LA-B2-U7公共基础教案

英语基础模块二Unit7教案S1: Happy new year, S2! Here’s a small gift for you.S2: Wow! What a beautiful toy rabbit! Is this a DIY gift?S1: Yes. I made it with an old glove.S2: It’s so charming/cute. And, it’s a great example of recycling, too.S1: I hope you like it.S2: Certainly. I like it very much. It’s really special. Thank you!Step 2 Listening & Speaking practice (2)H e Ying: Oh dear, look at the sky. It’s so dusty.Li Dong: How terrible! Another sandstorm is coming!He Ying: Yeah, it makes it hard for people to breathe.Li Dong: And the dust makes me feel very sick.He Ying: Me too. And look, the traffic is moving so slowly.Li Dong: Sandstorms may cause many traffic problems.He Ying: We must do something about it.Li Dong: Right. We should plant more trees and grasses.Listen again and fill. 7. Ask the students to listen to the dialogue again. And then ask them to make dialogues with the given words and pictures in Activity ③in pairs.1. Ask the students to look at the picture on Page 68 and guess what happened.2. Ask the students to listen to the dialogue of Activity ④and practice the dialogue after tape.3. Ask the students to repeat the dialogue and try translating it into Chinese.4. Present the two sentences and explain the different meanings:It makes it hard for people tobreathe.The dust makes me feel very sick.5. Listen and fill in the form in Activity ⑤.6. Ask the students to discuss other ways of preventing sandstorms. And make new dialogues about other kinds of pollution.1. Ask the students to read the ways of energy-saving and environment-protecting in Activity ①on Page 69, and pay attention to the words above.Step3:Reading Practice (1)I flush the toilet with grey water. And when I go shopping, I take a cloth bag or a basket.I ride my bike to school.I do paper folding crafts with old newspapers.When printing files, I use both sides of the paper.I use energy-saving light bulbs.Discuss and list.1. Turn off the lights when you leave the room.2.3.Key sentences:I flush the toilet with grey water.When printing files, I use both sides of the paper.Step4 Reading Practice (2)How can we fight against pollution at school?•Collect all waste paper and litter.•Never spit in public areas.•Take care of the plants on campus.•Volunteer to clean up the school.•Create a school website about environmental protection.•Put up educational posters around the school.•Put all rubbish in dustbins.•Organise a green club.Read and match. 2. Ask the students to listen to the tape, and answer the questions above.3. Play the tape again and ask the students to read after the tape. Explain the meanings of these sentences to the students.4. Ask the students to complete Activity ②.1. Ask the students to read the ways of fighting against pollution at school on Page 70, and learn the key words:2. Play the tape. Answer :How many measures does the passage mention? Do you spit in public areas?Do you have a green club in your school or class?3. Ask the students to listen to the tape again. Ask several students to state the ways of environment protecting in Chinese.4. Ask the students to look at the signs and pictures in Activity ④on Page 70, and then match them.1. Read the passage of Activity⑤, and answer the questions:How many categories can waste be classified into? What does recyclable rubbish include?Step 5 Reading Practice (3)Read and learn.Sorting refuse is a good way to save resources. In general, waste can be classified into four categories—recyclable rubbish, kitchen waste, harmful rubbish and other waste. Recyclable rubbish includes waste paper, plastic, glass, metal and cloth items. Kitchen waste usually includes leftovers, bones, vegetable roots, leaves, peel, etc. Harmful rubbish includes used batteries, broken lamps, expired drugs, etc. Other waste usually consists of things that are difficult to recycle, such as bricks, toilet paper, tissues, etc.Read again and classify【课堂小结】Step 6 Consolidation and summaryI. Review the words in this lesson.II. Pick up some sentences from this unit and put them on the slide. Ask the students to explain and translate them.III. Encourage the students to save energy and protect environment in daily life.【板书设计】What does kitchen waste usually include?What does harmful rubbish include?2. Present the new words:sort refuse resource in general classify waste category3. Ask the students to listen to the tape and pay attention to the words.4. Play the tape again. Listen and try to classify the four kinds of rubbish in Activity ⑤.5. Read the passage again, and complete the exercise in Activity ⑥.6. Check the answers and learn the words together.。

