致用英语综合教程综合英语2教案综合英语2教案unit(2)

Unit 2 Knowing our bodyTeaching objectivesAfter learning this unit, Ss will learn how to✧Describe the body parts✧Talk about the functions of the body parts✧Use comparatives and superlatives✧Use the body languageTeaching focusGrammar: comparatives and superlativesV ocabulary building: Name of body parts; base adjectives and strong adjectivesImportant words and phrases: attempt, wonder, sight, blind, stump,quest,couple, smart, hurt, shock, confusion, lesson, reply, selfish, sympatheticTeaching difficulties1. Understanding the structure and main idea of the text.2. Grammar: comparatives and superlativesTeaching ProceduresI. Warming-up questions:What knowledge of human body do you get from the documentary film? Which parts of human body does the documentary mention? (Y ou can skim through new words before l i steni ng.)II. Listening and speaking (1 period)a.This is a lead-in to the listening part. Before playing the recording, askstudents to read the questions. Then play the recording and encounrage students to take notes while listening.anize a speaking activity based on the listening material. First ask Ss toform groups and have a discusssion about which is the mose imortant bosy part. Then ask Ss to role-paly the dialogue in the listening part. Remind them they may use their own language.III. Reading 4 periods1.Pre-reading tasks:Before you read, discuss the foll owi ng questi ons i n groups:a. Has any part of your body ever been injured? If yes, what inconveniences did it cause?Work in groups and share your experiences.b. Have you ever read or heard stories about body parts?2.Reading comprehensiona.Ask Ss to read the text first and then answer the questions in Comprehension Check.b.In this sextion,you may organize a class discussion based on the article students have just studied. This discussion activity is necessary for language learners. They should be able to and present their own experiences after they have received the input information.3.Detailed learning of the textLanguage points※attemptn. an act of trying to do something, especially something difficulte.g. She passed her driving test at the first attempt.v. to try to do something, especially something difficulte.g. He attempted to open the door.He attempted to lie.※stump v.1)if you are stumped by a question or problem, you are unable to find an answer to ite.g. The doctors were stumped and had to call in a specialist.The police were stumped about the motivebehind the murder.（警方给难住了，无法查明这次谋杀的动机。

