新编实用英语综合教程1-unit 6-教案
新编实用英语综合教程Unit 1
Unit 1 Hello, Hi！一、本课及各部分的教学目的及重点二、具体教学过程Section ⅠTalking face to face (Room Reservation) Useful Sentences（该环节首先播放教学视频，使学生对寒暄和交流过程有直接的认识。
然后教师将见面寒暄和交流的相关表达进行讲解后，学生自由模拟训练为主，重在帮助学生循序渐进地从单个句型到连贯对话进行过渡。
此时，教师不用对学生要求过高，可以先从模仿练起，鼓励学生举一反三。
）Section II Grammatical Item – Sentence Structures（句子结构）1．基本句型结构：（主+谓）结构、（主+谓+宾）结构、（主+谓+宾+宾补）结构、（主+系+表）结构（1）（主+谓）结构主谓结构的句子的谓语动词是不及物动词，后面不接宾语。
The sun rises. 太阳升起来了。
He died. 他死了。
She smiled. 她笑了。
（2）（主+谓+宾）结构主谓宾结构的谓语动词多数为及物动词，如果是不及物动词，需先加个介词，然后才可接宾语。
I love my hometown. 我爱我的家乡。
(及物动词)I dislike traveling. 我不喜欢旅游。
（及物动词）He is waiting for her. 他在等她。
(wait是不及物动词，后接for)（3）（主+谓+宾+宾）结构My father sent me a new bike as my birthday present. 我的爸爸送了我一辆新自行车作为生日礼物。
（me作间接宾语，bike作直接宾语）（4）（主+谓+宾+宾补）结构His words made me moved. 他的话叫我感动。
（过去分词作宾补）I find the novel very interesting. 我发现这部小说很有趣。
（现在分词作宾补）My manager asks me to do the work. 我的经理叫我做这项工作。
新编实用英语综合教程第1册教学设计
新编实用英语综合教程第1册教学设计课程概述本课程是针对初学者设计的英语教学课程，旨在通过可操作性强、实用性强的语言技能，帮助学习者快速掌握英语基础知识，为日后深入学习和使用英语扫清道路。
教学目标本教学设计旨在通过一系列科学有效的教学方法，实现以下教学目标：1.帮助学生掌握英语字母表和发音规律；2.帮助学生掌握简单的日常用语；3.帮助学生理解基本的语法知识和句型结构；4.培养学生初步的听、说、读、写能力，同时提高学生的英语语感和自信心。
教学内容第一课主要教授英语字母表，包括26个字母的名称和发音规律。
通过字母与音素的对应关系，帮助学生初步掌握英语发音技巧。
第二课本节内容主要讲解简单的日常用语，如问候语、感谢语、道别语等。
通过模拟真实情景，帮助学生熟练掌握常见的英语用语，并且通过口语练习巩固掌握。
第三课本节内容主要引导学生学习并掌握英语语法方面的基础知识，如主语、谓语、定语、状语等基本概念，并且通过练习巩固掌握。
第四课本节内容主要介绍英语代词、形容词、副词的基础知识，帮助学生掌握词汇量的同时，提高学生对英语语法的敏感性，同时辅以口语练习提高听说能力。
第五课本节内容主要让学生了解问题句型及回答方式，并帮助学生掌握各种相应句子类型的语法。
第六课综合性课程内容，巩固学生对前几节课的掌握，同时给予口语表达、语音、语法等方面的全面训练。
教学方法本教学设计将采用两大类方法，一类为传统教学方式，一类为现代教学方式。
传统教学方式1.讲授法：将基础知识讲授给学生，辅以学生手册和黑板板书，帮助学生初步掌握英语基础知识；2.练习法：通过不同形式的习题练习，巩固学生的掌握程度，并且帮助学生在做题过程中发现自己的不足，及时进行纠正。
现代教学方式1.互动式教学: 以学生为主体，让学生在讲师引导和促进下进行互动学习;2.多媒体教学: 利用现代多媒体教学手段，如PPT、录像等多媒体技术，结合学生实际情况和教学目标，对课程内容进行更直观、生动的展现。
实用英语综合教程第1册教案
实用英语综合教程第1册教案An Integrated Skills Course 1ContentsUnit1 Education (2)Unit2 Friendship (8)Unit3 Gifts (12)Unit4 Movies (18)Unit5 Our Earth (22)Unit6 Part-time Jobs (30)Unit 7 Health (36)Unit 8 Famous People (48)Unit 9 Festival (61)Unit 10 Animal Stories (73)Unit1 EducationObjectives1.Read what Bill Gates says about education;2.Build up your vocabulary relating to campus life;3.Learn something from an ancient Greek educator;4.Study different types of nouns;5.Write an introduction of yourself.Focuses1.Build up your vocabulary relating to campus life;2.Write an introduction of yourself.Outline1.Warm-up Discussion; study of words and expressions in Text A; Vocabulary Check (B and C)2.Discussion of Text A and the follow-up exercises (A and B)3.Active Words and V ocabulary Check; Grammar Tips4.Discussion of Text B and the follow-up exercises/doc/5040d052e87101f69e31955e.html prehensive Exercises (Ask the students to do the translation exercises outside of theclass beforehand)6.Practical WritingProcedures:Classroom ActivitiesI. Warm-up discussionQuestion: Do you know anything about Bill Gates such as his life and his educational background?Hint1)birthday and birthplace: October 28, 1995; Seattle, Washington2)educational background: Harvard University (education not completed)3)career: chairmen and chief software architect of Microsoft, the word‘s largest and most profitable software company.4)main events in his life:a.beginning programming computers at age 13;b.developing a version of the programming language BASIC for the first microcomputer in Harvard;c.founding Microsoft Corporation in 1975 at the age of 19II. Vocabulary in Text A1. education n.教育e.g. Children in poor areas receive free education.educate v.教育；教导educated adj.受教育的e.g. a well-educated maneducator n.教育家，教育者2. count v.派用场，点数e.g. 1) Every seconds counts.2) What counts more is whether you have tried your best.3) to count from 1 to 1004) Count these apples.3. advantage n.有利条件，好处；优点，优势e.g. This product has many advantages.advantageous adj.有利的，有益的，便利的e.g. It is highly advantageous to us.Phrase: take advantage of 很好的使用；利用e.g. take advantage of all educational opportunitiesAntonym: disadvantage n.不利；不利条件e.g. His bad health is a great disadvantage to him when he looks for work.4. lifetime n.一生，终生e.g. 1) a lifetime guarantee2)lifetime membership3) In my father‘s lifetime there have been many changes in the village.5. part-time adj.& adv.兼职的（地）e.g. 1)a part-time job2)He works part-time.full-time adj.全职的e.g. a full-time housewife6. programmer n.程序师，编程员program v.编制程序e.g. Please program the computer to do the job instead of doing it manually(手工操作).7. discourage vt. 不鼓励；使泄气，使失去信心e.g. His parents discouraged him from joining the air force.discouraged adj. 泄气的，失去信心的discouraging adj.使人泄气的，使人失去信心的e.g. 1) If you meet difficulty in your study, don‘t be discouraged.2) It is discouraging that I didn‘t k now how to solve the problem.Antonym: encourage vt.鼓励e.g. I encouraged her to work hard and to try to pass the examinations.courage n. 勇敢，勇气e.g. David showed great courage when he saved the child from the burning house.8. diploma n. 文凭，毕业证书e.g. a college diplomadiplomatic adj. 外交的，从事外交的e.g. Julia joined the diplomatic service after her graduation from university.9. project n.项目，课题e.g. 1) an impossible project2) The professor is directing a research project.Synonym: plan10. highly adv. 高度地；非常e.g. 1) a highly interesting story2) a highly paid jobPhrase: speak/ think highly of 赞扬，对…给予很高评价e.g. The leader speaks / thinks highly of our work.11. focus v.（使）集中；（使）聚焦e.g. 1) to focus (one‘s mind) in work2) All eyes focused on the speaker.focus n.（兴趣活动等的）中心，焦点e.g. Because of his strange clothes, he immediately becamethe focus of attention when heentered the office.12. range n. 范围e.g. You have a wide range of choices.range vi.在某范围内变化e.g. The temperature ranges from 10 to 20 degrees.13. attend v.参加，出席e.g. attend schoolattend a lectureattendance n.出席，到场14. automatically adv.自动地e.g. the machine operates automatically.automatic adj.自动的e.g. We have an automatic washing machine.15. drop out of 退学，不参与，退出e.g. 1) He dropped out of school at the age of 10 because his family was too poor to afford thetuition.2) She decided to drop out of the competition because it was not fire.16. chance of a lifetime 千载难逢的良机，一生中唯一的机会e.g. It‘s the chance of a lifetime. You will regret it the rest of your lif e if you don‘t take it.17. try out 试验，考验e.g. She bought a cookbook and tried out a few new recipes.18. in short 简而言之，总之e.g. In short, you should study hard for a better future.Synonym: in brief/ to sum up/ all in all/ in conclusionIII. Language Points in Text A1.They want to know what to study, or whether it?s Ok todrop out of college since that?s what I did.what to study: This is a wh-word + infinitive structure used as the object, which can be changed into an object clause. Wh-word + infinitive structure can be used as a subject, an object, or an appositive clause(同位语从句)，for example:1)How to improve their English is often discussed among the students.2)We haven‘t decided when to visit the place.3)You haven‘t answered my question about wher e to get these books.it?s Ok to drop out of college: Here ―it‖ is used as a formal subject, and the actual subject is the infinitive structure ―to drop out of college‖. The general pattern is ―It is + adj. + (for/ of + sb.) todo sth.‖ More examples:1)It was very thoughtful of her to come to see me when I was ill.2)It‘s easy for me to see through his trick.that?s what I did: ―what I did‖ here is a predictive clause (表语从句)introduced by ―what‖. It is always structured in the form of ―subject + be/ look/ remain/ seem + predictive clause‖ and can be introduced by such words as ―that‖ (always omitted), and other wh-words, for example:1) It seems (that) it is going to rain.2) This is why I refused to attend the meeting.2. As I?ve said before, nobody should drop out of college unless they believe they face the chance of a lifetime.As I?ve said before: This is a non-restrictive relative clause(非限制性关系从句) introduced by ―as‖(正如…的那样), which can be placed at the beginning or at the end of the sentence. Moreexamples:1) As people expected, she was admitted to Beijing University.2) Hundreds of people were killed in the earthquake, as I have learned from the newspaper. unless: is a conjunction for an adverbial clause of condition (条件状语从句), which equals ―if…not…‖(除非).e.g. I won‘t leave unless the rain stops.3. In my company?s early years, we have a bright part-time programmer who planned to drop out of high school to work.planned to: intend to do sth.计划、打算做某事e.g. I plan to make a trip to Beijing during the summer vocation.who planned to …work: a restrictive relative clause introduced by ―who‖ since its antecedent is a person and serves as the subject in the clause. The relative pronoun ―that‖ can be used here too. More examples:1) The young man who sits there quietly is my brother.2) I don‘t like people that pry into others‘ private business.4. Having a diploma certainly helps somebody who is looking to us for a job.look to sb./ sth.: to depend on sb. or sth. for help or advice 指望，依赖e.g. We look to you for support.5. High school and college offer you the best chance to learn many things and to do projects with others that teach you about team spirit.that teach you about team spirit: This is a restrictive relative clause introduced by ―that‖, whose antecede nt acts as the subject of the clause. Actually the relative clause introduced by ―that‖ can be used to modify both the person or the thing,and the roll of ―that‖ can be either the subject or the object.e.g. He was the only one that I knew there.I haven‘t been to the place that you have mentioned.6. In high school there was a time when I was highly focused on writing software, but for most of my high school years I had many interests.when …software: This is a relative clause introduced by the relative a dverb ―when‖, which acts as the adverbial of time in the clause.e.g. 1) There was a time when I completely lost my self-confidence.2) I will never forget those days when we were together.7. For me, classroom is not the only place where you can learn.where you can learn: This is a restrictive relative clause introduced by the relative adverb ―where‖, which is used as the adverbial of place in the clause.e.g. 1) Do you still remember the restaurant where we had dinner last night?2) This is the place where he stayed his whole life.8. In short, it?s a real mistake not to take the chance to studya wide range of subjects and to learn to work with other people because education does count.it?s a real mistake not to take the chance: This is an example of a negative infinitive structure, where ―not‖ is placed before an infinitive.e.g. 1) We are asked not to speak loudly in class.2) It is a good idea not to go out on such a rainy day.IV. Focus on Grammar名词(Noun )一、名词的概念表示人、事物或抽象概念的词叫做名词。
新编实用英语综合教程一Unit 6 Olympics and Sports
What You Should Know About
1. Successful Beijing Olympic Games 2. Use of contextual reference of tenses
Unit | Six
Contents
Talking Face to Face
Section Ⅰ
Section Ⅴ
Appreciating Culture Tips
Section Ⅱ
Being All Ears
Section Ⅲ
Section Ⅳ
Maintaining a Sharp Eye
Trying Your Hand
Unit | Six
Section Ⅰ Talking Face to Face
Speak and Recite 1 Work in pairs. Practice the following mini-talks about sports events and outdoor activities. 1) Talking About a Sports Event Poster Window on Key Words A: Look at the poster! B: Oh, there will be a fun sports meet in our school. 趣味运动会 A: Sunday morning, in the stadium. 体育场 B: And everybody is welcome!
