21世纪大学实用英语教案(第一册)
21世纪大学实用英语(第2版)教案(第一册)
课程名称: 21世纪大学实用英语综合教程1授课班级：13级非英语专业专科班课程类型： 理论课□实践课总学时：64学分：4使用教材：（主编、书名、出版社、出版时间）翟象俊主编《21世纪大学实用英语综合教程》(1) 复旦大学出版社全新版教学方法、手段：讲授、讨论、练习考核方式：考试Date: Sep. 25, 2013Period: 2Content：Unit 1 listening and speakingTeaching aims:After studying this unit, the students are expected to be able to1.Grasp the basic skills necessary to understand and talk to other people when meeting them for the first time;2.Understand the main ideas of Text A, B and C, and Master the useful sentence structures and words and expressions found in the relevant exercises of the first two texts;3.Know clearly how to use the present simple and past simple tenses of English;4.Fill in a form with their personal information;5.Understand the main idea of an English paragraph and identify the topic sentence. Teaching focus: 1. To learn how to start a conversation with other people2. How to talk about yourself.3. Explain some language points to Ss.4. Explain some grammar points to Ss.Teaching difficulties: 1. How to improve Ss‘ speaking ability.2. How to improve Ss‘ listening ability.Teaching procedures:First PeriodStep 1 Preview (5 minutes)The teacher explains the Preview so that the students will have some idea of what this unit is about.This is the first unit of Book One. In the Listening and Speaking section, you will learn how to start a conversation with other people and how to talk about yourself. Then, the teacher will give the students a chance to introduce you.Step 2 listening and speaking (40 minutes)1) Introducing Yourself (20 minutes)A. listen to the first half of the short talk in Exercise 1 twice and fill in the missing words;B. listen to the second half of the short talk in Exercise 1 twice and fill in the missing words;C. listen to the whole short talk and do Exercise 2.2) Getting to Know People (20 minutes)A.go through the new words in the 1st conversation in Exercise 3 and listen to the conversation twice while filling in the missing words;B.answer the questions about the conversation by way of group discussion or the traditional teacher- student interaction;C.go through the second conversation with the same steps;D.do Exercise 4 in pairs or groups.Second Period3) Listening PracticeA.Listen to people speaking and decide what they are talking about.Each one will be given twice. (5 minutes)B Listen to the following questions and choose the appropriate answers.Each one will be given twice. (5 minutes)C.Listen to the following short dialogues and choose the appropriate answers.Each one will be given twice.(10 minutes)D.Listen to the following talk and fill in the blanks with the missing words.The talk is given twice. (15 minutes)E Listen to the talk again and then answer the following questions orally. (5 minutes)Answers to the listening practice5. C B A B D6. D A B C D7. B C D B A8. find out dreams experiences take care of library different becoming make a livingStep 3 summary (5 minutes)1.How to start a conversation and how to talk about yourself:A. Hello! My name is….B. Hi! I am…2. Some useful expressions:A. by the wayB. come onC. Which department are you in?D. What is your major?E. Where do you come from?F. My major is….G. I am glad to meet you.H. It is a pleasure to meet you.I. How do you do?Step 4 Homework assignment1.Form a dialogue with your classmates.2.preview the new lesson.课后教学效果自评:Date: Sep. 27, 2013Period: 2Content：Unit 1 Text A and text-related exercisesTeaching aims: 1.Understand the main ideas of Texts A,2. Master the useful sentence structures and words and expressions Teaching focus: 1. Explain some language points to the Ss.2. Explain some grammar points to the Ss.Teaching difficulties: 1. How to enlarge Ss‘ vocabulary.2. How to improve Ss‘ reading ability.Teaching procedures:First PeriodStep1. Starter (5 minutes)For many people, college life is a new experience. They feel excited and at the same time a bit worried. How did you feel when you first got to college? Name three things that you felt excited about and three things you felt a bit worried about.Things I felt excited about when I first got to college:1.The first time to go to college.2.meet a lot of people I don't know.3.have new classmates and friends.Things I felt a bit worried about when I first got to college:1.I was afraid of that I was not able to do well in my studies.2.The first time to leave the home.3.I don't know if I can keep up with my classmates?Step 2 Text A College—A transition point in my life (5 minutes)1.Background informationUniversities and colleges are schools that continue a person's education beyond high school. A university or college education helps men and women enjoy richer, more meaningful lives. It prepares many people for professional careers as doctors, engineers, lawyers, or teachers. It also gives a person a better appreciation of such fields as art, literature, history, human relations, and science. In doing so, a university or college education enables individuals to participate with greater understanding in community affairs.Universities differ from colleges in that they are larger, have wider curricula, are involved in research activities, and grant graduate and professional as well as undergraduate degrees.2. Supplementary names of colleges and departmentsBeijing Union University 北京联合大学Shanghai College of Electricity and Machinery Technology 上海电机技术高等专科学校Tianjin V ocational College 天津职业大学Shanxi Finance & Taxation College 山西财政税务专科学校Liaoning Radio & TV University 辽宁广播电视大学Nanchang Water Resources College 南昌水利水电高等专科学校Shanghai Jiaotong University 上海交通大学Northwest Sci-Tech University of Agriculture and Forestry 西北农林科技大学Chengdu Academy of Fine Arts 成都美术学院3.Listen to the whole text and answer some questions about the text. (15 minutes)4.deal with some languages points (30 minutes)1) enter: vt.go or come into (a place) 进入e.g. enter a room/ a houseAs soon as he entered the room, he saw his father and mother.The train has entered the railway station.2)do well: be successful, especially in work or business 干得好e.g. Jack is doing very well at work.Tom did well at school when he was young.3) being off: 离开As this expression is used after the preposition "of", the verb "be" takes the -ing form. The expression "be off " means "leave or be away".e.g. I must be off now (=I must leave).Her son was off on a business trip somewhere (=Her son was away on a business trip somewhere).4.)by oneself: alone 单独，独自e.g. Come in; we're all by ourselves.You can't go home by yourself in the dark.5.)keep up with: move or progress at the same rate as 跟上e.g. had to walk fast to keep up with him.Jack's having trouble keeping up with the other students in his class.6)be up to: be left to (sb.) to decide取决于(某人)的，须由(某人)决定的e.g. You may do your homework today or tomorrow — it's up to you.It's up to our group leader to make the final decision.7.)I had to decide when to go to bed, when… :本课文使用了较多起连接作用的副词和代词。
二十一世纪大学英语第一册
