应用型大学英语综合教程教学设计 (6)

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《应用型大学英语》综合教程 5 教学设计 (6)[4页]

《应用型大学英语》综合教程 5 教学设计
授课单元Unit 6 Career and Personality
计划课时6学时
教学内容1谈论性格对人们择业的影响
2谈论MBTI中的性格类型
3学习不同性格及择业方面的词汇短语
4学习猜测生词的意思
5学习“there be”句型
6写作：练习总结的写作，描述适合自己的工作
教学目标 1 知识目标：掌握“不同性格及择业”相关词汇短语
2 能力目标：描述不同性格；描述适合自己的工作；掌握总结
的写作技巧
3 情感目标：了解不同性格差异及性格对择业的影响
教学重点、难点“there be”句型的用法；关于描述不同性格及择业的词汇短语；如何对篇章进行总结并进行写作
语言活动重点就相关能力和活动进行提问和回答；谈论“不同的性格及影响择业的因素”
教学手段多媒体、黑板
教学过程设计。

大学英语综合教程电子教案u校园

课程名称：大学英语综合教程授课班级：XX级XX班授课教师：XXX教学时间：XX课时教学目标：1. 提高学生的英语听、说、读、写能力；2. 培养学生的英语思维习惯；3. 增强学生的跨文化交际意识；4. 培养学生的自主学习能力。

教学内容：1. 单元主题：My Campus Life2. 课文内容：主要包括校园生活、校园文化、校园活动等方面的知识。

教学重点：1. 词汇和短语的学习；2. 句型结构的应用；3. 阅读理解和写作能力的培养。

教学难点：1. 学生对英语语法和句型的理解；2. 学生在写作中如何运用所学知识。

教学过程：一、导入新课（5分钟）1. 通过提问、图片、视频等形式，引导学生谈论自己的校园生活；2. 引出本节课的主题：My Campus Life。

二、课文学习（20分钟）1. 预习课文，了解课文大意；2. 分析课文结构，学习重点词汇和短语；3. 分析句型结构，学习语法知识；4. 阅读课文，理解文章内容。

三、课堂活动（15分钟）1. 小组讨论：讨论课文中提到的校园活动，分享自己的经历；2. 角色扮演：根据课文内容，分组进行角色扮演；3. 词汇竞赛：巩固本节课学习的词汇和短语。

四、阅读理解（15分钟）1. 阅读练习：完成课文后的阅读理解练习；2. 阅读讨论：讨论阅读练习中的问题，分享自己的看法。

五、写作训练（15分钟）1. 写作指导：讲解写作技巧，引导学生运用所学知识进行写作；2. 学生写作：根据题目要求，完成一篇短文；3. 互评：学生之间互相评价，提高写作水平。

六、课堂小结（5分钟）1. 回顾本节课所学内容；2. 强调重点和难点；3. 布置课后作业。

课后作业：1. 复习课文，巩固所学知识；2. 完成课后阅读理解练习；3. 撰写一篇关于校园生活的短文。

教学评价：1. 课堂表现：学生的出勤率、课堂参与度；2. 作业完成情况：学生的课后作业完成质量；3. 考试成绩：学生的期末考试成绩。

教学资源：1. U校园平台；2. 教材；3. 课件；4. 词汇卡片；5. 阅读材料。

应用型大学英语综合教程第二册_unit6 ppt课件

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• 你怎么称呼老师？ • 如果老师最后没有总结一节课的重点的难点，你
是否会认为老师的教学方法需要改进？ • 你所经历的课堂，是讲座式还是讨论式？ • 教师的教鞭 • “不怕太阳晒，也不怕那风雨狂，只怕先生骂我
笨，没有学问无颜见爹娘 ……” • “太阳当空照，花儿对我笑，小鸟说早早早……”
Table of Contents
5
Part 1 Language Skills Development
ØHighlights ØStarter ØText: The Debtor Generation ØWorking with words and phrases ØDiscussion ØPractice: interpreting ØPractice: translation ØPractice: writing ØSurfing the Internet
▪ e.g. If I pay all my debts I’ll have no money left.
▪ 2) [U] the state of owing; the duty of repaying something 负债情况
▪ e.g. We were poor, but we never got into debt.
They don’t remain _i_n_no_c_e_nt_____ for long. Many members of Generation D feel _d_is_il_lu_s_io_n_ed____when they make __s_a_cr_if_ic_e_s___to __re_p_a_y___lenders who gave them credit before they had__w_e_ll_-p_a_yi_ng__, full-time jobs.

《应用型大学英语》综合教程 2 教学设计 (3)[4页]

《应用型大学英语》综合教程 2 教学设计
授课单元Unit 3 Money Matters
计划课时6学时
教学内容1谈论大学生理财相关建议
2谈论如何省钱
3谈论货币，银行及理财的词汇短语
4形容词和副词的用法
5写作：省钱方法有哪些
6祝贺信的写作
教学目标 1 知识目标：掌握“货币，银行及理财”相关词汇短语
2 能力目标：谈论大学生理财相关建议；掌握话题写作及应用
文（祝贺信）写作技巧
3 情感目标：了解大学生理财的重要性
教学重点、难点形容词和副词的用法；关于理财的词汇短语；话题写作及应用文祝贺信的写作
语言活动重点就相关能力和活动进行提问和回答；谈论“大学生理财的必要性”
教学手段多媒体、黑板
教学过程设计。

21世纪大学英语应用型综合教程第三版第4册课程设计 (2)

