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新编实用英语综合教程2第三版课程设计一、教材介绍本课程设计基于《新编实用英语综合教程2》第三版编写。
该教材分为六个单元，每个单元包含听力、语言点、阅读、写作、口语和综合应用等六方面内容，适合高职院校英语二级教学。
二、教学目标本课程设计旨在帮助学生掌握英语基础知识和实用技能，提高英语听、说、读、写的能力，培养自主学习和合作学习的能力，达到以下教学目标：1.能够熟练运用英语语言基本技能。
能够听说读写，且能熟练阅读背景资料和学科专业材料，用英语进行服务交流、谈判、团队合作等。
2.了解语言学习的基本原理和方法。
了解常用的语法和词汇，能够掌握语言学习的方法。
3.培养适应创新能力。
能够高效率地获取信息、解决问题和创新思维方式。
三、教学内容第一单元：学习本单元的教学内容包括学习技巧、口语技巧和实用语言习惯。
学习技巧1.学会有效时间管理，明确目标。
2.了解学习特点和学习模式，提高效率。
3.学会有效记忆、理解和应用所学知识。
口语技巧1.熟悉日常交际语言，增强口语表达能力。
2.了解跨文化交流的基本情况，提高跨文化交际能力。
3.学会使用英语笔记和表格，提高口语表达能力。
第二单元：旅游本单元的教学内容包括旅游景点介绍、旅行安全提示、问题解决技巧等。
旅游景点介绍1.掌握英语读写基本技能，能够阅读和理解旅游景点介绍信息。
2.了解旅游景点结构和特点，能够结合实际情况适当表达。
旅行安全提示1.熟悉常见旅行险情和解决办法，增强旅行安全意识。
2.了解旅行中的常见安全问题，掌握安全技能。
第三单元：就业本单元的教学内容包括职业规划、面试技巧、求职信写作等。
职业规划1.了解自己的职业定位和发展方向，明确目标。
2.了解专业技能和就业市场情况，提高竞争力。
面试技巧1.了解应聘流程和面试技巧，提高应聘成功率。
2.能熟练应对常见面试问题，增强自信心。
求职信写作1.了解求职信格式和写作技巧，能熟练撰写求职信。
2.熟悉求职信常见错误，掌握修改方法。
7 2010 3 30 1、2 课题Unit 3 Purchase and payment教学目的与教学要求目的：Master the Words, phrases and difficult sentences in the passage.要求：Command the skill of making reservations, and the usage of grammar 教学重点与教学难点重点：How to make reservations and write registration form难点：The understanding and usage of Subjunctive Mood教学主要内容I. Check the exercises.II. Applied WritingIII. Sentence writing.（the Subjunctive Mood）IV. Finish exercise课后作业与思考题1. Review all the language points in unit four.2. Prepare unit five总结分析教学过程教学环节与时间分配1. My name is Vanessa Saunders.我名叫雯妮莎桑德斯。
2. I have visited China sixteen times since 1978.1978年以来，我已来过中国16次。
3. I have been conducting tradeshows and setting up tradeshow exhibitions for a variety of international clientsa. conduct: vt.引导，经营。
Eg. The headmaster conducted us round the school.校长带引我们在学校里参观了一圈。
全新版大学英语综合教程2第二版Unit3电子课件BR-main BR1.1_bob dylan1 BR1.1_bob dylan2 BR1.2 BR_comedy BR3_fast food1 BR3_fast food2 BR4_main BR4_introduction1 BR4_introduction2 BR4_High School In United States BR4_High School In Canada BR4_High School In Australia BR5_warm-up1 BR5_warm up2 GR-main GR1_part division of the text GR2-for part1_1 GR2-for part1_2 GR2-for part2_1 GR2-for part2_2 GR2-for part2_3 GR2-for part2_4 GR2-for part2_5 GR2-for part2_6 GR2-for part3 GR2-for part3_popwin_group Article1 Article2 Article3 Article4_S Article5_S Article6_S Article7 Article8 Article9_S Article10 Article11_S Article12 Article13_S Article14 Article15 Article16_S Article17 Article18 Article19 Article20_S Article1_S_Popwin_father know better Article1_W Article1_W_popwin_location Article1_W_popwin_knows better Article2_W Article2_W_Popwin_embarrassing Article2_W_popwin_dumb Article3_W Article3_W_POPWIN_in unison Article3_W_popwin_consisits of1 Article3_W_popwin_consisits of2 Article3_W_popwin_consisits of3 Art icle3_W_popwin_consisits of4 Article4_S_popwin_I’m sure… Article5_S_popwin_and I assusure you… Article6_S_popwin_If that sort of… Article6_W Article6_W_popwin_fade Article6_W_popwin_overall Article6_W_popwin_trade for Article7_W Article7_W_Popwin_keep insuspense Article8_W Article8_W_interrupt Article8_W_bet1 Article8_W_bet2 Article8_W_distract Article9_S_popwin_Through clenched… Article11_W Article11_W_Popwin_glorious Article11_W_Popwin_hand down1 Article11_W_Popwin_hand down2 Article12_W Article12_W_Popwin_community Article12_W_Popwin_narrow down Article12_W_Popwin_at any rate1 Article12_W_Popwin_at any rate2 Article12_W_Popwin_at any rate3 Article13_S_POPWIN_Why back… Article13_S_POPWIN_Get this over… Article13_W Article13_W_exhausted1 Article13_W_exhausted2 Article13_W_repeatedly Article14_W Article14_W_Popwin_swallow Article15_W Article15_W_popwin_frank Article16_S_Popwin_And it’s not just… Article16_W Article16_W_Popwin_interference Article16_W_Popwin_constant: Article17_W Article17_W_Popwin_in charge of Article18_W Article18_W_Popwin_exception Article18_W_Popwin_fill out1 Article18_W_Popwin_fill out2 Article18_W_Popwin_proof Article19_W Article19_W_Popwin_junior1 Article19_W_Popwin_junior2 After reading-Main eful-1 eful-2 eful-3 eful-4 After-2_sentences translation1 After-2_sentences translation2 After-3_Spot Dictation 1 After-3_Spot Dictation 2 After-4-Discussion After-5-Talk about the Pictures After-6_Writing