锦标赛
国际徒步大会 (节)；临近
5) Commenting on an Outdoor Activity A: The 3rd International Walking Festival is drawing near. B: Yes, there are posters everywhere around the city. A: Walking is a healthy outdoor activity. Back B: And we can relax both our mind and our body. Unit | Six
新编实用英语综合教程1(第四版)Unit 1 Hello,Hi教案
Unit 1 Hello, HiUnit Goals1.Greet people and give responses: first meeting and meeting again2.Exchange personal information: name/address/telephone number/job/study3.Introduce people to each other4.Meet people at the airport5.Say goodbye to others6.Say hello in different languages7.Write a business cardWhat should you know about1.Etiquette of meeting and introducing people2.Etiquette of exchanging business cards3.Basic sentence structuresSection I Talking Face to Face1.Imitating Mini-Talks2.Acting out the Tasks3.Studying Email Information on the Internet4.Following Sample Dialogues5.Putting Language to UseSection II Being All Ears1.Learning Sentences for Workplace Communication2.Handling a Dialogue3.Understanding a Short Speech / TalkSection III Trying your Hand1.Practicing Applied Writing2.Writing Sentences and Reviewing GrammarSection IV Maintaining a Sharp EyePassage 1 :Information Related to the Reading PassageEnglish Expressions Borrowed from FrenchOver the long years, the English language has borrowed a great number of French words or expressions. Some of them have been so absorbed in English that speakers might not realize their origin. Other expressions like “faux pas〞have retained their “Frenchness〞, with which speakers tend to sound modern. These expressions are often written in italics. The following are a few French expressions which are commonly used in English.1. Faux Pas: It refers to a socially awkward or tactless act, a foolish mistake, something that should not be done. 失礼2. au pair: A foreign female student who works for a family (cleaning and/or teaching the children) in exchange for room and board. 帮助料理家务换取住宿的外国女学生3. Bon appétit: The closest English equivalent is “Enjoy your meal〞. 用餐愉快4. esprit de corp s: It is similar to “group spirit〞or “morale〞. 团队精神5. rendez-vous: In English it means “go to〞. It can be used as a noun or a verb. 约会6. RSVP: This abbreviation stands for Répondez, s'il vous plaît, which means“Respond, please〞.敬请回复7. bon voyage: a way of saying goodbye and wishing good luck 一路平安The Business Card: a Social Faux PasYou, like most people, probably have been in such a situation where you are being asked for a business card, and while reaching for it ... and ... oops ... “I'm sorry, I must be out at the moment〞or “they must be in my other bag〞or “I left them at the office, I'm sorry,〞and the conversation continues on with some sort of story about how this “never happens to me〞or “I knew I was forgetting something this morning ...〞Missed connections are missed opportunities for business. Business cards are a useful marketing tool, and an easy one to have with you at all times. Not having your cards can be seen as being unprepared to market yourself and your business. Don't start t hat new contact leaving them thinking “that person is already unprepared〞.“Never leave home without it ...〞There are so many things we often have to remember in this go-go world we are living in … but your business cards should ALWAYS be with you.Here are a few tips for you to go take care of this right now, so youdon't get caught in this situation:✧ If you don't have a job, get Networking Cards.✧ If you are employed, and haven't had new cards in 2 or more years,it couldbe time for an update: info update and photo update ...✧ Perhaps set a goal of handing out 5 cards a day.✧ Practice what you will say when handing them out. On a daily basis, there are so many opportunities to do so. Grocery store lines, coffee shops, waiting on your car wash, meetings, and even the dog park!✧ Ask your network to network with and for you also by handing out a few!Work smarter, not necessarily harder!Language Points1 Explanation of Difficult Sentences1. (Para. 2) Missed connections are missed opportunities for business.Analysis: Missed is a verb's past participle used here as an adjective.The repeated use of the same word could bring out a stronger effect. Translation: 错失了联络就错失了商机。
新编英语实用教程一unit 6 教案
College English教材：新编实用英语基础教程教研室：武汉交通职业学院公共课部公外教研室教师姓名：张迪2.forget:vt. 忘记；忽略vi. 忘记e.g:She forgot where she left the car and it took us two days to find it.她忘了把车停在了哪里，我们花了两天时间才找到它。
I forgot posting the letter.我忘了信已寄出。
Don't forget to post the letter.别忘了去寄信。
3.happen:vi. 发生；碰巧；偶然遇到happen to sb.; happen to do sth.e.g:We cannot say for sure what will happen.我们说不准将会发生些什么。
4.mistake:n. 错误；误会；过失vt. 弄错；误解vi. 弄错；误解e.g；There must be some mistake.一定是出了什么错。
误认，把…误认为(for)：She is often mistaken for her twin sister.她常被误认为她的孪生姐姐。
They mistook him for the manager.他们错把他当成经理了。
5.fall:vi. 落下；变成；来临；减弱n. 下降；秋天；瀑布vt. 砍倒；击倒adj. 秋天的e.g：Apples fell from the tree.苹果从树上落下。
6.shine:vi. 发出光；反射光，闪耀；出类拔萃，表现突出；露出；照耀；显露；出众vt. 照射，擦亮；把…的光投向；（口）通过擦拭使…变得有光泽或光n. 光亮，光泽；好天气；擦亮；晴天；擦皮鞋；鬼把戏或诡计n. （英）夏因（人名）；e.g:The moon is shining.月光照耀。
7.invite:vt. 邀请，招待；招致invitatione.g:to invite somebody to a party邀请某人参加晚会to invite one's friend to dinner招待朋友吃饭8.explain:v. 说明；解释e.g:How can you explain such a silly remark?你怎能解释这样一个愚蠢的意见?He explained the problem to me.他对我解释这个问题。
《新编实用英语》教案第一册Unit6
Unit SixStudyI. Objectives:By the end of this unit, the students should be able to1) read, discuss and translate diplomas and degrees in English,2) learn some expressions in talking about courses, diplomas, degrees, andcertificates in relation to their education,3) comprehend the two passages and master the useful expressions in them, and4) finish the exercises by themselves or with some help.II. IntroductionLead-in（导入）: First, the students are asked to discuss the importance of diploma. Then their opinions are written down on the blackboard. Finally, the introductory remarks will be made by the teacher as follows:The diploma, degree, or other educational certificates are of utmost importance for those who want to seek a good job or receive a promotion. A lot of people have to study for a long time and many courses to get different degrees from the universities or colleges. In this unit you will learn how to converse about what degree you have and inquire about other people’s education.III. Teaching Procedures:Section I. Talking Face to FaceStep 1. Presentation:Read the following Samples of a diploma and a degree of bachelor.Sample 1翻译:Sample 2翻译:学士学位证书星华大学兹证明林小平被正式授予理科学士学位1999年7月17日校长签名：Topic-related Information--Names of MajorsComputer ScienceTelecommunication Engineering--Names of DepartmentsPostal Communication Management DepartmentComputer DepartmentTelecommunications Engineering DepartmentEconomics DepartmentFinance DepartmentHumanity & Social Science DepartmentBasic Courses Department--Data Bank1)The duly authorized officers hereby certify that …正式授权的高级官员在此证明…2)This is to certify…兹证明…3)Sb. has completed a course of study in …某人已修完了在…方面的课程。
新编实用英语1六单元教案新部编本
Summary
Homework---P95. Ex.3-5
15’
73’
2’
作业布置
计划布置
实际布置
P95, Ex.3-5
P95, Ex.3-5
课后自评
教 案 内 容
教学提示
备课内容（教学设计、知识点、课堂组织、教学方法等）
Unit Six:Sports Events and Outdoor Activities(1)
2Invitinf and going t see a sports event
3 Talking about and commenting on sports event
4Inviting friends and taking part in outdoor activities
5Understanding and designing a sports event poster
教法选择
The Gaming Teaching Method
The Behavior Teaching Method
重点难点分析
1.Key words and expressions:
2Some traditional Chinese sports and activities.
教具选用
Tape-recorder
课后自评
教 案 内 容
教学提示
备课内容（教学设计、知识点、课堂组织、教学方法等）
Unit 6 Sports Events and Outdoor Activities
What you should learn to do
UniteGoals
1Understanging and writing a sports event poster
新编实用英语综合教程教案
新编实用英语综合教程教案教案：新编实用英语综合教程第一课：问候与介绍教学目标：1.学会用英语问候与介绍他人。
2.学习相关的词汇和句型。
3.提高口语表达能力。
教学重点：1.学习常用的问候方式。
2.学习如何介绍他人。
3.练习口语表达能力。
教学准备：1.教师准备教材及配套课件。
2.确保教室上课环境整洁。
3.准备相关的课堂活动。
教学过程：步骤一：导入（5分钟）教师向学生打招呼，并用英语问候全班学生。
然后询问学生如何用英语问候他人。
步骤二：新知呈现（10分钟）教师提供一些常用的问候方式，并解释其用法和含义。
例如：“How are you?”、“What’s up?”、“How’s it going?”等。
然后教师通过演示的方式向学生展示如何用这些问候方式与他人进行交流。
步骤三：对话练习（10分钟）教师分发练习卡片，学生们分成小组进行对话练习。
每组学生轮流扮演不同的角色，进行问候和介绍的对话练习。
教师可以在课堂辅助学生，纠正他们的发音和语法错误。
步骤四：分组活动（15分钟）教师将学生分成小组，每个小组的成员都有一个袋子，里面放有一些物品。
小组成员通过轮流拿东西，然后用自己的话介绍拿到的物品。
其他组员可以提问或者给出评论。
教师可以在活动过程中引导学生使用相关的句型和表达方式。
步骤五：练习评价（10分钟）教师提供一些练习题，要求学生用英语回答。
例如：“How do you usually greet your friends？”、“How would you introduce yourself in English？”等。
学生们可以在书写或者口头表达上回答问题。
步骤六：小结复习（5分钟）教师对本节课的内容做一个小结，并提醒学生下节课的学习内容。
第二课：购物与点餐教学目标：1.学会用英语购物和点餐。
2.学习相关的词汇和句型。
3.提高口语表达能力。
教学重点：1.学习如何用英语购物和点餐。
2.学习相关的词汇和句型。
新编实用英语综合教程第二学期教案
2014-2015学年第二学期大学英语教案授课教师：崔俊学授课班级：2014级数学教育1、2班教研室：大学英语教研室Unit 1 Invitation EtiquetteTopic: Good MannersObjectives: S tudents should be able to:1. Talk about good manners;2. Understand the content, the organization of the text and the writing devices of the passage;3. Know and make use of the language points, especially expressions, learned from the text;4. Grasp some key words, expressions and sentence patterns for expressing ideas on related topics;5. Learn how to write a note of thanks;6. get some tips about English modal verbs.Important/Difficult Point(s):1.Grammar2.Raise the awareness of good manners.Materials and Resources:1.Multimedia2.PPTs3.Colorful chalks4.ChalkboardProcedure:Period 1Step 1: Warm upWarm-up Discussion:Ask students to form groups of four and discuss on the topic: “D o you think good manners are important in our life? Why?”Group leaders will be asked to present group opinions.Step 2: Reading StrategyAsk students to read through the whole passage without referring to the word list. Tryto scan through to find out the main idea. And skim the passage to find out the corresponding part of the passage to the comprehension exercise after the passage. Period 2Step 1: Word study1. Read new words2. Memories them all.Step 2: Word analysisPlan for Follow Up Lesson:1.Our next class will begin with the passage. The students will be reminded atthe end of this class to prepare the readings for next class.2.The next class will be structured through passage analysis and languagestudy.Period 3Step 1: Warm-up1.Students are asked to take out a piece of paper and recite new words. A number ofstudents will be called to read some words out for the teacher to check pronunciation.2.Students watch a short video about the mannersStep 2: Passage Aprehensive study of passage Aa.main ideab.structure analysisnguage studyPeriod 4Step 1：Finish all the after-reading exerciseStep 2: Active Words1.Teacher explains the usage and examples2.Students make sentences and try to memories the usagesStep 3: HomeworkFinish Vocabulary Check after the Active Words.Plan for follow-up lesson1.Students should prepare for the study of Text B.2.Students should prepare for group discussion and writing.Period 5Step 1: Warm-upGroup Study: Students are asked to form groups of four and discuss on the topic “What is the Golden Rule in dealing with others?” Group leaders present the result. Step 2: Fast-reading of Passage BStudents are required to take advantage of fast reading strategies to do comprehension work.Step 3: Word StudyPeriod 6:Step 1: Passage Analysis1. Comprehensive study of passage B1)main idea2) structure analysis2. Language studyStep 2: (Homework)Ask students to finish after-reading activities.Period 7Step 1: Warm-up1. Students are asked to take out a piece of paper and recite new words. A number of students will be called to read some words out for the teacher to check pronunciation.2. Students do listening practice.Step 2: Grammar studyStep 3: Finish exercise of Modal VerbsPeriod 8:Step 1: ExerciseStudents are required to do comprehensive exercises in class within a certain timeframe. The teacher will check the answer.Step 2: Writing Practice --- How to write a note of thanksThe teacher will explain what a note of thanks is and how to write it. Students will be shown with the example a note of thanks.Students are required to write a note of thanks in a group.Plan for follow-up class1.Our next class will begin with Unit2. The students will be reminded at the end ofthis class to prepare the readings for next week.2.The next class will be structured through small group work and whole classdiscussions.Unit 2 E-mailTopic: Living EnvironmentObjectives: S tudents should be able to:1. Talk about Living Environment;2. Understand the content, the organization of the text and the writing devices of the passage;3. Know and make use of the language points, especially expressions, learned from the text;4. Grasp some key words, expressions and sentence patterns for expressing ideas on related topics;5. Learn how to write a note of apology;6. Get some tips about adverbial clauses of time in