Unit 4 Hotel Services Unit Goals
What you should learn to do
1.Book a hotel room and services
2.Check in /out at a hotel
3.Fill in a reservation form
4.Fill in a room reservation card
What you should know about
1.Hotel services in the USA
2.Relative clause
Section I Talking Face to Face
1.Imitating Mini-Talks
2.Acting out the Tasks
3.Studying Email Information on the Internet
4.Following Sample Dialogues
5.Putting Language to Use
Section II Being All Ears
1.Learning Sentences for Workplace Communication
2.Handling a Dialogue
3.Understanding a Short Speech / Talk
Section III Trying your Hand
1.Practicing Applied Writing
2.Writing Sentences and Reviewing Grammar
Section IV Maintaining a Sharp Eye
Passage 1 :
Information Related to the Reading Passage
1. Kinds of hotels in the United States:
Places to stay for a short time may be called hotels, hostels, motels or motor hotels, inns, lodges or resorts. Hostels, also referred to as youth hostels, are often for students working away from home. Motels have plenty of parking space and are usually near a freeway or highway. Inns are usually like motels. Lodges and resorts, or resorts hotels, are in the mountains, on the coast, or near lakes.
2. Kinds of beds:
Beds go by many different names. Starting with the smallest, there are single, twin, double, queen and king size ones. “Long boys”are for exceptionally tall people. At some hotels, queen beds are the smallest size used, so a double room has two of them. Some hotels even offer their guests waterbeds. A rollaway can be moved into a room to sleep an extra
person. Hide-a-beds are sofas that fold out to make beds.
Text Welcome to Climer Lodge
Miami University
Oxford, Ohio 45056
Welcome to Climer Lodge. We are fortunate to have this beautiful facility to accommodate very special guests from Miami University. In our efforts to serve you, we ask that you note the following:
●The resident manager lives in Room 129, near the lobby entrance, and may be reached by dialing 9-5226. Please contact the manager if you have any questions or needs after 5:00 P.M. on weekdays and throughout weekend stays.
●On the lower level of Climer you will find an ice machine, a canned beverage machine, a lounge area and kitchenette where coffee and tea and a light continental breakfast are provided.
●Lounge Hours:
6:00 A.M. to 11:00 P.M. daily. It is a non-smoking atmosphere.
●Recreation Center Hours:
9:00 A.M. to 10:00 P.M., Sunday through Thursday. 9:00 A.M. to 11:00 P.M. on
Friday and Saturday. No lifeguard is on duty in the swimming pool. Parents are required to be present at all times when children are in the pool. No children are allowed in the sauna.
●Check-out time is 10:00 A.M. Upon departure, please leave the key in your room.
Phone Instructions:
●On-campus calls: Dial only the last 5 numbers. No need to dial the 52 prefix.
●Local telephone calls: Dial 88, then the 7-digit off-campus number.
●AT&T operator-assisted calls (collect, calling card, etc.) —dial 80, the area code
(for all long distance calls), then the telephone number.
To place an international call: Dial 8+011+Country Code+City Code+Number ●EMERGENCY PHONE NUMBER: PUBLIC SAFETY —911 (Police, Fire, Medical)
Language Points
1 Explanation of Difficult Sentences
1. (Para. 1) We are fortunate to have this beautiful facility to accommodate very special guests of Miami University.
Analysis: In this sentence the infinitive phrase to have this beautiful facility ...is used as an adverbial of reason, modifying are fortunate.
Translation: 我们很荣幸为迈阿密大学尊贵的客人们提供优美的住宿条件。Example: Miss Wang is very fortunate to have a chance to do her research work in Britain.
2. (Para. 3) On the lower level of Climer you will find an ice machine, a canned beverage machine, a lounge area and kitchenette where coffee and tea and a light continental breakfast are provided.
Analysis: Where introduces a relative clause modifying the antecedent kitchenette. In which can be used instead of where.
Translation: 在旅馆底层有冰箱、罐装饮料机、休息区和小厨房，那里提供咖啡、茶和欧式简餐。
Example: This is the famous small town where / in which Einstein once lived and worked.
3. (Para. 6) Upon departure, please leave the key in your room.
Analysis: Upon departure is a prepositional phrase used as an adverbial of time, meaning immediately after departure. Upon is the same as in this case.
Translation: 离开房间时请把钥匙留在房间内。
Example: Upon departure, please check your luggage again in case something is left behind.
4. (Para. 7) No need to dial the 52 prefix.
Analysis: In this sentence there is is omitted. The whole sentence should be There is no need to dial the 52 prefix.
Translation: 无需拨打前两位号码52。
Example: No work to do for the time being.
5. (Para. 12) ... weekend guests will be provided with extra towels to make your stay more comfortable.
Analysis: To make your stay more comfortable is an infinitive phrase used as an adverbial of purpose, meaning in order to ...
Translation: 为保证度周末的客人起居舒适，我们为您提供了备用毛巾。Example: They went to the hospital by taxi (in order) to get there as soon as possible.
6. (Para. 12) An iron and ironing board is available upon request.
Analysis: Upon request means when / if requested. This is a useful phrase in business English.