#### 教学目标1. 知识目标：- 理解本单元主题：工作与职业规划。

- 掌握本单元重点词汇和短语。

- 学习与工作相关的语法结构。

2. 能力目标：- 提高阅读理解能力，学会从文章中获取关键信息。

- 培养写作能力，学会撰写求职信和简历。

- 提升口语表达能力，学会面试技巧。

3. 情感目标：- 激发学生对未来职业规划的兴趣。

- 培养学生积极面对挑战、追求卓越的品质。

#### 教学重点与难点教学重点：1. 词汇：job title, resume, interview, cover letter, career planning 等。

2. 语法：过去完成时、条件句、被动语态等。

3. 写作：求职信和简历的撰写。

教学难点：1. 求职信和简历的格式及内容。

2. 面试技巧和应对策略。

#### 教学过程一、导入新课（5分钟）1. 老师提问：同学们，你们对未来的职业规划有什么想法？2. 学生分享自己的职业规划，教师总结并引出本单元主题：工作与职业规划。

二、词汇学习（15分钟）1. 老师展示本单元重点词汇和短语，带领学生朗读并解释其含义。

2. 学生分组，用新学的词汇进行句子接龙游戏。

三、阅读理解（20分钟）1. 老师分发阅读材料，学生自主阅读并回答问题。

2. 学生分组讨论，分享自己的理解，教师点评并总结。

四、写作训练（20分钟）1. 老师讲解求职信和简历的撰写方法，并给出范例。

2. 学生分组，根据要求撰写求职信和简历。

3. 教师点评学生的作品，指出优点和不足。

五、口语表达（15分钟）1. 老师讲解面试技巧，如自我介绍、回答问题等。

2. 学生分组进行模拟面试，其他同学扮演面试官。

3. 教师点评学生的表现，并提出改进建议。

六、课堂小结（5分钟）1. 老师总结本节课所学内容，强调重点和难点。

2. 学生回顾所学知识，分享自己的收获。

#### 作业布置1. 复习本单元词汇和短语，熟记其含义和用法。

2. 完成本单元阅读材料，并回答课后问题。

总课题7B Unit7Abilities课时第 1 课时课题Comic and welcome to the unit课型New教学目标知识目标1. To learn some new words such as: ability , Super dog , fly ,careful , collect elderly2. To revise vocabulary about helping people in the community.3. To generate ideas about ways to care for and help others能力目标To generate ideas about ways to care for and help others.情感目标To educate the students to be polite and helpful to others.教学重点How to stimulate the students how to care about others and help. 教学难点Talking about what people can do.课前预习1.Preview the new words.2.Listen to the tape and read the dialogue.教学用具挂图录音机多媒体等教学方法情景交际法、任务型教学法等教学过程二次备课Step1. G reetings＆Warming up1.Play a game called: I can …Talk to students about Superman. Guide students to understand themeanings of “can” and “can’t”.Step 2 PresentationWatch a video about “Superman”．Talk about the things what Superman can do in groups and report .Talk about dogs can do and can’t do.Step 3 Comic stripFirst get some information from the pictures and then ask questions:1.What does Eddie want to do?2.Can dogs fly?3.What happened to Eddie?4. What do you think of Eddie?Listen to the tape and guess the meaning of “Superdog, hurt, be carefulAsk students to think about the consequences of their daily actions Guidestudents to understand what they can do and can’t do.Read and act.Step 4 Learning “Helping Hands Club”．Free talk: How to be a helpful person?Present pictures about Daniel and his friends.Ask questions about the pictures:1.What is Daniel doing ?Do you often help the old or the blind cross the road?2.What is Sandy doing? Why should we plant more trees?3.Where are Daniel and the woman with a baby? What is happening? Have you ever given seats to others?4.Which place is it? What are the children doing now? Have you ever done something good like this?5.What are the students doing from the pictures? How much did you donate tothe Project Hope this term? Is it better to give than to receive? Why?6. Where are Daniel and his friends? What are they doing? Do you often leave rubbish everywhere? Is it our duty to protect our environment?Read and understand the sentences.Step 5 Make a surveyFill in the table about what you have done in your daily life at school to see ifyou are a polite and helpful boy/girl? If not ,What should you do next?1.Can you Say hello to teachers when you meet them?2.Can you clean the classroom carefully when you are on duty?3.Can you pick up the rubbish in the classroom or around the campus?4.Can you help your classmate with their homework?5.Can you help stand in line at dinner time?6.Can you give the thing back to the person who lost it?7.Can you do something good to your teachers?8.Can you look after the things in our classroom?9.Can you take care of your classmate who is ill?10.Can you keep our classroom clean and tidy?Step Five: Consolidation---an investigationTo see how many are good enough and how many should improve their behavior. Group work: What can /can’ you do in public? then ask the group leader to have a report.Step6:Assignment:1.Recite the dialogue and remember the sentences .2.Writing: “How to be a helpful person ?板书设计7B Unit7 Comic strip & welcome ability Superdog collect elderly look out , can not fly How cool !教学反思总课题7B Unit7 Abilities课时第 2 课时课题Reading I 课型New教学目标知识目标1.To introduce and expand vocabulary to describe dangeroussituations.2.To guess context from the text type, the title and the picture.能力目标 4.To identify the name of specific places and actions.情感目标To know what to do in danger.教学重点How to find information from the text教学难点Use “can” or “can’t” to talk about abilitiesTo respond to statements expressing surprise ,interest and amazement To describe factual details课前预习1Preview the new words.2Listen to the tape and read the text教学用具挂图录音机多媒体等教学方法情景教学法、归纳法教学过程二次备课Step 1.RevisionRevise what the children learned in the last period.1. look out ,2.Helping Hands Club3.give seat to someone on the bus4. collect things for Project Hope5.Clean up the park/playground6.visit a home for the elderly7. plant trees8.a SuperdogStep2 Reading1. warming up:Talk about danger and potential danger at home. Ask if any students have everhad an accident at home. Talk about what to do in case of danger.2.Watch a set of pictures about a fire to present the new words:neighbor, smoke, fire, rush, dangerous, burn, hurt, pour, rush, save, blanket, putout the fire3.Read the story and try to get some information.Step3 PracticeSay T or F according to the text.1).Lin Tao helped his classmate out of a fire.2). Lin Tao’s neighbour is 79 years old.3). Mrs Sun couldn’t get out because he hurt his arm..4). Lin Tao was afraid when he saw a lot of smoke.5). Lin Tao put out the fire with a blanket and helped Mrs Sun out.6). The fire burned Lin Tao’s neck and leg.Listen and read after the text and ask questions.1). How old is the brave boy?2). When did he help his neighbour out of a fire?3) How old is Mrs Sun?4). Where was Mrs Sun when there was a fire?5). Why couldn’t Mrs Sun get out of his house?6). How did Lin Tao put out the fire?7). Did Z Lin Tao hurt himself?8). How long was Lin Tao in hospital?5. Discuss any problems about the text.6. Game :Write the definitions fromPartB1 on the cards. Mix up the cards and let each group guess the word and read out the word. One who gets the most cards is the winner.7. Have an interview.First fill in the blanks and read the conversation. Then have an interview in groups. One is Lin Tao, the others are the reporters.8. Discuss in groups. What does the writer think of Lin Tao? What do you think about him? Why do you think so? What do you do when you meet the accidentlike this?Step 4 Homework1. Recite the new words and read the text.2. Finish the exercises in the workbook.3. Prepare the interview for the brave boy.