《二十一世纪大学英语》第一册第七单元教学目标及基本要求Teaching Aim:I. Get to know how I became her target.II. Understand the purpose the author hopes to achieve by writingThis Article.Teaching Requirement:I Familiarize the students with the usages of the key words and phases.II A waken the students to protect the environment themselves from now on.教学内容提要及时间分配I.Oral Presentation ( 10’)II.Warm- up Question ( 10’)III.Words and Phrases ( 20’)IV.Introductory Remarks ( 5’ )V.Background Introduction ( 5’ )VI.Text Study ( 45’)VII.Homework ( 5’ )教学重点及难点I.The usage of the following words and phrases:Ignorant; spoil; battle one’s way; come of; go atII.Read between the lines of key sentences:I now know that Dorothy Bean understood most of that and deplored it. III. The organizing structure of the essay教学方法1.Help the students to preview by means of answering the questions.2.Allow the students to argue about the same topic and provoke them to formtheir own idea.3.Retelling the text教学手段（挂图、幻灯、多媒体……等）Tape recorderCD player使用的教材及参考资料21 Century College English ( Book I )21 Century College English Teachers’ Reference BookCrazy English教研室主任意见：签字年月日本单元教学总结（教学的主要经验、效果、存在的问题、改进措施等）1.Discussion improves the oral English and enriches the class activities.Background knowledge makes the students alert to the scientific development. But scientific fiction is to some extent so boring that some students have little interest in it. Add more activities to the class study and make it interesting.2.To ensure all the students are involved in study, the teacher has to create awarm atmosphere and try every means to encourage them to participate. In this way, the students have the interest in study. But several of the students seem to be reluctant. Hence how to get all the students involved is what we have to solve next.3.Improve students’ comprehensive ability by analyzing the organization of thetext. Encourage students to make a list before starting writing.教学目标及基本要求Teaching Aims:I.make the students grasp the reading skill of skimming for main idea. II.Understand the seriousness of the population problemIII.Master the meaning and usages of the key words and phrases Teaching Requirement:IV.Grasp the meaning and usages of the key words in classII.Discuss the seriousness of the population problem教学内容提要及时间分配VIII.Oral Presentation ( 10’)IX.Warm- up Question ( 10’)X.Words and Phrases ( 15’)XI.Introductory Remarks ( 5’ )XII.Text Study ( 45’)XIII.Discussion ( 10’)XIV.Homework ( 5’ )教学重点及难点III.The usage of the following words and phrases:deserve; dramatic; policy; vary; draw upIV.Read between the lines of key sentences:This is thought to be caused by an expanded use of fossil fuels and by toppling of tropical forests.V.The organizing structure of the essayVI.Understanding of the title教学方法1.Help the students to preview by means of answering the questions.2.Tell the students what they have to know, what they have to grasp.Introduce the background knowledge.3.Allow the students to argue about the same topic and provoke them to formtheir own idea.教学手段（挂图、幻灯、多媒体……等）Tape recorderCD player使用的教材及参考资料21 Century College English ( Book I )21 Century College English Teachers’ Reference BookCrazy English教研室主任意见：签字年月日本单元教学总结（教学的主要经验、效果、存在的问题、改进措施等）4.Students’comprehensive ability can be improved by understanding theorganization of the text. But their vocabulary to a certain area is quiet limited.5.After one and a half weeks’ study, students are quite clear of the importanceof environment in their own personal fulfillment and they are supposed to make the most of those good environmental factors to perfect themselves. 6.We use the multimedia to make the class active and colorful. The studentshave strong enthusiasm over study. The students have a long way to be a modern young person.7.Reading practice is beneficial for students to improve their comprehensiveability and the group—discussion also plays an important role. In addition, we should let the students recite part of the text to remember some language points.教学目标及基本要求Teaching Purpose:1.Listen to the tape and understand the context.2.Know how to use the expressions to express yourself3.Review what we have learned in Text A by listening and discussion. Teaching Aims:I.Listen to and understand the tapeII.Know how to put the expression into practiceIII.Review Text A by listening and discussion教学内容提要及时间分配I. Review ( 5’)II. Guided Conversation ( 5’)III. Role Playing ( 10’)IV. Summary and Discussion ( 20’)V. Listening ( 30’)VI. Retelling A Story ( 15’)VII. Note Taking ( 15’)教学重点及难点I.The usage of expression of probabilities.II.The ability to listen, repeat and translate immediatelyIII.Taking notes in limited time教学方法4.V ary the forms of exercises to reach feasibility5.Teaching by organizing discussions, argumentation and asking questions.教学手段（挂图、幻灯、多媒体……等）Tape recorderCD player使用的教材及参考资料21st century college English Listening and Speaking (I)English songs教研室主任意见：签字年月日本单元教学总结（教学的主要经验、效果、存在的问题、改进措施等）8.The everlasting discussion in class improves students a lot. They areaccustomed to express their ideas in English but sometimes the way the expressed is not the perfect one.9.The knowledge involved in this unit’s is quite practical and close to students’lives. It will help the students a lot in their later language learning.10.The materials involved in listening is quiet academic and abstract and is noteasy to be accepted by the students. So our teachers should recommend some reading materials for the students to enrich their knowledge.11.Students’ lack of the common sense of career planning. We should introducesome reading materials to broaden people’s eye—sight.。
21世纪大学实用英语综合教程(第1册第2单元)
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Plan B. guides the students through the exercises, focusing on certain items or leaving some exercises as the students homework, according to the students different levels of English. (one period)
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Plan report their discussion. If the students have difficulty doing this, the teacher can give them the information provided in the following Part III Background Information, and Some Famous Inventions and Discoveries. (half a period)
B. Listen to the whole short talk and then do Ex. 2;
2) Expressing Willingness to Help A. Go through the new words in the first conversation of Ex. 3 and then
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Plan 3) Listening Practice
Before ending class, the teacher tells the students how to do Ex. 5-10 as their assignment. The teacher also tells the students that they should be prepared to answer the questions in Ex. 9 and give an oral presentation when they next come to class.
21世纪大学实用英语电子教案
I. Objectives
II. Suggested Teaching Plan III. Background Information
IV. Class Presentation
Unit 1 Time Management
Part I Listening Part II Reading Part III Speaking Part IV Translation & Writing Part V Time to Relax Video Exercises
0.5 period
Practical Reading
The teacher A. explains an after-sales policy of a film shop; B. gives the students 5 to 10 minutes to do the exercise.
Unit 1 Time Management
Unit 1 Time Management
I. Objectives From studying this unit, students are expected to 1. have listening and speaking practices to explore time management and acquire the theme-related expressions and their functional structures; 2. understand the main idea of Text A and Text B, as well as master the useful sentence structures, words and expressions found in the two texts’ follow-up exercises; 3. know the structure of imperative sentences; 4. be able to read an after-sales policy; 5. be able to write a résumé cover letter.