Translation: 如需要，我们还可以向您提供熨斗和熨衣板。
Example: Breakfast can be brought to the room upon request.
7. (Para. 13) May we have your comments or suggestions?
Analysis: It is a more polite way to use an interrogative sentence to ask someone’s favor than to use an imperative sentence.
Translation: 您能对我们的工作提些意见或建议吗？
Example: May we have your address and telephone number?
2 Important Words
1. lodge
n. small house which people stay in 小旅馆
v. to live in someone else’s house for only a short period of time 寄宿，临时暂住
e.g.
They went to a shooting lodge in Scotland for the weekend.
He had arranged for me to lodge with his daughter and son-in-law.
2. facility
n. equipment, buildings, services that are provided for a particular activity or purpose 设施，场所
e.g.
She had no cooking facilities in her room.
Only six countries had the facilities and know how to produce advanced weapon systems of this kind.
3. accommodate
v. to provide people with a place to live or stay 提供食宿
e.g.
They can’t accommodate guests at the moment.
They have not given up hope of finding financial support to accommodate these people properly.
4. note
v. to pay attention to and remember 注意并记住
e.g.
Please note that this bill must be paid within ten days.
His audience, I noted with regret, were beginning to look bored.
5. lounge
n. room in a hotel, club, etc. where people sit and relax 休息室，客厅
e.g.
In the lounge of the hotel, drinks are usually more expensive than in
other places.
We stayed in the lounge for about two hours, talking about the people and things we remembered at school.
6. emergency
n. an unexpected and difficult or dangerous situation 紧急情况
e.g.
These bells are supposed to be used only in emergencies.
The plane made an emergency landing.
7. apologize
v. to say one is sorry, as for a fault or for causing pain 道歉
e.g.
I apologize to her for stepping on her foot.
He should apologize to the chairman for arriving late.
8. inconvenience
n. a state of difficulty when things don’t suit one 不便，不便之处
e.g.
It causes a lot of inconvenience when buses don’t come.
All that travel will be a great inconvenience to me.
9. lack
n. shortage, absence 短缺，缺乏
v. to be without, not have enough of 没有，缺乏
e.g.
His department was shut down for lack of funds.
Large masses of people lack the necessities of life.
10. additional
a. extra or more than those mentioned or already there 另外的，附加的
e.g.
This was an additional proof of his ignorance.
This problem is additional to their major financial anxieties.
11. jot
v. to write quickly, especially without preparation 草草记下，匆匆写下
e.g.
I jotted down the name of the book that he was talking about.
Let me jot down your telephone number.
Passage 2 :
Information Related to the Reading Passage
1. Description of a hotel survey
A hotel survey includes customer satisfaction with the Front Desk, Guest Services, Guest Room / Bath, Room Service, Restaurant, Lounge, and an overall rating.
Text What to Include in a Hotel Guest Survey
A friend of mine recently went on a business trip. He stayed in a hotel that had a survey for every service that the hotel provided. He appreciated that the hotel wanted to thoroughly understand how it was doing in each of these services, but he did not have the time to provide customer feedback for each hotel survey. With that in mind, he suggested one comprehensive and consolidated hotel guest survey that would have made it simple to take and complete the survey. Here are a few of his ideas about what to include in a hotel guest survey:
●Decor —While hotel atmosphere may not seem like it should matter, it can often set the tone for the entire guests’experience. Decor can determine what customers hotels attract and how those guests experience the hotel. Does the resort
make the guests feel relaxed? Luxurious? Energized? In short, decor matters, so it should be included in your hotel guest survey.
●Cleanliness —This may be an obvious category to include in the hotel guest survey. But sometimes the obvious can be overlooked. Cleanliness of the rooms, floors, lobbies, and shared spaces of the hotels can make or break someone’s experience. Ask about the cleanliness in both shared and private spaces to ensure that the hotel is meeting the standards of cleanliness.
●Food and beverage —Food and beverage may not be critical to hotel guests if the hotel is located in a city. But if the guests are hotel-bound or the hotel is meant to meet the guests’every need, then asking about the food and beverages is essential. Ensuring that the guests feel like they are getting good quality food for the price and that they are satisfied overall is what the hotel guest survey should consider.
●Staff —The friendliness and helpfulness of hotel staff can also make or break someone’s hotel experience. Ensuring that your staff is friendly without being pushy or meddling is key, so include questions on your hotel guest survey that home in on this.
While other hotel criteria can be important to include in a hotel guest survey, those are the four key aspects of a hotel experience that should be considered when creating hotel guest surveys.
Language Points
1 Explanation of Difficult Sentences
1. (Para. 1) He stayed in a hotel that had a survey for every service that the hotel provided.
Analysis: There are two relative clauses in this complex sentence. The first is that had a survey for every service, which is modifying a hotel. The second is that the hotel provided, which is used to modify every service.
Translation: 他入住的酒店有一个对酒店提供的各项服务的调查表。Example: Fortunately there are some chemical fuels that are clean and smokeless.
2. (Para. 1) With that in mind, he suggested one comprehensive and consolidated hotel guest survey that would have made it simple to take and complete the survey. Analysis: With that in mind is an absolute structure used as an adverbial of condition. That would have made it simple to take and complete the survey is a relative clause, modifying survey. In this clause subjunctive mood is used to imply that in the past the survey was not simple to take and complete.