实用英语综合教程2第六版第一单元实用英语综合教程2第六版第一单元，以实用性和交际性为原则，为广大英语学习者提供了丰富的学习资源。

本单元旨在帮助学生掌握英语基本语法和词汇知识，并在实际生活中灵活运用。

一、引言欢迎进入实用英语综合教程2第六版第一单元。

在本单元中，我们将学习英语语法、词汇、实用交际场景等内容。

通过学习，你将能够更好地应对日常生活和职场中的英语沟通需求。

二、核心内容1.语法讲解在本单元，我们将讲解英语动词时态、被动语态和情态动词。

这些语法知识是英语沟通的基础，请务必掌握。

2.词汇解析本单元的重点词汇包括：directions、shopping、medical、interview、meeting、business等。

通过学习这些词汇，你将能够更好地描述日常场景和职场活动。

三、实用交际场景本单元实用交际场景包括日常交流和职场沟通。

在日常交流中，我们将学习如何问路、购物和就医。

在职场沟通中，我们将学习如何应对面试、参加工作会议和进行业务洽谈。

四、文化角在本单元，我们将介绍英语国家的节日庆典、礼仪规范和社交活动。

同时，通过学习本单元，你将能够了解中西方文化之间的差异，如价值观、教育方式和饮食习惯等。

五、练习与实践为了帮助大家巩固所学知识，本单元设计了丰富的练习题，包括语法练习、词汇练习和口语练习。

请认真完成这些练习，提高自己的英语实际运用能力。

六、单元总结在本单元学习结束后，请回顾本单元的知识点，并进行自我评估。

通过不断学习和实践，你将能够掌握本单元的知识，并在实际生活中灵活运用。

Section One Around the topic Step 1 Topic introduction:Many Chinese students find it very difficult to introduce Chinese culture to foreign friends.The biggest problem is that they don’t know how to express their understanding about Chinese culture or how to explain some typical concepts in Chinese culture. Chinese learners of English as a foreign language should not only study western cultures, but also deepen their understanding of Chinese culture, so that they can introduce it to the outside word.Step 2 Your ideasWork in groups or pairs and discuss the following questions1)Why is spring Festival so important for the Chinese people?2)What do you usually do during the Spring Festival3)Are there any special celebration activities in your hometown during Spring Festival?4)In what ways do you think the Spring Festival has Changed?How much do you know about the Chinese New Year?A.Which day in the 15-day celebration is for the sons-in-laws to pay a visit to theirparents-in-law?The third and fourth days.B. What is the fifth day called?Po Woo.C. How many kinds of traditional New Year food do you know?Dumplings, a whole fish, chicken, New Year cake…D. Do we use knives or scissors on New Year's Day?NO. They may cut off fortune.E. What fruit do we usually use as a decoration during the Spring Festival?Oranges and Tangerines. They are symbols for abundant happiness.Step 3 VocabularyThere are some special things about Spring Festival, which are difficult to translate into English. Here are some English words and expressions related to the Spring Festival. Try to get their meanings.Remind students that names of some typical Chinese things do not have exact equivalents in English. Ask them to guess the meaning of the English words and phrases related to thecan give a brief talk with some of the words in the table above so that they can master a better usage of these words.Step 4 Listening and speakingAsk students to read the questions first. Then play the recording and encourage them to take notes while listening.1.Q: What are they talking about?A: They are talking about the Spring Festival.2.Q: How did Li Ming spend his holiday?A: Li Ming spent his holiday with his family in his hometown.3.Q: What is Susan curious about?A: Susan is curious about how Chinese people celebrating their Spring Festival.4.Q: What make the Spring Festival different from other holidays?A: Giving presents and staying with the family.5.Q: What do Chinese People do on the Eve of the Spring Festival according to the recording?A: In the past, all the members of a family would stay at home making dumplings together.Now many people enjoy watching TV. During the day, children wear their new clothes. The evening is usually spent playing games, talking, eating and drinking.Step 5 A quizDuring the Spring Festival, some things are believed to bring good luck for the new year, while other things might bring bad luck. Read the items in the table below and decide whether they bring good luck or bad luck. When you finish, compare your answers in pairs.This quiz is just for fun. Remind students that we should not be superstitious and the dos and don’ts during the Spring Festival are only parts of our traditions and customs. We should hold a right attitude towards them.Ask students to do the exercise first based on their own understanding and then compare their answers with their partners’. They may discuss them if necessary. When they finish, you may show and explain answers.Section Two ReadingThis section introduces the tradition of the Chinese New Year. By studying it, students will learn more about the legend of Nian and traditional Chinese New Year celebration activities. Most importantly, students will learn how to introduce the Chinese New Year to foreign friends.Step 1 Pre-reading tasksBefore you read, discuss the following questions in groups:1.Do you know why we call the Spring Festival “Nian”?2.Do you know why we Chinese celebrate the New Year at a different time from the Westernworld?Read the instruction as a class. Divide students into groups. Ask them to discuss the questions. Activate their prior knowledge of the Spring Festival and encourage them to share information with others. Pick some volunteers to answer these tow questions as representatives of their group. Step 2 Text illumination1)Ask several students to read the whole text in order to check whether they preview thetext and get a general understanding bout it or not beforehand.2)Ask students to summarize the text3)The teacher can put the comprehension check either before or after illuminating the textaccording to the needs of class and the students’ comprehension ability.4)Illuminate the text, during the process of which the teacher can encourage students tohighlight or underline the important parts when they read the text in detail. Try to explain that it can help students to grasp the important details and review important points Language points:1. legend n.story handed down from the past, especially one that may not be true 传奇，传说e.g. The legend of Robin Hood is well-known.2. mythical adj. existing only in an ancient story, imagined or invented 神话的，虚构的e.g. Qi Lin is a mythical Chinese creature which is similar to a unicorn.myth n. 神话e.g. ancient Greek myths3. terrorise v. to fill or overpower with terror, to terrify 使惊恐不安，恐吓e.g. The local gangs terrorised the neighborhood.4. fierce adj. violent and angry 凶猛的，凶狠的e.g. Swans are always fierce in defense of their young.The leopard looks fierce.5. lunar adj. determined or measured in reference to the moon 根据月亮决定或测定的e.g. The Chinese New Year falls on lunar January, 1st.6. solar adj. determined or measured in reference to the sun 根据太阳决定或测定的e.g. Solar energy is one kind of important energy nowadays.7. insert v. to put or set into, between, or among 插入，嵌入e.g. The editor inserted an advertisement in the newspaper.insert a key into a lock8. symbolic adj. representing a particular idea or quality 象征的，符号的e.g. The cross is symbolic of Christianity9. ward off to keep away (somebody/something that is dangerous or unpleasant) 挡开，避开e.g. He carried a gun to ward off possible attacks.Step 3 Post-reading exercises1.What is the significance of the following things during the Spring Festival?Read the instruction as a class. Divide students into groups of four. Ask them to discuss these questions. Get feedback when they finish. Try to encourage them to express their opinions thoroughly in English.3.V ocabulary and structureThis part is about some vocabulary and structure exercises related to the text. Ask students to finish them independently beforehand. Check their answers in class. Try to encourage them to explain by themselves to check whether they fully understand the exercises or not. The teacher is supposed to give some explanations if necessary.A.Work out the meanings of the underlined words with the help of the context.B.Fill in the blanks with the words below. Change the form where necessary.plete each pair of the sentences with the correct form of the same verb, one as apresent participle (-ing) and the other as a past participle (-ed).4.WritingRead the instruction as a class. Leave the writing task as homework. Check their work next time.Write down your experience about the Spring Festival. The following questions may help you to come up with some ideas.1)How does your family prepare for the Spring Festival?2)What traditional activities does your family do to celebrate the Spring Festival?3)What special activity do you like most when you are celebrating the Spring Festival? Section Three language in use: present participles used as adverbialsStep 1 test your grammarThe aim of this practice is to make students aware of the present participles used as adverbials. Based on their study of the text, they may gain a deeper understanding by doing these exercises. Try to encourage students to explain by themselves through recalling and understanding of this grammatical phenomenon.Step 2 illumination and developmentBriefly explain the grammatical knowledge of participles. Then ask students to finish these exercises. Check their work when they finish.一、现在分词做状语（表原因，时间，条件，让步，行为方式，伴随状况）现在分词与主句的主语一致，且形成主谓关系，就是说现在分词的动作发出者是主句的主语。

英语 - Unit 2 My family（第二课时）教学设计Teaching design of English unit 2 my family英语 - Unit 2 My family（第二课时）教学设计前言：小泰温馨提醒，英语作为在许多国际组织或者会议上都是必需语言，几乎所有学校选择英语作为其主要或唯一的外语必修课。

英语教学涉及多种专业理论知识，包括语言学、第二语言习得、词汇学、句法学、文体学、语料库理论、认知心理学等内容。

本教案根据英语课程标准的要求和针对教学对象是小学生群体的特点，将教学诸要素有序安排，确定合适的教学方案的设想和计划、并以启迪发展学生智力为根本目的。

便于学习和使用，本文下载后内容可随意修改调整及打印。

设计意图：小学英语新课程标准强调指出：英语教学要重视对学生实际语言运用能力的培养，强调课程从学生的学习兴趣、生活经验和认识水平出发，倡导体验、实践、参与、合作与交流的学习方式和任务型的教学途径，发展学生的综合语言运用能力。

也就是说，要通过适合儿童年龄、心理和生理特点的生动活泼的课堂活动，把学习英语与用英语做事情联系起来，创设良好的语言环境和语用环境，使学生在愉快和自信的情绪中，保持积极的学习态度，在大量的语言实践中形成语感，养成良好的英语学习习惯。

这是我们贯彻“新课程标准”，运用“新课程标准”教学的关键所在。

我将本课教学分为以下几个环节：一、课前寻找、激发兴趣本课涉及的生词不多，但它和我们的生活息息相关，一提出问题就收到了意想不到的效果，同学们马上就想知道平常我们口中称呼的爸爸、妈妈、爷爷、奶奶的英语叫法。

