三亚航空旅游职业学院
教案编号
Unit 6 Greening the World Begins at Home Teaching aims:
In this unit, students are supposed to
?Master the basic language and skills to remember words
?Understand the main idea of Text A, and master the useful sentence structures and words and expressions;
?Know how to use sentence stress;
?To learn Non-finite Verb;
To know how to write “Business Letter”.
Teaching procedures:
I Listening and Speaking (2Period)
II Text A & text-related exercises (2Period)
III Grammar Review and Practical Writing (2Period)
IV Workbook
Part A Lead in
Task 1 Study the pictures and discuss the questions below in small groups. Use the words given below if necessary.
1.What can we benefit from the equipment in the first picture?
Cues: solar energy, renewable, green energy, water heater, electricity bill
2.Do you know what the house in the second picture is called? What is special
about it?
Cues: passive house, energy-efficient, solar panel, roof
3.What are the advantages of the U-shaped lamps in the third picture?
Cues: saving, cut on the use of electricity
Task 2 Listen to the following short dialogues and fill in the blanks.
Task 3 Discuss the following questions.
1. What do you think is green living?
Cues: healthy, environment-friendly, lifestyle.
2. What does your family do to cut energy use?
Cues: water, electricity, transport, travel
Part B Language points
1. green v. to make green
e.g. The company is making efforts to green its products.
公司正竭尽全力使产品更环保。
It took him five years to green the hill.
他花了五年时间才让这座小山变绿。
2. convince v. to make sb. feel certain; to cause sb. to realize
e.g. I was convinced I saw you there, but it must have been someone else.
我以为看见你在那里，一定是看错人了。
What she said convinced me that I was wrong.
她的一番话使我认识到自己错了。
3. use up to use (material, etc.) until no more is left
e.g. We have used up all the paper.
我们把纸全用完了。
He used up all his money in one week.
一周之内他就用光了所有的钱。
4. tackle v. to deal with or overcome
e.g. It’s time to ta ckle my homework.
现在该对付我的家庭作业了。
Mr. Wells tackled the difficult p roblem, but he couldn’t solve it.
威尔斯先生处理过这一难题，但未能解决。
5. global a. world-wide
e.g. Having a global tour is my dream.
环球旅行是我的梦想。
The global energy crisis is getting more and more serious.
全球性的能源危机日益严峻。
6. be on one’s way having started one’s journey; already in the process of
e.g. Work harder, you’ll be well on your way to job promotion.
勤快些吧，你很快就会获得提拔的。
Some people say that this country is well on its way to being the other superpower.
有人说这个国家就要成为另一个超级大国了。
7. community n. a group of people living in the same place or having a particular characteristic in common
e.g. The new arts centre to be built next year will serve the whole community.
明年开建的艺术中心将服务整个社区。
8.invest v. to use (money) to buy shares, property, etc., in order to earn interest or bring profit
e.g. The best time to invest is now.
现在是投资的最佳时机。
He invested all his money in real estate.
他把钱全部投资房地产了。
9. hybrid a. of mixed character; composed of different elements
e.g. Hybrid diesel-electric cars are gaining greater popularity in China.
动力混合车在中国越来越普遍了。
10. renewable a. that can be renewed
e.g. Water is a renewable energy resource.
水是一种可再生资源。
Is the permit renewable?
这个许可证可以延期吗?
11. consumption n. using up of food, energy, resources, etc.
e.g. The meat was declared unfit for human consumption.
已宣布这种肉不适宜人们食用。
We have measured the car’s fuel consumption.
我们测量了这辆汽车的汽油消耗量。
12. locavore n. those who prefer to eat locally produced food to that which is moved to the market from a distance
Note: It is a movement in the United States and other countries with the idea of sustainable development.
13. community-supported agriculture (CSA)
Note: It is a form of an alternative food network (in Canada Community Shared Agriculture). It consists of a community of individuals who promise to support a farming operation by sharing the risks and benefits of food production. CSAs usually consist of a system of weekly delivery or pick-up of vegetables and fruit, in a vegetable box scheme, and sometimes includes dairy products and meat.
14. in turn as a result of sth. in a series of events
e.g. Increased production will, in turn, lead to increased profits.
增加生产会继而增加利润。
15. arise from to follow as a result of sth.
e.g. Problems often arise from the lack of communication.
问题常常是由于缺乏交流而产生的。
The accident arose from carelessness in the experiment.
