Unit 3 Communication by Phone新编实用英语

Unit Three Communication by phone What You Should Know About1. Phone service in the USA2. Good or bad of cell phoneThe First Teaching Procedures(Session1)SectionI Talking Face to FaceSectionII Being All EarsStep IReview Unit Two1. Talk about advantages and disadvantages of the Internet2. Talk about pros and cons of “Chatroom”3. Master key words and phrasesStep IIStudy Unit Three (I)Focal points1. Making a phone call2. Answering a phone3. Extending a phone call4. Leaving and taking /filling in a messagePart I: Warm-up questions1. Do you know how to make a phone call?2. Do you know how to answer a phone call?Part II: The students practice the dialogues in groups.Part III: Listen to the tapePart IV: Do all the exercises in this sectionStep III: Assignment for this sessionUnit Three: Session 2Section II Maintaining a Sharp EyePassage One: For Conversation Press#11 Warming-up question1. What are the advantages of the cell phone?2. What are the advantages of the e-mail and voice mail?2 Reading aloudThe student read the passage twice in two different ways(individually and in chorus.)3 Question for group discussion1. Why does the author feel lonely with a cell phone?2. Why does the author feel he is invisible and absent from his conversation with his friend?3. Why do people think cell phones are preferable to human contact?4. What are the advantages of the e-mail and voice mail according to the author?5. What are the consequence brought about by the communication technology?6. What’s the author’s attitude towards the communications revolution?4 Key words and sentence structure simulation1) be filled with…taking2) used to…3) Why is it that…?4) As…5) Why say…when you can…6) Pretty soon…won’t…5 Translate practice6 Word consolidation1. advance: n. an improvement,(syn.) a breakthroughe.g. There have been great advances in medicine in the last 60 years.2. preferable: better or more suitable ,to be preferrede.g. Gradual change is preferable to sudden, great change .3. deposit: v/nSam deposited two hundred dollars in his savings account .4. insert: v put sth intoThe old lady carefully inserted the letter into an envelope.5. chain. n a group or stores /restaurantsThe king’s murder started a chain o f events that led to a war .6. check out : pay the bill and leave a hotelMr.Smith checked out on Jan. 267 Confirmation of content awarenessThe students do Exercises 2-3Assignments for this sessionWritten work : The students do Exercises 4-5Communicative tasks : Work in pairs and role play the following tasks1) You are calling Tom to invite him to a concert on Friday evening, but heisn’t available. His roommate asks you to leave a message.2) You are taking about the advantages and disadvantages of a cell phone with your friend .Unit Three: Session 3Section III Maintaining a Sharp EyePassage IICommunicating B phone in the U.SSection IV Trying Your Hand1.Applied Writing : Taking / filling in a message2. Sentence Writing and Grammar Review: Subjunctive moodPassage IICommunicating B phone in the U.S1. Warm-up questions1. How many digits phone numbers have in America?2. Do you know how to make a long distance call in America?2. Understanding phone service in America1. The teacher asks the students to read the passage and pick out the words and phrases used for phone service(Words and phrases for reference: phone booths/ directions/ phone books/ long distance calls/Direct-dial calls/operator-assisted calls/ long distance rates/ Directory Assistance/ area code/ cut off/ slot/ white, blue and yellow pages/ classified directory/ pay phones/ hang up the receiver/ call back / toll-free numbers)2.Then the students do Exercise 73. Rewriting the passage4. Word consolidation1. directions : n instructions (how to do sth ), guidancee.g Follow the directions on the medicine bottle .2. combination : n two or more things ,ideas or events put togethere.g The three basic techniques may be used singly or in combination3. rate : the cost of the , a speedThe rate for a trip on that bus is $15 per person.4. classify v: put (things ,ideas ,etc ) in groups with similar characteristicsThese methods can be classified roughly under five headings5. charge n : an amount asked as paymentNo charge is made for repairs .5. Translation practiceSection IV : Trying Your HandSentence Writing and Grammar Review1. Grammar review2. Students do Exercises 4, 5 and 6.3. Format of a telephone messageStepIV: The format of a telephone message:1.the calling time2.to whom3.from whom4.phone number5.the important content。