21世纪大学实用英语全新版第一册第三单元教案
Text AMagellan’s Madness
Exercises
Text BMarco Polo’s Big, Big World
Exercises
PracticalReading
Text AMagellan’sMadness
Para. 1 of Text A
Questions about This Paragraph
market survey市场调查
Nothing special.没啥特别的。
go online上网
target //n.目标
Script:
Linda:Do you have any idea how to do a market survey, Andrew?
Andrew:No special idea, no.
Useful Language
give up放弃
riskya.危险的
unique / a.独特的
fail v.失败
have a go at it尝试一下
Script:David:Do you have an idea, Linda?
Linda:Not yet.
David:I give up, let’s do as usual. Otherwise it can be risky.
David: You are so stubborn
Step 3.Linda and Andrew are discussing how to do a market survey. Listen to their conversation, and then answer the questions by choosing the best answer. First getting to know the following useful language might be helpful.
21世纪1电子教案Unit6
21st Century Practical College English ( Book 1 ) Year 1-term 1《21世纪大学实用英语》（第一册）一年级第一学期第六单元教案………………………………………………………………………Ⅰ.授课章节名称：Unit 6 授课形式：实践授课时间：Dec.21st 授课时数：3Ⅱ.Preview:Churchill once said, “Courage is the first of human qualities.”In the Listening and Speaking section of this unit, you will pick up language for building self-confidence and learn how to encourage people to do it. In the Reading and Writing section, the author of Text A learned through her own experience what courage meant to ordinary people. Text B is a touching story about the world-famous miler Glenn Cunningham. The Wisdom of Socrates in Text C may help anyone who wants to do something well.Ⅲ.Teaching Objectives:1.master the basic language and skills to encourage people to build self-confidence;2.understand the main idea of Text A, Text B and Text C, master the useful sentencestructures and the words and expressions found in the relevant exercises of the first two texts;3.grasp the basic English grammars of subject-verb agreement;4.know how to write a thank-you note in English.5.understand the signal words used to make a conclusion or summary;Ⅵ.Teaching Emphases and Difficulties:1.Emphases:1)The key words and useful phrases in the texts2)Understand the author‟s opinions and attitudes after learning the texts3)Master the skills of writing Thank-you Notes2.Difficulties: How to express one‟s opinions in correct EnglishⅤ. Teaching procedure:1. Listening and Speaking1) The Language for Building Self-confidence2) Building Self-confidence3) Listening Practice2. Starter3. Text A4. Grammar Review5. Practical Writing6. Text B7. Text C8. Basic Reading Skills课外作业:复习本课单词预习课文教学体会:在课堂教学中，让学生在英语学习情景中分析和表达自己的观点，培养学生的合作互助精神，逐步体验到用英语交流的成功与喜悦。
21世纪实用英语综合教程第一册unit2
注：本页为每次课导教案首页注：本页为每次课导教案首页Have an open discussion on the topic below.These expressions may help your discussionTry this discussion:--I like this idea. My parents taught me to give to others. People cannot live without help from each other. We are like brothers and sisters. Society would die off if everyone took, took, took… and did not give.--To give or to take? My answer is the first. The future is ours. But if we want a better world, we have to give ourselves to it. We have to think of our country. I am ready to serve mine.--I have a questio n. Why is it so bad to take? Sure, it sounds ugly… But how can you survive if you don’t get what you need? Honestly, aren’t we all takers sometimes?--They’re opposites. To give is noble. To take is usually selfish. A person who “lives to give” feeds huma n society. A person who lives to take wastes his life.Ⅱ. Background InformationLouis Braille (1809—1852)Louis Braille was a blind Frenchman who invented the braille system of printing and writing for the blind. He was born near Paris. An accident at age 3 followed by a serious infection left him blind. He entered the Royal Institution for Blind Youth in Paris (now the National Institution for Blind Youth) when he was 10. Braille was a good student, especially of science and music, and he became a church organist. He remained at the Institute as a teacher. There he developed his system of reading. (From the 2013 World Book Multimedia Encyclopedia)Braille is a code of small, raised dots on paper that can be read by touch. Louis Braille, a15-year old blind French student, developed a raised dot reading system in 1824. The idea came to him from the dot code punched on cardboard that Captain Charles Barbier used to send messages to his soldiers at night.In 1829, Braille published a dot system, basing it on a “cell “of six dots. From the 63 possible arrangements of the dots, Braille worked out an alphabet, punctuation marks, numerals, and, later, a system for writing music. His code was not officially accepted at once. But later it won universal acceptance for all written languages and for mathematics, science, and computer notation.Blind people read braille by running their fingers along on the dots. They can write braille on a 6-key machine called a braillewriter, or with a pocket-size metal or plastic slate.Braille books are pressed from metal plates. The characters are stamped on both sides of the paper by a method called inter-pointing. Dots on one side of the page do not interfere with those printed on the other. In the early 1960’s, publishers began using computers to speed up production of braille books. The text is typed into a computer that automatically translates it into braille. The computer then transfers the raised braille figures onto paper or onto metal plates for use in a press. By another method, a vacuum braille former duplicates hand-transcribed braille pages on plastic sheets, which are then bound in volumes. (From the 2013 World Book Multimedia Encyclopedia)Some Famous InventionsⅢText A & text-related exercises1) StarterThe teacher organizes students in group discussion in order to name three inventions or discoveries that they think are the most important in human history, and explains the reasons; then asks one student from each group to report their discussion. If the students have difficulty doing this, the teacher can give them the information provided in the following Part III Background Information, and Some Famous Inventions and Discoveries. (half a period)2) Text Alets the students answer the text related questions which they have prepared, helps them identify the main idea of each paragraph and analyzes some difficult sentences and some language points while discussing the whole text with the students; (one and a half periods)Guides the students through the exercises, focusing on certain items or leaving some exercises as the students homework, according to the students different levels注：本页为每次课导教案首页注：本页为每次课导教案首页Grammar Review （1 period ）形容词与副词的比较级和最高级（Adjectives and Adverbs: the Comparative Degree and the Superlative Degree）形容词与副词的比较级和最高级的构成分规则和不规则两种。
《21世纪实用英语》Unit 1 College Life 教案(B层)
