Unit 1 The Snake Bite
I .Teaching Objectives
1.Functions : Expressing distress & annoyance
2.Grammar points : Indirect command with infinitives such as He wanted
to see you / Tell him to wait .
3.Vocabulary : all at once , figure , seem , forbid , show up , strike ,
make for , pick out , light out for , must have done ,
every now and then , at length , hold on to
II . Focal Points
1. Functions : Expressing distress & annoyance
2. Grammar points : Indirect command with infinitives such as He wanted
to see you / Tell him to wait .
3.Conversation
III . Teaching Process
1. Listening and Speaking Activities
1)Introduction to the formulas of expressing distress & annoyance
2)Listen to the conversation twice
3)Correct the answers
4)Pair work
Practicing : Read Conversation
Explanation
Speak before the class
Make up another dialogue using the cues in the box
5)Make your own dialogue
Team & group work
Presentation
6)Matching exercises :
What are they for ?
If you want to learn more
2.Reading Comprehension
1)Warm-up questions
2)Listening to the text twice
3)Doing the comprehension work :
Reading the text
Discussion :Read the text carefully to find the answers to the questions and look to the evidence from the text to support the answers Retelling the text using the key words
4)Extended Activity
Exercises
Step 1 Listening and Speaking Activities
1.Formulas for expressing distress & annoyance
It sickened me to see how chickens were raised in the mechanical production . They were bald . They were forced to live in a small cage and had to climb over each other in order to get around .
It really shocked me to know how chickens were raised in mechanical production .
I just can’t remember that girl’s name , it’s really bugging me .
Why on earth didn’t you tell me the truth ?
You kept me waiting for over an hour . What have you been busy with ?
I can’t say I’m at all pleased about your delay .
I wish you’d stop pestering me .We’re not going to the beach and that’s
final .
I’m most unhappy at his bragging .
Having to stay in and working on a sunny day like this is a real drag .
We’d be OK if we could get this stupid gate to open properly .
She never stopped complaining while we were on vacation .It really got on my nerves .
It really annoys me that she never returns the books she borrows .
It galled him bitterly that his father gambled again .
Turn that music down -------It’s driving me mad .
What really gets under my skin is people who talk while I’m trying to concentrate on my work .
My tape-recorder’s broken down again . It’s a nuisance , isn’t it ?
2.Listen and speak :
Listen to the following conversation twice and try to tick what you have heard as the correct answer to the questions .
3.Try to speak more
1)Listen to the tape
2)Explanation of the conversation :
three chickens to one single cage :three chickens living in one cage bald : (of people ) having little or no hair on the scalp
disgraceful : causing disgrace ; very bad
3)Read the conversation by themselves and then try to memorize
them .
Invite two pairs of students to speak before the class and then exchange their roles .
Depending on the cue box on the right , ask them to make up another conversation .
Act out the conversation.
4)Make your own dialogue
Explanation :
Without regard for sth : not care for sth
Poultry : hens , ducks , geese , turkeys , etc. kept for eating or for their eggs
Battery hens : hens mechanically raised for laying eggs
Peck : (try to ) strike (sth ) with the beak
Pluck : gather or remove sth by pulling
Team work
Presentation
5)What are they for ?
Explanation:
Bug :If something bugs you , it annoys you because it is always there or is always happening , so that you cannot stop thinking kabout
it or noticing it . Eg. , I wish you’d tell me whatever it is that’s
bugging you .
Much to my annoyance : You say much to my annoyance when you are talking about something that has annoyed you very much , eg. , Much to my
annoyance , the hotel hadn’t received our reservation .
Pester : to annoy someone by repeatedly asking questions or making requests , especially when they are trying to pay attention to
something else , eg. , Everyone pestered me so much that I gave
it up .