我没有告诉他们答案，让他们自己去找。

象dad（爹地）, mom（妈咪）这些称呼在他们接触英语前都从港台电视上所熟知。

上课时百分之百的同学会说dad（爹地）, mom（妈咪），大多数同学会说（uncle）安可,（aunt）安娣。

从一开始就刺激了同学们强烈的好奇心，使他们产生强烈的求知欲。

综合英语教程2第二版综合英语教程2第二版是一本面向大学英语专业学生的英语综合教材。

本教材包括了 Reading, Listening, Speaking 和 Writing 四个部分，旨在提高学生的英语综合能力。

下面将介绍一下本教材的主要内容。

第一个部分是 Reading，它主要通过给学生提供各种不同题材的阅读材料，帮助他们提高阅读理解能力和词汇量。

每个阅读材料后面都有相应的练习题，可以帮助学生巩固所学的知识，并提高他们的思维能力和分析能力。

第二个部分是 Listening，它通过多样化的听力材料，如录音和对话，帮助学生提高听力理解能力和口语表达能力。

每个听力材料后面也有相应的练习题，让学生在听力的同时，培养他们的语言感觉和语音准确性。

第三个部分是 Speaking，它主要通过各种对话和口语练习，帮助学生提高口语表达能力。

通过模拟真实情境，使学生能够在实际交流中流利表达自己的意思，并且理解他人的意思。

教材提供了大量的例句和口语练习题，让学生可以进行实际的口语练习。

第四个部分是Writing，它主要通过给学生提供各种写作任务，帮助他们提高写作能力。

教材提供了不同类型的写作题目，如文章写作、书面表达等，让学生从各个角度练习写作。

每个写作任务后面都有相应的写作指导和范文，帮助学生提高写作水平。

综合英语教程2第二版以其全面的教学内容和科学的教学方法，被广大英语学习者和教师所认可。

它不仅能够帮助学生提高英语综合能力，也可以帮助他们更好地理解英语国家的文化和社会背景。

同时，本教材也适用于其他非英语专业的学生，作为提高他们英语综合能力的参考资料。

总之，综合英语教程2第二版是一本非常实用的英语教材，它通过各种丰富多样的教学内容和练习题，帮助学生在听、说、读、写各个方面全面提高英语能力。

无论是学生还是教师，都能从中受益，提高自己的英语水平。

Unit 21.____________( ) n. a piece of furniture, jewellery etc. that was made a very long time ago and is therefore valuable2. ____________( )n. an object or pattern made by cutting a shape in wood or stone for decoration3. ____________( )v. to suddenly sit down, expecially because you want to relax4. ____________( )adj. not developed to a high standard, or made with little skill5. ____________( )n. someone who buys and sells a particular product, especially an expensive one6. ____________( )v. to change someone’s appearance so that people cannot recognize them7. ____________( )v. to make an angry, unhappy, or confused expression, moving your eyebrows together8. ____________( )v. to breathe in suddenly, especially because you are surprised9. ____________( )adj. something genuine really is what it seems to be10. ___________( )adj. giving careful attention to something so that you think about nothing else11. ___________( )v. to put a large quantity of something into a vehicle12. ___________( )n. a Christian priest or minister13. ___________( )adj. producing profit14. ___________( )n. the act of producing a copy of something15. ___________( )n. clever plan, especially to do something that is bad or illegal16. ___________( )adj. looking dishonest and slightly nervous17. ___________( )v. to say something quickly in an angry way18. ___________( )v. to talk unsteadily19. ___________( )v. to make your hand gently over something20. ___________( )adj. short and thick in an unattractive way21. ___________( )adv. in a way that shows you do not trust something or someoneUnit 21.____________( ) n. a piece of furniture, jewellery etc. that was made a very long time ago and is therefore valuable2. ____________( )n. an object or pattern made by cutting a shape in wood or stone for decoration3. ____________( )v. to suddenly sit down, expecially because you want to relax4. ____________( )adj. not developed to a high standard, or made with little skill5. ____________( )n. someone who buys and sells a particular product, especially an expensive one6. ____________( )v. to change someone’s appearance so that people cannot recognize them7. ____________( )v. to make an angry, unhappy, or confused expression, moving your eyebrows together8. ____________( )v. to breathe in suddenly, especially because you are surprised9. ____________( )adj. something genuine really is what it seems to be10. ___________( )adj. giving careful attention to something so that you think about nothing else11. ___________( )v. to put a large quantity of something into a vehicle12. ___________( )n. a Christian priest or minister13. ___________( )adj. producing profit14. ___________( )n. the act of producing a copy of something15. ___________( )n. clever plan, especially to do something that is bad or illegal16. ___________( )adj. looking dishonest and slightly nervous17. ___________( )v. to say something quickly in an angry way18. ___________( )v. to talk unsteadily19. ___________( )v. to make your hand gently over something20. ___________( )adj. short and thick in an unattractive way21. ___________( )adv. in a way that shows you do not trust something or someone。

Section One Around the topicStep 1 Topic introduction:The theme of this unit is relationships between friends, relatives, families and so on. The significance of this topic is for students to understand, maintain and appreciate relationships.Step 2 Your ideas1.Listen to the song. Fill the blanks in the lyrics while listening.I believe I can loveYou give me your loving careI believe in what we areI don’t know where I would beWithout you staying with meSometimes, I’m lost in miseryYou will take me all the wayI’m not afraidOh, you and mehand in hand to everywhereAmazing be my friend, oh friendWe are forever friendsOh babyYou give me all the love I needYou are the only onePlay the song twice constantly and then encourage students to tell the answer by themselves. Step 3 vocabularyA.Work in pairs and think of as many English words as possible that havemeanings similar to friendly and unfriendly. Compare your list with anotherpairThis is a pair-work task. Ask students to brainstorm as many related words as possible.Then ask them to exchange opinions with other pairs. You may let them read out thewords they have got in front of the class.B.The underlined adjectives in the sentences below are all about friendliness.Read them and work out the meanings.Ask students to read these sentences carefully and discuss their meanings in pairs. Havethem explain the meanings in English.Answers:Friendly: acting or ready to act as a friendSociable: fond of making friends with people and enjoying being with othersAmiable: having a pleasant and friendly nature; good temperedIntimate: close in relationshipClose: near in relationship, friendshipWarm: friendly in a pleasant wayStep 4 discussionPut the class into small groups. Each group selects one student to note down the opinions of each speaker. After the discussion, you may collect their ideas by having some students give a report. This can be really interesting when show diverse opinions.1). In your opinion, what is a friend? What does friendship mean to you? What do youthink are the most important factors that can keep a long-lasting close relationship with your friends?2). What about with your family members and relatives?3). How can we make our close relationships last long?Step 5 listening and speakingA: Do you have family members, relatives or friends who live in a faraway place? What do you do to keep in touch with them? Do you do the following?●phone them●write letters to them●send them recorded cassettes●send them postcards●have flowers or other gifts delivered to them●e-mail them●send them text messages●visit them during holidays●chat with them onlineB: listening: John lives in Manchester. His sister, Mary, is studying French in Paris. She’s been there for five weeks. He wants to visit her in Paris and he wrote to her about it through an e-mail. He’s just received a message on the answer phone from her.This activity involves skills of both speaking and listening. Use the questions in task A to start a talk among students. The items listed in the text can give students some topics for continuing their talk.After the activity in task A, move on to the listening section. At the same time, ask students to pay attention to decide whether they are true or false. Have a class feedback when they finish. Section 2 Reading: Bonded by loops and flaresThe text Bonded by loops and flares is taken from the newspaper International Herald Tribune, written by David Brooks. Students may find the ideas expressed in this article quite new. Ask students to read the text carefully and have them do exercises individually. When they finish, ask them to exchange and discuss the answers with their partners.Step 1 Pre-reading questionsRead these questions and then put students into small groups for a brief discussion. Give them a few minutes to prepare. Ask one or two groups to tell the whole class their conclusions and reasons when they finish.Do you think people’s perception and thinking are greatly influenced by others? If so, by whom are people most probably influenced? Discuss these questions in groups.Step 2 Text illumination1) Ask several students to read the whole text in order to check whether they preview the textand get a general understanding about it or not beforehand.2) Ask students to summarize the text3) The teacher can put the comprehension check either before or after illuminating the textaccording to the needs of class and the students’ comprehension ability.4) Illuminate the text, during the process of which the teacher can encourage students tohighlight or underline the important parts when they read the text in detail. Try to explain that it can help students to grasp the important details and review important points Language points:1. loop n. a shape like a curve or circle made by a line curving back towards itself 环形，圈状。