Unit 1 College LifeI. Teaching objectives1. Understand the main idea of Texts A and B, and master the useful sentence structuresand words and expressions found in the relevant exercises of the first text;2. Understand the main idea of an English paragraph and identify the topic sentence.3. Fill in a form with their personal information;II. Teaching focus on1. Listening & Speaking skills2. Text A College --- A transition point in my life3. Basic reading skills(1):Reading for the main idea: Topic sentence4. Practical writing: Registration formsIII. Teaching difficulties1. Helping the students make correct sentences with given key words & expressions;2. Helping the students understand texts;IV. Teaching approachesTask-based approachesV. Teaching aids-VI. Time needed10 periodsVII. Teaching procedures and content1. 2 periods, Listening &Speaking;2. 4 periods, Text A and text-related exercises;3. 2 periods, Grammar review and consolidation practice.4. 2 periods, New Practical EnglishUnit 1 College lifeListening & SpeakingLead inThe teacher explains the Lead-in so that the students will have some idea of what this unit is about. Then, the teacher writes the word “freshmen” on the blackboard and lets the studentsA. guess the meaning of the word;B. tell how they feel now that they are in college and what problems they have;C. have a look at the words and expressions in the box;D. watch the video and tell what is said in the video with help from the teacher;E. do the True or False exercise and watch the video again;F. exchange their views on life in college.Listening & SpeakingAfter the Lead-in, the teacher asks the students to do the following:1) Introducing YourselfA. Listen to the first half of the short talk in Ex. 1 twice and fill in the missing words;B. Listen to the second half of the short talk in Ex. 1 twice and fill in the missing words;C. Listen to the whole short talk and do Ex. 2.2) Getting to Know PeopleA. Go through the new words in Ex. 3 and listen to the conversation twice while filling in the missing words;B. Answer the questions by way of group discussion or the traditional teacher-student interaction;C. Do Ex. 4 in pairs;D. Go through the new words in Ex. 5 and watch the video twice while filling in the missing words;E. Do Ex. 6 in pairs. One student asks the question and the other student answers it. Then they switch roles anddo it again.3) Listening PracticeBefore ending class, the teacher tells the students how to do the exercises in Listening Practice as their homework. The teacher also tells the students that they should be prepared to answer the questions and give an oral presentation in class when they next come to class.Text A College – A Transition Point in My Life1) StarterAfter a brief explanation of the instructions, the teacherA. let the students list the things that they were excited and worried about when they first got to college. This can be done in complete English sentences or just phrases. If the students have difficulty doing this, the teacher should provide them with the following key words in English: (for things students may be excited about) beautiful campus, good library, teachers and classmates, the computer room, the environment, new way of life, etc.; and (for things students may be worried about) being away from home, the food, competition with other students, difficulties in study, washing clothes, taking a bath or shower, new teachers, etc.;B. organizes pair work or group discussion among the students, which should last for about 5 minutes only, and then gives the students 10 minutes to read Text A and find out the things that worried the writer when he first got to college.2) Text A: College — A Transition Point of My LifeThe teacherA. discusses the whole text with the students;B. guides the students through the exercises, focusing on certain items or leaving some exerci ses as the students’ homework a ccording to the students’ levels.Read the new words and expressionsParagraph 11. Transition: n. (instance of) changing from one state or condition to another 过渡；转变2. Title of Text A: Author Unknown: The name of this writer is not known. 佚名作者.Language Points1. Enter: vt. go or come into (a place) 进入 e.g. enter a room/ a house 进入房间/房子As soon as he entered the room, he saw his father and mother.他一进屋就看到了父母。
21世纪大学实用英语综合教育教案第一册听力规范标准答案及其原文(4单元)
Unit 1Listening & SpeakingIntroducing Yourself1. Directions: You’re going to meet two new college students. Listen to them talkabout themselves and fill in the blanks with the missinginformation.Hello! My name is Zhang Hong and I’m eighteen years old. I come from a small town in Hebei. It’s a nice place with a big lake and many small hills. Both my parents are doctors. I’m the only child in the family.I’m very happy to study with you here at this college. I hope we’ll be good friendsHi! I’m Li Qiang and I’m nineteen. I come from Tianjin. I like music and dancing very much. I listen to music every day and often go to a dancing party on weekends. I enjoy studying English very much. I’m very happy to have the opportunity to study English with you. I’m sure we’ll get along and become good friends.2. Directions: Now introduce yourself to your class telling them your name, yourage, where you come from, when you began to learn English andwhat you like to do on weekends.Getting to Know People1). Directions: Before you listen to the first conversation, read the following wordsand expressions which may be new to you.by the way 顺便问一下，顺便谈一下department 系major 主修科目，专业management 管理terrific 极好的，了不起的come on 快；走吧Directions: Listen to the conversation twice and fill in the blanks with the missing Words.Li Ming:We’re having great weather, aren’t we?Wang Ying: We sure are. By the way, I’m Wang Ying.Li Ming:Hello. My name is Li Ming.Wang Ying: Which department are you in, Li Ming?Li Ming: I’m in the Department of Computer Science. I’m from Beijing.Wang Ying: Really? I am glad to meet you! I’m also from Beijing. My major is Hotel Management.Li Ming: That’s terrific. My classmate Jun Jun is over there. She’s fromShanghai. Come on, I’d like you to meet her.Directions: Now listen to the conversation again and answer the following questions1. Which department is Li Ming in?He is in the Department of Computer Science.2. Where is Li Ming from?He is from Beijing.3. Which department is Wang Ying in?She is in the Department of Hotel Management.4. Where is Wang Ying from?She is also from Beijing.5. What does Li Ming want Wang Ying to do?He wants her to meet his classmate Jun Jun.2). Directions: Before you listen to the second conversation, read the followingwords which may be new to you.apartment 房间baggage 行李upstairs 往楼上Directions: Listen to the conversation twice and fill in the blanks with the missing words.Li Ming:Jun Jun, I’d like you to meet my new friend Wang Ying.Jun Jun:It’s a pleasure to meet you, Wang Ying. My name is Zhang Xiaojun, but everybody calls me Jun Jun.Wang Ying: How do you do, Jun Jun?Jun Jun:How do you do?Li Ming:Wang Ying is in the Department of Hotel Management. She is from Beijing and has just arrived.Jun Jun: So you two come from the same city, don’t you?Li Ming & Wang Ying: Yes.Jun Jun:Have you found your apartment, Wang Ying?Wang Ying: Yes, I’ve been told it’s on the 3rd floor of this building.Jun Jun:That’s good. Let me help you carry the baggage upstairs.Wang Ying:Oh, no, thank you. I can do it myself.Jun Jun:If there’s anything we can do for you, we’ll be happy to help.Wang Ying: Thank you very much. I’ll ask for help when I need it.Directions: Now listen to the conversation again and answer the following questions.1. What is Jun Jun’s real name?Her real name is Zhang Xiaojun.2. Of the three people talking to each other, which two come from the same