unit3教案高职高专实用英语Unit 3 Communication By PhoneAims of this unit:1. Improve listening and speaking skills2. Learn the words and phrases in the text3. Complete the exercises after the text4. Applied WritingFirst Two hours:Talking Face to Face & Being All EarsSection I Talking Face to Face1. Duty report2. Fo llow the Samples; read dialogues in roles (group work)3．Try to find useful patterns in the dialogues and translate them into Chinese, make up more sentencesCan/May I speak to…May I help you?When will he be expected?How are you doing?This is George Richter.I’m sorry, but he’s not in at the moment.Any message, sir?W ould you mind telling him that his order will be ready on Friday?Who’s calling, please?I’m sorry. Y ou must have the wrong number.Data Bank1.Person callingCan you put me through to 23-5531?Could I have extension 443?Could you tell me the number of t he English Department?Hello, this is Jack Simpson.Good morning/afternoon. Jack Simpson speaking.Can/May I speak to Jack Simpson?Let me talk to Jack Simpson.I’d like to speak to Jack Simpson if I may.I would like to talk to Jack Simpson.When is he expected to be back?What time could I reach her?Can I contact him this evening?What if I call tomorrow around nine?Could you ask her to call me back?Please have him return my call.Please tell him to phone 77-8961, Jack Simpson. Would you tell her I called?I must have dialed the wrong number.Sorry, I must have got the wrong area code. Sorry to have trouble you.2.Person calledA moment, please. I’ll connect you.Just a minute. I’ll get the number for you.One moment. I’ll switch you over.The line is busy.Hello, this is Jack Simpson here. Who's speaking? May I have your name?I’m afraid he isn’t in at the moment.He’s on another phone.Hold the line. I’ll see if he’s in.Sorry, he is at a meeting now.Y ou can call again one hour later.In half an hour, I guess.Sorry, he won’t be here this evening.Sorry, he’s not available till tomorrow afternoon. Could I take a message for you?Do you want to leave a message?Is there any message I can give him?Do you want to leave word for him to call you? I’m sorry, it’s a wring number.No, this isn’t the number you want.Sorry, the number’s changed.I’d like service for my new apartment.To/For 交From 留言人Of 留言人单位名称Date 留言日期Time 留言时间Phone 留言人电话Area code 区号Extension 分机号Telephone number 电话号Telephoned/called 来过电话Please call 请打电话（给）Will call again 将再来电话Returned call 已回电话Will telephone later 过后回来电话Will return 将回电话Came to see you 来过，要见您Wants to see you 想拜访您Urgent 紧急电话Important 重要电话Was in 留言人在Message 留言内容Signed 签字Remarks 备注4. Act outDivide Students into two groups; finish the first task together Isn’t it supposed to be very warm tomorrow?In that case, going skiing wouldn't be a very good idea.Let’s wait and see what the weather will be like tomorrow.Divide students into four groups. Two students in a team imitate the dialogue to finish their own task. After 3-minute practice, choose them freely and give scores 5. Put in Use For the first question, let Group One finish it individually. Every student in other two teams read the rest of the dialogue.For Question Two, one sentence for one pair in Group Two. Check the answers together, find a representative.The same is true with the third one after checking the answers; teacher chooses two teams to act it out.Second Two hours:Section III Passage I For Conversation Press #1I.Review:1.Students act out their own dialogue.2.Dictation of words of last UnitII.Leading-in:Free talk about:How many of your have cell phones?What do you often do with your mobile phone?Have you ever used you mobile phone in class?Talk about your feeling of using cell phone.Introduction of the background information1. a cell phoneA cell phone is a small telephone you can carry with you that operates through networks of radio antennas or space satellites. other expressions of a cell phone:a cellular phonea mobile phonea handset2. ATMATM is the abbreviation for automated teller machine. ATMs are found in business districts and shopping malls. People use them to get cash from their bank accounts and in many places, to pay for gas, groceries, and other things.III. New Text1.New W ordspreferable: a.e.g.: Coffee is preferable to tea, I think.我认为咖啡比茶更好.Gradual change is preferable to sudden, great change.cf: preferI prefer coffee to tea.I prefer to swim in the hot summer afternoon.connect: v.e.g.: Will you connect this wire to the television.你把这根电线和电视机连上好吗？"If it is built, it will connect Britain to Europe for the first time in history.""如果隧道建成,它将有史以来第一次把英国和欧洲大陆连接起来。

《公共英语》Unit 3 Communication by Phone--- Telephone Message课堂教学说课稿各位评委老师：大家好，我授课的内容是《新编实用英语2》第四版Unit 3 Communication by Phone中的写作部分，内容是：Telephone Message。

在此，我从教学内容和教学实现上进行阐述。

一、教学目标1．学情分析《公共英语2》开设在各非英语专业大学第二学期，此时学生处于从高职公共英语向专业英语学习的过渡阶段，但也还没有完全摆脱高中应试教育的学习模式。

为了更好地了解学生英语学习的现状，我们对非英语专业的大一学生展开了问卷调查，结果显示大部分学生表示对英语学习有兴趣，认为英语对其专业课程学习和将来的工作有帮助；但也有不少学生认为自己英语基础不好，对于怎样学好该门课程没有足够的信心。