板书设计Unit 7 Reading I Questions.1). How old is the brave boy?2). When did he help his neighbour out of a fire?3) How old is Mrs Sun?4). Where was Mrs Sun when there was a fire?5). Why couldn’t Mrs Sun get out of his house?6). How did Lin Tao put out the fire?7). Did Z Lin Tao hurt himself?8). How long was Lin Tao in hospital?教学反思总课题7B Unit7 Abilities课时第 3 课时课题ReadingⅡ课型New教学目标知识目标1. Further understanding the text.2. Master the main language points.能力目标 2. Learn more about fire safety.情感目标To use different suitable adjectives to describe people’sbehavior and character.教学重点To describe factual detailsTo master the main language points.教学难点t To master he main language points. To describe factual details课前预习1.Listen to the tape and read the text2.To summarize key points of a story by sequencing statements教学用具挂图录音机多媒体等教学方法讲授法练习法教学过程Step 1 RevisionReview the text through the questions:Revise the vocabulary in the text by giving the definitions.Step2: PresentatioAsk students to read the text after the tape again.Let students ask and answer questions about the story.Step3:Explain the key words phrases and sentences .1.help sb out of a fire help with /(to)do sth.2.alone/lonely eg:I often stay home alone on Sundays but I don’t feel lonely.3. hear sb do /doing sth; see do/ doingI often hear the girl next door play the piano in the morning.Last night when I was doing my homework, suddenly I heard someoneshouting ”help! Help!”．4 a 79-year-old Mrs Sun ,an 8-day holiday two-hour homework5.hurt The boy fell off the bicycle and hurt his leg. hurt by fire6.pour… over7.put out the fire put on/ up/down/ into/away二次备课8. be in hospital/be in the hospital Grandpa is ill badly today. Now he is hospital.His father works in the hospital.9.It is important to be careful with fire. Be care with sthChildren must be careful with matches.10.keep one’s life from danger keep … f romI should keep my father from smoking.11.Thank you for joining us this evening.Step3 An interviewVisit Lin Tao in hospitalFirst read the task to understand it.Read the conversation in pairs.Act it out.Step 4..Fire safetyRead the sentences and match the right pictures.Read out the sentences.Notes: leave …on , keep away fromAsk students to think of other ways about fire safety. Eg: Don’t run on the stairs. Don’t play on the road. Don’t lean out the window.Step 5 .Do some exercises on the paper .Step6.Homework1.Revise what we learned from P78 and remember the new words.2. Do some exercises.板书设计Unit7 Reading Ⅱ1. help sb out of a fire help with /(to)do sth.2. alone/lonely3. hear sb do /doing sth; see do/ doing4 a 79-year-old Mrs Sun an 8-day holiday two-hour homework5.hurt The boy fell off the bicycle and hurt his leg. hurt by fire6. pour… over7. put out the fire put on/ up/down/ into/away8. keep one’s life from danger教学反思总课题7B Unit7Abilities课时第4课时课题Grammar A 课型New教学目标知识目标To recognize and understand how to use can and could to talkabout ability in the present and pastTo recognize and understand how to use can and could to talkabout Possibility in the present and past.To recognize and understand how to use can ,could and may toask for permission能力目标Ability and Possibility in the present and pastUse can ,could and may to ask for permission情感目标To recognize and understand how to use “can”　and “could”　to express ability or Possibility in the present and past.教学重点How to recognize and understand the use of “can ,could and may”教学难点the use of “can ,could and may”课前预习Preview the new words.Look up the words in the dictionary to find out the differences教学用具挂图多媒体等教学方法情景教学法、归纳法教学过程二次备课Step 1. RevisionRevise the last lesson.Step 2.Warm-upAsk the student on duty to give a free talk.Step3:. Presentation:1．Revise the key vocabulary about leisure activities and introduce “row a boat/ridea bike /fly a kite “Talk to students about summer camps in general and the type ofactivities offered /. Elicit as much real information from students as possible .2．Students have already learned the use of “can”and “may” in making requeststherefore ,you need to introduce the idea that the word “can”　is used to expressabilityStep4.:Practise1.Ask students to identify activities that they can do well .Write students’ statementson the board .First write “I can “on the board2.Ask students to say the things they can do ,and sort them into categories :sports/ school subjects3. Explain the use of “can/could”　and their negative forms. We use “can” tosay thatywe are able to do something .We use “could”　to say that we were able to do something in the past .4. Ask students to work out the rule on their own .Then they check with a partnerand confirm that their answer is correct with the whole class .5. Ask students to check the informationStep4.:Practise1.Reinforce the use of “could/ could n ot” for the past and “can/can not” for the present .Then they complete some sentences on their own .Step5 Presentation:1.Say:---Can I borrow your pen ?---,Yes,you can.---Could I smoke here ?`.---Sorry , I am afraid you can not .---May I use your pen ? Of course you may---Sorry , I am afraid you can not .2.Show the sentences above on the screen and explain them to the students:We use “can\could\may ” to ask for permission.Step6 PractiseStep7 SummaryStep 8: Homework完成<<1+1>>相关内容。