Practice1 After-6_Writing Practice2 After-7. Proverbs and Quotations 1 After-7. Proverbs and Quotations 2 After-7. Proverbs and Quotations 3The lights quickly fade to black and then come up a second or two later. DIANE stands alone at the Down Right edge of the stage. HEIDI and SEAN enter Down Left and cross to the edge of the stage. DIANE: Can you imagine how humiliated I was? An honor student, class president. And Father was out asking people to have their sons call and ask me to the prom! But that’s dear old dad. Actually, he i s a dear. He just doesn’t stop to think. And it’s not just one of us who’ve felt the heavy hand of interference. Oh, no, all three of us live in constant dread knowing that at any time disaster can strike because: Translate the sentence into Chinese. 不止我一个人深受他横加干预之苦。
Unit 3 Fast FoodSection I Listening and SpeakingI Teaching Objectives1. To grasp the main teaching objectives of Unit 3.2. To be able to talk about food.3. To study the new words and expressions of Text A.II Teaching ProceduresStep 1 Introduce the main teaching objectives of this unit briefly. And lead Ss to get to know the theme of this Unit.Step 2 Listening Practice1. Play the recording of Practice A---Short Dialogues, Ss try to choose the best answer to the questions they hear.Questions：1) How many people come to eat?2) What does the man buy?3) What can we know from the man’s response?4) What does the man mean?5) Does the man like chocolate?Key: B A C D B2.Play the recording of Practice B---Short conversation, Ss try to choosethe best answer according to what they have heard.Questions：1)How many people are coming to the Blue Frog?2) Who is the man coming together with?3) What drink does the man order for himself?4) What side does the man order?5) What does the man order for his friend?Key: A C A B D3.Play the recording of Practice C---Dictation, Ss try to fill in the blanksin the passage according to what they have heard.Before listening, give students 2 minutes to read through the passage and try to get familiar with the following words and phrases (Bothpronunciation and Chinese meaning) to get better performance.typical, clothing, customer, affordKey: 11. way of life 12. service 13. preparing14. orders 15. traditional and expensiveStep 3 Speaking Practice --- DiscussionDiscussion1. Divide the Ss into groups. Each group should have no more than six students.2. Appoint a leader for each group.3. Encourage the Ss to take turns speaking in the discussion.4. Encourage the Ss to have their own ideas.Presentation1. Invite one student from each group to present the ideas of the group to the whole class.2. Encourage the Ss to speak rather than read their notes.3. After the presentations, the teacher may sum up and give some comments.Step 4 New Words and Expressions of Text A1.uniform n. 制服uniformity n.相同(性)；统一(性)，一致(性)e.g. The pressure towards uniformity constantly threatens to erode local traditions.2.operation n. 运作，运转；手术e.g. Protective clothes must be worn when the machine is in operation.Phrase:come/go into operation 开始生效3. register n.收银机；登记，注册；挂号e.g. Figure 2 presents a conceptual view of the “register patient” services function.v. 登记，注册；挂号邮寄e.g. We are registering the baby’s birth this morning.registration n.登记，注册；挂号e.g. The registration of students for the course will begin on Thursday morning.4.control n. the power to command, direct or influence 控制，支配e.g.I prefer living alone because I feel I have more control over my life.vt. command, direct or influence 控制Phrase:(1) have/take control of/over 对……有所控制(2) lose control of 失去对……的控制(3) under control/ out of/beyond control 处于掌控之中/失控controllable/uncontrollable adj.可以控制的/无法控制的5. type n.类型e.g. There have been several incidents of this type in recent weeks. typical adj.典型的e.g. Below is an example of a typical business letter.6. press vt. 压，挤，按e.g. (1) The little boys pressed their noses against the glass.（2）What happens if I press the button?（3）The crowd pressed around her, hoping for her autograph.7. combination n 组合，结合，合并，联合e.g. A combination of factors may be responsible for the increase in cancer. 多种因素可能导致了癌症发病率的上升。