Translation: 考虑及此，他提出了一个综合而统一的酒店客人服务调查表，这样会使得调查表既便于填写又易于完成。
Example: With his family and friends in mind, Charles refused the offer to work abroad.
3. (Para. 2) While hotel atmosphere may not seem like it should matter, it can often set the tone for the entire guests’experience.
Analysis: While introduces an adverbial clause of concession, meaning although. Like here is a conjunction, introducing an adverbial clause of manner, meaning as. Translation: 尽管酒店的气氛好像不那么重要，但是它却常常能为顾客的总体感受定下基调。
Example: While his brother is quite rich, David is as poor as a church mouse.
4. (Para.3) This may be an obvious category to include in the hotel guest survey. Analysis: The infinitive to include is used to modify category, which is the logical object of the infinitive. Therefore, the active voice is used instead of the passive voice.
Translation:这可能是明显要包含在宾馆调查表中的内容。
Example: Every day the secretary has a lot of affairs to deal with.
5. (Para.3) Ask about the cleanliness in both shared and private spaces to ensure that the hotel is meeting the standards of cleanliness.
Analysis: This in an imperative sentence. To ensure is an infinitive phrase that takes an object that-clause and serves as an adverbial of purpose.
Translation: 要了解公用和个人空间的卫生情况，以确保酒店达到卫生标准。
Example: Do morning exercise every day to ensure that you are in good health.
6. (Para.4) Ensuring that the guests feel like they are getting good quality food for the price and that they are satisfied overall is what the hotel guest survey should consider. Analysis: This is a complex sentence. The basic S-V structure of the sentence is Ensuring …is …The two that-clauses are the objects of the gerund ensuring, and the subject complement clause is introduced by what.
Translation: 确保客人能享用优质的饭菜且价格公道，并对饮食服务总体满意，这是酒店调查表中应该考虑的内容。
Example: To make sure that she can become a doctor, Helen works very hard at her lessons.
7. (Para.5) Ensuring that your staff is friendly without being pushy or meddling is key, so include questions on your hotel guest survey that home in on this.
Analysis: Ensuring that …is a gerund phrase, used as the subject of the sentence. That home in on this is a relative clause, modifying questions on your hotel guest survey.
Translation: 确保你的员工态度友好，不至于粗暴待客或者干预客人事务是很关键的。因此, 你的调查表中应该收入针对这一方面的问题。
Example: Working diligently without any empty talks may leave a very good impression on your employer.
2 Important Words
1. survey
n. a detailed critical inspection 调查
e.g.
The recent survey of 450 advertising companies found that art schools are providing most of their new recruits.
In five of the villages that were surveyed, non-farm work provided one quarter of their income.
2. appreciate
v. to recognize the value of something, understand a situation fully, be grateful for 喜欢，欣赏，感激
e.g.
We would much appreciate guidance from an expert in this field.
They really appreciated the peace and quiet of rural.
3. feedback
n. comments made in response to something you have done 反馈
e.g.
Any feedback is greatly appreciated.
Her job with that company is to collect market information and feedback.
4. comprehensive
a. full, including or dealing with all aspects of something 综合的，全面的
e.g.
Here is a comprehensive list of all the items in stock.
The modern market system developed in a comprehensive way.
5. tone
n. style, manner, character 口气，风格，气氛
e.g.
The room with an elegant tone made her feel relaxed and comfortable.
Your commanding tone irritated him.
6. experience
v. to feel, suffer or know as an experience 经历，感受
e.g.
The city experienced 11,000 such incidents in 1997.
She experienced a genuine feeling of quiet happiness.
7. resort
n. place visited for holidays 度假地
e.g.
The cafe happened to be a favorite resort of artists and writers.
Hawaii is an excellent tourist resort.
8. relax
v. to become less anxious, rest from work 放松
e.g.
You should grasp any chance to relax.
Relax and enjoy yourself on your trip.
9. overlook
v. to ignore or disregard 忽视，忽略
e.g.
They overlooked the fact that the caves were on the other side.
I decided to overlook his unkindness to me.
10. share
v. to have, use or experience jointly with others 分享
e.g.
The children were being taught to share.
In the company we all share the decision making.
11. standard
n. a level of quality of achievement 水平
e.g.
Networking Standard promises clear picture.
By what standard do you measure it?
12. critical
a. very important in terms of success or failure 关键的
e.g.
The twelve weeks of summer were critical to most of restaurants and pubs. The problems of food supplies are bound to be critical.
13. overall
a. & ad., including everything, taken as a whole 包括一切的，全面的，整体的e.g.
What is the overall land planning?
Overall, prices are still rising.