鉴于高职学生目前这种现状，《公共英语》课程在实现人才培养目标中处于怎样的地位呢？下面我们来看看本课程的定位。

2．本课程的定位高职高专院校肩负着为社会培养各种应用型技术人才的重任，大部分学生毕业后将从事电子、机械、建筑、营销等工作。

《大学英语》课程作为一门公共基础课，主要任务是培养学生听、说、读、写、译等方面的综合能力，为其专业课程学习乃至今后的实际工作打下良好的语言基础。

由此看来该门课程主要起着工具的作用，具有一定的通用性和可持续发展性。

3．教材分析该门课程选用的是由高等教育出版社出版的《新编实用英语综合教程》系列教材，该教材以“应用为目的，实用为主，够用为度”，注重学生应用能力和实用能力的培养。

《新编实用英语综合教程2 》一共分为八个单元，每一单元都以特定的话题为主题，通过Talking Face to Face, Being All Ears, Trying Your Hand 以及Maintaining a Sharp Eye4个环节的教学展开了听、说、读、写、译等各项技能的培养与训练，并通过Appreciating Culture Tips这一文学阅读来培养学生的文化欣赏能力。

2014-2015学年第二学期大学英语教案授课教师：崔俊学授课班级：2014级数学教育1、2班教研室：大学英语教研室Unit 1 Invitation EtiquetteTopic: Good MannersObjectives: S tudents should be able to:1. Talk about good manners;2. Understand the content, the organization of the text and the writing devices of the passage;3. Know and make use of the language points, especially expressions, learned from the text;4. Grasp some key words, expressions and sentence patterns for expressing ideas on related topics;5. Learn how to write a note of thanks;6. get some tips about English modal verbs.Important/Difficult Point(s):1.Grammar2.Raise the awareness of good manners.Materials and Resources:1.Multimedia2.PPTs3.Colorful chalks4.ChalkboardProcedure:Period 1Step 1: Warm upWarm-up Discussion:Ask students to form groups of four and discuss on the topic: “D o you think good manners are important in our life? Why?”Group leaders will be asked to present group opinions.Step 2: Reading StrategyAsk students to read through the whole passage without referring to the word list. Tryto scan through to find out the main idea. And skim the passage to find out the corresponding part of the passage to the comprehension exercise after the passage. Period 2Step 1: Word study1. Read new words2. Memories them all.Step 2: Word analysisPlan for Follow Up Lesson:1.Our next class will begin with the passage. The students will be reminded atthe end of this class to prepare the readings for next class.2.The next class will be structured through passage analysis and languagestudy.Period 3Step 1: Warm-up1.Students are asked to take out a piece of paper and recite new words. A number ofstudents will be called to read some words out for the teacher to check pronunciation.2.Students watch a short video about the mannersStep 2: Passage Aprehensive study of passage Aa.main ideab.structure analysisnguage studyPeriod 4Step 1：Finish all the after-reading exerciseStep 2: Active Words1.Teacher explains the usage and examples2.Students make sentences and try to memories the usagesStep 3: HomeworkFinish Vocabulary Check after the Active Words.Plan for follow-up lesson1.Students should prepare for the study of Text B.2.Students should prepare for group discussion and writing.Period 5Step 1: Warm-upGroup Study: Students are asked to form groups of four and discuss on the topic “What is the Golden Rule in dealing with others?” Group leaders present the result. Step 2: Fast-reading of Passage BStudents are required to take advantage of fast reading strategies to do comprehension work.Step 3: Word StudyPeriod 6:Step 1: Passage Analysis1. Comprehensive study of passage B1)main idea2) structure analysis2. Language studyStep 2: (Homework)Ask students to finish after-reading activities.Period 7Step 1: Warm-up1. Students are asked to take out a piece of paper and recite new words. A number of students will be called to read some words out for the teacher to check pronunciation.2. Students do listening practice.Step 2: Grammar studyStep 3: Finish exercise of Modal VerbsPeriod 8:Step 1: ExerciseStudents are required to do comprehensive exercises in class within a certain timeframe. The teacher will check the answer.Step 2: Writing Practice --- How to write a note of thanksThe teacher will explain what a note of thanks is and how to write it. Students will be shown with the example a note of thanks.Students are required to write a note of thanks in a group.Plan for follow-up class1.Our next class will begin with Unit2. The students will be reminded at the end ofthis class to prepare the readings for next week.2.The next class will be structured through small group work and whole classdiscussions.Unit 2 E-mailTopic: Living EnvironmentObjectives: S tudents should be able to:1. Talk about Living Environment;2. Understand the content, the organization of the text and the writing devices of the passage;3. Know and make use of the language points, especially expressions, learned from the text;4. Grasp some key words, expressions and sentence patterns for expressing ideas on related topics;5. Learn how to write a note of apology;6. Get some tips about adverbial clauses of time in English.Important/Difficult Point(s):1.Grammar2.Raise the awareness of environmental protection.Materials and Resources:1.Multimedia2.PPTs3.Colorful chalks4.ChalkboardProcedure:Period 1Step 1: Warm upWarm-up Discussion:Ask students to form groups of four and discuss on the topic: “What suggestions do you have for environmental protection?” Group leaders will be asked to present group opinions.Step 2: Reading StrategyAsk students to read through the whole passage without referring to the word list. Tryto scan through to find out the main idea. And skim the passage to find out the corresponding part of the passage to the comprehension exercise after the passage. Period 2Step 1: Word study1. Read new words2. Memories them all.Step 2: Word analysisPlan for Follow Up Lesson:1.Our next class will begin with the passage. The students will be reminded at theend of this class to prepare the readings for next class.2.The next class will be structured through passage analysis and language study. Period 3Step 1: Warm-up1.Students are asked to take out a piece of paper and recite new words. A number ofstudents will be called to read some words out for the teacher to check pronunciation.2.Students watch a short video about the environmental protection.Step 2: Passage A1. Comprehensive study of passage Aa.main ideab.structure analysis2. Language studyPeriod 4Step 1：Finish all the after-reading exerciseStep 2: Active Words1.Teacher explains the usage and examples2.Students make sentences and try to memories the usagesStep 3: HomeworkFinish Vocabulary Check after the Active Words.Plan for follow-up lesson1.Students should prepare for the study of Text B.2.Students should prepare for group discussion and writing.Period 5Step 1: Warm-upGroup Study: Students are asked to form groups of four and discuss on the topic “What does noise mean to ordinary people like you?” Group leaders present the result.Step 2: Fast-reading of Passage BStudents are required to take advantage of fast reading strategies to do comprehension work.Step 3: Word StudyPeriod 6:Step 