Unit Seven Entertainments and Tourist AttractionsI. Aims and Requirements1. Some entertainment and tourist ads2. How to write entertainment and tourist ads3. How to introduce entertainment and tourist attractions4. Some knowledge about opera5. Useful words, expressions and language pointsII. Introduction1. 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 PlansTask 1 Talking face to face: Entertainment aidsL istening comprehensionPart 1 Read some entertainment and tourist adsPart 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 attractionsPart 4 PracticesPart 1 Read some entertainment and tourist adsSample 1 What Shall We See This EveningSample 2 Go to see Chinese Acrobatics.Part 2 Read some dialogues about entertainment and tourist attractions, and learn how to introduce them to the visitorsSample1. What Shall We See This Evening1，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.。

附：听力原文Fang Zhou is asking Zhi Hong about her science project.FZ:Hey,Zhi Hong,what did you do for your science project?ZH:I did something about protecting the sea.FZ:Protecting the sea from what?ZH:Well,first there's pollution.That’s a big problem. And second,there's over-fishing. FZ:What's over-fishing?ZH:That's when people fish too much and the number of fish falls too low.Some fish may disappear altogether.FZ:Really?ZH:Yes, now there are too many fisher men fishing in the same place.FZ:Do you mean that there are more fishermen now than there were before?ZH:Yes,there are many more.And fishermen today have better technology so they can catch more fish than before.FZ:So there are more fishermen catching more fish?ZH:Well,they hope to catch more fish,but there are less fish to catch,so they simply can’t.FZ:That’s bad.ZH:Yes,and pollution is very bad,too.FZ:What causes pollution?ZH:All sorts:chemicals,plastic,rubbish,oil;most of them come from industrial and agricultural waste.FZ:It sounds like a big problem.ZH:Yes,it is a big problem.FZ:How have these two problems been handled?ZH:Well,some government departments are trying to deal with the situation.FZ:Are they?ZH:Yes,some look for ways to reduce pollution,some keep a record of levels of pollution,other departments are responsible for finding,you know,where it comes from and punishing people who have broken the law by causing pollution. Of course,often it’s quite difficult to find who’s responsible for pollution.FZ:Yes,I suppose it must be.What about over_fishing?What can be done about that? ZH:Well,the government tries to control the number of fish that people can catch.In the worst areas they ban fishing completely for a few months at a time so that the fish numbers can grow again.They also try to help people to get other kinds of jobs so there are less people trying to make a living from fishing.FZ:Mm,that’s a go od idea.ZH:Let’s hope it works!。