新职业英语基础篇第三版职业综合英语2unit2课件全文共3篇示例，供读者参考篇1New Profession English Basics 3rd Edition Job Comprehensive English 2 Unit 2 CoursewareUnit 2: Hospitality Industry1. Objectives:- Understand key terms and concepts related to the hospitality industry- Learn about different types of hospitality jobs- Develop skills in communicating effectively in a hospitality setting2. Vocabulary:- Hospitality industry: The industry that includes hotels, restaurants, bars, and other establishments that provide services to travelers and tourists.- Guest: A person staying at a hotel or using the services of a hospitality establishment.- Front desk: The area in a hotel where guests check in and out, make reservations, and ask for information.- Concierge: A hotel employee who assists guests with various services, such as booking tickets, making restaurant reservations, and arranging transportation.- Housekeeping: The department in a hotel responsible for cleaning and maintaining guest rooms and public areas.- Room service: The service in a hotel that delivers food and beverages to guests in their rooms.- Check-in/check-out: The process of arriving at and departing from a hotel.- Amenities: Extra features and services offered by a hotel, such as a swimming pool, gym, or spa.- Hospitality skills: The skills needed to provide excellent service to guests, such as communication, problem-solving, and teamwork.3. Jobs in the Hospitality Industry:- Hotel manager: Oversees the day-to-day operations of a hotel, including staff management, guest services, and budgeting.- Front desk agent: Greets guests, checks them in and out, and provides information and assistance during their stay.- Concierge: Assists guests with booking activities, making reservations, and arranging transportation.- Housekeeper: Cleans and maintains guest rooms and public areas in a hotel.- Bartender: Prepares and serves alcoholic and non-alcoholic beverages to guests at a bar or restaurant.- Waitstaff: Takes orders, serves food and beverages, and provides excellent customer service in a restaurant.- Chef: Prepares and cooks meals in a restaurant kitchen, creating delicious dishes for guests to enjoy.- Event planner: Organizes and coordinates events, such as weddings, conferences, and parties, for clients.4. Communication Skills in the Hospitality Industry:- Greeting guests: When a guest arrives, it's important to greet them warmly and make them feel welcome.- Listening: Listening carefully to guests' needs and requests is essential for providing excellent service.- Problem-solving: Handling guest complaints and resolving issues in a timely and effective manner is key to maintaining guest satisfaction.- Teamwork: Working together with colleagues to ensure that guests receive the best possible service and experience.5. Conclusion:The hospitality industry offers a wide range of exciting and rewarding career opportunities for those who are passionate about providing excellent service to guests. By developing your communication skills, building your knowledge of the industry, and gaining experience in various hospitality roles, you can succeed in this dynamic and fast-paced field. Good luck!篇2New Professional English is a series of textbooks that are designed to improve English language skills for specific professions. The third edition of the Basic Level of New Professional English introduces students to a wide range of vocational topics and helps them develop the English language skills necessary to communicate effectively in a professional setting.One of the units in the textbook is Unit 2, which focuses on the topic of Career Paths. This unit helps students explore different career options, discuss their career aspirations, and learn vocabulary related to professions and job interviews. The lesson includes activities such as reading texts about different professions, listening to interviews with professionals, androle-playing job interviews.The lesson begins with a warm-up activity to introduce the topic of careers and get students thinking about their own career goals. This is followed by a reading activity where students learn about various professions and career paths. The students then practice using the new vocabulary in speaking activities where they discuss their own career aspirations and share information about different professions.In the listening activity, students listen to interviews with professionals from different fields and answer questions about their career paths and experiences. This helps students develop their listening skills and learn more about the realities of working in different professions.The unit concludes with a role-playing activity where students simulate job interviews and practice their speakingskills. This allows students to put into practice the vocabulary and language structures they have learned throughout the unit.Overall, Unit 2 of the New Professional English Basic Level textbook provides students with a solid foundation in English language skills related to careers and professions. By engaging in a variety of activities, students are able to improve their reading, listening, speaking, and vocabulary skills in a practical and relevant context. This prepares them for success in their chosen profession and helps them communicate effectively in a professional setting.篇3Unit 2: Telecommunications1. IntroductionThis unit focuses on the telecommunications sector, which plays a vital role in connecting people and technology. We will learn about the history and development of telecommunications, as well as the different types of communication technologies and services available today.2. Historical OverviewTelecommunications has a long history dating back to the invention of the telegraph in the 19th century. Over time, new technologies such as the telephone, radio, television, and internet have revolutionized communication. Today, we have a wide range of digital communication tools such as smartphones, social media, and video conferencing.3. Telecommunications InfrastructureTelecommunications infrastructure refers to the physical components and networks that enable communication to take place. This includes cables, satellites, towers, and data centers. The infrastructure is constantly evolving to meet the growing demands for faster and more reliable communication services.4. Types of Telecommunications ServicesTelecommunications services can be broadly categorized into three main types: fixed-line, mobile, and internet services. Fixed-line services use landlines to connect calls, while mobile services use cellular networks to enable wireless communication. Internet services allow users to access the web, send emails, and participate in online activities.5. Emerging TechnologiesThe telecommunications sector is constantly evolving with the introduction of new technologies such as 5G, IoT (Internet of Things), and AI (Artificial Intelligence). These technologies are shaping the future of communication by offering faster speeds, greater connectivity, and improved efficiency.6. Career OpportunitiesThere are numerous career opportunities in the telecommunications sector, including network engineers, software developers, data analysts, and customer service representatives. As technology continues to advance, the demand for skilled professionals in this field is expected to grow.7. ConclusionThe telecommunications sector is a dynamic and fast-paced industry that is constantly evolving to meet the demands of modern communication. By understanding the history, infrastructure, services, and emerging technologies in telecommunications, we can prepare ourselves for a successful career in this exciting field.。

高职高专新职业英语综合英语2课后答案及课文翻译本页仅作为文档封面，使用时可以删除This document is for reference only-rar21year.March高职高专英语立体化系列教材课文翻译及答案新职业英语职业综合英语2（通用版）总主编：徐小贞外语教学与研究出版社Unit 1 Text A 职场时装潮流许多人每天都在捕捉职场时装的潮流，以便能与那些衣着时尚得体的人们步调一致。

他们认为按最新潮流穿衣打扮能为自己赢得时尚和时髦的好名声。

尽管这样做合情合理，你还是要小心谨慎。

许多人并没有意识到，追随职场时装潮流有利也有弊。

好处之一，正如上面所提到的，穿一套时髦的衣服去上班，很可能会得到一堆夸奖。

这种感觉很不错，也让人引以为豪。

然而事实上这种追随弊大于利。

例如，职场时装潮流往往不区分工作和职业。

在一家新潮的咖啡馆或零售店工作，着装要求很可能是休闲服。

而在一家法律或保险公司上班，着装则需要更职业化。

不幸的是，很多职场新潮时装是为工作中的一般大众而设计，而非为特定职业设计。

因此一不小心就可能出问题。

在追随这种时装潮流之前，要好好地仔细审视一下所谓的潮流。

比如，潮流是不是时兴半身裙或连衣裙，而不论其长短呢如果确实如此，那么最重要的是要考虑自己的工作性质。

如果是办公室的职业白领，连衣裙就非常适合。

但如果是在零售店当经理，连衣裙或半身裙则可能会妨碍工作，影响工作效率。

很多人会因为穿了时髦的职场时装而备受称赞，但事情并非总是如此。

最不希望的是不但没有受到夸奖，还落下坏名声。

正是因为这个原因，你必须考虑别人对你的看法，你必须确保给别人留下的是个好印象。

到底要不要将职场最时髦的潮流带入衣柜，这个决定得自己做，但在做出决定前请考虑考虑上面提到的问题。

Text B波音公司行为准则波音公司行为准则为全体波音公司员工制定了必须遵守的行为规范。

波音公司的企业经营建立在公平、公正的基础上，符合道德规范和法律、法规。

外研社新时代核心英语教程综合英语2教学课件unit 21. 教学目标•帮助学生掌握并学会运用本单元的核心词汇和短语；•培养学生良好的听说读写技巧；•加强学生的跨文化交际能力。

