation gapObjectives: S tudents should be able to:1. Talk about generation gap2. Understand the content, the organization of the text and the writing devices of the passage;3. Know and make use of the language points, especially expressions, learned from the text;4. Grasp some key words, expressions and sentence patterns for expressing ideas on related topics;5. Learn how to write invitation cards or letters6. get some tips about the relative clause in EnglishImportant/Difficult Point(s):1.active verbs: start, concern, throw, care, count2.mean, major, concerned, dorm, save, sake, wear, exaggerate, collect, can, charge, priority, ruin, vacation,3.the relative clause in EnglishMaterials and Resources:1.PPTs2.Colorful chalks3.ChalkboardProcedure:Period 1Step 1: Warm upWarm-up Discussion:Ask students to form groups of four and discuss on the topics: 1) differences between my parents and 2) suggestions for bridging the generation gapDivide the students into groups of three or four. Appoint a team leader for each group. Invite some students to talk about the topics. Each speaker has two minutes for thepresentation.Step 2: Reading StrategyAsk students to read through the whole passage without referring to the word list. Try to scan through to find out the main idea. And skim the passage to find out the corresponding part of the passage to the comprehension exercise after the passage. Period 2Step 1: Word studyStep 2: Word analysisPlan for Follow Up Lesson:1.Our next class will begin with the passage. The students will be reminded at the end of this class to prepare the readings for next class.2.The next class will be structured through passage analysis and language study. Period 3Step 1: Warm-up1.Students are asked to take out a piece of paper and recite new words. A number of students will be called to read some words out for the teacher to check pronunciation.2.Students watch a short video about the generation gap.Step 2: Passage Aprehensive study of passage Ac.main idead.structure analysisnguage studyi.You don’t really feel the generation gap until a son or daughter comeshome form college fro Christmas.ii.What difference does it make?iii.Why don’t you do it for our sake?iv.But it’s very hard for us to realize you’re an adult when you throw all your clothes on the floor.Period 4Step 1：Finish all the after-reading exerciseStep 2: Active Words1.Teacher explains the usage and examples2.Students make sentences and try to memorize the usagesStep 3: HomeworkFinish Vocabulary Check after the Active Words.Plan for follow-up lesson1.Students should prepare for the study of Text B.2.Students should prepare for group discussion and writing.Period 5Step 1: Warm-upGroup Study: Students are asked to form groups of four and discuss on the topics “What do you do when you and your parents have different ideas about the same thing?” And “what suggestions do you have for bridging the generation gap?”Group leaders present the result.Step 2: Fast-reading of Passage BStudents are required to take advantage of fast reading strategies to do comprehension work.Step 3: Word StudyPeriod 6:Step 1: Passage Analysis1. Comprehensive study of passage B1)main idea2) structure analysis2. Language studyStep 2: (Homework)Ask students to finish after-reading activities.Period 7Step 1: Warm-up1. Students are asked to take out a piece of paper and recite new words. A number of。
新编实用英语综合教程1-unit 6-教案
新编实用英语综合教程1-u n i t6-教案
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新编实用英语综合教程--教案
教案2015~2016 学年第 1 学期课程名称：公共英语课程类别：英语所属系部：公共教学部任课教师：姚伏生职称：助教授课班级：使用教材：《新编实用英语》安徽职业技术学院教务处制二○一五年十月教案头教案头Unit 1 Hello, Hi!SectionⅠTalking Face to FaceI.Imitating Mini-talks1. pair worka. The students are asked to read the first three talks in pairs and speak out the sentences used when people meet for the first time.b. The students are then asked to read the last two talks in pairs and speak out the sentences used when people meet again.2. The teacher may give more expressions for the students to practice.II. Acting out tasksPair work. The students make short conversations by following the above mini-talks.III. Studying Business Cards1.The students read the business cards and answer some questions.Questions for the two cardsa.What’s the nam e of the man？b.Where does he work?c.What is his job?d.Where is his working place?2.The students read the letter again and then translate it orally under the guidance of the teacher.IV Following sample dialoguesThe students read the dialogues and speak out the following sentences of greeting and introducing people. Then the students will be asked to practice them.1.Hello, nice to meet you . My name is .......2. How do you do, ... I’m ....3. Welcome to ...4. Here is my card.5. Hi, long time no see6. How nice to see you again7. Haven’t seen you for ages8. What a pleasant surprise!V Putting language to useThe students do the exercises 5 and 6 according to the knowledge they have mastered in the dialogues.教案头Unit 1 Hello, Hi!Section ⅡBeing All EarsI Learning sentences for workplace communicationThis part is to train the students to understand and speak out the sentences.4.The students listen to ten English sentences given in the course book and repeat them in the pauseallowed, trying to understand and learn to speak them out by referring to their Chinese meanings.5.The students listen to ten sentences , and match them with their Chinese translations.6.The students listen to six sentences giving in the course book, and then choose their right responses.2.II Handing a dialogue s.This part is moving from the sentence to the dialogue level.The students listen twice to a dialogue, and then decode the message given in the course book by finding the correct choiceIII. Understanding a short speechThis part of training is carried out to help the students to follow the continuous oral presentation of a specific practical activity which is oriented to the unit topic.1. The students listen to the speech twice and during the second listening, put back the missing words in the blanks.2. The students listen to the speech again and match the information in Column A with the choices in Column B.教案头Unit 1 Hello, Hi!Section III Trying Your HandI Practicing applied writing1. Sample analysisThe teacher makes the following brief analysis of the format and language used in business cards. The teacher may take Sample 1 as an example for the analysis and asks the students some questions:a.What’s the name of the man？