自考综合英语二Lesson 2教案

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自考综合英语二 lesson 2 上册教学内容

◆ who somehow appear distinguished from ordinary
people.
And you would not be alone, because pollsters have found that people today do not choose political leaders who shape history for their "Most Admired" list, but rather movie and television celebrities, fashion models, professional athletes, and even comic book and cartoon characters. In short media icons.
bigger than life, you might come up with an entirely
different list. You might, in fact, name people who are
celebrated for their wealth and glamour rather than their achievements and moral strength of character.如果有人请你列举在社会上受到普遍赞赏、貌似非凡的人，你所列举的恐怕是完全不同的人。
就定义而言，英雄之所以与众不同是因为他们有非凡的勇气、取得卓越的成就、常常为他人的利益而作出牺牲。 by definition：按定义 be distinguished by：由于……而有别（于……） heroes and heroines are people who are different from other people because of their unusual courage, achievements and the sacrifices they make in the interests of others.

致用英语综合教程综合英语2教案综合英语2教案unit(2).doc

Period One – Around the TopicPeriod Length: 50 minutesGoalsPeriod Length: 50 minutesGoals-Activate background knowledge about workPurposes-Get familiar with vocabulary related with work-Obtain background knowledge about curiosity and being inquisitiveStep 1: Vocabulary (20 minutes)-Ask students to work on the Vocabulary on Page 150-Encourage students to think as more as possible-List these word on the board or screenStep 2: Discovery and Discussion (30 minutes)-Work on the activity on Pages 150 & 151 as a whole and give explanations if necessary to understand the necessity of work-Discuss the issue of work with reference to the questions listed on Pages 150 & 151-Ask each group to present their results in frontKey points-All activities be carried out in English-Inspect each group for the purpose of guidance and promotionHomework-Think in depth the advantages and disadvantages of being curiousPeriod Length: 50 minutesGoals-Vocabulary and grammar-Discourse knowledgePurposes-Learn new words and expressions-Understand key grammar points-Understand related discourse knowledgeStep 1: Pre-reading Tasks (15 minutes)-Discuss briefly the short passage on Page 152 in groups-Check briefly the preview results from studentsStep 2: Reading activity (Part One: 25 minutes)-Listen to the reading-Ask students to present new words and sentences in groups-Ask students to give feedbacks for the information presented-Give more explanations to the new words and sentences-Provide extra knowledge about new words-Guide more on sentences and grammarStep 3: Summarization (10 minutes)-Summarize the words and sentences-Summarize the text learntKey points-Instructions and tasks carried in English, Chinese is used only when necessaryHomework-Review the learnt sections-Preview the following parts and exercisesPeriod Length: 50 minutesGoals-Vocabulary and grammar-Discourse knowledgePurposes-Learn new words and expressions-Understand key grammar points-Understand related discourse knowledgeStep 1: Pre-reading Tasks (15 minutes)-Discuss briefly the previously learnt part for understanding-Check briefly the preview results from studentsStep 2: Reading activity (Part Two: 25 minutes)-Listen to the reading-Ask students to present new words and sentences in groups-Ask students to give feedbacks for the information presented-Give more explanations to the new words and sentences-Provide extra knowledge about new words-Guide more on sentences and grammar-Check the comprehension questions on Page 154Step 3: Summarization (10 minutes)-Summarize the words and sentences-Summarize the text learntKey points-Instructions and tasks carried in English, Chinese is used only when necessaryHomework-Review the learnt sections-Preview the following parts and exercisesPeriod Length: 50 minutesGoals-Enhance the vocabulary abilityPurposes-Learn detailed usage of certain words-Learn detailed usage of certain language structuresStep 1: Exercise A (15 minutes)-Work Vocabulary and Structure exercise A on Page 155 in groups -Check and compare answers in groups and negotiate them-Ask students to present their answers-Provide feedbacks for answersStep 2: Exercise B (15 minutes)-Work exercise B on Page 155 in groups-Check and compare answers in groups and negotiate them-Ask students to present their answers-Provide feedbacks for answersKey points-Instructions and activities be carried in EnglishHomework-Finish Writing Task on Page 156 and turn them in due next period -Prepare for the grammar and vocabulary exercisesPeriod Five – Language in UsePeriod Length: 50 minutesGoals-Grammar knowledge and vocabulary buildingPurposes-Present Simple and Present Continuous-Phrasal VerbsStep 1: Present Simple and Present Continuous (30 minutes)-Test grammar knowledge on Page 157 for checking grammar abilities-Work on exercises A, B & C on Pages 157 & 158 in groups-Ask students to present their answers and provide necessary explanations -Give supplementary information on those structures if necessaryStep 2: Phrasal Verbs: Liberal or Idiomatic? (20 minutes)-Work on exercises A & B on Pages 159 in groups-Ask students to present their answers and explain phrasal verbs-Give supplementary information on phrasal verbs if necessaryKey points-Give instructions in English-Explain grammar knowledge in ChineseHomeworkPeriod Six – Extension: Do jobs change people? Period Length: 50 minutesGoals-Extend reading abilitiesPurposes-Apply previously learnt vocabulary and cultural knowledge in reading-Develop reading abilities-Improve abilities on negotiation and discussionStep 1: Reading (20 minutes)-Ask students to read Do Jobs Change People? on Page 162 in groups-Understand new words and sentences within the group by negotiating in English -Finish Vocabulary Check on Page 163Step 2: Discussion (30 minutes)-Discuss the job related topics in class-Ask each group to present their opinions for the questions in front-Give feedbacks and remarks for presentationsKey points-Inspect group discussions and give guidance to promote discussionsHomework-Review previously learnt materials-Prepare for the ProjectPeriod Length: 50 minutesGoals-Teamwork abilitiesPurposes-Apply previously learnt words and cultural knowledge into actual use-Develop teamwork abilitiesStep 1: Search for a Job Vacancy (25 minutes)-Work in groups and decide which role you would like: a job hunter or an interviewer? With reference to Page 160.-Read the above help-wanted ad. What qualities are needed for a good manager?Step 2: Vocabulary (25 minutes)-Ask students to work in pairs or groups to work on the vocabulary about jobs-Write down the questions you should ask the job hunter or interviewer.Key points-All preparations and negotiations be carried in English-Give guidance while students prepare the projectHomeworkPeriod Length: 50 minutesGoals-See abovePurposes-See aboveStep 1: Act out a job Interview (25 minutes)-Find a partner, either a job applicant or an interviewer and act out an interview.Be polite and friendly. You should at least interview or being interviewed once. .Step 2: The Best Person for the Job (25 minutes)-Students who have conducted interviews report to the class. First tell the class which questions you asked and then state clearly the reasons why you think you have chosen the right applicant.-Give remarks to the presentations-Group members should also talk about what they have learnt from this project.Key points-Give instructions for discussion and presentationHomework-Revise writings according to the feedbacks and remarks received-Turn the revised copies before next periodPeriod Nine – Culture Tips: What Drives US EmployeeSatisfactionPeriod Length: 50 minutesGoals-Understand part of western culture from another perspectivePurposes-Help students to understand western culture-Help students to learn more cultural expressionsStep 1: Warm-up (15 minutes)-Read materials on What Drives US Employee Satisfaction on Page 164-Help on any new words if necessaryStep 2: Open Discussion (35 minutes)-Ask students to offer more stories related to the topic-Encourage students to pay more attention to the situations that may occur in the job situations in the future.Key points-All activities be carried in EnglishHomeworkPeriod Ten – Learning to Learn Period Length: 50 minutesGoalsPurposesStep 1Step 2Key pointsHomework。

大学英语综合教程2unit2电子教案

一、教学课题Unit 2: Great Inventions二、教学目的1. 培养学生阅读理解能力，提高对科技发明类文章的阅读兴趣。

2. 扩大学生词汇量，掌握与科技发明相关的常用词汇和短语。

3. 提高学生的听说能力，通过角色扮演等活动，使学生能够运用所学知识进行交流。

4. 培养学生的写作能力，通过写作练习，使学生能够运用所学语法和词汇表达自己的观点。

三、课时分配1. 阅读理解：2课时2. 听力训练：1课时3. 口语表达：1课时4. 写作练习：1课时四、教学重点1. 理解文章大意，掌握文章结构。

2. 掌握与科技发明相关的词汇和短语。

3. 学会运用所学知识进行口语和书面表达。

五、教学难点1. 理解文章中的复杂句型。

2. 准确运用所学词汇和短语进行口语和书面表达。

六、教学过程第一课时：阅读理解1. 导入新课：通过展示一些科技发明图片，激发学生的兴趣，引入本节课的主题。

2. 阅读课文：学生自主阅读课文，了解文章大意，掌握文章结构。

3. 翻译练习：学生翻译文章中的重点句子，巩固词汇和语法知识。

4. 课堂讨论：针对文章中的关键问题进行讨论，加深对文章内容的理解。

第二课时：听力训练1. 导入新课：通过播放一段与科技发明相关的英语听力材料，激发学生的兴趣。

2. 听力练习：学生听录音，回答问题，提高听力理解能力。

3. 课堂讨论：针对听力材料中的关键问题进行讨论，加深对内容的理解。

第三课时：口语表达1. 导入新课：通过展示一些科技发明图片，激发学生的兴趣，引入本节课的主题。

2. 角色扮演：学生分组进行角色扮演，模拟科技发明场景，运用所学知识进行交流。

3. 课堂讨论：针对角色扮演中的问题进行讨论，提高口语表达能力。

第四课时：写作练习1. 导入新课：通过展示一些科技发明案例，激发学生的写作兴趣。

2. 写作指导：教师讲解写作技巧，指导学生如何运用所学知识进行写作。

3. 写作练习：学生根据所学知识，撰写一篇关于科技发明的短文。

自学考试综合英语二lesson2(上册)

be beyond sb ：为某人所不能理解；对某人来说太难.
◆ Yet, some people say that we are living in a new age .In this age heroes and heroines are rare, and heroism is only something people admire but do not practice. Heroic and noble conduct is a thing of the past.
◆ Consequently, bereft of cultural heroes, we have latched onto cultural icons — media superstars such as actors, actresses, sports celebrities, television personalities,
Heroes and Cultural Icons
Lesson Two
contents
◆ 1 Words & Expressions ◆ 2 Text Focuses & Difficulties ◆ 3 Exercises ◆ 4 Review & Homework
◆ If you were asked to list ten American heroes and heroines, you would probably name some or all of the following: George Washington, Abraham Lincoln, Daniel Boone, Martin Luther King Jr., Amelia Earhart, Susan B. Anthony, Jacqueline Kennedy Onassis, Helen Keller, Elizabeth Cady Stanton, and Rosa Parks.