2. 教学重点•学习和巩固本单元的词汇和短语；•学会运用所学知识进行口语和写作练习。

3. 教学准备•教学课件；•单元教材和学生教材；•多媒体设备。

4. 教学过程4.1. 导入•老师使用幻灯片展示单元主题和目标，引起学生的学习兴趣；•引导学生回顾上一单元的内容，复习相关词汇和短语。

4.2. 课堂活动4.2.1. 听力训练•老师播放录音，让学生通过听力理解并完成相关练习；•学生进行听力练习后，老师进行答案解析。

4.2.2. 词汇与语法练习•老师通过课件展示本单元的核心词汇和短语，并进行解释；•学生跟随课件进行配套的词汇与语法练习；•老师进行答案解析，并对学生错误的地方进行讲解。

4.2.3. 口语训练•老师通过幻灯片呈现一些针对本单元的口语练习题目；•学生在课件上进行口头回答，并相互交流；•老师给予学生适当的建议和指导。

4.2.4. 阅读与写作训练•老师展示本单元的阅读材料，并进行讲解和解读；•学生阅读材料后，通过课件上的写作练习题进行写作练习；•老师进行答案解析并给予适当的修改建议。

4.3. 总结和作业布置•老师带领学生总结本节课所学内容，并强调重点和难点；•为下节课布置作业，包括阅读、写作、听力和口语练习。

5. 教学延伸•学生可以使用学习资源来进一步巩固本单元的知识，比如外研社的在线学习平台或学习App；•学生可以互相组织小组讨论，进行更多的口语练习。

6. 教学评估•老师可以通过课堂练习、作业完成情况和学生的参与度来评估学生的学习情况；•可以使用课堂小测验来检测学生对本单元知识的掌握情况。

7. 教学反思•老师可以根据学生的学习情况和教学效果来反思和调整教学策略；•可以进行教学反馈调查，听取学生的建议和意见，提高教学质量。

Period One – Around the TopicPeriod Length: 50 minutesGoals-Activate background knowledge about curiosityPurposes-Get familiar with vocabulary related with curiosity and being inquisitive-Obtain background knowledge about curiosity and being inquisitiveStep 1: Vocabulary (20 minutes)-Ask students to work on the Vocabulary on Page 18-Encourage students to think as more as possible-List these word on the board or screenStep 2: Discovery and Discussion (30 minutes)-Work on the quiz ‘Are you curious?’ on Page 20 as a whole and give explanations if necessary to understand whether they are curious or not.-Discuss the issue of being curious and inquisitive in groups with reference to the questions listed on Page 18-Discuss both the advantages and disadvantages of curiosity-Ask each group to present their results in frontKey points-All activities be carried out in English-Inspect each group for the purpose of guidance and promotionHomework-Think in depth the advantages and disadvantages of being curiousPeriod Length: 50 minutesGoals-Vocabulary and grammar-Discourse knowledgePurposes-Learn new words and expressions-Understand key grammar points-Understand related discourse knowledgeStep 1: Pre-reading Tasks (15 minutes)-Discuss briefly the questions on Page 21 in groups-Check briefly the preview results from studentsStep 2: Reading activity (Part One: 25 minutes)-Listen to the reading-Ask students to present new words and sentences in groups-Ask students to give feedbacks for the information presented-Give more explanations to the new words and sentences-Provide extra knowledge about new words-Guide more on sentences and grammarStep 3: Summarization (10 minutes)-Summarize the words and sentences-Summarize the text learntKey points-Instructions and tasks carried in English, Chinese is used only when necessaryHomework-Review the learnt sections-Preview the following parts and exercisesPeriod Length: 50 minutesGoals-Vocabulary and grammar-Discourse knowledgePurposes-Learn new words and expressions-Understand key grammar points-Understand related discourse knowledgeStep 1: Pre-reading Tasks (15 minutes)-Discuss briefly the previously learnt part for understanding-Check briefly the preview results from studentsStep 2: Reading activity (Part Two: 25 minutes)-Listen to the reading-Ask students to present new words and sentences in groups-Ask students to give feedbacks for the information presented-Give more explanations to the new words and sentences-Provide extra knowledge about new words-Guide more on sentences and grammar-Check the comprehension questions on Page 23Step 3: Summarization (10 minutes)-Summarize the words and sentences-Summarize the text learntKey points-Instructions and tasks carried in English, Chinese is used only when necessaryHomework-Review the learnt sections-Preview the following parts and exercisesPeriod Length: 50 minutesGoals-Enhance the vocabulary abilityPurposes-Learn detailed usage of certain words-Learn detailed usage of certain language structuresStep 1: Exercise A (15 minutes)-Work Vocabulary and Structure exercise A on Page 24 in groups -Check and compare answers in groups and negotiate them-Ask students to present their answers-Provide feedbacks for answersStep 2: Exercise B (15 minutes)-Work exercise B on Page 24 in groups-Check and compare answers in groups and negotiate them-Ask students to present their answers-Provide feedbacks for answersStep 3: Exercise C (20 minutes)-Work exercise C on Page 25 in groups-Check and compare answers in groups and negotiate them-Ask students to present their answers-Provide feedbacks for answersKey points-Instructions and activities be carried in EnglishHomework-Finish Writing Task on Page 25 and turn them in due next period -Prepare for the grammar and vocabulary exercisesPeriod Five – Language in UsePeriod Length: 50 minutesGoals-Grammar knowledge and vocabulary buildingPurposes-‘so…that…’ & ‘so that’ structures-Compound words 1Step 1: ‘so…that…’ and ‘so that’ structures (30 minutes)-Test grammar knowledge on Page 26 for checking grammar abilities-Work on exercises A, B & C on Pages 26 & 27 in groups-Ask students to present their answers and provide necessary explanations -Give supplementary information on those structures if necessaryStep 2: Compound words 1 (20 minutes)-Work on exercises A & B on Pages 28 in groups-Ask students to present their answers and explain Compound words-Give supplementary information on Compound words if necessaryKey points-Give instructions in English-Explain grammar knowledge in ChineseHomeworkPeriod Six – Extension: Wisdom comes to the inquisitive mind Period Length: 50 minutesGoals-Extend reading abilitiesPurposes-Apply previously learnt vocabulary and cultural knowledge in reading-Develop reading abilities-Improve abilities on negotiation and discussionStep 1: Reading (20 minutes)-Ask students to read Wisdom comes to the Inquisitive Mind on Page 30 in groups -Understand new words and sentences within the group by negotiating in English -Finish Vocabulary Check on Page 31Step 2: Discussion (30 minutes)-Discuss questions listed on Page 31-Ask each group to present their opinions for the questions in front-Give feedbacks and remarks for presentationsKey points-Inspect group discussions and give guidance to promote discussionsHomework-Review previously learnt materials-Prepare for the ProjectPeriod Length: 50 minutesGoals-Teamwork abilitiesPurposes-Apply previously learnt words and cultural knowledge into actual use-Develop teamwork abilitiesStep 1: Interview (25 minutes)-Interview classmates for their opinions on being inquisitive with reference on the form and instruction on Page 29Step 2: Report writing (25 minutes)-Ask students to work in pairs or groups to work on the report about being inquisitive based on the interviews-Ask each group to present their reports and provide remarksKey points-All preparations and negotiations be carried in English-Give guidance while students prepare the projectHomeworkPeriod Length: 50 minutesGoals-See abovePurposes-See aboveStep 1: Information Exchange (25 minutes)-Exchange your thoughts about your thoughts and opinions on your results of the interviews.Step 2: Discussion and Debate (25 minutes)-Each group presents the results to the whole class,-Give remarks to the presentations-Group members should also talk about what they have learnt from this interview project.Key points-Give instructions for discussion and debateHomework-Revise writings according to the feedbacks and remarks received-Turn the revised copies before next periodPeriod Nine – Culture Tips: Curiosity Killed the Cat Period Length: 50 minutesGoals-Understand part of western culture from another perspectivePurposes-Help students to understand western culture-Help students to learn more cultural expressionsStep 1: Warm-up (15 minutes)-Read materials on Curiosity Killed the Cat on Page 32-Help on any new words if necessaryStep 2: Open Discussion (35 minutes)-Ask students to offer more stories related to the topic-Encourage students to pay more attention to the advantages and disadvantages on being curious and inquisitiveKey points-All activities be carried in EnglishHomeworkPeriod Ten – Learning to Learn Period Length: 50 minutesGoalsPurposesStep 1Step 2Key pointsHomework。