《新编实用英语》第一册教案 Unit One Greeting and Introducing People Teaching Objective In "Talking Face to Face",learn how to greet people and how to make introductions. In "Being All Ears", practice listening comprehension to greet and introduce people with various relationships. In "Maintaining a Sharp Eye",master the key words and structures and learn the way foreign people greet each other, particularly the way Americans meet and greet each other, both in informal and formal situations by reading through passage I; learn and practice how to introduce oneself by reading through passage II. In "Trying Your Hand", become knowledgeable on how to write a business card and fill in a passport with one’s personal information; review the basic sentence structure. Teaching Procedures Section I Talking Face to Face1.Warm- up: Expressions of greetings and responses to greetings： a. Greetings: 1) Hi! How do you do? 2) Hello, you must be Jack from America. 3) How are you? 4) Hello. How are things with you? How are you doing? 5) How is everything? 6) You are doing all right? 7) How it goes? 8) How is life, John? 9) Excuse me. Are you Kitty? b. Responses to Greetings: 1) How do you do? 2) Fine, just fine. 3) Fine, thank you. 4) Quite well. And you? 5) The usual. How about you? 6) So-so. And what about you? 7) Nothing particular. 8) Not too bad. 9) Nice to meet you.
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.
习作：故事新编 教学目标: 通过让学生续编故事培养学生语言表达能力，发掘创新思维。培养学生多看书多思考的阅读能力。 教学重点: 让学生续编故事，体会故事带给我们的乐趣。 教学难点: 让学生续编故事，培养学生口头表达能力，发掘创新思维。 教学过程： 一、谈话交流，揭示课题 1.让学生说说《龟兔赛跑》这一故事的大概内容：从前，有一只乌龟和一只兔子在互相争辩谁跑得快。于是他们决定进行一场比赛一决高下。兔子带头冲出，它奔跑了一会儿，就已遥遥领先。心想，早着呢，还可以在树下歇一会儿，放松一下，然后再跑。兔子就在树下坐下，不一会儿就睡着了。而笨手慢脚的乌龟则一路不停地爬呀爬，不一会儿到了终点，成为货真价实的冠军。等兔子一觉醒来，才发觉它输了。 2.如果让重新编一个故事，你会怎么编呢？（板书：故事新编） 二、指导选材，体验难忘。 1.先设想一下故事的结局。（板书：设想故事结局） 先设想一下故事的结局： 乌龟和兔子都赢了。 乌龟和兔子都没赢。 兔子赢了。 乌龟又赢了。 分4组，设计4个故事：由学生分组完成，教师引导。 例文引路： ①龟兔共赢。 兔子和乌龟是一对好朋友，它们决定再来一场比赛！它们一起出发，但是这次却是兔子扛着乌龟，直奔到河边。在那里，乌龟下来，背着兔子过了河。 到了河对岸，兔子再次扛着乌龟，两人一起到达终点。 ②龟兔都没赢。 乌龟和兔子是两个竞争激烈的对手，两个人非要争个你高我低。一开始兔子跑得飞快，但是它昏头转向，跑反了方向。乌龟呢，一不小心掉进了陷阱里了。 ③兔子跑赢了：然而故事并没有结束！ 兔子非常不服气，它要求乌龟再进行第三场比赛，而乌龟也同意了。这一次，兔子全
Unit 2 Colours 第一课时（总第7课时） 授课时间：2014.10 学习内容：A Let’s talk Draw and say 一、学习目标 (1)知识和能力：要求学生能理解对话对话大意，能用正确的语音，语调朗读对话，并能在语境中运用Good morning 。向他人表达问候，用This is …去介绍他人，能正确使用Miss , Mr 称呼他人。 (2)过程和方法：合作法,讨论法,让学生在情景中学. (3)情感、态度和价值观：学会问候他人，向他人介绍朋友。 二.学习重点:要求学生能理解对话对话大意，能用正确的语音，语调朗读对话，并能在语境中运用Good morning 。 三.学习难点: 向他人表达问候，用This is …去介绍他人，能正确使用Miss , Mr 称呼他人。 四.突破重难点的策略和方法:通过课堂设计的活动，加深对新知识的理解，培 养学生在生活中运用语言的能力以及分析问题和解决问题的能力。 五.教学手段: 教师准备录音机和本课时录音带、Let’s learn单词卡片，教师准备本课时的单词卡片和人物头饰。 六.课时安排:1课时 七.教学流程：