Pair work : matching the exercises
6)If you want to learn more
Explanation :
Get on someone’s nerves :If someone gets on your nerves , they annoy you ,
especially by continually saying or doing something
that you do not like . eg. , Sit down ,James . You’re
getting on my nerves pacing up and down like that . Drive someone mad / crazy / nuts / up the wall : to annoy people very much ,
so that they feel unable to stand the situation .
eg. , Being in the house all day with these two
screaming kids is driving me nuts . This noise is
driving me mad .
Get under someone’s skin : If someone gets under your skin , they do
something that annoys you a lot but which may not
annoy other people . eg. , He really gets under my
skin sometimes .
Be a drag : If someone or something is a drag , they annoy you especially
because they are boring or prevent you from enjoying
yourself . Eg. , Don’t invite John ------- he’s such
a drag .
Step 2 Reading Comprehension and Language
Activities
1.Warm-up questions and discussion
2.Listen to the text twice
3.Read the text and try their best to answer the questions .
①the beginning of the story ------- What happened first ?
★What did the boy start out to do and where ?
(He was going to get a watermelon for his own use from the family’s
melon-and –garden patch ehich was back of the barn on the edge of
the cane field .)
★What did the boy take with him ? And why did he take that ?
(He took a corn knife with him . It was the best thing to cut a
melon . One swipe and the melon was in two .)
★What happened to the boy when he was thumping for a ripe melon ?
(All at once , he seemed to step on something like a needle .
Actually , he was bitten by the rattler in the foot . )
★What are rattlers supposed to do before they strike ?
(Rattlers are supposed to make some sound as warning before they
strike .)
★Why did the boy fail to hear the snake rattle ?
(Maybe this snake didn’t have time to rattle .)
②asking for help -------- What did his mother do ?
★How did the boy’s mother treat his wound ?
(The mother tied apron strings around her son’s leg above the knee ,
made him lie on the sofa and put Martha to watch him .)
★Why did the mother decide not to go to the Howell place ? And how
far away was the Anderson house ?
(The Howell would not be of much help because they had no horse .
The Anderson place was exactly half a mile away by the short cut
through a field .)
★What did the mother do when she found that Martha had taken off
the strings ?
(She got the apron strings back , yanking them tight .)
③waiting for help --------- What did her mother do then ?
★Who should Herb Anderson look for first ? Who else should he look
for next ?
(Herb Anderson was told to first look for the boy’s father . If
he failed to find him , he should look for a doctor .)
★Why did the mother go to the porch ? And who showed up at last ?
(The mother went to the porch to watch the road from town . At last ,
the boy’s father showed up .)
4.Practicing asking and answering the questions in pairs .
5.Retell the text using the key words .
6.Explanation of the new words and phrases .
⑴the background of the story :
The story , as told by an American boy , is set against the background of the American countryside in the 19th century .The narration , therefore exhibits features of both cultural pictures of the countryside of that period , and the way that a teenager spoke . Words like sandbur , claim jumper , buggy , porch , lot , rig are characteristic of American culture .Besides , the text contains many colloquial phrases to reflect a child’s style of speaking . Phrasal verbs are preferred over single verbs , for instance , light out for depart ; pick out for recognize ;show up for appear ; break into for
b egin ab ruptly . The use of child phrases (Mamma , Papa ) and some
causative verbs in make me lie , put Martha to watch , get me to stop yelling also help render the text fitting a child’s tone .
⑵ the house melon-and –garden patch : a piece of land for growing
vegetables and melons for family use .
⑶back of : Although it is now established as standard in American English
meaning
“behind ” , many considered it as a sloppy colloquial way of
speaking in
the 19th century English .
⑷ on the place ; in the lot : both refer to the boy’s home . Lot : a
piece of land having a special use . Eg. , a
parking lot ; a used –car lot ; a building lot ⑸ porch : (mainly used in American English ) a raised platform built
along the
walls of a house and often covered with a roof . After supper ,
people
usually sit on chairs or rockers on the porch for relaxation .
Houses with
porches can still be seen in many places in America , especially
in rural
areas .
⑹ between the Anderson and the Howell claims : In the 19th century ,
many Americans moved to the West where there was vast
land for the taking . They staked out some pieces of land
as their own property . Formal request for the land was
made for mining . Claims refers to the pieces of land
of this kind .