English.Important/Difficult Point(s):1.Grammar2.Raise the awareness of environmental protection.Materials and Resources:1.Multimedia2.PPTs3.Colorful chalks4.ChalkboardProcedure:Period 1Step 1: Warm upWarm-up Discussion:Ask students to form groups of four and discuss on the topic: “What suggestions do you have for environmental protection?” Group leaders will be asked to present group opinions.Step 2: Reading StrategyAsk students to read through the whole passage without referring to the word list. Tryto scan through to find out the main idea. And skim the passage to find out the corresponding part of the passage to the comprehension exercise after the passage. Period 2Step 1: Word study1. Read new words2. Memories them all.Step 2: Word analysisPlan for Follow Up Lesson:1.Our next class will begin with the passage. The students will be reminded at theend of this class to prepare the readings for next class.2.The next class will be structured through passage analysis and language study. Period 3Step 1: Warm-up1.Students are asked to take out a piece of paper and recite new words. A number ofstudents will be called to read some words out for the teacher to check pronunciation.2.Students watch a short video about the environmental protection.Step 2: Passage A1. Comprehensive study of passage Aa.main ideab.structure analysis2. Language studyPeriod 4Step 1：Finish all the after-reading exerciseStep 2: Active Words1.Teacher explains the usage and examples2.Students make sentences and try to memories the usagesStep 3: HomeworkFinish Vocabulary Check after the Active Words.Plan for follow-up lesson1.Students should prepare for the study of Text B.2.Students should prepare for group discussion and writing.Period 5Step 1: Warm-upGroup Study: Students are asked to form groups of four and discuss on the topic “What does noise mean to ordinary people like you?” Group leaders present the result.Step 2: Fast-reading of Passage BStudents are required to take advantage of fast reading strategies to do comprehension work.Step 3: Word StudyPeriod 6:Step 1: Passage Analysis1. Comprehensive study of passage Ba)main idea2) structure analysis2. Language studyStep 2: (Homework)Ask students to finish after-reading activities.Period 7Step 1: Warm-up1. Students are asked to take out a piece of paper and recite new words. A number of students will be called to read some words out for the teacher to check pronunciation.2. Students do listening practice.Step 2: Grammar studyStep 3: Finish exercise of A dverbial Clauses of time.Period 8:Step 1: ExerciseStudents are required to do comprehensive exercises in class within a certain timeframe. The teacher will check the answer.Step 2: Writing Practice --- How to write a note of apologyThe teacher will explain what a note of thanks is and how to write it. Students will be shown with the example a note of apology.Students are required to write a note of apology in a group.Plan for follow-up class1.Our next class will begin with Unit 3. The students will be reminded at the end ofthis class to prepare the readings for next week.2. The next class will be structured through small group work and whole class discussions.Unit 3 Communication by phoneTopic: Fast foodObjectives: S tudents should be able to:1. Talk about fast food2. Understand the content, the organization of the text and the writing devices of the passage;3. Know and make use of the language points, especially expressions, learned from the text;4. Grasp some key words, expressions and sentence patterns for expressing ideas on related topics;5. Learn how to write a note of congratulations6. get some tips about the adverbial clause of purpose in EnglishImportant/Difficult Point(s):nguage points2.GrammarMaterials and Resources:1.PPTs2.Colorful chalks3.ChalkboardProcedure:Period 1Step 1: Warm upWarm-up Discussion:Ask students to form groups of four and discuss on the topic: “Do you like the food at McDonald’s or KFC? What attracts you most there?” Group leaders will be asked to present group opinions.Step 2: Reading StrategyAsk students to read through the whole passage without referring to the word list. Try to scan through to find out the main idea. And skim the passage to find out thecorresponding part of the passage to the comprehension exercise after the passage. Period 2Step 1: Word study1. Read new words2. Memories them all.Step 2: Word analysisPlan for Follow Up Lesson:1.Our next class will begin with the passage. The students will be reminded atthe end of this class to prepare the readings for next class.2. The next class will be structured through passage analysis and language study.Period 3Step 1: Warm-up1.Students are asked to take out a piece of paper and recite new words. A number ofstudents will be called to read some words out for the teacher to check pronunciation.2.Students watch a short video about the fast food.Step 2: Passage Aprehensive study of passage Aa.main ideab.structure analysisnguage studyPeriod 4Step 1：Finish all the after-reading exerciseStep 2: Active Words1.Teacher explains the usage and examples2.Students make sentences and try to memories the usagesStep 3: HomeworkFinish Vocabulary Check after the Active Words.Plan for follow-up lesson1.Students should prepare for the study of Text B.2.Students should prepare for group discussion and writing.Period 5Step 1: Warm-upGroup Study: Students are asked to form groups of four and discuss on the topic “What is your healthy diet?” Group leaders present the result.Step 2: Fast-reading of Passage BStudents are required to take advantage of fast reading strategies to do comprehension work.Step 3: Word StudyPeriod 6:Step 1: Passage Analysis1. Comprehensive study of passage Ba)main idea2) structure analysis2. Language studyStep 2: (Homework)Ask students to finish after-reading activities.Period 7Step 1: Warm-up1. Students are asked to take out a piece of paper and recite new words. A number of students will be called to read some words out for the teacher to check pronunciation.2. Students do listening practice.Step 2: Grammar studyStep 3: Finish exercise of Adverbial ClausePeriod 8:Step 1: ExerciseStudents are required to do comprehensive exercises in class within a certain timeframe. The teacher will check the answer.Step 2: Writing Practice --- How to write a note of congratulationsThe teacher will explain what a note of congratulations is and how to write it. Students will be shown with the example a note of congratulations.Students are required to write a note of thanks in a group.Plan for follow-up class1.Our next class will begin with Unit 4. The students will be reminded at the end ofthis class to prepare the readings for next week.2.The next class will be structured through small group work and whole classdiscussions.Unit 4 Hotel ServicesTopic: Daily shoppingObjectives: S tudents should be able to:1. Talk about shopping;2. Understand the content, the organization of the text and the writing devices of the passage;3. Know and make use of the language points, especially expressions, learned from the text;4. Grasp some key words, expressions and sentence patterns for expressing ideas on related topics;5. Learn how to write a note of announcement6. get some tips about the gerund in English grammarImportant/Difficult Point(s):nguage points2.GrammarMaterials and Resources:1.PPTs2.Colorful chalks3.ChalkboardProcedure:Period 1Step 1: Warm upWarm-up Discussion:Ask students to form groups of four and discuss on the topic: “Do you like shopping? Why or why not?” Group leaders will be asked to present group opinions.Step 2: Reading StrategyAsk students to read through the whole passage without referring to the word list. Try to scan through to find out the main idea. And skim the passage to find out the corresponding part of the passage to the comprehension exercise after the passage.Step 1: Word study1. Read new words2. Memories them all.Step 2: Word analysisPlan for Follow Up Lesson:1.Our next class will begin with the passage. The students will be reminded at theend of this class to prepare the readings for next class.2.The next class will be structured through passage analysis and language study. Period 3Step 1: Warm-up1.Students are asked to take out a piece of paper and recite new words. A number ofstudents will be called to read some words out for the teacher to check pronunciation.2.Students watch a short video about the shopping.Step 2: Passage Aprehensive study of passage Aa)main ideab)structure analysisnguage studyPeriod 4Step 1：Finish all the after-reading exerciseStep 2: Active Words1.Teacher explains the usage and examples2.Students make sentences and try to memories the usagesStep 3: HomeworkFinish Vocabulary Check after the Active Words.Plan for follow-up lesson1.Students should prepare for the study of Text B.2.Students should prepare for group discussion and writing.Step 1: Warm-upGroup Study: Students are asked to form groups of four and discuss on the topic “Why is it convenient to do shopping on line?” Group leaders present the result.Step 2: Fast-reading of Passage BStudents are required to take advantage of fast reading strategies to do comprehension work.Step 3: Word StudyPeriod 6:Step 1: Passage Analysis1. Comprehensive study of passage Ba)main idea2) structure analysis2. Language studyStep 2: (Homework)Ask students to finish after-reading activities.Period 7Step 1: Warm-up1. Students are asked to take out a piece of paper and recite new words. A number of students will be called to read some words out for the teacher to check pronunciation.2. Students do listening practice.Step 2: Grammar studyStep 3: Finish exercise of gerundPeriod 8:Step 1: ExerciseStudents are required to do comprehensive exercises in class within a certain timeframe. The teacher will check the answer.Step 2: Writing Practice --- How to write a note of AnnouncementThe teacher will explain what a note of announcement is and how to write it. Students will be shown with the example a note of announcement.Students are required to write a note of thanks in a group.Plan for follow-up class1.Our next class will begin with Unit 5. The students will be reminded at the end ofthis class to prepare the readings for next week.2.The next class will be structured through small group work and whole classdiscussions.Unit 5 Food BlogsTopic: Modern CommunicationObjectives:1. Students will be able to enlarge the vocabulary relating to modern communication.2. Students will be able to understand the content, the organization of the text and the writing devices of the passage.3. Students will be able to know and make use of the language points, especially expressions, learned from the text.4. Students will come to know the importance of managing incoming email.5. Students will be able to learn how to write a public notice.6. Students will be able to get some tips about the use of the infinitive in English. Important/Difficult Point(s):1.Grammar2. Experiences with cell phones and emails.Materials and Resources:1.Multimedia2.PPTs3.Colorful chalks4.ChalkboardProcedure:Period 1Step 1: Warm up1. Warm-up DiscussionQuestions: What is your favorite way of daily communication?Do you use the Internet?.2. Group DiscussionAsk students to form groups of four and discuss on the topic of Internet: How has the Internet influenced your life? Is the influence good or bad? Why?Appoint a team leader for each group.Group leaders will be asked to present group opinions.Step 2: Reading StrategyAsk students to read through the whole passage without referring to the word list. Try to scan through to find out the main idea. And skim the passage to find out the corresponding part of the passage to the comprehension exercise after the passage. Period 2Step 1: New word studyStep 2: (Homework)1. Read new words2. Memorize them all.Plan for Follow Up Lesson:1.Our next class will begin with the passage. The students will be reminded atthe end of this class to prepare the readings for next class.2.The next class will be structured through passage analysis and languagestudy.Period 3Step 1: Warm-up1.Students are asked to take out a piece of paper and recite new words. A number ofstudents will be called to read some words out for the teacher to check pronunciation.2.Students will go to spot dictation to practice their listening.Step 2: Text Aa.Guide the students to get the main idea.b.structure analysisPeriod 4Step 1：Language studyStep 2: Finish all the after-reading exercisePeriod 5Step 1: Warm-upGroup Study: Students are asked to form groups of four and talk about making telephone calls based on the following questions:What advantages does making phone cells have?Do you prefer making phone cells to sending short