Unit 7 Bidding FarewellUnit GoalsWhat you should learn to do1.See off a friend and wish him/her a pleasent journey2.Make a farewell speech to:Express thanks for the host’s hospitalityAppreciate the pleasant cooperationExpress good wishes for the future3.Write a farewell letterWhat you should know about1.Two ways to prepare an English farewell speech and write a farewell letter2.Emphasis, ellipsis and inversion in a sentenceSection I Talking Face to Face1.Imitating Mini-Talks2.Acting out the Tasks3.Studying Email Information on the Internet4.Following Sample Dialogues5.Putting Language to UseSection II Being All Ears1.Learning Sentences for Workplace Communication2.Handling a Dialogue3.Understanding a Short Speech / TalkSection III Trying your Hand1.Practicing Applied Writing2.Writing Sentences and Reviewing GrammarSection IV Maintaining a Sharp EyePassage 1 :Text The Most Unforgettable Character I’ve MetI remember vividly that first English class in the last term of high school. We boys (there were no girls in the school) were waiting expectantly for the new teacher to appear. Before long, through the door came in a tall, unimpressive-looking man of about 40. He said shyly, “Good afternoon, gentlemen.”His voice had a surprising tone of respect, almost as if he were addressing the Supreme Court instead of a group of youngsters. He wrote his name on the blackboard —Wilmer T. Stone —then sat on the front of his desk, drew one long leg up and grasped his bony knee.“Gentlemen,”he began, “we are here this semester —your last —to continue your study of English. I know we shall enjoy learning with —and from —one another. We are going to learn something about journalism and how to get out your weekly school paper. Most important, we are going to try to really get interested in reading and writing. Those who do, I venture to say, will lead far richer, fuller lives than they would otherwise.”He went on like that, voicing a welcome message of friendliness and understanding. An unexpected feeling of excitement stirred in me.During the term that followed, his enthusiasm spread through us like a contagion. “Don’t be afraid to disagree with me,”he used to say. “It shows you are thinking for yourselves, and that’s what you are here for.”Warming to such confidence, we felt we had to justify it by giving more than our best. And we did.Mr. Stone gave us the greatest gift a teacher can bestow —an awakening of a passion for learning. He had a way of dangling before us part of a story, a literary character or idea, until we were curious and eager for more; then he would cut himself short and say, “But I suppose you have read so-and-so.”When we shook our heads,he would write the title of a book on the blackboard, then turn to us. “There are some books like this one I almost wish I had never read. Many doors to pleasure are closed to me now, but they are all open for you!”The end of the term came much too soon. The morning before graduation day the class suddenly and spontaneously decided to give Mr. Stone a literary send-off that afternoon —a goodbye party withm poems and songs for the occasion.That afternoon when Mr. Stone walked slowly into Room 318 we made him take a seat in the first row. One of the boys, sitting in the teacher’s chair, started off with a poem called “Farewell”; the rest of us were grouped around him. Mr. Stone sat tight-lipped, until toward the end when he slowly turned to the right and then to the left, looking at each of us in turn as if he wanted to register the picture on his mind.When we got to the last chorus of the parody, we saw tears rolling down Mr. Stone’s high cheekbones. He got up and pulled out a handkerchief and blew his nose and wiped his face. “Boys,”he began, and no one even noticed that he wasn’t calling us “men”any more, “we’re not very good, we Americans, at expressing sentiment. But I want to tell you that you have given me something I shall never forget.”Language Points1 Explanation of Difficult Sentences1. (Para. 1) Before long, through the door came in a tall, unimpressive-looking man of about 40.Analysis: The sentence ... through the door came in a tall, unimpressive-looking man of about 40 takes the structure of full S-V inversion. Inversion includes two types: full inversion and partial inversion.Full inversion is usually used in a sentence beginning with an adverbial of place (through the door in this sentence). Inversion is used to emphasize the ending part of the sentence, a tall ... man of about 40 in this case.Translation: 很快，从门口走进一个高高的、40来岁的男子，看上去其貌不扬。

Unit Seven Music一、教学目标1、语言知识：词汇：（理解、运用以下词汇）accelerate, fatigue, induce, lull, competent, attributable, commit, ensure, at the wheel, slow down, in honor of, 等。

2、语言技能：听：能听懂语速适中的听力内容，适应外国人的语音、语调。

说：能就某一话题表述自己的观点，能参与小组讨论。

读：能运用阅读方法阅读难度适中的英语阅读材料，提高阅读效率。

写：会写英语应用文。

3、学习策略：适应大学英语学习，通过小组合作学习，提高学习效果。

4、情感态度：参与课堂活动，提高英语学习兴趣；培养合作、互助精神。

二、教学重点和难点：1、重点：1）本单元中出现的一些重点词汇，如accelerate, fatigue, induce, lull,competent, attributable, at the wheel, slow down, in honor of,等。

2) 学会分析文章的结构，掌握作者的写作手法，分析句子的结构并掌握一些翻译技巧。

3）有效、正确使用文章中出现一些关键句式、词汇。

4）掌握一些音乐及乐器相关知识。

2、难点：如何有效运用所学知识、内容。

三、教学方法根据以学生为中心的主题教学模式以及整体语言教学的理论与实践，以交际法为主导。

学生应以个人学习与小组学习相结合来完成学习任务。

四、教学安排根据学生的实际以及英语学习的特点，本单元分为8学时（听力、口语2课时，阅读4课时，写作、小结2课时）。

Period 1 & 2 (Listening and Speaking)I、Contents and objectives本节课主要是让学生通过听力练习，听懂语速适中的听力内容以及外国人的语音语调。