Unit 2News report1美国东海岸地区正在为一场暴风雪做准备，气象专家称这场雪是“历史性的”，尽管还没下雪。

风暴可能给华盛顿.、巴尔的摩和纽约带来暴风雪天气。

到周日为止至少有15个州会迎来大雪。

气象官员预计降雪量在30到90厘米之间。

他们预计风暴期间会有出现强风、冰冻和沿海洪灾。

在周末风暴来临之前，在五金店和杂货店很难买到生活必需品。

瓶装水、生火木材和雪铲供应有限。

“卖最快的是雪铲。

我们没剩几把了。

”德里克·斯塔顿说，他在弗吉尼亚的一个五金店工作。

华盛顿地区的学校在星期五关闭，为迎接风暴做好准备。

联邦政府只要求其雇员星期五工作半天。

国会大厦的公共交通系统将于星期五晚上关闭，直到周一早晨。

News report2上周末，温斯顿飓风袭击斐济后，导致42人死亡，4人失踪，其中包括一名婴儿。

飓风温斯顿的风速达到每小时285公里以上。

这是斐济有史以来最强的风暴。

斐济总理说，许多斐济灾民没有水喝，也失去了家园，更没有足够的食物和基本的服务。

急救人员救助灾民时也面临许多困难，包括停电、倒下的电话线和路障。

政府官员已经关闭学校，直到星期一才开放。

他们计划把这些建筑物用作无家可归者的庇护所。

政府也解除了之前的宵禁。

然而，政府要求人们尽可能地限制活动。

由于担心蚊虫数量的增加，政府还要求人们不要留下积水。

爱太平洋联合国儿童基金会驻太平洋地区的发言人丽丝·克莱门茨说，斐济较小的村庄可能受灾最严重，由于他们的基础设施将很难抵御5级旋风的力量。

News report3来自130个国家的领导人在联合国签署了历史性气候协议，这是他们去年十二月在巴黎达成一致的。

签字仪式于地球日第四十六周年纪念日举行。

自1970以来，世界各地的人们每年都发起不同的活动以保护环境。

由于气候变化会带来强风暴和海平面上升，岛国极易受到其影响。

比如说，太平洋岛国斐济。

超级飓风温斯顿去年二月袭击了这个岛国，造成44人死亡，以及10亿美元的损失。

真实的表示感谢或歉意的便条。

让学生在现实生活中学会感恩及表示诚挚的歉意。

教学方法：归纳总结，讲练结合讨论合作学习（微课视频How to Write a Thank-you Note）活动三：对比小组总结及微课内容学生将各自小组总结的便条的基本格式与微课中所介绍格式进行对比，形成便条格式的最终答案。

任务三：写一张表达感谢或歉意的便条学生将选择本班一名同学，就现实生活中的某件事情对其表示感谢或者歉意，并显示出自己的诚意，教师检查并提出反馈意见，学生进行优化修改后，该便条将交给接受感谢或歉意的同学。

模块三：阅读模块Passage A Thank You, Volunteers!教学目标知识目标：1.了解小标题定义、特点及作用2.掌握拟定小标题的方法和步骤3.掌握组织素材支撑小标题的方法能力目标：1.能够通过阅读小标题，快速把握文章大意2.能够通过归纳总结，给阅读材料拟定小标题3.能够组织素材，围绕所给小标题进行阐述，具备书面表达能力德育目标：1.对志愿者及身边帮助过自己的人懂得感恩2.作为当代大学生，能以“让社会变得更美好”为己任3.传承“奉献、友爱、互助、进步”的志愿者精神教学过程课前任务：课程思政设计：通过观看视频，初步了解志愿者对社会的付出，从而对感恩志愿者形成认知。

教学方法：练习视频展示课程思政设计：通过阅读文章中对志愿者的不同感谢方式，深入了解文中5中表示感谢的方式。

教学方法：讲练结合小组讨论学生在iSmart平台上自学文章Thank You, Volunteers!的单词并在平台完成词汇测试。

课中任务：任务一：把握文章大意活动一：看视频，猜话题播放视频Superheroes Around Us。

提问：Who are those superheroes mentioned in the video?引出课文标题“Thank You, Volunteers!”（视频Superheroes Around Us）活动二：读第一段，推测文章内容阅读第一自然段，找出文章的thesis statement。