1: Passage Analysis1. Comprehensive study of passage Ba)main idea2) structure analysis2. Language studyStep 2: (Homework)Ask students to finish after-reading activities.Period 7Step 1: Warm-up1. Students are asked to take out a piece of paper and recite new words. A number of students will be called to read some words out for the teacher to check pronunciation.2. Students do listening practice.Step 2: Grammar studyStep 3: Finish exercise of A dverbial Clauses of time.Period 8:Step 1: ExerciseStudents are required to do comprehensive exercises in class within a certain timeframe. The teacher will check the answer.Step 2: Writing Practice --- How to write a note of apologyThe teacher will explain what a note of thanks is and how to write it. Students will be shown with the example a note of apology.Students are required to write a note of apology in a group.Plan for follow-up class1.Our next class will begin with Unit 3. The students will be reminded at the end ofthis class to prepare the readings for next week.2. The next class will be structured through small group work and whole class discussions.Unit 3 Communication by phoneTopic: Fast foodObjectives: S tudents should be able to:1. Talk about fast food2. Understand the content, the organization of the text and the writing devices of the passage;3. Know and make use of the language points, especially expressions, learned from the text;4. Grasp some key words, expressions and sentence patterns for expressing ideas on related topics;5. Learn how to write a note of congratulations6. get some tips about the adverbial clause of purpose in EnglishImportant/Difficult Point(s):nguage points2.GrammarMaterials and Resources:1.PPTs2.Colorful chalks3.ChalkboardProcedure:Period 1Step 1: Warm upWarm-up Discussion:Ask students to form groups of four and discuss on the topic: “Do you like the food at McDonald’s or KFC? What attracts you most there?” Group leaders will be asked to present group opinions.Step 2: Reading StrategyAsk students to read through the whole passage without referring to the word list. Try to scan through to find out the main idea. And skim the passage to find out thecorresponding part of the passage to the comprehension exercise after the passage. Period 2Step 1: Word study1. Read new words2. Memories them all.Step 2: Word analysisPlan for Follow Up Lesson:1.Our next class will begin with the passage. The students will be reminded atthe end of this class to prepare the readings for next class.2. The next class will be structured through passage analysis and language study.Period 3Step 1: Warm-up1.Students are asked to take out a piece of paper and recite new words. A number ofstudents will be called to read some words out for the teacher to check pronunciation.2.Students watch a short video about the fast food.Step 2: Passage Aprehensive study of passage Aa.main ideab.structure analysisnguage studyPeriod 4Step 1：Finish all the after-reading exerciseStep 2: Active Words1.Teacher explains the usage and examples2.Students make sentences and try to memories the usagesStep 3: HomeworkFinish Vocabulary Check after the Active Words.Plan for follow-up lesson1.Students should prepare for the study of Text B.2.Students should prepare for group discussion and writing.Period 5Step 1: Warm-upGroup Study: Students are asked to form groups of four and discuss on the topic “What is your healthy diet?” Group leaders present the result.Step 2: Fast-reading of Passage BStudents are required to take advantage of fast reading strategies to do comprehension work.Step 3: Word StudyPeriod 6:Step 1: Passage Analysis1. Comprehensive study of passage Ba)main idea2) structure analysis2. Language studyStep 2: (Homework)Ask students to finish after-reading activities.Period 7Step 1: Warm-up1. Students are asked to take out a piece of paper and recite new words. A number of students will be called to read some words out for the teacher to check pronunciation.2. Students do listening practice.Step 2: Grammar studyStep 3: Finish exercise of Adverbial ClausePeriod 8:Step 1: ExerciseStudents are required to do comprehensive exercises in class within a certain timeframe. The teacher will check the answer.Step 2: Writing Practice --- How to write a note of congratulationsThe teacher will explain what a note of congratulations is and how to write it. Students will be shown with the example a note of congratulations.Students are required to write a note of thanks in a group.Plan for follow-up class1.Our next class will begin with Unit 4. The students will be reminded at the end ofthis class to prepare the readings for next week.2.The next class will be structured through small group work and whole classdiscussions.Unit 4 Hotel ServicesTopic: Daily shoppingObjectives: S tudents should be able to:1. Talk about shopping;2. Understand the content, the organization of the text and the writing devices of the passage;3. Know and make use of the language points, especially expressions, learned from the text;4. Grasp some key words, expressions and sentence patterns for expressing ideas on related topics;5. Learn how to write a note of announcement6. get some tips about the gerund in English grammarImportant/Difficult Point(s):nguage points2.GrammarMaterials and Resources:1.PPTs2.Colorful chalks3.ChalkboardProcedure:Period 1Step 1: Warm upWarm-up Discussion:Ask students to form groups of four and discuss on the topic: “Do you like shopping? Why or why not?” Group leaders will be asked to present group opinions.Step 2: Reading StrategyAsk students to read through the whole passage without referring to the word list. Try to scan through to find out the main idea. And skim the passage to find out the corresponding part of the passage to the comprehension exercise after the passage.Step 1: Word study1. Read new words2. Memories them all.Step 2: Word analysisPlan for Follow Up Lesson:1.Our next class will begin with the passage. The students will be reminded at theend of this class to prepare the readings for next class.2.The next class will be structured through passage analysis and language study. Period 3Step 1: Warm-up1.Students are asked to take out a piece of paper and recite new words. A number ofstudents will be called to read some words out for the teacher to check pronunciation.2.Students watch a short video about the shopping.Step 2: Passage Aprehensive study of passage Aa)main ideab)structure analysisnguage studyPeriod 4Step 1：Finish all the after-reading exerciseStep 2: Active Words1.Teacher explains the usage and examples2.Students make sentences and try to memories the usagesStep 3: HomeworkFinish Vocabulary Check after the Active Words.Plan for follow-up lesson1.Students