⑺ anxious to get his nose in the manger : A manager is a feeding box
in a stable or barn . Here it means that the horse was
anxious to eat .
⑻ rig : referring to the horse and the buggy
⑼ all at once : suddenly
⑽ figure : think (sth) ; calculate
eg. I figured that you wouldn’t come .
⑾ seem : appear
seem (to sb ) (to be ) + n./ adj .
seem to do
seem like
It seems that …
It seems as if /as though …
There seem(s) to be …
⒀ forbid : Order (sb ) not to do
Order sth shall not be done
Forbid sth.
Forbid sb to do
Forbid doing
⒁ show up : (colloquial ) arrive , often after a delay ; appear eg. It was ten o’clock when she finally showed up .
⒂ strike : attack , esp. suddenly
eg. Enemy troops struck just before dawn .
⒃ make for sb./sth. : move in the direction of sb./sth.
⒄ pick (sb./sth.) out :
a.choose from
eg. He picked out the ripest peach .
b.distinguish sb./sth. From
eg. Pick out sb’s face in a crowd
⒅ light out for sp. : depart for sp.
Assignments
1.Do the exercises on the textbook .
2.Writing
P 43 Exercise 6
3.Oral practice :
The Snake Bite
Unit 2 He Was My Father
I .Teaching Objectives
1.Functions :Expressing possibility & impossibility
2.Grammar points : Use of prepositional phrases on the pattern : by
bus , by post , in the car ; Used to as modal
Unit 7 (1) Celebrating Holidays and Making Friends Teaching purposes: 1. Ss learn to talk about giving and going to parties, get-togethers, reunions, etc. 2. Ss learn and practice how to discuss arrangements and preparations for social activities. 3. Ss learn how to invite and come to see exhibitions and shows. 4. Ss master the use of comparatives of adjectives and adverbs. 5. Ss should know about the way Christmas is celebrated around the world and traditional customs by which the Chinese celebrate holidays. Teaching procedures: I. Talking Face to Face II. Being All Ears III. Grammar Review IV. Assignment I. Talking Face to Face The topic area of Talking Face to Face in this unit is to inform and talk about posts for celebrating holidays. The focus of functions therefore is on the patterns that are appropriate for giving information concerning announcements and posts for different holidays, social activities and recreations. Step 1: listen to the samples on page 86 with reference to the notices on page 85 and pick up some students to act out. Step 2: Ask students to recall some patterns and expressions for talking about recreational activities. And also give them some more as references. Reference: No admission fee is required for members of the club. Children under 6 are not permitted for admission. Admission is not permitted for children under 6. Casual dress is not accepted in the theatre. For booking, please stop at the Union club. There are still tickets available for the night shows.