1 热身、复习(Warm-up/Revision) （1）师生共同唱歌曲Sing an English together，并集中学生注意力，调动学生学习兴趣。 （2）游戏Do a game. “SIMON SAYS” 指令可以是一二单元Let’s do (A/B) 的内容。 （3）师生同唱歌曲“Hello”。教师可以边唱边用手势示意学生，将歌曲中的人名改为同班同学的名字。 （4）教师用头饰介绍人物。例如：教师举起Mr. Black的头饰说：This is Mr. Black. 然后戴上Mr. Black的头饰说：Good morning, boys and girls. I’m Mr. Black. Nice to meet you . 让学生回答：Nice to meet you ,too. 用同样的方法介绍Miss White, Miss Green ，并要求学生和这些人物打招呼。 （5）请三个学生扮演Mr. Black, Miss White, Miss Green ，用唱歌的形式互相问候。“Hello” 2 呈现新课(Presentation) （1）教师演示Let’s talk/A 的内容，使学生进一步理解对话。方法为：教师左手举起Miss White 的头饰，右手举起Miss Green 的头时，用不同声调引出对话内容。在此次演示活动中，教师强调Nice to meet you . Nice to meet you, too. 两句话。
郑州信息工程职业学院基础部 《新编实用英语Ⅰ》课程教学大纲 课程编码：61 总学时：72 学时 实验学时：无 学分：3学分 适用对象：一年级学生 先修课程：基础英语 一、课程的性质与任务 （一）本课程的性质 大学英语课程是非英语专业学生必修的一门基础课程。旨在培养学生的英语综合应用能力，使他们在今后工作和社会交往中能用英语有效地进行书面信息交流，提高综合文化素养，以适应社会发展和经济建设的需要。《新编实用英语Ⅰ》是我院高职一年级学生第一学期所有学生学习和掌握英语听，说，读，写基本技能的基础课。 （二）本课程的任务 本课程在高职高专院校中人才培养计划中是必修课程。该课程理论与技能培养并重，相互结合，培养各类高职高专的应用型人才。经过学习，使学生掌握一定的英语基础知识和技能，具有一定的听说读写译的能力，从而能借助词典翻译和阅读有关英语资料，使学生在今后的工作和社会交往日常活动中能用英语有效地进行口头和笔头交流，并为今后进一步提高英语的交际能力打下基础。为此，该课程将努力做到以下三个方面： 1、培养学生英语综合应用能力具有较强的阅读能力和良好的听、说、写、译能力，使他们能用英语交流信息。 2、增强学生的学习能力、特别是自主学习能力。 3、提高学生的综合文化素养。 （三）本课程培养人才的定位
该课程是我院各专业学生必修的一门公共基础课程，旨在培养学生的英语综合应用能力（听、说、读、写、译）；培养学生使用英语处理日常和涉外业务活动能力。使他们在今后工作中与社会交往中能用英语有效地进行信息交流，提高综合文化素养，以适应社会发展日益国际化的需要。 （四）本课程在人才培养过程中的作用 经过本课程的学习，使学生扎实语音、语法、词汇和基本句型等语言基本功，强化并提高听、说、读、写、译的综合能力，提高学生就业竞争力。 二、课程的基本要求 通过学习本课程，学生应该达到以下要求： 1、词汇 认知2500 个英语单词(包括入学时要求掌握的1000 个词) 以及由这些词构成的常用词组，对其中1500个左右的单词能正确拼写，能进行英汉互译。 2、语法 掌握基本的英语语法规则，在听、说、读、写、译中能正确运用所学的语法知识。 3、听力 能听懂涉及日常交际的结构简单、发音清楚、语速较慢(每分钟120 词左右)的英语对话和不太复杂的陈述，理解基本正确。能理解具体信息，理解所听材料的背景，并能推断所听材料的含义。 4、口语 掌握一般的课堂用语，并能模拟或套用常用口头交际句型，就日常生活和有业务提出问题或做出简单回答，交流有困难时能采取简单的应变措施。 5、阅读 能阅读中等难度的一般题材的简短英文资料，理解正确。在阅读生词不超过数3% 的英文资料时，阅读速度不低于每分钟50 词，能读懂通用的简短文字材料，如信函、产品说明等，理解基本正确。并且掌握以下阅读技巧： 1)理解文章的主旨或要点； 2)理解文章中的具体信息； 3)根据上下文推断生词的意思；
习作：故事新编 ?教学目标 1.通过“故事新编”习作训练，激发学生的幻想，鼓励学生大胆去想象。 2.能运用在童话阅读中学到的方法，新编故事，进一步感受童话的奇妙。 ?教学重难点 发挥学生想象力，增强故事的生动性和可读性。 ?教学策略 主要通过创设情境及“读、想、议、写”几大环节的训练，在充分调动学生说的积极性的基础上，渗透童话写作方法的教学，引导学生展开丰富的想象。 ?教学准备 多媒体课件、若干习作初稿图片。 ?教学课时2课时 第1课时 ?课时目标 1.激发学生想象，大胆创编故事，感受童话故事的奇妙。 2.抓住主要角色的动作、语言等，把事情的经过写清楚、具体。 ?教学过程 板块一故事导入，激发兴趣 1.故事导入。 （1）师引导：同学们听过《乌鸦喝水》的故事吗？谁来给大家讲讲？（师指名讲故事） （2）师：今天老师给大家带来一个《新乌鸦喝水》的故事，大家想听吗？（音频播放《新乌鸦喝水》） （3）生听完故事后思考：这个新编故事新增了一个角色，他是谁？这个新编的故事有意思吗？这个故事主要讲述了什么？ （4）生交流后师小结：新编故事主要讲述了乌鸦在井边用丢石子的老办法喝不到水，一位农民帮助它喝到了水。故事告诉我们“情况变了，不能拿老办法来解决新问题”的道理。语言生动形象，思维独特新颖，让人耳目一新。