b.Where does he work?c.What is his job?d.Where is his working place?2.personal information must be included in a business cardfull name job working place unit address telephone number E-mail FaxII Writing sentences and reviewing grammarThe teacher introduce basic sentence structures with the following examples.1. 主语+谓语（+宾语）（+状语）Animals can’t speak （主+谓）Mary runs every morning （主+谓+状）They speak English （主+谓+宾）I gave him a visiting card.（主+谓+间宾+直宾）She loves dogs very much. （主+谓+宾+状）2.主系表He is a man3.There be 句型There is a dog in the room教案头Unit 1 Hello, Hi!Section ⅣPassage I The Business Cards:I. Warming-up questionsi. What do you think of a business card?ii. What tips should you know about the business card?II. Ask the students to skim the passage and answer the questions on Page 16.1. Have you got your business cards or networking cards? If not, why not?2. How do you understand the title of the passage The Business Card: a Social Faux Pas?A business card is a useful tool of social networking and business connection. It is socially awkward if you find yourself without one when you need to exchange it with a new business partner.3.Why does the author say “missed connections are missed opportunities for business”? Because business cards are a useful marketing tool. If you forget to bring them with you, it May leave the impression that you are unprepared for doing business.4. Can you explain the tips in your own words?1) If you don't have a job, prepare your cards for networking.2) If your business cards are out of date, make them up to date.3) You should set a goal of handing out a certain number of cards every day.4) Practice what you will say for handing out your cards. Take every opportunity to handout your cards.5) Ask your social network to help you send out your cards.5. What does the last sentence mean?You should work in a clever way: better work isn't necessarily harder!III. Ask students to read the new words and expressions and check their pronunciation.IV. Play the tape for the students and ask them to imitate.V. Analyze the passage and explain the language and difficult sentences.Para11. ask for sth: want sthMay I ask for a photo of your little daughter? 我能要一张你小女儿的照片吗?ask for sbHe is very ill and keeps asking for his daughter. 他病得很厉害, 再三要求见他的女儿。
新编实用英语综合教程教案
石家庄财经职业学院授课计划表2013-2014 学年第一学期课程名称基础英语1课程所属系部基础部授课班级2013级会电8、10，助会2，会计12班任课教师马雪静填表日期2013年9月石家庄财经职业学院基础部系部 2013 — 2014学年第一学期授课计划表教师姓名:马雪静课程名称：基础英语1 专业：13级会电会电8、10，助会2，会计12班教案头Free TalkFirst, greet students and do a short self-introduction and tell my phone number and the location of my office to students to contact me conveniently.Second, ask the students to introduce themselves in English one by one, which aims to prompt students to speak as much English as possible. And the following questions can be covered when the teacher prompts students to speak more in English.1. What’s your name? Where are you from?2. What’s your major?I major in/My major is accounting.3. Why did you choose this college?4. What’s your deepest impression upon our college and our teachers in the college?5. What’s your hobby? What do you usually do after class?6. What’s your favorite color, book, course and etc and ask them why.7. How do you pay for your tuition fees? By your parents or yourself?8. Do you think English is very difficult to learn well? If so, what do you think is the most difficult when learning English?Third, ask the students some questions about their summer holiday to get acquainted with the students.1. What have you done during the summer holiday?2. Have you ever read any book or seen any intriguing film? And can you tell us the main idea of the book or the film?3. Have you had a part-time job in your holiday? And do you want to share your working experience with us, if you did very well?This helps them to develop their communication skills and helps them get comfortable with speaking and interacting with all the students in the class.Forth, introduce the aims and teaching procedures of the course for the students. And illustrate the makeup of the final grade and emphasize the discipline in the class and speech for each class.Finally, tell students how to learn English well:Speak without FearThe biggest problem most people face in learning a new language is their own fear. They worry that they won’t say things correctly or that they will look stupid so they don’t talk at all. Don’t do this. The fastest way to learn anything is to do it – again and again until you get it right. Like anything, learning English re quires practice. Don’t let a little fear stop you from getting what you want.Use all of your ResourcesEven if you study English at a language school it doesn’t mean you can’t learn outside of class. Using as many different sources, methods and tools as possible, will allow you to learn faster. There are many different ways you can improve your English, so don’t limit yourself to only one or two. The internet is a fantastic resource for virtually anything, but for the language learner it's perfect.Surround Yourself with EnglishThe absolute best way to learn English is to surround yourself with it. Take notes in English, put English books around your room, listen to English language radio broadcasts, watch English news, movies and television. Speak English with your friends whenever you can. The more English material that you have around you, the faster you will learn and the more likely it is that you will begin “thinking in English.”Listen to Native Speakers as Much as PossibleThere are some good English teachers that have had to learn English as a second language before they could teach it. However, there are several reasons why many of the best schools prefer to hire native English speakers. One of the reasons is that native speakers have a natural flow to their speech that students of English should try to imitate. Thecloser ESL / EFL students can get to this rhythm or flow, the more convincing and comfortable they will become. Watch English Films and TelevisionThis is not only a fun way to learn but it is also very effective. By watching English films (especially those with English subtitles) you can expand your vocabulary and hear the flow of speech from the actors. If you listen to the news you can also hear different accents.Listen to English MusicMusic can be a very effective method of learning English. In fact, it is often used as a way of improving comprehension. The best way to learn English is to get the lyrics (words) to the songs you are listening to and try to read them as the artist sings. There are several good internet sites where