messages to your parents while you are in college? Why or why not?Group leaders present the result.Step 2: Active Words1.Teacher explains the usage and examples2.Students make sentences and try to memories the usagesStep 3: HomeworkFinish Vocabulary Check after the Active Words.Plan for follow-up lesson1.Students should prepare for the study of Text B.2.Students should prepare for group discussion and writing.Period 6:Step 1: Fast-reading of Text BStudents are required to take advantage of fast reading strategies to do comprehension work.Step 2: Brief Text Analysis1. The main idea of the text2. Questions relating to the major points of the textWhat problem is troubling email users and corporations around the world?What is the importance of managing emails?Who should be responsible for managing emails?Step 3: (Homework)Ask students to finish after-reading activities.Period 7Step 1: Warm-up1. Students are asked to take out a piece of paper and recite new words. A number of students will be called to read some words out for the teacher to check pronunciation.2. Students do listening practice.Step 2: Grammar Study: the infinitive in EnglishGuide students to learn the grammar points of this unit.Step 3: Exercises of the infinitive in EnglishPeriod 8:Step 1: ExercisesStudents are required to do comprehensive exercises in class within a certain timeframe. The teacher will check the answer.Step 2: Writing Practice --- How to write a public noticeThe teacher will explain what a public notice is and how to write it. Students will be shown with the samples.Students are required to write two notices according to the assignments in the textbook.Plan for follow-up class1.Our next class will begin with Unit 6. The students will be reminded at the end ofthis class to prepare the readings for next week.2. The next class will be structured through small group work and whole class discussions.Unit 6 Shopping and SightseeingTopic: Health CareObjectives:1.Students will know the background information related to the text.2.Students will be able to understand the content, the organization of the text andwriting devices of the text.3.Students will be able to grasp some key words, expressions and sentence patternsfor expressing ideas on related topics.4.Students will enlarge their vocabulary of diseases.5.Students will learn about the past participle in English.6.Students will learn how to write a name card.Important/Difficult Point(s):Key words and expressionsGrammarMaterials and Resources:1.PPTs2.Multimedia3.Colorful pens and markers4.Chalk, chalkboardProcedure:Period 1Step 1: Warm up:1. Ask students questions about healthDo you often get sick? What should we do if we want to stay healthy?2. Group DiscussionAsk students to form groups of four and discuss on the topic of health: What can we do in order to have a healthy, happy and long life?Appoint a team leader for each group.Group leaders will be asked to present group opinions.Step 2: Reading StrategyAsk students to read through the whole passage without referring to the word list. Try to scan through to find out the main idea. And skim the passage to find out the corresponding part of the passage to the comprehension exercise after the passage. Period 2Step 1: New word studyStep 2: (Homework)1. Read new words2. Memorize them all.Plan for Follow Up Lesson:1. Our next class will begin with the passage. The students will be reminded at the end of this class to prepare the readings for next class.2. The next class will be structured through passage analysis and language study. Period 3Step 1: Warm-up1. Students are asked to take out a piece of paper and recite new words. A number of students will be called to read some words out for the teacher to check pronunciation.2.Students will go to spot dictation to practice their listening.Step 2: Text A1. Guide the students to get the main idea.2. Structure analysisPeriod 4Step 1：Language studyStep 2: Finish all the after-reading exercisePeriod 5Step 1: Warm-upGroup Study: Students are asked to form groups of four and talk about experiences with doctors based on the following questions:1. What was your most unforgettable experience with doctors?2. What kind of doctor do you like best? Why?Group leaders present the result.Step 2: Active Words1. Teacher explains the usage and examples2. Students make sentences and try to memories the usagesStep 3: HomeworkFinish Vocabulary Check after the Active Words.Plan for follow-up lesson1. Students should prepare for the study of Text B.2. Students should prepare for group discussion and writing.Period 6:Step 1: Fast-reading of Text BStudents are required to take advantage of fast reading strategies to do comprehension work.Step 2: Brief Text Analysis1. The main idea of the text2. Questions relating to the major points of the textWhat are the secrets of a good night’s sleep?How many phases are there in the course of sleep?Step 3: (Homework)Ask students to finish after-reading activities.Period 7Step 1: Warm-up1. Students are asked to take out a piece of paper and recite new words. A number of students will be called to read some words out for the teacher to check pronunciation.2. Students do listening practice.Step 2: Grammar Study: the past participle in EnglishGuide students to learn the grammar points of this unit.Step 3: Finish exercises of the past participle in EnglishPeriod 8:Step 1: Comprehensive ExercisesStudents are required to do comprehensive exercises in class within a certain timeframe. The teacher will check the answer.Step 2: Writing Practice --- How to write a name cardThe teacher will explain what a name card is and how to write it. Students will be shown with the samples.Students are required to design a name card for themselves according to the assignment in the textbook.Plan for follow-up class1. Our next class will begin with Unit 7. The students will be reminded at the end of this class to prepare the readings for next week.2. The next class will be structured through small group work and whole class discussions.Unit 7 FarewellTopic: Generation gapObjectives: S tudents should be able to:1. Talk about generation gap2. Understand the content, the organization of the text and the writing devices of the passage;3. Know and make use of the language points, especially expressions, learned from the text;4. Grasp some key words, expressions and sentence patterns for expressing ideas on related topics;5. Learn how to write invitation cards or letters6. get some tips about the relative clause in EnglishImportant/Difficult Point(s):1.active verbs: start, concern, throw, care, count2.mean, major, concerned, dorm, save, sake, wear, exaggerate, collect, can, charge, priority, ruin, vacation,3.the relative clause in EnglishMaterials and Resources:1.PPTs2.Colorful chalks3.ChalkboardProcedure:Period 1Step 1: Warm upWarm-up Discussion:Ask students to form groups of four and discuss on the topics: 1) differences between my parents and 2) suggestions for bridging the generation gapDivide the students into groups of three or four. Appoint a team leader for each group. Invite some students to talk about the topics. Each speaker has two minutes for thepresentation.Step 2: Reading StrategyAsk students to read through the whole passage without referring to the word list. Try to scan through to find out the main idea. And skim the passage to find out the corresponding part of the passage to the comprehension exercise after the passage. Period 2Step 1: Word studyStep 2: Word analysisPlan for Follow Up Lesson:1.Our next class will begin with the passage. The students will be reminded at the end of this class to prepare the readings for next class.2.The next class will be structured through passage analysis and language study. Period 3Step 1: Warm-up1.Students are asked to take out a piece of paper and recite new words. A number of students will be called to read some words out for the teacher to check pronunciation.2.Students watch a short video about the generation gap.Step 2: Passage Aprehensive study of passage Ac.main idead.structure analysisnguage studyi.You don’t really feel the generation gap until a son or daughter comeshome form college fro Christmas.ii.What difference does it make?iii.Why don’t you do it for our sake?iv.But it’s very hard for us to realize you’re an adult when you throw all your clothes on the floor.Period 4Step 1：Finish all the after-reading exerciseStep 2: Active Words1.Teacher explains the usage and examples2.Students make sentences and try to memorize the usagesStep 3: HomeworkFinish Vocabulary Check after the Active Words.Plan for follow-up lesson1.Students should prepare for the study of Text B.2.Students should prepare for group discussion and writing.Period 5Step 1: Warm-upGroup Study: Students are asked to form groups of four and discuss on the topics “What do you do when you and your parents have different ideas about the same thing?” And “what suggestions do you have for bridging the generation gap?”Group leaders present the result.Step 2: Fast-reading of Passage BStudents are required to take advantage of fast reading strategies to do comprehension work.Step 3: Word StudyPeriod 6:Step 1: Passage Analysis1. Comprehensive study of passage B1)main idea2) structure analysis2. Language studyStep 2: (Homework)Ask students to finish after-reading activities.Period 7Step 1: Warm-up1. Students are asked to take out a piece of paper and recite new words. A number of。
新编实用英语综合教程1-unit 6-教案
新编实用英语综合教程1-u n i t6-教案
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《实用英语综合教程》第一册Units1-6教案
《实用英语综合教程》第一册Units1-6教案Unit 1 EducationTeaching objective1. read what Bill Gates says about education;2. build up your vocabulary relating to campus life;3. get to know about the vocational education in Germany;4. study different types of nouns;5. write an introduction of yourself.Teaching focuses:1. Vocabulary: (omitted)2. Grammar: Nouns3. Practical writing: short passage to introduce yourselfTeaching steps:Step 1: Warm-up Discussion; study of words and expressions in Text AStep 2: Discussion of Text AStep 3: Comprehensive ExercisesStep 4: Grammar Tips; Active Words and V ocabulary Check Step 5: Discussion of Text B and the follow-up ComprehensionStep 6: Practical WritingStep 7: Starting Out & In-class Activities (Practical Listening and Speaking Course)Step 8: Cultural Notes & After-class Activities (Practical Listening and Speaking Course) Teaching methods:(1)Practice speaking and listening(2)Discussion(3)Presentation and role play(4) ExercisesTeaching ProceduresWarm-up Discussion and background information1. Bill Gates:(Bill) H. Bill Gates is the co-founder, chairman and chief software architect of Microsoft Corporation, the world’s largest and most profitable software company. And he is also the richest man in the world.Gates was born in 1955, in Seattle, Washington.●Gates attended the private Lakeside School. There, he discovered his interest in software and began programming computers at age 13.●Gate s went off to Harvard University in 1973 with the original intention of becoming a math professor. It was during his Harvard days that he and his friend developed BASIC (Beginner’s All-purpose Symbolic Instruction Code), the programming language for the first microcomputer. Gates left Harvard in 1975 without completing his university education.●He started Microsoft at the age of 19, and made a deal that changed the landscape of computing forever.●Gates announced in 2006 that he would be transitioning from full-time workat Microsoft to part-time work, and full-time work at the Bill & Melinda Gates Foundation to enhance healthcare and reduce extreme poverty in the world2. HarvardHarvard University, founded in 1636, is America’s oldest institution of higher learning. The university was named after its first benefactor, John Harvard of Charlestown. Since its founding, the university has grown from nine students with a single master to an enrollment of more than 18,000 degree candidates, including undergraduates and graduate students in 10 principalacademic units. An additional 13,000 students are enrolled in one or more courses in the Harvard Extension School.Text A : Education does countStudy of words and expressions in Text A/doc/8818832061.htmlcation n.教育educate v.教育educated adj. 受教育的educator n. 教育家，教育者1. Children in poor areas receive free education.2. The writer was educated at a very good school3. a well-educated man2. count v.有重要意义，有价值1. Every second counts.2. What counts more is whether you have tried your best.3. hundreds of 好几百，许许多多1. Hundreds of journalists attended the press conference.2. More than two hundred journalists attended the press conference.4. advice n. 