2.导入课题。 （1）一些经典的童话故事也可以进行这样的改编，关键是要改得合情合理，今天的作文课我们就来选择一个童话故事，进行重新编写。（课件出示习作主题“故事新编”）（2）明确童话的特点。结合本单元学习的课文和读过的故事，想一想童话故事的特点。 （3）生交流。（相机出示：1.拟人化；2.蕴含一定的道理；3.想象丰富；4.故事情节完整） （4）师小结：新编故事，除了要把握好童话的特点外，更要体会一个“新”字。 【设计意图】听故事，讲故事，是学生喜爱的环节。这节课一开始学生便兴趣盎然地听故事，课堂气氛十分活跃，由此带领他们不知不觉走进本次习作之中，激发学生的写作兴趣。 板块二明确要求，确定写法 1.回顾《龟兔赛跑》的故事内容。 （1）师：同学们一定都知道《龟兔赛跑》的故事吧！下面，我们先来回顾一下这个故事。（视频播放《龟兔赛跑》的故事） （2）师引导生讨论：新编这个故事时，从哪些方面考虑，才能更突出故事的“新意”？ （3）生自由交流后师小结：可以从改变故事的主人公，畅想故事的情节，改变故事的中心等方面入手来突出故事的“新意”。 2.设想新编故事的结局。 （1）师引导：如果让你来新编《龟兔赛跑》的故事，你会从谁的角度去编呢？ （2）生自由交流。（师提示：站在谁的角度，谁就是故事的主人公，从赞扬它的角度出发） （3）师引导：明确了故事的主人公，我们再来设想一下故事的结局，先在小组内讨论。 （4）生小组内讨论后全班交流。 （5）设想“龟兔赛跑”可能出现的多种结局。（出示不同的结局） 3.想象新编故事的情节。 （1）师引导：假如我们选择了“乌龟又赢了”这个结局，你认为这中间会发生什么故事呢？兔子在赛跑的过程中会遇到什么困难呢？乌龟又是运用什么方法赢得了比赛呢？ （2）生大胆想象，自由交流。
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/931825490.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:
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
课时教学设计 课题：Unit 2（第一课时）备课人：上课人： 教学目标： 1. 学习单词weekend, drank, show, anything, else. 2. 全体学生能使用：What did you do? I stayed at home with your grandma. We drank tea in the afternoon and watched TV. 3. 掌握动词过去式的句子。 4. 能朗读课文，并能实行角色表演。 在小组的讨论交流中，培养学生英语的综合使用水平。 教学重点： 重点是掌握A-Let’s learn的四会单词和短语，并询问别人的身体状况。教学难点： 全体学生能掌握重点单词及句型。 教具学具课件准备 录音机、磁带、图片第几课时： 1 探索流程个性添加（教学反思） Step 1：greeting T：hello boys and girls. S：hello MS Wang. T：good morning/good afternoon class. S：good morning/good afternoon MS Wang. T：nice to see you again. S：nice to see you, too. Step 2：warmer Review some words we have studied in last class. Dialogue practice. 播放Let’s try的录音 Step 3 presentation （1）生阅读let’s talk的短文并圈出不理解的单词：was drank （2）师讲解：drink—drank am. is---was are----were （3）教师播放Let’s talk 的课件，并要求学生回答问题：what did mike’s grandpa do last weekend? （4）教师再次播放Let’s talk 的课件，学生跟读并思考问题： How was your weekend? What did you do last weekend? What are you going to do next weekend? Step 4 practice （1）role-play 两人一组练习对话，并请三组上台表演 （2）make a report
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 2 My family 第一课时教学设计 河北省卢龙县第一实验小学王保红 【教学重点】 1．句型：Who's that man(boy)? He's my ...Who's that woman(girl)? She's my ... 2．词汇：father, mother, mom, woman, man 【教学难点】 he和she的意义区分及发音。 【教具准备】 1．教师及学生的家庭照片。 2．教材相配套的教学课件。 3．教材相配套的教学录音带。 【教学过程】 （一）热身／复习（Warm-up/Revision） 1．播放Unit 1 B Let's talk动画，让学生模仿表演。 2．学生3人一组做对话表演。 （二）呈现新课（Presentation） 1．教师将一位新朋友介绍给大家。教师扮演这个新朋友，问一个女生：What's your name? 引导这个女生回答：My name's (Diana). 