新编实用英语1教案8单元(zz)

新编实用英语教案第一章：英语语音基础知识1.1 教学目标了解英语音标的基本知识掌握元音和辅音的发音规则能够正确拼读单词和朗读句子1.2 教学内容英语音标的分类和作用元音和辅音的发音规则音节的划分和重音1.3 教学步骤引入英语音标的概念和重要性讲解元音和辅音的发音规则练习单词和句子的拼读和朗读1.4 作业与评估完成音标练习题录制单词和句子的朗读音频进行评估第二章：英语语法基础知识2.1 教学目标掌握英语语法的基本句型了解时态和语态的概念及用法能够运用基本的语法规则造句2.2 教学内容英语基本句型：主语、谓语、宾语时态：一般现在时、一般过去时、一般将来时语态：主动语态、被动语态2.3 教学步骤讲解英语基本句型和语法结构介绍时态和语态的概念及用法练习运用基本语法规则造句2.4 作业与评估完成语法练习题编写短文或句子运用所学的语法知识进行评估第三章：英语词汇与短语3.1 教学目标扩充常用英语词汇和短语学会使用词汇和短语进行基本交流能够正确运用词汇和短语表达意思3.2 教学内容常用英语词汇和短语的分类和用法同义词和反义词的区分固定搭配和习惯用法3.3 教学步骤讲解词汇和短语的分类和用法练习运用词汇和短语进行交流学习同义词、反义词和固定搭配3.4 作业与评估完成词汇和短语练习题运用所学的词汇和短语进行口语交流或写作进行评估第四章：日常英语对话4.1 教学目标学会使用日常英语进行基本交流掌握常用的日常用语和表达方式能够运用日常英语进行问候、介绍、道别等场景的对话4.2 教学内容日常英语对话的常见场景和用语常用的日常表达方式和习惯用语情景对话的练习和角色扮演4.3 教学步骤讲解日常英语对话的常见场景和用语介绍常用的日常表达方式和习惯用语进行情景对话的练习和角色扮演4.4 作业与评估完成日常英语对话练习题进行角色扮演或实际交流进行评估第五章：英语阅读与写作5.1 教学目标提高英语阅读理解能力能够理解和运用所学的词汇和语法知识5.2 教学内容英语阅读材料的选取和分析阅读理解的技巧和策略英语文章的基本结构和写作技巧5.3 教学步骤讲解阅读材料的选取和分析方法介绍阅读理解的技巧和策略5.4 作业与评估评估阅读理解的能力和文章的质量第六章：英语听力技巧6.1 教学目标提高学生的英语听力理解能力学会使用听力技巧和策略能够理解和运用所学的词汇和语法知识6.2 教学内容听力材料的选取和分析听力理解的技巧和策略听力练习和反馈6.3 教学步骤讲解听力材料的选取和分析方法介绍听力理解的技巧和策略进行听力练习和反馈6.4 作业与评估完成听力练习题评估听力理解的能力和质量第七章：英语口语表达技巧7.1 教学目标提高学生的英语口语表达能力学会使用口语表达技巧和策略能够运用日常英语进行问候、介绍、道别等场景的对话7.2 教学内容口语表达材料的选取和分析口语理解的技巧和策略口语练习和角色扮演7.3 教学步骤讲解口语表达材料的选取和分析方法介绍口语理解的技巧和策略进行口语练习和角色扮演7.4 作业与评估完成口语练习题进行角色扮演或实际交流进行评估第八章：英语电子邮件和商务通信8.1 教学目标掌握电子邮件和商务通信的基本格式和礼仪能够运用所学的词汇和语法知识进行有效的商务沟通8.2 教学内容英语电子邮件和商务通信的基本格式和要素电子邮件和商务通信的礼仪和技巧实际案例分析和角色扮演8.3 教学步骤讲解英语电子邮件和商务通信的基本格式和要素介绍电子邮件和商务通信的礼仪和技巧进行实际案例分析和角色扮演8.4 作业与评估完成英语电子邮件和商务通信练习题评估电子邮件和商务通信的质量和建议第九章：英语面试技巧9.1 教学目标提高学生的英语面试技巧和表达能力学会使用面试技巧和策略能够运用所学的词汇和语法知识进行面试9.2 教学内容面试材料的选取和分析面试理解的技巧和策略面试练习和反馈9.3 教学步骤讲解面试材料的选取和分析方法介绍面试理解的技巧和策略进行面试练习和反馈9.4 作业与评估完成面试练习题进行模拟面试和评估第十章：英语考试技巧10.1 教学目标提高学生的英语考试技巧和应对能力学会使用考试技巧和策略能够运用所学的词汇和语法知识应对各种英语考试10.2 教学内容英语考试材料的选取和分析考试理解的技巧和策略考试练习和反馈10.3 教学步骤讲解英语考试材料的选取和分析方法介绍考试理解的技巧和策略进行考试练习和反馈10.4 作业与评估完成考试练习题进行模拟考试和评估第十一章：英语文化常识11.1 教学目标了解英语国家的文化背景和习俗学会使用英语进行文化交流和表达能够理解和尊重不同文化差异11.2 教学内容英语国家的基本文化知识，如节日、饮食、礼仪等文化差异的识别和表达跨文化交流的技巧和策略11.3 教学步骤讲解英语国家的文化背景和习俗介绍文化差异的表达和识别方法进行跨文化交流的练习和角色扮演11.4 作业与评估完成文化常识练习题进行跨文化交流的实际应用和评估第十二章：英语歌曲与听力12.1 教学目标利用英语歌曲提高听力理解能力学会欣赏和分析英语歌曲的韵律和词汇能够跟随歌曲节奏进行朗读和演唱12.2 教学内容英语歌曲的选择和分析歌曲中的韵律和词汇特点歌曲听力练习和演唱12.3 教学步骤讲解英语歌曲的选择和分析方法介绍歌曲中的韵律和词汇特点进行歌曲听力练习和演唱12.4 作业与评估完成歌曲听力练习题评估歌曲理解和演唱能力第十三章：英语电影与口语13.1 教学目标利用英语电影提高口语表达能力学会分析和模仿电影中的口语表达能够运用电影中的口语进行实际交流13.2 教学内容英语电影的选取和分析电影中的口语表达和特点口语模仿和角色扮演13.3 教学步骤讲解英语电影的选取和分析方法介绍电影中的口语表达和特点进行口语模仿和角色扮演13.4 作业与评估完成口语模仿练习题进行角色扮演或实际交流进行评估第十四章：英语新闻与阅读14.1 教学目标提高英语新闻阅读理解能力学会分析和理解新闻报道的结构与内容能够运用所学的词汇和语法知识进行新闻阅读14.2 教学内容英语新闻材料的选取和分析新闻报道的结构和特点阅读理解的技巧和策略14.3 教学步骤讲解英语新闻材料的选取和分析方法介绍新闻报道的结构和特点进行新闻阅读理解和讨论14.4 作业与评估完成新闻阅读练习题评估新闻阅读理解的能力和质量第十五章：英语演讲与写作15.1 教学目标提高学生的英语演讲和写作能力学会使用演讲技巧和写作策略能够运用所学的词汇和语法知识进行有效的演讲和写作15.2 教学内容英语演讲的材料选取和分析演讲技巧和表达方式英语写作的基本结构和技巧15.3 教学步骤讲解英语演讲的材料选取和分析方法介绍演讲技巧和表达方式进行演讲练习和反馈15.4 作业与评估完成英语演讲和写作练习题进行演讲和写作评估和反馈重点和难点解析本文主要介绍了新编实用英语教案，共包含十五个章节。

第一部分课程基本信息第二部分教学设计一、课程与教材分析（一）课程分析《大学英语》是高等教育的一个有机组成部分，是大学生的一门必修的基础课程。

大学英语教学是以英语语言知识与应用技能、学习策略和跨文化交际为主要内容；以外语教学理论为指导，并集多种教学模式和教学手段为一体的教学体系，旨在培养学生英语综合应用能力，特别是听说能力，使他们在今后工作和社会交往中能用英语有效地进行口头和书面的信息交流，同时增强其自主学习能力、提高综合文化素养，以适应我国经济发展和国际交流的需要。

（二）教材分析（突出针对课程需要，合理选择教材和教参）《新编实用英语》（第五版）系列教材国家“十三五”规划教材，是严格按照国家职业教育目标和要求精心设计的立体化公共外语教材，教材内容贴合日常交际和职场需求，在主题类别、语篇类型、语言知识、文化知识等方面均与《新课标》紧密对应，历经多年教学实践，得到了广大高职高专院校师生的充分认可。

教材立足“立德树人”根本教育任务，探索外语“课程思政”建设，注重中华优秀文化的表达，助力培养德才兼备、德智体美劳全面发展的人；注重培养学生的英语学科核心素养，助力学生形成关键能力和必备品格以及形成正确的世界观、人生观和价值观，努力将大英教材的思想价值渗透作用最大化，以美育人、以德润人，以文化人，潜移默化中引导学生坚定“四个自信”，润物无声中实现“育人育才”。

教材聚焦典型生活和职业场景，以富有生活化、职业性和时代性的选材，将英语技能放在职业场景中操练，注重对学生英语基本功和职业技能的全面培养，并创设“线上+ 线下”混合式外语教学生态，资源以立体化、多模态形式呈现，是比较适合我校学生实际的教材。

二、学生情况分析（一）学生基本情况本课程是面向我校非英语专业普通专科学生的公共必修课，所教大部分学生有较强的学习积极性、主动性和自觉性，具备比较基本的英语阅读和简单写作的能力，但是听力水平普遍较低，词汇量相对有限，在写作和翻译方面能力较为欠缺。

《新编实用英语》第 8 教案课题Unit 2 Saying thanks and sorry!课时 2目的要求(知识目标、能力目标、素质目标) Teaching objectives:1) Speaking and listening;2) Skimming and scanning3) Translating教学重点与难点Teaching focuses:1) reading skills training Teaching difficult points: Reading and translating课堂整体设计思路Teaching procedures:Step 1 warming-upStep 2 background knowledge Step 3 readingStep 4 consolidationStep 5 homework教学反思教学过程教法学法及时间分配Teaching procedures:Step 1warming-upGreetingsInformation Related to the Reading PassageImportant Traditional Festivals in China春节：Spring Festival (the 1st day of the 1st lunar month)除夕：New Year's Eve (the day before the Spring Festival)元宵节：Lantern Festival (the 15th of the 1st lunar month)清明节：Qingming / Tomb-Sweeping Festival (April 4th or 5th)端午节：Dragon Boat Festival (the 5th of the 5th lunar month)七夕节：Qixi Festival (the 7th day of the 7th month of the lunar month,somewhat equivalent to Valentine's Day in English) 中秋节：Mid-Autumn Festival (the 15th of the 8th lunar month)重阳节：Double-Ninth Day (the 9th of the 9th lunar month) Important Traditional Festivals in Western Countries圣诞节：Christmas (the 25th of December)平安夜：Christmas Eve (the 24th of December)情人节：Valentine's Day (14th of February)愚人节：Fool's Day (the 1st of April)复活节：Easter (the 1st Sunday after a full moon on or after 21st of March)感恩节：Thanksgiving Day (the 4th Thursday of November)万圣节：Halloween / All Saints' Day (31st of October)Step 2 background knowledge1) The story of ThanksgivingShow a video clip to introduce stories of Thanksgiving day 20 minutes speaking and discussing2) introduction of thanksgiving感恩节（Thanksgiving Day）是美国和加拿大共有的节日，由美国人民独创，原意是为了感谢上天赐予的好收成、感谢印第安人的帮助。