忠告，建议advise vt. 忠告，建议1. She advised that I (should) wear my best suit.2. I was advised not to go there alone at night.5. drop out of 退学，不参与，退出1. He dropped out of school at the age of 10 because his family was too poor to afford the tuition.2. She decided to drop out of the competition because it was not fair.6. a …number of 若干1. A number of students didn’t want to have a spring outing.7. ask for 询问，寻求1. If you ask for my advice, that color doesn’t suit you.2. May I ask for the telephone number of the Grand Hotel？8. suggestion n.意见，建议at/on sb.’s suggestion 根据某人的建议make/offer a suggestion 提议，建议1. At/On her suggestion we went to Beijing by train.2. We will listen to anyone who makes/offers suggestions for the theme of the party.9. success n.成功，胜利succeed vi. 成功；达到；完成1. Failure is the mother of success.2. He succeeded in the examination.3. He succeeded in making his dreams come true.10. advantage n. 有利条件，好处；优点，优势advantageous adj. 有利的，有益的；便利的advantageous adj. 有利的，有益的；便利1. Mary speaks good English. Her advantage is that her mother is an English.2. This product has many advantages.3. It is highly advantageous to us.11. lifetime n. 一生，终生chance of a lifetime 千载难逢的良机，一生中唯一的机会1. a lifetime guarantee2. In my father’s lifetime there have been many changes in the village.3. It’s the chance of a lifetime. You will regret it the rest of your life if you don’t take it.12. programmer n. 程序师，编程员program vt.编制程序(亦作：programme)1. Please program the computer to do the job instead of doing it manually.13. discourage vt. 不鼓励；使泄气，使失去信心discouraged adj. 泄气的，失去信心的discouraging adj. 使人泄气的，使人失去信心的1. His parents discouraged him from joining the air force.2. If you meet with any difficulty in your study, don’t be discouraged.3. It is discouraging that I didn’t know how to solve the maths problem.encourage vt.鼓励courage n. 勇敢，勇气4. I encouraged her to work hard and to try to pass the examinations.5. She showed remarkable courage when she heard the bad news.14. diploma n. 文凭，毕业证书diplomatic adj. 外交的，从事外交的1. Julia joined the diplomatic service after her graduation from the university.15. spirit n. 精神in good/high/great spirits 精神好，高兴，兴致好in low/poor spirits 意志消沉，垂头丧气，怏怏不乐1. She is in good / high / great spirits these days because her son is returning from England.2. Do you know what happened to him? He seems to be in low/poor spirits.16. focus v. (使)集中；(使)聚焦1. All eyes (were) focused on the speaker.2. Because of his strange clothes, he immediately became the focus of attention when he entered the office.17. range (1) n. 范围(2) vi.在某范围内变化1. You have a wide range of choices.2. The temperature ranges from 10 to 20 degrees.3. The students’ages range between 15 and 18.18. try out 试验，考验1. She bought a cookbook and tried out a few new recipes.2. We tried out the project within a small range at first.19. in short 简而言之，总之1. In short, you should study hard for a better future.Synonym:in brief / to sum up / all in all / in conclusion20. They want to know what to study, or whether it’s OK to drop out of college since that’s what I did.:They want to know what they should study or whether it is fine for them to leave college without completing the education since I did it myself.what to study:This is a “wh-word + infinitive”structure used as the object, which can be changed into an object clause. “Wh-wo rd + infinitive”structure can be used as a subject, an object, or an appositive, etc., functioning as a subject clause (主语从句), an object clause (宾语从句) or an appositive clause (同位语从句).21. it’s OK to drop out of college: Here “it”is used as a formal subject, and the actual subject is the infinitive structure “to drop out of college”. The structure is “It is + adj. + (for / of + sb.) to do sth.”More example:1. It was very thoughtful of her to come to see me when I was ill.2. It is careless of you to make such a mistake.3. It is easy for me to see through his trick.22. That’s what I did: “what I did”here is a predicative clause (表语从句) introduced by “what”. The structure is “subject + be / look / remain / seem + predicative clause”and the predicative clause can be introduced by such words as“that”(often omitted), and other wh-words.For example:1. It seems (that) it is going to rain.2. The question remains whether we can win the game.3. This is why I refused to attend the meeting.23. As I’ve said before, nobody should drop out of college unless they believe they face the chance of a lifetime. And even then they should consider carefully.:Para: Everyone should complete their college education unless they are sure they have met the best chance in their lifetime. Even in that situation they should give it their serious consideration As I’ve said before: This is a non-restrictive relative clause (a “relative clause”is also referred to as an “attributive clause”) introduced by “as”(正如……的那样), which can be placed at the beginning or at the end of the sentence.More examples:1. As people expected, she was admitted to Beijing University.unless: “unless” is a conjunction for an adverbial clause of condition (条件状语从句), which means “if… not … (除非)”.More examples:1. I won’t leave unless the rain stops.2. Unless you have a good command of both English and Chinese, you cannot be a good translator.24. In my company’s early years, we had a bright part-time programmer who planned to drop out of high school to work.: During the early years after my company was started, we had an intelligent programmer who worked part-time for us. He intended to quit high school and work. plan to: intend to do sth. 计划、打算做某事1. I plan to make a trip to Beijing during the summer vacation.2. I will always be with you no matter what you plan to do.25. who planned to …work: a restrictive relative clause (限制性关系从句) introduced by “who”since its antecedent is a person and serves as the subject in the clause. The relative pronoun “that”can be use d here too.26. Quite a few of our people didn’t finish college, but we discourage dropping out. Having a diploma certainly helps somebody who is looking to us for a job.: A large number of people in our company didn’t complete their college education, but we don’t encourage others to drop out of school. It is helpful for those who want to work in our company to have a diploma.look to sb. / sth. for sth.: to depend on sb. or sth. for help or advice 指望，依赖1. They are looking to the teacher to suggest a place for their spring outing.27. High school and college offer you the best chance to learn many things and to do projects with others that teach you about team spirit.: High school and college are the best places where you can learn many things and do projects with others, which helps to cultivate your sense of cooperation with others.that teach you about team spirit: This is a restrictive relative clause introduced by “that”, whose antecedent acts as the subject of the clause. Actually the relative clause introduced by “that”can be used to modify both the person(s) and the thing(s), and the role of “that” can be either the subject or the object.More examples:1.He was the only one that I knew there.2. I haven’t been to the place that you have mentioned.3. The bicycle that was stolen last week was brand new.28. In high school there was a time when I was highly focused on writing software, but for most of my high school years I had many interests: I was deeply absorbed in writing software for a period of time in high school, but for most of the time at high school I took interest in many things.when …software: This is a relative clause introduced by the relative adverb “when”, which acts as the adverbial of time in the clause.More examples:1. There was a time when I completely lost my self-confidence, and her support and patience helped me regain it.2. I will never forget those days when we were together.29. But somebody handing you a book doesn’t automatically start your learning. You should learn with other people, ask questions, try out ideas and have a way to test your ability.: But it doesn’t mean that you are learning spontaneously when someone gives you a book. You should find some other people to learn with, ask them questions, see if ideas work and find a way to evaluate your ability.30. In short, it’s a real mistake not to take the chance to study a wide range of subjects and to learn to work with other people because education does count.: To sum up, it is wrong not to take the chance to study various subjects and to learn to work with other people, because education is really important.it’s a real mistake not to take the chance: This is an infinitive structure of negation, where “not”is placed before the infinitive.More examples:1. We are asked not to speak loudly in class.2. It is a good idea not to go out on such a rainy day.Grammar Nouns一、名词的概念: 表示人、事物或抽象概念的词叫做名词。
新编实用英语综合教程1教案
教案2013 ~2014 学年第一学期课程名称：公共英语I课程类别：所属系部：公共教学部任课教师：职称：授课班级：使用教材：新编实用英语I二○年月章节或项目名称Unit 1- Section 1 Talking face to face- Section 2 Being all ears授课类型授课进度班级地点周次星期节次理论√实验□实训□其它□符合√超前□滞后□停补□建筑1321教B205第6周五5-6装饰1321教B207第6周五7-8教学目标（知识目标/能力目标）1.Greeting people and giving responses;2.Saying good-bye to people;3.Exchanging personal information;4.Introducing people to each other.重点与难点1.Greeting people and giving responses: first meeting and meeting again;municating personal information;3.Introducing people to each other;4.Key words and expressions.教学方法与手段Teaching and role play教学过程（教学环节、各环节要点、时间分配等）第一节1.New words and expressions2.Talking face to face3.Practice the dialogues10min20min10min第二节Being All EarsReview35min5min教学小结Students have learned how to greet people and give responses, and exchange personal informations作业布置1.Make up dialogues for greeting and introducing people referring to the dialogues in the Workbook.2.Do the Put-in-use exercises.3.Preview Passage I and the exercises.章节或项目名称Unit 1- Section 3 Maintain a Sharp EyePassage I授课类型授课进度班级地点周次星期节次理论√实验□实训□其它□符合√超前□滞后□停补□建筑1321教B205第7周一7-8装饰1321教B207第7周一5-6教学目标（知识目标/能力目标）5.How American and British people greet each other;6.Key words and expressions.重点与难点5.How American and British people greet each other;6.Key words and expressions;7.Translate the Chinese sentences into English.教学方法与手段Teaching and role play教学过程（教学环节、各环节要点、时间分配等）第一节1.Review the useful expressions abouthow to greet people and give responses;2.The way Americans greet;eful words and expressions.5min20min15min第二节1.Reading of the passage;2.Do and explain the exercises.3.Review10min25min5 min教学小结Students have learned the way how American and British people greet each other.作业布置4.Learn by heart of Passage I;5.Preview Passage II and the exercises.章节或项目名称Unit 1- Section 3 Maintain a Sharp EyePassage II授课类型授课进度班级地点周次星期节次理论√实验□实训□其它□符合√超前□滞后□停补□建筑1321教B205第7周五5-6装饰1321教B207第7周五7-8教学目标（知识目标/能力目标）7.Self-introduction;8.Description of a person’s appearance;9.Key words and expressions.重点与难点8.Key words and expressions.9.Description of a person’s appearance;10.Self-introduction.教学方法与手段Teaching and practicing教学过程（教学环节、各环节要点、时间分配等）第一节1.Review useful words and expressions;2. A little about me;eful words and expressions.10min20min10min第二节1.Read aloud of the passage;2.Do and explain the exercises;3.Rewrite the story in the third person;4.Review5min20min10min5min教学小结Students have learned how to introduce themselves and depict a person’s appearance.作业布置6.Review what we have learned;7.Preview and do the exercises in Trying your hand and Grammar.章节或项目名称Unit 1- Section 4 Trying your hand and grammar 授课类型授课进度班级地点周次星期节次理论√实验□实训□其它□符合√超前□滞后□停补□建筑1321教B205第8周一7-8装饰1321教B207第8周一5-6教学目标（知识目标/能力目标）1.Writing a business card;2.Basic sentence structure;重点与难点1.Writing a business card;2.Basic sentence structure;教学方法与手段Teaching and practicing教学过程（教学环节、各环节要点、时间分配等）第一节1.Review the useful expressions abouthow to introduce oneselves and depict aperson’sappearance;2.Translate business cards;3.Ask students to write a business card ofthemselves.10min15min15min第二节1.Sentence writing and grammar review;2.Do and explain the exercises;3.Review.20min15min5min教学小结1.Students have learned how to write a business card ;2.Basic sentence structure.作业布置1.Review what we have learned;2.Remember the new words and impressions;3.Do the exercises in the workbook;4.Preview Unit 2.章节或项目名称Unit 2- Section 1 Talking face to face- Section 2 Being all ears授课类型授课进度班级地点周次星期节次理论√实验□实训□其它□符合√超前□滞后□停补□建筑1321教B205第8周五5-6装饰1321教B207第8周五7-8教学目标（知识目标/能力目标）1.Expressing pleasure and thanks on receiving agift;2.Congratulating and responding;3.Expressing regrets and asking for forgiveness;重点与难点1.Congratulating and responding;2.Expressing regrets and asking for forgiveness;3.Key words and expressions.