英语二自考教程教案 (unit 2-speaking -

2. If you like giving compliments 给予赞美to other people, you will become very happy .
3. If you often give compliments 给予赞美to other people, you will succeed easily 很容易成功
• How to give compliments 给予赞美to • other people ?
• Let’s read the dialogue .
六.Phrases 短语and sentences 句子
1.A1b. solutely绝对地 love what you are wearing today .
4) Get the students to listen to the tape
三. Important points :
1.New words ,concept phrases and important sentences .
2. Get the students to make up their own dialogues using the concept phrases ，new words and important sentences .
3. Get the students to listen to the tape.
四. Difficulties :
Get the students to make up their own dialogues using the concept phrases ，new words and important sentences .
4. I might 可以go and find me my own pair of Chucks 为我自己找一双帆布鞋.

自考英语2 教学设计

自考英语2 教学设计教学设计：自考英语2教学目标：1. 提高学生听力、词汇、语法和阅读能力；2. 培养学生的写作技巧和逻辑思维能力；3. 培养学生独立思考和解决问题的能力；4. 培养学生对英语文化的了解和兴趣。

教学内容：1. 听力：学生将听到一段英语对话，根据所听内容选择正确答案。

2. 词汇：学生将学习一些常用词汇和短语，如时间、日期、数字等。

3. 语法：学生将学习一些基本语法知识，如时态、语态、从句等。

4. 阅读：学生将阅读一篇短文，根据所读内容回答问题。

5. 写作：学生将参与写作训练，如写一篇简短的留言、书信等。

6. 文化：学生将了解一些英语国家的文化和风俗习惯，如节日、饮食等。

教学过程：第一课时：1. 首先，进行课堂导入。

教师可以通过播放一段英语歌曲或者展示一些英文图片，引起学生的兴趣和注意力。

2. 然后，进行听力训练。

教师播放一段英语对话，学生根据所听内容选择正确答案。

教师可以提前准备一些简单的对话内容，如购物、问路等，以帮助学生掌握最基本的交际用语。

3. 接下来，教师进行词汇训练。

教师可以展示一些常用词汇和短语，并让学生进行记忆和拼写练习。

教师可以通过使用课件或者卡片的形式，让学生更加直观地学习词汇。

4. 最后，进行语法训练。

教师可以讲解一些基本的语法知识，如时态、语态、从句等，然后通过一些练习题和例句让学生进行巩固和运用。

第二课时：1. 首先，进行阅读训练。

教师给学生发放一篇短文，学生阅读并回答一些相关问题。

教师可以根据学生的实际情况调整难度和长度。

2. 然后，进行写作训练。

教师给学生一个写作题目，如写一篇关于自己的介绍或者假期计划的短文。

学生根据题目要求完成写作，可以在课堂上进行互相交流和修改。

3. 接下来，进行文化学习。

教师给学生展示一些英语国家的文化和风俗习惯，并让学生进行讨论和分享。

教师可以提前准备一些图片和视频资料，让学生更加直观地了解英语文化。

4. 最后，进行课堂总结和复习。

大学英语综合教程第二册第二单元教案unit2

Unit 2 ValuesTeaching Aims:1.Understanding the main idea (one can live a life full of riches without beingrich funancially) and structure of the text2.Appreciate the wording (riches) in the title of the text3.Grasp the key languge points in Texts A and learn how to use them in context4.Unerstand the cultural background related to the content5.Express themselves more freely on the theme of Values after doing a series oftheme-related reading, listening, speaking, and writing activities6.Write an essay beginning with an anecdote or a piece of news, etc.Teaching Keypoints:1.Grasp the main idea of Text A and language points in Text A2.Cultural background in Text A3.Analysis of the difficult sentences in Text ATeaching Difficulties:1.Writing strategy and style demonstrated in Text A2.Write an essay with an anecdote or a piece of news, etc.Teaching Aids:Teaching, dicussion, exercises, group-activities, student-centredTeaching period: 12classesTeaching Procedure:Step 1Warming up1.Have students listen to the story about Abraham Lincoln before class, lead themto finish the exercises on page31, check the answer and explain.2.Have students learn more about the fact that economic development and personalincome can’t always account for happiness.3.Do you think rich people must be happier than poor people Why4.Do you think a poor person can have a life full of riches How5.In class, students form two camps to debate the following issue: Mother Teresahas no money, but she took care of the poor in Calcutta until her death. BillG ates gave a lot of money to charity, but he seldom works in the “frontline”with the poor. Does the world need more love like Mother Teresa’s or more money like Bill Gates’Step 2 Global analysisi of Text A1. Division of the Text APart1:The writer’s encounter with a boy who raised the question “Are you poor”Part2:In search of an answer the writer finds that not having expensive possessions doesn’t make him feel poor mainly because he enjoys life in many other ways. Part3:In conclusion, the writer t hinks he’s grown to understand more about himself because of the boy’s question.2.Understanding the main idea of the text with the help of the questions on page37-38Step 3. Detailed leaning of Text A1. It was early December 2003, my first season as a Salvation Army bell ringer, whenI was confronted with the questionWhat does a Salvation Army bell ringer doTo ring the bell and ask people to donate money to help the poor.2. confront: vt.1) (of a problem, difficulty, etc.) face (sb.) threateninglyThe difficulties that confront us seem insuperable.A major difficulty that confronts international students is how best to judge the quality of a program in a foreign university2) (of a person) face and deal with (a problem, difficulty, etc.)军人必须面对危险和死亡。