新编实用英语综合教程1第8单元Creating an Effective Study RoutineIn the eighth unit of the newly revised Practical English Integrated Coursebook, students are introduced to the importance of establishing a study routine. With the increasing demands of academic life and the need to balance various commitments, having an effective study routine is essential for achieving academic success.The unit begins by discussing the benefits of a study routine. It highlights how a well-planned routine helps students manage their time efficiently, reduce stress levels, and enhance productivity. It also emphasizes the importance of consistency in studying, as regular revision and practice are crucial for retaining information.The unit then provides practical tips on how to create a study routine. It advises students to first assess their personal strengths and weaknesses to determine the areas that require more attention. This self-reflection allows students to allocate more time to challenging subjects or topics. The unitalso suggests setting specific goals for each study session, as this helps to maintain focus and motivation.Furthermore, the unit offers strategies for effective time management. It encourages students to prioritize their tasks and allocate dedicated study periods for each subject. Breaking down larger tasks into smaller, manageable chunks is also recommended, as it helps students to avoid feeling overwhelmed and promotes a sense of accomplishment.To support students in establishing a study routine, the unit introduces various study techniques. It discusses the benefits of creating a study schedule and using tools such as calendars or digital planners to track progress and deadlines. Additionally, students are encouraged to find a conducive study environment that is free from distractions and enables them to concentrate fully.Finally, the unit emphasizes the importance of self-care in maintaining a successful study routine. It highlights the significance of getting enough sleep, eating healthy meals, and engaging in physical activity to ensure overall well-being. Italso reminds students to take regular breaks during study sessions to prevent mental fatigue and maintain concentration.In conclusion, the eighth unit of the Practical English Integrated Coursebook focuses on the creation of a study routine. By following the tips and strategies provided, students can effectively manage their time, enhance productivity, and ultimately achieve academic success. Establishing a study routine is not only beneficial for academic purposes but also promotes overall well-being and self-care.。

Unit8新编实用英语课堂设计Unit Eight From Fat to Fit 课堂教学设计南阳农校牛璐Unit Eight From Fat to FitSuggested Teaching Procedures and Class Activities SECTION I Talking Face to Face1 Lead-in activities:Imitating Mini-Talks1. Warm-up questions:1) If you are ill, what do you prefer to do, to go to see a doctor orjust find some medicine to take? And what’s the reason?2) If you go to see a doctor, how do you usually make complaints?2. Class Activities:1. The students read the Mini-Talks after the teacher, and then try torecite them within five minutes in pairs.2. Ask the students to recite and perform the mini talks in class.students discuss in groups, summarizing the words, phrases and sentences frequently used according 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) Sentences frequently used for making complaints to a doctor:(1) I’ve come down with a bad cold.(2) I’ve got a bad cough.(3) I don’t feel like eating anything.(4) I have a bad headache and a temperature.(5) I’ve got a terrible toothache.(6) I can’t eat or sleep at all. I’m feeling we ak and dizzy.(7) My leg hurts so much and I’m feeling rather weak.(8) I don’t feel very well. Perhaps I’ve got heat-stroke.(9) I have taken some aspirin, but I still feel sick.(10) The toothache is killing me.2) Sentences frequently used for inquiring about the symptoms of a patient as a doctor:(1) What’s wrong with you? You look pale.(2) What’s wrong? Is anything the matter?(3) How long has this been going on?(4) How are you feeling today?(5) Jack, are you all right? You don’t look qui te yoursel f.(6) Have you taken any medicine?(7) Open your mouth and say “ahhhh”.(8) Do you have a temperature?3) Sentences frequently used for giving advice and writing a prescription:(1) I’ll give you an injection to bring you fever down.(2) Here is a prescription to take care of your headache and keep your temperature down.(3) You should go on taking the medicine for three more days.(4) You need a minor operation.(5) You can try some Chinese therapies.(6) You must come back for a follow-up treatment.(7) Take this pain-killer three times a day after meals.Studying Medical Instructions1. Warm-up questions:1) What are medical instructions intended for?2) Do you always read medical instructions carefully before taking amedicine? Why or why not?2. The students read and translate the sample MedicalInstructions into Chinese under the guidance of the teacher.2 Act out activitiesSample dialogues1. The students read the sample dialogues after the teacher, trying toimitate the teacher’s pro nunciation and intonation.2. Ask the students to read the sample dialogues in pairs.3. Groups work: Ask the students to categorize the useful sentences inthe sample dialogues into four groups.1) Sentences for a patient to make a complaint to a doctor:(1) I’ve got a sore throat and a bad cough.