21世纪大学英语应用型综合教程第三版第4册课程设计一、教学目标1.1 知识与能力•掌握英语中一些常用的表达方式和语法结构。

•增强学生的英语听、说、读、写的综合能力。

•学生具有良好的英文书写和口语表达能力。

1.2 心理素质•培养学生良好的英语学习习惯和自主学习能力。

•增强学生的英文学习和交流信心，改善学生对英语的恐惧心理。

二、教学内容2.1 教材•21世纪大学英语应用型综合教程第三版第4册2.2 课时安排•第1~2课：Unit 1，部分A•第3~4课：Unit 1，部分B•第5~6课：Unit 2，部分A•第7~8课：Unit 2，部分B•第9~10课：Unit 3，部分A•第11~12课：Unit 3，部分B•第13~14课：Unit 4，部分A•第15~16课：Unit 4，部分B•第17~18课：期中考试复习•第19~20课：Unit 5，部分A•第21~22课：Unit 5，部分B•第23~24课：Unit 6，部分A•第25~26课：Unit 6，部分B•第27~28课：Unit 7，部分A•第29~30课：Unit 7，部分B•第31~32课：Unit 8，部分A•第33~34课：Unit 8，部分B•第35~36课：期末考试复习2.3 主要内容•词汇和语法的熟练掌握和运用。

•英语听、说、读、写的全面训练。

•阅读和听力理解能力、口语和写作能力等方面的提高。

三、教学方法3.1 教师授课和讲解教师向学生讲解单词、词组、语法等基础知识，并通过例句进行讲解，使学生能熟练使用这些知识点。

3.2 互动式教学教师设置小组讨论、实验观察、问题解答等多种互动形式，鼓励学生参与教学，在交流中加深对知识点的理解。

3.3 任务式教学在进行单元教学时，教师布置任务式学习，鼓励学生自主探究，锻炼学生的自学和解决问题的能力。

3.4 情景教学教师通过情景模拟等形式，将英语应用于真实生活场景中，使学生掌握实际交际中的用语和表达方式。

应用型大学英语综合教程四-unit-6PPT优秀课件

3 卡特的父亲顿了顿，再次深深注视着儿子的眼睛。“卡特，”他说，“无论发生什么事，一定要完成你心目中应尽的职责。”
4 那天早上卡特·德鲁兹和父亲离开餐桌时都很伤心。不久，卡特离开了家，离开了所有他爱的人，穿上了联邦军士兵的蓝色制服。
9
lie upon / on one’s
stoTmaecxh:t俯: 卧A Horseman in the Sky
，北方的士兵就会陷入困境，难
soldiers would find themselves in a
以脱身。这正是卡特·德鲁兹受
trap with no escape. That was why
命在这条路上放哨的原因。他的
Carter Druse had spbyeoen:n侦查s，en打t探to the
A tragic hero's story in the American Civil War.
Paras.5-9
Carter's crucial duty as a guard in ambush to ensure the success of his army's surprise attack.
Conclusion(Paras.23-36)
An officer's witness of what happened on the cliff and the revelation od the horseman's identity.
2021/6/3
6
Text: A Horseman in the Sky
cf. squad 班； platoon 排；
company 连； battalion 营；

实用大学英语综合教程教案

教学目标：1. 知识目标：使学生掌握与旅游相关的词汇和短语，如：travel agency、package tour、cruise ship、attraction等。

2. 能力目标：培养学生运用英语进行旅游场景的听、说、读、写能力。

3. 情感目标：激发学生对旅游的兴趣，培养学生热爱生活的情感。

教学重点：1. 旅游场景的词汇和短语。

2. 旅游场景的日常对话和阅读理解。

教学难点：1. 旅游场景的口语表达。

2. 旅游场景的阅读理解。

教学过程：一、导入（5分钟）1. 老师用PPT展示一些著名的旅游景点图片，引导学生讨论：“What do youthink of these places? Have you ever been there?”2. 学生分享自己的旅游经历，激发学生对旅游的兴趣。

二、词汇学习（10分钟）1. 老师展示与旅游相关的词汇和短语，如：travel agency、package tour、cruise ship、attraction等。

2. 学生跟读，并尝试用这些词汇和短语造句。

三、口语练习（15分钟）1. 老师设计一个简单的旅游场景，如：“You are planning a trip to New York. What do you want to do?”2. 学生分组进行角色扮演，用英语进行对话。

四、阅读理解（15分钟）1. 老师分发课文，让学生阅读并完成课后练习。

2. 老师讲解课文中的难点，如：旅游相关的词汇和短语、旅游场景的日常对话等。

五、写作练习（10分钟）1. 老师布置写作任务：写一篇关于自己旅游经历的短文。

2. 学生根据提示，用英语进行写作。

六、课堂小结（5分钟）1. 老师总结本节课所学内容，强调重点和难点。

2. 学生分享自己的学习心得。

七、课后作业1. 复习课文，巩固所学词汇和短语。

2. 完成课后练习，提高阅读理解能力。

3. 根据写作任务，写一篇关于自己旅游经历的短文。

应用型大学英语教案

Step 2: New words and Expressions
ranch:牧场
e.g. He is dreaming of owning a ranch inNorth America.
以提问方式鼓励学生讨论
3.歌曲听读理解
(15mins)
4.朗读预习词汇
(20mins)
5.作业
(5mins)
1.复习词汇
at risk:有危险，有风险
e.g.If we go to war, innocent lives will be put at risk.
go back to:追溯到，回到……上来
e.g. Whenever Grandma talks, she always likes to go back to her younger days.
e.g. Please send a detailed resumé to our company.
She has a detailed knowledge of American culture.
Note that the verb sit in this sentence is used in the sense of “to be situated or located (坐落，处于或位于)”.
resource:n. 1)资源
e.g. We agreed to pool our resources.
2)天然资源
e.g. If I may refer back to the problem we discussed, I think we shall stress the conservation of our natural resources.