city?Wang Ying and Li Ming come from the same city.3. Where is Wang Ying’s apartment?Her apartment is on the 3rd floor of that building.4. What does Jun Jun want to help Wang Ying do?She wants to help Wang Ying carry her baggage upstairs.5. What will Wang Ying do if she is in need of help?If she is in need of help, she will ask Jun Jun for it.4. Directions: Form a dialogue with one of your classmates, telling each other yournames, where you come from, your majors and your departments.You can use the sentences given below.Which department are you in?What’s your major?Where do you come from?My major is …I’m glad to meet you!It’s a pleasure to meet you.How do you do?Listening Practice5. Directions: Listen to people speaking and decide what they are talking about.1. W: By the way, what’s the weather like in your hometown?M: It’s not as hot as here and it often rains.A) Study. B) College.C) Weather.D) Hometown.2. M: You mean, you are afraid of mathematics?W: A little bit. It’s too difficult for me and sometimes I think I should give it up.A) Weather.B) Study.C) Hobby (业余爱好) . D) Exercise.3. W: What do you like to do for exercise?M: Swimming. How about you?A) Exercise.B) Weather.C) Study. D) Courses.4. M: How long have you known Jun Jun?W: I’ve known her for more than three years. We are from the same high school and we are now in the same department.A) School. B) Classmate.C) Department. D) Study.5. W: What did you think of the final exam?M: I’d thought it would be easy, but at the end of the first hour, I was still on the first page.A) Hobby. B) Courses.C) College. D) Exam.6. Directions: Listen to the following questions and choose the appropriate answers.1. Hi, Bill, what do you think of the math lesson?A) Sorry, I don’t know. B) It starts at eight.C) Yes, I like it. D) It’s very interesting.2. Excuse me. Where’s the Chinese Department?A) It’s over there.B) Yes, thank you.C) It’s very nice. D) No, sorry.3. I’m a student in the Computer Department. I major in Computer Science. Areyou a freshman, too?A) I’m in the Physics Department.B) Yes, I am.C) No. I’m not majoring in Computer Science.D) Yes. We’re in the same department.4. Excuse me. Where could I find any English dictionaries?A) In the park. B) In my pocket.C) On the third floor of the shop.D) It’s 9:30.5. How did you get on in your exam?A) Yes, I did. B) Yes, of course.C) No, I didn’t. D) Oh, I failed.7. Directions: Listen to the following short dialogues and choose the appropriateanswers.1. W: How much are the tickets?M: They are $13 each and $25 for two.Q: How much will the woman pay for one ticket?A) $25. B) $13.C) $30. D) $26.2. W: May I have my bill, please?M: Yes, here you are. $17.4.Q: How much does the woman have to pay?A) $70.4. B) $14.7.C) $17.4. D) $14.3. W: I thought that these flowers cost 4 dollars.M: They used to, but the price’s gone up 50 cents.Q: How much do these flowers cost now?4. M: You speak English very well. How long have you been learning thelanguage?W: I’ve been learning English for about six and a half years.Q: How long has the woman been learning English?A) Five years. B) Six and a half years.C) Six years. D) Half a year.5. M: The book costs $14, but I only have $10. Could you lend me some money?W: It’s my pleasure.Q: How much money does the man need to borrow from the woman?A) $4. B) $10.C) $40. D) $30.8. Directions: Listen to the following short talk and fill in the blanks with themissing words. The talk is spoken twice.People go to college for many reasons. Some go to college to find out who they are and what they want to become. Others go to college to follow their dreams.For me, going to college gives me the opportunity to have new experiences. At college I have to organize my time and the way I spend my time. I also have to take care of myself. What I like best here is that I can make full use of the library, which has so many books, newspapers and magazines.Becoming a college student has also given me the opportunity to meet many friends. Here I have new classmates from different places. I have not only made friends with them, but have also learnt a lot from them.The most important reason for me to be a college student is to follow my dream. All my life I have dreamed of becoming a good teacher. I like children and I want to make a living by teaching.9. Directions: Listen to the talk again and then answer the following questionsorally.1. Why do people go to college?Some go to college to find out who they are and what they want to become.Others go to college to follow their dreams.2. Why does the speaker go to college?He goes to college to have new experiences.3. What does the speaker like best about college?He can make full use of the library that has so many books, newspapers and magazines.4. What is the speaker’s most important reason for going to college?The most important reason is to follow his dream.5. What is the speaker’s dream?His dream is to become a good teacher.Unit TwoListening & Speaking1. Directions: A librarian is going to provide you with some information about theuse of the library. Listen to the short talk carefully and fill in theblanks with the missing words.This is our library. It’s well stocked (藏书). It’s open seven days a week. You can borrow all the books in the library except the rarest(珍奇的) ones, or those must be read only here. You can borrow them for several days to several months, but must return them by their due dates, or you’ll be charged(罚款) for overdue(过期的) books. It’s bad from(行为) to write in public books or mistreat (破坏) them in any way. To use the library, you will have to show your student ID(学生证). By the way, you can go online(上网) here in the library or read your textbooks in the reading-room in the evening. Enjoy your reading.2. Directions: Now help one of your classmates to use the library for the first time.Try to use the language you have just learned in Exercise 1.3. Expressing Willingness to Help1). Directions: Before you listen to the first conversation, read the followingwords and expressions which may be new to you.Straightforward 简单的enter 输入terminal (电脑)终端author 作者periodical 杂志title 书名accounting 会计wow (表示惊奇、钦佩,欢乐)哇click on 点击database 数据库I got it. 明白了。
Unit 1 21世纪大学实用英语
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4. You’d better do it faster.
5. A funny couple wants some money.
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6. 7. 8. 9.
A friend in need is a friend indeed. Tom is as thin as a pin. Catch that mad cat. Better late than never.
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10. It is half past one.
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Listen to the following sentences and underline the word you hear in each sentence.
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1. Do you see the (sheep / ship ) over there? 2. After (working / walking ) for two hours, we were tired.
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3. Black coffee tastes (better / bitter ).
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4. He said it was a ( hard / hot) year.
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5. Football is a good ( sport / spot) for you. 6. Mary’s (dead / dad ) is still working. 7. This ( word / world) is very interesting.