致用英语综合教程综合英语2 教案综合英语2 教案unit 2

Period One – Around the TopicPeriod Length: 50 minutesGoals-Activate background knowledge about curiosityPurposes-Get familiar with vocabulary related with curiosity and being inquisitive-Obtain background knowledge about curiosity and being inquisitiveStep 1: Vocabulary (20 minutes)-Ask students to work on the Vocabulary on Page 18-Encourage students to think as more as possible-List these word on the board or screenStep 2: Discovery and Discussion (30 minutes)-Work on the quiz ‘Are you curious?’ on Page 20 as a whole and give explanations if necessary to understand whether they are curious or not.-Discuss the issue of being curious and inquisitive in groups with reference to the questions listed on Page 18-Discuss both the advantages and disadvantages of curiosity-Ask each group to present their results in frontKey points-All activities be carried out in English-Inspect each group for the purpose of guidance and promotionHomework-Think in depth the advantages and disadvantages of being curiousPeriod Length: 50 minutesGoals-Vocabulary and grammar-Discourse knowledgePurposes-Learn new words and expressions-Understand key grammar points-Understand related discourse knowledgeStep 1: Pre-reading Tasks (15 minutes)-Discuss briefly the questions on Page 21 in groups-Check briefly the preview results from studentsStep 2: Reading activity (Part One: 25 minutes)-Listen to the reading-Ask students to present new words and sentences in groups-Ask students to give feedbacks for the information presented-Give more explanations to the new words and sentences-Provide extra knowledge about new words-Guide more on sentences and grammarStep 3: Summarization (10 minutes)-Summarize the words and sentences-Summarize the text learntKey points-Instructions and tasks carried in English, Chinese is used only when necessaryHomework-Review the learnt sections-Preview the following parts and exercisesPeriod Length: 50 minutesGoals-Vocabulary and grammar-Discourse knowledgePurposes-Learn new words and expressions-Understand key grammar points-Understand related discourse knowledgeStep 1: Pre-reading Tasks (15 minutes)-Discuss briefly the previously learnt part for understanding-Check briefly the preview results from studentsStep 2: Reading activity (Part Two: 25 minutes)-Listen to the reading-Ask students to present new words and sentences in groups-Ask students to give feedbacks for the information presented-Give more explanations to the new words and sentences-Provide extra knowledge about new words-Guide more on sentences and grammar-Check the comprehension questions on Page 23Step 3: Summarization (10 minutes)-Summarize the words and sentences-Summarize the text learntKey points-Instructions and tasks carried in English, Chinese is used only when necessaryHomework-Review the learnt sections-Preview the following parts and exercisesPeriod Length: 50 minutesGoals-Enhance the vocabulary abilityPurposes-Learn detailed usage of certain words-Learn detailed usage of certain language structuresStep 1: Exercise A (15 minutes)-Work Vocabulary and Structure exercise A on Page 24 in groups -Check and compare answers in groups and negotiate them-Ask students to present their answers-Provide feedbacks for answersStep 2: Exercise B (15 minutes)-Work exercise B on Page 24 in groups-Check and compare answers in groups and negotiate them-Ask students to present their answers-Provide feedbacks for answersStep 3: Exercise C (20 minutes)-Work exercise C on Page 25 in groups-Check and compare answers in groups and negotiate them-Ask students to present their answers-Provide feedbacks for answersKey points-Instructions and activities be carried in EnglishHomework-Finish Writing Task on Page 25 and turn them in due next period -Prepare for the grammar and vocabulary exercisesPeriod Five – Language in UsePeriod Length: 50 minutesGoals-Grammar knowledge and vocabulary buildingPurposes-‘so…that…’ & ‘so that’ structures-Compound words 1Step 1: ‘so…that…’ and ‘so that’ structures (30 minutes)-Test grammar knowledge on Page 26 for checking grammar abilities-Work on exercises A, B & C on Pages 26 & 27 in groups-Ask students to present their answers and provide necessary explanations -Give supplementary information on those structures if necessaryStep 2: Compound words 1 (20 minutes)-Work on exercises A & B on Pages 28 in groups-Ask students to present their answers and explain Compound words-Give supplementary information on Compound words if necessaryKey points-Give instructions in English-Explain grammar knowledge in ChineseHomeworkPeriod Six – Extension: Wisdom comes to the inquisitive mind Period Length: 50 minutesGoals-Extend reading abilitiesPurposes-Apply previously learnt vocabulary and cultural knowledge in reading-Develop reading abilities-Improve abilities on negotiation and discussionStep 1: Reading (20 minutes)-Ask students to read Wisdom comes to the Inquisitive Mind on Page 30 in groups -Understand new words and sentences within the group by negotiating in English -Finish Vocabulary Check on Page 31Step 2: Discussion (30 minutes)-Discuss questions listed on Page 31-Ask each group to present their opinions for the questions in front-Give feedbacks and remarks for presentationsKey points-Inspect group discussions and give guidance to promote discussionsHomework-Review previously learnt materials-Prepare for the ProjectPeriod Length: 50 minutesGoals-Teamwork abilitiesPurposes-Apply previously learnt words and cultural knowledge into actual use-Develop teamwork abilitiesStep 1: Interview (25 minutes)-Interview classmates for their opinions on being inquisitive with reference on the form and instruction on Page 29Step 2: Report writing (25 minutes)-Ask students to work in pairs or groups to work on the report about being inquisitive based on the interviews-Ask each group to present their reports and provide remarksKey points-All preparations and negotiations be carried in English-Give guidance while students prepare the projectHomeworkPeriod Length: 50 minutesGoals-See abovePurposes-See aboveStep 1: Information Exchange (25 minutes)-Exchange your thoughts about your thoughts and opinions on your results of the interviews.Step 2: Discussion and Debate (25 minutes)-Each group presents the results to the whole class,-Give remarks to the presentations-Group members should also talk about what they have learnt from this interview project.Key points-Give instructions for discussion and debateHomework-Revise writings according to the feedbacks and remarks received-Turn the revised copies before next periodPeriod Nine – Culture Tips: Curiosity Killed the Cat Period Length: 50 minutesGoals-Understand part of western culture from another perspectivePurposes-Help students to understand western culture-Help students to learn more cultural expressionsStep 1: Warm-up (15 minutes)-Read materials on Curiosity Killed the Cat on Page 32-Help on any new words if necessaryStep 2: Open Discussion (35 minutes)-Ask students to offer more stories related to the topic-Encourage students to pay more attention to the advantages and disadvantages on being curious and inquisitiveKey points-All activities be carried in EnglishHomeworkPeriod Ten – Learning to Learn Period Length: 50 minutesGoalsPurposesStep 1Step 2Key pointsHomework。

综合英语第二册unit2

02
Reading comprehension: The structure and main
idea of the article
Analysis of Article Structure
01
02
03
Introduction
Presents the topic and provides background information
04
Sentence structure: Analysis of complex
presence patterns and improvement of presence construction
Analysis of complex presence structures
Identification of main clause and suborder clause
Learning objectives and requirements
Objectives:
Develop an awareness and recommendation of cultural diversity
Enhance listening, speaking, reading, and writing skills through engaging with authentic materials related to culture
Phrase 2:
Explanation: Explanation of the second phrase, its meaning, and typical contexts in which it is used
Example Sentence: A presence showing the application of the second phrase

综合教程2第二单元教案

Unit 2Ⅰ. Teaching AimsBy the end of this unit, students are supposed to➢Grasp the author’s purpose of writing and make clear the structure of the whole passage through an intensive reading of Text 1 The Virtues of Growing Older.➢➢Comprehend the topic sentences in Text1thoroughly and be able to paraphrase them.➢Get a list of new words and structures and use them freely in conversation and writing.ⅡTeaching Important Points➢Text comprehension➢Structural analysis of the text➢Rhetorical features of the text➢V ocabulary exercises➢Grammar exercisesⅢTeaching Difficult Points➢Translation exercises➢Exercises for integrated skills➢Oral activities➢Writing practice➢Listening exercisesⅣTeaching Methods➢Student-oriented communicative teaching, free discussion and interaction.ⅤAllocation of Teaching Hours➢Part 1 Pre-reading questions (10 minutes)➢Part 2 Text comprehension (50minutes)➢Part 3 V ocabulary/Integrated exercises/Writing practice/Listening exercises (90 minutes)➢Part 4 Text Two / Memorable quotes (50 minutes)ⅥTeaching Aids➢Multimedia softwareⅦAssignment➢Do the exercises after class and some extra reading materialsⅧTeaching Contents and ProceduresStep I. Pre-reading questions for discussionDiscuss and answer the following questions.1.What ,in your opinion,are the disadvantages of growing older?2. What do you think are the virtues of being young?3.Most people are afraid of death and therefore afraid of getting older,but are there any virtues of old age that you can observe and appreciate?Step II. An Integrated Analysis of Text 1The Virtues of Growing Older.Structural analysis of the text1. The passage can be divided into three parts.Part One: (Paragraph 1-2 ) this is the introductory paragraphIt tells that our society worships youth and being young is often pleasant ,but being older has distinct advantages.Part Two: (Paragraph 3-5) It describes the virtues of growing older in details:We no longer feel anxious about what others will think ;We have already made many of critical decisions;The greatest benefit of being older is knowing who i am.Part Three:（Paragraph 6）this is a conclusion paragraphThe writer winds up her discussion with a reference to her parents’ contentments in the last paragraph.Step III. Comprehension questionsAnalysis of Paragraghs1-21)Why do people want to hide their gray hair and delay the effect of aging? They worship youth and are afraid of growing older, so they try every means to look young.2)What does the writer mean when she says “it is un-American to say so”?She means these questions seem contrary to the values commonly held by most American people. And the American people would do anything possible to delay aging.3)Does the writer deny the virtues of being young?No, she does not. The writer admits the virtues of being young, but what she really wants to talk about is those advantages of growing older, which are discussed in the subsequent paragraphs. So the last sentence of the second paragraph is both thematic and transitionalParagraph 3AnalysisThe writer, in this paragraph, offers the first advantage of growing older －not being obsessed with one’s appearance. It can be noticed that the technique of contrast is used to project the difference between adolescents and people in their forties:“When my brother Dave and I were teens…”“When Dave and I were young…”“Now, however, Dave and I are beyond such adolescent agonies.”“Now my clothes are attractive yet easy to wear.”“We no longer feel anxious…”These contrasts are focused on two aspects: the shape of their bodies and clothes. With her own experience, the writer drives home her point that adolescents “feel anxious about what others will think”, while older people are happy “as long as we feel good about how we look”.The following question could be asked:1)What is the change in people’s attitude towards their appearance from the writer’s own experience?Old people no longer feel anxious about what others will think. As long as they feel good about what they look, they are happy.Paragraph 4AnalysisThe second advantage is discussed in this paragraph －people in their forties are less uncertain than adolescents. The last sentence pinpoints the writer’s view: what truly worries the young people is not the problem of age, but the unknowns in the future.The following question could be asked:Is it accurate to say that older people are totally free from uncertainty?No, because they still have important choices to make. However, they have already made their major ones, while the young people will meet theirs at every turn. Paragraph 5AnalysisThis paragraph presents the third and the greatest benefit of growing older: the knowledge about yourself (the self-identity). It is implied that lack of this knowledge can bring about a kind of adolescent insanity (in contrast with the sanity of forty-year-olds) expressed in parallel structures “It means…”, “Being young means…”The following questions could be asked:1)What is the meaning of “…wishing you were never born the next”?It is related with first half of the sentence and the complete one should be “feeling happy with yourself one day and wishing you were never born the next day (because you feel so miserable)”.2)How to explain the phrase “keep a running score of everything they didwrong raising me”?It means “constantly reminding yourself of all the unhappy things that your parents did to you in the process of raising you”. Here “score” means “record”Language points.Paragraph 6After sharing her own experience in contrast to adolescents’ problems with the reader, in this paragraph the writer turns to the issue similar to the one mentioned in the first paragraph: the validity of American values on the aging problem. The writer cites her parents’ example to back her view, thus echoing the theme －distinct advantages of growing older makes a better phase of life.Step IV Language points:1.convince v.1)convince sb / yourself (of sth) to make sb/yourself believe that sth is truee.g. you’ll need to convince them of your enthusiasm fo r the job.I’d convinced myself (that) I was right.2) to persuade sb to do sthe.g. I’ve been trying to convince him to see a doctor.2.…glaldly sign with the devil just to be young again: Literally, the phrase “signwith the devil” means “to sign a contract with the devil, so that the devil would help you become young again”. In the text the phrase is metaphorically used to mean “to be ready to do anything, even to work for the devil just to be young again”.3. aging: the process of growing olde.g. our society is full of negative attitudes towards aging and old people.4. dreadv. to feel great fear or anxiety aboute.g. This was the moment he had been dreading.[v -ing] I dread being sick.[vn -ing] She dreads her husband finding out.[v to inf] I dread to think what would happen if there really was a fire here. [also v that]n. a feeling of great fear about sth that might or will happen in the future; a thing that causes this feelinge.g. The prospect of growing old fills me with dread.5.distinct adj. noticeable; unmistakablee.g. There was a distinct smell of gas.His voice was quiet but every word was distinct.Rap is quite distinct from North American jazz or blues.6.(be) obsessed with: to have an unreasonably strong and continuous interest inparticular things or personse.g.. She became obsessed in her old age with what to do with her immensewealth.obsess (about sth) [v] to be always talking or worrying about a particular thing, especially when this annoys other peoplee.g. I think you should try to stop obsessing about food.obsession n. obsession (with sth/sb)7. feverish: adj.[usually before noun] showing strong feelings of excitement or worry, often with a lot of activity or quick movementse.g. The whole place was a scene of feverish activity.a state of feverish excitementfeverishly: adv.e.g. Her mind raced feverishly.8. agony: n. extreme mental or physical pain or sufferinge.g. He lay in agony until the doctor arrived.The worst agonies of the war were now beginning.agonize v. agonize (over / about sth) to spend a long time thinking and worrying about a difficult situation or probleme.g. I spent days agonizing over whether to take the job or not.9. preferable: preferable (to sth / to doing sth) | preferable (to do sth) more attractiveor more suitable; to be preferred to sth 较合意的；更可取的e.g. He finds country life infinitely preferable to living in the city.It would be preferable to employ two people, not one.preferably adv.e.g. We’re looking for a new house, preferably one near the school.cp. pref·er·en·tial : [only before noun] giving an advantage to a particular person or groupe.g. Don’t expect to get preferential treatment.give (a) preference to sb/sthto treat sb/sth in a way that gives them an advantage over other people or thingse.g. Preference will be given to graduates of this university.in preference to sb/sth: rather than sb/sthe.g. She was chosen in preference to her sister.10. critical adj.1) extremely important; cruciale.g. These accusations came at a critical phase in the negotiations.Money is a critical factor in the election campaign.Your decision is critical to our future.2) critical (of sb/sth) expressing disapproval of sb/sth and saying what you thinkis bad about theme.g. a critical comment / reportThe supervisor is always very critical.Tom’s parents were highly critical of the school.11. confront: to deal with something in a brave and determined way; to bring face to facee.g. She knew that she had to confront her fears.confront sb with sb/sth: to make sb face or deal with an unpleasant or difficult person or situatione.g. He confronted her with a choice between her career or their relationship.be confronted with sth.: to have sth in front of you that you have to deal with or react toe.g. Most people when confronted with a horse will pat it.confrontation n.[U, C] confrontation (with sb) | confrontation (between A and B) a situation in which there is an angry disagreement between people or groups who have different opinionse.g. She wanted to avoid another confrontation with her father.12. await v. to wait forto wait for sb/sthe.g. He is in custody awaiting trial.Her latest novel is eagerly awaited.13. sanity: the condition of being mentally healthy; the state of being sensible andreasonablee.g. His story was so extraordinary that we began to doubt his sanity.After a series of road accidents the police pleaded for sanity among drivers.OPP insanitysane: adj.1) having a normal healthy mind; not mentally ill SYN of sound minde.g. No sane person would do that.Being able to get out of the city at the weekend keeps me sane.2) sensible and reasonablee.g. This is the only sane way to solve the problem.14. quirk: a strange or unusual habit or part of someone’s character 怪癖行为古怪；特殊倾向e.g. Children often have these little quirks which they overcome in later life.She always went for three minutes’walk at exactly 10:45 and the robber took advantage of this little quirk.15. tolerate vt. be willing to accept sth. unpleasant or difficult, even though one does not like it orapprove ite.g. As newcomers, they had to tolerate the awful weather and the tough living conditions.16 diet: To eat and drink according to a regulated system so as to lose weight. Collocation:a diet of sth. so much of sth. that you feel boring or unpleasante.g. a constant diet of soap operas on TV 多得令人腻烦的电视连续剧17. beyond prep. outside the range or limit ofCollocation:be beyond sb. be impossible for sb. to imagine, understand or calculatee.g.It’s beyond me why she wants to marry Burton.我不明白她为什么想嫁给伯顿。