should prepare for the study of Text B.2.Students should prepare for group discussion and writing.Step 1: Warm-upGroup Study: Students are asked to form groups of four and discuss on the topic “Why is it convenient to do shopping on line?” Group leaders present the result.Step 2: Fast-reading of Passage BStudents are required to take advantage of fast reading strategies to do comprehension work.Step 3: Word StudyPeriod 6:Step 1: Passage Analysis1. Comprehensive study of passage Ba)main idea2) structure analysis2. Language studyStep 2: (Homework)Ask students to finish after-reading activities.Period 7Step 1: Warm-up1. Students are asked to take out a piece of paper and recite new words. A number of students will be called to read some words out for the teacher to check pronunciation.2. Students do listening practice.Step 2: Grammar studyStep 3: Finish exercise of gerundPeriod 8:Step 1: ExerciseStudents are required to do comprehensive exercises in class within a certain timeframe. The teacher will check the answer.Step 2: Writing Practice --- How to write a note of AnnouncementThe teacher will explain what a note of announcement is and how to write it. Students will be shown with the example a note of announcement.Students are required to write a note of thanks in a group.Plan for follow-up class1.Our next class will begin with Unit 5. The students will be reminded at the end ofthis class to prepare the readings for next week.2.The next class will be structured through small group work and whole classdiscussions.Unit 5 Food BlogsTopic: Modern CommunicationObjectives:1. Students will be able to enlarge the vocabulary relating to modern communication.2. Students will be able to understand the content, the organization of the text and the writing devices of the passage.3. Students will be able to know and make use of the language points, especially expressions, learned from the text.4. Students will come to know the importance of managing incoming email.5. Students will be able to learn how to write a public notice.6. Students will be able to get some tips about the use of the infinitive in English. Important/Difficult Point(s):1.Grammar2. Experiences with cell phones and emails.Materials and Resources:1.Multimedia2.PPTs3.Colorful chalks4.ChalkboardProcedure:Period 1Step 1: Warm up1. Warm-up DiscussionQuestions: What is your favorite way of daily communication?Do you use the Internet?.2. Group DiscussionAsk students to form groups of four and discuss on the topic of Internet: How has the Internet influenced your life? Is the influence good or bad? Why?Appoint a team leader for each group.Group leaders will be asked to present group opinions.Step 2: Reading StrategyAsk students to read through the whole passage without referring to the word list. Try to scan through to find out the main idea. And skim the passage to find out the corresponding part of the passage to the comprehension exercise after the passage. Period 2Step 1: New word studyStep 2: (Homework)1. Read new words2. Memorize them all.Plan for Follow Up Lesson:1.Our next class will begin with the passage. The students will be reminded atthe end of this class to prepare the readings for next class.2.The next class will be structured through passage analysis and languagestudy.Period 3Step 1: Warm-up1.Students are asked to take out a piece of paper and recite new words. A number ofstudents will be called to read some words out for the teacher to check pronunciation.2.Students will go to spot dictation to practice their listening.Step 2: Text Aa.Guide the students to get the main idea.b.structure analysisPeriod 4Step 1：Language studyStep 2: Finish all the after-reading exercisePeriod 5Step 1: Warm-upGroup Study: Students are asked to form groups of four and talk about making telephone calls based on the following questions:What advantages does making phone cells have?Do you prefer making phone cells to sending short messages to your parents while you are in college? Why or why not?Group leaders present the result.Step 2: Active Words1.Teacher explains the usage and examples2.Students make sentences and try to memories the usagesStep 3: HomeworkFinish Vocabulary Check after the Active Words.Plan for follow-up lesson1.Students should prepare for the study of Text B.2.Students should prepare for group discussion and writing.Period 6:Step 1: Fast-reading of Text BStudents are required to take advantage of fast reading strategies to do comprehension work.Step 2: Brief Text Analysis1. The main idea of the text2. Questions relating to the major points of the textWhat problem is troubling email users and corporations around the world?What is the importance of managing emails?Who should be responsible for managing emails?Step 3: (Homework)Ask students to finish after-reading activities.Period 7Step 1: Warm-up1. Students are asked to take out a piece of paper and recite new words. A number of students will be called to read some words out for the teacher to check pronunciation.2. Students do listening practice.Step 2: Grammar Study: the infinitive in EnglishGuide students to learn the grammar points of this unit.Step 3: Exercises of the infinitive in EnglishPeriod 8:Step 1: ExercisesStudents are required to do comprehensive exercises in class within a certain timeframe. The teacher will check the answer.Step 2: Writing Practice --- How to write a public noticeThe teacher will explain what a public notice is and how to write it. Students will be shown with the samples.Students are required to write two notices according to the assignments in the textbook.Plan for follow-up class1.Our next class will begin with Unit 6. The students will be reminded at the end ofthis class to prepare the readings for next week.2. The next class will be structured through small group work and whole class discussions.Unit 6 Shopping and SightseeingTopic: Health CareObjectives:1.Students will know the background information related to the text.2.Students will be able to understand the content, the organization of the text andwriting devices of the text.3.Students will be able to grasp some key words, expressions and sentence patternsfor expressing ideas on related topics.4.Students will enlarge their vocabulary of diseases.5.Students will learn about the past participle in English.6.Students will learn how to write a name card.Important/Difficult Point(s):Key words and expressionsGrammarMaterials and Resources:1.PPTs2.Multimedia3.Colorful pens and markers4.Chalk, chalkboardProcedure:Period 1Step 1: Warm up:1. Ask students questions about healthDo you often get sick? What should we do if we want to stay healthy?2. Group DiscussionAsk students to form groups of