(2) It’s my skin. It’s so dry and rough.2) Sentences for a doctor to inquire about symptoms:(1) What’s wrong with you?(2) You don’t look well today. What’s the problem?3) Sentences for a doctor to give advice to a patient:(1) Try this throat spray.(2) Simply spray it into your throat three times a day.(3) Remember not to drink or eat anything immediately afterward.(4) You could try this skin oil treatment. Just rub the oil into you skin.(5) Keep it in a cool and dry place.4) Sentences for a doctor to comfort a patient:(1) You should feel relieved soon.(2) It will soothe and soften your skin immediately.4. Group work: Give the students several minutes to discuss what questionsa doctor may ask while listening to a patient’s complaints.5. Pair work: Make a dialogue about seeing a doctor. One student acts as a patient and the other as a doctor. There will be a classperformance.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 oneof the five tasks in Speak and Perform. There will be a class presentation in the next class period.2. Group work: Try to find more useful sentences and expressions forseeing a doctor and show them in the next class period.3. Pay a visit to the website httpSECTION 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 correspondingChinese version. 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 this section.4. Play the tape for the third time with a pause after each sentence,and ask the students 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 thefollowing questions:1) What’s the matter with Jack?2) What medicine has Jack taken?3) What does Li suggest Jack should do?4) What does the doctor ask Jack to do first?4. Play the tape for the third time, and the students read the dialoguesfollowing the tape simultaneously and trying to catch up the speed and simulate the speakers’ tones.5. Do the exercises in this section.3 Understanding a Short Speech/Talk1. Give 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 students to do the exercisesin this section.4. Play the tape for the third time with a pause after each sentence,and ask the students 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 medical instructions. 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.The language used in medical instructions is expected to be as straightforward as possible. Short and simple sentences are preferred. Everyday words are used in order not to confuse people.The sentences used in writing medical instructions:1. Keep out of reach of children.2. Store in a cool, dry place.3. The usual dose is 2-3 tablets twice daily.4. If your symptoms persist, stop taking the medicine.5. If the injection causes soreness or irritation, apply ice for 15 minutes every four to sixhours.6. Apply drops in both eyes in the morning and at night.7. Take two tablets 3 times a day after meals.8. Take one table in the morning or as directed by your doctor.The format of the doctor’s prescription and the language used in it: Since the doctor’s prescription is crucial to the patient, it is imperative that the patient should be able to fully understand it and no ambiguity is allowed. So a prescription must be written accurately, and a universal standard language be employed as well. Accurate diagnosis; proper selection of medication, dosage form and route of administration; proper size and timing of dose; precise dispensing; accurate labeling; and correct packaging must be all provided. Written prescriptions should contain: patient’s full name and address; prescriber’s full name,address, telephone number, and DEA number; date of issuance; signature of prescriber; drug name, dose, dosage form, amount; directions for use; refill instructions.2 Simulated writing:1. With the help of the teacher, the students read and translate the twosamples of doctor’s prescription into Chinese.2. Do Exercises 2 and 3 in groups.Writing Sentences and Reviewing Grammar1 The teacher gives a brief summary of the basic sentence structures.There are two kinds of conjunctions—coordinating and subordinating. We use a coordinating conjunction (and, but, or, nor, for, so) to join individual words, phrases and independent clauses. A subordinating conjunction (why, what, when, where, how, who, that, since, as, because, …) introduces a dependent clause and indica tes the nature of the relationship between the independent clause and the dependent clause.2 Do Exercises 4, 5, and 6 in groups.3 Assignment for this section:Group work: Try to find another two medicine instructions and translate them into Chinese. There will be a group presentation in class.SECTION IV Maintaining a Sharp EyePassag e 1 Don’t Wait Until Death Does Its Part1 Warm-up questions:1. Why do we say body health is vital for us?2. How can we treat our body fairly and lovingly?2 Guided reading aloud of the passage:The students read the passage after the teacher, trying toimitate the teacher’s pronunciation and intonation, and then read it in class individually. The teacher should pay attention to correcting the students’ pronun ciation 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. take sth for granted: be so familiar with sth. that one no longerappreciates its value; assume sth. to be true. He never praises her progress: he just takes it for