one can find the words for most songs. This way you can practice your listening and reading at the same time. And if you like to sing, fine.Study As Often As Possible!Only by studying things like grammar and vocabulary and doing exercises, can you really improve your knowledge of any language.Do Exercises and Take TestsMany people think that exercises and tests aren't much fun. However, by completing exercises and taking tests you can really improve your English. One of the best reasons for doing lots of exercises and tests is that they give you a benchmark to compare your future results with. Often, it is by comparing your score on a test you took yesterday with one you took a month or six months ago that you realize just how much you have learned. If you never test yourself, you will never know how much you are progressing. Start now by doing some of the many exercises and tests on this site, and return in a few days to see what you've learned. Keep doing this and you really will make some progress with English.Record YourselfNobody likes to hear their own voice on tape but like tests, it is good to compare your tapes from time to time. You may be so impressed with the progress you are making that you may not mind the sound of your voice as much.教案头Unit 1 Hello, Hi!SectionⅠTalking Face to FaceI.Imitating Mini-talks1. pair worka. The students are asked to read the first three talks in pairs and speak out the sentences used when people meet for the first time.b. The students are then asked to read the last two talks in pairs and speak out the sentences used when people meet again.2. The teacher may give more expressions for the students to practice.II. Acting out tasksPair work. The students make short conversations by following the above mini-talks.III. Studying Business Cards1.The students read the business cards and answer some questions.Questions for the two cardsa.Wh at’s the name of the man？b.Where does he work?c.What is his job?d.Where is his working place?2.The students read the letter again and then translate it orally under the guidance of the teacher.IV Following sample dialoguesThe students read the dialogues and speak out the following sentences of greeting and introducing people. Then the students will be asked to practice them.1.Hello, nice to meet you . My name is .......2. How do you do, ... I’m ....3. Welcome to ...4. Here is my card.5. Hi, long time no see6. How nice to see you again7. Haven’t seen you for ages8. What a pleasant surprise!V Putting language to useThe students do the exercises 5 and 6 according to the knowledge they have mastered in the dialogues.教案头Unit 1 Hello, Hi!Section ⅡBeing All EarsI Learning sentences for workplace communicationThis part is to train the students to understand and speak out the sentences.1.The students listen to ten English sentences given in the course book and repeat them in the pauseallowed, trying to understand and learn to speak them out by referring to their Chinese meanings.2.The students listen to ten sentences , and match them with their Chinese translations.3.The students listen to six sentences giving in the course book, and then choose their right responses.1.II Handing a dialogue s.This part is moving from the sentence to the dialogue level.The students listen twice to a dialogue, and then decode the message given in the course book by finding the correct choiceIII. Understanding a short speechThis part of training is carried out to help the students to follow the continuous oral presentation of a specific practical activity which is oriented to the unit topic.1. The students listen to the speech twice and during the second listening, put back the missing words in the blanks.2. The students listen to the speech again and match the information in Column A with the choices in Column B.教案头Unit 1 Hello, Hi!Section III Trying Your HandI Practicing applied writing1. Sample analysisThe teacher makes the following brief analysis of the format and language used in business cards. The teacher may take Sample 1 as an example for the analysis and asks the students some questions:a.Wh at’s the name of the man？b.Where does he work?c.What is his job?d.Where is his working place?2.personal information must be included in a business cardfull name job working place unit address telephone number E-mail FaxII Writing sentences and reviewing grammarThe teacher introduce basic sentence structures with the following examples.1. 主语+谓语（+宾语）（+状语）Animals can’t speak （主+谓）Mary runs every morning （主+谓+状）They speak English （主+谓+宾）I gave him a visiting card.（主+谓+间宾+直宾）She loves dogs very much. （主+谓+宾+状）2.主系表He is a man3.There be 句型There is a dog in the room教案头Unit 1 Hello, Hi!Section ⅣPassage I The Business Cards:I. Warming-up questionsi. What do you think of a business card?ii. What tips should you know about the business card?II. Ask the students to skim the passage and answer the questions on Page 16.1. Have you got your business cards or networking cards? If not, why not?2. How do you understand the title of the passage The Business Card: a Social Faux Pas?A business card is a useful tool of social networking and business connection. It is socially awkward if you find yourself without one when you need to exchange it with a new business partner.3.Why does the author say “missed connections are missed opportunities for business”? Because business cards are a useful marketing tool. If you forget to bring them with you, it May leave the impression that you are unprepared for doing business.4. Can you explain the tips in your own words?1) If you don't have a job, prepare your cards for networking.2) If your business cards are out of date, make them up to date.3) You should set a goal of handing out a certain number of cards every day.4) Practice what you will say for handing out your cards. Take every opportunity to hand out your cards.5) Ask your social network to help you send out your cards.5. What does the last sentence mean?You should work in a clever way: better work isn't necessarily harder!III. Ask students to read the new words and expressions and check their pronunciation. IV. Play the tape for the students and ask them to imitate.V. Analyze the passage and explain the language and difficult sentences.Para11. ask for sth: want sthMay I ask for a photo of your little daughter? 我能要一张你小女儿的照片吗?ask for sbHe is very ill and keeps asking for his daughter. 他病得很厉害, 再三要求见他的女儿。
新编实用英语综合教程1教案
布置
1.Make up dialogues for greeting and introducing people referring to the dialogues in the Workbook.