全新版大学英语综合教程第二册教案Unit 2 Book 2

Unit 2 The Richest Man in America,Down HomeI. Teaching ObjectivesStudents will be able to:1. grasp the main idea (despite his wealth, Sam Walton remains done-home anddevoted to his team) and the structure of the text ;2. learn to use indirect description in portraying a person and to use keywords for more efficient reading;3. master the key language points and grammatical structures in the text;4. conduct a series of reading, listening, speaking and writing activities relatedto the theme of the unit.II. Key Points: The structure, the writing skill, and the main idea ofthe text will be the focus. Only a few words and sentences, which will be the obstacles for students’ understanding of the text, will be explained in class.III. Difficult Points:Some sentences whose meanings are difficult to understand and whose structures are hard to analyze:1. Line 10（Para. 3）: It was nice, but no palace.2. Line 36-37(Para.10): It buried the Forbes list at the bottom of page 2.3. Line 75-76(Para.20): who was stunned at such generosity after the stingy employer he left to john Wal-Mart.IV. Teaching Materials: Power point and materialsV. Teaching Methods: Lecturing, practicing and discussing.VI. Teaching Timing: 8 sessions of classVII. Teaching Process:1st -2nd periods:Pre-reading; Teacher’s Introductory Remarks and Students’ Discussion related to the topic.3rd -4th periods: While-Reading (Understanding the title of text A; Analyzing the organization of the text; Explaining Difficult sentences and language points in the text; Summing up the main idea of the text)5th-6th periods: Dealing with the exercises aft er Text A. Check on Ss’ home reading (Text B); Post-Reading Task: Theme-Related Language Learning Tasks7th-8th periods: Listening and speaking tasks.A. Pre-reading tasks1. T asks Ss the following questions on the recorded passage:—What happened to Abraham Lincoln one day? (Working as a shop clerk, he overcharged a customer. Although the sum was insignificant, Lincoln walked a long distance to return the money. )— How is the story related to the theme of the unit— values? (Abraham Lincoln regarded honey as an important value)2. Ss do Cloze B in after-text exercises to learn more about the values of American millionaires.3. Rich people I know (15 minutes)1) Before class, Ss are asked to collect stories, news reports, pictures, books, or even video clips (if relevant equipment is available for showing them in class) of rich people.2) In class, Ss form groups of three to four to share what they have collected.3) Groups discuss what values these rich people hold dear.4) Speakers for several groups report their discussion results to the class.5) T reminds Ss to keep these values in mind when they study Text A, and see whether Sam Walton cherishes them or not.B. While-reading tasks1. Text organization (20 minutes)1) T asks Ss to scan the text to see if there is any natural dividing lines separating it into par (The text can be divided into three parts. Between each part, there is a blank line.)2) T draws Ss’ attention to Text Organization Exercise 2, guides them through the directions, that they can grasp the main function of each part.Ss scan the text again to underline all the names mentioned and tell who these persons are.(They are: Jamie Beaulieu, waiter at Sam Walton’s birthday partyJonnie Baker, night manager at the local Wal-MartRichard Hoback, Mayor of Bentonville, ArkansasGordon Garlington, pastor of the local churchJohn Marshall, local barberJim Von Gremp, corporate affairs directorFerold F Arend, retired president of Wal-MartJim Hendren, company lawyer4) Ss will notice that the text transits from Part II to Part IIIwhen the first corporate job -corporate affairs director — is mentioned.2. T explains language points and gives Ss practice (seeLanguage Study). (60 minutes)3. Finding synonyms or synonymous phrases for “down-home”(10 minutes)1) T asks some Ss to explain the title of Text A in their ownwords.2) Ss work alone to find out synonyms or synonymous phrasesfor “down-home”.3) Some Ss report their findings to the class.(Para 5 carry on like plain folksPara 6 folksy waysPara 7 friendly, cheerful, a fine neighbor who does his best to blend in, never flashy, never throwing his weight aroundPara 11 not a front-page person)4) T reminds Ss to vary their own writings by synonyms or synonymousphrases.C. Post-reading tasks1 Using indirect description in portraying a person (25 minutes)1) Ss complete Text Organization Exercise 2 and compare answers with eachother.2) T makes Ss think by asking Ss this question: How does the author revealthese character traits of Sam Walton? Does he come forward to tell usdirectly what Sam Walton is like?T introduces methods of indirect description and writes them down on the blackboard: anecdotes, examples, quotes, comparison and contrast, etc.Ss work in pairs to find out examples of these methods.5) Some pairs report their findings to the class.6) T urges Ss to adopt these methods when describing a person.2. T guides Ss through some after-text exercises. (25 minutes)3. T checks on Ss’ home reading (Text B). (3 minut es)4. Ss do Part IV: Theme-Related Language Learning Tasks. (1 period)5. T asks Ss to prepare the next unit: (2 minutes)1) do the pre-reading task;2) preview Text A.VIII. Assignments:Assignments for 1st and 2nd periods:●Vocabulary Exercises I, II, III in Text A●Listen to the recording of the textAssignments for 3rd and 4th periods:●Review what have been learned in class●Comprehensive Exercises, I, II in Text A●Read the text fluently and imitate the pronunciation and intonation of therecordingAssignments for 5th and 6th periods:●Review what have been learned in class●Language Practice in Text B●Preparations for paragraph recitation and dictation of new words andexpressions in Unit 2Assignments for 7th and 8th periods:●Review what have been learned in class●Home listening: Task 1, 2 and 3●Previewing text A in Unit 3IX. Teaching Reflection:Try to listen to the feedback of the students during and after the course, analyze the weaknesses in teaching and improve the methods as much as possible.The feedback from the students:The methods taken to improve the teaching and learning:X. Appendix: Teaching Contents:A. Text AnalysisTo make a character portrait convincing, an author must refrain from telling readers directly what the person is like. Instead, he/she lets readers deduce.Of all the methods of indirect description, the one used most frequently in Text A is quotation. The author quotes not only Sam Walton himself, e.g. “Th e reason for our success... is our people and the way they’re treated and the way they feel about their company. They believe things are different here, but they deserve the credit”, but also his townsfolk and colleaguesThe text begins with an anecdote: how waiter Jamie Beaulieu had anticipated a lavish mansion at the Waltons, only to find an ordinary-looking household. This kind of beginning lures readers to go on. There are other anecdotes, like how Sam Walton forgot his wallet and insisted on fetching it to pay the local barber, and how he lost 4 straight games after a Wal-Mart employee asked him a question about pricing.Sam Walton is a folksy guy, of which a lot of examples are given. Examples of how generous an employer he is are also plentiful.Jami e Beaulieu’s anticipation and the reality he later found out form a contrast. It reveals SamWalton’s down-home characteristics. When retired company president Ferold F. Arend compared Sam Walton with his previous employer, we appreciate further Sam Walton’s generosity.B. Cultural Notes1. Rolls-Royce: any of the large, expensive, comfortable cars made by the British company Rolls-Royce. Many people recognize them by the small metalstatue on the front of every Rolls-Royce car. The company was formed in 1905—1906 by Charles Rolls (1877—1910) and Henry Royce (1863—1933) and also produces aircraft engines. The Rolls-Royce company was bought by the German company Volkswagen in 1998. The name Rolls-Royce is also used informally to refer to the best product of a particular type.2. dime store: a store offering a wide assortment of inexpensive items, formerly costing five or ten cents, for personal and household use.3. Wal-Mart: any of a very large chain of shops in the US selling a wide range of goods at low prices. The first Wal-Mart Discount City was opened in 1962 by Sam Walton.4. Ford Motor Company: a large US company that makes cars. It was established in Detroit in1903 by Henry Ford, and the first Model T was sold in 1908. The company has produced the Lincoln since 1922 and the Mercury since 1938.5. names: Apart from their surname or last name, most British and American children are given two personal names by their parents, a first name and a middle name. These names are sometimes called Christian names or given names. Some people have only one given name, a few have three or more. Friends and members of a family who are of similar age usually call one another by their first names. In some families young people now also call their aunts and uncles and even their parents by their first names. Outside the family, the expression be on first name terms suggests that the people concerned have a friendly, informal relationship.When writing their name Americans commonly give their first name, their middle initial and their last name, e.g. George M. Cohan. Both given names are used in full only on formal occasions, e.g. when people get married.6. Forbes: an American business magazine. It is noted for its lists of the richest men and women in business. In its November 27, 2000 edition it published one listing the 50 richest businessmen and women in China, headed by Rong Yiren of CITIC with 1.9 billion dollars, followed in second place by LiuYongxing of the Hope Group with 1 billion dollars. The richest businesswoman on the list was Yang Lan of Sun Television, with 63 million dollars.C. Language StudyHe imagined what surely awaited: He imagined what he was surely to see.2. r emote: far away in space o r timeExamples:The supply of electricity to remote mountainous villages is one of the local development projects in Yunnanprovince.Taming the deserts is no longer a dream of the remote futurebut a practical human endeavor.3. d iscount: amount of money which may be taken off the full price Examples: T raditional retailers who’ve opened cyberstores