granted.2. follow through: carry out or continue sth. to the end; complete sth. . Starting a project is one thing, and following it through is another.3. in one’s own self-interest:for or to one’s own advantage. It would be in your own self-interest to accept it.4. conform to sth.: keep to or comply with (generally accepted rules, standards, etc.). The building does not conform to safety regulations.5. impact on: strong impression or effect on sb./sth.. Her speech made a tremendous impact on everyone.4 Teaching suggestions for understanding the passage in detail:1. Paragraph 1:1) Ask two or three students to read this paragraph.2) Group work: The students have a discussion to translate thisparagraph into Chinese. Then there will be a group presentation in class.2. Paragraph 2:1) The students read this paragraph loudly by themselves.2) Meanwhile the teacher writes down the following table on theblackboard or shows it with PPT. The students are asked to fill inKey: 1. water 2. providing nutrients, energy and strong bones3. rest4. lifting one’s spirits3. Paragraph 3:1) Ask the students to read this paragraph together.2) Dictation practice: The teacher reads each sentence of the paragraphtwice, and the students write them down. Afterwards, the students check them up with their partners.4. Paragraphs 4 and5.1) The students read these two paragraphs following the teacher.2) Group work: The students have a discussion to find the answers to the following questions:(1) If the author doesn’t take care of his health, what will happen to him in the future?(His medical expenses will be increased, his senses will be exhausted, and early death will occur.)2) What awareness has the author got now?(He should struggle to develop a positive relationship with his body.)3) What positive actions has the author taken now?(He has taken the actions as exercising, eating mindfully, getting enough rest and water, limiting his work hours, and scheduling recreation.)5. Paragraph 6:1) The students read this paragraph together.2) Memory training: Give the students 2 minutes to remember thisparagraph, and then ask some of the students to recite it in class.5 Summary of the passage:Group work: The students have a discussion to categorize the different actions towards people’s heath.1. Actions or habits harmful to heath:(annoying physical problems, overeating, lazy lifestyle, excessive work, overtaking drugs, becoming alcoholic, etc.)2. Actions or habits good to health:(exercising, eating mindfully, getting enough rest and water, limiting work hours, and scheduling recreation, etc.)6 Suggested methods for doing exercises:1. Group work for Exercises 2 and 3: Underline the useful expressions in each sentence.2. Pair work for Exercises 4 and 5: Each student writes out thesentencepatterns they 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 passage:1. Prepare a speech of how to keep your body healthy and present it inyour group in the next class period.2. Search online after class to find some better and easier ways forpeople to keep healthy.3. Preview Passage II.PASSAGE II The Loving Heart Will Go On1 Warm-up questions:1. Have you heard of body organ transplantation?2. Do you think people should donate any of their organs when they die? Give your reasons.2 Guided reading aloud of the passage:The students read the passage after the teacher, trying to imitate the teacher’ pronunciation 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 the y don’t understand and then report them to the class. The teacher will demonstrate the usage of those chosen points, andask the students to make up at least two sentences with them in groups. In this passage, apart from what may have been chosen in Langua ge Points in Teacher’s Book, the following points are encouraged to be chosen and practiced on.1. be determined to do: decide firmly to do; make up one’s mind to do . He is determined to give up the job and look for another one witha better salary.2.turn out to be:to be found out to be, as after an experience or trial; to end up. Although Peter is a newcomer, he turned out to be the best player in the team.3. make it: (the health of a patient) be improved; to be successful; to arrive in time. You woul dn’t make it without taking the correct medicine.4. be open about: be frank. She is open about her illness and often talks about it with her friends.5. a perfect fit for: the state, quality or way of being suitable. Since he is a man of responsibility, he is a perfect fit for the position.4 Teaching suggestions for understanding the passage in detail:1. Paragraphs 1 and 2:1) The students read these two paragraphs together.2) Group work: The students have a discussion to find the answers to the following questions:(1) What’s the problem with Carmen’s mother?(She has a serious heart attack and needs a heart transplant.)(2) Why were the chances of the mother’s heart transplantvery small?(Because it would take years to find a suitable donor heart.)(3) What did Carmen keep doing?(She kept contacting hospitals all over the country for her mother’s heart donor.)2. Paragraphs 3 to 7:1) Ask students to read these paragraphs in groups for two times.2) Meanwhile, the teacher writes down the following sentences on theblackboard or shows them with PPT. The students are asked to rearrange the sentences in a correct order according to these paragraphs.