four and discuss on the topic of health: What can we do in order to have a healthy, happy and long life?Appoint a team leader for each group.Group leaders will be asked to present group opinions.Step 2: Reading StrategyAsk students to read through the whole passage without referring to the word list. Try to scan through to find out the main idea. And skim the passage to find out the corresponding part of the passage to the comprehension exercise after the passage. Period 2Step 1: New word studyStep 2: (Homework)1. Read new words2. Memorize them all.Plan for Follow Up Lesson:1. Our next class will begin with the passage. The students will be reminded at the end of this class to prepare the readings for next class.2. The next class will be structured through passage analysis and language study. Period 3Step 1: Warm-up1. Students are asked to take out a piece of paper and recite new words. A number of students will be called to read some words out for the teacher to check pronunciation.2.Students will go to spot dictation to practice their listening.Step 2: Text A1. Guide the students to get the main idea.2. Structure analysisPeriod 4Step 1：Language studyStep 2: Finish all the after-reading exercisePeriod 5Step 1: Warm-upGroup Study: Students are asked to form groups of four and talk about experiences with doctors based on the following questions:1. What was your most unforgettable experience with doctors?2. What kind of doctor do you like best? Why?Group leaders present the result.Step 2: Active Words1. Teacher explains the usage and examples2. Students make sentences and try to memories the usagesStep 3: HomeworkFinish Vocabulary Check after the Active Words.Plan for follow-up lesson1. Students should prepare for the study of Text B.2. Students should prepare for group discussion and writing.Period 6:Step 1: Fast-reading of Text BStudents are required to take advantage of fast reading strategies to do comprehension work.Step 2: Brief Text Analysis1. The main idea of the text2. Questions relating to the major points of the textWhat are the secrets of a good night’s sleep?How many phases are there in the course of sleep?Step 3: (Homework)Ask students to finish after-reading activities.Period 7Step 1: Warm-up1. Students are asked to take out a piece of paper and recite new words. A number of students will be called to read some words out for the teacher to check pronunciation.2. Students do listening practice.Step 2: Grammar Study: the past participle in EnglishGuide students to learn the grammar points of this unit.Step 3: Finish exercises of the past participle in EnglishPeriod 8:Step 1: Comprehensive ExercisesStudents are required to do comprehensive exercises in class within a certain timeframe. The teacher will check the answer.Step 2: Writing Practice --- How to write a name cardThe teacher will explain what a name card is and how to write it. Students will be shown with the samples.Students are required to design a name card for themselves according to the assignment in the textbook.Plan for follow-up class1. Our next class will begin with Unit 7. The students will be reminded at the end of this class to prepare the readings for next week.2. The next class will be structured through small group work and whole class discussions.Unit 7 FarewellTopic: Generation gapObjectives: S tudents should be able to:1. Talk about generation gap2. Understand the content, the organization of the text and the writing devices of the passage;3. Know and make use of the language points, especially expressions, learned from the text;4. Grasp some key words, expressions and sentence patterns for expressing ideas on related topics;5. Learn how to write invitation cards or letters6. get some tips about the relative clause in EnglishImportant/Difficult Point(s):1.active verbs: start, concern, throw, care, count2.mean, major, concerned, dorm, save, sake, wear, exaggerate, collect, can, charge, priority, ruin, vacation,3.the relative clause in EnglishMaterials and Resources:1.PPTs2.Colorful chalks3.ChalkboardProcedure:Period 1Step 1: Warm upWarm-up Discussion:Ask students to form groups of four and discuss on the topics: 1) differences between my parents and 2) suggestions for bridging the generation gapDivide the students into groups of three or four. Appoint a team leader for each group. Invite some students to talk about the topics. Each speaker has two minutes for thepresentation.Step 2: Reading StrategyAsk students to read through the whole passage without referring to the word list. Try to scan through to find out the main idea. And skim the passage to find out the corresponding part of the passage to the comprehension exercise after the passage. Period 2Step 1: Word studyStep 2: Word analysisPlan for Follow Up Lesson:1.Our next class will begin with the passage. The students will be reminded at the end of this class to prepare the readings for next class.2.The next class will be structured through passage analysis and language study. Period 3Step 1: Warm-up1.Students are asked to take out a piece of paper and recite new words. A number of students will be called to read some words out for the teacher to check pronunciation.2.Students watch a short video about the generation gap.Step 2: Passage Aprehensive study of passage Ac.main idead.structure analysisnguage studyi.You don’t really feel the generation gap until a son or daughter comeshome form college fro Christmas.ii.What difference does it make?iii.Why don’t you do it for our sake?iv.But it’s very hard for us to realize you’re an adult when you throw all your clothes on the floor.Period 4Step 1：Finish all the after-reading exerciseStep 2: Active Words1.Teacher explains the usage and examples2.Students make sentences and try to memorize the usagesStep 3: HomeworkFinish Vocabulary Check after the Active Words.Plan for follow-up lesson1.Students should prepare for the study of Text B.2.Students should prepare for group discussion and writing.Period 5Step 1: Warm-upGroup Study: Students are asked to form groups of four and discuss on the topics “What do you do when you and your parents have different ideas about the same thing?” And “what suggestions do you have for bridging the generation gap?”Group leaders present the result.Step 2: Fast-reading of Passage BStudents are required to take advantage of fast reading strategies to do comprehension work.Step 3: Word StudyPeriod 6:Step 1: Passage Analysis1. Comprehensive study of passage B1)main idea2) structure analysis2. Language studyStep 2: (Homework)Ask students to finish after-reading activities.Period 7Step 1: Warm-up1. Students are asked to take out a piece of paper and recite new words. A number of。