教师对其他学生说：She's (Diana). 并示意学生跟着重复这句话。 2．教师指着离自己稍远的女生问：Who's that girl? 引导学生回答：She's ... 3．用同样的步骤问一个男生，用he 代替she。 4．教师指着离自己稍远的男生问：Who's that boy? 让学生回答：He's ... 5．让学生指着班里的同学做问答：Who's that girl? She's ... Who's that boy? He's ... 6．教师拿出学生们所熟悉的教师的照片，用实物投影仪展示出来。询问学生：Who's that man? Who's that woman? 引导学生回答：He's Mr. ... She's Miss/Mrs. ... 7. 教师可向学生出示几张明星的照片或图片，让学生做Who's that man? Who's that woman? 的问答练习。 8．教师出示自己的家庭照片说：This is my family. Do you know who they are? 鼓励
最新人教部编版语文 四年级下册《习作故事新编》精美教学设计 教学目标： 1.通过让学生续编故事培养学生语言表达能力，发掘创新思维。 2.培养学生多看书多思考的阅读能力。 教学重点： 1.让学生续编故事，体会故事带给我们的乐趣。 教学难点：让学生续编故事，培养学生口头表达能力，发掘创新思维。 教学用具：课件 教学过程： 一、谈话交流，揭示课题 1.你知道《龟兔赛跑》的故事吗？一起来讲一讲，说说结局怎样？（引起学生兴趣） 2.引出习作内容。（如果让你重新编一个龟兔赛跑的故事，你会怎么编呢？这就是我们今天的习作内容）故事新编 二、审题。 1、什么是故事新编？ 所谓“故事新编”，即在作文中，根据成语故事、民间故事或名人名作中的人物，重新演绎故事，使其成为一种崭新的故事的写法。“故事新编”贵在于“新”。它既不是对原著故事的简单概括，也不是为原著写续篇，而是在原来的主题、人物、情节的基础上，赋予新的思想内容。 2. 新编这个故事时可以从哪些方面考虑才更能突出故事的“新意”？ 可以从改变故事的主人公，畅想故事的情节，改变故事的中心等方面入手来突出故事的“新意”。（板书：主题新环境新人物新情节新） 三、展示想象。改换情节 1.出示新编故事内容：《龟兔赛跑》 提示学生先设想一下故事的结局，指出采用的是结局倒推法。 1>乌龟和兔子都赢了 2>乌龟和兔子都没能赢
3>兔子赢了 4>乌龟又赢了 2.师给出结局，让学生分组讨论：假如乌龟赢了，原因可能有哪些？（兔子跑错方向了、乌龟使用了宝葫芦……） 3.师指导总结： 可以从两方面分析乌龟赢得比赛的原因：1、兔子的原因，2、乌龟的原因 兔子：路遇不测急中出错遇到诱惑 讨论：除了课本中提到的，还可能有哪些原因使兔子失败了呢？ 讨论：除了课本中提到的，还可能有哪些原因使兔子失败了呢？ 兔子追蝴蝶、避雨、替爷爷摘白菜（联想小白兔和小灰兔的故事） 总结：在使兔子失败的原因中，除了因为兔子自身的缺点外，还有可能是因为兔子助人为乐，使自己在比赛中失败。 乌龟：赛程变化借助工具 4.讨论:乌龟又有哪些原因使自己再一次赢了比赛呢？ 5.在《龟兔赛跑》的故事新编中，我们采用的结局倒推法，针对不同的故事我们可以采用不同的方法，如：续编法，人物改编法，故事扩编法等。充分发挥孩子们的想象力，打开思路（荡秋千、插上翅膀……） 6.确立故事结局后，怎样写内容呢？ 在把握故事结局的前提下，可以充分发挥想象力，细致地描写故事人物的神态、动作、语言等，将人物的心态展现的淋漓尽致，也可利用周边环境衬托人物的状态，使描写生动、形象、具体。 7.新编故事时应该注意些什么？ 1>新编故事，必须要读懂原故事，不能违背原故事的特点。 2>新编故事，必须要充分的想象。但想象要大胆、新奇，合理。 8.小组活动：对《龟兔赛跑》进行故事新编 1.选择一个情节，想一想，如何写具体？ 2.提醒学生：抓住动作、神态、心理活动写具体。 总结：写好主要内容，就要充分抓住故事人物的神态、动作、语言，进行细致地描述（细节描写），或利用周边环境衬托人物心理，才能使文章具体生动。 四、范文引路
人教版pep小学四年级下册Unit2第一课时教案 Unit2 What time is it? Period One教案 教学目标： 知识目标：1.能够听懂、会说与学习生活相关的单词：breakfast, lunch, dinner, music class, P.E.class, English class. 2.能够听懂会说日常交际用语.并能熟练回答：What time is it? It’s …o’clock. It’s time for… 技能目标：1.学会表达时间的句子, 能在现实生活中运用. 2.能够听懂并发出一些指令.如：Time for breakfast．Drink some milk． 情感目标：1.激发学生的英语学习兴趣,培养良好的英语学习习惯. 2.培养时间观念.养成守时、珍惜时间的好习惯. 教学重点： 1．句型：What time is it? It’s … o’clock. It’s time for… 2．词汇：breakfast, lunch, dinner, music class, P.E.class, English class. 教学难点： 1. breakfast的发音 2.运用所学词汇及句型It’s …o’clock. It’s time for… 教学准备： 1.教师准备与本课时相关图片及课件. 2.教师给学生准备作为奖励的小礼物. 教学设计： Step 1:warm-up 1.唱英语歌《Ten Little Candles Dance 》 2.师生日常问候 [设计意图：通过歌曲让学生进入学习英语的良好状态.同时对数字进行了复习.为新授知识“时间的表达”作了铺垫.] Step 2:Presentation 1.Lead-in