听力材料1）围绕Music这一主题的一些练习材料；2）一些补充听力材料。

教学设计壱、 教学目标1. 语言知识：掌握本课的重点词汇和短语。

2. 语言技能：培养学生能理解短文和段落大意的能力，指导阅读方法。

3. 情感价值：引导学生学习更多表达比较的句式结构，了解大熊猫等濒危动物，培养学生保护动物的意识。

弐、 教学过程Step 1: Lead-inHave a test about pandas.Step 2: Fast ReadingFirst predict: What will the passage talk about pandas? then read the passage quickly and match each paragraph with its main idea.Pa.1Pa.2Pa.3Pa.4 Step 3: Careful ReadingTask1: Read Pa.1and Pa.2 carefully, answer the questions.1 What’s the meaning of “keeper”?(猜词阅读策略)A. 保管员B. 饲养员C. 坚持者2. What do the baby pandas have for breakfast?3. What do panda keepers do every day?Task 2: Read Pa.3 quickly and find out what these numbers mean: 10, 12, 300, 2,000.( 阅读策略scanning)Task 3：Read Pa.3 and check the reasons.① The air pollution② Pandas don’t have many babies.③ The hunters kill them.④ Humans cut down the forests.D Panda keepers’ job C Scientists say why pandas are endangered B Baby pandas and panda keepers at Chengdu Research Base A How to save pandasTask 4：Read Pa.4 and finish the mind map.How to save the pandasStep 4: Post Reading1According to the mind-map, retell the passage.2Group work: Please design a poster about how to save animals. Step 5：Summury教师利用图片总结本课内容并升华主题。

教案课程名称新生代英语基础教程2课时____________________班级____________________专业____________________教师____________________系部____________________教研室____________________教材《新生代英语基础教程2》14567补充教学资源VOCABULARY BUILDER参考译文8SHOW TIME语言解析1. I’m the store owner and manager.我是商店的老板和经理。

本句指同一人有不同身份，manager 前面不要加任何冠词。

2. He said that you are looking for a part-time sales clerk, which is perfect for me, because I’m a student.他说你们正在寻找一个兼职销售员，这对我来说最合适，因为我是学生。

本句是多重复合句。

该句可分为三个层次，第一层是句子主干为He said that，其中that 引导的从句作宾语；第二层是由which 引导的非限制性定语从句，which作定语从句的主语；第三层为because引导的原因状语从句。

3. What was it that you did as an “assistant”?作为助理，你到底都做些什么工作？9本句使用了强调结构“It is (was) + 强调部分+ that (who) + 句子的其余部分”. It 在句中无意义，只起引出被强调部分的作用。

被强调的部分指人时，除可用that 外，还可换用who（强调宾语指人时也可用whom）。

4. I answered the phones and took messages. 我接电话并记录留言。

answer 这里意为“接，应答（电话等）”e.g. Please answer the phone. 请接一下电话。

新编大学英语2第7课教参Unit SevenCulture准备活动(Preparation) 第一部分准备活动热身训练（一、热身训练（Warm-up Exercises）） 1）告辞常用句型与表达方式 I think I’d better b going now. I’ve got to get up early tomorrow. I think I ought to be going now. My baby sitter must leave at 11:00.I think I must be going now. I mustn’t hold you any longer. 我想我必须走了，不能再耽误你的时间了。

Actually, we’ll have to be thinking of going.我们真的该准备走了。

I’m afraid we’ll have to go.2）告别时道谢的常用句型与表达方式Thank you for a lovely afternoon. Thank you. I’ve enjoy this beautiful evening. I really enjoyed it.我这一天过得真快乐。

Thank you for the picnic. It was super. Thanks again. It really was very kind of you to invite us. Thank you for all you’ve done for me. That was a delicious meal / a great day, thank you very much.2）告别时回复道谢的常用句型与表达方式Not at all. It was a pleasure. I’m glad you liked it. We’re glad you’ve been happy here. Do come again. That was a lo vely day out. I’m glad you enjoyed it. 不客气，这样我们很高兴。