Section One Around the topicStep 1 Topic introduction:The topic of this unit is about cyberspace. This unit provides some information about the history of the internet and discusses some uses of the internet that have grown dramatically in recent years. The main reading text enables students to access and reflect on the future of cyberspace. In the Extension part, students will read about the benefits of a digital library.Step 2 watch the video1.Watch the video “April Fool’s Day in the Internet Age”. What tricks did the websites play?How are they different from the past?2.How has internet changed your life? Discuss in groups.Play the video twice and try to have students think about the questions in the PPT and then ask some volunteers to express their viewpoints.Step 3 Your ideasA.Which of the following famous IT faces do you recognize? Do you know what they arefamous for?Start the unit by encouraging students to think of IT entrepreneurs and their IT business success. The aim here is to get students talking about the benefits they enjoy in the electronic era. Ask students to identify the three IT entrepreneurs and match them to their companies.Conduct a class feedback and familiarize students with the benefits of high-tech products. If there is enough time, the teacher can add some questions such as how do they like the products of the above three companies, etc.B.How often do you use products made by these international IT giants? Has your life becomemore convenient since you started to use them? Share your ideas in pairs.Encourage student to discuss the effects of information technology on our daily life. You may elicit topics and write them on the board to start students thinking, e.g. travel, education, communication, food, interpersonal relationships, work, hobbies, sports, money, health, family, agriculture.C.How often do you do the following things?●check e-mail●chat on the net●buy things through internet●listen to music on the net●learn English on the net●play games●search information●read e-books●read news reports●watch movies onlineInvite some students to talk about their own internet experiences.Step 4 vocabularyA.Many web-related words are newly created or are common words assigned with newmeanings. Match the following words with their definitions.Ask students to do this exercise in pairs. Check answers by asking students to read out the definition of each word.Answers:1.BBS2.browser3.virus4.e-mail5.hacker6.cyberspace7.e-commerce8.blogB.Do you know any other new words in the computer world? Describe and explain them inpairs.Encourage students to brainstorm more words related to the cyberspace or the computer world.Step 5 Listening and speakingThe aim of this section is to help students learn about the drawbacks of searching information on the internet. Ask students to think of their own experiences of using the internet as a tool when doing homework. Is it time-consuming or is it worth the while to do so?Are you easily distracted by looking at other things? Play the recording and ask students to tell whether the statements are true or false.A.Listen to a man and a woman talking about surfing the internet. Decide whetherthe following statements are true (T) or false (F).Play the recording once or twice if necessary. Ask students to take notes while listening to the recording, and tell them the importance of taking note in the listening practice.And then ask for the feedback from several volunteers and check the answer together asa class.B.Listen again and answer the following questions.1.What has the man been doing for the last few hours?2.What information did the man want to find?3.Why does the woman say surfing the internet can be distracting?4.What is the thing the man really doesn’t like about the internet?Play the recording again and encourage students to improve their notes and find answers from the notes. Then check the answer as a class.C.Work in groups and discuss the following questions.1.How convenient is it for you to use the internet on campus?2.Do you regularly chat in a certain online group? What’s it about?3.What topics do you usually talk about when you chat online?Divide students into groups and have them discuss on the above questions and exchange ideas, then ask several representatives from each group to express their ideas.Section two ReadingStep 1 introductionThe topic of this unit is about cyberspace. This unit provides some information about the history of the internet and discusses some uses of the internet that have grown dramatically in recent years. The main reading text enables students to access and reflect on the future of cyberspace.This is an argumentative article, aiming at discussing the future of the internet. In the firsttwo paragraphs, the writer presents the definition of cyberspace and the influence of the internet---the soaring use of the internet leads to the heated discussion of the net future. In the following paragraphs, the writer views the net future from two opposite opinions. Some are pessimistic, particularly because of the threat of cybercrimes. Others are optimistic, because life has been made easier and more convenient. This article ends with uncovering the nature of the internet---a non-existing entity.Step 2 pre-reading questionsDiscuss the following questions in groups:1.In what way has the Internet made our life easier or less convenient?Read the question as a class. Divide students into groups and assign a group leader to take notes on the advantages and disadvantages of using the net.1.Imagine life in the next 20 years. How do you think the Internet will further change our lives? Ask students to discuss he question in pairs or groups. Students may have interesting and creative ideas. Let their imagination go!Step 2 Text illumination1)Ask several students to read the whole text in order to check whether they preview thetext and get a general understanding bout it or not beforehand.2)Ask students to summarize the text3)The teacher can put the comprehension check either before or after illuminating the textaccording to the needs of class and the students’ comprehension ability.4)Illuminate the text, during the process of which the teacher can encourage students tohighlight or underline the important parts when they read the text in detail. Try to explain that it can help students to grasp the important details and review important points Language points:1. backbone n. the most important part of an organization or group of people 骨干，中坚e.g. Such people are the backbone of the country.2. case n. actual state of affairs; situation 实情，情况e.g. If that’s the case, you’ll have to work harder.3. access n. opportunity or right to use sth. 使用某物的机会或权利e.g. Students must have access to a good library.4. cyberfraudster n. a person who deceives people on the Internet in order to gain money, power, etc. 网络骗子e.g. The Internet has given birth to the cyberfraudster5. chaos n. a state of complete disorder and confusion 混乱；无秩序状态e.g. The wintry weather has caused chaos on the roads.6. crash v. to (cause to) have a sudden, violent, and noisy accident（使）猛撞，（使）撞毁e.g. The plane crashed into the sea.7. essential adj. extremely important and necessary 必要的，不可缺少的，最重要的8. simulated adj. not real, but made to look, sound, or feel real 伪装的，模仿的e.g. The movie’s simulated tropical storm used up huge quantities of water.9. undoubtedly adv. used for saying that sth. is certainly true or is accepted by everyone 无疑地，肯定地e.g. The painting is undoubtedly genuine.10. assimilation n. the process of becoming an accepted part of a country or group 融合，同化assimilate v.e.g. The USA has assimilated people from many different countries.11. physical adj. relating to real objects that you can touch, see, or feel 物质的e.g. the physical world around us the physical environment12. purchase v. to buy sth. 购买e.g. They purchased a large house.13. the masses all the ordinary people in society who do not have power or influence 劳动者阶层e.g. Leaders should trust and rely on the masses.14. dedicated adj.made for or used for only one particular purpose 专用的e.g. a dedicated word processor15. staple n. the main product that is produced in a country 主要产品e.g. Cotton is one of Egypt’s staples.16. productive adj. causing or resulting in sth. 造成某种结果的；产生某种事物的e.g. The changes were not productive of better labor relations.17. charge v. to ask someone to pay for sth. you are selling 收费e.g. I’m not going there again—they charged me ￡1 for a cup of coffee!18. entity n. things with distinct and real existence 实体e.g. The mind and the body are seen as separate entities.Step 3 Post-reading exercises1.The following sentences are taken form the text. Put them back in the correct place.1)We will work in virtual offices, shop in virtual supermarkets, and we will even study invirtual schools.2)In the 1980s, there were only hundreds of users3)Secondly, it is a sort of modern library where anything imaginable can be researched.4)The internet is now also seen as a new form of expression---freedom.5)Information can be easily downloaded using a searching engine.Have students scan the text. Set a gist question, such as “what are the changes brought by the wide use of the internet” to test students’ overall understanding of the text. Then ask students to complete the text with the missing sentences. Let students check their answers in pairs before checking with the whole class.2.Why do experts worry about the future of cyberspace? Why do people feel optimistic aboutthe internet future? Find reasons in the text.Ask students to do this task in pairs. Tell them to look at the two opposite viewpoints and skim through the text to find supporting evidence for each viewpoints. Remind them to underline or note down the evidence and discuss with their partners. When you give feedback, elicit evidence from different pairs and discuss why student s’ views differ.Answers:Reasons to be optimisticWorking lives and leisure time are being changed. The internet has become an essential part of life at our universities, offices, schools and homes.●It has given people a new way to communicate, through e-mail and webcams. Messagesare being sent to people all over the planet form other people who have access to the internet.●With the development of multimedia software, people can click their mouse on a page,view a film clip and listen to music at the same time.●The way we do business and shop are being changed by electronic commerce. Reasons to be pessimisticOne worry is the activity of cyber crime●Young hackers can get into the computer systems of banks and governments.●Cyber fraudsters may deceive people in order to gain money and power.●Cyber terrorists may use the internet to damage computers to cause chaos, and makeplanes and trains crash.3.Vocabulary and structureA.Read the text again. Match the words with their definitionsAsk students to find and underline the words in the corresponding sentences in the text. Tell them to work out the meaning of words from the context. Go around the class to monitor their work and offer any necessary help. Check their answers when they finish.Answers:1.case: an example of a particular situation or of something happening2.cyberfraudster: someone who cheats people on the internet3.chaos: a confused and disordered situation4.staple: the main product that is produced in a country5.entity: something that exists as a single and complete unit6.deceive: to trick someone7.charge: to ask someone to pay8.physical: relating to real objects that you can touch, see or feelB.Read the following sentences taken from the text. Underline the verbs referring to the futureand decide:a.which talks about a future event we can predict from present situation.b.which expresses our views and intentions in the near future.The aim here is to practice using “will”and “be going to do”to talk and write about the future. Ask students to work in pairs, find the sentences in the text and discuss the uses of the two future forms.C.Study the meaning of conjunction “as” in the following sentences. Then explain the meaningof “as” n sentences 1-4Have students read the sample sentences. Clarify and summarize the function of “as” in each sample sentence. Ask students to explain the meaning of “as” in the following sentences.Answers:1.at the same time2.because3.what Napoleon has said before4.although4. WritingSome people are optimistic about the future of cyberspace, but some are pessimistic about the changes brought by the use of the internet, write a paragraph about the predictions you make about the life by the year 2050. you may start by listing the possible changes or problems of the internet.Elicit both optimistic and pessimistic predictions. Help students state and list their views onthe board, for example, “I think there will be no newspapers”, “I think all newspapers will be in color.” Ask students to discuss the future of cyberspace in small groups. The groups report to the class and see if their views are shared by the rest of the class. Remind students of the correct use of future forms and computer vocabulary in their writing. This task can be either left as homework for students or done on class if time is enough.Section 3 Language in use: type 1 conditional and type 2 conditionalStep 1 test your grammarStudents may have already learned the different uses of the modal verb “would”. However, they may find themselves not so sure about the correct answer to these questions. This grammar exercise aims to further enhance students’ understanding of “would”.Read the examples sentences as a class. Ask students to explain the use of “would” in each sentence.The word “would”has several different uses. Look at these examples and decide which sentence expresses the future in the past, which expresses a situation which is contrary to reality and which expresses a habitual behavior in the past.a.When I was a kid, I would get up at 7:00 and take the dog for a walk.b.If I were taller, I would join the police force.c.In Paris Hans met Christina, whom he would marry three years later.Step 2 illumination and developmentBriefly explain the grammatical knowledge of the uses of “type 1 conditional and type 2 conditional”. Then ask students to finish these exercises. Check their work when they finish. Type 1 conditionalType 1 conditional is used to discuss things that will probably happen in the future as the result of something else that happens in the present.The first conditional consists of two clauses, one with If + simple present verb and the second with simple future verb, as in, "If you do something bad, something bad will happen to you."We can also use the first conditional to make predictions about the future. For example, we can predict that "If my brother crashes the car tonight, my mother will be furi ous.” Type 2 conditionalType 2 conditional refers to present and future situations. It is used to talk about unreal—impossible, improbable or imaginary—situations. It refers to an unlikely or hypothetical condition and its probable result.Type 2 conditional consists of two clauses, one with if + subject + simple past verb and the second with subject + would + verb, as in, “I would buy a big house if I had a million dollars.”Step 3 Doing exercisesThen ask students to finish these exercises. Check their work when they finish. Try to encourage students to explain the answers by themselves. The teacher is supposed to offer some explanations where necessary.plete the sentences with the correct form of the verbs in the brackets.Ask students to fill the gaps with the correct form of verbs according to Type 1 conditional. Ask for class feedback when they finish.B.Who would say these things, A or B?Remind students that these statements are not based on facts.e the cues below to write Type 2 conditional. The first one has been done as an example. Ask students to think of the Type 2 situations in which the statements would be appropriate.Step 4 Vocabulary building: words to do with computerThis section aims to expand students’computer-related vocabulary by forming compounds and collocations.With the development of computer technology, many new words related to computer are created by way of combination, which has greatly enlarged the English vocabulary.1、词义转移、引申许多计算机英语词汇从普通英语中转移过来,词义转移或引申是构建计算机英语词汇的一种常见的方法。