21世纪大学英语第一册电子教案
21st Century College English (Book I)Unit One The Secrets of A StudentsI. Teaching Objectives1.Get to know some effective ways to study well.2.Grasp the key words, Phrases and structure.3.Master the skills of writing and reading in this unit.1) Developing a paragraph with a general statement supported by examples.2) Learning to read passages for the first time understanding the general idea and for thesecond time finding out the details and the answers to the questions .II. Teaching Content1. Lead-in activities2. Text Organization3. Skill learning in writing and reading4. Language points ( key words, phrases and difficult sentences)5. Grammar Focus (subjunctive mood with if-clause, ”if” as the formal subject for an infinitive clause.)6. Guided Practice (exercises, oral practice and group work)III .Teaching Process1. Warm-up Activity1). DiscussionA)What do your group like or dislike about English? Give two or three reasons.B)What are the greatest problems your group has in English study? If you don’t have anyproblems, recommend, as a group, two or three study effective habits your group find .C)English is a required course for most college students. Apart from passing exams, are thereany other reasons for studying English?2). Questions about the TextA)Based on the title, guess what the text is about.B)Look at the subheadings, 1-8, in the text. Which of these activities have you already done?In which areas do you feel you need improvement?C)Are there any “secrets” to your own success as a student? In other words, do you have anyspecial study techniques which have been very successful for you?3) Background InformationA) grading systemGrading is just a means for teachers to measure and assess students study. There ususlly are two grading system: the five-grade-marking system and percentage scales.（五分制和百分制）Schools, colleges and universities in Great Britian and the United States commonly use letter grades to indicate the quality of a student’s academic performance: A (excellent), B (good), C (average), D (below average), and F (failing). In the United States, work rated C or above isususlly required of an undergraduate student to continue his / her studies; work rated B or higher is usully required of a graduate student to continue. In percentage scales, 100 percent is the highest mark, and 70 percent (or 65 percent) is usually the lowest passing mark.B). students at universityA university student who has not yet taken his or her first, or “bachelor’s” degree is an undergraduate. In the United States, a first-year student at a college or university, and in a high school as well, is called a freshman, a second-year student a sophomore, and a third-year student a junior, and a fourth-year student a senior. A graduate is a person who has completed a university degree course while a posrgraduate (or graduate in the United States) is a person doing studies that are done at a university after one has received a first degree.C) speed-readingAlso known as rapid reading, speed-reading is a method of reading rapidly by skimming and scanning. The aim is to increase the number of words read in a certain length of time, as well as the reader’s comprehension of the text.2. Text OrganizationPart I (para.1-para. 3) presenting the importance of the study skills by two specific examples. Part II (para.4- para.12) giving the 8 study skills concretely3. Skill learning in writing and reading1) Reading skill: read the assigned passage twice. The first time concentrate on understandingthe general ideas and on the second reading concentrate on the details and any questions in your mind after the first reading. please take Text B and Text C as your reading materials and finally you will become an efficient reader.2) Writing skill:The type of writing is an exposition.This text is a ty pical “how-to-do-things essay”. This kind of article is ususlly divided into two parts: Part 1, the importance of doing this; Part 2, the concrete methods or procedures of doing it. And the second part is the main body of the article.Generally spe aking, there’s a topic sentence at the beginning of the text to express the thesis and a conclusive sentence in the end.In this text, after the examples at the beginning, the author tells us the topic sentence “The students at the top of the class get there by mastering a few basic techniques that others can easily learn.”. To match the topic sentence, the author gives us the conclusion sentence “After all, the secrets of A students are not so secret. You can learn and master them and become anA studen t, too.”.4. Language Points1)perform Para. 2 vt/vi.A)) do; accomplish; carry out.B)) act, play, sing or do (tricks) before audience.eg. When will the play be ~ed?The surgeon was ~ing a dangerous operation.performance n. carrying, acting out, playing musiceg. He is excellent in the ~ of his duties.His ~ of Hamlet was very good.performer n. the person who act, play, practice and carry out[C] perform one’s job perform an experimentperform calculation perform an operationa good/bad performance perform a trickperform one’s promise give two performances a day2) high-achieving para. 3 adj. high-scoring/getting high marks[C] high-achieving students[O] underachieving adj . lower-scoring adj.3) concentrate para. 4 vt/vi direct (attention ,efforts, etc) to a point of focuseg. He ~d his energies on studying.The soldiers ~d outside the town for the attack.concentrated adj. asembled, intense, be absorbed inconcentration n. getting involved in；people and soldiers absembling；eg. He lacks ~.[C] concentrate one’s attention on/upon/towards sth. concentrate one’s efforts on/upon/towards sth. concentrate one’s thoughts on/upon/towards sth.concentrate the troops concentrated juice concentration camp [S] focus v. A)) ~ (on), (cause to) come together at a focus; adjust (an instrument, etc.)so that it is in focus B)) ~ on, concentratefocus on sth. focus one’s anger on sth.focus one’s attention/thoughts on a problemfocus the lens of a microscope4) interruption n. break; disruptioneg. Numerous ~s have prevented me from finishing the work.I get too many ~s in my work.interrupt v.A) break the continuity of B) break in upon ( a person’s action, speech, etc.) eg. The war ~ed the flow of commerce between the two countries.Traffic was ~ed by floods.Those trees are growing so high that they ~ the view.interrupter n.[C] an annoying interruption without interruptionservice interruption temporary interruptioninterruption of telephone communication5) ignore vt. Take no notice of; refuse to pay attention to para. 5eg. He ~d my advice. The driver ~d the traffic light.ignorance n.eg. His failure resulted from his ~.Do you mean you were in complete ~ of the fact?ignorant a.ill-informed, lacking in knowledge, silly ignorantly adv.eg. I’m ~ about politics.I was ~ (of the fact) that the boss could be so strict.[C] ignore something ignore somebody ignore personal dangerbe ignorant of / be in ignorance of something[P] Ignorance is bliss. 无知便是福。
21世纪大学英语1教案
教学目标：1. 理解课文主题，提高学生的阅读理解能力。
2. 培养学生的词汇积累和语法运用能力。
3. 增强学生的口语表达能力，提高听力水平。
4. 培养学生的跨文化交际意识。