may offer special discounts to online shoppers.Though online bookstores usually offer discounts, don’texpect to save much.4. It was nice, but no palace: The house was nice, but not luxurious.5. O nly in America can a billionaire carry on like plain folks ...: It is only in America that a billionaire can live in the same way as ordinary people...only: In writing and formal speech, you can put “only” at the beginning of a sentence, followed by the word, word group, or clause it modifies, and then you put an auxiliary or “be”followed by the subject of the main clause.Examples: 1. Only here was it safe to prepare and handle hot drinks.2. Only then did Peter realize that he still hadn’t phoned his mother.3. Only when the injured limb is fully mobile will the runnerbe encouraged to re-strengthen it.carry on: behave or conduct oneself in a specific wayExamples:There’s nothing unusual about them. They carry on just like everybody else.He carries on as if he were a millionaire, spending money left,right and centre.folk: people in general (You can refer to people as folk or folks.) Examples: They got married and had kids and lived like other folks.These are the folks from the local TV station.get away with: do sth. wrong or risky without being caught or punishedExamples: They claimed that they knew how to play the system and get away with it.Eric has been getting away with tax fraud for years.6. bird dogs: dogs which hunt birds7. local: of or for a particular placeExamples:The plane was to take off at 6 a.m. and land at 7 a.m.local time. Three-quarters of the investment needed tohost the Olympics would be borne by central and localgovernment.8. treatment: the way you deal with sb. or behave towards them(followed by of)Examples: Like everyone else, I resent his cruel treatment of his old father.The old woman suffered from bad treatment at the handsof her sons. None of them were willing to take care of her.9. by/from all accounts: according to what everyone saysExamples: Tom, by all accounts, is a superb teacher.The Chinese football team will play the Koreans tonight. Itshould be a match worth watching, by all accounts. 10. cheerful: (of sb.) happy in a lively, energetic way; (of sth.) makingyou feel happyExamples: One of the reasons why she is successful is that she is able to remain cheerful in acnsls.They are both very cheerful in spite of their colds.The kindergarten is bright and cheerful, with plenty of toys.I like songs with cheerful tunes.11. blend in/into: If sb. blends into a particular group or situation, orif they blend in, they seem to belong there or are not noticeable, because their behavior is similar to that of the other people involved.(used in the patterns: blend in; blend into sth.; blend in with sth.) Examples: What he said reinforced my determination to blend in with my surroundings.As a newly-appointed manager, he was not sure whether hecould blend in.The painter blended in with the crowd at the art sale. 12.throw o ne’s weight around: behave in an aggressively arrogantwayExamples: Mr. Smith is not much of a manager. He always throws his weight around.Folks don’t like their chairman as he always throws hisweight around.13.reserve: 1) order or book (a seat, book, room, table, etc.)Examples: The service at that five-star restaurant is excellent. I’ll reserve a table for five there.Demand will be huge, so ask your friends to reserve ticketsfor the concert.2) keep for a special use (used in the pattern: be reserved forsb./sth.)Examples: In the United States lanes are reserved for cars with more than one occupant. Some seats on the buses arereserved for the old.14. “Look, he’s just not that way.”: You see, he is not the sort ofperson to reserve seats for himself.15. o pen up: unlock and open the door so that people can get inExamples: Open up, or I break in.They open the school up at 7:45 a.m. so that students canhave more sleep.16. I t buried the Forbes list at the bottom of page 2.: The Forbes listwas arranged at the bottom of page 2 in the Benton County Daily Democrat so that it could not be found easily.17. h eadline: the title of a newspaper article, printed above the articlein large lettersExamples:Headlines in the newspaper are arranged so that they attract attention.The headlines in the newspapers were to please millions ofpeople in China: Beijing to host the 2008 OlympicGames.18. h old to: keep toExamples: John holds to his belief that you can be successful as long as you work hard. She always holds passionately tothe view that her mother is an angel.19. stock: shares of a company that are sold to investorsExamples:You’d better get professional advice before buying stocks or bonds. After a dull start, stock prices moved ahead againyesterday.20.o n the run: continuously active and moving about; try to avoidbeing capturedExamples: I have been on the run all day and I am exhausted.He has to be on the run from one office to another to get thepermit to open a take-away restaurant.He is on the run from the police.21.steer clear of: keep away fromExamples: Children are told to steer clear of troublemakers.Members of the club steer clear of controversial issuessuch as religion.22.But the real story in his mind is ... : But what is always on hismind is23. make up: form the whole of (sth.)Examples: Women make up nearly 50% of university entrants.The college is made up of fourteen departments and fiveresearch centers.24. liable: likely (to do sth.)Examples:It’s liable to snow heavily tomorrow.The sports meeting is liable to be postponed until nextweek because of the bad weather.25. as laid down...: as establishedlay down:officially establish a rule, or officially state the way in which sth. must be doneExamples: Conditions for membership are laid down in the soccer club rules.The school authorities have issued a new booklet layingdown regulations for Students.26. loyalty: the quality of staying firm in your friendship or support forsbisth.; a strong feeling that one wants to be faithful tosb./sth. (followed by to)Examples: My father is a soccer fan. His loyalty to the local team has taken him all over the country to see them play.Once his mind was made up, General Lee never changedhis loyalty to the South.27.s ystem: 1) set of ideas, theories, principles, etc. according to whichsth. is doneExamples: Most of the teachers are doing research work, trying to find a goodsystem of teaching English.The classification of the books in the library follows theDewey Decimal System.All the employees are required to work on an eight-hoursystem.2) g roup of things or parts working together as a wholeExamples:With the further development of automation, morecomplicated control systems have come into being.Manned space vehicles have life-support systemsdesigned to meet all the physical needs of the crew. 28. c ut prices and margins to the bone: reduce prices and marginsconsiderably or dramatically29. qualify: have or give (sb.) a legal right (to sth./to do sth.)(followed by for or infinitive to)Examples:A few useful skills — English teaching, for example —qualified foreigners for work visas.Highly trained staff are well qualified to give practicaladvice to students when they select courses.30. option: 1) (in business) an agreement or contract that givessb. the right to buy or sell sth. such as property or sharesat a future dateExamples:With cash, stock options and the promise of vastresources, Microsoft has attracted faculty elites to itsresearch center.Jones has taken an option on that house.2) s th. you can choose to doExamples: She has the option of entering graduate school orstarting her professional career. Analysts say that thelaunch of the euro offers a new and attractive option. 31. scholarship: (award of a) grant of money to a scholarExamples: He can’t afford to go to college if he doesn’t win ascholarship.Some companies have set up scholarships for bothstudents and teachers at ouruniversity.32. and the like: and other things of the same sortIf you mention particular things or people and then add “and the like”, you are indicating that there are other similar things or people that can be included in what you are saying.Examples: Many students are also keeping fit through jogging, aerobics, weight training, and the like.Always carry your passport, money and the like with youwhile you are traveling abroad.33. cultivate: 1) make a special effort to establish and develop (sth.)Examples: They encourage students to cultivate special interests in theoretical physics.Some students try to cultivate a love of art.2)prepare land and grow crops on itExamples: They cultivated 500 acres in the suburb.The remote area has barely been cultivated for decades.34. reward: give sth. to (sb.) in return for work or services (used in thepattern: reward sb. for sth. with sth.)Examples: The officer is to be rewarded for his efforts with promotion to the rank of inspector.If you do well in the final exams, I will reward you with atrip to Hong Kong.35. retire: (cause to) stop working at one’s job, usu. because of age(followed by from)Examples: Although their careers are important they plan to retire at 50.The school had to employ the retired teachers to give classes.36. ...who was stunned at such generosity after the stingyemployer he left to join Wal-Mart: who, having left his stingy employer to join Wal-Mart, was shocked at such generosity by Walton37. come/get aboard: (AmE, infml) joinExamples:New employees who came aboard in the last six weeks have not been tested.This is her second promotion since coming aboard.38. the way they’re treated: how they’re treatedWhen “the way” is followed by a defining relative clause, this clause can be either a “that” clause or a clause beginning with “in which”.For example, you can say “the way she told the story”, “the way that she told the story”, or “the way in which she told the story”. There is no difference in meaning.Examples: Scientists have spent years studying the way the brain retains information.The information highway will have an unimaginableimpact on the way people communicate with each other.39. deserve: be sth. or have done sth. for which one should receive (areward, special treatment, etc.); be entitled to (not used in thecontinuous tense)Examples: I am only partly responsible for the success of this book,my collaborator deserves more credit.They deserve a better salary for the job they do. Mary deserves a reward for her efforts。