综合教程第六册(第2版)Unit3-on-reading

综合教程6(第2版)电子教案
Text Introduction | Culture Notes | Author | Structure
Part 4 (Para 4) the relationship between intellectual pleasure and the habit of reading Part 5 (Para 5) the author continues his discussion on the habit of reading Part 6 (Para 6) discussion of an important reading skill — skipping
综合教程6(第2版)电子教案
Text Introduction | Culture Notes | Author | Structure
Adam Bede (Paragraph 2) Inspired by an anecdote told to George Eliot by her aunt, Adam Bede is notable for its extraordinarily realistic characters and convincing depiction of English rural life, complete with the earthy Derbyshire dialect of the title character. When it was first published, in 1859, the book earned praise for its nuanced and unflinching description of a young woman’s fall from grace and for Adam’s simple righteousness.

应用型大学英语综合教程提高篇2 第四版 Unit 6 Fashion and Design

“十二五”普通高等教育本科国家级规划教材
Warm-up
Text A
Text B
Writing About It Mini-project
Review Checklist
Unit 6 Fashion and Design
Unit Preview
Learning Objectives:
Themes of the Unit To learn about the changes Cheongsam has undergone throughout history. To learn more about traditional Chinese dress.
A. Because it is popular.
B. Because it is not very expensive.
C. Because it is convenient to work in it.
D. Because it fits the Chinese female figure well, has simple lines, and looks elegant.
seasons by the rich and poor. ( F ) 3) Silk Cheongsam may be an appropriate choice for the ladies to attend a drinking party. ( T )
2. Watch the video clip again and choose the best answer.
Vocabulary To use adjectives to talk about Chinese fashion. To use words and phrases to talk about Chinese dress and culture. Language Point To learn the agreement of subject and predicate. Reading Skill To identify the voices in reading. Writing Skill To write about your favorite style of dress and why you like it. Mini-project To conduct a survey on the favorite style of dress of your classmates.

大学应用英语的课程设计

大学应用英语的课程设计一、课程目标知识目标：1. 学生能掌握并运用课本中的500个核心词汇和短语，以及50个常用句型；2. 学生能理解并运用课本中所学的语法知识，如时态、语态、非谓语动词等；3. 学生能掌握课本中的阅读、听力、口语和写作技巧，提高英语综合应用能力。

技能目标：1. 学生能够运用所学词汇、句型和语法进行日常交流，具备基本的沟通能力；2. 学生能够阅读并理解课本中的文章，提高阅读速度和准确度；3. 学生能够听懂并概括课本中的听力材料，提高听力水平和信息捕捉能力；4. 学生能够运用所学知识进行写作，提高写作质量和逻辑表达能力。

情感态度价值观目标：1. 培养学生对英语学习的兴趣和热情，提高自主学习能力；2. 增强学生的跨文化交际意识，尊重和理解不同文化背景；3. 培养学生的团队协作精神，提高合作解决问题的能力；4. 培养学生具备正确的价值观，将所学英语知识应用于实际生活和专业领域。

课程性质：本课程为大学应用英语课程，旨在提高学生的英语综合应用能力，为学生的专业学习和未来职业发展奠定基础。

学生特点：大学一年级学生，英语基础较好，具有一定的词汇量和语法知识，但对英语实际应用能力有待提高。

教学要求：结合课本内容，注重实践与应用，采用任务型教学法，激发学生的学习兴趣和积极性，提高学生的英语实际应用能力。

在教学过程中，关注学生的个体差异，实施差异化教学，确保每个学生都能在课程中学有所获。

二、教学内容本课程教学内容以《大学应用英语》教材为基础，涵盖以下章节：1. 第一章：英语语音与发音技巧- 教学内容：音标、元音、辅音、连读、语调等发音技巧2. 第二章：基础词汇与短语- 教学内容：500个核心词汇、50个常用短语、同义词、反义词等3. 第三章：基本句型与语法- 教学内容：简单句、复合句、并列句、时态、语态、非谓语动词等4. 第四章：阅读技巧与训练- 教学内容：快速阅读、精读、略读、扫读、文章结构分析等5. 第五章：听力技巧与训练- 教学内容：日常对话、新闻报道、讲座、访谈等听力材料，以及听力技巧训练6. 第六章：口语表达与训练- 教学内容：日常交流、讨论、演讲、辩论等口语表达技巧7. 第七章：写作技巧与训练- 教学内容：句子写作、段落写作、短文写作、商务写作等8. 第八章：跨文化交际与运用- 教学内容：文化背景知识、交际礼仪、跨文化沟通技巧等教学内容安排与进度：按照教材章节顺序，每章分配适当课时，共计32课时。

大学英语综合教程课程设计

大学英语综合教程课程设计一、课程目标知识目标：1. 学生能够掌握本单元的词汇、短语及重点句型，并能熟练运用到日常生活对话中。

2. 学生能够理解并运用本单元所学的语法知识，如时态、语态等，提高英语表达能力。

3. 学生能够理解课文的主旨大意，掌握文章的基本结构和写作技巧。

技能目标：1. 学生能够通过听力练习，提高英语听力水平，获取关键信息。

2. 学生能够在口语交流中，运用所学词汇、短语和句型，进行流畅的表达。

3. 学生能够运用阅读策略，提高阅读速度和理解能力，提升写作水平。

情感态度价值观目标：1. 学生能够增强对英语学习的兴趣，形成积极的学习态度。

2. 学生能够了解并尊重不同文化背景，培养跨文化交际意识。

3. 学生能够通过学习英语，拓宽国际视野，增强国家认同感和自豪感。

课程性质：本课程为大学英语综合教程，旨在全面提高学生的英语听、说、读、写综合能力。

学生特点：学生为大学非英语专业一年级学生，具有一定的英语基础，但水平参差不齐。

教学要求：针对学生的特点，教学过程中应注重个体差异，采用多元化的教学方法，激发学生的学习兴趣，提高其英语实际应用能力。

同时，注重培养学生的跨文化交际能力和自主学习能力，使他们在本课程的学习中取得明显的进步。

二、教学内容本单元教学内容主要包括以下几部分：1. 词汇与短语：根据教材章节，选取与日常生活相关的词汇和短语，如购物、饮食、交通等场景，共计50个单词和20个短语。