2.Do the Put-in-use exercises.
3.Preview Passage I and the exercises.
eful words and expressions.
5min
20min
15min
第
二
节
1.Reading of the passage;
2.Do and explain the exercises.
3.Review
10min
25min
5 min
教学
小结
Students have learned the way howAmerican and British people greet each other.
3.Practice the dialogues
10min
20min
10min
第
二
节
Being All Ears
Review
35min
5min
教学
小结
Students have learned how to greet people and give responses, and exchange personal informations
重点与难点
8.Key words and expressions.
9.Description of a person’s appearance;
10.Self-introduction.
实用英语综合教程第一册六单元教案
实⽤英语综合教程第⼀册六单元教案Unit 1 EducationTeaching objective1. read what Bill Gates says about education;2. build up your vocabulary relating to campus life;3. get to know about the vocational education in Germany;4. study different types of nouns;5. write an introduction of yourself.Teaching focuses:1. Vocabulary: (omitted)2. Grammar: Nouns3. Practical writing: short passage to introduce yourselfTeaching steps:Step 1: Warm-up Discussion; study of words and expressions in Text AStep 2: Discussion of Text AStep 3: Comprehensive ExercisesStep 4: Grammar Tips; Active Words and V ocabulary CheckStep 5: Discussion of Text B and the follow-up ComprehensionStep 6: Practical WritingStep 7: Starting Out & In-class Activities (Practical Listening and Speaking Course)Step 8: Cultural Notes & After-class Activities (Practical Listening and Speaking Course) Teaching methods:(1)Practice speaking and listening(2)Discussion(3)Presentation and role play(4) ExercisesTeaching ProceduresWarm-up Discussion and background information1. Bill Gates:(Bill) H. Bill Gates is the co-founder, chairman and chief software architect of Microsoft Corporation, the world’s largest and most profitable software company. And he is also the richest man in the world.Gates was born in 1955, in Seattle, Washington.●Gates attended the private Lakeside School. There, he discovered his interest in software and began programming computers at age 13.●Gates went off to Harvard University in 1973 with the original intention of becoming a math professor. It was during his Harvard days that he and his friend developed BASIC (Beginner’s All-purpose Symbolic Instruction Code), the programming language for the first microcomputer. Gates left Harvard in 1975 without completing his university education.●He started Microsoft at the age of 19, and made a deal that changed the landscape of computing forever.●Gates announced in 2006 that he would be transitioning from full-time workat Microsoft to part-time work, and full-time work at the Bill & Melinda Gates Foundation to enhance healthcare and reduce extreme poverty in the world2. HarvardHarvard University, founded in 1636, is America’s oldest institution of higher learning. The university was named after its first benefactor, John Harvard of Charlestown. Since its founding, the university has grown from nine students with a single master to an enrollment of more than 18,000 degree candidates, including undergraduates and graduate students in 10 principal academic units. An additional 13,000 students are enrolled in one or more courses in the Harvard Extension School.Text A : Education does countStudy of words and expressions in Text A/doc/cd65d9c4c9d376eeaeaad1f34693daef5ef713d8.html cation n.教育educate v.教育educated adj. 受教育的educator n. 教育家，教育者1. Children in poor areas receive free education.2. The writer was educated at a very good school3. a well-educated man2. count v.有重要意义，有价值1. Every second counts.2. What counts more is whether you have tried your best.3. hundreds of 好⼏百，许许多多1. Hundreds of journalists attended the press conference.2. More than two hundred journalists attended the press conference.4. advice n. 忠告，建议advise vt. 忠告，建议1. She advised that I (should) wear my best suit.2. I was advised not to go there alone at night.5. drop out of 退学，不参与，退出1. He dropped out of school at the age of 10 because his family was too poor to afford the tuition.2. She decided to drop out of the competition because it was not fair.6. a …number of 若⼲1. A number of students didn’t want to have a spring outing.7. ask for 询问，寻求1. If you ask for my advice, that color doesn’t suit you.2. May I ask for the telephone number of the Grand Hotel？8. suggestion n.意见，建议at/on sb.’s suggestion 根据某⼈的建议make/offer a suggestion 提议，建议1. At/On her suggestion we went to Beijing by train.2. We will listen to anyone who makes/offers suggestions for the theme of the party.9. success n.成功，胜利succeed vi. 成功；达到；完成1. Failure is the mother of success.2. He succeeded in the examination.3. He succeeded in making his dreams come true.10. advantage n. 有利条件，好处；优点，优势advantageous adj. 有利的，有益的；便利的advantageous adj. 有利的，有益的；便利1. Mary speaks good English. Her advantage is that her mother is an English.2. This product has many advantages.3. It is highly advantageous to us.11. lifetime n. ⼀⽣，终⽣chance of a lifetime 千载难逢的良机，⼀⽣中唯⼀的机会1. a lifetime guarantee2. In my father’s lifetime there have been many changes in the village.3. It’s the chance of a lifetime. You will regret it the rest of your life if you don’t take it.12. programmer n. 程序师，编程员program vt.编制程序(亦作：programme)1. Please program the computer to do the job instead of doing it manually.13. discourage vt. 