新编实用英语2教学教案 一，课程的基本信息 课程名称：实用英语2 课程性质：院内必修课 授课对象：2007级大二学生（英语公共课程） 考试方式：考查 主讲教师：吴国亮 Unit 6 of the "Students' Book" 教学目的及基本要求 To make the staff have a general idea of shopping Ads, and the way to use it accordingly. To make the students know traditional Chinese pottery,and how to make them. To let students talk about shopping and their shopping experiences. 重点及难点 重点：To let students learn the passage about "Tangsancai-An Ideal Tourist Souvenir."As well as the langugage points involved 难点：To let students learn how to talk something about shopping in their words. 授课内容 Section 1 Talking Face to Face To leave 3 to 5 minutes tolet students read the sample 1 and sample 2 seperately . To let students talk about Conversation 1 and Conversation 2 with their partner and pick out the mistakes that may happen in the dialogues. To make students listen to some conversations of this text. Section 2 Being All Ears To make students listen to Dialogue and decode the message by finding the correct choices given below . To make the staff listen to the dialogue again and decide whether the following statements are true or false. To let students listen to something more challenging about the topic of this unit-- a passage with some blanks for you to fill in. The words in the brackets will give you some hints. A glance beforehand at the word list provided below will be of some help to you. Section 3 Maintaining a Sharp Eye Information related to the reading passage The Tang Dynasty: It is one of the most flourishing and prosperous dynastied in the Chinese history. During this period of time, agriculture, pottery, handicraft, business and other industries came to peak and China became the most powerful country in the world. It is a dynasty the Chinese take the most pride in. Difficult Sentences (Para. 1) Developed in the tradition of the green and brown glazed pottery of the Han Dynasty, it represented a peak in the development of Chinese ceramics and was well known by the world in its time. Translation唐三彩由汉代的绿棕两色釉陶发展而来，代表了中国陶器发展史上的一个顶峰,并在当时举世闻名。
Unit4 why don't you talk to your parents 【学习目标]: 1.学习单词:allow wrong midnight guess deal… 2.学习短语:What's wrong Look through Bid deal Work out too many Too much get into a fight... 3.学习句子:What's wrong ? I have to study too much... I have too many… Why don't you go to sleep... 4.学会用why don't you...提建议 【学习重、难点]: 1.学习，掌握单词，词汇，短语并灵活运用. 2.学会谈论问题和给出建议。 【温故检测]: 想一想，下列名称那些是可数名词，那些是不可数名词? Homework, class, sleep, time, frie喊advice, problem. 可数名词的有: 不可数名词的有: [自习指导]:预习la和1b, 【自学检测】 1. How many_ (tomato) do you need? 2. I have— (too many; too much) homework to do today. 3. My parents allow me— ( hang out) with my friends. 4. I got(介词填空)a fight with my best friend. 5. Why don't you— (go) to sleep earlier this evening? 【合作交流】: 1.听录音，我来完成lbo 2. Listening，完成2a,2b. 3.重点句子学习: 1)你能区别too much,much too, too many吗?请给大家讲讲: 2)你会写:‘吮许某人做某事”吗? 3)学习，讨论: Be good at二，善于，擅长，在，，，方面做得好。 Be good for,，，对，，，有益处。 Be good to对，，，好(和善)。 Be goodwith,，，与，，，相处的好 4)向别人发出邀请，请求，建议，或征求某人的意见的表达方式: (1), Why don't you do something? /Why not do something?“你为什么不做某事呢?” (2), How /what about doing sth.? (about是个介词，可跟名词或动名词)’‘…怎么样?’， e.g.: How/what about the photo album?一个像册怎么样? How about getting her a scarf?买条围巾送给她怎么样? (3),You'd better (not) do something."你最好(不)做某事” (4), Would you like sth ... ?:“你想要某吗”物 (5), Let's do sth...? (6). What should I do ... ?( should表示请求、征询对方意见) e.g.: What should I get my dad for his birthday? 我该送给爸爸什么作为他的生日礼物呢?