Unit 3 Communication by Phone Unit GoalsWhat you should learn to do1.Make a phone call2.Answer the phone3.Leave and take a passage4.Pass the message to the person being called5.Extend a phone call6.Take/fill in a messageWhat you should know about1.Phone service in the USA2.Benefit or trouble of cell phones3.Business telephone etiquette for success4.The subjective moodSection 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 :Information Related to the Reading Passage1. cell phone 手机，移动电话A cell phone is a small telephone you can carry with you that operates through networks of radio antennas or space satellites. Other expressions of a cell phone:1) a cellular phone / telephone2) a mobile phone / telephone3) a handset2. ATM 自动取款机ATM is the abbreviation for automated teller machine. ATMs are found in business districts and shopping malls. People use them to get cash from their bank accounts and in many places, to pay for gas, groceries, and other things.3. voice mail 有声邮件A voice mail is a telephone answering system on which spokenmessages are left by one person for another.Text For Conversation Press # 1I’ve got a cell phone, e-mail and voice mail. But why am I so lonely?A funny thing happened on the way to the communications revolution: we stopped talking to one another.I was walking in the park with a friend recently, and his cell phone rang, interrupting our conversation. There they were, talking and talking on a beautifully sunny day and I became invisible, absent from the conversation.The park was filled with people talking on their cell phones. They were passing other people without looking at them, saying hello, noticing their babies or stopping to pet their puppies. Evidently, the cordless electronic voice is preferable to human contact.The telephone used to connect you to the absent. Now it makes people sittingnext to you feel absent. Recently I was in a car with three friends. The driver hushed the rest of us because he could not hear the person on the other end of his cell phone. There we were, four friends zooming down the highway, unable to talk to one another because of a gadget designed to make communication easier.Why is it that the more connected we get, the more disconnected I feel? Every advance in communications technology is a setback to the intimacy of human interaction. With e-mail and instant messaging over the Internet, we can now communicate without seeing or talking to one another. With voice mail, you can conduct entire conversations without ever reaching anyone. If my mom has a question, I just leave the answer on her machine.As almost every conceivable contact between human beings gets automated, the alienation index goes up. You can’t even call a person to get the phone number of another person any more. Directory assistance is almost always fully automated.Pumping gas at the station? Why say good morning to the attendant when you can swipe your credit card at the pump and save yourself the bother of human contact?Making a deposit at the bank? Why talk to a clerk who might live in the neighborhood when you can just insert your card into the ATM?I am no Luddite. I own a cell phone, an ATM card, a voice mail system, an email account. Giving them up isn’t an option —they are great for what they are intended to do. It’s their unintended consequences that make me cringe.Language Points1 Explanation of Difficult Sentences1. (Title) For Conversation Press # 1Analysis: In this sentence, for means with the purpose of. Press # 1 is in imperative mood. # stands for No., therefore #1 is read as No.1.Translation: 通话按1号键。