综合英语教程教案一、教学目标1. 了解综合英语教程的课程内容和学习目标。

2. 掌握教学方法和教学步骤，提高学生的英语听说读写能力。

3. 培养学生的跨文化交际能力和综合运用语言能力。

二、教学内容本教案将以综合英语教程为教材，结合学生的实际需求和特点，设计和安排相关的教学内容。

教学内容包括但不限于以下几个方面：1. 语法：通过教材中的语法点，帮助学生掌握英语的基本语法规则和用法。

2. 听力：提供丰富多样的听力材料，训练学生的听力理解能力，并培养他们的听力反应和感知能力。

3. 阅读：选取教材中的文章，培养学生快速阅读和理解的能力，拓展他们的词汇量和阅读技巧。

4. 口语：通过对话、角色扮演和小组讨论等活动，培养学生的口语表达能力，提高他们的交流和沟通能力。

5. 写作：指导学生进行各类写作练习，如日记、作文、应用文等，培养他们的写作能力和语言表达能力。

三、教学方法1. 情景教学法：通过创造真实的语境，将学习和生活紧密结合，让学生更容易理解和吸收知识。

2. 合作学习法：通过小组合作、讨论和交流，促进学生之间的互动和合作，提高学习效果。

3. 多媒体教学法：利用多媒体技术和资源，增加教学的趣味性和互动性，激发学生的学习兴趣。

4. 情感教育法：注重培养学生的情感态度和价值观念，通过情感教育，提高他们的综合素质和人际交往能力。

四、教学步骤1. 导入：通过引入有趣的话题或问题，激发学生的学习兴趣，调动他们的积极性。

2. 课前预习：让学生提前预习教材，了解教材的内容和结构，为课堂学习做好准备。

3. 教学展示：通过多种教学手段和资源，让学生全面了解和掌握教材中的知识和技能。

4. 深化练习：在课堂上进行练习和巩固，帮助学生理解和运用所学的知识。

5. 合作探究：组织学生进行小组活动，共同合作解决问题，培养他们的合作精神和团队意识。

6. 反馈评价：及时反馈学生的学习情况，给予鼓励和指导，帮助他们及时纠正错误和改进学习方法。

7. 作业布置：布置合适的作业，巩固和拓展学生的学习成果，培养他们的自主学习能力。