教学方法与手段Teaching and role play教学过程（教学环节、各环节要点、时间分配等）第一节1.New words and expressions2.Talking face to face3.Practice the dialogues10min20min10min第二节1.Being All Ears2.Review35min5min教学小结Students have learned the useful expressions of expressing pleasure and thanks on receiving a gift and expressing regrets and asking for forgiveness.作业布置1.Make up dialogues for giving and replying to a gift;2.Do the Put-in-use exercises.3.Preview Passage I and the exercises.章节或项目名称Unit 2- Section 3 Maintain a Sharp EyePassage I授课类型授课进度班级地点周次星期节次理论√实验□实训□其它□符合√超前□滞后□停补□建筑1321教B205第9周一7-8装饰1321教B207第9周一5-6教学目标（知识目标/能力目标）1.Gift culture ;2.Culture differences in expressing friendship ;3.Key words and expressions.重点与难点1.Culture differences in expressing friendship;2.Key words and expressions;3.Translate the Chinese sentences into English.教学方法与手段Teaching and practising教学过程（教学环节、各环节要点、时间分配等）第一节1.Review the useful expressions abouthow to reply to a gift card;2.Different attitudes towards gift-giving;eful words and expressions.5min20min15min第二节1.Read aloud the passage;2.Do and explain the exercises.3.Review10min25min5 min教学小结Students have learned the two different attitudes towards gift-giving.作业布置1.Learn by heart of Passage I;2.Preview Passage II and the exercises.章节或项目名称Unit 2- Section 3 Maintain a Sharp EyePassage II授课类型授课进度班级地点周次星期节次理论√实验□实训□其它□符合√超前□滞后□停补□建筑1321教B205第10周一7-8装饰1321教B207第10周一5-6教学目标（知识目标/能力目标）1.How to write a thank-you note;2.Gift culture;3.Key words and expressions.重点与难点1.Key words and expressions.2.How to write a thank-you note;3.Self-introduction.教学方法与手段Teaching and practicing教学过程（教学环节、各环节要点、时间分配等）第一节1.Review useful words and expressions;2.Thank- you notes are heart-warming;eful words and expressions.10min20min10min第二节1.Read aloud of the passage;2.Do and explain the exercises;3.Retell the last two paragraphs withoutlooking at the book;4.Review5min20min10min5min教学小结Students have learned how to write a thank-you note.作业布置1.Review what we have learned;2.Preview and do the exercises in Trying your hand andGrammar.章节或项目名称Unit 2- Section 4 Trying your hand and grammar 授课类型授课进度班级地点周次星期节次理论√实验□实训□其它□符合√超前□滞后□停补□建筑1321教B205第10周五5-6装饰1321教B207第10周五7-8教学目标（知识目标/能力目标）1.Writing and replying to a thank-you note,acongratulation letter and a letter of apology ;e of articles:a,an,the;重点与难点1.Writing and replying to a thank-you note,acongratulation letter and a letter of apology ;e of articles:a,an,the;教学方法与手段Teaching and practicing教学过程（教学环节、各环节要点、时间分配等）第一节1.Review the words and expressions;2.Translatethank-you note, acongratulation letter and a letter ofapology;3.Ask students to write congratulationletter.10min15min15min第二节1.Sentence writing and grammar review;2.Do and explain the exercises;3.Review.20min15min5min教学小结Students have learned how to write a congratulation letter and how to use of articles:a,an,the.作业布置1.Review what we have learned;2.Remember the new words and impressions;3.Do the exercises in the workbook;4.Preview Unit 3.章节或项目名称Unit 3- Section 1 Talking face to face- Section 2 Being all ears授课类型授课进度班级地点周次星期节次理论√实验□实训□其它□符合√超前□滞后□停补□建筑1321教B205第11周一7-8装饰1321教B207第11周一5-6教学目标（知识目标/能力目标）1.Asking where a particular place is ;2.Showing derections;重点与难点1.Asking where a particular place is ;2.Showing derections;3.Key words and expressions.教学方法与手段Teaching and practicing教学过程（教学环节、各环节要点、时间分配等）第一节1.New words and expressions2.Talking face to face3.Practice the dialogues10min20min10min第二节1.Being All Ears2.Review.35min5min教学小结Students have learned how to ask where a particular place is and show directions.作业布置1.Review what we have learned;2.Remember the new words and impressions;3.Do the Put-in-use exercises.4.Preview Passage I and the exercises.章节或项目名称Unit 3- Section 3 Maintain a Sharp EyePassage I授课类型授课进度班级地点周次星期节次理论√实验□实训□其它□符合√超前□滞后□停补□建筑1321教B205第11周五5-6装饰1321教B207第11周五7-8教学目标（知识目标/能力目标）1.Different feelings about traveling ;2.Key words and expressions.重点与难点1.Different feelings about traveling ;2.Key words and expressions.3.Translate the Chinese sentences into English.教学方法与手段Teaching and practising教学过程（教学环节、各环节要点、时间分配等）第一节1.Review the useful expressions abouthow to ask where a particular place isand show directions.;2.I hate flying;eful words and expressions.5min20min15min第二节1.Read aloud the passage;2.Do and explain the exercises.3.Review10min25min5 min教学小结Students have learned the different feelings about traveling and useful expressions.作业布置3.Learn by heart of Passage I;4.Preview Passage II and the exercises.章节或项目名称Unit 3- Section 3 Maintain a Sharp EyePassage II授课类型授课进度班级地点周次星期节次理论√实验□实训□其它□符合√超前□滞后□停补□建筑1321教B205第12周一7-8装饰1321教B207第12周一5-6教学目标（知识目标/能力目标）1.I’d been treated like a friend in need;2.different feelings about traveling;3.Key words and expressions.重点与难点1.I’d been treated like a friend in need;2.different feelings about traveling;3.Key words and expressions.教学方法与手段Teaching and practicing教学过程（教学环节、各环节要点、时间分配等）第一节1.Review useful words and expressions;2.I’d been treated like a friend in need;eful words and expressions.10min20min10min第二节5.Read aloud of the passage;6.Do and explain the exercises;7.Retell the last two paragraphs withoutlooking at the book;8.Review5min20min10min5min教学小结Students have learned the different feelings about traveling and useful expressions.作业布置3.Review what we have learned;4.Preview and do the exercises in Trying your hand andGrammar.章节或项目名称Unit 3- Section 4 Trying your hand and grammar 授课类型授课进度班级地点周次星期节次理论√实验□实训□其它□符合√超前□滞后□停补□建筑1321教B205第12周五5-6装饰1321教B207第12周五7-8教学目标（知识目标/能力目标）1.Understanding and writing of road and officesigns ;2.Forming of plural nouns;重点与难点1.Understanding and writing of road and officesigns ;2.Forming of plural nouns;教学方法与手段Teaching and practicing教学过程（教学环节、各环节要点、时间分配等）第一节1.Review the words and expressions;2.Translate the guiding direction of acompany and the shopper’s guide of ashopping mall ;3.Do and explain the exercises.10min15min15min第二节1.Sentence writing and grammar review;2.Do and explain the exercises;3.Review.20min15min5min教学小结Students have learned how to write a congratulation letter and how to use of articles:a,an,the.作业布置1.Review what we have learned;2.Remember the new words and impressions;3.Do the exercises in the workbook;4.Preview Unit 4.章节或项目名称Unit4- Section 1 Talking face to face- Section 2 Being all ears授课类型授课进度班级地点周次星期节次理论√实验□实训□其它□符合√超前□滞后□停补□建筑1321教B205第13周一7-8装饰1321教B207第13周一5-6教学目标（知识目标/能力目标）1.Making/keeping/postponing/putting off anappointment according to a work timetable;2.Making reservations according to a timetable offlights and trains;重点与难点1.Making/keeping/postponing/putting off anappointment according to a work timetable;2.Making reservations according to a timetable offlights and trains;3.Key words and expressions.教学方法与手段Teaching and role play教学过程（教学环节、各环节要点、时间分配等）第一节1.New words and expressions2.Talking face to face3.Practice the dialogues10min20min10min第二节3.Being All Ears4.Review35min5min教学小结Students have learned the useful expressions of making reservations according to a timetable of flights and trains.作业布置1.Make up dialogues for making an appointment according toa work timetable;2.Do the Put-in-use exercises.3.Preview Passage I and the exercises.章节或项目名称Unit 4- Section 3 Maintain a Sharp EyePassage I授课类型授课进度班级地点周次星期节次理论√实验□实训□其它□符合√超前□滞后□停补□建筑1321教B205第13周五5-6装饰1321教B207第13周五7-8教学目标（知识目标/能力目标）1.Punctuality and keeping promises in socialactivities;2.Key words and expressions.重点与难点1.Punctuality and keeping promises in socialactivities;2.Key words and expressions.教学方法与手段Teaching and practising教学过程（教学环节、各环节要点、时间分配等）第一节1.Review the useful expressions abouthow to make reservations according to atimetable of flights and trains;2.Punctuality and keeping promises insocial activities;eful words and expressions.5min20min15min第二节1.Read aloud the passage;2.Do and explain the exercises.3.Review10min25min5 min教学小结Students have learned that it is important to be punctual, to have a strong conception of time in social activities.作业布置1.Learn by heart of Passage I;2.Preview Passage II and the exercises.章节或项目名称Unit 4- Section 3 Maintain a Sharp EyePassage II授课类型授课进度班级地点周次星期节次理论√实验□实训□其它□符合√超前□滞后□停补□建筑1321教B205第14周一7-8装饰1321教B207第14周一5-6教学目标（知识目标/能力目标）1.Methods of organizing time2.Key words and expressions.重点与难点1.Methods of organizing time2.Key words and expressions .教学方法与手段Teaching and practicing教学过程（教学环节、各环节要点、时间分配等）第一节3.Review useful words and expressions;4.Begin each day with a fresh plan ofattack;5.Read aloud of the passage.10min20min10min第二节1.Students choose some expressions andsentences from the passage;eful words and expressions.3.Do and explain the exercises;4.Review5min10min20min5min教学小结Students have learned the methods of organizing time.作业布置1.Review what we have learned;2.Preview and do the exercises in Trying your hand andGrammar.章节或项目名称Unit4- Section 4 Trying your hand and grammar 授课类型授课进度班级地点周次星期节次理论√实验□实训□其它□符合√超前□滞后□停补□建筑1321教B205第14周五5-6装饰1321教B207第14周五7-8教学目标（知识目标/能力目标）1.Writing a timetable and a schedule;e of verb tenses.重点与难点Use of verb tenses.教学方法与手段Teaching and practicing教学过程（教学环节、各环节要点、时间分配等）第一节1.Review the words and expressions;2.Ask students to write a timetable and aschedule.10min15min15min第二节1.Sentence writing and grammar review;2.Do and explain the exercises;3.Review.20min15min5min教学小结Students have learned how to write a schedule and how to use the verb tenses.作业布置1.Review what we have learned;2.Remember the new words and impressions;3.Do the exercises in the workbook;4.Preview Unit5.章节或项目名称Unit5- Section 1 Talking face to face- Section 2 Being all ears授课类型授课进度班级地点周次星期节次理论√实验□实训□其它□符合√超前□滞后□停补□建筑1321教B205第15周一7-8装饰1321教B207第15周一5-6教学目标（知识目标/能力目标）1.Understanding the forecast of global or localweather conditions;2.Talking about weather changes.3.Key words and expressions.重点与难点1.Talking about weather changes.2.Talking about the weather to start a conversation.3.Key words and expressions.教学方法与手段Teaching and role play教学过程（教学环节、各环节要点、时间分配等）第一节4.New words and expressions5.Talking face to face6.Practice the dialogues10min20min10min第二节5.Being All Ears6.Review35min5min教学小结Students have learned the useful expressions o f talking about the weather to start a conversation and making comments on weather conditions.作业布置4.Make up dialogues for talking about the weatherconditions ;5.Do the Put-in-use exercises.6.Preview Passage I and the exercises.章节或项目名称Unit 5- Section 3 Maintain a Sharp EyePassage I授课类型授课进度班级地点周次星期节次理论√实验□实训□其它□符合√超前□滞后□停补□建筑1321教B205第15周五5-6装饰1321教B207第15周五7-8教学目标（知识目标/能力目标）1.Weather report for different places;2.Key words and expressions.重点与难点1.Weather report for different places;2.Key words and expressions.教学方法与手段Teaching and practising教学过程（教学环节、各环节要点、时间分配等）第一节4.Review the key words and usefulexpressions5.Is it going to be a fine day;eful words and expressions.5min20min15min第二节4.Read aloud the passage;5.Do and explain the exercises.6.Review10min25min5 min教学小结Students have learned weather report for different places and the useful expressions.作业布置1.Learn by heart of Passage I;2.Preview Passage II and the exercises.章节或项目名称Unit 5- Section 3 Maintain a Sharp EyePassage II授课类型授课进度班级地点周次星期节次理论√实验□实训□其它□符合√超前□滞后□停补□建筑1321教B205第16周一7-8装饰1321教B207第16周一5-6教学目标（知识目标/能力目标）1.British people’s habits :talking about the weatherto start a conversation.2.Key words and expressions重点与难点1.British people’s habits :talking aboutthe weather to start a conversation.2.Key words and expressions教学方法与手段Teaching and practicing教学过程（教学环节、各环节要点、时间分配等）第一节6.Review useful words and expressions;7.British people like talking about theweather;8.Read aloud of the passage.10min20min10min第二节5.Students choose some expressions andsentences from the passage;eful words and expressions.7.Do and explain the exercises;8.Review5min10min20min5min教学小结Students have learned the British people’s habits of talking about the weather to start a conversation.作业布置3.Review what we have learned;4.Preview and do the exercises in Trying your hand andGrammar.章节或项目名称Unit5- Section 4 Trying your hand and grammar 授课类型授课进度班级地点周次星期节次理论√实验□实训□其它□符合√超前□滞后□停补□建筑1321教B205第16周五5-6装饰1321教B207第16周五7-8教学目标（知识目标/能力目标）重点与难点教学方法与手段Teaching and practicing教学过程（教学环节、各环节要点、时间分配等）第一节4.Review the words and expressions;5.Translatethank-you note, acongratulation letter and a letter ofapology;6.Ask students to write congratulationletter.10min15min15min第二节4.Sentence writing and grammar review;5.Do and explain the exercises;6.Review.20min15min5min教学小结Students have learned how to write a congratulation letter and how to use of articles:a,an,the.作业布置8.Review what we have learned;9.Remember the new words and impressions;10.Do the exercises in the workbook;11.Preview Unit 6.。
新编实用英语综合教程1-unit 6-教案
English? ◇How can you invite people to take part in an activity in English? 2. Students read the sample dialogues after the teacher and try to find
event? 2. Students read and translate the posters in this part under the
guidance of the teacher.