事故是由于实验过程中的疏忽而造成的。
16. decline v. to become smaller, weaker, fewer, etc.
e.g. Her influence declined after she lost the election.
落选后她的影响力大为降低。
With the development of the economy, the birthrate is declining.
随着经济的发展，出生率在不断下降。
17. take on to accept; to decide to do sth.; to undertake sth.
e.g. She took on greater responsibilities when she was promoted.
她得到提升，担负了更大的责任。
Don’t take on more than you can cope with.
要量力而行。
18. lead the way to go first; to show the way
e.g. Our scientists are leading the way in space research.
我们的科学家在宇宙探索领域处于领先地位。
The guide was leading the way to the mysterious cave.
向导带路去那个神秘的山洞。
Part C Phonetics
Sentence Stress
什么是句子重音？
我们在朗读英语或用英语交谈时,并不是句子中的每个词都读得一样响亮,一样清楚,而是有些词读得或说得又轻又快,而且较为含糊,有些词则读得或说得又重又慢,而且较为清晰。那些读得或说得响亮而清晰的词就是句子重音所在。
句子重音的功能
1. 体现句子的节奏感和韵律感；
2. 突出重点, 使听者更容易理解。
哪些词在句子中需重读？
一般来说, 在句子中需重读的词都是实词, 比如: 名词、动词、形容词、副词、数词、代词等。不重读的多为虚词，比如: 冠词、连词、介词、感叹词等。如:
1. The streets are wide and clean. (这句话中的streets是名词,wide和clean 是形容词, 它们都要重读; the, are, and不重读。)
2. I am so glad to see you again. (这句话中的so, glad, see, again要重读, 而I, am, to, you不重读。)
有时候虚词也要重读, 以下几点需注意:
1）强调或突出某个虚词或be动词时, 应将其重读。如:
We saw him playing by the river. (这句话中的we和him一般不重读,但为了表示强调也可以重读。比如, 如果we重读, 则强调是“我们”而不是别人看见。)
2）介词在句首时往往要重读。例如:
On my way to school, my bike was broken. (这句话中的on 在句首应重读。)
3）be动词及助动词和not结合时要重读。如:
I’m sorry I can’t do that. (这句话中的can’t要重读。)
Didn’t I tell you yesterday? (这句话中的didn’t要重读。) 4）句子末尾的be动词和助动词一般要重读。如:
─Are you a student? ─Yes, I am. (这里的am要重读。) 注意: 上文刚出现过的并且重读的单词, 第二次提到时一般不再重读，如: ─How many boys are there in the room?
─There are twenty boys in it. (问句中的boys 要重读, 但答语中的boys 不重读。)
Part C Grammar 非谓语动词的比较
一、总体比较
在三种非谓语动词中，动词-ing形式主要表达主动和/或进行的意味，而过去分词主要表达被动和/或完成的意味，不定式的不同时态和语态分别表示主动、被动、完成或进行的意味。
二、三种非谓语动词的比较
Part C Writing
Writing for General Purposes: Types of Writing (4): Description
Writing Strategy
A descriptive essay is a text that presents a detailed image of a person, place, or thing. This is done through the use of descriptive language—adjectives and adverbs—and the incorporation of images that incorporate several of the body’s senses. A descriptive essay is typically a form of personal writing because it presents its description through the perception of a single person—typically the writer. However, a descriptive essay differs from a narrative essay because its main focus is on
describing a person or thing, not on telling a story.
The point of a descriptive essay is to present a specific image in the reader’s mind—to allow the reader to see a scene or thing as the writer does. To do this, a writer must be very precise and detailed. An important aspect of descriptive essay writing is the order in which the writer chooses to describe a thing or scene. The image is usually built from general to specific, which is easier for the mind’s eye to imagine. A good descriptive essay will also attempt to incorporate as many senses as possible in order to present the most complete form of the entity being described.