2. 语法：重点讲解一般现在时、一般过去时、一般将来时和现在进行时等时态，以及被动语态的运用。

3. 阅读理解：选取一篇关于文化交流的短文，分析文章结构、写作技巧，提高学生的阅读理解能力。

4. 听力训练：选取与课文相关的听力材料，进行听力训练，提高学生的听力水平。

5. 口语交流：围绕日常生活话题，进行角色扮演、小组讨论等口语练习，提高学生的口语表达能力。

6. 写作指导：结合课文内容，教授如何撰写日记、书信等应用文，提高学生的写作水平。

大学应用英语的课程设计

大学应用英语的课程设计一、课程目标知识目标：1. 学生能够掌握并运用本章节重点词汇、短语和句型，提升英语语言表达能力。

2. 学生能够理解并运用课本中所学的英语应用文写作技巧，独立完成各类应用文的撰写。

3. 学生能够掌握一定的英语听力技巧，提高对英语听力材料的理解能力。

技能目标：1. 学生能够通过小组讨论、陈述等课堂活动，提升英语口语表达和沟通能力。

2. 学生能够运用所学知识，在实际场景中灵活运用英语，解决实际问题。

3. 学生能够运用批判性思维，分析并评价英语应用文的优缺点。

情感态度价值观目标：1. 学生通过学习，增强对英语学习的兴趣和自信心，培养自主学习的能力。

2. 学生能够尊重并理解不同文化背景下的英语表达方式，培养跨文化交际意识。

3. 学生通过合作学习，培养团队协作精神，提高人际沟通能力。

课程性质：本课程为大学应用英语课程，注重培养学生的英语实际应用能力。

学生特点：学生已具备一定的英语基础，具有较强的学习能力和独立思考能力。

教学要求：结合课本内容，采用任务型教学法，引导学生主动参与课堂活动，提高英语实际运用能力。

将课程目标分解为具体的学习成果，以便进行后续的教学设计和评估。

二、教学内容本章节教学内容主要包括以下三个方面：1. 词汇与短语学习：依据课本章节内容，选取与应用文写作相关的重点词汇、短语，帮助学生扩充词汇量，提升语言表达能力。