《公共英语》Unit 3 Communication by Phone--- Telephone Message课堂教学说课稿各位评委老师：大家好，我授课的内容是《新编实用英语2》第四版Unit 3 Communication by Phone中的写作部分，内容是：Telephone Message。

在此，我从教学内容和教学实现上进行阐述。

一、教学目标1．学情分析《公共英语2》开设在各非英语专业大学第二学期，此时学生处于从高职公共英语向专业英语学习的过渡阶段，但也还没有完全摆脱高中应试教育的学习模式。

为了更好地了解学生英语学习的现状，我们对非英语专业的大一学生展开了问卷调查，结果显示大部分学生表示对英语学习有兴趣，认为英语对其专业课程学习和将来的工作有帮助；但也有不少学生认为自己英语基础不好，对于怎样学好该门课程没有足够的信心。

鉴于高职学生目前这种现状，《公共英语》课程在实现人才培养目标中处于怎样的地位呢？下面我们来看看本课程的定位。

2．本课程的定位高职高专院校肩负着为社会培养各种应用型技术人才的重任，大部分学生毕业后将从事电子、机械、建筑、营销等工作。

《大学英语》课程作为一门公共基础课，主要任务是培养学生听、说、读、写、译等方面的综合能力，为其专业课程学习乃至今后的实际工作打下良好的语言基础。

由此看来该门课程主要起着工具的作用，具有一定的通用性和可持续发展性。

3．教材分析该门课程选用的是由高等教育出版社出版的《新编实用英语综合教程》系列教材，该教材以“应用为目的，实用为主，够用为度”，注重学生应用能力和实用能力的培养。

《新编实用英语综合教程2 》一共分为八个单元，每一单元都以特定的话题为主题，通过Talking Face to Face, Being All Ears, Trying Your Hand 以及Maintaining a Sharp Eye4个环节的教学展开了听、说、读、写、译等各项技能的培养与训练，并通过Appreciating Culture Tips这一文学阅读来培养学生的文化欣赏能力。