(1) Frank’s wife, Cheryl, had been in hospital with a brain disease.(2) Carmen told the stranger her story.(3) Cheryl suddenly fell into a deep coma.(4) Carmen was in despair and fell into a corner of the hospital and began to cry(5) Maria had trouble walking in the room.(6) Two days later, it became clear that Cheryl would not make it through the night.(Correct order of the sentences: 5 – 4 – 2 – 1 – 3 – 6)4. Paragraphs 8 to 10:1) Ask two or three students to read the three paragraphs individually.2) Practice on expressions: The teacher says out the Chinese expressionsand the students say them out in English.(1) 一个想法闪过他的大脑(an idea comes to his mind)(2) 对此事坦言无忌( be open about it)(3) 进行移植手术(carry out the transplant)(4) 为弗兰克一家祈祷(pray for Frank’s family)(5) 感觉到一股神奇的情结(felt a strange bond)(6) 报答你(pay you back)5. Paragraph 11:1) Students read this paragraph together.2) Group work: The students have a discussion to translate the paragraphinto Chinese. There will be a group presentation in class.5 Summary of the passage:1. The teacher shows the following dialogues with PPT. The students are asked to translate the Chinese expression into English in the interview and then read the dialogues.Interviewer: Hello, Maria. Pleased to meet you. I’m from the TV station.I’m so glad to see that you’ve recovered so soon.Maria: _______________（表示谢意）.Interviewer: Why did you need the heart transplant so urgently? Maria: I had just _____________________（逃过一次严重的心脏病发作).But my life _____________________（随时处于危险中）without a heart transplant.Interviewer: Carmen, I’ve heard you were prepared to donate your heart to your mother in case you had an accident.Carmen: Yes, __________（我下定决心要拯救我母亲的生命）. Interviewer: Frank, your wife Cheryl had always wanted to donate something from her organs, hadn’t she?Frank: Yeah, __________________________ （她对此事坦言无忌）and had checked“yes”on her driver’s license.Interviewer: It is a miracle that Cheryl’s heart was a perfect fit for Maria.Carmen: Frank, I am clear that I_____________________（永远无法报答你们）.Maria: I will _________________（为你的一家祈祷）every day. Cheryl’s loving heart_______________（会获得永恒）.Key: 1) Thank you. 2) survived a serious heart attack 3) was in constant danger4) I was determined to save my mother’s life 5) she has been very open about it6) can never pay you back 7) pray for your family 8) will go on living2. If there is no PPT prepared, give each group several minutes to preparea short report of the story in about 80 words. There will be a group presentation in class.6 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.7 Assignments for this section:Rewrite the passage in about 100 words in a third person.SECTION V Appreciating Culture Tips1 Understanding of logos, business mottos and famous sayings:Ask the students to read and appreciate the logos, business mottos and famous sayings.2 Group discussion:1. Which logos, business mottos and famous sayings impress you most? Give your comments.2. Please list some other logos, business mottos or famous sayings youare familiar with.3. Search online for more logos, business mottos and famous sayings andexchange them in the next class period.。

新编实用英语综合教程1第8单元Unit 8 (1)Keeping Healthy and Seeing a Doctor Teaching purposes:1. Ss will learn the communication between patients and doctors.2. Ss will improve their listening comprehension step by step.3. Ss will learn use of conjunctions.Teaching procedures:I．Talking face to faceII．Being all earsIII．GrammarIV．AssignmentI. Talking Face to Face1. Lead-in1. Warm-up questions:1) What are medical instructions intended for?2) Do you always read medical instruction carefully before taking a medicine? Why or why not?3)Do you know how to inquire in English about the symptoms of a patient as a doctor?2. Read sample 1, 2 and find some useful expressions.What’s wrong with you?You should feel relieved soon.Simply spray it in your throat three times a day.Is there anything wrong?It will soothe and soften your skin immediately.What are the ingredients?3. Learn some patterns and expressions for giving and receiving concerns and medical advice.1. What’s the matter/ trouble with you?2. Can you tell me what the problem is?3.Are you all right?4. Are you sure you are Ok?5. I’m feeling awful/ weak now6.I’m not feeling quite myself.7.I’ve got a bad headache.8.Open your mouth and say “Ahhhh”.9. Come here for the injection.10. Lie on the couch and breathe deeply.11. Take this pain-killer three times a day after meals.12. I will write out a prescription for you.II Being All Ears1. Listen and DecodeNow listen to a dialogue and do the multiple choice exercises.2. Listen and RespondListen to the dialogue again and then answer the following questions orally.3. Listen and ReadNow listen to something more challenging- a passage with some blanks for you to fill in. The word in the brackets will give you some hints. A glance before listening at the word list provided below will be of some help to you.4. Listen and JudgeListen to the passage and judge whether the following statements are true or false. Write T/F accordingly5. Listen and CompleteListen to the passage again and try to fill in the blanks with the right words or phrases.III. Grammar: ConjunctionsThere are two kinds of conjunctions – coordinating and subordinating. We use a coordinating conjunction (and, but, or, nor, for, so) to join individual words, phrases and independent clauses. A subordinating conjunction (why, what, when, where, how, who, that, since, as, because, …) introduces a dependent clause and indicates the nature of the relationship between the independent clause and the dependent clause. 漏用与错用连词是写作中常见的错误之一，这种错误往往是受中文的影响，学习中要特别注意。