2. 应用文写作技巧：详细讲解课本中所涉及的各类应用文（如请假条、投诉信、感谢信等）的写作格式、技巧及注意事项，使学生能够熟练掌握并运用。

3. 听力训练：选取与课程内容相关的英语听力材料，进行听力训练，提高学生对英语语音、语调的理解能力。

具体教学安排如下：1. 词汇与短语学习：共计2课时，涵盖课本章节相关词汇、短语。

2. 应用文写作技巧：共计4课时，分别介绍各类应用文的写作方法，结合实例进行分析。

3. 听力训练：共计2课时，选取与课程内容相关的听力材料，进行听力训练。

Unit 6 Mrriage全新版大学英语综合教程五教案

Unit 6 MarriageⅠ. Suggested Teaching PlanStudents will be able to:1.grasp the main idea and structure of the text;2.appreciate the use of interior monologue in portraying a character’s inner world;3.master the key language points and usages in the text;4.conduct a series of reading, listening, speaking and writing activities related to the themeof the unit.1.T asks Ss the following questions on the recorded passage: (5 minutes)—What are the danger signs of indifference? (couples becoming too busy to spend time together, communicating less frequently, having separate goals and activities) —What measures can be taken to prevent husband and wife from drifting apart? (First, beware of the possibility of indifference; second, work together toward a common goal; third, create more joyful experiences.)2.Why marriages fail? (30 minutes)1)Ss form groups to discuss the following question: China used to boast of a low divorcerate. But recent years have seen an alarming number of breakups. What causes marriage to fail?2)Ss in each group are assigned certain paragraphs of Text B to read and find out thereasons explaining marital failure in it.3)Several Ss groups report to class.4)T may mo ve on to Text A by saying: Now we’re going to learn how a tragedyhappened.1. Title prediction (10 minutes)1)Ss use their own words in English to explain the word “legacy”;2)Ss read the first two paragraphs of the text;3)Ss predict the following:—What will Sissy Miller’s role be in the narrative?—What legacy might Angela have left her husband, considerate as she had been?—What will the remaining text be about?2.T explains to Ss the four-part structure of the text, but without telling them the main ideaof each part. (2 minutes)3.T explains the language points in Part I and has Ss practice them, (see Language Study)(15 minutes)4.Ss sum up the main idea of this part. (2 minutes)5.T explains the language points in Part II and has Ss practice them, (see Language Study)(15minutes)6.Ss sum up the main idea of this part. (2 minutes)7.T explains the language points in Part III and has Ss practice them, (see Language Study)(15minutes)8.Ss sum up the main idea of this part. (2 minutes)9.T explains the language points in Part IV and has Ss practice them, (see Language Study)(5minutes)10.Ss sum up the main idea of this part. (2 minutes)11.T guides Ss through Text Analysis Exercises 3 and 4 to enable them to have a betterunderstanding of the stream of consciousness and interior monologue. (15 minutes)1.Ss form pairs to answer the following questions: (20 minutes)—How many times does the clause “she stepped off the kerb ...” occur in the text?—At what point in the story did you realize that Angela had committed suicide?—Why does the author mention that Sissy Miller, too, was in mourning?—Why did Sissy Miller appear so sure that she could help Gilbert when the two of them said goodbye to each other?—Had Angela planned for Gilbert to meet Sissy Miller after her death? Or, in other words, is Sissy Miller a key to interpreting her legacy to Gilbert?—What is the true legacy for Gilbert?2.T guides Ss through some after-text exercises. (30 minutes)3.T checks on Ss’ home reading (Text B). (3 minutes)4.Ss do Part IV: Theme-Related Language Learning Tasks. (1 period)5.T asks Ss to prepare for the next unit: (2 minutes)1)do the pre-reading task;2)preview Text A.Ⅱ. Cultural Notes1. Virginia Woolf (1882-1941): an English novelist. She is well known for the experimental style of many of her books. She was one of the first writers to use the “stream of consciousness”, a way of describing a person’s thoughts and fee lings as a flow of ideas as the person would have experienced them, without using the usual methods of description. She was a member of the Bloomsbury Group and is considered an important early writer about feminism (the idea that women should have the same rights and opportunities as men). Her best-known novels include Mrs Dalloway (1925), To the Lighthouse (1927) and Orlando (1928).2. Weddings in the West: Until the middle of the 19th century, weddings in Western society were modest events that took place in homes. By 1900 formal weddings and their attendant rituals had become major events in middle-class families. The white wedding — a formal affair with the bride dressed in white — is now the standard throughout the United States, Canada, and Europe, and its practice has spread to Asia and Africa as well.Many weddings involve a religious ceremony. These ceremonies vary depending on the religion of the bride and groom. Various religions or denominations have distinctive wedding customs. Roman Catholic ceremonies involve a nuptial mass, during which many scriptural texts concerning marriage are read. The presence of a priest and at least two witnesses is essential, as is the expression of consent by the bride and groom. In Orthodox Jewish celebrations, the bride and groom stand under a chuppah —a canopy that symbolizes the home the couple will establish. Following the ceremony the groom smashes a wineglass.Some couples prefer a nonreligious, or civil, wedding ceremony. Such weddings typically occur in commercial wedding chapels or reception halls, courthouses or other governmental offices, or outdoors. These events tend to be smaller and less formal affairs than traditional religious ceremonies. A government-certified, secular official administers the ceremony in the presence of at least two witnesses. Other couples elope — that is, they have a private wedding ceremony that does not involve a gathering of family and friends.Most couples exchange some sort of marriage vows (promises). Vows may be prescribed by the church or written by the couple. Traditional Protestant vows include the promise to love and to cherish, for better and for worse, for richer and for poorer, in sickness and in health, until parted by death. The minister asks the bride and the groom if they each make this promise to the other and each responds “I do.”Following the wedding ceremony, religious or civil, many couples hold a reception. At the reception friends and family gather to eat, drink, listen to music and dance, make toasts, and give gifts to the bride and groom. During the reception, the couple typically cut a special, large cake that is shared with all the guests. The bride and groom may also conduct a receiving line where they greet and thank each guest for attending their wedding.Many newlyweds take a honeymoon trip after their wedding. During the honeymoon, the couple can spend time by themselves exploring their new status as husband and wife. 3. Marriage tips: Here is a list of Ten Rules for a Happy Marriage from a couple who reached their 50th anniversary and successfully made their marriage a promise for life. See how many of these are rules you will live by:1.Never both be angry at the same time.2.Never yell at each other unless the house is on fire.3.If one of you has to win an argument, let it be your mate.4.If you must criticize, do it lovingly.5.Never bring up mistakes of the past.6.Neglect the whole world rather than each other.7.Never go to sleep with an argument unsettled.8.At least once every day say a kind or complimentary word to your life partner.9.When you have done something wrong, admit it and ask for forgiveness.10. Remember it takes two to make a quarrel.4. Piccadilly: a famous street in London’s West End, between Piccadilly Circus and Hyde Park Corner. Some of Lon don’s most expensive hotels, shops and clubs are on Piccadilly. The origin of the name is not known.5. House of Commons: the lower house of the British Parliament, in which elected Members of Parliament meet to discuss current political issues and vote on Acts of Parliament.6. the East End: an area to the east of the City of London, from the Tower of London along the north bank of the River Thames. It contains most of the old docks, where many of the local people used to work. The people living in the East End were mostly poor but well known for their friendly and lively nature. With recent new housing developments, the character of the area has completely changed.7. Whitechapel: a district in the East End of London. It has a reputation as one of the poorest areas of central London, and one where many immigrants have settled. In the late19th and early 20th centuries many Jewish people came to live in Whitechapel, and it still has many Jewish shops and businesses.8. Tower of London: one of the oldest and most famous buildings in London, England. It is an ancient fortress on the north bank of the river Thames to the east of the city, and is a popular tourist attraction. It was made a World Heritage Site in 1988.The building of the Tower was begun in the 11th century by William the Conqueror, and completed in the 13th century. At various times it was a royal palace, the last monarch to live there being James I in the early 17th century. It is best known, however, as a prison in which many famous people accused of crimes against the king or queen were kept. These included Mary Queen of Scots, Anne Boleyn and Thomas More.9. Mansion House: the official home of the Lord Mayor of London, in the City of London. The building was completed in 1753 and contains the Egyptian Hall, where official dinners, etc. are held.