习作：故事新编 教学目标 1.能按照事情的发展顺序合理地创编故事。 2.能根据已知情节和生活经验,发挥想象,表现活灵活现的人物形象。 3.能根据一定的目的,选择合适的材料,并围绕中心展开合理的想象,把事情的经过写清楚。 教学重点：能根据已知情节和生活经验,发挥想象,表现活灵活现的人物形象。 教学难点：能根据一定的目的,选择合适的材料,并围绕中心展开合理的想象,把事情的经过写清楚。 教学过程 一、故事导入,激起表达欲望。 1.《龟兔赛跑》视频导入,擅长跑步的兔子为什么输给了慢吞吞的乌龟呢?(兔子在比赛中睡着了;因为兔子太骄傲,没把对手放在眼里;因为兔子有意想让没有自信的乌龟赢;因为兔子帮助别人刚回来太累了……)引导学生大胆去想别人没想到的。 2.你心目中的兔子是什么样的?(赛跑健将、善良、善解人意、骄傲自大……)那乌龟呢?(勤奋、执着、自卑、聪明……) 3.如果再跑一次结果会怎样?这次比赛又会发生什么呢?今天咱们来比比谁的想象更新奇独特,又合乎情理。 二、审清题目,明确表达要求。 1.读习作内容,明确要求。 说说教材中给出了哪些信息。
讲故事要有主人公形象,情节要有起因、经过、结果。 题眼“新编”是指把一个已有的故事改编成一个新故事,来表现新的主题或者深化原来的主题。 2.了解故事的起因,推测《龟兔赛跑》可能会出现的结果。 引导可以是情节(增加或改变)、时间、空间、角色等方面的改变。 三、合理选择材料,凸显表达重点。 1.猜故事。 2.比情节。 要让它的经过有变化、有矛盾、有起伏,这样的一个过程叫做情节。一个故事没有变化、平平淡淡有意思,还是情节曲折起伏有意思呢? 3.起波澜。 于平淡之处起波澜,令人意想不到,这就是曲折动人。 预设:选择“乌龟又赢了”这一结果,从不同角度思考可以写的材料。 (1)站在兔子的角度,合理推想兔子在比赛途中可能遇到的情况。 学生独立思考。 小组交流。 引导学生对写作材料进行分类。 (2)从乌龟的角度,合理猜测乌龟为了赢得比赛想出的办法。 小组讨论。 交流分类,筛选合适的写作材料。 以“乌龟又赢了”这个结果为例,引导学生分别从兔子和乌龟的角度去推想可能发生的情况。通过讨论、交流,引发思维的碰撞,帮助学生打开思路,合理推想各种材料,在“新”字上做文章。
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.
unit 2 look at me 第一课时教案 教学重点：学生学习早上（上午）问候语 Good morning. 及介绍人物用语 This is …。 教学难点：介绍人物用语 This is …一句的发音较难，口型和发音不易到位，教师要适当提示，切不可盲目纠正发音，从而挫伤孩子的学习积极性。 教具准备： 1、Cheng Jie ,Mike, Wu Yifan, Sarah, Zip, Zoom 的头饰。 2、为 Let’s play 准备所需要的 Kitty, Mickey 等卡通人物的手偶或头饰。 3、教材相配套的教学课件 [Unit 2 Let’s talk/A] 4、教材相配套的教学录音带 5、教师准备一个小木偶 教学过程 1、热身、复习 (Warm-up/Revision) （1）教师播放第一单元的歌曲 Hello，师生共唱。教师边唱边用体态语示范和学生问候，并鼓励学生边唱边和戴有歌曲中人物头饰的同学打招呼。 （2）用所学打招呼用语，师生互相问候。Hello/Hi, what’s your name? Hello/Hi, I’m… （3）让学生用自己的英语名字，自由下座位同别人打招呼并询问姓名。此时，学生可将制作的英文名卡戴在胸前。（还可戴上其它一些头饰，扮演不同人物，练习打招呼和自我介绍。） 2、呈现新课 (Presentation) （1）教师用木偶的形式介绍自己和朋友的姓名。 将本单元的单元双面对开情景图展现在学生面前，（熟悉的木偶剧表演现场，学生们如亲临其境一样。教师可将此项内容再现）自然形成打招呼的氛围。 （2）教师告诉学生英语的打招呼用语有很多，除Hello/Hi 以外，在早上或上午可用 Good morning. 来进行。同时教师出示表示上午的图片，或在黑板上画一个升起的太阳，并在旁边标上时间7：30和 Good morning.一句。（在图案旁边板书Good morning.）然后教师用学生的英文名字，以不同的身份和学生打招呼。用Hello/Hi, A. 和Good morning, A. 两种方法同时进行（A代表人名）。 （使学生了解到，这两种方法都是在打招呼，但不同点在于Good morning.可用于上午或早上，Hello/Hi 可用于所有时间段。） （3）师生共同观看本部分的教学课件。[Unit 2 Let’s talk/A] （4）再次观看本部分课件，教师指导学生进一步理解课件内容，并用中、英文提问，引导学生用学过的句子练习回答This is …。 T: Who’s this? 这是谁呀？ T: This is John. 这是John 。 T: Where are they going? 他们要去哪？ T: To school. 去学校。（T代表教师说） （5）学生扮演不同角色练习Let’s talk/A 。 （教师向学生打招呼：T: Good morning. I’m Miss Wang /Mr. … What’s your name? 学生回答 S: My name’s …此时，教师主动与学生握手并说T: Nice to meet you. 鼓励学生回答 S: Nice to meet you, too.） （6）教师介绍卡通人物Kitty, Mickey并进行交流。还可用头饰或简笔画，并让学生先简单了解称谓词Miss, Mrs , Mr。