Unit 6 1. Teaching objectives： (1)Knowledge objectives: ①students can master some key words and expressions of the text. ②Students can acquire more about the passive voice. ③Students can learn how to develop a paragraph by example. (2)Ability objective: ①students’listening, speaking, reading and writing abilities can be improved. ②cultivate students’ ability in describing their unforgettable experiences in childhood. (3)Emotional objectives:①students will learn to treasure the time and make good of use of it. ②students will appreciate the good qualities, such as perseverance, courage, courtesy and optimism. 2. Teaching key points: help the students have a better understanding of the passive voice and the subjunctive mood. 3. Teaching difficult points: enable students to distinguish facts and opinions and express sympathy. 4. Teaching procedures: Part One Listening and Speaking Step 1. Pronunciation and listening skills 1. listen to the following sentences and decide whether they are facts or opinions.事实指已经发生或存在的一种客观状态，通常包含姓名、地点、日期、数据、事件、规律等。观点则通常包含个人的看法、信念、情感、态度等。 Step 2. Conversations Conversation 1 - Expressing sympathy 1. Listen to a conversation and check what happened to John. 2. Listen again and decide whether the following statements are true or false. 3. Role-play a conversation in pairs according to one of the following situations. You may refer to the Functional Language. Give students five minutes to prepare and then check their works. Conversation 2 - Expressing sympathy 1. listen to the conversation and decide whether the following statements are true
Unit4 The Virtual World Part II Reading Task Comprehension Content Question Pair Work 1.She used to be a television producer, but now she is a writer. 2.She writes and edits articles online, submits them via email, and communicates with colleagues via the Internet, too. 3.She could stay computer-assisted at home for weeks, going out only t get mail, newspapers and groceries. 4.They feel as if they had become one with the computer, and life seems to be unreal. 5.That people who grew used to a virtual life would feel an aversion to outside forms of socializing. 6.She gets overexcited, speaks too much, and interrupts others. 7.She is bad-tempered, easily angered, and attacks everyone in sight, all because she has long become separated from others and lacks emotional face-to-face exchanges with people. 8.She fights her boyfriend, misinterpreting his intentions because of the lack of emotional cues given by their typed dialogue. 9.Because we rely on co-works for company. 10.She calls people, arrangers to meet the few friends remaining in the City, gets to the gym, arranges interviews for stories, doctor’s appointments---anything to get her out of the house and connected with others. 11.No, she doesn’t feel happy. She feels being face to face is intolerable. 12.She makes her excuses and flees, re-enters her apartment, runs to the computer, clicks on the modem, and disappears into the virtual world again. Text Organization Working On Your Own 1. 1.2-3 2.1,4-10,13 3.11 4.12 2. The first paragraph describes the consequences of living a virtual life and the last tells of the author’s escape back into it. Together, they bring out the dilemma people at present are in: Because of modern technology, we have a choice between a virtual life and real life, but find both unsatisfactory. Language Sense Enhancement 1. (1)routine (2)for company (3)unemployment (4)externally (5)drug abuse (6)restore (7)fled (8)gym (9)set apart (10)appointments Vocabulary
《英语综合教程》第二册第四单元课文教学设计 王韶芳 教学内容分析： 使用教材是全国普通中等专业统编英语综合教程第二册第四单元课文部分。 内容是课文“Two Geniuses”。整篇文章较易理解，除了几个从句需要分析外，其他的学生应该能看懂。课堂上设计问题让学生进行口语练习，发挥学生课堂上的主体作用，课后让学生自己归纳课文，做口头和笔头练习。 1.重点： a）生词和词组的应用； b）课文分析； c) 课文归纳； 2.难点：课文内容的归纳。 重点： a) 理解文章内容； b) 把握文章主题； 难点：课文中的细节。 1.教学手段和方法：
1．设计练习，让学生的听、说、读、写四环节都得到巩固，提高学生的实践能力。 2．教师着重对学生启发，解释清楚重点，难点，形成学生良好的思维习惯。 2.教学目标： 1.认知目标
3.教学时间：2课时 精读（Ⅰ）：课文“Two Geniuses”的生词，短语教学； 课文的整体理解，难点、重点分析及归纳； 4.教学媒体：录音机，录音带，多媒体 5.教学评价： 1.形成性评价：通过课堂提问，练习及课后作业所反馈的信 息，及时调整教学进度和方法。 2.总结性评价：通过口头、笔头练习，推测教学目标的到达 度。 教案： Two Geniuses Part One: Words Study 1.Teaching contents: Two Geniuese 2.Teaching key points: new words and expressions 3.Teaching period: 30 minutes
4.Teaching aids: recorder, tape 5.Teaching procedure Step 1 Learning the new words and expressions (5 minutes) A.T: The passage tells us something very interesting about Albert Einstein Let’s learn the new words first. Teacher plays the tape. The students listen to the new words and read after the tape. Step 2 Presentation (20 minutes) A. Teacher explains some useful words and expressions. Vocabulary Regard v. 视作，认作 Regard…as 把…看作是 She is regarded as the best teacher in the school. Please give my regards(问候) to your mother. Sense of humour 幽默感 Sense of hearing 听觉 Sense of sight 视觉 Sense of smell 嗅觉 Sense of taste 味觉