Unit Seven Entertainments and Tourist Attractions I. Aims and Requirements 1. Some entertainment and tourist ads 2. How to write entertainment and tourist ads 3. How to introduce entertainment and tourist attractions 4. Some knowledge about opera 5. Useful words, expressions and language points II. Introduction 1. Entertainments are popular for the public, such as film, opera and so on. The unit will discuss different kinds of entertainments. 2. Entertainment ads are an important source of information for people to find out what entertainments are currently available. Now this unit will begin with an entertainment ad. III. Teaching Plans
Task 1 Talking face to face: Entertainment aids L istening comprehension Part 1 Read some entertainment and tourist ads Part 2 Read some dialogues about entertainment and tourist attractions, and learn how to introduce them to the visitors. Part 3 Useful expressions and sentence patterns about introducing entertainment and tourist attractions Part 4 Practices Part 1 Read some entertainment and tourist ads Sample 1 What Shall We See This Evening Sample 2 Go to see Chinese Acrobatics. Part 2 Read some dialogues about entertainment and tourist attractions, and learn how to introduce them to the visitors Sample1. What Shall We See This Evening 1，Asking programs of this evening: What are we going to see this evening? 2，Giving some selections: There are Beijing opera, a concert and Chinese acrobatics (杂技). What do you prefer? 3，Recommending Beijing opera: I’d recommend Beijing opera. It’s something special you’ve probably never seen before. 4，Discussing Beijing opera: I know. It’s unique to Chinese culture. But I had the chance to enjoy it during my last visit. 5，Discussing the meeting time：When shall we meet? Part 3 Useful expressions and sentence patterns about introducing entertainment and tourist attractions (1) There is a … performance here on these days.
《英语综合教程1》课后习题答案 第一单元： Text A Exercise 1： 1.No.There are many new things in cloolege life, such as b eing on my own, having Friday off ,and talking with friendl y people. I'll have to adjust to these. 2.The first thing that came into my mind was thatＩcould m ake any decisionon my own. 3.Yes. All people, including both my teachers and classmat es, are nice and friendly to me. Exercise 2: 1.D 2.D 3.D 4.B 5.A Exercise 3: 1.T 2.F 3.T 4.F 5.F Exercise 4:
1.Being on my own 2.Friendly people 3.Having Friday of f Exercise 5: 1—8：dfgebahc Exercise 6: 1. open an count 开立账户 close an account with a bank 和银行结账 a checking account 活期存款账户 a savings account 储蓄存款账户 2.adjust to a new life 适应新的生活 adjust to life in a big city 适应大城市的生活 adjust a watch 校准手表 adjust an error 调整误差 3.be located in a business center 坐落在商业中心 located in the city center 坐落在城市中心 located the shop 找到那商店的位置
Getting to know each other: Name toss game Procedure: 1.Students stand in a big circle. 2.The first student takes the ball and says, My name is…as he/she throws it to another. 3.The second student does the same, until most of the students have participated. 4. A volunteer throws the ball around the entire circle, saying Your name is… as throwing the ball to each student. 5.The procedure is repeated with several volunteers Desk name cards ?Write down your name. ?Paste your pictures next to your name. Biographical questionnaire ?Your name_____ ?Your homeland______ ? A hope or a plan you have for the future_______ ?Something about your family______ ?Something you are proud of_____ ? A hobby or special interest_______ ?The reason you are studying English_____ ?Anything else that you would like to say about your self______ Biographical questionnaire ?Your name_____ ?Your homeland______ ? A hope or a plan you have for the future_______ ?Something about your family______ ?Something you are proud of_____ ? A hobby or special interest_______ ?The reason you are studying English_____ ?Anything else that you would like to say about your self______
I. Background information Student: Non-English Major Freshmen Textbook: Practical English Comprehensive Course 1, Unit 7, Text A II. Teaching aims: By the end of the lesson, students should be able to: 1.Master new words and sentence patterns of Text A; 2.Read the text independently and express their thoughts in English fluently; 3.Learn some lessons from Michael Phelps, such as dreaming big, single-minded focus, perseverance and so on. III. Important and difficult points: V ocabulary: cheer, compete, circumstance, routine, apologize, judgment, demonstrate, worthy despite, promise. Phrases: be in the air, believe in, come down to, feel like, resort to, engage in, keep in mind, on track. IV. Teaching aids: PPT V. Teaching procedures: Step 1:warm-up 1.Display the theme song of 2008 Beijing Olympic games to students. 