Ⅲ. Language Study1. foresee: see (what is going to happen in the future) in advanceExamples: We should have foreseen this trouble months ago and made provisions for it.He could never have foreseen that one day his books would sell in millions.They foresee that deaths from AIDS will have doubled by 2020.2. token: an outward sign; sth. that represents a fact, feeling, etc.Examples: It doesn’t have to be a big present —it’s just a token really.Wear this ring as a token of our love.3. consideration: the act of thinking about sth.; thoughtful attention to the needs or feelings of othersExamples: After some consideration, we’ve decided to sell the house.The whole matter needs careful consideration.Peter never showed any consideration for anyone.in consideration of: in view oftake ... into consideration: consider; take into accountExamples: In consideration of her fine work, they decided to give her a raise.The judge took into consideration her past history before making a decision.4. have a passion / liking for: have a strong interest inExamples: Peter has a consuming passion for science fiction.She has a passion for chocolate.5. outlive: live longer thanExamples: It is said that women outlive men.He outlived his older brother by fifteen years.6. pull up: (cause to) come to a stopExamples: A car pulled up outside my house.The car pulled up and the driver jumped out.7. distress: cause great suffering toExamples: I hope I haven’t distr essed you with all these personal questions.The idea of her son being in danger distressed her enormously.n. a state of extreme sorrow, suffering, or painExamples: She claimed that the way she had been treated at work had caused her extreme emotional distress.Jealousy causes distress and painful emotions.8. sympathy: sameness of feelingExamples: I don’t have much sympathy for her —I think she’s brought the troubles on her-self.The president has sent a message of sympathy to the relatives of the dead soldiers.9.discretion: good judgmentExamples: Discretion is the better part of valour.I leave the arrangements to your discretion.The granting of visas is at the discretion of the immigration officials.10. trustworthy: deserving to be trustedExamples: I wouldn’t tell any secrets to Mary if I were you —she’s not very trustworthy.Television should be a trustworthy source of information from which the publiccan find what’s going on.11. make an effort: make an attempt using all one’s powersExamples: If we could all make an effort to keep this office tidier it would help.You can’t expect to have any friends if you don’t make any effort with people. 12. fall to: be the duty ofExamples: It falls to me (= It is my duty) to thank you for all you have done for the association.The job of arranging the new schedule fell to John.13. prominent: well-known or importantExamples: The government should be playing a more prominent role in promoting human rights. Einstein is the most prominent scientist of the 20th century. 14. take down: write or record (what is said)Examples: He took down my address and phone number and said he’d phone back.The secretary took down the various points and then prepared a written report.15. no doubt: almost certainly; very probablyExamples: We will, no doubt, discuss these issues again at the next meeting.No doubt he means to help, but in fact he just gets in the way.16. i ncongruous: inappropriate; out of placeExamples: It seems incongruous to have woman as the editor of a men’smagazine.The new computer looked incongruous in the dark book-filled library.17. in mourning: wearing black clothes to show grief at the death of sb.Examples: The whole nation was in mourning for those who died in the war.He was in deep mourning for his father.18.t ragedy: a terrible, unhappy, or unfortunate eventExamples: Hitler’s ambition to conquer the world led to the tragedy of the Second World War.It’s a tragedy that so many young people are unable to find jobs.Shakespeare’s tragedies include “Hamlet”, “King Lear” and “Othello”.19. i ntrude: put (oneself) into a situation where one is unwelcome; enter unwanted orunasked (followed by on / into / upon)Examples: Newspaper editors are urged not to intrude on / into the grief of the families of missing servicemen.The press has been blamed for intruding into people’s personal lives in anunacceptable way.20. unexpected: not expected or regarded as likely to happenExamples: Well, fancy seeing you here! This really was an unexpected pleasure!The new drug comes from an unexpected source — potatoes.21. at random: in a random way; aimlesslyExamples: She picked up a magazine and started reading atrandom.The lottery numbers are chosen at random.22. applause: the noise made by a group of people clapping their hands to showapprovalExamples: His speech met with great applause.So let’s have a round of applause, please, for a very lovely and talented younglady who is going to sing for us.23. terrific: very great in size or degree; very good and enjoyableExamples: Losing his job was a terrific blow to Bill.We had a terrific time at the party.You look terrific!24.fill in: put in (whatever is needed to complete sth.) (used in the patterns: fill in sth.; fillsth. in)Examples: If you want your free copy of the magazine fill this form in.All passengers were required to fill in the health forms before boarding.25.f ragment: a small broken-off or incomplete piece or partExamples: The road was covered with fragments of glass from the shattered window.Scholars are piecing together her last unpublished novel from fragments of a re-cently discovered manuscript.vt. break into fragmentsExample:The satellite will fragment and burn up as it falls through the Earth’s atmosphere.26. grief: great sorrow or feeling of sufferingExamples: Her grief at her son’s death was terrible.Newspapers should not intrude on people’s private grief.27. s peculate: think or talk about a matter without having the necessary facts; make guesses(used in the patterns: speculate about /on; speculate that; speculate + wh)Examples: I don’t know why she did it —I’m just speculating.A spokesperson declined to speculate on the cause of the train crash.Journalists are speculating about whether interest rates will be cut.The newspapers have speculated that they will get married next year.The readers can speculate what will happen next.28. insignificant: of no value or importanceExamples: We may ignore such an insignificant difference.Given his income, the cost was insignificant.29. selfish: concerned with one’s own advantage without care for othersExamples: I think I’ve been very selfish. I’ve been mainly concerned with myself.Don’t be so selfish; give her one of your sweets.30. pluck: pull the feathers off; pickExamples: She looked relaxed as she sat there plucking the chicken.He plucked an apple from the branch above his head.pluck up (one’s) courage: show bravery in spite of fearExamples: He finally plucked up courage to ask her to marry him.I’d love to do a parachute jump, but I can’t pluck up enough courage.31. blush: become red in the face from shameExamples: He blushed at the thought of what he’d done.I always blush when I speak in public.32. i nitial: the first letter of a nameExamples: He wrote his initials Z.Y. at the bottom of the page.Your initials are the first letters of your first and lastname.a. having to do with or occurring at the beginningExamples: I bought the digital camera with an initial payment of $60 and ten monthlyinstallments of $25.My initial reaction to his invitation was to refuse.mittee: a group of people chosen to do a particular job or for specialdutiesExamples: The local council has just set up a committee to study recycling.She sits on the school’s dev elopment committee.34. air one’s view: make one’s view known to peopleExamples: Every Friday there is a meeting in the department where the students can air their views and discuss problems.Citizens have the right to air their views fully.35. w hoever: no matter who; anyone at allExamples: Whoever wins the election is going to have tough job getting the economy back on its feet.I don’t have time to talk to them, whoever they are.36.paradise: heaven; a place of perfect happinessExamples: By comparison with their famine-struck villages, the city seemed like paradise.The old man believed that he would go to paradise after he died.37. s cratch: mark or cut with a rough or sharp instrument; scrape with claws or nails; put orremove by doing thisExamples: They often scratched their initials on stones in the buildings they worked on.The branches tore at my jacket and scratched my hands and face.I have to wear long sleeves to stop myself scratching.He began to scratch the paint off the door with a knife.scratch out: strike out or cancel (writing, etc.)Example: Philip’s name has been scratched out.38. dislike: the feeling of hating or not liking sth. or sb.Examples: They have a mutual dislike of each other.He has a dislike for / of cold air.His parents have taken a dislike to his new girlfriend.vt. not likeExamples: My roommates dislike having to get up early.I dislike the idea of testing children in such a rigid way.39. p ick out: choose specially or carefully from among othersExamples:The professors have picked her out as one of the top students in the department.He looked through the tourist guide and picked out a few exhibitions to seewhile he was in Shanghai.40. wait up: delay going to bedExamples: No matter how late I went home, my mother would wait up for me.I’ll be back late; don’t wait up for me.41. cease: stop (used in the patterns: cease to do sth.; cease doing sth.)Examples: The law will cease to be valid from midnight tonight.We must cease dumping waste in the sea.42. s tride: walk with long stepsExamples: Phil strode towards Stan and shook his hand.They strode across the creek one after another.n.Examples: He reached the door in only three strides.She attributed her record-breaking speed to the length of her stride.43. t hunder: shout loudly; produce thunderExamples: Lily thundered at her boyfriend for being an hour late.I don’t like going out when it’s thundering.n. the loud explosive noise following a flash of lightningExample: My daughter is afraid of thunder andlightning.44. rejoin: come into the company of again; reuniteExamples: Jackie returned to New York City to rejoin her family.Yao Ming rejoined the national basketball team after spending six months in America.。