不⿎励；使泄⽓，使失去信⼼discouraged adj. 泄⽓的，失去信⼼的discouraging adj. 使⼈泄⽓的，使⼈失去信⼼的1. His parents discouraged him from joining the air force.2. If you meet with any difficulty in your study, don’t be discouraged.3. It is discouraging that I didn’t know how to solve the maths problem.encourage vt.⿎励courage n. 勇敢，勇⽓4. I encouraged her to work hard and to try to pass the examinations.5. She showed remarkable courage when she heard the bad news.14. diploma n. ⽂凭，毕业证书diplomatic adj. 外交的，从事外交的1. Julia joined the diplomatic service after her graduation from the university.15. spirit n. 精神in good/high/great spirits 精神好，⾼兴，兴致好in low/poor spirits 意志消沉，垂头丧⽓，怏怏不乐1. She is in good / high / great spirits these days because her son is returning from England.2. Do you know what happened to him? He seems to be in low/poor spirits.16. focus v. (使)集中；(使)聚焦1. All eyes (were) focused on the speaker.2. Because of his strange clothes, he immediately became the focus of attention when he entered the office.17. range (1) n. 范围(2) vi.在某范围内变化1. You have a wide range of choices.2. The temperature ranges from 10 to 20 degrees.3. The students’ages range between 15 and 18.18. try out 试验，考验1. She bought a cookbook and tried out a few new recipes.2. We tried out the project within a small range at first.19. in short 简⽽⾔之，总之1. In short, you should study hard for a better future.Synonym:in brief / to sum up / all in all / in conclusion20. They want to know what to study, or whether it’s OK to drop out of college since that’s what I did.:They want to know what they should study or whether it is fine for them to leave college without completing the education since I did it myself.what to study:This is a “wh-word + infinitive”structure used as the object, which can be changed into an object clause. “Wh-word + infinitive”structure can be used as a subject, an object, or an appositive, etc., functioning as a subject clause (主语从句), an object clause (宾语从句) or an appositive clause (同位语从句).21. it’s OK to drop out of college: Here “it”is used as a formal subject, and the actual subject is the infinitive structure “to drop out of college”. The structure is “It is + adj. + (for / of + sb.) to do sth.”More example:1. It was very thoughtful of her to come to see me when I was ill.2. It is careless of you to make such a mistake.3. It is easy for me to see through his trick.22. That’s what I did: “what I did”here is a predicative clause (表语从句) introduced by “what”. The structure is “subject + be / look / remain / seem + predicative clause”and the predicative clause can be introduced by such words as “that”(often omitted), and other wh-words.For example:1. It seems (that) it is going to rain.2. The question remains whether we can win the game.3. This is why I refused to attend the meeting.23. As I’ve said before, nobody should drop out of college unless they believe they face the chance of a lifetime. And even then they should consider carefully.:Para: Everyone should complete their college education unless they are sure they have met the best chance in their lifetime. Even in that situation they should give it their serious consideration As I’ve said before: This is a non-restrictive relative clause (a “relative clause”is also referred to as an “attributive clause”) introduced by “as”(正如……的那样), which can be placed at the beginning or at the end of the sentence.More examples:1. As people expected, she was admitted to Beijing University.unless: “unless” is a conjunction for an adverbial clause of condition (条件状语从句), which means “if… not … (除⾮)”. More examples:1. I won’t leave unless the rain stops.2. Unless you have a good command of both English and Chinese, you cannot be a good translator.24. In my company’s early years, we had a bright part-time programmer who planned to drop out of high school to work.:During the early years after my company was started, we had an intelligent programmer who worked part-time for us. He intended to quit high school and work. plan to: intend to do sth. 计划、打算做某事1. I plan to make a trip to Beijing during the summer vacation.2. I will always be with you no matter what you plan to do.25. who planned to …work: a restrictive relative clause (限制性关系从句) introduced by “who”since its antecedent is a person and serves as the subject in the clause. The relative pronoun “that”can be used here too.26. Quite a few of our people didn’t finish college, but we discourage dropping out. Having a diploma certainly helps somebody who is looking to us for a job.: A large number of people in our company didn’t complete their college education, but we don’t encourage others to drop out of school. It is helpful for those who want to work in our company to have a diploma.look to sb. / sth. for sth.: to depend on sb. or sth. for help or advice 指望，依赖1. They are looking to the teacher to suggest a place for their spring outing.27. High school and college offer you the best chance to learn many things and to do projects with others that teach you about team spirit.: High school and college are the best places where you can learn many things and do projects with others, which helps to cultivate your sense of cooperation with others.that teach you about team spirit: This is a restrictive relative clause introduced by “that”, whose antecedent acts as the