Innovation English Integrated Course Book 1Unit 7Give Earth a ChanceObjectivesStudents will be able to:1.Grasp the main idea (that a third of the world’s population, some 2 billion people, is already short of water.) and structure of the text (introduction of the topic by the “Comprehensive Assessment”; development of the idea by some examples and statistics; conclusion of the article by a statement);2.Appreciate how the author develops the idea by contrast;3.Acquire the key language points and grammatical structures in the text;4.Participate in a series of reading, listening, speaking and writing activities related to the theme of the unit.Suggested Teaching StepsLead-inText A➢Detailed Study➢StructureAfter-readingAdditional MaterialsLead-inDirections: The pictures below depict some problems faced around the world. First describe the picture and then share your reflection on the problem with your classmates..Tips:Picture 1: Industrial development is filling our rivers, seas and oceans with toxic pollutants which are a major threat to human health.Picture 2: Many human activities result in the release of toxic chemicals into the air, which can go on to damage the environment and cause illness in people.Picture 3:The clearing of greenery makes that land available for residential, industrial or commercial purposes.Picture 4: Rising temperatures of the oceans and the earth's surface causes melting of polar ice caps, resulting in a rise in sea levels.Directions: You make choices every day that can help reduce pollution. Watch a dip and discuss what you can do.Text A Water, Water Everywhere?Is the world running out of water? (Explanation: Sentence 1) A group of scientists, economists, and development experts who have been studying the question for the past five years think they have the answer. Their “Comprehensive Assessment”, backed by the UN’s Food and AgriculturalOrganization and various research institutes governments, and aid groups will be released in November. (Explanation: Sentence 2) But during World Water Week, a conference now underway in Sweden, they have revealed some early findings. (Explanation: Sentence 3) The bad news is that a third of the world’s population, some two billion people, is already short of water.(Explanation: Sentence 4) But things do not have to be this way.Roughly 900 million people,the assessment finds, live in river basins where there is barely enough water to keep rivers flowing and lakes filled. (Explanation: Sentence 5) Another 700 million live in basins rapidly approaching this “closed” state, and a billion more live within reach of adequate water supplies but cannot afford to make use of them. (Explanation: Sentence 6) The water table is falling fast in densely populated and poor regions of China, Mexico and India. If current trends in water consumption continue, these grim statistics will only worsen.The main cause is agriculture. It takes roughly 3,000 litres of water to grow enough for one person for one day,or about a litre for each calorie. Demand for water will grow as the world’s population increases and as people eat more — and more meat in particular. Raising livestock requires more water, per calorie, than growing crops. So the assessment suggests that, by 2050, agriculture will consume twice as much water as it does today.(Explanation: Sentence 7) Industrial and domestic use,which now accounts for only a small fraction of water consumption, is also growing quickly. (Explanation: Sentence 8) Global warming adds another layer of uncertainty and risk.In theory, the world would still have more than enough water to feed everyone. But it might require much more food to be traded from sodden parts of Europe, North America, and Russia to dry bits of Africa and Asia. Needless to say, farmers on those continents are in no position to pay for imports of food — and will become even poorer if their water runs short. (Explanation:Sentence 9) A few poor, dry and heavily populated countries, such as Egypt, already depend on food imports, along with the odd rich ones, like Japan. (Explanation: Sentence 10) But most governments are reluctant to put their consumers at the mercy of the world’s imperfect markets.Instead, governments have traditionally tried to increase agricultural output through huge and expensive irrigation projects. But smaller investments in simple devices such as pumps to tap groundwater, are faster to deploy, yield greater returns on capital and bring fewer environmental and social problems. (Explanation: Sentence 11) Modest investments on rain-fed agriculture in particular, could sharply raise farmers’ productivity in poor countries, and so help both to lift their incomes and to reduce the need for an expansion of agriculture elsewhere.Over half of world’s food comes from rain-fed farms, as opposed to irrigated ones. (Explanation:Sentence 12) Most of the world’s poorest farmers, including the vast majority in Africa, rely on rain for their livelihoods. If the rains fail, so do the crops. Channels to harvest and direct rainfall, and small reservoirs or tanks to store it, would not only see them through dry spells, but also allow them to get bigger harvests out of the same fields. If adopted on a grand scale, the assessment argues, such techniques could double crop yields. (Explanation: Sentence 13) In that case, the area under cultivation globally would only have to rise 10% to meet rising demand for food — and there would be plenty of water to go round.(Explanation: Sentence 14)Detailed Study1.Is the world running out of water?【译文】全球水资源快耗尽了吗?run out:1) (~of sth.) to be used up, finished or exhausted 用完，耗尽e.g. We are running out of petrol.我们的汽油快耗尽了。