新编实用英语综合教程2unit 2 教案

Unit TwoOnline Growth ContinuedTeaching ObjectiveIn "Talking Face to Face", learn how to give thanks and how to express regret.In "Being All Ears", practice listening comprehension to greet and introduce people with various relationships.In "Maintaining a Sharp Eye", master the key words and structures and learn the way foreign people greet each other, particularly the way Americans meet and greet each other, both in informal and formal situations by reading through passage I; learn and practice how to introduce oneself by reading through passage II.In "Trying Your Hand", become knowledgeable on how to write a business card and fill in a passport with one’s personal information; review the basic sentence structure. Teaching ProceduresSection I Talking Face to Face1.Warm- up:The patterns and expressions of Internet communication.Internet Phone (IP) 网络电话Internet paging 网上寻呼Internet chat 网上聊天computer dating service 电脑交友服务email address 电子邮件地址computer document 电脑文件Internet account 因特网账户User’s name 用户名domain name 域名AFAIK (As Far As I Know) 据我所知BF (Boy Friend) 男朋友FUQ (Frequently Unanswered Questions)经常无人回答的问题FYI (For Your Information) 仅供参考KISS (Keep It Simple, Stupid) 把它看简单些，傻瓜LOL (Laughing Out Loudly) 放声大笑PEM (Privacy Enhanced Mail) 保密邮件PMJI (Pardon My Jumping In) 请原谅我插入RIYP (Reply If You Please) 请答复ROTFL (Rolling On The Floor Laughing)捧腹大笑2. Practice the two dialogues in Follow the Samples3. Practice dialogues according to the given tasks4. ExercisesSection II Being All EarsSee the textbook.Section III Maintaining a Sharp EyePassage I Online Growth ContinuedText-related InformationWays for Internet Connection:There are several ways for Internet connection. One common way is dial-up connection. For dial-up connection, you need a computer, a modem, and a telephone line.ISP is the abbreviation of Internet Service Provider. It provides services for Internet users to get connected with the Internet. Before getting connected with the Internet, an Internet user must apply for an account and a password from an ISP. He or she should also get its dial-up number, the addresses of its domainname and of the mail server.Now you can turn on your computer, start the dial-up program and get connected with the Internet. Then you can use the browser to enjoy the world of Internet. You can also send or receive emails with the help of the emails.People can do a lot of things by browsing Internet, such as sharing information, transacting business and communicating with people across the globe.Text ExplanationPara.1In just five years,the World Wide Web has become a powerful new medium for sharing information, conducting business and communicating with people across the room or across the world.Language Points:1.Explanation of Difficult SentencesIn just five years,…Analysis:In just five years implies in the five years just past, and the main verb of the sentence usually takes present perfect tense. Across the room and across the world are given here to indicate the wide range of use of the Internet.Translation: 在仅仅5年的时间里，全球范围网已经成为一种新媒体，使人们能够从小到房间内大到全球范围分享信息、处理业务并相互流。

英语二自学教程00015教案-unit-2

山东英才学院《英语(二)自学教程》教案授课主要内容Unit 2 Mistakes to success 重点词语Text A1. 1.spill v. 溢出，流出example：Don't spill the soup.别把汤洒了。

2.respond [rɪ’spɒnd] vi. 回答；作出反应；承担责任responsible负责的，可靠的；有责任的responsibility n. 责任，职责；义务example ：He responded to our suggestion with a smile .他对我们的建议一笑置之。

3. interview ['ɪntəvjuː] v. 接见，采访；interviewee n.被接见者；被访问者interviewer n.会见者；访问者example：The televised interview was distilled from 20 hours of film.这段电视采访是从20小时的胶片中精选的。

4. creative [kri:’eɪtɪv] adj. 创造性的create vt. 创造，创作creatively adv. 创造性地；creativity n. 创造力；创造性creature 动物，生物example：Creative work appealed to him irresistibly.搞创造对他有无法抗拒的吸引力。

5. occur [ə‘kɜ:] vi. 发生；出现；存在近义词: happenexample：I don't want such a thing to occur again.我不希望再发生这样的事情。

6. remove [rɪ‘muːv] v. 移开，迁移removed adj.远离的；隔了...代的removable adj.可移动的；可去掉的；可免职的remover n.去除剂；搬运工；搬家公司example：Will you please remove your handbag from the seat?您把您的手提包从座位上拿开好吗?7.slippery [‘slɪp(ə)rɪ] adj. 滑的；不稳定的example：The road is slippery after rain.雨后路滑8. content [‘kɔntent]n. 内容，所含之物；同根词：contented adj.满足的；心安的contentedly adv.满足地；安心地Contentment n.满足；满意example：The article is good in content, only it's a bit wordy.这篇文章内容不错，只是文字略嫌罗唆。

《Lesson 2 》教学设计

《Lesson 2 》教学设计一、教学目标1、知识与技能目标学生能够掌握本课时的重点词汇和句型，如_____、＿____等；能够熟练运用所学知识进行简单的交流和表达。