subject of the clause. Actually the relative clause introduced by “that”can be used to modify both the person(s) and the thing(s), and the role of “that” can be either the subject or the object.More examples:1.He was the only one that I knew there.2. I haven’t been to the place that you have mentioned.3. The bicycle that was stolen last week was brand new.28. In high school there was a time when I was highly focused on writing software, but for most of my high school years I had many interests: I was deeply absorbed in writing software for a period of time in high school, but for most of the time at high school I took interest in many things.when …software: This is a relative clause introduced by the relative adverb “when”, which acts as the adverbial of time in the clause.More examples:1. There was a time when I completely lost my self-confidence, and her support and patience helped me regain it.2. I will never forget those days when we were together.29. But somebody handing you a book doesn’t automatically start your learning. You should learn with other people, ask questions, try out ideas and have a way to test your ability.: But it doesn’t mean that you are learning spontaneously when someone gives you a book. You should find some other people to learn with, ask them questions, see if ideas work and finda way to evaluate your ability.30. In short, it’s a real mistake not to take the chance to study a wide range of subjects and to learn to work with other people because education does count.: To sum up, it is wrong not to take the chance to study various subjects and to learn to work with other people, because education is really important.it’s a real mistake not to take the chance: This is an infinitive structure of negation, where “not”is placed before the infinitive. More examples:1. We are asked not to speak loudly in class.2. It is a good idea not to go out on such a rainy day.Grammar Nouns⼀、名词的概念: 表⽰⼈、事物或抽象概念的词叫做名词。
《新编实用英语综合教程》第1册 第1单元教案
2. Important words and expressions in passages.
3. The skills in reading and translating.
4. Writing focus: Learning to write personal i年月日
教案首页
第_1_单元课授课时间：
课程名称
COLLEGE ENGLISH
专业班级
层次
授课教师
职称
课型
小
学时
10
授课题目（章、节）
UNIT 1 BOOK 1
授课方式
CLASSROOM TEACHING
教材及主要参考书
T：高教社《新编实用英语综合教程》第1册
R：高教社《新编实用英语教师参考书》第1册
教学目的与要求：
1. Learn how to orally greet and introduce others when meeting people.
2. Practice the listening comprehension to greet and introduce people with various relationships.
3. Read the passages about the way foreign people meet and greet each other, both in formal and informal situations.
4. Learn useful words, expressions as well as language points.
新编实用英语综合教程1-unit 6-教案
What do you feel like doing exactly?
Xiao Li: I haven't made up my mind yet. What do you think?
The General Bob: How about a bicycle ride to the lake area?
页脚内容4
Lesson 1 Dedication
sports event poster, or for inviting people to watch a sports game. 3. Students practice the dialogues in groups. 4. Give students several minutes to prepare short conversations in pairs by
8. make it look attractive
9. highlight
1. well done 2. It is …who… 3. too … to 4. multi-purpose 5. 21st Century 6. eager 7. the English corner 8. I do feel a bit like a fish a
fish out of water here.
页脚内容2
序号
◆ Pre-teaching
Lesson 1 Dedication
知识点
Introduction ---- Teaching Plan
知 Lead-in ---- Business Cards and Passport
识
点 ◆ While-teaching
Oh, yes, and perhaps the barbecue grills. Xiao Li: Barbecue grills? All right. With them we can have a good picnic
《新编实用英语》（综合教程）Unit1
《新编实用英语》（综合教程）UnitOneSection ⅠLesson PlanContent: Section ⅠTalking face to faceAim: The topic area of Taking Face to Face in this unit is to talk about greeting people and introducing with each other. The focus of functions is to Let Students get to know how to introduce and give personal informationImportant and difficult points：Procedure and methods:Step I. Leading-in1. Pre-class Work: Giving questions about the topic related to greeting and introduction2. Warming up for the new class3. Student Activity:1).Answering the questions presented by the teacher2). Making self-introductionStep II. Dialogue learning1. Explanation of the dialogue2. Giving sample dialogues based on the business card and passport3. Student Activity:1). Listening to the tape recording of the dialogues2).Pair work: Learning the dialogues by heart and Reading out the dialogues loudly in pairs.Step ⅢActing outAfter learning the five dialogues on the book1 Dividing the students into groups of four or five2 Offering more situations for students to make dialogue3 Summarizing this part4 Student Activities:1).Group discussion: Following the dialogue and making dialogues based on the given situations2). Comments on classmates’performanceStepⅣPutting in use1. Completing and checkingInstructions: Ask students to work in groups to complete by filling in the blanks on Page 4, and then check the answers in class.2. RespondingInstructions: Ask students to practice Exercise 2 on Page 4 of the textbook orally . Offer the situation in Chinese, and ask students to give the English version, the whole class works together. After each activity, check the answers and make comments promptly.Section ⅡLesson planSection ⅡListening Practice (for 90 minutes)Objectives/Learning