七级考级舞教案教案标题：七级考级舞教案教案目标：1. 帮助学生了解七级考级舞蹈的要求和标准。

2. 提供学生在七级考级舞蹈中所需的技巧和知识。

3. 培养学生在七级考级舞蹈中的表现力和舞蹈技巧。

教案步骤：1. 引入（5分钟）- 向学生介绍七级考级舞蹈的背景和要求。

- 解释七级考级舞蹈对学生技巧和表现力的要求。

2. 技术训练（20分钟）- 根据七级考级舞蹈的要求，选择合适的技术训练内容，如跳跃、转体、平衡等。

- 通过示范和解释，教导学生正确的技术动作和姿势。

- 给予学生个别指导和纠正，确保他们掌握正确的技术要领。

3. 舞蹈组合（30分钟）- 选择一段适合七级考级舞蹈的舞蹈组合，确保其难度与要求相符。

- 分解舞蹈组合的不同部分，逐步教导学生每个部分的动作和步伐。

- 强调学生在舞蹈中的表现力和舞蹈技巧，如身体姿势、面部表情等。

4. 练习与巩固（15分钟）- 让学生反复练习舞蹈组合，确保他们能够熟练掌握每个部分的动作和步伐。

- 给予学生反馈和指导，帮助他们改进舞蹈技巧和表现力。

- 鼓励学生进行自我练习，并提供练习建议和指导。

5. 总结（5分钟）- 回顾本节课所学的七级考级舞蹈要点和技巧。

- 鼓励学生在日常练习中持续努力，以提高舞蹈技巧和表现力。

- 解答学生可能有的问题，并鼓励他们提出疑问和意见。

教案评估：1. 观察学生在技术训练和舞蹈组合中的表现，评估他们的技巧和掌握程度。

2. 提供学生个别反馈，指出他们在舞蹈技巧和表现力方面的优点和改进空间。

3. 考试模拟：安排模拟考试，让学生在真实考试环境中展示他们的舞蹈技巧和表现力。

教案扩展：1. 鼓励学生参加舞蹈比赛和演出，提供更多展示和锻炼的机会。

2. 组织专题讲座或工作坊，邀请专业舞蹈演员或教练分享经验和技巧。

3. 引导学生进行舞蹈创作，鼓励他们发展独特的舞蹈风格和个性。

Unit Seven CultureTeaching Objectives1. Culture and characteristics of people;2. Learn to bridge a gap among different culture groups;3. To know the importance of culture in our English study;4. To enable students to master the new words and phrases.Teaching allotment6 academic hours.1)1-2 Preparation2)3-4 In-Class Reading: Bridging Cultural Gaps Gracefully3) 5-6 After-Class Reading & ExercisesFocus Points1. Key words,phrases & usagesabrupt, accompany, accomplish, assure, avoid, caution, compliment, confusion, constant, cultural, definitely, edible, fancy, farewell, feasible, gap, graceful, gracious, haste, inadequate, inevitable, involve, literally, mission, modest, modify, naughty, negotiation, polar, proposal, protest, refusal, respond, signal, surpass2. Difficult sentences1. Why is it that when you study a foreign language, you never learn the little phrases thatlet you slip into a culture without all your foreignness exposed?2. Then finally, listening to others, I began to pick up the phrases that eased relations andsent people off with a feeling of mission not only accomplished but surpassed.3.If I try to go fast to discourage them from following, they are simply put to the discomfortof having to flee after me.4.Not so a Chinese host or hostess (often the husband does the fancy cooking), who willinstead apologize for giving you “nothing” even slightly edible and for not showing you enough honor by providing proper dishes.3. Grammar focus特殊疑问词的强调; 双重否定;不定式复合结构;动名词的复合结构;be + 不定式结构Methods of Teaching1) Using multi-media teaching equipment（应用多媒体教学手段）2) Group-Discussion （分组讨论）3) Watching VCD --- Joy Luck Club (观看影片《喜福会》，讨论东西方文化尤其是中美文化的差异)I.Related Information:Culture is a very broad term used to describe the arts, the beliefs, the values, the traditions, the customs, and the institutions that are considered to be characteristic of a community, a people,a region, or a nation. Culture also includes the languages and dialects that people use to expresstheir feelings and to communicate with each other. It is often difficult to dissociate language and culture since, in most cases, language is the main medium through which culture is transmitted.Most people feel that it is impossible to really know a culture without speaking the language. In some immigrant populations in North America, however, the original language has been lost but customs and traditions are still maintained.Although many cultures in the world have remained isolated for centuries, commerce and trade have often been the source of all sorts of cultural exchanges, ranging from foods to tools.Chinese porcelain and other inventions reached Europe thanks to the silk route, for example.However, cultural exchanges have not always been fair or balanced. The native populations of North and South America were decimated by disease and alcohol brought by the Europeans.Throughout history, wars and political decisions have destroyed cultures and forced people to adopt the language and the customs of the dominate civilization.It is often assumed that if a culture is technologically advanced, it must be superior or that ifa culture is young it must be inferior. Everyone tends to make value judgments about othercultures. Finding fault with or making fun of other customs and beliefs is often merely a way of bolstering our complacency or our pride. It is certainly much easier to learn about other cultures if one approaches them with an open mind and if one respects differences rather than criticizing them. Often something that appears strange or unusual in another culture is in fact very logical and part of a deeply rooted tradition. What might seem rude in one culture might seem perfectly normal and acceptable in another culture. Tolerance and curiosity are key factors in all cross-cultural learning experiences.Although modern transportation and communications have reduced the world to a …global village‟, there are still many fascinating cultural differences to explore. Discovering ho w people from other regions or other countries see the world can be an enriching experience. Tasting new foods, listening to different music, and studying the architecture or the literature of other cultures can open up new perspectives on life.Customs1)customs in JapanThe Japanese are noted for their courtesy. They bow all the time and repeatedly. Japanese who greet people from the west often try to do two things at once. They try to bow to follow localcustoms. They shake hands, they also move their body up and down as if they are bowing. It looks like they are trying to pump water from an old pump at a well.2)ritual“R itual” refers to the things people unanimously do or day when parting.II.Suggested Class Activities:1. W arming-up activity: story-tellingPurpose: getting to know the different manner between western world and ChinaForm: Group discussion and respective talkStep 1 . try to tell a story concerning about the difference between western countries and China Step 2make clear of the difference which may be a good consultant in your communicating with the foreignersStep 3 try to work out what caused in the difference.Expected come-out1. a logical structure of the story.2. well-organize plots and development a quick mind in catching the point.II. Role-play(activity ) for further developmentPurpose; knowing the basic cultural differenceForm; Group discussion and role-playStep 1.getting the necessary information from the after-class reading passage on differences in the way of parting , taboos concerning gift-sending ,body language.Step 2.work in pairs, choose a topic and role-play a short conversation between a Chinese anda foreigner to show their cultural difference.Step 3. he teacher should finally restate the importance of knowing the difference and give one examples if possible.III.Further development:IV.In-Class ReadingWords and phrases1. abrupt: adj.1) seeming rude and unfriendlye.g. an abrupt manner2) sudden and unexpectede.g. an abrupt change of policyphrases: come to an abrupt end 骤然停止；make an abrupt turn /stop突然转弯/ 停下来abruption n.突然分离，断裂abruptly adv.紧急地；突然exercises:1) Buyers have withdrawn from the market in view of the abrupt turn of the trend of prices.(由于价格趋势的突然转变，买主已退出市场。