2.Students guess the name of the song. Step 2: pre-reading 1. Show students photos of some famous athletes and then ask them what they have known about them. 2. Show a picture of Phelps and give them some detailed information of him. 3. students do exercise 1; Step 3: while-reading 1.Global Reading (1) Give students 5-8 mins read the text quickly to get the main idea of the text. (2) Check the answer of exercise 1. (3) Lead students read and study new words. 2.Detailed Reading Explain important phrases and difficult sentences: (1) Michael Phelps — the name is now in the air. — A lot of people now are talking about Michael Phelps. be in the air 到处流传，某种感觉到处都有 Eg: Change is in the air. (2) dream big: to have a big dream; imagine something ambitious that you would like to happen; be very Ambitious(有雄心，有抱负) Eg:She had dreamed big and worked hard, and she was a winner in sports and in life. (3) tie v. if two players, teams, etc. tie or are tied in a game or competition, they finish it with an equal number of points（与…成平局） Eg: England tied 2-2 with Germany in the first round. The scores are tied at 3-3. (4) circumstance n. the conditions that affect a situation, action, event, etc.（情形,情况,环境）
教案编号 3
Unit 3 Knowledge and skills ●Teaching Material Forward English for Practical Purposes, Book 2, Unit 3 ●Teaching Aims: In this unit, students are supposed to 1.master the words and expressions often used to talk about knowledge and skills; 2.learn how to express hopes and desires; 3.understand the listening information about knowledge and skills;; 4.understand the main idea of Text A, and master the useful sentence structures and words and expressions; 5.master phonetic skill: liaison; 6.do some grammar practice– attributive clause; 7.know about some writing strategies and learn how to write an Outline and fill out a form. ●Teaching Emphasis 1.to master the key language points and grammatical structures in the text; 2.to know how to write an outline and fill out a form. ●Teaching Difficulties 1.to understand the main idea of Text A, master the key language points and grammatical structures in the text. 2.to use the expressions learnt to talk about lifelong learning freely. 3.to express one’s hopes and desires. ●Teaching Approaches Communicative approach and Computer-Assisted Instruction ●Teaching Aids a projector a multi-media computer system ●Teaching Procedures and contents (8 periods) Part A Lead in Task 1Study the pictures and discuss the questions below in small groups. Use the words given below if necessary. 1.What are the people in the first picture doing? 2.How do you understand the words in the second picture? 3.What is “stage fright”?
Unit 4 Punctuality and Culture I.Teaching objectives 1.Enlarge your vocabulary related to timetables and schedules. 2.Make an appointment according to the timetables. 3.Practice writing timetables and schedules . 4.Appreciate passages and complete exercises well. 5.Get some tips about the use of verb tenses. II. Key points 1. Master the vocabulary about timetables and schedules. 2. Understand the passages 3. Practice writing timetables and schedules. 4. Practice making an appointment according to the timetables. III. Difficult points 1. Get some tips about the use of verb tenses. 2. Practice writing timetables and schedules. 3. Appreciate passages and complete exercises well. IV. Teaching methodology 1.Task-based language teaching 2.Direct method V. Teaching procedures Section I Talking Face to Face
Unit 3 Learning 1. Topic: Learning 2. Teaching objectives： After the class, the students will be able to 1) Know the different styles of learning 2) Provide multiple opportunities for the students to practice interactive speaking and listening. 3) Focus on the correct pronunciation and intonation. 4) Master the key words and structures. 3. Difficulties and keys: 1) V ocabulary: (omitted) 2) Speaking: Making and Asking for suggestion 3) Grammar: Model verbs 4) Practical writing: How to write an invitation 4. Teaching Aids: (1) Blackboard, (2) Multimedia system, (3) PPT 6. Time Allotment: (1)Lead in and New Words (30mins) (2) Analysis of the Text (90mins) (3) Exercises (90mins) (4) Grammar Tips and Writing (60mins) (5) Listening (60mins) 7. Teaching methods and strategies (1)Practice speaking and listening (2)Discussion (3)Presentation and role play (4) Exercises 8. Teaching Process Period 1: Step 1. Lead-in (5 minutes) Study the pictures and discuss the questions below in small groups.. Question:1. where are those people in the two pictures on the left? 2. Do you listen to MP3 or put a pen or a pencil in your mouth while you are studying? 3. Are pictures helpful to you in memorizing English words? Hint: Step 2. Listening exercise (10 minutes)