Outcomes: Correct understanding of the listening material about greeting and introducing peopleTime Topic Teaching Method Student Activity AssessmentmethodAids20 minutesStep ⅠListeningand decodeListen andrespond1) Introduction of listeningcomprehension2) Explanation of the dialogueand comments1) Choosing the rightwords they hear2) Answering thequestions based onthe dialogue theyhear1) Questioning thestudents withsome words andphrases relatedwith the listeningmaterial2) Distinguishingsound -similarwords3) SimulatedperformanceTaperecording ofthedialogues15 minutes Step II.Listen andcompleteListen andjudge1) Introduction of somelistening skills: How to catchthe information you need2) Checking the answers1) Listening to thedialogue2) choosing the rightanswer for themultiple choiceexercises40 minutes Step ⅢListen andreadListen andmatch1).Explanation of the keywords2).Explanation of the listeningmaterial3).Checking the answers1) Filling in theblanks with thewords they hear2) Matching theinformation incolumn A withchoices in column B3) Writing out thegeneral idea of thepassage byContent: Section ⅡBeing All EarsAim: Make the students master more useful vocabulary phrases and sentences to express themselves in English .when they meet people and introduce with each other. Important and difficult points：1. Introduction:Listening comprehension is the receptive skill in the oral mode. When we speak of listening what we really mean is listening and understanding what we hear.In our first language, we have all the skills and background knowledge we need to understand what we hear, so we probably aren't even aware of how complex a process it is. Here we will briefly describe some of what is involved in learningto understand what we hear in a second language.2.Listening Situations：There are two kinds of listening situations in which we find ourselves:·Interactive·non-interactive.Interactive listening situations include face-to-face conversations and telephone calls, in which we are alternately listening and speaking, and in which we have a chance to ask for clarification, repetition, or slower speech from our conversation partner. Some non-interactive listening situations are listening to the radio, TV, films, lectures, orsermons. In such situations we usually don't have the opportunity to ask for clarification, slower speech or repetition.Listen for main ideas. The main ideas are the most important points the speaker wants to get across. They may be mentioned at the start or end of a talk, and repeated a number of times. Pay special attention to statements that begin with phrases such as "My point is..." or "The thing to remember is..."Give your full attention on the person who is speaking. Don't look out the window or at what else is going on in the room.Remember: time is on your side! Thoughts move about four times as fast as speech. With practice, while you are Listening you will also be able to think about what you are hearing, really understand it.Procedure and methods:Step ⅠListen and decode & Listen and respond1. Introduction of some listening skillsInstructions: Help students get to know how to distinguish sound-similar words.2. Explanation of the dialogue and commentsInstructions: In this part students must choose out the words they hear from the tape recording. After playing the tape twice, check their answers.3. RespondingInstructions: After listening to the tape for the third time, students are asked to answer the questions listed out in the textbook orally.Step II. Listen and complete & Listen and judge1. Completing after listeningInstructions: Ask students to fill in the blanks with the words they get from the tape recording after hearing it for twice.2. Judging after listeningInstructions: After students listen to the same dialogue for the third time, ask them to choose the correct answers to the given sentence.Step Ⅲ.Listen and read, Listen and match1. Explanation of the key wordsInstructions: Students are going to hear a passage with some blanks for them to fill in. Before playing the tape recording, explain some key words which will appear in it. Ask students to memorize these words.2. Explanation of the listening materialInstructions: After students finish the filling-in, explain some difficult language points in the passage.3. Matching after listeningInstructions: In this part a dialogue will be given to each of the students, after they listen to it, they are asked to match the information in Column A with the choices in Column B. Then check their answers.4. Answering questions after listening to the passage again.Instructions: In this part the students are asked to write out the general idea of the passage in one paragraph by answering some listed questions in the textbook.Step Ⅳ. Listen and conclude1. Exercises in the workbookInstructions: Give explanations to some new words in the workbook, and ask students to finish the exercises in it, then check their answers.Asking students to memorize the new words which appear in the textbookSection ⅢLesson PlanTime Topic TeachingMethodStudent ActivityAssessmentmethodAids5minutes Step ⅠLeading-in1) Revision2) Thebackgroundinformationabout thepassage3) Warming upfor the newpassages1) Reciting somesentences theyhave learned inthe previous