Ⅲ. Sample Dialogues
Section Ⅱ Being All Ears
1. Warm-up questions ◇Can you design a simple sports event poster in English? ◇Do you know how to invite people to go and watch a sports game
4d
1.1 附件 1：ace 与 GBT19011-2008 标准主要差异性分析
Ⅴ. Listening Practice
1. Give the students a few minutes to read through the printed materials for each listening item.
Ⅱ.Lead-in: posters
1. Warm-up questions ◇What are the purposes of sports event posters?
新编实用英语综合教程1教案
新编实用英语综合教程1教案Lesson Plan for New Practical English Comprehensive Course 1。
Objective:Introduce students to the basic principles of English pronunciation and grammar.Develop students' reading, writing, speaking, and listening skills.Increase students' vocabulary and cultural awareness.Materials:Textbook: New Practical English Comprehensive Course 1。
Whiteboard or chart paper.Markers.Audio-visual aids (optional)。
Procedure:1. Warm-up (5 minutes)。
Greet students and lead them in a few simple icebreakers to get them talking in English.Examples:Good morning/afternoon, class.How are you today?What is your name?2. Introduction (10 minutes)。
Explain the objective of the lesson and the importanceof learning English.Provide a brief overview of the topics covered in the textbook.Ask students to share their prior knowledge of English or any experiences they have had with the language.3. Lesson Development (45 minutes)。
新编实用英语综合教程__教案设计
实用文档教案2015~2016 学年第 1 学期课程名称：公共英语课程类别：英语所属系部：公共教学部任课教师：姚伏生职称：助教授课班级：使用教材：《新编实用英语》安徽职业技术学院教务处制二○一五年十月教案头教案头Unit 1 Hello, Hi!SectionⅠTalking Face to FaceI.Imitating Mini-talks1. pair worka. The students are asked to read the first three talks in pairs and speak out the sentences used when people meet for the first time.b. The students are then asked to read the last two talks in pairs and speak out the sentences used when people meet again.2. The teacher may give more expressions for the students to practice.II. Acting out tasksPair work. The students make short conversations by following the above mini-talks.III. Studying Business Cards1.The students read the business cards and answer some questions.Questions for the two cardsa.What’s the name of the man？b.Where does he work?c.What is his job?d.Where is his working place?2.The students read the letter again and then translate it orally under the guidance of the teacher.IV Following sample dialoguesThe students read the dialogues and speak out the following sentences of greeting and introducing people. Then the students will be asked to practice them.1.Hello, nice to meet you . My name is .......2. How do you do, ... I’m ....3. Welcome to ...4. Here is my card.5. Hi, long time no see6. How nice to see you again7. Haven’t seen you for ages8. What a pleasant surprise!V Putting language to useThe students do the exercises 5 and 6 according to the knowledge they have mastered in the dialogues.教案头Unit 1 Hello, Hi!Section ⅡBeing All EarsI Learning sentences for workplace communicationThis part is to train the students to understand and speak out the sentences.4.The students listen to ten English sentences given in the course book and repeat them in the pauseallowed, trying to understand and learn to speak them out by referring to their Chinese meanings.5.The students listen to ten sentences , and match them with their Chinese translations.6.The students listen to six sentences giving in the course book, and then choose their right responses.2.II Handing a dialogue s.This part is moving from the sentence to the dialogue level.The students listen twice to a dialogue, and then decode the message given in the course book by finding the correct choiceIII. Understanding a short speechThis part of training is carried out to help the students to follow the continuous oral presentation of a specific practical activity which is oriented to the unit topic.1. The students listen to the speech twice and during the second listening, put back the missing words in the blanks.2. The students listen to the speech again and match the information in Column A with the choices in Column B.教案头Unit 1 Hello, Hi!Section III Trying Your HandI Practicing applied writing1. Sample analysisThe teacher makes the following brief analysis of the format and language used in business cards. The teacher may take Sample 1 as an example for the analysis and asks the students some questions:a.What’s the name of the man？b.Where does he work?c.What is his job?d.Where is his working place?2.personal information must be included in a business cardfull name job working place unit address telephone number E-mail FaxII Writing sentences and reviewing grammarThe teacher introduce basic sentence structures with the following examples.1. 主语+谓语（+宾语）（+状语）Animals can’t speak （主+谓）Mary runs every morning （主+谓+状）They speak English （主+谓+宾）I gave him a visiting card.（主+谓+间宾+直宾）She loves dogs very much. （主+谓+宾+状）2.主系表He is a man3.There be 句型There is a dog in the room教案头Unit 1 Hello, Hi!Section ⅣPassage I The Business Cards:I. Warming-up questionsi. What do you think of a business card?ii. What tips should you know about the business card?II. Ask the students to skim the passage and answer the questions on Page 16.1. Have you got your business cards or networking cards? If not, why not?2. How do you understand the title of the passage The Business Card: a Social Faux Pas?A business card is a useful tool of social networking and business connection. It is socially awkward if you find yourself without one when you need to exchange it with a new business partner.3.Why does the author say “missed connections are missed opportunities for business”? Because business cards are a useful marketing tool. If you forget to bring them with you, it May leave the impression that you are unprepared for doing business.4. Can you explain the tips in your own words?1) If you don't have a job, prepare your cards for networking.2) If your business cards are out of date, make them up to date.3) You should set a goal of handing out a certain number of cards every day.4) Practice what you will say for handing out your cards. Take every opportunity to handout your cards.5) Ask your social network to help you send out your cards.5. What does the last sentence mean?You should work in a clever way: better work isn't necessarily harder!III. Ask students to read the new words and expressions and check their pronunciation.IV. Play the tape for the students and ask them to imitate.V. Analyze the passage and explain the language and difficult sentences.Para11. ask for sth: want sthMay I ask for a photo of your little daughter? 我能要一张你小女儿的照片吗?ask for sbHe is very ill and keeps asking for his daughter. 他病得很厉害, 再三要求见他的女儿。
第一册Unit-6新编实用英语教程第4版高教社教案
第⼀册Unit-6新编实⽤英语教程第4版⾼教社教案Unit Six Olympics and SportsTeaching Goals:1. Understand a sports event poster2. Invite someone to see a sports event3. Talk about and comment on a sports event4. Invite friends to take part in outdoor activities5. Design and write a sports event posterFocal Points:1. Understanding and designing a sports event poster2. Key words and expressionsDifficult Points:1.Talk about and comment on a sports event2.You should know about Successful Beijing Olympic Games Teaching Time: 8 periodsTeaching Procedures and Class ActivitiesSECTION I Talking Face to Face1 Lead-in activities:Imitating Mini-Talks1. Warm-up questions:1) What sports or outdoor activities do you like most?2) What information do you think a sports event poster should contain?2. Class Activities:1. The students read the Mini-Talks after the teacher, and then try to recite themwithin five minutes in pairs.2. Ask the students to recite and perform the mini talks in class.3. The students discuss in groups, summarizing the words, phrases and sentencesfrequently usedaccording to the following topics with the help of the teacher. The students speak out the sentences under the guidance of the teacher, paying attention to the pronunciation and the intonation.1) The way to talk about a sports event poster:(1) Haven’t you seen the poster of the friendly basketball match organized by theStudents’ Union?(2) Look! There is a colored poster on the notice board.(3) A poster in the club lounge says there will be a fishing contest this weekend.(4) Let’s design a poster for it.(5) How should we decorate the poster to make it more attractive?(6) Look at the poster. It seems that there will be an exciting event happening inthe community.(7) Let’s make a poster for the badminton match together.2) The way to invite people to see a sports event:(1) There is a basketball match at the college gymnasium. Would you like to go and watch it?(2) I’m eager to watch the game. Would you like to go wit h me?(3) It says there will be a chess game at the Students’ Center on Sunday. Let’s go to watch it.(4) We are going to hold a marathon race next week.(5) Are you interested in the tug-of-war matches in the college?(6) Would you like to join us in supporting the college football team tonight?3) The way to talk about or give comments on a sports event:(1) The match is really interesting and exciting.(2) Picnicking is a very good outdoor activity.(3) Both the teams played incredibly well.(4) I am crazy about the performance of our team.(5) Our team has an unbelievable victory against the other school team.4) The way to invite people to take part in outdoor activities:(1) Are you interested in fishing?(2) I enjoy fishing a lot. It’s a healthy sport. Why not go fishing with us?(3) Mountain climbing is a very good outdoor activity. Will /Would you like tojoin us in climbing the mountain outside the city this Sunday?(4) How about picnic? Picnicking is a very interesting outdoor activity. Mostpeople enjoy having a picnic in summer.Studying Posters1. Warm-up questions:1) What do you think is the use of a poster?2) What can we know from a poster?2. The students read and translate the two sample posters under the guidance of the teacher.2 Act-out activities:Sample dialogues1. The students read the sample dialogues after the teacher, trying to imitate the teacher’s pronunciation and intonation.2. Ask the students to read the sample dialogues in pairs.3. Groups work: Ask the students to categorize the useful sentences in the sampledialogues into two groups.1) Sentences used for inviting people to watch sports games and givingresponses:(1) There is a basketball match at the city gymnasium. Would you like to go towatch it?(2) Let’s go to cheer/support for our team.(3) I’m eager to watch the game.(4) Are you going to the rowboat match?(5) Are you going to be on the Chinese students’ team?(6) What time is the match and where?2) Sentences used for commenting on sports events:(1) The Normal University team is not easy to beat.(2) The match will be very exciting.(3) Wow! That’s going to be exciting.4. Group work: Each group member is required to invent a sports event poster, andthen tell and show it to the other members.5. Pair work: Make a dialogue about inviting your partner to watch a basketballgame. Perform it in class.6. Do Exercises 5 and 6 in pairs.3 After-class activities:1. Pair work: Each pair makes a dialogue according to the tips in one of the five tasksin Speak and Perform. There will be a class presentation in the next class period. 2. Group work: Design a sports event poster using PPT, present it and practicetalking about this poster to other groups in the next class period.3. Pay a visit to the website /doc/0b7fc7080408763231126edb6f1aff00bfd570df.html /bbsv/1091-4059.xhtml to watchthe video about giving comments on a sports event.SECTION II Being All Ears1 Learning Sentences for Workplace Communication1. Give the students a few minutes to read through the printed materials for each listening item.2. Listen to the tape for the first time by looking at the corresponding Chineseversion. While listening to the English sentences, the students try to remember the meaning of each of the sentences they have heard. The focus here is on cross-reference of the English sentences and their Chinese meanings.3. Play the tape for a second time, and ask the students to do the exercises in thissection.4. Play the tape for the third time with a pause after each sentence, and ask thestudents to repeat the sentence during the pause.2 Handling a Dialogue1. Give the students a few minutes to read through the printed materials for each listening item.2. Listen to the tape for the first time without looking at the book.3. Play the tape for a second time, and ask the students to answer the followingquestions orally:1) Why do Bob and his friend want to spend the day in the open air?2) Where will they go?3) How will they go there?4) What will they enjoy there?5) Will they swim in the lake? Why or why not?4. Play the tape for the third time, and the students read the dialogues following thetape simultaneously and trying to catch up the speed and simulat e the speakers’ tones.5. Do the exercises in this section.3 Understanding a Short Speech/Talk1. Give the students a few minutes to read through the printed materials for each listening item.2. Listen to the tape for the first time without looking at the book.3. Play the tape for the second time, and ask the students to do the exercises in thissection.4. Play the tape for the third time with a pause after each sentence, and ask thestudents to take notes of the key words.SECTION III Trying Your HandPracticing Applied Writing1 Sample analysis:The teacher summarizes briefly the format and language used in a sports event poster. The teacher may show the following passage with PPT (If there is no PPT prepared, ask the students to take a dictation of the passage.). Afterwards, ask the students to read it and translate it into Chinese orally.A sports event poster is written and posted to inform people of a particular sports event so that they can come to watch it. Therefore, the name, the time, the place of the match and the competing teams should be clearly stated. Very often the availability of tickets is also mentioned.21. The students read and translate the two sample posters into Chinese.2. Do Exercises 2, 3 and 4 in groups.Writing Sentences and Reviewing Grammar1 The teacher gives a brief summary of the contextual reference of tenses.1. The verb tense form is consistent with the time adverbial used.2. The verb tense of the subordinate clause is consistent with that in the main clause.3. In time and conditional adverbial clauses, present tense is used to indicate the future tense.4. When presenting universal truth