U n i t8新编实用英语课堂设计Unit Eight From Fat to FitClass Work Design: [Three Sessions – Six Contact Hours]Suggested Teaching Procedures and Class ActivitiesSECTION I Talking Face to Face1 Lead-in activities:Imitating Mini-Talks1. Warm-up questions:1) If you are ill, what do you prefer to do, to go to see a doctor or just find somemedicine to take? And what’s the reason?2) If you go to see a doctor, how do you usually make complaints?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 used according to the following topics with the help of the teacher. The students speak out the sentences under the guidance of the teacher, payingattention to the pronunciation and the intonation.1) Sentences frequently used for making complaints to a doctor:(1) I’ve come down with a bad cold.(2) I’ve got a bad cough.(3) I don’t feel like eating anything.(4) I have a bad headache and a temperature.(5) I’ve got a terrible toothache.(6) I can’t eat or sleep at all. I’m feeling weak and dizzy.(7) My leg hurts so much and I’m feeling rather weak.(8) I don’t feel very well. Perhaps I’ve got heat-stroke.(9) I have taken some aspirin, but I still feel sick.(10) The toothache is killing me.2) Sentences frequently used for inquiring about the symptoms of a patient as a doctor:(1) What’s wrong with you? You look pale.(2) What’s wrong? Is anything the matter?(3) How long has this been going on?(4) How are you feeling today?(5) Jack, are you all right? You don’t look quite yourself.(6) Have you taken any medicine?(7) Open your mouth and say “ahhhh”.(8) Do you have a temperature?3) Sentences frequently used for giving advice and writing a prescription:(1) I’ll give you an injection to bring you fever down.(2) Here is a prescription to take care of your headache and keep your temperature down.(3) You should go on taking the medicine for three more days.(4) You need a minor operation.(5) You can try some Chinese therapies.(6) You must come back for a follow-up treatment.(7) Take this pain-killer three times a day after meals.Studying Medical Instructions1. Warm-up questions:1) What are medical instructions intended for?2) Do you always read medical instructions carefully before taking a medicine? Whyor why not?2. The students read and translate the sample Medical Instructions into Chinese under the guidance of the teacher.2 Act out activitiesSample dialogues1. The students read the sample dialogues after the teacher, trying to imitate theteacher’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 four groups.1) Sentences for a patient to make a complaint to a doctor:(1) I’ve got a sore throat and a bad cough.(2) I t’s my skin. It’s so dry and rough.2) Sentences for a doctor to inquire about symptoms:(1) What’s wrong with you?(2) You don’t look well today. What’s the problem?3) Sentences for a doctor to give advice to a patient:(1) Try this throat spray.(2) Simply spray it into your throat three times a day.(3) Remember not to drink or eat anything immediately afterward.(4) You could try this skin oil treatment. Just rub the oil into you skin.(5) Keep it in a cool and dry place.4) Sentences for a doctor to comfort a patient:(1) You should feel relieved soon.(2) It will soothe and soften your skin immediately.4. Group work: Give the students several minutes to discuss what questions a doctor may ask while listening to a patient’s complaints.5. Pair work: Make a dialogue about seeing a doctor. One student acts as a patient and the other as a doctor. There will be a class performance.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 fivetasks in Speak and Perform. There will be a class presentation in the next class period.2. Group work: Try to find more useful sentences and expressions for seeing a doctorand show them in the next class period.3. Pay a visit to the website http ///clips/149901/dont-touch-your –eyes to watch the video about seeing a doctor.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 oncross-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 this section.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:1) What’s the matter with Jack?2) What medicine has Jack taken?3) What does Li suggest Jack should do?4) What does the doctor ask Jack to do first?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 simulate the speakers’tones.5. Do the exercises in this section.3 Understanding a Short Speech/Talk1. Give 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 students to do the exercises in this section.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 medical instructions. 