class2).Makingself-introduction1) Oralquestioning2) Extractedexamples3)Simulatedperformance1) Mapsof theweatherforecast2)WordsCollectionaboutweather3)Taperecordingof thedialogues35 minutes Step IIComprehensionof the passage1) Textpresentation andlanguage points2) Asking somequestions aboutthe passage3) Summarizingthe passage1) Listening tothe tape recordingof the passage2) Answering thequestions3) Retelling thepassage in a fewword20 minutes Step ⅢFurther exercise1) Conductingstudents to finishthe exercises onpage 102) Explanation ofthe difficult partsof the exercise3) Checking the1) .Finishing theexercise on page102).Learning theusage of somekey wordsContent: Section ⅢReading Comprehension“Maintaining a Sharp Eye”. The students will first read the two useful passages of "The way Americans Greet" and "A little About Me". The teacher will interpret the new words and structures in detail. Finally help the students do the exercises.Aim: Master the key words and structures, and learn something about the way American great This will give them an idea of how to greet foreigners especially American and how to introduce themselves.Important and difficult pointsProcedure and methods:Step I. Leading in1. Revision of the previous lesson2. Warming up for the new passages3. Student Activity:1).Reciting some sentences they have learned in the previous class2).Making self-introductionStep II Comprehension of the passage1.Explanation of the new words and language points in the passageA. Important Words and PhrasesInstructions: Give some examples to explain the difficult words. Ask students to make sentences with the words they just learn.1). greet: v. say words of welcome to, express one‘s feelings on receiving sb. 问候，致意，打招呼e.g.: It is important for the students to learn how to greet people in English.The American professor greets his students with “Morning!”2).relationship:n. particular connection or relation; instance of being related 关系，联系e.g.: He is making efforts to develop a lasting relationship with Lizzy.3).wave: v. move one‘s hand to and fro, up and down (to give a greeting or say goodbye) 挥手致意，舞动e.g.: Jean waved goodbye to her Chinese friends,4). leave: v. go away from; fail or neglect to take/bring sth. 离开，出发；留下，遗忘e.g.: The beautiful city has left a deep impression upon our mind.5).impression: n. effect produced on the mind or feelings 印象e.g.: His speech made a strong impression upon the audience. 他的演说给听众留下了深刻的印象。
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难 3. Talking about and commenting on a sports
点 4. Key words and expressions: cheer for/support, be eager/keen to, used to,
分
beat,
析
on the team
教
具 选
Tape-recorder/Multi-medium/Language Lab.
Being all ears ---- Dialogue & Passage
配 ◆ Post-teaching
Summary Homework---P89. Put in Use
计划布置
作
业
Ex.1-3，P89.
布
置
பைடு நூலகம்实际布置
Ex.3，P89.
时间
12’
75’
2’
课 后 自 评
教案内容
教学提示
备课内容（教学设计、知识点、课堂组织、教学方法等）
教 法 互动教学法（听与说的互动）；角色表演法 选 Interactive Teaching Method; role-play 择
重 1. Understanding and designing a sports event poster
点 2. Inviting and going to see a sports event
2. Students read and translate the posters in this part under the guidance of the teacher.
Ⅲ. Sample Dialogues
Section Ⅱ Being All Ears
1. Warm-up questions ◇Can you design a simple sports event poster in English? ◇Do you know how to invite people to go and watch a sports game in English? ◇Are you interested in making comments on a sports event in English? ◇How can you invite people to take part in an activity in English?
The topic area of Talking Face to Face in this unit is to talk about posters, notices, and announcements. The focus is on the patterns and terms that are appropriate for writing posters, notices and announcements.
Ⅱ. Lead-in: posters
1. Warm-up questions ◇What are the purposes of sports event posters? ◇Have you ever designed an English poster for any of your
college sports event?
Section Ⅰ Talking Face to
Face
Unit Six: Sports Events and Outdoor Activities
(Note：★---focal point，▲--- difficult point)
Ⅰ. Introduction
参看学学·练练·考考
(workbook P78,P86）
学 生 基 新生的录取总分基本在 240-450 之间，而高考的英语分数大多在 50 分左右，仅有 2% 础 的学生达到及格线。 分 析
教 材 分 析
本次课为第二单元听说课。对话中涵概了表达体育运动和户外活动情景时，常用的 交际语。听力短文为一篇介绍美国人喜欢户外烧烤的文章。参看学生练习册 (workbook P78 ),计划 2 学时完成。
2. Students read the sample dialogues after the teacher and try to find out the useful sentences and expressions for understanding and designing a sports event poster, or for inviting people to watch a sports game.
教案首页
教案序次 21 课 题 Unit 6 Sports Events and Outdoor Activities
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 授 课 时 间
节次
日期
教学效果
教 能看懂并能设计英语运动海报；能用英语简单谈论和评价某项运动；能流利地读出 学 两个主题对话。 目 能看懂范例（篮球比赛、划船友谊赛），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
fish out of water here.
序号
知识点
◆ Pre-teaching
知 识
Introduction ---- Teaching Plan Lead-in ---- Business Cards and Passport
点 ◆ While-teaching
及 时 间 分
Follow the Samples ---- Meeting People for the First Time Meeting People Again
用
课
SectionⅠ& Section Ⅱ
Language Points:
1. the students’ union
主 2. Chinese opera
板 3. The Storm
书
4. freshmen 5. exhibit—
设 6. available
计 7. give sb. Some advice on
8. make it look attractive
9. highlight
堂组织
Unit Six
1. well done 2. It is …who… 3. too … to 4. multi-purpose 5. 21st Century 6. eager 7. the English corner 8. I do feel a bit like a fish a