Unit 5 Ways to Success I. Objectives: After learning this unit, students are expected to make progress in the following five aspects. 1.Culture: After learning the passages, students can learn some quotes from famous people 2.Listening and speaking: Students first listen and then learn to talk about famous people. 3.Reading: Students should master some important new words and expressions listed from P184-186. Learn the reading skill “identifying passage organization”. 4.Translation: Students learn to translate some relative and appositive clauses. 5.Writing: Students are expected to grasp the relative and appositive clauses, and learn to write greeting cards for achievements II. Some words of wisdom from some famous people: 1. If A is success in life, then A equals X plus Y plus Z. Work is X; Y is play; and Z is keeping your mouth shut. --- Albert Einstein 2. Genius is one percent inspiration (灵感) and 99 percent perspiration (汗水). ---Thomas Edison 3. Man is not made for defeat. A man can be destroyed but not defeated. ---Ernest Hemingway 1.Always bear in mind that your own resolution to success is more important than any other thing. ---Abraham Lincoln 5. Success is a lousy (糟糕的) teacher. It seduces (诱使) smart people into thinking they can?t lose. ---Bill Gates III. Talk About: what factors do you think will contribute to success? interest hard work self-confidence talent love for your career team spirit / cooperation with your fellow workers good education … Passage A My Advice to Students: Education Counts I. Warm-up question: Who is Bill Gates? What do you know about him? ﹡chairman of Microsoft Corporation ﹡founded Microsoft with his childhood friends Paul Allen in 1975 ﹡born in 1955 ﹡attended Harvard in 1975 ﹡dropped out of Harvard in 1977 II. Related Information 1. Bill Gates Gates, William Henry, III (1955- ) is an American business executive, who serves as chairman and chief software architect of Microsoft Corporation, the leading computer software company in the United States. Gates cofounded Microsoft in 1975 with high school friend Paul Allen. The company?s success made Gates one of the most influential figu res in the computer industry and, eventually, one of the richest people in the world.
Unit 4 The Virtual World Teaching Aims: 1.Understanding the main idea and structure of the text. 2.Deduce the meaning of new vocabulary related to computers and the Internet. 3.Grasp the key language points in Text A and learn how to use them in context. 4.Understand the cultural background related to the content. 5.Express themselves more freely on the theme of The Virtual World after doing a series of theme-related reading, listening, speaking, and writing activities 6.Write e-mail message in an appropriate way. Teaching Keypoints: 1.Grasp the main idea of Text A and language points in Text A 2.Cultural background in Text A 3.Analysis of the difficult sentences in Text A Teaching Difficulties: 1.Writing strategy and style demonstrated in Text A 2.Write an essay with an anecdote or a piece of news, etc. Teaching Aids: Teaching, discussion, exercises, group-activities, student-centred Teaching Procedure: Step 1Warming up 1.Ask students questions about the poem. They should have listened to this before class. 2.Have students look at the theme of this unit(The Virtual World ) and the title of Text A(A Virtual Life) and then try to. ---find antonyms of “virtual world” and “virtual life”(real world, real life). ---suggest synonyms for “virtual world”(cyberia,etherworld,virtual reality,Internet world, net world,etc). ---say what people can do on the Internet (communicating with people, shopping, reading, entertaining,education,working, hacking, publishing,etc). Step 2 Global Analysis of Text A 1. Division of the Text A Part1: Paras.1-3 Description of the author’s virtual life. Part2: Paras.4-10 How the author feels after staying on the Internet for a while. Part3: Para.11-13 The author tries to find her way back into the real world but fails. Step 3. Detailed leaning of Text A 1.My boyfriend’s Liverpool accent suddenly becomes impossible to interpret after his easily understood words on screen: a secretary’s clipped tone seems more rejecting than I’d imagined it would be. What does the sentence imply? I have become more familiar with the virtual world than the real world. 2.We have become the Net critics’worst nightmare.