大学综合英语教程教案

一、教学目标1. 知识目标：（1）掌握旅游和旅游业相关的词汇和短语；（2）了解旅游和旅游业的基本概念和分类；（3）提高阅读理解能力，学会从文章中获取信息。

2. 能力目标：（1）提高学生的听说能力，学会用英语进行旅游话题的交流；（2）培养学生运用英语进行旅游策划和介绍的能力；（3）提高学生的写作能力，学会撰写旅游报告。

3. 情感态度与价值观：（1）培养学生热爱旅游、热爱生活的情感；（2）提高学生的跨文化交际意识；（3）激发学生对旅游业的关注，树立正确的职业观念。

二、教学重点与难点1. 教学重点：（1）掌握旅游和旅游业相关的词汇和短语；（2）提高阅读理解能力，学会从文章中获取信息；（3）提高听说能力，学会用英语进行旅游话题的交流。

2. 教学难点：（1）旅游和旅游业相关词汇的积累；（2）旅游策划和介绍能力的培养；（3）旅游报告的撰写。

三、教学方法与手段1. 教学方法：情景教学法、任务型教学法、合作学习法、探究式教学法等。

2. 教学手段：多媒体教学、板书、实物展示、角色扮演等。

四、教学过程1. 导入新课（1）教师展示旅游图片，激发学生学习兴趣；（2）教师简要介绍旅游和旅游业的基本概念，引导学生进入主题。

2. 讲授新课（1）词汇教学：教师引导学生学习旅游和旅游业相关的词汇和短语，如：tourism、travel、holidays、travel agency、attractions、sightseeing等；（2）阅读理解：教师挑选一篇关于旅游的短文，引导学生进行阅读，并总结文章大意；（3）听说训练：教师组织学生进行角色扮演，模拟旅游过程中的对话。

3. 巩固练习（1）学生分组，进行旅游策划和介绍；（2）学生展示策划和介绍，其他学生进行评价；（3）教师点评，指出优点和不足。

4. 归纳小结（1）教师引导学生总结本节课所学内容；（2）教师强调重点和难点，布置课后作业。

5. 作业布置（1）阅读一篇关于旅游的英文文章，总结文章大意；（2）撰写一篇关于旅游的短文，介绍一个你向往的旅游目的地；（3）收集关于旅游的图片和资料，进行展示和分享。

unit 1 Part 1应用型大学英语综合教程教案新部编本

教师学科教案[ 20 – 20 学年度第__学期]任教学科：_____________任教年级：_____________任教老师：_____________xx市实验学校Unit OnePart 1-1: Divine InterventionTeaching ProcedureCourse introductionPre-reading activitiesGlobal reading activitiesDetailed reading activitiesAfter reading activitiesAssignmentsI.Course introductionIntroduction to the course arrangementEach unit includes:Part1: Language Skills Development — 4 periodsPart 2: Enhancement of Language Abilities —2 periodsPart 3: Practice in lab —2 periodsThe covered units: Units 1, 2, 3, 7, 8II. Pre-reading activitiesTitle understandingdivine: a. 神（上帝）的，天赐的e.g. He granted us from his divine love and is asking from us love for his divine presence. 他把他神圣的爱赐予我们并要求我们爱他神圣的存在。

intervention: n. [C, U] 干预，干涉，介入e.g. His intervention brought their quarrel to a climax.他的干预使他们的争吵达到了高潮。