教学重点：1. 课文内容理解2. 词汇和语法知识3. 口语表达和听力训练教学难点：1. 课文内容的深入理解2. 词汇和语法的灵活运用教学过程：一、导入（10分钟）1. 通过图片、视频或简短讨论，激发学生对课文主题的兴趣。
2. 引导学生思考与课文主题相关的问题，如：梦想、目标、努力等。
二、课文阅读（20分钟）1. 学生阅读课文，理解文章大意。
2. 教师提问，检查学生对课文内容的理解。
3. 分析课文中的重点词汇和语法结构，讲解例句。
三、词汇和语法学习（15分钟）1. 教师讲解课文中的重点词汇和语法知识，如：aspire、hu、change the form 等。
2. 学生练习词汇和语法，如：填空、改写句子等。
3. 教师点评学生的练习，纠正错误。
四、口语表达（15分钟）1. 学生分组进行角色扮演，模拟课文中的情景。
2. 学生用英语进行口语交流，提高口语表达能力。
3. 教师点评学生的口语表现，提出改进建议。
五、听力训练（15分钟）1. 播放课文录音，学生认真听讲。
2. 教师提问，检查学生对听力材料的理解。
3. 分析听力材料中的重点词汇和语法结构，讲解例句。
六、总结与作业布置（10分钟）1. 教师总结本节课的重点内容，强调学生的掌握情况。
2. 布置课后作业，如：课文翻译、词汇记忆、语法练习等。
教学反思：本节课通过多种教学手段，如：阅读、口语、听力等，帮助学生全面提高英语能力。
在教学过程中，应注意以下几点：1. 关注学生的个体差异，因材施教。
2. 注重学生的参与度，鼓励学生积极参与课堂活动。
3. 适时调整教学进度，确保教学目标的实现。
4. 培养学生的跨文化交际意识，提高学生的综合素质。
课后作业：1. 课文翻译（A篇）2. 词汇记忆（课文中的重点词汇）3. 语法练习（课文中的重点语法结构）备注：教师可根据实际情况调整教学内容和进度。
21世纪实用英语综合教程1 导教导学案
21世纪实用英语综合教程1 导教导学案In the 21st century, the need for practical and comprehensive English language instruction has become increasingly crucial. As the world becomes more interconnected, the ability to effectively communicate in English has become a valuable asset not only for academic and professional pursuits but also for personal growth and cultural exchange. This essay aims to provide a comprehensive guide for the development and implementation of a 21st-century practical English integrated instruction program, focusing on the guidance for both teaching and learning.Firstly, the curriculum design for a 21st-century practical English integrated instruction program should be tailored to the specific needs and goals of the target learners. This may involve conducting a thorough needs analysis to understand the learners' language proficiency levels, learning styles, and desired outcomes. Based on this information, the curriculum can be designed to address the learners' strengths, weaknesses, and areas for improvement, ensuring that the instruction is relevant, engaging, and effective.One key aspect of the curriculum design should be the integration of various language skills, including reading, writing, listening, and speaking. Rather than treating these skills in isolation, the instruction should focus on developing the learners' ability to seamlessly apply these skills in real-world scenarios. This can be achieved through the use of authentic materials, such as news articles, podcasts, and videos, as well as task-based learning activities that simulate real-life communication situations.Furthermore, the curriculum should incorporate a strong emphasis on the development of critical thinking and problem-solving skills. In the 21st century, the ability to analyze information, think critically, and devise creative solutions to complex problems has become increasingly valuable. By integrating these skills into the English language instruction, learners can not only improve their language proficiency but also enhance their overall cognitive abilities and adaptability in a rapidly changing global landscape.Another crucial component of the 21st-century practical English integrated instruction program is the incorporation of technology-enhanced learning. The use of digital tools and platforms can significantly enhance the learning experience, providing learners with access to a wealth of resources, interactive activities, and collaborative opportunities. This can include the use of online language learning platforms, virtual classrooms, and multimedia-based instructional materials.However, the integration of technology should be done thoughtfully and strategically, ensuring that it enhances rather than distracts from the learning process. Instructors should be trained in the effective use of technology-enhanced learning tools and should be able to seamlessly integrate them into their teaching practices.In addition to the curriculum design and technology integration, the success of a 21st-century practical English integrated instruction program also depends on the quality of the teaching staff. Instructors should be highly proficient in the English language, with a deep understanding of language acquisition principles and effective teaching methodologies. They should also be committed to ongoing professional development, staying up-to-date with the latest research and best practices in the field of English language instruction.Instructors should be skilled in creating a learning environment that is engaging, interactive, and supportive. This may involve the use of a variety of teaching strategies, such as group discussions, role-playing activities, and project-based learning. Additionally, instructors should be adept at providing constructive feedback and personalized support to learners, helping them to identify their strengths, weaknesses, and areas for improvement.Another crucial aspect of the 21st-century practical English integrated instruction program is the emphasis on learner autonomy and self-directed learning. Learners should be encouraged to take an active role in their own learning, setting personal goals, and engaging in self-reflection and self-assessment. This can be achieved through the incorporation of learning strategies, such as goal-setting, time management, and self-monitoring, which can empower learners to become more independent and responsible for their own learning progress.Furthermore, the program should foster a collaborative learning environment, where learners can engage in peer-to-peer interactions, share knowledge and resources, and provide mutual support and feedback. This can be facilitated through the use of group-based activities, online discussion forums, and collaborative project work.Finally, the success of a 21st-century practical English integrated instruction program should be evaluated through a comprehensive assessment system that measures not only language proficiency but also the development of critical thinking, problem-solving, and other essential 21st-century skills. This may involve the use of a variety of assessment tools, such as standardized tests, performance-based assessments, and portfolio-based evaluations, to provide a well-rounded and accurate evaluation of the learners' progress andachievements.In conclusion, the development and implementation of a 21st-century practical English integrated instruction program require a multifaceted approach that addresses the evolving needs and demands of the modern global landscape. By focusing on curriculum design, technology integration, teaching quality, learner autonomy, and comprehensive assessment, educators can create a learning environment that empowers learners to develop the language skills, critical thinking abilities, and adaptability necessary for success in the 21st century.。
21世纪大学实用英语综合教程第一册课程设计
21世纪大学实用英语综合教程第一册课程设计课程目标
本课程旨在帮助学生掌握初级英语听、说、读、写的基本技能，使其能够在日
常生活中进行简单的英语交流。
教学内容
1.英语日常用语。
包括问候、介绍、告别、道歉、致谢等基本用语。
2.常用英语语法。
包括基本时态、被动语态、名词、动词、形容词等语
言基础知识。
3.英语口语表达。
包括简单的自我介绍、问路、点餐、购物等基本口语
表达。
4.阅读理解。
包括简单的短文阅读、根据文章填空、选词填空、判断正
误等阅读理解练习。
5.英语写作。
包括简单的日记、电子邮件、便条、短信等基础写作练习。
教学安排
本课程安排为五周，每周授课6小时，具体教学安排如下：
第一周
授课主题：英语日常用语
授课内容：
1.英语问候语和介绍自己。
2.日常的常用词汇和表达。
3.英语口语练习。
1。