2、过程与方法目标通过课堂活动和练习，培养学生的听、说、读、写能力，提高学生的语言综合运用能力；引导学生学会自主学习和合作学习，培养学生的学习策略。

3、情感态度与价值观目标激发学生学习英语的兴趣，增强学生的自信心；培养学生的跨文化意识，让学生了解不同文化之间的差异。

二、教学重难点1、教学重点重点词汇：＿____、＿____等；重点句型：＿____。

2、教学难点如何让学生正确运用所学句型进行交流；如何帮助学生理解一些复杂的语法结构。

三、教学方法1、情景教学法通过创设生动的情景，让学生在实际情境中学习和运用语言，提高学生的语言运用能力。

2、任务驱动法给学生布置具体的任务，让学生在完成任务的过程中掌握知识和技能，培养学生的自主学习能力和合作学习能力。

3、游戏教学法通过游戏的方式，激发学生的学习兴趣，提高学生的学习积极性和参与度。

四、教学过程1、导入（5 分钟）通过播放一段与本课时主题相关的英语视频或展示一些图片，引起学生的兴趣，导入新课。

2、词汇学习（10 分钟）教师展示本课时的重点词汇，通过图片、实物、动作等方式帮助学生理解词汇的含义，并带领学生朗读和拼写词汇。

3、句型学习（10 分钟）教师讲解本课时的重点句型，通过举例、模仿等方式让学生掌握句型的用法，并让学生进行模仿练习。

4、听力练习（10 分钟）播放一段与本课时内容相关的听力材料，让学生听录音并完成相关的听力练习，提高学生的听力水平。

5、口语练习（10 分钟）让学生分组进行口语练习，运用所学的词汇和句型进行交流，教师巡视并给予指导。

6、阅读练习（10 分钟）让学生阅读一篇与本课时内容相关的短文，然后回答相关的问题，提高学生的阅读理解能力。

7、写作练习（10 分钟）让学生根据本课时所学的内容，写一篇简短的作文，教师对学生的作文进行批改和点评。

致用英语综合教程综合英语2教案综合英语2教案unit(2)Word版

Period One – Around the TopicPeriod Length: 50 minutesGoalsPeriod Length: 50 minutesGoals-Activate background knowledge about workPurposes-Get familiar with vocabulary related with work-Obtain background knowledge about curiosity and being inquisitiveStep 1: Vocabulary (20 minutes)-Ask students to work on the Vocabulary on Page 150-Encourage students to think as more as possible-List these word on the board or screenStep 2: Discovery and Discussion (30 minutes)-Work on the activity on Pages 150 & 151 as a whole and give explanations if necessary to understand the necessity of work-Discuss the issue of work with reference to the questions listed on Pages 150 & 151-Ask each group to present their results in frontKey points-All activities be carried out in English-Inspect each group for the purpose of guidance and promotionHomework-Think in depth the advantages and disadvantages of being curiousPeriod Two – Reading (1): The Metropolitan Police Period Length: 50 minutesGoals-Vocabulary and grammar-Discourse knowledgePurposes-Learn new words and expressions-Understand key grammar points-Understand related discourse knowledgeStep 1: Pre-reading Tasks (15 minutes)-Discuss briefly the short passage on Page 152 in groups-Check briefly the preview results from studentsStep 2: Reading activity (Part One: 25 minutes)-Listen to the reading-Ask students to present new words and sentences in groups-Ask students to give feedbacks for the information presented-Give more explanations to the new words and sentences-Provide extra knowledge about new words-Guide more on sentences and grammarStep 3: Summarization (10 minutes)-Summarize the words and sentences-Summarize the text learntKey points-Instructions and tasks carried in English, Chinese is used only when necessaryHomework-Review the learnt sections-Preview the following parts and exercisesPeriod Three – Reading (2): The Metropolitan Police Period Length: 50 minutesGoals-Vocabulary and grammar-Discourse knowledgePurposes-Learn new words and expressions-Understand key grammar points-Understand related discourse knowledgeStep 1: Pre-reading Tasks (15 minutes)-Discuss briefly the previously learnt part for understanding-Check briefly the preview results from studentsStep 2: Reading activity (Part Two: 25 minutes)-Listen to the reading-Ask students to present new words and sentences in groups-Ask students to give feedbacks for the information presented-Give more explanations to the new words and sentences-Provide extra knowledge about new words-Guide more on sentences and grammar-Check the comprehension questions on Page 154Step 3: Summarization (10 minutes)-Summarize the words and sentences-Summarize the text learntKey points-Instructions and tasks carried in English, Chinese is used only when necessaryHomework-Review the learnt sections-Preview the following parts and exercisesPeriod Four – Reading (3): The Metropolitan Police Period Length: 50 minutesGoals-Enhance the vocabulary abilityPurposes-Learn detailed usage of certain words-Learn detailed usage of certain language structuresStep 1: Exercise A (15 minutes)-Work Vocabulary and Structure exercise A on Page 155 in groups-Check and compare answers in groups and negotiate them-Ask students to present their answers-Provide feedbacks for answersStep 2: Exercise B (15 minutes)-Work exercise B on Page 155 in groups-Check and compare answers in groups and negotiate them-Ask students to present their answers-Provide feedbacks for answersKey points-Instructions and activities be carried in EnglishHomework-Finish Writing Task on Page 156 and turn them in due next period -Prepare for the grammar and vocabulary exercisesPeriod Five – Language in UsePeriod Length: 50 minutesGoals-Grammar knowledge and vocabulary buildingPurposes-Present Simple and Present Continuous-Phrasal VerbsStep 1: Present Simple and Present Continuous (30 minutes)-Test grammar knowledge on Page 157 for checking grammar abilities -Work on exercises A, B & C on Pages 157 & 158 in groups-Ask students to present their answers and provide necessary explanations-Give supplementary information on those structures if necessaryStep 2: Phrasal Verbs: Liberal or Idiomatic? (20 minutes)-Work on exercises A & B on Pages 159 in groups-Ask students to present their answers and explain phrasal verbs-Give supplementary information on phrasal verbs if necessaryKey points-Give instructions in English-Explain grammar knowledge in ChineseHomeworkPeriod Six – Extension: Do jobs change people? Period Length: 50 minutesGoals-Extend reading abilitiesPurposes-Apply previously learnt vocabulary and cultural knowledge in reading -Develop reading abilities-Improve abilities on negotiation and discussionStep 1: Reading (20 minutes)-Ask students to read Do Jobs Change People? on Page 162 in groups -Understand new words and sentences within the group by negotiating in English-Finish Vocabulary Check on Page 163Step 2: Discussion (30 minutes)-Discuss the job related topics in class-Ask each group to present their opinions for the questions in front -Give feedbacks and remarks for presentationsKey points-Inspect group discussions and give guidance to promote discussionsHomework-Review previously learnt materials-Prepare for the ProjectPeriod Seven – Project (1): Hunting for Jobs Period Length: 50 minutesGoals-Teamwork abilitiesPurposes-Apply previously learnt words and cultural knowledge into actual use-Develop teamwork abilitiesStep 1: Search for a Job Vacancy (25 minutes)-Work in groups and decide which role you would like: a job hunter or an interviewer? With reference to Page 160.-Read the above help-wanted ad. What qualities are needed for a good manager?Step 2: Vocabulary (25 minutes)-Ask students to work in pairs or groups to work on the vocabulary about jobs-Write down the questions you should ask the job hunter or interviewer.Key points-All preparations and negotiations be carried in English-Give guidance while students prepare the projectHomeworkPeriod Eight – Project (2): Hunting for Jobs Period Length: 50 minutesGoals-See abovePurposes-See aboveStep 1: Act out a job Interview (25 minutes)-Find a partner, either a job applicant or an interviewer and act out an interview. Be polite and friendly. You should at least interview or being interviewed once. .Step 2: The Best Person for the Job (25 minutes)-Students who have conducted interviews report to the class. First tell the class which questions you asked and then state clearly the reasons why you think you have chosen the right applicant.-Give remarks to the presentations-Group members should also talk about what they have learnt from this project.Key points-Give instructions for discussion and presentationHomework-Revise writings according to the feedbacks and remarks received-Turn the revised copies before next periodPeriod Nine – Culture Tips: What Drives US EmployeeSatisfactionPeriod Length: 50 minutesGoals-Understand part of western culture from another perspectivePurposes-Help students to understand western culture-Help students to learn more cultural expressionsStep 1: Warm-up (15 minutes)-Read materials on What Drives US Employee Satisfaction on Page 164 -Help on any new words if necessaryStep 2: Open Discussion (35 minutes)-Ask students to offer more stories related to the topic-Encourage students to pay more attention to the situations that may occur in the job situations in the future.Key points-All activities be carried in EnglishHomeworkPeriod Ten – Learning to LearnPeriod Length: 50 minutesGoalsPurposesStep 1Step 2Key pointsHomework（注：可编辑下载，若有不当之处，请指正，谢谢!）。

自考综合英语2-02

自考综合英语2-02Lesson Two The Man Who Could Work Miracles (I)H. G. Wells一个青年本来不相信有违反自然规律的所谓奇迹，却偶然发现自己能以意志力来创造奇迹。