Unit 1 Invitation Etiquette Unit Goals What you should learn to do Make an oral invitation to: Invite people to join daily activities Invite people to formal occasions Make a written invitation (write an invitation card or a letter) for: Personal invitation Official occasions Give a reply to: An oral invitation A written invitation What you should know about Invitation culture: western and Chinese Word order in a subordinate clause Requirements: After learning this unit, students should grasp: 1.Read and understand the meaning of invitation cards and letters 2.How to write invitation cards and letters and remember the patterns of invitation cards and letters 3.How to invite people to party or dinner, and how to accept and decline invitations 4.The customs of inviting people in different countries 5.Important words, phrases and language points in the passage In our daily life, we need to invite others to dinner or take part in all kinds of parties, so we should know about western custom about invitation. Foreign custom is much stricter than Chinese custom in the matter of replying to
Unit 7 Celebrating Holidays and Making Friends（略） The First Period Section I Teaching time 第次/第周 日 3、4节/5、6节——浆24班/浆23班 日 1、2节热动班 Teaching aims: 1. Read and discuss announcements, notices and posters in English, 2. Learn some expressions used in making announcements, notices and posters , 3. Comprehend the two passages and master the useful expressions in them, and 4. Finish the exercises by themselves or with some help. Teaching important point: Master the new phrases, sentence patterns and make the students be free to talk about a poster. Teaching difficult point: Individual, pair or group work to make everyone work in class Teaching methods: 1.Individual, pair or group work to make everyone work in class 2.Task-based learning https://www.doczj.com/doc/0a9432218.html,municative approach Teaching aids: 1.a radio player 2.the blackboard 3. Picture s Teaching procedures I. Lead-in Notices and posters are very common in our daily life, and they are often used to offer information about social functions. Therefore, we should not only learn to read them, but also learn to write them. It’s very important to know how to make announcements, notices and posters. The following samples make it clear that we should first tell the general information like how attractive or interesting the thing you want to make known, then give definite information about time, place and price etc. II. Presentation Section I Talking Face to Face Step1. Read and translate the two samples of posters Notes: 1) The poster gives us a clear idea of the sponsor, time and place. 2) The poster uses some parallel sentences to catch its audience’s eye. 3) The body of the poster is like a Christmas tree, and the fonts are different. It aims to highlight the effect of the poster. Step 2 Practice:
教案编号 5
?Unit 6 Eco-friendly World ●Teaching Material Forward English for Practical Purposes, Book 2, Unit 6 ●Teaching Aims: In this unit, students are supposed to ?master the words and expressions often used to talk about Eco-friendly World 1.learn 2. how to express hopes and desires; ?understand the listening information about Eco-friendly World; 3.understand the main idea of Text A, and master the useful sentence structures and words and expressions; 4.master phonetic skill: liaison; 5.do some grammar practice– attributive clause; 6.know about some writing strategies and learn how to write an Outline and fill out a form. ●Teaching Emphasis 1.to master the key language points and grammatical structures in the text; 2.to know how to write an outline and fill out a form. ●Teaching Difficulties 1.to understand the main idea of Text A, master the key language points and grammatical structures in the text. 2.to use the expressions learnt to talk about lifelong learning freely. 3.to express one’s hopes and desires. ●Teaching Approaches Communicative approach and Computer-Assisted Instruction
Unit 6 Hobbies Lecturer: Cai Jie Teaching Objectives: Students (Ss) will be able to: ●Have a deeper understanding about different shopping behavior of men and women. ●Mastering the key language points and grammatical structures in the text. ●How to talk about one’s hobbies. ●Master the Grammar of Tenses ●Translating skill：Translation of Tenses ●Writing and replying to Invitation Letters. Teaching Focus: ●Vocabulary: enrich, be crazy about doing, assistant, in stock, promptly, proceeds, lightly, substitute, persuade, patience, opposite, companion, in advanc e, to one’s satisfaction, base…on / upon, in every respect, make up one’s mind, strength, exactly, poverty, go back to liquid, estate, suffer from, be equal to, before long etc. ●How to talk about one’s hobbies. ●Master of the grammar of Tenses Time Allotment: Teaching Methods: ●Explanation ●Group discussion ●Questions and answers ●Multi-media ●Performance Teaching Procedure: 1st Period 1. Warming up for the new class: ?What do you enjoy doing the most? ?Are your hobbies good for your work or health? Try to explain.