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教案2010 ~ 2011 学年第一学期课程名称：大学英语授课教师：课程所属系（部）：应用外语系课程名称: 大学英语授课班级：10食品（1）班课程类型：□理论课□实践课总学时：64学分：4使用教材：（主编、书名、出版社、出版时间）翟象俊主编《21世纪大学实用英语综合教程》(1) 复旦大学出版社2007年4月第一版教学方法、手段：讲授、讨论、练习考核方式：考试主要参考书目：1. 《21世纪大学实用英语综合练习》(1)总主编：翟象俊余建中陈永捷复旦大学出版社出版（普通高等教育“十一五”国家级规划教材）2．《21世纪大学实用英语教学参考书》(1)总主编：翟象俊余建中陈永捷复旦大学出版社出版（普通高等教育“十一五”国家级规划教材）Date: Sep. 25, 2010Period: 2Content：Unit 1 listening and speakingTeaching aims:After studying this unit, the students are expected to be able to1.Grasp the basic skills necessary to understand and talk to other people when meeting them for the first time;2.Understand the main ideas of Text A, B and C, and master the useful sentence structures and words and expressions found in the relevant exercises of the first two texts;3.Know clearly how to use the present simple and past simple tenses of English;4.Fill in a form with their personal information;5.Understand the main idea of an English paragraph and identify the topic sentence. Teaching focus: 1. To learn how to start a conversation with other people2. How to talk about yourself.3. Explain some language points to Ss.4. Explain some grammar points to Ss.Teaching difficulties: 1. How to improve Ss’ speaking ability.2. How to improve Ss’ listening ability.Teaching procedures:First PeriodStep 1 Preview (5 minutes)The teacher explains the Preview so that the students will have some idea of what this unit is about.This is the first unit of Book One. In the Listening and Speaking section, you will learn how to start a conversation with other people and how to talk about yourself. Then, the teacher will give the students a chance to introduce you.Step 2 listening and speaking (40 minutes)1) Introducing Yourself (20 minutes)A. listen to the first half of the short talk in Exercise 1 twice and fill in the missing words;B. listen to the second half of the short talk in Exercise 1 twice and fill in the missing words;C. listen to the whole short talk and do Exercise 2.2) Getting to Know People (20 minutes)A.go through the new words in the 1st conversation in Exercise 3 and listen to the conversation twice while filling in the missing words;B.answer the questions about the conversation by way of group discussion or the traditional teacher- student interaction;C.go through the second conversation with the same steps;D.do Exercise 4 in pairs or groups.Second Period3) Listening PracticeA.Listen to people speaking and decide what they are talking about.Each one will be given twice. (5 minutes)B Listen to the following questions and choose the appropriate answers.Each one will be given twice. (5 minutes)C.Listen to the following short dialogues and choose the appropriate answers.Each one will be given twice.(10 minutes)D.Listen to the following talk and fill in the blanks with the missing words.The talk is given twice. (15 minutes)E Listen to the talk again and then answer the following questions orally. (5 minutes)Answers to the listening practice5. C B A B D6. D A B C D7. B C D B A8. find out dreams experiences take care of library different becoming make a livingStep 3 summary (5 minutes)1.How to start a conversation and how to talk about yourself:A. Hello! My name is….B. Hi! I am…2. Some useful expressions:A. by the wayB. come onC. Which department are you in?D. What is your major?E. Where do you come from?F. My major is….G. I am glad to meet you.H. It is a pleasure to meet you.I. How do you do?Step 4 Homework assignment1.Form a dialogue with your classmates.2.preview the new lesson.课后教学效果自评:This class finished basically according to the teaching plan. Most students answered the questions actively and finished carefully the tasks the teacher gave. Students can grasp the important points of this class.Date: Sep. 27, 2010Period: 2Content：Unit 1 Text A and text-related exercisesTeaching aims:1.understand the main ideas of Texts A,2.master the useful sentence structures and words and expressions Teaching focus: 1. Explain some language points to the Ss.2. Explain some grammar points to the Ss.Teaching difficulties: 1. How to enlarge Ss’ vocabulary.2. How to improve Ss’ reading ability.Teaching procedures:First PeriodStep1. Starter (5 minutes)For many people, college life is a new experience. They feel excited and at the same time a bit worried. How did you feel when you first got to college? Name three things that you felt excited about and three things you felt a bit worried about.Things I felt excited about when I first got to college:1.The first time to go to college.2.meet a lot of people I don't know.3.have new classmates and friends.Things I felt a bit worried about when I first got to college:1.I was afraid of that I was not able to do well in my studies.2.The first time to leave the home.3.I don't know if I can keep up with my classmates?Step 2 Text A College—A transition point in my life (5 minutes)1.Background informationUniversities and colleges are schools that continue a person's education beyond high school. A university or college education helps men and women enjoy richer, more meaningful lives. It prepares many people for professional careers as doctors, engineers, lawyers, or teachers. It also gives a person a better appreciation of such fields as art, literature, history, human relations, and science. In doing so, a university or college education enables individuals to participate with greater understanding in community affairs.Universities differ from colleges in that they are larger, have wider curricula, are involved in research activities, and grant graduate and professional as well as undergraduate degrees.2. Supplementary names of colleges and departmentsBeijing Union University 北京联合大学Shanghai College of Electricity and Machinery Technology 上海电机技术高等专科学校Tianjin V ocational College 天津职业大学Shanxi Finance & Taxation College 山西财政税务专科学校Liaoning Radio & TV University 辽宁广播电视大学Nanchang Water Resources College 南昌水利水电高等专科学校Shanghai Jiaotong University 上海交通大学Northwest Sci-Tech University of Agriculture and Forestry 西北农林科技大学Chengdu Academy of Fine Arts 成都美术学院3.Listen to the whole text and answer some questions about the text. (15 minutes)4.deal with some languages points (30 minutes)1) enter: vt.go or come into (a place) 进入e.g. enter a room/ a houseAs soon as he entered the room, he saw his father and mother.The train has entered the railway station.2)do well: be successful, especially in work or business 干得好e.g. Jack is doing very well at work.Tom did well at school when he was young.3) being off: 离开As this expression is used after the preposition "of", the verb "be" takes the -ing form. The expression "be off " means "leave or be away".e.g. I must be off now (=I must leave).Her son was off on a business trip somewhere (=Her son was away on a business trip somewhere).4.)by oneself: alone 单独，独自e.g. Come in; we're all by ourselves.You can't go home by yourself in the dark.5.)keep up with: move or progress at the same rate as 跟上e.g. had to walk fast to keep up with him.Jack's having trouble keeping up with the other students in his class.6)be up to: be left to (sb.) to decide取决于(某人)的，须由(某人)决定的e.g. You may do your homework today or tomorrow — it's up to you.It's up to our group leader to make the final decision.7.)I had to decide when to go to bed, when… :本课文使用了较多起连接作用的副词和代词。