Divine Intervention上帝显灵Why did the author use this title?III. Global reading activitiesText organization: main ideasPart I (Paras.1-2)The background of the story and the hero in it.Part II (Paras.3-17)How did he cope with the crisis.Part III (Paras.18-21)The end of the story.IV. Detailed reading activitiesPart I :information card 1Hero:Name: Rob BollAge: 52Profession: Physician at a family practiceSpecialization: Treatments of sore throats and ear infectionsPart I :information card 2SettingEvent: A turkey feastPlace: St. John’s United Church of Christ, Mokena, IllinoisPurpose: To raise fundAttendants: Members and many non-members of the congregation from the surrounding Chicago suburbsParas. 1-2: answer the questionWhy did so many non-congregation people attend the church’s annual fund-raising dinner? Because they could have a turkey feast at the dinner and help the church in some way.Paras. 1-2: true or false questions( F ) 1. Rob Boll had finished the dinner when he heard a commotion in the room.( T ) 2. The 76-year-old white-haired woman choked on a piece of turkey.( T ) 3. Colleen Rohrer who asked for help was the daughter-in-law of the old woman.( F ) 4. They tried Heimlich maneuver to help the old woman and it was effective.Part II Paras.3-5: sentence understanding“Help!” a woman shouted. “Does anybody know how to do the Heimlich?”“快帮帮忙！”一个女人大叫着。

应用型大学英语教案

应用型大学英语教案第一章：概述与应用1.1 教学目标了解应用型大学英语教案的背景和重要性掌握教案的基本结构和编写方法1.2 教学内容应用型大学英语教案的定义和特点教案的基本组成部分教案的编写原则和技巧1.3 教学方法讲授与示范相结合小组讨论和案例分析1.4 教学评估课堂参与和讨论教案编写练习第二章：学生需求分析2.1 教学目标掌握学生需求分析的方法和工具能够编写学生需求分析报告2.2 教学内容学生需求分析的重要性学生需求分析的方法和工具编写学生需求分析报告的步骤和技巧2.3 教学方法讲授与示范相结合小组讨论和案例分析2.4 教学评估学生需求分析报告的提交和评估课堂讨论和反馈第三章：教学目标设定3.1 教学目标掌握教学目标设定的方法和技巧能够编写清晰的教学目标3.2 教学内容教学目标设定的重要性教学目标设定的方法和技巧编写教学目标的步骤和注意事项3.3 教学方法讲授与示范相结合小组讨论和案例分析3.4 教学评估教学目标的提交和评估课堂讨论和反馈第四章：教学内容设计4.1 教学目标掌握教学内容设计的方法和技巧能够编写合理的教育教学内容4.2 教学内容教学内容设计的概念和意义教学内容设计的方法和技巧编写教学内容的步骤和注意事项4.3 教学方法讲授与示范相结合小组讨论和案例分析4.4 教学评估教学内容的提交和评估课堂讨论和反馈第五章：教学方法与手段5.1 教学目标掌握教学方法和手段的选择与运用能够根据教学目标选择合适的教学方法和手段5.2 教学内容教学方法的分类和特点教学手段的选择与运用教学方法和手段的整合与创新5.3 教学方法讲授与示范相结合小组讨论和案例分析5.4 教学评估教学方法和手段的提交和评估课堂讨论和反馈第六章：教学评估与反馈6.1 教学目标理解教学评估的重要性掌握教学评估的方法和技巧能够设计有效的教学评估工具6.2 教学内容教学评估的类型和目的教学反馈的给予和接受技巧6.3 教学方法讲授与示范相结合小组讨论和案例分析实践教学评估的设计和实施6.4 教学评估教学评估工具的设计和提交学生表现的评估和反馈第七章：课程资源与教材开发7.1 教学目标了解课程资源和教材开发的重要性掌握课程资源和教材的选择与开发方法能够进行有效的课程资源整合和教材开发7.2 教学内容课程资源的类型和利用教材的选择标准和评价方法教材开发的过程和技巧7.3 教学方法讲授与示范相结合小组讨论和案例分析课程资源和教材开发的实践指导7.4 教学评估课程资源和教材开发项目的提交和评估学生参与度和成果的评估第八章：教学伦理与职业发展8.1 教学目标理解教学伦理的重要性掌握教学伦理的基本原则和规范能够处理教学中的伦理问题8.2 教学内容教学伦理的基本概念和原则教学中的伦理问题和案例分析教师职业发展的路径和策略8.3 教学方法讲授与示范相结合小组讨论和案例分析角色扮演和模拟教学8.4 教学评估教学伦理案例分析报告的提交和评估课堂讨论和反馈第九章：教案编写实践9.1 教学目标综合运用之前学到的教案编写知识和技能完成一个完整的教案编写实践提高教案编写的能力和效率9.2 教学内容选择一个教学场景进行教案编写应用教学目标、内容、方法和评估等方面的知识和技巧反思和评估教案编写的实践过程和结果9.3 教学方法独立编写教案小组分享和讨论教师指导和建议9.4 教学评估教案的提交和评估学生自我评估和同伴评估第十章：教案编写技巧与反思10.1 教学目标掌握教案编写的进阶技巧学会如何进行教案编写的反思和持续改进提升教案编写质量和教学效果10.2 教学内容教案编写的高级技巧，如教学创新和差异化教学教案编写的反思方法和工具教案编写改进的策略和步骤10.3 教学方法讲授与示范相结合小组讨论和案例分析个人和小组的反思练习10.4 教学评估教案改进计划的提交和评估课堂讨论和反馈重点和难点解析重点环节1：学生需求分析学生需求分析是教案编写的基础，需要教师充分了解学生的背景知识、学习动机和需求，以便设计出更加符合学生实际需要的教学内容和活动。