Unit 5 Our weather and Climate I.Teaching objectives 1.Enlarge vocabulary related to weather and climate. 2.Get some tips about the use of basic sentence structures. 3.Practice writing: describe the weather in form of weather forecast. 4.Appreciate passages and complete exercises well. 5.Practice to understand easy weather forecast. 6.Practice to talk about the weather. II. Key points 1.Master the vocabulary about weather and climate. 2. Understand the passages 3. Practice writing: describe the weather in form of forecast. 4. Practice to talk about the weather and understand easy weather forecast. III. Difficult points 1. Get some tips about the use of basic sentence structures. 2. Practice writing a short weather forecast. 3. Appreciate passages and complete exercises well. IV. Teaching methodology 1.Task-based language teaching 2.Direct method V. Teaching procedures Section I Talking Face to Face Imitating Mini-Talks 1.Work in pairs. Practice the following mini-talks about greeting and introducing people. Acting out the Tasks 2.Work in pairs and act out the tasks by following the above mini-talks. Key for reference: 1.Task: Ask for Mark’s comments on the weather. 2.Task: Ask about and describe the weather at this time of year. 3.Task: Ask Mr. Green about the weather condition tomorrow and plan an activity. 4.Task: Talk about the change of the weather from long rainy days. 5.Task: Complain about a cold day.
前景实用英语二A班unit5教案
三亚航空旅游职业学院 教案编号
Unit 5 Life in E-era ●Teaching Material Forward English for Practical Purposes, Book 2, Unit 5 ●Teaching Aims: In this unit, students are supposed to 1.know about the expressions often used on life in E-era and use these expressions to talk about life in E-era; 2.understand the listening information about life in E-era; 3.understand the main idea of Text A, and master the useful sentence structures and words and expressions; 4.master phonetic skil l: V-ing 5.do some grammar practice–Narration and Itinerary ; 6.know about some writing strategies and learn how to write a narrative essay and an itinerary . ●Teaching Emphasis 1.to master the key language points and grammatical structures in the text; ● 2. to know how to write a narrative essay and an itinerary . . ●Teaching Difficulties 1.to understand the main idea of Text A, master the key language points and grammatical structures in the text. 2.to use the expressions learnt to talk about life in E-era freely. ●Teaching Approaches Communicative approach and Computer-Assisted Instruction ●Teaching Aids a projector a multi-media computer system ●Teaching Procedures and contents (8 periods) Part A Lead in Task 1 Study the pictures and discuss the questions in small groups. 1.What is the red device in the first picture used for?
教案模板2： 河北软件职业技术学院 教案 2012至2012学年第一学期 系名称：网络工程系、智能工程系 课程名称：前景实用英语 教学时数：68 授课班级：网络01、移动通信技术01、02、电气自动化03、计算机应用专业01 主讲教师：赵俊平
河北软件职业技术学院教案（首页） 课程 名称 新编实用英语 学时 分配 总计：68学时 课程教学目的与要求1.培养学生的听说能力。 2.使学生掌握英语应用文写作技能。 3.使学生掌握单词、短语和句子结构。 4.使学生掌握阅读技巧，提高阅读能力。 教学的重点与难点1、通过学习教材，提高学生听、说、读、写能力。 2、语法结构的复习。 3、英语应用能力写作技能。 4、阅读技能技巧。 教学的总体方法策略 借助多媒体课件教学，板书为辅，课堂教学以学生为主体，重点培养学生的英语实用能力。 教材和主要参考书目 《前景实用英语》、《前景实用英语教学参考书》、《前景实用英语练习册》、《高职高专大学英语语法》、《牛津高阶英汉双语词典》等 说明：本页用于一门课程实施方案的整体设计
河北软件职业技术学院《新编实用英语》课程教案 授课题目Unit1 教具准备多媒体授课日期2012年月日第 9-10周课时安排10学时 教学目的与要求1.After studying this unit ，the students should learn to do (1).talking about the sportsmanship; (2)knowing some useful words and expressions about the sport； (3). Knowing what is sportsmanship: 2,grammar review: 3,Writing -- MEMO； 4,phonetics---Elision 5.professional English 教学重点难点模块1 Listening ---- Part C Task 1,2; Functions and Notions Task 1,2; Part B Task 1- 模块2 Speaking------ Part C Task 1,2;结合Part A Task 3 模块3 Reading------- Part A Lead-in, Text A精讲 模块3 Exercises------ Text A精讲（视情况）；检查词汇；Text A练习2-7检查讲解模块4 Grammar, Writing--- Grammar讲解和练习; Writing讲解和练习（模板熟记）; Text B 作为泛读资料,要求学生自主学习,综合练习册为作业。 作业与预习布置Assignments： 1. Work in pairs and make up dialogues, referring to the dialogues in Unit four of the textbook. Dialogue presentations will be required in the next class. 2. Do the exercises in the workbook. 3. learn by heart the words in Unit Four. 4. Read and learn by heart the new words in Unit Five. 5．Prepare for speaking activities in part A of Unit Five. 课后小结