and objective existence, simple present tense isused regardless of time reference.5. When writing a paragraph, special attention should be paid to co-reference oftense forms across sentences.2 Do Exercises 5, 6 and 7 in groups.3 Assignments for this section:Group work: Design a poster for a sports event your class is engaged in with PPT. There will be a Poster Show in the next class period.SECTION IV Maintaining a Sharp EyePassage 1 Dancing Beijing1 Warm-up questions:1. Do you know anything about Olympic emblem? And what is that of the 2008Beijing Olympic Games?2. What impressed you most by the 2008 Beijing Olympic Games?2 Guided reading aloud of the passage:The students read the passage after the teacher for the first time, trying to imitate the teacher’s pronunciation and intonation, and then read it in class individually. The teacher should pay attention to correcting the students’ pronunciation and intonation.3 Explanation of difficult words and expressions:The students are required to have a discussion in groups to pick out the difficult words and expressions in the whole passage which they don’t understand and report them to the class. The teacher will demonstrate the usage of those chosen points, and then ask the students to make up at least two sentences with them in groups. In this passage, apart from what have been chosen in Language Points in Teacher’s Book, the following points are encouraged to be chosen and practiced on.1. give sth./sb. high praise: to express a fairly favorable judgment of sth.e.g. He has been given high praise as both an actor and director by critics.2. be filled with: to make something full by entering an amount of a substancee.g. Her eyes were filled with tears.Books are filled with many wonders.3. symbol n. something used for representing something else, esp. a material objectrepresenting something immateriale.g. The symbol on the packet is a guarantee that the food has been produced organically.4. put sth. up to a new level: to make sth. in a position, in a scale or rank (as ofachievement, significance, or value)e.g. We are about to put the protection against terrorist wars to a new level.5. stand for: to represent, symbolizee.g. She also learned a kind of alphabet for the blind, in which different fingerpositions stand for different letters of the alphabet.6. at ease: relaxed and confident and not nervous or embarrassede.g. Your presence puts my mind at ease.7. function as: to serve as; to act ase.g. This big sofa can also function as a bed.4 Teaching suggestions for understanding the passage in detail:1. Paragraph 1:1) Ask one or two students to read this paragraph.2) Pair work: The students have a discussion to find the answers to the followingquestions:(1) What story does every emblem of the Olympics usually tell?(It usually tells a beautiful story of the host country of the Games.)(2) What are the comments all the IOC officials gave to the design of the emblem ofDancing Beijing?(They all said it was the best one ever designed.)2. Paragraph 2:1) The students read this paragraph for three times by themselves, trying toremember the meanings of the passage.2) Meanwhile the teacher writes down the following sentences on the blackboard orshows them with PPT. The students are asked to fill in the missing words in the following passage without looking at the book.The Beijing 2008 Olympic Games emblem is filled with Beijing’s ________, and carries the commitment made to the________by a country that has a population of 1.3 billion and by a nation with both______________and ______________. (hospitality and hopes, Olympic Movement , ancient civilization, modern culture)3. Paragraphs 3 and 4:1) The students read these paragraphs together.2) Group work: Give each group 5 minutes to prepare the translation of these twoparagraphs, and then an oral class presentation is required.4. Paragraphs5. 6 and 7:1) Ask the students to read these three paragraphs by themselves.2) Meanwhile, the teacher writes down the following table on the blackboard orshows it with PPT. The students are required to complete the outline of these three paragraphs in groups.Key: 1) Dancing Beijing2) hospitality and hopes3) the Olympic Movements4) luck and happiness5) mind and vitality5 Summary of the passage:Group work: The students have a discussion to find the topic sentence for each paragraph.(Reference answers:Para. 1: Every emblem of the Olympics tells a beautiful story.Para. 2: The Beijing 2008 Olympic Games emblem is filled with Beijing’s hospitality and hopes.Para. 3: “Dancing Beijing” is a symbol of trust and an expression of China’s confidence.Para. 4: The red color of Beijing 2008 Olympic emblem represents Chinese people’s longing for luck and happiness and their explanation of life.Para. 5: Olympic Games function as the stage where heroes are made, records broken and medals earned.Para. 6: The Beijing 2008 Olympic emblem shows that China is opening its arms to welcome the rest of the world to join the Olympics.Para. 7: People from all over the world are welcome to China to share the experience of “One World, One Dream”.)6 Suggested methods for doing exercises:1. Group work for Exercises 2 and 3: Underline the useful expressions in eachsentence.2. Pair work for Exercises 4 and 5: Each student writes out the sentence patternsthey are going to use and then write out their translation. Afterwards they check up each other’s work, correcting the mistakes. At last, the whole class repeat the English translation of the sentences together.7 Assignments for this section:1. Recite Paragraph 4 of the passage.2. Preview Passage II.PASSAGE II Closing Speech by Jacques Rogge1 Warm-up activity:Group work: Suppose you were the president of the International Olympic Committee, and you were invited to make the closing speech for Beijing 2008 Olympic Games. Deliver your speech within the group first, and then the group representatives give their performance in class.2 Guided reading aloud of the passage:The students read the passage after the teacher for the first time, trying to imitate the teacher’spronunciation and intonation, and then read it in class individually. The teacher should pay attention to correcting the students’ pronunciation.3 Explanation of difficult words and expressions:The students are required to have a discussion in groups to pick out the difficult words and expressions in the passage which they don’t understand and then report them to the class. The teacher will demonstrate the usage of those chosen points, and ask the students to make up at least two sentences with them in groups. In this passage, apart from what may have been chosen in Language Points in Teacher’s Book, the following points are encouraged to be chosen and practiced on.1. awe sb. with sth.: arouse one’s overwhelming feeling of admiration, fear, or wonder with sth.e.g. You awed us with the way you handled such a touchy situation.2. achievement n. something accomplished, as through great effort, skill, or couragee.g. Let me congratulate you on your great achievements.3. wish the best for: express one’s hope toward somebody that he or she will be in thebest state or position.e.g. We wish the best for your Christmas and the new year.4. inspire v. to fill with an animating, quickening, or exalting influencee.g. Her courage inspired her followers.5. keep alive: stay in a living or energetic state, condition, or positione.g. The big factories are trying to keep alive by cutting costs.6. in accordance with: according to a rule or the way that says something should be donee.g. The mayor must make policies in accordance with the bill passed in the Congress.4 Teaching suggestions for understanding the passage in detail:1. Paragraphs 1, 2 and 3:1) Ask the students to read these paragraphs individually.2) Group work: Give each group 3 minutes to prepare the translation of these threeparagraphs, and then an oral class presentation is required.2. Paragraph 4:1) The students read this paragraph together.2) Dictation practice. The teacher reads the paragraph one sentence after another fortwo times. Afterwards, the students check up their work with their partners.3. The rest paragraphs of the passage:1) The students read these four paragraphs by themselves for two times.2) Meanwhile, the teacher writes down the following passage on the blackboard orshows it with PPT. The students are required to fill in the blanks with the missing words without looking at the book. The athletes tonight were true (1)_______. They showed the unifying(2)_______. They will keep the Olympic spirit alive when (3)_______. These were truly exceptional (4)_____! Now I (5)________the 2008 Beijing Olympic Games closed.(Key: 1. role models 2. power of sport 3. they return home 4. Games 5. declare)6Summary of the passage:1. With the help of the teacher, the students are required to find adjectives phrases inthe passage describing the Olympic Games. One is given as an example: wonderful volunteers(Hints: glorious day, dazzling venues, talented athletes, true role models, unifying power of sport, warm embrace of competitive rivals, exceptional Games)2. Groups work: Each group tries to pick out at least 5 expressions or sentences fromthe passage witch they think are worth remembering. Afterwards, ask some groups to write them down on the blackboard and ask the whole class to read them aloud.7 Suggested methods for doing Exercise 7:Group work: Ask the students to prepare the Chinese translation of the sentences in Exercise 7 in groups, and there will be a group presentation in class afterwards.8 Assignments for this section:1. Recite Paragraphs 3 and 4 of the passage.2. Preview Sections I, II and III in Unit Seven.。
《新编实用英语综合教程》第1册 第1单元教案
2. Important words and expressions in passages.
3. The skills in reading and translating.
4. Writing focus: Learning to write personal i年月日
教案首页
第_1_单元课授课时间：
课程名称
COLLEGE ENGLISH
专业班级
层次
授课教师
职称
课型
小
学时
10
授课题目（章、节）
UNIT 1 BOOK 1
授课方式
CLASSROOM TEACHING
教材及主要参考书
T：高教社《新编实用英语综合教程》第1册
R：高教社《新编实用英语教师参考书》第1册
教学目的与要求：
1. Learn how to orally greet and introduce others when meeting people.
2. Practice the listening comprehension to greet and introduce people with various relationships.
3. Read the passages about the way foreign people meet and greet each other, both in formal and informal situations.
4. Learn useful words, expressions as well as language points.
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目 ·能独自完成 页第二至三道练习题，能在老师的帮助下，完成其余的练习题。
标 ·掌握句型： seemed so…that
2. confidently, …
设 3. realized then that…end up
4. I am afraid that if
2. Students read the sample dialogues after the teacher and try
to find out the useful sentences and expressions for
understanding and designing a sports event poster, or for inviting people to watch a sports game. 3. Students practice the dialogues in groups. 4. Give students several minutes to prepare short conversations in pairs by simulating the five small dialogues. 5. Students role-play the similar situations they create consulting the five small dialogues, first in groups, and then in front of the class.
分 Meeting People Again
配 Being all ears ---- Dialogue & Passage
◆ Post-teaching
Summary
Homework---P89. Put in Use
12’ 75’ 2’
作
计划布置
业
，P89.
布
置
实际布置
，P89.
课 后 自 评
教学提示
Xiao Li: Now let's see what we should bring with us. Swimming
suits?
Bob:
No, the water might be cold by now. Just some food
and drinks.
Oh, yes, and perhaps the barbecue grills.
2. Listen to the tape for the first time without looking at the book. 3. Play the tape with a pause after each sentence for the second
time and ask the students to take notes of the key words. 4. Play the tape for the third time, and ask the students to simultaneously repeat while they are listening. 5. Do all the exercises in this section.
loud all the three dialogues they have completed.
Dialogue
Ⅴ. Listening Practice
1. Give the students a few minutes to read through the printed materials for each listening item.
析
教
法 互动教学法（听与说的互动）；角色表演法
选 Interactive Teaching Method; role-play
择
重 1. Understanding and designing a sports event poster
点 2. Inviting and going to see a sports event
教案内容
备课内容（教学设计、知识点、课堂组织、教学方法等）
Section Ⅰ Talking Face to
Face
Unit Six: Sports Events and Outdoor Activities
(Note：★---focal point，▲--- difficult point)
Ⅰ. Introduction
Ⅳ. Assignments for this section:
﹡Pair work: Invent some situations of inviting your classmates to watch a sports game according to a poster.
﹡Students do Put-in-Use exercises in groups in groups by reading out
8. make it look attractive
9. highlight
1. well done 2. It is …who… 3. too … to 4. multi-purpose 5. 21st Century 6. eager 7. the English corner 8. I do feel a bit like a fish
Xiao Li: Barbecue grills? All right. With them we can have
a good picnic
by the lake.
Bob:
And how about the fishing rod and fishing line?
(Omit)
outdoors, families, charcoal smoke, popular, in a hot sauce, vegetables clever cook, so good, nobody, blue jeans, experience
outdoors.
What do you feel like doing exactly?
Xiao Li: I haven't made up my mind yet. What do you think?
Bob:
How about a bicycle ride to the lake area?
Xiao Li: Good idea! Let's take a ride through the woods.
a fish out of water here.
知 序号
知识点
时间
识 ◆ Pre-teaching
点 Introduction ---- Teaching Plan 及 Lead-in ---- Business Cards and Passport
时 ◆ While-teaching
间 Follow the Samples ---- Meeting People for the First Time
The topic area of Talking Face to Face in this unit is to talk
参看学学·练练·考考 about posters, notices, and announcements. The focus is on the
(workbook
patterns and terms that are appropriate for writing posters,
计
学
生
基 新生的录取总分基本在 240-450 之间，而高考的英语分数大多在 50 分左右，仅有 2%
础 的学生达到及格线。
分
析
教 本次课为第二单元听说课。对话中涵概了表达体育运动和户外活动情景时，常用的
材 交际语。听力短文为一篇介绍美国人喜欢户外烧烤的文章。参看学生练习册
分 (workbook P78 ),计划 2 学时完成。
教案首页
教案序次 21 课 题 Unit 6 Sports Events and Outdoor Activities
课 型 □ 理论 □ 讨论 □ 习题 □ 实验 ■ 技能训练 □ 设计 □ 实习
授课班级 周次 星期 授
课
时
节次
日期
教学效果
间
教 能看懂并能设计英语运动海报；能用英语简单谈论和评价某项运动；能流利地读出 学 两个主题对话。 目 能看懂范例（篮球比赛、划船友谊赛），了解美国人口头表达上述情景的方式。 标 学习正确的语音语调。 设
The General Idea of the
Passage key
Ⅵ.Script
Bob:
Look, Xiao Li. What a clear day!
Xiao Li: Yes, it looks very nice. A good day for outdoor
activities.
Bob:
Right. And it will be good for us to spend time
P78,P86）
notices and announcements.
Ⅱ. Lead-in: posters
1. Warm-up questions
◇What are the purposes of sports event posters? ◇Have you ever designed an English poster for any of your college sports
event?
2. Students read and translate the posters in this part under the