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.The language used in medical instructions is expected to be as straightforward as possible. Short and simple sentences are preferred. Everyday words are used in order not to confuse people.The sentences used in writing medical instructions:1. Keep out of reach of children.2. Store in a cool, dry place.3. The usual dose is 2-3 tablets twice daily.4. If your symptoms persist, stop taking the medicine.5. If the injection causes soreness or irritation, apply ice for 15 minutes every four to sixhours.6. Apply drops in both eyes in the morning and at night.7. Take two tablets 3 times a day after meals.8. Take one table in the morning or as directed by your doctor.The format of the doctor’s prescription and the language used in it:Since the doctor’s prescription is crucial to the patient, it is imperative that the patient should be able to fully understand it and no ambiguity is allowed. So a prescription must be written accurately, and a universal standard language be employed as well. Accurate diagnosis; proper selection of medication, dosage form and route of administration; proper size and timing of dose; precise dispensing; accurate labeling; and correct packaging must be all provided. Written prescriptions should contain: p atient’s full name and address; prescriber’s full name, address, telephone number, and DEA number; date of issuance; signature of prescriber; drug name, dose, dosage form, amount; directions for use; refill instructions.2 Simulated writing:1. With the help of the teacher, the students read and translate the two samples ofdoctor’s prescription into Chinese.2. Do Exercises 2 and 3 in groups.Writing Sentences and Reviewing Grammar1 The teacher gives a brief summary of the basic sentence structures.There are two kinds of conjunction s—coordinating and subordinating. We use a coordinating conjunction (and, but, or, nor, for, so) to join individual words, phrases and independent clauses. A subordinating conjunction (why, what, when, where, how, who, that, since, as, because, …) introduces a dependent clause and indicates the nature of the relationship between the independent clause and the dependent clause.2 Do Exercises 4, 5, and 6 in groups.3 Assignment for this section:Group work: Try to find another two medicine instructions and translate them into Chinese. There will be a group presentation in class.SECTION IV Maintaining a Sharp EyePassage 1 Don’t Wait Until Death Does Its Part1 Warm-up questions:1. Why do we say body health is vital for us?2. How can we treat our body fairly and lovingly?2 Guided reading aloud of the passage:The students read the passage after the teacher, 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. take sth for granted: be so familiar with sth. that one no longer appreciates itsvalue; assume sth. to be truee.g. He never praises her progress: he just takes it for granted.2. follow through: carry out or continue sth. to the end; complete sth.e.g. Starting a project is one thing, and following it through is another.3. in one’s own self-interest: for or to one’s own advantagee.g. It would be in your own self-interest to accept it.4. conform to sth.: keep to or comply with (generally accepted rules, standards, etc.)e.g. The building does not conform to safety regulations.5. impact on: strong impression or effect on sb./sth.e.g. Her speech made a tremendous impact on everyone.4 Teaching suggestions for understanding the passage in detail:1. Paragraph 1:1) Ask two or three students to read this paragraph.2) Group work: The students have a discussion to translate this paragraph intoChinese. Then there will be a group presentation in class.2. Paragraph 2:1) The students read this paragraph loudly by themselves.2) Meanwhile the teacher writes down the following table on the blackboard orshows it with PPT. The students are asked to fill in the table without looking atKey: 1. water 2. providing nutrients, energy and strong bones3. rest4. lifting one’s spirits3. Paragraph 3:1) Ask the students to read this paragraph together.2) Dictation practice: The teacher reads each sentence of the paragraph twice, andthe students write them down. Afterwards, the students check them up with their partners.4. Paragraphs 4 and5.1) The students read these two paragraphs following the teacher.2) Group work: The students have a discussion to find the answers to the following questions:(1) If the author doesn’t take care of his health, what will happen to him in the future? (His medical expenses will be increased, his senses will be exhausted, and early death will occur.)2) What awareness has the author got now?(He should struggle to develop a positive relationship with his body.)3) What positive actions has the author taken now?(He has taken the actions as exercising, eating mindfully, getting enough rest and water, limiting his work hours, and scheduling recreation.)5. Paragraph 6:1) The students read this paragraph together.2) Memory training: Give the students 2 minutes to remember this paragraph, andthen ask some of the students to recite it in class.5 Summary of the passage:Group work: The students have a discussion to categorize the different actions towards people’s heath.1. Actions or habits harmful to heath:(annoying physical problems, overeating, lazy lifestyle, excessive work, overtaking drugs, becoming alcoholic, etc.)2. Actions or habits good to health:(exercising, eating mindfully, getting enough rest and water, limiting work hours, and scheduling recreation, etc.)6 Suggested methods for doing exercises:1. Group work for Exercises 2 and 3: Underline the useful expressions in each sentence.