开始他对此困惑不解，甚至有些害怕。

反复的试验证实他确实有这种本领，愉悦的情绪油然而生。

这一特异功能实在太有用了，既能为他的早餐增加一个新鲜的鹅蛋，又能使他在10分钟之内完成全天的工作，还能把自己讨厌的人一下子贬到阴曹地府。

不过这种非凡的天赋对自己、对他人究竟是福还是祸，此刻下结论还为时过早，要等到第3课才能见分晓。

1 Until he was thirty years old, Fotheringay did not believe in miracles. It was while he was asserting the impossibility of miracles that he discovered his extraordinary powers. He was having a drink in a bar. Toddy Beamish opposed everything he said by a monotonous but effective "So you say," and drove him to the limit of his patience. Angry with Mr. Beamish, Mr. Fotheringay determined to make an unusual effort.2 "Look here, Mr. Beamish," said Mr. Fotheringay. "Let us clearly understand what a miracle is. It's something contrary to the course of nature done by power of Will."3 "So you say," said Mr. Beamish.4 "For instance," said Mr. Fotheringay. "Here would be a miracle. That lamp, in the natural course of nature, couldn't burn like that upside down, could it, Beamish?"5 "You say it couldn't," said Beamish.6 "And you?" said Fotheringay. "You don't mean to say ... ?"7 "No," said Beamish reluctantly. "No, it couldn't."8 "Very well," said Mr. Fotheringay. "Then here comes someone, perhaps myself, and stands here, and says to that lamp,as I might do, collecting all my will —'Turn upside down without breaking, and go on burning steady, ' and —Hullo!"9 It was enough to make anyone say "Hullo!" The incredible was visible to them all. The lamp hung upside down in the air, burning quietly with its flame pointing down.10 Mr. Fotheringay stood with a forefinger stretched out and the troubled face of one expecting a terrible crash. A cyclist, who was sitting next to the lamp, ducked and jumped across the bar. For nearly three seconds the lamp remained still. A faint cry of mental distress came from Mr. Fotheringay; "I can't keep it up," he said, "any longer." He staggered back, and the lamp suddenly fell.11 It was lucky it had a metal container, or the whole place would have been on fire. Mr. Cox, the landlord, was the first to speak, and his remark was to the effect that Fotheringay was a fool. Fotheringay himself was astonished beyond measure at the thing that had occurred. The subsequent conversation threw no light on the matter,[0907:37] and everyone accused Fotheringay of a silly trick. He himself was terribly puzzled, and he rather agreed with them.12 He went home red-faced and hot. It was only when he found himself alone in his little bedroom that he was able to think clearly and ask, "What on earth happened?"13 He had removed his coat and boots, and was sitting on the bed with his hands in his pocket. He was repeating for the seventeenth time, "I didn't want the thing to turn over," when it occurred to him that at the precise moment he said the commanding words he had willed the thing that he said. And when he saw the lamp in the air he had felt that it depended on him to maintain it there without being clear how this was to bedone. He decided on another experiment.14 He pointed to his candle and collected his mind, though he felt he did a foolish thing. "Be raised up," he said. The candle was raised, hung in the air for a moment, and then fell with a crashon his table, leaving him in darkness.15 For a time Mr. Fotheringay sat perfectly still, "It did happen, after all," he said. "And how I'm going to explain it, I don't know." He signed heavily, and began feeling in his pockets for a match. He could find none, and he groped about the table. "I wish I had a match," he said. He tried his coat, and there were none there, and then it dawned upon him that miracles were possible even with matches. He stretched out a hand. "Let there be a match in that hand," he said. He felt some light object fall across his palm, and his fingers closed upon a match.16 After several futile attempts to light this, he threw it down, and then it occurred to him that he might have willed it to be lit. He did so, and saw it burning on the table. He caught it up hastily, and it went out. His perception of possibilities enlarged, and he felt for and replaced the candle in its candlestick. "Here! You be lit," said Mr. Fotheringay, and at once the candle was burning. For a time he stared at it, and then looked up and met his own gaze in the looking glass.17 "What about miracles now?" said Mr. Fotheringay, addressing his own reflection.18 The subsequent thoughts of Mr. Fotheringay were confused. So far as he could see, he had only to will the thing. [1001:37] After his first experiences, he wished to make only very cautious experiments. But he lifted a sheet of paper, and turned a glass of water pink, and then green, and got himself atoothbrush. In the early hours of the morning he had reached the fact that his will power must be unusual and strong. The fears of his first discovery were now mixed with pride and ideas of advantage. He heard the church clock striking one, and decided to get into bed without further delay. As he struggled to get his shirt over his head, he was struck with a brilliant idea. "Let me be in bed," he said, and found himself so. "Undressed," he added; and, finding the sheets cold, he said hastily, "and in my nightshirt — no, in a nice soft woollen nightshirt. Ah!" he said with immense enjoyment. "And now let me be comfortably asleep..."19 He awoke at his usual hour and was thoughtful all through breakfast-time. He wondered whether his experience might not be a dream. At last his mind turned again to cautious experiments. For instance, he had three eggs for breakfast; two were supplied by his landlady, good, but from the shop, and one was a delicious fresh goose-egg, laid, cooked, and served by his extraordinary will. He hurried to work in a state of profound but carefully concealed excitement. All day he could do no work because of his astonishing knowledge, but this caused him no inconvenience, because he made up for it miraculously in his last ten minutes.20 As the day passed, his state of mind passed from wonder to delight. He intended, among other things, to increase his personal property by acts of creation, and called into existence a number of nice things. But he could see that the gift required caution and watchfulness.21 After supper one night, he went out to try a few miracles in private by the gasworks. He stuck his walking stick into the ground and commanded the dry wood to blossom. The air was immediately full of the scent of roses. He struck a match and saw that this beautiful miracle was indeed accomplished. Hissatisfaction was ended by advancing footsteps. Afraid that someone would discover his powers, he said to the stick hastily, "Go back." What he meant was "Change back" ; but the stick moved backwards at a considerable speed, and there came a cry of anger from the approaching person. "Who are you throwing rosebushes at, you fool?" cried a voice.22 "I'm sorry," said Mr. Fotheringay. He saw Winch, a policeman, advancing.23 "What do you mean by it?" asked Winch. "Hullo! It's you, is it? The man who broke the lamp at that bar! What did you do it for? Do you know that stick hurt?"24 For the moment Fotheringay could not utter a word. His silence seemed to irritate Mr.Winch. "You've been assaulting the police, young man, this time."25 "Look here, Mr. Winch," said Fotheringay, annoyed and confused. "I'm very sorry. The fact is ..."26 "Well?"27 He could think of no answer but the truth.[0801:42] "I was working a miracle." He tried to speak as casually as he could.28 "Working a . .. ! Look! Don't talk rot. Working a miracle, indeed! Well, that's really funny! You're the man who doesn't believe in miracles... The fact is, this is another of your silly tricks. Now I tell you ..."29 But Mr. Fotheringay never heard what Mr. Winch was going to tell him. He realized that he had given himself away. He became violently irritated. He turned on the policeman swiftly and fiercely. "Listen," he said. "I've had enough of this. I'll show you a silly trick, Go to Hades!"30 He was alone!31 Mr. Fotheringay performed no more miracles that night, nor did he trouble to see what had become of his flowering stick. He went back, scared and very quiet. "Good Heavens!" he said, "It's an extremely powerful gift. I didn't mean as much as that. Not really... I wonder what Hades is like."32 He sat on the bed taking off his shoes. Struck by a happy thought he transferred the policeman to San Francisco, and then went to bed.33 The next day Fotheringay heard two interesting pieces of news. Someone had planted a most beautiful climbing rose near the gasworks, and everyone was looking for Constable Winch.第二课创造奇迹的人（I）直到30岁，佛泽林盖也不相信“奇迹”。

自考综合英语二Lesson2教案

Lesson Two IconsPart OneObjectives:Students will be able to:1. grasp the main idea and structure of the text;2. master the key language points and grammatical structure in the text;3. conduct a serious of reading, listening, speaking and writing activities related to the theme of the lesson.Key Points:Key words & paraphraseDifficult Points:Write an essay based on the text.Part TwoTeaching Steps:Step 1 Language Study1. cultural adj.★culture n. 文化2. heroine n.★hero n. 英雄3. glamour n.★glamorous adj. 迷人的4. achievement n.★achieve v. 实现；完成5. fashion n.★fashionable adj. 时髦的6. distinguish v.★distinguished adj. 杰出的；著名的7. consciousness n.★conscious adj. 有意识的8. unheroic adj.★heroic adj. 英雄的；英勇的9. economy n.★economic adj. 经济的；经济学的economical adj.经济的；节约的；经济学的10. consequently adv.★consequent adj. 作为结果的；结局的consequence n.结果11. legendary adj.★legend n. 传奇12. mythic adj.★myth n. 神话13. indefinable adj.★definable adj. 可限定的define v.限定14. accomplishment nj.★accomplish v. 完成辨析：accomplishment与achievementachievement：1.达成；完成[U]achievement of an ambition抱负的实现2.成就，成绩[C]The invention of the computer is a great achievement.发明电脑是一大成就。

综合英语2自学辅导下册教学设计

综合英语2自学辅导下册教学设计一、教学目标通过本教学设计的实施，学生应该能够：1.了解英国历史文化的重大事件和人物，如亨利八世、女王伊丽莎白一世和文艺复兴等。

2.掌握英国的政治、经济和社会形势，并了解当代英国的重要社会问题和文化现象。

3.综合运用英语听、说、读、写等能力，掌握一定的英语语言表达能力，提高英语应用水平。

二、教学内容及时间分配1. Renssance and Reformation（文艺复兴与宗教改革）（2课时）1.引导学生认识文艺复兴和宗教改革的背景和历史意义。

2.学生通过听、读、讨论等方式，掌握文艺复兴的主要特点，包括它对艺术、文化和科学的影响。

3.学生通过听、读、讨论等方式，掌握宗教改革的主要内容和影响，包括新教和旧教的分裂以及它们对当时欧洲乃至世界的影响。

2. British Society Today（当代英国社会）（3课时）1.介绍英国的政治、经济和社会形势，并比较国内、国际媒体对这些问题的报道差异。

2.讨论当代英国面临的重大社会和文化问题，如种族和宗教多元化、卫生保健、教育、就业和住房等。

3.要求学生运用英语表达，就这些问题提出自己的观点和看法，与他人交流讨论。

3. English Culture（英国文化）（3课时）1.学生了解英国的文化背景和历史，并介绍英国文化的特点和内涵。

2.学生通过阅读、听力等各种途径，学习英国文学、音乐、电影和媒体等方面的内容。

3.练习英语听、说、读、写等各项技能，强化学生的英语语言能力。

三、教学方法本教学设计采用任务型教学法、情境教学法和灵活多样的教学方式，包括:1.导入时用思维导图或图片、故事、小视频等方式调动学生的兴趣。

2.课堂讨论、小组合作、案例分析等探究型的教学方式，激发学生的思维和创意。

3.课外阅读、听力和写作练习相结合，培养学生的听说读写各项英语语言能力。

4.拓展学生的文化视野，增强他们的文化自信，开展学生文化交流活动，并邀请外教到校授课。