English for Careers 2 Unit 1 Workplace
Unit Focus fit in with reputation pros and cons outfit compliment for instance casual setting productive incorporate Teaching procedures This unit is arranged for a time span of 8 hours, during which a time limit is suggested for each step. Though it’s always important to keep a time limit in mind for each activity, a teacher should never stick to a rigid time plan in teaching, but rather follow a more flexible time table when dealing with unexpected in-class occurrences and make necessary adjustments accordingly. Note that not every step suggested here is a must in teaching. A teacher can make whatever changes he thinks necessary. Hour 1: Course introduction 45 minutes Warming-up Task 1 10 minutes Objective: Ss can identify different rooms in an office. Steps: ? Ss read Warming-up Task 1. ? Get Ss to look at the layout of the office. ? Ask Ss to identify different rooms. ? Give the suggested answers. Suggested answers:
Unit 1 Ways of Learning Teaching Aims: 1.Understanding the main idea (that it would be ideal if we can strike a balance between the Chinese and western learning styles) and structure of the text(introduction of the topic by an anecdote-elaboration by comparison and contrast-conclusion by a suggestion) 2.Appreciate the difference between comparison and contrast, as well as different ways to compare and contrast (point-to-point method or one-side-at-time method) 3.Grasp the key language points in Texts A and grammatical structures in the text 4.Understand the cultural background related to the content 5.Conducting a series of theme-related reading, listening, speaking, and writing activities 6.Learn to write notices, etc. Teaching Keypoints: 1.Grasp the main idea of Text A and language points in Text A 2.Cultural background about Chinese and western ways of learning 3.Analysis of the difficult sentences in Text A Teaching Difficulties: 1.Writing strategy and style demonstrated in Text A 2.Learn how to understand the structure of difficult and long sentences Teaching Aids: Teacher-guided, discussion, exercises, group-activities, student-centred Teaching period: 12 classes Teaching Procedure: Step 1Warming up 1.Have students read the overview of page 2, students will understand the main topic of unit (ways of learning in Chinese and western countries) 2.Have students listen to the script of listening part, explain some difficult sentences and phrases, lead them to finish the exercises on page3, check the answer 3.How to understand the following sentences: Standing on the shoulders of giants 4.Explain the cultural notes of education in the west 5.In class, students form two camps to debate the following issue: If you have a baby , which way would you prefer to use , to pay more attention to develop more skills or to creativity? Step 2 Global analysis of Text A Ⅰ. Scanning Scan Text A and decide whether the following statements are true or false. 1 Benjamin was worried that he couldn’t put the key into the box. (F) (=Benjamin was not bothered at all.) 2. In the Chinese staff’s opinion, the parents should guide Be njamin to insert the key. (T) 3. The author and his wife didn’t care whether Benjamin succeeded in inserting the key into the slot. (T)
新职业英语教案 第二册 Unit 1 Workplace Learning objectives 1 .In warming-up: Students can identify the different rooms in an office and give directions 2. In Reading A : grasp the main idea of the text and learn the useful words and phrases; 3. In Reading B: practical reading about Boeing Code of Conduct 4. In listening and speaking，conduct a series of listening, speaking and writing activities related to the theme of the unit. 5. In writing：learn how to write Notice Warming-up Task 1 Work in pairs. Look at the following office layout. Discuss with your partner and identify the marked rooms. 1.washroom 2.department manager’s office 3.meeting room 4.staff office 5.multifunction meeting room 6.hallway 7.reception room 指路时一些相关的词汇： be far from 距离某处很远 be nearby 距离某处很近 go straight across/to/through 径直走过/向/过 cross (over) 穿过（某条街道） be next to 紧邻 turn left/right 左转/右转 go up/down 向上（北）/向下（南） go back/back/back up 向回走 go east/west/south/north 向东/南/西/北 go on/along…till you meet… 沿…一直走，直到…