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 passage:1. Prepare a speech of how to keep your body healthy and present it in your group inthe next class period.2. Search online after class to find some better and easier ways for people to keephealthy.3. Preview Passage II.PASSAGE II The Loving Heart Will Go On1 Warm-up questions:1. Have you heard of body organ transplantation?2. Do you think people should donate any of their organs when they die? Give your reasons.2 Guided reading aloud of the passage:The students read the passage after the teacher, trying to imitate the teacher’pronunciation 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. be determined to do: decide firmly to do; make up one’s mind to doe.g. He is determined to give up the job and look for another one with a better salary.2. turn out to be: to be found out to be, as after an experience or trial; to end upe.g. Although Peter is a newcomer, he turned out to be the best player in the team.3. make it: (the health of a patient) be improved; to be successful; to arrive in timee.g. You wouldn’t make it without taking the correct medicine.4. be open about: be franke.g. She is open about her illness and often talks about it with her friends.5. a perfect fit for: the state, quality or way of being suitablee.g. Since he is a man of responsibility, he is a perfect fit for the position.4 Teaching suggestions for understanding the passage in detail:1. Paragraphs 1 and 2:1) The students read these two paragraphs together.2) Group work: The students have a discussion to find the answers to the following questions:(1) What’s the problem with Carmen’s mother?(She has a serious heart attack and needs a heart transplant.)(2) Why were the chances of the mother’s heart transplant very small?(Because it would take years to find a suitable donor heart.)(3) What did Carmen keep doing?(She kept contacting hospitals all over the country for her mother’s heart donor.)2. Paragraphs 3 to 7:1) Ask students to read these paragraphs in groups for two times.2) Meanwhile, the teacher writes down the following sentences on the blackboard orshows them with PPT. The students are asked to rearrange the sentences in acorrect order according to these paragraphs.(1) Frank’s wife, Cheryl, had been in hospital with a brain disease.(2) Carmen told the stranger her story.(3) Cheryl suddenly fell into a deep coma.(4) Carmen was in despair and fell into a corner of the hospital and began to cry(5) Maria had trouble walking in the room.(6) Two days later, it became clear that Cheryl would not make it through the night.(Correct order of the sentences: 5 – 4 – 2 – 1 – 3 – 6)4. Paragraphs 8 to 10:1) Ask two or three students to read the three paragraphs individually.2) Practice on expressions: The teacher says out the Chinese expressions and thestudents say them out in English.(1) 一个想法闪过他的大脑(an idea comes to his mind)(2)对此事坦言无忌( be open about it)(3) 进行移植手术(carry out the transplant)(4) 为弗兰克一家祈祷(pray for Frank’s family)(5)感觉到一股神奇的情结(felt a strange bond)(6)报答你(pay you back)5. Paragraph 11:1) Students read this paragraph together.2) Group work: The students have a discussion to translate the paragraph intoChinese. There will be a group presentation in class.5 Summary of the passage:1. The teacher shows the following dialogues with PPT. The students are asked to translate the Chinese expression into English in the interview and then read the dialogues.Interviewer: Hello, Maria. Pleased to meet you. I’m from the TV station. I’m so glad to see that you’ve recovered so soon.Maria: _______________（表示谢意）.Interviewer: Why did you need the heart transplant so urgently?Maria: I had just _____________________（逃过一次严重的心脏病发作). But my life _____________________（随时处于危险中）without a hearttransplant.Interviewer: Carmen, I’ve heard you were prepared to donate your heart to your mother in case you had an accident.Carmen: Yes, __________（我下定决心要拯救我母亲的生命）. Interviewer: Frank, your wife Cheryl had always wanted to donate something from her organs, hadn’t she?Frank: Yeah, __________________________ （她对此事坦言无忌）and had checked“yes”on her driver’s license.Interviewer: It is a miracle that Cheryl’s heart was a perfect fit for Maria. Carmen: Frank, I am clear that I_____________________（永远无法报答你们）. Maria: I will _________________（为你的一家祈祷）every day. Cheryl’s loving heart_______________（会获得永恒）.Key: 1) Thank you. 2) survived a serious heart attack 3) was in constant danger4) I was determined to save my mother’s life 5) she has been very open about it6) can never pay you back 7) pray for your family 8) will go on living 2. If there is no PPT prepared, give each group several minutes to prepare a short report of the story in about 80 words. There will be a group presentation in class.6 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.7 Assignments for this section:Rewrite the passage in about 100 words in a third person.SECTION V Appreciating Culture Tips1 Understanding of logos, business mottos and famous sayings:Ask the students to read and appreciate the logos, business mottos and famous sayings.2 Group discussion:1. Which logos, business mottos and famous sayings impress you most? Give your comments.2. Please list some other logos, business mottos or famous sayings you are familiar with.3. Search online for more logos, business mottos and famous sayings and exchangethem in the next class period.。

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.。